Textual analysis - Writings from the French Revolution Essay

Literary examination - Writings from the French Revolution - Essay Example The taxation rate put on poor regular citizens was insufficient to lighten the emergency looked by the organization. Be that as it may, he presents a gathering of individuals who were yearning for their privileges and benefits. He utilizes an unpredicted, formed tone and figures out how to keep up a quiet rationale as he presents very provocative realities about the transformation. He makes off-base, shameful, outlandish circumstances to seem like they were very typical and the individuals could stomach any abhorrent. He presents how the National get together unexpectedly caught power in the name the French country. The fourteenth July 1789 Fall of the Bastille didn't shock him. He utilizes delicate words to portray the bothered pomposity and radical celebration that followed as well as incited the upheaval. The uproars in Paris and different spots are secured widely to show the overwhelming impacts of the transformation; properties, guiltless lives, and unimportant things were lost. The writer figures out how to introduce the realities while keeping up a moderately unbiased position that leaves perusers pondering whether he upheld the baseless upheaval. Issues of extraordinary concern are introduced in a s ensible and empathetic way that effectively influences the perusers to feel sorry for with the blameless individuals outlandishly influenced by the upheaval. The affirmation of the privileges of man went in 1789 was planned for supporting a later sacred change. The substance of the Act are not introduced. It could too suggest that the Act additionally crushed people’s endeavors to rescue themselves from the undue sufferings as well as demonstrations of the executives. While the creator appears to see the rights as unavoidable, numerous such rights were damaged on a few events. Strict divisions are additionally viewed as a noteworthy factor in understanding the upheaval. As per the creator, â€Å"The program of the congregation change was likewise ideological, roused by the logic and

Free Essays on Religion In Schools

, which were deliberately made ambiguous. Much like anything we read, we need to decipher the significance to apply it to a specific circumstance. So with regards to permitting religion in the government funded schools, how would we choose if it is protected or not? Once more, the constitution says, â€Å"Congress will pass no law regarding a foundation of religion, or disallowing the free exercise thereof.† Literally, it says that congress can not â€Å"establish† a religion. To me, this implies congress can't state that, for example, everybody must be a United Methodist. Be that as it may, we decipher that â€Å"establish† implies that congress can't â€Å"accept or recognize† (Merriam-Webster on Establish) one specific religion. So let’s pose an inquiry about religion in schools. â€Å"Can we open class with prayer?† The appropriate response: not as indicated by the Supreme Court’s translation of the principal provision of the first alteration. For what reason is it at that point, that each Wednesday a gathering of us accumulated around the flagpole before my open secondary school, Boyle County, to ask? That, yet before school there was a book of scriptures concentrate in the library and commendation music in the cafeteria, notwithstanding the every other week F.C.A.... Free Essays on Religion In Schools Free Essays on Religion In Schools The Founding Fathers Had the first Amendment†¦ also, the Last Word On December fifteenth, 1791, our â€Å"founding fathers† approved the Bill of Rights, which have been both the premise of our opportunities and the premise of our impediments. Specifically, the first Amendment, and all the more explicitly, the initial two provisions: â€Å" Congress will make no law regarding a foundation of religion, or disallowing the free exercise thereof.† At the time this was composed, the new Americans were attempting to do all that they could so as to guarantee that our government’s power was as constrained as could reasonably be expected. The idea of England’s power was alarming and upsetting. In any case, since the Bill of Rights was composed, we have needed to confront numerous issues that drive us to decipher the words, which were intentionally made obscure. Much like anything we read, we need to decipher the importance to apply it to a specific circumstance. So with regards to permitting religion in the state funded schools, ho w would we choose if it is sacred or not? Once more, the constitution says, â€Å"Congress will pass no law regarding a foundation of religion, or disallowing the free exercise thereof.† Literally, it says that congress can not â€Å"establish† a religion. To me, this implies congress can't state that, for example, everybody must be a United Methodist. Nonetheless, we decipher that â€Å"establish† implies that congress can't â€Å"accept or recognize† (Merriam-Webster on Establish) one specific religion. So let’s pose an inquiry about religion in schools. â€Å"Can we open class with prayer?† The appropriate response: not as indicated by the Supreme Court’s translation of the primary provision of the first alteration. For what reason is it at that point, that each Wednesday a gathering of us assembled around the flagpole before my open secondary school, Boyle County, to supplicate? That, however before school there was a book of scriptures concentrate in the library and applause music in the cafeteria, notwithstanding the every other week F.C.A....

The Professional Battle Between Internships Real Work Experience

The Professional Battle Between Internships Real Work Experience Make Money Online Queries? Struggling To Get Traffic To Your Blog? Sign Up On (HBB) Forum Now!The Professional Battle Between Internships Real Work ExperienceUpdated On 10/01/2016Author : HBB Guest AuthorTopic : BusinessShort URL : http://hbb.me/1pnrbnG CONNECT WITH HBB ON SOCIAL MEDIA Follow @HellBoundBlogInternships and real work experience are just two of the terms that you might hear when talking about gaining experience in the workplace. While they might sound the same, you’ll want to make sure that you have a firm understanding of the two before you apply to either one so that you’ll know just what you’re getting yourself into.LengthThe first important distinction is that work experiences will usually only last for two weeks or so. With an internship, you’ll more than likely work for more than a month. As a matter of fact, an internship could quite possibly last you as much as a full year.AgeWith certain work experiences, you might have to be 18 or older and current ly enrolled in school. Depending on your major, you may be required to complete work experience in order to have a solid chance of breaking into your industry. Work experiences are truly valuable in this day and age where you need solid experience in order to qualify for jobs.With an internship, you might be able to find one once you’ve completed your degree program and are ready to get started on your chosen career. With some degree programs, students might have to find their own internships.PaymentWhile everyone would like to get paid for their internship, there might be times where you have to accept an unpaid internship or two before you can qualify for paid positions. You might want to look into at least getting your travel and lunch expenses taken care of should you choose to accept an unpaid internship so that the financial burden won’t be too hard on you. In any case, it’s always best to check and verify what is and isn’t paid for with any internship that you’re co nsidering.  READ6 Ways Entrepreneurs Can Diversify Their WealthWhat You’ll Be DoingSince work experiences don’t last for a very long time, it’s doubtful that you’ll have very much responsibility while you’re there. You might find yourself helping out your colleagues, getting coffee, and getting an overall feel of the day-to-day goings on of the business. While this might seem a bit like a waste of time, this type of work experience is actually a great way to make contacts and learn about future paid job opportunities.Since internships last longer, you’ll have greater tasks as well as greater independence. There’s also a better chance that you’ll learn new skills and that you’ll be able to make a better impression on your employer, which can help you to earn a full-time position once your internship has come to a close.Whether you choose a work experience or an internship, try to stay as long as possible so that the people who work there will get to know you better and so that you can get to know them better. Something else to consider is the idea that the longer you’re there the more responsibility that you might be trusted with, which can seriously help when trying to show them what you can really do.  If you’re trying to decide between work experience and an internship, it can never hurt to do both if at all possible. While you might learn more with an internship, there’s still the fact that you can make some valuable connections through a work experience.

