Judaism and the Roots of Western Reli Coursework

Judaism and the Roots of Western Reli - Coursework Example Their belief lies in the principles that goodness will be rewarded by the God and sins will be certainly punished in the Judgment after death. They also have a strong belief that God would send Messiah to the world by the End of Days to redeem his people to the Promised Land. There are also various religious practices and ethics followed by the Jews, based on their belief in one God. In addition, the laws in Torah, the Jewish bible, form the foundation for their religion based customs and practices. Their way of worship is traditional, three times a day, by reading the scriptures of Torah. According to their customs, Sabbath, the holy day of rest is observed on Saturday, as a reminder about God’s rest after creation. Also Jews are prohibited to do specific kinds of work on that day. Those prohibitory practices are clearly mentioned in their scriptures. The most common Jewish symbol is the ‘Star of David’ that is used to represent them in synagogues. Rise of Synago gues Synagogues, in the olden days, acted as a place for community gatherings on Sabbaths and festivals. Later, after the exile of large number of people from the holy land, the tradition of sacrifice ceased with the prayer being viewed as the means of worship. This established the development of synagogues as an institution where daily prayers, community meeting and religious studies were observed. Soon after the destruction of the Holy Temple, synagogues were given a significant importance as the central place of Jewish religious life, especially for their social and religion based practices. â€Å"After the destruction of the Second Temple by the Romans in 70 A.D. the synagogue emerges as a well established institution and the center of the social and religious life of the people.† (Harris, 2010). Though the actual origins of synagogue are not clearly stated in the annals of history, scholars infer that might have got originated right from the olden days of Babylonian exil e. However, there is a common misconception that synagogues started to emerge only after the destruction of their temple. This is indeed a wrong concept as synagogues always existed, even during the times of Temple. However, the key point is that the destruction of the Temple primarily led to the rise of synagogues as places of worship. Over the course of time, synagogues replaced the central sanctuary in Jerusalem holding the Ark with the Torah scrolls and the Ner Tamid, the everlasting flame. Comparison of Jewish traditions There exist three variants of Jewish traditions - Orthodox, Conservative and Reformed Jews, differing minimally and maximally by the customs and beliefs that they hold and practice. Orthodox Jews are those who attach the highest level of importance to the scriptures and the prayers, by strictly adhering to the Sabbath laws and traditional beliefs. Conservative Jews are slightly liberal in their belief of Judaism adapting it in line with their contemporary life, which is much contrary to the Orthodox Jewish beliefs which states that the customs and laws of Torah should not be altered or rejected, by any means. In the early 19th century, the Reformed Jewish traditions were formed in response to the Enlightenment in Germany, adopting Judaism as a religion rather than a race or culture. They rejected most or all of the rituals performed pertaining to Torah but much emphasized the ethical aspects of the religion. Unlike Conservative and Orthodox Jews, they hold a belief that Torah is merely a good

Collaboration and Argument Essay Example for Free

Collaboration and Argument Essay Boothe Collaboration and Argument Collaboration is defined as working collectively with others or concurrently to achieve a goal especially in a creative attempt to put together the right elements of success implemented to accomplish something. Argument is defined as controversy or the implication of expression through opinions for an effort to persuade; for the submission that provides support or is in contrast to some idea. Robert Ennis defines an argument as an attempt to support a conclusion by giving reasons for it. (Critical Thinking, 1995) Irving M. Copi, in his Introduction to Logic, defines an argument as a group of propositions of which one, the conclusion, is claimed to follow from the others, which are premises. Collaboration changes the research process because it is a group ideal instead of an individual ideal. Collaboration gives each individual on the team the ability to share creative and innovative thoughts and interact with others by sharing ideas through critical thinking, preparation and work practice with individuals in defined areas which provide an opportunity for each team member to strive for higher standards within the group. Collaboration can be an incentive for the better-prepared students to provide assistance and encourage the members of the team who are most likely not going to meet the goal, and the less-prepared students are likely to work harder so as not to disappoint the other team members. By having a team leader it shares the accountability for student success through frequent use of collaboration as an approach to improving instruction for an effective use of common planning time. Collaboration encourages diversity with a social support system in a more personal environment that will aid in the development of skills, time management and problem solving that can be used on the job and beyond. Collaboration can actually make it easier and harder when having to evaluate sources. The goal is find a way to get knowledgably team members to be productive an establish a formal process to perform work, develop distinct purpose, and assist in the process of better connections among team members. As a group you have to think as a group with one ideal and be able to comprehend and engage structure collaboration process while