Renting vs. Buying a Home Essay Example for Free

Renting vs. Buying a Home Essay Everyday someone is making the decision to move, whether it be across the country or a few blocks away. When you make the decision to move the next question that comes up is whether or not you should buy or rent a home. Careful consideration should be given when making this decision; carefully look at your finances and family situation. Buying a home should never be done lightly and if buying is too much for your family then perhaps renting is the option that you may want to consider. Take a look at the various options and no matter what you decide to do, buy or rent, the choice should suit your financial needs, location, your responsibilities, and family’s needs. Ask yourself if you have the money to buy a home or do you simply rent? When buying a home, your mortgage payments stay the same for the life of the loan. There was a time when you needed to have 20% for the down payment and also have the money for the closing costs, but that isn’t the case anymore. There are different types of loans that will enable the average person to only need 3.5% down and 3.5% of the closing costs, the rest will figured into your loan amount. Anything that you do pay towards your new home is tax deductable. Now don’t forget to figure in property taxes and insurance, those are the items that can go up in price as time goes by. The best part about renting a home is that you only need to have the first and last month’s rent and perhaps a small deposit for keeping a dog or a cat. Some rents can go up every year, but the average is 5% every year. A very serious question to consider is whether or not you can live where you want to live and once that’s settled, then you might want to consider if you want to stay there. When buying a home you can live anywhere there is a home for sale, the choice is yours. The decision in staying where you buy might be taken out of hands if you can’t sell right away and most economists will tell you th at you should stay in your home at least 7 years in order to benefit from buying. The same  applies for renting a home, you can live anywhere there is a home or apartment for rent, again the choice is yours. The deal with renting is that you have to stay as long as your lease is in effect, which can usually go from year to year and gives you more flexibility if you want to move. Considering the responsibility that you will need to give towards your residence, careful thought should be given. When you buy a home the responsibility to maintain the home and fix things that need to be repaired are all yours. You pay to have someone fix your home or do it yourself, either way if it needs to be done you are the one to do it. Having to take responsibility for your own repairs and maintenance is not all bad; there is a pride that comes with home ownership. There are certain repairs that are tax deductable and also certain improvements that are tax deductable, check with your local IRS office and find out what you as a home owner can take advantage of. When you rent a home or apartment the repairs are the responsibility of the owner of the property and that isn’t you. When you rent if there is something that does need to be repaired, you are at the mercy of the owner to get the repairs done. Sometimes you have to wait an indefinite amount of time and sometimes they fix things right away, the choice is theirs to make and they may not see a problem as urgent. In addition to responsibility, you really need to consider whether or not your decision makes sense for your family. When buying a home, your investing in the future of your family, everything you do to improve your home increases the value. When buying a home, the home is yours to do with as you like, as long as you follow the codes in your area, you can add a room, tear down a wall or paint the house orange, no one can tell you that you what to do. Most children and adults thrive in a stable environment and owning your home can give that stability. Perhaps your family can get that dog they have all been talking about, install a pool, or plant trees. The problem can arise with the uncertainty of the unknown, we do not know what is going to happen tomorrow, will your job relocate, will you still have a job, and will this new home be all that we hoped it would be; buyer’s remorse can be a very real dilemma. When renting you have freedom, all your time, effort, and money is not put into taking care of the place where you live. Speaking of freedom, renting is the best way to see if an area suits you and your family before you make that big commitment to buy. If you are not sure where you  want your family to live for the next few years, then renting can be a way to try out new places and give you a chance to find the place that works for you. There are so many things to consider in the decision to buy or rent a home, as a consumer only you know what is right for you and your family. Studies show that buying a home is the better deal in the long run, but sometimes that may not suit your needs. There are so many pro’s and con’s to either choice, do I want to do repairs, can I do repairs, can I have animals, do I want to stay in the same place for more than 7 years, do I like the area? When I made the decision to buy my own home I had lived in the same area for more than 10 years and I knew that I wanted the freedom of owning, I wanted something that is all my own, but it took some time renting to come to that decision and what is right for me might not be right for someone else. Whatever you decide to do buy or rent, that choice should suit all your needs and the needs of your family.

The Physical Soil Properties Environmental Sciences Essay

The Physical Soil Properties Environmental Sciences Essay Soils are composed of five main components mineral particles derived from rocks by weathering; organic materials humus from dead and decaying plant material; soil water in which nutrient elements are dissolved; soil air both carbon dioxide and oxygen; and living organisms including bacteria that help plant decomposition. Soils differ in their fertility levels, because they have different proportions of these components and because the mineral particles have been affected to different degrees by weathering. Age of soil minerals, prevailing temperatures, rainfall, leaching and soil physico-chemistry are the main factors which determine how much a particular soil will weather (Sinha and Shrivastava, 2000). Soil thus, is important to everyone either directly or indirectly. It is the natural bodies on which agricultural products grow and it has fragile ecosystem (Sinha and Shrivastava, 2000). South Africa ranks among the countries with the highest rate of income inequality in the world (Aliber, 2009). Compared to other middle income countries, it has extremely high levels of absolute poverty and food insecurity threat (FAO, 2009). As part of this, a potential contributor to food security might be small-scale agricultural production. Aliber (2009) indicated that input support targeting smallholder farmers could boost production and food security. Utilisation of uncultivated arable lands and subsistence agriculture might be one option to contribute to incomes and/or savings, as well as to encourage food diversification (Altman et al., 2009). Land with high agricultural suitability is considered to have greater long-term security with regards to both agricultural production and development. From a planning perspective, high agricultural flexibility is therefore considered an appropriate measure of high quality agricultural land that is highly productive and fertile. Only a small proportion of worlds soils have a very good level of fertility, most of which have only good to medium fertility and some have very low fertility, and are often referred to as marginal soils (Ashman and Puri, 2002). Well-known fertile soils are deep alluvial soils formed from river mud, organic matter- rich soils on loess material, nutrient rich Vertisols and volcanic soils (Brady and Weil, 2004). Under poor management, soil fertility can be seriously depleted and soils may become useless for agriculture. 2.2. SOIL PHYSICO-CHEMISTRY Soil is a natural medium on which agricultural products grow and it is dependent on several factors such as fertility to be considered productive (Shah et al., 2011). The fertility of the soil is depended on concentration of soil nutrients, organic and inorganic materials and water. These soil physico-chemical properties are classified as being physical, chemical and biological, which greatly influence soil fertility (Ramaru et al., 2000). To manage soil fertility, knowledge and understanding of these properties is required (as discussed below). 