Macbeth : The Tragedy :: essays research papers

Many people believe that Shakespeare's plays all have a tragedy to them. There are very good arguments that support this theory. Macbeth is one of the many tragic plays that Shakespeare has written. There are many incidents that take place in the play of Macbeth, which prove that this is a tragic play. There are the murders of many innocent people. There is the murder of King Duncan, who is killed by Macbeth. There is the murder of Banquo, which is set up by Macbeth. There is the murder of Macduff's wife and son, which is also set up by Macbeth. These meaningless killings are what make Macbeth a tragic story. The first tragic murder in the play was that of King Duncan. Duncan was a respected man by all in Scotland. Duncan had no enemies within his kingdom. He was a good leader and good father to his sons and to Macbeth as well. People were shocked to discover the murder of Duncan had taken place. Duncan was liked by everyone in Scotland, which made it hard for the people of Scotland to come up with a conclusion as to why Duncan was murdered. This is best summarized by Banquo's reaction towards Duncan's death,"†¦ Fears and scruples shake us. In the great hand of God I stand, and thence against the undivulged pretense I fight†¦" here Banquo is saying that no one person can be suspected for committing this crime and that this murder has a hidden purpose (II, iii, l. 131-133). Duncan was killed for a very terrible reason. Macbeth killed Duncan because Macbeth was greedy and was desperate to be become king. Macbeth wanted to be in control and knew that if he killed Duncan h e would be able to receive it. An innocent man is killed because of the greed of another man. Such a tragedy is inhuman. Others have also been killed because of Macbeth. The second tragic murder in the play was the brutal killing of Banquo. Banquo was an innocent man that had no flaws whatsoever. Banquo was always kind to everyone and respectful to Macbeth, even though he knew Macbeth killed Duncan. Banquo was also a loving father. Banquo had a son named Fleance whom he loved very much. When Macbeth sent the murderers out to kill Banquo and Fleance, Banquo sacrificed his own life so that Fleance could get away.

