Fool Chapter 21

TWENTY-ONE AT THE WHITE CLIFFS YEARS AGO – â€Å"Pocket,† said Cordelia, â€Å"have you ever heard of this warrior queen named Boudicca?† Cordelia was about fifteen at the time, and she had sent for me because she wished to discuss politics. She lay on her bed with a large leather volume open before her. â€Å"No, lamb, who was she queen of?† â€Å"Why, of the pagan Britons. Of us.† Lear had recently shifted back to the pagan beliefs, thus opening a whole new world of learning for Cordelia. â€Å"Ah, that explains it. Educated in a nunnery, love, I've a very shallow knowledge of pagan ways, although I have to say, their festivals are smashing. Rampant drunken shagging while wearing flower wreaths seems far superior to midnight mass and self-flagellation, but then, I'm a fool.† â€Å"Well, it says here that she kicked nine colors of shit out of the Roman legions when they invaded.† â€Å"Really, that's what it says, nine colors of shit?† â€Å"I'm paraphrasing. Why do you think we've no warrior queens anymore?† â€Å"Well, lamb, war requires swift and resolute action.† â€Å"And you're saying that a woman can't move with swift resolve?† â€Å"I'm saying no such thing. She may move with swiftness and resolve, but only after choosing the correct outfit and shoes, and therein lies the undoing of any potential warrior queen, I suspect.† â€Å"Oh bollocks!† â€Å"I'll wager your Boudicca lived before they invented clothing. Easy days then for a warrior queen. Just hitch up your tits and start taking heads, it was. Now, well, I daresay erosion would take down a country before most women could pick out their invading kit.† â€Å"Most women. But not me?† â€Å"Of course not you, lamb. Them. I meant only weak-willed tarts like your sisters.† â€Å"Pocket, I think I shall be a warrior queen.† â€Å"Of what, the royal petting zoo at Boffingshire?† â€Å"You'll see, Pocket. The whole of the sky will darken with the smoke from my army's fires, the ground will tremble under their horses' hooves, and kings will kneel outside their city walls, crowns in hand, begging to surrender rather than feel the wrath of Queen Cordelia fall upon their people. But I shall be merciful.† â€Å"Goes without saying, doesn't it?† â€Å"And you, fool, will no longer be able to behave like the right shit that you are.† â€Å"Fear and trembling, love, that's all you'll get from me. Fear and bloody trembling.† â€Å"As long as we understand each other.† â€Å"So, it sounds as if you're thinking of conquering more than just the petting zoo?† â€Å"Europe,† said the princess, as if stating the unadorned truth. â€Å"Europe?† said I. â€Å"To start,† said Cordelia. â€Å"Well, then you had better get moving, hadn't you?† â€Å"Yes, I suppose,† said Cordelia, with a great silly grin. â€Å"Dear Pocket, would you help me pick an outfit?† â€Å"She's already taken Normandy, Brittany, and the Aquitaine,† said Edgar, â€Å"and Belgium soils itself at the mention of her name.† â€Å"Cordelia can be a bundle of rumpus when she sets her mind to something,† said I. I smiled at the thought of her barking orders to the troops, all fury and fire from her lips, but those crystal-blue eyes hinting laughter at every turn. I missed her. â€Å"Oh, I did betray her love and flay her sweet heart with stubborn pride,† said Lear, looking madder and weaker than when I'd seen him last. â€Å"Where is Kent?† I asked Edgar, ignoring the old king. Drool and I had found them above a cliff at Dover. They all sat with their backs to a great chalk boulder: Gloucester, Edgar, and Lear. Gloucester snored softly, his head on Edgar's shoulder. We could see smoke from the French camp not two miles away in the distance. â€Å"He's gone to Cordelia, to ask her to accept her father into her camp.† â€Å"Why didn't you go yourself?† I asked Lear. â€Å"I am afraid,† said the old man. He hid his head under his arm, like a bird trying to escape the daylight beneath its wing. It was wrong. I wanted him strong, I wanted him stubborn, I wanted him full of arrogance and cruelty. I wanted to see those parts of him I knew were thriving when he'd thrown my mother on the stones so many years ago. I wanted to scream at him, humiliate him, hurt him in eleven places and watch him crawl in his own shit, dragging his bloody pride and guts behind him in the dirt. There was no revenge to be satisfied on this trembling shell of Lear. I wanted no part of it. â€Å"I'm going to go nap behind those rocks,† said I. â€Å"Drool, keep watch. Wake me when Kent returns.† â€Å"Aye, Pocket.† The Natural went to the far side of Edgar's boulder, sat, and stared out over the sea. If we were attacked by a ship, he'd be Johnny-on-the-spot. I lay down and slept perhaps an hour before there was shouting behind me and I looked over my boulders to see Edgar holding his father's head, steadying him as the old man stood on a rock, perhaps a foot above the ground. â€Å"Are we at the edge?† â€Å"Aye, there are fishermen on the beach below that look like mice. The dogs look like ants.† â€Å"What do the horses look like?† asked Gloucester. â€Å"There aren't any horses. Just fishermen and dogs. Don't you hear the sea crashing below?