2.2.1. Physical soil properties (i) Soil texture Soil texture refers to the relative proportions of the various size groups of individual particles or grains in a soil (Rowell, 1994). It is dependent on the mixture of the different particle sizes present in the soil. Based on these different sizes, soil particles are classified as sand (0.05- 2mm), silt (0.002-0,5mm) and clay ( Clay particles hold larger quantities of water and nutrients, because of their large surface areas (Brady and Weil, 1999). This property causes the swelling and shrinking of clay soils, but only those with smectitic group of clay minerals. The large surface area of clay particles gives nutrients numerous binding sites especially when the surface charge density is high, which is part of the reason that fine textured soils have such high abilities to retain nutrients (Velde, 1995). The pores between clay particles are very small and complex, so movement of both air and water is very slow (Brady and Weil, 1999). Clay particles are negatively charged because of their mineralogical composition. Soils with such particles usually have high CEC and can retain water and plant nutrients; thus such soils are considered to be fertile and good for plant growth (Brady and Weil, 1999). The knowledge of the proportions of different-sized particles in soils is critical to understand soil behavior and their management. Since sand particles are relatively large, so are the voids between them, which promote free drainage of water and entry of air into the soil (Brady and Weil, 2002). The implication of free drainage in sandy soil is that soil nutrients are easily washed down into the soil and become inaccessible for use by plants (Brady and Weil, 2002). Sandy soils are considered non-cohesive and because of their large size, have low specific surface areas and thus have low nutrient retention capacity (Rowell, 1994). Sand particles can hold little water due to low specific surface area and are prone to drought, therefore have a very low CEC and fertility status (Petersen et al., 1996). The pores between silt particles are much smaller than those in sand, so silt retains more water and nutrients (Rowell, 1994). Soils dominated by silt particles therefore have a higher fertility status than sandy soils and provides favorable conditions for plant growth when other growth factors are favorable (Miller and Donahue, 1992). (ii) Soil structure The term soil structure refers to the arrangement of soil particles into aggregates (Six et al., 2000). Soil structure is affected by biological activities, organic matter, and cultivation practices (Rowell, 1994). It influences soil water movement and retention, erosion, nutrient recycling, sealing and crusting of the soil surface, together with aeration and soils structural stability, root penetration and crop yield (Lupwayi et al., 2001). Soil structure can be platy, prismatic, granular, crumbly, columnar and blocky (RCEP, 1996). An ideal soil structure for plant growth is often described as granular or crumb-like, because it provides good movement for air and water through a variety of different pore sizes and it also affects root penetration (RCEP, 1996). An ideal soil structure is also stable and resistant to erosion (Duiker et al., 2003). Organic matter and humification processes improve structural stability, and can rebuild degraded soil structures (Brady and Weil, 1999). Therefore it is vital to return or add organic material to the soil and to maintain its biological activity in order to enhance soil structure for plant growth. Favorable soil structure and high aggregate stability are therefore vital to improving soil fertility, increasing agronomic productivity, enhancing porosity and decreasing erodibility. (iii) Water retention capacity Water holding capacity refers to the quantity of water that the soil is capable of storing for use by plants (Brady and Weil, 1999). Soil water is held in, and flows through pore spaces in soils. Soil water can be described into the following stages: gravitational, capillary, and hygroscopic, based upon the energy with which water is held by the soil solids, which in turn governs their behavior and availability to plants (Rowell, 1994). Water holding capacity is an important factor in the choice of plants or crops to be grown and in the design and management of irrigation systems (Brady and Weil, 1999). The total amount of water available to plants growing in field soils is a function of the rooting depth of the plant and sum of the water held between field capacity and wilting percentage in each of the horizons explored by the roots (Brady and Weil, 1999). Field capacity is the amount of soil moisture or water content held in soil after excess water has drained away and the rate of downward movement has materially decreased, which usually takes place within 2-3 days after a rain or irrigation in pervious soils of uniform structure and texture (Govers, 2002). The ability of the soil to provide water for plants is an important fertility characteristic (RCEP, 1996). The capacity for water storage varies, depending on soil properties such as organic matter, soil texture, bulk density, and soil structure (RCEP, 1996). This is explained by the degree of soil compaction, where problems will arise if excessive compaction occurs which would results in increased bulk density, a decrease in porosity and aeration and poor water drainage (Gregory et al., 2006), all resulting in poor plant growth. (iv) Electrical Conductivity (EC) Soil electrical conductivity (EC), is the ability of soil to conduct electrical current (Doerge, 1999). EC is expressed in milliSiemens per meter (mS/m) or cm (cm/m). Traditionally, soil scientists used EC to estimate soil salinity (Doerge, 1999). EC measurements also have the potential for estimating variation in some of the soil physical properties such as soil moisture and porosity, in a field where soil salinity is not a problem (Farahani and Buchleiter, 2004). Soil salinity refers to the presence of major dissolved inorganic solutes in the soil aqueous phase, which consist of soluble and readily dissolvable salts including charged species (e.g., Na+, K+, Mg+2, Ca+2, Clà ¢Ã‹â€ Ã¢â‚¬â„¢, HCO3à ¢Ã‹â€ Ã¢â‚¬â„¢, NO3à ¢Ã‹â€ Ã¢â‚¬â„¢, SO4à ¢Ã‹â€ Ã¢â‚¬â„¢2 and CO3à ¢Ã‹â€ Ã¢â‚¬â„¢2), non-ionic solutes, and ions that combine to form ion pairs (Smith and Doran, 1996). Salt tolerances are usually given in terms of the stage of plant growth over a range of electrical conductivity (EC) levels. EC greater than 4dS/m are considered saline (Munshower, 1994). Salt sensitive plants may be affected by conductivities below 4dS/m and salt tolerant species may not be impacted by concentrations of up to twice this maximum agricultural tolerance limit (Munshower, 1994). Electrical conductivity is the ability of a solution to transmit an electrical current. The conduction of electricity in soil takes place through the moisture-filled pores that occur between individual soil particles. Therefore, the EC of soil is determined by the following soil properties (Doerge, 1999): . Porosity, where the greater soil porosity, the more easily electricity is conducted. Soil with high clay content has higher porosity than sandier soil. Compaction normally increases soil EC. . Water content, dry soil is much lower in conductivity than moist soil. . Salinity level, increasing concentration of electrolytes (salts) in soil water will dramatically increase soil EC. . Cation exchange capacity (CEC), mineral soil containing high levels of organic matter (humus) and/or 2:1 clay minerals such as montmorillonite, illite, or vermiculite have a much higher ability to retain positively charged ions (such as Ca, Mg, K, Na, NH4, or H) than soil lacking these constituents. The presence of these ions in the moisture-filled soil pores will enhance soil EC in the same way that salinity does. . Temperature, as temperature decreases toward the freezing point of water, soil EC decreases slightly. Below freezing, soil pores become increasingly insulated from each other and overall soil EC declines rapidly. Plants are detrimentally affected, both physically and chemically, by excess salts in some soils and by high levels of exchangeable Na in others. Soils with an accumulation of exchangeable Na are often characterized by poor tilth and low permeability and therefore low soil fertility status, making them unfavorable for plant growth (Munshower, 1994). (v) Bulk Density (BD) Soil bulk density is defined as the mass of dry soil (g) per unit volume (cm3) and is routinely used as a measure of soil compaction (Gregory et al., 2006). The total volume includes particle volume, inter-particle void volume and internal pore volume (Gregory et al., 2006). Bulk density takes into account solid space as well as pore space (Greenland, 1998). Thus soils that are porous or well-aggregated (e.g. clay soil) will have lower bulk densities than soils that are not aggregated (sand) (Greenland, 1998). Plant roots cannot penetrate compacted soil as freely as they would in non-compacted soil, which limits their access to water and nutrients present in sub-soil and inhibits their growth (Hagan et al., 2010). Compacted soil requires more frequent applications of irrigation and fertilizer to sustain plant growth, which can increase runoff and nutrient levels in runoff (Gregory et al., 2006). The bulk density of soil depends greatly on the soils mineral make up and the degree of compaction. High bulk density usually indicate a poorer environment for root growth, reduced aeration and undesirable changes in hydrologic function, such as reduced infiltration (Brady and Weil, 1999). The presence of soil organic matter, which is considerably lighter than mineral soil, can help decrease bulk density and thereby enhancing soil fertility (Hagan et al., 2010). 