“Harlem” by Hughes Essay Example for Free

Harlem by Hughes EssayNowadays Langston Hughes is considered to be one of the long-familiar and most influential African-American poets in the twentieth century. His poetry was published from the Harlem Renaissance when the African-American artists along with their works had been flourishing in Harlem till the get of discolor Movements as well as Civil Rights. Hughes brief song Harlem introduces eternal themes seen throughout his volume Montage of Dream Deferred as well as throughout his life and c areer as a poet.The poem Harlem emphasizes the living conditions of people with limited hallucinations which are put off and lost in Harlem in post-war period. Therefore the poet touched the deepest and most painful themes of those times. Actually the main theme of the poem is to present that postponing soulfulnesss visions and desires will inevitably result in deconstruction. (Hughes 1996) The questions of the poem are addressed to social consequences of many deferred dreams an d they are hinting at racial strife as well as at resentment erupted with the Black movements and Civil Rights during 1950-1960s.Throughout the poem the author sketches many decayed and wasted images and represents in such a way that the dream is lost and fated. It is seen in the poem that many potential consequences are influencing only single dreamers. The ending of the poem persuades that despair can explode if being epidemic and will result in political and social damage. (Hughes 1996) It is apparent that the poem is full of extraordinary and interesting literary devices. For example, the author uses many rhetorical questions simply because he wants these questions to be answered themselves. early stanza is characterized by a rhetoric question using also a illustration like a raisin in the sun, sags like a concentrated load, like rotten meat, like a sore, like a syrupy sweet, etc, that will be discussed below. The last stanza is characterized by using a question along with met aphor does it explode? . The metaphor is the symbol of drastic difference between unsuccessful reaching a desire dream and making dream come true. (Hughes 1996) The poem has its own irregular rhyme meat-sweet, load-explode, sun-run. The author uses irregular meter he stresses different syllables in each line varying their length in each line.Such rhyme makes and impression of sense of nervous energy and increase frustration. The rhyme is formed on musical forms such as jazz, ragtime, swing, blues, boogie-woogie, and bebop as the author was trustworthyly fond of them. The poem is characterized by sudden nuances and conflicting changes. (Hughes 1996) Hughes in his poem uses a series of illustrations in order to depict and describe in more vivid way what is happening to a dream when it is put off. There are five similes in the poem 1. The first simile is in the third line dry up like a raisin in the sun. This simile suggests that the humans dream has been already forgotten.(Hughes 1996) 2. The second simile is in the fourth line fester like a sore. The simile outlines that dream eats a person and aggravates him as it is not obtained. 3. The third simile is in the sixth line stink like rotten meat. This simile suggests that it is a dream that makes a person crazy and mad, because he realizes he is unable to make his dream come true. (Hughes 1996) 4. The fourth simile is in the eighth line sugar over like a syrupy sweet. This simile point out that the dream is seen in the horizon and a person can taste it as it is close to him. 5.The fifth simile is in the tenth line sags like a heavy load. The simile questions if dream is a burden for dreamer. (Hughes 1996) In conclusion it is necessary to notice that I prefer drama and therefore was strongly influenced by Harlem as it makes realistic portrays of real people who underwent negative treatment because of racist attitudes and stereotypes. I agree with the author that those stereotypes have to be countered as all people are equal in the world. (Hughes 1996)ReferencesHughes, Langston. (1996, June 25). A Dream Deferred. Retrieved September, 28, from http//www.cswnet.com/menamc/langston. htm

Physical Eduaction Essay Example for Free

Physical Eduaction EssayIn societys struggle a amplificationst the growing corpulency epidemic and the rising number of health related illnesses, it is becoming increasingly of import to ensure children are being taught the significance of participating in unbroken strong-arm activity and to also attain an understanding of the different aspects of physical education. Physical education can be defined as the understanding, cultivation and training of the sociological, physiological and psychological aspect within sport and physical activity. Physical education sponsors disciples develop social skills and understanding which will ultimately enable the student to become a positive member of society. Physical education also allows students to develop their own skills and knowledge of sports and physical activities, which in turn will help promote a healthy, busy lifestyle and potentially provide future career opportunities. Physical education has the potential to make signi ficant contributions to the education and development of children and young people in many ways.see morephysical education in the philippinesPhysical command is the main institution for the development of physical skills in children and young people. Educational theorist Telama, has highlighted the idea that schools are the main milieu for many children to be physically active, whether it is through physical education programs or after-school activities (Telama et al, 1997).The physiological benefits of Physical Education are well established. Regular participation in physical activities can help blend to a endless and better quality of life, reduced risk from a number of health related diseases and many psychological or emotional problems. Regular physical manipulation can reduce the risk of hear disease, type two diabetes and high blood pressure while also helps in the prevention of weight gain and depression or anxiety (Wuest Fisette, 2012). Basic movement skills that are d eveloped through Physical Education programs are the foundations of almost all sporting and physical activities. Booth suggests that there is evidence that those who have developed a strong foundation in fundamental movement skills are more likely to be active, both during childhood and later in life (Okely et al, 2001). Motorlogical benefits can also be seen through Physical Education in the form of developing important movement skills, which are needed throughout day-to-day life. Such movement skills include flexibility, agility, strength, speed and hand-eye coordination. Through a relevant and efficient Physical Education program, students have the potential to develop skills and technique, which may provide possible career pathways later in life.The sociological benefits of Physical Education provide students with the tools to become an active and influential member of society. Physical education theorist, Svoboda states that numerous studies have demonstrated that appropriately structured and presented activities can make a contribution to the development of pro-social look (Shephard, 1997). Students who participate in physical education have the opportunity to develop important social skills while working in a collaborative environment this is the fundamental for building and maintaining friendships and races through life. Evidence suggests the Physical Education has the potential to bring individuals from a variety of social and economic backgrounds together in a shared interest. This ultimately offers a sense of belonging to a team of club, provides the opportunity to develop values and competencies, and helps develop social networks (Bailey, 2005). Academic benefits and positive behavioral improvements can also be attributed to Physical Education. A study in France during the early 1950s found that children who participated in regular physical activity showed few disciplinary problems and had greater capacity for concentration. In more recent stud ies, evidence indicates that again these students showed positive behavioral improvements are now also showing improvements in academic performance (Shephard, 1997)In addition to the physiological and sociological benefits of Physical Education, students can also psychologically benefits from regular physical activity. Wuest and Fisette suggest that participation in exercise promotes positive thought and feelings. These serve to counteract negative thoughts and feelings as well as mood states associated with depression and anxiety (Wuest Fisette, 2012). Psychological benefits of participating in physical activity include a reduced state of anxiety, improved mood and emotions, alleviating symptoms associated with mild depression and an improvement towards social interactions and relationships. A positive relationship between exercise and psychological states is clearly evident, with various research showing different explanations on how this relationship occurs.Physical Education is an imperative foundation in the development of all students. Physical Education provides the social and physiological constructs on how to not only become an active, connected member of society, but how to also lead a healthy and active life while reducing the risk of serious illnesses. Furthermore, in reducing the likelihood of developing mental illnesses such as depression and anxiety. Physical Education also carries significant psychological benefits. Physical Education has the potential to make substantial contributions to the education, development and wellbeing of all students. In each area discussed physiological, sociological and psychological, there is evidence that proves Physical Education can have a positive and profound effect.