Evitar Conjugation in Spanish, Translation, and Examples

The verb evitar in Spanish means to avoid. Evitar is a regular -ar verb, so it follows the same conjugation pattern as other -ar verbs. This article includes evitar conjugations in the most commonly used verb tenses: the present, past, conditional, and future indicative, the present and past subjunctive, the imperative mood, and other verb forms. You can also find examples of ways you can use the verb evitar. Evitar Present Indicative Yo evito I avoid Yo evito gastar mucho dinero. Tà º evitas You avoid Tà º evitas a tu hermano despuà ©s de la pelea. Usted/à ©l/ella evita You/he/she avoids Ella evita las calles con mucho trà ¡fico. Nosotros evitamos We avoid Nosotros evitamos usar el telà ©fono al conducir. Vosotros evità ¡is Youavoid Vosotros evità ¡is los malentendidos con buena comunicacià ³n. Ustedes/ellos/ellas evitan You/they avoid Ellos evitan comer comida grasosa. Evitar Preterite Indicative The preterite tense is one of two past tenses in Spanish. The preterite is used to talk about events that happened in the past and have been completed. Yo evità © I avoided Yo evità © gastar mucho dinero. Tà º evitaste You avoided Tà º evitaste a tu hermano despuà ©s de la pelea. Usted/à ©l/ella evità ³ You/he/she avoided Ella evità ³ las calles con mucho trà ¡fico. Nosotros evitamos We avoided Nosotros evitamos usar el telà ©fono al conducir. Vosotros evitasteis Youavoided Vosotros evitasteis los malentendidos con buena comunicacià ³n. Ustedes/ellos/ellas evitaron You/they avoided Ellos evitaron comer comida grasosa. Evitar Imperfect Indicative The imperfect tense is the other form of the past in Spanish. The imperfect is used to talk about actions in the past that are ongoing or repeated. It can be translated to English as was avoiding or used to avoid. Yo evitaba I used to avoid Yo evitaba gastar mucho dinero. Tà º evitabas Youused to avoid Tà º evitabas a tu hermano despuà ©s de la pelea. Usted/à ©l/ella evitaba You/he/she used to avoid Ella evitaba las calles con mucho trà ¡fico. Nosotros evità ¡bamos We used to avoid Nosotros evità ¡bamos usar el telà ©fono al conducir. Vosotros evitabais Youused to avoid Vosotros evitabais los malentendidos con buena comunicacià ³n. Ustedes/ellos/ellas evitaban You/they used to avoid Ellos evitaban comer comida grasosa. Evitar Future Indicative Yo evitarà © I will avoid Yo evitarà © gastar mucho dinero. Tà º evitarà ¡s Youwill avoid Tà º evitarà ¡s a tu hermano despuà ©s de la pelea. Usted/à ©l/ella evitarà ¡ You/he/she will avoid Ella evitarà ¡las calles con mucho trà ¡fico. Nosotros evitaremos We will avoid Nosotros evitaremos usar el telà ©fono al conducir. Vosotros evitarà ©is Youwill avoid Vosotros evitarà ©is los malentendidos con buena comunicacià ³n. Ustedes/ellos/ellas evitarà ¡n You/they will avoid Ellos evitarà ¡n comer comida grasosa. Evitar Periphrastic  Future Indicative   The periphrastic future is translated to English as going to verb. Yo voy a evitar I am going to avoid Yo voya evitar gastar mucho dinero. Tà º vasa evitar Youaregoing to avoid Tà º vasa evitar a tu hermano despuà ©s de la pelea. Usted/à ©l/ella vaa evitar You/he/she isgoing to avoid Ella vaa evitar las calles con mucho trà ¡fico. Nosotros vamosa evitar We aregoing to avoid Nosotros vamosa evitar usar el telà ©fono al conducir. Vosotros vaisa evitar Youaregoing to avoid Vosotros vaisa evitar los malentendidos con buena comunicacià ³n. Ustedes/ellos/ellas vana evitar You/they aregoing to avoid Ellos vana evitar comer comida grasosa. Evitar Present Progressive/Gerund Form The English verb form that ends in -ing is called the gerund or present participle in Spanish. It is used to form progressive tenses like the present progressive. Present Progressive of Evitar està ¡ evitando Is avoiding Ella està ¡ evitando las calles con mucho trà ¡fico. Evitar Past Participle The past participle of the verb is used to form perfect tenses like the present perfect. Present Perfect of Evitar ha evitado Has avoided Ella ha evitado las calles con mucho trà ¡fico. Evitar Conditional Indicative The conditional tense is usually translated to English as would verb. Yo evitarà ­a I would avoid Yo evitarà ­a gastar mucho dinero si tuviera un salario mà ¡s bajo. Tà º evitarà ­as Youwould avoid Tà º evitarà ­as a tu hermano despuà ©s de la pelea, pero no puedes porque viven juntos. Usted/à ©l/ella evitarà ­a You/he/she would avoid Ella evitarà ­alas calles con mucho trà ¡fico, pero no conoce otra ruta. Nosotros evitarà ­amos We would avoid Nosotros evitarà ­amos usar el telà ©fono al conducir si fuera ilegal. Vosotros evitarà ­ais Youwould avoid Vosotros evitarà ­ais los malentendidos con buena comunicacià ³n, pero es muy difà ­cil. Ustedes/ellos/ellas evitarà ­an You/they would avoid Ellos evitarà ­an comer comida grasosa si estuvieran a dieta. Evitar Present Subjunctive Que yo evite That I avoid Mi madre espera que yo evite gastar mucho dinero. Que tà º evites That you avoid Pedro recomienda que tà º evites a tu hermano despuà ©s de la pelea. Que usted/à ©l/ella evite That you/he/she avoid Marà ­a quiere que ella evite las calles con mucho trà ¡fico. Que nosotros evitemos That we avoid La ley manda que nosotros evitemos usar el telà ©fono al conducir. Que vosotros evità ©is That you avoid El jefe pide que vosotros evità ©is los malentendidos con buena comunicacià ³n. Que ustedes/ellos/ellas eviten That you/they avoid El mà ©dico recomienda que ellos eviten comer comida grasosa. Evitar Imperfect Subjunctive There are two different ways for conjugating the imperfect subjunctive. Option 1 Que yo evitara That I avoided Mi madre esperaba que yo evitara gastar mucho dinero. Que tà º evitaras That you avoided Pedro recomendaba que tà º evitaras a tu hermano despuà ©s de la pelea. Que usted/à ©l/ella evitara That you/he/she avoided Marà ­a querà ­a que ella evitara las calles con mucho trà ¡fico. Que nosotros evità ¡ramos That we avoided La ley mandaba que nosotros evità ¡ramos usar el telà ©fono al conducir. Que vosotros evitarais That you avoided El jefe pedà ­a que vosotros evitarais los malentendidos con buena comunicacià ³n. Que ustedes/ellos/ellas evitaran That you/they avoided El mà ©dico recomendaba que ellos evitaran comer comida grasosa. Option 2 Que yo evitase That I avoided Mi madre esperaba que yo evitase gastar mucho dinero. Que tà º evitases That you avoided Pedro recomendaba que tà º evitases a tu hermano despuà ©s de la pelea. Que usted/à ©l/ella evitase That you/he/she avoided Marà ­a querà ­a que ella evitase las calles con mucho trà ¡fico. Que nosotros evità ¡semos That we avoided La ley mandaba que nosotros evità ¡semos usar el telà ©fono al conducir. Que vosotros evitaseis That you avoided El jefe pedà ­a que vosotros evitaseis los malentendidos con buena comunicacià ³n. Que ustedes/ellos/ellas evitasen That you/they avoided El mà ©dico recomendaba que ellos evitasen comer comida grasosa. Evitar Imperative The imperative mood has both positive and negative forms, used to give affirmative and negative commands. Positive Commands Tà º evita Avoid!  ¡Evita a tu hermano despuà ©s de la pelea! Usted evite Avoid!  ¡Evite las calles con mucho trà ¡fico! Nosotros evitemos Let's avoid!  ¡Evitemos usar el telà ©fono al conducir! Vosotros evitad Avoid!  ¡Evitad los malentendidos con buena comunicacià ³n! Ustedes eviten Avoid!  ¡Eviten comer comida grasosa! Negative Commands Tà º no evites Don't avoid!  ¡No evites a tu hermano despuà ©s de la pelea! Usted no evite Don't avoid!  ¡No evite las calles con mucho trà ¡fico! Nosotros no evitemos Let's not avoid!  ¡No evitemos usar el telà ©fono al conducir! Vosotros no evità ©is Don't avoid!  ¡No evità ©is los malentendidos con buena comunicacià ³n! Ustedes no eviten Don't avoid!  ¡No eviten comer comida grasosa!

Effect Of Cell Phones On Society - 1834 Words

Kayla Burns Ms. Calder Senior English B 6 February 2017 Cell Phone’s Affect on Society Cell phones originated in the 1970’s and did not become a common household item until the early 2000’s. For millennials cellphones are the most common form of communication. The average person sends over 250 texts in one month (Kenneth Burke). For instance, there are more texts sent per day than calls made, reducing the verbal time that is needed to enhance one’s skills. Since texting has recently become so popular, general social and communication skills have decreased. In addition, â€Å"This type of communication is anything but social. We lose social skills by always communicating with people over phones and computers† (Voegeli). Most believe that lack†¦show more content†¦In addition, â€Å"The consequences of this are social awkwardness and even social anxiety when confronted with new people to meet in person† (Stewart). If one is used to texting all the time it takes away from his or her face to face interaction and verbal communication leading it to be stressful for the person. The lack of verbal conversation is becoming a problem for future generations as they do not know how to communicate properly. As Erin Stewart also said, â€Å"Studies have shown that it makes it difficult for students who rely so heavily on technology to actually communicate to adults in person because they don’t quite develop all of the necessary skills to hold or even start a face-to-face conversation.† This becomes a problem cause as said earlier, if one has a job interview they will not know how to respond or interact appropriately to leave a lasting impression. Texting takes away from the skills, importance, and knowledge of public speaking which is necessary for day-to-day interactions. Modern day technology has changed the way most companies function on a day-to-day basis. Different forms of technology is almost an everyday necessity in the working world in order to have a fast and effective running company. When one gets a desk job he or she is not usually provided with a laptop, smartphone, etc. They are expected to supply their own ways of communication and if they areShow MoreRelatedCell Phones And Its Effects On Society Essay1277 Words   |  6 Pagesthe world resemble in the event that we didn t have any cell phones? Why is it that we get out of our comfort zone when we do not have access to our phones? Nowadays, cell phones have such a noteworthy effect on our day to day lives, and we owe it to the advancement of technology. In this research paper, we will take a closer look at this phenomenon by examining the evolution of cell phone devices, and it’s effects on society. Cell phones, as we know them haven’t been around for that long. The quickRead MoreCell Phone Effect on Society1526 Words   |  7 PagesClass Date Title How often do we see some people in society now a days on their phones? Whether this be to someone checking their Facebook or just messaging their friends to let them know where they are. How often could you witness to how they could cause accidents such as not paying attention when crossing the road, crime such as the increase in phones being stolen, or car accidents in the split second in which one is looking down at their phone rather than paying attention to what is on the roadRead MoreCell Phones And Its Effect On Society1400 Words   |  6 Pagespossible to carry a phone and still use it, since then there have been millions upon millions released through these forty three years of its existence, every year with a different model, system, camera, you name it, the possibilities are endless! The advantages cellular devices hold over us are massive, from calling a friend situated halfway across the world to ordering food for Memorial High School’s 5th period lunch. Another m ajor factor of our 24/7 nonstop use of the cell phone is texting. TextRead MoreCell Phones And Its Effects On Society940 Words   |  4 Pages Cell phones have been around for hundreds of years. It’s no surprise that more and more people are beginning to partake in cellphone use. Cell phones provide society with an easier way of communicating and obtaining information, but at the same time there are some negative consequences. What most people don’t realize is that cellphones are actually quite harmful to modern society. Scientifically cellphones emit radiations that can potentially produce fatal results. Overall cellphones haveRead MoreCell Phones And Its Effect On Society1480 Words   |  6 Pagesthis technology, the cell phone was created and over the years has advanced itself. The cell phone has become a necessity to many. All ages use this mobile device for either personal or business uses. Higgins states that the amount of cell phones active has increased from â€Å"one billion in 2000 to 6 billion.† Although cell phones paly an important role in the lives of many, the negative possibilitie s could cause destruction to our society. According to Russell Ware, a cell phone is â€Å"any portable telephoneRead MoreCell Phones And Its Effects On Society3111 Words   |  13 Pagesback to the office on the cell phone†, said Seven Spielberg. Everywhere you are no matter what, you will see someone in contact with his or her cell phone. The effects of them cause negative and positive outcomes within our society. Cell phones have influenced society both positive and negative ways regarding teenagers life, social interactions, emergencies crimes, and health. Cell phones have negatively affected teenager’s life in more than one way. First cell phones are a distraction to the wayRead MoreCell Phones And Its Effects On Society1698 Words   |  7 PagesTechnology and technological advances in communication, such as smartphones, were initially introduced in society to connect individuals together. However, because of the growing obsession of smartphones and technology, it becomes evident that technology is causing an opposite effect. The addiction of smart phones and technology has pushed individuals even farther apart. Further, in cell phones, an individual has a different life unknown to the people around him or her. In other words, individualsRead MoreCell Phones And Its Effects On Society2122 Words   |  9 PagesCell phones have become a necessary evil in today s society according to some people. While cell phones can have positive effects, easy access to friends and family also with the police force, paramedics, and firefighter s. The negative effects of cellphones outweigh the positives. Cellphones are dangerous and their use in today s society should be limited. From when the first cell phone was invented to the new apple IPhone 6 since coming out people have been addicted to them. People have gottenRead MoreCell Phones And Its Effects On Society Essay1839 Words   |  8 Pagesaffected by cell phones and mobile phones’ temptations have reduced face-to-face communication among people, attracted people from their study and work, and even harmed their health and life, it is urgent now to find detailed origins behind such phenomenon of cell phone addiction and then find solutions to this serious problem. Until now, on this topic many researchers have investigated people’s average using times of cell phones per day, people’s average amount of time of using cell phones per day,Read MoreCell Phones And Its Effects On Society1991 Words   |  8 Pagesadvantage of it, but is this a good thing? Cell phones are taking over people’s lives and the pattern is going to continue if people keep using cell phones the way they are, and allowing their children to use them equally as much. One s relationships, values, and time management would all be better if cell phones were not as significant of a part of people’s lives as they have become. Howard Rheingold says it so beautifully and accurately. Cell phones and other technology is changing the world and

