Why Beowulf is a True Epic Hero Essay Example

Why Beowulf is a True Epic Hero Paper It seems as though humanity is fixed on one form of what and how a hero ought to be. The epic hero is the central figure in a long narrative that reflects the values and heroic ideals of a particular society. Beowulf is an illustration of this in most aspects because he fought for the common good, had a superhuman trait of strength in his hands, and showed tremendous courage and bravery when entering a battle despite death might win in the end. Beowulf shows throughout the poem that his actions are in no way selfish. John D. Niles states in The Fatal Contradiction in Beowulf (94), Before the fight he declares himself willing to accept whatever outcome the lord see fit to grant. This shows that Beowulf does not fight to win personal glory; he did it for his people. A quality an epic hero should acquire. Beowulf was proud to know he pleased his people by defeating Greened and later on Grenades mother. He goes on to show throughout the poem that he will defend the Gears at all costs. Bernard F. Happen suggests that Beowulf is in fact far from a true hero. We will write a custom essay sample on Why Beowulf is a True Epic Hero specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Why Beowulf is a True Epic Hero specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Why Beowulf is a True Epic Hero specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He states In The Failure of the Heroic Ideal (82), Beowulf behavior from beginning to end Is governed by the ethic of vengeance and the desire for glory. Its apparent that this Is not exact because its proven that Beowulf chose to fight alone so the fight would be equal. He knew the potential outcome, death. Epic heroes dont naturally fight with an army or side by side a friend, they take on their challenger alone. Beowulf chose to conquer a number of villains by his own hand to ensure the Seats would remain In peace. When we think of heroes, we automatically think of superpowers and extravagant Holon suits with capes and gadgets. Like Superman and Spenserian, modern day examples of heroes, Beowulf contained an almost superhuman Like quality. He had an ultimate strength In his hands. In his battle with Greened, Beowulf fought with no weapons to equal the fight and to show the meaning of true defeat without It being all for his glory. He killed Greened and put Warthogs and his people at ease. They saw Beowulf as a true hero as well. Beowulf Is definitely an epic hero. He fought for his people to the death and defeated numerous monsters. He was aware of his responsibility as a king to do whatever It took to protect the Seats. Beowulf Is a ferocious warrior with no tragic flaws who died for his people. Like John D. Niles states, If the behavior of anyone In the poem Is to be considered Irresponsible and Impractical, It Is that of the Gears, whoso failure to live by the heroic Ideal proves to be Impractical In the extreme, even to the point of leading to their ruin as soon as they no longer have a hero to protect them. This Is a Ideal example of why Beowulf Is a true epic hero. BY earner 991 be. The epic hero is the central figure in a long narrative that reflects the values and Niles states in The Fatal Contradiction in Beowulf (94), Before the fight he declares Beowulf does not fight to win personal glory; he did it for his people. A quality an epic that he will defend the Seats at all costs. Bernard F. Happen suggests that Beowulf is in fact far f rom a true hero. He states in The Failure of the Heroic Ideal (82), Beowulf behavior from beginning to end is governed by the ethic of vengeance and the desire for glory. Its apparent that this is equal. He knew the potential outcome, death. Epic heroes dont naturally fight with an conquer a number of villains by his own hand to ensure the Seats would remain in examples of heroes, Beowulf contained an almost superhuman like quality. He had an ultimate strength in his hands. In his battle with Greened, Beowulf fought with no weapons to equal the fight and to show the meaning of true defeat without it being Beowulf is definitely an epic hero. He fought for his people to the death and defeated numerous monsters. He was aware of his responsibility as a king to do whatever it took to protect the Seats. Beowulf is a ferocious warrior with no tragic flaws who died for his people. Like John D. Niles states, If the behavior of anyone in the poem is to be considered irresponsible and impractical, it is that of the Seats, whos failure to live by the heroic ideal proves to be impractical in the extreme, even to the point of leading to their ruin as soon as they no longer have a hero to protect them. This is a ideal example of why Beowulf is a true epic hero.

Objectives and Goals of a Lesson Plan

Objectives and Goals of a Lesson Plan Objectives, also known as goals, are the first step in writing a strong  lesson plan. This article includes descriptions of the objectives of lesson plans, how to write them, examples, and tips. Goal-Writing Tips Whenever possible, write clearly defined and specific objectives (goals) that are easy to measure. That way, at the conclusion of your lesson, it will be relatively easy to determine if you met or missed your objectives, and by how much. Objective In the objectives section of your lesson plan, write precise and delineated goals for what you want your students to be able to accomplish after the lesson is completed. Here is an example: Lets say that you are writing a lesson plan on nutrition. For this unit plan, your objective for the lesson is for students to name a few food groups, identify the food groups, and learn about the food pyramid. Your goal should be specific and use numbers where appropriate. This will help you determine if you met your objectives or not after the lesson is over. What to Ask Yourself In order to define your lessons objectives, consider asking yourself the following questions: What will students accomplish during this lesson?To what specific level (i.e. 75% accuracy) will the students perform a given task in order for the lesson to be considered satisfactorily accomplished?Exactly how will the students show that they understood and learned the goals of your lesson? Will this occur through a worksheet, group work, presentation, illustration, etc? Additionally, you will want to make sure that the lessons objective fits in with your district and state educational standards for your grade level. By thinking clearly and thoroughly about the goals of your lesson, you will ensure that you are making the most of your teaching time. Examples Here are a few examples of what an objective would look like in your lesson plan. After reading the book Life in the Rainforest, sharing a class discussion, and drawing plants and animals, students will be able to place six specific characteristics into a Venn diagram of the similarities and differences of plants and animals, with 100% accuracy.While learning about nutrition, students will keep a food journal, create a balanced meal using the food pyramid (or food plate, as it is now called), write a recipe for a healthy snack, as well as name all of the food groups and the foods that correlate with them.While learning about the local government, the goal of this lesson is to have students identify the components of local government and be able to generate four to six sentences using local government facts and vocabulary.While students learn about the pattern of digestion, by the end of the lesson they will know how to physically point out areas of the digestive track, as well as tell specific facts about how the food we eat can turn into the fuel that our bodies need. After the objective, you will define the anticipatory set. Edited By: Janelle Cox