Annotated Bibliography Example

Annotated Bibliography Reina Garza Diana Hollinger, Russ Sperling, JoAnn Ford (2009, november 5). the state of music education in schools. (M. Cavanaugh, Interviewer) * When test scores go down in math and reading, the emphasis is put on those basic subjects to the detriment of other so-called elective courses.And now the combination of standardized testing and budget cuts have put art and music classes in the highest of high-risk categories,† (par 1) * â€Å"when you speak with great educators, and look behind the test scores, the lessons learned in studying music, learning to play an instrument, playing in a band, learning to read music, all provide a richness to a child's education that will last a lifetime,† (par 1). * Because of the declining math and reading scores, it is causing the students to double up on classes. This then does not give them time to take any form of music education. par 12). * â€Å"You cannot cut something for one or two years and say, oh, we ’ll bring it back next year because the cuts are long term,† (par 16). * We still have about half the number of music students in music education in K-through-12. And we’ve never fully recovered and partly that’s because we start cutting the things that are the least visible first, which would be elementary music and then junior high music because the things that are most visible are the marching band at the football game†¦and the choir at, you know, at graduation and those sorts of things in high school.But it’s like cutting off the roots; the flower only lasts just so long,† (par 16 ;amp; 18). * Some schools outsource their music programs. This then makes the teacher work with the students after school. Diana says, â€Å"we can’t just do a little music. Let’s outsource this and sing some songs after school. That’s not how you teach. You don’t teach algebra that way, you don’t teach somebody to read th at way, you don’t teach science that way. You cannot teach anything that way.So it’s very important that you have a structured, you know, step-by-step education so that students have access. Understanding how to read music and to sing music and to play music is access. It’s social justice,† (par 30). Harken, J. V. (2003, august 20). budgets cut student expeirence . Retrieved may 24, 2012, from CNN: http://articles. cnn. com/2003-08-13/politics/sprj. sch. cuts_1_budget-cuts-music-or-science-math? _s=PM:EDUCATION * â€Å"If a student's talents lie in art, or music or science, they lose out,† (par 8). Schools believe that math and reading are the most important subjects, so if the students have declining test scores, then all the other programs are cut while math and reading/English are funded even more. (par 7 & 8) *â€Å"For many kids, that's why they come to school, for the band or chorus or sports. † (par 18). * Students interested in de veloping business or music skills would have to look outside the school for programs or private tutors they go to on their own time, Johnson said. People have to compensate. If the student can't afford it, well, that's the downside to this situation. â€Å"† (par 25). Houck, Olivia. (2009). 2009-10: Against Cutting Art and Music Programs in Schools. Retrieved may 24, 2012, from morrison institute: http://morrisoninstitute. asu. edu/young-stewards-of-public-policy/essays/2009-10-the-voting-problem * â€Å"Overall, reports have shown that the percentage of kids with access to music has declined 50% in the past five years,† (par 1). â€Å"The study of music, theatre, and other forms of art have been shown to stimulate other parts of student’s minds and even keep them out of gangs and other harmful situations,† (par 1). *â€Å"â€Å"95% percent of Americans believe that music is a key-component in a child’s well-rounded education, 80% percent of resp ondents agreed that music makes the participants smarter; 78% believe that learning a musical instrument helps students perform better in other subject areas; and 88% believe participation in music helps teach children discipline† (Hurley 3),† (par 1). â€Å"â€Å"Within two to three years, every school that cuts arts showed a decrease in morale and attendance and an increase in vandalism and disruptions, and within three years most of them had to add extensive disciplinary staff to account for the problems that were created by not providing the full range of experiences that human beings need† (Hurley 2).