2.2.2. Soil Chemical properties Soil chemical properties which include the concentrations of nutrients, cations, anions, ion exchange reactions and redox properties, but for the purpose of this study focus will be based on properties that have an implication on soil fertility including: (i) Soil pH Soil pH is an important soil property that affects several soil reactions and processes and is defined as a measure of the acidity or alkalinity of the soil (Bohn, 2001). It has considerable effect on soil processes including ion exchange reactions and nutrient availability (Rowell, 1994). Soil pH is measured on a scale of 0 to 14, where a pH of 7.0 is considered neutral, readings higher than 7.0 are alkaline, and readings lower than 7.0 are considered acidic (McGuiness, 1993). Most plants are tolerant of a pH range of 5.5-6.5 which is near neutral pH range (Bohn, 2001). Soil pH is one of the most important characteristics of soil fertility, because it has a direct impact on nutrient availability and plant growth. Most nutrients are more soluble in acid soils than in neutral or slightly alkaline soils (Bohn, 2001). In strongly acidic soils the availability of macronutrients (Ca, Mg, K, P, N and S) as well as molybdenum and boron is reduced. In contrast, availability of micronutrient cations (Fe, Mn, Zn, Cu and Al) is increased by low soil pH, even to the extent of toxicity of higher plants and microorganisms (Bohn, 2001). The pH of a soil is also reported to affect so many other soil properties (Brady and Weil, 1999), including nutrient availability, effects on soil organisms, fungi thrive in acidic soils, CEC and plant preferences of either acidic or alkaline soils. Most plants prefer alkaline soils, but there are a few which need acidic soils and will die if placed in an alkaline environment (Brady and Weil, 1999). (ii) Cation Exchange Capacity (CEC) Cation exchange capacity is defined as the sum of the total of the exchangeable cations that a soil can hold or adsorb (Brady and Weil, 1999). A cation is a positively charged ion and most nutrients cations are: Ca2+, Mg2+, K +, NH4+, Zn2+, Cu2+, and Mn2+. These cations are in the soil solution and are in dynamic equilibrium with the cations adsorbed on the surface of clay and organic matter (Brady and Weil, 1999). Clay and organic matter are the main sources of CEC (Peinemann et al., 2002). The more clay and organic matter (humus) a soil contains, the higher its CEC and the greater the potential fertility of that soil. CEC varies according to the type of clay. It is highest in montmorillonite clay, lowest in heavily weathered kaolinite clay and slightly higher in the less weathered illite clay (Peinemann et al., 2002). Sand particles have no capacity to exchange cations because it has no electrical charge (Brady and Weil, 1999). CEC is used as a measure of soil nutrient retention capacity, and the capacity to protect groundwater from cation contamination (Brady and Weil, 1999). It buffers fluctuations in nutrient availability and soil pH (Bergaya and Vayer, 1997). Plants obtain many of their nutrients from soil by an electrochemical process called cation exchange. This process is the key to understanding soil fertility (Rowell, 1994). Nutrients that are held by charges on a soil are termed exchangeable as they become readily available to plants (Rowell, 1994).The higher the CEC of a soil, the more nutrients it is likely to hold and the higher will be its fertility level (Fullen and Catt, 2004). Factors affecting cation exchange capacity The factors affecting cation exchange capacity include the following (Brady and Weil 1999), soil texture, soil humus content, nature of clay and soil reaction. Soil texture influences the CEC of soils in a way that it increases when soils percentage of clay increases i.e. the finer the soil texture, the higher the CEC as indicated in Table 2. CEC depends on the nature of clay minerals present, since each mineral has its own capacity to exchange and hold cations e.g. the CEC of a soil dominated by vermiculite is much higher than the CEC of another soil dominated by kaolinite, as vermiculite is high activity clay unlike kaolinte which is low activity clay. When the pH of soil increases, more H+ ions dissociate from the clay minerals especially kaolinite, thus the CEC of soil dominated by kaolinite also increases. CEC varies according to the type of soil. Humus, the end product of decomposed organic matter, has the highest CEC value because organic matter colloids have large quantities of negative charges. Humus has a CEC two to five times greater than montmorillonite clay and up to 30 times greater than kaolinite clay, so is very important in improving soil fertility. Table 2.1: CEC values for different soil textures (Brady and Weil, 1999) Soil texture CEC range (meq/100g soil) Sand 2-4 Sandy loam 2-12 Loam 7-16 Silt loam 9-26 Clay, clay loam 4-60 (iii) Organic Matter The importance of soil organic matter in relation to soil fertility and physical condition is widely recognized in agriculture. However, organic matter contributes to the fertility or productivity of the soil through its positive effects on the physical, chemical and biological properties of the soil (Rowell, 1994), as follows: physical stabilizes soil structure, improves water holding characteristics, lowers bulk density, dark color may alter thermal properties; chemical higher CEC, acts as a pH buffer, ties up metals, interacts with biological supplies energy and body-building constituents for soil organisms, increases microbial populations and their activities, source and sink for nutrients, ecosystem resilience, affects soil enzymes. Soil organic matter consists of a wide range of organic substances, including living organisms, carboneous remains of organisms which once occupied the soil, and organic compounds produced by current and past metabolism of the soil (Brady and Weil, 1999). Soil organic matter plays a critical role in soil processes and is a key element of integrated soil fertility management (ISFM) (Brady and Weil, 2004). Organic matter is widely considered to be the single most important indicator of soil fertility and productivity (Rowell, 1994). It consists primarily of decayed or decaying plant and animal residues and is a very important soil component. Benefits of Organic matter in soil according to Ashman and Puri, (2002) include: increasing the soils cation exchange capacity and acting as food for soil organisms from bacteria to worms and is an important component in the nutrient and carbon cycles. Organic matter, like clay, has a high surface area and is negatively charged with a high CEC, making it an excellent supplier of nutrients to plants. In addition, as organic matter decomposes, it releases nutrients such as N, P and S that are bound in the organic matters structure, essentially imitating a slow release fertilizer (Myers, 1995). Organic matter can also hold large amounts of water, which helps nutrients move from soil to plant roots (Mikkuta, 2004). An important characteristic of organic matter in soil fertility is C: N ratio. The C: N ratio in organic matter of arable surface horizons commonly ranges from 8:1 to 15:1, the median being near 12:1 (Brady and Weil, 1999). The C:N ratio in organic residues applied to soils is important for two reasons: intense competition among the micro-organisms for available soil nitrogen which occurs when residues having a high C:N ratio are added to soils and it also helps determine their rate of decay and the rate at which nitrogen is made available to plants (Brady and Weil, 1999). (iv) Plant Nutrients Plants require 13 plant nutrients (Table 2.2) (micro and macro nutrients) for their growth. Each is equally important to the plant, yet each is required in vastly different amounts (Ronen, 2007). Essential elements are chemical elements that plants need in order to complete their normal life cycle (Scoones and Toulhim, 1998). The functions of these elements in the plant cannot be fulfilled by another, thus making each element essential for plant growth and development (Scoones and Toulhim, 1998). Essential nutrients are divided into macro and micronutrients as illustrated in Table 3. Macronutrients are those that are required in relatively high quantities for plant growth and can be distinguish into two sub groups, primary and secondary ones, (Uchida and