† â€Å"Yes. Yes, I do. Farewell, Edgar, my son. I am sorry. Gods, do your will!† With that the old man leaped off the rock, expecting to plummet hundreds of feet to his death, I reckon, so he was somewhat surprised when he met the ground in an instant. â€Å"Oh my lord! Oh my lord!† said Edgar, trying to use a different voice and failing completely. â€Å"Sir, you have duly fallen from the cliffs above.† â€Å"I have?† said Gloucester. â€Å"Aye, sir, can you not see?† â€Å"Well, no, you git, my eyes are bandaged and bloody. Can you not see?† â€Å"Sorry. What I saw was you fall from a great height and land as softly as if you were a feather floating down.† â€Å"I am dead, then,† said Gloucester. He sank to his knees and seemed to lose his breath. â€Å"I am dead, yet I still suffer, my grief is manifest, my eyes ache even though they are not there.† â€Å"That's because he's fucking with you,† said I. â€Å"What?† said Gloucester. â€Å"Shhhh,† said Edgar. â€Å"‘Tis a mad beggar, pay him no heed, good sir.† â€Å"Fine, you're dead. Enjoy,† said I. I lay back on the ground, out of the wind, and pulled my coxcomb over my eyes. â€Å"Come, come sit with me,† said Lear. I sat up and watched Lear lead the blind man to his nest beneath the great boulders. â€Å"Let the cruelties of the world slide off our bent backs, friend.† Lear put his arm around Gloucester and held him while he spoke to the sky. â€Å"My king,† said Gloucester. â€Å"I am safe in your mercy. My king.† â€Å"Aye, king. But I have no soldiers, no lands, no subject quakes before me, no servants wait, and even your bastard son hath treated you better than my own daughters.† â€Å"Oh, for fuck's sake,† said I. But I could see that the old blind man was smiling, and for all his suffering, he found comfort in his friend the king, no doubt having been blinded to his scoundrel nature long before Cornwall and Regan took his eyes. Blinded by loyalty. Blinded by title. Blinded by shoddy patriotism and false righteousness. He loved his mad, murdering king. I lay back down to listen. â€Å"Let me kiss your hand,† said Gloucester. â€Å"Let me wipe it first,† said Lear. â€Å"It smells of mortality.† â€Å"I smell nothing, and see nothing evermore. I am not worthy.† â€Å"Art thou mad? See with your ears, Gloucester. Have you never seen a farmer's dog bark at a beggar, and thus chase him off? Is that dog the voice of authority? Is he better than the many for denying the man's hunger? Is a sheriff righteous who whips the whore, when it is for his own lust he punishes her? See, Gloucester. See who is worthy? Now we are stripped of finery, see. Small vices show through tattered clothes, when all is hidden beneath fur and fine robes. Plate sin with gold and the strong lance of justice breaks on decoration. Blessed are you, that you cannot see – for you cannot see me for what I am: wretched.† â€Å"No,† said Edgar. â€Å"Your impertinence comes from madness. Do not weep, good king.† â€Å"Do not weep? We weep when we first smell the air. When we are born, we cry, that we come to this great stage of fools.† â€Å"No, all shall be well again, and – â€Å" And there was a thump, followed by another, and a yowl. â€Å"Die, thou blind mole!† came a familiar voice. I sat up in time to see Oswald standing over Gloucester, a bloodied stone in one hand, his sword driven down through the old earl's chest. â€Å"You'll not poison my lady's cause further.† He twisted the blade, and blood bubbled up out of the old man, but no sound did he make. He was quite dead. Oswald yanked his blade free and kicked Gloucester's body across Lear's lap, as the king cowered against the boulder. Edgar lay unconscious at Oswald's feet. The vermin drew back as if to drive his sword into Edgar's spine. â€Å"Oswald!† I shouted. I stood behind my boulders as I drew a throwing knife from the sheath at my back. The worm turned to me, and pulled his blade up. He dropped the bloody stone he'd used to brain Edgar. â€Å"We have an arrangement,† said I. â€Å"And further slaughter of my cohorts will cause me to doubt your sincerity.† â€Å"Sod off, fool. We've no arrangement. You're a lying cur.† â€Å"Moi?† said I, in perfect fucking French. â€Å"I can give you your lady's heart, and not in the unpleasant, eviscerated, no-shagging-except-the-corpse way.† â€Å"You have no such power. You've not bewitched Regan's heart, neither. ‘Tis she who sent me here to kill this blind traitor who turns minds against our forces. And to deliver this.† He pulled a sealed letter from his jerkin. â€Å"A letter of mark, giving you permission in the name of the Duchess of Cornwall to be a total twatgoblin?† â€Å"Your wit is dull, fool. It is a love letter to Edmund of Gloucester. He set out for here with a scouting party to assess the French forces.† â€Å"My wit is dull? My wit is dull?† â€Å"Yes. Dull,† said Oswald. â€Å"Now, en garde,† said he in barely passable fucking French. â€Å"Yes,† said I, with an exaggerated nod. â€Å"Yes.