Age of Exploration Essay Example for Free

Age of Exploration Essay The age of exploration had many varied effects on the countries involved, mainly Spain, France, and England. By establishing a prosperous empire in South America by conquering the native people, Spain became vastly wealthy off of the gold collected by its native subjects. However, since the native people were dying off rapidly due to the foreign diseases brought over by the Conquistadors, as well as malnutrition and fatigue, Spain and Portugal were the first to introduce slavery to the New World by replacing them with African slaves brought over by Portuguese slave traders. The silver mining by these slaves caused world trade to increase. Often, silver brought to Europe from America was then traded with China and other Asian countries, making silk, porcelain, and Indian spices more prevalent in Europe. Products from America that became popular in Europe included corn, potatoes, pineapples, and sugar cane. Many cultures spread and combined with others: Spanish missionaries converted natives to Christianity, which then combined the new Christian beliefs with the natives’ cultural traditions. Another example, Arabian coffee with American sugar became quite popular throughout Europe. Although saying that anyone who crossed the Atlantic (at least when referring to modern theories) truly discovered America is ridiculous, I believe that the first to do so was Leif Eriksson and his group of Vikings whose settlement was found in Canada. According to the Greenlander saga and the Eric saga, his father, Eric the Red, a Viking outlaw, discovered Greenland. In order to establish himself as a man separate from his father, Leif sailed to the west in order to discover his own land. He sailed west because there had been a rumor in Greenland for the past fifteen years of a merchant sailing from Iceland to Greenland whose ship had been blown off course in a storm. According to the rumor, the merchant claimed that there were three separate lands west of Greenland. Around the year 1000, Leif purchased the merchant’s ship from the story, and obtained directions from the same merchant. He set sail only for a few days, which was reportedly was miserable due to the conditions on the open boat. On this expedition, they were seeking trees, which were scare in Greenland, but abundant in what is now northern Newfoundland, Canada, where the party landed. Leif named the new land Vinland after the wild grapes found there and the wine the grapes produced. Shortly thereafter, the settlers began to erect a settlement and scouted the land. In 1960, the archeologist and set out to find the fabled Vinland, using a four hundred year old Icelandic map and descriptions from the sagas. On the very northern tip of Newfoundland, they came across an area of mounds and ruins near a small town. Because the ruins predated the settlement of the area, the locals had always believed that Native Americans created the mounds. In fact, through almost seven years of painstaking excavations and radiocarbon testing, it was proven that the ruins were of a settlement dating back to the year 1000. Various artifacts found at the site also confirmed its Norse origins. Archeologists have gone so far as to pinpoint which ‘house’ was Leif Eriksson’s, based on size and complexity of the structure. I believe that Leif Eriksson was the first to cross the Atlantic and settle in America because of many factors. The radiocarbon dating of the site which puts it at 1000 C. E. immediately eliminates any of the explorers from the age of exploration, as well as the Chinese in 1492, in addition to the obvious implausibility of traveling above Canada in ice riddled waters in a flimsy wooden vessel. A case could perhaps be made for the merchant in the sagas who started the rumor, but as with all epic stories, the Icelanders who were the ones to transcribe the sagas based on oral stories, may have simply added him in as a fictional supporting character. Because of this and other equally plausible scenarios, I have to concede that Leif Eriksson was the first to reach the New World by crossing the Atlantic. There is confusion among certain people about whether America was colonized because of a desire for more money on the part of England or because the colonists were seeking religious freedom from the Roman Catholic Church. This confusion stems mainly from the watered down version of Jamestown and the Mayflower that we teach students at a young age. While it is true that Puritans did indeed come to the New World seeking religious freedom, the initial desire to colonize America was all about the desire for wealth. Because of Spain’s conquests in South America, the gold it had acquired from the natives and silver mining had made the country vastly wealthy and other nations were eager to get their share of the riches. America also had an abundant supply of farmland at a time when many farmers had small farms that they toiled over in an effort to merely support their families. In addition, as more settlers moved