Friar Lawrence Personality Essay Example

Friar Lawrence Personality Essay In Romeo and Juliet, Friar Lawrence the priest plays a crucial role in the development of the plot. Plans made by the cleric intended to reconcile the ancient grudge (Prologue) between two rival families, the Montagues and the Capulets, results in the tragic deaths of the two star-crossed (Prologue) lovers, Romeo and Juliet.Being a kindhearted priest, Friar Lawrence is respected as a holy man (3.3.81) (5.3.268) and has been a fair-minded helper throughout the play. However, he is also portrayed as a rather arrogant and pompous man who believes himself to be careful and wise yet is proven to be over-ambitious in his plans. This can be seen in his soliloquy in Act 2 Scene 3, where he shows off to the audience about his knowledge on plants and his opinions on living beings. Being over-confident, Lawrence secretly performs the marriage ceremony between Romeo and Juliet hoping that it will turn [your] householdsrancour to pure love(2.3.92).Later on, he vainly attempts to reunite both love rs by providing Juliet with a sleeping potion. Though his intention appears to be good and with well wishes, he is too optimistic and is unable to foresee the failure of his plan or make any contingency measures when his strategy crumbles. It is Friar Lawrences recklessness in his actions and his faulty plans that eventually comes to an end in total failure. To the end, his weak character comes out when he utters timidly, I dare no longer stay. (5.3.159), abandons Juliet to fate and flees the tomb.The misfortune of the whole play begins when Friar Lawrence decides to put Romeo and Juliet together as a mean of reuniting the two rival families through marriage. Even though Lawrence understands that Romeos love is doting (2.3.82) and lies not truly in [their] hearts, but in [their] eyes. (2.3.68), he incorporate[s] two in one (2.6.38) as he genuinely believes that their relationship would have great the potential for the public good. It is always Lawrences faith that even evil deeds co uld be useful. His statementMany for many virtues excellent,None but for some, and yet all different. (2.3.13-14)is an evident of such a state of mind. With this strong belief, Friar Lawrence witnesses the marriage in the hope that the feud would end peacefully without considering all the possible consequences which may arise after the marriage becomes publicly known. The marriage of Romeo and Juliet is the trigger which sets off the events that soon follow; even though Lawrences intention is good, his irresponsible act is essential to the plot of the whole play.After Tybalts death, Friar Lawrences scheme is again being challenged when Juliet is forced to marry Paris. Trying his best to resolve the situation, Lawrence encourages Romeo in escaping to Mantua and proposes another plan to avoid Juliets remarriage. He prepares a drug that shuts up the day of life (4.1.101) for Juliet to take in order to fake her death. This ironically suggests the lovers death as the drug at last did kil l Juliet when the fake death becomes real at the end. The whole plan solely depends on a letter addressed to Romeo, which at last fails to reach its recipient. Because of his carelessness and poor communication skill, not only his endeavour to reconcile the two hostile families comes to grief, but he also contributed to the death of Romeo and Juliet.His delayed arrival at the monument (5.2.24) has resulted in the death of Romeo, who drinks poison without knowing the plan. Furthermore, it is Friar Lawrences own selfishness to leave Juliet in the tomb and save his own skin, saying stay not to question, for the watch is coming. (5.3.158) If he had gone to Juliets tomb earlier and had accompanied her to the end, the couples lives could have been saved and the mishap could have been avoided. Friar Lawrence plays a significant part in the growth of the play. His lack of preparation and his cowardice finally results in the suicide of Romeo and Juliet did violence on herself.Judging from wh at he has done, we can see that Friar Lawrence is the root of the whole tragedy. He secretly marries the two lovers, spirits Romeo to Mantua and stages Juliets death. To the end, it is his cowardice that leads to Juliets death. Upon closer examination, it can be argued that Friar Lawrence has not totally engaged in every incident that leads to the final catastrophe as well. Although Lawrence comes up with all those flawed plans and also confesses that the disaster is miscarried by [my] fault (5.3.266), he is not involved in the deaths of Mercutio and Tybalt.Without this fulcrum scene, Romeo would not have been banished while Juliet would not have been forced to marry Paris. Subsequently, Friar Lawrence would not have had to falsify Juliets death or arrange Romeos escape to Mantua. As a result, the whole tragedy could have been prevented. Moreover, it can also be claimed that Friar Lawrence is not solely responsible for Romeos death. Could Romeo not secure the poison from an apotheca ry, his suicide in the last scene of the play might never come into existences. Therefore, it can be argued that the whole plot is predestined, whereas Lawrence is the one who is trying to save the couples.Notwithstanding his fragile personality, Lawrence is shown to be a brave man in some aspects. Even though he is portrayed as a coward for leaving Juliet behind, he is nevertheless a heroic character who support the foes while risking his own life. He is always keen to resolve the arguments between two families, which he fearlessly agrees with the marriage of Romeo and Juliet. Later on, when the plan crumbles, he courageously offers to sort everything out for the couple. He urges Juliet to stay in his cell while he contacts Romeo. Friar Lawrence valiantly stands out and aids the couple in the whole play, despite the fact that he is likely to get into trouble when the two influential families find out about the truth. We can thus say that Friar Lawrence is not the one to blame, he i s the peacemaker of the plot who tries to make things right.This directs us to consider, if Friar Lawrence is not the one to blame, what is behind the stage that influences the whole plot. The Prologue already states that their death bury their parents strife, which ironically predicts the failure of his plan and paves the way for the final calamity. It underlines the idea that Friar Lawrences effort to fight against fate. The scenario of Act 1 is a tragedy, where the Montagues fights against the Capulets and mutiny breaks out. It seems that nothing except death can heal the society. Act 2 then turns into a comedy when the marriage of Romeo and Juliet succeeds.This gives us hope where Friar Lawrences plan might bring light in darkness. Just when things look as though they might improve, new disaster strikes again in Act 3. The play at last becomes a tragedy when Lawrences plans crumble. Although the storyline seems natural and inartificial, the element of fate gradually dominates th e whole play, where neither the lovers nor Friar Lawrence could have stopped it. The overall structure of the play and the way the