Photosynthesis :: essays research papers

Photosynthesis 1. Would you illuminate your house plants with a green light bulb? Why or why not? It would not be a wise choice to put a plant under a green light bulb. The reason for this is that due to the fact that the leaves are green they reflect green light. This shining green light onto the flowers will cause photosynthesis to stop. Since the light is being reflectd, the cells do not get any light. With out light they cannot carry out the everyday occurance of photosyntesis. If the choice was mine, I would place them into violet light, because almost none of it would be reflected. 2. Explain the statement: "Without autotrophic organisms, heterotrophic lofe would cease to exist." Without autotrophic organisms heterotrophic organisms would not be able to survive for two asic reasons. One is the fact that autotrophic organisms create most of the oxygen that heterotrophs breath. Whithout them, heterotrophs which need oxygen to survive would not live very long. The second reason is that autotrophs are the lowest food on the food chart. Without them many heterotrops would die from starvation. 3. Why did you put your syringes containing leaf material in the dark prior to illumination? The reason this was done was to make sure as little oxygen as possible was contained in the leaf material. This coused the experimrnt to run properly. If the leaf material was not placed in the dark, the dark reaction would not have occured using up all the oxygen. If there was still oxygen in the leaf material, the data collected would have been off. The reason for this is that the leaves would have risen to the top of the liqiud quicker, because they would not have had to make the totql amount of oxygen. 4. State you hypothesis for the directed experiment. The leaves in the sodium bicarbonate will rise to the top of the syringes faster than the ones in the distilled water will.

US History 1790- 1860 Essay examples -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  During 1790-1860, there were many reformations taking place and many events that lead up to the reformation of this very inexperienced country, of America. All these events effected the United States different ways and caused many grievances for the young people living in America. In 1790 we firmly incorporated the first American cotton mill which led to the economic augmentation of the United States. In 1791 we established the Capital of the United States in Washington D.C., and Alexander Hamilton establishes the first bank of America. In 1794 in Pennsylvania there was an uprising called the Whiskey Rebellion. People were rejecting the taxes on their way of life, and that was whiskey. In 1801, Thomas Jefferson became President of the United States, and the... US History 1790- 1860 Essay examples -- essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  During 1790-1860, there were many reformations taking place and many events that lead up to the reformation of this very inexperienced country, of America. All these events effected the United States different ways and caused many grievances for the young people living in America. In 1790 we firmly incorporated the first American cotton mill which led to the economic augmentation of the United States. In 1791 we established the Capital of the United States in Washington D.C., and Alexander Hamilton establishes the first bank of America. In 1794 in Pennsylvania there was an uprising called the Whiskey Rebellion. People were rejecting the taxes on their way of life, and that was whiskey. In 1801, Thomas Jefferson became President of the United States, and the...

Boston matrix analysis for BHP Billiton Group

Abstract The paper provides an analysis of BHP Billiton Group based on the Boston matrix. It is indicated that this matrix is a solid marketing tool to determine the financial performance of organisations. It focuses on companies’ market share and market growth. As a result of the implementation of the Boston matrix analysis to BHP Billiton Group, it is concluded that the company is at the position of a cash cow on the matrix. This finding has significant practical implications, and thus recommendations to use certain strategies are provided. Introduction The Boston Matrix represents a marketing tool, which is commonly used to conduct product portfolio analysis and management. This instrument was introduced by the Boston Consulting Group in the 1970s (Stern and Deimler, 2006). The Boston Matrix mainly focuses on the dimensions of market share and market growth, as these aspects are considered important to identify the areas in which companies need to utilise resources in order to optimise their profit generation capacity (Kotler, 2006). The matrix indicates a focus on a product management perspective as an integral part of the analytical process. Market share refers to the percentage of the total market, which is attained by organisations. This value can be measured by considering the percentage of revenue or unit volume. It is usually assumed that a high market share suggests significant financial benefits to a company. Market growth relates to the attractive parameters identified in a particular market (Schermerhorn, 2013). Businesses are usually grouped into four major categories: dogs, cash cows, question marks and stars. Dogs are companies that encounter the challenges of low market share and low market growth, while cash cows tend to have a high market share in low growing markets (Kotler, 2006). Question marks have a low market share in high growing markets. Stars represent the ideal situation for organisations because they tend to have a high market share in a rapidly growing industry (Stern and Deimler, 2006). These elements are reported by Stern and Deimler (2006) to generate sufficient cash and extensive opportunities for development. By applying the Boston matrix analysis to the performance of BHP Billiton Groups, it appears that specific information and trends from the company’s segments should be considered. The iron ore segment of the organisation has been following a star strategy by focusing sales in Australia due to its intention to decrease production costs, which would help the corporation obtain a bigger share of the market. This may happen even though growth in Chinese steel output significantly decreases (BHP Billiton Ltd., 2013). BHP Billiton Groups has a high market share in the Chinese location but low growth, which reflected in the price drops. This in turn decreased the revenues from the company’s associated segments. According to this dimension, the corporation has been following a cash cow strategy. The iron ore segment of the organisation is facing persistent challenges related to the decline of iron price, workers strike as well as strengthening Australian dollar (BHP Billiton Lt d., 2013). The copper segment is also affected by copper prices. As a result, the organisation has been following a question mark strategy by indicating a low market share in China due to the overall decline in copper revenues. Yet, the strategy of the company is to maintain a high market growth because of its positive production outlook in the respective segment. Similarly, the coal segment is negatively affected by low coal prices and rising cost. However, the corporation’s coals continue to be recognised as the most highly valued, supporting strong long-term margins, implying that BHP Billiton Groups has been following a star strategy in the Chinese and Australian locations (BHP Billiton Ltd., 2013). Future supply growth in the coal segment indicates that it is predominantly Australian, which directly sets the organisation at the position of a star on the Boston matrix. The fact that the outlook for the petroleum segment looks good is important to predict that the company may return to its position as a star on the Boston matrix. One of the expectations in this context is that total shale production is most likely to rise in the future (Stern and Deimler, 2006). In terms of the company’s geographical locations, it seems that geographic factors limit competition for the organisation. The company operates in more than 100 geographical locations across the world. The company’s market share is high due to its diversified portfolio of services. Moreover, its market growth is relatively high (Grant, 2013). Therefore, BHP Billion is pursuing a star marketing strategy considering the mentioned aspects. With regards to the company’s aluminium segment, it can be argued that BHP Billiton is pursuing a star marketing strategy, considering its both high market share and high market growth. For instance, the corporation’s total aluminium production for the fiscal year of 2013 is approximately 1.2 Mt (BHP Billiton Ltd., 2013). This means that the company’s market share is extremely high in this segment, which along with its high market growth in markets of Western Europe and Asia makes the corporation in a winning star position on the Boston matrix. The manganese segment of the company shows its adoption of a star strategy because approximately 80% of its production is sold directly in countries, such as China, India and South Korea (Grant, 2013). This aspect implies that BHP Billiton has both high market share in the mentioned markets and high market growth. It can be argued that BHP Billiton Group’s share prices were relatively low in 2012. This aspect prompted the company to follow a question mark strategy because despite its low market share, the provision of various natural resources took place in a high growing market (Schemerhorn, 2013). However, at the end of 2012, the corporation gradually started expanding its share prices by representing an adequate price-to-earnings (P/E) ratio. This means that the group has focused on following a star strategy in its main segments. Yet, it is challenging to estimate the market price for each product due to the extensive diversity of the company’s products (Grant, 2013). Another challenge associated with the quantification of returns is the categorisation of returns in different currencies. As previously indicated, BHP Billiton Group placed importance on location when it comes to making investments. In the United States, the corporation has been extensively concerned to adhere to a star strategy on the Boston matrix by distributing crude petroleum (BHP Billiton Ltd., 2013). It is essential to note that the company relies on its current strength of occupying a leading position in global commodities prices that are related to the health of the international economy. This suggests the potential of the corporation to predominantly follow a star strategy, which would guarantee it a better position compared to other organisations operating in the same industry sector (Grant, 2013). Nonetheless, the company is unable to predict currency assessments, which may lead to the adoption of a cash cow or a question mark strategy according to the Boston matrix. It has been indicated that certain flaws in the global economy negatively affect the performance of the corporation in the sen se of decreasing its market share in certain segments. For instance, such flaws may lead to a reduced demand for commodities, which may directly reflect in lower prices and reduced profitability of the company. The diverse portfolio of assets provided by BHP Billiton Group has assumed a solid market position of the company in its major segments. It is important to note that the corporation occupies a leading position in the trade of uranium in Australia after Olympic Dam Mine as well as of other natural assets, such as silver and copper (BHP Billiton Ltd., 2013). This places the company at a quite favourable position regarding its trade activities and thus it is more likely to adopt a star strategy in its home country. The fact that the corporation is a leading producer of nickel globally is indicative of the high market share it has in different segments and in different locations across the world (Stern and Deimler, 2006). As a result of the application of the Boston matrix analysis to the performance of BHP Billiton Group, it can be suggested that the company has the potential to make a substantial impact on the global delivery of natural assets. Its position as a star in most of its seg ments and in most locations shows solid management and leadership practices present at the organisation. It is important to note that the major purpose of the Boston matrix analysis is to help BHP Billiton Group decide which of its business units should be kept as well as in which areas it can invest further (Grant, 2013). There are different strategies to be applied considering that the organisation is in the position of a cash cow on the Boston matrix. One of these strategies is to hold in order to maintain its sales or market share (Schermerhorn, 2013). Another strategy that can be utilised is to defend its position regardless of the challenges the company faces with regards to its market share and projected market growth (Kotler, 2006). BHP Billiton Group can also implement a strategy, which is identified as ‘milk’, implying that the company is expected to use the cash it generated in the fiscal year to return to its position as a star on the matrix from the period of 2011 to 2012 (BHP Billiton Ltd., 2013). The fact that the company is at the position of a cash cow means that its profitability ratios have significantly declined. For instance, the organisation’s net profit margin, operating profit margin, ROE and ROA deteriorated in the period from 2011 to 2012 and from 2012 to 2013. It can be suggested that the company should seriously rethink its position in the market so as to try its best to restore its star position from the past (Schermerhorn, 2013). The application of the Boston matrix analysis to BHP Billiton Group’s performance yields significant conclusions about the company’s challenges and opportunities that can be addressed. Conclusion This paper has provided an analysis of BHP Billiton Group’s financial performance based on the Boston matrix. It has been indicated that the organisation is currently at the position of a cash cow on the matrix considering its high market share and low growing market (Kotler, 2006). Certain strategies have been provided so that the organisation can implement them in order to improve its position and return to the status of a star, which represents an ideal combination of a high market share and fast growing market (Grant, 2013). References BHP Billiton Ltd. (2013). Stock Analysis on Net [online]. Available at: http://www.stock-analysis-on.net/NYSE/Company/BHP-Billiton-Ltd/Financial-Statement/Income-Statement [Accessed: 14 August 2014]. Grant, R. M. (2013). Contemporary Strategy Analysis. New York: Wiley. Kotler, P. (2006). Marketing Management. New York: Pearson Education. Schermerhorn, J. R. (2013). Exploring Management. New York: Wiley. Stern, C. W. and Deimler, M. S. (2006). The Boston Consulting Group on Strategy: Classic Concepts and New Perspectives. New York: Wiley.