Silva, 2000). The primary macro-elements are most frequently required for plant growth and also needed in the greatest total quantity by plants. For most crops, secondary macro nutrients are needed in lesser amounts than the primary nutrients. The second group of plant nutrients which are micronutrients are needed only in trace amounts (Scoones and Toulhim, 1998). These micronutrients are required in very small amounts, but they are just as important to plant development and profitable crop production as the major nutrients (Ronen, 2007). Classification Element Function in plant growth Source Deficiency symptoms and toxicities Macro nutrients Primary Nitrogen (N) Chlorophyll and Protein formation Air/Soil, applied fertilisers Slow growth, stunted plants, chlorosis, low protein content Phosphorus (P) Photosynthesis, Stimulates early growth and root formation, hastens maturity Soil and applied fertilisers Slow growth, delayed crop maturity, purplish green coloration of leaves Potassium (K) Photosynthesis and nzyme activity, starch and sugar formation, root growth Soil and applied fertilisers Slow growth, Reduced disease or pest resistance, development of white and yellow spots on leaves Macro nutrients secondary Calcium (Ca) Cell growth and component of cell wall Soil Weakened stems, death of plants growing points, abnormal dark green appearance on foliage Magnesium (Mg) Enzyme activation, photosynthesis and influence Nitrogen metabolism Soil Interveinal chlorosis in older leaves, curling of leaves, stunted growth, Sulfur (S) Amino acids, proteins and nodule formation Soil and animal manure Interveinal chlorosis on corn leaves, retarded growth, delayed maturity and light green to yellowish color in young leaves Micronutrients essential Iron (Fe) Photosynthesis, chlorophyll synthesis, constituent of various enzymes and proteins Soil Interveinal chlorosis, yellowing of leaves between veins, twig dieback, death of entire limp or plants Manganese (Mn) Enzyme activation, metabolism of nitrogen and organic acids, formation of vitamins and breakdown of carbohydrates Soil Interveinal chlorosis of young leaves, gradation of pale green coloration with darker color next to veins Zinc (Zn) Enzymes and auxins component, protein synthesis, used in formation of growth hormones Soil Mottled leaves, dieback twigs, decrease in stem length Copper (Cu) Enzyme activation, catalyst for respiration Soil Stunted growth, poor pigmentation, wilting of leaves Boron (B) Reproduction Soil Thickened, curled, wilted and chlorotic leaves; reduced flowering Molybdenum (Mo) Nitrogen fixation; nitrate reduction and plant growth Soil Stunting and lack of vigor (induced by nitrogen deficiency), scorching, cupping or rolling of leaves Chlorine (Cl) Root growth, photosynthetic reactions Soil Wilting followed by chlorosis, excessive branching of lateral roots, bronzing of leaves Additional nutrients Carbon (C) Constituent of carbohydrates and photosynthesis Air/ Organic matter Hydrogen (H) Maintains osmotic balance and constituent of carbohydrates Water/Organic matter Oxygen (O) Constituent of carbohydrates and necessary for respiration Air/Water/ Organic matter Table 2.2: Essential plant elements, their sources and role in plants (Ronen,2007) Deficiency of any of these essential nutrients will retard plant development (Brady and Weil, 2004). Deficiencies and toxicities of nutrients in soil present unfavorable conditions for plant growth, such as: poor growth, yellowing of the leaves and possibly the death of the plant as illustrated in Table 3 (Ahmed et al., 1997). Therefore proper nutrient management is required to achieve maximum plant growth, maximum economic and growth response by the crop, and also for minimum environmental impact. In addition to the nutrients listed above, plants require carbon, hydrogen, and oxygen, which are extracted from air and water to make up the bulk of plant weight (Brady and Weil, 1999). Achieving balance between the nutrient requirements of plants and the nutrient reserves in soils is essential for maintaining soil fertility and high yields, preventing environmental contamination and degradation, and sustaining agricultural production over the long term. 2.2.3. Soil Biological properties (i) Soil organisms Soil organisms include mostly microscopic living organisms such as bacteria and fungi which are the foundation of a healthy soil because they are the primary decomposer of organic matter (Brady and Weil, 1999). Soil organisms are grouped into two namely soil microorganisms and soil macro organisms (Table 2.3). Table 2.3: Soil Macro and microorganisms and their role in plant and soil (Brady and Weil, 1999) Classification Organisms Function in plant and/or soil Source Microorganisms Bacteria Decomposition of organic matter Soil surface and humus particles Actinomycetes Source of protein and enhance soil fertility Surface layers of grass lands Fungi Fix atmospheric nitrogen and enhance soil fertility Soil (without organic matter) Algae Add organic matter to soil, improve aeration of swamp soils, and fix atmospheric nitrogen Moist soils Macro-organisms Nematodes They can be applied to crops in large quantities as a biological insecticide Soil and plant roots Earthworms Enhance soil fertility and structural stability Aerated soils Ants and termites Soil development Dominant in tropical soils Soil can contain millions of organisms that feed off decaying material such as old plant material, mulch unprocessed compost (Ashman and Puri, 2002), Microorganisms constitute Soil organic matter is the main food and energy source of soil microorganisms (Ashman and Puri, 2002). Through decomposition of organic matter, microorganisms take up their food elements. Organic matter also serves as a source of energy for both macro and micro organisms and helps in performing various beneficial functions in soil, resulting in highly productive soil (Mikutta et al., 2004). Macro-organisms such as insects, other arthropods, earthworms and nematodes live in the soil and have an important influence on soil fertility (Amezketa, 1999). They ingest soil material and relocate plant material and form burrows. The effects of these activities are variable. Macro-organisms improve aeration, porosity, infiltration, aggregate stability, litter mixing, improved N and C stabilization, C turnover and carbonate reduction and N mineralization, nutrient availability and metal mobility (Amezketa, 1999; Winsome and McColl, 1998 and Brown et al., 2000). The various groups of soil organisms do not live independently of each other, but form an interlocked system more or less in equilibrium with the environment (Brady and Weil, 1999). Their activity in soil depend on moisture content, temperature, soil enzymes, dissolution of soil minerals and breakdown of toxic chemicals. All have a tremendous role in the development of soil fertility (Alam, 2001). Their actions involve the formation of structural systems of the soils which help in the increase of agricultural productivity (Alam, 2001). 2.3. SOIL CLAY MINERALOGY The clay fraction of soil is dominated by clay minerals which control important soil chemical properties including sorption characteristics of soils (Dixon and Schulze, 2002). Minerals are naturally occurring inorganic compounds, with defined chemical and physical properties (Velde, 1995). Minerals that are formed in the depths of a volcano are called primary minerals (Pal et al., 2000). Feldspar, biotite, quartz and hornblende are examples of primary minerals. These minerals and the rocks made from them are often not stable when exposed to the weathering agents at the surface of the earth (Dixon and Schulze, 2002). These rocks are broken down (weathered) continuously into small pieces by exposure to physical and chemical weathering processes (Dixon and Schulze, 2002). Some of the elements that are released during weathering, reform and crystallise in a different structure forming secondary minerals (Melo et al., 2002). Secondary minerals tend to be much smaller in particle size than primary minerals, and are most commonly found in the clay fraction of soils (Guggenheim and Martin, 1995). Soil clay fractions often contain a wide range of secondary minerals such as kaolinite, montmorillonite and aluminum hydrous oxides, whereas the sand or silt particles of soils are dominated by relatively inert primary minerals. The clay fraction is usually dominated by secondary minerals which are more chemically active and contribute the most to soil fertility (Melo et al., 2002). Two major secondary mineral groups, clay minerals and hydrous

Recruiting Nurses in Rural Communities