story unfolds produces a feeling of inevitability about the ending.However, if the whole plot is the result of fate, it leads to the question: how can Friar Lawrence be able to influence Romeo so much? When Queen Elizabeth ruled (the time when Shakespeare write), it was a patriarchal society where fathers were used to assert excessive power on their children. Lord Montague, unlike fathers at that time, has never worried about Romeo. Lacking concern from his father and family love, Romeo is detached from Elizabethans thinking and is inclined to look for a substitute parent instead.Contrary to Lord Montague, Lawrence shows real concern to Romeo and is ready to provide comments throughout. This is reflected in his dialogue with Romeo, In one respect Ill thy assistant be. (2.3.90) As Romeo is desperate to find a reliable person to express his emotions, Friar Lawrence becomes his substitute father where Romeo takes his advices seriously. Having huge influence on Romeo, Lawrence is then able to carry out his disastrous plans. Trusted and respected by the two foes, Friar Lawrence is addressed as a ghostly father (2.3.45) (2.6.21) and acts as their neutral advisor.For instance, he comforts the banished Romeo who might never see Juliet again, speaking mildly, This is dear mercy, and thou seest it not. (3.3.28) He then provides an escape plan for Romeo, which is yet another doomed move. Juliet also seeks his helping hand when she is forced to marry Paris. (3.5.240) Friar Lawrence is always there during tragic moments. When Romeo is about to stab himself with a dagger, the cleric stops him immediately and shouts Hold thy desperate hand. / Art thou a man? (3.3.107-8). Being close to Romeo and Juliet, Friar Lawrence knows each of them even in greater depth than their actual parents. He even knows about Romeos ex-lover, Rosaline (2.3.44) and Rom eos love of Juliet (2.3.57-8). Both lovers put faith onto the cleric and all along act on his advice. Their relationships are vital elements for the development of the play.Although Friar Lawrence takes Romeo and Juliet to his heart, he himself dugs their graves for making impractical plans. He even foretells the lovers deaths when describing imageries in themes of love and death. This can be seen in a pun of Friar Lawrence. When the Friar advises Romeo in handling sexual relationship, love is buried (2.3.83) in a grave (2.3.84). The idea of love being buried suggests Romeo is not mature enough to distinguish between like and love, and is warned to be cautious in handling these matters. Another example would be in his dialogue with Romeo: Affliction is enamoured of thy parts,/And thou art wedded to calamity. (3.3.2-3).In this metaphor, the harmony marriage of Romeo and Juliet is compared with unhappiness and calamity, which is referring to the final disaster of the two lovers. Again , in Lawrences plan of faking Juliets death, love and death is linked together. Juliets love to Romeo is shown from her courage in slay [thyself] (4.1.72). This, however, requires her to undertake death (4.1.74). In addition, love and death are connected in the dialogue between Friar Lawrence and Capulet when Juliet is dead: Wedding cheer to sad burial feast (4.5.87); Our bridal flowers served for a buried corse (4.5.89). The love in marriage shifts into death in funeral, where joy in wedding becomes sorrow in funeral; and bridal flowers turns into rosemary (4.5.79) for remembrance and death.The idea of love and death being linked together can also be found in the Prologue when it predicts the death of Romeo and Juliet. Although it is arranged in the form of a sonnet (a love poem), words used sound tragic and unfortunate. The phrase death-marked love ironically suggests the death of both lovers. The themes, love and death, is connected together throughout the play, reminding the au dience the results of Romeo and Juliets love. Finally, at the end of the play, Shakespeare portrays the two suicides of both lovers as an illustration of intense love.In this play, Shakespeare has also introduced the element of plant to introduce irony and reveal characters thoughts. We find Friar Lawrences soliloquy expressing his impressions on flowers using extensive knowledge of herbalism,Within the infant rind of this weak flowerPoison hath residence, and medicine power;For this being smelt with that part cheers each part;Being tasted, stays all senses with the heart. (2.3.23-6)This rhyming couplets (AABB) effectively portrays the potent force of nature, also stresses Lawrences belief in negative intentions can have positive results if applied appropriately. The rhyming scheme creates a better flow of phrases, thus in a way making the idea more conspicuous. He later personifies flowers as human by saying people contain both grace and rude will (2.3.28) in their makeup. This is dramatic irony, suggesting that the marriage will heal the family grudges, but will take away the two lovers lives.Plants are depicted using oxymoron as the soliloquy continues. In Lawrences view, flowers are beneficial yet harmful on the other hand. This can be seen in his words, baleful weeds, and precious-juiced flowers. (2.3.8) Two contradicting terms, baleful and precious, are used in an expression, again emphasis his faith that everything can be both good and evil. Oxymoron can also been seen in Lawrences blank verse later on in the play. For instance,These violent delights have violent ends,And in their triumph die, like fire and powder,Which as they kiss consume. The sweetest honeyIs loathsome in his own deliciousness,And in the taste confounds the appetite (2.6.9-14)The similes of powder and honey are applied together, implying the fact that Romeos romantic sweet love would nevertheless encounter disastrous gunpowder. A prophetic remark is also made here ironically suggests his tragic end. This is proven yet another example of imagery linking the ideas of love and death. Lawrence again shows signs of wisdom and declares his belief that good things like honey will confounds the appetite and become bad deeds. Enjambment is employed to break up the rhythm, which in a way increases the flow of the blank verse and additionally reinforces the presence and power of fate.In conclusion, Friar Lawrence takes part in major developments of the whole plot and has been a pivotal character throughout the whole play. It can be argued that if Lawrence had not been so naà ¯Ã‚ ¿Ã‚ ½ve and had calculated the risks better, the whole calamitous plot could have been avoided. The misfortune could be argued as a result of Lawrences failures in executing most of his plans properly. Even though he is not always on the stage throughout the play, he takes a significant role as a peacemaker and greatly contributes to the development of the tragedy at the end.Whilst the whole play evolves, Shakespeare successfully applies linguistic tricks such as oxymoron and irony to foreshadow the star-crossed lovers death in the last scene. This can be seen in Friar Lawrences meaningful speech: Virtue itself turns vice being misapplied. (2.3.21), the remedy (4.2.76) has finally killed both Romeo and Juliet instead of saving them.

