Evaluate Unilevers financial strategy Essay Example | Topics and Well Written Essays - 2000 words

Evaluate Unilevers financial strategy - Essay Example A firm’s capital structure consist the mix of long term or permanent capital in the firm. This is the mix of various ordinary and preference shares, long term debt and retained earnings. All these sources are found in Unilevers capital structure. Capital structure theories are as discussed below. Dividends are part of the earnings which are distributed to the shareholders for their investment in the company. Dividends policies and decisions involve four critical issues: i.e. when the firm should pay dividends, how much dividend per share should the company pay, how should the company give out dividends and why should the firm pay dividends. Unilever pays dividend quarterly using residual dividend policy where the dividend is paid out of earnings after investment have been financed. The dividend is payable by cash. As to why In Aug, CEO John Polman mentioned, â€Å"While circumstances remain challenging in many marketplaces, I am motivated by the return to quantity development across all areas and the majority of nations and groups. More of our manufacturers are enhancing again behind strong enhancements, greater customer value improved marketing support, and better performance. We go on repairing quantity development while defending edges and income for the season. † Organizations go through different life-cycles just like individuals do. For example, individuals go through the beginnings, childhood and early-teenage stages that are recognized by plenty of fast development. People within these stages often do whatever it requires just to remain in existence, for example, eating, looking for protection and resting. Often, these individuals make energetic, extremely sensitive choices based on whatever is going on around them at this time. Start-up companies are like this, too. Often, creators of the company or system and its various associates have to do whatever is

Development from Birth - 19 Years Essay Example for Free

Development from Birth 19 Years Essay The aspects of development are defined as Physical, Social Emotional, Language and Intellectual. There are different stages of development for each category, 0-3 years, 3-7 years, 7-12 years and 12-19 years. All children will follow the same pattern of development but at different rates and will reach their milestones at different times. Physical During the 0-3 year period a child’s physical development will see them start to move and react to memorable sounds and voices. They recognise people, reach for brightly coloured or noisy items. Their ability to move begins with rolling over, moves to crawling, shuffling and finally the ability to walk. Fine motor skills will also increase, from being able to hold and shake interesting objects to using crayons to scribble and make marks. They will use body language to communicate, such as shaking the head to indicate ‘NO’. As they move into years 3-7 their skills become more refined, they will be able to walk up and down stairs, catch a ball, use paints. Then they will learn to pedal a bike start to draw basic pictures of people or houses. Movement continues to improve and they become confident at climbing and jumping and their fine motor skills allow them to write more clearly, sew and manage shoe laces. By ages 7-12 years children are generally able to hit a ball and participate in team sports although their ability may not meet their own expectations at first. During adolescence physical development becomes more about appearance and the process of puberty. Whilst girls begin this process earlier than boys all children will develop as individuals. This can be a very difficult time for teenagers, with insecurities about they way they look and how they compare to their peers. Some will suffer anxiety at some point and worry about being a late or early developer. Social and Emotional Social and emotional development begins by showing affection and becoming attached to parents or carers and becoming what we usually call ‘clingy’. Young children may become distressed when a parent leaves the room or is not in sight. Slightly older children may demand attention and use tantrums to get their own way. They will generally be easily distracted from unwanted behaviour. By age 2-3 years children enjoy playing with older people who provide them with attention and begin to enjoy time with children their own age. Over the next few years the child becomes more independent and coopertative and likes to help. They develop social skills and play with others is more comfortable as they begin to consider the feelings of others and make friends, although resolving disputes can still be an issue. Rules and routine are required to help the child feel secure and safe. In later years the child becomes less dependant on their parents and moves closer to their peers. They develop a sense of right and wrong by may still adult intervention to settle arguments. They become aware of their gender and normally prefer the company of their own sex. Their behaviour differs with their emotions depending upon