† (par 3). Nelson, TJ. (2005, march 5). dumbing down, the dwindling funding of the arts. Retrieved may 24, 2012, from worldmusiccentral. org: http://worldmusiccentral. org/article. php/2005030922083613 â€Å"One Ipswich high school senior, Reeve Pierson, calculated the participation in his school and found that out of 629 students 445 participated in the music and art programs,† (par 6). * â€Å"†Students with coursework/experience in music performance and music appreciation scored higher on the SAT: students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts participation†. — College-Bound Seniors National Report: Profile of SAT Program Test Takers.Princeton, NJ: The College Entrance Examination Board, 2001† (par 8). * â€Å"â€Å"Secondary students who participated in band or orchestra reported the lowest lifetime and current use of all substances (alcohol, tobacco, illicit drugs). † — Texas Commission on Drug and Alcohol Abuse Report. Reported in Houston Chronicle, January 1998† (par 9) * â€Å"*Thirty-six out of 57 states and territories in the US plan to slash funding for culture. Estimates suggest tha t funds will be reduced from $355 million to $274 million in the 2004 fiscal year according to Americans for the Arts. Florida governor, Jeb Bush, reduced his state’s arts funding from $28 million to $5. 9 million. Colorado’s arts budget shriveled to a mere $200,000. † (par 13). * â€Å"There’s something utterly captivating in listening to the musical rendition of â€Å"She’ll Be Coming Round the Mountain† by a bunch of first-graders on kazoos and percussion instruments. What kind of society will we be without the squawky notes of â€Å"Greensleeves† emanating from an open window as a fourth-grader practices on a black, plastic recorder?What kind of cultural identity do we preserve and pass on without a music education? What happens to us if we become a country without a culture, without a voice, without a song? † (par 16). * â€Å"I guess Air Force One should invest in a good sound system and a CD of Sousa marches, because a f uture president might be stepping of the plane into the adulation of crowds, not to the strains of â€Å"Hail to the Chief† played by a school orchestra but to a bunch of kids holding up multiplication table flashcards,† (par 17). music Statistics/music advocacy quotations. n. d. ). Retrieved may 24, 2012, from heritageweb. org: http://www. heritageweb. org/~sanderson/MusicAdvocacyStatsandQuotes. pdf | | * Students with good rhythmic ability can more easily detect and differentiate between patterns in math, music, science, and the visual arts.-â€Å"Rhythm seen as key to man's evolutionary development,† TCAMS Professional resource Center, 2000. * A 1997 study of elementary students in arts-based programs concluded that students' math test scores rose as their time in arts education classes increased. â€Å"Arts Exposure and Class Performance,† Phi Delta Kappan, October, 1998. * The arts are recognized as a core subject in the Goals 2000: Educate America Ac t approved by both houses of Congress in 1994. -National Education Goals Panel * â€Å"In every successful business. there is one budget line that never gets cut. It's called â€Å"Product Development† – and it's the key to any company's future growth. Music education is critical to the product development of this nation's most important resource – our children. -John Sykes – President, VH1 * â€Å"Music is about communication, creativity, and cooperation, and by studying music in school, students have the opportunity to build on these skills, enrich their lives, and experience the world from a new perspective. † -Bill Clinton, Former President of the United States of America * â€Å"The arts are an essential element of education, just like reading, writing, and arithmetic. music, dance, painting, and theater are all keys that unlock profound human understanding and accomplishment. † -William Bennett, Former US Secretary of Education |

