Cleopatra the Character, Historical Figure, and Myth :: William Shakespeare Plays Essays

Cleopatra the Character, Historical Figure, and Myth Cleopatra is a character in a Shakespeare play. Cleopatra is a historical figure. Cleopatra is a myth of our culture. Although each of these statements may be true, neither they, nor any other such statements can hope to adequately describe Cleopatra. Cleopatra is an emergent feature of a complex system; Cleopatra is greater than the sum of her parts. Emergent features are properties associated with complex systems that cannot be deduced simply from an analysis of the elements in the system; emergent features can only be explained in terms of the causal interaction among elements in the system. Cleopatra’s current status as an emergent entity is a result of the causal interactions between elements of the complex system that is our Heideggerian socio-cultural immersion, here represented by our notions of historical fact, our acceptance of dramatic representation, and our human predilection towards sin and vice. Cleopatra represents the salacious East, sensuality, and the immoral desire for the forbidden fruit; she captivates the imagination as the inheritor of the Egyptian myths, with the embalming of the dead, rituals, tombs, pyramids, gods, scarabs, scorpions, and horror film mummies. Central to Cleopatra’s emergence is our fascination with her powers to charm the virtuous, upright paradigmatic Roman, leading him, like the Serpent, down the path of Sin. Plutarch is explicit in his description of the corrupting influence of the East: But when he [Marc Antony] was once come into Asia†¦and that he had felt the riches and pleasures of the east parts†¦he easily fell again to his old licentious life. For straight one Anaxenor a player of the citherne, Xoutus a player of the flutes, Metrodorus a tumbler, and such a rabble of minstrels and fit ministers for the pleasures of Asia (who in fineness and flattery passed all the other plagues he brought with him out of Italy), all these flocked in his court, and bore the whole sway: and after that, all went awry. For everyone gave themselves to riot and excess†¦(696) On a larger view, Cleopatra is the embodiment of our western conception of the East as a realm of guilty, sensuous pleasures: it is the origin of spices, and the exotic tales of the Arabian Nights, and occult knowledge. The western notion of vice is encapsulated by the Seven Deadly Sins of the Roman Catholic Catechism, which are described by Chaucer in The Parson’s Tale: Now it is a fitting thing to tell what are the deadly sins, that is to say, the chieftains among sins.

Qin dynasty Essay

In 247 B. C, the self-proclaimed â€Å"first emperor of china† put together an enormous army of soldiers to fight the wars that ravaged all over china. The emperor seemed undefeatable and fearless, but deep inside he had a huge fear, that is†¦ death. A few years before he sensed the ending of his life, Emperor Cheng decided to recreate his entire army out of clay to protect him in his passage to the underworld. Sacrifices had before been used for grand burials as such where the army would die along with the emperor, but in a time like such the emperor knew this would cause china to be vulnerable and did not want to sacrifice the grand empire he had created for most of his life. This thus led to the creation of the elaborate tomb of the terra cotta warriors and their king. The emperor may have seemed nice to decide not to sacrifice anyone but the truth is many died in order for his wishes to be fulfilled. When he ordered the warriors to be made they did not magically appear from the soil beneath his feet. In order for them to be made he commanded hundreds, if no thousands of skilled artisans to create them. Each soldier needed to be different and represent a certain soldier. The artisan’s lives depended on these soldiers so the work ended up being quite elaborate and detailed. Each soldier, acrobat and archer, along with the horses, was all different, each with their own story to tell. They all had different expressions, stances, outfits, etc. Because of these intricate patterns and details, we can tell that these sculptors were not any joking matter. Human lives depended on each face, and tiny detail to be absolutely perfect and this was very complicated to do since each warrior was made using coiling method (based on archeological theories). No molds were being used, or anything that could make the job easier. Another thing that the terra cotta warriors tell us about China during the Qin Dynasty is that after the emperor passed away he may have wanted to take his empire with him, thus the reason of the huge army as well as other things found in his tomb. Small scales of palaces and buildings he had ordered to be built were also found in his tomb. The reason why this may have happened may have been so that he would have something to rule over in the afterlife. In ancient China it was believed that you continued on into the afterlife as you were when you died, especially where social status was concerned. The higher status you had in life, the closer to Shang Di (the Lord of the afterlife) you would be in the afterlife. Having a complete representation of his empire and the things he commanded, including the terra cotta army, allowed Qin to enter the afterlife with a clear proof of his status that could not be challenged by the lord. The artists that used the terracotta clay were often threatened to be hurt by the king. To make it impossible to be punished for little errors on their work, they made their signatures hard to find on the soldiers. One rule was set though: The artist MUST put his name on the sculpture. Emperor Qin made it his duty to punish whoever didn’t follow this rule, and would kill or mutilate over hundreds of the sculptors every year. With that stress on their shoulders, the workers had no room for error. They had to follow all the rules and could most definitely not stand up for others and themselves. That would be a death sentence in itself. Once the emperor Qin died, the people made it their duty to seal his coffin properly so that he would remain well preserved. Despite the people not having to worry about the king, the people still feared the emperor coming back from the dead, and to the people an angry emperor’s soul would mean bad luck to all the people of the Qin dynasty.

