How does Fitzgerald demonstrate the ideas of the modernist period in Essay

How does Fitzgerald demonstrate the ideas of the modernist period in his story Who is the protagonist and what is the conflict - Essay Example The story is biographical in nature as it includes experiences of Fitzgerald’s own life. The conflict in the story of â€Å"Babylon Revisited† is about the attempt a father makes to gain custody of his daughter Honoria, while fighting a battle against alcoholism. The protagonist in the story is Charlie Wales who amassed a fortune by investing in stocks during the 1920’s great bull market occasion. Charlie was a 35 year old American businessman who quit his job to settle down with his wife Helen in Paris to enjoy his wealth. Unfortunately, due to his weakness for alcohol, and the family’s reckless lifestyle, there was great friction in the family which finally led to his wife’s Helen’s death. Charlie becomes a victim to alcohol abuse and is soon admitted into a sanitarium. His daughter is sent to live with his wife Helen’s sister while he strives to get over his bad habit of drinking. We can definitely sympathize with Charlie because he makes a great attempt to do away with his drinking and after his release from the sanitarium, he once again establishes himself as a businessman after he moved to Prague. References Babylon Revisited www.gutenberg.net.au/fsf/BABYLON-REVISITED.html Babylon Revisited www.enotes.com

Grievance Process Assignment Example | Topics and Well Written Essays - 2000 words

Grievance Process - Assignment Example The research objective correlates with the desire and aim of management to develop productive and satisfactory procedures for improving service quality. The goal system of an organisation is based on the aspirations that drive the current practices, and the complex hierarchy of interconnected goals is defined by the desires and aims supported by other aims (Eden and Ackerman 1998). The aim of this research is to critically evaluate the grievance and disciplinary process to ensure that it is a viable and strategic management resource for understanding employee, management and organisation relationships (Davenport 1995). The outline of objectives is based on the following literature review. The literature review was used to first develop a framework for consistent theories in strategic management. Therefore, the objectives are approached from a human interaction standpoint and not a political, legal or implied quantitative position. The rational planning school defines the objective in advance by determining the current strategic position, and then using a prescriptive approach that exemplifies the strategic analysis, development and implementation (Lynch 2000). This is a strong foundation of the research proposal as the perspective approach is a systematic method that follows in sequence (Lynch 2000). This is used as a cyclic approach to a series of rationales instead of being sequential, and is most often seen in organisations where environment and strategy are constantly analysed (Lynch 2000). To find information regarding accounting management practices, qualitative data will be collected. This allows for an evaluation of the results to be made on the empirical views and new information to be gathered in a timely and inexpensive manner where other methods are based on information that is already in existence. Examining the components of the grievance process will collect qualitative data. Collection of information will be from theoretical management review and the relationship to Mersey Care NHS Trust grievance and disciplinary procedure. Outline of Key Concerns In the socially motivated health care industry, strategic management must look beyond functionality and towards a support system for innovation, developing core competencies and knowledge based communication. Breaking from the traditional mindset to incorporate a strategic plan that is focused on encouraging an employees knowledge-based value often includes training, reward systems, and encouragement (Harrison and Enz p45 2005). The grievance policy must deal with the process of the grievance and response as well as the people

Gender roles in the nursing profession

Gender roles in the nursing profession The discussion of the results is presented in this chapter. More specifically, it presents, the demographic data gathered, the male nurses point of view in choosing to be in the nursing profession, their experiences as male nurses, and the stereotyping regarding males experienced in the profession. Most importantly, this chapter of the thesis presents relevant literature that supported and disputed the results found by the research. Also, the strengths and limitations of the study are discussed. 5.2 Demographic data The thesis results showed, in relation to the demographic data, that the majority, 28 nurses, or 80.7% of the male nurses were between the ages of 20 to 35 years old and that 32.2% worked for less than five years. This data conformed to the data collected from a qualitative study of Lou et. al., (2009), where 83.8% of the participants were under the age of 35 years, and 49.4% had been working for less than five years. The present results revealed that a greater part of the male nurse population was diploma holders (59%) and 26% baccalaureate graduates. These results are similar to Lous et. al., (2009), studies conducted in Taiwan where 47.1% of male nurses were in the possession of an undergraduate degree The thesis results showed that male nurses usually worked in male wards (58%) and mixed wards (42%) and never (0%) in female wards. These mixed or male wards included the emergency department, operating room, pediatric area, psychiatry, medical area, and intensive care unit (LaRocco, 2007). Similarly, in