What The Doctor Ordered Essays (711 words) - English-language Films

What The Doctor Ordered Life is a rat race. In order to succeed, one is required to stay in the front of the pack. To lead a happy, loving life, however, one must stop and smell the roses so the meaningful qualities in life don't pass you by. A prime example of a person who overlooks this aspect of life can be found in Mary Shelley's Frankenstein. Through Dr. Frankenstein, Shelley warns readers of the consequences of playing god and allowing business to take you away from the simple pleasures in life. As shown through him, too much knowledge and determination may not be what the doctor ordered. Frankenstein illustrates god-like characteristics by creating a living creature. As a boy he was "deeply smitten with the thirst for knowledge" (22), and obtained an "eager desire to learn" (23). This dedication and love for science he pursued led him to crave more and strive to go one step further than other scientists have in the past. Devoting his life to learning the sciences of the human frame, Frankenstein became "capable of bestowing animation upon lifeless matter" (37), and recognizes the chance to become the father of a new type of species he can take credit for. Ironically, Frankenstein's creature obtains the power to destroy his creator, along with all civilization. If God, the single perfect being, cannot create perfect life, how could an imperfect person possibly do it? Frankenstein is oblivious to the danger of his knowledge and to the "citadel of nature" (25) he will enter by becoming aware of the "secrets of heaven and earth" (23). Frankenstein travels down a dangerous path when he goes as far as to play God by exploring supernatural life and after his work is complete, he fearfully realizes that he not only created a new life, but with that life, he brought a new form of evil into the world. During the two years Frankenstein worked on his creation he became totally absorbed in his work which leads to neglect towards himself, his family, and the beautiful scenes of nature he, in the past, took pleasure in. Once he dived headfirst into his project, he showed no signs of coming up for air. Frankenstein puts his life on hold and "seemed to have lost all soul or sensation but for this one pursuit" (39). In fear of an unsuccessful outcome, he ruthlessly works day and night trying to complete his work. In the process, he "deprived [himself] of rest and health" (42) and became pale and emaciated due to this lacking. Not only did he neglect his health, Frankenstein also overlooked his loving family who began to worry about him. Obviously "[he] knew [his] silence disquieted them" (40), but couldn't tear himself away from his work long enough to simply reply to their letters. Another pleasure Frankenstein tried to forget was the nature he had always found comfort in. However, not even the "charms of nature" (40) could break the force field isolating Frankenstein and his creation in the study. Once he realized all the pleasures he set aside due to the overwhelming desire he beheld for his work, Frankenstein began making excuses. He made himself believe that the passion and peace he felt towards his family and the beauties of nature stood as an obstacle in his path and would only "disturb his tranquility" (40). When you give up the things you love and the aspects of life that have always given pleasure to you, you risk losing them forever. Frankenstein became so caught up in his work he missed out on two years of his life. He never visited his family and it wasn't until after his work was done did he read a letter sent to him by Elizabeth updating him on everything that had gone on. After Frankenstein is aware of the monster he produced, he understands all he gave up and now regrets what he allowed his life to become. Getting caught up in the "rat race" led Dr. Victor Frankenstein to the terrible fate like had in store for him. All too late, he realizes that a truly happy man never losses sight of the important aspects he beholds. Also, understanding "how dangerous the acquirement of knowledge" (38) is and how his desire to go beyond the laws of nature led to the downfall of his life. It isn't until misery and destruction claim his soul does Frankenstein realize the problems he created by playing God and overlooking the simple pleasures in life.

Free business-writing tips on new website - Emphasis

Free business-writing tips on new website Free business-writing tips on new website Writing-skills experts Emphasis launch a series of online resources A new, interactive website launches today, giving users practical advice and expert feedback on their business-writing skills. Launched by leading business-writing trainers Emphasis, the site features a comprehensive set of resources designed to help anyone who has to write emails, reports, tenders, proposals, letters or other documents at work. Users can sign up to receive a regular podcast and writing tips e-bulletin. They can also access a unique writing-skills forum where the Emphasis trainers guarantee to respond to any queries within two working days. One of the sites main advantages is that users can improve their writing in private and in their own time. People often feel uncomfortable about revealing any weakness in their writing skills, explains Rob Ashton, Chief Executive of Emphasis. With the resources available on this site, they can improve their writing in private and whenever they like. The Write On podcast, presented by the BBCs Clare McDonnell, is effectively the UKs first business-writing radio programme. Its full of expert advice and insight on everything from writing better executive summaries and press releases to speech writing, emails and the psychology of proofreading. Other resources include a blog with contributions from writing experts and the comprehensive Knowledge Bank. Visitors can even order a free copy of the Emphasis style guide, The Write Stuff, directly from the site. Press enquiries For more information, please contact us on +44 (0)1273 732 888. or email us here. Notes for editors Emphasis Training Ltd is the UKs leading business-writing training company, providing bespoke courses for a huge range of private and public sector organisations, both in the UK and internationally. Since 1998 it has helped thousands of people in government departments, law firms, blue-chip companies, universities and charities to produce first-class business writing. With headquarters in Brighton, East Sussex, Emphasis has a dedicated team of experienced, specialist trainers who run bespoke courses on-site for organisations across the UK. It also runs open courses for smaller groups or individuals throughout the year in London.