A Personal Philosophy of Teaching: To Teach is to Learn

When I consider the inquiry, what is my doctrine of learning I would state it was summed up in five words – To learn is to larn. Get downing from the point of the definition of the verb to learn, as â€Å" to leave cognition or accomplishments † ( Dictionary.com, 2010 ) and larning as â€Å" to get cognition of or skill by survey, direction or experience † ( Dictionary.com, 2010 ) I would reason that although we may larn by a assortment of agencies, but to be able to learn we must all first be scholars. In my hubris, I would hold liked this to hold been a statement of a completely original thought, but this is non the instance! â€Å" Docendo Discimus † ( by learning we learn ) is ascribed to Seneca the Younger ( in Stone, 2004 ) . I believe that going a good instructor requires one first to be a good scholar and this is an reverberation of the words of Josef Joubert – to learn is to larn twice. ( Answers.com, 2010 ) I have arrived at this belief, because of my personal experience. To go a good instructor, I would speculate that one time we are ready to learn, we have achieved a grade of apprehension by larning, which enables us to pass on this to another individual. My experience has been that whenever I have taught another individual, I have ever been clear in my ain head that I must truly understand the topic that I am learning beforehand. This thought is borne out and demonstrated in some of the modern methods of learning including clinical accomplishments, such as that described by Lake and Hamdorf ( 2004 ) when they describe an effectual method of learning clinical accomplishments integrating observation, contemplation and feedback in add-on to stairss whereby cognition or accomplishments held by the instructor are demonstrated and hopefully transferred to a pupil. However, this method begins with an premise and incorporates the concept that the instructor has already learnt a procedure or cognition and is able to show their apprehension to another – who can so continue to perpetuate the cognition to another scholar if they are an able adequate instructor! For the interest of statement, we could see that it may be possible to prosecute in the procedure of learning without cognition. Whilst Ramsden ( 2003 ) may be able propose rules in effectual instruction, albeit in a University scene, without consideration of the proviso of cognition to a pupil, in pattern when learning for illustration utilizing a technique such as the five-step â€Å" microskills † theoretical account described by Nehar et Al ( 1992:419-424 ) , this procedure still requires the instructor to hold cognition to learn general regulations and recognise and right errors. Removing these facets from the technique though and we are left with a theoretical account that has some similarities to procedures within independent larning. This gives consideration to the thought that acquisition is improved by counsel by a knowing instructor.Personal Experience – Self Directed Autonomous LearningWhen I was a 13 twelvemonth old male child, I stopped go toing mainstream schooling. This was a consequence of household circumstance, but besides to some extent a consequence of my male parent ‘s positions of instruction, which included thoughts about experiential and independent acquisition, shying off from the pedagogi c behavioral theoretical accounts of larning and his belief I could larn in a different manner. I was now in a state of affairs where instructors were no longer present teaching me, although I remember a conversation with my male parent, when I expressed my anxiousnesss I would non be able to larn, that he would â€Å" happen person † who had sufficient cognition or experience to assist me, for illustration in analyzing Gallic rather simplistically, he would inquire a friend who spoke French to learn me although with the caution I would learn them English! At the clip this seemed to me to be unjust, but now in hindsight whether he knew it or non, it would look my male parent ascribed to Social Development Theory as described by Vygotsky ( 1978 ) , with the engagement of a â€Å" More Knowing Other † to steer me through my independent acquisition as required, with a rule of reciprocality between instructor and pupil. Consequently, non merely was this a different manner of acquisition, this became my first experience of instruction, where I as an stripling was the m ore knowledgable, with regard to talk English than my big pupil! However, this seldom arose and I was basically in a place to larn what and when I wanted, holding duty for my ain surveies, which could be described as ego directed, which as described by Malcolm Knowles ( 1975: 18 ) is a procedure: ‘ †¦ in which persons take the enterprise, with or without the aid of others ‘ †¦ ‘identifying human and material resources for larning ‘ .Reflection – Adult Learning PrinciplesThis experience highlighted for me that a differentiation between larning as a kid or an grownup is slightly arbitrary. I understand now that at this clip I was successful, non because I was intelligent, clever or resourceful, but because to be able to larn at this clip I held some personal properties which are frequently described within grownup larning rules including a preparedness to larn, motive to larn, increasing liberty and autonomy. How I came to hold these properties is ill-defined to myself, but I think it would be improbable to be the consequence of instructional instruction, but more likely to be a procedure happening during growing and development with the acquisition of experiences. I would reason that the amount of my experiential acquisition to this poi nt contributed to these properties. In rule hence if these properties were apparent or could be encouraged in an person, it could be argued that we could wholly be self directed scholars, taking duty for our ain acquisition and independently could draw a bead on to so pass on our cognition or accomplishments to others i.e. Teach. I would reason that through the procedure of larning we are able to go more cognizant of our ain ability – as described by Kolb ( 1984 ) , the rhythm of larning through experience, includes contemplation and I would propose that during this phase of an person ‘s acquisition there is the possible to recognize their ain competences, including whether