Margaret Thatcher was the Prim... free essay sample

Margaret Thatcher was the Prime Minister of Britain for three terms. She was a situational leader that combined both authoritarian and autocratic leadership styles. Because of this she was not successful in utilizing the transformational leadership theory which is the most effective theory used in todays work environment and organizational culture for positive change. She had many traits and strengths that led to her success but was weak on others. She needed to improved her capabilities in fostering collaborative relationships, active listening and adaptability. She was a very dynamic leader and brought needed changed to Britain, but also significantly influenced the world.Margaret Thatcher was the first female Prime Minister of Great Britain. Born into a conservative family, she grew up above her familys grocery store. She was brought up with the values of hard work and public service. She attended the University of Oxford graduating in 1947 with a degree in chemistry. She was a scientist but longed to be in politics. She joined the Young Conservatives and went on to study as a barrister at the Inns of Court Law school, becoming a tax attorney in 1954. It was during this time that she improved her leadership skills. She married a wealthy business man and was the mother of twins. She ran for parliament but was defeated due to the existence of male partiality in her conservative party. Her determination to succeed enabled her to became a member of the house of commons in 1959 and she rose up through the ranks in parliament serving until 1992. She was elected three terms as Prime Minister, serving eleven years in power (1979-1990). Margaret Thatcher passed away in 2013 at the age of 87 and is considered one of Britains most influential Prime Minister of the 20th century. Margaret Thatchers leadership style was a combination of autocratic and transactional. Her leadership style coined the term Thatcherism and is still used today to describes her leadership style and principals of the British government.Margaret Thatcher received the moniker Iron Lady because of her authoritarian and autocratic leadership style. Her leadership style was characterized by making the decisions and expecting her followers to follow her instructions. She needed individual control over the decisions she made. She needed to make decisions quickly so that she could accomplish what she set out to do. Margaret Thatcher came to office with one deliberate intent, To change from a dependent to a self-reliant society – from a give-it-to me, to a do-it-yourself nation. A get-up-and-go, instead of a sit-back-and-wait-for-it Britain. She had a clear passion that she believed in and she wasnt going to compromise her principals. She came into power when the economic conditions were poor and the trade unions had shut down public services. Public expenditures were out of control. With her style of leadership, she was able to take on the unions, privatized industries and put Britain back on its feet. Margaret Thatcher also exhibited a transactional style of leadership. This was evident by the hierarchal structure of the British government where she had the power and authority over those beneath her but was still accountable to those in parliament. Transactional leaders are coercive and rely on rewards and punishment as influence. Margaret Thatcher reprimanded her colleagues by making hand written notes and comments in the margins of proposals and policies when they didnt match her views or plans and went so far as to indicate it was a very poor paper and please translate into English. Transactional leadership is centered around the idea of the relationship between the leader and followers where the followers agree to obey the leader and suffer the consequences if they resist. One of Margaret Thatchers ministers was dismissed because they were against her governments economic policy. She was trying to change the status quo, and this included fighting against her ministers and the departments that were behind them. In todays work environment, transformational leadership is the most effective concept in bringing about permanent change to an organization. It is the type of leadership that followers want in an ideal leader. The ability to motivate followers with a vison, mission and values that allows followers to practice what the leader preaches. It is also fosters creativity and innovations and allows the followers to make and implement their decisions. Margaret Thatcher was unsuccessful in using transformational style of leadership due to the environment and culture at that time. Because of the uncertainty, and turmoil the country was in she had to make the choices that were best for the country. She took on a parent like role, and although she didnt motivate her followers and cabinet with it, she began the process of improving the economy and showed a commitment to her followers which led to their loyalty and trust. Had she been more of a transformational leader and listened to her ministers and advisors, there is the possibility that better solutions and maybe a broader set of options would have been available to try and may have helped her strengthen her competencies.Leadership competencies are highly dependent upon the personality and individuality of the leader. Margaret Thatcher had many