SNC Reaction Paper

What was it spent on? Who were the recipients? Investigations suggested that the money was used to pay bribes to unknown North African agents in order to sanction mufti-million dollar future projects. This was possibly done to maximize company revenue, but the deed is still questionable with Demise's grey past. The archbishop Of Milan, SST. Ambrose once said, â€Å"When in Rome, do as the Romans. † Does this translate to Zinc's actions in North Africa? Doing business in different parts of the world can be a difficult game because of varied cultural and professional differences.What may seem wrong in North America may be an everyday occurrence in another part of the world. Bribery is one such act. A bribe, according to the Merriam-Webster dictionary is â€Å"money or favor given or promised in order to influence the judgment or conduct of a person in a position of trust†. From personal experience, in some countries, not paying a bribe or not â€Å"giving a gift' may pro long or delay work, and in some cases even create a roadblock and completely stop the project. In some countries, offering a bribe is legal while in others it is considered a felony.The question forever is, is bribery ethical? Ethics, in my opinion, are culture specific and, as the professor mentioned in class, time specific. Slavery, for example was an integral part of a perfectly normal society in ancient times but now is considered a heinous crime. Pierre Daytime bribed officials to influence their decision in choosing SYNC Laving for construction projects. But even after investigations, it is not known what this bribe was used for. Daytime and Ben Sass were also linked to illegal activities like money laundering with the controversial Miramar Godhead of Libya.Keeping in mind his past history and the act of bribery itself positions me to believe that Daytime acted unethically. I also believe that bribery, in any form, is morally wrong irrespective of where one does business. In t his case, Daytime, the board of directors, the agents and the officials in North Africa are the active agents. The shareholders, potential and current clients, the employees of SYNC Laving as well as their competitors are the passive agents. Let's analyses the ethical issues in this case using a few models.Virtue Based Moral Reasoning expects en to maximize certain virtues like honesty, integrity, fairness and transparency. Daytime in his actions exhibited dishonesty and dishonor by bribing and laundering money. These actions were unfair to the shareholder as they were and still are unaware about where their money was spent. Lack of transparency creates a loss of trust amongst employees and stake-holders as well. Demise's actions were, therefore, unethical. Next, let's look at it through a Communitarian's approach. This method stresses that contracts, implicit and explicit, should be respect and not breached under any resistance.Daytime had a fiduciary duty towards the corporation, which he breached as the company lost its reputation as a result of this bribery debacle. He had also signed an implicit contract with the employees of the organization which was breached when he paid no heed to company ethics before making his decisions. Falsifying accounts by using terms like â€Å"project consultancy costs† and â€Å"project commercial costs† for the money spent towards bribes is equivalent to lying to shareholders as these statements are finally sanctioned by the CEO. Thus we see that SYNC Laving and Daytime acted unethically on the basis of Communitarian's.However, if you look at the decision through a Consequentiality perspective, an approach where only the consequences of your actions matter, Daytime, while making this decision was actually right. He paid a small price (in the form of a bribe), which in turn would bring in business worth billions and increase the company's revenue. He believed that ends justified the means. However, after the en tire incident unfolded, SYNC Laving not only lost a lot of money through trials and fines, but also lost something more important, trust and reputation.Thus, I believe that this act was unethical even through a consequentiality approach. If Daytime was acting under a veil of ignorance, he would definitely not authorize these payments. SYNC Laving could have been a company that has lost out to a lucrative contract just because another company was willing to bribe their way to the contract. Here we see that through a Rawlins Liberalism approach, Daytime was unethical. According to Graham Tucker's theory, an ethical decision should positively answer all his five questions. Daytime and SYNC Lapin's board fails to answer these questions positively.Was their decision profitable? Definitely not. SYNC Lapin's profits reduced from $76 million to $67 million in the first quarter of 201 2 itself. Secondly, bribe giving is illegal in Canada which negatively answers his second question, is it le gal? He then goes on to ask if it is fair. If you look at this from their competitors perspective, their decision was unfair to the competitors who missed out on deals as they refused to pay bribes. This decision was also not right as this money was paid to unnamed and unknown recipients to influence the company's goals.Finally, it fails to positively answer if paying bribes ensures sustainable development. Such acts result in recurrence of ill doing which in turn can backfire on the corporation. Most successful organizations usually boast of having a clean slate and usually do not indulge in such acts. Bribery may be a quick fix but is definitely not a permanent solution. Informs CEO and my former boss, Nary Murphy once suggested, â€Å"If bribe giving, and not bribe taking, is made legal then the bribe giver shall indeed cooperate with the authorities to expose the bribe taker.This seems o be an interesting idea and think it should be implemented†. Such a policy will encour age victims to blow the whistle on bribe takers fearlessly and in turn help combat corruption. In my view, businesses can very well flourish even in the harshest situations. Informs is a great example; an organization which flourished ethically in an environment which was not very welcoming to entrepreneurs with a conscience. Their vision was not to just build a profitable organization, but a respectable one. In 1984, Informs imported a supercomputer and the customs official at the airport refused to clear it without a bribe.Any delay was unacceptable and the only alternative was to pay a customs duty of 135% and then appeal for a refund. Murphy borrowed money and paid the duty. He believes that at the end of the day, a clear conscience is the softest pillow on which you can lay down your head at night. Firmly believe that bribery is an evil which eventually leads to corrupt business and political environment. Even though it is viewed differently in different cultures, morally it st ill is wrong and unethical. I'd rather not do business in a market which enforces bribery than silence my scruples and indulge in a social evil.