What Is Stanford EPGY and Summer College Should I Join

What Is Stanford EPGY and Summer College Should I Join SAT / ACT Prep Online Guides and Tips Have you heard about Stanford EPGY, a summer program for high school students? Curious about what it would be like to spend a summer on Stanford's campus? Well, it turns out that the program formerly known as Stanford EPGY is now two different programs. We will break down what the different programs are and outline the benefits and costs of each. Feature image via Wikimedia What Exactly Is Stanford EPGY? Stanford EPGY (which stands for Educational Program for Gifted Youth) used to encompass summer programs at Stanford for middle and high school students as well as online courses available year round. However, EPGY has now split up into two different components – the online component (now known as GiftedandTalented.com, a website still associated with Stanford) and the summer programs component (now called Stanford Pre-Collegiate Summer Institutes). This can make it confusing for students to figure out which program might be best for them. Furthermore, there is also a program called High School Summer College, where you can attend Stanford for a full academic quarter during the summer and take actual Stanford classes. It’s sometimes overshadowed by EPGY so high school students don’t hear about it. I realize the fact that Stanford has these three high school programs can be confusing, but I can guide you through it – I participated in some of these programs as both a high school student and as a counselor during college! I will go through each program, explain what it is, how to apply, and whether or not it would be worth it for you to participate. GiftedandTalented.com Image via GiftedandTalented.com. What Is GiftedandTalented.com? GiftedandTalented.com, which used to be a part of Stanford EPGY, is a way for advanced students to take courses online to access more advanced topics or supplement what they are learning in school. Stanford moved to GiftedandTalented.com with the help of an outside company (Redbird Advanced Learning) to make their EPGY online program more convenient. The service is more responsive and the interface is easier to use than it was with the old EPGY online courses. Courses span from typical math courses like geometry and calculus to specialized programming and physics classes. There are a few language arts courses as well. How to Apply You can enroll in any course at GiftedandTalented.com as long as you can pay the fee (about $495 per each 3-month course) and meet the prerequisites. You can look through the courses and apply online here. There is also financial aid you can apply for by emailing financialaid@GiftedandTalented.com or calling 844-944-3833. Is GiftedandTalented.com Worth It? Whether GiftedandTalented.com is a good choice for you depends on your needs. If you want to challenge yourself but don’t have access to honors classes, AP courses, or other resources near you, online courses are a great way to add advanced courses to your schedule. Especially if you tend to be good at learning independently or outside of traditional classroom settings, online classes can be great. If your high school does offer more challenging classes, or you have access to a local community college or university, you might want to consider taking courses locally instead. Your high school classes are likely cheaper than additional online classes, and honors, AP, and IB programs can offer rigorous curriculums close to home (learn more about AP and IB here). This is especially true if traditional classroom settings work well for you. Either way, explore all of your potential advanced class options before signing up for any online courses. Stanford Pre-Collegiate Summer Institutes Image via Stanford Pre-Collegiate Summer Institutes What Is Stanford Pre-Collegiate Summer Institutes? Stanford Pre-Collegiate Summer Institutes (SPCS), formerly EPGY, is a residential summer program where you take an academic course and participate in typical camp activities (sports, crafts, and local excursions). You can do SCPS as a high school student. Most of the programs run for three weeks. You can choose to attend either Session 1 (June 19 - July 8 in 2016), Session 2 (July 11 - July 30), or take a course that spans both sessions. For each sessionyou take one class intensively, and live with the students taking the same course. Course options span from Creative Writing to Particle Physics to Robotics to International Relations to Cryptography, just to name a few. The course options have been expanded recently so there are more options to choose from than in the past. The schedule typically consists of class in the morning, discussion sections or class work in the early afternoon, and activities later in the afternoon and evening. Your time is quite structured throughout the program, though you get to choose which activities to participate in. Special Programs Within SPCS In addition to the various SPCS course options that we linked to above, there are also two special programs within SPCS. Read about them below. Summer Humanities Institute This is a program centered around rigorous humanities courses in history and philosophy, taught by Stanford professors (note that some of the SPCS courses are taught by instructors and not full-on professors). Full disclosure: I worked at the Summer Humanities Institute in 2013 as a Residential Counselor. To be honest, I was jealous this program wasn't around when I was in high school! The courses were definitely rigorous, on par with typical Stanford courses. The students also got the chance to write long research papers while working with the counselors, teaching assistants, and professors. In short, the Summer Humanities Institute provided an intense academic experience while also giving high school students interested in the humanities a chance to get to know like-minded students from across the country and the world. Furthermore, the SHI has expanded for 2016, with six different courses being offered. (The schedule is the same as SPCS, with two sessions to choose from.) If you're looking into any of Stanford's summer programs, you should consider the Summer Humanities Institute, especially if you're interested in literature, history, or philosophy. Summer Arts Institute New in 2016, SPCS is now running the Summer Arts Institute. With courses centered on the arts, including theater, music, and architecture, this is a program geared towards students specifically interested in the arts. Stanford has been increasingly committed to the arts, so this summer program gives high school students a chance to see Stanford's resources for budding artists, musicians, and actors. No previous experience in the arts is necessary to apply, so the program is accessible to a wide range of students. Your application will be evaluated holistically, meaning your grades, test scores, and individual experiences will all be considered. This is a great program to look into if you have specific interest in the arts but want a more challenging, academic experience than your typical summer drama or dance camp. How to Apply To apply to SPCS, you will apply to either the class or special program you want to be in – you’ll list your preferences on your application. Your application will be reviewed with those courses and/or programs in mind. Keep in mind some courses (like the Computer Stience courses, for example) tend to be more popular and therefore more competitive. The Summer Humanities Institute is also getting