competencies and skill-sets required to be a successful leader. She exhibited leadership traits such as motivation, self-confidence, ambition, decisiveness, honesty, and integrity. Her self-confidence was a definite strength, but with this self-confidence came an assertive and forceful approach to leadership. This style helped her achieve her political goals of privatization and rec overy of the economy and removing the socialist philosophy of redistribution of national wealth to a free market economy. She gained respect on the world stage and was able to have great influence around the world. But by only focusing on her strengths and not the other competencies, she had a government which only pushed her agenda and led to her inability to evaluate or acknowledge the other critical thinking and problem-solving attributes of her ministers and cabinet. She was unable to foster cohesiveness, confidence and cooperation. By motivating and inspiring others, she may have been able to test out new ideas different from her own and developed a more effective cabinet. She was definitely not a team player which is required these days in a successful organization.Effective leaders have a clear, specific objective in mind at all times. Effective leadership also requires leaders to adapt and function in high-pressure situations. Margaret Thatcher had these specific competencies and are what led her to become the Prime Minister of Great Britain. Margaret Thatcher learned to become an effective leader through her parents who set a good example of hard work, and through mentors during her education and career. Her father instilled his philosophies into his daughter including hard work and individualism and groomed her to attend university from a very young age. She worked in the grocery store from early in the morning until late in the evening including holidays except Sundays when she was required to attend church. She had several role models in her education, including one Miss Kay who inspired her to specialize in chemistry. She studied under a future Nobel winner Dorothy Hodgkin at the university. The skills she learned from her mentors helped her become the president of the Oxford University Conservative Association (OUCA). Thatcher became an Education Secretary under Prime Minister Edward Heath but learned what not to do from him. The people of Britain wanted a new leader and Margaret Thatcher became the new leader of the Opposition in the House of Commons. Baroness Thatcher became a member of the Lords in 1992 where she became s a spokesperson. She was molded by many throughout her childhood, education and career. When she became the Prime Minister in 1979 during a worldwide economic recession, she had specific objective in mind and was able to use her style of leadership in a high-pressure situation to effectively lead her country out of the recession . The concept of leadership, its theories, competencies and how you apply them, along with bringing about change to the organization are important lessons to learn. Margaret Thatcher was a leader who exemplifies ways to learn these lessons. She was very involved in leading change in Britain. She left a lasting legacy by envisioning a better Britain with future possibilities. She was concerned about those who would inherit it. The changes she brought, through her core values, transformed Britain. She was the first female prime minister in British history breaking the glass ceiling of a male dominated profession. She transformed the unions and education, deregulated the financial markets, increased home ownership, privatized industries, and created jobs. She left the economy in a much better shape than she found it. She was steadfast in her principals of economic freedom, individual liberty, personal responsibility, and free market democracy. She made enormous change to the country and left a lasting legacy on the world. To succeed as a leader in a demanding environment, leaders must think critically about their personal leadership philosophies, their strengths and limitations, and apply them to the situation at hand. Leaders are defined by their strength of character, life-long commitment to core values, and maintaining leadership qualities through continuous improvement, individually and institutionally. She was a tough, opinionated, capable woman who challenged gender roles and embraced her position with grace, dignity, certainty, and led Britain very capably for a lengthy term. There is no debating that Margaret Thatcher was in every sense a leader.

Mini-Case - Finance free essay sample