General Carl Spaatz in World War II

General Carl Spaatz in World War II Carl Spaatz - Early Life: Carl A. Spatz was born at Boyertown, PA on June 28, 1891. The second a in his last name was added in 1937, when he grew tired of people mispronouncing his last name. Accepted to West Point in 1910, he earned the nickname Tooey due to his resemblance to fellow cadet F.J. Toohey. Graduating in 1914, Spaatz was initially assigned to the 25th Infantry at Schofield Barracks, HI as a second lieutenant. Arriving in October 1914, he remained with the unit for a year before being accepted into aviation training. Traveling to San Diego, he attended the Aviation School and graduated on May 15, 1916. Carl Spaatz - World War I: Posted to the 1st Aero Squadron, Spaatz took part in Major General John J. Pershings Punitive Expedition against Mexican revolutionary Pancho Villa. Flying over the Mexican desert, Spaatz was promoted to first lieutenant on July 1, 1916. With the expeditions conclusion, he transferred to the 3rd Aero Squadron at San Antonio, TX in May 1917. Promoted to captain that same month, he soon began preparing to ship out to France as part of the American Expeditionary Force. Commanding the 31st Aero Squadron when he arrived in France, Spaatz was soon detailed to training duties at Issoundun. With the exception of one month at the British front, Spaatz remained at Issoundun from November 15, 1917 to August 30, 1918. Joining the 13th Squadron, he proved a skilled pilot and quickly earned promotion to flight leader. During his two months at the front, he downed three German aircraft and earned the Distinguished Service Cross. With the wars end, he was sent first to California and later Texas as the assistant department air service officer for the Western Department. Carl Spaatz - Interwar: Promoted to major on July 1, 1920, Spaatz spent the next four years as air officer for the Eighth Corps Area and commander of the 1st Pursuit Group. After graduating from the Air Tactical School in 1925, he was assigned to the Office of the Chief of Air Corps in Washington. Four years later, Spaatz achieved some fame when he commanded the Army aircraft Question Mark which set an endurance record of 150 hours, 40 minutes, and 15 seconds. Orbiting the Los Angeles area, Question Mark remained aloft through the use of primitive mid-air refueling procedures. In May 1929, Spaatz transitioned to bombers and was given command of the Seventh Bombardment Group. After leading the First Bombardment Wing, Spaatz was accepted at the Command and General Staff School at Fort Leavenworth in August 1935. While a student there he was promoted to lieutenant colonel. Graduating the following June, he was assigned to the Office of the Chief of Air Corps as assistant executive officer in January 1939. With the outbreak of World War II in Europe, Spaatz was temporarily promoted to colonel that November. Carl Spaatz - World War II: The next summer he was sent to England for several weeks as an observer with the Royal Air Force. Returning to Washington, he received an appointment as assistant to the chief of Air Corps, with the temporary rank of brigadier general. With American neutrality threatened, Spaatz was named chief of the air staff at Army Air Force Headquarters in July 1941. Following the attack on Pearl Harbor and the United States entry into the conflict, Spaatz was promoted to the temporary rank of major general and named chief of the Army Air Force Combat Command. After brief tenure in this role, Spaatz took command of the Eighth Air Force and was charged with transferring the unit to Great Britain to commence operations against the Germans. Arriving in July 1942, Spaatz established American bases in Britain and began flying raids against the Germans. Shortly after his arrival, Spaatz was also named commanding general of the U.S. Army Air Forces in the European Theater. For his actions with the Eighth Air Force, he was awarded the Legion of Merit. With the Eighth established in England, Spaatz departed to lead the Twelfth Air Force in North Africa in December 1942. Two months later he was promoted to the temporary rank of lieutenant general. With the conclusion of the North Africa campaign, Spaatz became deputy commander of the Mediterranean Allied Air Forces. In January 1944, he returned to Britain to become the commander of US Strategic Air Forces in Europe. In this position he led the strategic bombing campaign against Germany. While focusing on German industry, his bombers also hit targets across France in support of the Normandy invasion in June 1944. For his accomplishments in bombing, he was awarded the Robert J. Collier Trophy for achievement in aviation. Promoted to the temporary rank of general on March 11, 1945, he remained in Europe through the German surrender before returning to Washington. Arriving in June, he departed the following month to become commander of US Strategic Air Forces in the Pacific. Establishing his headquarters on Guam, he led the final US bombing campaigns against Japan utilizing the B-29 Superfortress. In this role, Spaatz supervised the use of the atom bombs on Hiroshima and Nagasaki. With the Japanese capitulation, Spaatz was a member of the delegation that oversaw the signing of the surrender documents. Carl Spaatz - Postwar: With the war over, Spaatz returned to Army Air Force Headquarters in October 1945, and was promoted to the permanent rank of major general. Four months later, following the retirement of General Henry Arnold, Spaatz was named the commander of the Army Air Forces. In 1947, with the passage of the National Security Act and the establishment of the US Air Force as a separate service, President Harry S. Truman selected Spaatz to serve as the first Chief of the Staff of the US Air Force. He remained in this post until his retirement on June 30, 1948. Leaving the military, Spaatz served as a military affairs editor for Newsweek magazine until 1961. During this time he also fulfilled the role of National Commander of the Civil Air Patrol (1948-1959) and sat on the Committee of Senior Advisors to the Air Force Chief of Staff (1952-1974). Spaatz died on July 14, 1974, and was buried at the US Air Force Academy at Colorado Springs. Selected Sources Air Force Magazine: Carl A. SpaatzCarl Spaatz Overview