circumstance. In the final stages of development puberty creates feelings of self-consciousness and insecurity about body image. Behaviour is very unsettled as they sway between the feelings of being a child and wanting to be an adult. Friendships become stronger and adolescents depend less on the parents. They are much more aware of the opposite sex and need to fit in social with their peer group. People of this age begin to think about their social environment and may start to form strong opinions about community, politics and religion. Language In the early stages of development language is more about making sounds to show feelings. Babies watch others to learn facial movements to help them to begin making their own sounds and will turn towards sound they hear. From making sounds, words develop and gradually increase in number. They begin to understand key words spoken to them and will repeat back what they hear building from single words, to phrases and then sentences. Children’s ability to understand develops faster than the ability to speak and this can cause frustration with not being able to express themselves. During the 3-7 year period children begin to question things more intently, use more accurate grammar and their vocabulary increases dramatically. Reading skills start to develop, first recognising a few frequently seen words and understanding stories and books. During the Key Stage 1 years learning and recognising letters and the sounds they make develops into reading and later into writing. The next stages of language development involves the vocabulary increasing further and learning to spell more difficult words. Adult interaction is important to help children learn fluency and progress towards telling more complicated stories and the correct use of grammar and tenses. During adolescence language becomes more mature and logical thinking begins to develop. They can be sarcastic and begin to experiment with humour or may wish to publicly demonstrate their new found skills. Intellectual Early intellectual development involves copying others through play and testing different styles of behaviour. Young children also begin to recognise that all people are separate from themselves. Next comes the ability to understand instructions and recognise things that are similar, for example, shapes and colours. Between 5-7 years children start to become aware of their environment and understand what is means when things are different or the same. Next a child will develop their own interests and reading becomes a skill used for entertainment. Finally the mind matures and young people learn responsibility for their own thoughts and actions. They begin to think about their future lives and things they might like to do like, jobs, marriage and children. The ability to make connections between pieces of information and the world around them also matures. The speed of development at this stage very much depends upon the amount of guidance received. The more guidance a person gets the quicker they are able to reflect upon how things relate to in practice to their lives. An individuals personal identity is formed from the things they learn at this stage which should be more moral and cultural. Adolescents begin to take more responsibility away from their parents with regard to managing their finances, employment and their personal relationships and becomes complete during adulthood.

Value of Knowledge Produced with Difficulty

Value of Knowledge Produced with Difficulty It is only knowledge produced with difficulty that we truly value. To what extent do you agree with this statement? Introduction Across different knowledge areas, from the natural sciences to the arts, defining knowledge produced with difficulty is difficult.   Truly, interpretations are subject specific. In the sciences, rigorously following the scientific method and developing a sophisticated, valid theory or model requires a high level of reasoning and experimentation, which is arguably always a difficult process. In the arts, it is far more challenging to define knowledge as being produced easily or with difficulty. In this essay, knowledge in the arts is specified to its production. Determining the degree of difficulty involved is subjective, and largely depends on which aspects of knowledge are involved in the production of the visual arts: does the production of the work involve technical skill, procedural, and conceptual knowledge? To what extent are reason, emotion, and sense perception involved? In this essay, I aim to show that knowledge produced with difficulty is valued to a lesser extent in the natural sciences. In the arts, it is both knowledge produced with ease and difficulty which is accepted by consensus and valued. Hence, one cannot state that only knowledge produced with difficulty is valued. To what extent is knowledge produced with difficulty valued in the natural sciences? Knowledge produced with a lack of difficulty is valued in the scientific community. There is no greater supporter of this claim than physicist Richard Feynman, a keen populariser of a simple approach to physics. Feynmans widely used pictorial representation, known