In this scenario, we will continue the company’s growth rate of 5%, with no change in plowback or dividends. In this scenario, price per share is determined by the current dividends, divided by (r-g) The value of the company will be equal to the present value of all future cash flows ( i. e. dividend payments) that investors expect to receive. Constant growth scenario: EPS 2013 = $ 12,000,000 / 400,000 shares = $ 30. 00 Book equity per share in 2013 = $80,000,000 / 400,000 shares = $200. 00 per share Dividends paid out per share in 2013 = $ 8,000,000 / 400,000 shares = $ 20. 00 per share Payout ratio in 2013 = $ 20. 0 (DIV2013) / $ 30 (EPS 2013) = 0. 67 Plowback ratio 2013 = $10. 00 (RE per share 2013) / $ 30. 00 (EPS 2013) = 0. 33 Sustainable growth rate = 0. 15 (rate of return) x 0. 33 (plowback ratio) = 5 % Price per share 2012 = DIV2013/(r-g) = $20/(11%-5% ) = $ 333. 33 $ 333. 33 price per share x 400,000 shares = $ 133,333,333 value of the company in 2012 P/E ratio = $ 3 33. 33( price per share) / 30 (EPS) = 11. 11 Rapid Growth Scenario: Since Price = DIV / r-g, and there are no dividends paid in the years 2013 – 2016, we can calculate the value of the company in 2016 and discount it to obtain the Present value in 2012. EPS 2017 = $21,000,000 / 400,000 shares = $52. 50 Book equity per share 2017 = $139,900,000 / 400,000 shares = $349. 75 Dividends paid out per share 2017 = $14,000,000 / 400,000 shares = $35. 00 Payout ratio in 2017 = $ 35. 00 (DIV per share 2017) / $ 52. 50 (EPS 2017) = 0. 67 Plowback ratio in 2017 = $ 17. 50 (RE in 2017) / 52. 50 (EPS in 2017) = 0. 33 Sustainable growth rate = 0. 15 (rate of return) x 0. 33 (plowback ratio) = 5 % Price per share in 2016= $35. 00 (DIV 2017) / 0. 06 (r g)= $583. 33 Let’s discount it to 2012 value: Financial calculator: FV = 583. 33 N = 4, I/Yr = 11% PV = 384. 5 – price per share in 2012 384. 25 x 400,000 shares = 153,700,000 – value of the company in 2012 under rapid growth Conclusion: Rapid growth scenario promises higher stock price, so it should be chosen. PVGO between the previous example and this one: 153,700,000 – 133,333,333 = 20,366,667 Under both scenarios, current price per share is more than $200. Now here†™s my calculations: Constant growth scenario: Assuming a 15% required return: P0 = DIV1 / (r-g) = $20 / (. 15 . 05) = $20/. 1 = $200 Assuming an 11% required return, we’ll have: P0 = DIV1 / (r-g) = $20 / (. 11 . 05) = $20/. 06 = $333. 33 In the constant growth scenario, the stock is valued at $200 if we assume a 15% expected return, and $333. 33 if we assume 11% expected return. Now, in the rapid growth scenario, things get even more exciting. I think that 2017/2020 is the horizon year, because it’s AFTER that point when the growth goes down to 5%. In paragraph 6, the problem states â€Å" would require reinvestment of all of Prairie Home’s earnings from 2016 to 2019. After that the company could resume its normal dividend payout and growth. † your book’s years:20122013201420152016201720182019 my book’s years:20152016201720182019202020212022 year #01234567 arnings growth from previous year4. 6%15%15%15%15%5%5% dividend0000$35$36. 75$38. 59 todayH NB: neither book shows 2019 or 2022, but we know that the beginning of the year figures are the same as the end of year figures for the previous year, so that’s where I got those. Ultimately, it doesn’t really matter Iâ€℠¢m just reinforcing the point that we turn into a constant growth scenario beginning with year 6. Our non-constant growth model says this: PV = D1/(1+r)1 + D2 / (1+r)2 + †¦ + DH / (1+r)H + PH / (1+r)H and we get PH with this formula: PH = Dt+1 / (r-g) The dividends for the foreseeable future (years 1 4) will all be 0, so hose first numbers will add up to 0. We know that the dividend at the horizon year year 5 is $35. The expected future price of the stock at year 5 will be: P5 = D6 / (r-g) Plugging in numbers there, we have: P5 = $36. 75 / (. 15 . 05) = $36. 75/. 1 = $367. 50 Again, that’s assuming a 15% required return. Then the third part of the process is to add up all of those numbers, discounting them to the present value: P0 = D1 + D2 + D3 + D4 + D5 / (1. 15)5 + P5 / (1. 15)5 = 0 + (35 + 367. 5) / (1. 15)5 = 402. 5/(1. 15)5 Or on the calculator: FV = 402. 50, I/YR = 15, N=5, PV = $200. 11 Then we go to the 11% required return. There, we’ll see that: P5 = D6 / (r-g) = $36. 75 / (. 11 . 05) = $612. 50 And then: P0 = D1 + D2 + D3 + D4 + D5 / (1. 11)5 + P5 / (1. 11)5 = 0 + (35 + 612. 50) / (1. 11)5 = †¦ (Calculator: FV = 647. 50, I/YR = 11, N = 5, PV = $384. 26) In the rapid growth scenario, the stock is valued at $200. 11 if we assume a 15% expected return, and $384. 26 if we assume 11% expected return. This is the point where I defer to you, or we can talk about this more tomorrow. Our math says to price the stock somewhere between $200 and $384, but how do we choose? I get the sense that you understand that better than I do, so I can use your input for sure. We believe that Prairie Home Stores should value the stock at $384. xx because we should choose the We recommend choosing the rapid growth scenario, plowback more earnings into growing the company, and set the IPO price as $384. whatever. Our prospectus will show that we intend to invest more of our earnings into growing the company over the next 4 years, and as a result investors and the market will support a price of $384. We chose to use 11% as our expected rate of return, because this is the rate shown in the Journal of Finance as being the rate offered by other, equally risky stocks in the same industry as Prairie Home Stores. The PVGO is $153,700,000 – 133,333,333 = $20,366,667. This indicates that the company has room to grow, which will be attractive to investors. Investors believe that under the rapid growth scenario. According to our calculations, Mr. Breezeway was wise to counsel his son( ) to not sell the stock for $200, as we believe that the company is worth more than current BOOK VALUE PER SHARE include something about this. $200 per the current values (this is what the whoever dude offered the son), but our calculations show that the company is more valuable than the $200 price indicates.