Legalize It

Legalize It In 2000, George Bierson’s â€Å"Marijuana, the Deceptive Drug†, was published by the Massachusetts News. Bierson concludes that marijuana is harmful in many ways, including brain damage, damage to the reproductive system, and weakening of the immune system. He also attempts to convince the reader that marijuana is a â€Å"gateway drug† that leads the users to venture into much harder drugs. I believe that research to support anything can be found if one is looking hard enough, but that the fallacy of Bierson’s conclusion is due to his research seeking facts to support an already-assumed conclusion.Based on my research and my own personal experience, I have found that several of his points, when looked at logically, do not reach his conclusion. One of Bierson’s strongest supporting claims is of the physical harms of marijuana. He argues that Heath's tests of the monkey's brain seemed to show conclusive evidence of brain damage; however, h e fails to mention that the tests were later discredited: the monkeys were given extremely high doses, doses exponentially higher than that of the average recreational or medical marijuana user, and the test’s sample size was too small.More current studies of people who are heavy marijuana smokers show no evidence of brain damage; in addition, the American Medical Association has officially endorsed the decriminalization of marijuana. I find this to be quite a bit more compelling than an outdated and poorly executed test. His claims of damage to both the reproductive system and the immune system are again based on invalid experiments of doses administered to mice and other animals, not humans.Moreover, several studies of the effects of marijuana on the human reproductive and immune systems have failed to demonstrate adverse effects. One of the longest standing arguments against the use of marijuana is that it gives users a â€Å"gateway† to harder or more illicit drug use. Bierson states in his article that â€Å"Marijuana is the seed from which the scourge of drug abuse grows. If we stop the marijuana, we will stop the rest of drug abuse†. I have several issues with this statement: first, the simple fact that many heroin and cocaine users used marijuana first does ot conclude that the latter is the result of the first. Bierson’s vehement argument against marijuana alone become suspect, as most of these heroin and cocaine abusers had also previously used alcohol and tobacco. According to government surveys, a conservative estimate of 80 million American have tried marijuana in their life, and 20 million admit to using it recently; if marijuana were truly a gateway drug, we would see a higher percentage of regular users.Instead we are seeing an even smaller percentage of abusers of cocaine or heroin. In fact, most people who use marijuana most often quit on their own before the age of 34. In Holland, marijuana has been partially decr iminalized since the 1970's. Reports show that the use of cocaine and heroin has significantly decreased, thus contradicting the hypothesis of marijuana as a gateway drug. Instead, these statistics appear to point to the conclusion that marijuana is more likely a substitute for harder drugs rather than a launching pad.While I do feel that Bierson has failed to present conclusive evidence of the harmfulness of marijuana through the points made, it is not a proper statement to claim that marijuana is â€Å"harmless† either. Even though the properties of marijuana have shown not to be physically addictive, one can become psychologically addicted. However, this is true of just about anything that can give one pleasure, such as chocolate, gambling, or shopping. No substance will be safe for everybody, under all circumstances, or when used in excessive amounts.For example, over-the-counter medications can be deadly for those who are allergic or who overdose. On the other hand, mari juana overdose has never been a sole reported cause of death: the amount of cannabinoids required to have a lethal effect are more than 40,000 times the necessary dosage for intoxication, making it highly unlikely that a person would be able to or could be able to achieve such a concentrated amount in their bloodstream. This is a severe contrast to alcohol, where one can very easily bring about one's demise, and at only a mere four times the legal limit.Marijuana continues to be a relevant controversial issue in society today, as many states included decriminalization and legalization proposals on their ballots. It can be very difficult to know which side to support, partially due to the media propaganda, some of which even contradicts itself in its fervor. This is likely the result of many wealthy and influential organizations that have a financial interest in this issue, from the pharmaceutical companies who stand to lose profits from legalization, the governments who stands to ga in from taxation, or the â€Å"dealers† who will be put out of business with the elimination of the black market.It seems that those with a vested interest in the legalization or continued criminalization of marijuana will pull whatever strings necessary to sway public opinion to their side. This may include creating, supporting, or merely citing biased or invalid research to support the desired conclusion, just as Bierson has done in his article.

Changing Behaviors by Changing the Classroom Environment Essay

Many teachers face disruptive behavior in their classrooms. They are left with the question; how can they identify and change the problem areas in the classroom environment in order to change the behavior? By collecting data on students’ engagement during instruction, disruptive behavior, and teacher observations, teachers can identify which physical aspects of their classrooms need to be improved. One of the challenges teachers face is disruptive behavior in their classrooms. A survey conducted in 2004 showed that 75% of the teachers noted that they would spend more time teaching effectively if they had less disruptive behavior in their classrooms (public agenda, 2004). Examples of these disruptive behaviors include, speaking without permission and getting out of the seat. Another challenge for the teachers is to find classroom management strategies that are proactive, preventative and relatively easy to implement and which provide minimal disruption to the classroom. There are different steps to changing the environment of a classroom. The first step is to observe: Finding out things like what types of behaviors occur in your classroom, when are most disruptive behaviors occurring, the time of day and under which type of circumstances? Where is disruptive behavior occurring? Are students able to work at desks without distractions? Are students able to work in group areas without distractions from the surrounding environment? The second step is to modify: This entails providing areas for personal space (Hood-Smith & Leffingwell, 1983, Visser, 2001), changing or decreasing placement of stimulating visuals, making clear pathways between students and high trafficked areas (Visser, 2001; Weinstein, 1979), addressing acoustic quality in the classroom by eliminating objects that produce background noise, modify classroom climate by adjusting lighting, air flow, and temperature. The last step is following up: these include questions like, are you using the modifications correctly? Are the modifications being used consistently? Do any modifications need rearranging, changing, or removal? Do you need to implement additional modifications? Investigations have been done by researchers on the relationship between the classroom environment, student behavior and academic engagement (Hood-Smith & Leffingwell, 1983; Visser, 2001). A well organized classroom permits more positive interactions between teachers and children, reducing the probability that challenging behaviors will occur (Martella, Nelson & Marchand-Martella, 2003). In addition, modifying the classroom environment may serve as a direct intervention for children who demonstrate ongoing disruptive behavior (Conroy, Davis, Fox & Brown, 2002). Although the well designed classroom has proven benefits, there is little research on the impact environmental modifications have on behavior and learning (Guardino,2009; Schilling &Schwartz, 2004). Modifications of the environment are preventatives, whole class approach that may decrease chronic behavior problems, prevent behavior problems for students who are at risk, and allow children with minimal behavior to access learning without interruption. Although environmental modifications are an essential part of classroom management, many teachers are not aware of the process of implementing them. A case study was done on Ms. Thompson a fourth grade teacher and her class. The students exhibited high levels of disruptive behavior. During the baseline phase, data on the overall classroom academic engagement and disruptive behavior was collected. Ms. Thompson helped in defining academic as purposeful attention such as raising a hand or answering a question and disruptive behavior as speaking without permission, getting out of seat or non compliance to the teachers directions. During the two weeks of data collection academic engagement and disruptive behavior was measured. Ms. Thompson directed a mini-reading lesson, after which students worked independently. The observation sessions were 15 minutes long; during this period some instances were noted where one or more students were not academically engaged during any 15 seconds interval. After the observation, discussions on how to improve the environment were done with Ms. Thompson; for example, seating arrangement, creating group space etc. These changes were put in place and beginning the following Monday data was collected for 4 weeks. Ms. Thompson also filled a questionnaire regarding her perception of the effectiveness of changing the classroom environment to improve student behavior. After the classroom was modified academic engagement increased and stayed at or 45% as compared to the previous 3%. Before the intervention disruptive behavior occurred almost 90% of the time but after it reduced but was inconsistent during the final observations. Both the questionnaire and a follow up interview relayed Ms Thompsons’ satisfaction with modifying her classroom environment to improve student behaviors. With the results gotten from the case study, it is with no doubt clear that modifications to the classroom environment increased academic engagement and decreased disruptive behavior. References Martella. R. C. Nelson, J. R. , & Marchand-Martella. N. E. (2003). Managing disruptive Behaviors in the school. Boston, MA: Allyn & Bacon. Schilling. D. L, & Schwartz, I. S. (2004). Alternative seating for young children with autism spectrum disorder: Effects on classroom behavior. Journal of Autism and Developmental Disorders, 34, 423-452. Visser, J. (2001). Aspects of physical provision for pupils with emotional and behavioral difficulties. Support for Learning. I6 (2). 64-66 Weinstein, C. S. (1979). The physical environment of the school: A review of research. Review of Educational Research. 49, 577-610. Conroy, M. A. , Davis, C. A. , Fox, J. J.. & Brown, W. H. [2002). Functional assessment of behavior and effective supports young children with challenging Behaviors. Assessment for Effective intervention, 2 [4j, 35-47. Guardino, C. (2009). Modifying the environment to improve student behaviors: A closer look at classrooms with students who have a hearing bss. Manuscript in preparation. Hood-Smith, N. E. , & Leffingwell, R. J. (1983). The impact of physical space alternation on disruptive classroom behavior: A case study. Education. ?04. 224-231. Public Agenda. (2004). Teaching in Wrnipted: Do discipline policies in today’s public schools foster the common good? New York, NY: Author. Retrieved fromhttp://commongood. org/assets/attachments/ 22. pdf.

