Free Essays on Tragic Heros

A hero today is seen as a person who is idolized. Nowadays, a hero does not have to have wealth or certain political beliefs, but instead can be regarded as a hero for his/her actions and inner strength. However, in the plays of Shakespeare, the tragic hero is always a noble man who enjoys some status and prosperity in society but possesses some moral weakness or flaw, which leads to his downfall (Fyre). External circumstances such as fate also play a part in the hero's fall (Bradley). Evil agents often act upon the hero and the forces of good, causing the hero to make wrong decisions. Readers may see this proven in Shakespeare ¡Ã‚ ¦s most famous tragedies: King Lear, Hamlet, Othello, and Macbeth. William Shakespeare started writing tragedies because he thought the tragic plots used by other English writers were lacking artistic purpose and form (Bradley). He used the fall of a notable person as the main focus in his tragedies. Suspense and climax were an added attraction for the audience. His work was extraordinary in that it was not of the norm for the time (Rurr). A reader with even little knowledge of his work would recognize one of the tragedies as a work of Shakespeare (Bradley). Shakespeare was born at Stratford-upon-Avon, the son of a tradesman and Alderman of Stratford, John Shakespeare in 1564. William, the eldest son, and third child (of eight) was baptised on 26th April 1564, and probably educated at Stratford Grammar School, but little is known of his life up to his eighteenth year (Hamlyn). He did not go to university and his younger contemporary and fellow-dramatist, Ben Johnson, would later speak disparagingly of his "small Latin, and less Greek" in the eulogy prefaced to the Firs Folio (Hill). However the Grammar School curriculum would have provided a formidable linguistic, and to some extent literary, education (Rurr). In 1575 when he was eleven, there was a great plague in the country and Queen Elizabeth journeye... Free Essays on Tragic Heros Free Essays on Tragic Heros A hero today is seen as a person who is idolized. Nowadays, a hero does not have to have wealth or certain political beliefs, but instead can be regarded as a hero for his/her actions and inner strength. However, in the plays of Shakespeare, the tragic hero is always a noble man who enjoys some status and prosperity in society but possesses some moral weakness or flaw, which leads to his downfall (Fyre). External circumstances such as fate also play a part in the hero's fall (Bradley). Evil agents often act upon the hero and the forces of good, causing the hero to make wrong decisions. Readers may see this proven in Shakespeare ¡Ã‚ ¦s most famous tragedies: King Lear, Hamlet, Othello, and Macbeth. William Shakespeare started writing tragedies because he thought the tragic plots used by other English writers were lacking artistic purpose and form (Bradley). He used the fall of a notable person as the main focus in his tragedies. Suspense and climax were an added attraction for the audience. His work was extraordinary in that it was not of the norm for the time (Rurr). A reader with even little knowledge of his work would recognize one of the tragedies as a work of Shakespeare (Bradley). Shakespeare was born at Stratford-upon-Avon, the son of a tradesman and Alderman of Stratford, John Shakespeare in 1564. William, the eldest son, and third child (of eight) was baptised on 26th April 1564, and probably educated at Stratford Grammar School, but little is known of his life up to his eighteenth year (Hamlyn). He did not go to university and his younger contemporary and fellow-dramatist, Ben Johnson, would later speak disparagingly of his "small Latin, and less Greek" in the eulogy prefaced to the Firs Folio (Hill). However the Grammar School curriculum would have provided a formidable linguistic, and to some extent literary, education (Rurr). In 1575 when he was eleven, there was a great plague in the country and Queen Elizabeth journeye...