Norway and other Western countries, male nurses usually worked within the health sectors limited parts such as the psychiatry and acute medicine ward and administration (Bakken 2001). In terms of speciality, 24% worked in the operating rooms (Lou, et.al. 2009, p 905). In fact, psychiatry is one of the most common fields where 15% of all male nurses transfer to (Abrahamsen, 2004). Furthermore, Dassen et.al. (1990) found that in The Netherlands, men were dominating technical wards, and critical care units(p.367). It seems that they wanted to be involved in less feminine aspect of nursing. As Evans argues (1997), to compromise his reputation in patriarchal society, men in nursing develop different strategies as to occupy administrative and elite specialty positions in order to protect themselves from the feminine image of nursing .The latest results from UK reveal that one third of the almost 100,000 nurses who have a mental health qualification are men (Torjensen Waters, 2010, p.21). In the 1960s, men were not allowed to enter the delivery room and this still remains until today. Even though inequity is diminishing, situations like these in areas such as the obstetrics and gynecology departments continue (Chung, 2006). This may then be attributed as the primary reason why the study results found that 0% of the responses worked in female wards. However, it is worth mentioning that in Malta, up to the 1960s female nurses were excluded from the male wards (Camilleri, 1964). 5.3 Challenges that male nurses encounter at work The present findings indicated that approximately half of male nurses were aware of opportunities in the nursing profession. With increased postgraduate qualifications, pursuance of managerial positions is fast paced (OLynn Tranberger, 2006, Marsland, et al, 2003) among the male nurse respondents, and their propensity to earn more is improved (Hader, 2005). Also, studies found that it is easier or quicker for males to acquire top managerial positions than their female counterparts (Kvande 1998, Hoel 1995). Similarly, Abrahamsen (2002), findings showed that 70% of male nurses after twenty years from graduation were in leadership position, and away from somatic wards. Furthermore, Yang (2004) found that the male nurses future development has more potential because their careers would not be disrupted by a maternity leave. In addition, an interview done by LaRocco (2007), confirms as one man stated that being a male in a predominantly female profession sets you up to be recognized (p.1 27). In contrast, most of the respondents in this survey, or 61% disagreed that men in nursing are promoted quickly, which is not in the agreement with the statement of Williams (1992), that men in nursing are privileged minority which enables them to move out of female dominated profession by the glass escalator to the most rewarded and respected jobs reserved only for men in this patriarchal society. In relation to this, LaRoccos (2007), study showed that one man revealed his income to be below $50,000, while three indicated that theirs was greater than $100,000 per year (p.123). However, the findings of Stoltenberg et.al.,(2008), suggest that nursing needs to continue to raise the bar pay, because only 46.67% of male nurses rated nursing as financially rewarding. Hence, these results are in agreement with the thesis results findings where only 32% of male nurses agreed that nursing provides good salary and benefits. Despite these advantages, some men, however, find inequities in other fields, like obstetrics and gynecology, which put considerable pressure on them (Williams 1995, Tseng 1997). Truly, Hart (2005) found that 56% of male nurses were seen as muscles(p.48), and uncaring by their female colleagues, just because of their gender. This then puts a strain on how the male and female nurses communicate with their colleagues (Hart, 2005). Furthermore, some studies found that males perceive that being in a predominantly female profession brings about a low status upon the male nurses (MacDougall, 1997; Williams, 1989). In History of Nursing in Malta, during 19th Century, it was written that the social class from which nurses were recruited was illiterate and without any education, and that the same conditions existed in other European countries (Camilleri,1964). Also, labeling nursing as an extension of womens domestic role devaluated profession in relation to male occupation. Although this image is changing, many negative images still persist. Further still, in relation to the slight increase of men in the nursing profession, uneven numbers of male nurses are leaving compared to female nurses due to deficient respect from their colleagues, job dissatisfaction and problems arising in a predominantly female profession (Sochalski, 2002). However, results in this research revealed that majority, or 88%of respondents disagreed that men in nursing feel insecure because it is a female dominated profession. Findings in this thesis suggest that male nurses in Malta do not feel as they are crossing segregated work boundaries, and infiltrate in female domain (Bagilhole Cross 2006, p.35). In addition to, 71% of men in nursing in this survey expressed that they are satisfied with the work they do. As one respondent wrote nursing is a males profession as the other profession or jobs are. Hence, this result tally with findings of Rochlen et. al., (2009) where men employed as nurses were satisfied with their work in non-traditional career. According to Avery (2007), despite the feminine image in nursing, nursing is profession for everyone, due to the fact that men were present in nursing since 250 B.C when males-only nursing schools opened in India(p.1). They continued playing an important role in nursing (Meadus, 2000), until F lorence Nightingale stated that Every woman is a nurse, establishing nursing as only one gender profession.