Theories of Child Rearing Styles

Theories of claw Rearing StylesChild Development and Welf atomic number 18Name Theresa, C. EricTable of table of contents (Jump to)TAQ2Child Rearing StylesTAQ3TAQ4Social information theory goes beyond conditioning It goes into the world of learning because of the experiences we have along the way. DiscussReferencesTAQ2Child Rearing StylesChild rearingStyle 1Child rearingstyle 2Child rearingStyle 3Child rearingStyle 4Name of styleAuthoritativePermissiveUninvolvedAuthoritarianCharacteristicsParents are democraticAttentive conjuresForgiving parentsChildren are taught proper demeanorHave fare of rulesPunishment to the squirtren for disobeying the rules and rewards for obedienceParents take on the role of friendsNo expectations on the babeChildren are allowed to make their own decisionsNeglect of the childrenParents put their life forrader the childsParents show little interaction with the childrenStrict parenting styleParents have high expectations on the childrenLess communicat ion amidst parent and childrenbumpy penalty from the parentsNo logical reasoning for rules and penalisationEffects on the development of childs conscienceTend to have happier dispositionsHave proficient emotional control and regulationDevelop lack of self disciplineBecome self-centered and demandingChildren also lack good sociable skillsSense of reconditeness to the parentsSense of lonelinessLack of self-controlRarely think on their ownThey feel pressured to conformThey run socially withdrawnEffects on later achievementA child is able to develop good social skillsChildren become self-confident about their abilities to learn new skills. This is important in cognitive development and later achievements of a child.They become good team leaders, team players, and learn to spur each other to success.They believe in cooperative involvement, giving people a second chance, and are likely to perform well in situations that need high level of consultation.Children in this category fat her up to be slow decision-makers, and may not be best suited in situations that need swift decisions, characterized by authoritarianism.Tendency to clash with imprimaturTend to be aggressive and act outUnderage drinking due to lack of rulesLack of good manners and ability to apply communal sense in normal situationsTendency to develop self-centerednessSuch children grow up into irresponsible adults who quarternot be trusted with important tasks (Gadeyne, Ghesquiere, Onghena, 2004).They generally become slow in implementing, innovating, and blending in.They have a hard time discerning betwixt what is wrong and right, and may become excessively carefree in nature. Such individuals tummynot impose rules, and have them implemented.Conclusively, they do not make good leaders and performers.Show patterns of truancy in aimPatterns of delinquency during adolescenceDevelopment of mismatched behaviours, mainly because of lack of early monitoring and guidanceChildren lack a sense of gu idanceDevelopment of I dont-care attitudes, which greatly affect their behaviour and treatment of others (Gadeyne, Ghesquiere, Onghena, 2004).Inability to form teams, and work in collaborative settings they become withdrawn from the rest of the crowdLow self esteemDevelop dread of failureDevelop resentment of authority (Gadeyne, Ghesquiere, Onghena, 2004).They lack great teamwork abilityTend to exercise the same authoritarian rules on the people they interact with, or lead, subconsciously.Such children become fixated with success, meaning a single failure may mean the end of the road for them.TAQ3The study involves two child rearing styles, which allow Baumrinds Parenting Style Typologies and Maccoby and Martins Parenting Style Typologies. These two parenting topologies came into existence following various parenting styles brought into focus by early researchers. These include dominance/submission, acceptance/rejection, responsiveness/unresponsiveness, control/no control, emot ionally involved/uninvolved, democratic/autocratic, and restrictiveness/permissiveness (Krause, Parker, Covin, 2013).A study carried out by Baumrind in the years late mid-sixties and early 1970s proposed three patterns of parenting styles, which differed qualitatively. These included authoritarianism, permissiveness, and authoritativeness. These three styles were establish on analyzing parenting in largely middle class, white families. The study by Baumrind engaged cardinal families which were selected after prolonged observations of the preschool childrens patterns of behaviour in the nursery school setting. It is this study which gave birth to the three parental authority prototypic forms, such as authoritarian, authoritative, and permissive. In Baumrinds later study, several attributes were highlighted pertaining the different parenting topologies. About authoritarian parents he concluded that they try to shape, control, and Evaluate their childrens behaviour based on the absol ute set of standards (Krause, Parker, Covin, 2013). He pointed out that parents have high maturity demands on their children since they are uncomfortable with their inappropriate behaviours. They do not support the base of give-and-take, and believe that children should exclusively follow the commands they have been given by parents. This requires that children exercise absolute obedience and this even extends to even when they are socializing. The authoritarian parents do not bend rules at any given moment, and expect strict adherence (Abu, 2013). Such parents constantly demand that their children behave in a mature manner, and they compensate less attention to psychological differentiation.These attributes were later updated by Maccoby and Martin (1983) who defined parenting style using two dimensions parental demandingness (control, supervision, maturity demands) and parental responsiveness (warmth, acceptance, involvement) (Abu, 2013). The interaction surrounded by the two d imensions produced four distinct parenting styles. A primary difference between Baumrinds parenting style typologies and Maccoby and Martins parenting style typologies is that Baumrind discussed on permissive parenting trance Maccoby and Martin differentiates between two types of permissive parenting. About permissiveness, Baumrind (1971) suggests that parents make little mature demands on their children, as opposed to other parents discussed in the above categories. They use less punishment on their children. Besides, they let their children exercise self-control and make their own judgments. This gives an implication that they tend to tolerate their childrens misbehaviour. These parents attempt to behave in less vindicatory and affirmative manner toward their children. They do not assert themselves as agents of modeling behaviour change, but present themselves as tools that can be used by the children to develop any type of desired