Gun Control Opposing Viewpoints - 1449 Words

GUN CONTROL: OPPOSING VIEWPOINTS Introduction and Preliminary Research In a country where the people own more than 70 million handguns and perhaps one million automatic rifles and assault weapons, public opinion on gun control is understandably divided. Those opposed to gun control often cite the Second Amendment of the United States Constitution, which appears to guarantee private citizens the unrestricted right to bear arms; less theoretical arguments include the practical need for self-defense in a violent society, and the prospect of political tyranny in a society where only the government possesses weapons. Finally, the sporting rights of hunters and target shooters are said to be threatened by calls for registration of rifles and†¦show more content†¦Although numerous advocacy groups have emerged on both sides of the issues, the battles lines are most clearly drawn between the pro-gun National Rifle Association (NRA) and the gun-control groups comprised of the many associations of police officers and chiefs (POAs). The National Rifle Asso ciation, with over 3 million members nationwide and a large office building prominently located near the Capitol building in Washington, D.C., has aggressively fought gun registration and control for decades, and is said to be the most powerful lobby on Capitol Hill beside the government employees union. The NRA has been able to intimidate politicians by mounting a large single-issue lobby at election time, but President Clinton has announced his intention to sign the Brady Bill for tightened gun control, and in March of 1993 actually dared to criticize the NRA for lobbying against gun control efforts at the local, state and national level (Clinton Criticizes the NRA, 1993: 155). On the opposite side of the issue is a wide array of gun control groups, but perhaps the most significant are the police officer and police chief associations as a whole, which in the last decade have come out solidly in favor of increased handgun and automatic weapon registration and restriction. The street war with criminals, and the increasing incidence of mass murder, are finding America s police

