The Struggle with Procrastination in Hamlet by William...

The Struggle with Procrastination in Hamlet by William Shakespeare In William Shakespeare’s tragic play Hamlet, the main character, Hamlet, struggles with procrastination throughout the play. As Samuel Taylor Coleridge said, No brilliant intellect can be considered valuable if one withdraws from action. It is this tragic flaw of inaction that eventually brings about Hamlet’s downfall. In the beginning of the play, Hamlet is given explicit instructions by the ghost to kill his uncle/step-father Claudius to avenge his father’s murder; yet, he fails to do so. Hamlet’s inaction and hesitation to kill Claudius is justified in his own mind and to the audience. Hamlet’s initial disbelief in the reliability of the†¦show more content†¦Hamlet says the spirit that I have seen may be a devil, and the devil hath power t’assume a pleasing shape; yea, and perhaps, out of my weakness and my melancholy, as he is very potent with such spirits, abuses me to damn me (2.2.627-632). Fearing deception, Hamlet has doubts, which initiate his inaction. His hesitation is somewhat resolved in the form of a play. In order to test the truth of the ghost, Hamlet devises a scheme to perform a play to catch the conscience of the King(2.2.634), by reenacting a scene similar to the events recounted by the ghost about King Hamlet’s murder, in order to prove Claudius’ guilt. Here, Hamlet’s inaction results not only from his distrust of his father’s apparition, but from his distrust of his own senses. Had Hamlet trusted his father in death as he had in life, Hamlet’s life would never have resulted in such a tragic end. Once Hamlet is sure of Claudius’ guilt, it is Hamlet’s belief in his religion that leads him to inaction. In Hamlet’s mind, it is now his rightful duty to avenge his father’s murder. At the end of Act 3 Scene 3, Hamlet has a perfect opportunity to kill Claudius, when he sees the King kneeling in prayer. Hamlet enters the Kings private chapel with a sword in hand, ready to kill Claudius. As Hamlet enters he observes, now he is a-praying, and now I’ll do t(3.3.77-78). But, Claudius is agonizing over his actions. He has committedShow MoreRelatedEssay on Hamlets Procrastination And Co919 Words   |  4 Pages Hamletamp;#8217;s Procrastination and Cowardicenbsp;nbsp;nbsp;nbsp;nbsp;In William Shakespeareamp;#8217;s play Hamlet, Hamlet is a loyal prince who vows to avenge his fatheramp;#8217;s murder. When Hamlet discovers the painful truth about his fatheramp;#8217;s death, he is left with feelings of hatred and resentment in his heart towards the murderer, Claudius. Although Hamlet is a very noble and sophisticated man, he struggles with the issue of avenging his fatheramp;#8217;s death. HeRead More Soliloquy and Revenge in Hamlet Essay662 Words   |  3 PagesSoliloquy and Revenge in Hamlet      Ã‚  Ã‚   The soliloquy is a literary device that is employed to unconsciously reveal an actors thoughts to the audience. In William Shakespeares, Hamlet, Hamlets soliloquy in Act II, ii, (576-634) depicts his arrival at a state of vengeful behaviour through an internal process. Hamlet moves through states of depression and procrastination as he is caught up in the aftermath of the murder of his father and the marriage of his mother to his uncle. The soliloquyRead MoreInternal and External Conflict in Hamlet Essay516 Words   |  3 Pagesscript ‘Hamlet’, written by William Shakespeare, conflict, both internal and external, was important to the text in a variety of ways. Internal conflict enabled the character development of Hamlet to take place, showing his nature rich in procrastination as he developed from a cowardly griever to a confident man no longer fearful of the unknown. This character development illustrates the main themes of revenge, good vs. evil, a nd more. Conflict in this text provides the main protagonist (Hamlet) withRead MoreHamlet, By William Shakespeare1146 Words   |  5 PagesA character so complex, enticing and fascinating, his name is Hamlet. We are all Hamlet, and that, is the argument. Hamlet is an enigmatic character with many flaws. These flaws are the ones that prove similarities between us and him. A play so popular and significant is due to its huge relevance to us as a society. In the play Hamlet, William Shakespeare uses Hamlet’s character and metaphor to demonstrate that when one is left alone to their thoughts, these thoughts overtake reason. ConsequentlyRead MoreHamlet and His Delay in Seeking Revenge Against Claudius Essay1333 Words   |  6 PagesZikima Sawyer English 102:002 Professor Hayes November 11, 2011 Hamlets Delay In William Shakespeare, Hamlet, the ghost speaks to Hamlet, claiming to be his father’s spirit. 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Hamlet delves deep into what he believes is the reality of each of his given situations and searches for answersRead MoreScarface And Hamlet1434 Words   |  6 PagesScarface (1983) written by Oliver Stone and Hamlet (1599-1602) written by William Shakespeare share and explore the themes of what the inability to regulate emotions can cause in a person and their surrounding environments, even if they differ dramatically. Although Tony Montana’s and Hamlet’s desires and backgrounds serve as different purposes in their journeys, they both encounter and exhibit the use of deceiving behaviours, have trust issues with the woman they love and both question the point