Poverty in Canada Essay

Despite having one of the highest  standards of living among all the developed nations, and despite being voted numerous times in recent years by the United Nations as the best country in the world in which to live, experts agree that poverty is prevalent in Canada today. Unfortunately, that is more or less where the agreement ends. Exactly how prevalent and how serious a problem poverty is in Canada is an open question that has been hotly debated for the last 10 years. There have been two times in the past 300 years when economic structural changes have occurred in the world that have been so massive and so far-reaching, that the impact on societies has been nothing short of monumental. The first time was in the Industrial Revolution which began in the early 1700s and caused massive societal transformations, especially in the western world, changing life from agrarian-based societies to industrial-based societies. The second time was in the early 1980s with the beginning of the â€Å"Information Revolution.† Today, a rapid, world-wide, economic transformation is taking place that is changing our societies from industrial-based societies to information-based societies, the 3rd wave. These changes are part of a greater phenomenon called â€Å"globalization† . The improvement in technology lead to a desire to make trades with other countries, and therefore allowing foreign companies to sell in Canada and thereby compete with Canadian companies, and vice versa (â€Å"Laisser faire, laisser passer† – Adam Smith).This increased competition lead to ever greater pressures on Canadian companies to reduce their costs of producing goods. Companies closed down and went looking in third world countries because labour is cheaper. At the same time, technology was replacing human labour; employees lost their jobs, being replaced by machines that could do the job faster and more efficiently. This eliminated the manufacturing, low-to-medium skills, well-paying jobs, which didn’t require a very high level of education. While now, our labour markets into high-skills, high-paying jobs on one end of the spectrum, and low-skills, low-paying jobs  on the other end. Therefore, one way would be for people have to get a better education to get a better job, get better money, and get themselves out of poverty, which runs along the views of Plato. But who are the poor in Canada? Are there any identifiable persons or groups who are more likely to be poor than others? Is age a factor? What about gender, race? What about geographical factors? Does living in certain parts of the country make you more likely to be poor than living in other parts? According to Smith, there is in every society an absolute minimum standard of living which consists of survival necessities (shelter, food and clothes), plus additional non-survival necessities as determined by each society’s customs (such as owning a linen shirt and a pair leather shoes in his day). Together these necessities meet not only a person’s basic survival needs, but also allow that person to participate in society with dignity and without the shame and stigma often attached to being poor. To allow any person to live below this minimum standard would, to use Smith’s term, render that society â€Å"indecent.† The following studies have been made by Kevin Lee from the Canadian Council on Social Development: â€Å"1. From 1990 to 1995 the total number of poor people in Canada increased dramatically. During this period, Canada’s total population increased by 6.1 percent, whereas the population of those considered poor increased by 28.6 percent, far outstripping the overall growth. 2. Poverty is largely an urban phenomenon. In 1990, 66.6 percent of the poor population in Canada lived in metropolitan centers. 70 percent of all poor people live in Montreal, Vancouver or Toronto. Between 1990 and 1995, poverty rates rose in every city examined. 3. Poverty rates varied substantial between cities. Cities in Quebec had the highest poverty rates while cities in southern Ontario had the lowest. For example, Montreal had the highest rate in Canada, 2.5 times higher than Oakville, which had the lowest rate. 4. Certain population groups were more likely to be poor than others. These included: * Single-parent families, whose poverty rate was 2.45 times higher than the average. * Aboriginal persons, whose poverty rate was 2.26 times higher than the average. * Recent immigrants, whose poverty rate was 2.17 times higher than the average. * Visible minorities, whose poverty rate was 1.53 times higher than the average. * Persons with disabilities, whose poverty rate was 1.47 times higher than the average. 5. Poverty rates varied considerably according to age and gender. The young and the elderly are more likely to experience poverty. The incidence of poverty declines with age until age 45 to 54, after which it rises again. Women in every age groups are more likely to live in poverty, and women seniors above age 75 are the most like of any group. Among males, boys up to age 14 had the highest poverty rate. Children and youth made up one third of the total poor population. 6. Poverty rates varied based on education levels. As expected, in every city examined persons with less than high school education were more likely to be poor than those with a post-secondary level education. However, at least 6 percent of post-secondary graduates in every city lived in poverty, and in six cities that rate was over 20 percent. 