The Essay Expert Presents How to Write a Killer LinkedIn Profile - Wednesday April 6, 1200pm CST

The Essay Expert Presents How to Write a Killer LinkedIn Profile - Wednesday April 6, 1200pm CST Some of you have been on my LinkedIn webinars before. At least one of you got a call from a recruiter one week after making the changes I suggested just from listening to the webinar!   Want to hear the recording of my last webinar?   Click on   How to Write a Killer LinkedIn Profile. Your next opportunity to hear me present LIVE is this Wednesday, April 6, 2011 at 12:00pm Central time.  Ã‚   Why would you want to attend this webinar? If you are a professional in any industry, you simply cant afford to have a mediocre LinkedIn profile. Your potential employers will all be scrutinizing your profile, and you want to make a great impression. In this webinar, I will take you through the most important sections of your profile and the most important strategies for getting found. Topics covered: Why care about LinkedIn? Whats the point of 500+ connections? What should I write in my headline to get found? What should I write in my Summary? What are LinkedIn applications and how do I use them? How do I add LinkedIns new sections to my profile? How can I make the most of LinkedIn groups? Join me and Robert Shindell of ilostmyjob.com to learn the answers to these questions and make a Killer impression on the people who find you on LinkedIn. Wednesday April 6th 12:00pm CST Category:Archived ArticlesBy Brenda BernsteinApril 3, 2011

The uniform Commercial Code Essay Example | Topics and Well Written Essays - 1000 words

The uniform Commercial Code - Essay Example The UCC is used by every jurisdiction in the United States except for Louisiana. Article 2 of the statute only governs a contract for the sale of goods (movable property only)2, and is most often used to resolve contract disputes of that nature. Other types of transactions are governed by the different Article in the UCC. The statute is governed by TARR, which refers to tender, acceptance, rejection and revocation. When a buyer intends to purchase goods, he is entitled to reject such goods, if the goods do not meet the conditions set out in the contract (tender stage). A buyer may accept the goods in such belief, that the manufacture will repair the problems, which are under warranty (acceptance stage). However, if a buyer finds a problem with the goods, he may reject the goods within the reasonable time (rejection stage), or during the revocation stage. The provisions of UCC are applicable to the sale of goods in the United States; however, it is subject to United Nations convention for the international sale of goods if parties to a contract choose not to be governed by the statute. Applicability of the UCC Sections Relative to Zabriskie Case In this case, Mr. Zabriskie purchased a new car 1966 Chevrolet Biscayne and gave a check for payment. Later on he went for a drive with the said car on the same day, it got spoilt within 2.5 miles away, and he immediately gave instructions for the said check not to be paid. The dealer argued that he (buyer) could not reject the car as he had taken a test drive and was satisfied vehicle. He also argued that it was a reasonable opportunity for him to inspect the product. The court held that: Driving for a few miles was significant to the buyer, since it was his reasonable opportunity to enjoy his new vehicle and to see if it conforms to the agreement. How long the buyer may have driven the new car under the guise of inspection is not an issue as it is within the ambit of a reasonable opportunity to inspect. If the consumer has used the new car for a long period of time, article 2 of the UCC3 provides that a buyer may refuse to accept the goods if the defects impair the goods too much. The article also provides this when the buyer has accepted the goods without discovery of non-conformity because it was difficult to discover, or if he was assured that non-conformity would be repaired. In explaining the reasoning, the court defined non-conformity substantially impairing the value of the vehicle as: 1) Having many small defects whose cumulative value added up to a big impairment- This is the â€Å"shake faith† doctrine first stated in the Zabriskie case. 2) One that includes a failure or refusal to repair the goods under the warranty- Substantial non-conformity and lemon laws often defines what may be considered a substantial impairment. Public Policy Consideration That Support the Decision in the Zabriskie Case and Other Cases like It Courts’ main function is the administration of justice to all who come seeking justice. In doing so, they are guided by the principles of fairness and reasonableness in delivering judgments. When it comes to contracts, courts may refuse to enforce contracts containing unconscionable clauses at the time of formation or only enforce the remainder of the contract without the unconscionable clause to prevent oppression and unfair surprises to buyers; this principle was considered in the Zabriski