(Fitzerald, 2007), and portraying the presence of the men nurse in this profession as an anomaly(Meadus, 2000, p.6). 5.4 Respondents motivation for choosing a traditionally female profession The present findings indicated that 48% or fifteen male nurses choose the nursing profession to help others. As one male nurse replied there is nothing better than being able to help people, and bringing smile to others. However, 16% or 5 respondents stated that the money kept them in the profession. These results coincide well with previous studies of Bartlett et.al.,(1999) where altruism and job satisfaction, rather than extrinsic rewards, have been found to be the main motivating factor for male nurses. Furthermore, Laroccos (2007) study showed that eight men specifically stated that connecting with patients and aiding people are important factors when nursing is considered. One participant also added that I just thought of nursing as caring for patients (LaRocco, 2007, p.126). Moreover, according to Boughn (1994), Brown and Srones (1971), Bush (1976), Garvin (1976), Mannino (1963) and Perkins et al. (1993), interaction with patients and helping people are important reasons in choosing nursing. Even Taylor et al. (1983), Skevington Dawkes, (1988), Galbraith, (1991), Cyr, (1992), Kelly, et al (1996), MacDougall, (1997) suggested that caring for others and having the desire to be of help is a main factor for men in choosing a career in nursing. Family and friends also served as the motivation for the resulting 26% or 8 of the male nurses who took part in this thesis survey. Positive family influence, like a nurse relative, a mother who is a nurse, became a good motivation for men. Moreover, in La Roccos (2007) study, five of the interviewees had a mother nurse. This response was found to be similar to the results of this thesis where three males had a mother nurse, and surprisingly one respondent had both parents working as nurses. Also, these findings conformed to the data collected from a qualitative research of Whittock et. al., (2003), where positive influence, for most participants, on choosing nursing as a career comes from the parents, specifically mothers who worked in nursing sector or other healthcare profession. Also, friends who gave positive reactions helped with their career choice of being a nurse (LaRocco, 2007). Eleven men in LaRoccos (2007) study, claimed that their family was very pleased with their caree r choice. In contrast, some men were discouraged by both family and friends, to enter the field of nursing and other medical fields (LaRocco, 2007). As found in a study done in the UK, only 12% of the male nurses said that their parents were happy about their career choice (Skevington Dawkes, 1988). Abrahamsen (2004), also stated that most men who decide to qualify as a nurse find themselves problematic because the decision to become a nurse causes family and friends disbelief and surprise. In a society where nursing is seen as a female profession, very often family and friends ask, You want to be a nurse? Why not a doctor? I guess they feel that traditionally males are doctors and females are nurses.( Chung, 2006, p.1). Other than that, ten percent of the male nurses who served as the respondents for this study stated that their motivation was good pay and security. It seems that nursing in Malta, according to the data collected from the survey, is being one of the last secure job posts, as one respondent replied. Furthermore, Yang (2004), interviewed a man who stated One day I noticed a statement in the newspaper which said, Male nurses earn as much as NT$ 50,000 per month, so I put nursing department down on my form as my choice (Yang, 2004, p.645). In addition, LaRocco (2007), also had a dialogue with a male nurse who stated I knew I would always have a job, [and] I did it for a steady job that I could handle (LaRocco, 2007, p.125 ). Most importantly, Boughn (1994) found that money and job security were two major motivations for choosing nursing. On the other hand, Simpson (2005), found several reasons that motivate men to seek a non-traditional career, and one of them was that most were not seek ing entry(p.365). They entered female-dominated occupations almost bydefault in that they were not actively seeking such entry, but simply fell into it.(Williams Villemezs s, 1993 p. 66.)These results are in agreement with the results in this study where, three or 10% of respondents couldnt give the reason for choosing nursing as a career, which suggests, as found previously, that they were not actively seeking such job but simply fell into it, either through availability or convenience(Simpson , 2005, p.365). Finally, the least percentage of participant stated that they considered nursing as a last resort and one even said: I didnt get accepted by any school except for that nursing one, so it was my only choice, and I studied there (Yang 2004, p.645). The findings in this thesis revealed that two nurses or 6% didnt have other career opportunity, which supports the previous research results of Yang (2004). The findings also showed that these nurses were age over 40 and with working experience of more than 20 years. These two respondents stated that fear to change, and lack of a good opportunity where the reasons for remaining in nursing profession. 