behaviour (Abu, 2013). In addition, as opposed to other parents, this category of parents does not pay close attention to children while socializing. Thus, such children become non-achievers, since little pressure is exerted on them. These children are comparable to those of authoritarian children, though they differ in the aspect the degree of their achievement.The above findings are similar to those of Park and Bauer (2002), whose main focus was to establish the relationship between students academic achievement and parenting styles (As cited in. Krause, Parker, Covin, 2013). The results revealed that there was a significant positive relationship between authoritative parenting style and high school students academic achievement. Also shown on this study was a significant negative relationship between authoritarian and permissive parenting style and high school students academic achievement. Culture and education has clearly been shown as a factor that strongly influences the relationship between the different types of child rearing topologies. This is backed by the fact that studies carried out in different countries with different cultural setups showed different status of relationships.TAQ4Social learning theory goes beyond conditioning It goes into the world of learning because of the experiences we have along the way. DiscussEvolutionary psychologists have always argued that conditioning is an important aspect that shapes human personality. This arguing can be derived from the effect of operant conditioning on animal behaviour, and how this has been used to relate to similar effects on humans. Basically, conditioning is a type of learning in which the behaviour of an animal of human being is shaped or largely modified by a series of consequences and antecedents (things that happened there before). It is suggested that behaviour is reasonable to change in form, strength, and frequency in equal measure. Various types of conditionings have been used to modify/shape animal behaviour. These include op erant conditioning (instrumental conditioning), and untarnished conditioning. The former mainly deals with punishment and financial backing to bring about the desired behaviour change. On the other hand, the latter deals with behaviours that are modified by reflexes, with jimmy to antecedent conditions (Anderson, Bushman, 2001). However, it is not entirely true that conditioning is the major reason behind animal and human behaviour. Social learning theory is much more(prenominal) comprehensive and incorporates many other aspects that shape human and animal behaviour, as discussed in the proceeding sections of this paper.While conditioning mainly centers on using antecedents and experiences as the major tools that shape behaviour, social learning theories posit that there are other aspects that define human and animal behaviour, which go beyond the simple tenets of conditioning. Banduras social learning theory outlines that people learn from one another via observation, modeling , and imitation (Fuhrmann, Ravignani, Marshall-Pescini, Whiten, 2014). These three aspects go beyond the fabrics of positive and negative reinforcements, as employ in conditioning. While arguing this point out, it is important to understand what conditioning entails, especially with respect to effects of reinforcements. For instance, positive reinforcement involves rewarding an individual, especially a child, for a good work or performance achieved. It is believed that such reward systems would act as motivating factors for repeat performances. Though this school of thought efficiency hold some weight, to some extent, it fails to take into consideration the basic fact that human and animal motivations are guided by the need to achieve a given goal, and once this is done, such kind of a reward or goal ceases to be a source of motivation. On the other hand, negative reinforcement involves applying punishment and punitive measures in cases of underperformance, or unruly behaviour. While this method of conditioning may be applauded as an effective means of curtailing negative behaviours, it is trammel in scope, since the subject being conditioned may develop a lack of response to the punishments being leveled, and outgrow their effect. These points of weaknesses are what bring in Banduras social learning theory as an additional explanation to the behaviour development of both animals and humans.Irrespective of the shortfalls of conditioning in shaping human behaviour, social learning theorists have established that it is an important tool that determines how people react and adapt to situations. For instance, through the use of positive reinforcement, a child can be taught to say thank you after receiving a gift, and this may extend into adulthood to become a conditioned behaviour. In a similar note, negative reinforcement could be used to ensure that children learn to say please while addressing others, as show of respect, and courtesy. In cases where such i s not applied, then a punishment could be launched. Such measures greatly shape the way people behave when they grow up. Basically, this closely ties with the social learning theory, as posited by Bandura, since this is also based on experiences, imitation, interactions with others, and modeling.Banduras theory of social learning has developed largely from conditioning and has, in reality, contributed to further promoting and development of the theory (Bandura, 1963). As aforementioned, the theory depends on such tenets as motivation, imitation, observation, and modeling to achieve the desired behaviour change. In respect to its connection to the theory of conditioning, the aspect of modeling reigns high. For instance, in a school setup, teachers can shape the behaviour of students by modeling the desired behaviour of course of action, through judicious application of both negative and positive reinforcements. A practical example is when a teacher wants to instill a habit of partici pation in a child (Kumpulainen, Wray, 2002). This can be done by offering gifts, applauding publicly, and many other positive ways. On the other hand, a teacher could curtail a negative behaviour by punishing the child through caning, deducting marks, and many others. Apart from the use of the dual aspects of reinforcement, behaviour change can also be significantly modeled through guided participation, and imitation. When preparation a child to be grateful in cases where one has received a gift or any form of help, a parent can repeatedly make the child say thank you in every instance such a scenario is experienced. This repeated learning, and also through observation of what the parent usually does, will instigate imitation behaviour into the child, and later on develop the desired behaviour as modeled by the parent. Such kinds of conditionings are explicitly a derivation of the judgment of modeling, as posited by Bandura.In respect to this, it is arguable that Banduras social learning theory has developed from the concept of conditioning, and has actually helped to further its arguments. While the theory brings in new concepts that are important in shaping behaviour, it is imperative to note that its main source of argument lies on creating, modeling, and instilling a given desired behaviour into an animal or a human being. This is the same thing that conditioning theory reiterates, which is why it is perfectly right to insinuate that Bandura has helped to promote the arguments put forward by the theory.