Reflection in Higher Education Learning Essay

Personal development planning (PDP) can involve different forms of reflection and reflective learning. Much has been written and said about reflection in recent times, but for many, it remains a somewhat mysterious activity – or is it a capacity? Whatever it is, if the titles of modules and courses, and references in QAA benchmark statements are anything to go by, we are using it extensively in a range of contexts in learning and professional development in higher education. This paper is intended to provide a background to reflection and reflective learning for the development of PDP within the higher education sector. It will provide a brief guide to current thinking about reflection, a discussion of its application in higher education learning and some practical support for the use of reflective activities. Developing a conception of reflection Like many topics in higher education, the notion of reflection has encouraged both a theoretical and a practical literature. The focus of this paper is primarily on the practical uses of reflection but a brief discussion of theoretical approaches will locate the thinking in an academic context and it will facilitate further study of the topic where this is required. The aim in this section is to produce a conception of reflection that takes account of the theory but that can be applied practically and usefully in formal and informal learning contexts. But we start from where we are†¦.. Starting from where we are†¦Ã¢â‚¬ ¦a common-sense view of reflection There is no point in defining reflection in a manner that does not relate to the everyday use of the word if further confusion is not to be created. ‘Reflection’ a word we use in everyday conversation. What might we mean by it? In common-sense terms, reflection lies somewhere around the notion of learning. We reflect on something in order to consider it in more detail (eg ‘Let me reflect on that for a moment’). Usually we reflect because we have a purpose for reflecting – a goal to reach. Sometimes we find ourselves ‘being reflective’ and out of that ‘being reflective’, something ‘pops up’. There has been no conscious purpose as such – but there is a useful outcome and there may have been a subconscious purpose. It is also apparent that we reflect on things that are relatively complicated. We do not reflect on a simple addition sum – or the route to the corner shop. We reflect on things for which there is not an obvious or immediate solution. Often the latter will be instigated by or associated with a range of feelings and the experience of such reflection may be emotional or spiritual. We return to issues concerning emotion and reflec tion later. It would seem that reflection is thus a means of working on what we know already. We put into the reflection process knowledge that we already have (thoughts, ideas, feelings etc), we may add new information and then we draw out of it something that accords with the purpose for which we reflected. A simple definition of reflection might be: Reflection is a form of mental processing – like a form of thinking – that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to relatively complicated or unstructured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding and possibly emotions that we already possess (based on Moon 1999): Some theoretical approaches to reflection Reflection is theorised in so many different ways that it might seem that we a looking at range of human capacities rather than apparently one. To start with, we review briefly several of what might be called the ‘classical’ approaches. John Dewey wrote on the educational implications of a range of human mental functions over the earlier years of the twenty first century. His work was based on keen observation of the functioning of others and reflection on his own processes. Dewey’s interest in his own processes makes his writing particularly interesting in the current context. It appears that somewhere in the middle part of this century education researchers forgot that they are people too with, between their finger-tips, an amazingly useful resource from which to learn about human functioning. The return to this understanding could be seen to be an important benefit of the interest in reflection. The legitimacy of ‘I’ and ‘my functioning’ is being re-established and the role of personal development planning will also carry this forward in the near future. Dewey saw reflection as a specialised form of thinking. He described it as: ‘a kind of thinking that consists in turning a subject over in the mind and giving it serious thought’. His definition of reflection is that it is: ‘Active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and further conclusions to which it leads†¦it includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality’ (Dewey, 1933). Jurgen Habermas (1971) focused on the way in which humans process ideas and construct them into knowledge. Reflection plays a role in this process. Habermas talked about three kinds of knowledge –  instrumental knowledge – where we know ‘how’ or ‘that’ and where the concern of the knowledge is to understand and thereby function within, and control our human environment. – knowledge that is concerned with the interpretation of human action and behaviour. We largely ‘interpret’ in the social sciences in order to better our understanding of society and human behaviour. – knowledge that is a way of working with knowledge, acting on the first two forms of knowledge. This form of knowledge is developed through critical or evaluative modes of thinking and leads towards the emancipation or transformation of personal, social or other situations. It concerns the quality of the bases on which we make judgements. There is some disagreement about the role of reflective processes in the development of instrumental knowledge – given that the development of sophisticated science can match this form of knowledge. However, it certainly has an important role in the interpretation and comparisons of understanding in the second level and in the critical and evaluative modes of the third. David Kolb (1984) is well known for his development of the Kolb cycle – or cycle of experiential learning. The cycle is drawn in many different ways using different words that sometimes seem to affect its meaning. It is depicted below in a simplified manner that it is not too far from Kolb’s words: Concrete experiencing (have an experience) Active experimentation Reflective observation (try out what you have learned)(reflect on the experience) Abstract conceptualising (learn from the experience) The cycle revolves with new learning undergoing active experimentation and ‘recycled’ through new experiencing. In this way what was a cycle becomes a spiral (Cowan 1998). Thus Kolb considered reflection as a mental activity that has a role in learning from experience. In the Kolb cycle, reflection features as a development of the process of observation – and apparently it occurs before a person has learnt. Others would see reflection as part of learning and part of the processing of material already learned, having a  kind of cognitive ‘housekeeping role’ as well as generating new learning (Moon, 1999a). The notion of reflection as part of the means of learning something new seems to conflict with the common-sense use of the term (above). There is a massive literature on experiential learning, much of which is based on the Kolb cycle, and much of which perhaps over simplifies what is an immensely complex activity. While the cycle does have has value, it may say more about how we manage the learning of others, than about the process of learning per se (ie. it is more about the teaching process). Donald Schon focused on reflection in professional knowledge and its development (1983, 1987). He suggested that there is a crisis in the professions related to a mis-understanding of the relationship of theory to practice and of the kind of theory that a professional uses to guide her practice. The espoused theory – as learnt in formal