INTERMED MACROECON Essay Example | Topics and Well Written Essays - 1750 words - 1

INTERMED MACROECON - Essay Example The members in each group are not always ensconced in their respective groups permanently. They can be shifted in other groups. There are three scenarios of funding adjustments. Funding Adjustment if ADF = ASF In this case, the members of each group are not aware of the equality of ADF and ASF. They are aware of their own financial positions and act according to them. The members of Group 2 need to borrow funds to finance their demand. The members of Group 3 look to lend their excess funds. The lender’s and borrower’s needs are met by financial intermediaries1. As ADF = ASF, the excess funds are just enough to fulfill the borrowing needs of members of Group 2. The financial intermediaries do not need to alter the rates of interest as there is no need to encourage or discourage the lending or borrowing. Funding Adjustment if ADF > ASF In this case, the members of Group 2 and 3 are unaware of this inequality but are fully aware of their own needs. The members of Group 2 b orrow funds from financial intermediaries but the funds available are inadequate to satisfy their demand completely. Financial intermediaries raise the interest rates. ... The financial intermediaries lower the interest rates. This raises the ADF and lowers the ASF and the process continues until both become equal. The completion of funding adjustment makes the economy ready to step in output-price adjustment phase after giving any one of the three following scenarios: GDP = APE = ASF; GDP < APE = ASF; or APE < GDP =ASF. Output-Price Adjustments The producers of each domestic output lie in one of the following groups: Group A – firms facing demand at average annual rates that just equal their current average annual production rates; Group B – firms with excess demand; and Group C – firms facing insufficient demand. Output-Price Adjustments if GDP = APE = ASF The members of Group B and C are unaware on this equality and make decisions according to their own circumstances. The producers of Group B raise their prices and increase their output level. The producers of Group C lower their prices and output. As APE = GDP, the excess deman d for the producers of Group B almost off-sets the demand deficit for the output of producers of Group C. Therefore, this equality has no significant impact on levels of employment, output, interest rates, and prices. Output-Price Adjustments if GDP < APE = ASF The producers of domestic output are unaware of this inequality and act according to their own requirements. The excess demand faced by the producers of Group B is higher than the shortage of demand by the producers of Group C by exact amount that APE exceeds GDP. The price rise from Group B is higher than the price cut by Group C. The overall price and GDP rise. This raises the income level resulting in increased demand and interest rates. The economic profits earned by Group B encourage entry in their

Describe how Arthur Miller creates Essay Example for Free

Describe how Arthur Miller creates Essay Describe how Arthur Miller creates an exciting climax for both acts of A View from the Bridge' A View from the Bridge by Arthur Miller, is a play about obsession and betrayal. The main character, Eddie Carbone, becomes overprotective over his niece, Catherine, to the degree of infatuation. This obsession helps to cause the break down of Eddies marriage, as his wife, Beatrice realises the alarming nature of Eddies fixation. Eddies feelings for Catherine existed before Beatrices cousins, Marco and Rodolfo came, but their arrival intensifies the situation, as Eddie becomes more and more jealous of Rodolfo, and of Catherines love for him. This play is a tragedy and, like most tragedies, it is serious and ends with the death of the main character, Eddie. Eddie dies after betraying his wifes cousins to the immigration bureau. As a result, Marco, who is filled with hatred and in need of justice, stabs him. Arthur Miller was a New Yorker who worked on the Brooklyn docks, for a time. His experience of the docks and of the people around them, led him to write this play, which is set there. During this coursework, my aim is to study the ends of the two acts in depth to see what techniques Miller uses to make them dramatically effective. The last scene of act one (from page 39 when Catherine puts paper doll on the phonograph) portrays at first is one of a reasonably happy home but Arthur miller uses a combination of significant action and verbal nuances to show depth of characters and character emotions. The basic events of the scene are Rodolfo and Catherine dancing, Eddie showing Rodolfo how to box, and then Marco, challenging Eddie to lift a chair. These are three main parts of this last scene, which demonstrate symbolic changes in the character relationships, the first two build up to the final conflict between Marco and Eddie, which sets the tone for the second act. The first important section of the scene is the dancing between Rodolfo and Catherine. We see in this scene that Rodolfo feels uncomfortable because of Eddie he Stiffly rises, feeling Eddies eyes on his back this shows that Rodolfo may realise how Eddie feels towards his niece, Rodolfo doesnt want to upset him, we see the way Eddie feels about the dancing in the stage direction EDDIE turns his head away. These few simple actions are very important to the play, they show Eddies feelings and the start or progression of the hatred Eddie feels towards Rodolfo and show a subtle conflict between Eddie and his niece. During we