† And with that, Oswald found himself seized by the throat and dashed several times against the boulders, which relieved him of his sword, his dagger, the love letter, and his coin purse. Drool then held the steward up and squeezed his throat, slowly but sternly, causing wet gurgling noises to bubble from his foul gullet. I said, â€Å"While unscathed by my rapier wit You're choked to death by a giant git By this gentle jester, is argument won I'll leave you two to have your fun.† Oswald seemed somewhat surprised by the turn of events, so much so, that both his eyes and tongue protruded from his face in a wholly unhealthy way. He then began to surrender his various fluids and Drool had to hold him away to keep from being fouled by them. â€Å"Drop him,† said Lear, who still cowered by the boulders. Drool looked to me and I shook my head, ever so slightly. â€Å"Die, thou badger-shagging spunk monkey,† said I. When Oswald stopped kicking and simply hung limp and dripping, I nodded to my apprentice, who tossed the steward's body over the cliff as easily as if it were an apple core. Drool went down on one knee over Gloucester's body. â€Å"I were going to teach him to be a fool.† â€Å"Aye, lad, I know you were.† I stood by my boulders, resisting the urge to comfort the great murderous git with a pat on the shoulder. There was a rustling from over the top of the hill and I thought I heard the sound of metal on metal through the wind. â€Å"Now he's blind and dead,† said the Natural. â€Å"Bugger,† said I, under my breath. Then to Drool, â€Å"Hide, and don't fight, and don't call for me.† I fell flat to the ground as the first soldier topped the hill. Bugger! Bugger! Bugger! Bloody bollocksing buggering bugger! I reflected serenely. Then I heard the voice of the bastard Edmund. â€Å"Look, my fool. And what's this? The king? What good fortune! You'll make a fine hostage to stay the hand of the Queen of France and her forces.† â€Å"Have you no heart?† said Lear, petting the head of his dead friend Gloucester. I peeked out between my rocks. Edmund was looking at his dead father with the expression of someone who has just encountered rat scat in his toast for tea. â€Å"Yes, well, tragic I suppose, but with succession of his title determined and his sight gone, a timely exit was only polite. Who's this other deader?† Edmund kicked his unconscious half brother in the shoulder. â€Å"A beggar,† said Drool. â€Å"He were trying to protect the old man.† â€Å"This is not the sword of a beggar. Neither is this purse.† Edmund picked up Oswald's purse. â€Å"These belong to Goneril's man, Oswald.† â€Å"Aye, milord,† said Drool. â€Å"Well, where is he?† â€Å"On the beach.† â€Å"On the beach? He climbed down and left his purse and sword here?† â€Å"He was a tosser,† said Drool. â€Å"So I tossed him over. He kilt your old da.† â€Å"Oh, quite right. Well done, then.† Edmund threw the purse to Drool. â€Å"Use it to bribe your jailer for a bread crust. Take them.† The bastard motioned for his men to seize Drool and Lear. When the old man had trouble standing, Drool lifted him to his feet and steadied him. â€Å"What about the bodies?† asked Edmund's captain. â€Å"Let the French bury them. Quickly, to the White Tower. I've seen enough.† Lear coughed then, a dry, feeble cough like the creaking of Death's door hinges, until I thought he might collapse into a pile of blue. One of Edmund's men gave the old man a sip of water, which seemed to quell the coughing, but he couldn't stand or support his weight. Drool hoisted him up on one shoulder and carried him up the hill – the old man's bony bottom bouncing on the great git's shoulder as if it was the cushion of a sedan chair. When they were gone I scrambled out of my hiding place and over to Edgar's prostrate body. The wound on his scalp wasn't deep, but it had bled copiously, as scalp wounds are wont to do. The resulting puddle of gore had probably saved Edgar's life. I got him propped against the boulder and brought him around with some gentle smacking and a stout splashing from his water skin. â€Å"What?† Edgar looked around, and shook his head to clear his vision, a motion he clearly regretted immediately. Then he spotted his father's corpse and wailed. â€Å"I'm sorry, Edgar,† said I. â€Å"‘Twas Goneril's steward, Oswald, knocked you out and killed him. Drool strangled the scurvy dog and tossed him over the cliff.† â€Å"Where is Drool? And the king?† â€Å"Taken, by your bastard brother's men. Listen, Edgar, I need to follow them. You go to the French camp. Take them a message.† Edgar's eyes rolled and I thought he might pass out again, so I threw some more water in his face. â€Å"Look at me. Edgar, you must go to the French camp. Tell Cordelia that she should attack the White Tower directly. Tell her to send ships up the Thames and bring a force through London over land as well. Kent will know the plan. Have her sound the trumpet three times before they attack the keep. Do you understand?† â€Å"Three times, the White Tower?† I tore the back off of the dead earl's shirt, wadded it up, and gave it to Edgar. â€Å"Here, hold this on your noggin to staunch the blood.† â€Å"And tell Cordelia not to hold for fear for her father's life. I'll see to it that it's not an issue.† â€Å"Aye,† said Edgar. â€Å"She'll not save the king by holding the attack.†