The Philosophy of Action in Hamlet

‘Words, words, words’: Hamlet’s philosophy of action Central to any drama is action. What distinguishes drama from other literary forms is the very fact that it is acted upon a stage, that voice is given to the words and that movement creates meaning. It is, therefore, puzzling that the most seminal dramatic work in the English language contains, arguably, precious little of what many might describe as dramatic action. Nevertheless it has moved, enthralled and, what is more, entertained generations of theatre goers across the centuries and is still regarded as one of Shakespeare’s most popular play.It has divided critics: Johann Wolfgang von Goethe regards as central to the play Hamlet’s inability to act[1] whereas T. S. Eliot reduces the work to ‘an artistic failure’. [2] If Tom Stoppard is to be believed, even the characters are at odds with this apparent lack of drama as Stoppard’s Rosencrantz asks ‘is it too much to expe ct a little sustained action?! ’[3] If then, we are to acknowledge that action is central to drama, it is important to remember that such action is usually derived from conflict.When regarding Hamlet through this basic philosophy, the play is in every way dramatic. The play is concerned with conflict. We have international conflict, familial conflict and internal conflict and it is these conflicts that drive the play. This is confirmed within the opening line ‘Who’s there? ’(I. i. 1)[4] Immediately we are plunged into the state of paranoia that envelops Elsinore, the question is confrontational and, furthermore, directs us towards the international conflict between Denmark and Norway. The drama of the play, however, is not as simple as this.For instance, we must also consider the dramatic structure of a play and apply this to Hamlet; a structure that goes from equilibrium to conflict and then on to a new equilibrium. It is impossible to relate this to the play; for who would agree that the Elsinore, at the start of Hamlet, is in a state of equilibrium? Indeed, as Stephen Ratcliffe points out, the catalyst for all action in the play does not occur within the play[5]. The murder of Hamlet’s father has already happened when Barnardo delivers that famous first line, a line which itself suggests a response to something that has happened offstage.Ratcliffe goes on to discuss that the line could almost be a response to a ‘knock knock’ joke but more seriously that it: begin[s] the play in response not only to some implicit, unspoken physical action- some motion or noise in the dark, [†¦] but to an implicit action not performed on stage – some motion of the Ghost of Hamlet’s father which Bernardo, who speaks this line, must imagine he has seen and/or heard. [6] Ratcliffe also suggests that the action not performed on stage does not happen at all.Alarmingly, he refutes Claudius’s confession of frat ricide in Act III, arguing unconvincingly that Old Hamlet’s murder had never taken place. [7] In spite of this he does raise an interesting issue that is concerned with the question as to why – when in Western literature dramatic narrative is defined by cause and effect – does Shakespeare place the primary cause off stage and beyond the gaze of his audience? We are left to imagine the dramatic possibilities of opening the play with the alarming and visually striking image of a brother’s murder.If Shakespeare’s decision to leave this exciting and sinister event in the wings confounds us, what, then, are we to make of the climax of the play? If we are to return to the classic dramatic structure of a play, we expect to see rising action leading to a climax that, in turn, leads on to the falling action culminated by the denouement. Hamlet gives us no such structure. There is no climax in the classic sense or if there is it appears in the final scene, n ot where one would expect. There is, nevertheless, one possibility that the climax may appear earlier in the play and that would be, in the traditional sense, in Act III.The murder of Polonius in Act III, scene iv might be regarded as the turning point of the play in the same way that Mercutio’s death in Romeo and Juliet is seen as such. It is at this point that we see Hamlet at a height of passion, ‘How now? A rat! Dead for a ducat, dead’ (III. iv. 23). The use of the word ‘rat’ shows Hamlet’s contempt for his supposed victim, the repetition of ‘dead’ embellishes his determination to kill, and the ducat is the small price Hamlet values the life he has just taken. The consequences of this action feed into every other event that is to happen: Claudius’s resolve to kill Hamlet, Ophelia’s eath and Laertes’s act of revenge which brings about the play’s final dynastic collapse. Once again, though, Shakespear e ‘removes’ the audience from the action, having the murder take place ‘offstage’. Polonius is murdered behind the arras and this takes us away from the immediacy of the action. There is no huge build up with a climactic duel as there is in Romeo and Juliet; we are not even given the drama of remorse that is evident in Macbeth. For these reasons, it is impossible to consider the death of Polonius to be the dramatic climax of the play, merely another cause leading on to another effect.This shortage of ‘action’, though, is illusory. A. C. Bradley comments on this when he suggests a hypothetical reaction to the play: What a sensational story! Why, here are some eight violent deaths, not to speak of adultery, a ghost, a mad woman, and a fight in a grave! [8] Hamlet does have a dramatic conclusion, of that no one is in doubt, but this has come after a series of procrastinations from the titular hero. All other action is kept firmly offstage. One mig ht hear Bradley go on to say ‘Treason, pirates, war, the storming of a castle and a regime change! The latter two were included in Branagh’s film version strongly alluding to the storming of the Iranian embassy in 1981 an event that was intensely exciting and dramatic for any that can remember it. For Shakespeare, however, such extravagant action appears to be superfluous to his play and is, therefore, not of importance. As a consequence, it would appear redundant to continue analysing what is not in the play, as Ratcliffe has done at length[9], and to focus on what Shakespeare does give us. What Shakespeare does give us is words, ‘words, words, words’(II. i. 192) and it is through these words that he provides the action. It is here where I must agree with Ratcliffe when he suggests that, in Hamlet, it is the language that is of importance and not the action. [10] It is necessary, then, to look at the power of language within the play and how Shakespeare fa cilitates it in order to sustain a dramatic