Cancer affecting life

It wasn’t the summer I hoped it would be. Just before my senior year of high school, my mother and grandmother both were diagnosed with cancer, my mother with colon cancer and my grandmother with pancreatic cancer. That summer, I did what I could to help out my mom. I drove her to the Cancer Center in Oconomowoc or would pick her up from there. I did chores, made her food, and did anything else I could to me her feel comfortable. Sure, I wasn’t the perfect child. I still got on her nerves, but I did mean good and I didn’t want her to be angry. I just wanted to he be happy, healthy, strong and everything to go back to how it was. At the age of 46, having cancer was a tremendous shock to my mom and my family. I can remember when my parents told the results of the test done on the tumor the doctors found. I was in my mom’s hospital room visiting. My dad sat my brother and me down. Then he said it the word no one ever wants to hear â€Å"cancer†. Given she had cancer she pushed through it. She still went to work, and did what she could to help around the house. It didn’t go unnoticed by my dad and brothers. My dad would tell me â€Å"yeah that’s your mother for you, she’s a trooper.† And I would agree and nod my head. Now my grandmother is a whole different story. She, like my mom, is a tough girl. But unlike my mom, she was diagnosed with breast cancer in February of 2002. She was more reserved when it came to her needing help with things. She is one of those people who never asks for help and doesn’t want people to feel sorry for her. She just wants the family to be happy and not have to worry about her. I look up to her in that way—being able to handle things by myself without the help of others. But I also understand the importance of help from others because I don’t know everything there is to know about life†¦ not yet. It wasn’t the summer I hoped it would be. But I feel like I learned a lot from my summer. Not everything will go perfect forever and when it doesn’t you have to realize it and take action to help support the ones you love and make what they are going through easier and stress-free.

Analysis Music Project Chopin Nocturne Essay Example | Topics and Well Written Essays - 500 words

Analysis Music Project Chopin Nocturne - Essay Example â€Å"Music is what feelings sound like,† this quotation from an unknown author says it all. Just as Gustav Mahler once said, â€Å"If a composer could say what he had to say in words he would not bother trying to say it in music.† One of the most distinguished composers of the 19th century is Frà ©dà ©ric Chopin. Chopin was a Polish composer and virtuoso pianist, and is considered by many as the epitome of the Romantic style in classical music. Regarded as a child prodigy pianist, I look up to him, as my model and inspiration, since I too, play the piano. Chopin’s works are masterpieces and mainstays of the Romanticism in the 19th century. One of the major innovations in forms of music that he was responsible for is the nocturne. The nocturne is basically a work of art dealing with evening or night, usually a dreamy pensive piano composition. Having written 21 of these, Chopin’s nocturnes are written in a somewhat melancholy style, with an expressive dreamy melody, over broken-chord accompaniment. The major of Chopin’s nocturnes adopt a simple A-B-A form, wherein the A part is usually in a dreamy style, and the B style is a part of a more dramatic content. Considering the melody, harmony, and originality of piano style, Chopin’s nocturnes leave other composers behind, although his style is very much similar with Bellini’s cavatina.

Intoduction to HRM 3 Coursework Example | Topics and Well Written Essays - 2250 words

Intoduction to HRM 3 - Coursework Example The emphasis is on improving performance and retention for the employee as well as improving the performance of the company according to the new vision statement of Nowhere else makes you feel this good. Cafe Company wants to regain market share and believes that the way to do that is to provide tools to the person who is in direct contact with the customer – the barista (Green and Duncan n.d.). The overall aim and learning objectives (Green and Duncan n.d.; Noe, Hollenbeck, Gerhart, and Wright 2003) The barista will see clearly how significant their value is in creating the ultimate experience as a barista around the globe at Cafe Company (Oakland and Oakland 1998); Each new barista will adopt the vision statement that Cafe Company creates the best coffee experience in the world by stating, Nowhere else makes you feel this good; Each new barista will have the skills and the coffee know-how to do prepare basic coffees per customer request. The barista will adopt the skills as taught at the two-day session ensuring the barista will be able to provide the ultimate coffee experience for the customer; By providing the ultimate coffee experience for the customer, the barista will be capable of retaining the existing customers and win over new customers. How this training programme will improve the performance of the employees Mathis and Jackson (1991); Noe et al. ... This is referred to as a systems approach to training. Previously, there has been nothing formal. The new employee was essentially left to their own devices or if they lucked out and happened to get partnered with an experienced barista they may succeed. To deter the level of turnover in the locations, this training programme will provide a solid jumping off spot for all new colleagues to ensure they have the basic tools of a professional barista. Creating an experience for a customer is not the same as simply making a cup of coffee. Learning the difference and creating that experience is what this training is all about. Timetable for Two Days Programme, Timing and Resources The timetable is outlined using the tables for each day below. The resources needed will be a formal training area such as a classroom size room large enough to fit 12 – 16 people comfortably. Based on the training model provided the class will need access to an area to make coffees that is not a live coff ee house at the time the training takes place (Mathis and Jackson 1991). The training is structured over two days and includes a multitude of alternate speakers rather than residing solely on Human Resources or Training and Development personnel. Access to these staff and agreement from the authorities these staff report to that they will be present and available and focused on the new Baristas will be vital for the success of this model. This model also requires that a Barista training manual be designed with the core components of customer service, quality, cleanliness and coffee know-how. This manual may be a hard copy, but could be purely electronic as well. This will serve as a ready reference for information provided in this session as well as future training