increasingly competitive year to year. We recommend applying for these programs as early as possible if you’re set on getting in to them. You’ll submit an application with your demographic info, a $50 fee, work samples, your most recent transcript or grades, a teacher recommendation, and recent standardized score report (for more about these components see the materials page). You can apply as early as January 20 (the early decision deadline) or by March 30 at the latest. As soon as you decide you’re interested, I recommend you go ahead and apply. This will give you the best shot at admission to your first choice class or program. SPCS is selective, so you’re more likely to get in if you apply to a less popular class. That said, getting into SPCS is not nearly as difficult as getting into Stanford. Don’t be deterred from applying because you think you won’t get in! Tuition Tuition for SPCS runs at $6300 for a high school session. The Summer Arts Institute is $6,000 for the session, as well as the Summer Humanities Institute. Tuition includes instruction, housing, meals, and field trips. You can apply for financial aid after you’ve submitted your program application. You’re encouraged to apply early since there is a limited amount. Again, if you’re set on going to SPCS but think you will need financial aid, apply as early as possible to maximize your chances of getting financial aid. Is SPCS Worth It? While I didn’t participate in SPCS as a high school student, I did work there as a Stanford student and thought it was a great program. You can get a rigorous academic experience while also getting a taste of what it’s like to live on Stanford’s campus. Especially since you are only taking one class, it’s a great opportunity to delve deeply into one topic you’re interested in. Students in the Summer Humanities Institute got to use Stanford's Green Library to work on their research papers. Image via Stanford University Libraries. You can also use SPCS as an opportunity to take a class you can’t usually take as a high school student, like robotics or philosophy. It’s also possible to get a letter of recommendation from your instructor or professor at SPCS, which can be a boost to your college applications. However, you do have to follow a daily schedule and, from experience, you are supervised much more than the High School Summer College students are. If you want a more independent summer experience, you might consider High School Summer College instead. Stanford High School Summer College Image via Stanford High School Summer College. What Is High School Summer College? In High School Summer College (HSSC), you get to participate in a full academic quarter at Stanford over the summer, which lasts eight weeks. You take real Stanford classes alongside Stanford students and live in dorms on campus. It’s a big commitment! I did this program when I was in high school so trust me when I say it’s not your typical summer program. You take two or three classes during the summer. That might not sound like a lot, but these are Stanford courses so they will more than fill up your time! This also means you get a Stanford transcript with actual Stanford courses on it at the end of the summer. This sets HSSC apart from the SPCS programs and many other summer university programs you might be considering. Furthermore, you live on campus in Stanford dorms. The RAs are current Stanford students. This means you really get a sense of what it would be like to go to Stanford. The RAs run clubs and there are weekend excursions to places like San Francisco and Monterrey. While you are monitored much more closely than you are in college – there is a curfew – this program is excellent if you want to get a taste of what college will be like. Aside from your classes and dining hall hours, you’re free to set your own schedule – when you want to study, when you want to hang out with friends, and when to participate in clubs. You can also take advantage of on campus resources like practice rooms if you play an instrument, or use the gym and recreation facilities. How to Apply to HSSC To apply, submit the online application, which is a college-like application that includes an essay, test scores (if you want), and a letter of recommendation. It’s a selective program, though the program doesn’t release data on how selective. It’s definitely not nearly as selective as getting into Stanford regularly. Still, put your best foot forward with a great essay and the best standardized test score you have available if you’re set on getting in. The program usually fills up and has a waitlist, so apply as early as possible. You can apply beginning in the fall. Try to submit your application by March or earlier if you're set on getting on a spot. When I did HSSC back in summer 2009, we stayed in the Lagunita Court dorms. All Summer College students are guaranteed housing on Stanford's campus. Image via Wikimedia. Tuition HSSC costs close to $12,000 for the summer, including books, housing, and personal expenses. You can apply for financial aid, though you should recognize it’s limited and not a guarantee. Again, the earlier you apply, the more likely you are to get financial aid. Is HSSC Worth It? It’s worth noting that HSSC is a very expensive program, putting it out of the reach of many families. It also takes up pretty much your entire summer, which can make it hard to schedule in for many students. That said, I did this program as a student in Summer 2009 and had a great experience. I really loved getting to take real Stanford courses – and even got a jumpstart on what eventually became one of my areas of study at Stanford by taking an Introduction to International Relations class. Furthermore, I think doing very well in my courses that summer strongly helped my Stanford application. I would caution students that if you do go, be careful about how you spend your time. Because the program encourages students to set their own schedules, many students got caught up in the social aspects of the program and neglected reading, studying, and problem sets. There is no point in spending money on the chance to take Stanford courses and then wasting that money by not putting in a sincere effort. And finally, while I did this program and eventually got into Stanford, it is not by any means the only way to get admitted. You can take advantage of college courses, research opportunities, and volunteering close to home and put together an excellent application for Stanford. Make sure you explore a range of summer options before deciding on something as intense as HSSC. Will Doing a Summer Program at Stanford Get Me Admitted? The short answer is no. Each of these programs is less competitive than getting into Stanford for real, which means many students who do these programs end up getting rejected from Stanford. In other words, these programs are definitely NOT a guarantee of admission to Stanford. Don’t go to one of these just because you think it’s a free ticket to Stanford. That said, doing an academic summer program is one way to show your intellectual interests to college admissions officers, and also to demonstrate your academic strengths. This is true of programs at Stanford as well as programs at other universities. Again, it’s important to use your time at these programs wisely. Do well in the classes, get to know the instructors/professors, and get the most out of the experience as possible. Don’t get caught up in the social experience and neglect the academics. Doing well and/or getting an extra letter of