find out about a number of things in more depth, for example our understanding of the plays characters changes considerably. We find that Marco disapproves of the way Eddie is treating Rodolfo, this is quite a surprise since we, as an audience do not expect Marco who has previously been shy and quiet to make such a blatant challenge as he does in this scene. Twists and surprises in a plot tend to create suspense and tension so this is a very effective technique to use. The action in this scene Marcos action of holding up a chair triumphantly in front of Eddie is an interesting and significant action because the chair seems to be a symbolic weapon. Marco is threatening Eddie with it, this is analogous to the way he actually uses a weapon to kill Eddie in the final scene of the play. The way that Arthur Miller uses such an imposing action as lifting a chair above head height to make a defined, pointed change in Marco is effective because it is dramatic and startling in the way that it breaks from the tone of the rest of the scene. Although powerful and startling the action of lifting the chair is also subtle in that it states without using words, just how Marco feels and sets out his warning, it is succinct which is part of what makes it effective. I do not believe words would have worked as well at portraying the overall feelings, not just of Marco but also of the other characters. This is a major way that Arthur Miller creates an overall atmosphere. He uses actions that involve the audience reactions and opinions of all the characters and the aids the creation of a climax. Emotions of the audience towards characters are mixed. They may feel happy for Catherine and Rodolfo in that they have found each other and seem so happy. Some may speculate, however, about that, this relationships days are numbered due to Eddies obviously hostile feelings towards Rodolfo. They may also feel anxious as to how the conflict that has arisen between Marco and Eddie will be resolved. This emotional uncertainty is exciting and leaves the audience thinking because of the culmination of events. This last scene in act one is used very effectively by Arthur Miller to sow the seeds of events which are going to happen in the 2nd act of the play. It is only at this point in the play that we get true insight into the feelings of Marco, his stubbornness, his need to prove himself and his brother, which turn out at the end of the play to be fatally strong. It is also only now that we see any dislike of Marco from Eddie, it is this dislike and need for apology that causes the end scene to happen in such a tragic manner. The Characters in this scene are very interesting to observe on their own but it is also interesting to see how Arthur Miller has contrasted the actions of his characters in this scene. One such contrast is that between Marco and Eddie. Eddie uses Aggressive action, such as boxing to make his point whereas Marcos subtle challenge with the chair is, non-aggressive but still makes the intended point. These contrasts between the two mens actions are very interesting and are very effective in demonstrating the differences between their personalities; this makes it even more interesting at the very ending of the play how Marco has changed into a person willing to be violent to get revenge. This final scene leaves many questions unanswered. The conflicts between the characters in this scene could lead the audience to speculate as to how things will develop in the next act but although this scene gives the audience, some idea of how things turn out it does not tell them everything. They may ask themselves what is going to happen to Catherine and Rodolfos relationship since it seems plain that Eddie dislikes Rodolfo and disapproves of his relationship with his niece. And they may wonder about Beatrice and Eddies marriage since it appears to be weakening there is no way, however that at this point the audience realise the ending, they are left in suspense. This means that the ending of this act is all the more of a climax; the audience are left teetering on the edge of knowing more but are left to ruminate till the second act. That in itself is enough to explain the way Miller creates of a climax here. The situations that develop in this play would be difficult for anyone to deal with. Eddie finds the situation that he is in especially difficult and consequently he is seriously affected by it. In this play Eddie goes from being a popular man, respected in the community to being a man willing to betray his own family and, in the final scene one prepared to kill. Eddie started by just being over protective of Catherine, which developed into jealousy of Rodolfo because Catherine loved him and this, in turn developed into passionate hatred of both Marco and Rodolfo. Eddie hardly understands what he himself is feeling at the end of the play. These emotional changes are central to Arthur millers play since they help to cause the chain of events leading up to the final tragic end and are very important in creating interest and drama in the play. This is especially significant at the ends of the acts and creates a charged atmosphere. The changes in Eddie during the play also have consequences on the people around him, especially on Beatrice. Eddie spends less and less time throughout the play with Beatrice socially and more importantly, he spends less time with her intimately. There is evidence in other scenes that the sexual part of the Carbones marriage has already collapsed but that Beatrice desperately wants to save the marriage by sitting down and sorting things out.