institutions and in professional training – is not the theory that proficient professionals eventually use to guide practice. They build up an expertise from their practice (theory-in-use) by being reflective. Schon noted that the theory in use tends to be tacit. Professionals are not necessarily able to describe the basis on which they act. A particular role of professional development is to make this ‘knowing-in-action’ explicit so that it can be the subject of further reflection and conscious development. Schon suggests that there are two types of relevant reflection. Reflection-on-action is the reviewing that occurs after an event while reflection-in-action is part of the processing of an effective practitioner while actually acting. There are doubts expressed about the existence of a form of reflection that occurs while an individual is acting (eg Eraut, 1994) and sometimes Schon has been inconsistent in his writing. However he has had great influence in stirring up debate on the nature of professional knowledge and the role of reflection in professional education. Many others have written about reflection, most developing ideas from those mentioned above. Examples are Boud, Keogh and Walker, 1985; Boud and  Walker, 1998; Cowan, 1998, and Brockbank and McGill, 1998. Much of the material in this paper is derived from Moon, 1999 which takes a broader and sometimes more critical view of reflection and focuses on its relationship to learning. We thus have described a common-sense view of reflection and those of four influential theorists but we could be reviewing four different human activities that happen to have the same name – reflection. Might there be a common idea lurking there, or an explanation as to how the ideas could fit together? Moon (1999) suggests that the differences in approach are accounted for largely by different focuses – either on the process of reflection, on the purpose for it or the outcomes of reflection – in effect, how it is used. Schon, for example, is concerned about reflection as a mechanism for professional and perhaps personal development while Habermas is concerned with its role in the building of theory. Kolb explores the role of reflection in learning – setting a context for it, but referring relatively little to reflection itself. Dewey is exceptional in taking a holistic view of reflection as a process – a view that accords with the common sense definition above. Before we pull these ideas into a summarising model there is one more stray factor that some, but not all of the approaches to reflection mention and that is the role of emotion in reflection. Some theorists see the role of emotion in reflection as very significant and frequently neglected (eg. Boud, Keogh and Walker, 1985). However, there are questions to be asked. Is the emotional content of reflection always present and influential? We would seem to be able to reflect on a number of ideas without emotional content to the reflection. Then – are emotional effects the subject matter of the input and output of reflection (like other ideas on which reflection occurs), or do they steer the process of reflection (acting as a kind of milieu in which reflection takes place). Could they be part of the process of reflection? If they are part of the input and / or outcome – is it ‘knowledge of how I feel’ or is it the actual feeling that is part of the  input and / or outcome? All of these seem to fit experiences of reflection and there is no clear answer in the literature. A relatively simple input – outcome model of reflection seems to summarise the variety of approaches to reflection in the literature. It locates the approach of Dewey and the common-sense definition as concerned with the input and the actual psychological event of reflecting with others largely concerned with the outcomes of reflection. In other words, it suggests that reflection is a simple process but with complex outcomes that relate to many different areas of human functioning. Fig 1 provides a summary of these ideas and a basis for the consideration of reflection in PDP. Broadly it adopts the definition for the process of reflection on page 2 but recognises that there are different contexts for reflection that often influence our understanding of its meaning.Fig 1 An input / outcome model of reflection The relationship between reflection and learning What is the relationship between reflection and learning? Much has been written about both reflection and learning and there seems to be an assumption that reflection is related to learning – but what is the relationship? We explore it in this section (there is more detail in Moon, 1999) Reflection and the learner’s approach to learning One set of ideas that seems to be significant to unravelling the relationship between learning and reflection within the process of learning seem to be the research on approaches to learning (Marton, Hounsell and Entwistle, 1997). This research suggests that there is a fundamental difference in success in learning between adopting a ‘deep’ approach and a ‘surface’ approach to a learning task. A deep approach is where the intention of the learner is to understand the meaning of the material. She is willing to integrate it into her existing body of previous ideas, and understandings, reconsidering and altering her understandings if necessary. The new ideas are ‘filed’ carefully and integrated. In contrast, a surface approach to  learning is where a learner is concerned to memorise the material for what it is, not trying to understand it in relation to previous ideas or other areas of understanding. It is as if the new ideas need to be retained f or the moment, but not ‘filed’ for any lasting purpose. These approaches to learning are not ‘either or’ situations, but at extremes of a continuum and the same learner may choose to learn differently according to the task at hand. The conception of a continuum of approaches to learning allows us to hypothesise a hierarchy of stages of learning along the continuum that characterise surface and then progressively deeper approaches to learning. This is a useful device when we attempt to locate reflection in the process. It is important to note that we cannot actually see that learning has occurred, we can see only the results of learning which can be termed the ‘representation of learning’. The same area of learning might be represented in different ways – writing, oral account, graphic display and so on and it is through the description of the representation of learning that we identify the stages of learning. The stages are as follows: Noticing, – the least detailed form of learning – you cannot learn something if you do not notice it at some level (which could be unconscious). Representation is of the material is as memorised, modified only by the degree to which it is forgotten. Making sense – getting to know the material as coherent – but only in relation to itself. Facts may be fitted together like a jigsaw but not related to previous understandings. Representation is coherent reproduction, but not related to other ideas and not processed. Making meaning – the beginnings of deep approach – there is a sense of meaningfulness but there is not much evidence of going beyond the given. Representation is of ideas that are integrated and well linked. There is the beginning of development of a holistic view. Working with meaning – a sense now of going beyond the given, linking into other ideas. There is the creation of relationships of new material with other ideas. Representation is reflective, well structured and demonstrates the linking of material with other ideas which may change as a result. Transformative learning – evidence that the new learning has transformed current understandings in reflective processes. Representation demonstrates strong restructuring of ideas and ability to evaluate the processes of reaching that learning. There are creative / idiosyncratic responses. On the basis of this model, There are at least three ways in which reflection might be seen as relating to learning. a) Reflection