(Word counts = 2,175 words).ReferencesAnderson, C.A. Bushman, B.J. (2001). Effects of violent video games on aggressive behaviour, aggressive cognition, aggressive affect, physiologic arousal, and pro-social behaviour A meta-analytic review of the scientific literature.Psychological Science12(5) 353359.Bandura, A. (1963).Social learning and personality development. New York Holt, Rinehart, and Winston.Fuhrmann, D., Ravignani, A., Marshall-Pescini, S., Wh iten, A. (2014). Synchrony and motor mimicking in chimpanzee observational learning. Scientific Reports, 4. doi10.1038/srep05283.Gadeyne, E., Ghesquiere, P., Onghena, P. (2004). longitudinal relations between parenting and child adjustment in young children. Journal of clinical child and adolescent psychology, 22, 347-358.Kumpulainen, K., Wray, D. (2002). Classroom Interaction and Social Learning From system to Practice. New York, NY RoutledgeFalmer.Miller, P. H. (2011).Theories of developmental psychology. New York Worth Publishers.Krause, R., Parker, O., Covin, J. (2013). Teach your ventures well a control-based typology of ICV parenting styles.Academy Of Management Annual Meeting Proceedings, 534-539.Abu Taleb, T. (2013). Parenting styles and childrens social skills as perceived by Jordanian mothers of preschool children.Early Child Development Care,183(11), 1646.Page 1

Analysis of Cherry Flavour using GC-MS

analytic thinking of Cherry Flavour using GC-MSTziamourani AthanasiaAnalysis of violent flavour using GC-MS and development of a recombinateCherry is single of the near important crops globally and a non-climacteric stone proceeds, mainly grown in temperate climate countries. The most important factors that r exterminateer to the uniqueness of violent include skin colour, pleasingness (sugar content), malignity (organic caustic content), fruit firmness, fruit weight and aroma. The compounds that contri furthere to the final aroma of cerise nominate a very small portion, only 0.01% 0.001% of the fruit fresh weight, but shit a substantial impact on its quality (Zhang et al., 2007 Vavoura et al., 2015). Aroma is one of the most valuable attributes of cherries which may affect the consumer acceptance of the fruit and is a result of a complex mixture of chemical compounds, such as esters, alcohols, aldehydes, organic acids, ketones, terpenes, etc. (Valero and Serrano, 2010) . According to the literature, most of the studies examined cherry fruit have used diverse techniques for carryion and analysis of the compounds. These rules include static and moral force head put analysis, supercritical CO2 extraction and inviolable-phase micro extraction (SPME) combined with go down on chromatography-mass spectrometry (GC-MS) (Bernalte et al., 1999 Malaman et al., 2011 Vavoura et al., 2015). Scientists used these have conclude that SPME with GC-MS is the impartialst, most rapid and effective method to analyse fruit fickles (Zhang et al., 2007 Li et al., 2008 Vavoura et al., 2015). This review willing examine the existing researches on the compounds deliver in cherry fruit that contribute to its flavour and on the methods that applied to obtain them.Origin of cherryCherry fruit belongs to the Rosaceae family, which also includes other fruits such as peaches, apricots and plums. Cherries atomic number 18 available in some species, but two of them are s elected for human employment, the sweet cherry which is a direct descendant of the wild cherry genus Prunus avium and the sour cherry Prunus cerasus. Those two species differ largely in sagacity and thus they are considered to be separate species (Wen et al., 2014). A ripe cherry fruit has bright burnished pale to deep red or purple colour with very thin peel, but there are some cultivars that produce yellow fruit. The colour, aroma, taste and health properties of cherries have made them very popular and greatly appreciated. Sweet cherries are cultivated mainly for fresh consumption because they are highly putrescible and have short fruiting seasons. Although, they are processed into jam, juice and wine (Revell, 2008 Wen et al., 2014).Wild cherry is originated from Europe, Northwest Africa, Western Asia, from the British Isles south to Morocco and Tunisia and eastern hemisphere to Southern Sweden, Poland, Ukraine, Caucasus and northern Iran (Revell, 2008).Cherry flavourFlavour is the sensation produced by a material taken in the mouth and perceived principally by the chemical senses of taste and smell. The sense of taste is detected by five basic tastes on the human tongue which are sweet, bitter, sour, salty and lately spy umami taste (Taylor and Mottram, 1996). According to Fisher and Scott (1997), the resulting flavour of fruit are a blend of the sweetness due to sugars such as glucose, fructose and sucrose and the sourness of organic acids, such as citric and malic acids. However, it is the aroma of the different volatile components of fruits that allow us to distinguish among them. Flavour of each fruit is a involved area, as every attribute is a result of specific interactions between various compounds return in fruit like sugars, phenolics, organic acids and more specialize flavour compounds including an extensive range of aroma volatiles (Tucker, 1993). The differences in the type and proportion of these compounds produced have an impact on th e distinctive flavour and aroma of a contingent fruit. The concentration of these constituents which included in cherries shows a fluctuation and this may be the source of flavour variations between the individual fruit and each cultivar (Bernalte et al., 1999).Flavour compounds donation in cherries can be complex but the majority of them are relatively simple molecules which are volatile and contribute to the fruits flavor and aroma. These two terms are usually misinterpreted and it is important to distinguish them in order to be fully understood. Odour is the smell of food before the consumption and is perceived orthonasally, whereas aroma is the smell of food during consumption in the mouth and is sensed retronasally (Revell, 2008). These compounds, as it was mentioned before, are analysed by SPME method coupled with GC-MS.Volatile AnalysisGas chromatography-mass spectrometry analysis demands extraction of the aroma volatiles from cherries to create a sample