recommendation from a professor or instructor could increase your chances of getting into Stanford, but you should make sure the other parts of your application are strong as well – including your GPA, SAT/ACT scores, etc. Unfortunately, doing really well in a summer program won’t make up for a low GPA or a less-than-average SAT/ACT score. The bottom line is that academic programs at Stanford are a great way to challenge yourself, meet other like-minded high school students, and add something extra to your college application. Just don’t expect them to guarantee your admission to Stanford, and be aware there are likely other, cheaper options to enrich your studies close to home. Image via SLAC. What’s Next? Also studying for the SAT/ACT? Want a score good enough for Stanford or Ivy League schools? Learn how to come up with a target SAT or ACT score based on your dream schools, and also read about ACT and SAT scores for the Ivy League. Have you already taken the SAT/ACT? Thinking about retaking it but not sure if it will be worth it? Learn for sure if you should take the test again. Shooting for a perfect SAT/ACT score? Get tips from our full scorer for the SAT and the ACT. Considering the AP or IB program? Learn the differences between the two and which program you should do. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

OUTLINE Assignment Example | Topics and Well Written Essays - 500 words

OUTLINE - Assignment Example In the present age where there is growth hence need for more food, the pesticides should be used as much as critics may perceive them to be poisonous. The Environmental protection Agency provides that food may not harm individuals if they are washed (Robin, pp.30) I. To know if the food that individuals eat is safe, one should be aware of the amount of pesticides left on the food consumed. This amount of pesticide is referred to as pesticide residue. According to the Environmental Agency, there is an amount that when left on the food makes it safe. This amount that is permitted on the food is known as pesticide tolerance. For the determination on what is to be left, the Environmental protection Agency dictates environmental and health risks that pesticides pose (Robin, pp.30) a) For the persons who do not consume organic foods, there are measures that can be considered to make the food harmless. Firstly, if foods are washed the consumption of pesticides are reduced to some amounts. The most effective way of washing is by the use of running water rather than soaking or dunking as it washes away pesticide on the surface unlike the other two that scatter them on the surface b) Apart from the washing effectiveness can be achieved by scrubbing vegetables and fruits like root and melon vegetables like root and melons vegetables. The leafy vegetables outer layer should be cast off to lessen exposure. Peeling vegetables and fruits if need be may be of help. Skin and fat can be sheared from poultry, fish and meat to lessen the pesticide residue amount that is in fats. In addition, eating various vegetables and fruits limits exposure to one pesticide type. A dry cloth should be used in drying of food to avoid contamination from towel. The consumers ought to know that organic food contains pesticides. In fact 95% of additives in organic food are organic. I. There are ways to decrease the pesticide amount that are got on foods, although

Make a plane of the investigation and a report for the investigation Assignment

Make a plane of the investigation and a report for the investigation There should be two sections in this . In this in - Assignment Example Basically, the duration of burning of the candle is dependent on the amount of oxygen. The word equation for the burning candle wax that supports this explanation is as given (Oldham, 2005). (Hydrocarbons) + Oxygen ----> Carbon dioxide + Water (Hydrocarbons). This experiment entails burning candles. One, two and three, candles would simultaneously be held on a tray while confined in a jar. Time taken by each of the candles before going off would be recorded. This experiment is considered following a thorough review of many literatures that show that there is lacking experiments done to explore the differences in the rates of Oxygen consumption between one, two or more candles. As a result, it has not been clear whether if the sets are set running under constrained Oxygen, which of the three would go off first. This experiment, therefore, helps correlate the amount of oxygen consumed and the number of candles. This in effect, would help steer clear any double concerning the dependency of candles on oxygen gas during the burning process. Moreover, the experiment can help ascertain the components of a candle as a bi-product of hydrocarbons. This experimental set up is divided into two sections: The experimental plan and the report section. Title The Burning Candles Experiment. Aim The aim of this experiment is to investigate the differences in the rate of Oxygen consumption between one, two and three candles. ... Time taken by the one, two and three candles before going off served as the independent variable. Material you need to carry out the experiment Materials to be used in this experiment include a tray, a stop watch, one, two, and three same sized candles, jar and match box for lighting the candles. Methods Observation as a method is considered to be the most and, therefore, the applied method in this experiment for data collection. Raw data/observations No of Candles Time taken for the Lambs to go off in Seconds 1 60 2 35 3 15 Results It was found out that one candle took the relatively longest time to go off followed by two candles and finally, three candles, which took the shortest time before going off. Discussion From the graph shown below, there is a linear correlation between the number of candles and the time taken for the candles to go off. It is clear that increase in the number of candles causes a significant decrease in time the candles take to go off. Taking into considerat ion the fact that the number of candles is directly proportional to the rate of the amount of Oxygen consumed, it implies that increase in the number of candles results into an increase in of the amount of Oxygen consumed. On the other hand, the less the number of candles used, the less the rate of amount of oxygen consumed thus the higher the time taken for the candles to go off. This is because the burning up of candles is purely depended on the amount of Oxygen confined in the jar. Therefore, increasing the number of candles causes a proportional increase in the rate of consumption of Oxygen. This causes the candles to go off at shortest time possible. This is explained by the linear graph shown below. The

Examining The Roles Of Moral Entrepreneurs Media Essay