Simulation Module for Patients with Hypoglycemia

Simulation Module for Patients with Hypoglycemia Development and Evaluation of Simulation Module for Patients with Hypoglycemia INTRODUCTION Background Human patient simulator (HPS) has been used in medical education (Alinier, Hunt, Gordon, Harwood, 2006) for almost four decades. Since simulation using high-fidelity has begun by applying crisis intervention training on nurse anesthetist   (Fletcher, 1995), over the past 10 years, simulation has been rapidly expanded in nursing education (Dunn, 2004). Simulation education is not just about obtaining simple knowledge and techniques but rather have been considered as a kind of new education method that can train nursing care ability by reproducing real-like clinical situation in a safe environment (Hodge, Martin, Tavernier, Perea-Ryan, Alcala-Van Houten, 2008; Steadman et al, 2006). Moreover, simulation education have been accelerated by shortening of the patient’s admission period and limited chances of nursing student’s participation due to elevated expectations on the medical staff by the patients. Through simulation education, student carry out physical examination directly on simulator and immediately identify physiological changes on the monitor. After implementing the proper intervention, they can get feedbacks from results (Bremner,Aduddell,Bennett, VanGeest, 2006). Therefore education using simulation is becoming the most important subject in current nursing education as a method that can improve problem solving ability and critical thinking of students in clinical situation (Corbridge, McLaughlin, Tiffen, Wade, Templin, Corbridge, 2008; Feingold, Calaluce, Kallen, 2004). Since a simulation practice method has been introduced to the nursing practice educating in South Korea ten years ago, many study results on the effect of simulation education have been reported in the area of pediatric nursing (Yoo, 2013; Shin, Shim, Lee, 2013), maternity nursing practicum (Kim, Ko, Lee, 2012; Kim, Lee, Chae, 2012; Lee Kim, 2011), psychiatric nursing (Choi, 2012), and critical and emergency care unit (Kim, Choi, Kang, 2011; Kim Jang, 2011). Current scenario that can be used in simulation education is not still developed variously in sub-major nursing areas in Korea. Therefore case is not appropriate to situation so there is a difficulty of having simulation practice. Especially, diabetes mellitus is prevalent disease in middle ages. However, it can be controlled by both concrete assessment for differentiation and anticipatory management. And because patients with diabetes mellitus should always manage blood glucose in their life, nursing education to prevent h ypoglycemia is essential education contents. In nursing student education, simulation practice for critical thinking training to identify symptoms and plan nursing care as priority due to hypoglycemia is effective and important nursing problem. In this study, we tried to test the applicability of the simulation by developing simulating education scenario based on the case of hypoglycemia and evaluating student’s performance after using it. The study was done to improve nursing students’ critical thinking on nursing problems and clinical decision-making ability by developing scenario with high-fidelity SimMan simulator based on clinical real situation. The purpose of this study is to develop a scenario and evaluate students’ performance and satisfaction in simulation learning of care for patients with hypoglycemia. METHOD Design This study used a mixed method design which captured both quantitative and qualitative data to evaluate degree of performance and satisfaction as development and applying simulation module with hypoglycemia. In disciplines such as nursing, the phenomena studied are often complex and mixed-method approaches can expand the impact and enhance the flexibility of research designs (Sandelowski, 2000) Participants A convenience sample of 55 nursing students participated from a university located in Seoul, South Korea. We have decided that third year nursing students who have enough basic