to America and created a demand for indulgences that they were accustomed to in Europe, the companies that sold such items made more money because of the higher prices the settlers had to pay in order to accommodate shipping costs. In short, while religious freedom was a noble and idealistic dream, it wouldn’t benefit anyone or make any money, which is what people were chiefly concerned with. How would America be different if it had been settled one hundred years later, in 1592? To begin with, it probably would not be called ‘America’. America is so named after Amerigo Vespucci; however, as he died in 1512, it is unlikely that we would have been named after him. Perhaps we would be named Raleigh, after Walter Raleigh, a British explorer of both North and South America in our actual history. Christopher Columbus would not be in history books, as he would not have been to Raleigh. Native Americans thus would have never been referred to as Indians. Because of our late start as a nation, it is reasonable to assume that certain historical events in our country would be delayed, let us say, fifty years or so. Because colonization was delayed, it would take longer for tensions to raise between the colonists and the French, so the French and Indian War would not have started in 1689, but around 1739 instead. This in turn would delay the Seven years war and thus the taxed imposed by the British that led to the American Revolution, which would now begin in 1825. Thus, we would have the Declaration of Independence on July 4th, 1826 and become our own country in 1833. Or alternatively, because of the differing technology, we might have lost the war and still been English today. But lets assume that we won and Raleigh was founded. I believe the Civil War would have been delayed as well until 1911, three years before World War One started. Both world wars, because we did not start them, would have happened the same years as they actually did, 1914 and 1939 respectably. However, I believe that the issue of civil and women’s’ rights would have been later in coming, perhaps in the 80’s. We would probably be dealing with racism more than gay rights today, if that were the case. And our music would be behind as well, so 60’s music today would then be 80’s music now.

Psychological Distress Experienced by Medical Students

Psychological Distress Experienced by Medical Students INTRODUCTION The psychological distress of medical students is more commonly associated with stress, anxiety and depression [1]. It is a fact that tertiary medical education is highly stressful due to factors that include academic pressures, obstacles to their goal achievement, environmental changes, life challenges such as transition from school to university and the change in role from student to knowledgeable physician [2,3]. Even though there were studies suggested that some stress in medical school training involve stress, this stressful environment can exert a negative effect on the psychological and physical well-being of the undergraduates [5,6]. The stress can be defined as â€Å"a state of mental or emotional strain or suspense† and also as â€Å"a number of normal reactions of the body (mental, emotional, and physiological) designed for self-preservation† [7]. Stress is also defined as not just a stimulus or a response but rather, it is a process by which we perceive and cope with environmental threats and challenges [8]. On the other hand, anxiety can be defined as â€Å"an emotion characterized by feelings of tension, worried thoughts and physical changes. People with anxiety disorders usually have recurring intrusive thoughts or concerns. They may avoid certain situations out of worry. They may also experience physical symptoms such as sweating, trembling, dizziness or rapid heartbeat† [4]. While depression is more than just sadness. People with depression may experience a lack of interest and pleasure in daily activities, significant weight loss or gain, insomnia or excessive sleeping, lack of ener gy, inability to concentrate, feelings of worthlessness or excessive guilt and recurrent thoughts of death or suicide [4]. However, for the sake of simplicity, these three most common condition psychological issues are coined into one term that is ‘stress’ as all of them are closely related [9]. Several studies have revealed that the incidence of stress among medical profession are increasing day by day and medical students have been found to experience higher level of depression and anxiety compared to the general population and to their same age group individuals [10,11,12]. The top ten main stressors found by Yusuf et al. at Universiti Sains Malaysia (USM) based on scores given by the medical students were all related to academic matters while Wolf et al. listed examination, class-work and financial responsibilities as their main stressor [13,14]. Therefore, it is critical for medical educators to understand the prevalence and causes of student distress, potential adverse personal and professional consequences, and institutional factors