How employable individuals turn their focus to start-ups?

How employable individuals turn their focus to start-ups? How employable individuals turn their focus to start-ups? An Empirical Study on Factors Motivating Business Students to Move to the Entrepreneurial Sector Abstract. This exploratory study is attempts to examine how employable individuals turn their focus to start-ups. Today, majority of employees still practise a more or less self-protective strategy. In this paper the researcher has reported on the results of an empirical study of factors motivating degreed potential employees to move to self enterprising. The deciding factors to become an entrepreneur and of sustainable employment-oriented factors to be analyzed in order to discover how they differ. Participants consisted of 200 students from Malaysia entered final year of business undergraduate and postgraduate programs. Self-administered questionnaires were used to gather data on factors and types of relationships influencing career choice and entrepreneurial intention. The results will serve as a basis for improvement of employment practices and promising entrepreneurial curriculum in universities to support start-ups in creating sustainable businesses. 1. Introduction Today, employees still act in accordance with employers official contracts and not making efforts to attract prioritize attention from local independent business owners. This papers main aim is to take a fresh look into graduates expectation on the factors motivating employees when considering switching jobs if employed and to identify the level of interest as they commence and develop entrepreneurial ventures. The study principally examined why students decide to become entrepreneurs, therefore, seven main issues associated with graduates motivation as they established, driving and developing their businesses, these being chosen following a process of pilot studying of graduating students. 2. Review of Literature 2.1. Overview A number of researchers have attempted to consider factors such as gender, grade point average, duration and field of study and entrepreneurial family background as important factors affecting students perception and attitudes towards the prospect of new own business formation, and some of these factors clearly enhance or inhabit such tendency (Oakey, Mukhtar and Kipling, 2002). 2.2.Motivation Generation of start up ideas have been explored by a number of researchers. Opportunity recognition is dependent on whether the entrepreneur was extrinsically stimulated. A leading entrepreneurship text has recognised the â€Å"important implications for entrepreneurs who need to be creative in their thinking† and of the concept that creativity can be learned or enhanced (Timmons Spinelli, 2008). The three types of opportunities identification to the field of entrepreneurship as established by Sarasvathy, Dew, Velamuri, and Venkataraman (2003) are recognized, discovered and created. There are various motives to start a new venture. According to Amit, McCrimmon, Zietsma and Oesch (2001), money is important but not necessarily most important. They argue that some of the key non-monetary motives for starting up a business include the wish to be independent and the combination of work and household responsibilities. These start-up motives may have important consequences for the d egree of (over)optimism that characterizes (promising) entrepreneurs. For example, if an entrepreneur is mainly driven by wealth creation, it may be expected that (s)he is more likely to be disappointed if the turnover in the first year is relatively low. If the entrepreneur is driven by the wish to be independent, (s)he may be unpleasantly surprised by the strong reliance upon a limited number of clients or the bank. If the primary start-up motive is exploiting a perceived opportunity, the entrepreneur may be faced with other people who came up with the same idea or possibly an overestimated market demand for the (new) product. Gilad and Levine (1986), agreed in their analysis on intrinsic and extrinsic that there are discrimination between start-up motives. Intrinsic motives include the desire for independence and combining work with care for family members. Entrepreneurs who are driven by such motives will probably be less inclined to set unrealistically high pecuniary goals. Extrinsic motives include two categories: pull and push factors. An opportunity of perceived profit is an important pull factor of entrepreneurship, while (the threat of) unemployment is a well-known push factor. Regarding the exploitation of opportunities, As Hayward, Shepherd and Griffin (2006) argued, initiators of new ventures with overconfident will execute too much capital to the opportunities. If entrepreneurs are ‘blinded by their own ideas and fail to adequately assess the competition and the (potential) problems to transform the opportunity into a profitable venture, over optimism is around the corner. Those who under employment or unemployment, belief that creating new businesses promising more expected utility (Douglas Shepherd, 2000; Van Praag Cramer, 2001). 