How to develop essay writing skills

A Good student is the one who always enjoys writing essays because it helps them shine in front of the real world. Essays are the first and most basic form of an assignment in which a writer presents his thoughts on a piece of paper on different topics within the limits of a given word count. For such students, every essay comes with a new challenge, the challenge of writing a new essay better than the previous one. But the problem arises when you are out of words and got stuck in the middle of the essay. You at any cost have to make it 100% perfect. What will you do now? Well, you don’t need to worry now. Here in this article, we shed light on some tricks and tips on essay writing that help students write an impressive article within no time. Read other essays on the Internet: Reading books or assignment help students mold their own English writing skills, so if a student makes a habit of reading other people’s essays it will help them to build and develop their essay writing skills. Read essays on a different topic on different subjects, not that just those subjects that you are studying. Every subject has different kinds of writing styles, so the more you read an essay the more you get a chance to make your essay better. Once you have finished reading the essay, list out the points that you think are best, the points that need improvement and do you think that the argument they present here in the essay is balanced, does the writer present enough of evidence to support the argument. This list will help you make necessary improvement in your next essay. Vocabulary: Vocabulary building is a must if you want yourself to stand out in your class. Every day make a list of 5-10 new words and try to memorize them with their meanings. This will help you convey your point of view more effectively. Good vocabulary creates a good impression on the teachers. Below are some ways that help students build their vocabulary: †¢ Use of thesaurus †¢ Use dictionary and list down the words that you think are new for you †¢ Learn roots, suffixes, and prefixes Always remember, never use big words, as it might create a negative effect on the reader. Your main goal is to make your essay easy-to-understand by all, not just by one person. Use words that build an argument: Another important thing that makes your essay outstanding is not repeating yourself again and again. Make sure the words you use must make some sense; there must be proper sentence structure and grammar. For example, instead of using â€Å"also† again and again, you can also use, ‘however’, ‘furthermore’ and ‘moreover’. Repeating a single word, again and again, will make your essay weak. Sentence structure, punctuation, and syntax: A simple sentence structure will make a huge difference in your essays. A reader with this one sentence can judge how intelligent a writer is. It is already discussed above that a good essay is one that is easy to understand by all, but this can also be possible by using interesting syntax within sentences. There is no restriction on how long or short a sentence it, but don’t let your sentence too long that the reader will forget what he actually read at the start of the sentence. Another thing that is important in an essay is the use of effective punctuation. Always remember, a good essay is one that forces the reader read the full essay with interest. It must be engaging and interesting. Essays are written in the formal tone, but that doesn’t mean that you turn it out boring. Be confident while writing. Proofreading and editing: Before submitting your essay, it is always suggested to read your essay two or three times in order to make sure that they are 100% error free. You can also ask your elders to proofread your essay for you. Also, there are a lot of online essay writing companies that help students proofread their essays in reasonable prices. Today it is extremely easy to get your hands on professional writing companies. With just one click you can access to hundreds of thousands of essay writing companies that not provide you with writing service but also help you proofread your written essays at an extremely affordable rate. s.co.uk: If you are looking for a professional essay writing company then stop your search now. We at s provide you quality content that is written from scratch at an unbeatable rate. No matter what the essay topic is we provide you plagiarism and error free content  on the given deadline.

Should Race be a Consideration in College Admissions essays

Should Race be a Consideration in College Admissions essays A compelling argument against using race as a consideration in college admissions is that everyone has something different about them, if one looks hard enough, and so anyone could claim minority status in some way. To use individual traits of arbitrary choice does not make sense, as this writer notes, "Individualism cannot be defined via individuating or important traits. The principle of individualism is really meant to capture the completely different idea that people should be judged only by traits they choose. That is why race, an involuntary, immutable trait, is an improper basis for judgment" (Levin, 1997, p. 338). One cannot choose one's race, but one can choose other traits to excel at, and so, traits that are chosen and agreed on should be used as considerations for college admissions, such as GPAs, athletic and social abilities, membership in extracurricular activities, and test scores. These are all attributes that students have some input and control over, and these, not traits that cannot be chosen and acted upon, should be used to ensure everyone gets an equal chance at education and advancement. The weakness here is that those students who do not choose to work on themselves may not gain admission; while the strength is that those students who work hard will have a better Eliminating standardized testing is also a way to eliminate race as a basis for college admissions. Standardized tests measure nothing but standard learning. Each individual is different, and should be evaluated on those differences, rather than what they have in common with everyone else. Standardized testing is also suspect as to really giving a balanced view of actual learning. Another writer states, "The overriding conclusion is neither new nor earthshaking: in crafting a college admissions policy, tests serve as useful, but far from perfect, tools" (Zwick, 1999, p. 320). ...