Case Study - 817 Words

†I’d recommend some more talk therapy with Dr. Marquez, other than that, Im sorry to say but this situation is out of my reach.† â€Å"Wha- what,† replied Mark, â€Å"what do you mean this is out of your reach?!† â€Å"Your DID has progressed further than we thought, there was a third personality recently identified during a session somewhere last week.† It took a couple more therapy sessions for the doctor to make sure it wasn’t just a phase, and he was correct, it wasn’t. Dr. Shepherd was not fazed by Mark’s reaction, many of his patients would’ve reacted much worse; it was the thing Mr. Rodriguez said next that unnerved him. â€Å"You call yourself a doctor! You don’t deserve that title! If you really were a doctor you would be able to†¦show more content†¦Ã¢â‚¬Å"I assume you’re looking for Elise? She’s downstairs getting some snacks with Jenny, they should be back any second now.â⠂¬  Mer was waiting for an â€Å"okay† or perhaps a slight nod, but all she got was a blank stare. She was unable to read his face, unable to detect an emotion. â€Å"Are you okay, sir?† she asked for the second time. Again, no response. Silence filled the room, she was in an awkward situation, and it seemed to be no way out. Then, out of nowhere, a breeze rushed past her. Meredith was sure she closed the window, why was it wide open? Turning her body and reaching for the window, she caught a glimpse of Mr. Rodriguez continuous blank stare. She pushed the window back down, yet it wouldn’t seem to budge. â€Å"Do you need some help?† replied Mark, with a deep raspy voice. His slim figure slowly walked towards her; Meredith couldn’t describe what she felt at the time, it was a sick feeling, that churns your stomach. He reached out with his slender arms and grabbed her shoulders. â€Å"What are you doing?† She asked confusedly. â€Å"Eliminat ing something unnecessary,† he replied with a straight face. â€Å"What do you me-† she asked, a bit too late. THUMP!! â€Å"Did you hear that?† â€Å"It’s probably just Mer closing the window,† replied Elise, as she shuts the fridge. â€Å"Come on, let’s go upstairs.† â€Å"Sure,† Jennifer said hesitantly. She felt this strange aura roaming around the house, something dark and mysterious. Yet, she ignored it. This decision wouldShow MoreRelatedCase Studies : A Case Study Approach Essay1157 Words   |  5 PagesA case study is a specific instance that is frequently designed to illustrate a more general principle (Nisbet and Watt, 1984). Hitchock and Hughes (1995) further suggest that the case study approach is particularly valuable when the researcher has little control over evens. Case studies strives to portray ‘what it like’ to be a particular situation, to catch up reality and ‘thick description’ ( Geertz, 1973) of participants’ lives experiences of, thoughts about and feelings for a situation. 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A Study about The Impact of Parental Separation Free Essays

string(107) " and also to ensure that a full rich picture of the teacher’s opinions and experiences are gathered\." This study explores the impact of parental separation/divorce can have on a child’s learning and development in the primary school classroom. The broad aim of the study was to explore teachers’ classroom experiences of parental separation/divorce and its effect on teaching learning and development. The researcher aimed to gather an in depth and rich account of these experiences in the primary school classroom. We will write a custom essay sample on A Study about The Impact of Parental Separation or any similar topic only for you Order Now This current chapter critically explores the most appropriate methods and tools that were used to gather data for this study. The researcher evaluates and outlines the design method undertaken, the participants that were involved and the materials that were used to gather the information and data relating to this study. Ethical considerations are also outlined in this chapter.3.2 Aims of the studyHaving reviewed the literature on the topic of ‘the effect parental separation/divorce can have on a child’s learning and development’ it is evident that there is a lack of Irish research conducted on the area. A breakdown in a family structure is becoming more common with 1 in every 10 marriages in