suitable for injec tion to the instrument. The most widely applied techniques for the extraction of volatiles are solvent extraction and solid phase micro extraction (SPME). The dominant factor that determines the selection of the type of solvent is the polarity of the volatiles. at that placefore, it is apparent that polar volatiles imply a polar solvent like methanol, while non-polar volatiles require organic solvent like hexane. Especially, as Li et al. (2008) underlines, a non-polar solvent is suitable for the report volatiles of cherry flavour. Furthermore, a known or quantified internal standard is absolutely necessary to enable quantification of the other compounds, as the area of different peaks from various volatiles in the cherry sample will be compared with the peak area of the known internal standard. As a result of this, the polar compounds such as acids and sugars end up in the water phase whereas the volatiles in the hexane layer. Centrifugation is crucial to separate the polar and n on-polar compounds. After the application of centrifugation, the hexane layer which is formed in the top of the ascendent is removed and analysed GC-MS. GC-MS analysis uses only a small quantity (1l) of the volatile sample which is injected into the instrument via a hot region which evaporate the liquid. The resulting gas including various volatiles is swept on the chromatographic column with the aid of a toter gas (usually helium). The increasing temperature of the column provokes the compounds to leave the gum lining, where they are deposited initially, and enter the carrier gas flowing through the chromatographic column. The compounds with the lowest boiling point pass through the column first. This separates the aroma volatiles before they enter the ionisation and signal detection in the mass spectrometer (Revell, 2008).Volatile mixsDuring the last decades, extensive research has been done on different cherry varieties from various countries in different periods of fruit dev elopment. A recent study found out a total of 18 compounds in cherry fruit classified into the groups alcohols, aldehydes, ketones, hydrocarbons/terpenes and esters were identified and semi-quantified using 4-methyl-2-pentanone as the internal standard for the GC-MS analysis (Vavoura et al., 2015). Almost all these compounds have been previously identified in fresh sweet cherry fruit (Serradilla et al., 2012 Zhang et al., 2007 Bernalte et al., 1999 Mattheis et al., 1992 Girard and Kopp, 1998).Many studies have shown that carbonyl compounds, specifically aldehydes, ketones and esters, are some of the most significant compounds of sweet cherry fruit aroma (Girard and Kopp, 1998 Mattheis et al., 1992 Zhang et al., 2007 Bernalte et al., 1999). Matsui (2006) has identified that 2-hexenal and hexanal, which are carbonyl compounds, give park leafy notes in the fresh cherry fruit and for this reason are known as green leaf volatiles with low lore threshold. The results from Vavoura et al. (2015) showed that 2-propanone was the most verdant volatile compound identified in all four cherry cultivars that they examined Lapins, Canada giant, Ferovia and Skeena followed by 2-hexenal and acetaldehyde. The carbonyl compounds that Vavoura et al. (2015) identified were linear and aromatic and the most abundant was 2-propanone followed by 2-hexenal and acetaldehyde. Moreover, Vavoura et al. (2015) found that carbonyl compounds showed the most abundant signals present in sweet cherry aroma.In contrast with these results, Serradilla et al. (2012) found that alcohols are the most abundant compounds present in sweet cherry, which include linear, aromatic and branched compounds. The most abundant among them was (E)-2-hexen-1-ol and also the main alcohol found in Picato type and Sweetheart sweet cherries in Spain. Furthermore, along with (E)-2-hexen-1-ol, hexanal and 2-hexanal are important compounds which are related with green notes and fresh green odours associated with vegetabl es and fruits. Girard and Kopp (1998) have also underlined that these compounds are predominant flavour volatiles in cherries. The only alcohols that Vavoura et al. (2015) identified were 2-Hexen-1-ol and benzyl alcohol present in the Skeena cultivar and thus they are used as a marker to distinguish this cherry cultivar from the others.There are other minor components which contribute to the aroma profile of cherry cultivars such as esters (methyl-2-hydroxybenzoate), alkenes (2-methyl-1,3-butadiene) and terpenes (D-limonene) (Vavoura et al., 2015 Serradilla et al., 2012). Although, studies on strawberry and kiwifruit showed that esters compounds were the important aromas of the fruits because they have low perception threshold and high aroma value of these compounds (Perez et al., 1996 Li et al., 2002).According to Vavoura et al. (2015), the most representative compounds in the Skeena cultivar were C6 and aromatic compounds. Furthermore, in galore(postnominal) studies the content o f C6 compounds and aromatic ones are the most representative class of compounds (Mattheis et al., 1992 Zhang et al., 2007 Sun et al., 2010).Girard and Kopp (1998) studied 12 sweet cherry cultivars from the same orchard and identified 50 volatiles with the combination of two techniques dynamic headspace and gas chromatography, (E)-2-hexenol, benzaldehyde, hexanal and (E)-2-hexanal were predominant compounds which could be used to segregate commercial and new cherry selections into various subgroups. Similarly, Sun et al. (2010) conducted their study in order to determine the aroma-active compounds present in five sweet cherry cultivars from Yantai region in China. A total of 52 volatiles were identified, among these were hexanal, (E)-2-hexenal, 1-hexanol, (E)-2-hexen-1-ol, benzaldehyde, and benzyl alcohol. Also, they suggested that hexanal, (E)-2-hexenal, (Z)-3-hexenal, nonanal, benzaldehyde and geranylacetone are responsible for the green, orange, almond and floral notes of the cher ry fruit (Sun et al., 2010). In a similar study, Zhang et al. (2007) using the same techniques identified 37 volatiles in sweet cherries in China. Especially, reported that hexanal, (E)-2-hexen-1-ol, (E)-2-hexenal, benzaldehyde, ethyl acetate and hexanoic acid ethyl ester were the characteristic aroma volatiles of sweet cherry fruit. Moreover, they examined the various developmental cherry periods and concluded that the optimal harvest time of sweet cherry was at the commercial stage (Zhang et al., 2007).According to Reineccius (2006), cherry flavour changes across its developmental stages as it cannot be identified in the primary stages of the fruit formation but grows during a brief ripening period. During this period, metabolism of the fruit changes to catabolism and hence the flavour development starts. This is obvious as carbohydrates, lipids and amino acids are enzymatically converted to simple sugars or acids and volatile