Cultural Diversity in the Media Essay

The term drugs refer to anything, which is not prepared by organisms and is generally considered that drugs are not part of food we eat. Although drugs also refer to Medical ailments (pills, syrups, capsules etc) but here we are discussing recreational drugs which are: LSD, Shrooms, Alcohol, Caffeine, Catnip, Salvia, Cocaine, Crack, DXM, Ecstasy, Ephedrine, Heroin, Inhalants, GHB, Tobacco, Cannabis, Methamphetamine, Milk (artificially prepared), Peyote, Nutmeg, Oxycontin, Ketamine, Whiteboard Markers and so on. Drugs have its uses and abuses. But mostly, its uses are almost negligible when one starts introspection of the conditions of society caused by the abuses of Drugs. Societies are damaging because of evils of the alarming increase in the intake of drugs all over the world, which is followed by the increase in crime and decrease in national income. It has been surveyed that people portray abnormal, illegal and ruthless behaviors after intake of drugs. Alcohols being widely available in societies of west provide easy hand in the provision of drugs. In America alone, every third child is said to be tainted by the drugs. All teens see some type of drug use or abuse in school or in the media. â€Å"The nineteenth-century explosion of drug use had gotten out of hand. Wiliam Halsted invented nerve-block anesthesia with cocaine (1885) but developed such a craving for the drug that his friends had to put him aboard a schooner for several months so he could kick the habit. He did, but became addicted to morphine from the ship’s supplies. It was long a closely guarded secret at Johns Hopkins University that one of the institution’s founders was a junkie. Halsted’s student, James Leonard Corning, invented spinal anesthesia with cocaine. Every family has a vicious drunkard dad or uncle on the loose; mournful mamas swigged patent medicines by the gallon; kids raised on heroin cough syrup graduated to coca-filled soft drinks. † Increasing display of drugs as element of â€Å"Being cool†, â€Å"Easy money†, â€Å"Failure in love†, â€Å"Family problems†, â€Å"Peer Pressures† and â€Å"Complexes†, in movies is grasping the attraction of teens and young adults. â€Å"An estimated 66. 5 million Americans 12 years or older reported current use of a tobacco product in 2001. This number represents 29. 5 percent of the population. Youth cigarette use in 2001 was slightly below the rate for 2000, continuing a downward trend since 1999. † Rates of youth cigarette use were 14. 9 percent in 1999, 13. 4 percent in 2000, and 13. 0 percent in 2001. The annual number of new daily smokers age 12 to 17 decreased from 1. 1 million in 1997 to 747,000 in 2000. This translates into a reduction from 3,000 to 2,000 in the number of new youth smokers per day. † Some of the most important movies to display drugs as an inspiration for live life, business and culture are given with their detail account of criticism and background. 1. The Blow The Blow was released in 2001 was based on a true story. The story of George Jung, the man who established the American cocaine market in the 1970’s. It was directed by Ted Demme. The screenplay is by Nick Cassavetes and David McKenna. It is story of young man of middle class family struggling for a better place in society, which unfortunately do not turn out be very fruitful for the fate of the family. George then moved to California, where he starts his own business in which he finds both success and imprisonment. In prison, he meets a cellmate who introduces him into a partnership to the lucrative new market in cocaine. When George Jung released from jail he quickly becomes instrumental in establishing the exploding US market for cocaine in which he claimed that he handled about 85% of the supply in the 1970’s. Although it was a movie that could be presented as a masterpiece for the awareness of the society, the movie missed its attempt. The death of the hero was tragic but his appearance in the movie appealed the young generation to a great extent. â€Å"Blow outlines the lifestyle of a mega-rich smuggler — the border crossings, the ruthless negotiations, the sudden betrayals, the wild characters, the run-ins with the justice system, the inherent problems in dealing with massive amounts of cash, the temptations — and, ultimately, the tragedy of blowing all of your dreams for greed. † 2. Trainspotting This Academy Award nominated movies was produced in 1996. Denny boyle directed it. This movie was based on a novel â€Å"Trainspotting† by Irvine Welsh. The screenplay was adapted from Welsh’s novel by John Hodge. This movie begins with the narration by Renton, who is a rent boy, he tell others that they should choose to live traditional family life. After his narration he tells that his train of thoughts ends with â€Å"who needs reason when you’ve got heroin? † all of his friend were addicted to drugs. The movie rotates all about dirty drugs business and its dealings. The movies most critical part is when Renton leaves drug addiction he feels no purpose of life. He then also deals in selling the heroin. Later Renton realizes that his friends are no his friends at all and leave them for a better life. â€Å"Its release sparked controversy in some countries, including the United Kingdom, Australia and the United States, as to whether it promoted drug use or not. U. S. Senator, Bob Dole, decried its moral depravity and glorification of drug use during the 1996 U. S. presidential campaign, although he admitted that he had not actually seen the film. † 3. The basket ball diaries This movie was produced in 1995 and was directed by Scott Kalvert. It was written by Brian Goluboff. The movie is an autobiographical account of poet and rock musician Jim Carroll. The running time of movie was 105 minutes. As a member of an outwardly invincible high school basketball squad, Jim’s life centers around the basketball court and the court becomes an allegory for the world in his mind. It was biggest dream of Jim to become Star of basketball. He was Catholic high school student but later become drug addict due to bad company. Jim and his friends roam the streets of New York City as trivial thieves and revolts. Soon school expelled the Jim for he took drugs before game. Later Jim faces more trouble when his family throws him. This movie is a critical for most of its scene describing, â€Å"A youth (a mere school boy of age 13) is enjoying the drugs† and hence portrayed that it is not very offensive of a young boy or girl to take drugs in that age specially. â€Å"This movie contained incredibly dark and vulgar guided imagery which could quite possibly lead the impressionable into moral and value modification, poor coping skills, and dangerous decision-making. † 4. Fear and Loathing in Las Vegas The movie Fear and Loating in Las Vegas was released on May 22, 1998. It was directed by Terry Gilliam. This film was based on Hunter S. Thompson’s 1971 novel Fear and Loathing In Las Vegas: A Savage Journey to the Heart of the American Dream. Journalist Raoul Duke and attorney Dr. Gonzo travel from Los Angeles, California to Las Vegas, Nevada in 1971 to cover a motorcycle race for a sports magazine and enjoy a haphazardly planned vacation. Fueled by the massive amount of drugs they purchased with an advance from a magazine to cover a sporting event in Vegas; they set out in the Red Shark. Wreak havoc upon the citizens of Las Vegas. Encountering police, reporters, gamblers, racers, and hitchhikers; they search for some indefinable thing know only as the â€Å"American Dream† and find fear, loathing and hilarious adventures into the dementia of the modern American West. The movie is filled with violence and drugs series. It effected the audience to en extent that even an incident got attached to it. During shooting Gilliam was approached by a group of young men, one of which complimented him on the film in general, but said that his favorite scene was the andrenichrome scene. He said that he had used the drug and that Gilliam had captured the effects perfectly. Gilliam didn’t have the heart to tell the kid that it was made up, and went along with his story. 5. Dazed and confused Dazed and confused is a 1993 American film written and directed by Richard Linklater. The movie tells the stories of the last day of school in May 1976 in a Texas suburb. As the movie begins, the last day of school at a high school is beginning. The last day at Robert E. Lee High School proceeds with regular classes but the soon-to-be-senior class (Class of 1977) is more interested in getting ready for the annual hazing of the incoming freshman class, which will take place after school. The hazing is depicted as a ritualized event that has the support of the town, in the movie. Randall Pink Floyd was a football player who moves with simplistic grace among groups of greasers, nerds, stoners, and athletes alike. The coaches introduced a new policy for the upcoming 1976-77 school year in which athletes have to sign a written pledge that they will not use alcohol or illegal drugs. Pink refuses to sign the pledge sheet. The coach berates Randall Floyd for hanging out with â€Å"that other crowd† (referring to his stoner friends) and Floyd takes offense to it. â€Å"The movie conspicuously shows the much more relaxed attitudes toward both teenage alcohol consumption and driving with open beer containers at the time; Kramer can easily buy beer as the lawful Texas drinking age at the time was 18 and even that was lightly enforced. † References 1. http://www. thc-ministry. net/history-of-drugs. html 2. http://www. getsomeblow. com/index2. html 3. http://parentingteens. about. com/cs/drugsofabuse/a/druguse10_2. htm 4. http://en. wikipedia. org/wiki/Trainspotting_(film) 5. ChildCare Action Project: Christian Analysis of American Culture (CAP) by Thomas A. Carder http://www. capalert. com/capreports/basketballdiaries/basketballdiaries. htm 6. http://en. wikipedia. org/wiki/Fear_and_Loathing_in_Las_Vegas_%28film%29 7. http://en. wikipedia. org/wiki/Dazed_and_Confused_(film)

