· Choose a B2B company of your choice (please note that your chosen company will also be used for your final assignment).
· Across your two assignment you will develop an Industrial marketing plan.
· For assignment 1 you are required to develop the first part of the marketing plan and assignment 2 the final part.
· Perform a situation analysis identifying the following:
1. Product mix:
i. Current product mix, product lines and individual products
2. Market analysis:
i. Who are their current competitors
ii. PESTEL
3. Market segmentation
i. Identify the segments that that they target (including the characteristics of each market segment).
4. Value proposition:
i. Identify the value that the company aims to provide to each segment (which products are aimed at each segment and what the benefits
are to that segment)
5. Positioning:
i. How do they position themselves in the market (and if relevant to each segment). How do they differentiate themselves through this
positioning from their competitors?
· Your Marketing Plan Part 1 should be uploaded in PDF format.
· Your table of contents should include:
1. Introduction/Background
2. Product Mix
3. Market analysis
4. Market segmentation
5. Value proposition
6. Positioning
7. References
Formalities:
· Wordcount: 1500
· Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
· Font: Arial 11 pts.
· Text alignment: Left.
· The in-text References and the Bibliography must be in Harvard’s citation style.
Dido and Aeneas
Music composed by Henry Purcell
Libretto by Nahum Tate
Date of composition: 1689
DIDO AND AENEAS
An opera perform'd at Mr. Josias Priest's Boarding School
at Chelsey by Young Gentlewomen.
The words made by Mr. NAHUM TATE
The music composed by Mr. HENRY PURCELL
Dramatis Personae
DIDO
BELINDA
TWO WOMEN
AENEAS
SORCERESS
ENCHANTRESSES
SPIRIT of the Sorceress (Mercury)
Dido's train, Aeneas' train, Fairies, Sailors
OVERTURE
ACT THE FIRST
Scene [I]: The Palace [enter Dido, Belinda and train]
BELINDA
Shake the cloud from off your brow,
Fate your wishes does allow;
Empire growing,
Pleasures flowing,
Fortune smiles and so should you.
CHORUS
Banish sorrow, banish care,
Grief should ne'er approach the fair.
DIDO
Ah! Belinda, I am prest
With torment not to be Confest,
Peace and I are strangers grown.
I languish till my grief is known,
Yet would not have it guest.
BELINDA
Grief increases by concealing,
DIDO
Mine admits of no revealing.
BELINDA
Then let me speak; the Trojan guest
Into your tender thoughts has prest;
The greatest blessing Fate can give
Our Carthage to secure and Troy revive.
CHORUS
When monarchs unite, how happy their state,
They triumph at once o'er their foes and t.
This is a special edition that can not be found anywhere else. It includes pictures rarely seen and historical documents. Once a great patriot, turned traitor to his country. Liberty Education Series. Gloucester, Virginia Links and News. GVLN website. A hero to the British.
This is a special edition that can not be found anywhere else. It includes pictures rarely seen and historical documents. Once a great patriot, turned traitor to his country. Liberty Education Series. Gloucester, Virginia Links and News. GVLN website. A hero to the British.
The Rt Revd Gordon Mursell Bishop Gordon is a well-known preacher, author and tutor in spirituality. The art of dying in the English Spiritual Tradition was presented at Hospiscare's Holy Living, Holy Dying held in Exeter 2 November 2009.
Arguably the darkest of all Shakespeare's plays, Macbeth is also one of the most challenging. Is it a work of nihilistic despair, "a tale told by an idiot, full of sound and fury, signifying nothing," or is...
2 FATE / Page 2.3 Oedipus Tyrannus
Oedipus Tyrannus
By Sophocles
Translated by Peter Meineck & Paul Woodruff
SCENE: Before the royal house of Thebes. The great doors of
the house stand upstage center. There are two wing
entrances, one onstage left and one onstage right.
There is a holy altar center stage. A throng of citizens
have gathered there as suppliants.
(Enter Oedipus through the great doors.)
OEDIPUS:
My children, new nurtured by old Thebes,
Why have you come here pleading,
Wearing wreaths and clutching boughs?
The city burns with pungent spice.
Healing hymns echo the sounds of suffering.
To have heard such news from others
Would not have been right.
My children, I am here, famous Oedipus.
(Oedipus addresses an elderly priest.)
Old man, it is your duty to speak for all.
Why are you kneeling in supplication—
What do you fear, what do you want?
I will help. Only a heartless man could bear
To see such sorrow and not feel pity.
ELDER:
Oedipus, master of my country, look.
Every age gathers at your altar: fledglings
Not yet fit to fly, elders bending beneath time,
Ministers of Zeus, as I, and the flower of our youth.
Your people cram the city’s squares
Crowding Athena’s two temples,
The river god’s sacred shrine
And the blood-charred altar of the prophet.
Look, see for yourself: the city is plunged
Headlong into the depths of disaster,
Engulfed by a murderous seething tide.
Desolation wastes away the harvest,
Destroys our herds grazing in the fields,
Blights the women and makes them barren.
Some furious god hurls pestilence and plague,
Draining the house of Cadmus,
As Hades bloats on dirges of death.
We know that you are not a god;
These children came to your hearth to plead
To the man who knows best the trials of life,
For you understand divine power.
You came to Thebes, saved us from the Sphinx,
And without any help, delivered us from despair.
We could do nothing; we knew nothing.
It is said that once you were helped by a god;
We believed it, and you saved all our lives.
Now, Oedipus, our master and greatest power,
We are all in your care, and we beg of you:
Come to our aid.
Have you heard from a god, a man,
Is there something that you know?
You understand what to do at such times,
That is clear; all of us trust your judgment.
Come, noblest of men, save the city.
Come, be true to your fame.
Our country calls you its savior;
You earned the title. Let it never be remembered
That you once raised us up, only to let us fall.
You brought us lucky signs and good days;
Now you need do the same for us again.
If you want to rule as master of this land,
You need men to master, not walls and ships.
A nation of no-one can only be nothing.
OEDIPUS:
My poor children, I understand the hope
That brings you here—how could I not?
I know you are all in pain; ever ...
Hymns To The gods And Other Poems, Albert PikeChuck Thompson
Hymns To The Gods And Other Poems, Albert Pike. The title alone should tell you enough. Historical research is the best way to describe the use of these works. Gloucester, Virginia Links and News website. Not your usual news outlet.