maintaining a strong affiliation among teammates. Provided that a time line has been created the work load should be evenly distributed for all of the team members and information should be shared willingly. Communication is very important so that all members can equally speak whether positively or negatively about the topic as well as listening to all of the group members. By analyzing different types of collaborative tasks each member can interoperate what is relevant by their own learning skills, strategies and personal experiences that would encourage conversation within the group that provides feedback and encourages questions, negotiations and open mindedness with the differences of each person’s creative and innovative ideals which will generate a good argument. In order for a group to produce their ethos for a team paper it is important that each member knows the definition of an ethos. Ethos, or a reputable position, is a matter of gaining the confidence of the audience by either the character or the author. Respect and trust are both valuable traits that are needed from your audience therefore giving you the authority on your topic so that the group is able to persuade their audience that their ideas are credible, or more credible than someone elses. The ethos for a team paper is produced as a group within the quality of the produced product. With the blended combination and disposition of the group they must be believable or convincing and be able to characterize the differences between fact and opinion based on sound logic and solid evidence that encourages trustworthiness or credibility prototypes within the group and while persuading your audience. Papers that are written collaboratively are created in a different form then papers that are written by an individual due to the fact that collaboration means to work with another or others on a joint project while individual means working independently. Collaborative writing refers to organizing and the planning of shared written documents during the process of team building. As a team you also have more members that can get the job done faster and even sometimes better. Collaboratively written papers start with preliminary discussions of an ideal then on to brainstorming as input is divided into sections so that participation can be achieved by each team member with open channels of communication within the allotted time line so that the assignment can be assessed by the group to provide the final draft. The independent working individually creates their papers differently by doing all of the work on their own with full control of their time limits, methods, process and style. They are responsible for their own argument. The downside is that they are not able to collaborate and get ideals from others and time restraints can be a factor on large tasks and when something becomes too difficult to handle there is no one to assist you. Collaboratively and individually arguments are written differently on the account of facts and opinions that are researched as a group and the individual argument is researched solely by the individual. The members of the group decide on which activities are to be completed as a group and which one should be completed by individual group members. Deliberation improves critical thinking by providing a constant consideration and synthesis of other viewpoints. These issues become the argument for the group. With respect for the other team members opinions will continue to simultaneously push the boundaries of the other team members’ experiences which will create a new mode of thinking, analyzing, criteria and judgment that often reveals new and unique approaches. Team members benefit from reflection and by verbalization. The peer coaching helps all the members, both the high and the low achievers, to become actively involved with the material. When it comes to independent study there is no one else that can incorporate other viewpoints into their own opinions nor or they able to incorporate communication or listening skills, but they are able to avoid conflicts enhance their own effectiveness and efficiency. When writing collaboratively, an argument that is determined by one’s own position should be decided by which side of the issue they are willing to take on or if they are prepared for both sides by matching up each team member’s ability and talent no matter what their strengths or weakness may be. When determining the fundamental quality of an argument it gives the team member the ability to understand the arguments of others and evaluate the quality arguments used to improve their skills. The person who represents knowledgeable information is factual and some team members may have difficulty evaluating arguments on the basis of their quality. By explaining skills that are important to overall argument and by the use of an evaluation the team may show an increased performance by the immediate feedback. By giving the team members the tools to evaluate the production of their own individual work could enhance their ability to find their position. It is also important that the individual who has his own argument is being respectful and open minded so that the team member has the ability to persuade and influence others on similar subjects and while gaining additional information from their team. When a team member supports an argument that they find not to be creditable the reason for that could be the disagreement of opposing viewpoints due to the lack of interest in the topic or a similar subject in which the member is not convinced of the views causing the team member to reject information that is incorrect or irrelevant. In order to avoid conflict within the team, the team member suspends judgment and avoids new solutions that may hinder statements that are not supported by research that could weaken the final paper. Individuals often have a strong emotional connection to the positions they argue in