3. Methodology Gartner (1989) proposed that a common limitation of studies into the predictors of entrepreneurial intentions is the failure of investigators to choose samples that are (1) comprised solely of people who are serious about entrepreneurship and (2) who are in the process of making the decision to become involved in creating a new business. Krueger, Reilly and Carsrud (2000) find that studies comprising samples of upper-division college students can uncover job-related preferences at a time when respondents are struggling with important career decisions. Therefore, it is acceptable and appropriate to investigate entrepreneurial intent utilizing a sample of upper-class college students. (Brice and Nelson, 2008), it is important to note that the population of interest in their study consists of individuals who perceive that they will become entrepreneurs and not necessarily only those who will actually become entrepreneurs. This difference is significant because while actions has been dem onstrated to be predicted by intentions. Therefore, the focus of this research remains at the entrepreneurial intentions level of analysis. The sample chosen consists of postgraduate and undergraduate business degree program students who were nearing graduation. When students contemplate graduation, they may also develop immediate career plans and long-range goals. The respondents are those from the business disciplines because, based on their discipline interest, they have already decided to pursue business-related careers. For that reason, a homogeneous sampling of university college students was included in this study. This study sample consisted of 200 students from University Colleges in Malaysia who participated utilizing a structured questionnaire data collection methodology. Subjects consisted of final (3rd) year business undergraduates and final year Master of Business Administration (MBA) students in the concentrations of management. They were appropriate primarily because their academic concentration implied that they had serious interest in pursuing a business career. Based on literatures to establish the major impressions and domains associated with start up intentions, the researcher has gathered his own survey instrument with a series of 29 employment -self employment related motivational items that could be feasibly responded by students. The 7 main themes covered by the survey questions include firm and owner characteristics; interest to start-up; motivation to switch job if employed; career preferred timing and industry; medium for seeking employment: desire and prospect of rewards and opportunity; criteria of choosing employers. Many of the items overlapped conceptually, but one of the aims of the pilot study was to trim the study items after determining which preeminent represented the constructs. The researcher contacted students directly via targeted groups of respondents list originating from the Faculty of their academic major program. Responses were gathered on a 5-point Likert scale ranging from 1 = â€Å"extremely undesirable† to 5 = â€Å"extremely desirable.† and total scale score was obtained by averaging the nine questions. Any items with a negative valence were reverse coded so that higher scores were indicative of favorable entrepreneurial -related motivations. Table 1, shows the hypotheses to be tested in this study. 4. Analysis and Results Students primary motivations to start-up were probed once all the related information from the respondents was entirely obtained. In order to establish instrument reliability, Cronbachs coefficient alpha was computed. The reliability coefficient was 0.71 which indicates that the instrument was reliable in its measurement of determinants for start ups. Information pertaining to each respondents age, gender, and expected salary was obtained to use as control variables in the analysis. Each of these control variables was recorded as non-continuous, categorical predictors. Then, data reduction technique is used to unfold the information embedded in the survey data. Hypothesis 1: Intention for independent business start-ups is higher than joining established firms After elimination of subjects with survey questionnaires were only partially completed, the final sample totalled 196 students. As shown in Table 2, this sample was equally represented between the genders, consisting of 107 (54.6%) males and 89 (45.4%) females. Subjects were primarily graduating undergraduate business students (65.8%) and graduating postgraduate students (34.2%). In fact, there were 129 bachelor degree students who aged below 25 years than MBA students who aged 26 and above. The majority of subjects were expecting salary between RM5001- RM15000 (56.2%) which is not in accordance or earnable with employment even in established firms. Students responses for exploring into entrepreneurial sector were gathered on a 5-point Likert scale ranging from 1 = â€Å"Very Keen† to 5 = â€Å"Not interested at all.† Since the mean, median and mode values are very close to each other, it shows the data is symmetrical. The mean for the 196 students is 2.08 with a standard deviation of 1.088. The Trimmed mean value of 2.01 is similar to the mean above. Hence, shows there are no outliers in the data set. In this survey, since the sample size is 196, the Kolmogorov-Smirnov test is used. The p-value of the test is less than 0.001. Hence, the data is not distributed normal. Of the 196 students, 77 (39.3%) very enthusiastic towards start-ups, 52 (26.5%) eager to start-up, 46 (23.5%) open to any opportunity, and 16 (8.2%) to consider start-up option. Out of total, 5 (2.6%) prefer employment. Since the correlation value is within 0.5 to 0.8, start-up intention among degree students is said to correlate â€Å"adequately† with at least one other variables in the construct. In this survey, the KMO value is 0.819, which is considered good. Bartletts test of sphericity is used to analyse whether the correlation matrix is an identity matrix. Identity matrix can be ruled out if the p-value of the test is less than 0.05 (Karuthan and Krishna, 2009). In this model, since the p-value is less than 0.001, the researcher proceeds with factor analysis. Since the researcher wanted to study the underlying construct among the six variables: Curiosity, Interest, Consideration, Preparation, Setting Up and Start-up Timing. This is a single underlying concept; therefore, it is called the â€Å"Start-up Intent