One Machine in Cement Production Industry Essay Example for Free

One Machine in Cement Production Industry Essay The cement packing machine is mainly used for packing cement in bags, or other fluit powdery materials bagging work. Except manual sidekick, baggs cant fall off unless the bulking load reach centain amount. The machine can stop immediately when bag happens to fall of suddenly. It can charge load without compressing air, which reduces the packer damadge caused by damaged pneumatic components. Most of the cement packer is divided into fixed and rotary. The work of running processes 1). Start the operation steps: The circular telegram starts the belt fastener start the packer start the feeding engine to insert the bag to fill installs measurement fall the bag . 2). Engine off step: Closes the feeding engine emptying the cement in the packer switch off the total power source . Entire operation and routine maintenance When the operation appears failure ,emergency stopping maintenance , cutting off power supply, , listing alerts or the specialist care. 6). Packer of grounding protection wants safely reliable,and regularly test ground resistance . 7). When the belt suddenly stop , they should immediately cut off the cement packer rotary power to scratch-resistant package

Drug Discovery and Development Processes

Drug Discovery and Development Processes INTRODUCTION The human body is a miracle but it is also extremely vulnerable. Many illnesses and disorders are still untreatable. Fortunately science is always evolving. It is unravelling more and more secrets about how our body works and which process is occurring in conditions of sickness or health. The challenge is to use our scientific knowledge to discover new, innovative drugs, a new hope for the patients all over the world. Drug Designing or Drug Discovery and Development is an inventive process of finding new medications based on understanding of the biological target. Vast majority of drugs are small molecules designed to bind, interact and modulate the activity of specific biological proteins. These proteins which may also be receptors bind to and interact with other molecules to perform the numerous functions required for the maintenance of life. In many illnesses, one or more proteins or receptors in the body are not working correctly. That is what the scientists try to detect. If they discover which proteins or receptors cause an illness then these same proteins become the target for the development of a new drug. Thus, the target is the naturally existing cellular or molecular structure involved in the pathology of interest that the drug-in-development is meant to act on. Drugs work by interacting with target molecules (receptors) in our bodies and altering their activities in a way that is benef icial to our health. In some cases, the effect of a drug is to stimulate the activity of its targets (an agonist) while in other cases the drug blocks the activity of its target (an antagonist). DRUG DISCOVERY PROGRAMME A drug discovery programme initiates because of a disease or a clinical condition for which a suitable medical product is not available. It is this unmet clinical need which is the underlying driving motivation for the project. Developing a drug from an original idea to the launch of the finished product is a very labor-intensive, time consuming and expensive procedure which can take over 14 years to complete. Target-based drug discovery starts with a thorough understanding of the disease mechanism and the role of enzymes, receptors or proteins within the disease pathology. The initial research would include experimental procedures to identify proteins responsible of the disease and generation a hypothesis that the inhibition or activation of those protein or pathway will result in a therapeutic effect in a disease state. The outcome is the selection of a target which may require further validation prior to progression into the lead discovery phase in order to justify a drug discovery effort. During lead discovery an intensive search ensues with the help of a technique called High Throughput Screening (HTS) to find a drug-like molecule or biological therapeutic, typically termed as a development candidate, that will progress into the preclinical, and if successful, into clinical development and ultimately be a marketed medicine. Drug discovery process from target identification and validation through to filing of a compound and the approximate timescale for these processes. FDA: Food and Drug Administration; IND: Investigational New Drug; NDA: New Drug Application. DRUG TARGETS One of the most important steps in developing a new drug is target identification and validation. A target is a broad term which can be applied to a range of biological entities such as proteins, genes and RNA. A drug target is a key molecule involved in a particular metabolic or signal transduction pathway that is specific to a disease condition or a specific disease. Knowing the cellular