Woman's Witchcraft. An interesting and entertaining look inside an old book from bygone days. Gloucester, Virginia Links and News website. Not your ordinary place.
Ballads and sonnets originated in the Middle Ages and influence poets today. Can we evoke the spirit of medieval times, is forcefulness, piety and coarser aspects too? Why not try?
Pericles, Prince of Tyre, must solve a riddle in order to marry the daughter of the King of Antioch, or be put to death. But when the answer reveals a horrific secret, the young man faces his greatest dilemma....
Valley Forge, Need to learn more about American history? Here is one of those very rare and very old books to help you with that. Gloucester, Virginia Links and News website. Visit us for incredible content. Free Downloads.
Print, complete, and score the following scales. .docxVannaJoy20
Print, complete, and score the following scales. Do not read how to score a scale until after you have completed it.
1. Stressed Out
2. Susceptibility to Stress (SUS)
3. Response to Stress Scale
4. Are you a Type A or Type B?
5. Coping with Stress
6. Multidimensional Health Locus of Control
7. Locus of Control
8. Life Orientation Test
Identify at Least 5 of Your Personal Stressors and 5 Daily Hassles
Using the information gathered in A and B, write a 3-5 page self-reflection paper that includes the following sections:
. Discuss your scores on each of the above scales and write a couple of brief statements about what that score means for you. Were you surprised by the score(s)? Did the results of the scales resonate with your perception of your stress level?
Incorporating information from your text and other academic sources, provide a summary of your stressors and life hassles.
3. Incorporating information from your text and other academic sources, provide a summary of what you might do to reduce your stress.
4. Discuss the issue of personal stress as it relates to psychological well-being. Relate your own results and thoughts about your experience with these scales to the information provided in the text and other academic sources (journal articles, books, .gov, .edu, or .org websites)
PERSPECTIVE
published: 25 February 2022
doi: 10.3389/fpsyt.2022.846244
Frontiers in Psychiatry | www.frontiersin.org 1 February 2022 | Volume 13 | Article 846244
Edited by:
Kairi Kõlves,
Griffith University, Australia
Reviewed by:
Jacinta Hawgood,
Griffith University, Australia
Jennifer Muehlenkamp,
University of Wisconsin–Eau Claire,
United States
*Correspondence:
M. David Rudd
[email protected]
Specialty section:
This article was submitted to
Psychopathology,
a section of the journal
Frontiers in Psychiatry
Received: 30 December 2021
Accepted: 02 February 2022
Published: 25 February 2022
Citation:
Rudd MD and Bryan CJ (2022)
Finding Effective and Efficient Ways to
Integrate Research Advances Into the
Clinical Suicide Risk Assessment
Interview.
Front. Psychiatry 13:846244.
doi: 10.3389/fpsyt.2022.846244
Finding Effective and Efficient Ways
to Integrate Research Advances Into
the Clinical Suicide Risk Assessment
Interview
M. David Rudd 1* and Craig J. Bryan 2
1Department of Psychology, University of Memphis, Memphis, TN, United States, 2Department of Psychiatry and Behavioral
Science, The Ohio State University Wexner Medical Center, Columbus, OH, United States
Research in clinical suicidology continues to rapidly expand, much of it with implications
for day-to-day clinical practice. Clinicians routinely wrestle with how best to integrate
recent advances into practice and how to do so in efficient and effective fashion. This
article identifies five critical domains of recent research findings and offers examples
of simple questions that can easily be integ.
More Related Content
Similar to · Choose a B2B company of your choice (please note that your chose.docx
The Rt Revd Gordon Mursell Bishop Gordon is a well-known preacher, author and tutor in spirituality. The art of dying in the English Spiritual Tradition was presented at Hospiscare's Holy Living, Holy Dying held in Exeter 2 November 2009.
Arguably the darkest of all Shakespeare's plays, Macbeth is also one of the most challenging. Is it a work of nihilistic despair, "a tale told by an idiot, full of sound and fury, signifying nothing," or is...
2 FATE / Page 2.3 Oedipus Tyrannus
Oedipus Tyrannus
By Sophocles
Translated by Peter Meineck & Paul Woodruff
SCENE: Before the royal house of Thebes. The great doors of
the house stand upstage center. There are two wing
entrances, one onstage left and one onstage right.
There is a holy altar center stage. A throng of citizens
have gathered there as suppliants.
(Enter Oedipus through the great doors.)
OEDIPUS:
My children, new nurtured by old Thebes,
Why have you come here pleading,
Wearing wreaths and clutching boughs?
The city burns with pungent spice.
Healing hymns echo the sounds of suffering.
To have heard such news from others
Would not have been right.
My children, I am here, famous Oedipus.
(Oedipus addresses an elderly priest.)
Old man, it is your duty to speak for all.
Why are you kneeling in supplication—
What do you fear, what do you want?
I will help. Only a heartless man could bear
To see such sorrow and not feel pity.
ELDER:
Oedipus, master of my country, look.
Every age gathers at your altar: fledglings
Not yet fit to fly, elders bending beneath time,
Ministers of Zeus, as I, and the flower of our youth.
Your people cram the city’s squares
Crowding Athena’s two temples,
The river god’s sacred shrine
And the blood-charred altar of the prophet.
Look, see for yourself: the city is plunged
Headlong into the depths of disaster,
Engulfed by a murderous seething tide.
Desolation wastes away the harvest,
Destroys our herds grazing in the fields,
Blights the women and makes them barren.
Some furious god hurls pestilence and plague,
Draining the house of Cadmus,
As Hades bloats on dirges of death.
We know that you are not a god;
These children came to your hearth to plead
To the man who knows best the trials of life,
For you understand divine power.
You came to Thebes, saved us from the Sphinx,
And without any help, delivered us from despair.
We could do nothing; we knew nothing.
It is said that once you were helped by a god;
We believed it, and you saved all our lives.
Now, Oedipus, our master and greatest power,
We are all in your care, and we beg of you:
Come to our aid.
Have you heard from a god, a man,
Is there something that you know?
You understand what to do at such times,
That is clear; all of us trust your judgment.
Come, noblest of men, save the city.
Come, be true to your fame.
Our country calls you its savior;
You earned the title. Let it never be remembered
That you once raised us up, only to let us fall.
You brought us lucky signs and good days;
Now you need do the same for us again.
If you want to rule as master of this land,
You need men to master, not walls and ships.