There are a lot many descriptions for the word dialectic Essay Example For Students

There are a lot many descriptions for the word dialectic Essay Dialectic is a variety of languages, conceivably a sort of a composition of the languages in this variety. The word comes from Ancient Greek dialektos, which is derived from dialegesthai, meaning to discourse, converse, and talk. By this root of the word, in this context, I deduce that Dialectics is a method in which people from different walks of life, contained by different personal philosophies languages are set together to discuss on a single word, sentence, thought, topic etc. explaining their personal views supported by logical reasons defending their argument. This discussion is meant to have all the possible view points on that particular subject with in a group of people and finally to deduce a definition for the subject which is acceptable by all the individuals involved. The ultimate goal for having Dialectic seems to search for the real the truth. We will write a custom essay on There are a lot many descriptions for the word dialectic specifically for you for only $16.38 $13.9/page Order now Socratic Dialectical Method Well for this I think first we should know what nature Socrates had, it will help us knowing the uniqueness of Socrates method. Socrates was a man of the Periclean age, which witnessed one of the periodic bankruptcies of science. Cosmological speculation, which had been boldly pursued from the beginning of the 6th century, seemed to have led to a chaos of conflicting systems of thought. People had turned away from pursue of science and concentrated themselves not with truth but with making a successful human life. In this time of chaos and individualism, Socrates was the most realistic person in sight. He was always searching for more than the meanings of things already had. He wanted proof of what was defined, proof which would give logical reasons for it self. He was an inquirer, unsatisfied and still looking for truth. Unlike others he was not self-centered, always ready to be corrected. His nature of being broad minded reflected his way of teaching people, which actually seems to be learning by them. This is the beauty of his method, called as The Socratic Dialectical Method. Procedure Socrates did not call people towards him self, he went out towards them and asked them their views instead of lecturing and forcing his thoughts on them. It was a dialogue form discussion, where individuals brought up their view points on a particular subject set by Socrates. On one side there was Socrates playing the role of the enquirer, asking the questions and on the other side the conversant with whom the conversation was being held, would submit to answer Socrates questions. It was actually a test of the beliefs one had by questioning them about it. Socrates let the other speak first and as he spoke Socrates brought up questions for him out of his arguments, picking up threads out of what he spoke. The primary question is not always the first question which is  raised more for dramatic purposes. Socrates persuades his conversant into teaching him the meaning of a virtue by the use of Socratic irony: that he does not know the truth but his friend must be wise and clever so that he can teach Socrates the meaning of virtue. The conversant answers Socrates primary questions by stating a definition that is to be examined by a number of secondary questions. The secondary questions often are intended to find internal inconsistencies in the definition or conclusions that are inconsistent with other views held by the conversant or by the majority of mankind. When Socrates explains these inconsistencies he formulates a refutation Greek: elenchos of the definition after several further attempts to define the subject, Socrates conversant admits that he does not know or that he now knows that he does not know. One by one all the participants of the discussion are questioned of their beliefs. Finally comes up Socrates himself, though to a higher extent he may be already knew the real truth about what the discussion was but now he knows also what others think. Here comes the ability to deduce out of all these the real and actual on which all will have to agree, unarguable and non-disagreeable because what it will b e, will be all and all out of what the people have spoken themselves. Now, Socrates end up the discussion with a new definition of the topic, a definition deduced by all of the peoples knowledge and his ability to scrutinize and extract the real these views contained. .ud37e4e4a519c98c86244b46f2a112e0b , .ud37e4e4a519c98c86244b46f2a112e0b .postImageUrl , .ud37e4e4a519c98c86244b46f2a112e0b .centered-text-area { min-height: 80px; position: relative; } .ud37e4e4a519c98c86244b46f2a112e0b , .ud37e4e4a519c98c86244b46f2a112e0b:hover , .ud37e4e4a519c98c86244b46f2a112e0b:visited , .ud37e4e4a519c98c86244b46f2a112e0b:active { border:0!important; } .ud37e4e4a519c98c86244b46f2a112e0b .clearfix:after { content: ""; display: table; clear: both; } .ud37e4e4a519c98c86244b46f2a112e0b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud37e4e4a519c98c86244b46f2a112e0b:active , .ud37e4e4a519c98c86244b46f2a112e0b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud37e4e4a519c98c86244b46f2a112e0b .centered-text-area { width: 100%; position: relative ; } .ud37e4e4a519c98c86244b46f2a112e0b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud37e4e4a519c98c86244b46f2a112e0b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud37e4e4a519c98c86244b46f2a112e0b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud37e4e4a519c98c86244b46f2a112e0b:hover .ctaButton { background-color: #34495E!important; } .ud37e4e4a519c98c86244b46f2a112e0b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud37e4e4a519c98c86244b46f2a112e0b .ud37e4e4a519c98c86244b46f2a112e0b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud37e4e4a519c98c86244b46f2a112e0b:after { content: ""; display: block; clear: both; } READ: Metropolitan Museum of Art EssayAll the way through this conversation some steps took places, which are listed below: à ¢Ã¢â€š ¬Ã‚ ¢ Conversation à ¢Ã¢â€š ¬Ã‚ ¢ Concepts à ¢Ã¢â€š ¬Ã‚ ¢ Methodological Doubt à ¢Ã¢â€š ¬Ã‚ ¢ Induction à ¢Ã¢â€š ¬Ã‚ ¢ Deduction Out of these the two major approaches that help the decision are; Methodic doubt no one is right and Deduction à ¢Ã¢â€š ¬Ã¢â‚¬Å" everyones right side contributes to the final right. Briefly defining notes on both follow. Methodic Doubt A way of searching for certainty, systematically, though tentatively, doubting everything. First, all statements are classified according to type and source of knowledgeà ¢Ã¢â€š ¬Ã¢â‚¬ e.g., knowledge from tradition, empirical knowledge, and mathematical knowledge. Then, examples from each class are examined. If a way can be found to doubt the truth of any statement, then all other statements of that type are also set aside as dubitable. The doubt is methodic because it assures systematic completeness, but also because no claim is made that allà ¢Ã¢â€š ¬Ã¢â‚¬ or even that anyà ¢Ã¢â€š ¬Ã¢â‚¬ statements in a dubitable class are really false or that one must or can distrust them in an ordinary sense. The method is to set aside as conceivably false all statements and types of knowledge that are not indubitably true. The hope is that, by eliminating all statements and types of knowledge the truth of which can be doubted in any way, one will find some indubitable certainties. Deductive Approach In logic, a rigorous proof, or derivation, of one statement the conclusion from one or more statements the premisesà ¢Ã¢â€š ¬Ã¢â‚¬ i.e., a chain  of statements, each of which is either a premise or a consequence of a statement occurring earlier in the proof. This usage is a generalization of what the Greek philosopher Aristotle called the syllogism, but a syllogism is now recognized as merely a special case of a deduction. Also, the traditional view that deduction proceeds from the general to the specific or from the universal to the particular has been abandoned as incorrect by most logicians. Some experts regard all valid inference as deductive in form and, for this and other reasons reject the supposed contrast between deduction and induction. See also axiomatic method; formal system; inference. Negative Positive Socrates procedure is a negative kind of thing-it aims to find what is wrong with a belief. If a belief fails, it obviously should be rejected-either completely, or reformulated in light of their failures. However, if a belief survives questioning, we should accept it provisionally: we dont know that it is wrong, but we also dont know that it is right. A future round of questions may be its undoing. Yet it seems to be an inductive quality and has made the Socratic Method the basic of all scientific methods today. Note: Methodic Doubt, Deductive Approach and Negative Positive, all are extracts from various sources with slight changes.

The Universe What Lies Beyond Our Planet. The Universe That We Live

The Universe ? what lies beyond our planet. The universe that we live in is so diverse and unique, and it interests us to learn about all the variance that lies beyond our grasp. Within this marvel of wonders our universe holds a mystery that is very difficult to understand because of the complications that arise when trying to examine and explore the principles of space. That mystery happens to be that of the ever clandestine, black hole. ? of the concepts, properties, and processes involved with the space phenomenon of the black hole. It will describe how a black hole is generally formed, how it functions, and the effects it has on the universe. ? take a look at the basis for the cause of a black hole. All black holes are formed from the gravitational collapse of a star, usually having a great, massive, core. A star is created when huge, gigantic, gas clouds bind together due to attractive forces and form a hot core, combined from all the energy of the two gas clouds. This e nergy produced is so great when it first collides, that a nuclear reaction occurs and the gases within the star start to burn continuously. The Hydrogen gas is usually the first type of gas consumed in a star and then other gas elements such as Carbon, Oxygen, and Helium are consumed. ? years depending upon the amount of gases there are. ? ? equilibrium achieved by itself. The gravitational pull from the core of the star is equal to the gravitational pull of the gases forming a type of orbit, however when this equality is broken the star can go into several different stages. ? consumed while some of it escapes. This occurs because there is not a tremendous gravitational pull upon those gases and therefore the star weakens and becomes smaller. It is then referred to as a White Dwarf. If the star was to have a larger mass however, then it may possibly Supernova, meaning that the nuclear fusion within the star simply goes out of control causing the star to explode. Afte r exploding a fraction of the star is usually left (if it has not turned into pure gas) and that fraction of the star is known as a neutron star. ? the core of the star is so massive (approximately 6?8 solar masses; one solar mass being equal to the sun's mass) then it is most likely that when the star's gases are almost consumed those gases will collapse inward, forced into the core by the gravitational force laid upon them. ? to pull in space debris and other type of matters to help add to the mass of the core, making the hole stronger and more powerful. ? ? the Event Horizon) that is formed around the black hole. The matter keeps within the Event Horizon until it has spun into the centre where it is concentrated within the core adding to the mass. Such spinning black holes are known as Kerr Black Holes. ? were a star, and this may cause some problems for the neighbouring stars. If a black hole gets powerful enough it may actually pull a