as Feynman diagrams, visualise the abstract formula of quantum electrodynamics in a simple, mathematical manner. Feynman first introduced the diagrams as a bookkeeping device for simplifying lengthy calculations (Kaiser 4). Using stick-figure lines, Feynman brought back Newtons fundamental approach to the problem, without the complicated knowledge based on new technological advances. The mathematical nature of Feynmans diagrams approaches the complexity of quantum physics with simple logic. An axiomatic system can be expressed in the simplest of terms, yet remains valid, sophisticated, and with a high level of reasoning. The success of Feynman diagrams lie in their simplicity: they are fundamental to our understanding of th e complexity of the natural world, whilst not being produced with great difficulty. However, is it possible that Feynmans rare genius renders him an exception? Arguably, intuition and a natural ability to see simple patterns in complex problems led him to produce this model. Regardless, the natural sciences are based on mathematics. Successful mathematical knowledge represents a pattern in its simplest form. Scientific models aim to accurately represent the natural world in an understandable manner. Therefore, Feynman diagrams, which are based on mathematical, simplistic knowledge are a valued model. Hence, knowledge produced with simplicity is valued in the sciences as well. Yet, simplicity in the natural sciences may also lead to knowledge which is discarded. An example of this are superseded, simple scientific theories, such as the Fleischmann-Pons experiment in the 1980s, which lead to the apparent discovery of cold fusion. Involving electrolysis, it was a dream discovery: a simple experiment with results that reshape our understanding (Cold Fusion: A Case Study for Scientific Behavior 1). Unlike Feynmans diagrams, the experiment was heavily faulted in almost all stages of the scientific method. Fleischmann-Pons results were unable to be replicated and hence not verified. The scientists were criticised to have a lack of knowledge of physics and refused to collaborate with experts, limiting their access to shared and past knowledge on fusion (Cold Fusion: A Case Study for Scientific Behavior 5). Furthermore, in a rush to publish, they did not conduct simple and obvious experiments which would have provided key evidence to support or undermine their hyp othesis, and there was a lack of repeatability (Cold Fusion: A Case Study for Scientific Behavior 7). Hence, the Fleischmann-Pons experiment was simple, yet invalid, as in their simplicity, the scientists did not rigorously follow the scientific method. But, was the root of their problems solely the simplicity of their experiment? The experiment was influenced by extraneous variables such as flaws in reasoning, peer review, and observation. Faults in the scientific method effect both simple and difficult experiments. Therefore, my claim remains valid: predominantly, knowledge in the natural sciences is valued due to its logical simplicity, leading to applicability, but is usually the result of a detailed, systematic effort that could be seen as difficult. To what extent is knowledge produced with difficulty valued in the arts? Knowledge in the arts is valued regardless and perhaps because of, its lack of difficulty. As Degas said, painting is easy when you dont know how, and arguably, Jackson Pollocks action paintings have a lack of naturalistic, formal qualities, and composition which previously defined painting (Edgar Degas. 1). Pollock defied consensus through his cathartic process in which he lay a canvas on the floor and splattered paint with hardened brushes. Pollock relied on emotion, intuition, and a lack of reason, as he states, when Im painting, Im not aware of what Im doing (Jackson Pollock Biography, Art, and Analysis of Works. 1). Furthermore, Pollock produced procedural, conceptual, theoretical, and cultural knowledge, as he is seen as a key figure of abstract expressionism. However, is this solely due to his artistic skill and knowledge thereof? In the case of Pollock, the role of circumstance could be considered. Peggy Guggenheim, who acted as his patron, contributed heavily to his success (How Peggy Guggenheim Made Jackson Pollock. 1). Furthermore, Pollock successfully read the art scene at that specific time. His understanding of the need to break consensus in the arts post-war demonstrates strong cultural knowledge. Hence, Pollock should not be treated as an exception. Defying consensus by implementing a lack of difficulty praised by old-masters in terms of reason, technical and procedural knowledge, has often characterised greatness in the arts. It is the nature of art to redefine itself. As the viewer, we ache for the new and exciting, whereas the artist yearns to stand out from others. Therefore, this claims supports my thesis. However, a counterclaim to this idea is that there are certain, rigid qualities that define a truly great artwork, being that it is only knowledge produced with great difficulty in the arts that we value. An example of this Thà ©odore Gà ©ricaults 1819 Raft of the Medusa, an impressive oil painting