A nation of no-one can only be nothing.
OEDIPUS:
My poor children, I understand the hope
That brings you here—how could I not?
I know you are all in pain; ever ...
Hymns To The gods And Other Poems, Albert PikeChuck Thompson
Hymns To The Gods And Other Poems, Albert Pike. The title alone should tell you enough. Historical research is the best way to describe the use of these works. Gloucester, Virginia Links and News website. Not your usual news outlet.
Woman's Witchcraft. An interesting and entertaining look inside an old book from bygone days. Gloucester, Virginia Links and News website. Not your ordinary place.
Ballads and sonnets originated in the Middle Ages and influence poets today. Can we evoke the spirit of medieval times, is forcefulness, piety and coarser aspects too? Why not try?
Pericles, Prince of Tyre, must solve a riddle in order to marry the daughter of the King of Antioch, or be put to death. But when the answer reveals a horrific secret, the young man faces his greatest dilemma....
Valley Forge, Need to learn more about American history? Here is one of those very rare and very old books to help you with that. Gloucester, Virginia Links and News website. Visit us for incredible content. Free Downloads.
Print, complete, and score the following scales. .docxVannaJoy20
Print, complete, and score the following scales. Do not read how to score a scale until after you have completed it.
1. Stressed Out
2. Susceptibility to Stress (SUS)
3. Response to Stress Scale
4. Are you a Type A or Type B?
5. Coping with Stress
6. Multidimensional Health Locus of Control
7. Locus of Control
8. Life Orientation Test
Identify at Least 5 of Your Personal Stressors and 5 Daily Hassles
Using the information gathered in A and B, write a 3-5 page self-reflection paper that includes the following sections:
. Discuss your scores on each of the above scales and write a couple of brief statements about what that score means for you. Were you surprised by the score(s)? Did the results of the scales resonate with your perception of your stress level?
Incorporating information from your text and other academic sources, provide a summary of your stressors and life hassles.
3. Incorporating information from your text and other academic sources, provide a summary of what you might do to reduce your stress.
4. Discuss the issue of personal stress as it relates to psychological well-being. Relate your own results and thoughts about your experience with these scales to the information provided in the text and other academic sources (journal articles, books, .gov, .edu, or .org websites)
PERSPECTIVE
published: 25 February 2022
doi: 10.3389/fpsyt.2022.846244
Frontiers in Psychiatry | www.frontiersin.org 1 February 2022 | Volume 13 | Article 846244
Edited by:
Kairi Kõlves,
Griffith University, Australia
Reviewed by:
Jacinta Hawgood,
Griffith University, Australia
Jennifer Muehlenkamp,
University of Wisconsin–Eau Claire,
United States
*Correspondence:
M. David Rudd
[email protected]
Specialty section:
This article was submitted to
Psychopathology,
a section of the journal
Frontiers in Psychiatry
Received: 30 December 2021
Accepted: 02 February 2022
Published: 25 February 2022
Citation:
Rudd MD and Bryan CJ (2022)
Finding Effective and Efficient Ways to
Integrate Research Advances Into the
Clinical Suicide Risk Assessment
Interview.
Front. Psychiatry 13:846244.
doi: 10.3389/fpsyt.2022.846244
Finding Effective and Efficient Ways
to Integrate Research Advances Into
the Clinical Suicide Risk Assessment
Interview
M. David Rudd 1* and Craig J. Bryan 2
1Department of Psychology, University of Memphis, Memphis, TN, United States, 2Department of Psychiatry and Behavioral
Science, The Ohio State University Wexner Medical Center, Columbus, OH, United States
Research in clinical suicidology continues to rapidly expand, much of it with implications
for day-to-day clinical practice. Clinicians routinely wrestle with how best to integrate
recent advances into practice and how to do so in efficient and effective fashion. This
article identifies five critical domains of recent research findings and offers examples
of simple questions that can easily be integ.
Consequentialist theory Focuses on consequences of a.docxVannaJoy20
Consequentialist theory
Focuses on consequences of actions
Hard Universalist/Absolutist theory
The theory that one ought to maximize happiness and
minimize the unhappiness of as many people as
possible
Epicurus (341-270 B.C.E.) Greek philosopher who
advocated a life free of pain
Coined the term utilitarianism
Believed that it is good for an action to have a utility
(to make people happy)
Developed Hume’s theory of utility into a moral theory
to reform the British legal system
Believed that all humans are hedonists
Developed Hedonistic Calculus
Calculates probable consequences of actions
Produces a rational solution to any problem
Rediscovered the paradox of hedonism
The more you search for pleasure, the more it will elude
you
Refined Bentham’s theory
Higher and lower pleasures
Harm Principle
The only purpose of interfering with the life of someone
is to prevent harm to others
Act Utilitarianism
Always do whatever act
that will create the
greatest happiness for
the greatest number of
people
Only focuses on
consequences of present
decision
Always do whatever type
of act (based on a rule)
that will create the
greatest happiness for
the greatest number of
people
Focuses on consequences
of others applying that
same rule
Rule Utilitarianism
CemeteryAnalysis
Massachusetts has a unique archaeological resource in its many colonial graveyards. These contain a large number of precisely dated “artifacts” in the form of headstones and provide an opportunity for studies of the ways in which different aspects of British colonial and Euro- American culture have changed over time. For this assignment, you will visit a local cemetery of your choosing and use the headstones and other associated material culture to address questions aimed at understanding demographic, social, symbolic, or technological issues in the past. This assignment does not require any archaeological excavation, and your instructor and federal, state, and local laws expressly forbid you from doing any! The project also does not require you to do any additional background research, although you are welcome to do so. Please
respect these cemeteries, the individuals buried therein, and any visitors you may encounter during your study.
You must follow these steps:
1)
Chooseagraveyardwithheadstonesdatingtothe1600s,1700s,or1800s. There are several good graveyards in downtown Boston and many more scattered around the city and suburbs. The downtown locations have been studied at length as they are all regularly served by the MBTA. Several “off-the-beaten-track” locations, such as the Tollgate Cemetery in Forest Hills, is also served by transit and has not been visited by my students in the past. While everyone has their own time pressures, I encourage to think .