structure. Firstly, as mentioned above, the catalyst for all the action in the play happens off stage but is delivered to the audience, and Hamlet, through the words of the ghost. We know that these ords are to hold significance as we have shared Horatio’s anxiety for the ghost to ‘stay and speak’ (I. i. 142). The appearance of the ghost is not enough. It is, therefore, the words that are spoken to Hamlet in conjunction with the apparition that help to creates the first piece of dramatic action in the play: Now, Hamlet, hear. ’Tis given out that, sleeping in my orchard, A serpent stung me – so the whole ear of Denmark Is by a forged process of my death Rankly abus’d – but know, thou noble youth, The serpent that did sting thy father’s life Now wears his crown. [†¦]Ay, that incestuous, that adulterate beast, With witchcraft of his wit, with traitorous gifts- O wicked wit, and gifts that have the power So to seduce! – won to his shameful lust The will of my most seeming-virtuous queen. (I. i. 34-46) What is striking about this scene is how it is dominated by the ghost and how little Hamlet actually says. If it were one of the lesser characters, it could be assumed that they were struck dumb and in awe of the presence of a spectre but, even this early in the play, we know enough about Hamlet to realise that this would not be the case for him.He mentions a few lines earlier that he is not afraid, saying ‘I do not set my life at a pin’s fee’ (I. iv. 65), so why now is he so quiet? Surely Shakespeare feels that Hamlet, like the audience, should be still with trepidation at the drama that is unfolding before them. In this short passage of the ghost’s speech we have incest, adultery, witchcraft, treachery, not to mention murder. Here we see Shakespeare using the power of words to create the action upon the stage, words that, like Ra tcliffe points out, enter through our ears as did Claudius’s poison. 11] Later on in the play we will see words used as poison, again by Claudius, when, in true Machiavellian style, he corrupts the mind of the vengeful Laertes. When discussing the power of words we must look at the play-within-a-play sequence of Act III, an aspect of the play which has been discussed at length by the critics but also one that brings into question another facet of action, that of acting. Hamlet is an extremely self-conscious play, bringing comedy into a highly dramatic moment in Act I, scene v when Hamlet asks the ghost ‘Canst work i’th’ earth so fast? (l. 170): this is an obvious comment on the crudeness of Elizabethan stagecraft. Earlier in the same scene Shakespeare has commented on the possibility of a bored audience when Hamlet comments on ‘this distracted globe’ (l. 97)[12] and, when Polonius states that when he played Caesar ‘Brutus killed me. â₠¬â„¢ (III. ii. 103) Jenkins points out that the actors playing Hamlet and Polonius were likely to have played Brutus and Caesar respectively in an earlier play and therefore are about to ‘re-enact’ the murder. 13] If we look at Hamlet’s instructions to the players: Speak the speech, I pray you, as I pronounced it to you, trippingly on the tongue; but if you mouth it as many of your players do, I had as lief the town-cryer spoke my lines. Nor do not saw the air too much with your hand, thus but use all gently; for in the very torrent, tempest, and, as I may say, whirlwind of your passion, you must acquire and beget a temperance that may give it smoothness.O, it offends me to the soul to hear a robustious periwig-pated fellow tear a passion to tatters, to very rags, to split the ears of the groundlings, who for the most part are capable of nothing but inexplicable dumb-shows and noise. I would have such a fellow whipped for o’erdoing Termagant. It out-Herods Herod. Pray you avoid it. (III. ii. 1-14) Again, we have a very self-conscious speech where there seems to be an in-joke upon the acting style of the actor who plays Polonius, if not intended by Shakespeare it could certainly be performed as such.There is also the awareness of audience as well in the comments about the groundlings which is rather a brave joke which, had they been enjoying the play, would have gone down in good humour. It might also be considered that Shakespeare followed up the joke by including the dumb-show that followed! If we look closely at the instructions, however, we notice the emphasis on the words rather than the action. The opening imperative is ‘Speak the speech’ and interestingly ‘as I pronounced it’ not as I acted or showed it which seems strange to say when instructing actors.It is true that in the restricted views of an Elizabethan playhouse an audience would go to hear a play but this would not be the case in a private cou rtly performance. Also we must remember that Hamlet is only concerned with one member of the audience; someone who, one might assume, would have the best view of the play. Hamlet’s instructions are followed by references to the tongue and mouth where the words must inevitably come from and then the simile of the town cryer again placing stress on verbal communication.Hamlet requests a limit to the ‘action’, the body movement – the acting- so that it is the language that is of paramount importance. In such a self-aware moment of the nature of acting and drama in the play are we not to assume that this is coming from Shakespeare as much as Hamlet? The players’ sequence has significance because here we have on stage the mechanics of Hamlet. There is the murder of Gonzago/Hamlet acted out on stage, the betrayal of Lucianus/Claudius and the union between the Lucianus/Claudius and Queen/Gertrude.Here Shakespeare gives us what we were denied in the first a ct the event which sets the whole play in motion. Not only that but by having Lucianus as the nephew to Gonzago we are also witnessing the events that are about to happen on stage or, at least, those that we expect to happen. Interestingly enough, though, is that Shakespeare has included a dumb-show as if to appease the groundlings despite his earlier comments but it is not through watching this that Claudius reacts but rather the words of the players that follows.At the line ‘On wholesome life usurps immediately’ (III. ii. 254) Claudius can no longer remain seated for he cannot deny the words, something that has been discussed and embellished by Ratcliffe. [14] The question as to why Claudius does not react to the dumb-show can be resolved in performance by choosing to have Claudius showing signs of discomfort throughout until he can finally stand it no more as in Olivier’s film version. There is nothing in the text, however, that suggests that this is how it sh ould be performed. The king questions Hamlet, Is there no offence in’t? ’ (III. ii. 227) and in this dialogue there is nothing to suggest that he is suffering from any anxiety regardless of how this line has divided critics. [15] So once again we see that it is words that have more power, more effect and more significance than mere actions. In looking at the philosophy of action in the play one must recognise that the play is essentially a revenge play and that all action must stem from the concept of revenge. Michael Mangan defines the revenge play as a play which: harts the protagonist’s attempts to [revenge]: this may involve a period of doubt, in which the protagonist decides whether or not to go ahead with the revenge, and it may also involve some complex plotting (in both senses of the word) as the protagonist decides to take revenge in an apt or fitting way. The revenger, by deciding to take revenge, places himself outside the normal order of things, and often becomes more and more isolated as the play progresses – an isolation which at its most extreme becomes madness. [16] It would appear, from this definition, that Hamlet is, indeed, a revenge play but who is it that seeks revenge?I would argue that it is not Hamlet for, as Catherine Belsey notes, ‘[r]evenge is not justice’[17] and we are reminded throughout the play that Hamlet seeks justice. For instance, Hamlet does not act rashly for he states: Give me that man That is not passion’s slave, and I will wear him In my heart’s core, ay, in my heart of heart (III. ii. 71-73) This might suggest that Hamlet holds reason close to his heart. Here we see that contrary to popular belief Hamlet is not a man that is ruled by passion but that is not to say that he is not passionate.If Hamlet were ruled by passion he would not have devised such an elaborate ploy to confirm the guilt of the king but would have acted straight away. Gone would be the procrasti nations and Hamlet could have roused up the populace as easily as Laertes does in Act IV, as Bradley points out[18], and Claudius would have been dead by Act II. Many critics that have argued this case seem to suggest that Shakespeare’s reason for prolonging the action was to fill out the five act structure of the play. [19] We are given three possible revenge heroes in the play: Hamlet we can discount, Fortinbras and Laertes.Shakespeare has provided these two characters to put Hamlet’s inability to act into stark contrast. Through Fortinbras we see the noble prince revenging the death of his father through careful planning and sharp resolve and in Laertes we see a rash young man whose desperate bid for revenge only quickens his own demise. It is important to note that even with the careful planning Fortinbras still shares Hamlet’s prolonging of the act when we consider that Denmark’s defeat of Norway was at the time of Hamlet’s birth some thirty y ears previous.Hamlet, however, does not seek revenge. He could have easily been able to exact it when he says ‘Now might I do it pat’ (III. iii. 73). The semantics of the word ‘might’ suggest that he has no intention of committing the murder. ‘Will’ or ‘must’ would imply a more decisive move yet Shakespeare gives us a Hamlet who is questioning his actions. His decision to spare Claudius whilst at prayer further indicates that it is justice and not revenge that Hamlet desires.Claudius points out to Laertes that ‘No place indeed should murder sancturise’ but Hamlet delays his action because he wants justice – a death for a death- like for like. Significantly, Hamlet is a revenger who is unable to act as Calhoun states he is unable to ‘play the role’,[20] or to use Ted Hughes’s metaphor: Like the driver of a bus containing all the characters of the drama, he hurtles towards destruction, in slow motion, with his foot jammed down hard on the brakes. [21] Having established the substance and value of words in Hamlet it is necessary to return to the question of dramatic climax in the play.It has always been recognised that it is a dramatic impossibility to act Hamlet on the stage in its entirety and it is not unknown for students of the text to skip through sections when reading but one thing always remains and that is the soliloquies. Within the play we have the most beautiful speeches composed in the English language and it is one of these that, I believe, forms the climax of the play. The climax of language that we are given in the play does follow the classic dramatic structure coming in Act III and at the risk of sounding cliched I would suggest that it is the ‘To be or not to be’ speech.It is in this soliloquy that we have the nub of the play rests and that is Hamlet’s internal conflict on how he should act. It has long been considered to be the musin gs of a troubled mind contemplating suicide and whilst no one will argue that Hamlet’s is not a troubled mind is he really deliberating the end of his own life? I would argue no. Shakespeare has already given us such ruminations earlier in the play with ‘o that this too too sullied flesh would melt’ (I. ii. 129) and I find it difficult to accept that a dramatist of Shakespeare’s calibre would not have developed his main character by the third act.In fact, I would argue that after confronting the ghost and hearing the charge against Claudius, Hamlet has been given new meaning to his life and that all thoughts of suicide have faded. ‘To be or not to be’ should read as ‘To do or not to do’ or ‘To act or not to act’ for it is in this speech that we witness Hamlet’s thoughts on whether to proceed with the killing of Claudius. Not once in the speech is there an ‘I’, nowhere does Hamlet refer to himself. His examples of the ‘whips and scorns of time’ (III. i. 70) save one do not seem to be justifications for taking one’s own life:Th’oppressor’s wrong, the proud man’s contumely, The pangs of dispriz’d love, the laws delay, The insolence of office, and the spurns That patient merit of th’unworthy takes (III. i. 71-74) Apart from unrequited love, for which many have taken their life, these seem to be the wrongs that are urging Hamlet to seek justice against Claudius. I might take this further and suggest a reading of the soliloquy where Hamlet knows that Claudius is eavesdropping, something that seemed to me implicit in Brannagh’s film. Through this reading we can see that Hamlet is acting a role for us as an audience but specifically for Claudius and Polonius.He is diverting attention from his true thoughts of murder whilst also confirming his ‘antic disposition’ (I. v. 180). In addition to this it explains why he apparently forgets the ghost of his father as he claims ‘No traveller returns’ (III. i. 80) as it would not be practical to reveal the truth at this stage. Also, the speech concludes that it is conscience that