that can influence student’s health. It is suggested that an intervention programs could be implemented to reduce the stress levels [14]. OBJECTIVES The review was carried out to address the following questions: What is the prevalence of psychological distress experienced by medical students’? What are the socio demographical factors associated with psychological distress experienced by medical students’? METHODOLOGY 10 keyword were chosen to do the search for this project. Keywords – Malaysia, Medical students, stress, psychological distress, anxiety, depression, emotional disorder, mental health, undergraduates and trainee Literature review was carried out using the following electronic databases: PUBMED, Medline, Science Direct, Up-to-Date and Google scholar databases for articles on medical student’s distress in Malaysia. It was a systemic review of the literatures carried out from October 2014 to February 2015. Inclusion and Exclusion criteria All articles that published data related to stress or psychological distress/health of Malaysian medical students and written in English were eligible for inclusion in this study. The latest articles published since January 2014 was included. From the search, 20 full text articles were retrieved based on the relevance in relation to the topic. In addition, the reference list of the articles retrieved were also checked to find similar articles. RESULT Instrument used There are variety of tools used to assess psychological distress. The tools used will be selected based on elements to be assess. The most common one used for assessment of stress in Malaysian based study is General Health Questionnaire (GHQ) using 12 items or 28 items. The questionnaire was developed by Goldberg in 1978 which measures two important elements. The first one is the inability to carry out normal functions and the appearance of distress. The second is to assess the well-being in a person [15]. Other tools for used includes Social Phobia Inventory (SPIN), Beck’s Depression Inventory (BDI) and Depression Anxiety and Stress Scale (DASS). Medical Student Stressor Questionnaire (MSSQ) was used to identify sources of stress or stressor [16]. Prevalence of psychological distress The overall prevalence rate of psychological distress among medical student in Malaysia are range from 14.3% to 56% [17,18]. The highest prevalence rate of 56% was obtained from Salina et al. where they did a survey on 101 medical students in University Malaya (UM). Based on SPIN scores, they conclude that 56% of the medical student who scored 19 or above have higher probability of having social anxiety disorder [18]. While the lowest prevalence of psychological distress with rate of 14.3% was documented by Yusoff et al. from the study among a cohort of University Sains Malaysia (USM) medical students where two cohorts of first year (2008/2009 and 2009/2010 intake) were compared. Cohort 1 was selected based on academic merit while cohort 2 was selected based on academic merit, psychometric assessment and interview performance. Based on GHQ scores, the results indicate that cohort 1 (prevalence rate of 26.3%) experienced more psychological distress compared to cohort 2 (prevalence rat e of 14.3%) indicating that stratification of student selection by using multimodal criteria might better identify medical students with good psychological health [17]. A study on psychological distress by using DASS scores was done by Nikmat et al. among 110 preclinical medical students of University Teknologi Mara (UiTM). The results were classified into mild, moderate, severe and extremely severe. It was further divided into two group which were ‘clinical’ for severe and extremely severe and ‘sub-clinical’ for mild and moderate. Out of 110 students, 5.5% of students had clinical depression, 24.5% clinical anxiety and 7.3% had clinical stress. Other remaining students experienced sub-clinical depression, anxiety and stress with prevalence of 36.4%, 35.5% and 30.0% respectively [21]. Yusoff et al. documented prevalence of depressive symptoms rate by using BDI scale among final year medical students stood at 21.7% [22]. Socio demographic variables Study years Stress among different years of students was studied by Sherina et al, Zaid et al and Yusoff et al. Cumulatively, They found that the stress prevalence for different years of study were varied. According to Sherina et al. based on the study in 2003, there was high prevalence of stress among 1st (48.6%) and 4th (41.4%) year medical students in comparison to students of second, third and final years. The most acceptable explanation was that 1st year student have to adjust to a new environment of medical educations. While the year 4 students whom just in their early days of clinical setting need to adjust their way with hospital setting and undergo clinical examinations which were totally different from pre-clinical years [23]. In addition to that, a study done by Zaid et al. in 2007 seems to support the findings of Sherina et al. with their results of having high prevalence