has a role in the deeper approaches to learning – the last three stages described above, but not in surface approaches to learning (the first two stages); b) We learn from representing learning – when we write an essay or explain something or draw a picture of it, we represent it to ourselves and learn from the re-processing (Eisner, 1991). This is a reflective process; c) We ‘upgrade’ learning. For example, we can go back to ideas learnt only to the stage of ‘making sense’ (eg in the form of facts – bits and pieces) and can reprocess those ideas through reflection, integrating them with current understandings (Vygotsky, 1978). This might be conceived as a kind of ‘chewing the cud’ exercise – or cognitive housekeeping (see earlier). These forms of learning from reflection are commonly exploited in the patterns of higher education pedagogy. In the case of the first (a), there is much literature on the encouragement of students to take a deep approach to learning (Marton et al, (1997). At the same time, there is acknowledgement that nature of current higher education may inhibit these attempts (lack of contact with students, the ‘boxed’ nature of learning in a modular system etc). In particular it is worth remembering that assessment tends to drive student learning and if students (can) perceive that a deep  approach is the manner in which to succeed in a learning task, they are more likely to adopt such an approach. In terms of learning from the representation of learning (b), we ask students to reprocess their learning into essays, examinations, reports and explanations in tutorials. It is interesting to consider the implications of Eisner’s suggestion that we learn differently from different forms of representation. In different forms of representation we exploit reflection differently. We probably do not fully enough exploit the representation of learning as a means of enhancing learning in current higher education. A well functioning tutorial system is an example of a means by which we encourage students to upgrade their learning (c). A student lecture is not ideal ground for taking a deep approach to learning. It seems likely that the attempt to get notes down on paper would interfere with the processing involved in taking a deep approach to learning. Preparation for and involvement in a tutorial is the opportunity for many students to reflect on and process their learning into a more meaningful state – in other words, to ‘re-file’ it. Revision for examinations is another opportunity for review of previous learning such that understanding is deepened (Entwistle and Entwistle, 1992). It is interesting to note that the value of the Kolb cycle (see above), and the whole notion that learning is enhanced through experimentation or ‘doing’ is explained by a) and b). If learners are required to represent their learning in some meaningful activity, they will have have been forced to adopt a deep approach to the learning in the first place – or to upgrade their surface quality learning (c ) into more meaningful material. Reflection provides the right conditions for learning We have suggested above some ways in which reflection is immediately related to the learning process, but there also seem to be other forms of this relationship that are usefully described in the notion that the activity of reflection provides the right conditions for good learning (Moon, 1999a).  We summarise these ideas below, continuing the lettering system from above since these are more ways in which learning and reflection are interrelated. d) Reflection slows down activity, giving the time for the learner to process material of learning and link it with previous ideas. There is evidence that when a lecturer pauses in a lecture, the ‘wait time’ enables students to learn better (Tobin, 1987). We could more often stop and ask students to think about an issue that has arisen in a lecture (etc). e) Reflection enables learners to develop greater ‘ownership’ of the material of learning, making it more personally meaningful to themselves and improving their grasp of it (Rogers, 1969). It will also enhance the student’s ‘voice’ in her learning (Elbow, 1981). f) A particularly important means by which reflective activity generally supports learning is through the encouragement of metacognition. Metacognition is the awareness of one’s own cognitive functioning – in this case, learning. There is evidence that good learners have better metacognitive processes than poor learners (Ertmer and Newby, 1996). Study skills programmes that support learner’s awareness of their learning processes seem to be more successful than those that focus on techniques (Main, 1985). g) We suggested above that reflection occurs when we are dealing with material that is relatively complicated – or ill-structured. If we are encouraging students to reflect, we are, in a sense, challenging their learning. There is evidence that it is by challenging learners with ill-structured material of learning, that they improve their cognitive ability (King and Kitchener, 1994). Bibliography Angelo, T and Cross, K (1990) Classroom Assessment Techniques, Jossey-Bass, San Francisco Collings, J, Watton, P (2001) JEWELS Project: Learning through Independent Work Experience – Final Report.JEWELS@exeter.ac.uk Boud, D; Keogh, R and Walker, D (1985) Reflection: Turning Experience into Learning, Kogan Page, London Boud, D and Walker, D (1998) ‘Promoting reflection in professional courses: the challenge of context’, Studies in Higher Education, 23(2), pp191 – 206 Boud, D and Garrick, J (1999) Understanding Learning at Work, Routledge, London Brockbank, A and McGill, I (1998) Facilitating Reflective Learning in Higher Education, SRHE / OUP, Buckingham Cowan, J, (1998) On Becoming an Innovative University Teacher, SRHE / OUP, Buckingham Dart, B; Boulton-Lewis; G, Brownlee, J and McCrindle, A (1998) ‘Change in knowledge of learning and teaching through journal writing’, Research Papers in Education 13(3), pp291 – 318 Dewey, J (1933) How We Think, D C Heath and Co, Boston, MA Dillon, D (1983) ‘Self-discovery through writing personal journals’, Language Arts, 60, (3) pp373 – 379 Eisner, E (1991) ‘Forms of understanding and the future of education’, Educational Researcher 22, pp5 – 11 Elbow, P (1981) Writing with Power Techniques for Mastering the Writing Process, Oxford University Press, New York Entwistle, N and Entwistle, A (1992) ‘Experience of understanding in revising for degree examinations’ Learning and Instruction, 2, pp1 – 22 Eraut, M (1994) Developing Professional Knowledge and Competence, Falmer Press, London Ertmer, P and Newby, T (1996) ‘The expert learner: strategic, self-regulated and reflective’ Instructional Science, 24, pp1 – 24 Flavell, J (1979) ‘Metacognitive aspects of problem-solving behaviour’, in L Resnick, (ed), The Nature of Intelligence, Lawrence Erlbaum, Hillsdale Fulwiler, T (1986) ‘Seeing with journals’, The English Record, 32, (3), pp6 – 9 Fulwiler, T (1987) The Journal Book, Heineman, Portsmouth, New Hampshire George, J and Cowan, J (1999) A Handbook of Techniques for Formative Evaluation, Kogan Page, London Gosling, D and Moon, J (2001) How to Write Learning Outcomes and Assessment Criteria, SEEC Office, University of East London, London Habermas, J (1971) Knowledge and Human Interests, Heineman, London Hatton, N and Smith, D (1995) ‘Reflection in teacher education – towards definition and implementation’, Teaching and Teacher Education, 11, (1), pp33 – 49 Hettich, P (1976) ‘The journal, an autobiographical approach to learning’, Teaching of Psychology, 3, (2), pp60 – 61 Holly M (1991) Keeping a Personal-Professional Journal, Deakin University Press, Victoria King, P and Kitchener, K (1994) Developing Reflective Judgement, Jossey-Bass, San Francisco Kolb, D (1994) Experiential Learning as the Science of Learning and Development, Prentice Hall, Englewood Cliffs, NJ Marton, F, Hounsell, D and Entwistle (1997) The Experience of Learning, Scottish Academic Press, Edinburgh Main, A (1985) ‘Reflection and the development of learning skills’, in