Structure†. Since the â€Å"Start-up Intent Structure† varies from person to person, it is a variable too. However, it cannot be measured by physical means. Hence, it is called a latent variable or just factor. The model for â€Å"Start-up Intent Structure† is given in Figure 4. In Figure 4, one can visualize six simultaneous regression functions: Curiosity, Interest, Consideration, Preparation, Setting Up and Start-up Timing as the dependents and â€Å"Start-up Intent Structure† as the independent. Curiosity = L1 Ãâ€" â€Å"Start-up Intent Structure† + e1 Interest = L2 Ãâ€" â€Å"Start-up Intent Structure† + e2 Consideration = L3 Ãâ€" â€Å"Start-up Intent Structure† + e3 Preparation = L4 Ãâ€" â€Å"Start-up Intent Structure† + e4 Setting Up = L5 Ãâ€" â€Å"Start-up Intent Structure† + e5, Start-up Timing = L6 Ãâ€" â€Å"Start-up Intent Structure† + e6 where Lis are called the factor loadings and eis are the error terms. Table 4.1, since there are 6 variables in this analysis, 6 components (or factors) are listed in the first column. The respective eigen values and percent of variance explained are provided in the next two columns. For Factor 1, the eigen value is 3.109 and the variance is 51.811% of the total variance. For factor 3, 4,5 and 6 the eigen value is less than the default value of 1. In the same table, under â€Å"Extraction Sums of Squared Loadings†, only two factors are listed, corresponding to the factors for which the eigen values is more than 1. Based on the cumulative % column, these factors explain 68.792% of the total variance in the 6 original variables. According to Karuthan and Krishna, (2009) established that, in social sciences, at least 50% of the total variance in the variables in analysis must be explained by the factor of factors. In this survey, a single factor extracted explains more than 50% of the total variance in the original variables. Hypothesis 2: Motivations to switch job if employed in established firms associated with independent business start-ups One way Analysis of Variance is used to test if there is a difference in means between motivation variables. Based on Kruskal Wallis Test (Table 5) for the mean ranks, obviously, the degreed students are looking for a more challenging career in terms of expanded scope of work, more responsibilities and change in career path rank much higher compared to the students who looking to join a more established and stable organisations. On the other hand, 82.20% students feel that they need to escape from unfavourable office working environment such as not happy with peers, bosses, office politics and etc. Table 3.1, supports students interest, whereby 97.4 cumulative percent and mean rank shown probability of considering the new business start-up. Table 6, the p-value for the Levenes test for equality of variance is 0.000, which is less than 0.05. Thus, equality of variances is not assumed. Table 7 depicts that the F-value is 3.933 and the degrees of freedoms are 7 and 188. A small F statistic implies that the difference between group means is small and, hence, it could be concluded that there is no difference between the group means. The p-value of the test is 0.000, which is less than 0.05 and the eta-squared value of 0.128, which is less than 0.15, hence, at least one pair of means differ significantly. Therefore there is a need to identify the pair that differs significantly. In this case nonparametric test is performed. Based on Kruskal Wallis Test, the p-value of this test is 0.000, which is less than 0.05. Thus, at least one reason differs in terms of motivation towards self-employment rather employment. From the mean of all motivation constructs, it could be argued that most students are keen to start their own business (mean rank 109.37) and the main motive for start-up rather than considering employment is looking for more challenging career (mean rank = 110.89), followed by working environment reasons (mean rank = 82.20) and the need for financial security (mean rank = 68.96). The researcher identified two types of potential entrepreneurs depending upon their purposes at the time of commencing the business: firstly self-regulating who placed high priority on not having to work for others, and secondly, â€Å"company-men who builds the organization. This research obtains interesting findings and makes important tri-party contributions for students as future entrepreneurs, for policy makers in large established companies and for the decision-makers or curriculum designers of universities. As the results have shown, the motivation that encourages students to start up a new business, their curiosity with the idea of the new business or the hard work they are willing to put in preparation stage of the new business, along with their start-up timing, are key in the start up of the new businesses. Observing this principle, the new businesses are formed not only by those graduates who can do it, however, by the graduates who to do it coupling with those who have the â€Å"acquired eagerness† to do that. However, policy makers in established companies need to ensure that their employees working in a conducive office working environment with focusing more on employee relationship management. That probably will prevent employees to switch job looking for favourable working environment which free of office politics. Within this framework, educators are playing a very important role. Recently, Malaysian universities and governmental bodies have made efforts which include courses on new venture creation, however, it is not sufficient since the subject is not practiced or implemented from the lowest levels of schooling. 4. Acknowledgements A special thanks is due to the Dean of Business and Accountancy Faculty without whose openness and candor this research would have been impossible.

