Shakespeares New Year and Christmas Quotes

New year celebrations hardly feature in Shakespeare’s works and he only mentions Christmas three times. Explaining the lack of New Year quotes is easy enough, but why did Shakespeare dodge Christmas in his writing? New Year Quotes New Year barely features in Shakespeare’s plays simply because it wasn’t until 1752 that the Gregorian calendar was adopted in Britain. In Elizabethan England, the year changed after Lady Day on 25 March. For Shakespeare, the New Years celebrations of the modern world would have seemed bizarre because, in his own time, New Year’s Day was nothing more than the eighth day of Christmas. However, it was still customary in the court of Elizabeth I to exchange gifts at New Year, as this quote from Merry Wives of Windsor demonstrates (but note the distinct lack of celebratory tone): Have I lived to be carried in a basket, like abarrow of butcher’s offal, and to be thrown in theThames? Well, if I be served such another trick,I’ll have my brains ta’en out and buttered, and givethem to a dog for a new-year’s gift.(Merry Wives of Windsor, Act 3 Scene 5) Christmas Quotes So that explains the lack of New Years celebrations, but why are there so few Shakespeare Christmas quotes? Perhaps he was a bit of a Scrooge! Joking aside, the â€Å"Scrooge† factor is very important. In Shakespeare’s time, Christmas simply wasn’t celebrated in the same way as it is today. It was 200 years after the death of Shakespeare that Christmas was popularized in England, thanks to Queen Victoria and Prince Albert importing many German Christmas traditions. Our modern concept of Christmas is immortalized in Charles Dickens’ A Christmas Carol from that time. So, in many ways,  Shakespeare was a Scrooge after all. These are the three times Shakespeare did mention Christmas in his plays: At Christmas I no more desire a roseThan wish a snow in May’s new-fangled mirth[.](Love’s Labours Lost, Act 1 Scene 1) I see the trick on’t: here was a consent,Knowing aforehand of our merriment,To dash it like a Christmas comedy[.](Love’s Labours Lost, Act 5 Scene 2) Sly: Marry, I will; let them play it. Is not a comonty aChristmas gambold or a tumbling-trick?Page: No, my good lord, it is more pleasing stuff.(The Taming of the Shrew, Induction Scene 2) Did you notice how downbeat these Shakespeare Christmas quotes are? That’s because, in Elizabethan England, Easter was the main Christian festival. Christmas was a less important 12-day festival known for pageants at the Royal Court and by churches for townspeople. In the quotes above, Shakespeare does not hide his dislike of pageant acting: In Love’s Labours Lost, Berowne guesses that a wooing strategy has failed and that the ladies are now ridiculing the men. The ridicule is compared to a Christmas play: â€Å"dash it like a Christmas comedy.†In The Taming of the Shrew, Sly disregards the action as a Christmas â€Å"gambold, a word meaning a frolic or light entertainment. Page suggests that it will be better than that awful acting you see at Christmas. Overlooking New Year and Christmas The lack of New Year and Christmas celebration may seem strange to the modern reader, and one must look at the calendar and religious conventions of Elizabethan England to contextualize this absence. None of Shakespeare’s plays are set at Christmas, not even Twelfth Night, which is commonly considered to be a Christmas play. It is widely believed that the play’s title was written for a performance on the twelfth day of Christmas at the royal court. But a reference in the title to the timing of the performance is where the Christmas references of this play end, as it has nothing to do with Christmas.