depicting the aftermath of a shipwreck. Gà ©ricaults interviewed survivors, visited morgues [à ¢Ã¢â€š ¬Ã‚ ¦] and filled his flat with body parts, including a severed head (Peregrine 1), and reconstructed the original raft itself (Puchko 1). The project took a total of eighteen months. Arguably, the famous status of the work is reliant on Gà ©ricaults research, being a combination of sense perception and emotion, as he yearned to paint the dramatic, intense event as the Old Masters might have done, leaving nothing to chance or fantasy (Christiansen 1), indicating the involvement of reason, too. The accuracy of the work required great technical skill and procedural knowledge, as well as a stroke of rare genius. Today, the work is regarded as an icon of Romanticism (Laborie 1) due to Gà ©ricaults undoubtedly difficult process of knowledge production. However, initially, the painting failed to bring him the [à ¢Ã¢â€š ¬Ã‚ ¦] public success he craved (Christiansen 1). Therefore, can one truly say the work was always valued by consensus? The original Medusa remained a politically sensitive matter, and its image was far too disconcerting and repulsive to popularise Gà ©ricault (Christiansen 1). Therefore, in Gà ©ricaults and the communitys eyes, the work originally failed and was not always valued, despite the difficulty of producing the work. It is reductionist to state that it is only knowledge produced with difficulty that is valued. Hence, this counterclaim does not undermine my thesis. Conclusion Overall, it is not only knowledge produced with difficulty that is valued. In the arts, both works produced with ease and difficulty are valid, whereas in the sciences, it is often the simplest theories are often valued the most. Logical induction and valid reasoning is central to knowledge in the natural sciences. Commonly, the simplest theories and experiments can provide this, as they stress fundamental, valid principles and facts which cannot be disproven, such as mathematical knowledge. Even experiments undermining my thesis, such as Fleischmann-Pons, contribute to science through their simplicity. According to Karl Poppers theorem of falsifiability, disproving a hypothesis is central to the natural sciences. Valuable lessons can be learnt from Fleischmann-Pons, such as the importance of the scientific method. Hence, regardless of its validity, knowledge produced with simplicity is valued in the sciences. Contrarily, in the arts, the production of knowledge is difficult to pinpo int as difficult or simple. Arguably, one could state than any creation of an artwork involves a difficult technique, high reasoning, or specialist sense perception in their eyes. Subsequently, it is both knowledge produced with ease and difficulty that is valued in the arts. However, does this make all art a masterpiece? If I say the creation of an artwork was difficult for me, does this make me an old-master, and put me on the same level as Gà ©ricault? The implications of my thesis in terms of the natural sciences is that if knowledge produced with difficulty is valued to a lesser extent, does this diminish knowledge produced with difficulty? Arguably, invalid knowledge produced with difficulty is valued: we learn from mistakes in their extensive, rigorous reasoning or methodology and produce valid knowledge from these improvements. Therefore, even invalid knowledge produced with difficulty should not be entirely discarded. In the arts, stating that both knowledge produced with or without difficulty is valued leaves us with a very broad and inclusive definition of what makes art great. This minimises the role of gatekeepers of knowledge, and leads us to question consensus in the arts. Yet, if ways of knowing- in Pollocks case intuition, in Gà ©ricaults sense perception- determine the value of art, this implies that art is a way of thinking rather than a form of expression. Furthermore, if, as in Pollocks case, art is valued due to it breaking previous consensus, this severely undermines the role of consensus. This leads me to wonder if we should question the value of art at all, and if we should instead simply create art for arts sake. Word Count: 1599 Works Cited Edgar Degas. BrainyQuote.com. Xplore Inc, 2016. 17 December 2016. How Peggy Guggenheim Made Jackson Pollock. Phaidon. N.p., n.d. Web. 17 Dec. 2016. Jackson Pollock Biography, Art, and Analysis of Works. The Art Story. N.p., n.d. Web. 17 Dec. 2016. Christiansen, Rupert. The Victorian Visitors: Culture Shock in Nineteenth-Century Britain. New York Times Books, 2000. Web. 17 Dec. 2016. Cold Fusion: A Case Study for Scientific Behavior. N.p.: The University of California Museum of Paleontology, Berkeley, and the Regents of the University of California, 2012. PDF. Kaiser, David. Drawing Theories Apart: The Dispersion of Feynman Diagrams in Postwar Physics. N.p.: U of Chicago, 2005. Google Books. Web. 16 Dec. 2016. Laborie, Sà ©verine. The Raft of the Medusa. The Raft of the Medusa | Louvre Museum | Paris. N.p., n.d. Web. 17 Dec. 2016. Peregrine, Anthony. Raft of the Medusa: A Grisly Tale of Incompetence and Cannibalism. The Telegraph. Telegraph Media Group, 12 July 2016. Web. 17 Dec. 2016.