Basic qualities of the perfect forms free essay sample

BASIC QUALITIES OF THE PERFECT FORMS The Modern English perfect signifiers have been the topic of a drawn-out treatment which has non so far brought about a definite consequence. The troubles inherent in these signifiers are apparent plenty and may outdo be illustrated by the present perfect. This signifier contains the nowadays of the verb haveand is called present perfect, yet it denotes an action which no longer takes topographic point, and it is ( about ever ) translated into Russian by the past tense, e. g. has writ10s # 8212 ; # 1085 ; # 1072 ; # 1087 ; # 1080 ; # 1089 ; # 1072 ; # 1083 ; , has arrived # 8212 ; # 1087 ; # 1088 ; # 1080 ; # 1077 ; # 1093 ; # 1072 ; # 1083 ; , etc. The place of the perfect signifiers in the system of the English verb is a job which has been treated in many different ways and has occasioned much contention. Among the assorted positions on the kernel of the perfect signifiers in Modern English the undermentioned three chief tendencies should be mentioned: 1. The class of perfect is a curious tense class, i. e. a class which should be classed in the same list as the classs present and past . This position was held, for illustration, by O. Jespersen. 1 2. The class of perfect is a curious facet class, i. e. one which should be given a topographic point in the list consisting common facet and uninterrupted facet . This position was held by a figure of bookmans, including Prof. G. Vorontsova.2Those who hold this position have expressed different sentiments about the peculiar facet representing the kernel of the perfect signifiers. It has been diversely defined as retrospective , resultative , consecutive , etc.3 3. The class of perfect is neither one of tense, nor one of facet but a specific class different from both. It should consequently be designated by a particular term and its dealingss to the classs of facet and tense should be investigated. This position was expressed by Prof. A. Smirnitsky. He took the perfect to be a agency of showing the class of clip relation ( # 1074 ; # 1088 ; # 1077 ; # 1084 ; # 1077 ; # 1085 ; # 1085 ; # 1072 ; # 1103 ; # 1086 ; # 1090 ; # 1085 ; # 1077 ; # 1089 ; # 1077 ; # 1085 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1100 ; ) .4 This broad divergency of positions on the very kernel of a verbal class may look amazing. However, its causes appear to be clear plenty from the point of position of contemporary linguistics. These causes fall under the undermentioned three chief caputs: 1See O. Jespersen, The Philosophy of Grammar,p. 254ff. 2See # 1043 ; . # 1053 ; . # 1042 ; # 1086 ; # 1088 ; # 1086 ; # 1085 ; # 1094 ; # 1086 ; # 1074 ; # 1072 ; , # 1054 ; # 1095 ; # 1077 ; # 1088 ; # 1082 ; # 1080 ; # 1087 ; # 1086 ; # 1075 ; # 1088 ; # 1072 ; # 1084 ; # 1084 ; # 1072 ; # 1090 ; # 1080 ; # 1082 ; # 1077 ; # 1072 ; # 1085 ; # 1075 ; # 1083 ; # 1080 ; # 1081 ; # 1089 ; # 1082 ; # 1086 ; # 1075 ; # 1086 ; # 1103 ; # 1079 ; # 1099 ; # 1082 ; # 1072 ; ,1960. # 1089 ; # 1090 ; # 1088 ; . 191 # 1089 ; # 1083 ; . 3Ibid. 4See # 1040 ; . # 1048 ; . # 1057 ; # 1084 ; # 1080 ; # 1088 ; # 1085 ; # 1080 ; # 1094 ; # 1082 ; # 1080 ; # 1081 ; . # 1055 ; # 1077 ; # 1088 ; # 1092 ; # 1077 ; # 1082 ; # 1090 ; # 1080 ; # 1082 ; # 1072 ; # 1090 ; # 1077 ; # 1075 ; # 1086 ; # 1088 ; # 1080 ; # 1103 ; # 1074 ; # 1088 ; # 1077 ; # 1084 ; # 1077 ; # 1085 ; # 1085 ; # 1086 ; # 1081 ; # 1086 ; # 1090 ; # 1085 ; # 1077 ; # 1089 ; # 1105 ; # 1085 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1080 ; . # 1048 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1088 ; # 1072 ; # 1085 ; # 1085 ; # 1099 ; # 1077 ; # 1103 ; # 1079 ; # 1099 ; # 1082 ; # 1080 ; # 1074 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1077 ; , 1955, # 8470 ;1, 2. Basic Qualities of the Perfect Forms91 1. Scholars have been seeking to specify the basic character of this class without paying sufficient attending to the system of classs of which it is bound to do a portion. As we shall see soon, considerations of the system as a whole regulation out some of the proposed solutions. 2. In seeking the significance of the class, bookmans have non ever been careful to separate between its basic significance ( the constant ) and its alterations due to influence of context. 3. In seeking the basic significance of the class, bookmans have non ever pull a clear line of differentiation between the significance of the grammatical class as such and the significances which belong to, or are influenced by, the lexical significance of the verb ( or verbs ) used in one of the perfect signifiers. If we carefully extinguish these three beginnings of mistake and confusion we shall hold a much better opportunity of geting at a true and nonsubjective solution. Let us now consider the positions expressed by different bookmans in the order in which we mentioned them above. If we are to happen out whether the perfect can be a tense class, i. e. a tense among other tenses, we must see its dealingss to the tenses already established and non apt to doubts about their basic character, i. e. past, nowadays, and hereafter. There is no existent trouble here. We need merely recollect that there are in Modern English the signifiers 1present perfect, past perfect, and future perfect. That present, past, and hereafter are tense classs, is steadfastly established and has neer been doubted by anyone. Now, if the perfect were besides a tense class, the present perfect would be a brotherhood of two different tenses ( the nowadays and the perfect ) , the past perfect would similarly be a brotherhood of two different tenses ( the yesteryear and the perfect ) and the hereafter perfect, excessively, would be a brotherhood of two different tenses ( the hereafter and the perfect ) . This is clearly impossible. If a signifier already belongs to a tense class ( say, the prese nt ) it can non at the same time belong to another tense class, since two tense classs in one signifier would, as it were, collide and destruct each other. Hence it follows that the class of perfect can non be a tense class. We need non see here assorted positions expressed by those who thought that the perfect was a tense, since their positions, whatever the inside informations may be, are shown to be indefensible by the above consideration. So the position that the perfect is a particular tense class has been disproved. In order to happen out whether the perfect can be an aspect class, we must see its dealingss to the facets already established, 1We use here the non-committal term signifier to avoid any pre-judgement refering the kernel of the class in inquiry. We will utilize the term in similar contexts elsewhere. 92The Verb: The Perfect viz. the common and the uninterrupted facets. 1This job does non show any peculiar trouble, either. We need merely recollect that there are in Modern English such braces as is composing # 8212 ; hasbeen composing, was composing # 8212 ; had been composing, will be composing # 8212 ; will hold been composing,i. e. present uninterrupted and present perfect uninterrupted, past uninterrupted and past perfect uninterrupted, future uninterrupted and future perfect uninterrupted. All of these signifiers belong to the uninterrupted facet, so the difference between them can non perchance be based on any aspect class. For illustration, since both was composingand had been composingbelong to the uninterrupted facet ( as distinct from wroteand had written ) ,they can non be said to differ from each other on an aspect line ; otherwise they would at the same clip belong to one facet and to different facets, which is evidently impossible. Hence the decision is ineluctable that the perfect is non an facet. The positions of those who consider the perfect to be an aspect demand non hence be discussed here in item. Since the perfect is neither a tense nor an facet, it is bound to be some particular grammatical class, different both from tense and from facet. This position, though non rather explicitly stated, was first put frontward by Prof. A. Smirnitsky in a posthumous article.2It is in complete harmoniousness with the rule of distributive analysis, though Prof. Smirnitsky did non, at the clip, utilize the term distributive analysis . The kernel of the grammatical class expressed by the perfect, and differing both from tense and from facet, is difficult to specify and to happen a name for. Prof. Smirnitsky proposed to name it the class of clip relation , which is non a really happy term, because it seems to convey us back to the old position that the perfect is a particular sort of tense # 8212 ; a position which Prof. Smirnitsky rather justly combated. Later it was proposed to replace his term of clip relation by that of correlativity ( # 1089 ; # 1086 ; # 1086 ; # 1090 ; # 1085 ; # 1077 ; # 1089 ; # 1077 ; # 1085 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1100 ; ) , which has the advantage of extinguishing the unwanted term clip . This is unquestionably the term to be preferred. As to the resistance in such braces as writes # 8212 ; has written,wrote # 8212 ; had written, will compose # 8212 ; will hold written, is composing # 8212 ; has been composing, was composing # 8212 ;had been composing, will be writing # 8212 ;will hold been composing,Prof. Smirnitsky proposed to denote it by the correlate footings non-perfect and perfect . While this 1We are continuing here on the premise that the being of these two facets, and, so, of facet as a class of the English verb has been recognised. If its being is denied the job presents itself in a different visible radiation ( see p. 81 ) . 2See # 1040 ; . # 1048 ; . # 1057 ; # 1084 ; # 1080 ; # 1088 ; # 1085 ; # 1080 ; # 1094 ; # 1082 ; # 1080 ; # 1081 ; , # 1055 ; # 1077 ; # 1088 ; # 1092 ; # 1077 ; # 1082 ; # 1090 ; # 1080 ; # 1082 ; # 1072 ; # 1090 ; # 1077 ; # 1075 ; # 1086 ; # 1088 ; # 1080 ; # 1103 ; # 1074 ; # 1088 ; # 1077 ; # 1084 ; # 1077 ; # 1085 ; # 1085 ; # 1086 ; # 1081 ; # 1086 ; # 1090 ; # 1085 ; # 1077 ; # 1089 ; # 1105 ; # 1085 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1080 ; . # 1048 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1088 ; # 1072 ; # 1085 ; # 1085 ; # 1099 ; # 1077 ; # 1103 ; # 1079 ; # 1099 ; # 1082 ; # 1080 ; # 1074 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1077 ; , 1955, # 8470 ; 2. Seealso # 1040 ; . # 1048 ; . # 1057 ; # 1084 ; # 1080 ; # 1088 ; # 1085 ; # 1080 ; # 1094 ; # 1082 ; # 1080 ; # 1081 ; , # 1052 ; # 1086 ; # 1088 ; # 1092 ; # 1086 ; # 1083 ; # 1086 ; # 1075 ; # 1080 ; # 1103 ; # 1072 ; # 1085 ; # 1075 ; # 1083 ; # 1080 ; # 1081 ; # 1089 ; # 1082 ; # 1086 ; # 1075 ; # 1086 ; # 1103 ; # 1079 ; # 1099 ; # 1082 ; # 1072 ; ,1959, # 1089 ; # 1090 ; # 1088 ; . 274 # 8212 ; 316. Compare # 1048 ; . II. # 1048 ; # 1074 ; # 1072 ; # 1085 ; # 1086 ; # 1074 ; # 1072 ; , # 1042 ; # 1080 ; # 1076 ; # 1080 ; # 1074 ; # 1088 ; # 1077 ; # 1084 ; # 1103 ; # 1074 ; # 1089 ; # 1086 ; # 1074 ; # 1088 ; # 1077 ; # 1084 ; # 1077 ; # 1085 ; # 1085 ; # 1086 ; # 1084 ; # 1072 ; # 1085 ; # 1075 ; # 1083 ; # 1080 ; # 1081 ; # 1089 ; # 1082 ; # 1086 ; # 1084 ; # 1103 ; # 1079 ; # 1099 ; # 1082 ; # 1077 ; , # 1089 ; # 1090 ; # 1088 ; . 112 # 8212 ; 113. Basic Qualities of the Perfect Forms93 latter proposal may be to the full accepted, the definition of the significance of the class presents considerable trouble. Its kernel appears to be precedency: an action expressed by a perfect signifier precedes some minute in clip. We can non state that it ever precedes another action: the present perfect signifier is most normally used in sentences which contain no reference of any other action. On the other manus, the usage of a non-perfect signifier does non needfully connote that the action did non predate some minute in clip. It may, or it may non, have preceded it. To happen this out, the reader or listener has to take into history some other characteristic of the context, or, perchance, the state of affairs, that is, an extralinguistic factor. Therefore, the resistance between perfect and non-perfect signifiers is shown to be that between a pronounced and an unmarked point, the perfect signifiers being marked both in significance ( denoting precedency ) and in morphological features ( have+2nd participial ) , and the non-perfect signifiers unmarked both in significance ( precedency non implied ) and in morphological features ( strictly negative feature: the collocation have+ 2nd participial non used ) . On the whole, as a general term to denote the basic significance of the perfect the term correlativity in the above-named significance seems rather acceptable and w e propose to do usage of it until a better term is found, which may take some clip to go on. If this position is taken, the system of verbal classs illustrated by the signifiers writes, is composing, has written, has been composing, wrote,was composing, had written, had been composing, will compose, will be composing, will hold written, will hold been composing, # 8212 ;is based on three groups of impressions, viz.tense:present vs. past vs. hereafter ;facet:common vs. uninterrupted ;correlativity:non-perfect vs. perfect. As is seen from this list, the latter two of the three resistances are dual ( or dichotomic ) , i.e. they consist of merely two points each, whereas the first ( the tense resistance ) is ternary ( or trichotomic ) , i. e. it consists of three points. We will accept this province of things without come ining into a treatment of the inquiry whether every resistance must needfully be dichotomic, i. e. consist of two members merely. Therefore, the resistance between writesand wroteis one of tense, that between wroteand was composingone of facet, and that between wroteand had writtenone of correlativity. It is obvious that two resistances may happen together ; therefore, between writesand wascomposingthere are at the same time the resistances of tense and facet ; between wroteand will hold writtenthere are at the same time the resistances of tense and correlativity, and between wroteand had been composingthere are at the same time the resistances of facet and correlativity. And, eventually, all three resistances may happen together: therefore, between writesand had been composingthere are at the same time the resistances of tense, facet, and correlativity. 94The Verb: The Perfect If, in a system of signifiers, there is merely one resistance, it can evidently be represented diagrammatically on a line. If there are two resistances, they can be represented on a plane. Now, if there are three resistances, the system evidently can non be represented on a plane. To stand for it, we should hold resort to a 3-dimensional solid, viz. a parallelopiped. Prof. A. Smirnitsky has given a study of such a parallelopiped in his book. 1However, a drawing of a parallelopiped can non give the coveted grade of lucidity and we will non reproduce it here. However, a drawing of a parallelopiped can non give the coveted grade of lucidity and we will non reproduce it here. Use OF THE PERFECT FORMS We have accepted the definition of the basic significance of the perfect signifiers as that of precedency . However, this definition can merely be the starting point for a survey of the assorted utilizations of the perfect signifiers. Indeed, for more than one instance this definition of its significance will look entirely unequal, because its existent significance in a given context will be influenced by assorted factors. Though a really great sum of probe has been carried on in this field and many phenomena have by now been elucidated, it is merely just to state that a complete solution of all the jobs involved in the utilizations and sunglassess of significance of the perfect signifiers in Modern English is non yet in sight. Let us foremost, inquire the inquiry: what kinds of lingual factors can be expected to hold an influence on the usage and sunglassess of significance of the perfect signifiers? We will seek to reply this inquiry in a general manner, before continuing to look into the possible concrete instances. These factors, so, would look to be the followers: ( 1 ) the lexical significance of the verb ; ( 2 ) the tense class of the signifier, i. e. whether it is the present perfect, past perfect, or future perfect ( we can non be certain in progress that the tense relation is irrelevant here ) ; ( 3 ) the syntactical context, i. e. whether the perfect signifier is used in a simple sentence, or the chief clause, or once more in a subsidiary clause of a complex sentence. To these should be added an extralinguistic factor, viz. ( 4 ) the state of affairs in which the perfect signifier is used. Let us now consider each of these factors individually and so come to the inquiry of their possible interaction. ( 1 ) The significance of the verb used can impact the significance of the perfect signifier in so far as the verb may denote either an action which is disposed to bring forth an indispensable alteration in the province of the object ( e. g. He has broken the cup )or a procedure which can last indefinitely 1See # 1040 ; . # 1048 ; . # 1057 ; # 1084 ; # 1080 ; # 1088 ; # 1085 ; # 1080 ; # 1094 ; # 1082 ; # 1080 ; # 1081 ; , # 1052 ; # 1086 ; # 1088 ; # 1092 ; # 1086 ; # 1083 ; # 1086 ; # 1075 ; # 1080 ; # 1103 ; # 1072 ; # 1085 ; # 1075 ; # 1083 ; # 1080 ; # 1081 ; # 1089 ; # 1082 ; # 1086 ; # 1075 ; # 1086 ; # 1103 ; # 1079 ; # 1099 ; # 1082 ; # 1072 ; , # 1089 ; # 1090 ; # 1088 ; . 310. Uses of the Perfect Forms95 without conveying about any alteration ( e. g. He has lived in this metropolissince1945 ) ,etc. With the verb interruption,for case, the shadiness of intending would so be the consequence of the action ( the cup is no longer a cup but a aggregation of fragments ) , whereas with the verb liveno consequence in this exact sense can be found ; we might deduce a resultative significance merely in a slightly circuitous manner, by stating that he has now so many old ages of life in this metropolis behind him. Thus the significance of consequence, which we so do happen in the sentence Hehas broken the cup,appears to be the consequence of the combined significances of the verb as such ( in whatever signifier ) and the perfect signifier as such. It is rather natural that this significance should hold more than one time been taken to be the significance of the perfect class as such, which was a misconception.1 To give another illustration, if the verb denotes an action which brings about some new province of things, its perfect signifier is apt to get a shadiness of intending which will non be found with a verb denoting an action unable to convey about a new province. We may, for case, compare the sentences We have found the book( this implies that the book, which had been lost, is now one time more in our ownership ) and We have searched the whole room for the book( which does non connote any new province with mention to the book ) . Of class many more illustrations of this sort might be given. The basic demand is clear plenty: we must happen the significance of the signifier itself, or its invariable, and non the significance of the signifier as modified or coloured by the lexical significance of the verb. If this demand is clearly kept in head, many mistakes which have been committed in specifying the significance of the signifier will be avoided. ( 2 ) The possible dependance of the significance of perfect signifiers on the tense class ( present, past or hereafter ) is one of the most hard jobs which the theory of the perfect has had to face. It is rather natural to say that at that place ought to be an invariable significance of the phrase have+2nd participial , no affair what the tense of the verb havehappens to be, and this so is the premise we start from. However, it would be unsafe to see this hypothesis as something ascertained, without set abouting an nonsubjective probe of all the facts which may throw some visible radiation on the job. We may, for case, suspect that the present perfect, which denotes precedency to the present , i. e. to the minute of address, may turn out different from the past perfect, denoting precedency to a minute in the past, or the future perfect, denoting precedency to a minute in the hereafter: both the yesteryear and the hereafter are, of class, themselves related in some manner to the 1This was really competently pointed out by Prof. G. Vorontsova in her book ( p. 196 ) , where she criticised this construct of the English perfect found in several writers. 86The Verb: The Perfect nowadays, which appears as the Centre to which all other minutes of clip are referred in some manner or other. One of the main points in this domain is the following. If an action precedes another action, and the significance of the verb is such a 1 that the action can hold a distinguishable consequence, the present perfect signifier, together with the lexical significance of the verb ( and, we should add, perchance with some component of the context ) may bring forth the significance of a consequence to be seen at the really minute the sentence is expressed, so that the talker can indicate at that consequence with his finger, as it were. Now with the past perfect and with the hereafter perfect things are bound to be slightly different. The past perfect ( together with the factors mentioned above ) would intend that the consequence was there at a certain minute in the yesteryear, so that the talker could non perchance point at it with his finger. Still less could he make that if the action he spoke about was in the hereafter, and the hereafter perfect ( once more, together with all those factors ) denoted a consequence that would be at that place in the hereafter merely ( that is, it would merely be an expected consequence ) . 1All this has to be carefully gone into, if we are to accomplish truly nonsubjective decisions and if we are to avoid baseless generalizations and haphazard averments which may be disproved by analyzing an illustration or two which did non go on to be at our disposal at the minute of authorship. ( 3 ) The syntactical context in which a perfect signifier is used is on occasion a factor of the highest importance in finding the ultimate significance of the sentence. To exemplify this point, allow us see a few illustrations: There was a halfhearted effort at acare of the belongingss, and so Wilbraham Hall rang withthe laughter of a gag which the following twenty-four hours had become the common cherished belongings of the Five Towns.( BENNETT ) Overton waitedsoftly till he had finished.( LINDSAY ) But before he had answered,she made a face which Mark understood.( R. WEST ) The action denoted by the past perfect in these sentences is non thought of as predating the action denoted by the past tense. Another possibility of the context act uponing the existent significance of the sentence will be seen in the undermentioned illustrations. The inquiry, How long have you been here?of class implies that the individual addressed still is in the topographic point meant by the adverb here.An reply like Ihold been here for half an hrwould so practically intend, I have been here for half an hr and I still am here and may remain here for some clip to come . On the other manus, when, in G. B. Shaw s drama, Mrs Warren s Profession ( Act I ) , Vivie comes into the room and Mrs Warren asks her, Where have you been,Vivie? it is rather apparent that Vivie no longer is in the topographic point about 1See besides below ( p. 111 ) on the average sunglassess of the hereafter. Uses of the Perfect Forms97 which Mrs Warren is asking ; now she is in the room with her female parent and it would be pointless for Mrs Warren to inquire any inquiry about that. These two utilizations of the present perfect ( and similar utilizations of the past perfect, excessively ) have sometimes been classed under the headers present ( or yesteryear ) perfect inclusive and present ( or yesteryear ) perfect sole . This nomenclature can non be recommended, because it suggests the thought that there are two different significances of the present ( or yesteryear ) perfect, which is certainly incorrect. The difference does non lie in the significances of the perfect signifier, but depends on the state of affairs in which the sentence is used. The same consideration applies to the present ( or yesteryear ) perfect uninterrupted, which is besides on occasion classified into present ( or yesteryear ) perfect uninterrupted inclusive and present ( or yesteryear ) perfect uninterrupted sole. The difference in the significance of sentences is a really existent one, as willbe seen from the undermentioned illustrations. Sam, you know everybody, she said, who is that awful adult male I ve been speaking to? His name is Campofiore. ( R. WEST ) Ihave been salvaging moneythese many months.( THACKERAY, quoted by Poutsma ) Do you intend to state that deficiency has been playing with me all the clip? That he has been pressing me non to get married you because he intends to get married you himself?( SHAW ) However, this is non a difference in the significance of the verbal signifier itself, which is the same in all instances, but a difference depending on the state of affairs or context. If we were to impute the two significances to the signifier as such, we should be losing its grammatical constant, which we are seeking to find. Of class it can non be said that the analysis here given exhausts all possible utilizations and applications of the perfect signifiers in Modern English. We should ever bear in head that extensions of utilizations are possible which may sometimes travel beyond the rigorous bounds of the system. Therefore, we on occasion find the present perfect used in complex sentences both in the chief and in the subsidiary clause # 8212 ; a usage which does non rather fit in with the definition of the significance of the signifier. E. g. I ve sometimes wondered if I have ntseemed a small excessively blunt and free with you, if you might non hold thought I had gone homosexual , sing our friendly relationship was so far from confidant.( R. WEST ) We shall best understand this usage if we substitute the past tense for the present perfect. The sentence so would run like this: Ihold sometimes wondered if I had nt seemeda small excessively blunt and free with youAn of import shadiness of significance of the original sentence has been lost in this discrepancy, viz. that of an experience summed up and ready at the clip of speech production. With the past tense, the sentence simply deals with events of a past clip unconnected with the present, whereas with the present perfect there is the extra significance of all those past events being alive in the talker s head. 4 # 1041 ; . A. # 1048 ; # 1083 ; # 1100 ; # 1080 ; # 1096 ; 98The Verb: The Perfect Other illustrations might of class be found in which there is some distinctive feature or other in the usage of a perfect signifier. In the class of clip, if such varied utilizations accumulate, they may so convey about a alteration of the significance of the signifier itself. This, nevertheless, lies beyond the range of our present survey. The three verbal classs considered so far # 8212 ; facet, tense, and correlativity # 8212 ; belong together in the sense that the three express aspects of the action closely connected, and could therefore even on occasion be confused and mistaken for each other. There is besides some connexion, though of a looser sort, between these three and some other verbal classs which we will now see, notably that of temper and that of voice. We will in each instance point out the connexions as we come upon them.