Discussion Coursework Example | Topics and Well Written Essays - 250 words - 11

Discussion - Coursework Example Older adults with lower education levels are not able to monitor their blood pressure, therefore, medical practitioners should focus in aiding such individuals. These medical practitioners can focus on educating the community on the risks, causes, and treatment plans for the condition. In regard to the setting, resources that are available in this community that can aid in meeting the requirements of the target population include education, group counselling, and community empowerment fairs at senior homes. Dire areas of education in prevention and management of this condition include increasing the nutritional standards and engaging in regular exercise programs. Programs such as farm to school programs and health assessment and screening ought to be implanted in this area (McDonald, Hertz, Unger, & Lustik, 2009). Challenges I anticipate includes illiteracy in the target population, communication barriers as I may use medical terms which the community members may find hard to comprehend, and lack of participation of some community members. Despite these challenges, I aim to achieve my set goal of lowering the rate of hypertension among the elderly in this

How global prices of tobacco have fallen during the land reform in Essay

How global prices of tobacco have fallen during the land reform in Zimbabwe from the year 2000 - Essay Example Tobacco production from Zimbabwe has considerably reduced after the land the implementation of land reform policies in 2000 by the Robert Mugabe government. Zimbabwe government blames natural calamities such as unexpected droughts, floods, and problems global economic orders as the reasons for the heavy downfall of tobacco production in Zimbabwe. In realities, such claims are absolutely nonsenses. The major reason for the current problems in tobacco production is the land reform policies implemented at the beginning of 2000 and the subsequent price drops of tobacco in global market. It should be noted that Zimbabwe is the number one tobacco producer in African region and the third largest in the world behind America and Brazil. â€Å"Malawi and Zimbabwe accounted for just under 70% of tobacco produced in Sub–Saharan Africa (SSA) during1965-2004 and 75% during the 1990s. The share of SSA tobacco leaf exports accounted for by Zimbabwe and Malawi is even higher – 87% duri ng 1965-2004† (Poulton et al, p.6). Moreover, Zimbabwe is the world's biggest tobacco exporter, and tobacco is the country's biggest foreign-currency earner, bringing in some $430 million in 1994† (Zimbabwe Tobacco Exports). ... The remaining 6 million hectares have been reserved for national parks and wildlife, and for urban settlements†(Zimbabwe). Tobacco and maize are the major agricultural crops in Zimbabwe. Majority of the tobacco produced in Zimbabwe is exporting to overseas countries. In fact the major source of foreign money for Zimbabwe is tobacco export. Under such circumstances, any price dips of tobacco in global markets may adversely affect the growth prospects of this country. The share of major crops in the agricultural export of Zimbabwe is illustrated in the following figure. Share of agricultural exports. (Zimbabwe). From the above figure, it is evident that tobacco production has increased consistently from the period from 1985 to 2000, even though some of the other crops suffered setbacks during this period. Moreover the value of exports also increased considerably during this period. However, from 2000 onwards, agricultural sector in general and the tobacco sector in particular sta rted to exhaust in Zimbabwe. Zimbabwe governments implemented many changes in the agricultural sector which brought more harm than the good. For example, the programme of â€Å"fast-track land resettlement and redistribution† started in 2000, has brought many problems in Zimbabwe. The above programme is still continuing in Zimbabwe even amidst criticisms from both internal and external sources. In fact these land reformation policies created more panic among the farmers their interests in farming has completely lost at present. Land ownership is a controversial subject in Zimbabwe over the last few decades. Governments implemented periodical changes in land ownership which brought many political and economic changes in the country.