prevents him and the fear of the unknown when prior to this he has stated that it was because that God has ‘fix’d / His canon ’gainst self-slaughter’ (I. ii. 131-132).Arguably, this could be a variation of the same rationale yet there is a distinct change in tone which suggests a difference in attitude. Therefore, it is within this soliloquy where Hamlet reaches his decision which he reveals to Ophelia (and Claudius) when he says that ‘all but one – shall live’ (III. i. 150). One might argue that the opening line of this speech, ‘To be or not to be’ (III. i. 56), uncontrovertibly suggests that Hamlet is, indeed, reflecting on suicide but, once again, this is another self-conscious reflection upon the nature of drama.For Hamlet, the character in the play Hamlet, must act in order to ‘be’ and as a revenge hero, that act is the murder of Claudius. While Claudius is alive, Hamlet’s mind and soul are troubled and only through the act of revenge with ‘a bare bodkin’ can he bring about his ‘quietus’ (III. i. 75-6). Words, therefore, are the focus of this play. It is Shakespeare’s longest and in it we are given a character who ‘â€Å"comes alive† only in language’[22], it is through words that the dramatic action, except the final scene, takes place upon the stage.In terms of drama, the play is at odds with its form in that the driving action of the plot precedes the start of the play. We are given a revenge hero who is unable to live up to that title and only seems to spring into what one might call action when he has been hit by Laertes poisoned rapier and he knows that he is about to die, something which he poin ts out twice in the scene. Indeed, in performance, the final scene can be played as equally low-key as it can be played dramatic. In a self-conscious play such as this it seems clear that Shakespeare understands the power of words.To a dramatist, all action that can be created on a stage is a representation – one that is created through words. Crucially it is through language that the world of Elsinore is created and all those that exist within it exist through the words that they speak. It is, therefore fitting that Hamlet’s dying words are ‘the rest is silence’ (V. ii. 363) for he knows that without language he is nothing. Through Hamlet Shakespeare gives us a world where action is secondary to language because, in drama, one creates the other. 3967 words (exc. footnotes) 4338 words (inc. footnotes) Bibliography Primary SourcesShakespeare, William, Hamlet, ed. Harold Jenkins, The Arden Shakespeare, 3rd series (London and New York: Routledge, 1994) Stoppa rd, Tom, Rosencrantz and Guildenstern are Dead (London: Faber & Faber, 1967) von Goethe, Johann Wolfgang, Wilhelm Meister’s Apprenticeship, ed. and trans. Eric A. Blackall (Princeton, NJ: Princeton University Press, 1995) Secondary Sources Belsey, Catherine, ‘Revenge in Hamlet’, in Hamlet: Contemporary Critical Essays, ed. Martin Coyle (London: Macmillan, 1992), pp. 154-159. Bloom, Harold, Hamlet: Poem Unlimited, (Edinburgh: Canongate, 2003) Bradley, A. C. , Shakespearean Tragedy, 3rd edn. London: Macmillan, 1992), pp. 84-166. Calhoun, Jean S. , ‘Hamlet and the Circumference of Action’, Renaissance News, Vol. 15, No. 4. (Winter, 1962), 281-298. Dickson, Andrew, The Rough Guide to Shakespeare, (London: Rough Guides, 2005) Eliot, T. S. , ‘Hamlet’ in Selected Essays (London: Faber & Faber, 1951), p. 141-146. Fernie, Ewan, ‘Terrible Action: Recent Criticism and Questions of Agency’, Shakespeare, Vol. 2, No. 1 (June, 2006), 95-11 8. Hughes, Ted, Shakespeare and the Goddess of Complete Being (London: Faber & Faber, 1992), pp. 233-239. Jump, John D. , (ed. ) Hamlet: A Selection of Critical Essays (London: Macmillan, 1968), pp. 2-32. Kettle, Arnold, ‘From Hamlet to Lear’, in Shakespeare in a Changing World, ed. Arnold Kettle (London: Lawrence & Wishart, 1964), pp. 146-159. Mangan, Michael, A Preface to Shakespeare’s Tragedies (London and New York: Longman, 1991) Ratcliffe, Stephen ‘What Doesn’t Happen in Hamlet: The Ghost’s Speech’, Modern Language Studies, Vol. 28, No. 3/4. (Autumn, 1998), 125-150. ——————–, ‘‘Who’s There? ’: Elsinore and Everywhere’, Modern Language Studies, Vol. 29, No. 2. (Autumn, 1999), 153-173. ———————– [1] Johann Wolfgang von Goethe, Wilhelm Meister’s Apprenticeship, ed. and trans.Eric A. Blackall (P rinceton, NJ: Princeton University Press, 1995), p. 146. [2] T. S. Eliot, ‘Hamlet’ in Selected Essays (London: Faber & Faber, 1951), p. 143. [3] Tom Stoppard, Rosencrantz and Guildenstern are Dead (London: Faber & Faber, 1967), p. 86. [4] William Shakespeare, Hamlet, ed. Harold Jenkins, The Arden Shakespeare, 3rd series (London and New York: Routledge, 1994), subsequent references are to this edition. [5] Stephan Ratcliffe, ‘What Doesn’t Happen in Hamlet: The Ghost’s Speech’, Modern Language Studies, Vol. 28, No. 3/4. (Autumn, 1998), pp. 125-150. [6] ——————–, ‘‘Who’s There? : Elsinore and Everywhere’, Modern Language Studies, Vol. 29, No. 2. (Autumn, 1999), p. 153. [7] Ratcliffe, ‘What Doesn’t Happen in Hamlet: The Ghost’s Speech’, pp. 135-139. [8] A. C. Bradley, Shakespearean Tragedy, 3rd edn. (London: Macmillan, 1992), Lecture III, p. 93. [9 ] Ratcliffe, ‘What Doesn’t Happen in Hamlet: The Ghost’s Speech’ pp. 125-150 [10] Ibid. , p. 129. [11] Ibid. p. 131 [12] Having opened my Christmas presents and receiving Bloom’s Poem Unlimited after I had written this essay, I feel obliged to cite him for what I assumed to be an acute and original observation.If only Father Christmas hadn’t been so efficient, I could have at least pleaded ignorance! Harold Bloom, Hamlet: Poem Unlimited (Edinburgh: Canongate, 2003), p. 10 [13] Jenkins (ed. ), Hamlet, p. 294 [14] Ratcliffe, ‘What Doesn’t Happen in Hamlet: The Ghost’s Speech’, pp. 131-132. [15] Jenkins explains how the line has been used to show Claudius’s calm attitude to the play and to prove his unease in Jenkins (ed. ), Hamlet, p. 301. [16] Michael Mangan, A Preface to Shakespeare’s Tragedies (London and New York: Longman, 1991), p. 67. [17] Catherine Belsey, ‘Revenge in Hamlet’, in Haml et: Contemporary Critical Essays, ed.Martin Coyle (London: Macmillan, 1992), p. 154. [18] Bradley, Shakespearean Tragedy, p. 98. [19] Notably the anonymous critic in ‘Extracts from Earlier Critics, 1710-1945’ in Hamlet: A Selection of Critical Essays, ed. John D. Jump (London: Macmillan, 1968), p. 22. [20] Jean S. Calhoun, ‘Hamlet and the Circumference of Action’, Renaissance News, Vol. 15, No. 4. (Winter, 1962), p. 288. [21] Ted Hughes, Shakespeare and the Goddess of Complete Being (London: Faber & Faber, 1992), p. 236. [22] Ewan Fernie, ‘Terrible Action: Recent Criticism and Questions of Agency’, Shakespeare, Vol. 2, No. 1 (June, 2006), p. 96.