star into it and disrupt the orbit of many other stars. The black hole could then grow even stronger (from the star's mass) as to possibly absorb another. ? Ergosphere, which sweeps all the matter into the Event Horizon, named for it's flat horizontal appearance and because this happens to be the place where mostly all the action within the black hole occurs. When the star is passed on into the Event Horizon the light that the star endures is bent within the current and therefore cannot be seen in space. At this exact point in time, high amounts of radiation are given off, that with the proper equipment can be detected and seen as an image of a black hole. Through this technique astronomers now believe that they have found a black hole known as Cygnus X1. This supposed black hole has a huge star orbiting around it, therefore we assume there must be a black hole that it is in orbit with. ? and the collapsing

How to Write a Serial Killer Sample Essay

How to Write a Serial Killer Sample EssayAre you looking for a good sample essay to write? Then you have come to the right place! Here are a few tips that will make your writing experience much easier and enjoyable.Most serial killers are not lazy. They have good brains. It's just that the time constraint makes them do less work. By taking up the challenge of writing a sample essay, they can get their thoughts down and leave their work in someone else's hands.The fact is that these guys have amazing abilities. They can do everything from think of the funniest ideas, to stop and identify the police, to knowing how to pick locks. It is for this reason that these guys are so good at what they do.So, you're now prepared to write your essay. You can start by reviewing some of the things that your character does. In the body of your essay, describe what your character does in detail. If you do this, you will make it more interesting to read.The next step is to write your sample essay. I wo uld suggest that you open a word processor and create a new document. If you're not too sure how to do this, here's a hint: Open the 'scratch pad' application.Then, put all of your details into your document, and give them the same value that you gave to your first paragraph. Don't add any extra words. You want to stick to the same format that you used in your first paragraph.This is the best way to write an essay. Make sure that you do not delete anything that was used in your first paragraph.

Summary On The Raven Essays - Poetry By Edgar Allan Poe, Free Essays

Summary On The Raven Essays - Poetry By Edgar Allan Poe, Free Essays Summary On The Raven Edger Allen Poes poems are best known for their haunting themes. For example in the poem The Raven which was published in 1845 seemed to be filled with melancholy and thoughts of death. Poe makes use of symbolism in the poem The Raven. On line 3 Poe writes, While I nodded, nearly napping, suddenly there comes a tapping, I think thats a sign that this entire poem takes place while he is in the state of unconscious (dreaming). Again on lines 37 & 38 he writes, Open here I flung the shutter, when, with many a flirt and flutter, In there stepped a stately raven of the saintly days of yore, I believe that the raven symbolizes some after life figure. On lines 81,82 S Poe cries, Wretch, I cried, thy god hath lent thee- by these angels he hath sent thee Respite- respite and nepenthe, from thy memories of Lenore! Quoth the Raven, Nevermore, here it is clear that the Raven who reiterates, Nevermore, in Poes dream has been sent to help him relinquish his thoughts of Lenore.

Antigone Essays

Antigone Essays Antigone Essay Antigone Essay Essay Topic: Antigone Antigone BY bb0Y310 Antigone by Sophocles is an interesting play that I enjoyed reading. It was something different for me since I dont ever read plays. After reading the play I thought this story would fit under a feminist approach, until I fully began to understand and analyze each character of the play. In this paper I will discuss how the major events of Antigone can be analyzed through the psychological approach point of view. I as well read each critic about Antigone and found some similarity and dissimilarity opinions about the play. I will also discuss rather if I agree or not with the critics on Antigone. It is a great play that I am looking forward to analyzing. My favorite character in the play is Antigone. I know that she is a strong young girl who believes in what is right must be done, even if it means breaking the law and going against her uncle Creon. If it means risking her life to give her brother Polynices a proper burial she is willing to do it. Using the psychological approach I thought about what would influence Antigone to be so brave and risk her life. In the episodes the characters will talk with each other and the chorus, whilst the stasimon is the chorus chance to comment on the previous dialogue from the episode. The exodus is performed after the final stasimon and marks the end of the play. It is the opposite of the opening prologue as it reveals the outcome of the play. Antigone follows the conventional format of an Ancient Greek play precisely. I think that Antigone was set out in the conventional way because although Sophocles wished to be innovative if he had changed the structure of the play the audiences would not have understood what was happening. The Ancient Athenians had become accustomed to the general layout of a play and had not developed a mind for different dramatic structures which todays modern audiences possess. Conventions of Tragedy * The conventions of tragedy came mostly from a Greek critic and thinker called Aristotle. He created the manuscript The Poetics which discusses what should be included in a play in order for it to qualify as tragic. In an Ancient Greek play deaths and violence would occur off stage. Death in Ancient Greece was a very sensitive subject and Aristotle believed that death and violence would not bring any