5.5 Perceived stereotypes of men in nursing In addition to the problem that nursing is a female profession, male nurses also have to face the problem of overcoming the stereotype that they are gay or effeminate (Williams, 1995). Some of the stereotypes that these male nurse have to contend with were presented in the thesis results that 52% of male nurses were not embarrassed of their choice of profession. These results are similar to the findings of Hart (2005), where 40% of respondents sometimes feel awkward or defensive when asked about their profession(p.47). According to the thesis results, most of the respondents or 64% strongly disagreed that men in nursing are being questioned if they are a real men. Furthermore, 77% disagreed that men in nursing are too gay or feminine. These findings revealed that they are not in agreement with the results of several studies that have found supporting data regarding these stereotypes. For example, because of inequities, male nurses sexuality is usually questioned and they are labelled as homosexuals (Kelly, et al, 1996). Moreover, Wingfield also reported that men in nursing consider themselves as sufferers of homophobic abuse, with a respondent even claiming that Ive been called awful things-you faggot this, you faggot that (2009, p.23). Furthermore, Harding (2007), explored discourses which stereotyped or labeled male nurses as gay and conflate homosexuals and sexual predators(p.639). Also Harding (2007) reported that majority of men in nursing are heterosexual but public perception is still that most male nurses are gay. This stereotype persists only in general nursing, men working as psychiatric nurses are perceived as masculine due to need of physical strength. Although society is becoming more comfortable with men as nurses, nearly half or 48% of the respondents experienced the stereotype that men choose nursing because they failed to enter a medical course. Because of the situations and stereotypes, a more serious stereotypical belief was formed that male nurses are not appropriate caregivers (Evans, 2002). Truly, different societal norms have created concepts of caring as something that is not included in masculine images of males, and that caring falls under a female conception (Evans, 2002). Evans (2002) found out that for men nurses touching patients is potentially dangerous, and that men are vulnerable caregivers(p. 7). Similar results were found by Abrahamsen (2004), where male nurses were minority in somatic wards due to the fact that they were pressurized by their friends and family to apply for more masculine jobs or seek a leadership positions, because it is not natural for men to undertake intimate nursing tasks (p.12). Gender stereotyping creates a compound and conflicting situation of rejection, acceptance and doubt for male nurses ability as caregivers and nurturers (Evans, 2002). Thus, as a sad effect of this, and to avoid tight situations, some male nurses alter their caring principles and nursing roles (Egeland Brown, 1989; Kauppinen-Toropainen Lammi, 1993). Even though, studies of Ekstrom (1999) resulted that male nurses exhibit lower caring behaviours, they in general, do not effect the care given to the patients. As Mac Doughall (1997) stated, man do have ability to care, but they need to be shown how. (p.813). Lately, society is becoming more comfortable with men as nurses. As Cyr (1992), stated, the art and science of nursing has not always been a predominantly female profession(p.54). 5.6 Conclusion In all, this chapter has presented a discussion of the findings of the study. The various demographic profiles of the respondents, the reasons for choosing nursing, the experiences, and the stereotypes among male nurses in Malta were presented, with subsequent presentations of other relevant studies. At the end of the analysis and discussion, it was found that various related literatures, both old and new, confirmed the results of the study, while there were a few others that disputed it. Overall, the findings suggested that men employed in nursing, are just as committed to the profession as women. 5.7 Strengths and Limitations of the study It should be noted that this study has several limitations and strengths. Firstly, the chosen sample does not represent male nurses as a whole. The male nurses that work in Gozo, and other different hospitals in Malta were not included in this research. Moreover, a satisfactory response rate (88.6%) helped strengthen the outcome of the study. However, the purpose of the study was not intended to allow generalisation among the male nurses working in different hospitals in Malta and Gozo. Secondly, a self- administered questionnaire was used to collect data, and thus all data that were used in this study were self-reported. Although the questions for the survey were carefully chosen and modified by the researcher reading an extensive literature especially Smith (2008), it seems that some of the respondents did not understand that their sexual orientation was not questioned, but only concept of gender stereotype. To avoid similar misunderstandings, in future studies, a focus group design method could contribute to explain the motivation for choosing nursing as a profession, and career development of male nurses in a female dominated profession. The rather high response rate of 88.5% indicated that male nurses were interested in subject, and this helped strengthen the outcome of the study. Although in this study, the research tool was a questionnaire, some qualitative data were also obtained. Despite being time limited prior to specific deadlines, this study has educated and motivated the researcher to understand more nursing as a science. Although this study was purely quantitative, some findings provided valuable information about male nurses in a female dominated profession. Further qualitative research could give clearer picture about the real perceptions of men in nursing, and establish the extent to which the findings from this research can be applied in more general context. The next chapter shall conclude this dissertation with recommendation for further research, and implications in nursing.