essays because of the all of the challenging research work that they have done to find credible resources. The individual could educate the other team members about their own experiences of encouragement, awareness and understanding of the argument. Depending on the position of each member f the team the discussion of the topic may not all be shared by the same similarly intense connection therefore the role of the team should be a peer review that encourages and contains constructive criticism; this method is used to improve one’s project and not to shoot down anyone’s work. Two common peer review methods are the inspection method and the walk-through method. Work is heavily analyzed throug h the inspection method. As each individual puts in their input and guides the conversation. Each peer then provides comments to help improve the quality of work. Constructive and respectful criticism provides useful feedback even though the team member may show strong emotion on the argument. The best methods of peer review used for evaluating the quality of an argument in a paper is more of a conversation designed to give constructive criticism through discussion and communications. Using groups to give feedback to other group members on specific questions about their own papers that they would like reviewed. Members are encouraged to write down questions at the beginning of the peer review and ask peers to take these questions into consideration while writing their review. This is feedback encourages students to have their work analyzed through questions and deliberations of their own. Advanced peer reviews encourage paper writing as a mode of conducting peer reviews. Self-Evaluations is the assessing one’s own work. When writing collaboratively, the best processes for making sure sections of a project written by different team members are logically consistent is to make sure that the directions are clear, uncomplicated and easy to understand in order to be rational. Write a short introductory paragraph that would introduce the reader to the topic and explain what it is and how it should affect people and also provide a brief history of the issue. The process for evaluating a team paper for plagiarism differs from the process of evaluating ones work is that group writing represents an exclusive challenge because each person has their own different passions, opinions and backgrounds towards writing. Whether the members of the team are not able to make the time lines and strive for the easiest route or intentional or unintentional copy an author’s work the team’s work could suffer. The team should be educated about plagiarism either by self detection or software programs. The team writing process that would produce the strongest arguments would be an argumentative paper that argues for a particular side that has opposing information or opinions that are debatable issues. In order to be most persuasive, understand both sides of the issue by having at least three reasons that support your point of view and two reasons that support the opposing viewpoint and it is important that the paper has a strong thesis statement and strong support for the position. Counter argument for why they are not valid reasons. The topics that are selected for individual argument papers differ from those chosen for team papers because a decision is made within the group on which person will do what work as an individual, but other factors should be considered such as time and how well the assignment can be completed. All team members have a vested interest in understanding the appropriate response. Conclusion Today’s research and teaching is no longer performed independently or in seclusion. Research and teaching shows that both collaboration and argument work hand and hand and can benefit others and help to address problems when we work in collaboration with those whom we research with. Collaboration provides specific guidelines that help all diverse backgrounds come together with ideals and experiences for solutions and understanding and that argument assists in providing the best reasoning to distinguish between facts and opinions through detailed observation.

The Dutch Disease: Lessons from Norway

The Dutch Disease: Lessons from Norway Methodology This research has exploratory and its empirical object is the Dutch Disease healing process by other countries and through this information offer solutions for Nigeria. The methodology used is the case study and development analysis of the strategies used by other countries for the neutralization of the Dutch Disease. The study consists in a research approach method which is characterized by describing the case of an event and its implications. There are several types of case studies, but here is one exploratory case study in order to create a better conceptual definition and understanding of the cure of Dutch Disease. A literature search was performed from a review, using secondary data analysis. Studies on secondary sources involve bibliographic books and research already done on the subject under study. We selected some expert authors on the subject related to this step. We chose to work with significant authors on the subject for further study each of them. This analysis was organized into three chronological poles, as advocated by Bardin (2004): pre-analysis, material exploration and treatment of results, inference and interpretation. The first phase is characterized as the organizational phase and has three missions: the choice of documents to be submitted to analysis, the formulation of hypotheses and objectives and the development of indicators to substantiate the final interpretation. (Bardin, 2004 p.89). Finally, it was done the treatment and interpretation of the results obtained, in which the raw results are treated in order to be meaningful and valid. (Bardin, 2004, p.95). Thus found significant results that indicate how to neutralize the Dutch in Nigeria, as