targets of drugs is crucial if the process of drug discovery is to be made more efficient. Identifying the full spectrum of targets associated with a bioactive small molecule can lead to faster optimization, understanding of off-target side effects and the ability to minimize possible toxicities early on in the process. It is vital to have as much evidence as possible to support a target of choice before investing more resources in the target. Good targets share several features: involvement in a crucial biological pathway; distinction from any previously known target; functionally and structurally characterized; and druggable. A ‘druggable’ target is accessible to the putative drug molecule and upon binding elicits a biological response which can be measured both in vitro and in vivo. It also needs to be efficacious, safe, meet clinical and commercial needs. When searching for novel drug targets, candidates can be assessed according to how many of these features they have, as well as participation in a biological process critical to the disease. Identification of the target is followed by its validation which a process of physiologically, pathologically and pharmacologically evaluating a biomolecule. It might be performed at the molecular, cellular or whole animal level. The potential drug target is then subject to high-throughput screening against a library of drug-like compounds or to rational drug designin g. However, the term ‘drug target’ itself has several limitations. The following points should be kept in mind: First, a drug is disease-dependent, that is, every target is involved in a spectrum of diseases. Second, most human diseases are rather complicated and involve a number of risk factors, so there clearly are many different targets with respect to a specific disease. Targeting a specific target could not conceivably cure a disease. Third, there are many drugs targets the same target and one drug may have more than one target. The relationship between a drug and its target is not one-to-one but many-to-one. According to whether there are drugs available, a drug target can be classified into two classes: established drug targets and potential drug targets. The former are those for which there a good scientific understanding, supported by a lengthy publication history regarding both how the target functions in normal physiology and how it is involved in human pathology. Furthermore, there are many drugs targeting this target. The latter are those biomolecules whose functions are not fully understood and which lack drugs targeting them. Potential targets suggest directions for complete new drug research. At present, the most frequent protein targets for which successful drugs have been developed include proteases, kinases, GPCRs and nuclear hormone receptors. GPCRs and enzymes represent the most important classes of proteins for drug discovery. According to the DrugBank database, there are 435 effect-mediating drug targets in human genome. These structures are targets of 989 unique drugs, through 2,242 drug-target interactions. The dataset shows that receptors make up the largest group of drug targets: 193 proteins (44%) of the human drug targets) are receptors, and 82 (19%) of these are G protein-coupled receptors (GPCRs). In overall dataset, ~36% of drug targets are GPCRs. Ligand-gated ion channels are second largest receptor target class followed by receptor tyrosine kinases at the third place. Enzymes are the second largest group of target proteins in the human genome, comprising 29% of all human drug targets. Hydrolases are the most common class of enzymatic drug targets, comprising 49% of all human enzyme drug targets followed by oxidoreductases and transferases comprising 27% and 19% respectively. In addition, the majority (78%) of the enzyme targets are soluble proteins and not membrane-associated proteins. E.g.; cyclooxygenase 1 and cyclooxygenase 2, which belong to the oxidoreductase family are targeted by acetylsalicylic acid (aspirin).

Perceptions of Catholic School Teachers

Perceptions of Catholic School Teachers PART ONE: RESEARCH DESIGN A title for your study A mixed methods study of student perceptions of the qualities of highly effective traditional Catholic secondary school teachers. A description of the research context/background/problem leading to your study (three to five sentences approximately) It is a well-established and researched fact that individually and collectively, teachers play a pivotal role in facilitating student success (Duncan, Gurria, Leeuwen, 2011; Hattie, 2009; Reddy, Fabiano, Jimerson, 2013). Moreover, there is much evidence to suggest that the level of teacher quality is linked with the level of student performance (Darling-Hammond Youngs, 2002; Goe Stickler, 2008; Hattie, 2003; Leigh, 2010). Although recent research on teacher quality has identified general traits (Canter, 2014; Coles, Owens, Serrano, Slavec, Evans, 2015; Cooper, Hirn, Scott, 2015; Spilt, Hughes, Wu, Kwok, 2012), Jimerson