compounds.All the previous studied had focused on the volatiles compounds which are in a free form but the aroma of cherries mightiness also come from non-volatile glycosidically dance precursors. These aroma precursors have been extensively examined in a wide range of fruits such as blackberries, mangos, pineapples, strawberries, kiwifruit, oranges and grapes (Fan et al., 2009 Chyau et al., 2003 Garcia et al., 2011). As for the cherry, in a recent study, a total of 97 volatile compounds were reported. The groups of the chemicals compounds which were found, were alcohols, aldehydes, acids, esters, ketones, terpenes, norisoprenoids, furans, phenols and benzenes. The majority of these constituents have been previously identified, as it is mentioned before, in fresh sweet cherries. Of the 97 compounds, most of them were in a free form while 13 of them were glycosidically bound. In addition, 20 terpenoid compounds and 7 norisoprenoids were reported. One important thing that has to be taken into account is that many of these compounds suc h as citronellol, nerol, geraniol, -geraniol, (E)-isogeraniol, (Z)-isogeraniol, 1,1,6-trimethyl-1,2-dihydronapthalene (TDN), (E)-1-(2,3,6-Trimethyl-phenyl)buta-1,3-diene (TPB) are identified for the first time in cherries. In contrast to the free volatiles, which were predominantly aldehydes and alcohols, the bound volatile profiles were slightly different. The most abundant compounds were benzyl alcohol, geraniol and 2-phenyl-1-ethanol, followed by 3-methylbutanoic acid and 3-methyl-2-buten-1-ol. In terms of stunning evaluation, the free volatile compounds illustrated a fresh green, citrusy and floral aroma while the bound volatiles were odourless in the fresh fruit (Wen et al., 2014).Conclusion To sum up, extensive research has been done on identification of volatile compounds in cherry fruit but the techniques that have been applied to obtain and identify the volatiles are limited. Therefore, our research is intended to examine different cherry varieties both commercially availa ble and from farmers. The methods that will take place for the extraction of the volatiles from the cherries are liquid-liquid extraction, solvent-assissted flavour evaporation technique or most commonly known as SAFE method and headspace solid phase microextraction as in the previously mentioned studies. The results from these techniques will then be identified by gas chromatography-mass spectrometry method (GC-MS) and gas chromatography-olfactometry analysis (GC-O). Then, a preliminary aroma reconstitution experiment will be conducted in order to be created a juice that resembles the organoleptic properties of original cherry juice after a quantification of the concentrations of the identified predominant aroma compounds. This experiment have been previously achieved in other fruits, such as strawberries but not in cherries (Prat et al., 2014).ReferencesBernalte, D. M., Hernandez, M. T., Vidal-Aragon, M. C. Sabio, E. (1999). Physical, chemical, flavor and sensory characteristics of two sweet cherry varieties grown in Valle del Jerte (Spain). Journal of Food Quality, 22, 403-416.Chyau, C. C., Ko, P. T., Chang, C. H. Mau, J. L. (2003). Free and glycosidically bound aroma compounds in lychee. Food Chemistry, 80, 387-392.Fan, G., Qiao, Y., Yao, X., Mo, D., Wang, K. Pan, S. (2009). Free and bound volatile compounds in juice and peel of Jincheng oranges. European Food Research and Technology, 229, 571-578.Fisher, C. Scott, T. R. (1997). Food Flavours. Biology and Chemistry. Cambridge The over-embellished Society of ChemistryGarcia, C. V., Quek, S. Y., Stevenson, R. J. Winz, R. A. (2011). Characterisation of the bound volatile extract from baby kiwi (Actinidia arguta). Journal of Agricultural and Food Chemistry, 59, 8358-8365.Girard, B. Kopp, T. C. (1998). Physico-chemical characteristics of selected sweet cherry cultivars. Journal of Agricultural and Food Chemistry, 46, 471-476.Li, H., Tu, Z. S., Wang, H. Liu, F. (2002). Analysis of aroma components of kiw ifruit wine by gas chromatography/mass spectrometry. Chinese Journal of Analytical Chemistry, 21, 5-10.Li, X. L., Kang, L., Hu, J. J., Li, X. F. Shen, X. (2008). Aroma volatile compound analysis of SPME headspace and extract samples from crabapple fruit using GC-MS. Agricultural Science in China, 7, 1451-1457.Malaman, F. S., Moraes, L. A. B., West, C., Ferreira, J. Oliviera, A. L. (2011). Supercritical fluid extracts from the Brazilian cherry Relationship between the extracted compounds and the characteristic flavour intensity of the fruit. Food Chemistry, 124, 85-92.Matsui, K. (2006). Green leaf volatiles Hydroperoxide lyase pathway of oxylipin metabolism. Journal of flow rate Opinion in Plant Biology, 52, 1248-1254.Mattheis, J. P., Buchanan, D. A. Fellman, J. K. (1992). Volatile compounds emitted by sweet cherries (Prunus avium cv. Bing) during fruit development and ripening. Journal of Agricultural and Food Chemistry, 40, 471-474.Perez, A. G., Sanz, C., Olias, R., Rios, J. J. Olias, J. M. (1996). Evolution of strawberry alcohol acyltransferase employment during fruit development and storage. Journal of Agricultural and Food Chemistry, 44, 3286-3290.Prat, L., Espinoza, M. I., Agosin, E. Silva, H. (2014). Identification of volatile compounds associated with the aroma of white strawberries (Fragaria chiloensis). Journal of the Science of Food and Agriculture, 94, 752-759.Reineccius, G. (2006). Flavor formation in fruits and vegetables. Flavor Chemistry and Technology 2nd ed. USA CRC Press.Revell, J. (2008). Sensory Profile and Consumer Acceptability of Sweet Cherries. University of Nottingham.Serradilla, M. J., Martin, A., Ruiz-Moyano, S., Hernandez, A., Lopez-Corrales, M. de Guia Cordoba, M. (2012). Physicochemical and sensorial characterization of four sweet cherry cultivars grown in Jerte Valley (Spain). Food Chemistry, 133, 1551-1559.Sun, S. Y., Jiang, W. G. Zhao, Y. P. (2010). Characterization of the aroma-active compounds in five sweet cherry cu ltivars grown in Yantai (China). Flavour and Fragrance Journal, 25, 206-213.Taylor, A. J. Mottram, D. S. (1996). Flavour Science. Cambridge The Royal Society of Chemistry.Valero, D. Serrano, M. (2010). Postharvest Biology and Technology for Preserving Fruit Quality. USA CRC Press.Vavoura, A. V., Badeka, A. V., Kontakos, S. Kontominas, M. G. (2015). Characterization of Four Popular Sweet Cherry Cultivars Grown in Greece by Volatile Compound and Physicochemical Data Analysis and Sensory Evaluation molecules, 20, 1922-1940.Wen, Y., He, F., Zhu, B., Lan, Y., Pan, Q., Li, C., Reeves, M. J. Wang, J. (2014). Free and glycosidically bound aroma compounds in cherry (Prunus avium L.). Food Chemistry, 152, 29-36.Zhang, X., Jiang, Y. M., Peng, F. T., He, N. B., Li, Y. J. Zhao, D. C. (2007). Changes of aroma components in Hongdeng sweet cherry during fruit development. Agricultural Science in China, 6, 1376-1382.