they could pass on their competency to another individual.Why is learning larning?To depict the phases of learning with an person, I would state this includes measuring what they already know, theoretical account by illustration and show what they should cognize or be able to make, research what they have begun to larn and begun to inqu iry, usher to back up them geting more cognition or show apprehension of what they already know and disputing them to prove that cognition has non merely been learnt but can be applied. Within the procedure of learning there is non merely an chance to show competency in our cognition and apprehension of a topic, but besides to go on to larn. The features of grownup larning describes procedures by which we may larn through experience and contemplation. In relation to learning another individual, we have an chance to prosecute in a rhythm of larning through the experience with the potency for contemplation which enables the instructor to go a scholar besides. To show apprehension and that acquisition has been achieved, I believe the procedure of instruction can play an of import function in showing an person ‘s competency. Returning to the subject earlier in the debut sing the instruction of clinical accomplishments, there is a focal point within these learning methods that for the acquisition of accomplishments, the function of the instructor is to ease motion through phases or a rhythm of larning from unconscious incompetency to unconscious competency. ( Lake and Hamford 2004 ) . This clearly follows on from the work of George Miller ( 1990 ) who proposed appraisal models for measuring competency within a clinical scene. It should be noted that within some learning methods there is the incorporation of contemplation and feedback which enables an chance for a duologue between the instructor and the student and would organize the footing of a learning experience for both parties. Feedback and contemplation are clearly distinguishable concepts. I see contemplation as a procedure of internal duologue with oneself, which occurs for everyone following any interaction within our environment. With Kolb ‘s theoretical account of experiential acquisition, brooding observation is an indispensable constituent, enabling processing and integrating of thoughts. Feedback is the reception of societal interaction from another, which enables us to measure ourselves, in footings of our public presentation, functions and effectivity and supports and enables internal contemplation. I think feedback has an of import function in lending to us separately being able to measure our personal development and provides us with an indicant as to our degree of competency. The thoughts within the theoretical account of four phases of larning from incompetency to competence appear inexplicably enmeshed with rules from grownup acquisition and experiential acquisition, including constructs of self-awareness, motive and that without contemplation there can be no patterned advance through the phases. For a pupil, I feel that the procedure within feedback facilitates persons to travel from a place of unconscious incompetency to witting competency. Ultimately, the ability to consciously concentrate on our ain pattern enables us to larn and accommodate to new state of affairss and challenges within our environment. When this is extrapolated to the function of instructor, to be in a place to learn another individual would hold begun with a journey from unconscious incompetency, and through acquisition and contemplation have become consciously competent. I would propose though that as a instructor, due to the mutual nature of the interaction with person acquisition and as a effect of brooding observation of the results of instruction, passage between the competence phases would happen, as the instructor learnt farther accomplishments in communicating with their pupils and would ensue in unconscious competency. Hence, the procedure of learning itself can ease continued larning for an person who is engaged in learning. An person to whom this procedure applies would go competent over clip. This poses a inquiry though that one time an person has learnt something and besides can show or pass on this to another individual ( Teach ) , has the acquisition of this province of understanding resulted in the surcease of experiential acquisition? Would at that place be any farther motive for an person who was unconsciously competent to go on to larn accomplishments or knowledge? Whereas the theoretical account of four phases of larning includes a measure of loss of competency, it does non turn to the continued possible experiential acquisition of an person who is unconsciously competent. Logically, we can ne'er be to the full cognizant and knowing about everything and therefore we will ever be unconsciously unqualified to some grade, so at that place will ever be the chance to larn more. An consciousne ss of our ain restrictions, through a procedure of contemplation, could be thought of as a farther phase in the phases of larning – brooding incompetency, whereby we can place shortages in our apprehension or abilities which require us to return to a province of witting incompetency. I would propose that this is a procedure which finally drives our continued acquisition, that realization thrust us, fuel us to go on to larn.DrumheadI have described that my doctrine of instruction is that to learn is to larn. I have described how single acquisition may be self directed, but besides benefits from counsel from others and that the procedure of trying to learn is rooted in foremost larning. I have described that rules of experiential acquisition may be experienced by a instructor and impact upon their ain acquisition, with procedures of contemplation and feedback. I have described how these mechanisms may enable the development of increasing competence. In decision, I would depict a good instructor as an person who has learnt, synthesised and integrated cognition and skill into apprehension, which they may convey to another, whilst being cognizant they themselves have shortages within their cognition base, a province of brooding incompetency, which does non suppress them from researching further their ain acquisition. We can merely learn when we have learnt and we can merely learn what we have learnt.