good emotions out of audience. Examples of this in the play are: Antigones, Haemons and Eurydices passing away. * Tiresias is another typical convention of tragedy which Sophocles includes. Tiresias is a blind prophet known in Ancient Greek as a Soothsayer. He has the ability to see events occurring in the feature and knows what the best course of action is. In Antigone he advises Creon what to do and warns him of the tragedy which is about to occur. The Soothsayer is important to the play as it shows the audience that some men have special powers, are wise and should be respected. When Creon disregards Tiresias and encounters trouble, Sophocles scares the audience and promotes respect for such elders. * Sophocles includes a death count at the end of his play. He does this to summarise the play and emphasize the loss of life encountered as a result of bad leadership. This caused the audience to ponder on issues that the play presented which was promoted by Aristotle. He believed that the audience should be emotionally involved with the play and he called this catharsis. He thought that if an audience was emotionally involved in a play with a great character it would benefit the audience. Antigone ends in an unsentimental way showing harsh disregard for Creons loss. Creon was warned several times what he should have done but did not listen. This unwillingness to change or listen was not promoted by the government or Aristotle. To be cruel to Creon the ending is very straight forward in detailing what will happen to him: he will just have to deal with his losses. This means that the audience do not sympathise, which was Aristotles goal * Aristotle believed that a great Tragedy should show the downfall of man. It was believed in Ancient Greece arrogant people would fail in life. This downfall as a result of arrogance was known as Hubris. Creon suffers from Hubris as he is unwilling to look at others perspectives or heed their advice. This complemented Aristotles ideology that events should progress from good to worse because of the bad choices made by characters. This is seen in Creon when at the beginning the good event is being crowned king, the bad event is the death of three people and his bad choice is ignoring other peoples advice. Chorus Sophocles plays were sometimes hard to comprehend. For this reason he uses the chorus to summarise complex pieces of plot. When Creon and Haemon are setting out their opinions on women their speeches are very long. The chorus then condense the main parts of the speech to an easily digestible chunk for the audience. Although the story is very compelling, an audience might have lost concentration in some parts. Therefore the chorus performances were more visually enticing to hold the audiences attention. For example in the stasimons the chorus do not simply restate the plot, they use visual words to stimulate the audiences mind into thinking about the play and its values: The chorus was seen as a secretive sect attached to a play: they were the wise elders who knew why characters were doing what they did. The chorus did not reveal their secrets often, so the audience was very attentive, trying to listen for a slip of valued words. One such occurrence is when Eurydices leaves to commit suicide. The chorus wonders aloud: What could it mean? The womans gone inside. The chorus knows why she has gone inside but they are prompting the audience to think about the significance of her action. Another interaction that the Chorus takes with characters is when they directly ask questions. For example the chorus asks Creon: Are you really planning to kill both of them? The chorus is doing two things here: questioning motives and attempting to clarify the ambiguity of the situation for the audience who cannot ask questions. The Chorus is wise as they have the ability to see both sides of an argument. In this way they act as ambassadors trying to be diplomatic in acknowledging the good points of each side. When Creon and Haemon are discussing the role of women (p 28 -31) the chorus pick out that Creon is very wise whilst they also acknowledge Haemons good thinking. The Chorus set a different tone and ambiance than the characters by providing a break from the action which occurs in the episodes, by performing choral stasimons. This break also allows Sophocles to vary his literary language. Whereas characters speak very literally and direct about issues, the chorus intergrate the gods, astrology and more out of the box ideas to issues. Therefore the audience not only receives a break from the action they are seeing but also from the one style of language used by the characters. Types of character used Antigone Antigone is like a modern day activist fighting the good cause. She knows that she is up against a great power but continues her crusade, much like a martyr, because she knows in her heart that she is right. An audience relating to Antigone on the stage through catharsis would find that Antigone is faced with internal conflict. This might have been what some men visiting the theatre were feeling too. However, some men who did not like women might have found that Antigone was enraging. Men might not have been aware that their women could cause so much havoc and as a result given them less freedom. Tiresias The Soothsayer adds to the progression of good fortune to misfortune in the story. In his quest to do right he aggravates Creon and is therefore pitied by the audience for trying to do what is best. Tiresias however is not weak and stands up for himself. The soothsayer is the underdog in the eyes of the audience but in himself knows what he is doing is correct. Under catharsis, audience members would have been encouraged to give wise words to people they know. The audience would be encouraged to help all people even when those people are causing havoc. Creon The lead protagonist who progresses the tragedy in Antigone as he shows his downfall is due to the bad decisions