proposed for the work. Bardin (2004) points out, however, that the results obtained may have a different outcome to the goal initially presented, serving as a basis for further analysis arranged around new theoretical dimensions, or practiced thanks to different techniques. Finally, a conclusion is made about the Dutch Disease by the authors of this work, assessing all the information collected and selected. Norway Norway for decades was the poorest country of the Scandinavian region. However, in the recent economic history the country has been distinguished from the others presenting higher GDP growth compared to the rest of Europe and other developed countries such as United States, as presented in the graph below. This turn of events is conventionally attributed to Norway’s oil discovery in 1969 and subsequent extraction from 1971. In 2012, the petroleum sector represented more than 23 per cent of the country’s total value creation. The revenues from the petroleum sector constitute 30 percent of the state revenues. Today Norway is the 7th largest exporter of oil and the 3rd largest producer of gas in the world. With per capita GDP around $100,000, the Norwegian lifestyle has become such that the work week averages less than 33 hours, one of the lowest in the world, and while unemployment is low, there is large underemployment, made possible by benefits. GDP Growth Source: OECD (2015) However, it is insufficient in explaining the Norwegian economic growth pointing to oil revenues as it was previously explained in detail about the negative relationship between resource wealth and wealth caused by the economic illness of Dutch Disease. In fact, Norway have managed successfully its oil wealth and avoided falling into trap of natural curse. Larsen (2004) explains the change in the speed of growth in the decade after starting the exploration of oil was consistent with symptoms of Dutch Disease, however, continued growing over the two subsequent decades. This is an evidence of an escape from Resource Curse; thus, Norway did not experience retardation from mid-70s to mid-90s. Mehlum, Moene and Torvik (2006) pointed to Norway and other few countries as the only ones that were able to counteract the resource curse and the rent-seeking activities that are usually associated with it. Fosu (2012, pg. 45) argued that Norway escaped from Dutch Disease for several reasons: Norway has a history of natural resource management and integration with other industries through various linkages; The institutions already were developed to handle shocks to the economy such as large changes in terms of trades; The revenues from oil extraction were gradually separated from spending these rents by establishing a buffer fund that helped to stabilize the economy; According these rents from oil exportation became more significant, the buffer fund became larger and a new fiscal policy was implemented in 2001; This fund invested abroad and the returns are used to finance public expenditure with less deadweight loss. In 1996 the Norwegian government signed the Petroleum Act which constitutes the legal basis for the regulation of petroleum sector. In principle, it stated the rent from oil and gas belongs to the Norwegian people through their government. Gylfason (2001) describes that as the Norwegian government has high interest in controlling the oil sector, has decided to expropriate the oil and gas rent through taxes and fees. The State awards a small fee to domestic and foreign oil companies and receives roughly 40 percent of all produced through direct partnership with licensees, taxes and fees that corresponded to about 80 of the resource rent since 1980. Bresser-Pereira (2008) in its paper about a Ricardian approach of Dutch Disease describes that the severity of the natural curse varies according to the difference between the exchange rate equilibrium of the â€Å"market rate† and the â€Å"industrial rate†. The author points to the management of exchange rate through export tax on the commodities as the principal instrument for neutralization of Dutch Disease. Furthermore, the author argues that the resources from tax created to neutralize the natural curse should not be invested in the country but in international fund; therefore, the inflow of resources does not entail the revaluation of the local currency. Bresser-Pereira (2008) explains that Norway by imposing a tax on commodities adjusted the exchange rate equilibrium bringing it to the same level of tradable sector exchange rate equilibrium; thus, neutralizing the Dutch Disease. Moreover, the new â€Å"adjusted† exchange rate will be more beneficial than the previous one; thus, the country will have a structural current account surplus. Gylfason (2001) also describes the oil revenues are deposited in the Norwegian Petroleum Fund allowed to invest only in foreign securities for the benefit of the current and future Norwegians generations. Only the real rate return of these assets is transferred to the annual State budget, according to the fiscal guideline, the government deficit cannot exceed 4 percent of the assets. This is also important to shield the domestic economy from mismanagement, waste and overinvestment. Larsen (2004) defines this shield important because protects the economy from excessive demand and real appreciation when at full capacity, therefore, reduce loss of competitiveness. It is also beneficial when it is not at full capacity to allow some increases in aggregate demand. Fosu (2012) described the two functions of this fund. The first is to secure that oil windfall is not consumed, but converted into financial wealth. The second is to separate these revenues from the domestic spending that would not vary according to the oil price fluctuation (fiscal policy). The idea is to have a stable spending of the oil revenues without interfere in the industry sector structure. Additionally, it helps to shield the non-oil economy from shocks in the oil