The three sectors of the economy free essay sample

The Three Sectors of the Economy Factors of production comprise four classs: land, labour, capital, and entrepreneurship. Landincludes everything contained in the Earth or found in the seas. Labor refers to all the people who work. Labor includes full- and parttime workers, directors, and professional people in both the private and public sectors. Capitalincludes money to get down and oper # 173 ; ate a concern. It besides includes the goods used in the production procedure. Factories, office edifices, computing machines, and tools are all consid # 173 ; ered capital resources. Natural stuffs that have been processed into a more utile signifier ( such as timber or steel ) are besides considered capital. Capital includes substructure, which is the physical development of a coun # 173 ; attempt. This includes its roads, ports, sanitation installations, and public-service corporations, particularly telecommu # 173 ; nications. These things are necessary for the production and distribution of goods and services in an economic system. Entrepreneurshiprefers to the accomplishments of people who are willing to put their clip and money to run a concern. We will write a custom essay sample on The three sectors of the economy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Entrepreneurs orga # 173 ; nize factors of production to make the goods and services that are portion of an economic system. They are the employers of a population. Information # 8211 ; exchange of cognition, intangible. Economicssis a societal scientific discipline analyzing economic system. Economics tries to happen Torahs or rules by constructing theoretical accounts. Economicss as a scientific discipline consists of two subjects that is of microeconomics and macroeconomics.Microeconomicssis the subdivision of economic sciences that surveies single manufacturers, consumers, or markets. Microeconomicss besides surveies how authorities activities such as ordinances and revenue enhancements affect single markets. Besides microeconomics attempts to under # 173 ; stand what factors affect the monetary values, rewards and net incomes.Macroeconomicssis the subdivision of economic sciences that surveies the economic system as a whole. It tries to understand the image as a whole instead than little parts of it. In peculiar, it surveies the overall values of end product, of unemployment and of rising prices. The economic systemis the realized societal system of production, exchange, distribution and ingestion of goods and services of a state or other country. An economic system can intend the economic system of a metropolis ( local economic system ) , a state ( national economic system ) or the universe as a whole ( international economic system ) , provided that it is involved in the production of goods and services. Economic substructureis: 1 ) the basic physical and organisational constructions and installations ( e.g. , edifices, roads, and power supplies ) needed for the operation of a society or endeavor. 2 ) the stock of fixed capital equipment in a state, including mills, roads, schools, etc. , considered as a determiner of economic growing. The economic system may besides be classified into subdivisions calledsectors. Based on ownership, the economic system may be subdivided into: # 8226 ; Public sector # 8226 ; Private sector # 8226 ; Voluntary sector The populace sectoris the portion of economic and administrative life that trades with the bringing of goods and services by and for the authorities,whether national, regionalor local/municipal. Examples of public sector activity scope from presenting societal security,administrating urban planningand organizing national defences. The organisation of the populace sector ( public ownership) can take several signifiers, including: # 8226 ; Direct disposal funded through revenue enhancement; the delivering organisation by and large has no specific demand to run into commercialsuccess standards, and production determinations are determined by authorities. # 183 ; Publicly owned corporations( in some contexts, state-ownedendeavors ) ; which differ from direct disposal in that they have greater commercial freedoms and are expected to run harmonizing to commercial standards, and production determinations are non by and large taken by authorities ( although ends may be set for them by authorities ) . # 8226 ; Partial outsourcing( of the scale many concerns do, e.g. for IT services ) , is considered a public sector theoretical account. In malice of their name, public companiesare non portion of the public sector ; they are a peculiar sort of private sectorcompany that can offer their portions for sale to the general populace. In economic sciences,the private sectoris that portion of the economic system which is both tally for private net income and is non controlled by the province. By contrast, enterprises that are portion of the province are portion of the populace sector; private, non-profit organisations are regarded as portion of the voluntary sector. Legal position:A assortment of legal constructions exist for private sector concern organisations, depending on the legal power in which they have their legal legal