Recruiting Nurses in Rural Communities B. Trimble Perceptions of nurse practitioner students on clinical rotations in rural health care areas, and the likelihood of practicing in a rural area. With the current primary care provider shortages in rural areas, could the key be the use of nurse practitioners, to ultimately, fill the gap in medical services? How satisfied are patients with a nurse practitioner’s services? How do communities recruit and keep nurse practitioners? What role do rural clinical rotations play in the recruitment of nurse practitioner graduates for practice in rural areas? Rural communities have difficulty recruiting and retaining primary care providers. With the number of aging providers looking at retirement and the lack of medical school graduates interested in primary care, the need will be further increased. The national shortage of primary care providers has many communities searching for help. Meeting the current needs is difficult and the need for services is expected to increase as the rural population ages and the enactment of the patient protection and affordable care act. Advanced practice registered nurses, whom studies show can provide care that is safe and as effective as a physician, are a powerful solution to the problem of the shortage in primary care providers and rising health care costs. There are currently 189,000 nurse practitioners, 35,000 nurse anesthetist, and 18,500 certified nurse-midwives in the United States according to the American Association of Nurse Practitioners (American Association of Nurse Practitioners, 2014). Nurse practitioners play a pivotal role in providing necessary medical care to the underserved of rural communities. A need for studies that examine the experiences of rural health care providers, to assess the barriers and the facilitators for nurse practitioner practice are needed. Offering mentorships, in the rural areas, may be another way to increase interest of the nurse practitioners in rural areas. As the new health care laws become effective, the need will increase. The purpose of this study is to examine how incorporating rural health rotations, in training of nurse practitioner students, may improve on the recruitment of nurse practitioner graduates into the rural healthcare sector. In rural health centers, nurse practitioners fill key leadership positions. In a study on rural health clinic efficiency and the impacts made by nurse practitioners and physician assistants, indicated that rural health centers that used nurse practitioners had a high rate for expertise in quality care and cost effectiveness (Ortiz, Wan, Meemon, Paeth, Agiro, 2010). The purpose of the study was to investigate the impact of nurse practitioners to rural health clinics yield, determine the association of proficiency indicators, and understand specific and organizational factors that affect productivity. The questions posed were as follows: Does rural health clinic’s performance vary contingent on nurse practitioner staffing? To what extent do nurse practitioners influence productivity? What are characteristics of highly productive rural health clinics? (Ortiz, Wan, Meemon, Paeth, Agiro, 2010). . The study suggests that, employments of higher portions of nurse practitioners has a definite stance on productivity, and are able to handle a larger number of patients without adding professional staff. Process efficiency in clinics with a large percent of licensed staff tends to use larger numbers of nurse practitioners. Clinic size is definitely associated with industrial efficiency. The larger the clinic’s professional percentage, the higher the efficiency or production observed. The clinics able to maximize the value of nurse practitioners are the most cost effective in providing health care amenities. The conclusion of the study was that the use of nurse practitioners and physician assistants increased productivity and cost effectiveness in clinics that maximized the use of these medical professionals. There is a need for further studies to determine the contribution of nurse practitioners. Future research would involve risk adjustment factors to assess the effects of patient demographics and socioeconomic aspects. In addition, the evaluation of observational information would provide a better understanding of the nurse practitioner involvments. (Ortiz, Wan, Meemon, Paeth, Agiro, 2010). In a study conducted by Ryan and Rahman in urgent care centers, to determine what factors influence the satisfaction of care provided by nurse practitioners, it was determined that the care provided was scored positive. The scores were higher for those noted to be uninsured as compared to those with insurance. A descriptive study including four urgent care centers using two to four nurse practitioners was used for the study. Two of the four urgent care centers were excluded from the study, due to weather conditions. Patients were asked to complete a post visit review and sealed in an envelope after completion. Participant inclusion was they had to be 18 years of age, be able to read, write and comprehend English. The survey contained five questions on demographics and thirteen items where ten assessed the clarity of the nurse practitioner role. Approval was granted from Shenandoah University IRB and the four participating urgent care centers. No enhancements were offered to participants for participation in the study. Examining factors that affect patient satisfaction, with nurse practitioners in rural urgent care centers studies showed that there was a high rate of patient satisfaction regardless of age, insurance, race, or gender. The clarity of the nurse practitioner role was significantly different between participants that were uninsured as compared to those with insurance. The uninsured rated the experience higher than those with insurance. The overall scores for satisfaction with care were positive. Several of the patients were unaware they were being treated by nurse practitioners until the after treatment survey. This implies that the care was comparable to what had been provided by physicians in the past. The American healthcare system has not been able to meet the demands for accessible, low-cost medical care. Rural areas face a shortage of healthcare providers as family physicians retire and current graduate physicians decide to enter into specialties rather than general practice. Nurs e practitioners can fill the gap in medical providers. The role of the nurse practitioner is on the increase in rural areas that are underserved and are well accepted by colleagues and patients. Nurse practitioners provide competent care; this and previous studies have confirmed that patients are highly satisfied with primary care provided by nurse practitioners (Ryan, 2012). In a qualitative study by Boynton Sharp, to explore the factors related to the recruitment and retaining of nurse practitioners in rural areas, it was determined that nurse practitioners are more likely to accept a position in rural healthcare after having completed at least one clinical practicum in a rural setting (Boynton Sharp, 2010). In this study, the sample size was 29 nurse practitioners from across the United States. The data collection method was semi-structured interviews. Analysis of categories and themes determined that three of the concepts of rural nursing theory were applicable. It was anticipated that the knowledge gained would contribute to understanding nurse practitioner choices to practice in rural areas, to determine the developing rural nurse practitioner educational programs and existing federal agencies involved in recruiting and retainment nurse practitioners, in rural areas. A qualitative study using a focused ethnographic approach was used to explore the cultural construction of rural nurse practitioner roles. A conceptual model analysis from the theory of cultural marginality was developed. The marginality framework was developed to provide a basis for data collection and analysis. Data set used interviews conducted using audio/video tapes of electronic media interviews through web conferencing, except two interviews were conducted by telephone. Data analysis was through transcription of interviews; at the end of the analysis three concepts from the rural nursing theory were identified. Lack of anonymity was subdivided into respect and annoyance. Outsider versus insider status was defined, not as being an insider in the community, but as an outsider in the medical community. Permission to conduct the study was granted by the University of Texas at El Paso’s IRB. Names of participants did not appear anywhere in the report or research. This study identified the three concepts of the rural nursing theory. In the study, the nurse practitioners did not find the lack of anonymity to be an annoyance, but viewed it as a part of being an effective medical care provider. The study indicated that nurse practitioners are well accepted by the community members. However, nurse practitioners are not always accepted by the existing medical community. Self-reliance was indicated by the nurse practitioner’s ability to function alone and make independent decisions related to their clinical practice. Due to differences between urban and rural care needs, it is important that nurse practitioner students be given an appreciation