7. Poverty rates varied based on occupational skills levels. As expected, persons with lower skills levels had a higher incidence of poverty, however  high-skills workers still had high poverty rates in some cities. For example, in Montreal almost 20 percent of high-skills workers were living in poverty as compared to 4.5 percent in Gloucester or Burlington. 8. The average income for working-age families in Canada was $60,400. 9. The average income for working-age â€Å"poor† families in Canada was $14,500.† Taken from http://www.ccsd.ca/pubs/2000/up/ But another question prevails here: How should we help them? Canada has been using a lot of different methods to try and help them. We can find numerous shelters for the homeless, which also provides them with food and water. All this is free for them, but it’s not helping them get out of poverty, it is like a breathing device for them. Without it, they would die. There are other people who do have a home, as humble as it might be, but they are having troubles paying for it, since they cannot find a job. The government supplies those people with an amount of money weekly. This is called the Welfare system, but it is not working as well as in Sweden. This may be because the people are taking this money, and instead of spending it on food and vital needs, some of them go and buy cigarettes, alcohol, and drugs. On the other hand, some people are wisely investing it in education, and vital needs. This makes us wonder if our tax money is being spent wisely. Should the government tax the working people to give and income to the non-working people? There are many points of view about this subject. We may think that it is unfair that you are working to help them, without getting anything in return. We may feel like we are being obliged to care for the less well off. But in fact, by giving them little boost, they are helping us back. If they get a chance at a better education, they could get a job, or even open their own company, which would create employment, and in its turn would increase consumption, and make the economy go round. We would all benefit from this. If this starts off, there would be enough jobs for everyone, thus getting the present poor people out of poverty and help the next generation be poverty free. Of course I am exaggerating, there would  never be 0% poverty, but there might be a possibility of a 100% educated population. Once this has been reached, more innovations will be accessible, and the updated Adam Smith wo uld come in play: â€Å"Laisser innover†, also known as R&D. This could help in many ways, a good example would be space technology. The exploration of space has, ever since it began in 1962 with the launch of Yuri Gagarin, been a controversial subject among the peoples of this planet. The controversy surrounds the spending of billions and billions of dollars on the pursuits of space exploration. The thread of the most common argument against space is that there are more pressing problems here on our planet such as pollution, overcrowding, disease, poverty etc. that this money could be spent on. Will taking moneys from space exploration and investing more money in these immediate problems help them? There is no doubt that by investing more in these problems that there will be measurable improvements in all problems. In fact given a conscious effort to spend wisely any problem could be helped. So the question becomes does space exploration help this planet? Can exploring space on its own justify the investment? The most obvious area where space exploration has benefited our immediate lives is right in every ones own living room. The television newscasts which you watch have been more than likely been transmitted via satellite. The satellite has also allowed trans-continental telephone calls, emergency tracking and a host of other uses. These are measurable benefits in the present, but the question begs as to why we spend money on theoretical research on quasars, missions to the moon, and experimental technologies which seem like science fiction to most people. The answer to this question lies in the benefit of space exploration that we see today, that is, in satellite communications. More than thirty years ago when Sputnik was first launched that was deemed a marvel of science and technology, almost science fiction. No one person could foresee the benefits that could be gleaned from the launch of this simple spherical metal ball which bounced radio signals back to earth. The point here is that the investment in this project paid off, in what we see today in the form of TV  news, phone calls and direct broadcasting television. It is important to point out that the Sputnik launch and all other attempts including the American Echo project were good investments but there are space projects which failed miserably such as the Russian attempt at building a Super Booster, now called Energia. Millions of dollars were wasted in this failed project. What I am trying to illustrate is that there are good and bad ideas, good and bad investments not only in space exploration but in any field of science. This is what drives the advancement of knowledge. Space exploration in the broadest sense gives us the future. It is an investment not for the short term but for the long term. It allows us to study different environments, allows technology to develop and allows ideas to be tested. No one can argue that Sputnik was not a wise investment so how can we possibly know that sending missions to the moon is not. The responsibility lies with us to determine what is important and worth pursuing.