How a Writing Service Can Help with the Dissertation Writing

How a Writing Service Can Help with the Dissertation Writing Dissertations. They are huge projects and students who must produce them have never completed this kind of academic project before. If you are in this situation, there is a lot of hep available through the right dissertation writing services help. The key here, of course, is the term right. You have to find the right service to help you a professional one that has a Ph.D. in your research field who can act as a consultant, advisor, researcher, and even writer. You may not know exactly what kind of help you will need as you go through the process, but having that personal helper will be critical. What a Dissertation Help Se rvice Can and Cannot Do First, lets be clear. A professional dissertation writing service will not claim to be able to conduct your original research study for you. Any company that claims it can produce the entire piece, and produce it in short order, is fraudulent. You and your advisor have agreed upon a research question and a study that you will conduct. That study will be completed locally, by you. You have to implement it and gather the data. Remote dissertation help services cannot do this for you. So, instead, lets look at what a professional dissertation writing service CAN do for you. Your Proposal Proposals are hard to put together, and approval is often not given the first time. If you have a Ph.D. consultant in your research field, however, you have someone who can craft a proposal that will be approved. Why? Because s/he has written many of these before and has the expertise. So, you can submit your research question and your department guidelines and even your rough draft of a proposal and get a polished piece that will pass muster. That Literature Review This is the least exciting part of the project, and you will run into a lot of dead ends. As you pour through prior research. A writing service consultant, however, is totally familiar with the existing literature, can access the most current relevant, and craft a literature review that will be scholarly and amazing. Your Research Design and Instruments This is an area of dissertation writing services help that can prove to be invaluable. Designing an original research project and choosing or creating the right instruments for that study can be challenging, at best. At worst, they can be the cause of stress and frustration. A PH.D. consultant from your field can help create that research design and suggest existing/validated instruments or help you craft original ones that will get you the data you need and eliminate those nuisance factors. Presentation of Your Data One chapter of your dissertation will be devoted to your methodology, and it will describe how you collected your data, as well as present that data itself. This will require graphical presentations as well as prose explanations. Your consultant will know how best to present that data, so that a reader can fully understand it. The Data Analysis Here is the most important chapter of your dissertation. The data will have to be statistically analyzed, in order to show the significance of your study. While technology has really simplified this process, there is the issue of choosing the right formulae and entering that data correctly. If you are not a mathematician, this can be a challenging task, and no mistakes can be made. Here is where your consultant can be of huge help. S/he can crunch that data correctly and product the charts, graphs, and prose analysis that you need. The Conclusion This is a hard chapter to write. You have to answer your research question, and you have to explain the significance of your study to your field of knowledge. You also have to identify and constraints, nuisance factors, and gaps, as you make recommendations to future researchers. This chapter requires a high level of organization. If you are struggling with it, your consultant can help. Producing that dissertation can be at least a year-long process, if not more. And it is the rare Ph.D. candidate that does not seek some outside help. If you have a consultant on call to provide the help you need when you need it, you are going to find the entire process much less stressful. And, you will end up with a dissertation that your committee will love.