Haddock (2015) advocate further research regarding teacher effectiveness (p488). Consequently, this study proposes looking into teacher effectiveness within the sphere of traditional Catholicism, an area which is gradually burgeoning (Society of Saint Pius X, 2016; Wikipedia, 2017a) and hitherto unexplored. Additionally, as Sutcliffe (2011) suggests, it is impo rtant to examine high school students perceptions of teacher quality (p24). Describe your study aims The aim of this mixed methods exploratory sequential study is to explore and examine student perceptions of traditional Catholic secondary school teacher effectiveness in order to identify and eventually come up with a list of ten top characteristics for this group. Findings will be used to inform future teacher education programmes which have a specific emphasis on training Traditional Catholic teachers. The nature of the exploratory sequential study is such that it will be divided into two stages (Onwuegbuzie Collins, 2007). The aim of the first stage of the study is to collect qualitative data from select samples of students in order to then identify general themes/characteristics using an inductive approach to data analysis (Schulz, 2012). The aim of the second stage of this study is to further identify a top ten list of characteristics via a quantitative survey which will ask students to choose from a list of key characteristics and then ask them to rank the top ten. The result s would then be published. What are your qualitative research question (s)? What elements set a highly effective traditional Catholic secondary school teacher apart from others? What characteristics do they have? What teaching methods do they use? What qualities/virtues do they possess? What behaviours do they exhibit? What spiritual qualities do they have? How do highly effective Catholic secondary school teachers promote learning and engagement? What are your quantitative research question (s)? Of all the characteristics identified, which are considered the most appealing? What are your mixed methods research question (s)? Which characteristics of highly effective traditional catholic teachers are considered most appealing and to what extent? Describe the qualitative data that you will collect and how you will analyse it. What methods will you use? Discuss some of the key aspects of the data that you wish to collect (e.g. Interview question, what you will look for in observations etc.). How many participants and how will you chose them (sampling) (approximately 300 words). I intend taking a focus group approach to the collection of qualitative data. Focus groups allow participants to interact with one another, share and compare and often generate new insights beyond what individual interviews can do (Carey, 2016; Pedersen et al., 2016). Furthermore, given the fact that participants will be secondary age students, I thought they would feel more comfortable with each other rather than in an individual interview alone with an adult. At the same time focus group interviews give the researcher an opportunity to hear the language of the participants and explore the topic in more depth (Pedersen et al., 2016). In regard to the number of participants I intend using what Onwuegbuzie Collins (2007) call cluster sampling. That is select focus groups consisting of 10 students from each of 10 different traditional Catholic schools so that qualitative data is collected from a total of 100 participants. It was thought advisable to select clusters of senior age students, that is, students in their last year of school only, for two reasons. Firstly, older students have years of experience behind them and are able to reflect on those experiences, and secondly, older students are more mature. In regard to key aspects of the data, it is hoped that semi-structured questions such as reflecting on your own personal learning experiences, what examples of effective catholic teaching have you seen? and what makes a traditional catholic teacher great? would elicit responses from the students which the researcher could then explore in more depth. Data would be collected via a voice recorder then from the recording a conversation analysis would be undertaken. This involves constructing a transcript of the interviews and then analysing the data using an inductive approach, that is finding themes/characteristics and recurring themes/characteristics which have emerged from the data (Schulz, 2012; Wikipedia, 2017b). These popular themes could then be used to develop a quantitative instrument for the next stage of the research project. A few factors would also need to be considered during data collection and analysis. For example, the schools, parents and students would have to give informed and voluntary consent and anonymity and confidentiality with regard to names of teachers and students, including the names of the schools would have to be respected (Tolich Davidson, 1999). Describe the quantitative data that you will collect and how you