Boud, D, Keogh, R and Walker, D Reflection: turning experience into learning, Kogan Page, London Moon, J (1999) Reflection in Learning and Professional Development, Kogan Page, London Moon, J (1999a) Learning Journals: a Handbook for Academics, Students and Professional Development, Kogan Page, London Moon, J (2001) Short Courses and Workshops: Improving the Impact of Learning and Professional Development, Kogan Page, London Moon, J (2002 – in preparation) (Provisional titleï Å  A Handbook of Programme and Module Development: linking levels, learning outcomes and assessment Kogan Page, London. November, P (1993) ‘Journals for the journey into deep learning’, Research and Development in HE, 16, pp299 – 303 QAA (www) The subject benchmark statements are available at the QAA website – www.QAA.ac.uk Rogers, C (1969) Freedom to Learn, Charles E. Merrill, Columbus Ohio Schon, D (1983) The Reflective Practitioner, Jossey-Bass, San Francisco Schon, D (1987) Educating Reflective Practitioners, Jossey-Bass, San Francisco Selfe C, Petersen, B and Nahrgang, C (1986) ‘Journal writing in mathematics’ in A Young and T Fulwiler (eds) Writing Across the Disciplines, Boynton / Cook, Upper Montclair, New Jersey Selfe C and Arabi, F(1986) ‘Writing to learn Engineering students journals’ In A Young and T Fulwiler, Writing Across the Disciplines, Boynton / Cook, Upper Montclair, New Jersey Sumsion, J and Fleet, A (1996) ‘Reflection: can we assess it? Should we assess it?’, Assessment and Evaluation in HE 21, (2), pp121 – 130 Tobin, K (1987) ‘The role of wait time in higher cognitive learning’, Review of Educational Research, 57, (1), 69 – 75 Vygotsky, L (1978) Mind in Society, the development of higher psychological processes, Harvard University press, Cambridge, MA Watton, P and Moon, J, (2002 – in preparation) A collection of papers on work experience (not title yet), SEDA, Birmingham Wagenaar, T (1984) ‘Using student journals in sociology courses’, Teaching Sociology, 11, pp419 – 437 Young, A and Fulwiler, T (1986) Writing across the Disciplines, Boynton / Cook, Upper Montclair, New Jersey

Kim Bussing - ThoughtCo

The Education Of The Virgin Islands - 1639 Words

But the improvements made within the department never stopped there. In the high wings of discussing what there would be in the sense of higher education, many ideas came about. The greatest achievement in education in the Virgin Islands was the establishment of the College of the Virgin Islands, now called the University of the Virgin Islands, resulting in adding higher education to the territory (Modern Times). In recent outlooks from people in the community, they could say that the teachers are underpaid in the Virgin Islands. There are so many reasons for the underpayment of the teachers that are too numerous to mention. Teachers in the Virgin Islands Education Department are paid in the salary range of $32,000 to $66,000 a year (3-7). These salaries compared to the national average are not close to the usual pay rate for teachers. From previous learnings, teachers in the U.S. are usually paid over $65,000 a year on average. Principals and Assistant Principals in the V.I. Educati on Department are paid in the salary range of $70,000 to $95,000 a year (Staff). Department heads think that there was some sort of budget cut along the way in order to justify receiving such low salaries. The Department of Education tries its best daily to fight for the proper wages of its employees and counterparts that make a difference to the territory’s children each and every academic calendar year. Teachers must make major sacrifices to make ends meet on the meager salaries that theyShow MoreRelatedThe U.S. Virgin Islands is predominantly an English speaking island however the most popular1300 Words   |  6 PagesU.S. Virgin Islands is predominantly an English speaking island; however the most popular language spoken over the past 400 years has been a Virgin Islands Creole English, as well as Dutch Creole. The U.S. Virgin Islands became an English speaking country in 1917 when the island was formerly the Danish West Indies. Over the years Virgin Islanders have commun icated with each other with a dialect some Virgin Islanders call â€Å"broken English†, although some scholars call it Creole English. Virgin IslandersRead MoreWorld Environment Day1626 Words   |  7 Pagesa Low Carbon Economy†. In recent times, the need to promote more earth friendly practices in order to maintain the health of our planet has come to the forefront, as world nations struggle to reverse the present trend of climate change. In the Virgin Islands, World Environment Day also commemorates the beginning of Environment Month. Spearheaded by the Conservation amp; Fisheries Department activities will be carried out throughout this month to foster an appreciation of the natural environment withinRead More1. Who are the country’s main competitors and how is it positioned relative to these main1100 Words   |  5 Pagesthese main competitors? FDI inflows, by region and economy, 2012 (Latin American and the Caribbean) Country FDI in 2012 (Millions of dollars) 1. Brazil 65 271.85165 2. British Virgin Islands 64 895.73812 3. Chile 30 323.047 4. Colombia 15 822.93615 5. Argentina 12 551.11934 6. Peru 12 239.67185 7. Cayman Islands 4234.45103 8. Dominican Republic 3609.6 9. Venezuela 3216 Dominican Republic holds the 8th position in FDI inflows in the Latin America Caribbean sector, just above Venezuela, accordingRead MoreEnglish Is A Global Language1474 Words   |  6 Pages. English is currently spoken by between 1500 and 2000 million people , in hundred of countries . Of the reasons for the spread of English in the world association drawing, and they relate to scientific and technical Communion, association with education and employment , And to what extent the impact of the spread of English in the world , English is the main language of world publishing, science and technology, conferencing , and computer storage as well as the language of international air trafficRead MoreBecoming A Registered Nurse ( Rn ) Essay1355 Words   |  6 PagesLicensure Examination (NCLEX-RN) (Bureau of Labor Statistics, 2016). At the University of the Virgin Islands, the following courses must be completed before entering the BSN program: SCI 100, SSC 100, FDS 100, HSC 100, COM 1 19, BIO 151, 152 240, ENG 120 201, PSY 120 202 and MAT 140 235 (paradigm, 2016). One must also acquire 120 credits in all to be in the program-59 credits for general education and the remaining 61 for nursing credits (Paradigm,2016). A minimum of a 2.5 GPA, a minimumRead More Louis de Bernià ¨res Novel Captain Corellis Mandolin Essay1001 Words   |  5 Pages(including the narrative style) and classical allusions. The diction in this chapter is very difficult and contains a lot of medical terminology. This shows us that Dr. Iannis is a very educated man and that probably most of the people on the island respect him due to this superiority. From the phrases that he uses we find out that he likes to impress people, especially if they are his patients. For example in the first chapter instead of telling his patient that the cause of his earacheRead More Methods of Trafficking and Counters Essay1218 Words   |  5 Pagesgovernment’s response to counter the illegal transshipments. Although the War on Drugs appears to be a futile effort, there are many ways to tighten down on the drug traffickers and successfully put them out of business utilizing government tactics and education. nbsp;nbsp;nbsp;nbsp;nbsp;The main ways to ship illegal substances into the United States are by individual carry or by vehicle (land, sea, or air). The farmer or the manufacturers rarely ever attempt these methods, but instead utilize a thirdRead MoreMy Academic Goals And Research Interests831 Words   |  4 Pagesexplore the biological aspects of neuroscience. In addition to my research experience, I have also gained experience through various internships and volunteer activities. My most recent internship was in the division of mental health at the U.S. Virgin Islands Department of