of emotional disorder for the 1st (50%), but rather different for 5th (62.7%) year medical students. The extremel y high score documented by the final year students (5th year) was probably due to high expectations for them to become a competent doctors and to acquire good academic results, whereas the high score for the 1st year students might be because of the effect of stiff competition they faced to enter the medical schools and also due to process of adjustment to the medical education setting [24]. In contrary to that, in 2010 Yusoff et al. found lower stress prevalence in both 1st (26.3%) and final year (21.9%) students. Even other years of study also showed lower stress prevalence with 36.5% for 2nd year, 31.4% for 3rd year and 35.3% for 4th year medical students in comparison to result documented by Sherina et al. and Zaid et al. The probable reason was that 1st year students were at the beginning of their course, full of euphoria and still not yet face difficult subjects which make them less stressful. On the other hand, 5th year students possibly developed skills to manage their studi es and able to cope with stress. According to Yusoff et al. adaptation periods to the new phases of studies and impact of transition could be the reason of high prevalence in 2nd year and 4th year students [14]. Ethnics Although there was no documented significant association between ethnic and psychological distress, Johari et al and Sherina et al. managed to publish the prevalence of psychological distress between the 4 major ethnics in Malaysia. Sherina et al mention that Chinese and other ethnics had prevalence rate of 42.0% and 18.8% respectively, which was lower compared to Indian whom had the highest prevalence (48.1%) followed by the Malays (42.9%) according to Johari et al [23,25]. Gender To date, only few articles were found to study relationship of stress between male and female [14,18,23,24]. As expected, all studies indicate that female students have higher stress level compared to male, although only one; Yusoff et al. was able to achieve significant relationship statistically [20]. Financial problem There are two studies which was conducted inter universities (public universities) by Yusoff et al. and Johari et al. in 2009 and 2011 that highlighted the significant relation between psychological distress and financial difficulties [25,26]. While Radman et al. also obtained similar result in their investigation among private inter universities [27]. Apparently, Zaid et al. whom did similar research in one private medical school did not found any relation between financial issues and psychological distress [24]. Relationship problem Rather surprising fact found by Zaid et al. (2007) which stated that relationship problems with parent, siblings, friends and lecturers were not associated with psychological distress [24]. However, earlier research in 2003 by Sherina et al. did mention that there were significant stress level among medical students having relationship problems, and this fact was supported by Johari et al. in 2009 [23,25]. Apart from that, other types of relationship which can be consider a special relationship (marital and romantic relationship) might help to reduce stress level. As mentioned by Zaid et al. the students whom did not involve in special relationship were found having significantly more stress (51.7%) than (37%) in those who involved [24]. In addition, married students were proved by Johari et al. to be in significantly less stressed compare to single status [25]. Other factors Yusuf et al. in his study involving inter universities medical students, has found that there was a significant relationship between different universities and psychological distress. Perhaps different kind of modules, examination, environment, clinical structures do play a role [26]. While poor general health and younger also identified as significant factors for psychological distress [25,26]. Other factors such as types of school, number of siblings, religion and co-curriculum did not contribute to stress among medical student [14,18] REFERENCES N. Bayram and N. Bilgel, â€Å"The prevalence and socio-demo-graphic correlations of depression, anxiety and stress among a group of university students,† Social Psychiatry and Psychiatric Epidemiology, vol. 43, no. 8, pp. 667–672, 2008. M. S. Sherina, L. Rampal, and N. Kaneson, â€Å"Psychological stress among undergraduate medical students,† Medical Journal of Malaysia, vol. 59, no. 2, pp. 207–211, 2004. Habeeb KA. Prevalence of stressors among female medical students Taibah.University. J Taibah Univ Med Sci, 5, 110-119. 2010 Kazdin A. Encyclopedia of psychology. Washington, D.C.: American Psychological Association; 2000. Linn BS, Zeppa R. Stress in Junior Medical Students:Relationship to Personality and Performance. J Med Education. 59(1):7–12.1984 Mosley TH Jr., Perrin SG, Neral SM, Dubbert PM, Grothues CA, Pinto BM. Stress, coping and well-being among third year medical students. Acad. Med. 69:765–7.1994 PRINCETON UNIVERSITY (2001). Word Net Dictionary. USA. Myers DG. Stress and Health. In: Exploring Psychology. 