Dawson v. Hanson,et al Essay Example | Topics and Well Written Essays - 1500 words

Dawson v. Hanson,et al - Essay Example There have been three main occasions when Mr. Hanson was to deliver the mail and Archie lunged at him, barked and growled, while he put the mail in the mail slot. From this day onwards, Mrs. Hanson, Archie’s owner decided to keep the dog in the backyard during the time of delivery of the mail in order to keep the dog from lunging at Mr. Dawson. Brock Mason failed to reply to a written complaint made by Mr. William’s regarding the dog’s atrocious behaviour and need to bark and growl at him all the time even though he never stepped onto the property rented by Mrs. Hanson. However, upon entering the very house of Mrs. Hanson, Mr. Dawson was bitten by her dog, Archie on the 15th of August, 2009. The dog lunged because it was able to escape from the backyard due to the negligence of Mrs. Hanson’s son, Joshua Hanson, not having been able to close the door properly in order to prevent the dog from escaping, despite knowing that it was ferocious and had a habit of growling at the neighbours and anyone else who happened to chance upon the property. Mrs. Hanson came forward and tried to get the dog to let go but her son was forced to switch on the hose pipe and finally make the dog leave Mr. Dawson’s leg. The main witness that noticed the entire injury take place was Ms LaVerne Coles. The paramedics were immediately called by her, and Mr. Dawson was rushed to the hospital arriving upon which he received 33 stitches as well as proper follow up care from Dr Jackson Ellis. Dr. Ellis further asked him to visit Dr Ivan Gomez for checking his torn rotator which had suffered damages during the fall when the dog bit him. Mr. Dawson was also made to attend a physical therapy session for the next eight weeks following the accident. Not only did the entire episode cost Mr. Dawson a heavy amount to recover fully from the damages and injuries caused by the dog, but the entire process also caused Mr. Dawson to reduce his earnings due to a pay cut fro m $55,700 to $53,500 on an annual basis. Law and Argument: In California statutes, ordinances and case law address the regulation of dogs and their owners, and the bases for compensation in the case of injury. For example, in cases involving certain types of dogs, i.e., dangerous dogs (dogs with a "dangerous propensity" or "vicious propensity") the owner of the dog may be liable for injury, without regard to fault (strict liability). In other situations, owners, landlords or other persons who "keep" or "harbor" dangerous dogs may be liable when the dogs attack. The facts of each case will often determine the outcome of that particular case. California is a strict liability state, meaning that a dog owner is liable for injuries inflicted by his dog upon a human being, even if the owner was not negligent and the dog had never bitten anyone before. California is one of the states that has a dog bite statute, meaning a law that repudiates in whole or part the common law's requirement of "scienter" (i.e., knowledge that the animal had previously injured a person in the same manner, such as by a bite). California Civil Code section 3342 provides as follows: 3342.   (a) The owner of any dog is liable for the damages suffered by any person who is bitten by the dog while in a public place or lawfully in a private place, including the property of the owner of the dog, regardless of the former viciousness of the dog or the owner's knowledge of