The theory that states that people look after their .docxVannaJoy20
The theory that states that people look
after their own self interest
An absolutist theory
Does not consider other options
A descriptive theory
Does not make a judgment
A British philosopher (1588-1679)
Agreed with Glaucon that:
Humans choose to live in a society with rules
because it benefits us
Any show of concern for others only hides a
true concern for ourselves
It is foolish to not look after ourselves
Believed that humans feel pity for others
because we fear something similar happening to
us
A theory that says people ought to act in their
own self interest
An absolutist theory
A normative theory
Makes a judgment or prescription about
behavior
A consequentialist theory
Focuses on consequences of actions
Russian-born American (1905-1982)
Believed that egoism benefits society
People should not feel guilty for seeking their own
happiness
People should not feel obligated to help those who are
“moochers and leeches.”
Everyone should give up his or her own self-interest
for others
Normative theory
Consequentialist theory
.
This is a graded discussion 30 points possibledue -.docxVannaJoy20
This is a graded discussion: 30 points possible
due -
Discussion 2 (Complete by
Sunday, Nov. 6)
20 20
This discussion aligns with Learning Outcomes 1, 2, and 4
Democracy, at its core, is centered on the idea that individuals can, in fact,
rule themselves. This concept is enshrined in the U.S. Constitution as we
know it today. However, early on the American Constitution was not a sound,
democratic document. In particular, the idea of popular sovereignty; that is,
the will of the people, was not extended to everyone. For example, as you
read this week, the framers, for a time, chose to retain slavery in the new
Republic. In addition to slavery, in what other areas was the Constitution of
1788 less than democratic? In what ways has the Constitution, since then,
become more democratic? Be sure to provide examples to support your
claims.
Submission
Our discussions are a valuable opportunity to have thoughtful conversations
regarding a specific topic. You are required to provide a comprehensive
initial post with 3-4 well-developed paragraphs that include a topic
sentence and at least 3-5 supporting sentences with additional details,
11/4/22, 1:30 AM
Page 1 of 29
Search entries or author
Reply
explanations, and examples. In addition, you are required to respond
substantively to the initial posts of at least two other classmates on two
different days. All posts should be reflective and well written, meaning free
of errors in grammar, sentence structure, and other mechanics.
Grading
This discussion is worth 30 points toward your final grade and will be
graded using the Discussion Rubric. Please use it as a guide toward
successful completion of this discussion. For information on how to view the
rubric, refer to this Canvas Community Guide
(https://community.canvaslms.com/docs/DOC-10577-4212540120) .
Unread Subscribe
(https://canvas.fscj.edu/courses/65283/users/135004)
Sarkis Boyajian (https://canvas.fscj.edu/courses/65283/users/135004)
Tuesday
11/4/22, 1:30 AM
Page 2 of 29
Reply
The Constitution of 1788 lacked democracy because it did not protect
the people’s beliefs. Religion influences people’s morality. And morality is
a key component of personal convictions. People’s convictions influence
how they want to be governed and how they vote. The first amendment to
the Constitution provided protection to the people’s beliefs by restricting
Congress from making laws respective to an establishment of religion or
prohibiting the free exercise thereof.
The Constitution of 1788 lacked democracy because it did not protect
the people’s expression. Speech is the cornerstone of sharing thoughts
and ideas. The sharing of thoughts and ideas influences people’s
opinions. People’s opinions influence how they want to be governed and
how they vote. The first amendment to the Constitution provided
protection to people’s expression by restricting Congress from making
laws respective to ab.
· Please include the following to create your Argumentative Essay .docxVannaJoy20
· Please include the following to create your Argumentative Essay Presentation Plan:
· Presentation author and title of the presentation (Essay)
· Purpose: What do you want your audience to obtain or support after the discussion?
· Audience: What phrases will you adapt-without diverting from the purpose of the essay- as you select a medium to include on the slides?
· Keywords: As you break down your essay into keywords, which themes and concepts arise?
· Introduction: What does the outline of the presentation include?
· Body: Think about the body of your essay. Which specific details are necessary to get your points across?
· Conclusion: Why is your essay and analysis important?
· How did you get to that conclusion?
· Since you will communicate with the audience through more than one sense, what media do you intend to use?
· Which presentation software program do you intend to use to prepare the presentation?
· As you prepare your presentation and deepen your understanding, what do you notice that you hadn’t seen before?
· You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.
· Pay attention to grammar rules (spelling and syntax).
· Your work must be original and must not contain material copied from books or the internet.
· When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.
· Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.
.
• FINISH IVF• NATURAL FAMILY PLANNING• Preimplanta.docxVannaJoy20
• FINISH IVF
• NATURAL FAMILY PLANNING
• Preimplantation Genetic Diagnosis (PGD)
• Surrogate motherhood
• “snowflake babies”
• Artificial Insemination (AI)
Preimplantation Genetic Diagnosis (PGD)
ZYGOTE
M
O
RU
LA
COMPACTION
BLASTOMERES
MALE &
FEMALE
PRONUCLEI
Surrogate motherhood
https://en.wikipedia.org/wiki/2014_Thai_surrogacy_controversy
INTRINSIC BIOETHICAL EVIL/WRONG:
NATURAL RIGHT TO BE GESTATED BY BIOLOGICAL MOTHER
“snowflake babies” = ivf embryo transfer
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_20081208_dignitas-personae_en.html
Artificial Insemination (AI)
NATURAL FAMILY PLANNING (NFP)
1.OVULATION SYMPTOMS
2.BIOETHICAL EVALUATION
NATURAL FAMILY PLANNING (NFP)
1.OVULATION SYMPTOMS
a) 3 PRIMARY
b) 7 SECONDARY
PRIMARY OVULATION SYMPTOMS:
1) BASAL BODY TEMPERATURE (BBT)
2) CERVIX ACTIVITY
3) CERVICAL MUCUS
SECONDARY OVULATION SYMPTOMS:
1) MITTELSCHMERZ
2) SPOTTING
3) SWOLLEN VAGINA AND/OR VULVA
4) INCREASED LIBIDO
5) BREAST TENDERNESS
6) GENERAL BLOATING
7) FERNING
SOME MAJOR PROTOCOLS AND METHODS:
• CREIGHTON MODEL (NaPro Technology)
• COUPLE TO COUPLE (CCL)
• SYMPTO-THERMAL METHOD
• BILLINGS METHOD
• FAMILY OF THE AMERICAS (BASED ON BILLINGS)
ACTIVITY OF THE CERVIX AND CERIVCAL OS DURING MENSTRUAL CYCLE
INFERTILEFERTILE
1 DAY BEFORE OVULATION:
OS OPEN, CERVIX HIGH,
SOFT AND CENTRAL,
EGGWHITE FLUID
INFERTILE PHASE: OS CLOSED,
CERVIX FIRM,
ANGLED SLIGHTLY,
TACKY FLUID
Examples of cervical mucus
during various days of the
menstrual cycle.