Gang Intelligence Methods in Law Enforcement Essay -- essays research

GANG INTELLIGENCE METHODS IN LAW ENFORCEMENT The American headlines of any large city will site killings on street corners, robberies, assaults, intimidation, and drug interaction. While not all-criminal activity is associated with gangs, the 780,000 strong members do account for a large majority of the problems that are plaguing America. There is no one-way to stop gang activity in one single swipe, but through a combination of cooperation, education, and training techniques law enforcement can minimize the gang’s movements and even stop a crime before it is committed.   Ã‚  Ã‚  Ã‚  Ã‚  A gang is defined as a group of individuals with the same objective that are bound together by a bond of trust. The majority of gangs are young people, but not every gang member is in his prime. The people that make up a gang are usually trying to achieve something, either money, respect, freedom from the oppression of another gang or law enforcement agency, the need to belong to something greater than themselves, or a combination of any of these. The individual that joins a gang is usually after the same goal that the gang is seeking to obtain.   Ã‚  Ã‚  Ã‚  Ã‚  Different gangs have different characteristics, but all gangs possess at least one: A hierarchy. Whether the gang is a small local crew that never moves out of the neighborhood or a larger well organized team that controls an entire district, there will always be a leader. The leader of the group is the focus of gang-related law enforcement intelligence investigations. Often times the leader of a gang may already be incarcerated, and is still communicating and giving orders from within the walls. The leader is the individual that is usually the strongest member of the group with the most charisma, not necessarily the smartest member of the group or the member that has been in the group the longest.   Ã‚  Ã‚  Ã‚  Ã‚  Membership in a gang does not necessarily mean that the person is uneducated. Some gang members may have positions within the law enforcement communities (Sulc, 65) and some gang members earn college degrees in business, law enforcement, finance, etc. This type of education whether formal or on-the-job will make the gang even stronger. If an individual cannot afford to go to college, this type of scholarship program could be an incentive to stay or join up with ... ...mericans understand that catching criminals and bringing down a gang ring is not an easy task. As long as there is an active show of interaction between law enforcement and the public, than the likelihood of information sharing is always greater.   Ã‚  Ã‚  Ã‚  Ã‚  The gang related activity of America cannot be extinguished overnight, but understanding that the fight against such crime is not an easy task will help win the American people’s support. The average citizen is enraged as well as discouraged by the acts of criminal gang forces, and the majority of Americans stand behind law enforcement already. The only way to put a dent in the criminal gang forces of America is through a combination of cooperation, education, and training techniques. WORKS CITED Lowenthall, M.M. INTELLIGENCE: FROM SECRETS TO POLICY. Washington, DC: CQ Press, 2000. Peterson, M.B. APPLICATIONS IN CRIMINAL ANALYSIS. Westport, CT: Praeger Publishers, 1998. Peterson, M.B. INTELLIGENCE 2000: REVISING THE BASIC ELEMENTS. Sacramento, CA: LEIU, 2000. Sulc, L.B. LAW ENFORCEMENT: COUNTER INTELLIGENCE. Shawnee Mission, KS: Varro Press, 1996.