residence. Persons can carry on concern without needfully being portion of any organisation. In states where the private sector is regulated or even out, some types of private concern continue to run within them. The private sector focuses on the demands of the stockholders and proprietors. Thevoluntary sector( besidesnon-profit sector )is the domain of societal activity undertaken by organisationsthat are non-profitand non-governmental. This sector is besides called the3rd sector,in mention to the populace sectorand the private sector.Civic sectoris another term for the sector, stressing the sector s relationship to civil society. What constitutes the voluntary sector may be interpreted widely or narrowly, and may include such diverse groups as advocacy/interest groups, think armored combat vehicles, societal motions, political parties, charitable organisations, voluntary communityadministrations, and spiritualorganisations. The voluntary sector may be said to comp rise organisations with a societalpurpose, although normally non including those with a primary focal point on societal endeavor intent, although normally non including those with a primary focal point on societal endeavoror societal entrepreneurship or societal entrepreneurshipactivities. activities. Based on the type of merchandise produced, the economic system may be subdivided into: # 8226 ; Agricultural sector # 8226 ; Industrial sector # 8226 ; Service sector The three-sector hypothesisis an economic theory which classifies modern economic systems based on the phase in the production concatenationinto three major wide sectors of activity: extraction of natural stuffs ( primary ) , fabricating ( secondary ) , and services ( third ) . It was developed by Colin Clark and Jean Fourasti # 233 ; . # 183 ;Primary sector of the economic system:Involves the extraction and production of natural stuffs and basic tools, such as maize, coal, wood and Fe. The primary sector of the economic system extracts or crops merchandises from the Earth. Activities associated with the primary sector include agribusiness ( both subsistence and commercial ) , excavation, forestry, agriculture, graze, runing and assemblage, fishing, and quarrying. The packaging and processing of the natural stuff associated with this sector is besides considered to be portion of this sector. In developed and developing states, a diminishing proportion of workers are involved m the primary sector. # 183 ;Secondary sector of the economic system:Involves the transmutation of natural or intermediate stuffs into goods e.g. fabricating steel into autos, or fabrics into vesture. The secondary sector of the economic system manufactures finished goods. All of fabrication, processing, and building prevarications within the secondary sector. Activities associated with the secondary sector include metal on the job and smelting, automobile production, fabric production, chemical and technology industries, aerospace fabrication, energy public-service corporations, technology, breweries and bottlers, building, and ship building. # 183 ;Tertiary sector of the economic system:Involves the proviso of services to general population ( consumers ) and to concerns, such as baby-sitting, film and banking. The third sector of the economic system is the service industry. Activities associated with this sector include retail and sweeping gross revenues, transit and distribution, amusement ( films, telecasting, wireless, music, theatre, etc. ) , eating houses, clerical services, media, touristry, insurance, banking, health care, and jurisprudence. In most developed and developing states, a turning proportion of workers are devoted to the third sector. In the U.S. , more than 80 % of the labour force are third workers. The distribution of the work forceamong the three sectors progresses through different phases as fallows, harmonizing to Fourasti # 233 ; : First stage: Traditional civilisations Workforce quotas: # 183 ; Primary sector: 70 % # 183 ; Secondary sector: 20 % # 183 ; Tertiary sector: 10 % Second stage: Transitional period # 8594 ; advanced industrialized states Workforce quotas: # 183 ; Primary sector: 20 % # 183 ; Secondary sector: 50 % # 183 ; Tertiary sector: 30 % Third stage: Third civilisation Workforce quotas: # 183 ; Primary sector: 10 % O # 183 ; Secondary sector: 20 % # 183 ; Tertiary sector: 70 % Though assorted empirical surveies appear to back up the three-sector hypothesis,four inaccurate anticipationscan be identified in Fourasti # 233 ; # 8217 ; s The Great Hope of the Twentieth Century: 1. Harmonizing to Fourasti # 233 ; , the passage from the secondary to the third sector should extinguish unemployment, since in his position the Tertiary sector is limitless in size. But unemployment was increasing. 2. Fourasti # 233 ; believed that there would be no provinces in which the secondary sector remained strongly represented even after a extremely developed 3rd stage had been reached. 3. Fourasti # 233 ; believed that the third sector would ever necessitate an highly high degree of instruction of the work force. However this is non the instance. 