Kindly see the attachment Research Paper Example | Topics and Well Written Essays - 1750 words

Kindly see the attachment - Research Paper Example However, these fractions of art are not restricted from critique based on academic approaches. Therefore, this paper will identify three artists from high Renaissances, compare and contrast two works from each of them. The term Renaissance was derived from French, whereby it was a word referring to "rebirth" (Burke, 1). This period marked a transition for the classical styles, which had been obtained from the Greek and Roman artist. In high Renaissances, Raphael Raffaello Sanzio, Michelangelo Buonarroti and Leonardo da Vinci were considered geniuses due their astounding talent; in fact, there were other hundreds of artists during this period, since "Renaissance" reigned in entire Europe (Burke, 2). On the other hand, "Renaissance" was a process that existed for a long period; in fact, it occurred over centuries. However, numerous artists during the high Renaissance created their masterpieces under the influence of their religion, and their value was based on techniques and accuracy ( Burke, 2). Raphael Raffaello Sanzio Works of Art Artist name: Raphael Raffaello Sanzio Title: The Expulsion of Heliodorus from the Temple Year: 1511 Medium: Handmade Oil Painting Kren Emil and Marx Daniel. â€Å"Raphael Raffaello Sanzio: The Expulsion of Heliodorus from the Temple† Web Gallery of Art. 1996. Web. 11 April 2013. ... The composition of this painting is enhanced through breaking of symmetry and colorful effects depicted through the Stanza della Segnatura (Kren and Marx, 1). Furthermore, the focal point of this scene is shifted at the right side of the painting, where Heliodorus is lying beside the stolen treasures. Pope Julius is dominating the left side of this painting as a bystander, who reappears subsequently in the scene (Kren and Marx, 1). Nevertheless, in this painting there is an illumination of caused by a reflection of glow in the vault at the center, and a section of blue sky appearing via coffered ceiling. Artist name: Raphael Raffaello Sanzio Title: The Vision of Ezekiel Year: 1518 Medium: Oil on panel Kren Emil and Marx Daniel. â€Å"Raphael Raffaello Sanzio: The Vision of Ezekiel† Web Gallery of Art. 1996. Web. 11 April 2013. Ideas in this painting were derived from the Bible, whereby Raphael took this chance to describe four Cherubim, which was inspired by iconography from B abylon (Kren and Marx, 1). Therefore, this painting offers a portrayal of conventional divinity incorporated with conventional symbols of Evangelists. There is a turbulent sky visible in the painting; some trees are dominating low wide background, while the divine group hovering in the midst of the clouds, while they are encircled by bright illumination. Some of Evangelists symbols in this painting include the angle, eagle, lion, ox and cherubs (Kren and Marx, 1). Ezekiel has been insignificantly depicted through this painting at the background; in fact, he is hardly noticeable due domination of balanced composition of colors

How to Make local company international Research Paper

How to Make local company international - Research Paper Example In Saudization the Advance Electronic Company is a leader. In all areas of business and the community the highest integrity has been maintained consistently by the Advance Electronic Company. The Advance Electronic Company is considered as a strategic asset by the Saudi Arabian Government. The recognition as the leading technology solutions provider in the region is the vision of the Advance Electronic Company. The continuous improvement and diversification of the companies’ offerings by alignment of its business strategies with the end customers’ priorities, creation of long-term partnership, harness the opportunities, acquirement of new capabilities, investment I the people and community at large is the mission of the Advance Electronic Company. The Advance Electronic Company aims to be the leader across all the business of the company and to act in the most professional way in an ethical manner. The Advance Electronic Company has access to the   Ã‚  world class and local manufacturing, repair, engineering and maintenance. It also has the access at its facilities to the complete solution deployment capabilities. The access of the Advance Electronic Company to other distribution networks, customers and markets are rapid and easy. As a result, to the highly specialized services, offers and opportunities, the Advance Electronic Company acts as a gateway. An in-depth understanding of the Dynamics and structure of the Saudi and international electronics market is possessed by the Advance Electronic Company. The superior engineering and technical capabilities of the company has helped it to forge close working relationships with many renowned international OEMs. The end-to-end customer support of the Advance Electronic Company, its reliability and its ability to deliver on time and to budget are excellent. the Advance Electronic Company successfully operates in the Industrial business, Military, & Telecom sectors and has shown leadership in it. The service package provided to the customers by the Advance Electronic Company is aimed at standard as complete satisfaction and quality. More than 2000 people are encompassed in the Advance Electronic Company team with a variety of skills, qualifications and experience.  The first company to receive the AS 9100-A2001 certificate in the Middle East and Africa was the Advance Electronic Company.    (Advanced Electronic Company, n.d.) 2.0 Market Penetrated Political system, economical system and the legal system of the host country- The Advance Electronic Company plans to enter Romania as its host country. Romania is an ideal country to expand the business as the country adheres to maintain its openness to the global commerce and business regulation efficiency. Romania is a member of the European Union. By filtering the economies active on the market, Romania has further scope of the attractively /improvement of the Romanian business environment - The political System- Rule of Law Th e major political effects on a business are the political policies of a nation, its stability and the taxes imposed by it on the business. A flat 16 percent tax rate is implemented in both the income and corporate sectors in Romania. An environmental tax and a value added tax are included in other taxes. 26.5 % of the total domestic business equals to the overall tax burden.