Should Prisons Be Reformed And Not Demolished - 2690 Words

As today’s society changes, a lot of times a question arises that questions how and who we are as humans and challenges normal schools of thought. The question at hand now a days’ is â€Å"should we as societies abolish prisons† or should we reformed them? And why? A prison is de-fined by Dictionary.com as a building for the confinement of persons held while awaiting trial, persons sentenced after convictions, etc. It is also a noun as in any place of confinement or in-voluntary restraint. From the Latin origin prensio, the word prison has always been associated with a place of not wanting to be at or trouble. Central to the arguments to promote prison re-forms is a human rights argument. Prisons an institution designed to securely house people who have been convicted of crimes. Prisons should be reformed and not demolished. As time progresses many types of prisons have existed. From role model communities to some of the worse pits on earth whom have literally driven men mad. Here in the United States of America we have many types of prisons. We have minimum and medium security, close secu-rity, maximum security, and federal. Outside of our little bubble we have many more prisons where the sentencing could mean life or death. As Americans we have been consumed by an overwhelmed sense of right. But that is not the case in other countries. In other counties there is no such thing as a second opportunity. Such is the case with Bu-tyrka prison; Moscow, Russia overcrowding isShow MoreRelatedThe Prison Industrial Complex And Its Implications896 Words   |  4 Pagesracism and institutional discrimination was demolished in 1865, however, the prison industrial complex and its implications has transformed slavery, making incarceration susceptible to people of color that reinforce racial oppression for profit.Private prisons thrive on the exploitation of enslaved bodies, for motives strictly leaned for profit and social control. The war on drugs, created and reinforced by the United States government, supplements the prison industry by imprisoning non-violent drugRead MoreOrganisational Theory230255 Words   |  922 Pagestogether the very diverse strands of work that today qualify as constituting the subject of organisational theory. Whilst their writing is accessible and engaging, their approach is scholarly and serious. I t is so easy for students (and indeed others who should know better) to trivialize this very problematic and challenging subject. This is not the case with the present book. This is a book that deserves to achieve a wide readership. Professor Stephen Ackroyd, Lancaster University, UK This new textbook

Marketing Analysis Apple Inc. - 2295 Words

Introduction Apple Inc. is a multinational corporation that produces and markets a wide selection of Electronic devices, Hardware and Software and a range of other consumer goods. Apple mainly known for its innovation and cutting edge technology in the 21st century has touched new heights and achieved huge financial growth as well as brand image progress. The Apple brand was named the best and the most trusted during 2012 and attained massive growth in its stock market as well (Benzinga 2012). Apple was most important organization worldwide on Monday 21st August 2012 as far as global business segments. Heading into the last hour of exchange, the stock had scaled better than 2 percent to provide the organization a business top of over†¦show more content†¦Apple is run such a start-up in-spite of 60,000 staff members. Engineers and product specialist’s effort in little groups to have the start-up state of mind. This limit provides for them the perception that the organization is a start-up. The organization does not follow modern management plans. For example it is planned and structured in terms of functions but not products. Workers are active about their work, yet they do not have leisure times or long break (Benzinga 2012). They devote their own money at food stations and use the gym as rare exercise. History of Apple Apple started in 1976 by Steven Wozniak and Steven Jobs as a computer company. Jobs and Wozniak had been friends in high school. In the year 1975, they were members of The Homebrew Computer Club, a now-legendary group where electronics supporters met to discuss the Altair 8800 and other technical topics (Nik Rawlinson 2015). Wozniak joined forces with Jobs to make personal computers in Job’s garage. That effort started out as a shoestring operation and quickly became successful. In 1977, the pair presented a relatively modern-looking computer in a plastic case and incorporated as Apple Computer that same year (Rouse 2009). In the last decade, Apple has expanded into a very complex company that specializes in much more than just computers. In 2001, Apple broke the obstacle with the iPod, eventually becoming the mainly market leader in music players as well.