Oceans and climate change Essay Example | Topics and Well Written Essays - 1000 words

Oceans and climate change - Essay Example However, these changes are not taking place uniformly. In fact, the poles have already experienced the greatest warming, and are expected to continue to warm more intensely as compared to other areas. This has resulted to loss of ice in the arctic regions. Consequently, this has resulted to increase of ocean volume and thus affecting the entire planet. The ocean has experienced an increase in temperatures due to climate change and this has affected the already existing conditions of the living things negatively. On the other hand, El Nià ±o and La Nina have contributed to changes in the oceans. The ocean is an essential aspect of understanding how climate change is affecting the planet. This is due to frequent fluctuation of the climate from cold to warm weather. This paper seeks to focus on the effects of climate changes and how this will affects or has affected the oceans and the people. Firstly, it is essential to note that about 71% of the land surface is covered with the oceans (New England Aquarium 1). These include Atlantic, Pacific, Indian, Arctic and Southern oceans. An ocean acts as the planet largest heat absorber (New England Aquarium 1). This means that as the ocean absorb, store and deliver large quantities of heat, the ocean buffer the climate of the planet (New England Aquarium 1). This means the change in the ocean has irreversible outcomes in future. The first impact of climate change on the ocean is the increase in the oceans levels. This is due to warming of water that in turn results to increased water volume. This is commonly known as thermal expansion. This expansion and warm temperature have resulted to sea rise due to extra water generated from the melting glaciers. Moreover, increased melting has been reported at the ice caps in Greenland and west Antarctica (New England Aquarium 1). This is projected to change one to two feet by 2100 (New England Aquarium 1). The

Economic Crisis in Argentina Essay Example | Topics and Well Written Essays - 1500 words

Economic Crisis in Argentina - Essay Example The government’s policies largely focused on addressing the human rights issues and ensuring independence of judiciary thereby strengthening the democratic process. These policies were very effective in increasing Alfonsin’s popularity. However, when the independent judiciary started to hinder the new government’s objectives, government abandoned the policy of judicial independence by promulgating laws such as ‘Full Stop Law’ and ‘Due Obedience Law’ (Tedesco, 2002, p. 472). These policies greatly decreased the popularity of government and provoked military rebellion, guerilla attacks and labour conflicts thereby weakening the government (Tedesco, 2002, p. 473). Hence, the increased confrontation between the labour class and government resulted in a failure of economic policy. Carlos Menem succeeded Alfonsin as president of the Latin American Republic. Menem tried to bring about a consensus between the labour class and the ruling elite an d was somewhat successful. However, he used the power earned from the political consensus to establish a hegemonic rule over the country. He restructured ‘the supreme court of justice’ and inducted his supporters and close aides as judges at the highest level. Similarly, the accountability courts or ‘the Tribunal de Cuentas’ was reformed with government friendly judges. These policies encouraged large-scale corruption by government officials. This resulted in a large scale economic unrest (Tedesco, 2002, p. 476). Different economic factors paved way to the grave economic crisis of Argentina. Alfonsin inherited a country with severe economic issues to be resolved. The government introduced a series of economic reforms including...This essay is one of the best examples of thorough retrospective analysis of the origin, transmission and cessation of the economic crisis in Argentina, with focus on the economic policies, that led to the overcoming of the crisis. The shift from dictatorship to ‘real’ democracy did not yield the anticipated results. Carlos Menen, the Argentinean President from 1989 to 1999, introduced reforms that proved catastrophic for the economy. His policy of privatizing the government owned corporations and encouraging foreign investment in banking and other sectors back-fired. Huge amount of funds were transferred overnight out of the country decreasing substantially the country’s foreign reserves. The government froze all the foreign currency accounts. But this move angered the country’s wealthy middle class. They deemed it as a violation of basic human rights and a pro-elitist policy Different economic factors paved way to the economic crisis of Argentina. The government introduced a series of economic reforms including introducing a new currency. The government has to take huge loans to support this move but could not pay the interest. This decreased the confidence in new currency. The economic bail-out packages offered by international monetary organizations contributed a little towards containing the situation. It was the people’s spirit and its recognition on the part of government that finally led Argentina out of the crisis. The country needs a political culture which strengthens democratic institutions.