will analyse it. What methods will you use? Discuss some of the key variables that you will collect data on. How many participants and how will you chose them (sampling) (approximately 300 words). I intend collecting quantitative data from a survey which would be sent to the same students who had participated in the first stage of this research project, that is to say, those senior age secondary school students who had participated in the focus groups. The survey would consist of a list of variables, that is, the results of the qualitative conversation analysis and the key characteristics of highly effective catholic school teachers. To cite an example, one such variable might be the proposition that highly effective catholic secondary school teachers prepare well for their lessons. Others might be that highly effective catholic secondary school teachers have positive attitudes or that they are masters in their subject areas or that they include a spiritual dimension in their teaching. I consider it advisable to add one other variable and that is school location so the researcher can identify how many surveys from each school were returned. Other nominal demographic data such as gender, age etc. were considered unnecessary for this particular research project because the focus of the project is on a list of top ten characteristics of effective catholic secondary school teachers and not on gender or age differences. In regard to the administration of the survey itself, students would be invited to read the list of variables and choose a top ten. Students would be asked to rank the characteristic they felt most defined an effective catholic secondary school teacher as number one and so on and so forth until they reach number ten. Results would be entered into a Microsoft Excel spreadsheet and the top ten key characteristics would be determined by working out which characteristics had the 10 lowest total scores. Drawing on the work of Creswell Plano Clark (2011), draw a diagram of your mixed methods study.    PART TWO: CRITICAL REVIEW Using Onwuegbuzie and Poths meta themes, conduct a critical review of the following mixed methods article (500-750 words): Wyant, J.D., Jones, E.M. Bulgar, S.M. (2015). A mixed methods analysis of a single-course strategy to integrate technology into PETE. Journal of Teaching in Physical Education, 34, 131-151. A critical review has been conducted on Wyant, Jones, Bulgers (2015) above mentioned article using Onwuegbuzie and Poths (2016) meta-themes. Unless otherwise noted, all references are citations from this article. META-THEME #1 WARRANTEDNESS Many terms were introduced and defined however I assess that there were too many. In the introduction alone readers were introduced to the terms PETE, NASPE, ISTE, CBAM, Stages of Adoption, External Barriers, First-Order Barriers and TPACK. Whole articles have been devoted to explaining TPACK! Additionally, what are occupational socialization researchers? The reference list was comprehensive however there were quite a few errors. For example throug technology instead of through technology; the use of capitals in some of the titles Teachers Use of Educational Technology in U.S. Public Schools: 2009 (NCES 2010-040), US States missing Eugene: instead of Eugene, OR, the words Author Retrieved instead of just Retrieved and many recent journal articles were missing DOI numbers. In regard to the latter, was this the fault of the authors or were they simply unable to be found? Citations were inconsistent within the article, for example, three authors were consolidated to (Hall et al., 1979) and (Rochanasmita et al., 2009) while others with four were written out in full (Allan, Erickson, Brookhouse Johnson, 2010) and (Russell, Bebell, ODwyer OConnor, 2003). META-THEME #2 JUSTIFICATION The article appears to be underdeveloped. Although the authors used the TPACK model as a theoretical framework to explain the first theme, nowhere in the article do the authors explain this. They refer readers to the TPACK model in the introduction but that is all. The same could be said for First-Order Barriers which is used as a framework for the second theme. The authors advance qualitative/quantitative research/mixed methods research. They used a mixed methods design and quantitative and qualitative data collection procedures consisting of closed-ended survey instruments and weekly journal entries and end of course semi-structured interviews. The purpose of the study was cleared stated in the purpose statement paragraph The purpose of this study was to examine the influence of a domain-specific technology course META-THEME #3 WRITING QUALITY Although the authors made good use of headings and sub-headings some sections seemed out of order. For example Research Design followed Methods when it really should be the other way around, participants were mentioned twice and the introduction seemed too long. Furthermore the authors did not follow the structure recommended by Onwuegbuzie and Poth (2016) who