Battle of Messines in World War I

Battle of Messines in World War I Battle of Messines - Conflict Dates: The Battle of Messines took place from June 7 to 14, 1917, during World War I (1914-1918). Armies Commanders: British General Sir Herbert PlumerLieutenant General Sir Alexander GodleyLieutenant General Sir Alexander Hamilton-GordonLieutenant General Sir Thomas Morland212,000 men (12 divisions) Germans General Sixt von Armin126,000 men (5 divisions) Battle of Messines - Background: In the late spring of 1917, with the French offensive along the Aisne bogging down, Field Marshal Sir Douglas Haig, commander of the British Expeditionary Force, sought a way to relieve pressure on his ally. Having conducted an offensive in the Arras sector of the lines in April and early May, Haig turned to General Sir Herbert Plumer who commanded British forces around Ypres. Since early 1916, Plumer had been developing plans for an attack on Messines Ridge southeast of the town. The capture of the ridge would remove a salient in the British lines as well as give them control of the highest ground in the area. Battle of Messines - Preparations: Authorizing Plumer to move forward with an assault on the ridge, Haig began to view the attack as a prelude to a much larger offensive in the Ypres area. A meticulous planner, Plumer had been preparing to take ridge for over a year and his engineers had dug twenty-one mines under the German lines. Constructed 80-120 feet below the surface, the British mines were dug in the face of intense German counter-mining activities. Once completed, they were packed with 455 tonnes of ammonal explosives. Battle of Messines - Dispositions: Opposing Plumers Second Army was General Sixt von Armins Fourth Army which consisted of five divisions arrayed to provide an elastic defense along the length of their line. For the assault, Plumer intended to send forward the three corps of his army with Lieutenant General Sir Thomas Morlands X Corps in the north, Lieutenant General Sir Alexander Hamilton-Gordons IX Corps in the center, and Lieutenant General Sir Alexander Godleys II ANZAC Corps in the south. Each corps was to make the attack with three divisions, with a fourth kept in reserve. Battle of Messines - Taking the Ridge: Plumer commenced his preliminary bombardment on May 21 with 2,300 guns and 300 heavy mortars pounding the German lines. The firing ended at 2:50 AM on June 7. As quiet settled over the lines, the Germans raced to their defensive position believing that an attack was forthcoming. At 3:10 AM, Plumer ordered nineteen of the mines detonated. Destroying much of the German front lines, the resulting explosions killed around 10,000 soldiers and were heard as far away as London. Moving forward behind a creeping barrage with tank support, Plumers men assaulted all three sides of the salient. Making rapid gains, they collected large numbers of dazed German prisoners and achieved their first set of objectives within three hours. In the center and south, British troops captured the villages of Wytschaete and Messines. Only in the north was the advance slightly delayed due to the need to cross the Ypres-Comines canal. By 10:00 AM, the Second Army had reached its goals for the first phase of the assault. Briefly pausing, Plumer advanced forty artillery batteries and his reserve divisions. Renewing the attack at 3:00 PM, his troops secured their second phase objectives within an hour. Having accomplished the offensives objectives, Plumers men consolidated their position. The next morning, the first German counterattacks began around 11:00 AM. Though the British had little time to prepare new defensive lines, they were able to repel the German assaults with relative ease. General von Armin continued attacks until June 14, though many were badly disrupted by British artillery fire. Battle of Messine - Aftermath: A stunning success, Plumers attack at Messines was nearly flawless in its execution and resulted in relatively few casualties by World War I standards. In the fighting, British forces incurred 23,749 casualties, while the Germans suffered around 25,000. It was one of the few times in the war when the defenders took heavier losses than the attackers. Plumers victory at Messines succeeded in achieving its goals, but led Haig to over-inflate his expectations for the subsequent Passchendaele offensive which was launched in the area that July. Selected Sources First World War: Battle of MessinesHistory of War: Battle of Messines

Grif Term Paper Essays - Military History By Country, Free Essays

Grif Term Paper Essays - Military History By Country, Free Essays The US-led Coalition Air Campaign Against ISIS Riley Stallings 4/20/18 In last decade, terrorism has gone up by a factor of a four. Its as simple as that. In that last six years, the number of fatalities from terrorist acts in the world increased from roughly 15,000 to a peak of almost 44,000 deaths in 2014. ( Max Roser, Mohamed Nagdy , Hannah Ritchie , 2018) This has coincided with the growth and increased activity of the Islamic State of Iraq and the Levant (Da ' esh, in Arabic), or ISIS as it is more commonly referred, in nations such as Iraq and Syria, where it ' s numbers are most prevalent. This Islamic state is a " transnational Sunni Islamist insurgent and terrorist group that controls large areas of Iraq and Syria . " (Christopher Blanchard, Carla Humud, Congressional Research Service, 2017) It has affiliates in several other countries, as well as large groups of supporters worldwide. The group has only since been recognized as one o f the largest threats to worldwide security and human rights in the last four years, despite its founding almost 20 years ago. In 2014, many nations of the world, lead by the United States, formed a coalition, which now has 75 partners worldwide, with the goal of " degrading and ultimately defeating Daesh. " (The Global Coalition, 2014) This coalition has coordinated efforts to reduce the size and power of the Islamic state through military action, and the development of strategies and tactics to reduce the number of personnel. This coalition and its actions, specifically its use of air strikes, have been called into question and have gained a lot of attention about the ethical responsibility of the coalition. Examination of the casualty data in the Middle East , from the nations that are the most afflicted by the Islamic State, has brought forward criticism of the ever-growing number of civilian lives taken by these airstrikes. The US-led coalition ' s air cam paign against the Islamic State has had a profound affect on not only the population of the Islamic state, but also the population of civilians living in and around territories occupied by the Islamic State. The Islamic state has a history of over a decade of power struggles, mostly relating to the changing over of leadership, and struggles with its affiliation with other groups in the Middle East . According to Kenneth Katzman, a specialist in Middle East ern Affairs at the Congressional Research Service, in 2006, a leader in the Al Qaeda organization, branched off of the organization and created the self-titled Al Qaeda in Iraq, which he later rebranded into the Islamic State in Iraq. This is the first emergence of the Islamic State in the Middle East . Later, in 2013, after the suicide bombing of the leader of the first Islamic State, Abu Ayyub Al-Masri, a new leader, Abu Bakr Al-Baghdadi, had taken over and, he rebrands the organization into the Islamic State in Iraq and Greater Syria, as we now know the terrorist organization. (Tara John, Time Magazine) According to Fawaz A Gerges, who wrote ISIS: A History , this organization began to extend their reach, spreading to and conquering the City of Mosul, the second largest city in Iraq. In the fighting for control of Mosul, the Islamic State reduced the size of the Iraqi Security Force, which was a US-trained and US-funded group, from roughly 280,000 active duty personnel to a mere 50,000 men. The author then goes on to talk about how the US president at the time, President Barack Obama, dismissed this somewhat obvious danger to international security as amateurish and that it did not present a serious threat to America ' s or its allies ' interests. In Barack Obama ' s exact words, " The analogy we use around here sometimes, and I think is accurate, is if a j.v. ' team puts on Lakers uniforms that doesn ' t make them Kobe Bryant. . . . I think there is a distinction between the capacity and reach of bin Laden and a network that is actively planning major terrorist plots against the homeland versus jihadists who are engaged in various