Transparent and elastic
is fertile.
Opaque and tacky
is infertile.
WHAT ABOUT THE HUSBAND?
• DISCIPLINE, RESPECT, COMMUNICATION, SACRIFICIAL LOVE
• OPENNESS TO THE PRESENCE OF GOD IN THEIR DAILY LIFE
2. BIOETHICAL EVALUATION OF NFP:
a) AS A MEANS
b) AS AN END / GOAL / OBJECTIVE
a) AS A MEANS:
• NO SEPARATION ÷ UNITIVE / PROCREATIVE
DIMENSIONS
• RESPECTFUL OF HUMAN NATURE
• MARRITAL INTIMACY = UNION OF
BODY AND SOUL
b) AS AN END:
HUMANAE VITAE 16b:
“If therefore there are well-grounded
reasons for spacing births, arising from the
physical or psychological condition
of husband or wife,
or from external circumstances…
then take advantage
of the natural cycles immanent
in the reproductive system…”
b) AS AN END:
THEREFORE, TO BE AVOIDED IS A
CONTRACEPTIVE MENTALITY,
WHEREBY PREGNANCY / CHILDREN
ARE SEEN AS AN EVIL,
TO BE AVOIDED BY ANY MEANS.
INSTEAD, A FUNDAMENTAL OPENNESS TO LIFE,
COLLABORATING WITH GOD’S PLAN
TO BE CO-CREATORS
OF A UNIQUE HUMAN LIFE.
Slide Number 1Slide Number 2Slide Number 3Slide Number 4Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Slide Number 15Slide Number 16Slide Number 17Slide Number 18Slide Number 19
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/220672617
.
Use the information presented in the module folder along with your.docxVannaJoy20
Use the information presented in the module folder along with your readings from the textbook to answer thefollowing questions.1. Differentiate between bacterial infection and bacterial intoxication.
2. Discuss the importance of E. coli as part of our intestinal flora.
3. Describe three (3) different types of gastrointestinal diseases caused by bacteria. Besure to give the name of the specific organism that causes each, describe somecommon signs and symptoms and discuss treatment for each disease:
4. Define meningitis. Compare and contrast between bacterial and viral meningitisincluding treatment for each.
5. What is a prion? Describe the impact prions have on the human brain and discuss twoprion-associated diseases in humans:
6. What is a vector-borne (vector transmitted) disease? Give an example of a vectorborne disease and the vector responsible for causing it.
.
• Ryanairs operations have been consistently plagued with emp.docxVannaJoy20
• Ryanair's operations have been consistently plagued with employee
discontent and protests (Temming, 2017). Communication between Line
Managers and employees has been tensed, and performance has suffered as a
result. The Company would benefit from the strategic positioning and
interpersonal skills of the Human Resource Business Partner.
• As an employee advocate, he or she would engage employees in dialogue and
ensure that whatever findings are made are brought to the attention of the line
manager promptly to be addressed.
• Also, as a collaborative partner, he would assist in channeling the needs of the
line manager in a way that will be understood and well received by
subordinates.
• Effective communication would eventually lead to mutual understanding and
benefit for all parties.
• It would go a long way in developing a strong company culture where
individuals are not afraid to express their thoughts and ideas. and would shift
focus away from conflict towards meeting Organizational goals.
01 CONSTRUCTIVE COMMUNICATION
BETWEEN MANAGEMENT AND STAFF
02 EFFECTIVE CHANGE
MANAGEMENT
• The Greek Philosopher, Heraclitus stated that “Change is the only
constant of life” (Rothwell et al., 2015). This statement is pertinent to the
rapidly changing business climate (Lauer, 2019, p3) in which Ryanair
finds itself.
• A company’s readiness and reaction to change are important in
determining success. From our current state analysis, we discovered
that several tasks may be expedited and optimized with the introduction
of new technology.
• However, this must be introduced strategically to prevent resistance.
The role of the Human Resources Business Partner is essential in this
regard.
• He or She would determine the need for change and ensure reception of
the change by employing effective communication strategies
(McCracken et al., 2017).
• Apart from a change in technology, other elements that may undergo
transformation include processes, policies, personnel, amongst others.
It is important that these changes are taken in stride so that they do not
forestall operations.
03 FOCUSED TRAINING AND
CAPACITY BUILDING
• The Business Partner would be instrumental in identifying
areas requiring competency improvements (Onen, 2013) in
Ryanair.
• Through a series of activities such as performance reviews
and data analysis, as well as knowledge of the business, and
interactions with staff, the business partner would tailor
training programmers to drive outcomes that matter and meet
the company's needs and vision.
• Doing so would be of benefit not only to employees but to
Ryanair, who would see improved performances and save
costs that would have gone into retraining because of an
inefficient programme.
EFFECTIVE STRATEGY
DEVELOPMENT
• Ryanair would benefit from the HRBP's skills and
knowledge in developing strategic plans that create value
for future business successes.
• He or she would ensure that plans align with the needs and
expectations .
· Your initial post should be at least 500 words, formatted and ci.docxVannaJoy20
· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
· You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
· All replies must be constructive and use literature where possible.
#1
Lisa Wright
St. Thomas University
NUR 417: Aging and End of Life
Yedelis Diaz
November 01, 2022
Pathological Conditions in Older Adults
As one goes through the natural aging process, the body's capacity to defend itself against infections diminishes. The immune system's ability to offer protection is reduced, and the individual becomes susceptible to conditions that affect them more than other age groups (Haynes, 2020). This population also experiences other symptoms impairing other aspects of their lives as time passes. For instance, their skin and bones lose their integrity and become more prone to abrasions and breakage. This assignment module will examine the pathological conditions that affect the sexual response in older adults and how and why nutritional and psychological factors, drugs, and other alternative and complementary medications affect the immune system of the populations.