advocate the following framework literature review, theoretical framework, rationale, purpose statement, research questions, hypothesis, and educational significance. The authors used a number of appropriate transitional words such as Accordingly, More specifically, For example, Typically, Further etc. However, the abstract repeats the purpose statement. META-THEME #4 TRANSPARENCY Information relating to sample size was mentioned specifically and clearly. Readers were directed to the fact that participants included 12 pre-service teachers and were recruited from a sample of 34 (male=24, female=10). However, information regarding the two participant sampling techniques could have been made clearer. For example, the authors could have clearly stated that the first participant sampling technique used wasà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦, the second participant sampling technique wasà ¢Ã¢â€š ¬Ã‚ ¦.etc. All tables and figures were referred to, for example, see Figure 1, see Figure 2, see Table 1 etc. However, in my opinion they were not explained sufficiently. To cite just one example on this point, Figure 1 was a visual model of the mixed methods design, however, the authors only referred readers to this visual diagram under Data Collection Procedures and Analysis and not under Research Design where it seems more appropriate to put it. Furthermore, readers were referred to the model as a timeline a timeline was created à ¢Ã¢â€š ¬Ã‚ ¦.. (see Figure 1), yet the caption clearly indicated that it was a Visual Model of Mixed Methods Research Design. Directions for future research were provided in the final concluding paragraph What this study further highlights is the need for scholars to devote greater attention to the research and dissemination of technology-related projects. META-THEME #5 INTEGRATION Figure 1, which consisted of a visual model of the mixed methods research design, was clear and visually appealing. However as said above, it should have been referred to and explained in detail under the heading Research Design. Measures were taken to ensure validity/legitimation. For example, the use of experienced social science researchers (plural) to review and legitimize research procedures, and interview transcriptions and journal entries were also distributed to participants to confirm the data accurately captured their feelings. META-THEME #6 PHILOSOPHICAL LENS The authors refer to research philosophies such as occupational socialization and constructivist-based learning, however, both could have been presented in a better way. For example, in regard to the former, the authors refer the readers to occupational socialization researchers, yet they do not clearly define this it but simply refer readers to it at the very end of the paragraph As with occupational socialization, research on learningà ¢Ã¢â€š ¬Ã‚ ¦. Shouldnt philosophies be clearly defined first so readers understand? REFERENCES Canter, L. (2014). Classroom management for academics success. Bloomington, IN: Solution Tree Press. Carey, M. A. (2016). Focus groups-what is the same, what is new, what is next? Qualitative Health Research, 26(6), 731-733. doi.org/10.1177/1049732316636848 Coles, E. K., Owens, J. S., Serrano, V. J., Slavec, J., Evans, S. W. (2015). From consultation to student outcomes: The role of teacher knowledge, skills, and beliefs in increasing integrity in classroom management strategies. School Mental Health, 7(1), 34-48. doi.org/10.1007/s12310-015-9143-2 Cooper, J. T., Hirn, R. G., Scott, T. M. (2015). Teacher as change agent: Considering instructional practice to prevent student failure. Preventing School Failure: Alternative Education for Children and Youth, 59(1), 1-4. doi.org/10.1080/1045988X.2014.919135 Creswell, J. W., Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed). Los Angeles, CA: SAGE Publications. Darling-Hammond, L., Youngs, P. (2002). Defining highly qualified teachers: What does scientifically-based research actually tell us? Educational Researcher, 31(9), 13-25. doi.org/10.3102/0013189X031009013 Duncan, A., Gurria, A., Leeuwen, F. (2011). Uncommon wisdom on teaching. Retrieved from www.huffingpost.com/arne-duncan/uncommon-wisdom-on-teachi_b_836541.html Goe, L., Stickler, L. M. (2008). Teacher quality and student achievement: Making the most of recent research. National Comprehensive Center for Teacher Quality. Retrieved from http://files.eric.ed.gov/fulltext/ED520769.pdf Hattie, J. (2003). Teachers make a difference: What is the research evidence? Presented at the Paper presented at the Australian Council for Educational Research Annual Conference on Building Teacher Quality, Melbourne, Australia. