Green Card Immigration Term

A green card is a document showing evidence of your lawful permanent resident status in the United States. When you become a permanent resident, you receive a green card. The green card is similar in size and shape to a credit card. Newer green cards are machine-readable. The face of a green card shows information such as name, alien registration number, country of birth, birth date, resident date, fingerprint, and photo. Lawful permanent residents or green card holders must carry their green card with them at all times. From USCIS: Every alien, eighteen years of age and over, shall at all times carry with him and have in his personal possession any certificate of alien registration or alien registration receipt card issued to him. Any alien who fails to comply with [these] provisions shall be guilty of a misdemeanor. In years past, the green card was green in color, but in more recent years, the green card has been issued in a variety of colors, including pink and pink-and-blue. Regardless of its color, it is still referred to as a green card. Rights of a Green Card Holder Live the rest of your life in the country, provided you do not commit any offenses that would make you removable under U.S. immigration law. In short, as long as you follow the law, your residency is guaranteed.Work in the United States in any legal pursuit that you choose. However, some jobs (generally, government positions in defense and homeland security) are restricted to U.S. citizens only for security reasons. Also, you cannot run for elected office, so you won’t be able to earn a living in public service.Travel freely around the United States. You can leave and then reenter the country as you please. However, there are some restrictions on prolonged stays outside the country.Claim protection under all laws of the United States, your state of residence and your local jurisdictions. In general, all the safeguards and legal avenues available to U.S. citizens are also available to permanent residents, and this is true anywhere in the country.Request visas for your husband o r wife and unmarried children to live in the United States.Own property or buy firearms, as long as there are no state or a local ordinance prohibiting it.Attend public school and college, or join branches of the U.S. Armed Forces.Apply for a driver’s license. Even the most restrictive states for immigrants allow green-card holders to drive cars.Get Social Security, Supplemental Security Income and Medicare benefits if you are able. Also Known As: The green card is known as Form I-551. Green cards are also referred to as a certificate of alien registration or alien registration card. Common Misspellings: The green card is sometimes misspelled as greencard. Examples: I passed my adjustment of status interview and was told that I would receive my green card in the mail. Note: The term green card can also refer to a persons immigration status and not just the document. For example, the question Did you get your green card? could be a question about a persons immigration status or the physical document.

Commercial Law Case Study Essay - 922 Words

According to the Australian Constitution, the power to make laws vested in the parliament , whilst the power to interpret laws and to judge whether they apply in individual cases, vested in the High Court and other federal courts. In fact, one of the major function of the high court is to interpret the Constitution. For instance, the High Court of Australia may rule a law to be unconstitutional, that is beyond the power of parliament to make, and therefore of no effect. Such a circumstance would be seen by the government as a hindrance. Hence it is the intention of this essay to discuss why a high court decision on the constitutionality of a statute would be seen by a government as a more serious set back to its legislative reform program†¦show more content†¦According to Keyzer, P., the High Court of Australia which is also the ultimate appellate court was created by the constitution to act as guardian and interpreter of the Australian Constitution. Therefore, the High C ourt plays a significant role on the issue of constitutionality on statutes. This statement can be supported by the doctrine of the void ab initio. The doctrine stated that if a statute is deemed to be unconstitutional by the high court, the statute itself is not valid, and therefore it is not legally binding. In addition to that, the assessment on the constitutionality by a court on the governmental measure is not always predictable. On the basis of the best legal advice available to it, a government promote and secure enactment of legislation which it believes to be constitutionally unassailable. 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Maestro free essay sample

Keller’s experiences during World War II have led him to view the world as a dark, sinister place. Living in Vienna, the home of Mozart, Keller was a respectable pianist and had a loving family. However the effects of a Nazi government caused him to loose the most precious thing in his life, his family, and affected his life in such a way that he exiled himself from everything that reminds him of them. his guilt is carried by Keller constantly, and we begin to see signs of blame in things that Keller says and does. resume writing service houston Keller continually tells Paul that â€Å"Work makes free† – the same words that framed the gateway to the Auschwitz death camp. When Keller joins the Crabbes at a symphony orchestra concert in Darwin, he begins to cry and shout during a Wagner excerpt. He expresses his loss for his wife and son as his wife Mathilde was a Wagner specialist, and Paul discovers the extent of Keller’s pain when he arrives at his lesson one day to find Keller playing and singing Wagner. We will write a custom essay sample on Maestro or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ultimately, Keller blames himself for his family’s death, saying that he was â€Å"too insensitive† to leave Austria when they had the chance as he thought that â€Å"The evil would pass†¦ All things pass. † As a form of self-punishment Keller registered as a Jew to try and find them, and when he was unsuccessful in that, he cut off his finger. Henisch tells Paul that Keller had told him â€Å"if he ever felt the desire to play again he would hack off his fingers, one by one†. This serves as a constant reminder to Keller of his family and how his music was unable to save them. Although Keller’s tragedy lies in his past, it continues to haunt him throughout his life in Australia. hroughout his life, Keller had to deal with the most distressing situation of them all, loosing his family. Although Paul did not have a ‘picture-perfect’ life, Peter Goldsworthy shows a deliberate contrast between Paul’s supportive family and carefree childhood and Keller’s frightful loss of his family during World War II. It is our experiences who make us who we are, and Keller’s story reveals the darker side of human experiences compared to Paul’s. Keller carries a relentless guilt about his familys death and blames his passion for music. He attempts to escape the loss of his family by removing himself from Vienna to Darwin. Yet he still cannot forget both his family and love of music Kellers suffering from his painful past and how his attempt to forget it fails. He believed that he could save his family by performing for Hitler. However after his beloved wife and child were murdered in the Holocaust, he is unable to perceive life the way he did before the war. He goes to the extent of cutting off his right finger in order to punish himself for his love of music and his misguided arrogance. After the war, he also removes himself physically from Vienna to Darwin where there is no musical culture. His punishment and isolation still fails to erase his past as he still keeps family photo on the piano. His effort to disconnect from memory being unsuccessful is further reinforced in a scene where he is â€Å"wobbling to his feet, shouting in German and † when he hears Wagner music. Furthermore, the fact that he collects articles about tragic and cruel incident, shows his fainted view of humanity, which is another side effect of the devastation he experienced during World War 2. In Pauls last visit to Keller, Keller admits that he â€Å"[has] been too hard on [Paul]. † This indicates that he still remember his lost son Eric and considers Paul to be like a surrogate son. In a sense, Keller attempts to fill a void left from the hideous loss. These examples show the hardship associated with forgetting the past and its overwhelming influence on individuals.

Accounting for Business Combinations for Greenvale Energy

Question: Discuss about theAccounting for Business Combinations for Greenvale Energy. Answer: Introduction The issue presented in the question is that Greenvale Energy Limited in its annual report of 2016 has revealed its financial performance and operations during the year that it has committed. Now the question lies in the fact that whether the company has adhered to the requirements as mentioned in AASB 8. Therefore in this study a brief idea about AASB 8 as well as the operating standards of Greenvale Energy Limited can be known. Operating Segment and Reportable Segment of Greenvale Energy Limited The operating segment of any entity means essentially a list of the operations undertaken in order to add to the revenue generation of the company. On the other hand the term reportable segment refers to the fact whether the information disclosed in the operating segments have been reported properly or not, that is, whether there is enough information about the nature of the product, its production process, nature and type of customer and all other relevant information. Disclosures not having quantitative thresholds are also considered a reportable segment. Greenvale Energy Limited in its annual report has mentioned that it has undertaken the operation of asset development by exploring the Alpha Oil Shale Deposit. Though the company has mentioned in this certain disclosure that it has failed to provide the Statement of Resources and Reserves now because of partially out-dated data that has been preserved poorly and has been outdated, thus the operation has been downgraded to the leve l of exploration target. Tables summarizing the oil shale exploration targets have also been disclosed. The Asset Divestment disclosed by the company is a clear and concise report and very effectively gives a clear understanding of the actions taken by the company. In the Asset Divestment disclosure as revealed by the company every little detail in regards to the downfall of the company in the financial year of 2015 till the time when it sold its assets, everything has been mentioned in a clear and concise way (Annual Report, 2016). Compliance with AASB 8 The company, Greenvale Energy Limited has rightly adhered to the laid down regulations and policies of AASB 8. The disclosures essentially have been prepared in such a way that a particular investor or a stakeholder will get a clear idea about the financial condition and position of the company. There are certain areas where ample scope regarding improvement can be identified (Faras and Rodrguez 2015). For instance the operating segments broadly do not meet the quantitative threshold, that is, if the segments cold have been backed up by more data then it could have been included under operating segments without having to include them under reportable segments. Moreover the information disclosed by the company in the concerned disclosure is simple and easy to understand and comprehend enabling any third party investor to get interested in the affairs of the company thus adhering rightly to the mentioned standards in AASB 8 (Kan and Gray 2013). For each disclosed financial item if the total of all reportable segments do not equal to the corresponding consolidated figures for the whole group then the particular financial item may still not have been received that is it has been recorded on terms of its occurrence and not receipt. This would definitely prove that the financial statements are prepared on the basis of accrual basis of accounting. References Annual Report of Greenvale Energy Limited, 2016. Faras, P. and Rodrguez, R., 2015. Segment disclosures under IFRS 8s management approach: has segment reporting improved?. Spanish Journal of Finance and Accounting/Revista Espanola de Financiacion y Contabilidad, 44(2), pp.117-133. Kang, H. and Gray, S.J., 2013. Segment reporting practices in Australia: Has IFRS 8 made a difference?. Australian Accounting Review, 23(3), pp.232-243.