Leadership in healthcare

Leadership in healthcare Student Number: 3226029 AHP_6_011 Leadership for Allied Health Professionals At the opening ceremony of the Singapore Healthcare Management Congress 2013, Singapore Health Minister Gan Kim Yong said that strong management capabilities and leadership quality in the healthcare sector are extremely crucial to lead the growing healthcare needs of an ageing population, constant threat of global pandemics and rising non-communicable diseases. There is a need to constantly innovate and find ways to keep the population healthy and deliver the healthcare services more effectively (Gan, 2013). â€Å"One of the things that a leader needs to learn is that the traditional models of leading change are not very effective.† (Kent, 2014). The context for healthcare is changing due to changing expectations, changing disease profile and greater emphasis on ‘predict and prevent’ (Hartley, et al., 2008). Definition of Leadership Leadership in healthcare can be viewed in many different ways. Clinical leadership can come from hands-on care, from maintaining clinical expertise and may sometimes be separated from management with the goal of leading staff through transformational change to develop better services for the local community (Bishop, 2009). In the recent years, leadership is seen as something to be used by all but at different levels (National Leadership Council (NLC) Clinical Leadership workstream, 2011). It can be described to be a team effort (The Kings Fund, 2012) or also known as â€Å"sharedness† of leadership processes (Wang, et al., 2013) in an organisation. Shared leadership is displayed in terms of mutual influence, shared responsibility among the staff and leading each other towards the goal achievements. Shared leadership expands the extent of leader prototypicality (Wang, et al., 2013) as team members are given a chance to take on decision-making process and leadership role. â€Å"Gone is the heroic individual with a monopoly on the vision; it is replaced by a commitment to building shared visions with a range of stakeholders.† (The Kings Fund, 2012). Wang, et al., (2013) divided shared leadership into 3 categories which are shared traditional leadership, shared new-genre leadership and cumulative, overall shared leadership. The subgroups on the types of leadership under each category such as transactional, visionary and transformational leadership can be seen in Appendix A. Shared traditional leadership is where the leader uses methods such as contingent rewards towards staff to achieve team goals and satisfy staff’s needs (Wang, et al., 2013). Shared new-genre leadership emphasizes transformational, visionary and charismatic leadership which empowers the staff towards development and change (Wang, et al., 2013). Cumulative, overall shared leadership is displayed within the team level, in which each individual team member demonstrate a degree of leadership. Importance of leadership Leadership is important as it can determine the functionality of a basic team unit as it strongly influences key team processes. It can determine and clarify the objectives of the team, giving the team a clear view on the goals and the pathways to take to achieve the goals (Hartley, et al., 2008) such as improving patient experience and outcome (NHS Institute for Innovation and Improvement, 2011). Having leadership can encourage participation from the staff, allowing the staff to contribute and pool great ideas, supporting innovation in the team. It also enhances the commitment to quality, as having a leader ensures primary quality objectives are met in the day to day workings within the staff (Hartley, et al., 2008). Guidance to the changes in the healthcare in many aspects There are many aspects of healthcare that are constantly changing such as new techniques and technologies in healthcare. As such, there is a constant need to find new ways of working within and across teams, and with patients (Hartley, et al., 2008). Therefore, strong leadership that support a vision for change with a clear articulation of what needs to be achieved, by whom and with what, would likely to succeed in healthcare organisations (Gifford, et al., 2013). Leadership is also crucial when it comes to finding new approaches to continuous improvement which rely a lot on ‘people management’ (Hartley, et al., 2008). Bishop, (2009, p. 83) stated that leadership in Allied Health is no longer just about ‘managing’ the service and being a ‘therapy lead’, it is about leading the staff and the service to a new position. To achieve this, clinical leaders such as nurse educators, clinical nurse specialist and practice developers are to influence research use through their roles in mentoring, providing information and assisting in the development of policies and procedures to support professional practice (Gifford, et al., 2013). Leaders have to constantly think of methods to support staff so as to make and sustain improvement efforts in order to improve service to the patient. This is important because patient’s expectations have increased as the healthcare industry develops over the years. Future-looking system There are new challenges in healthcare such as the kinds of illnesses or even trends are changing (Hartley, et al., 2008). Leadership is important to anticipate rather than just react to changes in demographic and disease profiles (Hartley, et al., 2008). Leaders have to anticipate the multiple diseases associated with a larger elderly population and chronic diseases due to lifestyle choices such as obesity. For example, the rising numbers of cancer cases in Singapore as reported in The Straits Times (Lai, 2014) was made known to awareness among the public. Networking Gantz, et al., (2012) stated that collective leadership complements healthcare globalisation. They recognised healthcare globalisation as a way to close disparity gaps and improve public health on a global scale through resource and information sharing. There are new health