Research for nursing practice - Pre operative fasting Literature review

Research for nursing practice - Pre operative fasting - Literature review Example The pathophysiological basis of the aspiration pneumonia was the aspiration of acidic stomach contents into the lungs and the consequent harmful damage to the lung tissues known as chemical pneumonia. As the years went by, the innovative techniques of anaesthesia including the endotracheal intubation led to rethinking on the duration of fasting times. Frequent discussion and research led to the Guidelines from the Royal College of Anaesthetists, the Royal College of Nurses and the Anaesthetists of the US: they stipulated specific periods for fasting for worldwide use (AAGBI, 2001; RCN, 2005; ASA Practice guidelines, 1999). The guidelines sanctioned the shortening of the pre-operative fasting durations but the message was not taken in the right spirit by the nurses and the patients did not enjoy the benefit. The nurses were the ones who instructed the patients about the fasting. Promotion of evidence-based fasting times was to be enforced by them (Crenshaw, 2008). They also had to mon itor the patient’s compliance. The scientific evidence related to the liberalized fasting times were to be initially understood by the nurses themselves before efficacious implementation. Research indicated many fallacies in the system whereby fasting practices were still not conforming to the guidelines. Medication instructions also were not accurately transferred to patients (Crenshaw, 2008). Recent researches were moving away from the strict fasting regimen to a partial fasting method whereby a carbohydrate drink or oral carbohydrate nutrients were administered to improve the outcomes of surgery. The nurses were the ones who actually conveyed the right information about the fasting to the patients. The role of the nurses also involved the promoting of evidenced-based guidelines apart from monitoring the patients to check for compliance and untoward effects (Crenshaw and Winslow, 2006).This paper will be written with the intention of unearthing evidence suitable to provide more alterations in the implementation of pre-operative fasting or partial fasting to conform to the evidence-based guidelines. The aim of this research will be to search for methods that could ensure that the elective surgery patients had the benefit of shorter pre-operative fasting times as per guidelines and the improved outcomes of having the pre-carbohydrate drink and how the nurses were to be encouraged to conscientiously perform their work where the pre-operative fasting was concerned. Review of RCTs Brady et al (2003) studied 22 randomised control trials or quasi RCTs. Healthy patients were included as the controls. Permitted intake of food was a small breakfast in the morning before surgery posted for the afternoon. Liquid intake was limited to not more than 30 ml. to help swallow medicine. Methodological quality was maintained by the randomisation method. â€Å"Allocation concealment, blinding, a prior sample size calculation, and whether analysis was by intention to trea t† were additional methods of maintaining quality (Brady et al, 2003). Regurgitation and aspiration were complications just after the surgery and death was a possibility in many trials. The review of the research articles revealed some limitations. The RCTs were mostly small sampled trials with less than 100 patients. The quality of methodology was inadequate in some trials. The variety in the populations too was minimal and the samples were

Spent performing tasks Essay Example for Free

Spent performing tasks Essay Steven Johnson believes that the answer to this essay’s title is a resounding yes. Although a print writer and presumably an avid reader, Johnson argues that while the virtues of reading are immense, other forms of culture such as gaming have its own intellectual or cognitive virtues that could actually be comparable to the rewards of reading. He starts his argument by stating that video games are perceived rather negatively and viewed as a complete waste of time by the society in general, more specifically by educators, cultural authorities and parents. An explanation of this would be, the flaws and imperfections of this nonliterary culture are greatly highlighted because the criteria used in judging it are the same criteria applied in assessing novels and other forms of literature. The merits of gaming apparently lie elsewhere. Johnson argues that video gaming has become increasingly challenging – by the same standards used to measure reading’s cognitive benefits – over the past thirty years. Furthermore, video games sharpen a different but equally important set of mental abilities than the ones honed by reading. There also seems to be an experiential gap between gamers and those who have no experience whatsoever about gaming. The latter believes that games are just another culture that offers instant gratification. However, those who have at some point in their lives immersed themselves in video (or online) games know that an enormous amount of time is spent performing tasks that are absolutely not fun in order to receive a certain reward. Gratification is actually so delayed you wonder if it is going to appear at all. Interestingly, the same group of people who endure tedious tasks in virtual games are disinclined to perform chores in the real world. Even more remarkable is the fact that kids seem to soak in more information when delivered to them in game form. Gaming therefore provides a powerful learning experience where kids learn without actually being aware of it. Gaming and its Benefits 3 The neurotransmitter dopamine, having a large role in the reward circuitry of the brain, is pointed to as one of the reasons for such a phenomena. When expected rewards are not met, such as when a pack-a-day smoker misses his morning cigarette, the disappointment is triggered by low levels of dopamine. Consequently, lowered levels of dopamine set off a craving for that missed experience. The same principle can be applied to gaming. The brain craves for rewards that the virtual universe is teeming with. Unlike in the real world where rewards are abundant yet not well-defined, the rewards in games are more articulated such as more life, increased level, new equipment and new spells.