The Threat of Global Warming Essay -- Greenhouse Gases Climate Change

The Threat of Global Warming Through the eyes of most scientists, global warming is seen as a very serious and severe threat. The actions taken by humans, such as industry and consumption of fossil fuels plus the increase in population and agriculture have played a big part in global warming. If something is not done soon the results could be very bad.   Ã‚  Ã‚  Ã‚  Ã‚  By the middle of the twenty first century, there is evidence that the Earth will be warmer than it has been at any time in human history, and quite possibly since the end of the dinosaurs, some 65 billion years ago. If we stay at the rate we are now (fossil fuel consumption / growth in population) then within the next two century the Earth's air might not be fit to breath. Many people in the world do not think that this is a major concern and that it is normal for the Earth's temperature to increase. However, if this temperature increase is put into perspective of several hundred years, there will be many devastating effects. This is why most scientists view global warming as a very serious and severe threat. Global warming does not require a reduction of the standard of living of people. However it does demand a rapid shift in the patterns of consumption of fuels such as oil, coal, and natural gas, to an economy more reliant on solar energy, hydrogen gas, wind bi omass, and other renewable energy sources.   Ã‚  Ã‚  Ã‚  Ã‚  The term greenhouse effect is used to describe the increased warming of the Earth's surface and lower atmosphere due to increased levels of carbon dioxide and other atmospheric gases that absorb radiated energy in the atmosphere and then reradiate it back to the surface. But if it were not for the greenhouse effect, temperatures at the Earth's surface today would be much colder then they are now, and life as we know it could not exist. Scientists are now concerned that the greenhouse gases are being increased by human actions to levels that could be very harmful to life on Earth. Almost all specialists agree that without drastic steps to curb greenhouse gas emissions, the average global temperature will increase 1 to 3.5 degrees Celsius during the next century because effective levels of carbon dioxide are expected to double sometime between 2050 and 2100. Many of the greenhouse gases remain in the atmosphere for a long time, and because this happens their tendenc y to warm the Earth persi... ...eforestation of previously forested land that has become agriculturally useless has to be promoted. That will require conservation incentive schemes and improvement of farm yields to reduce the pressure to clear new land. This will not be nearly as expensive as coping with the costs of global warming. Controlling populations is also a necessity in order to control the consumption of energy and fossil fuels, but you could write a whole other paper on if they could implement those laws and what human rights that interferes with.   Ã‚  Ã‚  Ã‚  Ã‚  Through the eyes of most scientists, global warming is seen as a very serious and severe threat. Global warming is caused by five naturally occurring atmospheric gases, carbon dioxide, methane, nitrous oxide, ozone and water vapor, which are responsible for the greenhouse effect. The consumption of fossil fuels such as oil, coal, and natural gas are the main way these gases are emitted to the atmosphere. The effects of global warming could be very severe if steps are not taken to control the omittance of greenhouse gases, and that is why humans should be more reliant on solar energy, hydrogen gas, wind, biomass, and other renewable energy sources. The Threat of Global Warming Essay -- Greenhouse Gases Climate Change The Threat of Global Warming Through the eyes of most scientists, global warming is seen as a very serious and severe threat. The actions taken by humans, such as industry and consumption of fossil fuels plus the increase in population and agriculture have played a big part in global warming. If something is not done soon the results could be very bad.   