Madness through king lear Essay

In the 17th Century, madness was still a relatively new concept. Many people believed it was due to a person being possessed, which resulted in madness often being linked back to black magic and witchcraft. In context, the public would frequently visit Bedlam Hospital to enjoy the spectacle of a madman’s behaviour thus, Renaissance dramatists typically used ‘mad scenes’ for a comical effect. In spite of this, Shakespeare seems intent on a serious, if not slightly disturbing, portrayal of madness in King Lear. Throughout the play King Lear, we bear witness to Lear’s gradual and possibly inevitable descent into madness. As early as Act I Scene 1 we, as the audience, observe early signs of the king’s insanity, albeit political at this point, we are alarmed at Lear’s decision to break up his state. Especially through the means he wishes to do so, his ‘love-test’ is foolish and egotistical, as is his desire to be treated as an important, royal personage after he has given away his kingdom. It is fair to say that all through Act I Scene 1 Lear shows many times that he most concerned with appearances. Seemingly his ‘love-test’ is going to plan, as Goneril and Regan extravagantly pledge their love and allegiance to their father, this is until Cordelia refuses to comply with Lear’s ‘love-test’, answering â€Å"I love your Majesty according to my bond, no more, no less. † simply meaning that Cordelia loves her father as a daughter should. Lear, in his blissful ignorance, cannot see past Goneril and Regan’s elaborate speeches and instead feels humiliated by his youngest daughter’s unadorned answer. As a result, he disowns her and banishes her, Cordelia then departs to France. We can see Lear is already losing control as he goes to strike his faithful advisor Kent and banishes him also, all because Kent questioned the Lear’s actions. As a consequence of Lear’s vituperative temper and his irrational, ‘insane’, actions he leaves himself powerless and at the mercy of his two eldest daughters, with neither his loyal advisor nor his devoted youngest daughter to protect him from what is to proceed. As the play progresses, we can see that the king’s identity is gradually becoming unbeknown to him when he asks the question â€Å"Who is there that can tell me who I am? â€Å"1, we can see that Lear is slowly losing his wits. Lear’s speeches become increasingly disjointed as he becomes more distressed, hinting at the madness that will overtake him later in the play. He is becoming progressively isolated due to his fragile mental state, thus, through Lear the idea of madness could be seen as being presented as vulnerability. In Act II, Lear’s changes of moods and tones indicate his escalating mental instability. His foolishness persists as he insists he will stay with the daughter that allows him to keep the most knights; there is desperation in his confrontation with his ‘dog-hearted’ daughters. Eventually, the beleaguered king’s rages become signs of impotence, not authority, emphasising the fact that the patriarch’s insanity has left him powerless and increasingly vulnerable. When the storm starts we recognise that Lear’s fear that he would go mad, first voiced in Act I Scene 4, has been realised. The storm serves as a metaphor for Lear’s – and England’s – plight, his speeches establish and reflect properties of the storm. Through the storm, Lear’s madness is presented as destructive as his speeches are full of anger and distress, as the mad king moves swiftly from one topic to another. The violence of the imagery that the king employs reflects his state of mind. It is easy to see how Lear’s insanity could be viewed as destructive; he has caused his kingdom’s predicament through his rash actions at the beginning of the play, he has divided his family through his egotism and in his ‘mad’ rages he often behaves like a scorned child using invective language. However, all this considered, Shakespeare also presents Lear’s madness as pitiful. Due to his madness Lear confronts his failings: as a father and a ruler. He shows compassion to the characters that have helped him i. e. the Fool, Kent/Caious and Poor Tom. Even when Lear starts to regain his wits, we sympathise with the king as with his new clarity of vision brings with it distress and much regret. These are not the facts that make us truly pity Lear; it is the reality that wisdom came too late. Jesters were often kept by the monarch to provide witty analysis of contemporary behaviour and to remind the sovereign of his humanity; Lear’s Fool certainly fulfils these functions for his master. At first glance, the Fool’s professional madness is rendered as comical, his seemingly asinine jests often lighten the tone and provide some much needed moments of relief, the Fool’s flippant remark about Poor Tom’s clothing is a good example of him lightening the tone of a distressing scene. However, through the Fool’s professional insanity Shakespeare presents a hidden wisdom. Lear’s Fool is ‘all-licensed’ which essentially means that the Fool is licensed to say things to his superior that anybody else would be punished for. Taking this, and the fact that Lear and his Fool seem to have a very close relationship (the Fool calling Lear ‘nuncle’ and Lear calling the Fool ‘boy’), throughout the time the Fool exists in the play he is able to counsel Lear. The Fool’s sarcastic jesting is blunt and hard hitting. Almost as soon as the Fool enters in the play he harps on Lear’s folly, this is apparent when the king asks ‘Dost thou call me fool, boy? ‘ to which the Fool replies ‘All thy other titles thou hast given away; that thou wast born with’2. Through the Fool’s madness he serves to push Lear