goals where ‘treatment’ is not the only goal now but also ‘predict and prevent’ illnesses for the public health (Hartley, et al., 2008). As such, there are more hospitals that network with each other and disseminate evidence-based practices throughout their regional and local communities (MacPhee, et al., 2013). Therefore, leadership is important to shape these new goals and to ensure that there is a close link between ideas and practice on the front-line and between different partners. Clinical decision making According to Hartley, et al., (2008), leadership clarity is associated with better team processes, and with actual innovation – and ambiguity about leadership was associated with low levels of innovation. This corroborates the view of the role of leadership in helping to create compelling direction and ensure participation of team members in decision-making (Hartley, et al., 2008). One of the thing that a leader needs to do is to make good decision based on in-depth understanding of all the constituent parts, all the tradition and cultures that accompany the existing professional structures and values (Bishop, 2009, p. 83). Therefore, it is important for a leader to have good decision-making skill so as to have a smooth efficient workflow and quality service. In Singapore’s healthcare setting, although the decisions made are largely based on the patients’ choice, their family members still exercise significant influence over the level of revelation of prognosis information and final action taken (Foo, et al., 2012). Familial-centred approach is common in Asian setting especially if it involves poor prognosis. As such, a leader in this situation has to consider the various views and make a final decision that gives the best outcomes for the patient and family, even if it means that they have to withhold information about patient’s expected poor clinical outcomes to the patients (Foo, et al., 2012). Good decision-making is achieved based on the good understanding of the culture and tradition of the context. The need for decision-making may arise at any one point while in a clinical setting. For example, the below anecdotal incident (see Appendix B) about clinical decision-making is analysed using Gibb’s reflective cycle (Waugh, 2013) (see Appendix C). The incident is about a disagreement I had with a senior colleague about him deviating from the treatment protocol regarding the verification of the treatment area. I felt frustrated that I was the only one wanting to do the right thing and find a solution despite voicing out my concerns. After the incident, I felt sad and unjust that my colleague was angry at me for refusing to proceed with the treatment. The positive experience was that my decision prevented an incident report and an inaccurate delivery of radiation dose. I stepped out of my comfort zone and voiced out my concerns to the oncologists. Conversely, my long decision-making time resulted in a queue of patients and delayed appointments. According to the Fielder’s contingency model (see Appendix D), I am a task-oriented leader, and the incident calls for a leader with a low Least-Preferred Co-Worker (LPC). As such, I’m a fitting leader for the task as I handled the situation which prevented errors from being made in the treatment. On the whole, I took a long time to make my decision waiting for my colleague to share his opinions, which turned out to be fruitless. Such disagreements can be avoided if there are mutual understanding and better treatment protocol knowledge. I should have sought assistance from the other seniors right away. After the incident, we had a discussion on the treatment protocols, directing more focus on the importance of protocols and the adherence to them should any similar incidents occur in the future. Future leadership Nobody stays stagnant in the workforce. For example, a radiation therapist from North Carolina realised that he needed more leadership skills when he progressed from the treatment aspect to administration and then managing (Robert Wood Johnson Foundation, 2013). The King’s Fund (2012) refers to leadership as a ‘cognitive catalyst’, where the leader’s choice of actions and ideas are focused on as learning points in order to spur learning in the work place by the other team members. In order to change an organisation, leaders need to change themselves first and be open to changes. â€Å"If our leaders grow and help others to grow, our organisation will not only succeed in their changes efforts- they will be an example for other leaders and organisations around the world.† (Kent, 2014). More leaders are required in Singapore because the healthcare service is expanding rapidly so as to cater for the aging population (Bishop, 2009). As such, the Ministry Of Health Singapore has launched a SingHealth Graduate Diploma in Healthcare Management and Leadership programme in Singapore Management University. It aims to groom a new generation of healthcare professionals who excel in both healthcare management and business leadership which is a skill that is high in demand in today’s evolving healthcare industry (Gan, 2013). Additionally, the Ministry Of Healthcare has also provide sponsorships such as the Healthcare Administration Scholarship (HAS) where outstanding scholars will be given opportunities to be developed for top leadership position within the public healthcare sector (MOH Holdings Pte Ltd, 2013). Competency frameworks have also become a widely used approach to thinking about the skills of leadership. For example, the healthcare in UK are using the NHS Leadership Qualities Framework (see Appendix E) (National Leadership Council (NLC) Clinical Leadership workstream, 2011). It sets out the key skills or competencies for leaders in healthcare (Hartley, et al., 2008). Leadership skills are seen to be very important in the healthcare industry worldwide so much so there are many studies and programmes to train future leaders to meet the demands of the ever changing and growing industry. 1