Pathological Conditions that Affect Sexual Response in Older Adults
Sexuality is an essential aspect of life, irrespective of the age group one is in—the older population and the younger generation alike need to explore sexuality to maintain health and well-being. Exploring sexuality is also a mixture of biological, psychological, social, and religious factors, all of which have plenty to do with aging. Among the pathological conditions that affect sexual response in the elderly include
Genitourinary Syndrome of Menopause
These are the changes experienced in the genitourinary pathway as one age. The individual can feel a burning sensation, dryness, or irritation. This can lead to painful sexual encounters, which can, in turn, reduce their desire to engage and their response.
Dementia
This is a degenerative disorder of the mental faculties, predominantly among the elderly (National Institute on Aging, n.d.). Their judgment diminishes, making them disinterested or utterly unaware of their sexual experiences. Some forms of the condition have been shown to increase sex or closeness, but the individual may fail to recognize what is appropriate and what is not.
Diabetes
As a chronic condition experienced mainly by this population, it can lead to yeast generation, leading to itchiness around the sex organs, making sex unpalatable. The situation can, however, be addressed with medication.
Incontinence
This is a condition where one experiences bladder leakage caused by poor control (National Institute on Aging, n.d.). It is most prevalent among the population an.
• ALFRED CIOFFI• CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI.docxVannaJoy20
• ALFRED CIOFFI
• CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI
• DOCTORATE IN MORAL THEOLOGY, GREGORIAN UNIVERSITY, ROME, ITALY
• DOCTORATE IN GENETICS, PURDUE UNIVERSITY, INDIANA
• ASSOCIATE PROFESSOR, BIOLOGY AND BIOETHICS
• DIRECTOR, INSTITUTE FOR BIOETHICS
BIOMEDICAL ETHICS
Introduction
• PRESENTATIONS
• THINK
• RESPECT
• HONOR CODE
• ON TIME
• QUIZZES
• TAKE NOTES
• AVERAGE
CANVAS
HUMAN BIO-ETHICS: evidence-based
• BEGINNING OF LIFE
• HEALTHCARE
• END OF LIFE
BIO-ETHICS
PRINCIPLED
UTILITARIAN
or…
• SEXUAL REPRODUCTION
• EARLY EMBRYONIC DEVELOPMENT
• ONTOLOGICAL STATUS OF HUMAN EMBRYO
SEXUAL REPRODUCTION: INVOLVES FERTILIZATION
FERTILIZATION: INVOLVES FUSION OF GAMETES
AT FERTILIZATION THE DIPLOID NUMBER (2n) IS RESTORED
GAMETES = SEX CELLS (SPERM & OVA), PRODUCED BY MEIOSIS
FIRST, A REVIEW OF MITOSIS
b
d
c
a
chromatin
2n
2n
b
d
c
a
chromatin
2n
2n
X
X
X
X
2b
1a
1b
2a
chromatin
2n
2n
2b1b
1a
2a
2b1b
1a
2a
1a 1b
2b
2a
2b1b
1a
2a
2a 2b
1b
1a
DNA REPLICATION
SISTER CHROMATIDS
Temporary “4n” stage
2b1b
1a
2a
CELL CYCLE
G = GAP
S = SYNTHESIS
2n
2n
2n
MEIOSIS:
DOUBLE CELLULAR SPLIT: ONE CELL -> -> 4 CELLS
• RECOMBINATION (CROSSING OVER)
• FROM DIPLOID NUMBER (2n) -> HAPLOID NUMBER (n) = CHROMATIC REDUCTION
2a
2b
1a
1b
2a
2b
1a
1b
2a2b
1a1b
DNA RECOMBINATION = CROSSING OVER
MEIOSIS = FORMATION OF GAMETES (SEX CELLS), HAPLOID
SPERMATOGENESIS -> SPERM (n)
GAMETOGENESIS
OOGENESIS -> OVUM (n)
Primary spermatocyte (2n)
Primary oocyte (2n)
Polar
bodies
H. sapiens # OF CHROMOSOMES = 46 = 23 "PAIRS" ONLY IDENTICAL IN FEMALE (XX)
• 22 PAIRS = AUTOSOMES
• 1 PAIR = SEX CHROMOSOMES
THEREFORE, IN HUMANS:
• n = 23 (gametes)
• 2n = 46 (somatic cells)
Seminiferous
tubules
Ovarian
follicles
VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT
From fertilization to birth 6 minutes
https://www.youtube.com/watch?v=7kC6p1twkXk
https://www.youtube.com/watch?v=7kC6p1twkXk
EGG + SPERM = ZYGOTE
ZYGON (GK) = YOKED OR LINKED
ZYGOTE DNA:
• 50% OF THE GENETIC MATERIAL COMES FROM THE MOTHER
• 50% FROM THE FATHER
0.1 mm 0.005 mm
0.05 mm
= SYNGAMY
Ampulla
DAY 1
DAY 7
Endometrium
ZYGOTE
M
O
RU
LA
COMPACTION
BLASTOMERES
MALE &
FEMALE
PRONUCLEI
FIRST CELLULAR DIFFERENTIATION = 2 CELL LAYERS
(INNER CELL MASS)
1 2 3
4 5 6
IMPLANTATION
FURTHER CELLULAR DIFFERENTIATION: 3 GERM LAYERS
( ICM )
GASTRULATION
THIRD WEEK OF EMBRYONIC DEVELOPMNET:
GASTRULA
LONGITUDINAL VIEW CROSS SECTION
NEURAL GROOVE
~ 1 inch
EIGHT WEEKS
EMBRYO FETUS
FETUS
VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT
Conception to birth -- visualized | Alexander Tsiaras 10 minutes
https://www.youtube.com/watch?v=fKyljukBE70
https://www.youtube.com/watch?v=fKyljukBE70
THEREFORE, REGARDING EMBRYONIC DEVELOPMENT:
CONTINUOUS DEVELOPMENT OF TISSUES, ORGANS AND SYSTEMS
FROM THE ZYGOTE, THROUGH 9 MONTHS, UP .
· Reflect on the four peer-reviewed articles you critically apprai.docxVannaJoy20
· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
· Consider the best method of disseminating the results of your presentation to an audience.
The Assignment: (Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide
narrated PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
· Add a lessons learned section that includes the following:
· A summary of the critical appraisal of the peer-reviewed articles you previously submitted
· An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
Zeinab Hazime
Nurs 6052
10/16/2022
Evaluation Table
Use this document to complete the
evaluation table requirement of the Module 4 Assessment,
Evidence-Based Project, Part 3A: Critical Appraisal of Research
Full
APA formatted citation of selected article.