Mass migration from rural to urban areas Essay Example | Topics and Well Written Essays - 1250 words

Mass migration from rural to urban areas - Essay Example In China, the particular phenomenon, has led to the transformation of the country’s existing social and economic characteristics. It should be noted that in China, mass migration is rather a recent activity; indeed, it was just after the 1970s that the initial trends for mass migration towards Chinese cities were identified (Zhou 2009). The changes on the common political and social structure are just part of this activity. As in all countries worldwide, in China mass migration has been a continuous expanding phenomenon, quite difficult to be controlled. In accordance with the literature published in the particular field, the positive effects of mass migration in China have been combined with certain drawbacks, a fact which is made clear in cities across the country. The environmental challenges of the specific activity, as explained below, lead to the assumption that mass migration in China should be closely monitored as threatening the country’s natural environment. T he introduction of appropriate measures could help to the transformation of mass migration in China to a proactive social and economic activity; the damages of this activity on the country’s environment could be also reduced, even in the long term. 2. Mass migration in China – benefits and drawbacks 2.1 Economic, social and political benefits of mass migration from rural to urban areas in China – comparison to the negative effects of this activity The development of Chinese urban areas has been highly supported by the rural population. In accordance with Zweig (1997) because of the needs of rural construction thousands of male farmers have been relocated to cities; their income has been increased and their lifestyle has been changed (Zweig 1997, p.20). Through this process, the structure of workforce in the country’s rural areas has been changed – the percentage of women in the labour workforce of these areas has been increased, a fact that led to the transformation of social life in these regions. The development of mass migration in China resulted to the following economic and social benefits: a) the urban areas of the country were highly developed, b) the economic performance of the country was improved; the services sector – mainly developed in ur ban areas – was improved, along with the manufacturing sector, supporting the country’s growth, c) the living conditions of people were improved – especially in terms of medical support, education and leisure (Ping 2004). However, gradually, mass migration in China has led to the change of employment prospects in the country’s cities. In the past, the level of unemployment in Chinese cities was relatively low – due to the lack of sufficient workforce; however, today, the prospects for work in large Chinese cities have been reduced. This phenomenon is described in the study of Yeh et al. (2011) where reference is made to the increase of street vending in Chinese cities, as a result of the increase of unemployment. It is explained that the labour surplus in Chinese cities has led to the development of the particular mode of work, at such level that today street vending has become ‘the occupation of the 4% of the entire employed populationâ€⠄¢ (Yeh et al. 2011, p.30). The above phenomenon reflects the economic turbulences related to mass migration in China; it also shows the potential effects of mass migration on society. Because of mass migration, a significant part of the population has been led to choose modes of work that offer a low quality of life, such

International Relations Course Informal Personal Intro Essay

International Relations Course Informal Personal Intro - Essay Example Therefore, the values gathered from this cause can be used in my life to foster peace in our country through interrelations, despite of their race, creed or nationality. In this case, by understanding these values, I will be able to interact with people of different background; despite the differences caused by diversity in our daily lives, and I can also avoid conflicts and resolve them whenever they arise. I have high expectations of acquiring a chance for developing diverse virtuals that will facilitate the process of becoming someone who can make a positive contribution in the world. Moreover, through this course I expect to gather skills for interrelation that will enable forming networks of mutual responsibility and a platform for sharing potential with other people around the world. I also expect to meet a highly dedicated instructor in this course, who can offer a chance to share my commitment as a student throughout the course. Moreover, I hope the course will facilitate the process of building my capabilities and character of virtuous and responsible individual, who can contribute in making the world a better place for others and me. I also expect the instructor to be honest, fair, to have critical rigor and to be a source of inspiration to the students. Furthermore, I hope that we will utilize the time offered during this course to learn and for the fair purpose that is benef icial to all students. Â   Studying this course will enable gathering of knowledge and insights that can facilitate building of intercultural competencies, and sustainable disposition. Therefore, this will enable others and me to relate and build a form of interdependence, whereby facilitating globalization. The course will also make a vital contribution in development of new perception towards political reality. Therefore, this will enable building of critical and reflexive knowledge, practical values, relations that will facilitate good coexistence. Knowledge