How to Write a Persuasive Essay Outline with Sample

A persuasive essay is written to convince the reader of the writer’s point of view. The writer presents relevant and convincing evidence to persuade the reader about the topic and his stance about it. You can use emotional sentences to persuade the reader, but it becomes more convincing when your case is presented with facts and supporting evidence. For your paper to be logical and organized, you must learn how to write a persuasive essay outline. Quick Links 1. Persuasive Essay Structure 2. How to Write a Persuasive Essay Outline 2.1 Introduction 2.2 Body Paragraphs 2.3 Conclusion 3. Persuasive Essay Format 3.1 Persuasive Essay Outline Template (pdf) 1. Persuasive Essay Structure The persuasive essay structure is similar to the typical five-paragraph outline, as followed by other types of essay. Follow this structure to ensure you craft a good persuasive paper. Introduction Body Paragraph 1 Body Paragraph 2 Body Paragraph 3 Conclusion The number of body paragraphs can vary according to the chosen topic. Before starting your essay, remember that your goal is to persuade your reader. Make sure that you have chosen a topic that is broad enough to create an argument. Do not choose a narrow topic for your essay. You cannot convince anyone unless there is a valid and detailed argument in your essay. The prerequisite of drafting the outline is to have an interesting essay topic to write on. While you can choose any topic for your persuasive essay. It is important that you feel strongly about it and have a solid opinion related to it. Only then you will be able to write a convincing essay. If you haven't decided on a topic yet, here's our blog on a wide list of persuasive essay topics for you to choose from. 2. How to Write a Persuasive Essay Outline To write a persuasive essay outline, you need to discuss the following three components in your essay. 2.1 Introduction The introduction of your essay should be catchy to grab the attention of readers. Start with a Hook Start your essay with an interesting hook to grab the reader's attention. You can also start your essay with an interesting fact related to your topic. Facts always create interest regarding the topic and they are concrete proof of your viewpoint. Presenting the facts displays your knowledge and makes your task of persuasion easy. Write strong statements and support your case with phrases and words that are forceful and definite. Sometimes, it is necessary to write strong and direct statements to convince your readers. Vague statements and ambiguous words will only confuse your audience; be direct and distinct. It all depends on how you present your case when focusing on persuasive writing. Focus on your Target Audience Writing according to the target audience matters a lot. Determine your audience before you start writing. The goal is to persuade the readers; how can you do that if you are not aware of who will be reading your essay? Writing for kids and adults is different than writing for elderly people. Similarly, there are certain groups that will be sensitive to some issues and talking to them about those may land you in serious trouble. Choose your topic according to the people you are targeting. It will help you address your issue in an effective manner. Write a Thesis Statement A thesis statement is written at the end of the introduction. This statement summarizes the main idea that you are going to present in your essay and the purpose of choosing that specific topic. The thesis statement will form the base of your entire essay, including the points that will be further discussed in the body paragraphs. Write a strong thesis statement that conveys the exact idea of your essay. 2.2 Body Paragraphs Body paragraphs discuss the issue in detail, using facts and supporting evidence. The number of paragraphs depends on the topic and its scope. Each paragraph should focus on a single idea and its supporting claims. The content written in the body paragraphs will prove your stance and decide whether the readers will support your topic or go against it. Here is how you can support your arguments in the body paragraphs. Provide facts It is easy to convince someone if you present credible facts related to that specific issue. Statistics Just like facts, statistics will also be a solid proof to back your argument. Make sure that you are collecting authentic facts and statistics. Use Quotes Use quotes from credible sources. This will increase the reliability of your writing, if you have some solid and authentic name mentioned and quoted in your essay, it will display your level of being informed and learned about the respective topic. Examples Give real-life examples that are relevant to the topic. Real-life examples help readers relate to the situation and see your perspective in HD, high definition. Always start your body paragraph with a topic sentence. That topic sentence will be the summary of the idea presented in that particular paragraph. Every paragraph should have a different and relevant idea. Do not add multiple ideas in a single paragraph, it will create confusion and disrupt your essay's structure. 2.3 Conclusion By the time you reach the conclusion of your essay, you have already discussed and explained everything in the body paragraphs. The conclusion is written to give closure to the argument by reinforcing what is already discussed in the essay. Start your conclusion by restating your thesis statement, important points and supporting arguments. Remember to stick to what you have added in the essay and do not try to be creative by introducing new ideas or evidence, it will backfire. Add what has been discussed, and proved, in the essay and stick to it. To make your conclusion more effective, add a personal comment related to the topic and engage readers by leaving something to ponder on. 3. Persuasive Essay Format To clarify the outline in a detailed manner, here is a sample persuasive essay format you can follow for writing your essay. 3.1 Persuasive Essay Outline Template (PDF) Now you are aware of the basic steps involved in writing persuasive essay outline. To learn about these steps in depth, and for additional information for writing a persuasive essay, head on to our complete guide on persuasive essay writing. If you still need some help to craft a winning college persuasive essay, hire a professional essay writing service and save yourself the time and trouble of going through the process of research and writing. Order your essay from 5StarEssays, and getting an A in your essay won't be a problem anymore.

The War for Whom Essay Example

The War for Whom Essay Example The War for Whom Essay The War for Whom Essay The Second World War was the most destructive armed conflict on the planet since the dawn of mankind.   It is basically a continuation of the First World War where a disgruntled Germany attempted to fight back, re-invaded what it lost in the past, and attempted to occupy more land to control the entire European continent.   It lasted from 1939 to 1945 and was fought between Allies led by the United States and Axis powers led by Germany.   The Allies were not organized as one body in the beginning since they wanted to abstain from war, but as Germany occupied more countries, eventually France and Britain became involved.   And after Japan attacked Pearl Harbor in Hawaii, eventually even the United States, as hesitant as it was to join a European conflict, joined Britain and France.   The Soviet Union under Stalin also tried to avoid a war with Germany and Stalin himself was doubtful at first when Hitler started to attack parts of the Soviet Union, but eventually the Soviets joined the Allies in a war against Germany, Japan and Italy, united by the ideology of Fascism or Far Right extremism.In 1941, Franklin D. Roosevelt of the United States called the Allies the â€Å"United Nations,† which eventually developed later into the current United Nations (Wikipedia, Allies of World War II†).   There were many other less powerful countries that joined the Allies, including Canada which sustained Britain with much-needed supplies during its most desperate times.   And even humble nations such as the Philippines joined the Allies in fending off the Japanese who occupied much of South East Asia, East Asia and the Pacific Islands.   The Axis powers under Germany and Italy were able to control Western Europe, except Britain, and much of Eastern Europe, except the Northern and Eastern parts of the Soviet Union.   The Axis powers were also able to occupy North Africa.   However, in the end, the Allies defeated Germany and Italy in Europe; and after the United States bombed Hiroshima and Nagasaki with nuclear weapons, the first ever to be used, Japan surrendered unconditionally, ending World War II in 1945.The CauseThe East Asian front and Pacific Theater of World War II began with Japan’s aggressive attacks against China, Mongolia and the Soviet Union.   However, in the European theater, Germany’s defeat after World War I led to much disgruntlement among the German people which prompted them to take vengeance through Adolf Hitler (Wikipedia, Axis Powers).Britain, Italy, France and the United States prepared the Treaty of Versailles, which dictated conditions that Germany had to accept after being defeated in World War I.   Under this treaty, which Germany thought to be harsh and unfair, they were explicitly blamed as the cause of the First World War.   They also had to pay 6.6 billion Sterling Pounds to other countries that were damaged during the First World War as reparations.   The German armed f orces were also dismantled, and it was limited to a harmless, puny army and six ships for their navy.   They were not allowed to have submarines, airplanes or military battle tanks.   German troops were also not allowed to occupy the â€Å"Rhineland,† the area along the Rhine River bordering the Netherlands, Luxembourg and Belgium in the West.   The Treaty also took away German territory which was awarded to other countries.   Unification with Austria was also not allowed.However, the treaty was too much for the German people (History on the Net.com, World War Two Causes).   They suffered much during the 1920s and could not even afford basic necessities such as food, clothing and shelter, which were all very expensive to the average German.   Thus, they could not pay back the billions of pounds demanded of them.   It was here where an art-school reject named Adolf Hitler grabbed the opportunity to take power by not only promising to rid Germany of the Treaty of Versailles but also to restore German pride.   It was because of these promises that Germans hailed Hitler.Consequently, in 1933, Hitler moved up as Chancellor.   He then secretly developed the German armed forces by requiring service in the German military which increased the strength of the German army.   Hitler also ordered the manufacture of new military aircraft and warships.   He eventually remilitarized the Rhineland in 1936 and forged alliances with Italy under Benito Mussolini, through the Rome-Berlin Axis Pact, and Japan, through the Anti-Comitern Pact.   Then in 1938, Hitler violated again another condition of the Treaty of Versailles.   He invaded Austria and forced its unification with Germany.Meanwhile, France and Britain did not do anything since they were fearful of communist expansion from Russia and believed that a mighty Germany could prevent communism from spreading westward.   Hitler took advantage of their fear by demanding more.   This time he wanted Czechoslovakia’s Sudetenland, and since Britain wanted to avert war, they gave in to Hitler’s demands and awarded it to him.   But to add insult to injury, Hitler invaded the rest of Czechoslovakia in 1939 after Britain thought that he would end his expansionist campaign.   Again Britain and France did nothing to aid Czechoslovakia.   Within the same year, Hitler invaded Poland, and this time Britain and France had to declare war.   World War II in Europe officially began.AftermathThe communist Soviet Union would eventually become uneasy allies of the capitalist governments of Britain, France and the United States, in order to defeat Hitler.   But after the Soviets occupied a defeated Germany, they refused to leave.   East Berlin and East Germany was occupied by the Soviets under communist rule while West Germany was occupied by the capitalist allies.   The Soviets also occupied several Eastern European nations, and this became the so-called †Å"Eastern bloc,† dividing Europe with an imaginary â€Å"Iron Curtain.†The unconditional surrender of Japan in 1945 also led the United States to occupy most of Japan.   The Soviets only took some islands from Japan, and the country became a capitalist nation under the tutelage of the American government (Wikipedia, World War II).However, communism spread in Korea.   Ã‚  In the 1950s, North Korea invaded South Korea.   The Americans sent troops to aid South Korea, but the North was protected by China and the Soviet Union.   Consequently, it resulted in a stalemate, and the country was divided into two after a ceasefire agreement.The United States and the Soviet Union also developed a â€Å"Cold War,† where no actual warfare took place; only intimidation, competition, propaganda and threats took place.   Allies of the United States were under NATO while Soviet allies were under the Warsaw pact.   Later, aggression between the two nations led to the Cub an Missile Crisis, where Soviet nuclear warheads were transported to Cuba for delivery to the United States.   The US was on the brink of a nuclear war, but eventually the Soviets backed off, the Iron Curtain collapsed, and the Cold War ended.Allies of World War II. Wikipedia.   4 Aug 2010. http://en.wikipedia.org/wiki/Allies_of_World_War_IIAxis Powers. Wikipedia.   4 Aug 2010.   http://en.wikipedia.org/wiki/Axis_powersWorld War II. Wikipedia, 4 Aug 2010. http://en.wikipedia.org/wiki/World_War_IIWorld War Two Causes. History on the Net.com.   5 Feb. 2010.   Retrieved on 4 Aug 2010.   historyonthenet.com/WW2/causes.htm