The contemporary securitization of borders and the new policies of Essay

The contemporary securitization of borders and the new policies of states in North America and Europe that attempt to link asylu - Essay Example Third, Germany issues its own version of anti-refugees and asylum seekers statutes. Fourth, emphasized the problems of the refugees and asylum seekers grew in magnitude after the end of World War II. Fifth, some host countries have not fully given the refugees and asylum seekers their deserved rights and liberties. Sixth, the key to the strict refugees and asylum seekers policies is protection from terroristic and other acts that may disadvantage other residents of the host country. Seventh, international refugee law defines a refugee as: having a well grounded fear of being persecuted one or more discriminatory grounds. The reduction of protection for the refugees and asylum seekers is grounded on self- preservation. INTRODUCTION Refugees and asylum seekers are realities of the cruel world. The research centers on the difficulties faced by the refugees and asylum seekers. The research includes the moves to improve the lives of the refugees and asylum seekers in their host countries. North American and European policies are currently attempting to link asylum-seekers and refugees with terrorism and threats of national security, violating related international refugee laws. ... There is an increasing trend of host democratic governments turning their backs on the implementation of the Universal Humanitarian Principles. After the September 11, 2001 attack, many laws were enacted to reduce the rights as well as the liberties of the refugees and asylum seekers and also the citizens entering the host countries. A vivid example is the establishment of extra-judicial refugees and asylum seekers detention camps. Of the recent abuses was headlined in the abuses of the American soldiers, including the abuses committed by the American soldiers on Cuban and Haitian refugees and asylum seekers held in a prison camp in Guantanamo Bay, near Cuba. Likewise, abuses of the Soldiers managing the refugee and asylum seeker camps on Manus Island, Papua New Guinea as well as the Island Republic. Consequently, many democratic governments have reduced their focus on implementing the rights and liberties of refugees and asylum seekers (Wilson 659). Many of the refugees and asylum s eekers arrive in foreign country because they could no longer bear living in their home country. The refugees and asylum seekers escape from their home country taking with them the agony of losing their home, social status, friends, and identity. Article 14 of the Universal Declaration of Human Rights states â€Å"Everyone has the right to seek and enjoy in other country’s asylum from the sufferings received in their home countries. However, the refugees and asylum seekers do not know what will happen to them on their journey towards the host country (Wilson 641). To understand the sudden turnaround in terms of offering rights and liberties to refugees and asylum seekers, the focus should first look at the refugees and

The importance of the British Council in Britain's cultural diplomacy Essay

The importance of the British Council in Britain's cultural diplomacy - Essay Example Cultural diplomacy is imperative for states in order to achieve opportunities and broader prospects of business, education etc. from different parts of the world. It will not be incorrect to state that cultural diplomacy is as important for a country as its foreign policy. It is due to the fact that both maintain peaceful international relationship of a respective country with other countries in terms of politics, economics, education etc. British Council is one of the renowned cultural diplomacy tools of United Kingdom that has had a prestigious history of marinating peaceful relationship of UK with other countries. This paper aims to discuss the role of British Council in conducting cultural diplomacy for UK. The analysis would be done by closely looking at the historical highlights and achievements of British Council. Furthermore, its significance would also be studied in the paper within the context of its foreign policy. British Council is referred to the international cultural body of United Kingdom that was initiated in order to represent UK’s culture in different parts of the world. British Council is basically an independent council which is public in its scope. It should be noted that British Council is closely working with government. The role of government in administrating British Council is in terms of selecting countries where cultural diplomatic activities can be undertaken (Taylor, Cultural Diplomacy and the British Council:). The goals and missions of British Council have common agenda of conducting cultural diplomacy for UK in international world order to develop a positive image of UK (Ager). British Council is also considered as an intermediary of foreign policy department of United Kingdom as its concept was discussed and passed at the foreign diplomatic organization of UK. British Council was initiated at the time when many other cultural organizations from France and counterparts of Europe were actually becoming victorious in conducting cultural diplomacy across the globe. It can be said that British Council was initiated as an inspired project from the existing cultural organizations of French and Germans in late 1920s (Hecht and Donfried). In actual terms, British Council was initiated in 1934 in order to introduce different countries with Britain’s standard of education and its culture. The core goals of representing education and cultural standing of Britain were achieved by organizing expedition tasks, concerts, art exhibitions, tutorials and lectures etc (Hecht and Donfried). The primary focus of British Council in the initial stages was to give coverage to the Middle Eastern countries and underdeveloped countries of Europe where much assistance for education was needed during 1950s (Thomas). The working process of British Council was majorly indirect in its initial stages until it started to operate in its own offices. Earlier, a number of consulates were being worked through by British Council which relatively slowed down its working mechanism. Obviously, it was a very crucial stage for British Council to begin operating from its own offices in different locations of the world (Levermore and Budd). It was for this reason that the organization collected information regarding different communities of the world at the first place to give preference to location. After getting an augment idea through research regarding different communities, British Council resumed its operation through offices opened abroad. In this series, the first office of British Council was opened at Egypt. It should be noted that the working criteria of British Council got complicated as international politics was heading towards World War II (Levermore and Budd). A great deal of barriers was noted in the working process of British Council as World War II led in the closure of most of its offices in Middle East and Mediterranean countries. It should be not

Externship at Riddle Hospital Essay Example for Free

Externship at Riddle Hospital Essay During my externship at Riddle Hospital I’ve endured a great experience of what an Medical Assistant duties consist of on a daily basis. These duties are mainly multi-tasked oriented, which requires you to sometimes be able and flexible to perform your duties in a quick pace. You basically have to be on point at all times, but never overdo because this will cause you to exert yourself. Most of my duties consisted of performing EKG’s throughout the day. It became very easy and more comfortable after applying the leads and placing them in different directions that suited me to obtain a perfect reading. I’ve also had the chance to administer injections; the influenza and the pneumonia vaccines. I replaced old charts with new ones. Retrieved and wrote messages off the office voice-mail. I faxed medical documents, such as prescriptions and correspondence letters. I called patients advising them of their insurance company conducting an audit for mammograms and colonoscopy testing. I’d filed and pulled charts, I did referrals, took patient’s weight and blood pressures. I did appointment verifications and made appointments for patients. I was able to view patient’s charts to better familiarize myself with medical terms and abbrievations. I inserted documents into charts and learned how to properly arrange the documents in the charts. I was also advised about universal precautions. The others nurse’s in the office were most helpful and showed a great deal of patience whenever questions were asked and took the time to explain the faithful duties of an Medical Assistant. And without hesitating, they were always pleased with my helpful hands and always willingly to share information, advice and experiences. The Doctor’s in the office were extremely professional at all times and appreciated the help that I was to their assistant’s. The patients were also nice and understanding that I was in training and allowed me to practice on them. They were always greeting me with a warm and pleasant attitude. For the short time I was on the job I’ve began to feel like I was part of their family. Overall this was an experience I had the pleasure of being involved in and took great heed to this advancement to expand my knowledge as to becoming an Medical Assistant. I can’t begin to express the overwhelm feeling this was as I’m about to take a new journey of success in the world of healthcare. Without this experience none of this information would have been grateful to me then it is now. Because of the knowledge I’ve gained I’m able to grow in this profession with strength and stability that it takes to succeed in this business, that I can always love and enjoy by taking care of others.