Floor Cleaning Process

II. FLOOR CARE, CLEANING AND MAINTENANCE A. Floor Cleaning Process B. Stripping/Wet Scrubbing Procedures Submitted by: MC GERALD G. SALDO Submitted to: Mrs. Juliet P. Diloy November 26, 2012 III. FLOOR CARE, CLEANING AND MAINTENANCE G. Floor Cleaning Process A. STRIPPING FLOORS Stripping is the elimination of embedded dirt, oil and old layers of floor finish and sealer. The process completely cleans and prepares floors for the application of new coats, floor sealer or floor finish ( wax ). Floor stripping products are used for this purpose. Supplies and Equipment Needed:MopMop Wringer Hand GlovesFloor Stripper or PolisherWax Remover |Steps |Procedures | |First, clear the area of dirt and spots so that the dirt/soil will|Sweep or vacuum the floor thoroughly. Remove sticky deposits or | |not be absorbed by the stripping solution. |material with a putty knife. | |Place a caution sign to prevent slips on the floor. |Place the sign in the working area â€Å"Wet floor, watch your stepâ € . | |Prepare the stripping solution.The dilution will depend on the |Mix 1 gallon of floor stripper to 4 gallons of water in a bucket, | |degree of soil. Heavy soil needs higher dilution. |for every floor area of 250 square meters. | | |Dilution sometimes varies for different types of stripper. Read | | |the instructions on the label. Dip the mop on the solution. Do not| | |squeeze the mop. Spread the solution and cover the whole area. |Soften the old film to make stripping easier to accomplish. |Spread the solution on the floor with a mop and let it be absorbed| | |for 10-12 minutes. | |Scrub the area thoroughly from the farthest to the nearest. |Use a floor machine with an abrasive pad or brush, depending on | | |the type of floor. | |Pick up the softened and suspended film, dirt and soil. |Use a mop or use a wet-dry vacuum. | |Rinse the floor thoroughly. Remove all cleaning solution, using a clean mop. Use a different | | |mop for rinsing. Make sure the coats are even. | |Let the floor dry completely. |Once dried, the floor is now ready for the application of wax or | | |floor finish. | STRIPPING TIPS: 1. In case of particularly stubborn residuces (example: in the commercial sector) use undiluted if required. 2. Do not allow stripper to dry out on the floor. For this reason, work in sections. . Before stripping floor coverings (e. g. , rubber flooring), check for color and material fastness at an inconspicuous spot. If necessary, dilute Stripper even more and apply several times using a short standing time. 4. Wear rubber gloves during use and ensure that the rooms to be treated are well ventilated. Do not spray sensitive surfaces (e. g. , wood, metal, varnished surfaces) with the cleaning or stripping solution. 5. Store stripping solution in a cool, dry place in, closed, original container. Keep it locked and out of the reach of children. B. SEALING FLOORSSealing follows stripping. A floor sealer-chemical is applied on the floor to protect the surfaces and to act as a bond between the floor sealer and the finish (wax). Sealing helps to smoothen rough surfaces and scratches. It also protects the floor of other types of floor abuse thereby enhancing its appearance. Supplies and Equipment Needed: Wet Mopplastic liner Sealer solution |Steps |Procedures | |1. Prepare the floor area. |Place the caution sign in a visible location. | | | | |Put supplies and equipment in the floor area to be sealed. | | | | | |Put plastic bag (liner) into the empty bucket that is to be used for| | |the sealer solution, then pour sealer into the lined bucket. | | | | |Using the plastic bag liner keeps the bucket clean and keeps the | | |sealer from becoming contaminated with any residue that might be in | | |the bucket. | |2. Dip the damp mop head into the bucket with a sealer. |Wring out gently such that the mop head is wet but does not drip. | |3.Trace/outline the entire area to be sealed. |Start in one of the baseboards in the farth est corner of the room. | | | | | |If the entire area cannot be out-lined before the sealer dries, | | |apply the sealer to the floor along the baseboards covering as much | | |of the traces/outline as possible. |4. Apply the sealer to the floor area. |Work by sections, do a side to side motion, starting from the | | |farthest corner and moving backward toward the door. Overlap the | | |strokes. Avoid having puddles of sealer on the floor. |5. Allow the floor to dry completely before applying wax. |If recoating is needed, follow the same steps above stated. | ———————– Republic of the Philippines CAVITE STATE UNIVERSITY (CvSU) Don Severino de las Alas Campus Indang, Cavite ((046) 415-0010 / 415-0011 ((046)415-0012 Email Address: [email  protected] com STRIPPING SEALING FINISHING MAINTAINING

Definitions of Ged (Argumentative Essay) Samples