Writting Essay Example | Topics and Well Written Essays - 250 words

Writting - Essay Example Every intercultural conflict should be resolved accordingly in order to avoid bad consequences. Here the differences in beliefs should be taken into account and each belief should be respected. In some cases if the person came to another country and his/her beliefs contradict the beliefs of the citizens of this country, the conflict can occur. A person also may appear in the group of people with the religious beliefs different from his own. In these cases the majority is usually recognized as right if conflict occurs. However, the cases can be different and every case should be considered separately. In the situation under consideration, a teacher wants to make his student kill frogs saying that it is necessary to pass the course. First, no course may have a task to kill animals and frogs are animals. There are people who are responsible for these and the teacher can’t and should not make his students kill animals to pass the course, especially if the person has religious beliefs that do not allow him to kill animals. In this case it is necessary the student should apply to college administration with the complaint and the request to resolve the

Differences between British and American English Essay

Differences between British and American English - Essay Example There exist varieties of the English language from different places in the world. However, British and American English are the two most common in print and media.Historically, British settlers moved into American and continued to use English; they encountered Native Americans.In addition, people from other nationalities also settled in America. English development in America can be said to have been influenced by a combination of various cultures and the geographical separation with Britain. American English is spoken in the US while British English is spoken in Britain. This paper looks into the differences that exist between the languages in terms of vocabulary, spelling, pronunciation and accents. The colonization of USA by Britain meant that controversy would always arise on the use of English. On one hand, some Americans wanted to eradicate the presence of the British; thus, they did not want British English. On the other hand, supporters of the British Empire wanted retention of British English. Politics and language became inseparable from this moment. Politically, the end of World War II ushered in an era where America became a superpower. Besides, America’s political, economic and technological influence grew while the British one waned. Accompanied with global dominance and a bigger population, US linguistic influence also rose considerably. British English did not lose its influence at all, but it was rather used in Britain, and other countries colonized by the British retained spellings using British English. Vocabulary British and American English have inherent differences in their vocabulary; the differences arise due to enrichment of words from different sources and subsequent adoption by generations. America is a melting point with people from diverse cultures and backgrounds. The evolvement of the English language over time occurred with both the British and Americans coining their own words and meanings separately. Unique words appear in each of the two varieties of English; sometimes the same words appear in both but the meanings are different. Some words appear only in American English like French fries and apartment while others appear in British English to denote the same thing like chips and flats. British English takes more time than American English in accepting new words (Style guide 151). Spelling Differences There are differences in spelling between the two varieties; American English omits some letters since pronunciation is written as the word appears. This could include color, honor, rather than colour or honour used in British English. Americans write a check while the British use the word cheque. Equally, the Americans use shorter forms ending in -m/-mme, for example, the British use the longer version programme. -Ae/-oe is common in British English especially in medical conditions e.g. gynaecologists and anaesthesia. For American English, the composite vowel is dropped and substituted with one â⠂¬â€œe; gynecology takes a new form and also anesthsia. Another difference occurs when we use –ce/se, in British English verbs related to nouns end with se; device is a noun but devise is a verb, the pronunciation changes in such instances. American English can use the suffix –se for nouns, and the pronunciation does not change. There are other differences in the suffixes between the two varieties; there is exclusion of –e/-ue in American English, and British English maintains this could include words such as dialog vs. dialogue. The omission of letters also appears in American English when creating adjectives with –eable /able; unshakable appears in American variety, but unshakeable occurs in British English. At times, there are exceptional cases in which the –e is maintained when it influences the sound of previous consonant, this could include a word like manageable. In British English when suffixes start with a vowel before letter l, then the

Teaching Micro-skills of Listening Research Paper

Teaching Micro-skills of Listening - Research Paper Example While Attention Theories support the use of â€Å"consciousness-raising activities to increase learners’ awareness of grammatical structures† conversation theories associated with Communicative Language Teaching â€Å"stress the importance of second language listening since it is not possible to participate in a conversation and take advantage of conversational feedback without understanding what your partner is saying† (Horwitz, 2008, p. 67). It is thus evident that sufficient exposure to the target language is an essential prerequisite for developing any micro-skills of listening. In an EFL classroom listening plays a dominant role and as such the ESL teachers have a pivotal responsibility in choosing the most appropriate activities and listening comprehension passages that cater best to the language needs of the learners. The second language teacher needs to take into account the background knowledge of the learner on a particular topic and familiarize the con tent of the listening comprehension through effective previewing. Similarly, the use of advance organizers â€Å"to help integrate new information into the student’s pre-existing knowledge† also is significant (Horwitz, 2008, p. 68).  Ã‚   Once the listening comprehension text (oral or written) is offered to the learners with ample meaning support the learners need to recall the ideas they are able to remember and for this, the teacher can make use of recall questions to elicit responses from the students. These listening comprehension questions should be both engaging and appropriate. Similarly, inference questions can also be made use of in order to assess whether the students have understood the oral or written text correctly. Intonation (rising and falling of the tone of voice) is another aspect that is related to effective listening skills.  