he makes. He represents the audience members who have made a few bad decisions which have been catastrophic. He also represents the people in an unfortunate situation; Creon does love his niece but cannot pardon her just because she is family. Audience members who have been in similar situations would be able to associate themselves with Creon and learn from his mistakes. Tension Dramatic tension is built in the conflict which occurs between characters. It is a gradual build up with characters first giving an introductory speech. One person then gives their main speech which builds tension for the opponent. The same occurs for the other person and by the end of that speech both characters are negatively charged. The characters then begin their conflict in the form of a stichomythic exchange. The tension comes to its apex when either the character is sent away or leaves at free will. This tension is then reduced by the pursuing choral odes which try to give a more balanced and calmer view of what has just been said. How to create a political drama? Two groups were formed to create a political drama. The stimulus for my groups drama was derived from local influences. As we live in the Middle East we decided that we would base our drama on a country which is very similar to Ancient Thebes: Saudi Arabia. Saudi Arabia is ruled by a King, its women are oppressed and do not have the same rights as men and there is often scandal in the kingdom. Most of these scandals arise from conflict between men and women. The men try to keep the familys name clean and respected whilst the women are trying to get their rights. One of our main stimuli was the book Princess: A True Story of Life behind the Veil in Saudi Arabia by Jean P. Sasson. We decided that the play would be formed as similar to Antigone as possible. We tried to create a tragic play by having the main role an expatriate woman whose choice between saving her daughters life and doing nothing lands her in a lot of trouble. We attempted to make the play naturalistic to give the audience an accurate insight into the life of a woman in Saudi Arabia. We did this by studying Saudi culture in depth, especially how to pray, and by talking about what we thought life was like. This was aided by one member of our group who had actually lived in Saudi Arabia as an expatriate. We used theatrical devices such as chanting and masks to create our typical Saudi family. This was done to show that members of a Saudi family are meant to all be of the same mind frame. We then used erratic, inconsistent babble to show the real picture. This was done to emphasize that sometimes people cannot conform to the norms of society and believe in their own ideas. Our play was structured, like Antigone, mostly in chronological order with exceptions for referring to incidents which occurred in the past. The structure of our play was the only area where we deviated from the typical of Antigone. The structure was modernised to satisfy the modern audiences need for a bit more action. We showed violence on the stage as we felt that this would keep the audiences attention. Our work related to Antigone in that the central character was stuck between abiding by the rules of the land and doing what she knew as right. However, our play was not submerged in the political unlike Antigone. Our family were not in any way associated with a political ruling, but were only concerned about family reputation, a high importance to most families in the country. Therefore our character suffered mostly from personal conflict and not political conflict. Creating the play made me realise that Sophocles form and structure for Antigone was ingenious. He obviously thought out everything thoroughly and devoted a lot of his time perfecting his plays. Our play was good mostly because it dealed with a taboo subject which is rarely discussed in the area. I think, however, that if our play was on any other subject we would not have been able to retain the audiences attention. Antigone Essays Antigone Paper Antigone Paper In the tradition of all great Greek tragedies, Sophocles created a masterpiece when he wrote the play Antigone.The play contains a similar plot to a tragedy such as Shakespeares Romeo and Juliet because the play focuses on what lengths people go to when they cannot be with the ones they love.The play begins on a down note because the main character, Antigone, and her sister Ismene are the daughters of the exiled Oedipus whose luck was ill fated after he married his mother and killed his father. Antigone is upset because her brother Polyneices was killed and his body was left to rot.Her sister does not support Antigones decision to have a proper burial for their brother and she is afraid of what Creon, who is the ruler of Thebes, wrath will be.Antigone is in engaged to Haemon, the son of Creon.Antigone follows through with her plan to her brother and this angers Creon.Creon decision is to exile Antigone to a cave for life and spare Ismene.Haemon begs his father to spare Antigone but his pleading does not work and Haemon vows to never see his father again. Teiresias, the blind prophet, enters .He warns Creon that the gods side with Antigone.Creon accuses Teiresias of being corrupt, and Teiresisas responds that because of Creons mistakes, he will lose one child for the crimes of leaving Polyneices unburied and putting Antigone into the earth.All of Greece will despise him, and the sacrificial offerings of Thebes will not be accepted by the gods.The chorus asks Creon to take their advice and to bury Polyneices and save Antigone.Creon agrees to do this but before he can, a messenger tells Creon and his wife Eurydice that Haemon and Antigone have both taken their lives.Eurydice disappears and Creon goes to visit his sons body.Creon mourns because he realizes his actions have caused these events.Another messenger arrives to tell Creon that his wife has killed herself and with her last dying breath she h