An Analysis and Review of West Virginia's Governmental Fund Research Paper

An Analysis and Review of West Virginia's Governmental Fund - Research Paper Example However, the implementation of governmental programs and services depends primarily on the allocation of the fund to different sectors. On the other hand, the preparation of its financial statements is in accordance to the â€Å"generally accepted accounting principles (GAAP)† in the U.S (â€Å"Audited Financial Statements,† 2007, p. 15). While the necessities and nature of activities from various agencies differ, so does fund allotment, must conform to the purposes it intends to provide. According to the 2007 West Virginia audited financial statements, the methods for reporting governmental fund are the â€Å"current financial resources measurement focus and the modified accrual basis of accounting† (â€Å"Audited Financial Statements,† 2007, p. 16). It is through these financial statements where â€Å"property taxes, franchise taxes, and interest† that accompanied the present â€Å"fiscal period† are acknowledged as the cash reserve for the period (â€Å"Audited Financial Statements,† 2007, p. 16). This essay seeks to analyze and review the financial statements and audit report of Kanawha County, West Virginia, using the general fund and all the other funds of the government. II. Method of Accounting The government reports the fund in three categories. First, the governmental fund, which includes the general fund and the capital-project fund, integrates the current financial resources management and a modified accrual basis of accounting, where it does not have depreciation expense and long-term debt. Second, the proprietary fund, which includes the entertainment and the internal service fund, utilizes the economic resources measurement focus and the accrual basis of accounting, where it requires a â€Å"statement of net assets, statement of revenues, expenses, and cash flow statements.† Lastly, the fiduciary fund employs the economic resources focus and the accrual basis of accounting, where it may not have the provision to fund other programs as the government functions as the trustee (U.S. Department of Transportation, 2000, pp. 10-11). All these funds use the accrual method of accounting. Under the requirements of the â€Å"Governmental Accounting Standards Board (GASB),† the application of the accrual method is suitable to maintain a balanced set of account where the expenditures correspond to the finances in the conduct of governmental operations. This is particularly significant since the accrual basis provides a comprehensive detail in the â€Å"understanding of economic reality† especially in determining the consequences of budget allotment (Ball & Pflugrath, 2012, p. 7). III. Compliance of GASB Statement 34, and Evaluation of MD&A for State and Local Government GASB Statement 34 requires a complete accrual method, which aims to have long-term capital assets consisting of infrastructure. It also covers the Management's Discussion and Analysis (MD&A) of the go vernment’s monetary operation in recognizing its entire economic status (U.S. Department of Transportation, 2000, p. 8). As for the case of Kanawha County, the challenge it poses for compliance with GASB Statement 34 will depend on the cost and duration of time before its complete implementation in the local government. Additionally, if this would manifest a genuine thrust for transparency and accountability, this would strengthen its audit reports and economic condition in terms of financing governmental and business-type