Definitions of Ged (Argumentative Essay) Samples You start with asking a question, which is a great way to get started. Another vital point you've to keep in mind about the argumentative papers is they ought to be coherent and exhibit a particularly smooth stream of ideas. Have a look at each question carefully and take a small time to work out the topic and what type of answer is going to be expected. The only problem includes grammar problems like harmful rather than harm in the question at the start. You should have your reasons, and our principal concern is that you find yourself getting an excellent grade. Such type of evidence is just occasionally required. In reality, you are able to choose any topic which you find interesting. To begin with, you must realize that however much unpredictable the topic could be, practice still makes perfect sense. Deciding upon an appropriate topic is a vital step that will ultimately have an enormous effect on your final grade. Writing an essay for the literary part of the GED (General Education Development) test ought to be easy, as it's the same as writing any other sort of essay for your class. These topics are usually about general topics that don't require you to be a specialist on any area. You can't ignore the significance of a very good topic. Attempt to know the topic and what's expected in your answers. It's possible to read through GED essay examples to understand the way the topics are written. Do not appear through the topics before you select. Alternately, you are able to look around you and choose an interesting social topic. It is a whole outline of the way to prepare an argumentative essay for college. Students lead busy lives and frequently forget about an approaching deadline. In the event of a GED essay, this is particularly important, as you need to be persuasive to let graduation committee know that you're an intelligent and intriguing student. Studying for your GED test utilizing sample questions is among the best study practices you may utilize. If at all possible, your test prep should comprise essays scored by means of an instructor. If you truly are intent on obtaining a top score on your test, you might want to look at buying a GED study guide. Before you commence studying, determine which test is supplied in your state. Gossip, Lies and Ged ( Argumentative Essay ) Samples Samples are the tools that produce the whole writing process simpler. It's possible to tell about yourself and some intriguing experience you've had. You'll give evidence from the passage along with from your expertise and experience. Along with regular essay instructions, a sample response is supplied for review. The True Meaning of Ged ( Argumentative Essay ) Samples There's, naturally, a limit on the variety of pages even our very best writers can produce with a pressing deadline, but generally, we figure out how to satisfy all the clien ts seeking urgent assistance. You might have to collect plenty of data so as to produce the paper well-informed, specific, persuasive, and up-to-date. Simply type example of an argumentative essay and you'll discover distinctive sorts of samples. Even if know the content very well, it isn't smart to choose the test in one day because it's going to be difficult to concentrate on the whole paper, so one needs to divide the test in no of days to score well. A great argumentative essay is an essay in which a student is ready to present her or his views in an effective and convincing fashion, taking the assistance of argument for a vehicle for delivering the last conclusion. You may even highlight certain words or phrases in the stimulus so that you always have the option to look back to confirm that you're on track. If you want, highlight the critical words and phrases in the stimulus to have the ability to look at it from time to time to make sure you adhere to the topic. State your opinion on the subject. The Ultimate Ged ( Argumentative Essay ) Samples Trick You don't need to compose a creative essay, you simply have to make sure you write appropriate grammar. If you realize that you are stuck in regards to writing an essay, request somebody's assistance to assist you proceed through writing an essay. The argumentative essay has a particular format that has to be followed to blow the mind of the reader, and it is particularly helpful for students along with the corporate when making strategic proposals. To be sure your argumentative essay appears complete and neat, utilize the offered 5-paragraph structure. You'll have 45 minutes to finish your essay. You have 45 minutes to make your essay. Your 45 minutes will go quickly so concentrate on these essential points to acquire the very best score. Taking a couple of minutes at the start to structure your essay can help you save you valuable writing time later.