How Charles Dickens Depicts Women

How Charles Dickens Depicts Women Dickens and his view towards women- Is it really progress? The Victorian Age is a period of great progress in multiple fields such as industry, trade, literature and so on. The role of women in society also improved considerably and many laws were passed safeguarding their rights during this age. By the fin de sià ¨cle, the concept of a New Woman is born. Charles Dickens is one of the most famous novelists during this era as his novels were read widespread by the general populace. His works always favoured progression of the working class, and the effects of industrial revolution like in Hard Times. But his portrayal of women in his works easily fall under the Victorian stereotypes of women and this aspect does not really portray him as a progressive writer for women. David Holbrook, in Charles Dickens and the Image of Women, says when it came to the problems of man-woman relationship, he (Dickens) was seriously hampered, not only by the attitudes of his age but also by his own emotional makeup and psychic pattern (Holbrook, 1993. Chapter 7, Pg. 172) To establish this, I will analyse Dickens Great Expectations and attempt character sketches of the women portrayed in that novel. The reason for choosing this specific novel is due to the fact that it was fairly popular during the time of publishing and it has different types of women characters presented in the novel. This novel is also highly controversial as it has two endings because the general populace was not satisfied with the original ending and Dickens had to rewrite it to please his audience. Great Expectations follows the protagonist Pip and it chronicles his life. The novel could be even considered as a bildungsroman. Pip encounters various types of women in society and his interactions and perspective of these women gives a clear idea of Dickens mindset towards these women. The character Pip and Dickens share a lot of similarities- for example, Dickens father was arrested and the theme of prison runs strong in Great Expectations, Pip and Dickens did not have good relationships with women and so on. The women of Great Expectations can be put into categories but these categories are not definite as some characters can be a mix of two or more categories. These categories are as follows: The angels of the house, the eccentric women, and the independent women. The Angel of the house is the idealised stereotype of a Victorian Woman and how she should behave. This idea was popularized by Coventry Patmores poem, The angel of the house where he describes his wife as an angel who takes care of the household. She is someone who is meek and doesnt challenge the authority of the household leader, the man. She is subservient to him and fulfils his wishes with the utmost devotion. She is also someone who upholds moral values such as truth , charity and purity. This is the kind of woman that the Victorian society and many authors preferred. Some would say Dickens himself preferred these kinds of characters and usually, they have a good ending, like the titular character in Little Dorrit. In Great Expectations, the role of the Angel of the house is taken up by Biddy. Biddy is the childhood friend of Pip, the protagonist of Great Expectations who appears to take on the mantle of a kind and nurturing mother. The first description of this character is seen in Chapter 7, when Pip goes to Mr. Wopsles great aunt to study in her evening school. It is here he meets Biddy, who manages the shop which Mr. Wopsles great aunt runs. She was an orphan like myself; like me, too, had been brought up by hand. She was most noticeable, I thought, in respect of her extremities; for, her hair always wanted brushing, her hands always wanted washing, and her shoes always wanted mending and pulling up at heel.(Chapter 7, Pg. 76) From the above description, it is clear that Pip did not have that high of a regard towards Biddy, though they were similar in being brought up by hand. She was just a regular commoner, according to Pip. In Chapter 10, Biddy readily agrees to teach Pip everything she knows. She is also described as the most obliging of girls which is one of the traits of the Angel of the house. When Mrs. Joe gets injured by Orlick, Biddy is brought in to take care of her which instantly helps relieve some stress around the household. Biddy seems to be experienced in taking care of other people, as she has been taking care of Mr. Wopsles great aunt throughout her life. This is also another characteristic of the Angel of the house. By Chapter 17, Pips view of Biddy changes and he sees Biddy as more feminine and pretty, though not on par with the gorgeous Estella. Her shoes came up at the heel, her hair grew bright and neat, her hands were always clean. She was not beautiful she was common, and could not be like Estella but she was pleasant and wholesome and sweet-tempered. (Chapter 17, Pg. 222) Biddy is also intellectually equal or better than Pip as she manages to keep up with him in intellectual pursuits and manage the domestic household chores. In short, whatever I knew, Biddy knew. (Chapter 17, Pg. 222) But she always remains humble and never proud, which is how an ideal Victorian woman would behave. She also serves the role of a confidante and consoler to Pip as he confesses the feelings he had harboured for Estella to her and his wish of becoming a gentleman. Biddy was the wisest of girls, and she tried to reason no more with me. She put her hand, which was a comfortable hand though roughened by work, upon my hands, one after another, and gently took them out of my hair. Then she softly patted my shoulder in a soothing wayà ¢Ã¢â€š ¬Ã‚ ¦ (Chapter 17, Pg. 229-230) When Biddy and Pip get into an argument, she gets accused of being jealous and it is her who apologises. Also in Chapter 35, when Mrs. Joe dies, they get into another argument and in the end she says, let only me be hurt, if I have been ungenerous. This is similar to Amy Dorrits behaviour in Little Dorrit when she gets scolded by her father for not getting along with the gatekeepers son to provide him a more comfortable life. This is also another characteristic which was expected of the Angel of the house, where the woman is subservient to the man and has no right to confront him for his misdeeds or wrongdoings, but rather apologise even if they werent at fault. In chapter 58, Biddy finally gets her happy ending by marrying Joe Gargery, the good Samaritan. She is also the only female character to get a proper happy ending unlike Estella (in the original ending), Ms. Havisham or Mrs. Joe. It is obvious that Dickens favours Biddy and the type of woman she portrays more than the others. She might be unconsciously modelled after Mary Hogarth, his first wife, who according to David Holbrook in Charles Dickens and the Image of Women, is worshipped by him (Dickens) as the epitome of ideal womanhood. Throughout his life he seemed to need to idolize this kind of devoted sister figure like Agnes in David Copperfield and Rose Maylie in Oliver Twist angelically beautiful, devoted, inspiring, and the object of pure admiration( Holbrook, 1993. Chapter 7, Pg. 168) Though Biddy is not angelically beautiful, she is angelic in quality and she earns the admiration of the audience and later Pip himself. The other character who also fall under this category is Clara Barley who marries Herbert Pocket after her abusive fathers death and also has a happy ending. The Eccentric women categorises women who do not fall under the stereotypical categories Victorians imposed on women. They are usually portrayed as mysterious, dark, cruel, cold and cunning. They are also beautiful women who take on the role of seductress and tempt the virtuous men into committing adultery or just serve as objects of temptation. They are also associated with criminality- usually portrayed as murderers or in any role which is not morally right. In Great Expectations, there are many eccentric women- the most noteworthy ones are Ms. Havisham and Estella (who will be dealt with later as she falls under two categories). Ms. Havisham is one of the stranger characters Dickens has created and she could be compared to the Wicked Witch of the West. She is first revealed in Chapter 8, when she awaits Pips arrival to be Estellas playmate. Pip is thoroughly spooked by her, as seen in his description of her in her wedding dress and comparing her to a ghastly waxwork and a skeleton . Once, I had been taken to see some ghastly waxwork at the Fair, representing I know not what impossible personage lying in state. Once, I had been taken to one of our old marsh churches to see a skeleton in the ashes of a rich dress, that had been dug out of a vault under the church pavement. Now, waxwork and skeleton seemed to have dark eyes that moved and looked at me. I should have cried out, if I could. (Chapter 8, Pg. 100) Her interactions with Pip portray her to be broken and melancholic but scary at the same time. The lingering scent of death and decay surrounded her every move and action and this impacts Pip to such an extent that he hallucinates Ms. Havisham hanging from a beam. I saw a figure hanging there by the neck. A figure all in yellow white, with but one shoe to the feet; and it hung so, that I could see that the faded trimmings of the dress were like earthy paper, and that the face was Miss Havishams, with a movement going over the whole countenance as if she were trying to call to me. (Chapter 8, Pg. 112) Holbrook, in Charles Dickens and the Image of Women, compares the hallucination of Pip as representing the death of the female element, in Dickens himself. It shows just how much Dickens has his views on women changed due to his personal experiences with women throughout his life. This is just the kind of nightmare fantasy one might expect a sensitive and imaginative childlike Pip to have. But it also belongs to the overall symbolism of the dramatic poem- and in this it is the image of female element being gone dead: emotions gone dead, sexuality gone dead, and creativity gone dead. So, it is an image characteristic of the Victorian predicament. The hanging figure Pip sees is the death of potentia in Miss Havisham, in himself, and in Dickens himself. (Holbrook, 1993. Chapter 5, Pg. 137) Pips description of Ms. Havisham during Chapter 11 reiterates the idea that she is the Wicked Witch of the West. In her other hand she had a crutch-headed stick on which she leaned, and she looked like the Witch of the place. (Chapter 11, Pg. 148) Ms. Havishams interactions with her guests seem cold and concise as she walks around the room with Pip and exchanges small talk with them. It is obvious that Ms. Havisham exudes a cold and melancholic aura as she compares herself with the rotten cake, the so-called heap of decay. Ms. Havisham is also shown to be manipulative as she poses as a fake benefactor for Pip to get Sarah Pocket jealous in Chapter 19. When Herbert narrates the story of Ms. Havisham to Pip in Chapter 22, she is shown to be a spoiled child and when she was grown up, a proud and haughty woman who didnt trust or depend on anyone. When she fell in love with Compeyson, she had loved him passionately but when she got jilted, her passion turned to fury and laid wrath upon the house and her life. What the novel doesnt portray or highlight is that her being spoiled and haughty is due to her upbringing and her sadness and hurt at losing her lover whom she had loved so passionately is just glossed upon as just a recovery from a bad illness. Ms. Havishams desire for revenge is highlighted in chapter 29 as she greedily urges Pip to love Estella. Her view on love has been skewered by her jilted lover and now she wishes the same fate upon others just to see them suffer like she did. Ill tell you, said she, in the same hurried passionate whisper, what real love is. It is blind devotion, unquestioning self-humiliation, utter submission, trust and belief against yourself and against the whole world, giving up your whole heart and soul to the smiter as I did!' (Chapter 29, Pg. 425-426) But Ms. Havishams greatest possession and achievement aka Estella turns into a cold-hearted woman who is incapable of loving anyone, including Ms. Havisham herself. Their argument during Chapter 38 shows just how much Estella has become estranged and indifferent to Ms. Havisham and her own pride and joy has turned against her. So proud, so proud! moaned Miss Havisham, pushing away her grey hair with both her hands. Who taught me to be proud? returned Estella. Who praised me when I learnt my lesson? So hard, so hard! moaned Miss Havisham, with her former action. Who taught me to be hard? returned Estella. Who praised me when I learnt my lesson? But to be proud and hard to me! Miss Havisham quite shrieked, as she stretched out her arms. Estella, Estella, Estella, to be proud and hard to me!' (Chapter 38, Pg. 543-544) This shows Ms. Havishams anguish over losing Estella, the only relationship which she actively participated after being jilted by her lover. It is Estella whom she let into her deep and crooked heart and it is through Estella and Pip that she regains some human emotions like regret. In Chapter 44, when Pip confesses to Estella and gets his heart broken, Ms. Havishams reactions are short and abrupt but it showcases her remorse and the sense of guilt at what she has done. She identifies with Pip and realises that Pip is the same as her now- with a broken heart, and it is all because of her. Though her plans succeeded, she does not derive any pleasure or comfort from it. Ms. Havisham is quite a complex character, with many flaws pointed out more than positive points in the novel. Holbrook says, Ms. Havisham has been blighted emotionally just at the moment of sexual flowering, and her bodily life in an ancient bridal gown symbolizes psychic paralysis. (Holbrook, Chapter 5, Pg. 133) and identifies this characteristic of Ms. Havisham to Dickens own fears of loving and related schizoid problems of identity. She is a woman fixated with one goal in mind but realizes that she is harming others just like others had harmed her later in the novel and seeks forgiveness. She does have a moment of realization and though she spent years of her life rotting away in the Satis house, she leads an independent life with the money provided by her father. Ideally, she would not suit the characteristic of an independent woman or the New Woman but she