Benefits of Training Employees in an Organization

Benefits of Training Employees in an Organization The aim of this paper is to identify all there is to know about training, the impact it has on both firms and employees and then, the reason why, although it is beneficial provision to business growth, still some organisations and individuals are not willing to accept the idea of investing in training and development. In order to come to that claim, it is necessary to mention first the cost-effectiveness of training and development, by which methods it can be reinsured, and the involvement of training in an organisations prosperity and even more, when it has to do with the integration in a international market. To begin properly, it should be noticed that training at any level and in whatever form this can take, could have only positive aspect. Considering that, training means investing in people to enable them perform better and to empower them to make the best use of their natural abilities (Armstrong, 1996; 2003). Through the practice of a range of activities, it is believed that learning is an important clue here, as a means for developing a high performance culture and achieving businesss competitive advantage (Pieper, 1990, Salaman, 1992, Tyson, 1996). This appear clearly from the below definitions of training. According to Heevy and Noon (2001), training is the process of changing the skills, attitudes, and knowledge of employees with the purpose of improving their level of competence. It is a planned process, usually involving a series of stages where incremental improvements can be identified. It takes two main focus 1) on the job training whereby an employee observing the tasks, being guided through them by experts, and then practising them. 2) Off the job training whereby an employee is instructed away from the place of work, either in a training room on the premises or at a separate location. This training is more often theory based and might even take the form of self learning packages (Heevy and Noon, 2001). Furthermore, as Manpower Services Commission defined training in 1981, it is the following: A planned process to modify attitude, knowledge or skill behavior through learning experience to achieve effective performance in an activity or range of activities. Its purpose, in the w ork situation, is to develop the abilities of the individual and to satisfy the current and future manpower needs of the organization. Seeing the definition of the training from the perspective of education as Smith put it: Development refers to the growth of realization of a persons ability, through conscious or unconscious education, where education is activities which aim at developing the knowledge, skills, moral values and understanding required in all aspects of life, rather than a knowledge and skill relating to only a limited field of activity (Smith, 1992). Besides the definition of training, the mention of the potential benefits for both employees and firms and from which methods these are derived, is essential in order to understand why training is so important for the business (Lonr, 1990, Murray, 2007). It is worthwhile to point that it cannot be any development without the training procedure. As it has already been mentioned, training aims to develop employees competences and to improve their performance but also, to reduce the learning time needed for employees starting in a new job on appointment, transfer or promotion and to ensure that they will become fully competent as quickly and economically as possible (J. Swart et al, 2005). When a training programme being used effectively, then the benefits for employees are numerous and are illustrated on firms performance. It also helps to manage changes and provide to employees the knowledge and skills they need to adjust with new situations and work demands, as well as to adopt new t echnologies and methods, to be innovative (Armstrong, 2003). In that way, employees motivation is increased and the same goes to efficiencies in processes resulting in firms financial gain while employees turnover is being reduced. Highly trained workforce provides higher levels of service to customers which enhance companys image (Mullins, 2007). The cost-effectiveness of training is a vital element because it can help the line manager to establish credibility, to reveal the value of the training by achieving both operational savings and increases in firms revenue; then, enforce the organization to look training more as an investment and less as a dispensable cost of operation. By training their employees, companies maximize the potential of this investment (Campbell, 1995). In order to improve the skills of its human resource, an organization can either train its existing employees or recruit pre-skilled labor forces that have been trained elsewhere (Booth, 1998; Jameson, 2000). The importance of investment in training and development is matter of whether a firm is treating its employees as a resource or as a cost (Tysson, 1996; Long, 1990; Jackson, 1989; Jameson, 2000). By exploiting the meaning of each word that consists Human Resource Management; human implies the workforce, resource implies investment, management implies development (Sisson, 1989). It is demonstrated that the consideration of human asset as investment for the firm through strategic development can maximize its potential, and the training is the tool that can provide it. So, companies with unwillingness to consider employees as investment, can simply be called not HRM practicing. In adverse, companies reluctant to invest in their human resources, rely on a short-term human asset, which, mainly, is low skilled training, less loyalty to its work and easy replaceable due to the lower cost of loss for the firm (Harzing, 1995; Jameson, 2000; Mullins, 2007). Most managers recognize the vital role that continuous learning plays in todays marketplace in order to maximize companys competitive advantage (Harzing, 1995; Gordon, 1991). However, some managers are reluctant to invest in their employees and train them. The reasons why is happening are variable. The market from its own, in which each company is doing business, deduct any potential training (Booth, 1994; Graven, 1998). More specific, the market is divided to the primary labour market, where jobs tend to be supplied by large, highly profitable firms with high capital to labour ratio and high productivity. Here, production is usually large scale with high investment in technology with more opportunities for training. The secondary labour market includes small firms with low capital to labour ratio, low productivity and small scale production. In these firms, wage and skill levels tend to be low, employment is unstable and training opportunities are usually limited. Significantly, small businesses experience problems in providing training for both owner-managers and workers. (Curran et al., 1996) Reasons for not providing such training are that companies do not believe in the effectiveness of training and they do not consider it as a big component for a better performance. Hence, when profits are under pressure or other developments are on stake, the most common reaction is to cut training fund. Also, recruiting skilled labor is more economical than practicing training and development policies. But they neglect that teamwork, employees initiatives, people talents are all part of the financial model and when these figures are maximized the same goes with the business economic growth (Bentley, 1991; Campell, 1995) Traditional styles of management based on authoritarian, non-participatory tenets of employees and managers who have grown up in a system like this, is unlikely to be ready to abandon familiar tried and