Essay about Womens Roles In China - 915 Words

Women in China at the beginning of the twentieth century China was suffering a great loss at the beginning of the twentieth century since half of its citizens were not able to contribute much to the country. The Chinese society at that time was male dominated, so though women comprised almost half of the total population, they had actually very little part to play in uplifting the country economically, socially and intellectually. Nevertheless, Chinese women should not be blamed for that. They had their own reasons for being so unproductive, which they later tried to overcome successfully. Firstly, they were quot;physically confined.quot; This takes us back to the practice of foot binding in China, which was started early in the†¦show more content†¦Even peasent women had to have their feet bound, so this meant while they were working in the fields, they basically had to crawl. Foot binding was not only for the sake of beauty, but it also served the purpose for the Chinese young girls to be restricted from going out of their houses. This practice lasted for about a thousand years. Thus this unhealthy practice prevented Chinese women from going beyond their homes and thus limited their freedom to gain knowledge from the outside world. Secondly, Chinese women were socially restricted. quot;Chastity for women was more valuable than life itself. The definition of chastity became ridiculously broad--to the extent that a girl was considered unclean if she happened to see a man’s sex organ when he urinated in the public place.quot; Unless she married him she had to commit suicide to protect her reputation (Yao 106). quot;Moreover, women who were disowned by their husbands due to unfaithfulness and disobedience were deprived of employment, bearing remorse and disgrace for lifequot; (Yao 79). 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Many cruelRead MoreRole of Women in Maoist China and Nazi Germany1707 Words   |  7 PagesHistory SL Essay Analyse the role of women in Maoist China and Nazi Germany. â€Å"Chairman Mao is regarded as a sexist for his dalliances with young women in his old age. But on one day in 1949 Chairman Mao and the CPC did more for the liberation of women than perhaps had ever been done before in history.† This signifies the attitude of Mao towards women who benefited hugely under his policy in China after he had gained power. However, Hitler’s approach howRead MoreWomen During The Imperial Period Essay1638 Words   |  7 PagesDespite having numerous powerful women leaders throughout Chinese history, China has been a traditionally patriarchal society. A society where women have long been charged with upholding society’s values in their roles as wives and mothers. 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Effective Selection Process Within A Company - 1017 Words

Introduction The manager or interviewer is the person responsible for conducting selection process within a company. Candidates will be presented with his best showing that are available that meet the profile and skills searched for by employers, however will the interviewer who is responsible for the selection, choose the most suitable candidate. This task is one of the most important within an organization as the abilities that candidates must meet the set and the interviewer will be the key factor when choosing a future member of the company. How a manager would prepare for selection: To do this, the interviewer must also comply with a composite profile of certain features that make it effective in making the final decision. The†¦show more content†¦The evaluative attitude is important as it will be present from the beginning of the interview until the end of the process, in which the interviewer can build an evaluative profile of the person with whom they have just met. The ability of the interviewer: It is necessary to prepare for an interview. Interviewer training serves as a guarantee that the selection process is accurate, so it is necessary to consider the following: A meeting prior to the interview: who will accompany and define what the characteristics of the profile they are looking for in the applicants. Define the method for the interview and what questions will be asked. Topics will be evaluated each according to the skills and experience that they seek in the interviewees. In addition it is also important to prepare the place where will be held the interview. Interviewed and candidates waiting, should not have contact. The time allowed for each candidate must be the same. Types of interview questions: There are different types of questions that can be performed in an interview, questions about educational background and questions seeking vocational training and delve into the CV. Questions on knowledge of the company and the position being applied for. Ask about the experience and previous managers or some work situations that reveal if the applicant has values such as loyalty, responsibility, honesty, etc. Basically the most common interview questions

Local studies of the effects of foreign literature on reading comprehension free essay sample