for the uniqueness and benefits of rural practice including a) limited access to healthcare, b) limited resources, and c) distance to specialists. This can be accomplished through changes in didactic and clinical components of nurse practitioner educational programs. Nurse practitioners who accept positions in rural areas most often have a background in rural areas, have participated in a rural training program, or have a desire to serve in a rural community. Completion of a rural program is associated with accepting a position in a rural practice. In this study, 72% of the nurse practitioners completed at least one rural clinical practicum. This supports the importance of rural training as an effective strategy in recruitment of nurse practitioners for rural areas (Boynton Sharp, 2010). In another study published by Purdue University (Richards, 2011) stated that as practitioner students are subjected to underserved populations, they are able to better understand the complicated clinical situation, which also confronts nurse practitioners to provide valuable and professional, high quality safe and cost efficient patient care. The practitioner students rotated through the clinics; this was found to improve the staff role in clinical knowledge, strengthen the evidence of clinically relevant research, and enhance the classroom instructions and assignments. The rotations made class instruction and assignments more meaningful when the students observed the instruction being used in a clinical setting. The experience integrated previous subject matter and allowed practitioner students to develop skills in a supportive and strengthened environment. Allowing students to perform alongside nurse practitioners, help to develop mentoring and educational relationships, regard for others capability, and improves comprehension of the nurse practitioner role. The staff roles shifted from the expert to a mutually supportive learning association (Richards, 2011). The advanced practice nurse can serve to fill the gap in primary health care. Nurse practitioners can provide quality, cost effective care to these communities, offsetting the limited access and rising health care costs. Access to primary health care is essential in maintaining and improving health. Those who have regular primary health care receive more preventative services, are more likely to comply with prescribed treatments, and have lower rates of illness and preventive deaths. To ensure recruitment and retainment of nurse practitioners in these areas, it is important to increase the nurse practitioner student experience with clinical rotations in rural or underserved areas. References American Association of Nurse Practitioners. (2014). NP Fact Sheet. Retrieved from AANP.org: http://www.aanp.org/all-about-nps/np-fact-sheet Boynton Sharp, D. M. (2010). Factors related to the recruitment and retention of nurse practitioners in rural areas. (3409167), 110. Ann Arbor, Mi, United States: ProQuest, LLC. Retrieved March 29, 2014, from http://search.proquest.com.southuniversity.libproxy.edmc.edu/docview/613695577?accountid=87314 Ortiz, J., Wan, T., Meemon, N., Paeth, S., Agiro, A. (2010, July/August). Contextual Correlates of Rural Health Clinics Efficiency: Analysis of Nurse Practitioners Contributions. Journal for Health Care Leaders, 28(4), 237-44. Retrieved March 20, 2014, from http://www.medscape.com/viewarticle/729490_1 Richards, E. (2011). The role of nursing students at two rural nurse managed health clinics. School of Nursing Faculty Publications (paper 4). Purdue University. Doi:10.1080/07370016.2011.539086 Ryan, K. D.-C. (2012, February 1). Examining Factors Influencing Patient Satisfaction With Nurse Practitioners in Rural Urgent Care Centers. Journal of American Academy of Nurse Practitioners, 24(2), 77-81. Doi:10.1111/j.1745.7599.2011.00688.x

GREECE :: essays research papers

Greece   Ã‚  Ã‚  Ã‚  Ã‚  The two most dominating city-states in Greece of their time, Athens and Sparta, were great rivals with two very different ways of life. Sparta’s overbearing military and Athens’ impartial justice system and government are models for many modern day countries. Even though these two city-states differ greatly from one another, they share many characteristics of their country and their time period.   Ã‚  Ã‚  Ã‚  Ã‚  Athens and Sparta were the two most powerful Greek territories of their time. Like most cities of the same country, they have the same Greek culture, worshipping the same Greek gods and speaking Greek. Like all Greeks, their people loved to talk and tell stories. Although they fought against each other, their citizens equally had great amounts of pride for their entire country as well as their city-states. The two rivals were both devoted mainly to agriculture and based their wealth, but not their success, on agriculture. Both also participated in the annual Olympics, an ancient Greek national athletic competition which is now a worldwide tradition. These to Greek city-states were the most feared city-states in all of Greece.   Ã‚  Ã‚  Ã‚  Ã‚  Though Athens and Sparta were similar, they were also very different. Athens was the first democracy, and it was also the first to govern with trial by jury. Athens’ main accomplishment was that it had a very strong Navy. It was the command of the sea and the head of the Naval Alliance, or the Delian League. Athens was the most feared city-state to fight at sea. Its other achievements were that is had excellent forms of art, architecture, drama and literature, philosophy, science, and medicine. It was very wealthy and had beautiful, extravagant temples. The boys of Athens went to school between the ages of five and eighteen, where they learned reading, writing, mathematics, music, poetry, sports and gymnastics. The girls stayed at home and learned spinning, weaving and domestic arts. Athens had well educated men, a good sense of art, and an all-powerful navy.   Ã‚  Ã‚  Ã‚  Ã‚  Sparta developed the most powerful military oligarchy of their time. They had a very strong army and were the most feared city-state to fight on land. Sparta was a member of the Peloponnesian League and was the most powerful people in it. Its excellent military conquered many territories, which they controlled with slaves. Sparta’s sole achievement, other than military supremacy, was that its people possessed a simple life style, with no care for the arts of Athens. GREECE :: essays research papers Greece   Ã‚  Ã‚  Ã‚  Ã‚  The two most dominating city-states in Greece of their time, Athens and Sparta, were great rivals with two very different ways of life. Sparta’s overbearing military and Athens’ impartial justice system and government are models for many modern day countries. Even though these two city-states differ greatly from one another, they share many characteristics of their country and their time period.   Ã‚  Ã‚  Ã‚  Ã‚  Athens and Sparta were the two most powerful Greek territories of their time. Like most cities of the same country, they have the same Greek culture, worshipping the same Greek gods and speaking Greek. Like all Greeks, their people loved to talk and tell stories. Although they fought against each other, their citizens equally had great amounts of pride for their entire country as well as their city-states. The two rivals were both devoted mainly to agriculture and based their wealth, but not their success, on agriculture. Both also participated in the annual Olympics, an ancient Greek national athletic competition which is now a worldwide tradition. These to Greek city-states were the most feared city-states in all of Greece.   Ã‚  Ã‚  Ã‚  Ã‚  Though Athens and Sparta were similar, they were also very different. Athens was the first democracy, and it was also the first to govern with trial by jury. Athens’ main accomplishment was that it had a very strong Navy. It was the command of the sea and the head of the Naval Alliance, or the Delian League. Athens was the most feared city-state to fight at sea. Its other achievements were that is had excellent forms of art, architecture, drama and literature, philosophy, science, and medicine. It was very wealthy and had beautiful, extravagant temples. The boys of Athens went to school between the ages of five and eighteen, where they learned reading, writing, mathematics, music, poetry, sports and gymnastics. The girls stayed at home and learned spinning, weaving and domestic arts. Athens had well educated men, a good sense of art, and an all-powerful navy.   Ã‚  Ã‚  Ã‚  Ã‚  Sparta developed the most powerful military oligarchy of their time. They had a very strong army and were the most feared city-state to fight on land. Sparta was a member of the Peloponnesian League and was the most powerful people in it. Its excellent military conquered many territories, which they controlled with slaves. Sparta’s sole achievement, other than military supremacy, was that its people possessed a simple life style, with no care for the arts of Athens.