Examining The Roles Of Moral Entrepreneurs Media Essay There are certain powerful tools such as moral entrepreneurs and/or social control agents that are said to contribute to the development of moral panics in a society (Becker, 1963:147; Cohen, 1980:85). This essay will argue that amplitude as a news value appears to be the major tool through which moral panics are developed in a society (Cohen, 1980:31). The essay will commence with a brief background and definition of key terms such as news values, amplitude and moral panics, not necessarily in the same sequence. Then using relevant research sources, this essay will analyse the role that the news value of amplitude plays in the development of moral panics. Furthermore, the reasons for this kind of journalism will be considered by carefully analysing the issues of interest and morality. Finally, the essay will consider the effects of moral panics on society by looking into instances in different societies. Ben-Yehuda (2009:1) describes the concept of moral panic as creating a state of exaggerated fear from topics that are claimed to have a moral element. He states that moral panics have to create, focus on and sustain powerfully persuasive images of folk devils that can serve as the heart of moral fears. According to Ben-Yehuda and Goode (1994:12), the idea of moral panics developed from the earlier concept of moral crusades where a person or a group of persons where stigmatised as deviants and isolated from what was regarded as normal society. It was first revealed by Jock Young in 1971 as opposed to the thought that Stanley Cohen was the originator of the concept. Critcher (2006: ix) also concurs that Cohen borrowed the term from Young. However, though Young introduced the term, it was Cohens research on the Mods and Rockers that launched it to its present state as a still central tool of sociological and media analysis, as well as a common phrase in popular discourse (Ben-Yehuda, 20 09:1). Cohen defines moral panic in his book Folk Devils and Moral Panics: The Creation of Mods and Rockers (1980:9), as when a condition, episode, person or group of persons emerges to become defined as a threat to societal values and interests; its nature is presented in a stylized and stereotypical fashion by the mass media This shows that every society has particular moral values and interests that define it as a society. Hence, it will not be normal for a person or group of persons to go against those moral values and interests. Becker (1963:1) states that social rules are made to be enforced and they determine what is right or wrong in a social group. Therefore the person or group of persons who breaks those rules is regarded as an outsider because such cannot be trusted to live by the rules. The outsider is then labelled by that society as a deviant or a folk devil as Cohen calls it. The outsider is isolated from normal society and this leads to more deviance (Cohen, 1980:12; 18). Goode (1993:93) also defines moral panic as a widespread feeling on the part of the public that something is terribly wrong in the society because of the moral failure of a specific group of individuals, subpopulation is defined as the enemy. In short, a category of people has been deviantized. Deviance refers to behaviour that breaks social values or upsets the expectations of society thereby attracting social penalty or punishment (OSullivan, et al., 1994: 83; Aggleton, 1987:4). Some examples of deviant behaviours that lead to moral panics are related to drug usage, homosexuality, gang activities, pornography, prostitution, and so on (Ben-Yehuda, 2009:2; Cohen, 1980:18). Cohen (1980:9; 59) observes that a type of moral panic which has kept occurring in Britain since the war has been tied to the coming up of a variety of youth culture who are either working class, middle class or students and are seen as deviants associated with violence. The Teddy Boys, the Mods and Rockers, the Skinheads, are some examples he gives of those labelled deviants or folk devils that represented youths at the time. This is also reflected in Ben-Yehudas study of the 1982 drug panic in Israel where youths were identified with the deviant behaviour of illicit drug-taking. Those who create and enforce the rules in society respectively referred to as moral entrepreneurs by Becker (1963: 147) and social control agents by Cohen (1980: 85). These are powerful concepts that are said to contribute to the development of moral panics in a society. They comprise the Police, the Courts and Civil Society or Action Groups who take appropriate action at the Federal and Local levels. Here the media also plays a vital positive role in checking the excesses of these so-called deviants. As we all know, the media is a tool through which information is dispensed to the public. The way and manner information is dispensed determines how the public reacts to such information. There are certain criteria that determine what news is and it varies from one culture to the other (Galtung and Ruge, 1965: 65). The criteria or guidelines by which events are regarded as newsworthy are referred to as news values (Brighton and Foy, 2007:1). Galtung and Ruge (1965: 70) provide a list of a number of factors that qualify for news values. An event must possess at least one of these to qualify as news. One of such news values is amplitude on which this essay will focus. Amplitude refers to how big the event is; The bigger, the better, the more dramatic, the more likely the event is to achievethreshold value (Watson, 1998: 118). It is argued here that amplitude as a news value appears to be the major tool through which moral panics are developed in a society (Cohen, 1980: 31). It was stated earlier that moral entrepreneurs or social control agents are powerful tools that are said to contribute to the development of moral panics. Cohen (1980: 166) and Becker (1963: 147) have argued that these tools create and enforce rules in order to control deviant behaviours. They intervene whenever they feel a particular value in society is being threatened by behaviours that are out of the norm. This shows that a deviant behaviour can be powerful enough as to instigate creation and the enactment of laws in a society (Ben-Yehuda, 1990: 124). However, it is important to note that these agents cannot function alone to create moral panics in the society, they need the mass media to be able to pass across what they deem as morally wrong or evil so, they take advantage of the media to be able to create a moral panic (Ben-Yehuda, 1990: 116). It thus seems that without the media, moral panics may never occur and amplitude plays a major role in such a development. Cohen (1980:1 6) describes the media as an especially important carrier and producer of moral panics. He states that information that gets to the public have already been processed by the media, that is to say that they have been subject to classifications of newsworthiness and how they are to be relayed to the audience. He argues that what is usually called news focuses on reports on deviance and its consequences and such reports create concerns, anxiety, indignation or panic. When these feelings have been created, the need to protect certain moral values arises and this leads to the definition of the problem and the creation of rules to protect societal values. All that has been said boils down to the fact that for the media to cover an event successfully as news, amplitude (as a news value) plays a very important role. As earlier defined, amplitude refers to how big and dramatic the event is (Watson, 1998: 118; Galtung and Ruge, 1965: 66) so the need for amplitude leads the media to amplify de viance whereby exaggerating the event so it becomes a very big issue through the reaction of the audience. OSullivan, et al. (1994:10-11) define amplification as the process whereby initial activity, labelled as deviant is increased or amplified as a result of social reaction which is largely co-ordinated and articulated by the mass media. Furthermore, Galtung and Ruge (1965: 71) state that there are three things the media does to manufacture news and one of them is accentuation or distortion and that is to make the event even more noticeable. Cohen (1980: 31) gives examples of this kind of distortion or exaggeration. In