Why CO2 Isnt an Organic Compound

Why CO2 Isn't an Organic Compound If organic chemistry is the study of carbon, then why isnt carbon dioxide considered to be an organic compound? The answer is because organic molecules dont just contain carbon. They contain hydrocarbons or carbon bonded to hydrogen. The C-H bond has lower bond energy than the carbon-oxygen bond in carbon dioxide, making carbon dioxide  (CO2) more stable/less reactive than the typical organic compound. So, when youre determining whether a carbon compound is organic or not, look to see whether it contains hydrogen in addition to carbon and whether the carbon is bonded to the hydrogen. Past Methods of Distinguishing Between Organic and Inorganic Although carbon dioxide contains carbon and has covalent bonds, it also fails the older test for whether or not a compound could be considered organic: Could a compound be produced from inorganic sources? Carbon dioxide occurs naturally from processes that are definitely not organic. It is released from volcanoes, minerals, and other inanimate sources. This definition of organic fell apart when chemists started to synthesize organic compounds from inorganic sources. For example, Wohler made urea (an organic) from ammonium chloride and potassium cyanate. In the case of carbon dioxide, yes, living organisms produce it, but so do many other natural processes. Thus, it was classified as inorganic. Other Examples of Inorganic Carbon Molecules Carbon dioxide isnt the only compound that contains carbon but isnt organic. Other examples include carbon monoxide (CO), sodium bicarbonate, iron cyanide complexes, and carbon tetrachloride. As you might expect, elemental carbon isnt organic either. Amorphous carbon, buckminsterfullerene, graphite, and diamond are all inorganic.

Financial and Resource Management Essay Example | Topics and Well Written Essays - 3500 words

Financial and Resource Management - Essay Example Therefore the net cost of training amounts to $60 only. But this is a good arrangement as it will save the time taken for the repair of the machine thereby keeping the revenues flowing. As per the Quantitative analysis tools like NPV, IRR etc the new investment proposal is viable. A forecast of the revenue for the four year period highlights that the new investment will generate positive net cash flows. The Leisure and Health Club, the gym facility at Bombay Excelsior is planning to refurbish itself to keep in line with Excelsior International standards. For this the club plans to purchase new equipments, as the equipments currently in use do not meet quality requirements. For the purchase of equipments the hotel has a number of options- it can either buy the equipments outright or it can take a lease. The budgets are designed to direct the organization towards the achievement of the business objectives. There can be three types of budgeting approaches like Incremental Budgeting, Zero-based budgeting and Mixed Approach. The Incremental budgeting is based on the estimates of the last year, Zero-based budgeting is done afresh and Mixed Approach, as the name implies, comprises the elements of both the incremental and zero-based budgeting. The budgeted estimates are then compared with the actual results to identify any deviations. In the event of unfavourable or adverse variance corrective action is initiated. In the financial year 2009 Bombay Excelsior estimated a Total Income of $7421200. But the actual income during the period was $6817500. This shows that there is an Unfavourable variance in the estimated Total Income of $603900. The highest deviation in this regard has been in the case of Room Revenue and Food Revenue whereas actual Beverage and Other Revenue match their budgeted projections. In December 2009 the Planned Total Income was

Retailing Essay Example | Topics and Well Written Essays - 500 words - 1

Retailing - Essay Example Their major focus is on loyalty to customer from wide demographic market segment that caters constantly to their changing preferences. Kotler and Armstrong (2009) have described marketing as major component of business strategy that helps to meet the changing needs and requirements of the people profitably. The success of LuLu Hypermarkets shows that it understands changing consumer psychology. It continuously strives to update its products line with that of the changing public demands. By introducing latest products and excellent services at competitive prices, it has earned significant customer loyalty that prefer to shop here than elsewhere. LuLu has earned market credibility mainly because of its efforts to maintain high quality of its in-house brands and at the same time, providing its customers with wide range of branded products from across the world, thus promoting customer satisfaction. The main reason it has earned customer loyalty is by providing them with unique shopping experience. Through strategic business alliances, it has considerably increased its organizational capabilities to meet the challenges of cut throat business. Scholars have asserted that creating values for customer has become the need of the hour (Gabriel, 2005:14). LuLu’s retail strategy has also used customers’ preferences as its major objective to forge business liaisons and partnership so it can cater to the demands of its diverse customers coming from different market segments. Thus, value creation for its customers through customized services and quality has become its hallmark. LuLu hypermarkets are spread over very large areas keeping in mind all conceivable needs of customers coming from diverse background. They even have banking counters for money exchange and provide shoppers with huge facilities like convenient parking, playground for children, cafeteria. The chic and friendly ambience of ultra