towards the truth about his daughters this is evident when he warns Lear that Regan will side with Goneril, ‘Shalt see thy other daughter will use kindly; for though she’s as like this crabs like an apple, yet I can tell what I can tell†3. And again when he hints at the dangerous situation Lear has put himself in by reversing the natural order, making his daughters his mother, ‘The hedge-sparrow fed the cuckoo so long that it had it head bit off by it young’4 – this is clearly warning the king that his daughters will turn against him. Furthermore, the Fool also tries to open the king’s eyes so that he can see these truths on his own, ‘Thou shouldst not have been old till thou hadst been wise’5, as well as have some insight as to why these events are occurring. The third character in question is that of Edgar / Poor Tom. Edgar, Gloucester’s legitimate son, is introduced as being a passive, credulous dupe upon whom Edmund’s6 devious practices ride easy. We are only given a succinct introduction of Edgar before Shakespeare haves him disguise himself as Poor Tom. In the days of Shakespeare, ‘Bedlam hospital’ housed the mentally ill. When they were released Bedlam inmates were allowed to go begging for survival; this is what Edgar has been reduced to by his gullible father and his brother’s trickery. â€Å"My face I’ll grime with filth, blanket my loins. Elf all my hairs in knots, and with presented nakedness outface the winds and persecutions of the sky†7 the fact that Edgar has to disguise himself as a ‘Bedlam beggar’, wandering the countryside in nothing but a loin cloth in order to preserve his life, presents to us his vulnerability and the sheer desperation of his feigned madness. Initially, Edgar is presented as a seemingly lucid character yet, as the plot unfolds we see he has many purposes within the play. Shakespeare uses Edgar’s alias Poor Tom to provide some comical relief as the plot thickens as some of his antics and ramblings can prove to be amusing gibberish. However, in contrast, Poor Tom’s erratic breathless craziness in Act III Scene iv increases the pathos infinitely. A prime example of this would be when he (Edgar / Poor Tom) says that a ‘foul fiend’ â€Å"laid knives under his pillow and halters in this pew, set ratsbane by his porridge†, indicating towards suicide, this speech reflects Edgar’s fragile state of mind and, although fake, his madness is distressing to the audience. We are reminded of Edgar’s humanity in Act III Scene vi (the mock trail scene) as he listens to Lear’s lunatic agony, his ‘act’ as Poor Tom momentarily breaks down at â€Å"Bless thy five wits† this in turn is another moment in which Edgar’s caricature increases the pathos of a scene. Furthermore, I feel that Shakespeare is using Edgar / Poor Tom’s situation to mirror Lear’s. Similarly to the besieged king, Edgar is now reliant on charity and he has also had his world and expectations turned upside down. Edgar’s assumed madness indicates towards Lear’s eventual submission to complete insanity in Act III, through Poor Tom we glimpse what Lear will be reduced to. Madness is portrayed in different ways through these characters: professional, feigned and genuine insanity. Nonetheless, the idea of madness is presented as purposeful, almost like a journey, for all three of the characters in question. Edgar’s ‘pilgrimage’ through his contrived madness serves the obvious purpose of preserving his life. The preservation of Edgar’s life enables him to guide his father but ultimately through his madness his valour is awakened allowing him to play the role of avenger at the end of the play. However, Edgar’s madness also serves a purpose to the principle protagonist, Lear, as it is noticeable that on the heath Edgar’s presence as his caricature Poor Tom aids Lear, as through interactions with Poor Tom the king’s humanity and understanding increase. The Fool’s professional jesting provides some much needed moments of relief. In spite of his comic role, the Fool’s main purpose within King Lear is to, in essence, be Lear’s conscience. In other words, he bestows the king with truth and reason throughout the turbulent situations that occur during his, the Fool’s, time in the play. Due to the fact that he is ‘all-licensed’, and also has a close relationship with the king, he can inform and criticise Lear for his mistakes without being punished for it, this permits him to counsel Lear. Lear eventually gains the insight he needs to perceive his daughters and society for what it really is, insincere and immoral. The Fool’s abrupt disappearance signifies that Lear has gained all the understanding he needs to distinguish between and reality. Therefore, the Fool is no longer needed: his purpose has been fulfilled. Unlike Edgar or the Fool, Lear’s madness is not an imminent occurrence, it develops throughout the play. The insanity of the king is unequivocally ironic, in his apparent sanity he was introduced to be conceited and imprudent, yet when he is ‘mad’ he becomes a more humble, compassionate and attractive character. At the beginning of the play Lear acts exceptionally irrational and cannot see the verity of his superficial values but as a result of his ‘madness’ he demonstrates an increasingly sincere, tolerant side to his nature. Attributable to his intensifying humility he is able to recognise his wrong doings as a leader and a father thus, the king’s madness redeems him as he learns the value of true emotion and is able to consider the sufferings of those close to him. Consequently, this enables Lear to reconcile with his beloved daughter Cordelia. In conclusion, the madness of King Lear is deeply distressing, it develops from and points back to the king’s instability.