describing the Mods and Rockers event at Clacton, he states that a journalist from the Daily Mirror admitted that the event had been over reported. Cohen describes how the media grossly exaggerated its seriousness; Over-reportingthe number taking part, the number involved in violence and the amount and effects of any damage or violence. Such distortion took place primarily in terms of the mode and style of presentation characteristic of most crime reporting: the sensational headlines, melodramatic vocabulary and heightening of those elements in the story considered as news. The regular use of phrases such as riot, orgy of destruction, battle, attack, beat up town and screaming mob left an image of a besieged town from which innocent holidaymakers were fleeing to escape a marauding mob. This event was so exaggerated that the police began making preparations for the next anticipated Bank Holiday hooliganism. On the next Bank Holiday at Brighton, so many suspicious youths, though not guilty of all that they were accused of, were arrested on the beach escalating the matter and confirming the doubts and fears of the public who acted and took their local problem to the legislature ( Cohen, 1980:91-113). Another instance of such exaggeration is found in the 1982 drug scare event in Israel. Ben-Yehuda (1990:103) argues that the media played a crucial role by providing information that stimulated the panic. He states that youths in high schools in Israel were accused by the police and a member of legislature of the misuse of psychoactive drugs. It appeared in the media that over a hundred thousand students used hashish. A particular school was labelled Hashish High School because it was accused of a high rate of unlawful drug use. The principal revealed statistics showing o nly one pupil in the school was found using drugs but the release of the statistics did not help because the panic had already been created. The Ministry of Education sought for proof from the police for the outrageous statistics they released to the media but none was given. Anxious parents parents demanded that the Ministry of Education do something about the terrible drug problem. Most parents eventually withdrew their children from schools as a result of such exaggerations, turning the event into a huge story. The media used such headlines as youth drug abuse plague, How to Behave with a Drug Abusing Adolescent, The Dangers of Hashish. This event shows how active the social control agents and the media were in the development of moral panic but the media seemed to be the major tool through which moral panic began. The connection between personal and group interests to moral panics has been espoused by (Ben-Yehuda, 1990: 114; Becker, 1963:148; Goode and Ben-Yehuda, 1994: 159). Ben-Yehuda (1990:114) suggests that on one hand, moral panics reflect the moral struggle in a society and on the other hand, the issue of interests show that moral panics use moral topics to cover up clash of interests between different parties. He argues that the moral panic in Israel in 1982 was based on distorted information, clearly aimed at sharply marking the boundaries between moral right and moral wrong. However, behind the public display about morality, there were other strong interests at work as well. This shows that just as there are moral entrepreneurs who seek to truly uphold moral values for the good of the society, there are also those entrepreneurs who seek to fulfil their own interests. Young (2009: 10) states that there are three reasons for moral intervention. The first is the conflict of interest wher e he explains that interests of a powerful group are directly threatened or the group sees that the intervention would be to its advantage. The second reason for intervention is moral indignation. He explains that the deviant threatens the moral values of a more powerful group therefore an intervention is required. Finally, the third reason is humanitarianism where the more powerful group intervenes for the good of the deviant(s). This goes further to reveal a powerful economic and political relationship between those in power and those regarded as outsiders because laws, wealth and status could be created as a result of moral panics (Goode and Ben-Yehuda, 1994: 159). For instance, the legislator could create laws and have his political status established as a result of a moral panic through the media and the police could gain more funds to aid in fighting deviance. Furthermore, the media is responsible to protect the public interest through the proper dissemination of information. The public should be aware of events that affect them through the news. News that stirs up moral panics does not seem to be in the public interest because the end result is fear and anxiety (Ben-Yehuda, 2009: 1). It then seems that the media may only be interested in its business competition through the selling of a breaking story to attract more viewership and not minding how the news is presented thereby fulfilling its own interest. It could also be that the media in creating a moral panic is not aware that it is doing so and may publish or broadcast news in the public interest since its duty is to create awareness of issues prevalent in the society. Moral panics have certain effects on the society. They create stereotypes, for instance, (Young, 2009:6) thereby segregating a particular class or group of people within society. A stereotype is a social classification of a group based on a particular set of values, judgments and assumptions toward the groups behaviour, characteristics or history (OSullivan, et al., 1994:299). The Mods and Rockers were stereotyped because they behaved and did things differently from the rest of the society at the time. They dressed differently, rode scooters and motor-bikes and they were two confrontational groups. As a result they were seen as a threat to traditional, decent values of law and order (Critcher, 2006: xii). According to Cohen (1980:62) the Mods and Rockers were seen as a disease that needed to be cured or completely removed from society therefore they experienced indignation. A survey revealed that the medias reaction to the Mods and Rockers were more intense and stereotypical than the opinion of the public (Cohen, 1980: 66). In addition, moral panics create fear, anxiety and panic among members of society. Statistics show that fear is created especially among older people (Cohen 1980:70). For instance, as mentioned earlier, during the 1982 drug scare in Israel, parents out of fear and anxiety about the terrible drug problem that had invaded high schools, withdrew their children from school. The sort of presentation and language used by the media may cause its audience to think they are living in a very unsafe environment while that may not be entirely true. Also, moral panics could help establish new laws claimed to guard the moral values and interests of the society and even if it does not do so, it leaves memories that usher in the next panic (Ben-Yehuda, 2009: 3). For instance, early 1970 in America, President Nixon successfully carried out a war on drugs that later paved the way for subsequent drug panic that led to the creation of laws against illicit drug taking in America in 1986 and 1989 (Goode and Ben-Yehuda, 1994:169). All these prove that moral panics could either have a lasting or a short term effect on a society. The effect could be felt at the time of the panic and eventually fade away with the panic as it was with the Mods and Rockers or the effect could be a long lasting one as in the case of laws made to prohibit illicit drug use. In conclusion, although other strong tools such as the moral entrepreneurs or the social control agents contribute in creating moral panics, it is clear that amplitude as a news value is a major tool used by the media to create moral panics in the society. This essay has also shown that there are certain reasons why moral panics occur and those reasons could either be moral or for personal interests. Furthermore, there is a preponderance of the unhealthy effects of moral panics in the society including the creation of stereotypes, the instigation of fear among people and possibly the creation of new unnecessary laws. Practitioners in journalism and media must be careful in the reporting and dissemination of information to the general public to avoid impressing their personal or group interests on society that they may have detrimental effects in the peaceful order of society. WORD COUNT: 2,824