knowledge on pathophysiology will not have difficulty in applying simulation education on patient with hypoglycemia and developed simulation scenario targeting them. The inclusion criteria to attain hypoglycemia included (a) junior nursing students, (b) completion of fundamental and endocrine system nursing course with the same credits and textbook, and (c) no prior participation in a simulation class focused on diabetes mellitus. The participants ‘ ages ranged from 21 to 25 years. The majority of students 89% were women. Ethical considerations’ Approval to conduct this study was obtained from the Sahmyook university institutional review board (SYUIRB-2013-074). Written informed consent consist of issues of voluntary participation, anonymity, and confidentiality. It explained the purpose of study, the researchers’ credentials, and information regarding confidentiality. Collected data will be managed in the researcher’ office and will be shredded after coding. The IRB proved that there were no factors to this study that would deprive human ethical right, and that all contents and processes confirm to proper research ethics. Process of module development Scenario development Contents of scenario were developed based on real patient’s situation which admitted to emergency unit with shock symptom due to hypoglycemia. In addition, we searched more information on nursing care for hypoglycemia from nursing textbook and protocol. Scenario was focused on developing of student’s ability about assessment and problem identification by critical thinking. For this, the purpose of scenario formulation was to differentiate the origin of shock symptom between hypoglycemia and increasing of intracranial pressure. For testing of validity, five experts consisted of three nursing professors, two nurses who have worked in emergency unit over 10 years reviewed contents of scenario. The scenario was pilot tested using five students (not included in the present study) to determine feasibility and clarity of instructions. No problems were identified. Development of evaluation checklist The evaluation checklist focused on the attainment of critical thinking ability rather than implementation skill and was divided into three categories: assessment, problem identification, and interventions. Finally, 4 items were deleted and 16 items reached by consensus (Table 1). The items were selected, reviewed, and analyzed by a seven expert panel including two nursing professors, five advanced practice nurses. Process of debriefing Debriefing questions were also developed focused on critical thinking as three phase process. Description phase : ‘What decision did you make when patient complains dyspnea? Why did you do?’; Analysis phase : ‘Did you have an enough understanding about nursing care for patient with hypoglycemia after this simulation practice?’; and Application phase: ‘How can you cope real nursing situation in future through what you learned?. These three phases for debriefing are based on clinical judgment model by Tanner (2006). After taking simulation practice, students had debriefing time for about 20~30 minutes per group of four students. The nursing students were encouraged to reflect on their critical thinking. Data collection procedure Data were collected from May6, 2013 to June 28, 2013. The study’s purpose and its procedures were explained to the participants prior to obtaining informed consent. All participants enrolled in this study voluntarily and anonymously, were made aware that there was no disadvantage to nonparticipation as well as information regarding confidentiality. In addition, the data would be reported as a whole and not individually. The ratio of participation was 98%. Before the simulation, students received an orientation that included how to operate the simulator, simulation learning objective, the scenario information, and patient’s health status. Four nursing students have teamed up to have a discussion of the simulation scenario. Students were asked to wear uniforms and to treat these as actual professional situations. The simulations were scheduled