This chapter comprises six main sections that summarize the theoretical and empirical knowledge base regarding second language development and academic achievement in a second language. At the end of each main section,4 there is a summary synthesizing studies and highlighting key findings relevant to the present study. The first section reviews selected second language acquisition theories that reflect representative, current trends in the field and provide a theoretical foundation for the study. The second section focuses on defining language proficiency and reviews relevant studies illuminating linguistic factors implicated in ELLs schooling. The third section summarizes the language learning strategy research base. The fourth section identifies relevant theories and research regarding motivation for learning a second language and makes connections among motivation, language learning strategies, and proficiency. The fifth section reviews studies that have examined academic achievement in second language. The last section summarizes the present studys variables as generated from this review of the literature. Second Language Acquisition Defining the Field Second language acquisition (SLA) is an interdisciplinary field that is both historically old and new (Gass Seliker, 2008). The field is old because the nature of 4 Except the first section which integrates theory and empirical findings throughout. 16 second language learning and teaching has fascinated scholars for centuries. In more modem terms, SLA is a young discipline which, beginning in the 1960s, distinguished itself from applied linguistics and education (Long, 2006). SLA focuses on second language (L2), as well as second dialect, learning and loss by children and adults. As formulated by Saville-Troike (2006), SLA seeks to answer three main questions: ( a) What exactly does the L2 learner know? (b) How does the learner acquire this knowledge? and (c) Why are some learners more successful than others? (p. 24). From its beginnings, SLA has taken a multidisciplinary approach and drawn on other established disciplines including education, linguistics, psychology, anthropology, and sociology (Gass Seliker, 2008). The theoretical rationales in considering the connections between SLA and academic achievement research are twofold. First, as discussed in Chapter 1, a current focus in educational literature is on linguistic factors implicated in ELLs schooling. In fact, many scholars find it difficult to distinguish between language proficiency and academic competence (Abedi Lord, 2001; Solorzano, 2008); some scholars speak in terms of academic English development (SchleppegreU, 2004) or of academic achievement in second language (Collier, 1987; Collier Thomas, 1989). Second, language learning strategies, the primary variable of interest to this study, have been chiefly examined from the SLA perspective. Selected SLA Theoretical Frameworks Language as a faculty of the mind. Early research on second language (L2) development was strongly influenced by research on first language (L 1) acquisition and by nativist linguistic theories. Nativist theories posit that language acquisition is 17 accomplished through the use of innate linguistic abilities. Many nativists assert that L 1 and L2 acquisition are similar in that they rely on essentially the same processes. Chomsky (1959) hypothesized that language learners construct a theory of grammar from linguistic input using a built-in, genetically endowed hypothesisforming device, also known as the language faculty or the language acquisition device (LAD). Contrary to then-popular behaviorist ideas (Skinner, 1957), Chomsky argued that language acquisition cannot be solely attributed to learning through stimulus-responsereinforcement mechanisms. First, he pointed out that proficient speakers of a language can produce and comprehend novel, unheard-of sentences. Rather than a learned repertoire of prefabricated responses, as proposed by behaviorists, this creative ability suggests the existence of a special program, or language faculty, that assists humans in generating an unlimited set of sentences out ofa finite list of words (Pinker, 2007, p. 9). Second, Chomsky noted the fact that all children, largely independently of intelligence, construct grammar in comparable ways within a remarkably short time and often without explicit reinforcement on the part of their parents (as in the case of young English language learners). Chomsky proposed that these two phenomena could be explained by speakers individual contributions such as inborn structure, the genetically determined course of maturation and past experience (p. 27). Pinker (2007) termed this inborn structure or program language instinct and argued that language was a biological adaptation to communicative information (p. 5). Chomskian ideas received a large following among linguists and psychologists; as a consequence, language acquisition came to be understood as a gradual, largely unconscious process of syntactic rules 18 deduction and subsequent acquisition. Rules deduction was thought to be triggered by linguistic input and assisted by LAD. Nativist views on L2 acquisition are exemplified by Krashens theory ofSLA. Krashen (1985, 1987) argued that an L2 was acquired, for the most part, unconsciously and in the presence of what he termed comprehensible input (i. e. , input that contains linguistic features slightly beyond the leamers current level of proficiency). One of the key hypotheses of the theory, the Acquisition/Learning hypothesis, distinguished between language learning and language acquisition. Language acquisition was said to be an unconscious process of rules extraction equally accessible to children and adults. Language learning, on the other hand, was defined as the conscious learning of rules through formal instruction and error correction. An additional component ofKrashens theory, the Affective Filter hypothesis, was proposed to account for individual differences in language acquisition. According to this hypothesis, affective factors (e. g. , anxiety, motivation, or self-confidence) influence, on subconscious level, how much information L2 learners extract from available input. Krashen (1985) argued that the Affective Filter hypothesis was supported by research documenting faster development in lower filter versus higher filter L2 learners exposed