4. Fourasti # 233 ; believed that workers # 8217 ; rewards would be harmonised at a high degree in third economic systems, but this has non happened. In fact the alteration has been in the opposite way: the pay spread is continually increasing in most OECD states. ( Organisation for Economic Cooperation and Development ) Harmonizing to other point of views there are some more sectors of economic activity. # 8226 ;Quaternary sector of the economic system:Involves, the research and development needed to bring forth merchandises from natural resources. ( A logging company might research ways to utilize partly burned wood to be processed so that the undamaged parts of it can be made into mush for paper. ) Note that instruction is sometimes included in this sector.The quaternate sector of the economic system consists of rational activities. Activities associated with this sector include authorities, civilization, libraries, scientific research, instruction, and information engineering. # 8226 ;Quinary Sector:Some consider there to be a subdivision of the quaternate sector called the quinary sector, which includes the highest degrees of determination devising in a society or economic system. This sector would include the top executives or functionaries in such Fieldss as authorities, scientific discipline, universities, not-for-profit, health care, civilization, and the media. Modern inclinations in fabrication procedure. Opinions refering advanced industrialised states and post-industrial states. Two hundred old ages ago, the huge bulk of the population of virtually every state lived in the countryside and worked in agribusiness. Today, in what many people call # 8216 ; the advanced industrialised states # 8217 ; , merely 2-3 % of the population earn their life from agribusiness. But some people already speak about # 8216 ; the station # 8211 ; industrial states # 8217 ; , because of the growing of service industries, and the diminution of fabrication, which is traveling to # 8216 ; the developing states # 8217 ; . Well known Canadian economic expert John Kenneth Galbraith think that it is non possible to halt the worsening of fabrication, because this procedure is inevitable.

Biography of John Garang de Mabior, Sudanese Rebel

Biography of John Garang de Mabior, Sudanese Rebel Colonel John Garang de Mabior was a Sudanese rebel leader, founder of the Sudan Peoples Liberation Army (SPLA) which fought a 22-year civil war against the northern-dominated, Islamist Sudanese Government. He was made vice president of Sudan on the signing of the Comprehensive Peace Agreement in 2005, shortly before his death. Date of Birth:  June 23, 1945, Wangkulei, Anglo-Egyptian SudanDate ofDeath:  July 30, 2005, Southern Sudan Early Life John Garang was born into the Dinka ethnic group, educated in Tanzania and graduated from Grinnell College in Iowa in 1969. He returned to The Sudan and joined the Sudanese army, but left the following year for the south and joined the Anya Nya, a rebel group fighting for the rights of the Christian and animist south, in a country which was dominated by the Islamist north. The rebellion, which was sparked by the decision made by the colonial British to join the two parts of Sudan when independence was granted in 1956, became a full-blown civil war in the early 1960s. 1972 Addis Ababa Agreement In 1972 the Sudanese president, Jaafar Muhammad an-Numeiry, and Joseph Lagu, leader of the Anya Nya, signed the Addis Ababa Agreement which gave autonomy to the south. Rebel fighters, including John Garang, were absorbed into the Sudanese army. Garang was promoted to Colonel and sent to Fort Benning, Georgia, USA, for training. He also received a doctorate in agricultural economics from Iowa State University in 1981. On his return to the Sudan, he was made deputy director of military research and an infantry battalion commander. Second Sudanese Civil War By the early 1980s, the Sudanese government was becoming increasingly Islamist. These measures included the introduction of  Sharia law throughout Sudan, an imposition of black slavery by northern Arabs, and Arabic being made the official language of instruction. When Garang was sent south to quell a new uprising by the Anya Nya, he instead swapped sides and formed the Sudan Peoples Liberation Movement (SPLM) and their military wing the SPLA. 2005 Comprehensive Peace Agreement In 2002 Garang began peace talks with Sudanese president Omar al-Hasan Ahmad al-Bashir, which culminated in the signing of the  Comprehensive Peace Agreement on January 9, 2005. As part of the agreement, Garang was made vice president of Sudan. The peace agreement was supported by establishing a United Nations Mission in Sudan. U.S. President George W. Bush expressed hope that Garang would be a promising leader as the U.S. supported South Sudanese independence. While Garang often expressed Marxist principles, he was also a Christian. Death Only a few months after the peace agreement, on July 30, 2005, a helicopter carrying Garang back from talks with the president of Uganda crashed in the mountains near the border. Although both Al-Bashirs government and Salva Kiir Mayardit, the new leader of the SPLM, blamed the crash on poor visibility, doubts remain about the crash. His legacy is that he is considered to be a very influential figure in the history of South Sudan.