Suriname :: essays research papers

In this essay I will compare and contrast the approaches and goals of Richard and Sally Price and S. Allen Counter and David Evens on the topic of Maroon arts of the Suriname. I will explain how they present their findings. And tell what I think they would say the most important discovery or confirmation is. After all of this is done I will do follow up art historical research in the same area. The main focus of my research would be why anyone would be interested in finding out more about this particular region?fs art. The calabash maroon arts would be the art form I would research (relying on the experiences of the authors), giving a brief description of the research I would undertake. I will provide information on how I got the much-needed information about this art form. Also stating if I talked to anyone and why. Lastly describing what questions I would want answered if any.   Ã‚  Ã‚  Ã‚  Ã‚   First, I would like to talk about the approach that Sally and Richard Price had when doing their research on the Maroon arts of Suriname. I believe the Price?fs approach was to answer what they called what is undoubtedly the most difficult, politically charged and hotly debated aspect of the study of these arts: their deep culture-historical roots. The Price?fs went to Suriname to do research on these archeological people to find out if these Maroon art works such as calabash bowls were truly African in origin, or if they have other sources that have provided an influence on them that is far beyond Africa. There was a re-emergence in the Maroon arts that?fs unexplainable to many scholars that have studied them. The Price?fs term this as a ?gunique balance of continuity-in-change?h. What this term means is, they feel there was a lack of documentation during these times and the arts where always around and there was no disappearing act. Counter and Evens went to Suriname find Africa. They believe that Africa and the Suriname Maroons have a direct connection other than being of African decent as far as the arts are concerned. I believe both the Price?fs and Counter and Evens had the same goals in mind, which was to find answers. To find out the unknown of these arts of the maroons, but their intentions were totally different. Like I stated earlier, Counter and Evens wanted to find Africa.

Fin 370 Final Exam Study Guide

Week One: Introduction to Finance and Analysis Objective: Define basic financial terminology. 1. Which of the following reasons is most responsible for corporations being the most important form of business organization in the United States? 1. Corporations have limited life. 2. Stockholders have unlimited liability. 3. Corporations are subject to less government regulation than the other forms of business organization. 4. Corporations have the ability to raise larger sums of capital than the other forms of business organization. Objective: Explain how financial markets work in the United States. . Which of the following is NOT an advantage of a private placement (as compared to a public offering)? 1. Greater financing flexibility 2. Lower flotation costs 3. Lower interest costs 4. Quicker availability of funds Objective: Assess the role of ethics and compliance in the finance environment. 3. Which of the following is a characteristic of an efficient market? 1. Small number of indivi duals. 2. Opportunities exist for investors to profit from publicly available information. 3. Security prices reflect fair value of the firm. 4. Immediate response occurs for new public information.Objective: Evaluate financial performance using financial ratios. 4. Which of the following is included in the denominator of the times-interest-earned ratio? 1. Lease payments 2. Principal payments 3. Interest expense 4. Gross profit Week Two: Financial Planning Objective: Describe the relationship between strategic planning and financial planning. 5. Which of the following statements is true? 1. The future value of an annuity would be greater if funds are invested at the beginning of each period instead of at the end of each period. 2.An annuity is a series of equal payments that are made, or received, forever. 3. The effective annual rate (APR) of a loan is higher the less frequently payments are made. 4. The future value of an annuity would be greater if funds are invested at the end of each period rather than at the beginning of each period. Objective: Prepare a cash budget. 6. A company collects 60% of its sales during the month of the sale, 30% one month after the sale, and 10% two months after the sale. The company expects sales of $10,000 in August, $20,000 in September, $30,000 in October, and $40,000 in November.How much money is expected to be collected in October? 1. $25,000 2. $15,000 3. $35,000 4. None of the above Objective: Perform a break-even analysis. 7. Potential applications of the break-even model include: 1. replacement for time-adjusted capital budgeting techniques. 2. pricing policy. 3. optimizing the cash-marketable securities position of a firm. 4. none of these Objective: Calculate present value and future value of cash flows. 8. If you invest $750 every six months at 8% compounded semi-annually, how much would you accumulate at the end of 10 years? 1. $10,065 . $10,193 3. $22,334 4. $21,731 Week Three: Working Capital Management and Cap ital Budgeting Objective: Evaluate effective working capital management techniques. 9. According to the hedging principle, permanent assets should be financed with _______ liabilities. 1. permanent 2. spontaneous 3. current 4. fixed Objective: Evaluate alternative capital projects. 10. Consider a project with the following cash flows: After-Tax After-Tax Accounting Cash Flow Year Profits from Operations 1 $799 $ 750 $150 $1,000 3 $200 $1,200 Initial outlay = $1,500 Terminal cash flow = 0 Compute the profitability index if the company’s discount rate is 10%. 1. 15. 8 2. 1. 61 3. 1. 81 4. 0. 62 Objective: Analyze risks associated with capital projects. 11. Aroma Candles, Inc. is evaluating a project with the following cash flows. Calculate the IRR of the project. (Round to the nearest whole percentage. ) Year Cash Flows 0 ($120,000) 1 $ 30,000 2 $ 70,000 3 $ 90,000 . 18% 2. 23% 3. 28% 4. 33% Objective: Identify the decision-making factors in lease versus buy. 12. A machine cost s $1,000, has a three-year life, and has an estimated salvage value of $100. It will generate after-tax annual cash flows (ACF) of $600 a year, starting next year. If your required rate of return for the project is 10%, what is the NPV of this investment? (Round your answerwer to the nearest $10. ) 1. $490 2. $570 3. $900 4. -$150 Week Four: Long-Term Financing Objective: Identify the impact of financing strategies on cost of capital. 13.When calculating the average cost of capital, which of the following has to be adjusted for taxes? 1. Common stock 2. Retained earnings 3. Debt 4. Preferred stock Objective: Calculate the weighted average cost of capital (WACC) of a firm. 14. Armadillo Mfg. Co. has a target capital structure of 50% debt and 50% equity. They are planning to invest in a project which will necessitate raising new capital. New debt will be issued at a before-tax yield of 12%, with a coupon rate of 10%. The equity will be provided by internally generated funds. No new ou tside equity will be issued.If the required rate of return on the firm’s stock is 15% and its marginal tax rate is 40%, compute the firm’s cost of capital. 1. 13. 5% 2. 12. 5% 3. 7. 2% 4. 11. 1% Objective: Compare and contrast initial public offering (IPO) and mergers & acquisitions growth strategies. 15. Lever Brothers has a debt ratio (debt to assets) of 60%. Management is wondering if its current capital structure is too aggressive. Lever Brothers’s present EBIT is $3 million, and profits available to common shareholders are $1,440,000, with 228,571 shares of common stock outstanding.If the firm were to instead have a debt ratio of 20%, reduced interest expense would cause profits available to stockholders to increase to $1,680,000, but 457,143 common shares would be outstanding. What is the difference in EPS at a debt ratio of 20% versus 60%? 1. $-1. 76 2. $-2. 63 3. $-3. 14 4. $-4. 37 Week Five: International Finance Objective: Describe the factors that con tribute to foreign exchange risk. 17. I. T. Canwait, Inc. , a U. S. -based multinational, has just sold cans to a Japanese company, I. C. Spots, Inc. Spots will pay for the order in 60 days. I. T. Canwait is now exposed to which kind of risk? 1.Transaction 2. Translation 3. Operating 4. Financial Objective: Compare and contrast methods to mitigate foreign exchange rate risk. 18. The rate that a subsidiary or parent of the multinational corporation charges other divisions of the firm for its products is called a(n): 1. forward price. 2. transaction price. 3. transfer price. 4. exchange price. Objective: Analyze the impact of globalization on financial decisions. 19. A wide bid/ask spread could indicate which of the following? 1. The presence of arbitrageurs 2. Large-volume transactions are taking place 3. Frequent trading of a currency 4. Infrequent trading of a currency