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1003context=research_conference_2003 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, England: Routledge. Jimerson, S. R., Haddock, A. D. (2015). Understanding the importance of teachers in facilitating student success: Contemporary science, practice, and policy. School Psychology Quarterly, 30(4), 488-493. doi.org/10.1037/spq0000134 Leigh, A. (2010). Estimating teacher effectiveness from two-year changes in students test scores. Economics of Education Review, 29(3), 480-488. doi.org/10.1016/j.econedurev.2009.10.010 Onwuegbuzie, A. J., Collins, K. M. . (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report, 12(2), 281-316. Pedersen, B., Delmar, C., Falkmer, U., Grà ¸nkjaer, M. (2016). Bridging the gap between interviewer and interviewee: Developing an interview guide for individual interviews by means of a focus group. Scandinavian Journal of Caring Sciences, 30(3), 631-638. doi.org/10.1111/scs.12280 Reddy, L. A., Fabiano, G. A., Jimerson, S. R. (2013). Assessment of general education teachers Tier 1 classroom practices: Contemporary science, practice, and policy. School Psychology Quarterly, 28(4), 273-276. doi.org/10.1037/spq0000047 Schulz, J. (2012). Analysing your Interviews [Southampton Education School] [Video File]. Retrieved from https://www.youtube.com/watch?v=59GsjhPolPs Society of Saint Pius X. (2016). General statistics about the SSPX. Retrieved from http://sspx.org/en/general-statistics-about-sspx Spilt, J. L., Hughes, J. N., Wu, J.-Y., Kwok, O.-M. (2012). Dynamics of teacher-student relationships: Stability and change across elementary school and the influence on childrens academic success: Teacher-student relationship trajectories. Child Development, 83(4), 1180-1195. doi.org/10.1111/j.1467-8624.2012.01761.x Sutcliffe, C., P. (2011). Secondary students perceptions of teacher quality. Electronic Theses Dissertations. 391. Retrieved from www.digitalcommons.georgiasouthern.edu/etd/391 Tolich, M., Davidson, C. (1999). Starting fieldwork: An introduction to qualitative research in New Zealand. Auckland, N.Z: New York, NY: Oxford University Press. Wikipedia. (2017a). Conversation analysis. In Wikipedia, the free encyclopaedia. Retrieved from https://en.wikipedia.org/wiki/Conversation_analysis Wikipedia. (2017b). Traditionalist Catholic. In Wikipedia, the free encyclopaedia. Retrieved from https://en.wikipedia.org/wiki/Traditionalist_Catholic Wyant, J. D., Jones, E. M., Bulger, S. M. (2015). A mixed methods analysis of a single-course strategy to integrate technology into PETE. Journal of Teaching in Physical Education, 34(1), 131-151. doi.org/10.1123/jtpe.2013-0114

A Jungian Analysis of How Like a God Essay -- How Like a God Essays

A Jungian Analysis of How Like a God Isaac Asimov was certainly correct when he stated that the writer of a story doesn't necessarily know everything about it. The author, Brenda W. Clough, claims not to have had an acquaintance with Carl Jung's work when writing How Like a God.   However, the architecture of the book is strikingly Jungian.    In the beginning of the novel, the main character, Rob has very little interest in his appearance. Many computer people are like that, and he has his devoted wife Julianne to make all the sartorial decisions for him. He looks like a desk warrior, pale, uninteresting, and out of shape. He wears neutral colors, beige and brown, to symbolize his undifferentiated state. In second part of the novel, under the intolerable agony of losing his family, Rob's cold dark side emerges and quickly takes over. The new regime is inaugurated by unnatural and life-denying behavior: not eating, not drinking, not sleeping, but sinking down into the dark on a park bench. Rob's appearance alters as he takes to wearing rags and a dark blue toggle coat. He loses weight because he forgets to eat. Even his sexuality is warped. When he faces up to what's going on he immediately tries to change by getting a haircut. At the hairdresser he notices music for the first time in the book. He also notices he's blonder . He now has a light, and a dark, side.    In part three of the novel, under Edwin's beneficent influence, Rob cultivates his better inclinations and inadvertently worsens a one-sidedness. He forces the tramp, now stigmatized as a frightening monster, down into the sub-basement of himself -- the trap-door of which, however, has no lock. Edwin is the natural ally of Rob's good, lighter side... ...the power warp him into not-self, of becoming Gilgamesh. He knows the face of his own evil now, and the knowledge is a responsibility.    In this soup of symbols Edwin has two roles. He is of course a hermeneut, guiding Rob towards self-realization. But he is also Virgil, the icon of reason and light and learning to Rob's Dante. (This is the reason why Rob is vaguely repelled by The Divine Comedy in the New York Public Library. At that point he's in full avoidance mode, and even the first line of the poem cuts too close to home. â€Å"Midway in our life's journey I went astray from the straight road, and woke to find myself alone in a dark wood.† Ouch!) Edwin can guide Rob forward to the final confrontation with his dark side, but he can't battle the shadow himself. In fact Edwin finds Rob's unconscious realm intolerable, since reason has no place there.   