Specificity of Japanese Verbs to Wear and to Play

Specificity of Japanese Verbs 'to Wear' and 'to Play' Some Japanese verbs are more specific when describing actions than English verbs. While there is only one verb used for a certain action in English, there might be several different verbs in Japanese. One of the examples is the verb to wear. In English, it can be used as, I wear a hat, I wear gloves, I wear glasses and so on. However, Japanese has different verbs depending on which part of the body it will be worn on. Lets take a look at how the Japanese describe to wear and to play. Boushi o kaburu. Ã¥ ¸ ½Ã¥ ­ Ã£â€šâ€™Ã£ â€¹Ã£  ¶Ã£â€šâ€¹ - I wear a hat. (Kaburu is used for putting on the head.)Megane o kakeru. ã‚ Ã£ Å'㠁 ­Ã£â€šâ€™Ã£ â€¹Ã£ â€˜Ã£â€šâ€¹ - I wear glasses. (Kakeru also means, to hang.)Iyaringu o tsukeru. ã‚ ¤Ã£Æ' ¤Ã£Æ' ªÃ£Æ' ³Ã£â€š °Ã£â€šâ€™Ã£  ¤Ã£ â€˜Ã£â€šâ€¹ - I wear earrings. (Tsukeru also means, to attach.)Nekutai o shimeru. ãÆ' Ã£â€š ¯Ã£â€š ¿Ã£â€š ¤Ã£â€šâ€™Ã§ ·  Ã£â€š Ã£â€šâ€¹ - I wear a tie. (Shimeru also means, to tie.)Sukaafu o maku. ã‚ ¹Ã£â€š «Ã£Æ' ¼Ã£Æ'•ã‚’å · »Ã£   - I wear a scarf. (Maku also means, to wrap around.)Tebukuro o hameru. 手è ¢â€¹Ã£â€šâ€™Ã£  ¯Ã£â€š Ã£â€šâ€¹ - I wear gloves. (Hameru also means, to insert.)Yubiwa o hameru. æÅ'‡è ¼ ªÃ£â€šâ€™Ã£  ¯Ã£â€š Ã£â€šâ€¹ - I wear rings.Tokei o suru. 時è ¨Ë†Ã£â€šâ€™Ã£ â„¢Ã£â€šâ€¹ - I wear a watch.Shatsu o kiru. ã‚ ·Ã£Æ' £Ã£Æ'„ã‚’ç â‚¬Ã£â€šâ€¹ - I wear shirts. (Kiru is used for putting on the body.)Zubon o haku. ã‚ ºÃ£Æ'Å" ãÆ' ³Ã£â€šâ€™Ã£  ¯Ã£   - I wear pants. (Haku is used for putting on the legs.)Kutsu o haku. é  ´Ã£â€šâ€™Ã¥ ± ¥Ã£   - I wear shoes. (Haku is also used for putting on footwear.)Omocha de asobu. 㠁Šã‚‚㠁 ¡Ã£â€šÆ'㠁 §Ã© Å Ã£  ¶ - I play with toys. (Asobu originally means, to amuse oneself.)Piano o hiku. ãÆ'”ã‚ ¢Ã£Æ'Žã‚’å ¼ ¾Ã£   - I play the piano. (Hiku is used to play the musical instrument that requires the manipulation of fingers.) Fue o fuku. ç ¬â€ºÃ£â€šâ€™Ã¥  ¹Ã£   - I play the flute. (Fuku is used to play the musical instrument that requires blowing.)Taiko o tataku. Ã¥ ¤ ªÃ© ¼â€œÃ£â€šâ€™Ã£ Å¸Ã£ Å¸Ã£   - I play the drum. (Tataku is used to play the musical instrument that requires beating.)Rekoodo o kakeru. ãÆ' ¬Ã£â€š ³Ã£Æ' ¼Ã£Æ'‰ã‚’㠁‹ã â€˜Ã£â€šâ€¹ - I am playing a record.Toranpu o suru. ãÆ'ˆãÆ' ©Ã£Æ' ³Ã£Æ'â€"を㠁™ã‚‹ - I play cards.Yakyuu o suru. 野ç Æ'を㠁™ã‚‹ - I play baseball. (Suru can be used for most sports.)Romio o enjiru. ãÆ' ­Ã£Æ'Ÿã‚ ªÃ£â€šâ€™Ã¦ ¼â€Ã£ ËœÃ£â€šâ€¹ - I play the role of Romeo.