The Themes of Antigone :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Themes of Antigone Antigone is credited as one of the best works of Sophocles, ranked by most modern critics above Oedipus the King. There are many aspects of Antigone that make it the play critics love to ramble about. â€Å"Antigone must be received as the canon of ancient tragedy: no tragedy of antiquity that we possess approaches it in pure idealism, or in harmony of artistic development† says one critic named Berhardy. Tragedy is usually concerned with a person of great stature, a king or nobleman, who falls because of hubris, or extreme pride and Antigone is no exception. Pride and its effects are a central part of Antigone’s plot and theme. Pride, being part of their character and morality, overran in to their literature and was a complex and multifaceted concept in Greek tragedy, exemplified by Sophocles’ Antigone. In the play both Creon and Antigone were incredibly proud and unwilling to back down once they took their stands. Creon had made a decision and was unwilling to compromise. Antigone was to die for her violation of the law, the sin of burying her brother. Antigone’s gender had a profound affect on the meaning of her actions. Creon had disliked for her disrespectful and rebelling nature. His need to defeat her was all the more pressing because she was a woman. â€Å"The ideal of the female character in Antigone is boldly and severely outlined. The freedom of Greek women was extremely limited and restrictive. Antigone’s rebellion is threatening because it upset the gender roles and hierarchy. Creon was a sympathetic character but abused his power. One of the purposes of the Chorus is to illustrate the sway of public opinion. In the end of the play, Creon is ruler over an orderly city, but he has lost everything dear to him.   Ã‚  Ã‚  Ã‚  Ã‚  Closely related to the theme of gender, the theme of Inaction/Lack of Agency versus Agency plays itself out in the contrast between Antigone and her sister Ismene. Ismene chooses to do nothing under the threat of the law whereas Antigone chooses to act despite the possible penalties. Antigone and Creon are both championing what is right, but they define rightness through different sets of values. In Antigone, Creon finally recognized that he has been misguided and that his actions have led to the death of his wife and son. Antigone’s persistence in disobeying Creons decree falls under the themes of Individual verses State: Conscience versus Law: Moral or Divine Law versus Human Law.

How Students and Teachers Can Avoid and Prevent Plagiarism Essay

Plagiarism has been any and every writer’s concern, both in the scholarly and non scholarly sense. It is the dreaded term which implies various complications from those who choose to plagiarize, those plagiarized by accident, and those authors who are mere victims of such unfair treatment. From the students’ standpoint, great and keen consideration must be done in the process of how they choose to construct their ideas and write about a required topic. With the lenient accessibility of information within a click’s reach, plagiarism even gets more tempting. The Michigan Library Association (MLA) Forum (2008) adds â€Å"With the Internet offering students such a wealth of information at their fingertips, it is no surprise that one of the main reasons that they commit acts of plagiarism is simply due to how easy and convenient it has become† (n. p. ). Hence, students must understand the definitions and details of what plagiarism is and what to do and what not to do as a plagiaristic situation arises. Students always use plagiarism checker free. Students must maintain their academic responsibility as they fulfill the scholastic obligations. Students should be responsible in understanding and realizing other tools available to them as they fulfill certain literary requirements. The use of methods like proper paraphrasing, formal, and correct citing of references, being consistent to the requirements of a specific referencing style— plagiarism may be avoided given that all must be understood and well executed by the student. From the teachers’ standpoint, there are a series of issues which must be explained to the student. The clear discussion of what plagiarism is and the consequences it brings must be well and thoroughly comprehended by the students. Teachers should emphasis the valuable use and importance of the use of bibliography. As the Plagiarism. org (2008) writes: â€Å"Emphasize that the annotation has to be in their own voice and words, and should specifically discuss the relevance of the source to their research† (n. . ). Teachers should make themselves clear and specific in what they demand of their students. They should help exercise further the skills of their students such as by assigning the students to make a presentation which would enhance their research and idea conceptualization. It is also of beneficial importance for teachers to be creative in building their students’ skills in writing formal academic works.