does have the underlying qualities of an independent woman, only if the circumstances were better, she might have developed into one of the strong-willed women who would appear in the later Victorian Age. Before focussing on Estella, other minor characters which fall under this category will be Mrs. Joe Gargery and Molly, Estellas mother. Mrs. Joe is well known for bringing up Pip by hand. She is introduced in detail in Chapter 2 where the first physical feature which is highlighted is her beauty. She was not a good-looking woman, my sister; and I had a general impression that she must have made Joe Gargery marry her by hand. (Chapter 2, Pg. 11) My sister, Mrs. Joe, with black hair and eyes, had such a prevailing redness of skin that I sometimes used to wonder whether it was possible she washed herself with a nutmeg-grater instead of soap. She was tall and bony, and almost always wore a coarse apron, fastened over her figure behind with two loops, and having a square impregnable bib in front, that was stuck full of pins and needles. (Chapter 2, Pg. 11-12) Mrs. Joe is just like her apron- coarse, impregnable or rather immovable, and was as prickly as those pins and needles stuck on her bib. She is described as a violent woman and she uses the so-called tickler to dish out corporal punishment for Pip. She seems to be the power of the Gargery house rather than Joe himself, as he doesnt stop her from whatever she wants to do or say. All her interactions with Pip usually have a violent undertone- for example, before sending Pip off to Ms. Havishams house, she gives him a good scrubbing which is painful for Pip to say the least. She also meets a violent end when she is attacked by Orlick in chapter 15 and by chapter 16, she has lost her hearing, could hardly see and has become crippled. These are the things which are highlighted in the novel. What is not highlighted is that Mrs. Joe had to take care of the entire household after her parents died, had to live through the deaths of her five brothers and had to take care of a child who is twenty years younger than her. She also had to shoulder the household responsibilities and social interactions with others. These aspects of Mrs. Joe are not shown in the novel and in the end, she is rendered as a crippled woman who is taken care of Biddy. She finally passes away in Chapter 34, and in Chapter 35, she also turns into a ghostly existence which haunts the protagonist Pip as he makes his way to the funeral back to Joes forge and the rest of the novel with the theme of murder and violence. The other character which falls under this eccentric woman category is Molly, the murderess who tries to kill her own daughter. She is a docile and obedient servant of Mr. Jaggers, but she has an infamous past and is the birth-mother of Estella. She is saved from the gallows by Mr. Jaggers and lives with him as a servant. Not much is known about her criminal past and she is wrapped with an air of dangerous mystery. Holbrook describes Molly as, a woman with strong muscles concealed under petiteness and a woman capable of great cruelty and perhaps murder. She is the female annihilating figure Freud called the castrating mother (Holbrook, 1993. Chapter 5, Pg. 138) Though Molly is not given that much of an importance in the novel, she represents the theme of murder and guilt, which seems to contaminate every character in the novel- including Estella, who is the daughter of a murderess and a convict. Estella is the final entry in the eccentric woman category but she does not confine herself to just this category. Estella is also introduced in chapter 8 and she brings the light into Pips dark life. To stand in the dark in a mysterious passage of an unknown house, bawling Estella to a scornful young lady neither visible nor responsive, and feeling it a dreadful liberty so to roar out her name, was almost as bad as playing to order. But, she answered at last, and her light came along the dark passage like a star. Miss Havisham beckoned her to come close, and took up a jewel from the table, and tried its effect upon her fair young bosom and against her pretty brown hair. (Chapter 8, Pg. 103-104) She is compared with a star or a jewel throughout the novel and these symbolize Estella to be bright, precious and far out of reach. Though she is mean to Pip and shows only contempt and disdain for him, she still manages to entrance Pip with her cold demeanour and her beauty, much like how a seductress traps her victim with her charms. She is perceived to be cold-hearted and cruel, but she does display signs of emotion as seen in the scene where she allows Pip to kiss her cheek. But, she neither asked me where I had been, nor why I had kept her waiting; and there was a bright flush upon her face, as though something had happened to delight her. Instead of going straight to the gate, too, she stepped back into the passage, and beckoned me. Come here! You may kiss me, if you like. I kissed her cheek as she turned it to me. (Chapter 11, Pg. 162) What is interesting to note is that Estella is delighted by an act of violence, even before any thoughts of criminality is being associated with her. This could be foreshadowing or reiterating by Dickens to show Estellas roots- her criminal parents. By chapter 22, Herbert establishes Estellas purpose in life or the reason of her being brought up by Ms. Havisham and that is to break young mens hearts. Also, when Pip returns to the Satis house to see Estella once shes a grown woman in Chapter 29, she pretends she doesnt remember Pip or any of their childhood interactions which deeply hurt Pip. She also points out the spot where Pip had seen the ghost in his childhood. This is a conflicting behaviour of Estella and she probably did it to dig deep into the scars of Pip so that he may remember her more vividly as Pip becomes emotionally hurt when Estella pretends not to remember him. That scene is also important as it brings out more foreshadowing. According to Holbrook, this scene shows the implicit connection to Estella and her roots. The association between Estella and the ghost is ambiguous. In one sense, Pip is sensing her origins: her mother was the unknown murderess who wished to kill her own child. In the background too is her father Magwitch, the criminal, who believes his child to be dead. The shadow is of murder by the woman murderer and of the child by being abandoned (by rejecting the mother and father). (Holbrook, 1993. Chapter 5, Pg. 138) As Estella grows up, she remains in her role of being the object of desire and she makes other men jealous using Pip. As for Pip himself, she warns him multiple times that shes a cold-hearted person. This could be her manipulating him further or she might genuinely care about him- it is not clear. This ambiguity is attached to Estella till the chapter where Pip confesses his love for her. You ridiculous boy, said Estella, will you never take warning? Or do you kiss my hand in the same spirit in which I once let you kiss my cheek? What spirit was that? said I. I must think a moment. A spirit of contempt for the fawners and plotters. If I say yes, may I kiss the cheek again?' (Chapter 33, Pg. 475) When she rejects Pip, she does so with a cold demeanour. She does not express her emotions, which is how a Victorian woman should be, and it further accentuates how Dickens uses this trope for this scene in an ironic way. Even as a child, Estella possessed more emotion than when she grew up as she became unmoved by everything around her, including others feelings. Furthermore, she tells Pip that shes going to marry Drummle by her own decision, just to probably spite everyone, including Ms. Havisham. Only Pips pleas for her to not marry Drummle brings out a softer reaction in her. This eventually leads to Estella being abused by her husband and depending on the two endings, she either gets remarried and still unhappy or she ends up having a future with the possibility of marrying Pip. These two endings lead to drastically different fates for Estella. Dickens original ending shows Estella reformed by her suffering- shes remarried but she still holds herself in high regard and superiority. In the second ending, she is much more humbled and reformed by her suffering. John Forster, who was Dickens friend, felt the original ending was more consistent with the draft, as well as the natural working out of the tale.[1] George Bernard Shaw says that the novel is too serious a book to be a trivially happy one. Its beginning is unhappy; its middle is unhappy; and the conventional happy ending is an outrage on it.[2] Also, the second ending was constructed only to please the audience who wanted a conventional end to that novel with marriage. The second ending pleases the contemporary critics more as they feel that the two characters have suffered enough to finally get their happy ending. Martin Price argues by saying, Each is a fantasist who has grown into maturity; each is a fantasist that has dwindled into humanity.[3] But Estella also has a positive role, according to Holbrook. He says, she is the start of Pips ambitions and it is true, though it leads him to more pain and suffering than his apprenticed life with Joe and Biddy. But he finally learns his place in life and is content with what he has through this harrowing experience. He says, Yet, with his characteristic and marvellous belief in human creativity and vision, Dickens makes Estella an inspiration for Pip. Although she cannot yet understand, and seems untouched by, the reparative impulse (the caring impulse, which, through its suffering, can cure schizoid alienation), she gives Pips world meaning. She comes along the passages like a star: she is the Stella Maris. (Holbrook, 1993. Chapter 5, Pg. 140) Estella can also be looked at as a strong independent woman towards the end. She has suffered and in consequence, humbled herself and realises how to love (at least in the second ending). She is no longer a bright shining star whos out of reach but a strong independent woman who has gotten rid of her demons and living life anew. Dickens himself is not against women or empowering women as he was fairly sympathetic towards the idea of property rights, which was the heart of the issue during the 1850s. But that applied only to the working women and not the powerful women like Ms. Havisham. In Great Expectations, Ms. Havishams house is passed on to Estella, who is the adopted daughter, and it is hers to do with as she pleases. This is not the traditional primogeniture practice which is usually practiced during the Victorian Age and it is met with discomfort by Dickens. Deborah Wynne, in Women and Personal Property in the Victorian Novel, says when women do take control of significant amounts of property and its transmission, as Miss Havisham does, the destructive qualities of their legacies are usually emphasized. When forceful women of property, owners of real estate, create for themselves a space which is inaccessible to male control, such as Betsy Trotwood, Mrs. Clennam or Miss Havisham, it is shown to be vulnerable to loss or destruction, as though Dickens half believed what English law presumed: that women had a tendency to be ineffective managers of their own property (Wynne, 2010. Chapter 2, Pg. 58) He favoured the working women and women who were destitute like prisoners and prostitutes. He opened up a home for the fallen women called Urania cottage along with Miss Angela Burdett-Coutts. Jane Rogers, in Dickens and his involvement in Urania Cottage, says Miss Coutts and Dickens planned a Home that would offer a different and more sympathetic approach to the treatment of fallen women. Other organisations such as the Magdelen Society had homes which offered a typically harsh and punishing routine. (Rogers, 2003. Pg. 1) This Urania house was a reformation centre for these fallen women to regain a proper place in the Victorian society, which still oppressed women into traditional roles. According to Jenny Hartley, in Undertexts and Intertexts: The Women of Urania Cottage, Secrets and Little Dorrit, Dickens concerned himself with everything the women of the cottage did, including how they spend their time in the house. It is quite clear that though Dickens was very progressive in his thinking, when it came to women, he was still confined by society and its rules. Coupled with his bad experiences with women in real life, his fictional women characters came to represent what was hidden away in his mind- his fears and regrets and personal insecurities caused by the society and his relationships. By analysing the character sketches of the women of Great Expectations and Dickens personal life, it is clear that Dickens is very conflicted when it comes to the topic of women. He prefers certain kinds of women like Biddy, who are the working class and little angels of the house, and as for the other women, they are subjected to hardships and punishments for their transgressions. Though he didnt make his female characters as independent like Nora Roberts from A Dolls House by Henrik Ibsen, his characters like Estella or Ms. Havisham still retain some part of being an independent woman, though it is obscured by their eccentricity. So, Dickens, in a sense, is a writer who is inhibited by his personal life which narrows his views on women. Otherwise, he is a progressive writer who acknowledges the social constraints caused by the society. Works Cited: Dickens, C. (1851). Great Expectations. 1st ed. [ebook] Planet PDF. Available at: http://www.planetpublish.com/wp-content/uploads/2011/11/Great_Expectations_NT.pdf [Accessed 28 Dec. 2016]. Hartley, J. (2005). Critical Survey. 1st ed. [ebook] Berghahn Books, pp.63-76. Available at: https://www.jstor.org/stable/pdf/41556108.pdf [Accessed 4 Jan. 2017]. Holbrook, D. (1993). Charles Dickens and the image of woman. 1st ed. New York: New York University Press. Rogers, J. (2003). Dickens and his involvement in Urania Cottage. [online] Victorianweb.org. Available at: http://www.victorianweb.org/authors/dickens/rogers/8.html [Accessed 1 Jan. 2017]. Wynne, D. (2010). Women and personal property in the Victorian novel. 1st ed. Farnham, Surrey, England: Ashgate Pub. Academic.brooklyn.cuny.edu. (2017). The Ending of Great Expectations. [online] Available at: http://academic.brooklyn.cuny.edu/english/melani/novel_19c/dickens/ending.html [Accessed 3 Jan. 2017]. [1] All these three quotes are taken from The Ending of Great Expectations [2] [3]