Digital Divide Essay

Digital divide refers to the gap between people with effective access to digital and information technology, and those with very limited or no access at all. A total of 161 countries were examined over the 1999-2001 period to identify the determinants of cross-countries disparities in personal computers and internet penetration. Basically digital divide exist because of socio economic factors, geographical factors, educational, attitudinal and generational factors. A further gap between the developed and underdeveloped world in the uptake of technology is evident within the global community, and may be of even greater significance. Digital divide is classified under four (4) successive types of access: Motivational, physical, skills and usage is observed. A shift of attention from physical access to skill and usage is observed. In terms of physical the divide seems to be closing in most developed countries, concerning digital skills and the use of applications the divide persists. Developing countries are lagging behind in digital library research and development, due to the digital divide as well as the lack of appropriate resources required for search and development. As a result users in developing world are being deprived of digital library services. Global library development can be used by users in developing countries: subject gateways, digital reference services, free access to e-journals and e-books in many areas, also educating individuals about digital divide and also the internet. Having disconnected areas be connected to the network and distributing free useful devices e.g. laptops, phones etc to be up to date. www.emeraldinsight.com/journal.htm?articled=867166&show=abstract[->0] www.sciencedirect.com www.springlink.com/content/ [->0] – http://www.emeraldinsight.com/journal.htm?articled=867166&show=abstract