sector, which can put pressure on the exchange rate. Brahmbhatt, Canuto, and Vostroknutova (2010) discuss solutions for solving the natural resource issue. They argue that fiscal policy is the most important instrument because can make the increase in wealth permanent as the same time as it can constrain the spending effect to reduce volatility. Spending policies toward tradable sector (including imports) and general policies toward improving productivity of private firms help to reduce the negative impacts. Additionally, the government can encourage demand for imports to reduce demand pressure on the non-tradable sector while mitigates pressure on exchange rate appreciation and other adverse effects of natural resource windfall. In the case of Norway we can see in graph below the country has stimulated improvements in the manufacturing sector that has increased its participation in the economy by 5% of GDP while the energy sector has fallen about 10 percent and non-tradable sector remained stable. We can infer that has an effort from the government to push the manufacturing sector through investment in education, business regulations, or reducing trade barriers and bureaucracy. Brahmbhatt et al. (2010) describes that these reforms have the aim of promoting foreign direct investment and create conditions for learning by doing. The exchange rate is impacted by the size of the non-oil budget deficit, or spending revenues as illustrated by Aamodt (2014). In short term oil and gas companies purchases NOK and the Norges Bank’s exchange transactions have influence on the krone exchange rate. Conversely, in long term is the size of non-oil deficit that affects the Norway’s exchange rate. The revenues from oil do not have an impact by the fact that all government revenues from oil are accrued directly in foreign currency. But the government appreciates NOK when sells foreign currency to buy NOK in an amount equivalent to the budget deficit. In other words the breakdown of the government’s net cash flow from oil sector into foreign exchange revenues resulting from oil and gas companies has no influence on the krone exchange rate. With the Petroleum Fund the government isolates the effects of oil shocks and the oil price fluctuations on Norwegian economy because the entry of money into the economy is controlled and planned according to the need of the country. The State can make long term plan regarded to its domestic spending and; consequently; maintain the krone exchange rate and inflation stable even when the oil demand decreases. Other factors were important to neutralize the resource curse in Norway as stated by Gylfason (2001). The author explains that Norway has a centralized wage formation system to limit general wage increases at the magnitude of productivity increases in manufacturing sector. This is possible because the trade unions are large coalitions of employers and employees that are able to consider aggregate interests instead of special ones. Additionally, both parts use a neutral agency to compute productivity increases in the manufacturing sector, institutionalize this information as ceilings of general wage increases. Therefore; the country’s centralized wage negotiation system contributes to prevent fast appreciation of salaries in different sectors. Larsen (2004) argues that income coordination is important as the public sector limited wage increases to the productivity growth in the internationally competing industrial sector. In other words, this income coordination neutralized the impact of externality in the manufacturing sector avoiding high inequalities between tradable sector and resource sector. This is an important factor for the neutralization of Dutch Disease as reduces the labor shift between the two sectors. The graph below shows the wage evolution in Norway since 2002 in which we can see that gap between oil sector and the others never exceeded 2 per cent in this period. Institutional quality is considered by Mehlum et al. (2006) as an important element to reduce the effects of Dutch Disease as natural resource abundance stimulates the shift from production rent-seeking to the activities related to resource extraction. The authors associate the lack of natural curse with the existence of efficient, bureaucratic and transparent government. They presented a model in which shows the negative effect of resource abundance on growth vanishes in countries with high institutional quality like Norway. The quality of institutions is also related to the corruption perception index as a measure of rent-seeking. Gylfason (2001) found a relation between natural resources wealth and increase in corruption and; consequently; decrease the per capita growth. In Norway’s case, the author showed that since oil was discovered, the corruption has declined and country’s GDP growth was stable during the last three decades. The graphs below shows Norway keeps a high level of freedom of corruption placed between 10 less corrupted countries of the world while economic growth spurted since the oil descovery, especially after 2000. Finally, the public expenditure on education in Norway did not decrease after oil descovery. According to OECD, Norway has an incredible 100% literacy rate and is third country which invests more in education, what proves the government decisions are not oriented to favor natural resource extraction instead of other tradable goods production. Gylfason (2000, p. 4) in its studies about the correlation between natural resources, education and economic development showed that countries with natural resources wealth invest less in education and; consequently; has a poor economic performance. Nevertheless, the author mentions that Norway is one of the few exceptions: â€Å"The Norwegians show no signs of neglecting education, on the contrary, as the proportion of each cohort attending colleges and universities in Norway rose from 26 percent in 1980 to 62% in 1997†.