North and South and Hard Times Essay -- Dickens Hard Times Essays

North and South and Hard Times       In   "Industrial" H Sussman states that "one of the most significant shifts created   by industrialism" was that of the "separation of the workplace from the home".   This "shift" created "new gender roles" with the "husband as breadwinner [and   the] wife as childcare giver" and led ultimately to the "19th century   ideology of the two separate spheres -   the masculine public sphere of work [and]   the private female sphere of domesticity". Is, however, this "shift" one which   Elizabeth Gaskell in North and South and Charles Dickens in Hard Times not only reflect but one which they endorse?    If the public   sphere is masculine then the opening chapters of HardTimes immediately confronts us with this masculinity in the form of Gradgrind. The   opening line of the novel, "Now what I want is facts", is assertive and   authorative, the masculine manifestation of public speech. The demand for facts   can be articulated by Gradgrind and responded to in the appropriate terms   by Bitzer, who too, is part of this masculine world, and who can therefore   clinically define a horse. Sissy Jupe however, in the face of such assertiveness   is unable to react in any terms other than being inarticulate and "alarmed".   Dickens however does not share Gradgrind's demands for the masculine "fact".   In writing Hard Times Dickens drew heavily from the criticism of   industrial society in Thomas Carlyle's essay "Signs of the Times". In this essay   Carlyle condemned a society where: "Not only the external and physical alone is... managed by machinery, but the internal and spiritual also". This is the idea   that the competitive, masculine, business sphere has permeated into the private   sphere,... ...ard times but reflections of deeply   divided ones.    BIBLIOGRAPHY:    North and   South, Elizabeth   Gaskell, Penguin Classics (1995).    Hard   Times, Charles Dickens,   Oxford World Classics (1998).    "Signs of the   Times", Thomas Carlyle, Thomas Carlyle: Selected Writings , Penguin   Classics (1971)    "Industrial",   H Sussman in A Companion to Victorian Literature and Culture, ed. Herbet   F. Tucker (1999).    "The   Industrial Novels", Raymond Williams in Culture and Society (1958).    "What must   not be said: North and South and the problem of women's work", Catherine   Barnes Stevenson.    "The Domestic   Sphere in the Victorian Age", Bonnie G. Smith in Changing Lives.    Charles   Dickens: The Critical Heritage ed. Phillip Collins.    Elizabeth   Gaskell: The Critical Heritage ed. Angus Fasson.

Personal Reflections on the Self Essay

I  certify that  the attached  paper is my original work and has not previously been submitted by me or anyone else for any class. I further declare I have cited all sources from which I used  language, ideas, and information,  whether quoted  verbatim or paraphrased, and that any assistance of any kind, which I received while producing this paper, has been acknowledged in the References section. I have obtained written permission from the copyright holder for any trademarked material, logos, or images from the Internet or other sources. I further agree that my name typed  on the line below is intended to have, and shall have, the same validity as my handwritten signature. Student’s  signature (name typed here is equivalent to a signature):   Marjorie Neal When we talk about self, it is generally meant to be a reflection of an individual’s identity and separate from others and the environment (Huitt, 2009). The most widely used concepts when it comes to self are the self-concept and self-esteem. Self-esteem is the sense of self worth and dictates how we feel about ourselves where self-concept is dictated by how an individual answers the question â€Å"who am I? †(Myers, 2008). Research has shown that self-concept is the basis for all motivated behavior because self-concept that provides individuals with possible selves and those possible selves create the motivation for behavior (Huitt, 2009). Self-concept is built through the process of taking action and reflecting on the action one has taken as well as what others tell him about what he has done (Huitt, 2009). We are not born with a self-concept. Self-concept is developed through interaction with the environment and one’s reflection of that interaction. Self-concept has four parts: self-image, self-esteem, ideal-self and self-efficacy My sister had all the friends that my parents approved of, she got the good grades, she was not in special education classes and at home report cards and progress reports were constantly compared. I never heard that I was doing a great job or that I had improved on this subject or that it was always how wonderful my sisters grades were compared to my C’s that I worked very hard for in the early years. By the third grade I was behind in reading and math so I had to go to special classes to get help on those subjects. I not only felt inadequate at home but the other students in school made me feel very stupid and not good enough. I was picked on at school and called all sorts of names from stupid to Margarine to Rhino. Looking back it was kids being kids and picking on me because they could see that it bothered me. I used to come home in tears and all my parents said was to ignore them and they would stop but they did not stop. I was in the â€Å"loser† group and there was no getting out of it. By third grade I believed them. When I entered Junior High School, I started off in the lowest group for my classes, the one that all the troublemakers were in and all the â€Å"stupid† kids. I got tired of being lumped with those kids and decided I could do better so I decided I was going to work hard and talk to my teachers about moving up a group. In sixth grade I went from group four to group three at the half way point in the year. This gave me a bit of a boost but I still was not happy. I wanted to be one of the smart kids like my sister was so that my parents would be proud. So in seventh grade I worked harder and talk to my teachers and I was moved from group three into group two. I was feeling better about myself and continued to push harder until I was finally in group one by the end of the eighth grade. Being in group one meant I could take the college level classes I wanted to take in High School, it also meant that I was just as good as my sister was but that did nothing for me at home because I was struggling to pull C’s and my sister was still pulling A’s. Nonetheless, I was proud of my accomplishment and myself so I tried college level classes in High School. I did fine in college English but not so good in Math. I found that high school was very difficult for me and after all those years of trying to be as good as my sister I still could not pull the same grades no matter how hard I worked at it. I gave up and stopped taking college level classes with the hope that the other classes would be easier for me and I could pull the A’s and B’s that my parents were so proud of my sister for getting. When I continued to struggle my freshman and sophomore year I gave up and decided that I was going to do what it took to get those C’s and nothing more. I became very discouraged. Then my parents separated and we moved from my hometown to the Cape with my aunt so I had to change schools half way through my sophomore year. I was happy with that, a new group of kids to meet and different expectations by the kids I already knew in that school so this was going to be easy and that was my easiest semester ever. I finally got the good grades that I was looking for and my mother stopped criticizing me for my choice in friends. She actually approved of most of my friends. My sister at that point became the problem child. Then it all fell apart. My mother decided that she was going to take a job in Boise, Idaho and my sister and I had to move with her across the country. I had finally adjusted to the idea of my parents getting a divorce and now she was going to take me away from all of my life long friends and everything I knew. My attitude, self-esteem and everything went right down the toilet. When we got to Idaho I didn’t care anymore. I was going to do what I had to do to graduate and get out of my mother’s house so I could go back to Massachusetts where I knew people and I was home. I made poor choices in friends, poor choices in behavior, and poor choices in my schoolwork all because the only thing I could see was anger. I was so angry with both of my parents, my mother for making me move to Idaho and my father for not fighting to keep us in Massachusetts. It was like my opinion did not matter and once again my sister was the queen. All the good I had done in junior high and down the Cape did not matter anymore. I graduated from high school, turned down a military career and moved back to Massachusetts where I met my first husband. It was a marriage destined to fail. My first husband was very abusive verbally and emotionally. He constantly made me feel like I was not worth the dirt I walked on. I was diagnosed bipolar two years after we got married and he never took the time to learn about it, said he didn’t believe in mental illness and did not help me find the help I needed so it was a very rocky ten-year marriage. I did get two wonderful children out of the marriage though, of that I was thankful and challenged. After my first husband and I divorced, I met my current husband. He is the exact opposite of my first husband. We have a very good relationship. It was the relationship with my first husband and all the abuse that I went through in the ten years we were married and my childhood experiences that made me who I am today.