Disaster Aids Essay Example | Topics and Well Written Essays - 1000 words

Disaster Aids - Essay Example The report also gives a deep insight into the steps that citizens or entire communities can take in order to lessen disasters’ impact on homes as well as businesses (FEMA, 2003). The most recent disaster to strike America was super storm Sandy, with New York and its surrounding territories suffering the storm’s impact hardest. When the storm waters gradually rose inland, power lines got exposed causing the city to suffer from widespread blackouts, which were accompanied by massive looting of valuables. Buildings were structurally damaged, hence floating debris presented significant safety hazards. Principal transportation routes, particularly the subway, were also adversely affected, thus, inhibiting the movement of residents from one place to another. The most significant damage was, however, of houses and business structures. The Federal Emergency Management Agency (FEMA) came to help the residents by providing housing finances. By the end of 2012, this aid had amount ed to $664 million (FEMA, 2003). While the latter is a substantial amount, there are numerous complaints from residents about the rejection of housing help applications, despite the sufficient proof that they had suffered the immense damage to the extent of being homeless. Rather than reviewing compensation cases via application letters only, FEMA should have sent agents to assess the damage incurred by applicants, thus ensuring that they got sufficient recompense and that critical cases were prioritized. Other than storms or hurricanes, there are several disasters that may have a huge impact on the society. These include floods, fires, severe disease outbreaks, leakage of hazardous materials, and terrorist attacks among others. The first response to such incidents would be from relevant local government agencies such as the local fire department, hazardous materials (HAZMAT) teams, and organized teams of paramedics or medical personnel among others. The other category of responders comes from the state or federal level and includes agencies like FEMA. Finally, non-governmental agencies like Red Cross, World Vision, and the Salvation Army may offer their aid to the affected (FEMA, 2003). Even though the federal government plays a significant role in ensuring that disaster victims cope effectively with their affliction, there are numerous myths associated with the federal assistance. For instance, some people assume that the federal government is entirely responsible for the recovery from disasters, yet local government agencies should primarily help the affected to recover. Others uphold the misconception that assistance provided by the federal government is meant to fix all the things. It is imperative to note that the financial aid provided is exclusively to the stipulated purpose. For instance, if money is given for housing then it must be explicitly utilized to repair house damages or acquire an alternative accommodation. Another common misconception is th at each person affected by the disaster must receive the federal aid, whereas the truth is that only the most affected get assistance based on findings of the legibility analysis. For me

READING GUIDE FOR EQUALITY OF EDUCATIONAL OPORTUNITY AND THE CRITERION Assignment