in simulation rooms in which the high-fidelity patient simulators were used. One operator and one instructor observed the simulations from the control room. Each simulation lasted 20 minutes, with the simulation module including debriefing taking about two hours per group. The evaluation checklist was evaluated as a group and was handed to two instructors in a sealed envelope. After simulation module, student satisfaction was measured using the Satisfaction of Simulations Experience (SSE). Instruments The evaluation checklist tool using 3-point Likert scale (1: not fulfill, 2: partially fulfill, 3: fulfill) was a researcher-developed tool designed to assess simulation-based performance. The higher the evaluation checklist score, the better the performance. Content validity was conducted from nurse educators, simulation experts, and clinicians (n=10). The results of the content validity index were above 80% (Waltz and Bausell, 1981). Inter-rater reliability between two independent raters was established using Cohen’s kappa. Satisfaction which students felt about simulation practice was measured just after finishing the debriefing session using the Satisfaction of Simulations Experience (SSE) scale developed by Levett-Jones and colleagues (2011). This scale consists of 18 items in the area of debrief and reflection (9 items), clinical reasoning (5 items), and clinical learning (4 items). Each item was scored on a 5-point Likert scale. Higher scores indicated higher satisfaction. Cronbach’s alpha coefficient in this study was .94. Data analysis The evaluation checklist and the SSE were analyzed using SPSS 18.0 for Windows to calculate descriptive statistics including means and standard deviations. Debriefing data were analyzed using the Matrix Method (Garrad, 2007). Four researchers was analyzed all papers related to debriefing. It were photocopied and organized as a review matrix that, once labeled appropriately, would serve as a structured abstract of all of the documents. The 3C’s (i.e., codes, categories, and concepts) of analysis was used to capture key characteristics of interest, thereby summarizing a large amount of textual information into meaningful themes (Lichtman, 2006). RESULT Scenario of simulation-based hypoglycemia The patient’s case was developed based on scenario objectives and performance measures. The simulated patient was a 55-year-old man admitted via the emergency unit complaining of dizziness and sweating. The algorithm proceeded as follows: assessment, problem identification, intervention (Fig. 1). Evaluation Checklist The evaluation checklist consisted of three categories and 16 items. To identify a statistical measure of inter-rater agreement for items, Cohen’s kappa was measured. Cohen’s kappa for the evaluation checklist was 0.61, good strength of agreement, and each category ranged from 0.33 to 0.97. The mean score of each category and item is shown in Table 1. The mean score is average of numbers of two measurers. The total mean score was 2.68 ( ±.129). The mean score of assessment was 2.56 ( ±.199), problem identification was 2.91 ( ±.193), and intervention was 2.71 ( ±.192). Debriefing Student comments about the simulation experience were grouped 2 categories, 9 subcategories, and 303 significant statements using content analysis (Table 2). The categories were as followed: Self-reflection and Improvement of competency. The most frequent subcategories, in order, were nursing intervention, coping ability deficiency, perception of real situation, clinical thinking deficiency, knowledge deficiency and communication. Satisfaction with simulation experience The SSE scale was used to assess participation in the simulation experience. The total mean score of SSE was 4.15 ( ±.68). The mean score for debrief and reflection was 4.21 ( ±.58), clinical reasoning was 4.09 ( ±.50), and clinical learning was 4.08 ( ±.46). The highest score item in SSE was â€Å"I received feedback during the debriefing that helped me to learn†, and the lowest was â€Å"The facilitator made me feel comfortable and at ease during the debriefing† (Table 3).