Personal Narrative- My Love of Reading and Writing Essay -- Personal N

Personal Narrative- My Love of Reading and Writing Reading and writing has always played a vital part in my life. From toddler to adult, pre-elementary to college, I’ve managed to sharpen both skills to my liking. However, even though it significantly helped, schooling was not what influenced me to continue developing those skills into talent. Many different things shaped and influenced my learning, and now reading and writing have become the safety net of my life. I know that even if I have nothing else in the future, I’ll still have my talent and knowledge. To ensure my success, I hope to further develop those skills so that I may fulfill my wishes. I was always a creative child; it was something I just could not not be. Back then I didn’t know how to be ‘normal.’ While the other children wrote their essays about their mothers and pets or their best friends, I wrote about becoming birds or about ducks building robots. Truly. I suppose I could blame it on my parents – my father for trying to teach me how to read when I was too young and my mother for reading The Hobbit by JRR Tolkein to me as my bedtime story – but I know, truthfully, that it wasn’t their fault. It is no one’s fault, for I do not see my strange imagination as a terrible, abnormal thing. I do know that no one in particular influenced my creativity when I was younger, but I remember being obsessive about certain stories. I remember when I got my first computer – a 16-color piece of, well, garbage that barely ran. But even though it was so old and primitive, it opened new doors for my imagination, and I spe nt my childhood either playing games about knights and dragons or running around outside and acting out my own unscripted scenari... ...from high school with high hopes that college would add the finishing touches to my writing skills – I knew I still had flaws in my style, and I didn’t know how to fix them. And now here I am, aiming to become a successful novelist or screenwriter of some sort (as long as it allows my imagination to run wild). I suppose it’s a good thing that many things shaped my literacy skills. A dozen heads are better than one, after all (and to think out my ideas, sometimes I need those extra brains, but that’s what friends are for). I’m confident that I will succeed in the writing field, wherever it may be – literature, movies, gaming – and I’m forever thankful for my talents, for I know that so many others have not had the encouragement or will to read and write as I have. So, here’s to the future of my writing, and hopefully it will be just as creative as my past was.

Is Hamlet primarily a tragedy of revenge Essay

Within â€Å"Hamlet† by William Shakespeare there are numerous events of revenge. Starting with Claudius’s envy of King Hamlet and ending with the murder of the king. Hamlet tries to avenge his father’s death by murdering Claudius but mistakenly kills Polonius. Claudius tells the news to Laertes right after the death of his father. Claudius hopes that Laertes will take matter into his own hands and slaughter Hamlet. Claudius needs Laertes to go after Hamlet before he has the opportunity to successfully assassinate Claudius. The families suffer from constant thoughts of vengeance which ultimately leads to their demise. Claudius’ envy eventually gets the better of him and compels him to butcher his brother, Lord Hamlet. Claudius finds himself in the shadow of his brother. The ghost, Lord Hamlet, explains his murder in detail to his son. The Ghost’s point of his speech to Hamlet is for Hamlet to avenge his death; â€Å"If thou didst ever thy dear father love . . . / Revenge his foul and most unnatural murder† (http://www. shakespeare-navigators. com/hamlet/One5. html) after the talk with his father, Hamlet is determined to kill Claudius. As in the Ten Commandments, the third of Ten Commandments says â€Å"Honour your father and Mother. † Lord Hamlet tells his son to kill Claudius, and from that point it becomes Hamlet’s life mission. He would die just to complete this goal. Hamlet had to kill Claudius when he was doing something immoral. Hamlet believes if Claudius is performing something pleasant, he will go to heaven instead of going to hell where Hamlet demands him to finish off. Hamlet’s want of slaying King Claudius inaugurates payback. Hamlet takes his chance to kill Claudius but mistakenly murders Polonius instead. There was a chance for Hamlet to kill Claudius but Hamlet found him praying. If you were praying and are killed while doing so you will go to heaven as you are doing something holy. To this day they would do a baptism or confession right before someone dies to release them from all of their sins. This