Ã‚  Ã‚  Ã‚  Ã‚  By the middle of the twenty first century, there is evidence that the Earth will be warmer than it has been at any time in human history, and quite possibly since the end of the dinosaurs, some 65 billion years ago. If we stay at the rate we are now (fossil fuel consumption / growth in population) then within the next two century the Earth's air might not be fit to breath. Many people in the world do not think that this is a major concern and that it is normal for the Earth's temperature to increase. However, if this temperature increase is put into perspective of several hundred years, there will be many devastating effects. This is why most scientists view global warming as a very serious and severe threat. Global warming does not require a reduction of the standard of living of people. However it does demand a rapid shift in the patterns of consumption of fuels such as oil, coal, and natural gas, to an economy more reliant on solar energy, hydrogen gas, wind bi omass, and other renewable energy sources.   Ã‚  Ã‚  Ã‚  Ã‚  The term greenhouse effect is used to describe the increased warming of the Earth's surface and lower atmosphere due to increased levels of carbon dioxide and other atmospheric gases that absorb radiated energy in the atmosphere and then reradiate it back to the surface. But if it were not for the greenhouse effect, temperatures at the Earth's surface today would be much colder then they are now, and life as we know it could not exist. Scientists are now concerned that the greenhouse gases are being increased by human actions to levels that could be very harmful to life on Earth. Almost all specialists agree that without drastic steps to curb greenhouse gas emissions, the average global temperature will increase 1 to 3.5 degrees Celsius during the next century because effective levels of carbon dioxide are expected to double sometime between 2050 and 2100. Many of the greenhouse gases remain in the atmosphere for a long time, and because this happens their tendenc y to warm the Earth persi... ...eforestation of previously forested land that has become agriculturally useless has to be promoted. That will require conservation incentive schemes and improvement of farm yields to reduce the pressure to clear new land. This will not be nearly as expensive as coping with the costs of global warming. Controlling populations is also a necessity in order to control the consumption of energy and fossil fuels, but you could write a whole other paper on if they could implement those laws and what human rights that interferes with.   Ã‚  Ã‚  Ã‚  Ã‚  Through the eyes of most scientists, global warming is seen as a very serious and severe threat. Global warming is caused by five naturally occurring atmospheric gases, carbon dioxide, methane, nitrous oxide, ozone and water vapor, which are responsible for the greenhouse effect. The consumption of fossil fuels such as oil, coal, and natural gas are the main way these gases are emitted to the atmosphere. The effects of global warming could be very severe if steps are not taken to control the omittance of greenhouse gases, and that is why humans should be more reliant on solar energy, hydrogen gas, wind, biomass, and other renewable energy sources.

Troilus and Criseyde

Tiana Connell #8659 Mr. Powers AP Lang &Comp, Period 1 21 October 2011 Love’s Spell In the novel Troilus and Criseyde, by Geoffrey Chaucer, we witness the comparison of two human beings falling in love with each other. Troilus and Criseyde experience love in different ways; either by Cupid’s arrow or through the manipulations of relatives they are forced to pursue each other under love’s spell. Through their story, the readers learn the valuable lesson of love’s wrath. In the beginning stanzas, we learned that Troilus was a strong and admirable knight of Troy. Troilus, who once joked about those who fell in love, became a victim to love himself. Cupid shot Troilus causing him to fall in love with Criseyde, the first girl he saw. â€Å"So was it with this proud and fiery knight, son of a famous king though he might be; he had supposed that nothing had the might to steer his heart against a will as free as his; yet, at a look, immediately, he was on fire, and he, in pride above all others, suddenly was slave to love†(Book I, 33). Through Cupid’s spell on Troilus, he experienced the feeling of having loved and the pain and sorrow it brought. He became sickened by love and his entire persona suffered in devastation. Chaucer says, â€Å"And from then on love robbed him of his deep and made an enemy of his food; his sorrow increased and multiplied, he could not keep his countenance and colour, eve or morrow, had anyone noticed it; he sought to borrow the names of other illnesses, to cover his hot fire, lest it showed him as a lover† (Book I, 70). Pandarus, Troilus’s fellow friend and uncle of his lover Criseyde, noticed Troilus’s alters in mood and discovered his love for Criseyde. Pandarus, overjoyed by the news, decided to take action by introducing them to one