to the same amount ofL2 input. In sum, according to Krashens SLA theory, people acquire an L2 when two conditions are met: (a) input is made available and comprehensible for language learners, and (b) learner Affective Filter is low to allow the intake of the input. While Krashens SLA theory attracted many followers and had a tremendous impact on L2 pedagogy in the 1980s (Spada, 1997), classroom research has provided 19 counterevidence to Krashens hypothesis that speaking would naturally emerge in the presence of comprehensible input. Studies have shown that in input-based instructional programs (such as L2 immersion), L2 learners achieved native-like levels in comprehension (reading and oral comprehension), but not in production (writing and speaking; Swain, 2005). Moreover, contrary to Krashens predictions, explicit instruction was found to benefit language learning. In her review of over 40 descriptive, quasiexperimental, and laboratory studies conducted with school-aged and adult L2 learners, Spada concluded that, when combined with a focus on meaning, form-focused instruction (i. e. , instruction that deliberately focuses learners attention on L2 grammatical features) does make a positive difference in L2 acquisition. Moreover, many researchers found Krashens SLA theory to be inadequate when it came to explaining a much greater variability in older L2 learners (Gregg, 1984; Robinson, 1995; Schmidt, 1990). Gregg, for example, argued that older learners relied on their superior cognitive (not language-specific) abilities oflogic and problem-solving in order to construct L2 grammar rules. Additionally, the fact that only in rare cases did older learners achieve native-like proficiency (Bialystok Hakuta, 1999; Hakuta, Bialystok, Wiley, 2003; Long, 1990) led some SLA researchers to conclude that Ll and L2 acquisition differed in some fundamental ways. Newport (1990), for example, proposed that older learners superior cognitive abilities of memory and perception (although associated with acquisition of larger chucks of language) prohibited componential analysis available to young children, thus accounting for the child-adult discrepancies in ultimate L2 attainment. 20 Several authors observed that the role of consciousness in L2 learning was considerably greater than suggested by some Ll theories (Robinson, 1995; Schmidt, 1990). OMalley, Chamot, and Walker (1987), for example, argued that cognitive learning theories, discussed next, may provide a more appropriate framework for understanding and studying processes involved in L2 acquisition. Language as a cognitive skill. Whereas nativist linguistic theories hold that language is a genetically endowed faculty of the mind, learning theories (Anderson, 1982, 1989; Skehan, 1998) posit that L2 is a complex cognitive skill whose acquisition is comparable to the learning of other complex skills such as problem solving. That is, linguistic codes are thought to be acquired, stored, and retrieved from memory much in the same way as any other information (OMalley et aI. , 1987). Learning is believed to be the result of language processing itself, where linguistic knowledge (knowledge that) is transformed into linguistic performance (knowledge how) through rules extraction, learning, and automatization (Long, 2006; Saville-Troike, 2006). Cognitive learning theories thus study how new information, including new L2 information, is processed and stored in memory. One of the cognitive theories that informed SLA research, and in particular LLS research, has been Andersons Adoptive Control of Thought (ACT) Theory (Chamot, 2005b; OMalley et aI. , 1987). Anderson (1982, 1989) distinguished between two types of knowledge (or memory): (a) declarative knowledge, information stored in the form of facts; and (b) procedural knowledge, production rules mentally represented in the form of IF ITHEN5 (condition-action) pairs. This declarative-procedural knowledge distinction roughly 5 One example of an IF ITHEN pair is, IF the goal is to generate the present tense of HUG, THEN say HUG + s (Anderson, 1989, p. 325). 21 corresponds to what Chomsky termed the distinction between linguistic competence (i. e. , mentally represented knowledge of grammar) and linguistic performance (i. e. , the use of linguistic knowledge in language comprehension and production; as cited in Fromkin, Rodman, Hyams, 2007). According to Andersons (1989) ACT model of information flow, the interplay between declarative and procedural knowledge, which takes place in working memory, results in the learning of complex cognitive skills. Figure I graphically represents the flow of information within the ACT framework. DECLARATIVE MEMORY PROCEDURAL MEMORY RETRIEVE MATCH EXECUTE STORE ENCODE WORKING MEMORY ACT Figure 1. 1. The flow of information within the ACT framework (Anderson, 1989, p. 319). 22 Anderson (1982) proposed three stages6 of the skill acquisition process: (a) declarative, (b) knowledge compilation, and (c) procedural. In the declarative stage of skill acquisition, the learner consciously extracts, or receives through instruction, factual information (e. g. , patterns or rules) about a skill. This declarative knowledge is rehearsed and interpreted in short-term memory to generate primitive rules (productions) that specify the type of actions to be taken under a given set of circumstances. At this stage, a leamers behavior is guided by a trial-and-error exploration in which the already existing productions (stored in long-term, declarative memory) are applied to new information. This interpretive process is largely conscious and places a rather taxing demand on the leamers processing capacities. OMalley et al. (1987) argued that in terms ofL2 developmental stages, Andersons declarative stage may explain