Discussing Neumans System Model and its Application

Discussing Neumans establishment Model and its ApplicationOne of the well-nigh important contributions in the field of nursing is the publication of the Neumans System Model. Betty Neuman, a nursing theorist believes on a comprehensive wholistic and systematic perspective on learning. She aims to machinate a system that will help prefatorial nursing students to learn the course and develop their over- both macrocosm. She assumes the existence of certain stressors where in certain preventions must(prenominal) also be inningulated. This paper will present a brief background on the life and published expires of Neuman. This will also include a detailed discussion on her systems model and the factors to strike when applying the model to certain situations. Lastly, given this model, how would a nursing student apply this to her current practice.1. Introduction/Backgrounda. Life/ schoolBetty Neuman, born in Ohio US has obtained her diploma as Registered Nurse in People Hospital Sc hool of Nursing (Ohio) in the year 1947. She worked in California as a spot nurse and hospital staff, industrial nurse and school nurse. She has also engaged in clinical teaching in the following beas communicable disease, medical- surgical and lively c be.b. work/academic achievement/experiencesShe finished her baccalaureate degree with distinction in nursing in the year 1957. And in the year 1966, she received her master degree in Mental Health, Public Health Consultation, from UCLA. In the year 1985, he received her doctoral degree in Clinical Psychology ffrom peace-loving Western University. With this she started to incorporate and become pioneer in incorporating nursing involvement in mental wellness.She developed a model from in response to the inevitably of graduate nursing students who wished to have a course or a program that will expose them to an in-depth breadth of nursing problems. With this, she created a conceptual good example or model for nursing that has bee n initially published in the year 1972 entitled Model for Teaching Total Person Approach to Patient Problems in Nursing Research. Along with this model, she refined and reviewed some aspects in for her published book entitled The Neuman Systems Model Application to Nursing Education and Practice.Neumans model has been reviewed as holistic, comprehensive, compromising and system found perspective for nursing. It primary attention has been focused on client response system towards the potential and actual environmental stressors. And she used all steps from primary to ordinal nursing prevention, intervention for retention, maintenance and attainment for a holistic wellness of clients.c. List of few works that is published.The Neuman Systems ModelThis work was published in the Nursing Research in 1872.She developed this model as a way to teach introductory nursing course to get down nursing students. This aims to provide wholistic overview to the four aspects of a person. These four aspects ar psychological, physiological, developmental and sociocultural.DESCRIPTION OF THE MODELThe Neuman Systems Model presents a systems- sternd framework for viewing individuals, families or communities. It is based on general systems supposition with the client viewed as an open system, which reacts and adapts to both internal and external stressors. NSM is based on numerous concepts and sub concepts, some of which are stress, adaptation, homeostasis, levels of prevention, intra, inter and extra personal factors, optimal wellness and basic structure.The following description of the model is a brief summary of the description found in the original publication (Neuman juvenile 1972) with examples added by the authors. In this explanation of the model the client will be considered to be an individual. The client system is represented by a series of solid and broken circles. The central circle is the basic structure or energy source, which includes basic survival factors comm on to the species. Some examples are genetic response patterns, strengths or weaknesses of body organs and normal temperature range. The basic structure also consists of characteristics which are unique to a given individual or client such as innate musical talent.The outer most solid circle is referred to as the normal make of demur and represents the individuals normal maintain of wellness or the usual state of adaptation, which the person has maintained over time. The broken quarter outside the normal line of defense is the flexible line of defense. It acts as a buffer or protection to the normal line of defense. Ideally it will prevent stressors from invading the client system by occlude or defusing stressors before they are able to attack the normal line of defense. The flexible line of defense is accordion like in its function. When it is spread out greater protection is provided. When it is narrowed and therefore closer to the normal line of defense, its ability to pro tect is diminished.The NSM also includes the concept of prevention at the primary, secondary and tertiary levels. This concept is of particular importance to those who work in the helping professions. Interventions can occur at a primary level to strengthen the flexible line of defense, at a secondary level to help restore the client system to equilibrium by treating symptoms that occur after penetration of the line of defense by a stressor or a at the tertiary level to prevent farther damage and maintain stability after reconstitution has occurred.INTERDISCIPLINARY playAlthough use of interdisciplinary teams is not new to health assistance industries, it has gained increasing favor in the environment of health lot reform as attest by governmental recommendations and guidelines (U S Bureau of Health Professions, 1995) and position statements from professional organizations (American Association of Colleges of Nursing, 1995). The trend in nursing is to collaborate with former(a) h ealth caution disciplines as well as with clients. Use of interdisciplinary health care (IHC) teams can facilitate the emergence of holistic client care goals from teams of diverse health care specialists.Upheaval in the health care industry is affecting all health professions. In the movement for health care reform, emphasis is being placed on such things as the need for health promotion, coordinated care, and reduction in cost. Some of the watchwords are prevention, wellness and healthy lifestyles. Concepts in the NSM are parallels to those watch words. Therefore, it is not surprising that use of the N.S.M. as a framework for interdisciplinary health care practice is increasing, not only in the unite States but also around the world. In Neuman (1995), Lowry, Walker and Mirenda state the following The Neuman Systems Model is clearly poised and ready for the challenges of the future. Sometimes characterized in the past as too broad, complex and comprehensive, the model is advent in to its own with the challenges of the 21st century.The complexities of the global society, of crises in health care delivery, and of changing patterns and dangers from the environment provide excitant for new applications of the Neuman Systems Model. The model is not only broad and comprehensive enough to provide structure for nursing interventions, but also for separate disciplines interested in focusing on wellness and holistic care for patient ofs and clients . . . . The ongoing use and scholarly development of the Neuman Systems Model in practice, education,FACTORS TO CONSIDER WHEN INCORPORATING THE NSM grounds the ModelUnderstanding the model is the first step to incorporation of the NSM in any practice setting. There is much flexibility in how this can take place, such as providing classes with an expert lecturing on the model, sending staff to NSM symposiums, holding a series of classes in which lecture and discussion focus on various aspects of the N.S.M. or taking the approach used by the authors in which team members used the model to develop treatment protocols for actual cases. During the practice sessions, cases from team members lived experience readily and effectively brought the NSM from the level of theory to that of application and allowed the team to experience the fit of the model to their institution and individual philosophies.Learning the Language of the ModelLearning the lecture of the model is not a significant problem for most health care professionals. As stated earlier, the model promotes synthesis of knowledge from areas of study which form the matrix for nursing education. That matrix has elements common to the educational foundations of other health care professions. Each of the five variables, i.e. physiological, psychological, socio-cultural, developmental and spiritual, is associated with a field of knowledge that forms the base for practice in some health care related profession. For example, medicine, psychology, phy sical therapy, social work, and marriage and family counseling, share portions of the educational matrix associated with nursing. Thus they are able, for the most part, to tell the language of the NSM, and make major contributions to an interdisciplinary health care team which uses the model. However, because of the breadth of the NSM, other theories, some of which are profession specific, can and must be related to the assessment and intervention processes.All team members must be sensitive