Mergers Essay Example | Topics and Well Written Essays - 500 words

Mergers - Essay Example rgers are part of reforming a business which involve two companies coming together to create a big organization that pleases shareholders (Albizzatti and Sias 35-28). One factor that may make two companies succeed in merging is by integrating their data thus it will be easier to achieve the shareholders value. According to Gaughan (2009), this strategy is mostly used in tough economic times where those companies which cannot survive the competition in the market are bought-off by the strong companies in the market. Stanwick (16-11) descries that this enables the companies to improve their competitive nature as other companies merge hoping to increase their share in the market and thus will produce more than they would have if they were to operate by themselves. This study shows the possibilities that would make a company such as SLP want to merge with another one. It will also show how the mergers are financed and finally it shows the second and the third company to be chosen as a merger giving reasons for each. In my opinion if I was to pick a company to merge with between Dell and Intel it would be Dell. This is because it has more benefits to the company than Intel. Perry and Herd (19-12) shows that Dell is a multinational company and it already has a big market share all over the world which has been estimated to be 20 percent. This advantage would make SLP Company be in a position of venturing the global market as Dell would increase its industrial visibility. Dell is a company that deals with computers and SLP Company is involved in vehicles. Their merging type would be in the form of extending their product as the businesses are different but the products are somehow related. If Dell was to takeover SLP it would achieve more benefits of economies of scale as the size would increase as well as its product line. To pay for the deal the best way would be through fixed value stock. This is where the shares are fixed in that the buyer’s shareholders may run

Formation of a Legally Binding Business Contract Essay - 3

Formation of a Legally Binding Business Contract - Essay Example It is important to consider what constitutes a valid offer. There are various statements which seem like offers but actually not offer. A distinction must be among offer, invitation to offer, an invitation to treat. Jess advertised a second-hand van for sale on a car trade website for  £2650. This is not an offer but a mere invitation to offer. This means that if anyone shows interest in the van, Jess reserves the right of refusing to sell it. As seen in the given case, Mr. Powell showed interest in the van but Jess told him that she would sell it if any other customer came before him. The interest shown by Mr. Powell was the actual offer but it was not accepted by Jess. Jess agreed to sell the van to him but she qualified her acceptance by saying that she would sell the van to any customer that came before him. A qualified acceptance is not a valid acceptance which is why they did not have any agreement yet. Mr. Powell told Jess that he would pay  £450 in advance if she did not sell the van to any customer for three days. Normally, when general offers are made, the offeror is not bound to keep the offer open for any particular offeree. However, when an offeree agrees to pay a consideration for keeping the offer open for a certain period, the offeror becomes bound to keep it open for the stipulated period as seen in Dickinson v Dodds. Mr. Powell has obtained a promise with the consideration of  £450 from Jess that she would keep the offer to sell the van to Mr. Powell open for three days. Now Jess and Mr. Powell have an agreement that is separate from that of selling of the van. Another important fact is that Jess’ invitation to offer turned into an offer during this negotiation. It is because anyone could have made an offer to Jess before she promised to keep her offer open.

Critical Reflection Of Communication Skills Relevant To Selected Clinical Scenario Nursing Essay

Critical Reflection Of Communication Skills Relevant To Selected Clinical Scenario Nursing Essay In 2006, a patient named Robin became pregnant. In the 5th month of pregnancy, the patient began having trouble with diarrhoea and then developed a severe infection in her upper respiratory system. Robins obstetrician immediately hospitalized her and within 24 hours, Robin had a temperature of 105 degrees and was in preterm labour. Just before Christmas, Robin was diagnosed with Acute Viral Pneumonia. After getting permission from the doctor to go home for Christmas, Robin was back at the hospital 15 days later because she was in preterm labour yet again. It was then that Robin was introduced to a gastroenterologist who diagnosed her with Crohns Disease. Robin was immediately put on medications to try to save her and her unborn childs lives. On 3rd February, Robins contractions were five minutes apart but her due date was the 17th of March. Robin came to the hospital and within one hour, I performed an ultrasound only to let her know that her unborn baby boy was no longer alive. Afte r the funeral of her son, Robin was diagnosed with Deep Vein Thrombosis (DVT) in her inner thigh. Reflection: Interpersonal communication skills Listening is an active and basic process that involves not only taking the content of the person speaking by looking at their body language and listening to their words, but also being perceptive (Boyd, 2007, pp. 654-683). Good listening skills are shown by attending behaviour that is practiced by establishing eye contact, maintain a relaxed posture and sending appropriate messages to the patient through gestures (Timby, 2008, pp. 298-312). Attending behaviour works well in that it encourages the patient to verbalise their feelings and ideas freely (Hart, 2010, pp. 287-299). During listening, the nurse paraphrases the words of the patient in fewer words so as to make sure that the nurse understood what the patient wants. Paraphrasing is an important part of listening because it exposes and clarifies any mixed or double messages sent when the patient fails to make a direct statement (Huber, 2006, pp. 754-783). The third part of listening is clarifying. Clarifying goes beyond paraphras ing with an intention of bringing vague material into sharper focus (Kneedler Dodge, 1994, pp. 258-295). Perception checking is an effective part of ensuring accuracy of a communication because it is a method of giving and receiving feedback from the patient (White, 2004, pp. 634-683). When helping Robin, I can say that I had effective listening skills. I made a point of listening to what Robin told me and I made sure that when she was talking, I made her feel comfortable and showed that I was interested in what she was saying. Leading is a communication skill that encourages the patient to respond in an open communication so as to invite verbal expression (Chitty, 2005, pp. 512-554). The helper slightly anticipates what the patient is thinking and where those thoughts are headed. In anticipating these thoughts, the nurse leads the patient so as to stimulate the communication. Leading encourages the patient to retain primary responsibility for the direction of the communication and helps them to be active in the process (Ray Donohew, 1990, pp. 112-148). Leading also encourages the patient to explore and elaborate on their feelings. One of the tools used in leading is using open questions that can be answered by more than just a yes or a no (Giger Davidhizar, 2004, pp. 212-237). Choosing appropriate questions lead to clarification for the patient (Sully Dallas, 2005, pp. 37-82). Another tool used in leading is by being indirect when leading the patient. Indirect leading keeps the responsibility of keeping the communication going on the patient. Indirect leading allows the patient to control the direction of the communication and protect their ideas (Knapp Daly, 2002, 145-187). Direct leading on the other hand specifies a topic and the nurse uses suggestions to direct the patient. Direct leading is important in elaborating, clarifying and illustrating what the patient has been saying (Miller, 2008, pp. 284-325). In the case of a patient who has multiple problems or is vague, focussing is an important aspect that should be used in leading the communication (Marrelli Hilliard, 2004, pp. 213-263). Focussing is a way that emphasizes on a certain idea or feeling and helps the patient get in touch with their feelings (Williams Davis, 2005, pp. 27-39). I did not use leading skills when communicating with Robin and this is a skill I should in the future. I will enhance my abilities in leading skills by using open questions that will encourage the patients to share their ideas and feelings freely. Reflecting feelings, experience and content of the patient expresses that the nurse understands and wants to perceive the world as the patient does (Chase, 2004, pp. 278-317). Reflecting the patients feelings brings those feelings into clear awareness from the vague expressions that they were (Sheldon, 2009, pp 87-113). Helping the patients to own their feelings is done by identifying both the obvious and subtle feelings that are hidden behind words (Rosdahl Kowalski, 2007, pp. 1563-1612). In reflecting experience, the nurse broadly observes the patients verbalised feelings and their nonverbal feelings (French, 1983, pp. 116-145). Like paraphrasing, reflecting content involved repeating the essential ideas of the patient in fewer and fresher words (Hegner, Acello Caldwell, 2003, pp 744-763). When the patient is having difficulty in expressing an idea, reflecting content helps the nurse to clarify those ideas. During communication, reflecting helps the patient to recognise and expre ss their feelings effectively (Lipe Beasley, 2003, pp. 267-301). In communicating with Robin, I sounded monotonous and insincere when I began my reflection with saying, It seems you were very upset even after yelling for everyone to get out. In saying this I also said words that that Robin was unprepared for because they had too much depth of feeling. In future communication with patients, I should not read more interpretations into the statement than was intended, and I should use less monotonous words that sound sincere. Confronting the patients is intended to help them recognize what is going on or what the nurse infers is going on (Cherry Jacob, 2005, pp. 478-501). A patient may feel threatened and anxious at first when they are confronted. However, the patient is also grateful for the honesty albeit direct expression that shows that the nurse cares (Perry Potter, 2002, pp 1114-1163). Confronting the patient presents feedback that is difficult to hear, and as such, the nurse should poses good timing to ensure that the patient is ready for honest feedback (Fitzpatrick Wallace, 2005, pp. 341-367). Sometimes I find it hard to confront patients. In Robins case, I was finding it hard to understand and deal with her. I know that confronting the patient is one of the crucial skills that I must poses. I must recognize my feelings as the nurse and share those feelings with the patient. I must be able to involve myself in self-reflection as a form of confrontation. I believe that by practicing, training a nd observing others, I can develop my confronting skills. Using interpretation helps the patient to see their problems in new ways (Barnum Kerfoot, 1995, pp. 256-298). Unlike paraphrasing where the patients frame of reference is maintained, in interpreting, the nurse offers the patient a new frame of reference. The nurse adds his or her own meaning to the patients basic meaning (Ellis Hartley, 2004, pp. 114-146). When the nurse adds on to the basic message from the patient, and the patient understands the new idea, then communication is accelerated. Interpreting is useful in helping the patient get a broader perception their feelings (Ferrell Coyle, 2006, pp. 542-568). Interpretation is a communication skill that I used with Robin. While talking to Robin, she mentioned that she felt that the nurses around her were angels who lit her fire up in a time when she needed much encouragement. I told Robin that the way I saw it, she could join also become a nurse. Due to the Crohns disease, Robin could only live a stress-free life. However, afte r living the hospital, the first thing that Robin did was to go to Upper Valley Joint Vocational School where she applied for pre-requisite classes in the Licensed Practical Nurses (LPNs) program. Robin graduated in November 2009 and has been working in the nursing profession since then. The most important thing that a nurse can do for the patient is sharing simple facts (Crisp Taylor, 2008, pp. 1112-1196). Informing is a communication skill that is integrated with giving advice (Maurer Smith, 2005, pp. 360-378). Under some circumstances, where advice giving does not foster dependency and is not arrogant, giving advice can be helpful to the patient. Communication through informing gives the patient a recommended course of action that the nurse has experience with. Through giving suggestions, the patient can decide the course of action that he or she will take (McConnell, 1993, pp. 96-118). Crisis situations where the patient has to adjust to a readjustment in life are an appropriate situation for giving the patient advice. In Robins case, after she had a stillbirth, I advised her to take her time with her son, Benjamin. I encouraged Robin to spend as much time as she wanted holding the five pound fifteen ounce baby boy. As much as Robin did not want to, I took pict ures of robin and Benjamin for the memory album. I knew that that was the best albeit hardest thing robin had ever done. Summarising skills involve paying attention to what, how, why, when and the effect of what the patient said (Antai-Otong, 2007, pp. 116-128). After communicating with a patient, the nurse should try to gather all the ideas and feeling expressed in one statement (Sines, Appleby Frost, 2005, pp. 273-312). Summarising is important in that it gives the patient awareness of progress in exploring ides and feelings, problem solving and learning (Clark, 2009, pp. 45-96). In summarising, the communication ends in a natural note that clears a way for new ideas and clarifies scattered ideas (Quinn, 1989, pp. 324-364). Patients also gain confidence in that the nurse was attentive to them throughout the conversation. The nurse can use summarising as a means to check the accuracy of the ideas and feelings that were communicated by the patient. When communicating with Robin, I did not use summarising skills. In future communications, I should use the ideas from the patients to make a summary of th e statements made. Instead of making the summary myself, I could ask the patient to summarize the themes, agreements and plans made during the communication. Enablers and impediments to interpersonal communication While communicating with Robin, the physical environment did not pose as an obstacle. However, my discomfort as a nurse was an obstacle when communicating with Robin. This discomfort originated from death and dying in general terms. I dealt with this discomfort by thinking that it was not my responsibility to communicate with Robin about hospice care and prognosis. My desire to maintain positive thoughts in Robin and her parents was also an obstacle. I would put off discussions about Robins possibility of a stillbirth until I felt that Robin and her parents could handle that conversation. In the future, I will initiate communication on prognosis and hospice care without thinking it is too much trouble. I will also control fear that emerges after telling the patient bad news. The patient can also be an obstacle to effective communication when he or she is unwilling to accept prognosis or hospice care (Mauk, 2009, pp. 374-412). This unwillingness that was evident in Robins case is ascr ibed to her non-acceptance of her sons death and her diagnosis with Crohns disease. In helping with Robins acceptance, I encouraged her by letting her know that I would be there to help her and listened to her. Because this worked well, I will continue being an encouraging factor for future patients. Cultural and social issues did not act as an obstacle while I was communicating with Robin. During Christmas, Robin when home to celebrate the holiday with her family, and when she was admitted back a few days later, I gave Robin a Christmas present that facilitated communication. Conclusion and recommendation Nurses play an important role in communicating with patients because they are always in close contact. A nurse-patient relationship is improved by communication and as such, having effective communication skills is an important factor and a priority for every nurse (Daniels, 2004, pp. 1312-1325). I must develop my skills further in leading, confronting and summarising by participating in training activities. By participating in learning activities, I can develop strategies and acquire new skills as well as effectively employ those skills. Another strategy I will use is practicing key skills with actors and simulated patients because I will be able to control the nature and complexity of the task. Lastly, I must use the communication skills acquired in practice.