6th edition. New York: Worth Publishers. p. 402. 2005 Ko SM, Kua EH, Fones CSL. Stress and the Undergraduates. Singapore MedJ 40(10): 627-30. 1999 Dyrbye LN, Thomas MR, Shanafelt TD. Systematic review of depression anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad Med, 81, 354-373. 2006 Saipanish R. Stress among medical students in a Thai medical school. Med Teach, 25, 502-506. 2003 M. Dahlin, N. Joneborg, and B. Runeson, â€Å"Stress and depression among medical students: a cross-sectional study,† Medical Education, vol. 39, no. 6, pp. 594–604, 2005. Wolf TM, Faucett JM, Randall HM, Balson PM. Graduating medical students ratings of stresses, pleasures, and coping strategies. J Med Educ, 63, 636-642. 1998 Yusoff MSB, Abdul Rahim AF, Yaacob MJ. Prevalence and sources of stress among Universiti Sains Malaysia medical students. Malaysian J Med Sci. 2010;17(1):30–37. Goldberg D. Manual of the general health questionnaire. NFER Publishing Company.1978 Yusoff MSB, Rahim AFA, Yaacob MJ. The Development and Validity of the Medical Student Stressor Questionnaire (MSSQ). ASEAN J Psychiatry, 11. 2010 Yusoff MSB, Rahim AFA, Baba AA, Ismail SB, Esa AR. A study on psychological distress of two batches of first-year medical students underwent different selection admission processes. Malays J Med Sci. 2012 Salina M, Ng CG, Gill JS, Chin JM, Chin CJ, Yap WF.Social anxiety problem among medical students in Universiti Malaya Medical Center (UMMC): a cross-sectional study. Malaysian J Psychiatry. 2008 Ko SM, Kua EH, Fones CSL. Stress and The Undergraduate, Singapore Med J. 1999; 40:627–630. Yusoff MSB, Saiful M, Ahmad Fuad AR, Yaacob MJ. The prevalence of final year medical students with depressive symptoms and its contributing factors. International Medical Journal, 2011; 18, 305-309. Nikmat AW, Mariam M, Ainsah O, Salmi R. Psychological well-being, stress and coping style among pre-clinical medical students. Research management in state, University Teknologi Mara. 2010 Yusoff MSB, Saiful M, Ahmad Fuad AR, Yaacob MJ. The prevalence of final year medical students with depressive symptoms and its contributing factors. International Medical Journal, 2011; 18, 305-309. Sherina MS, Rampal L, Kaneson N. Prevalence of emotional disorders among medical students in a Malaysian university. Asia Pac Fam Med, 2003; 2, 213-217. Zaid ZA, Chan SC, Ho JJ. Emotional disorders among medical students in a Malaysian private medical school. Singapore Med J, 2007; 48, 895-899. Johari AB, Hassim IN. Stress and coping strategies among medical students international university of Malaysia, Malaysia University of Sabah and University Kuala Lumpur Royal College of Medicine Perak. J Community Health, 2009; 15, 106-115. Yusoff MSB et al. A study on stress, stressors and coping strategies among medical students. Int J Students Res, 2011; 1, 45-50.

pirate childrens story :: essays research papers

Some called him a pirate, some called him a scoundrel, and some said he was the devil himself! His name was Jack and he had been a sailor and an adventurer for a long, long time. His body carried the scars of a hundred sword fights, a map of the marvelous travels he had, a constant reminder of the things he had done. His schooner had sailed the seven seas and was beginning to show signs of old age, just like her master. Her sails were tattered, and she too had scars, from cannonballs and chain shots. Jack’s lone companion was a outspoken parrot named Polly, who was always perched on one of his shoulders. Now the three were setting off on one last voyage, one last chance for fame and fortune. They had sailed so many times before, only to find that their dreams of treasure and booty were only rumors. But this time would be different, this time they would find it. This time they had a map! Jack had seized the map from the ship he last raided. It wasn't much of a map, the parchment was old and yellowed and the compass directions were hard to make out. There were two tall mountains and some forests drawn on the paper, but most importantly, there was an X. The old man had seen maps like this before, and had never found anything near the marked spot. But this map had something about it that made him believe it was the real thing. And so with fair skies and following winds they sailed south, further south than they had ever been before. They sailed for seven days and seven nights, and on the morning of the eighth day, at the break of dawn, they saw land. It wasn't much, a small strip of land, but with two tall mountains and some trees, Jack knew it was the place. As the ship drew nearer, he began to see the island better, and he could see the beach. The sand was smooth, and white. It was one of the most beautiful sights he had ever seen in all of his years. Jack could see now that there were more than a few trees here. There was a thick tropical forest stretching from one mountain to the other. And the mountains were sending up small wisps of smoke. As the ship drew nearer, it hit him.