All About French Verbs Aimer

Aimer is one of the most common French verbs. It is a regular -ER verb, requires avoir in the compound tenses, and can mean to like or to love. There is a little bit of a trick to using aimer correctly with people and direct object pronouns which you will learn about in this lesson. Using aimer Aimer means to like or to love when followed by a noun or infinitive. Jaime Paris  Ã¢â‚¬â€Ã‚  I love ParisIl aime les chats  Ã¢â‚¬â€Ã‚  He likes catsAimes-tu voyager?  Ã¢â‚¬â€Ã‚  Do you like to travel? I love you When aimer is followed by a person, it means to love or to be in love with. You can use aimer to mean simply love with your family, but with other people, it means in love, so if thats not what you mean, you will need to qualify it (see below). Jaime Luc (mon frà ¨re). —  I love Luc (my brother).Il aime Chantal. —  Hes in love with Chantal.Je taime! —  I love you!​ I like you To say that you like or are fond of someone, qualify aimer with an adverb, such as assez, bien, or beaucoup. These adverbs make aimer less strong, so that it can be used with friends rather than family and lovers. Jaime assez Paul. —  I kind of like Paul.Jaime bien Ana. —  I like Ana.Jaime beaucoup Étienne. —  I really like Étienne.Je taime bien. —  I like you. Aimer with direct objects The direct object pronouns le, la, and les can only be used with aimer when they refer to people. The meaning of aimer with a direct object pronoun is the same as explained above. Je laime! —  I love him/her!Je laime bien. —  I like him/her. When the direct object means it (because you are replacing a non-human noun or a verb), you cannot use a direct object pronoun; instead, you must use the indefinite demonstrative pronoun à §a. Aimes-tu le tennis  ? Oui, jaime à §a. —  Do you like tennis? Yes, I like it.Nous voyageons beaucoup, nous aimons à §a. —  We travel a lot, we like it.Je tai à ©crit un poà ¨me—tu aimes à §a? —  I wrote you a poem—do you like it?​ Aimer in the conditional In the conditional, aimer is a polite way to make a request or state a desire Jaimerais partir à   midi. —  I would like to leave at noon.Aimeriez-vous manger avec nous? —  Would you like to eat with us?​ Saimer The pronominal verb saimer can be reflexive or reciprocal. 1. Reflexive: to like oneself Je maime en bleu. —  I like myself (how I look) in blue.Il ne saime pas. —  He doesnt like himself (has low self-esteem). 2. Reciprocal: to be in love, to love one another Nous nous aimons. —  We are in love.Penses-tu quils saiment? —  Do you think they love one another? Expressions with aimer aimer à   la folie  Ã¢â‚¬â€Ã‚  to be madly in loveaimer autant  Ã¢â‚¬â€Ã‚  to be just as happy (with, that), to preferaimer mieux  Ã¢â‚¬â€ to preferIl maime un peu, beaucoup, passionnà ©ment, à   la folie, pas du tout  Ã¢â‚¬â€ He loves me, he loves me notQui aime bien chà ¢tie bien (proverb) —  Spare the rod and spoil the childQui maime aime mon chien (proverb) —  Love me, love my dog Conjugations Present tense jaimetu  aimesil aimenous  aimonsvous  aimezils  aiment All tenses