trusted methods and be welcomed to a better trained, self reliant and questioning human force (Sisson, 1989). Some of them claim that there is limited time for the practice of training program. Indeed, a training program to be effective needs a lot of both employers and employees time and commitment, it also may take all employees job-life to be efficient. Job conditions change constantly in the business environment, so the continuous learning is required but nobody has the state or the emotional strength to be in a training position all the time. In that point, there are two categories that can be distinguished (Armstrong, 2003; Murray, 2007; Currie, 1997). Employers that do not believe in the importance of the process and employees that do not find interest to be trained, specifically if they have obtained a high image in the firm and they are known for their distinctive qualifications. Contrary to that, some employees want to develop their skills and knowledge whereby they will contribute to their companys success (Keep, 1989). They want training but their managers do not want to be confronted by this task, they are unwillingness to try, and simply they avoid it. From the perspective of the length of a training program, which could take weeks, months or even the entire career of the employees it can be a major expense especially for firms with traditionally high turnover. Besides, the common belief that is the responsibility of the school system to train people to be workers and is the workers responsibility to learn how to do a job so they can get hired is another reason why employers not practice their manpower (Collin, 2003). Government regulations, insurance coverages, and common sense dictate relevant training that should be given to every employee. Still, few employers do not find it significant to train their human force (Collin, 2003; Noon, 2001). A discouragement of not training is, also, the gap that arises when trainees are transferred from the training course to a job, to apply their knowledge and skills in practice. As long as they are in a training centre, they are sheltered from the realities of the rough and tumble workplace. For managers and team leaders, the problem of transferring from learning situation to the real conditions may be even more difficult because most of management training tends to deal with relatively abstract concepts like motivation and leadership, and the connection between what is being learned in the class room and what is really happening in work, may not always be apparent. That is why the training must always be compatible to employees needs (Armstrong, 2003, Noon, 2001). Another reason of not practicing training can be regarded the difficulty in measuring the effectiveness of a training program. Measuring cost of training needs a lot of efforts from the senior manager because apart from training results are also other interacting variables such as administrative costs, relocation, course design and material costs that have to be taken into account. Therefore are different methods that can be used from the manager in order to derive an acceptable figure for the effectiveness of training course. Those methods vary from sector and companys size. Hence manager has to have the ability to choose the one, which fit to the business needs. Any failure to the accounting of training-cost can mislead to wrong results, to an ineffective training proposal and that will discourage the company to practice training (Murley, 2007; Belcour, 1995t; Gordon, 1991). Moreover, it can be said that firms are not invested in training because of the flexible working environment. They claim that investing in people can be a boomerang for their business competitive advantage, as it is likely employees will leave the company and transfer their knowledge into competitors firm. Despite the likelihood of this event, employers have to understand that the key for organizations success is the human factor. By investing in human asset training, they invest in employees commitment to the firm and more as the firm invests in the development of their skills (Armstrong, 2003; Craven 1994; Hall, 1991). It cannot be ignored the providence of the HRDF, a levy reimbursement scheme establishing in 1992. Under HRDF, employers pay a payroll contribution of one percent and are eligible to claim a portion of allowable training expenditures up to the limit of their total levy for any given year. The reimbursement rates vary by sector and type of training. Empirical analysis showed that firms least likely to claim from HRDF are small firms and firms providing no training or only informal training. Important factors that employers cite as inhibiting their training: the limited resources available for it, the use of mature technology with low skill requirements, the adequacy of skills provided by schools, and the availability of skilled workers who can be hired from other firms (Tan and Gill, 1998). Generally, levy schemes have led to an increase in quantity of training. In some countries levy schemes have had some impact on increasing training. A common feature of schemes in which training has increased has been the fact that an effective system is in place for administering the levy both for levy collection as well as administration of grants. On the other hand, there were very complicated rules governing training requirements for the levy and the criteria for approval, dissuade employers from investing in it (Edwards, 1997). Firms which may have otherwise invested more in training, tend to reduce their effort to the level required by law in order to receive the minimum rebate or tax credit. There is also some evidence which suggests that if firms are reluctant to train, they organize training which is not relevant to their needs in order to qualify for the rebate or tax credit. Additionally, smaller firms may be less likely to train their workers as they feel that costs are significant and the training which is provided may not be relevant to their needs. Even if training is provided, the bureaucracy involved in persuing reimbursements dissuades firms from submitting claims for reimbursements. (Herschbach, 1993). Concluding, this paper attempted to define the reasons why there are organizations that are reluctant to see their manpower as an important asset in business success and so invest on them and train them. Now, the interplay between the benefits that are derived from any form of training and the cost-effectiveness of training for the firms is seemed to be more clear. In general, companies which operate in the increasingly competitive international market were forced to attach training and development as equal to the vital acknowledgement that the training needs are more like an investment rather than a cost and that, partly due the cultural diversity that the international integration occurs and partly because of the rapid economic and technological growth. All these also reflect the companies outlook on how important is the quality of those they recruit, because a companys image is as good as is its personnel and it is vital to select and train the best. (Upton, 1987) Unfortunately, i n many cases this process is considered by many managers as meaningless, too time consuming, a bureaucratic exercise only, or even as something that intervene to their departments work. For some organizations, the maintenance and the wellbeing of the equipment and machinery seems more important than to make an effort to the wellbeing and development of their own employees (Sun, 2001). But as it has been already highlighted, the key for success, even profit, for any firm at any size is its human asset and to invest in them infer to business future (Hall, 1991, Armstrong, 2003).