How Does Shakespeare Present Feelings of Love

How does Shakespeare present strong feelings about love in ‘Romeo and Juliet’ and ‘The Merchant of Venice’ In Romeo and Juliet and The Merchant of Venice There are many examples of strong love. The two most prominent examples of strong love are romantic love and unrequited love. In Romeo and Juliet, there appears to be more examples of unrequited love than that of romantic love, despite the main theme of the play being the romantic love between Romeo and Juliet.The unrequited love between Romeo and Rosaline is significant, as it opens the debate of whether or not Romeo’s love for Juliet is sincere. At the beginning of the play, Romeo claims to be in love with Rosaline, saying to Benvolio â€Å"In sadness cousin, I do love a woman,† in Act 1 scene 1. The love he feels for her is a sad and longing love, for she does not feel the same. The likeliness of Romeo’s love being just infatuation is high, as he loses his love for Rosaline quickly a fter merely laying eyes upon Juliet at the Capulet’s ball, â€Å"O she doth teach the torches to burn bright! In this quote and the continuation of the speech, he explains how she is a â€Å"rich jewel†, burns brighter than the torches and beauty is not a strong enough word to describe her looks. As he finds his new love in Juliet so quickly, you could argue that it is only infatuation as he sees her at the party for only her looks, as he did with Rosaline earlier on. Another notable example of unrequited love is Paris and Juliet. In act 1 scene 3, Lady Capulet and Nurse are talking to Juliet about Paris’ love for her. They are trying to convince her to want to marry him as she does not have a choice over whether she actually does or not.They continuously say what a great man he is â€Å"He’s a man of wax† (possibly meaning that Paris is so perfect, he could be made of wax) and â€Å"Read o’er the volume of young Paris’ face, and fi nd delight writ there with beauty’s pen. † They imply that Paris does in fact love her from the line â€Å"Speak briefly, can you like of Paris’ love? † In the part of the scene where they are describing Paris to her, Shakespeare uses a lot of reference to books, possibly implying he is a man of intellect, so he is not just looks.In the time that Romeo and Juliet was set, books would’ve been owned only by the rich and educated, a lot of books were also handwritten with beautiful handwriting, so with use of metaphors of books, Lady Capulet and Nurse were comparing him to something of privilege, wealth, and beauty. Despite their efforts, Juliet does not warm up to the idea of marriage as she does not know Paris, saying â€Å"It is an honour that I dream not of,† and â€Å"I’ll look to like, if looking liking move. But no more deep will I endart mine eye than your consent gives strength to make it fly. The romantic love between Romeo and Juliet is considered to be true love. It appears to be love at first sight when they see each other at Capulet’s ball, and after their first kiss, they find out they are each from the feuding families. They are shocked and devastated when they find that out as they realise they cannot be together, showing deep feelings and devotion from the start. Throughout the play, they find ways to see each other and get married. Juliet seems to truly love Juliet, as she still trusts him even after he has killed her cousin, Tybalt.Also, at the beginning of the play, Juliet appears shy and reluctant to speaking much, but when she meets Romeo, she speaks as much to him as he is to her and in the same style. She has very complex thoughts about him, showing her love is sincere and well thought out. And when she finds out he is a Montague, he thoughts are for his safety. She trusts Romeo a great deal, as she asks only for his word of love, needing no proof. This differs particularly from the romantic love between Portia and Bassanio because not only does she give him the ring as proof of her love, she feels she has to test his loyalty with it.But Juliet does not doubt Romeo. In order for the two of them to get together, she very bravely, goes through with Friar Lawrence’s plan, meaning she disobeys her parent’s wishes. When she awakes from her sleep, she finds Romeo dead beside her. She kills herself as she cannot imagine living her life without Romeo, which is the same reason Romeo killed himself. They loved each other so strongly they were willing to give their lives for each other. Throughout the play, Romeo and Juliet show devotion, loyalty, and love.In The Merchant of Venice, there are more examples of romantic love than that of unrequited love, although it is arguable that not all examples of romantic love are genuine. The first example of romantic love is that of Jessica and Lorenzo. In the play, Jessica is Jewish and Lorenzo is a Christian, meaning that there love is forbidden. Jessica gives up her faith and becomes a Christian so her and Lorenzo could be together. The love of these 2 is much like the love between Romeo and Juliet. Romeo and Juliet both give up their lives as they could not be together, and Jessica betrays er father by becoming a Christian, much like Juliet betrays he parents by marrying Romeo. Both of these are examples of forbidden love. The romantic love between Portia and Bassanio is one that can be debated. When Bassanio first talks of marrying Portia he says â€Å"In Belmont is a lady richly left/and she is fair. † From this quote you could presume he is only interested in Portia for her money, as he is in great need of it at that moment. But when he has to pick between caskets he says that he is â€Å"tortured not knowing if he can marry her or not†, but he could just be putting on an act.He leaves Portia almost immediately to return to Venice and help Antonio, he says he will not sleep u ntil he sees her again, which, again, could be an act, though he appears to act more sincere at this point. Before he leaves, Portia gives him a ring as a token of her love. Later on, he is very reluctant to giving the ring up to Balthazar when he asks for it as payment at first, but when Antonio tells him to he gives it up immediately. At the end of the play, he apologizes and says he’ll spend the rest of his life devoted to Portia. Portia’s love to Bassanio appears to differ greatly from that of Bassanio to Portia.When Bassanio chooses the right casket, she is delighted, and is very worried that she would not live up to his expectations. â€Å"I might in virtues, beauties, livings/ exceed account† When first speaking to him, she also seems to give herself to him. â€Å"Myself and what is mine, to you and yours/ is now converted. † She does not seem to be as independent as before. She could’ve been suspicious of the legitimacy of Bassanio’s love from the start, she could’ve already been planning to test him before she gave him the ring. She also offers to pay Antonios debt twice over, just because he is a friend of Bassanios.An example of unrequited love is Antonio’s strong feelings towards Bassanio. Antonio is very happy to lend Bassanio money even though he is already in Antonios debt and Antonio would have to borrow money from somewhere else to do so. When Solario describes their friendship, he says â€Å"I think he only loves the world for him† â€Å"Him† being Bassanio. When Antonio believes he is going to die, he tells Bassanio â€Å"say how I loved you† and seems glad that he is paying for Bassanio’s debt with his life, instead of Bassanio having to do so himself. The last example of unrequited love is the love between Nerissa and Gratanio.When Gratanio marries Nerissa, the marriage also depended on whether or not Bassanio chose the correct casket, so his love may not b e sincere, and more forced. For if the incorrect casket had been chosen, would he still have loved her so dearly? Would he have even still loved her at all? In conclusion, Shakespeare puts many aspects of strong feelings in the form of love into these two plays, and presents each of them in a unique and individual way, leaving much room for interpretation. He uses expressive language, many great examples of tone and exchange of speech to emphasize these facts.