Home Rule :: Essays Papers

Home Rule It all took place between the 1870's and 1920's. Home rule was a huge part of the political life in Ireland, which meant that the Irish Parliament would be restored for most issues, but the British government would still cover many important areas (Conflict 3). The term Government Association started to be used very frequently; Isaac Butt was the gentleman who founded this association. In 1873 this became known as the Home Rule League and in 1874 a general election was held where fifty home rulers were elected to the Home Rule party also known as the Irish Parliamentary Party (Irish 29). Butts' goal was to get both Protestants and Catholics to support Home Rule as a movement targeted towards giving Ireland a federal government within the United Kingdom. Butt was not an aggressive leader and the people of Ireland did not feel he was fulfilling his job completely. A man by the name of Charles Stewart Parnell challenged Butt and became the leader in 1880 (Charles17). The British people began to think that the Home Rule would lead to the separation of Ireland and Britain. Parnell realized that the people did not like the British Rule and this is what caused them to support Irish nationalism. In 1880 Parnell won the support of the Fenians and the Irish Republican brotherhood that wanted total separation but were willing to compromise and accept Home Rule. In 1881 the second Land Act gave the "Three F's" which the Land League had demanded. Fair rents would be fixed by judges appointed by the government, fixed tenancies would have to be agreed between tenants and landowners (avoiding evictions), and free sale of his lease would be permitted to a tenant who wished to give up farming. Gladstone and most of the Liberal Party conversed to the Home Rule cause in 1885, and this is when the conservative party opposed Home Rule and threatened some kind of defense on the United Kingdom (Gladstone 6).

Callaway golf case

Also, could Galloway Canada really create a source of competitive advantage in service? Ely Scalawag's history I believe that Ely had quite a bit of a struggle in golf because he was willing to pay premium for improved performance. This is what he felt would give a competitive advantage over his competitors. Furthermore, with this strategy, he felt that It would be more enjoyable for the average golfer. War-,l S. W. O. T for Galloway S- they are already established, brand loyalty W-one of their products performed poorly, only target ‘rich' people O-Service,Tailoring to golfers needs T-Competitors and substitutes Porters 5 forces In relation to Galloway: I only depicted 2 of the 5 forces that would have a major affect on Scalawags. The first force that would come into play would be the Threat of substitutes', this is because if prices are lower at a competing golf manufacturing company, a person who really does not care about performance, but more so for just doing it as a hobby , would Therefore, I believe that Scalawags should target a wider costumer base instead of JUST the upper class performers.On the other hand, another force that would come into play would be Rivalry because Scalawags has a lot of intense competition. This means that they have to focus on the pressure they have on prices, meaning because they charge premium prices, they are leaving out the common person, who Just wants to play golf as a hobby or for fun. However, this could also be to their advantage because they specialize in tailoring to specific performers, which means that people will be more willing to pay the premium prices, over what Scalawags competitors would offer.Alternative 1 In my opinion I believe that the first thing Galloway could do in order to improve their service and minimize competition would be to completely re-create their marketed products. They could do this by having more advertisements with the ‘new and improved' products, which would provoke higher p erformance golfers to be more willing to buy. However, in a market, which is so intensely competitive, I believe that golfers in particular have a mentality of Just constantly needing to improve their ‘game'.Therefore I figured with more advertisements using the ‘above the line rumination' strategy, would target golfers who could potentially ‘afford' more. This is because Scalawags would be promoted in specialized magazines and on the television, which is more likely to attract higher-class performers. Alternative 2 I came to the decision that the second alternative was to help sponsor a highly recognizable and qualified golf player, which would aid in promoting their sales because people would automatically associate the product with the performer.Along with this, Galloway would be Just easily getting its name out there, because Tiger Woods for example, is an icon for professional golfers. Therefore, if Galloway chooses to sponsor Tiger, fans etc would want to Jus t buy the products because Tiger has them. Alternative 3 Finally, my third alternative for Scalawags would be to target a wider costumer base because right now they are Just promoting to higher performers, whereas if they they would be more likely to buy from Scalawags.However, Scalawags is perceived as being for ‘higher class' people, which means that not too many of ‘lower class' performers would want to purchase their products. Recommendations Overall, in my opinion I believe that Scalawags Golf should proceed with the third alternative first because catering to other people would be the easiest and less expensive way to improve service and also to gain a competitive advantage over their rivalry.Along with this, their sales should increase because more people will be willing to buy their product. However, people still may not even want to buy the product because they prefer substitutes. On the other hand, I perceived the second best thing to do would be the sponsor be cause it's a good marketing strategy. Therefore, by sponsoring a highly qualified ND recognized performer like Tiger Woods, people would be more open to your brand.Finally, the third and last thing I decided for Galloway is in order to improve its service and gain a competitive advantage they should re-create their image. This, however, would be the most expensive and time consuming because they would have to develop market research on what the other ‘lower class' performers would want. Along with this, the competition of much larger golf stores like Nikkei, who tailor to EVERYONE in golf, have already built that relationship with their customers that Galloway may be trying to target.