King Lear :: essays research papers

King Lear Essay Shakespeare has written dozens of plays and in each one he has included some of the most complex characters ever put on stage. Hamlet, Othello, and Macbeth are just a few examples of these great characters that will always remain in our memories. However, standing beside the complex main characters in plays such as King Lear and Hamlet, there are secondary characters of equal, if not greater complexity. In King Lear, secondary characters such as Edmund, Edgar, and Cordelia are directly responsible many of the extreme changes that occur during the play and it is their complexity as human characters that allows them to do this. The many antagonists that have appeared in Shakespeare’s plays have always been fairly rounded and complex. However, Edmund is one of the most complex villains in any of Shakespeare’s plays. For one thing, Edmund chose to become a villain because the world sees him as being worthless, not only because he is not in line for the title of Earl of Gloucester, but also because he is a bastard. Most villains in Shakespeare’s plays are villains from the beginning to the end. Edmund sees himself as an equal to his brother Edgar and wishes that his father also understand this. By plotting against the livelihood against his own father and brother, Edgar not only wishes to gain the wealth and title that come with the Earl of Gloucester, but he also seeks respect. Shakespeare has given Edmund a method behind his madness. As the play progresses, Edmund sees the kingdom collapsing and instead of helping to put in back together, as Cordelia, Edgar, and Kent are doing, he tries to consolidate power into his own hands. After Cornwall dies, he takes command of the armies and defeats the French invading army. He has illicit affairs with Regan and Goneril, who are married. The result of these affairs causes the two sisters to become overwhelming jealous, and in the end, we find out that Regan poisoned Goneril in order to have Edmund to herself. If Edmund had not been killed in the end, he would have taken power and ruled the kingdom. However, Edgar does kill him after realizing that it was he who caused the death of his father. We see the greatest complexity in Edgar before he dies before when he proclaims â€Å"The wheel comes full circle; L am here. King Lear :: essays research papers King Lear Essay Shakespeare has written dozens of plays and in each one he has included some of the most complex characters ever put on stage. Hamlet, Othello, and Macbeth are just a few examples of these great characters that will always remain in our memories. However, standing beside the complex main characters in plays such as King Lear and Hamlet, there are secondary characters of equal, if not greater complexity. In King Lear, secondary characters such as Edmund, Edgar, and Cordelia are directly responsible many of the extreme changes that occur during the play and it is their complexity as human characters that allows them to do this. The many antagonists that have appeared in Shakespeare’s plays have always been fairly rounded and complex. However, Edmund is one of the most complex villains in any of Shakespeare’s plays. For one thing, Edmund chose to become a villain because the world sees him as being worthless, not only because he is not in line for the title of Earl of Gloucester, but also because he is a bastard. Most villains in Shakespeare’s plays are villains from the beginning to the end. Edmund sees himself as an equal to his brother Edgar and wishes that his father also understand this. By plotting against the livelihood against his own father and brother, Edgar not only wishes to gain the wealth and title that come with the Earl of Gloucester, but he also seeks respect. Shakespeare has given Edmund a method behind his madness. As the play progresses, Edmund sees the kingdom collapsing and instead of helping to put in back together, as Cordelia, Edgar, and Kent are doing, he tries to consolidate power into his own hands. After Cornwall dies, he takes command of the armies and defeats the French invading army. He has illicit affairs with Regan and Goneril, who are married. The result of these affairs causes the two sisters to become overwhelming jealous, and in the end, we find out that Regan poisoned Goneril in order to have Edmund to herself. If Edmund had not been killed in the end, he would have taken power and ruled the kingdom. However, Edgar does kill him after realizing that it was he who caused the death of his father. We see the greatest complexity in Edgar before he dies before when he proclaims â€Å"The wheel comes full circle; L am here.