The Clever and Devious Iago of Othello Essay -- Othello Essays

In Othello, Iago serves as a clever manipulator. He uses his skills on the stupid and naà ¯ve Roderigo to get revenge on Othello. Iago’s main reason for his hatred of Othello is because he is passed over for the lieutenant position given to Michael Cassio. Iago also seems to delight in the manipulation and destruction he is causes. One major way Iago uses his manipulation on Roderigo is by jealousy. At the start of the play, we hear a conversation between Roderigo and Iago. Roderigo is angry because he has been giving money to Iago to help him gain the love of Desdemona, but he learns of Desdemona’s marriage to Othello. Also in Act one Scene one Iago convinces Roderigo to spoil Othello’s marriage by stirring Desdemona’s family against the Moor. At the end of Act one Iago has his first soliloquy. Iago says, â€Å"Thus do I ever make my fool my purse:/ For I mine own gained knowledge should profane/ If I would time expend with such a snipe/ But for my sport and profit† (1.3.384-387). He reveals his plan of cheating Roderigo out of his money and giving him unfulfilled promises. Another exa...

Book of negroes essay

Hill uses effective Imagery to emphasize the fact that often loss Is worse than death itself. This is shown through the book when Amanita loses her parents, her child and her home. These losses are worse than death itself. Malta losing her own parents shows how losing them Is worse than dying herself. Watching her own baa die tears her world apart. She is still alive in this scene, but a little part of her died inside, along with the death of her mother. She might not be physically hurt but mentally, she Is dying.Amanita thinks, â€Å"But another man Intercepted her, raised high a big, thick club and brought It swinging down against he back of her head. Mama dropped. I saw her blood in the moonlight, angry and dark and spilling fast†¦ I struggled against the leash to look back over my shoulder, and saw that Mama was still on the ground, not moving† (26). The use of Imagery Is strong In this scene to emphasize what Malta endures while her baa Is killed. It paints a mental picture in the reader's head of all the emotions being exposed in this scene; fear, angry, and sadness.This part in the novel is an example of visual Imagery, allowing the reader to visualize the event Like they are actually there, seeing your own mother's. In this quote, the use of the words; blood in the moonlight, angry and dark and spilling fast, creates a very vivid picture. These words are striking to the reader and show how much detail there is in this scene, which causes the reader to have empathy for Amanita. Having to watch her own mother die will leave mental scars that will last her whole life.The reader can see that Malta is not severely hurt, but having to go through the pain of witnessing her mother's gruesome death is eating her on the inside. Effective imagery shows the loss of parents is worse than death itself. Malta losing Amanda hinders the fact that loss Is worse than dying herself. Her baby is taken from her without her consent. â€Å"And my baby disappeared into darkness as fast as a falling star†¦ Bring back my baby! I shouted. He laughed in my face. Bring him back! Too late. He's sold. Only got me five pounds†¦I never before wanted to kill a man. But I would have killed Robinson†¦ My heart and my body were screaming for Amanda. But my baby was gone. Sold, sold, sold. Appleby would not say where†¦ Appleby beat me, but I would 1 OFF due to the fact that Amanita wanted to kill Appleby if that is what it took to obtain her baby back. Amanita saying she would have killed Robinson shows how significant losing a child is since it is not like her to wish death upon someone. Hill creates this overwhelming scene to show what Amanita is going through.This scene causes the reader to feel sympathy for Amanita. At the same time, Amanita has already lost her parents and she does not want her baby to lose his. It is difficult enough for parents to send their child off to university or college, let alone having one's child stolen and sold. Having Appleby laugh in Mantis's face as her baby is taken, illustrates how the main Amanita when has inside her is as worse than death. As the reader envisions Appleby beating Amanita for not working, this shows how physical abuse is nothing compared to the pain of losing her son.The loss a child leads to pains that are worse than death. The loss of home causes an individual to feel like death would be easier to deal with. Amanita is captured and taken from her home. Not being able to return home is like having a part dying inside Amanita. â€Å"l knew in that moment that I would never make it back home†¦ I let go of my greatest desire. I would never go back home† (439 – 442). This is as worse as death because losing a home leads to depression and from the effects of depression can lead to death.Hill uses this situation to cause the reader to visualize how Amanita felt as she left her home, the place she grew up her entire life. At the same time, causes the reader to feel empathetic toward Amanita. It pains Amanita to think of having nowhere to go. If she did try to travel back, she would only be sold back to the slave market. People will say there is no place like home, but for Amanita, there is no place to call home anymore. Losing a place to call home is worse than death itself. In conclusion, personal losses have and always will have a huge impact on an individual's life.Hill's use of imagery throughout the novel keeps the reader occupied with visualizing all the losses that affect Amanita and making their own personal connection with every loss that Amanita experiences throughout the novel. The novel shows how personal losses like parents, one's child and home emphasize the fact these losses could be worse than dying. As a person loses things around or a part of them, they start to lose themselves, and once you lose who you are as a person a large piece of who you are dies as well

Patrick Henry essays

Patrick Henry essays Patrick Henry was a lawyer patriot, orator and was a symbol for the the American fight for liberty and self government. Patrick Henry was born in 1736 in Hanover County, Virginia 1736 and died in 1799. He was educated in a country school and in a school kept by his father. Henry tried merchandising and farming, but lost money at both. He then turned his mind to the study of law, and was admitted to practice in 1760. Three years later he won reputation by the management of a famous law case, known as the Parson's Cause. At that day the clergymen of Virginia, like those of England, were entitled to salaries from public funds. Their salaries were given in part in the currency of the day, namely tobacco. In 1764 he moved to Louisa county, Virginia, where, as a lawyer, he argued in defense of broad voting rights before the House of Burgesses. The following year he was elected to the House and soon became its leading radical member. He instilled the point that a king who vetoed a good and helpful law made by a locally elected representative body was not a leader to his people. Patrick Henry had been called a traitor who committed treason in his struggle against the Stamp Act. In 1774 he represented Virginia in the First Continental Congress where he continued in the role of firecracker. At the start of the revolution, he returned to his native state and lead militia in defense of V irginia's gunpowder store, when the royal Governor spirited it aboard a British ship. Henry forced the Governor Lord Dunmore to pay for the power at fair price. In March 1775 Patrick Henry told colonists to arm themselves in the war against England, speaking the immortal words: I know not what course others may take; but as for me, give me liberty or give me death Henry's call to arms was returned with a warrant on his head placed by the King of England. Henry responded with the remark a Quaker in religion but ...

Free Essays on George Friederich Handel

George Friederich Handel was born in Halle, Germany, on February 23, 1685. His father intended him to be a lawyer, and Handel indeed enrolled at the University of Halle as a law student. Luckily, however, he also had been studying with the Halle cathedral organist Wilhelm Zachow, and eventually left Halle in 1703 to begin his musical career in Hamburg as a violinist and harpsichordist. He subsequently traveled to Italy, where he began presenting his operas and cantatas. He then spent a short time in Hanover as Kappelmeister at the court before permanently moving to London in 1712. He continued to write operas, church music, and music for the court. In 1719, King George I appointed Handel "Master of Arts." In 1723, he was appointed a composer to the Chapel Royal, and in 1727 he became a naturalized British citizen. Handel turned his attention to oratorios during a period when operas were becoming less popular. In 1741 Handel received a request for a new work to benefit three Dublin charities. At the time, he had recently suffered a stroke and had bad health, so was his financial condition. During the summer of 1741, Handel was staying at the 1,000-acre Gopsall estate owned by Humphery Jennings, whose grandson Charles Jennens was a friend of Handel's. Charles, a writer, had been the librettist for Handel's Saul. Jennens wrote the Messiah libretto. Handel began composing Messiah in late August and completed it in just over three weeks, writing under a temple on the grounds of Gopsall estate. Messiah is written in three parts. Despite the work's popularity today as a seasonal Christmas production, only the first part concerns Advent and the birth of the savior Jesus Christ. The second part relates the Passion of Christ and ends with the "Hallelujah" chorus celebrating His Resurrection. The third part contemplates the aftermath of the Resurrection and its effect upon the world, ending with the great "Amen" chorus, "Worthy is the Lamb that ... Free Essays on George Friederich Handel Free Essays on George Friederich Handel George Friederich Handel was born in Halle, Germany, on February 23, 1685. His father intended him to be a lawyer, and Handel indeed enrolled at the University of Halle as a law student. Luckily, however, he also had been studying with the Halle cathedral organist Wilhelm Zachow, and eventually left Halle in 1703 to begin his musical career in Hamburg as a violinist and harpsichordist. He subsequently traveled to Italy, where he began presenting his operas and cantatas. He then spent a short time in Hanover as Kappelmeister at the court before permanently moving to London in 1712. He continued to write operas, church music, and music for the court. In 1719, King George I appointed Handel "Master of Arts." In 1723, he was appointed a composer to the Chapel Royal, and in 1727 he became a naturalized British citizen. Handel turned his attention to oratorios during a period when operas were becoming less popular. In 1741 Handel received a request for a new work to benefit three Dublin charities. At the time, he had recently suffered a stroke and had bad health, so was his financial condition. During the summer of 1741, Handel was staying at the 1,000-acre Gopsall estate owned by Humphery Jennings, whose grandson Charles Jennens was a friend of Handel's. Charles, a writer, had been the librettist for Handel's Saul. Jennens wrote the Messiah libretto. Handel began composing Messiah in late August and completed it in just over three weeks, writing under a temple on the grounds of Gopsall estate. Messiah is written in three parts. Despite the work's popularity today as a seasonal Christmas production, only the first part concerns Advent and the birth of the savior Jesus Christ. The second part relates the Passion of Christ and ends with the "Hallelujah" chorus celebrating His Resurrection. The third part contemplates the aftermath of the Resurrection and its effect upon the world, ending with the great "Amen" chorus, "Worthy is the Lamb that ...