the silent period-also known as delayed production-a period during which language learners do not engage in L2 conversations. During this time, L2 learners are focused on developing a knowledge base about the new language. When first attempts at communication are made, beginning-level language learners with limited L2 declarative knowledge often recur to their L 1 linguistic forms (e. g. , vocabulary, grammatical structures, and discourse patterns). The next stage, knowledge compilation, has been described as a gradual process by which the knowledge is converted from declarative to procedural form (Anderson, 1982, p. 370). This is realized by two processes: (a) collapsing simple production rules into single rules with an effect of a sequence (metaproductions); and (b) eliminating references to the declarative knowledge (proceduralization). That is, to perform a task, 6 In some sources, these three stages are referred to as cognition, association, and autonomy (McDonough, 1999). 23 the learner no longer needs to retrieve declarative knowledge into working memory. This stage results in a considerable speedup of the processing and ultimately allows the learner to complete a task in a single trial without verbal rehearsal in short-term memory. According to OMalley and colleagues (1987), this stage may correspond to the development of what linguists termed interlanguage (i. e. , learner intermediate linguistic system between an Ll and an L2). In the procedural stage, the learner becomes more efficient through experience (Anderson, 1982, 1989). This process involves the gradual fine-tuning of metaproductions; that is, general rules transferrable to novel situations are extracted and the conditions under which these rules can be applied are specified. During this stage, the amount of practice and, by implication, the ability to generate opportunities for practice are key to successful skills development. This is because every time that factual or procedural information is fired (selected) for the performance of a particular task, knowledge is strengthened. In SLA, this stage is described as automatization (i. e. , the development of effortless and largely unconscious skill performance; Skehan, 1998). Automatization corresponds to fluency development, in which the performance of a language learner gradually approaches that ofa native speaker. OMalley et al. (1987) argued that while declarative knowledge can be acquired relatively quickly, the development of procedural knowledge requires a prolonged period of time. The authors also noted that declarative knowledge is not a sufficient condition for L2 production. An alternative explanation of processes involved in language learning was proposed by social theories. These theories underscore the social nature of both Ll and 24 L2 learning (Gersten Hudelson, 2005, p. 23). The next section discusses one such theory, namely Vygotskys (1978) sociocultural theory. Language as a socially constructed skill. Unlike cognitive learning theories, social theories consider the quality of contact with new language (i. e. , social interactions), and not the amount of L2 experience to be at the core of L2 acquisition (Long, 2006). Children are believed to develop language and, importantly, cognition over time through multiple interactions with more capable others (adults and peers). According to Vygotskys (1978) sociocultural theory, the nature of social interactions defines the what (the content) and the how (how information is interpreted, organized, and retained) of the childs learning. Learning occurs through the transformation of simple mental activities (e. g. , labeling) to higher mental activities (e. g. , abstraction) by means of language, mediation, and internalization (Leong Bodrova, 1995). Thus, the development of language and cognition are perceived as interdependent processes. Vygotsky (1978) wrote, the only good learning is that which is in advance of development (p. 89). Such good learning can only happen with expert assistance and within the Zone of Proximal Development (ZPD), which he defined as follows: It is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (p. 86). In early developmental stages, language is external to the learner. First, children use language to solve problems on an interpersonal level (within the ZPD) when they negotiate the task with more capable others (adults or more advanced peers). Children then internalize language to develop inner or intrapersonal speech: Instead of appealing 25 to the adults, children appeal to themselves (p. 27). Thus language becomes the planning device for organizing ones conceptual understandings with a sociocultural motivation to share with others. As applied to L2 development, the concept of ZPD may be realized through what SLA researchers term modified input (i. e. , the use of short, low syntactic complexity utterances) or modified interaction (i. e. , frequent comprehension checks, clarification requests, and self- and other-repetition; Long, 1983, 1987). Modified input and interaction are the means by which language experts provide language learners with ready-to-use chunks of speech, thus enabling L2 learners to express themselves beyond their current means (Saville-Troike, 2006). Among intrapersonal speech types observed in L2 learners, Saville-Troike distinguished: ( a) private speech, an audible talk to self, usually present in young children; (b) private writing, writing for oneself (e. g. , lists of new words, translations into L 1, or notes on the margins of a book); and (c) inner speech, inside-the-head speech. Saville-Troike reported on studies documenting L2 learners using intrapersonal speech to actively build up their L2 competence even when they were not directly engaged in L2 communication.