Essay --

Kashayla Snipes Dr. Nancy Blair English Composition 1102 February 25, 2014 Othello: A Tragedy of Jealosuy â€Å"Jealousy is troublesome to others, but a torment to themselves.† Those are words from a famous entrepreneur and philosopher, William Penn. In William Shakespeare’s Othello, the act of jealousy is a powerful sensation seen almost in every aspect and relationship throughout the tragedy. Furthermore, it is one of the most important topics in the play. Based on the conflicts within Othello, jealousy can be defined as troubles or misfortune caused by hallucinations. At the same time, Millicent Bell states in his essay, â€Å"Othello’s Jealousy† that the characters are driven to madness by being allowed to see what really is not so or simply using imagination. Bell also goes on to say the jealousy traits are shown only in a sexual manner. That statement can be argued against. True enough, sexual jealousy is shown in Othello, but it is not the only form of jealousy exposed. According to Medical Dictionary, sexual jealousy is a condition characterized by suspicion of a spouse's infideli...

Power is a theme widely explored throughout the play Macbeth

Society is influenced strongly by both power and tyranny. We see in the media headlines exposing stories about extremist leaders like Muammar Gaddafi and Saddam Husein, who fuelled by the ambitions of power, lead countries into tyranny. So is it a coincidence that Shakespeare portrayed a play to characterise these men? Macbeth, is a play depicting a Scottish general who at the beginning is introduced as a hero, however driven by power and supernatural occurrences, we witness his downfall and eventual death. It is widely discussed whether Shakespeare is still relevant, in which I believe that throughout the play Macbeth, many issues still affecting us today were concepts Shakespeare had created. Power is a theme widely explored throughout the play Macbeth, â€Å"Great Glamis, worthy Cawdor, greater than both, by the all- hail hereafter.† Spoken by Lady Macbeth she uses positive adjectives to praise and acknowledge Macbeth’s statuses, by using short choppy phrases she encourages Macbeth to obtain the title of ‘king’, making the temptation to murder Duncan even more irresistible. Reinforcing the idea of power is Macbeth, â€Å"I have no spur to prick the sides of my intent, but only Vaulting ambition, that o’erleaps itself and falls on the other,† through the use of personification, Macbeth’s ambitious need for power is represented as something great enough to overthrow Duncan. Macbeth describes his ambition as being ‘vaulting’, however is aware that through murder follows the endless possible punishments, however Macbeth sees the temptation as being too great. Similar to this is the incidents occurring in Libya, where at the age of 27, Muammar Gaddafi overthrew the Libyan king, when he was at his most vulnerable in Turkey seeking medical treatment. In the play Macbeth, power is shown as something that may lead to the downfall or destruction of anyone who seeks it for their own personal success. In comparison to this statement is the story of Saddam Husein, the former president of Iraq, who murdered all of his opposition in order to defend his title and remain the one with the most power. However due to these inhumane acts was charged with crimes against humanity and mass murder, which eventually led to his execution. Enhancing this idea of power is the theme of tyranny. Unlike Duncan who brought order and justice to Scotland, Macbeth led Scotland as a tyrannical leader. He defied order- the Great Chain of Being, a Christian concept which was based around a divinely planned hierarchical order- which was shown through the use of imagery of the storm, chaos, murder and the supernatural. â€Å"The night has been unruly†¦ Some say the Earth was feverous and did shake.† Lennox explains to Macbeth that on that particular night things had seemed very unnatural, this symbolising that bad times were to come. Another literary technique used is foreshadowing, the unnatural occurrences foreshadow Duncan’s gruesome murder as well as the treachery Macbeth will bring to Scotland. In comparison to this is when Malcolm, son of Duncan, overthrows Macbeth. â€Å"Hail king! For so thou art. Behold where stands thus usurpers cursed head. The time is free.† Macduff happily announces Macbeth’s death, receiving vengeance for his brutally murdered family and the return of peace to Scotland, where ‘banquets are free of violent murders, nights are peaceful and honours are received freely.’ This contrast between kingship and tyranny is an important part of the play Macbeth, it also reflects Iraq both before and after Saddam Husein’s corruptive rule. Many supported his execution, former U.S. President George W. Bush conveying his opinion that Saddam Husein deserved the ‘ultimate justice’. Shakespeare has used language and dramatic techniques to convey a series of themes that still affect us today. Power and tyranny are outlined throughout his play Macbeth and in modern society these issues still affect us, in the example of the two extremist leader’s Libyan dictator Muammar Gaddafi and ex- president of Iraq Saddam Husein. Thus, it gives us reason to believe that Shakespeare is still very much relevant today and that his themes will forever remain both universal and eternal.