Ireland ending in separation/divorce (Rainbow, 2018) with the figure of marriage separation rising from 116,194 in 2011 to 118,178 in 2016 (CSO, 2016). For this reason this study aims to provide an insight into the effect this breakdown in family structure is having on a child’s learning and development. This study aims to investigate to what extent does parental/separation divorce has on a child’s learning and development and if it has an effect on a child’s emotions, behaviour, capacity to learn and concentration in the classroom and whether teacher’s feel they have the adequate training to aid and help children during this change in their lives.3.3 Research DesignIn deciding on a research design for the study, the researcher considered both quantitative and qualitative approaches. According to (Patton ; Cochran, 2002) qualitative research ‘is characterised by its aims, which relate to understanding some aspect of social life, and its methods which (in general) generate words, rather than numbers, as data for analysis and seeks to build a holistic and narrative description of a social or cultural phenomenon (Gall, Borg Gall, 1996). Qualitative approaches to research involve emerging questions and procedures, typically collecting data in the participants’ setting, and analysing data inductively (Creswell, 2014). However, quantitative research ‘generally produces objective numerical data that are generated without influence on behalf of the researcher’ (Denscombe, 2010). It emphasises precision and sets out to explain phenomena by collecting numerical data that are analysed using mathematically based methods, and seeks to minimise bias and maximise objectivity (Rubin ; Babbie, 2010). Therefore taking both methodologies into account the researcher decided on a mixed- methods methodology approach for the purpose of this research. The qualitative data provided an insight into the various ways children may be impacted by parental separation/divorce and the teachers own experiences and views in this area. On the other hand the quantitative data provided a numerical data insight into the extent of the way a child may be impacted by parental separation/divorce and the teachers own views and opinion’s on the key area it can have an impact on and how prepared they feel they are to help a child through this change in their lives. In conclusion a mixed method approach enabled the researcher to gain rich and valuable information for the research and facilitated the research to achieve a full picture of the impact parental separation/divorce may be having on a child’s learning and development in the primary school classroom.3.4 Data collectionIn order to collect the data the researcher interviewed 3 teachers who each taught different levels in the school; junior, middle and senior ends of the school. The interviews were face to face and semi-structured using open ended questions and all 3 interviews were voice recorded. In order for the research to be fully representative of the sample the researcher conducted the interviews on teachers who taught in 3 different schools incorporating both town and country schools. One participant was a teacher in a country school in 5th and 6th class, another participant was a teacher in a populated town school in 3rd and 4th class and the final participant was a junior and senior infant teacher in a small country school. The class sizes varied from 21 pupils to 32 pupils with each participant stating they had a variety of ethnicities and learning support needs in the class. The aim of the interviews was to focus on the participants’ own experiences of the impact of parental separation in the classroom, and the researcher decided on an unstructured interview approach. The intention of the researcher was to build a rapport with the participants create a narrative about their subjective experiences of this area. During the interviews, many of the questions were spontaneous and built on the experiences of the teachers and their own opinions surrounding the area of parental separation/divorce and its effects it can have on a child’s learning and development and the questions came as part of the natural interaction between researcher and participants. The unstructured approach allowed the researcher to ask questions as and when they were appropriate, and to further explore particular themes of interest the participant had. In order for the researcher to encourage a degree of consistency during the interview process among the 3 participants the researcher employed the use of an aide memoire to help guide the focus of the interview without disrupting the natural course of the discussion. The interviews were recorded and were later transcribed for analysis. The recording of the interviews enabled the researcher to interact fully with the participant through the full interview and also permitted the