Antigone Compare Contrast Essay

Antigone, a tragic heroine in the self titled Sophocles play, fights against male power demonstrating courage and determination. Although Jean Anouilh and Sophocles both create the character Antigone to be a spoiled, scrawny princess, they create different personas out of her. In Anouilh’s version of Antigone is honest, soft spoken and an unhappy person, in Sophocles version Antigone is a strong willed, brave and powerful individual who is not afraid to stand up for what she believes in. Both tragedies share various similarities and differences in the content, themes, and conflicts; specifically focusing on the comparisons between the themes of power, corruption and responsibility throughout. Ultimately the outcome of both tragedies is a result of Antigone’s selfless act and the effect it has on others. Creon is the most diverse character between the two versions. In Sophocles Antigone Creon states that once the news is released to the public that Antigone buries Polynices, he has no power over the decision any longer. In Anouilh’s Antigone Creon does not make an immediate decision to execute Antigone, he gives the decision thought. This is proven when Creon states â€Å"Very well. Now Listen to me. You will go straight to your room. When you get there, you will go to bed. You will say that you are not well and that you have not been out since yesterday. Your nurse will tell the same story. And I’ll get rid of those three men. † (Anouilh, 41). In Sophocles he treats Antigone’s consequence as if he does not have to follow the law he enforces with his power, as opposed to Anouilh’s where Creon uses his power and sends Antigone to her room to think about his decision. Next, Creon demonstrates an inner power in both plays by viewing his decisions based upon being a king rather than a villain. He believes he has to make decisions based on the duties of a king rather than his own personal opinions. This is shown when Creon says â€Å"I agree my trade forces me to be. We could argue whether I ought or ought not to follow my trade, but once I take on the job I must do it properly. †(Anouilh, 48). In both plays the end decisions result in Creon following through with the laws he enforces. He values his role of being king more than his role of being an uncle. Finally, Creon’s decision to execute Antigone not only demonstrates his power but also the corruption that causes Haemon, Ismene and Eurydice to all take their lives as they are unable to cope with the loss of Antigone. This is shown when Creon states â€Å"I have had them laid out side by side. They are together at last, and at peace. Two lovers on the morrow of their bridal. Their work is done. † (Anouilh, 69). If Creon chooses not to follow his duties as a king, he will not feel the remorse and guilt like he does for the consequences of his actions. Antigone first demonstrates a sense of power and bravery in both plays when deciding to bury Polynices despite Creon’s law against it. Using her power, Antigone attempts to convince Ismene to join in upon the act of loyalty with her, but being the innocent sister Ismene is not in agreeance. This is proven when she says to Ismene â€Å"The punishment for disobedience is death by stoning. So now you know. And now is the time to show whether or not you are worthy of your high blood. † (Sophocles, 127). Subsequently in both plays Antigone takes advantage of being a princess and Creon’s niece, and goes ahead with her choice to bury Polynices. Although she knows the possible outcomes of her choice, this does not stop her as she believes Creon will be more sympathetic towards her. Antigone proves this when she says â€Å"Poor Creon! My nails are broken, my fingers are bleeding, my arms are covered with the wells left by the paws of your guards- but I am queen! † (Anouilh, 50). Therefore she takes advantage her relationship with Creon in order to gain power. Lastly, the outcome of Antigone at the end of each play was the same, but the amount of power she obtains is the difference. In Sophocles there is no doubt that Antigone’s death is tragic and heroic. However the tragedy seems to be more heroic in Sophocles Antigone than it does in Anouilh’s. This is demonstrated when Antigone says â€Å"I have given my brother burial. What greater honour could I wish? All these would say that what I did was honorable but fear locks up their lips. To speak and act just as he likes is a king’s prerogative. † (Sophocles, 140). After Creon executes Antigone in Sophocles the play drags on to emphasize how powerful a character she is in Anouilh’s Antigone is killed and the story ends shortly after as if what she does is not heroic. Haemon plays a very important role in Antigones heroic journey to tragedy in both Sophocles and Anouilh’s play. He is engaged to Antigone and is the son of Creon which gives him power over Antigone to begin with. Using his power, in both plays he tries to convince Creon that the execution of Antigone will not bring only sadness to others, but tragedy to his own life. This is shown when he says â€Å"Live as you say! Live a life without Antigone? A life in which I am to go on admiring you as you busy yourself about your kingdom, make your persuasive speeches, strike your attitudes? Not without Antigone. I love Antigone. I will not live without Antigone. † (Anouilh 62). Haemon is similar to Antigone because he takes advantage of his power to try and help in the end. In Anouilh’s version of Antigone there is a significant change in affection shown by Haemon towards Antigone. The play features more romance between the couple that is not in Sophocles version. Haemon is able to gain power over Antigone through devotion as she is so blinded by love and romance she does not realize it. An example is when Haemon says â€Å"Antigone, darling, I love you exactly as you love me. With all of myself. † (Anouilh, 27). Although Haemon does not take advantage of Antigone’s love, he does have more control over their relationship because of it. Lastly, Haemon’s power and corruption comes through at the end of both plays when he attempts to kill his father Creon and proceeds to murder himself. This is proven when he says â€Å"That sight I’ll never see. Nor from this hour shall you see me again. Let those that will be witness of your wickedness and folly. † (Sophocles, 147). This shows Creon causes the corruption by taking Antigone away from Haemon. This is Haemon’s desperate attempt to seek power and get revenge against Creon for all the pain he has suffered. It is clear that the reoccurring theme of power is present throughout both versions of Antigone and demonstrates this through the actions and tragedies of the characters Creon, Antigone and Haemon. Both Sophocles and Anouilh’s tragedies share similarities and differences in the content, themes and conflicts. These comparisons are present between the themes of power, corruption and responsibility shown throughout the play. The tragedy of Antigone in both plays is inevitable as the choices she makes foreshadow her outcome and affect the people around her. The end result is a tragedy due to the power that is lost, the corruption that is caused, and the responsibilities that are maintained.