Journeys End by R C Sherriff Essays

Journeys End by R C Sherriff Essays Journeys End by R C Sherriff Paper Journeys End by R C Sherriff Paper Essay Topic: Literature A dramatic analysis of Act three, Scene one, showing how R. C Sherriff brings the raid to life and conveys the horror of war, despite the limitations of the stage. The author of the play R. C Sherriff, was an officer in the First World War. The play is based upon his real life experiences. He wrote several other plays, but it is for Journeys End that he is best remembered. The play shows the horrific conditions in the trenches. It also shows the class divide between the officers and the men. The scene is set in a dugout in the British trenches before St. Quentin. It is the 20th March 1918. Seven months before the end of the First World War. The dugout is bare and gloomy with make shift seats, a bed and a large table. The walls are of bare earth with a few pictures of girls pinned to them. There are candles burning and faint sound of the war. The front line is only fifty yards away. Act three, scene one, begins with Stanhope, the commanding officer, pacing up and down. It is dusk and a glow from the setting sun focuses the audiences attention solely on him. His mood is agitated and anxious. Two officers, Osbourne and Raleigh and ten other men are to go over the top of the trench to find out what is happening on the Germans front line. They hope to cross seventy yards of no-mans land, and go through the Germans wire fences. Their object is to see where the German troops are and to capture a couple of young Germans if possible. This is a very dangerous thing to do and Stanhope is worried. He would have prepared it to take place earlier in the afternoon during daylight. Stanhope glances anxiously at his watch, nineteen minutes to go. He shouts for Mason who is his servant and therefore has a separate dugout. He asks for coffee then continues to pace restlessly to and fro. The colonel of the regiment enters the scene by the steps into the dugout, and asks if everything is ready. The commanding officer tries to convey to the colonel that he thinks is a mistake. The atmosphere is tense. The colonel is accused of not doing enough to avoid the raid and have the plans altered. The colonel then becomes assertive. He tries to justify the raid by saying the Germans did the same to the British a few days before. Stanhope persists by saying, Why seven? He implies sarcastically that any other time might have interrupted the Colonels dinner. The effect is that the Colonels priorities are wrong. He is putting his routine of meals and writing reports before the lives of men. Stanhopes contempt of the Colonel and the situation are portrayed. They continue to argue. Stanhope is concerned that the British mortars will not blow a hole in the German wire fence. They plan to drop smoke bombs to cover the men, Stanhope says they will not have to go over the top until the smoke is thick enough. He knows that there are a dozen machine guns trained on their dugout, just waiting. The Colonel and Stanhope continue their dialogue. The Colonel is concerned about any prisoners they take being knocked out before they get them back to the British lines. He is using the words knocked out as a euphemism for death. As though it would be bad look to actually mention death. The Colonel then tries to persuade Stanhope that it will be all right. After all, its only sixty yards. He says, Osbournes a cool, level headed chap, and Raleighs the very man to dash in. They discuss the men who are to go with the two officers. Stanhope says, The best. All youngsters, strong keen chaps. This means that they are just very young boys. Red rags have been tied to the wire to show the men the gap in the fence. The Colonel asks if these have upset the men. Stanhope says it is hard to say, but that he is upset that the men are making a joke of it. It is obvious that these red rags make them think of blood. At this point Osbourne and Raleigh come down the steps to the dugout. The Colonel says, Well Osbourne, everything ready? Osbourne says yes and that the men will stand by at three minutes to. The Colonel asks if they will go when the smoke thickens. Osbourne is very matter of fact, Thats right sir. Stanhope shouts, Mason! at the dugout, and the coffee is brought in. he is concerned about the men and asks Osbourne if they have been given their rum. The Colonel asks, Are they cheerful? Stanhope tells the Colonel that he thinks the men would appreciate a word of encouragement from him. The Colonel seems reluctant to speak to them, but Stanhope persuades him that it is the right thing to do. Grudgingly the Colonel prepares to leave. This is an awkward moment in the play. He pauses then clears his throats before taking Osbournes then Raleighs hand to wish them luck. They both realise that they are probably about to die, but nothing is said. The Colonel emphasises the importance of what they are doing and promises them a medal if they succeed. Stanhope and the Colonel then prepare to leave but the Colonel says over his shoulder that they must empty their pockets of any papers. Raleigh exclaims, Oh, no and goes into his dugout to empty his pockets. This shows him as being young and nai ve. Osbourne calls Stanhope back. They have had a close relationship. Both coming from wealthy public school backgrounds. He gives Stanhope a letter, his watch and his ring, awkwardly asking him to give them to his wife if anything should happen to him. This shows that he is very uncertain that he will return. Stanhope tries to reassure him but does not sound very convincing. The impression is they will not see each other again. As Stanhope leaves the dugout he lingers and takes one last look at Osbourne. He then reluctantly leaves the scene. Raleigh returns and he and Osbourne are alone in the dugout. Osbourne smokes his pipe and Raleigh has a cigarette. They decide against having some rum in case it makes them, A bit muzzy. And they stir their coffees in silence. The mood is very serious. They look each other in the eye and Osbourne asks Raleigh how he feels. They are edgy and tense, just wanting the time to pass so that they can get going. They decide to have one last look at the map and go through their final plans. Suddenly Raleigh loses his courage. He says, Oh Lord, I cant. Osbourne states, You must! Raleigh reverts to his public school outlook. He shows his youth and inexperience, How topping if we both get the M. C.! The conversation continues in a meaningless way. Osbourne trying to keep the conversation away from the raid, but Raleigh wants to talk about it. He is starting to think about how badly the Boche will shell them as they cross no-mans land. Osbourne starts to quote poetry to take Raleighs mind off things. Osbourne shows how much more mature he is than Raleigh in this scene. They touch on thoughts of home, places they both know. They make a tentative plans to visit each other