process is called the anointment of the sick. Hamlet waits for another chance to kill Claudius when he is doing something unmerited, to make sure he goes to hell instead of going to heaven. With vengeance on Hamlet’s mind, he talks to Gertrude but hears someone behind the curtains. He saw this man hiding listening to their conversion, he strikes at the man, after stabbing the man he sees it is Polonius, not Claudius. This misfortune creates more drama for Hamlet but creates an unintended opening for Claudius to save himself from Hamlet. Claudius runs off to inform Laertes that his father was slain by Hamlet. When Claudius finds out Hamlet murdered Polonius, he ran to find safety as he knows that should have been him talking to Gertrude, not Polonius. While rushing over to notify Laertes of the situation, he thinks it’s only a matter of time before Hamlet exterminates him. The only person that can help him with this problem is Laertes as he now has a reason to kill him rather than just killing him for fun. Laertes is outraged and wants to avenge his father’s death by killing Hamlet. Laertes devised a plan to snuff Hamlet by â€Å"Which Laertes can kill Hamlet in front of an audience, and it will appear to be an accident; no one will know it is murder. Laertes shares his own plan to dip his sword in a poison so lethal that a minor scratch will cause instant death. † (http://www. cliffsnotes. com/study_guide/literature/hamlet/summary-analysis/act-iv/scene-7. tml) Claudius has a back-up plan† Claudius intends to present Hamlet, if Hamlet scores the first â€Å"hit,† with a poisoned goblet of wine. This way, Hamlet will be killed even if he wins the match. † (http://utminers. utep. edu/ajkline/hamlet. htm#Act IV, Scene vii:) just in case a mistake happens when Laertes is battling Hamlet. When Laertes and Hamlet finally meet and Laertes challenges Hamlet to a duel, with no hesitation Hamlet agrees. Before the fight Hamlet’s mind is all over the place but kept remembering â€Å"King hold his purpose, I will win for him if I can; if not, I will gain nothing but my shame and the odd hits. (Book Act 5 scene 2 Lines 168-170) It gave Hamlet the motivation he needed for the battle versus Laertes. When the fight ended there were many deaths as no one lived from Hamlet stabbing Claudius to death. The eradication of King Claudius, Hamlet finally avenged Lord Hamlet’s death. Claudius’ death means Hamlet would assume the throne as he’s next in line to be king. While in battle though he was wounded by Laertes and is going to die as there isn’t medical treatment that could have healed him in time. Hamlet finishes himself off by drinking some poison to put an end to his pain and suffering.

How to Play Texas Holdem Essay

As a hobby for my spare time, I play poker. Texas Hold’em to be precise a game of skill, chance, and luck. This game can be a compotation, or just a way to have some fun with some friends. There are many different places to play holdem you can play at home, city leagues, or at the casino. Here are some basic rule and tips to playing the game; The game starts out by selecting a dealer, either by draw or setting posion. Once the dealer is picked and the cards are shuffled, and ready to start the deal. The two players to the left of the dealer put out blind bets. The first person to the left is the small blind while the second person from the dealer is the big blind. Every player is dealt two cards, face down. These cards are called hole or pocket cards. The first move, or action, falls on the player to the left of the big blind. This person can call the big blind, raise it or fold. This process continues around the table, clockwise. After the betting is completed, one card is placed face down this is called the burn card, three cards are then dealt face up in the center of the table, which is called the board. The first three cards in Texas Holdem are called the flop. These cards â€Å"community cards† meaning everyone can (and will) use them in combination with their own hole cards to make the best hand. From the flop on, betting begins with the player to the left of the dealer, who can check or bet. A forth card is dealt face up after the burn, is placed on the board. This is called the turn card. Another round of betting. A final card is dealt face up. This card is called fifth street or the river. A final round of betting occurs. The remaining players show their cards and the person who make the best five cards hand by combining their pocket cards with the cards on the board wins. In some rare cases in Texas Hold’em, the five cards on the board will actually be the best hand, in which case everyone left in the hand divides up the pot. Now you know how to play and all the Texas Hold’em rules. Have fun.