Cuba :: essays research papers

The weeks that have elapsed since that fatal event of February 15th have been making history in a manner highly creditable to the American government and to our citizenship. Captain Sigsbee, the commander of the Maine, had promptly telegraphed his desire that judgment should be suspended until investigation had been made. The investigation was started at once, and 75 million Americans have accordingly suspended judgment in the face of a great provocation. For it must be remembered that to suppose the destruction of the Maine an ordinary accident and not due to any external agency or hostile intent was, under all the circumstances, to set completely at defiance the law of probabilities. It is not true that battleships are in the habit of blowing themselves up. When all the environing facts were taken into consideration, it was just about as probable that the Maine had been blown up by some accident where no hostile motive was involved, as that the reported assassination of President Barrios of Guatemala, a few days previously, had really been a suicide. . . . It has been known perfectly well that Spanish hatred might at any time manifest itself by attempts upon the life of the American representative at Havana, Consul General Fitzhugh Lee. This danger was felt especially at the time of the Havana riots in January, and it seems to have had something to do with the sending of the Maine to Havana Harbor. The Spaniards themselves, however, looked upon the sending of the Maine as a further aggravation of the long series of their just grievances against the United States. They regarded the presence of the Maine at Havana as a menace to Spanish sovereignty in the island and as an encouragement to the insurgents. A powerful American fleet lay at Key West and the Dry Tortugas, with steam up ready to follow the Maine to the harbor of Havana at a few hours' notice. All this was intensely hateful to the Spaniards, and particularly to the Army officers at Havana who had sympathized with General Weyler's policy and who justly regarded General Weyler's recall to Spain as due to the demand of President McKinley. The American pretense that the Maine was making a visit of courtesy seemed to these Spaniards a further example of Anglo-Saxon hypocrisy. That this intense bitterness against the presence of the Maine was felt among the military and official class in Havana was perfectly well known to Captain Sigsbee, his staff, and all his crew; and they were not unaware of the rumors and threats that means would be found to destroy the American ship. It was, furthermore, very generally supposed that the Spanish Cuba :: essays research papers The weeks that have elapsed since that fatal event of February 15th have been making history in a manner highly creditable to the American government and to our citizenship. Captain Sigsbee, the commander of the Maine, had promptly telegraphed his desire that judgment should be suspended until investigation had been made. The investigation was started at once, and 75 million Americans have accordingly suspended judgment in the face of a great provocation. For it must be remembered that to suppose the destruction of the Maine an ordinary accident and not due to any external agency or hostile intent was, under all the circumstances, to set completely at defiance the law of probabilities. It is not true that battleships are in the habit of blowing themselves up. When all the environing facts were taken into consideration, it was just about as probable that the Maine had been blown up by some accident where no hostile motive was involved, as that the reported assassination of President Barrios of Guatemala, a few days previously, had really been a suicide. . . . It has been known perfectly well that Spanish hatred might at any time manifest itself by attempts upon the life of the American representative at Havana, Consul General Fitzhugh Lee. This danger was felt especially at the time of the Havana riots in January, and it seems to have had something to do with the sending of the Maine to Havana Harbor. The Spaniards themselves, however, looked upon the sending of the Maine as a further aggravation of the long series of their just grievances against the United States. They regarded the presence of the Maine at Havana as a menace to Spanish sovereignty in the island and as an encouragement to the insurgents. A powerful American fleet lay at Key West and the Dry Tortugas, with steam up ready to follow the Maine to the harbor of Havana at a few hours' notice. All this was intensely hateful to the Spaniards, and particularly to the Army officers at Havana who had sympathized with General Weyler's policy and who justly regarded General Weyler's recall to Spain as due to the demand of President McKinley. The American pretense that the Maine was making a visit of courtesy seemed to these Spaniards a further example of Anglo-Saxon hypocrisy. That this intense bitterness against the presence of the Maine was felt among the military and official class in Havana was perfectly well known to Captain Sigsbee, his staff, and all his crew; and they were not unaware of the rumors and threats that means would be found to destroy the American ship. It was, furthermore, very generally supposed that the Spanish

Michael Harper’s Discovery