READING GUIDE FOR EQUALITY OF EDUCATIONAL OPORTUNITY AND THE CRITERION OF EQUAL EDUCATIONAL WORTH - Assignment Example A. The question of equal access arises when viewed from the point of view of race and gender. In the formal structure of educational institutions, no bias exists in admission/imparting education on the basis of race and gender. Such institutions provide opportunity to all students and foster racial and gender equality. Legally sanctioned racial barriers are non-existent. B. The goal of equal educational opportunity needs to transcend the legal boundaries of equality. Equal access is not a self-contained stage. According to Howe â€Å"extraneous psychological and social factors† can impact a person’s educational opportunities. The author cites an example supporting his viewpoint: â€Å"For example, the educational opportunities that a monolingual Chinese-speaking child enjoys in a school that is conducted exclusively in English are hardly equal to those that a monolingual English-speaking child enjoys.†(Howe, 330) As such the system of equal educational opportunities is more important than the features of educational institutions. C. The characteristics that an individual brings to the institution should be utilized in such a manner so that it stands to benefit the other students and the institution as a whole. It should not be considered as a problem but should be converted into an opportunity. As such interaction between individuals and educational institutions assumes importance. Equality attains new dimensions. A. Treating differentially is inclusive of the concept of treating equal. The author substantiates this statement by stating, â€Å"In terms of the preceding example, showing equal respect for the needs, interests and capabilities of monolingual Chinese-speaking children requires that they be treated differently than English-speaking children.†(Howe, 330) B. Some of the characteristics that disadvantage people and need to be

Elizabeth Siddal :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Elizabeth Siddal, Pre-Raphaelite model and wife to Gabriel Rossetti, is the source of intrigue for many Victorian researchers. Her mystery began from her vague background as a milliner’s assistant. From the start, many stories were told of her discovery and yet few stories were told of her past before that point. A frail young woman, she was addicted to narcotics and suffered from a variety of ailments, from the physical to the mental. Her turbulent relationship with Rossetti was plagued with ups and downs, and yet after her death, he mourned her with great sorrow and guilt.   Ã‚  Ã‚  Ã‚  Ã‚  Elizabeth Siddal was a young girl from the working class, who was thrust into the world of the Pre-Raphaelites when discovered as a model in 1849. She was not terribly smart or educated, however, considering her class, she was thought to be as refined and modest as possible. She is generally referred as having been a reserved girl, but she was also explained as being both very beautiful and horribly plain by different sets of people.   Ã‚  Ã‚  Ã‚  Ã‚  It is known for a fact that Elizabeth was working as a milliner’s assistant upon her discovery, but there are many stories told about how that discovery was made. Walter Deverell, who was at the Royal Academy with Hunt and Rossetti, was looking for a red-haired girl who could pass as a boy to play a Shakespearian role in a painting. Rossetti explains the story as Walter and his mother stopped by a millinery shop and saw the assistant in a back room. He then asked his mother to request permission to use her in a painting. Other accounts were given of the discovery. William Holman Hunt claimed that Deverell had arrived at the studio proclaiming what he found to Rossetti, who accompanied him to the millinery shop to have a look. Irish poet, William Allingham, took credit for introducing Deverell to Ms. Siddal because during his escapades with working class women, he had spotted the young girl and thought her perfect for the role.   Ã‚  Ã‚  Ã‚  Ã‚  Because modeling paid more than millinery work and perhaps because she preferred it to sewing, Elizabeth ended her assistantship at the shop. This is interesting to note because at the time very few women on the census reported their full time job to be modeling for artists. This is not because there were few models, but very few earned enough money to support themselves legitimately, and few wished to declare their employment given the stigma it represented.