Crohns Disease Essay examples -- Health, Chronic Inflammation

When someone first finds out they have Crohn’s disease, they will probably feel overwhelmed. There are so many questions. Will I be able to work, travel and exercise? Should I be on a special diet? Could my medications have side effects? How will Crohn’s disease change my life? The better informed they can become, the more equipped they will be to be an active member in your healthcare (Crohn’s & Colitis Foundation of America, 2009). Crohn’s disease is a chronic disorder of the digestive system. I can affect any area of the gastrointestinal system from the mouth to the anus. Its inflammatory process may spread to include skin, eyes, joints, mouth and sometimes the liver (Chang, 2008). Males and females appear to be affected proportionately. Crohn’s disease can occur in people of any age, but it is mostly a disease of adolescents and young adults. However, Crohn’s disease may occur in people over 70 years old and in young children (Crohn’s & Colitis Foundation of America, 2009). â€Å"Crohn’s disease appears to be caused by a dysfunctional inflammatory response in the gastrointestinal tract† (U. S. News, 2009). Inflammation is the body’s natural way to heal by sending immune cells to the site of the injury or invader. Researchers think that this immune system response may be triggered by bacteria or viruses, material in the intestinal contents, or a defective signal from the body’s own cells, called an autoimmune response. Inflammation results in pain, heat, redness, and swelling of the tissue. Chronic inflammation can harm the function of tissues and organs (U.S. News, 2009). Crohn’s disease also appears to affect certain ethnic groups more than others. American Jews of European descent are four to five times more likely to de... ...rica, 2009). Florida Gator P/ David Lerner was just recently diagnosed with Crohn’s disease. He was ready to start practice season when he was diagnosed. Lerner was about to become the starting punter for the Gators and he thought this would probably derail him. After consist treatment the disease was under control, but not gone. He was able to start for the team, and earn a scholarship. Lerner states, â€Å"Maybe I can’t eat a couple of things here and there that I want to eat, but at the end of the day, it’s really not the worst thing in the world†(Washington Post, 2011). People with Crohn’s disease accept their condition differently. Each person with the disease must adjust in their own way, but they must adjust. Even though there is no cure at this time, research is ongoing and promises to improve the health and quality of life for those with Crohn’s disease.