Greek Theater in 5th Century BCE Essay -- essays research papers

Greek Theatre in 5th Century BCE   Ã‚  Ã‚  Ã‚  Ã‚  The Ancient Greeks, probably one of the most fascinating civilizations to study contributed several discoveries and technological advancements. One can not discuss the Greeks without discussing Greek Theatre though. Greek Theater paved the way for literature and art in later history in many ways. If it wasn’t for Greek Theatre famous play writers like Shakespeare would have never done what they are so very well known for. When studying Greek Theatre it is virtually impossible not to hear about it in the 5th Century BCE, and that is because the 5th Century BCE was rather exciting when it came to Greek Theatre.   Ã‚  Ã‚  Ã‚  Ã‚  The origin of Greek Theatre in 5th Century BCE is not known. Dozens of hypotheses exist, but there is not really any conclusive hard evidence. What is known on the other hand is that tragedies were first performed in Athens in 6th Century BCE, and that they were very simple. They only had one actor and one chorus. In the 5th Century BCE this changed though. A second and third actor were added to plays, but there were no more then three speaking actors on stage at once. Throughout 5th Century BCE the average size of the chorus was twelve through fifteen members.   Ã‚  Ã‚  Ã‚  Ã‚  The theatrical performances were part of the worship of the god Dionysus, the god of fertility and wine. Out of the four festivals of worship for Dionysus, two them included theatrical perfo...

The Debate Over Roe v. Wade :: abortion argumentative persuasive argument

The Debate Over Roe v. Wade Many critics of the Roe v Wade resolution dispute that the Supreme Court's decision was mistaken because, as said by Robert Bork, "the right to abort, whatever one thinks of it, is not to be found in the Constitution". Consequently, they say the court did not translate the Constitution at all in making their influential mark on the citizens of the United States. Ronald Dworkin, on the other hand holds a different perspective of this situation. He tends to believe that although the technical terminology of abortion was not stated in the Constitution, the simple right of privacy, which in his mentality, deals with termination of a pregnancy. Some critics of the decision regarding Roe v Wade feel that the court is, in a sense, legalizing murder. Most refined critics on the other hand believe that the Court's decision on this issue was indeed wrong, but for different reasons. Like Bork, many feel that the Court had no right to interpret the binding piece of our country, the Constitution. Since the word "abortion" is not used in the Constitution, right-wing lawyer Bork states " Unfortunately, in the entire opinion there is not one line of explanation, not one sentence that qualifies as a legal argument ". (pg, 103, Bork) He continues to say " It is unlikely that it ever will, because the right to abort, whatever one thinks of it, is not found in the Constitution ". (Pg, 103, Bork) Dworkin, distinguished author of the book titled Life's Dominion, feels differently than the critics described above. He deems that the court does in fact have the right to interpret the Constitution. Dworkin agrees with Justice Blackmun's opinion in this great philosophical issue. Blackmun feels that " a pregnant woman has a specific constitutional right to privacy in matters of procreation, and that this general right includes a right to an abortion if she and her doctor decide upon it". (pg. 105, Blackmun) In 1965, another case regarding the right of privacy made a lasting and influential mark as well. In Griswold v. Connecticut the Court decided that a state does not have the right to prohibit the sale of contraceptives.

The Strength of Gertrude in Hamlet

Murder, treason, and deceit are common themes in William Shakespeare’s tragedy Hamlet. Throughout the play the women are often viewed as weak in character as the men easily dominate them and steal the spotlight through their manic actions. The time period in which Shakespeare would have written Hamlet, women would have been treated with little respect. One woman that shows her feminine power is Gertrude, the Queen of Denmark and mother to Hamlet. Through the play it seems that Gertrude has committed more bad deeds than good, but with further examination, her actions can be seen as altruistic and loving. Queen Gertrude in Hamlet reveals her true strength through her selfless actions for both Hamlet and Denmark. With the fresh death of King Hamlet, Gertrude loses her money, power and her only chance for her son to be a successor to the throne. Instinctively, Gertrude marries the man who is King in order to gain status in Denmark. During the 16th century, a woman was only as powerful as the man to whom she was married and Gertrude knows she must protect her son. By being loyal to Claudius, the next most powerful person to her late husband, she is able to secure a position for Hamlet to be next in line for King. This act of love towards Claudius might or might not be false in the beginning, which is a selfless act on its own, but then Gertrude is able to care for Claudius as well, which proves she has loving characteristics. Throughout the play Hamlet mourns the loss of his father some two months after his death, but Claudius does not support his behavior, infuriating Hamlet. Gertrude being a woman in the 16th century, is unable to comfort Hamlet without stepping on her newly wed husband’s toes: â€Å"Good Hamlet, cast thy knighted colour off, And let thine eye look like a friend on Denmark† (1. . 