Epic Heroic poetry Essay

Epic/ Heroic poetry can be easily defined through comparing and contrasting the exploits and relationships of the characters Achilles and Partrioclus from the Iliad and that of Gilgamesh and Enkindu. Their relationships furthermore help to define heroic/epic poetry through their similarities and differences. The characters also help in clarifying this definition in both the idea and nature of their heroism. Both Gilgamesh and Achilles also reiterate the definition of heroic/epic poetry by their differences and similarities in their own styles of heroism. By tracing these elements of the two heroes and their relationships with their close friends, not only is the definition of epic/heroic poetry clear, but the fundamental differences between epic poetry and lyrical poetry become evident. The exploits of both pairs of characters from the two stories help define epic/ heroic poetry, because the exploits of both characters fall in line with the definition of epic/ heroic poetry. Epic poetry is known as the one of the earliest forms of literature and was first told orally and then latter written down. These stories were about heroes that show godlike qualities, personal power, patriotism and loyalty. We find that both pairs possess these qualities, in some of the same ways and in some ways that are different. At the beginning of the pair’s adventures we see a difference the reason of what they are fighting for. Gilgamesh had just gained a friend that was similar to him and he wanted to go out and make a name for himself by conquering the unconquerable. Achilles however, was fighting to bring home the beautiful woman of their land. Through the exploits we see more differences, Achilles is driven by war and pride for his country and through this he obtains greatness. Whereas Gilgamesh goes out in search of greatness for example, in Gilgamesh’s and Enkidu’s first adventure they cut down the cedar forest just to defy Humbaba and prove they can do it. A similarity is seen along Gilgamesh’s quest for recognition and Achilles quest of for control of what was rightfully his, both end up losing a friend. Both men take the fault on themselves for the loss of their friends. Achilles believes that it is his fault because when Patroclus dies he is wearing Achilles armor. Gilgamesh thinks that the death of Enkidu is also his fault because he turned down the Goddess that in turn killed Enkidu. Even though they have their differences and similarities, both relationships express qualities of epic/heroic poetry. The definition of heroic/epic poetry is also evident in the area of loyalty, this is shown in the relationship similarities and differences that Gilgamesh has with Enkidu and Achilles has with Patroclus. We see that the relationships that both heroes have are the same, in that they stay true to their friends even after death. In this part is where we also see a difference in their loyalty. Gilgamesh’s approach to dealing with the grief of Enkidu’s death is to find immortality and try to bring Enkidu back to life. Achilles’ approach to dealing with Patroclus’ death was to risk his life and reenter the war for vengeance. The relationships are similar in that women play a part in both of the pair’s lives and the deaths of their companions. Enkidu is brought into Gilgamesh’s life because he gives himself to a harlot who tames him and is then ironically taken out of Gilgamesh’s life because Gilgamesh won’t give himself to a woman. Achilles is fighting for a woman and in turn Patroclus is killed because he is thought to be Achilles because of the armor he is wearing. A difference in the relationships of the pairs is seen in what they mean to each other. Enkidu is brought to Gilgamesh to be his downfall, but through Gilgamesh’s strength Enkidu is won over and they become friends for what they can do for each other egotistically. Whereas Patroclus has been a longtime friend of Achilles and their friendship and loyalty was built over time. The definition of epic poetry is shown through the nature of the four characters’ â€Å"heroism† because through this they display godlike qualities and personal power. They all show â€Å"heroism† through their godlike qualities because of their direct association with God’s of their time. A similarity in the heroism exists because of the mortality of the companions of Gilgamesh and Achilles. A similarity is that both Enkidu and Patroclus had God-like and heroic characteristics, thought to exist because of their friendships. Another similarity is found in the way this is proven untrue. It seems as though the Gilgamesh and Achilles carry on and act as though they are immortal because of their greatness in battle and part-Goodness. Through the death of their friends they realize that these are not qualities that they possess and this leads them down different roads, which in turn brings them death. For Gilgamesh this brings the fame that he searched for, bu t cost him his life. For Achilles, true vengeance came with the price of his own life. Either way these characters ends fulfill the qualities of heroic/epic poetry. Achilles heroism is different than Gilgamesh’s because his purpose is different. Achilles has a reason to fight; he cares not what people think of him, but fights for what he believes, and has an army to back his cause and therefore is looked upon as a hero by his people. Gilgamesh goes out alone in search of his fame and glory hoping to create a legacy. Gilgamesh stakes a claim as a hero by creating the situations that make a hero. It seems as though if these two stories took place in the same era, that Gilgamesh would be after Achilles head for fame of having the upper hand over another god-like being. Gilgamesh and the Iliad with both their plot and character similarities and differences help to create the definition of epic/heroic poetry. Both these stories show characters with god-like qualities, personal power, patriotism and loyalty. Each story’s characters and plots express these ideas differently in the way that the stories are carried out, but they do posses the qualities that make up such a story. Fundamentally after breaking down epic poetry it is easy to see how it differs from lyrical poetry. Lyrical poetry is much more universal in time and subject matter. It describes love, and feelings that are unchanging through time. To compare the two, the ideas of epic poetry are outdated, for example we don’t look up to George Washington as a God-like person even though he was a great warrior. With lyrical poetry however, we can read it anytime and compare the issues to issues in our own lives.