How Insects Find Their Food Plants

Many insects, like caterpillars and leaf beetles, feed on plants. We call these insects phytophagous. Some phytophagous insects eat a variety of plant species, while others specialize in eating only one, or just a few. If the larvae or nymphs feed on plants, the insect mother usually lays her eggs on a host plant. So how do insects find the right plant? Insects Use Chemical Cues to Find Their Food Plants We dont have all the answers to this question yet, but heres what we do know. Scientists believe that insects use chemical smell and taste cues to help them recognize host plants. Insects differentiate plants based on their odors and tastes. The chemistry of the plant determines its appeal to an insect. Plants in the mustard family, for example, contain mustard oil, which has a unique smell and taste to a foraging insect. An insect that munches on cabbage will probably also munch on broccoli since both plants belong to the mustard family and broadcast the mustard oil cue. That same insect would probably not, however, feed on squash. The squash tastes and smells completely foreign to a mustard-loving insect. Do Insects Use Visual Cues, Too? Heres where it gets a little tricky. Do insects just fly around, sniffing the air and following odors to find the right host plant? That might be part of the answer, but some scientists think theres more to it. One theory suggests that insects first use visual cues to find plants. Studies of insect behavior demonstrate that phytophagous insects will land on green things, like plants, but not brown things such as soil.  Only after landing on a plant will the insect use those chemical cues to confirm whether or not it has located its host plant. The smells and tastes dont actually help the insect find the plant, but they do keep the insect on the plant if it happens to land on the right one. This theory, if proved correct, would have implications for agriculture. Plants in the wild tend to be surrounded by a diversity of other plants. An insect looking for a host plant in its native habitat will invest a good deal of time landing on the wrong plants. On the other hand, our monoculture farms offer pest insects a nearly error-free landing strip. Once a pest insect finds a field of its host plant, it will be rewarded with the right chemical cue almost every time it lands on something green. That insect is going to lay eggs and feed until the crop is overrun with pests. Can Insects Learn to Recognize Certain Plants? Insect learning may also play a role in how insects find and choose food plants. Some evidence suggests that an insect develops a preference for its first food plant—the one where its mother laid the egg from which it hatched. Once the larva or nymph consumes the original host plant, it must go in search of a new food source. If it happens to be in a field of the same plant, it will quickly encounter another meal. More time spent eating, and less time spent wandering around looking for food, yields healthier, stronger insects. Could the adult insect learn to lay her eggs on plants that grow in abundance, and thus give her offspring a higher chance to thrive? Yes, according to some researchers. The bottom line? Insects probably use all of these strategies—chemical cues, visual cues, and learning— in combination to find their food plants. Resources and Further Reading The Handy Bug Answer Book. Gilbert Waldbauer.Host selection in phytophagous insects: a new explanation for learning in adults. J. P. Cunningham, S. A. West, and M. P. Zalucki.Host-Plant Selection by Insects. Rosemary H. Collier and Stan Finch.Insects and Plants. Pierre Jolivet.

The Tragedy Of Hamlet By William Shakespeare - 1146 Words

How certain can one be that they will see tomorrow? How certain can one be that they will see the next second? In William Shakespeare’s The Tragedy of Hamlet, all of the characters face uncertainty at some point in the story. The character of Hamlet is, for lack of a better term, a laggard; he procrastinates like no other, making him an uncertain character in his entirety. His most famous line is â€Å"To be, or not to be? That is the question.† The entire scene is about Hamlet’s uncertainty about suicide and death. The ghost is masked in uncertainty. Who is it? Is it real? Why is it around? Ophelia is constantly uncertain of Hamlet and his feelings towards her. Is she a young lady or a little girl? Does she realize the sexual connotations Hamlet makes when he speaks to her? What about Queen Gertrude? Does she know the truth about King Hamlet’s death? Does she marry his brother because she loves him, or because Denmark needs a king? The multiple themes of Hamlet are very obvious: morality, revenge, and death. The all-encompassing theme of Shakespeare’s The Tragedy of Hamlet is uncertainty. You can tell by the decisions made by characters, the way people speak to one another, and the characters backgrounds. First of all, when speaking of uncertainty, the play begins with the question â€Å"Who’s there?