North Renaissance 1400

Patronage in northern Europe is different from the one in Italy. In the early renaissance, main patron in Italy is the Medici family. This big merchant family benefits a lot from the fast development of Italian economy. They spent a large number of funds on art region, promoting the renaissance to expand. However, in the Northern Europe, English and France still fought each other in the Hundred-Year war. Two competing Popes still resided in Rome and Avigon. These conflicts influenced the economic system of Northern Europe so patrons were unable to provide funds as much as the Medici did.Dukes of Burgundy were major patrons of that age. Patrons provided financial supports for artists to create while their requirements also influenced and limited the styles and contents. The art works had prominent features for private use. For instance, Some Dukes preferred furnishings and tapestries so the forms of art were influenced. Small altarpieces became popular as well. Because of the interest s of the patrons, the styles and contents of art work were limited. Oil painting became popular because it could facilitate the exactitude in rendering details.With oil medium, artists created richer color than previously had been ossible, giving their paintings an intense tonality, the illusion of glowing light and enamel-like surfaces. Robert Campin was one of the earliest masters of oil painting. His most famous work is Merode altarpiece, a private commission for household prayer. Oil painting allowed the artist to paint every detail subtly. Jan van Eyck was also an artist who paid much attention on details. He used color to depict the soft texture of hair, the luster of pearls and the flashing of gems.In Italy renaissance, artists focused more on the scientific methods combining color using while artists in Northern Europe tended to depict the appearance. Donor portraits, which meant portraits of the individuals who donated the works, were another form of art pieces in that era. In Jan van Eyck's Ghent Altarpiece, two of the exterior panels depict the donors, Jodocus Wd and his wife. Jan van Eyck was the first Netherlandish painter to achieve international fame. He was the count painter of Philip the Good, Duke of Burgundy.In Italy Renaissance, artists preferred the classical culture and revealed the Greeks and Romes. The sculpture David by Donatello was a good example of their interest. However, in Northern Europe, artists worked more on the religion and bible. For example, Jan van Eyck's Ghent Altarpiece was about the bible. Dirk Bouts was a later Flemish painter. In his â€Å"Last supper†, he did not focus on the biblical narrative itself, but presented Christ in the role of a priest instead.This painting employed single vanishing-point perspective and included four servants in Flemish attire. Hugo van der Goes's â€Å"Portinari Altarpiece† was a rare instance of the awarding of a major commission in Florence to a Flemish painter. Hugo van der Goes was good at the depicting of details and the human character as well. Influenced by the Gothic style, Northern European paintings were more realistic while Italian paintings were more naturalistic. Matthais Grunewald was German Renaissance painter.His works focused on religion, but they also had specific meanings for viewers. In his work â€Å"Isenheim Altarpiece†, Grunewald presented his altarpiece's iconography to be particularly meaningful for viewers at Isenheim hospital. The painting depicted Bosch was the most famous Netherlandish painter. Bosch was the most imaginative and enigmatic painter of his era. Scholars cannot find a universal interpretation of his work â€Å"Garden of Earthly Delights†. This was similar to Leonardo's â€Å"Mona Lisa†. They were both mysterious.But the content should be more similar to Raphael, who did more on humanism. Albrecth Durer was a dominant artist in Holy Roman Empire. His style was more similar to Leonardo. Lik e Leonardo, Durer also did much research on perspectives and the ideal in human proportions. In short, Northern Europe Renaissance occurred after the Italy Renaissance, but it developed its own styles rather than imitate Italian style simply. Due to the regional differences, various styles and cultures made the Renaissance era rich and colorful.