Focus Paper on Grand Conversations Essay Example for Free

Focus Paper on Grand Conversations Essay Grand conversations are effective instruments of instructional design and learning, which may be easily integrated into any type of curriculum content. Mark Twain’s Huckleberry Finn is an excellent example of the book that can be used in elementary school grand conversations. To make grand conversations even more effective and interactive, they may also be combined with shared reading. In grand conversations, elementary school learners develop necessary interactions, which lead them to developing extensive reading and comprehension skills. Focus Paper on Grand Conversations Introduction Grand conversations are effective instruments of instructional design and learning, which may be easily integrated into any type of curriculum content. Grand conversations are particularly important for the development of communicative skills in learners. The use of grand conversations is integrally linked to student-centered approaches, providing students with additional opportunities to speak, express their thoughts and opinions, and study the most problematic curriculum topics in depth. In elementary classroom, grand conversations may be used as the means for studying literary texts and developing extensive connections between literature themes and student realities. Elementary school teachers pay special attention to the development of literacy and communicative skills in young learners. By linking reading to discussion and exploration, education specialists are trying to develop more effective approaches that would motivate young learners to read, and communicate their views in classroom. â€Å"Grand conversations are discussions held by the entire class community. What makes grand conversations different from other forms of whole group activities is that the teacher does not direct grand conversations† (Buis, 2004). Thus, the teacher’s task is to choose the content which is the most appropriate for classroom discussion, and to set the tone of the group conversation, which will further be directed by learners and will help them investigate the plot, the theme, the characters, and the setting of the original text in more detail. Unfortunately, teachers tend to use more traditional standardized strategies in text analysis; a short-lived conversation is a widely acceptable teaching technique that may save time during the lesson but does not improve student knowledge in class. However, it is not enough for a teacher to understand the importance of grand conversations in class; it is essential that elementary school teachers develop effective and multifaceted approaches, to give students an opportunity for practicing their communicational skills. As teachers, we cannot guarantee that our small students will be able to understand all literary implications of particular texts. That is why it is important to develop meaningful chains that would help learners understand the content, the context, and the idea of a literary work. The book to be discussed should be written in simple language and should be close to what children feel, see, and do in their daily lives. â€Å"The book should be enjoyable, of superior literary quality, engage student interests, allow for good discussions and invite students to revisit them over and over again† (Buis, 2004). Mark Twain’s Huckleberry Finn is an excellent example of the book that can be used in elementary school grand conversations. To make grand conversations even more effective and interactive, they may also be combined with shared reading of the most interesting passages. A sample grand conversation may start with a simple question: â€Å"Do you think that Huckleberry Finn could live in our society? † This question may further be extended to discussing the similarities between Huckleberry Finn’s realities (clothes, behaviors, thoughts), and those of contemporary learners. It is expected that students’ answers will not be limited to â€Å"yes† or â€Å"no†, but will encourage other students to express their thoughts and develop reliable connections between their personal experiences and those of a literary character. Children will be free to discuss their best impressions, feelings, or their favorite clothes. It is expected that by the end of the discussion session, children will be able to determine, what makes Huckleberry Finn different from them. Choosing a picture book would also facilitate the discussion and drive learners’ imagination, giving elementary students a special feeling of â€Å"reading joy† (Buis, 2004). As teachers, we should also be prepared to the situation when learners’ experiences and opinions differ and are even be opposite to each other; as a result, we will need to use available instruments for turning this opposition into the subject of a detailed discussion. Grand conversations will further engage all learners into a risk-free environment, and expose them to the world of classic literature through the prism of their most pleasant life experiences. It should be noted that â€Å"participation in a discourse community is crucial for the cultivation of deeper levels of vocabulary knowledge. Language learning is fuelled by students’ curiosity and their desire to connect and communicate with others† (Buis, 2004). For grand conversations to be effective, it is important that the teacher does not limit the discussion to one single interpretation of the book. Children should be encouraged to express their ideas about the plot, the meaning, and the importance of particular passages. Although grand conversations are not directed by the teacher, some scaffolding may be appropriate to motivate and encourage young learners. Traditionally, students are not involved into active group discussions in class; they are used to the situation where teacher carries the main load of talking. As a result, students may be prevented from supporting conversation at deep levels. Several grand conversations will be required to ensure that students have fully understood the meaning of Twain’s text and that they are able to formulate their thoughts as applied to the context, structure, and the meaning of the plot. Every new text distracts students from digging deeper into particular literary elements, but attracts their attention to new events within the story; that is why several literary conversations will help young learners concentrate on particular meaningful elements that will gradually lead them to understanding the real or virtual place of Huckleberry Finn in his and in our time. Conclusion Grand conversations reveal the new facets of elementary students’ communicative skills and abilities. This type of instructional methodology helps revisiting the most interesting literary texts and exploring them through the prism of learners’ personal experiences. In grand conversations, elementary school learners develop necessary interactions, which lead them to developing extensive reading and comprehension skills and provide them with unlimited opportunities for sharing their comments and offering new ideas in classroom-wide discussions. References Buis, K. (2004). Making words stick: strategies that build vocabulary and reading comprehension in the elementary grades. Pembroke Publishers Limited.