† The very beginning of this tragedy is a soldier being uncertain of who is nearing him at his post. The fact that the first line is a question of who is around the current characterShow MoreRelatedThe Tragedy Of Hamlet By William Shakespeare1427 Words   |  6 PagesWhy has Hamlet’s rage led him to a death that was destined to happen? Simple, his absolute motive was to seek revenge for the death of his father, who was once the King of Denmark. In this tragedy, Hamlet wanted to put on this image of an insane man. This would mislead the people around him from his intentions of killing King Claudius, who is strangely his uncle and â€Å"father† simultaneously. Claudius takes the throne for Denmark after pouring poison down King Hamlet’s ear without leaving any evidenceRead MoreThe Tragedy Of Hamlet By William Shakespeare1483 Words   |  6 PagesWilliam S hakespeare’s The Tragedy of Hamlet is a misfortunate play that exhibits Prince Hamlet’s internal and external conflicts which show the ultimate purpose of the story. Revenge is perhaps the greatest theme in Hamlet, and is shown by the conflicts Prince Hamlet has with his family, friends, and a girlfriend as well as within his self. The anguish Hamlet feels towards his new father and his mother is magnified by the discovery that they were both involved in his father, the king’s, murder. ThisRead MoreThe Tragedy Of Hamlet By William Shakespeare1131 Words   |  5 PagesTragedy, according to American Heritage Dictionary of the English Language, is a drama or literary work in which the main character is brought to ruin or suffers extreme sorrow, especially as a consequence of a tragic flaw, moral weakness, or inability to cope with unfavorable circumstances. In William Shakespeare’s The Tragedy of Hamlet, Prince of Denmark, tragedy is no short supply. Shak espeare takes the reader on a journey of epic proportions through the struggles and conflicts, internal andRead MoreThe Tragedy Of Hamlet By William Shakespeare1543 Words   |  7 Pagesplay, The Tragedy of Hamlet, seems to have a domino effect. As Hamlet tries to get his revenge, he brings ruin upon the kingdom. Hamlet is self-doubtful; he doubts himself to a point where he does not know what is true in his life. He constantly contradicts himself, causing many people, whose death was unintended, to die. In Williams Shakespeare’s The Tragedy of Hamlet, in order to portray Hamlet’s tragedy, Shakespeare uses soliloquies, metaphors, symbolism, and anti-thesis. Shakespeare utilizesRead MoreThe Tragedy Of Hamlet By William Shakespeare Essay822 Words   |  4 PagesIn 1604, William Shakespeare finished one of the most famous plays of revenge in English history. This play has left a plethora of questions, most left unanswered even after the hundreds of scholars who have analyzed it. The complexity and multiple facades of the characters, the use of many themes, and the symbols in this play have been construed into a delicate tale; Shakespeare purposely left out many details in order to shroud this piece in mystery. In The Tragedy of Hamlet, Shakespeare s vagueRead MoreThe Tragedy Of Hamlet By William Shakespeare2594 Words   |  11 PagesJulian A tragedy is a dramatic work that is about a character whose tragic flaw leads to his downfall and to the demise of many of the other characters. William Shakespeare was a playwright during the Elizabethan Era who was made famous for his literary works of tragedies, comedies and sonnets. One of Shakespeare?s most renowned tragedies is Hamlet. In this classic tragedy the protagonist, Hamlet, pursues revenge and seeks justice against the antagonist, Claudius, for the murder of King Hamlet. As aRead MoreThe Tragedy Of Hamlet By William Shakespeare Essay1334 Words   |  6 PagesIn William Shakespeare’s, The Tragedy of Hamlet, each character stands out in unique ways. Madness is one of the crucial themes as Shakespeare depicts the chaotic turbulence in the Hamlet family and the court of Denmark. Though she is generally read as a minor character, Ophelia’s madness reveals the struggle of the female character that attempts to have a voice of her own. Ophelia’s life ce rtainly seems tragic based on Aristotle s definition of tragedy, which says that â€Å"A tragedy is the imitationRead MoreThe Tragedy Of Hamlet By William Shakespeare Essay1829 Words   |  8 PagesThe tragedy of Hamlet, written by William Shakespeare is one of the best tragedies ever written. The term hamartia, coined by the philosopher Aristotle in his writing Poetics, can be defined as â€Å"tragic flow,† to miss the mark â€Å"leading to a mistake† (American Heritage Dictionary). Aristotle points out that: tragedy is an imitation not only of a complete action, but of events inspiring fear or pity as well as the tragic hero must not be an utter villain or a perfect man, but he must be, then: theRead MoreThe Tragedy Of Hamlet By William Shakespeare1931 Words   |  8 Pages William Shakespeare is an English Poet known for his famous dramatized writings. Shakespeare was born in the United Kingdom in April. Here are some of his legendary texts: â€Å"Macbeth†, â€Å"Julius Caesar†, and â€Å"Hamlet†. â€Å"The Tragedy of Hamlet† was written during the sixteenth century and was performed in 1609. Shakespeare writes this tragedy to reveal the roles of women during the Middle Ages. Back then females were referred as noblewomen and were expected to do the following: run households, take careRead MoreThe Tragedy Of Hamlet By William Shakespeare1142 Words   |  5 PagesThe tragedy of Hamlet was an inordinately fascinating play with many profoundly intriguing characters that did a great many heroic and disappointing things despite the intricacy and arduousness to understand the true personality William Shakespeare intended for each. At the beginning of the play, as Hamlet has decided to pretend madness, he pretends he does not love Ophelia anymore, he even rejects her and insults her (Act 3, scene 1). This, of course, means that he has been in love with her before