researcher to provide a full textual account of the entire interview and everything that was said and highlighted. In the same context the survey’s created employed a non bias approach, using a broad array of questions in order to not direct or lead the participant and also to ensure that a full rich picture of the teacher’s opinions and experiences are gathered. You read "A Study about The Impact of Parental Separation" in category "Papers" The survey was created online and included 8 questions. These 8 questions ensured to not be misleading and aimed to reflect a teacher’s own views understanding and knowledge around the area of parental separation/divorce and the impact it can have on a child’s learning and development.3.5 Data analysisThemati c analysis was used in this study to analyse and interpret the data. This section provides an overview of the thematic analytical method and outlines its procedural application to the data collected in this study. Thematic analysis is a comprehensive process where researchers are enabled to identify numerous cross references between the data and the research’s evolving themes (Hayes, 1997). An inductive approach was therefore used to identify the themes. Similarly, (Marshall and Rossman, 2006) recommended that immersion in and familiarity with the research is an essential stage. Following this recommendation, the researcher transcribed each interview, thus familiarising herself with the data. Inductive analysis involved the process of discovering patterns and codes in the data (Patton, 2002). The researcher developed patterns by keeping notes on the transcripts that related to a fascinating and relevant point and used highlighters to link these codes together. It was important for the researcher to not have pre conceptions when conducting the interviews and analysing the surveys, consequently the researcher â€Å"has to explore and understand the social world through the participants’ and their own perspectives; and explanations can only be offered at the level of meaning rather than cause† (Snape and Spencer as cited in Ritchie and Lewis, 2003, p. 23). As a result the researcher ensured that all the data collected was reliable and dependable to provide clear, concise and meaningful conclusions from the data.3.6 Ethical considerationsPrior to undertaking this study, ethical approval was sought and granted by the HiberniaCollege Ethics Committee. This study was therefore conducted to the highest ethical standards in line with the Ethical Guidelines for Educational Research (BERA, 2011). When considering the ethical considerations, data protection guidelines were taken into account by the researcher. The researcher ensured that all data will be stored safely and securely in encrypted data files and hard copies of transcripts will be kept in a locked filing cabinet and all other identifiable data such as the names, phone numbers, and email addresses of participants will be stored separate from other data collected in order to ensure anonymity and confidentiality is upheld. The participants were also informed in their consent letter that they had access to the data. Keeping in line with the guidelines the researcher ensured that each participant received a clear information letter about the research area and their role. It stated that anonymity and confidentiality will be ascertained at all times. Before each interview, the participants signed a consent form and also informed that they were permitted to end the interview process at any time they wished. The prospective participants were then given time to consider their participation, without any duress, and were later contacted by the researcher for their decision. Throughout the data collection process, all interactions were carried out in a respectful and considerate manner. Interviews were conducted in the spirit of partnership, without manipulation. The names participants were not used on interview recordings and transcripts, and any identifiable information was stored separate from this data. Throughout the data collection and data analysis the researcher ensured complete commitment, reliability and integrity. In accordance to Hibernia College Dublin the data will be kept for three years after the completion of the dissertation. The researcher will ensure that the data collected is only used for the purpose for which it was gathered and will not be shared with a third person.3.7 LimitationsFirstly, the lack of experience the researcher had on conducting interviews arose as a possible limitation for conducting the research and collecting the data. In order for the researcher to gain experience and confidence in conducting interviews the researcher performed mock interviews with 3 student teachers. The mock interviews ensured that the researcher would not highlight opinions or response through facial expression and also show