Health. In the eight weeks that I interned there, I worked closely with a mental health and substance abuse counselor and also shadowed the psychiatrist, Dr. Leighmin Lu. Within two weeks, I was able to conduct patient intakes andRead MoreHistory of Caribbean Education1413 Words   |  6 Pagesthe term applied to the English- speaking islands in the Carribbean and the mainland nations of Belize (formerly British Honduras) and Guyana (formerly British Guiana) that once constituted the Caribbean portion of the British Empire. This volume examines only the islands of the Commonwealth Caribbean, which are Jamaica, Trinidad and Tobago, the Windward Islands (Dominica, St. Lucia, St. Vincent and the Grenadines, and Grenada), Barbados, the Leeward Islands (Antigua and Barbuda, St. Christopher [hereafterRead MoreEssay Elements of the Masque in The Tempest1005 Words   |  5 Pagesgoddesses and, ideally, machinery for Juno to descend as deus ex machina with. It also involves great amounts of song and dance. The entire play makes extensive use of music, with Ariels songs and Prosperos charms as well as the sweet airs of the island itself. Being non-human, Caliban, Ariel and the spirits require elaborate costume to make them appear so, and the court party members are decked in their finest court apparel, having just been at Claribels wedding, so that Miranda is taken aback

The Conflict Of Partner Violence - 1589 Words

It is probable that no single theory or factor can fully explain the phenomenon of IPV. It is ineffective to attempt to demonstrate that one theory or model is correct, whereas others are wrong when there are factors at many levels that play a causal role in partner violence (Carlson, 1984). It is apparent that every perspective contributes to the explanation of violence in relationships. However, the perspectives discussed have a myriad of research to support their claims and it is evident that both provide an important insight into the issue of partner violence. Not only this but they are successful in their approach to explain violence and offer comprehensive treatments to tackle chronic aggression. Thus these particular approaches seem to amongst the most successful and comprehensive understandings of violence in the literature today. Although SLT offers a useful framework to understand risk factors for aggression, it disregards the significance of factors that are independent of an individual s learning history such as genetic predispositions known to heighten aggression (McDermott et. al 2009). SLT is one of the key theories that contribute to the understanding of partner violence and is backed by a myriad of research. Despite this, there is still large gaps in both knowledge and research of the relative effect of experiencing or witnessing violence in an individual s family (Delsol Margolin, 2004). Something that is often overlooked by supporters of SLT is theShow MoreRelatedSexual Violence And Sexual Abuse1153 Words   |  5 PagesThese types of abuse have formed a named to sum the types of abuse. Which is called, â€Å"Intimate partner violence (IPV) (also called domestic violence, battering, or spouse abuse) is violence commented by a current or former spouse, opposite-sex cohabiting partner, same-sex cohabiting partner, date, or boyfriend or girlfriend (Gosselin, 2014).† Victims of this violence can be of either gender. Intimate violence can viewed as emotional, physical, verbal, economic and sexual abuse. These acts aren’t onlyRead MoreDomestic Violence : A Serious Global Issue892 Words   |  4 PagesDomestic violence has become a very serious global issue. Domestic violence can be described as â€Å"any incident of threatening behaviour, violence, or abuse (psychological, physical, sexual, financial or emotional) between adults who are or have been an in timate partner or family member, regardless of sexuality† (Home Office, 2008 as cited in Howard et al., 2010). When hearing the term domestic violence it is often pictured as a male physically, sexually, verbally, or emotionally abusing a female thatRead MoreDomestic Violence And Substance Abuse Essay1511 Words   |  7 PagesDomestic Violence and Substance Abuse I decided to pick this topic because I was a victim of domestic violence, likely due to substance abuse at one point in time. Every single day was miserable and I had nowhere to go. I didn’t even know that he was using drugs. He was a few years older than me and I was naà ¯ve about what was happening. After several months, I was finally able to have my mom help me move back to Arizona. I have moved on from that chapter in my life, but I have always been curiousRead MoreMale Abuse Is The Hidden Side Of Domestic Violence1050 Words   |  5 Pagesdomestic violence. Representative sample surveys of the population show that abuse is a fifty-fifty proposition when it comes to intimate partner violence. The only exception to these figures is shown in the major national survey produced by the National Violence Against Women survey which found that thirty-six percent of the victims are male (Kimmell, 2001). The issue is not that men don’t tell, no one actually asks. Women on the other hand have the public knowledge that domestic violence occursRead MoreDomestic Violence And Its Effects On Society1745 Words   |  7 Pages Domestic Violence in Literature Domestic violence entails transgressions that tend to exhibit regular occurrence worldwide. Domestic violence is substantially attributable to the psychological, physical, mental, and sexual forms of suffering or anguish. Domestic violence further refers to the family violence or spousal abuse that defines the evident pattern of violent behaviors executed by one spouse to the other in the close affiliations that include courtships, matrimony, family, or individualsRead MoreThe Effects Of Family Violence On Child Behavior And Health During Early Childhood1382 Words   |  6 Pagesof family violence to have drastically changed. In the article, Effects of Family Violence on Child Behavior and Health During Early Childhood by Diana English, the study focus on how domestic violence can have an indirect or direct effect on the child s well being and an increase of behavioral problems among young children. The study evaluates on whether or not child s behavior issues and health of those wh o been neglected or abuse have worsen. Some common findings on family violence shows thereRead MoreRape And Sexual Violence And Assault And Its Survivors Essay1192 Words   |  5 Pagesliterature review with focus on rape and sexual violence/assault and its survivors. Extensive literature search was conducted on relevant concepts that include the definition of rape, sexual violence and assault, consequences of rape and sexual violence/assault, provision of health services. The search looked at developed and developing countries as well as war stricken settings. Therefore, the aim was to understand the burden of rape and sexual violence, its consequences and provision of health servicesRead MoreWhat Is Intimate Partner Violence?1351 Words   |  6 Pagesis Intimate Partner Violence? If one has not lived through it, the meaning is unknown. When we hear the term, we tend to picture a woman covered in bruises. In reality, the damage is much worse. There is many long term effects t hat run deeper than the physical injuries (Giardino, 2010). Victims experience shame, isolation, detrimental physical and mental health consequences and financial stressor. This also causes dramatic effects on the families of the victims. This violence also affectsRead MoreSpeech on Domestic Violence - Urban Issue986 Words   |  4 PagesSpeech for Urban Issue – Domestic Violence Domestic Violence is violence or physical abuse directed toward your spouse or partner, usually its violence by men against women Domestic Violence or DV is about power and control over a spouse. The three main types of Domestic Violence are Physical, Emotional, and Economic (financial) The first kind of domestic violence that we will be talking about is physical violence. Physical violence involves a person using physical force which causes harm toRead MoreAttachment Styles Influence Relational Patterns Between A Married Couple And Their Children Essay1440 Words   |  6 Pagesbehavior that develop from the subjective constructs definitive of attachment experiences throughout their lives. Negative relational patterns increase the likelihood of marital violence in the home. When experiencing stress related life issues, conflicts may arise due to substandard communication skills leading to physical violence, aggressiveness, resulting in harsh spousal disputes. A positive upswing in marital and family harmony occurs when healthy communication skills develop along with secure based