anne bradstreet Essay -- essays research papers fc

Anne Bradstreet was not only the first English-speaking, North American poet, but she was also the first American, woman poet to have her works published. In 1650, without her knowledge, Bradstreet’s brother-in-law had many of her poems published in a collection called The Tenth Muse Lately Sprung Up In America. Although these poems did not reflect what would be her best work, they did emulate what would be the greatest influence on all of her writing. Anne Bradstreet’s Puritan life was the strongest, and the most obvious influence on her work. Whether it was her reason for writing, how she wrote, or what she wrote about, Bradstreet’s poems would reflect the influence of Puritan life and doctrine.   Ã‚  Ã‚  Ã‚  Ã‚  Although there is very little information about Anne Bradstreet’s earlier life, we do know that she was born in 1612, probably in Northampton, England. Anne grew up in the Earl of Lincoln’s home, which was a very distinguished household with an extensive library. Her father Thomas Dudley, who handled many of the Earl’s affairs, encouraged his daughter’s education. Also serving as a steward to the Earl of Lincoln was Anne’s future husband, Simon Bradstreet. Both men were well educated, prominent people who would carry their knowledge and influence to the New World (Piercy 18).   Ã‚  Ã‚  Ã‚  Ã‚  In 1628 Anne and Simon were married. Two years later Thomas Dudley and the Bradstreets began their three month journey to New England on the Arbella (Piercy 18). The purpose of their journey was to arrive in a new world where they could practice and teach their puritan doctrine. The new colony was perfect for their simplified religion due to the lack of traditions that were already established in England.   Ã‚  Ã‚  Ã‚  Ã‚  Here begins the influence of the Puritan life on Anne’s work. Christian Doctrine became the only topic that was acceptable for people to write about. It was used to educate and persuade the colonies to worship and honor God. Many Puritans kept journals and diaries as a history of God’s work among the colonies. The available readings contained moral lessons all established by Puritan leaders, or the church. In the article â€Å"Puritan Poetry: Public or Private† the author explains the aim of public poems is to present, confirm, and glorify the cause. It also suggests that the concerns of public poetry are d... ...iritual guidance.   Ã‚  Ã‚  Ã‚  Ã‚  Ultimately being a Puritan was the greatest influence on Anne Bradstreet’s writing. It was the responsibilities of a Puritan woman that drove her to write, the Puritan culture she lived in that conformed how she wrote, and the Puritan doctrines she truly believed in that molded her thoughts into what she wrote about.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Works Cited Blackstock, Carrie. â€Å"Anne Bradstreet and Performativity Self-Cultivation, Self- Deployment.† Early American Literature 32 (1997): 223-247. Doriani, Beth. â€Å"Then Have I†¦Said With David: Anne Bradstreet’s Andover Manuscript Poems and the Influence of the Psalms Tradition†. Early American Literature 24 (1989): 52-69. Piercy, Josephine K. Anne Bradstreet. New York: Twayne Publishing, 1965. Salska, Agnieszka. â€Å"Puritan Poetry: Public and Private† Early American Literature 19 (1984): 114-119. White, Elizabeth W. Anne Bradstreet. New York: Oxford University Press, 1971. White, Peter. Puritan Poets and Poetics. PA: The Pennsylvania State University, 1985.