Michael Harper’s poem, Discovery is a poem of love. It gives us a unique way of defining and realizing true love. Indeed the poem is narrative and has free verse – and it expresses an occasion where the narrator discovers the care which the other person, a female shows toward him/her- such is the significance of the title, Discovery. Yet love although universally defined as the â€Å"feeling of warmth and concern for other persons† must be qualified here. My reading of the poem suggests that it is a romantic kind of love that is expressed between two individuals; a male (the narrator) and a female (the narrator’s partner in the poem). Truly, the degree of love revealed in the poem is overwhelming which caused the narrator to ask why I in the fifth line. The ellipses used after that emphasizes on possible uncertainties, thoughts that the narrator pondered upon while in her cradle of affection. This being the case, the sentiment of enigma is pictured probably due to the relative bewilderment of the narrator to the beauty that is being showed by the woman despite the narrator’s imperfections. The setting is night time on bed (they laid together in the dark); the two are close to each other (the narrator could hear her breath); as presented by lines one and two. It is quite possible for lovers to sleep together and engage in an act like sex. Harper has thought of convincing the readers of the reality of the narrator’s emotion by attending to the facts, by way of description, that are happening while the narrator is sleeping. Just like love, it may or may not be seen, only felt. When love is true, the person does not wish for it to be recognized nor expect returns from act of pretense. Such is the beauty of love in the poem; it has been measured by the warmth of the light (bulb) – as it is common to metaphorically describe love through the sensations of warmth. The eyes have always been the window of our inner passion; and touch and kiss signify intimacy. The author rightly used the line; she was staring at me with her eyes, to demonstrate the act of looking over a loved one in the coldness of the night; and the line a little shaken as she stroked my skin and kissed nay brow, to literally project sweetness. Although the challenging night’s condition was not directly written in the poem, it is implied especially when line number eight says, her thigh warming mine. The line, her breasts still sturdy could be a depiction of an aged woman who despite the fading strength in the context of age and experience has shown vitality or could also mean a period of arousal which is demonstrated as a prelude to a more intimate encounter by a woman. The poem reveals more of the scene that takes place after their love making. People of today has a general belief that â€Å"sex† no longer possesses the same sanctity as before – that the act could be done with or without love. The poem defies the latter by showing that it is most enjoyable when at the end of the act it self, love and joy is felt. The line in the poem tells us that the lover aimed at analyzing his/her partner in the silence of the night while sleeping and unveils sincerity through simple acts of kissing the brows. The agenda of the poem is to make us understand why love remains a feeling that we have to discover. Other ways become tools for this detection; like the light turned on and the heat which would reveal how long the woman had looked and cared for the narrator. It is hot, burning hot meaning deep and true. The narrator discovers true love here which treats sex secondary only to the feeling of closeness, sincerity and care which are all metaphorically disclosed in the poem. It serves as a lesson for all of us on the virtue of love and the significance of sex. True love can sustain itself without sex, although as an expression of love, sex regains its necessity. The beauty of love making lies on the feeling of security after the act which the narrator felt in the end of the poem – security from threats of lies, infidelity and uncertainties.

English †Letter to the Editor

English – Letter to the Editor Free Online Research Papers Dear Sir/Madam, I am writing with regard to your article on â€Å"success† published in Monday’s edition of your magazine referring to the secondary effects that a successful career might have on certain people and demanding readers like me to send in our opinions on the issue. Referring to the first question you state on your article, I suppose that if that would or would not be a bad thing depends on your own values’ scale but for mine it would mean that I am giving more important to demonstrate my society status rather than supporting other values I previously would have been defending, such as not being so egocentric. And I strongly believe that it is not people fault wanting to earn a lot of money but society’s because what we really want is not to be rich but to live happily with all the time for our enjoyment, to be free our whole time and able to chose what to do, working just if we look for it. But the problem comes when we associate that freedom with money abundance, a tendency almost impossible to avoid to a certain limit, because nobody would be able to eat and satisfy other primary needs without a basic income, taking for granted not breaking moral or legal rules. In my opinion, based on a scale of values that many may not agree with, those who earn such lots of money to maintain the lifestyle described on your article should not laugh at the face of those who lack a basic quality of life spending their fortunes on so superficial things. But I honestly recognise that they are in their complete right when doing so because by one way or another they are the ones who have earned it. Yours faithfully Student Research Papers on English - Letter to the EditorThe Effects of Illegal ImmigrationIncorporating Risk and Uncertainty Factor in CapitalEffects of Television Violence on ChildrenResearch Process Part One19 Century Society: A Deeply Divided EraComparison: Letter from Birmingham and CritoInfluences of Socio-Economic Status of Married MalesWhere Wild and West MeetTwilight of the UAWBionic Assembly System: A New Concept of Self