Private Nursing Home Case Study Example | Topics and Well Written Essays - 1000 words

Private Nursing Home - Case Study Example The nursing home derives most of the financial resources necessary for steady functioning from the funds received from the local authorities' budget (constitute around 90% of the resources structure), the rest is financed through the residents' payments. For the analysis P.E.S.T.E.L. framework has been deployed. The factors of the external environment are grouped into political, economic, social, technological, environmental (ecological) and legal. The major factors for each group are listed and the degree of influence of each particular group of factors assessed. As the issue of post-retirement personal care and medical treatment of the elderly citizens is of high importance for the developed society, unsurprisingly the political environment has been influencing the state and perspectives of both private nursing and residential care homes through the history of their development. These two types for a long time has been treated and regulated separately until in 2001 they were legally addressed with the same types of requirements and legal provision. The most obvious and important trend is the significant increase of the number and share of the private sector nursing homes and decline in the share of these type of services provided by the public sector and administrated by the NHS. Privatisation of the earlier dominated by the public sector services had also affected provision of medical and care services for the elderly residents. For the particular nursing care home this trend's consequences are two-folds. First, it means shift in attention of the regulatory bodies towards the specific conditions of the privately owned homes and development of more specified requirements and constraints for the funding, facilities, care and medical treatment level, stuff competency etc. It may also result in increased funding opportunities for the privately owned nursing homes. Second, the increased competitive pressure caused by increased number of privately owned service-providers, both with regard to the residents' demand and funding provision, can become a market threat for the nursing home. Economic factors The general state of economy, income level and distribution and lifestyle of the population, determined by savings and spending preferences through the life are the important determinant of the nursing home's environment. General state of the economy of the country influences not only directly the economic and financial state particular business, but also the conditions of the customer base and local authorities, thus causing indirect influence on the nursing home. One of the factors to be considered is the growing income of the population and increased amount of funds available for spending in the late period of life. The improved financial position of many older people means that some are making a positive choice over long-term care; housing circumstances throughout life can affect decisions about housing and care later in life. (Peace, 2003, p.9) Another economic issue that is of great importance for the privately-owned nursing home, taking into account its size and limited resources, is the

Routing Protocols for Ad-hoc Wireless Network Dissertation

Routing Protocols for Ad-hoc Wireless Network - Dissertation Example IEEE 802.11g standard is also operational on a 2.4 GHz unlicensed frequency spectrum that offers a maximum Mbps rate of data by using Orthogonal Division Multiplexing in the frequency band. Chapter 3: Routing Protocols for Ad-hoc Wireless Network 3.1. Routing Protocols As stated previously in this paper, an ad-hoc mobile network refers to a number of wireless mobile hosts linked together to form a network of temporary nature without using any centralized control or stand-alone infrastructure [18]. MANETs are not multi-hop wireless networks that are only self-configuring but also self-organizing, in which the network structure changes dynamically, primarily, because of the portability of the nodes [22]. Such networks have their nodes use the uniform random access wireless channel in order to get involved in multi-hop broadcasting by cooperating with each other in a friendly manner. These nodes serve as both hosts as well as routers routing data to and from other nodes within MANET [21 ]. Since the MANETs have no support of the infrastructure as opposed to the other wireless networks and there is a possibility of a destination node not being found within the range of the source-node-network of the forwarding packets, hence a mechanism for routing is compulsorily required for determining a path in order to transmit the packets properly from the node of the source to the node of the destination. Commonly, a base station in mobile network within a cell can access all the wireless nodes without the mechanism of routing through the broadcasting method whereas in the MANETs, each node should be transmitting the data on behalf of the other nodes. This gives rise to other issues besides the issue of unpredictable connectivity changes related to dynamic topology (Schiller, 2000). 3.2. Issues with Routing in MANETs Asymmetric links: Many wired networks are based on the fixed symmetric links as opposed to the MANETs where the nodes are wireless and also, dynamic as they keep changing their network position. As for instance, consider a MANET having a node B transmitting a signal towards node A. This information tells nothing in relation to the quality or level of the connection in the reverse order that is sending signal back to node B from node A (Schiller, 2000). Overhead in the Routing Mechanism: The nodes, in a MANET, are dynamic with respect to their network location as mentioned above. Hence, a number of invalid paths are produced in the routing table accounting for excessive overhead. Interference: Interference is a big issue in MANETs since the links are made and broken on the basis of the transmission properties, subsequent to which one transmission might intervene or intrude in another line of transmission causing the corresponding node to tap the communication of the nodes in other transmission lines and thereby, falsify the overall system of transmission. Dynamic Network Topology: This is another issue of great concern in MANET routing as th e topology keeps on changing. The nodes of the MANET are dynamic since the change their network location and also, the medium has the changing/dynamic properties. The routing tables, in the MANETS, must be able to indicate such changes taking place in the network topology by adapting the appropriate routing algorithms. As for instance, the routing table is updated in every 30 seconds in a fixed network (Schiller, 2000). On the other hand, the updating frequency for the ad-hoc networks might be very low. 3.3. Various Network Protocols in MANET’s and their Comparisons Although the network protocols in MANETS can be classified in numerous ways however many of these are performed on the basis of both the routing mechanism and the network structure [20]. In accordance to the routing mecha

Chronicle of the Council Term Paper Example | Topics and Well Written Essays - 750 words

Chronicle of the Council - Term Paper Example In addition, the precursors to activism intended to redeem the image of God’s church and teachings are examined in this study. It is imperative to note that, this study is confined to specific period attributed to the occurrence of the event. The vivid picture given out by Pope Urban II on the situation brings out the true inspiration of a person who loves his country and its environs. The Chronicles of the Council of Clermont dates back the year 1095 when Catholic faith was most respected. It formed the basis of unity and harmony. A people that fears God and is deeds characterizes this period. This nation believes an alienated tribe from the Persians society should not mix with God’s clean people. The speech is culturally upright because it upholds the key principles of a united nation that can only come together when intruded. It is evident from the speech that the alienated tribe had no cultural principles that guided their moral conduct. This is seen when the aliena ted tribe is reportedly raping women. However, the cultural beliefs of the Greek nation depict its people as mature and respectable to human rights and dignity. The narrator depicts the natives as blessed by God and believes in the word of God, and this makes their culture to revolve in the Biblical teachings. This is evidenced by the numerous verse quoted and referred from the Bible by the narrator Pope Urban II. A remark by Pope in the speech, that the ancestor’s deeds inspire the natives to rise up and achieve the concerted war indicates a cultural inclination towards the invincible powers of the ancestors; particularly those lived up to good things when alive. For instance, the reference made to King Charles the Great and Louis is son. These two men represented the strength and attributed success for their nation. The speech examines an alienated tribe fro m the Persian community that as forcefully invaded the native’s land and nation with the aim of performing ala rming and shameful acts which are against the human rights. For instance, the alienated tribe extends acts of rape and killing to the native people. This sends a wake up call to both the religion and political leaders who raises their voices high in a bid to condemn the intruders. It is evidenced by the speech that the alienated tribe invaded the Christians land and began to depopulate them through massive killings in form of sword, fire and pillage. In addition, the enemy tribe succeeds to take way the natives as captives. More devastating is the alienated tribe that has continually destroyed God’s church, defiles altars and initiates their ungodly rites and religion. Pope Urban II in his speech expresses fear of loosing considerable number of the Christians through circumcision and base death where navels were perforated and the extremity of intestines dragged out. Indeed this marked the climax of inhumane. Similar acts of torture prompted Pope Urban to encourage the native s in the strongest terms possible to redeem themselves form the bondage of the alienated tribe. It is imperative to note that, Urban’s speech intended to send a strong signal to the minds of the natives that, time for liberation was ripe and it is all systems go to redeem tier nation from the yoke of an alienated tribe. Urban, keeps reminding them that God remained firm on His promises upon them, however, the sole responsibility of