Article #1
Article #2
Article #3
Article #4
Abraham, J., Kitsiou, S., Meng, A., Burton, S., Vatani, H., & Kannampallil, T.
(2020). Effects of CPOE-based medication ordering on outcomes: an overview of systematic reviews.
BMJ Quality & Safety, 29(10), 1-2.
Alanazi, A. (2020). The effect of computerized physician order entry on mortality rates in pediatric and neonatal care setting: Meta-analysis.
Informatics in Medicine
Unlocked, 19, 100308. https.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
· Choose a B2B company of your choice (please note that your chose.docx
1. · Choose a B2B company of your choice (please note that your
chosen company will also be used for your final assignment).
· Across your two assignment you will develop an Industrial
marketing plan.
· For assignment 1 you are required to develop the first part of
the marketing plan and assignment 2 the final part.
· Perform a situation analysis identifying the following:
1. Product mix:
i. Current product mix, product lines and individual products
2. Market analysis:
i. Who are their current competitors
ii. PESTEL
3. Market segmentation
i. Identify the segments that that they target (including the
characteristics of each market segment).
4. Value proposition:
i. Identify the value that the company aims to provide to each
segment (which products are aimed at each segment and what
the benefits
are to that segment)
5. Positioning:
i. How do they position themselves in the market (and if
relevant to each segment). How do they differentiate themselves
through this
positioning from their competitors?
· Your Marketing Plan Part 1 should be uploaded in PDF
format.
· Your table of contents should include:
1. Introduction/Background
2. Product Mix
3. Market analysis
4. Market segmentation
5. Value proposition
6. Positioning
2. 7. References
Formalities:
· Wordcount: 1500
· Cover, Table of Contents, References and Appendix are
excluded of the total wordcount.
· Font: Arial 11 pts.
· Text alignment: Left.
· The in-text References and the Bibliography must be in
Harvard’s citation style.
Dido and Aeneas
Music composed by Henry Purcell
Libretto by Nahum Tate
Date of composition: 1689
DIDO AND AENEAS
An opera perform'd at Mr. Josias Priest's Boarding School
at Chelsey by Young Gentlewomen.
The words made by Mr. NAHUM TATE
The music composed by Mr. HENRY PURCELL
4. Empire growing,
Pleasures flowing,
Fortune smiles and so should you.
CHORUS
Banish sorrow, banish care,
Grief should ne'er approach the fair.
DIDO
Ah! Belinda, I am prest
With torment not to be Confest,
Peace and I are strangers grown.
I languish till my grief is known,
Yet would not have it guest.
BELINDA
Grief increases by concealing,
DIDO
5. Mine admits of no revealing.
BELINDA
Then let me speak; the Trojan guest
Into your tender thoughts has prest;
The greatest blessing Fate can give
Our Carthage to secure and Troy revive.
CHORUS
When monarchs unite, how happy their state,
They triumph at once o'er their foes and their fate.
DIDO
Whence could so much virtue spring?
What storms, what battles did he sing?
Anchises' valour mixt with Venus' charms
How soft in peace, and yet how fierce in arms!
BELINDA
A tale so strong and full of woe
6. Might melt the rocks as well as you.
What stubborn heart unmov'd could see
Such distress, such piety?
DIDO
Mine with storms of care opprest
Is taught to pity the distrest.
Mean wretches' grief can touch,
So soft, so sensible my breast,
But ah! I fear, I pity his too much.
BELINDA AND SECOND WOMAN
[Repeated by Chorus]
Fear no danger to ensue,
The Hero Loves as well as you,
Ever gentle, ever smiling,
And the cares of life beguiling,
7. Cupid strew your path with flowers
Gather'd from Elysian bowers.
DANCE THIS CHORUS
THE BASKE
[Aeneas enters with his train]
BELINDA
See, your Royal Guest appears,
How Godlike is the form he bears!
AENEAS
When, Royal Fair, shall I be blest
With cares of love and state distrest?
DIDO
Fate forbids what you pursue.
AENEAS
Aeneas has no fate but you!
8. Let Dido smile and I'll defy
The feeble stroke of Destiny.
CHORUS
Cupid only throws the dart
That's dreadful to a warrior's heart,
And she that wounds can only cure the smart.
AENEAS
If not for mine, for Empire's sake,
Some pity on your lover take;
Ah! make not, in a hopeless fire
A hero fall, and Troy once more expire.
BELINDA
Pursue thy conquest, Love; her eyes
Confess the flame her tongue denies.
A DANCE. GITTARS CHACONY.
9. CHORUS
To the hills and the vales, to the rocks and the mountains
To the musical groves and the cool shady fountains.
Let the triumphs of love and of beauty be shown,
Go revel, ye Cupids, the day is your own.
THE TRIUMPHING DANCE
ACT THE SECOND
Scene [I]: The Cave [enter Sorceress]
[PRELUDE FOR THE WITCHES]
SORCERESS
Wayward sisters, you that fright
The lonely traveller by night
Who, like dismal ravens crying,
Beat the windows of the dying,
10. Appear! Appear at my call, and share in the fame
Of a mischief shall make all Carthage flame.
Appear!
[enter Enchantresses]
FIRST WITCH
Say, Beldam, say what's thy will.
CHORUS
Harm's our delight and mischief all our skill.
SORCERESS
The Queen of Carthage, whom we hate,
As we do all in prosp'rous state,
Ere sunset, shall most wretched prove,
Depriv'd of fame, of life and love!
CHORUS
Ho, ho, ho, ho, ho, ho! [etc.]
11. TWO WITCHES
Ruin'd ere the set of sun?
Tell us, how shall this be done?
SORCERESS
The Trojan Prince, you know, is bound
By Fate to seek Italian ground;
The Queen and he are now in chase.
FIRST WITCH
Hark! Hark! the cry comes on apace.
SORCERESS
But, when they've done, my trusty Elf
In form of Mercury himself
As sent from Jove shall chide his stay,
And charge him sail tonight with all his fleet away.
CHORUS
12. Ho, ho, ho, ho, ho, ho! [etc.]
[Enter a Drunken Sailor; a dance]
TWO WITCHES
But ere we this perform,
We'll conjure for a storm
To mar their hunting sport
And drive 'em back to court.
CHORUS [in the manner of an echo.]
In our deep vaulted cell the charm we'll prepare,
Too dreadful a practice for this open air.