Compare Devices Essay Example | Topics and Well Written Essays - 1000 words

Compare Devices - Essay Example Thesis statement: The comparison based on the literary analysis on James Joyce’s stories named as Araby and Eveline proves that the author makes use of different literary devices, methods/techniques, and themes (development) to share his unique views on the relationship between vegetative growth and maturity (development) in human life with the readers. In the short story named as Arabi, the author depends upon personification to help the readers to pay attention on inanimate objects, including the street. For instance, the word ‘smobre’ denotes the silence in the street. The storyteller in the literary work by James Joyce makes clear that, â€Å"When we met in the street the houses had grown sombre† (16). Besides, the author makes use of personification to provide human like characteristics to the silent street and the houses. On the other side, the author totally neglects personification in the short story named as Eveline, but makes use of symbolism. To be specific, this short story is comparatively rich in symbolism and religious allusions. For instance, the priest’s image is symbolic of religious allusion, and the female protagonist’s name (say, Eveline) is symbolic of Eve. Besides, the female protagonist’s contemplation on her mother is symbolic of death because her mother is no more. The heroine reveals that, â€Å"Another day, when their mother was alive, they had all gone for a picnic to the Hill of Howth† (23). Similarly, imagery and metaphor are widely used in the first short story. For instance, sky is a strong imagery in the short story which denotes the protagonist’s loneliness. Besides, the front part of the houses is described as faces, which is symbolic of the usage of metaphorical language. Similar to the first story, metaphor is a noticeable literary element in the second story. For instance, the phrase ‘bell clanged’ is used as a metaphor which denotes the emotional turmoil faced by the female

Psychology discussion Assignment Example | Topics and Well Written Essays - 250 words

Psychology discussion - Assignment Example Keeping in mind my family, I would prefer going to some other city to look out for an employment. While making this decision, I would think of my children’s education and my family’s welfare. Considering all these factors I would decide on taking up an employment rather than getting a college degree. If I decide to go back to college for getting a degree, it will certainly affect my children’s future as I will not have sufficient funds to take care of my family. This may cause adverse effects. The criteria like trend of the industry which I have decided to work and my career prospects have to be considered.(McKay 2008). Switching the career or the industry may help in my future. Since relocating would be of great help in finding me a job immediately, I would decide on moving to a different city. This decision would definitely help in improving my career and my family’s

Networking Strategy and professional development Module 1 Questions Essay

Networking Strategy and professional development Module 1 Questions - Essay Example An understanding of the client’s background is essential as it helps the mentor to grow professionally. The other benefit of mentoring in the networking process is that it helps the mentor to gain professional satisfaction through the expertise that he or she shares with the clients (Crawford, 2007). Mentoring can also be regarded as essential as it helps the mentor to add value to his or her career. This is because the mentor gets an opportunity to utilize his or her skills and gain insights from the professional relationships with the mentees. Mentoring in the networking process can also be regarded to be of immense benefits to the mentee. The mentee benefits through gaining expertise from the mentor. Thus, the mentee can sharpen his or her skills. The mentee also gets an opportunity to learn some skills, which may be of immense help in the mentees personal development. In addition, the mentee benefits since he or she gets to know more about the organization, its policies, rules, as well as the culture of the organization (Whittaker & Cartwright, 2000). Networking can be regarded as one of the essential elements when it comes to the building of successful careers. Therefore, any person wishing to succeed in his or her career should consider networking with other professionals in his own field. Networking helps in building successful careers since most jobs may not be advertised. As such, networking is essential as it helps the job seeker to gain awareness and knowledge about a certain job that may be advertised. Networking is also essential in building a successful career as it helps the job seeker to be well prepared for interviews. This is because networking can help job seekers have full knowledge about the requirements of an interview. As a result, they will have an easy time during the interview and they will mostly likely get the job (Dirks, 2009). The most effective networking strategy for job search is becoming members of professional