68-69). Gertrude appears to be giving Hamlet the message that, in order for their success he must now adapt to his new surroundings instead of disrespecting Claudius. Even though Hamlet despises Gertrude for her blunt words he obeys when Gertrude asks: â€Å"I pray thee, stay with us; go not to Wittenberg† (1. 2. 118). It is evident that Gertrude desires the best for Hamlet, sh e has married in order to keep him in line for the thrown and even though she hurts him with words, she is lovingly sacrificing her emotions for his long-term well being. The Queen Gertrude has loving and caring qualities that are only subtly seen in Hamlet, and this is why most audiences see her slightly villainess. She loves Hamlet and underneath her shallow exterior, shows great emotion when he confronts her. Gertrude truly does not know what she has done to make Hamlet so enraged, and it is only when he tells her that she understands her actions to be wrong: â€Å"O Hamlet, speak no more: Thou turn'st my very eyes into my soul, And there I see such black and grained spots As will not leave their tinct† (III. iv. 88-91). There is no reason to believe that Gertrude is lying to appease Hamlet as she confesses that her soul is blackened. Gertrude is portrayed as loving and loyal throughout the play; she stayed loyal to Hamlet after he lashed out on her in the closet by appeasing Claudius. These loving qualities that are subtly shown in Gertrude prove that she is selfless in her actions for Hamlet and Denmark. Gertrude often lies throughout the play, and while lying is a bad characteristic that would build a certain hate from the audience, her lies are in order to protect those around her. Gertrude’s lies are not cruel and evil falsehoods; hers are white lies that she feels she must tell in order to keep those around her safe physically and emotionally. She must tell the King that Hamlet has killed Polonius, but she does what she can to help Hamlet, telling Claudius that Hamlet â€Å"weeps for what is done† (4. 1. 27) when clearly he does not. Gertrude lies in order to protect Hamlet whom has just lashed out, telling her of all her hurtful actions. She follows her instincts and as a good politician puts a buffer on the truth in order to protect people emotionally around her. All of Queen Gertrude’s actions in lying seem shallow but are necessary for those around her and are selfless on her part in order to protect Hamlet. The ghost of King Hamlet is easily misinterpreted when he reveals to Hamlet, information about his murder and details of Claudius and Gertrude. The message the Ghost tells Hamlet makes Gertrude a far more despised character: â€Å"Ay, that incestuous, that adulterate beast, With witchcraft of his wit, with traitorous gifts† (1. 5. 42-43). The line of â€Å"adulterous beast† insinuates that Gertrude was committing adultery and thus lying to King Hamlet making her a cheater and therefore despised by the audience. The term adulterate does not have the same meaning as adultery, by definition it means to render poorer in quality by adding another substance. In all, the Ghost is correct because Gertrude is of a â€Å"poorer quality† due to her new ties with Claudius, but that does not mean that they committed adultery before the King’s death. If Gertrude were an adulteress, she would ave been almost certainly been involved in Claudius' plot of murder, Claudius would believe her to be an accomplice and confide in her, but he does not. In addition, if it were true, it would most likely be first on Hamlet's mind, but when Hamlet confronts Gertrude in her closet and announces all her crimes; he does not once even imply that she has committed adultery. This misinterpretation could cause much hate for The Que en by the audience and much confusion as to her real motives, but with this insight it is most obvious that the Queen was respectable towards her family and Hamlet. Through all of the challenges in Gertrude’s life she has never been recognized for all her selfless actions for her son and Denmark. Gertrude is truly a hero of the play because she continuously sacrifices herself for the love of others and Denmark. She selflessly told Hamlet of the poison so he then knew for sure Claudius was corrupt: â€Å"The drink, the drink! I am poison’d! † (5. 2. 304). With this information Hamlet was able to justifiably kill Claudius for the murder of his mother Gertrude. Just before her death Gertrude is able to save the land of Denmark from the deceitful and murderous King Claudius. This action on the Queen’s part is beneficial to all the people of Denmark allowing them to have a fair chance with their newly chosen ruler young Fortinbras. Hamlet is a tragedy in which there needs to be a heroic, selfless character, and in the end this is the Queen Gertrude. Overall, through the examination of Queen of Denmark may appear as a villainess character but when examined closely her motives show a loving and strong character. Living in a time in which she had little respect, Gertrude was able to secure a spot for her son in the throne by marrying a man of power. Through all controversies she sets her emotions aside in order to deal with situations that concern her family and Denmark. Though at most times Gertrude has to keep her emotions at bay it is evident that she has subtle loving qualities for her family. After all controversy and being hated by Hamlet she still protects her son with small white lies to Claudius. Gertrude is never recognized for her strength as she saves Denmark from the tyrant that Claudius is. A heroic, strong, feminine character shows her altruistic characteristics throughout William Shakespeare’s tragedy Hamlet.