Transformational Leader Profile Essay Example for Free

Transformational Leader Profile Essay One of the most debated, described and defined aspects of managerial competence, leadership continues to claim the attention of practitioners and theorists alike. Leadership, essentially a synthesis of arts, reflects individual experience, understanding, values and capabilities, interacting with situations where, realistically, there is rarely an ideal solution. The recognition that transforming a business is something of an heroic journey explicitly and implicitly acknowledges the key role of leadership in todays world as a determinant of success, in an organization’s change, progression and development. The quality of that leadership is itself largely determined by the leaders effectiveness as a coach and mentor who can grow the skills and confidence in others, necessary to shape tomorrows businesses, organizations and successes. To develop leadership one must work at developing himself.   The transformation of the self is central to the leadership development process. Meeting Peter was a very profound experience for me. I met Peter, CEO of a large healthcare management organization, a year ago. The CEO had recently been picked by the Chairman of the Board to head up the organization of approximately 20,000 employees. Everyone knew him, and it appeared that he was well-liked by employees and generally trusted. Peter is someone I totally admire. He is someone who always makes sure employees all know why they are part of the organization. The terms charismatic and transformational are used more or less interchangeably in much of the literature. Distilling a large literature on the transformational leader, the notion can be broadly captured by reference to six elements: an heroic figure (usually with attributed past success stories); a mystic in touch with higher truths; a value-driven individual rather than one who is apparently purely self-serving; someone who is perceived to know the way; an individual who has a vision of a more desirable and achievable future; and finally someone thought to be capable of caring for and developing followers. All six points reflect attributes of personality and behavior of Peter. Peter has an approach which aspires to significant organizational change through engaged and committed followers. It was John McGregor Burns (1978) who emphasized the meaning and significance of transformational leadership by contrasting it with transactional leadership (Orlikoff 2000). This theme was picked up and elaborated by Bass (1990). According to Bass, transformational leadership has four components: individualized consideration (the leader is alert to the needs of followers and also takes care to develop them); intellectual stimulation (the leader encourages followers to think in creative ways and to propose innovative ideas); inspirational motivation (energizing followers to achieve extraordinary things); idealized influence (offers followers a role model). The core of Peter’s model is cantered on the concept of developing oneself to develop others. Specifically, as Peter matures and gains moral perspective, he invests more time and energy in promoting the development of others versus satisfying his own needs. As Avolio and Yammarino (2002) note, through the accumulation of developmental experiences the moral structure of an individual can be enhanced providing sufficient structure to assess complex moral challenges. This basic premise is at the core of what drives transformational leadership to the highest end of the full range of leadership. In his daily work, Peter identifies developmental opportunities, where there is scope for: Challenge, and the breaking of new ground. Work that makes a significant, demonstrable contribution to the business. Bigger/wider leadership roles, preferably the earlier the better within the leaders career progression. Shifting gear and moving up into more strategic roles/tasks and relationships. Moving and operating out of existing comfort zones. Multi-disciplinary and cross-functional working. Building stakeholder coalitions and alliances, supply chain projects, involving suppliers, deliverers (own organization) and customers. Acquiring new contributive competencies which will test and enhance both skill and will. Working on specific role/task assignments in other comparable, but noncompetitive organizations. Making keynote presentations at major events, where there is a sense of occasion and opportunities to establish reputation and credibility. Leading (preferably) or acting as a member of jointly run projects with a leading business school, professional body or significant consultancy group. Setting up and managing increased outsourcing for supportive activities. In effect, leader learning development (like so much interpersonal skills training) is about building competence – and confidence – in three related areas of activity. On the reasonable assumption that competence – like charity – begins at home, the first priority in Peter development is learning to manage oneself. This includes not only the development of effective self-management skills, but also acquiring high levels of competence in the three primary areas of know-how identified as: Transforming Integrating Mobilising Peter’s personal skills and leader competencies form an appropriately strong base for developing consistently sound working relationships with others. Particularly important are the following interpersonal competencies: Self awareness and awareness of others. Negotiation techniques. Listening and questioning skills. Influencing skills. Coaching skills. Assertiveness. Motivational skills. Working as a partner (primus inter pares) as opposed to leader. Collaborative problem solving. Empowering and delegating skills. I identified five significant distinguishing characteristics which differentiated Peter from the less effective: He is neither perfect, nor perfectionists in their demands of others. He quickly learns skills which he does not possess personally. He sees management as essentially a team effort. He strives endlessly for improvement – to him, the game is not over until its over. He admits his weaknesses and learns from his mistakes, but differentiates himself from the less successful. The leadership theory proposed by Peter is based on the relationship and interaction between the leader and the follower. Under transformational theory, the leader and the follower may possess their own motivations for the interaction, but together they realize a common goal and are changed by the process. The change, or transformation, in the participants is found in the unity of purpose that raises the goal beyond individual satisfaction to a higher level. Peter’s theory is consistent with transformational theory. Collaboration cannot be achieved without the team members reaching a consensus and perhaps giving up something of themselves and changing in the process. Collaboration cannot be realized without facilitation, communication, information, participation, and expectation. Understanding something of the dynamics of group behaviour and the processes underlying transactions between people, is fundamental to effective leadership (Orlikoff 2000). There are no panaceas or cure-alls, but informed awareness of what is really going on, in behavioral terms, within and between groups helps to give managers – and others – a clearer idea of how to handle relationships in more productive ways. Peter believes that a business needs at least three interrelated forms of leadership: One which brings about requisite task performance and goal achievement. One to generate and maintain the commitment of its members. Another to ensure continuity of congruence between the requirements of the task, and peoples needs and expectations (Schein 1985). Peter has ability to overcome or compensate for (transform) organizational and individual limitations. He motivates others to do more than they originally intended and indeed often more than they thought possible. Team spirit is aroused. Enthusiasm and optimism are displayed. Peter enables his staff to overcome, to break through, to see beyond the limitations of their organization: he stimulates his ‘followers efforts to be innovative and creative by questioning assumptions, re-framing problems, and approaching old situations in new ways’ (Ackoff 1999). Peter is unique leader, on whom organizational success depends (and who therefore receives a considerable share of the benefits of that success). Peter seeks power not for self-aggrandizement but in order to share it. He empowers others to take an active role in carrying out the value-based mission or vision defined by him. That vision is based on what the organization and followers need, not what the leader wants personally. Thus, Peter appeals to followers values, emphasizing that certain important values serve as the common basis for our ideals and goals. Peter transforms organization by first using his cognitive power to understand complex causal chains and then acting to design outcomes that will benefit the organization and advance his vision. While a substantial degree of cognitive power is required in order for Peter to be effective, such effectiveness results as much from his success in developing followers cognitive abilities as from the exercise of his own. Peter with the degree of cognitive power required for a top-level position makes important long-term strategic decisions. But how much do these decisions affect what actually goes on in the organization on a daily, weekly, monthly, and yearly basis? It is the thought and action of managers and employees at lower levels that most affect current and short-term future operations. The finest long-term plan and the wisest long-range actions will surely fail if those who must act today and tomorrow are not capable of doing so. Thus, it is more important for top-level leaders with great cognitive power or vision to help followers expand and improve on their own vision than it is for leaders to simply exercise their cognitive power (Smith 2000). Peter empowers others to define organizational policies and develop programs that are explicitly based on the values and beliefs contained in the philosophy that in fact put those values and beliefs into organizational action. For example, hiring and promotion policies should take into account values consistent with those in the organizations philosophy as well as applicants knowledge and skill. Reward systems and bonus programs must be based on the values of cooperation and innovative action instead of on competition over a limited pool of resources. Finally, Peter inculcates values and beliefs through his own individual behavior, his personal practices. He models organizational values and beliefs by living by them constantly and consistently. That is why his leadership behaviors that were described earlier are extremely important. Many people think of these behaviors as tools with which leaders explain their vision to followers and convince them to carry out that vision. Although this is not totally untrue, the far more significant reason these behaviors are important is that leaders use them to demonstrate and illustrate the values and beliefs on which their visions are founded. Thats why Peter takes so much time and effort and why he is good manager with strong management skills. He uses everyday managerial activities a committee meeting, for example as opportunities to inculcate values. In a meeting the leader may guide a decision-making process while making it clear that final authority and responsibility rests with the group. By so doing, Peter takes what might otherwise be a bureaucratic process and instills the value of empowerment into it. Whenever possible, he overlays value-inculcating actions on ordinary bureaucratic management activities. Without a sound base of management skills, this would not be possible. Ultimately, examination of Peter’s leadership leads to the recognition that transformational leaders own personal behaviors play a large part in shaping organizational culture. This comprehensive theory goes beyond behavior to incorporate personal characteristics. Even more, it includes the organizational context of transformational leadership that is, culture building. Peter refers to the challenges as trigger events in our lives that oftentimes have a profoundly positive effect on our development. So how do we create the challenges that you must confront to develop into the full person you can be and to achieve your full potential? I am still searching for that in myself, and I hope you will do the same each and every day, because that is the way to develop leadership—each and every day we emerge, we get better, we know more, and we can influence people more effectively. Peter had a profoundly positive impact on my leadership development. I have chosen a developmental goal for myself, based on my primary style of leadership. After having examined Peter as a transformational leader I have tried to capture the whole process of personal and leadership development in a simple model. Let me explain. The top left-hand part of the model represents what we come into the world with our talents and strengths. Building on those capacities or attempting in some cases to break them down, we have life experiences that shape our development, that comprise our life stream. On the bottom left, we have the context in which we are currently operating and there we specify the importance of the vision and culture to nurturing leadership development. The rest of the model represents what we typically focus on in terms of leadership development, including enhancing our self-awareness of where we are and where we should focus our energies, then focusing those energies by regulating our development and then finally being consistent in our efforts to call it self-development. A number of important individual and contextual factors feed into self-awareness, but we must go beyond simply being aware to enhance leadership development. References Ackoff, R. L. (1999). Transformational leadership. Strategy Leadership, 27, 20–25. Avolio, B. J., Yammarino, F. J. (2002). Transformational and charismatic leadership: The road ahead. Greenwich, CT: JAI. Bass, B.M. (1990). Leadership and Performance beyond Expectations, New York: Free Press. Orlikoff, J. E. (2000). A board as good as its chair. Trusteeship, 8(4). Schein, E. H. (1985). Organizational culture and leadership. San Francisco: Jossey-Bass. Smith, C. J. (2000). Trusteeship in community colleges: A guide for effective governance. Washington, DC: Association of Community College Trustees.