ECHO DANCE [Enchantresses and Fairies]
Scene [II]: The Grove [enter Aeneas, Dido, Belinda, and
their train]
RITORNELLE [Orchestra]
BELINDA [Repeated by Chorus]
13. Thanks to these lovesome vales,
These desert hills and dales,
So fair the game, so rich the sport,
Diana's self might to these woods resort.
GITTER GROUND: A DANCE
SECOND WOMAN
Oft she visits this lov'd mountain,
Oft she bathes her in this fountain;
Here Actaeon met his fate,
Pursued by his own hounds,
And after mortal wounds
Discover'd, discover'd too late.
[A Dance to entertain Aeneas by Dido's women]
AENEAS
14. Behold, upon my bending spear
A monster's head stands bleeding,
With tushes far exceeding
Those did Venus' huntsman tear.
DIDO
The skies are clouded, hark! how thunder
Rends the mountain oaks a sunder.
BELINDA [Repeated by Chorus]
Haste, haste to town, this open field
No shelter from the storm can yield.
[exeunt Dido and Belinda and train]
[The Spirit of the Sorceress descends to Aeneas in the
likeness of Mercury]
SPIRIT
Stay, Prince and hear great Jove's command;
He summons thee this Night away.
15. AENEAS
Tonight?
SPIRIT
Tonight thou must forsake this land,
The Angry God will brook no longer stay.
Jove commands thee, waste no more
In Love's delights, those precious hours,
Allow'd by th'Almighty Powers
To gain th' Hesperian shore
And ruined Troy restore.
AENEAS
Jove's commands shall be obey'd,
Tonight our anchors shall be weighed.
[Exit Spirit.]
But ah! what language can I try
16. My injur'd Queen to Pacify:
No sooner she resigns her heart,
But from her arms I'm forc'd to part.
How can so hard a fate be took?
One night enjoy'd, the next forsook.
Yours be the blame, ye gods! For I
Obey your will, but with more ease could die.
THE SORCERESS AND HER ENCHANTRESSES
(CHORUS)
Then since our Charmes have sped,
A Merry Dance be led
By the Nymphs of Carthage to please us.
They shall all Dance to ease us,
A Dance that shall make the Spheres to wonder,
Rending those fair Groves asunder.
THE GROVES DANCE
ACT THE THIRD
17. Scene: The Ships [enter the Sailors, the Sorceress, and her
Enchantresses]
PRELUDE
FIRST SAILOR [Repeated by Chorus]
Come away, fellow sailors, your anchors be weighing.
Time and tide will admit no delaying.
Take a bouzy short leave of your nymphs on the shore,
And silence their mourning
With vows of returning
But never intending to visit them more.
THE SAILORS' DANCE
SORCERESS
See the flags and streamers curling
Anchors weighing, sails unfurling.
18. FIRST WITCH
Phoebe's pale deluding beams
Guilding more deceitful streams.
SECOND WITCH
Our plot has took,
The Queen's forsook.
TWO WITCHES
Elissa's ruin'd, ho, ho!
Our plot has took,
The Queen's forsook, ho, ho!
SORCERESS
Our next Motion
Must be to storme her Lover on the Ocean!
From the ruin of others our pleasures we borrow,
Elissa bleeds tonight, and Carthage flames tomorrow.
CHORUS
19. Destruction's our delight
Delight our greatest sorrow!
Elissa dies tonight and Carthage flames tomorrow.
[Jack of the the Lanthorn leads the Spaniards out of
their way among the Enchantresses.]
A DANCE
[Enter Dido, Belinda and train]
DIDO
Your counsel all is urged in vain
To Earth and Heav'n I will complain!
To Earth and Heav'n why do I call?
Earth and Heav'n conspire my fall.
To Fate I sue, of other means bereft
The only refuge for the wretched left.
BELINDA
20. See, Madam, see where the Prince appears;
Such Sorrow in his looks he bears
As would convince you still he's true.
[enter Aeneas]
AENEAS
What shall lost Aeneas do?
How, Royal Fair, shall I impart
The God's decree, and tell you we must part?
DIDO
Thus on the fatal Banks of Nile,
Weeps the deceitful crocodile
Thus hypocrites, that murder act,
Make Heaven and Gods the authors of the Fact.
AENEAS
By all that's good ...
DIDO
21. By all that's good, no more!
All that's good you have forswore.
To your promis'd empire fly
And let forsaken Dido die.
AENEAS
In spite of Jove's command, I'll stay.
Offend the Gods, and Love obey.
DIDO
No, faithless man, thy course pursue;
I'm now resolv'd as well as you.
No repentance shall reclaim
The injur'd Dido's slighted flame.
For 'tis enough, whate'er you now decree,
That you had once a thought of leaving me.
AENEAS
Let Jove say what he will: I'll stay!
22. DIDO
Away, away! No, no, away!
AENEAS
No, no, I'll stay, and Love obey!
DIDO
To Death I'll fly
If longer you delay;
Away, away!.....
[Exit Aeneas]
But Death, alas! I cannot shun;
Death must come when he is gone.
CHORUS
Great minds against themselves conspire
And shun the cure they most desire.
DIDO
23. [Cupids appear in the clouds o're her tomb]
Thy hand, Belinda, darkness shades me,
On thy bosom let me rest,
More I would, but Death invades me;
Death is now a welcome guest.
When I am laid in earth, May my wrongs create
No trouble in thy breast;
Remember me, but ah! forget my fate.
CHORUS
With drooping wings you Cupids come,
To scatter roses on her tomb.
Soft and Gentle as her Heart
Keep here your watch, and never part.
CUPIDS DANCE
FINIS
Endnote:
24. The text of the Prologue is here omitted, as music has not
survived for it. Music is missing also for some
of the parts of the opera proper, but some attempts have been
made to reconstruct them in some
productions. The text here does not guarantee faithfulness to
any given spelling convention or any
particular version of the text, except perhaps the original 1689
print.
Initially input by: Lyle Neff, [email protected]
Music B22—Dido and Aeneas
1. List the main characters in this story? How does Purcell use
music to give us an idea of each of
what each character is like?
2. How is dance used in this opera to tell the story? Give two
examples.
25. 3. What is the role of the chorus—what parts do they play in
this story? Give two examples.
4. How does music help tell us what the characters are feeling
or thinking? Give an example from
an aria, a dance and a chorus/small ensemble piece.