Akkadian Cuneiform free essay sample

The texts in the royal Assyrian reliefs are written in Akkadian cuneiform. Invented in the Fertile Crescent region, cuneiform is inarguably the most ancient writing system ever known in human history. The writing system originates from relatively simple signs that were presumably coined around 3300B. C. for accounting purpose. Along with the development of civilization, economic productivity in the Fertile Crescent increased exponentially, leading to the expansion of trade even beyond the Mesopotamian region. First inscribed on clay tokens, the seemingly pictographic signs got to be written in more improved medium such as bullae and finally clay tablet that can harbor more complicated information. Also Cuneiform adapted to more progressive structures that later turns into syllabic and eventually alphabetic writing system. The cuneiform was first used by Sumerians, and then it wide spread throughout the region and was later adopted by numerous ethnic groups headed by Babylonians and Assyrians. The adaptation process created Akkadian cuneiform which is basically distinct from its predecessor. From 10th to 7th century B. C. , after Assyrians survived from the invasion of the Sea People which is barely recorded nor preserved in oral transmission, they rapidly expanded their realm and established the empire. According to Albenda, Assyrians were brutal warriors armed with advanced chariot which made them formidable in the Middle East (46). â€Å"The need to maintain the Assyrian army resulted in a series of forays against neighboring communities, and these ventures were countered by attacks, which, if we are correct in our belief, are illustrated on the Assyrian bas-reliefs originally located above the scene of the besieged city. (Albenda, 46) As a result of continual series of conquest, the Assyrians were known to be infamous rulers, which partly was what they aimed to be. The empire prospered along with the expansion. The royal palace in Nimroud, built by a renowned Assyrian emperor, Ashur-nasir-pal II, still reflects the prosperity of the empire. The royal reliefs were excavated from the palace in N imroud, also known as its biblical name Calah. These were made around 860B. C. , at the pinnacle. However, the prosperity did not last forever, and the palace was buried under sand after the fall of the empire. With the fall of Assyria in 612 B. C. , the palace fell into ruins and became completely covered with earth and overgrown. It lay forgotten for 2,500 years, until it was rediscovered by a young British adventurer, Austen Henry Layard, in 1846† (Russell, 655). Layard excavated the ruins of Babylon, ancient cities of southern Mesopotamia, and lastly the imperial capital of Ashurbanipal in the north of Bagdad. He was credited not only for his ability as a diplomat but also for his understanding on the Middle Eastern culture. The Assyrian relief excavated in royal palace of Ashur-nasir-pal II features salient characteristics of both the writing system and the society it was inscribed. First of all, the texts in the reliefs in Nimroud were written in Akkadian language, using logo-syllabic cuneiform signs. Akkadian language is the earliest Semitic language currently known, and it shares significant features with modern day Semitic languages, such as Arabic or Hebrew. Huehnergard and Woods note that the Akkadian grammar system is closely related to that of classic Arabic. 83) Akkadian language was once utilized as a lingua-franca in the Middle East until the 8th century B. C. , when it was marginalized by Aramaic language during the Neo-Assyrian era. However, it still remained as a literary language, widely written for official usage including the reliefs in Assyrian palace. Akkadian was written in cuneiform which had been first invented by Sumerians. Sumerians resided in Mesopotamia, establishing the oldest civilization ever known before Assyrians and Babylonians built their own. Christopher Johnston mentions in his writing that cuneiform tablets of Assyria and Babylonia not only presented a Semitic language, but also idioms considerably differing from Semitic language. The most peculiar feature of the idioms was that these were written for the most part in ideograms, combined with certain phonetic elements. (317) It implies that Akkadian language adopted ideographic features of Sumerian writing system along with Sumerian civilization, making Akkadian cuneiform share both logographic and syllabic characteristics. Johnston states that â€Å"Old tongue [like Sumerian vocabulary in Akkadian language] was preserved as a ritual [and court] language, holding the same place that Latin holds today in the Roman Catholic church† (318). Since Akkadian cuneiform is polyvalent which means it is used in multiple different languages, transliteration of Akkadian cuneiform requires a distinction between different systems. It was composed of Sumerian logograms, syllabograms and determinatives which mark semantic categories in logographic writing. In transliteration format of cuneiform, logograms are written in capital letters, syllables in lower case, and determinatives in superscripts. Moreover, single cuneiform sign can represent multiple sounds and meanings in different languages. Thus even a sign with single transliteration can be presented in various ways when it is normalized. The second salient feature of the relief is its purpose and the usage of it. The Royal relief was inscribed on the wall of the palace so that anybody who visits the palace could see it. One of the characteristics of the relief that shows the usage of it is Standard Inscription: the texts were the same or very similar on each relief. The Standard Inscription begins by giving various names and titles of the king, tracing Ashur-nasir-pal II’s ancestry and summarizes his military conquests. It also briefly recounts the boundaries of his empire and the palace of Nimroud itself. (Russell, 670) The Standard Inscription most evidently harbors the purpose of the text written on the wall relief of the royal palace: to depict the royal ideology. The royal ideology consists of several goals that the reliefs were meant to propagate: the prosperity of the empire and the divinity of the royal blood as descendants of gods. The quote below from one of the reliefs well conveys the ideology. â€Å"And my decorated house like a Syrian palace for my glory in the midst of Kalkhu(Calah or Nimroud) I built†¦Ã¢â‚¬ ¦ extent of earth higher than the former palaces of my fathers from the bed of the Tigres I caused to rise†¦.. the strong foundations against the waters, the stone embankments I strengthened like the mass of a mountain I filled†¦Ã¢â‚¬ ¦ and igures carved in the likenesses of the great gods around I made and they inspired reverence. †(Davis, 18) In some of the reliefs, the emperor is depicted as a hybrid of human and animal, implicating the supernatural power of the ruler. The most representative piece among the depictions is the relief of human and eagle hybrid environed by a divine tree. Along with the dep ictions of supernatural creatures, the Standard Inscription had shown greatness and dignity of the empire to the people visiting the palace in Nimroud. A theme of image that is recurring throughout the clay slabs is display of violence, with its victim varies from enemies to wild beasts. Lion and ox hunting is repetitively presented on the reliefs, showing that