another and to the beginning of a sorrowful adventure. Instead of being hit by Cupid’s arrow, Criseyde was encouraged by her uncle, Pandarus, to give Troilus’s love a chance. He confronted Criseyde and questioned her opinion of Troilus, in hopes to persuade her into a relationship with him. However, when Pandarus informed Criseyde of Troilus’s love for her, she became upset with the inappropriateness of the subject. â€Å"With that he ceased to speak, and hung his head, and she burst out in tears as she replied ‘Alas, for grief! O why am I not dead, since all good faith on earth has surely died? What would a stranger do to me; she cried, ‘When one I thought my friend, the best of them, bids me to seek a love he should condemn? †(Book II, 59). Although she was honored by Troilus’s flattering notes, Criseyde in return did not show any mutual emotions in her responding letters. She gave him thanks for every good intention towards her, but declined to give him ground for greater hope; she never would be bound in love, save as a sister; this, to please him, she gladly would allow, if that could ease him†(Book II, 175). However, through the pressures of Pandarus, Troilus and Criseyde became lovers, until the war began, which inevitably s eparated them. Criseyde promised to come back to Troilus when time permitted. However, the untruthful Criseyde gave her heart and broach, given to her from Troilus, to Diomede in the midst of war. Chaucer’s objective in the writing of Troilus and Criseyde was to portray the confusing and mixed messages of love. In the beginning of the novel we are taught that love is the most fulfilling emotion one can experience. He explains the happiness and joy that love brings through Troilus and Criseyde’s romantic relationship. However, in the ending of the story Chaucer shares the pain and sorrow of love. He warns readers to stay away and focus all love on God. â€Å"Oh all you fresh young people, he or she, in whom love grows ripens year by year, come home, come home from worldly vanity! Cast the heart’s countenance in love and fear upwards to God, who in His image here has mad you; think this world is but a fair passing as soon as flower-scent in air† (Book V, 263). Therefore, Chaucer leaves the audience with confusion of love. Through Cupid’s arrow and Pandarus’s manipulation, the reader develops the story of Troilus and Criseyde’s roller coaster relationship of love. Though it began in beauty and happiness, and ended in grief and sorrow, the audience is taught a valuable lesson about love from Geoffrey Chaucer. Sometimes love brings happiness, while other times it brings misery.

American Revolution G. essays

American Revolution G. essays "The Boycotts Made the Revolution Radical" written by T.H. Breen stressed the American's indulgence of themselves and luxurious British imports. Americans had a tendency to buy imported goods that gave off the impression of wealth that they did not have. It was said that the misuse of the purchasing of goods harmed the Americans. The British were not prepared for America to protest and boycott the taxed goods. The economy was shifting in America, and this was a cause of the Revolution. Civil control was pressed upon the Americans in the seventeen hundreds by the leaders of The United States. The significance of this was that the Revolution to some was a rite of passage. "American leaders felt that they could not gain respect from their own citizens or from other foreign countries with out a central government and political/ military power" (Higginbotham). With out the support from a countrys own citizens the government is powerless. Military powers were used to show the citizens of the United States and other countries that the United States were powerful and held control. Americans were uneasy because there was a British army in America. In Document #4, "Reverend Thomas Barnard Looks to Future Glories, 1763," Barnard speaks about the desperate troubled times that had passed. Then, later in the document, Barnard begins to praise the hopeful, fulfilled present and future. +2 Rev. Thomas Barnard recognizes how hard it was for the founding fathers to overcome all opposition, to escape from oppression, and then to flourish and extend its wealth and strength of the Mother Country, which was eventually weakened. Barnard realizes that America has a right to rejoice, and be glad, after reflecting on past events, and looking forward to the prospect of a great future that was purchased by our fathers. In pages 103-105> Document #4 "'William Pym' Asserts Parliamentary Supremacy, ...