Jungian Psychological Profiles in Glenngarry

Glengarry Glen Ross: A Jungian Perspective David Mamet wrote the play â€Å"Glengarry Glen Ross† as a look into the world of sales. As with most of his work, capitalism and its effect on the actors is a major theme. Stories as they are written have characters that have different roles based on their personalities and behaviors. This assignment of roles is something that has spanned the history of literary works. Carl Jung, Swiss  psychiatrist and the founder of  analytical psychology explained these roles people assume and their meaning.The term he used to refer to these character descriptions is called archetypes. All of the characters in the play have problems. Most of these are based in personality flaws and a lack of moral character. When looking at the characters of this play we see definite archetypes in their personalities. What is it that makes each character act the way they do, is there a common thread or archetype, and does Mamet speak to a greater problem by us ing Jungian archetypes? Is Mamet’s discourse on the effects of the sales office on people a discourse on the effects of capitalism on the society we live in now?There are 5 main characters in this play who work in the sales office; Shelly â€Å"the Machine† Levene, Ricky Roma, John Williamson, Dave Moss, and George Aaronow. Each of these characters has flaws in their character. Through careful examination of each character we can assign Jungian archetypes; to do this though we must understand archetypes. Archetypes are models or types of people, their personalities and their behaviors. But what is the definition of an archetype?Carl Jung said â€Å"The archetype is a symbolical formula, which always begins to function whenever there are no conscious ideas present, or when such as are present are impossible upon intrinsic or extrinsic grounds. The contents of the collective unconscious are represented in consciousness in the form of pronounced tendencies, or definite w ays of looking at things. (Jung 33)† These pronounced tendencies are the underlying motivation for each character in the play. We can see how each of these makes conscious and unconscious decisions that are reflective of each person’s assigned archetype.Looking at the characters we see the author has assigned them archetypes (consciously or unconsciously). In the opening act of the play we see Levene and Williamson sitting in a Chinese restaurant where Levene is begging for fresh leads. He lauds of past successes, and even tells Williamson to talk to Mitch and Murray (the owners of the office) about his mastery of sales. In this character we are beginning to see desperation. At the end of the month the two sales people with the lowest sales are going to get fired. He knows that if he does not sell he is doomed. He only gets old leads from Williamson.The new fresh leads will not be released to the salesmen until after the promotion. This is a classic vicious cycle. He ca nnot sell to the old leads because they are deadbeats and will not get the new ones; the ones who will buy, until he does. He is propositioned by another co-worker to break into the office to steal the new leads. He does this and tells the other co-worker he will keep quiet about the whole ordeal. In the end he cannot keep his mouth shut and cracks when he inadvertently discloses a brief fact that only the burglar would know to Williamson who picks up on this slip up immediately.Looking at Jungian archetypes with the Levene character we see three archetypes emerge: The Scapegoat, The Persona and The Shadow. Combined these play an intricate part in why Levene does what he does. The shadow archetype is best described as that â€Å"which personifies (sic) everything the subject does not wish to face in himself† (Jung 275) or the dark side of our nature. (Jung 85) In Levene we see a man who does not want to look at the darkness inside; the darkness that would have him trying to b ribe his boss for fresh leads, burglarize the office, or snitch on the co-worker who developed the plan in the first place.When he is found out as the burglar he panics. This is the animalistic part of the shadow; the resorting to primal instincts. He tries to bargain with Williamson. He offers a percentage of all future sales to him. When these do not work he resigns himself to the consequences. Coupled with the shadow we see Levene exemplify the persona. This archetype is described as a â€Å"symbol of the protective cover or mask. † (Jung 287) Levene acts in a manner while on the in the office with a co-workers client that is a full flight from reality. He acts like he is a vice president of American Express and travels the world.This is a ruse he jumps into with no preparation and pulls it off beautifully. This mask he uses whether to deceive his clients, himself, or others, is his persona. It is dishonest from its onset. This core dishonesty is how the shadow archetype i s manifesting in his psyche. Just like the vicious cycle with the leads here we see the cycle of his dishonesty in every aspect of his work life being transmitted into the shadow archetype, his subconscious now makes instinctual decisions from a negative jumping off place. The more he participates in this pattern the deeper the pathology sets in him.To round out this character we can apply the scapegoat archetype. The scapegoat archetype is defined as â€Å"the one who gets blamed for everything, regardless of whether he or she is actually at fault. † (Essortment) Sure he is to blame for the break in but he was not the first choice to do it. Aaronow was asked first but he decided he could not do it so Levene was asked. In the end Levene snitches on Moss for being the instigator. Levene was asked to do the burglary because if he was caught he would take the blame by himself. He was singled out for the archetype that fit him best.Every office needs a scapegoat and being the old est and least productive he subconsciously plays the role to a tee. Here where everything comes together, a desperate man, making base decisions from a negative subconscious, led by a persona steeped in dishonesty, who knows that he puts himself at risk of either getting fired for not selling or getting arrested for the break in, who is manipulated by the others in his workplace, and trying desperately hold on to an self-image long gone. Mamet is hinting that these factors are not something unique in a sales office or in capitalistic western society as a whole.This is why the character is so relatable. John Williamson is the office manager. He is not a salesman. He works for the owners and his job it to â€Å"marshal those leads. † (Mamet) He is a company man and his pay is not based on commission. He takes his orders from the owners. He has no sympathy for any of the salesmen in the office. He takes a constant barrage of crap from each of them every day. He does not have to sell in the field and that alienates him from the rest of the characters. In the opening scene we see Levene trying to get extra leads form him.When Levene offers money he is quick to say yes, but he wants all of the money right then. Levene says he will have the full sum the next day. Williamson reacts coldly, almost emotionless, to Levene’s pleas for leads. He is quick to betray his ethics for material gain. The first archetype for Williamson is the shadow. He is quick, almost instantly ready to betray his conscious to see the leads to Levene. He also has no compassion; that dark place that is the result of phenomenon in Williamson’s life that has jaded him. Understandably, in this office setting it would be hard to be compassionate seeing the way he is treated.But he should maintain his professionalism buy not entertaining the request from Levene. This is where the archetype of the scapegoat enters. Near the end of the play Williamson inadvertently blows one of Roma ’s deals thinking he is helping. He does not know the cardinal rule of a sales office; do not talk unless you know what is going on. As stated earlier, Williamson is blamed for all the problems in the office. Levene blames John for the lack of good leads; Roma blames him for blowing out his deal, so this makes him an easy target.Since he is not a salesman he is not considered one of the boys. He is an outsider. And anyone can relate to an outsider being a scapegoat. John also unknowingly reinforces Levene’s persona archetype buy feeding his superiority complex with simple rookie mistakes. It would seem that there is a contention between Levene and Williamson on who actually is the scapegoat. This would explain why in the end when Levene asked why he is turning him in he says â€Å"Because I don't like you. (Mamet)† His shadow archetype returns for justice. Mamet gives another nod to the problem with capitalism.That a person has to whatever it takes to be success ful in the business world. Whether it is betraying your own personal ethics, your relationships with other people, or obligations to employers, nothing can stand in the way of someone trying to make it in business. The next character is George Aaronow. He is in the same situation as Levene. He needs a sale before the end of the month or else he will be fired. Like Levene he has had a bad run when it comes to sales. Where Levene’s inflated ego is unwarranted, Aaronnow’s ego is deflated. He has practically given up on the world of sales.He listens to Moss’s rant on why the leads are garbage and agrees with everything he is saying. He desperately wants a reason other than himself for his problems. His character is not aggressive like the others. He has a meekness that is a liability in the office. He is metaphorically swimming in a shark tank and they see him as bait. He is originally propositioned to do the break in by Moss. Moss sees him as a perfect partner; a p erson who would not do something akin to a break in. He also has nothing real to say in the play. He constantly repeats whet others say as to agree.His lack of substance is deliberate. If he were more complex and aggressive he would not be in the situation he is in right now. This is the antithesis of the Levene character. He has no persona. No mask to hide behind. No sense of entitlement. He also has no courage as seen by his backing out of the plan to steal the leads. This explains why people see him as the perfect scapegoat. His shadow archetype is one based in resentment, and fear. He does not want to look at why he is failing. It is easy for him to jump on the bandwagon to blame Williamson.Aaronow is the perfect example of what is wrong with capitalism. He works hard for years only to have his spirit broken by an economic model that sees him as disposable. This lack of importance within the workplace or in his life as a whole is not seen as something to be investigated because it is a negative; in fact it is seen as the price of doing business. These are high prices for a man to pay in the premier years of his life. Dave Moss is very angry man. He has a level of anger that stays constant throughout the play. He is a predator in the shark tank.He knows nobody is going to help achieve anything in the office. He finds people who agree with his perception of why things are the way they are in the office. He uses his persona to manipulate people into doing things they normally would not do; things that betray their inner subconscious. He uses the skills that he learned on the streets selling to sell people around him on the idea that he is right about everything. They just have not become as angry about it as he has. He tries to use his skills to convince Aaronow that he should be just as angry as he is.His persona is based on resentment and frustration. This attitude keeps everyone at bay. It also shows him as a leader in the office. He probably will get the steak knives. He has several plans in his mind about his future and they are not with the firm. He knows that if he gets the leads and sells them to a rival office he will profit financially not just from the initial purchase of those leads, but he will have a job at the firm where he can schedule and close those leads. It is a win-win situation or him. He does not care about anyone but himself.His shadow is so deeply rooted in dishonesty he cannot even see it. This is his natural state. His consciousness has no compassion for anyone and it preys on the weak. His resentment filled subconscious feeds his conscious with self-hatred. Here we are again with the vicious cycle of a negative subconscious feeding an ego problem in turn cementing a negative subconscious. This has a poisoning effect on the people around him. His sarcasm is a telltale sign of his frustration. This is shown to be a hindrance to anyone trying to be successful and a precursor to further problems down the road. Ca labrese, 461) Moss is a prime example of what happens to misguided but motivated people within a capitalistic society. They revert to the animalistic shadow archetype at the expense of their own temperament. At what lengths exactly would Moss go to be successful? Manipulation, anger, frustration, deception, and theft are just some of the ways. These are the tools of the modern capitalist. A man must be willing to go to any lengths to reach his goal. Anything that gets in the way is collateral damage. Ricky Roma is the sales leader at the time of the promotion in the office.His arrogance shows in the way he talks to clients. It is reflective of someone successful on the backs of others. His interactions with the rest of the salespeople are distant and peppered with sarcasm. He has an inflated ego that is a direct result of his consistency in the sales room. He also berates Williamson for his inexperience in the field. He is the proverbial big shark in the tank. The rest of the salesm en resent him for his success. His shadow emerges when Lingk comes to the office to cancel his contract, the contract that put him on top of the sales contest.He instantly and instinctively creates an elaborate fraudulent ruse with the help of Levene to make Lingk think he made the right decision. Roma’s fears are now controlling his every move. Consciously he is trying to protect his prize, the Cadillac. Subconsciously he is maintaining his leadership role in the office. If he is seen as anything other than a producer he is weak. His shadow would never allow him to be weak. Therefore it is his persona that takes over. He puts out this larger than life attitude that he hopes will command respect.He hopes this mask will cover his fears. This flamboyant persona making base decisions out of subconscious fears only heighten his need to reinforce the persona. The vicious cycle returns. We see people like Roma all the time in capitalist societies. Whether it is Donald Trump, Mark C uban, or Sean Combs, we see a braggadocio that is consistent with a person with a superiority complex. These types of people are catapulted to the top of their chosen fields. These are the heads of companies, the decision makers, the capitalists as tableau.When looking at the people in the workplace we see a phenomenon that has occurred for millennia now; men acting out in social situations around other men to become dominant. In the caveman times the biggest and the strongest warriors who got the women, they ate better, and people venerated them with myths of the conquests. In modern times we this transition of men from being the warriors of the battlefield needing strength and battle skills to become the things legends are made of, to hyper intelligent men with business prowess and social savvy who wheel and deal, have trophy wives, and frolic in the â€Å"spoils of war†.But today we have more than just survival instincts motivating men; we have complex egos, varying degree s of psychological pathology, and a host of psychosocial problems arising from past phenomenon I their lives. â€Å"The collective unconscious, Jung claimed, contains primordial images and ideas that have emotions and symbolism â€Å"attached†. These images and ideas become manifest in fantasies, dreams, myths, and emotional responses to the world around us. † (Carr). This would explain why these men behave in the same way as the men of histories past.These actions are primordial in nature, as is the archetypes they personify. If all the characters had the same success that Roma had they would all be acting like king of the roost. Unfortunately in the play this is not the case, and would not make for much of a story either. All of these men participate in a behavior called repression. Each is stuffing down something about themselves they do not want to look at that is the breeding ground for their ego problems. â€Å"The repressed fear of the emotions becomes projecte d outward onto others.Emotional ties and bonds embedded in employee/work relationships are experienced as a loss of control and invitation toward chaos. The solution derived within such a system results in the imposition of more structure and control coupled with even more intensities of emotional denial. Dominance, individual obsessive control, and power form the overt behaviors of managers arising from the unconscious and are reflected and rationalized as the norms of organizational culture. † (Figler and Hanlon) Here we see why it is not uncommon to see these characters develop the way they do.This is the â€Å"norm† in business especially within a capitalistic society. There is an underlying common subconscious in men, one that has plagued them for centuries; their incessant need to be dominant within a social setting. This has evolved over time from a survival instinct into an economic paradigm. There have been several responses to this type of economic system, fro m communism to isolationism (forced and unforced). In this play David Mamet is exposing what capitalism really does to men. It puts them at odds with their own ethical beliefs, creates unwarranted ego complexes, and instills deep rooted psychological disorders.Mamet stated in the program notes that â€Å"American capitalism comes down to one thing [†¦ ] The operative axiom is ‘Hurrah for me and fuck you. Anything else is a lie. † (Boon) When we look at how this type of attitude early on affects people we see â€Å"this false self development, (sic) which is initially adaptive and maximizes gratifications, may become maladaptive by over-emphasis. If the early environment presents many adaptation failures, then deceptive strength will be given to the emerging false self, which then becomes the basis for later social relationships to the exclusion of the real self. (Hudson) All of these characters have problems due to over-emphasis of their subconscious shadow archet ype feeding a false persona which in turns deepens the pathology of the shadow archetype. As most people will tell you, these characters are commonplace in the workplace in western capitalistic models of business. Mamet shines a light onto this dark world that American business has evolved into. From seedy characters with dynamic psychological pathologies to a broad statement on capitalism as a whole Mamet only resents to the audience exactly what he sees in business; a vicious cycle of pain, frustration, and alienation. Works Cited Boon, Kevin Alexander. â€Å"Ethics and Capitalism in teh Screenplays of David Mamet. † Literature Film Quarterly 39. 3 (2011): 180. Web. Carr, Adrain. â€Å"Jung, Archetypes and Mirroring in Orginizational Change Management. † Journal of Orginizational Change Management 15. 5 (2002): 478. Web. 21 April 2012. Essortment. http://www. essortment. com/understanding-literary-archetypes-61301. html. n. d. Web. 24 April 2012. Figler, Robert and S usan Hanlon. Management Development and the Unconscious From an Analytical Psychology Framework. † Journal of Management Development (2008): 616. Web. 20 April 2012. Hudson, Wayne. â€Å"Persona and Defence Mechanisms. † Journal of Analytical Psychology (1978): 56. Web. 27 April 2012. Jung, Carl G. â€Å"Man and HIs Symbols. † Jung, Carl G. Man and His Symbols. New York City: Bantam Doubleday Dell, 1964. 85. Print. Mamet, David. â€Å"Glengarry Glen Ross. † The Norton Anthology of American Literature. New York City: W. W. Norton & Company Inc. , 2007. 3044. Print.