Assyrian society valued masculinity and power over harmony and peace. Or sometimes, as mentioned above, lions and oxen are sometimes mixed with human appearance, which figuratively symbolizes the power of the ruler. Other reliefs describe fierce battles in which Assyrian warriors are defeating its enemies (Reade, 87). The images subsequent to the images of battle are mostly depicting the Assyrian army capturing slaves, presenting the penalties that the subjects would face after transgression. The Standard Inscription and the images described in reliefs drive us into the fact that the artifacts were used as a medium propaganda. The continuously repeated text implies that it was not written to informative; informative writing in general is written to harbor more information in a limited space, and therefore repetition of words is unlikely in informative writing. On the contrary, expressions in propaganda are likely to be repetitive, reminding people the message that they want to convey, just like advertising language. The texts and images that present the authority and power of the empire are presumably very effective propaganda for Assyria to threaten and subjugate its neighbors. â€Å"The unlettered person saw the strong figures sacrificing, hunting, fighting and torturing prisoners, and the educated person read the boastful record and both were in this way reminded that the king and his gods were to be feared†(Davies, 20). Non-elites were note likely to view these reliefs in that they would not have often, if ever, permitted into the palace, but even if they were, they were frightened by the image of atrocities. Since Assyrian Empire was a dynasty of conquest that comprises numerous ethnic groups from Egyptians to Elamites, such propaganda of threatening its subjects was necessary to keep the empire from insurgences. According to the evidence previously mentioned, it is unlikely that the reliefs were meant to harbor aesthetic value. In other words, the reliefs were not inscribed on the wall of the palace for artistic purpose. For example, in many of the inscriptions, misspelled words are found, sometimes even from the very first word of a Standard Inscription. It is seemingly very unlikely to happen in royal art pieces. This implies that the texts were not meant to be read thoroughly, word by word. Furthermore, the texts are inscribed in the middle the slabs, intersecting the image. This makes it hard to identify the text. The misspelled words, poor legibility and recurring texts of Standard Inscription indicate that the texts on the reliefs are not written as a literary work with little aesthetic consideration. Not only the text but also the themes of images are repetitive, lacking creativity. Rather than pursuing a certain aesthetic value, the reliefs in general are focused on their function as propaganda, maximizing the function in various methods. Assyrian royal relief excavated from the palace built by Ashur-nasir-pal II shows features of the writing system and culture of the age. The akkadian cuneiform which derived from the Sumerian cuneiform with syllabic featured added was used to inscribe the text. The texts and the images in the reliefs represents the power of Assyrian empire as propaganda, over their function of presenting information or artistic values. BIBLIOGRAPHY John Huehnergard and Christopher Woods, â€Å"Akkadian and Eblaite†, The Ancient Languages of Mesopotamia, Egypt and Aksum, Ed. Roger D. Woodard, Cambridge University Press, 2008. 83 Russell, John Malcom, The Program of the Palace of Assurnasirpal II at Nimrud: Issues in the Research and Presentation of Assyrian Art. American Journal of Archeology, 1998. 655–715 Christopher Johnston, The Sumero-Akkadian Question, 1893. 317-322 Pauline Albenda, A Syro-Palestinian City on a Ninth Century B. C. Assyrian Relief, 1972. 46 J. E. Reade, The Neo-Assyrian Court and Army: Evidence from the Sculptures, 1972. 87-112

William ShakespeareS Othello Essays - Othello, Iago, Emilia

William Shakespeare'S Othello The Hamartias of Othello In William Shakespeare's tragedy Othello, the hero, Othello, is plagued by his many hamartias. Termed by Aristotle around 330 B.C., hamartia is a tragic hero's ?error or transgression or his flaw or weakness of character.? (p.1296) Othello's hamartias include jealousy, a blind, unrealistic love for Desdemona, trusting others too easily, and his unrealized ability to deceive himself. These flaws, along with the help of Iago, cause Othello to loose everything he has including his life. At first look at Othello, he shows no signs of jealousy and even entrusts his wife to Iago saying, ?To his conveyance I assign my wife.? (1.3.286) Othello also the great self control that is expected from someone who has been a warrior since he was seven years old as mentioned by, ?for since these arms of mind has seven years pith ? they have used their dearest action in the tented field.?(1.3.83-85) Iago begins to break down this self-control by talking of jealousy: IAGO. O, beware, my lord, of jealousy. It is the green-eyed monster which doth mock The meat it feeds on. (3.3.178-179) Although the play shows no indication of physical aggression by Othello, one can assume from the following speech there is some physical confrontation between Othello, and Iago: OTHELLO. Villain, be sure thou prove my love a whore! Be sure of it. Give me the ocular proof, Or, by the worth of mine external soul, Thou hadst been better have been born a dog Than answer my waked wrath! (3.3.375-379) Others also notice Othello's jealous loss of self-control. In Act III Scene V Othello goes do Desdemona to demand she show him a handkerchief he gave to her. When she cannot produce the handkerchief Othello gets furious and storms out of the room. After his exit, Emilia says, ?Is not this man jealous Othello, being a military man, sees himself as a man who judges by the fact. He believes only what he sees, or what his most trusted ensign, Iago, reports to him. Having Iago report the goings on between Desdemona and Cassio makes it even easier for Iago to poison Othello's mind with thoughts of jealousy. Even though Iago hinted to Othello about Desdemona's infidelity, Othello still thought himself a man who was not to be self-deceived: OTHELLO. I'll see before I doubt; when I doubt, prove; And on the proof, there is no more but this ? Away at once with love or jealousy. (3.3.204-206) This is, of course, ironic because as Othello later finds out, it is not easy to make a choice between love and jealousy. Othello being the kind of leader who judges by facts tells Iago to ?Give me the ocular proof,? (3.3.376) of his wife's infidelity. Othello has another Hamartia in that he has a blind, unrealistic love for his wife, Desdemona. He is a man who loved excessively but ?loved not wisely (5.2.554). Throughout the play Othello professes his love to Desdemona. One such event is when Othello says, ?O my soul's joy! / If after every tempest come such calms.? (2.1.177-178) This passage shows that Othello is pleased and calmed by his wife and his love for his wife. Just a few lines later Othello exults, ?If it were now to die, / ?Twere now to be most happy (2.1.182-183) showing that if he were to die now his soul would be happy. Then again in Act III Scene III, obviously the most important scene in the play, Othello lets Desdemona know that ?I will deny thee nothing.? (3.3.91) By this Othello is letting Desdemona know that there is nothing he wouldn't do for her. Being such a becalmed man due to his marriage to Desdemona, Othello, in the garden of the citadel, yells to Desdemona from a distance: OTHELLO. Excellent wretch! Perdition catch my soul But I do love thee! And when I love thee not, Chaos is come again. (3.3.98-100) This passage gives some foreshadowing because chaos does come again into Othello's life. At the end of the play when Othello does kill Desdemona, and he learns the truth about her, he says, ?I kissed thee ere I killed the. No way but this, / Killing myself, to die upon a kiss.? (5.2.369-370) He shows everyone that he truly did love his wife even