after the war, each describing places they know and love. The time passes slowly. Osbourne looks at his watch. Two minutes to go. Raleigh notices Osbournes ring on the table. The lighting at this point should pick out Raleigh as he realises that Osbourne does not really expect to return. There is an uncomfortable silence. Osbourne then tries to prepare himself. They hang a lanyard round their necks to hold their revolvers. The feel of the weapon gives them a sense of security. They put on their helmets. Osbourne looks back at his still lighted pipe with reluctance. A comfortable picture of middle class life is given before they turn to leave. One last look into each others eyes and an assurance that they are glad to have each other and they leave the scene. This scene relies heavily on pathos to generate pity and sympathy in the audience. It draws attention to Raleighs youth and inexperience and to the sort of life the men hope and dream of returning to. The next part of this scene is the actual raid. Solely stage directions rather than it being acted out on stage describe it. The stage is empty of people, only props are left standing. The silence is held as long as possible before the audience starts to fidget. This builds up the tension of the play for the audience. R. C Sherriff brings the raid to life by using sound effects, this means that the audience will have to use a lot of their imagination. There is a heavy use of onomatopoeia and personification. An example of personification is, A vicious rattle of machine guns. The word vicious is used to bring across the aspect of fear to the audience. Examples of onomatopoeia that are used throughout these directions are, Crush, crash, whine, shriek and rattle. These are used to explain the actions of bombs going off. As the directions develop, a crescendo is formed until it reaches its climax. This is when, . the whine of one shell rises above the others to a shriek and a crash. A dark funnel earth leaps beyond the parapet of the trench. After this, the directions create a diminuendo with words such as, A black cloud of smoke rises slowly out of sight. And, Gradually, the noise dies away-. Prove this. Stanhopes voice is heard in an urgent tone. He asks the colonel to come down quickly. The colonel then asks how many, and Stanhope replies only one. This is a use of ambiguity on the audience. The audiences are thinking only one what? One dead? One alive? The stage directions describe Stanhope as being pale and haggard as he comes down the steps. I feel that a better verb could be used in the place of comes. A verb such as staggers or, stumbles would fit the role more suitably. Next, sees the kidnap of the young German boy. A great emphasis on his youth is portrayed. He is always referred to as, Sonny or, boy. Suddenly the boy falls on his knees and sobs out some words in broken English. The word sobs sounds just as a child would do when he/she was scared. With a huge fist, Sergeant Major takes the boy by the collar and draws him to his feet. An emphasis on the boys youth is portrayed again when the Sergeant Major picks him up with a huge fist. The use of his huge fist makes the boy appear very small and frightened. The colonel and the German boy then have a conversation. Some humour is brought across with the colonels pathetic German speaking voice, by his misunderstanding of words. Sergeant Major searches the boy when he refuses to answer what town he came from. He finds a pocket book. There are letters in the case, possibly received from his mother. He clutches at it impulsively. If these letters are from his mother, he probably gets hope and courage from them and possibly a sense of security. Sergeant Major also finds a few juvenile articles in his pockets, Bit o string, sir; you can almost imagine a conker on the end of the string, Little box o fruit drops; pocket-knife, sir; bit o cedar pencil, there is a touch of pathos here. A full cedar pencil is excusable, but only a bit of, seems very juvenile. . And a stick o chocolate, sir. I think that Sergeant Major feels sorry for the German boy. He turns to him with a smile and calls him sonny, which puts him at ease. The German boy bows stiffly to the colonel, showing respect. Even though he is the enemy, he recognised the colonel as a commanding officer. The colonel is deeply absorbed in the Germans pay book. He rises quickly. He will be going back to headquarters with the splendid news hoping for promotion. He is pleased with the success of the mission and not bothered about the men who went through it. At this point, the audience awaits the return of Osbourne and Raleigh. Stanhope comes slowly down the steps, in disbelief and shock. The colonel excitedly shouts, Splendid Stanhope, weve got all we wanted- 20th Wurtemburgers!. I must go right away and phone the brigadier. Hell be very pleased about it, its a feather in our cap Stanhope. This shows the colonels ignorance. He doesnt even ask about the men, all hes interested in is scoring brownie points with the Brigadier. Stanhope replies, How awfully nice- if the Brigadiers pleased. In a sarcastic tone. Stanhope is astonished that the colonel could be so insensitive. The colonel then realises what he has said and feels very uncomfortable, Oh- er- what about the raiding party- are they safely back? Stanhope replies, Did you expect them to be all safely back, sir? Stanhope makes the colonel feel bad. He answers the colonels question with another question. Stanhope then informs the colonel of Osbournes death. The colonel says, Im very sorry, poor Osbourne! Stanhope then replies, Still, itll be awfully nice if the Brigadiers pleased. Stanhope and the colonel are uneasy with each other. Raleigh comes slowly down the steps, walking as if he were asleep. The colonel turns to the boy with enthusiasm, Well done, my boy. Ill get you a military cross for this! Splendid! it is almost as if the colonel is trying to forget about Osbourne already. The youth factor of Raleigh is portrayed again in this part of the play. He is always referred to as boy. Raleigh went over the top a nai ve schoolboy and he came back a disillusioned man. Raleigh sits on the edge of Osbournes bed, just like hes on automatic pilot. There is a silence in the trench outside. This could be a silence for no more raid, no more Osbourne. It is a respectful silence. This silence also builds up the tension and suspense. There is a dominant sense of loss in the room. Stanhope sits staring at the table where Osbourne left his watch and ring. Stanhope and Raleighs eyes meet. Stanhope speaks, his voice expressionless and dead, Must you sit on Osbournes bed? Stanhope has lost a good friend, the person he used to trust. His confidant. Raleigh, in his solitary position, rises unsteadily and murmurs, Sorry. The scene finishes with the stage directions, Heavy guns are booming miles away. This emphasises the fact that the war is happening wider than this. Everything still happens.