to the particular language of their discipline (Morrissey, 1989) and must clarify to other members where appropriate. A common language will assist in development of unity among team participants. It is helpful to establish as a group norm the expectation that each member is responsible to ask for and expect to receive clarification of all strange terminology used by any other team member.It is not unusual for clergy to have an educational background dissimilar to that of the health care profe ssions. The spiritual expert on our team, a professor of pietism who is also a lay minister, was the team member least familiar with terminology used in the NSM. Conversely, other members of the team were at times unfamiliar with certain religious terminology. In those instances when team members have dissimilar backgrounds, extra time and effort may be required for the team to learn to speak a common language.In summary, the primary reason the NSM adapts well to interdisciplinary use is because it was developed on the premise that the practice of holistic health care must be built on a foundation of synthesized knowledge and interdisciplinary cooperation based in a common language and dynamic systems concepts (Neuman Young 1972).APPLICATION IN EDUCATIONThe team member, who represented expertise in human development, has developed and taught an interdisciplinary undergraduate course in general systems theory using the NSM as the main example for application of general systems theo ry in the clinical setting. Using the NSM, a case study and the Interdisciplinary estimate Form, students assess the clients needs and determine which member of an interdisciplinary health care team would be the most appropriate care coordinator for the client.The team has developed a proposal for an honors course which would be open to any honors student interested in the health care professions or behavioral sciences. The course will be built on the NSM and emphasize use of an interdisciplinary team for assessing and intervening in client problems. A case study approach will be used. All members on the team will participate in teaching with each member presenting information related to his/her major area of expertise. At the administrative and faculty level, interest in this course is generated by a desire for increased interdisciplinary activity on the Brigham Young University campus.INCORPORATING THE MODEL WITH MY DAILY consecrateGiven this Neuman Systems Model and as a sub-ac ute practice nurse, I can apply this by following these steps1. Understand that my patients are unique and diametric from one another. One may respond to one stressor in a heavy manner and another may not.2. Since I am a sub-acute nurse, and I am dealing with patients that are recovering from previous illnesses, I will assume that all stressors, light or heavy will contribute a big factor on the recovery of my patient. This conjecture will help me not to be complacent with handling my patient.3. Improve my communication with my patient by asking him or her about the stressor he or she experiences. Identify and evaluate the situations or events that contributes to this stressor.4. Make an effort in researching and working on the proper preventions for the stressors my patient is exposed to.5. Bear in mind that every little thing I do affect the wellness or illness of my patient.The theory emphases the wholistic care for better welfare and wellness to the patient as well to the healt h provider (doctors, nurse and sabacute nurse), just like other interventions it would brings enrichment to the patient and to its provider steer to areas that would increase the specialization. In this case as a sabacute nurse it is a better opportunity to enhance my daily work because it will support and develop my skills.SUMMARYThis interdisciplinary health care team experience has enhanced the level of our professional expertise and has enriched both our professional and personal lives. The experience of coming together for the good of the client has its own intrinsic value. We believe that, with a history of increasing health care specialization and compartmentalization, the work of interdisciplinary health care teams using a wholistic model of care is one of the few health care options leading toward increased levels of wellness for all people in all countries.

The Pros and Cons of Contracting Out In The Public Sector Essay

Advantages and Disadvantages of spotting Out In The Public SectorIntroduction many an(prenominal) public agencies in recent geezerhood have followed the drive of privatization, or contracting-out. Activities and functions that were once performed, or services that were once provided, by public employees are forthwith being performed by private sector employees (Lyons). Vehicle towing, health services, police protection, and solid waste collection are among the many services and functions that government has assure out. A survey in 1995 that was sent to mayors or city managers of Americas largest cities (based on population) revealed that only three of the 66 cities that responded to the survey had not privatized any city services. http//fpac.fsu.edu/parbaby/pdf/1997/janfeb/dilger.pdf This trend translates to not only an administrative concerns but a staffing concern faced by many managers. Privatization As A Staffing ConcernReplacement Of Civil Servants By Contract EmployeesPriv atization of governmental functions has a direct relationship with the number of contract employees in government and an inverse relationship with the number of civil servants. As privatization has perform more acceptable, contract employees are being hired to do the jobs, thus, replacing civil servants.As indicated by Gregg Lodan, Assistant Administrative Analyst for the City of ache Beach Community Development Department, approximately 20% of the departments employees are contract employees, as opposed to approximately 5% three years ago. He stated that other departments and other cities might have even higher percentages because functions of whole departments or individual functions are now being considered for privatization (Lodan). In India... ...3.International City Management Association. Service Delivery in the 90s Alternative Approaches for Local Governments Washington D.C. International City Management Association, 1989.Lodan, Gregg and Jesus Gomez. Personal interview. November 18, 1998.Lyons, James. Contracting Out for Public School Support Services. Education Urban Society, Feb. 1, 1995 154Pinchot, Gifford, and Elizabeth Pinchot. The End of Bureaucracy & the Rise of the Intelligent Organization. San Francisco Berrett, 1993 180.Rehfuss, John A. Contracting Out in Government. San Francisco Jossey, 1989Wolfe, Michael N. Thats non an Employee, Thats an Independent Contractor.Compensation & Benefits Review, July-August, 1996 60-64.Nigro, Lloyd G., and Felix A. Nigro. The New Public Personnel Administration. Itasca, Illinois F.E. Peacock Publishers, Inc., 1994.

Hamlet, A Boy In The World Of Men :: essays research papers

           village, A Boy In The World of Men "Do not go gentle into that good night.Rage, rage against the dying of the light." Dylan doubting Thomas      Dylan Thomas recited his struggle in letting his tyro go so that he could continue on in life to become a upstanding person.      In William Shakespeares village a young prince is devastated by the death of his father, and he experiences the same dilemma. He lingers in the midst of his world before the sad loss. He is a child who has been sheltered from life, lacking the experiences that are necessary in order for a boy to become a man. He loves Ophelia, his knockout who has also been sheltered, and remains a child who is incapable of thinking for herself. Hamlet and Ophelia have been robbed of their role-models Ophelias mother and Hamlets father who were needed to see these children the ways of life, and they are forced by fate to grow up and perform as adults before they are given the chance to make mistakes as children do and to learn form these life lessons.                                         Hamlet and Ophelia want fulfillment from each-other, but they were never given the tools they would need to become mature human beings. They mash with each-other, because they do not have the capacity to communicate as adults. Hamlet      Ay, truly, for the power of beauty will sooner                transform honesty from what it is to a harlot thanthe force of honesty can translate beauty into his      likeness. This was sometimes a paradox, but now the time gives it proof. I did love you once.OpheliaIndeed, my lord, you made me believe so.Hamlet You should no t have believed me, for virtue cannot so inoculate our old stock but we shall relish of it. I loved           you not.                                             Hamlet is angry with his mother, who has married his uncle Claudius, his fathers brother. Prince Hamlet is led by his friends to his fathers ghost, who tells him that he was murdered by his own brother, Claudius. The ghost asks Hamlet to kill Claudius. Young Hamlet must decide whether to avenge his fathers death, by murdering his uncle, thus inheriting his rightful place as king or to allow god to take the actions to determine the fate of evil. This decision is one that Hamlet questions as a child, who has been abandoned by his father, before he was able to inherit his patrimony his fathers wisdom.