Essay on Poverty Essay

â€Å"I often asked what is the most serious form of human rights violation in the world today and my reply is consistent: extreme poverty.† (Mary Robinson, 2002) World Poverty: New policies to defeat old enemies, Bristol: The Policy Press, 2002, p. x1 This essay will account for and assess ways in which contemporary society seeks to end world poverty by doing the following. As poverty mean different things to different societies the essay will give a meaning for poverty that will mirror this; it will refer primarily to theoretical perspectives of, Amartya Sen and will draw on studies of Peter Townsend, then it will examine how malnutrition, lack of education, debt and unequal life chances can cause the cycle of poverty. Finally, it will inform on how world organizations like World Bank, United Nations and Steven Sinnot Foundation are trying to improve living standards of millions. There is over one billion people living in extreme poverty in the world, Poverty shows itself in many different ways; they include not having a job or any means of earning or making a livelihood; hunger and malnutrition; ill health; limited or lack of access to education and other basic necessities; increases the risk of untimely death; homelessness; unsafe environments and social discrimination and exclusion. (Alcock 2006). There are two types of poverty; absolute which is where people do not have the means to obtain the basic necessities to survive, they live on less than $1 (US) per day, on the other hand there is relative this is where people have jobs but the wage is so low that they cannot afford the necessities that others in their societies have, they could be relegated to absolute poverty with change of circumstance example becoming ill and having to give up work. (Gibbons, 2006). In 1995 in Copenhagen, the Millennium Campaign was created and agreed by 117 United Nations States at the World Submit on Social Development. The declaration dedicated the UK to the, goal ending poverty in the world through specific actions and with the cooperation of other international communities. After this task, forces were set up focusing upon different aspects of global poverty. Alcock, 2006), p, 48. Peter Townsend theoretical stance on poverty is poverty equals low income and a disadvantaged lifestyle, people are poor when they cannot afford to buy the normal things like others in the society in which they belong; they are  deprived of the lifestyle they should have. He sees poverty as relative. I believe that he was possibly influenced by the benefit system in the UK in which he was born. Whereas Amartya Sen see poverty as â€Å"unfreedoms†, his theoretical stance is that poverty is deprivation of â€Å"basic capability† not having the ability to work rather than not having any income, some of the reasons suggested are being too young or too old, gender and social roles, pregnancy and child care. He sees poverty as â€Å"absolute†. I believe his theories are influences by the society in which they were born and raised, a third world country with most of the population lacking the basic necessities to survive. (Alcock, 2006). Even in richer countries some groups within the society are very disadvantaged they do not have access to health care, education, jobs or any economic security. America is one of the world’s superpower yet it has the highest poverty rate of any rich nation, According to the census bureau, 15 percent of Americans or more than 46 million people, live below the poverty line, defined as an annual income of $23,000 for a family with two children. Of those, six million live in extreme poverty, with an income of half that or less. (Cornwell, 2012) One of the causes of poverty is malnutrition, the United Nation World Food Program projected that 830 million people go hungry each day, most of them in the developing countries with calorie intake of fewer than 1,800 not enough to keep an adult with the energy needed to lead an active healthy life or to be able provide for themselves and their family, it takes their dignity away. Of that number 200 million are children under the age of 5 years, they are underweight and ill, every year 12 million of them die of starvation, with so many children dying the future of their countries are gloomy. Another cause is lack of education, According to the United Nations International Labour Organization more than 218 million children one in every four are working in developing countries. 126 million are working in hazardous conditions, some work as servants for rich families, others work in agriculture and manufacturing, hotels they work long hours on very low wage, as result they are unable to go to school to learn skills that would offer them hope of ending the cycle that would most likely help out of poverty, so the cycle goes on. (Giddens, 2009) Trade, Africa, though one of the poorest countries is rich in natural resources such as timber and oil but trading with the rest of the world is  made difficult because of poor infrastructure, corruption the impact of AIDs on the population of working age. The rules of trade are very stringent and benefit the developed countries more than the poor ones, the poor countries are under cut by the rich as a result they are at a disadvantage. They end up with debt which they cannot pay back (Gibbons, 2009) Unequal life chances is another cause, there is an enormous difference in standards of living between people in rich and poor countries. 40 percent of the world’s poor live in poor countries, they live in absolute poverty. Almost a third of them are undernourished and almost all are illiterate, lacking access to basic education. Many are from tribes or ethnic groups that differ from the dominant group in the society in which they live as a result they are discriminated against. The high income countries accounts for 15 percent of the world’s population they are responsible for 79 percent of the world’s annual output of wealth. They have decent housing, enough food, they have safe drinking water and so many life comforts that the poor countries could only dream off. There are also large numbers poor people in those rich countries but they live in relative as oppose to absolute poverty. (Giddens, 2006) Education would make such a difference to these children and their families lives; it would provide them with skills needed to do skilled work, which would result in economic growth. Also educated people are less likely to have large families thus reducing toe world population. Education is an investment for the future; it is the quickest way to getting poor people out of poverty as seen in Katine which is an area in north east Uganda, population 25,000. A project called Katine Project is run in partnership with Barclays, The Guardian Newspaper and African Medical Research. It is structured around five key components, health, education, water and sanitation, income generation and empowers communities. It is centered on the schools in the area; its aim is to empower its young students. 4000 text books has been supplied to the schools, there is a 21 percent rise in enrolment with more disabled students, orphans and girls joining. Access to comprehensive education is key to the program. As a result of programs like these children world over will gain the skills needed to be able to compete for jobs, make informed choices, and become productive citizens of  their countries. (Engage, Issue six) World organizations such as World Bank, World Health Organization and The United Nations development program have tirelessly supported the cause of international poverty in different countries across the world. They have put together Millennium goals aimed at helping to get rid of poverty, some of the goals are to reduce by half the proportion of people without access to safe drinking water set in 2000, and they have produced annual report on the different aspects of the international dimensions of poverty. (Alcock, 2006) With so many millions of rich people in our world there should not be poverty on the scale in which we have examined. What is poverty? It is a type of cancer that needs to be cured, malnutrition saps energy away from people and as a result they are too weak to provide for themselves and their families they are left weak and helpless, Lack of education keeps people lacking the skills needed to give them a fighting chance of getting out of the poverty trap. Government s of the world have created Goals in an effort to end this travesty, hopefully these goals will be fulfilled and in the next decade we would have done enough to eliminated poverty. 1,529 words References Books Poverty in the United Kingdom, Peter Townsend, (1979) Sociology, sixth edition, Anthony Giddens, (2009) Understanding Poverty, third edition, Pete Alcock, (2006) Journal Articles World Poverty: New policies to defeat old enemies, Bristol: The Policy Press, 2002, p, xi Engage, issue six (The Steve Sinnott Foundation) Newspaper Article Rupert Cornwell, the Independent on Sunday 21 October 2012.