Importance of Qualifications from an Aviation Manager’s Perspective Essay

Aviation is described as aircraft operation with the objective of providing air transportation. Air transportation can further be defined as all the civil flying which is performed by air carriers which are certificated and also the general aviation. The industry of air transport can be credited for its vital role it plays in the today’s global world. Management of the aviation industry is complex and thus it requires one to be competent so as to be able to deal with the challenges that face this industry in our modern world. In addition, the organizational and industrial overview of the air line business is also a complex task and can not be managed by a person who does not have qualifications in aviation management. One needs to have qualification in aviation management so as to make the organization to excel in the job market as well as to manage the other employees so as to improve performance of the organization (Yilmaz, 2008). To be able to manage the organization effectively, one need to understand on the quality of services that the company should produce so as to attract more customers and also he should have leadership traits which can enable him or her to control the behavior of the employees toward achievement of the organization. He should also be able to control conflicts that may be arising in the organization to make sure that workers are satisfied and thus they are working in a conducive environ Aviation industry need a management personnel who is competent so that he or she can be able evaluate the quantitative methods and applications in the organization. The personnel should be able to use the scientific management theories so as to support the situations of decision making by giving sound decisions which can help the organization to grow and even run profitably (Yilmaz, 2008). He or she should be able to use and apply various concepts in the organization such as the techniques of linear programming, the simulation methods, and the models of inventory control as well as the decision theory to ensure the organization is running efficiently. Furthermore, there is need for management personnel in the field of aviation to have knowledge about managerial accounting since it is a necessity in management. This will enable him or her to identify, accumulate, report and interpret the information about cost so as to make decision and control the general operation context (Yilmaz, 2008). It will also enable him to utilize and evaluate information supplied to him or her from accounting department. Having knowledge on managerial accounting can enable the management personnel to be able to have accounting tool which can enable him or her in determining on the performance of the organization. Aviation management personnel should be also qualified in the non profit and governmental accounting to enable him or her to be able to investigate the environment for decision making from a perspective of non-profit entity or public sector. This will enable the personnel to be able to analyze the consequences and also the regulation impact and the established pronouncements by governmental Accounting standards board, which is the comptroller of US and also the office of the general accounting for the federal. Aviation management personnel should also have knowledge on the financial management so that he can be able to have financial analysis, have measurement on the capital costs, capital management, capital budgeting, valuation and also in determining the analysis of the capital structures. A manager in the aviation industry should be competent and should be aware on the impact of the government as well as the current issues concerning aviation industry. He should be aware of this issue not particularly in the country but at a perspective of the world or globe. Aviation management personnel should be able to identify the market segment, to identify the trends that the organization must follow to achieve performance of the organization as well as identifying the developments that need to be introduced in the organization depending on the change in technological know how (Yilmaz, 2008). He should also be aware of the international standards required in the air transport industry so as to be competitive the market. Also being qualified will enable one to understand on the regulations and rules that govern air transport industry and make decisions on how to manage the operation of the organization according to such rules. The personnel should be able to forecast on the future trends and challenges using the present and the past trends of the industry so as to make the organization to be competitive in the market. There is also need of management aviation personnel to be competent so as to be able to identify the output and demand determinants in the organization as well as the labor relations. All in all, it is important for one to be qualified in aviation so as to be competent in the field of management in aviation industry. This is because one will be able to control all activities necessary in such industry so as to make it run efficiently and effectively for the growth or profitability of the organization.