Anfangen (To Begin) German Verb Conjugations

Anfangen (To Begin) German Verb Conjugations Anfangen is a strong (irregular) verb that means to begin or start. As a strong verb, it doesnt follow a strict rule and you will need to memorize how it is conjugated in its different tenses.   In addition, the verb  anfangen  is a separable prefix verb. That means that its prefix (an-) separates when the verb is conjugated, even in its past participle form (angefangen). There are cases where the prefix does not separate. These include the infinitive form such as with modals in the future tense, in dependent clauses, and in the past participle (with ge-). While a separable prefix may seem confusing, keep in mind that it is like English verbs such as fill in, clear out, etc. The difference is that in English the second word can come either right after the verb or at the end of the sentence. In German, it usually comes only at the end of the sentence. Sample Sentences With the Separable-Prefix Verbanfangen, to begin, start Present Tense Wann  fangen  Sie  an? - When do you begin? Ich  fange  heute  an. - I start today. Present Perfect Tense Wann  haben  sie  angefangen? - When did they begin? Past Perfect Tense Wann  hatten  Sie  angefangen? - When had you begun? Past Tense Wann  fingen  wir  an? - When did we begin? Future Tense Wir werden wieder  anfangen. - We will begin again. With Modals Kà ¶nnen  wir  heute  anfangen? - Can we begin today? AnfangenPresent Tense -  Prsens Deutsch English Singular Present Tense ich fange an I begin/startI am beginning du fngst an you begin/startyou are beginning er fngt an sie fngt an es fngt an he begins/startshe is beginningshe begins/startsshe is beginningit begins/startsit is beginning Plural Present Tense wir fangen an we begin/startare beginning ihr fangt an you (guys) begin/startyou are beginning sie fangen an they begin/startthey are beginning Sie fangen an you begin/startyou are beginning Examples Using the Present Tense of Anfangen Wann fangen Sie an?When do you start? Die Vorstellung fngt um sechs Uhr an.The performance begins at six oclock. AnfangenSimple Past Tense -  Imperfekt Deutsch English Singular Simple Past Tense ich fing an I began/started du fingst an you began/started er fing ansie fing anes fing an he began/startedshe began/startedit began/started Plural Simple Past Tense wir fingen an we began/started ihr fingt an you (guys) began/started sie fingen an they began/started Sie fingen an you began/started AnfangenCompound Past Tense (Present Perfect) -  Perfekt Deutsch English Singular Compound Past Tense ich habe angefangen I have begun/startedI began/started du hast angefangen you have begun/startedyou began/started er hat angefangensie hat angefangenes hat angefangen he has begun/startedhe began/startedshe has begun/startedshe began/startedit has begun/startedit began/started Plural Compound Past Tense wir haben angefangen we have begun/startedwe began/started ihr habt angefangen you (guys) have begun/startedyou began/started sie haben angefangen they have begun/startedthey began/started Sie haben angefangen you have begun/startedyou began/started AnfangenPast Perfect Tense -  Plusquamperfekt Deutsch English Singular Past Perfect Tense ich hatte angefangen I had begun/started du hattest angefangen you had begun/started er hatte angefangensie hatte angefangenes hatte angefangen he had begun/startedshe had begun/startedit had begun/started Plural Past Perfect Tense wir hatten angefangen we had begun/started ihr hattet angefangen you (guys) had begun/started sie hatten angefangen they had begun/started Sie hatten angefangen you had begun/started

The rule in Salomon v Salomon & Co [1897] AC 22 has been described as Essay - 2

The rule in Salomon v Salomon & Co [1897] AC 22 has been described as one of the corner stones of English Company Law - Essay Example This article will examine the rationale of the decision and its impacts towards the development of company law. The status of limited liability went to specific companies before 1825 through the provisions of express available in the Royal Charter regarding Incorporation. Section 2 of the Bubble Act of 1825 governed the first efforts in officially, introducing the concept of limited liability to the English laws. The section provided that the shareholders of a particular corporation would personally be liable in their own persons as well as their property to that extent as well as subject to the regulations and limitations as his magnificence. Although there was no opposition from the Crown to the idea of legal personality, public pressure turned in opposing any extension of legal personality that later became troubled with the stance of creditors. This provoked public suspicions because of the expectation that the Bubble Act would lead to an increase in the number of licensed companies with limited liability. This therefore was the reason for the withholding of the doctrine of limited liabil ity from Company Act in 1844 (Ferran 1999). However, public opinion moved in the reverse direction in favour of the principle of limited liability. In the 1850s, the doctrine acquired recognition in the law. In the year 1852, the Court of Exchequer chamber in the case of Hallet versus Dowdall accredited the legality of the clause of limited liability of 1952. This in turn prompted the parliament to pass the Limited Liability Act in 1855 as well as more contemporary act of Joint Stock Companies of 1856. Consequently, this led to the enactment of the Companies Act in 1862, which formed the foundation for the delivery of the rule in Salomon. The intention of the House of Lords in the Salomon rule was to send a clear message to the members of the public