Advanced Care Plan in Palliative Care-Free-Samples for Students

Question: Write a Report on Advanced Care Plan in Palliative Care. Answer: In case of palliative treatment, it becomes imperative for the health professionals to adopt the Advance Care Planning (ACP) as it helps the professionals make necessary arrangements for offering spiritual and emotional support as well as personal care to the chronically ill patients. The ACP is highly important as it does ensure high quality end-of-life care to the old patients, and most importantly allows the aged patients express their individual values and preferences for end-of-life treatment through a range of proper documents (Lim 2016). Since the ACP serves to enhance the individual autonomy in deciding the course of treatment, this form of treatment is highly recommended. However, at the same time, it would be interesting to note the ethical dilemma that might stem from this course of treatment as well as analyze and investigate the Australian laws and policies supporting this healthcare system. First of all, as far as the ethical dilemma is concerned, it should be noted that as per the laws, the aged patient seeking palliative care can be allowed to end his life in an environment of his choice, surrounded by near ones, and if necessary, strong pain killers will be recommended as well, to relive the pain. However, this can be morally questionable for the healthcare professional to leave a dying patient in care of his relatives who may not be able to offer sufficient healthcare treatment when needed. Besides, the use of strong painkillers may worsen the situation and while reducing the pain, can increase the chance of heart attacks. However, once the ACP approach is taken, the entire power lies in the hand of the patient, who may not always take steps in favor of his health and future well-being (McLenan et al., 2015). Besides, often the patient who may be terminally ill, may end up choosing Euthanasia, as an option, and yet the healthcare service provider is hopeful about hi s recovery. This can also result in a clash between the autonomy of the patient and the beneficence of a nurse, which is an important ethical principle that the nurse must serve to promote good amongst her patients. In this connection, it is important to note that the Victorian Health Priorities Framework 20122022 has outlined 7 priority areas meant for addressing the key issues in the health system (McMahan et al., 2013). This framework has clearly stated the importance of expanding the advance care planning as an important action for improving every Victorians health status and health experience, health knowledge as well as supporting choices. Further, the Medical Treatment Act of 1988 has also clearly stated that a patient undergoing palliative care must be allowed the right to refuse any form of unwanted medical treatment and that these patients must be assured of receiving maximum relief from pain (McMahan et al., 2013). ACP is important as it allows a patient the freedom to choose the course of action at the end of life. At least the man can die with a sense of content, rather than pain, discontent and agitation. The healthcare professionals should be engaged as long as the patients condition can be controlled and managed by medical resources. However, ACP is used for terminally ill patients who have no chance of survival such as an old man, who is about to die from cancer or dementia. As and when an individual is allowed the chance to pen down the needs and expectations of healthcare in old age, it can immensely help doctors to consider the patients wishes and individual preferences when planning the care (Brinkman-Stoppelenburg et al., 2014). This helps in ensuring the privacy and human dignity that every patient deserves. Ethical dilemma in palliative care without a doubt postures danger in moral issues among the social insurance laborers and patients anyway it is a respectable thing to do, as it means to calm torments and enduring in patients with perpetual conditions in their days towards end of life. Moral standards have been made by restorative relationship to guarantee willful extermination is done effectively and reasonably. Research is as yet being led to concoct the best practice in palliative care, as a few governments and the general public are against willful extermination as training in palliative care. Reference List: Brinkman-Stoppelenburg, A., Rietjens, J. A., van der Heide, A. (2014). The effects of advance care planning on end-of-life care: a systematic review.Palliative medicine,28(8), 1000-1025. Lim, A. N. (2016). Literature review: Advance Care Planning (acp) in older AustraliansIi.Australasian Journal on Ageing,35, 51. McLennan, V. E., Boddy, J. H., Daly, M. G., Chenoweth, L. M. (2015). Relinquishing or taking control? Community perspectives on barriers and opportunities in advance care planning.Australian Health Review,39(5), 528-532. McMahan, R. D., Knight, S. J., Fried, T. R., Sudore, R. L. (2013). Advance care planning beyond advance directives: perspectives from patients and surrogates.Journal of pain and symptom management,46(3), 355-365.