no bias towards the interview questions and topic (Bryman, 2004; Cohen et al., 2005 ; Reynolds, 1979). This aided the researcher when conducting the interviews with the 3 teachers to collect the data. Secondly, the interviews were semi-structured and conducted with teachers from 3 different schools. This took up a lot of time and had additional drawback on travel costs. Finally the online surveys also had its disadvantages. As the surveys were online a lot of people (teachers) tend not to take the time to complete them in comparison to a hardcopy. As a result it took longer than expected for the researcher to get back the quota of answers that was needed to give an accurate representation of the data.3.8 ConclusionIn conclusion, this chapter provided an analysis on how the researcher collected the data, taking into consideration the most appropriate methodology for this study. The researcher chose to use a mixed methods approach to collect and analysis the data collect during this research as it gives a layer of depth and validity to the research. The data collection methods complimented each other and provided valuable findings which will be presented in the next chapter. The interview process and survey analysis will allow the researcher to gain an insight into the opinions and experiences of teachers from different backgrounds, various areas and different class levels. Following the chosen appropriate methodology, the researcher took into consideration the participants, materials, method design, ethical considerations and data analysis. The participants in the study gave their informed consent to the research, their anonymity and confidentiality maintained, and they will have access to the data and findings if desired. The participants of the interview were made feel comfortable during the interview process using the appropriate interview skills. The next chapter will outline the main findings of the present research which utilised a mixed-methods approach. How to cite A Study about The Impact of Parental Separation, Papers

Context of Pharmacological Academic System †MyAssignmenthelp.com

Question: Discuss about the Context of Pharmacological Academic System. Answer: Introduction Professional nursing practice is guided by the objective of implementing strategies that support delivery of good quality care services. One such key strategy is an evidence-based nursing practice that has been well documented throughout a wide range of literature. The term evidence-based practice refers to the process of engaging in relevant research and applying the insights gained into nursing practice. Research questions come up from clinical scenarios that are complex and multifactoral. Such research questions might be aiming at questioning a certain practice or aiming at bringing about improvement in practice (Parahoo, 2014). The present paper is written on such a clinical scenario that aims to study the relationship between use of the stimulant drug and academic performance management of university student. The PICO question considered in this context is Do stimulants increase academic performance in university students? The paper would consider two peer-reviewed research pape rs relevant to the research questions. These papers would be critically analysed for understanding their credibility and importance. The next section of the paper would focus on highlighting the challenges that might be faced while applying the insights drawn from the research into practice. It would also consider discussing the alignment between the research studies and the research question considered. Authorship The present article has been co-authored by Elisabeth Hildt, Klaus Lieb and Andreas Gunter Franke. Hildt has expertise in Neuroethics and belongs to the Department of Philosophy, University Medical Centre Mainz, Germany. Lieb and Franke belong to the Department of Psychiatry and Psychotherapy. There is an absence of conflict of interest in this research paper. Research aims The study was undertaken with the research question of do university students use stimulant drugs for enhancing the cognitive functioning and successively better academic results as well as other reasons? The authors aimed at highlighting the connection between the use of stimulant drugs and students concern for academic results as well as other non-academic factors. The authors did not mention any hypothesis in this research. The researchers clarified the background of the present study. The gaps in existing literature throwing light on the use of stimulant drugs by university students were successfully highlighted by them. The researchers stated that no qualitative studies had been previously undertaken that was eminent for illustrating the present research topic. The lack of empirical data on the concerned topic motivated the researchers to undertake the study. Design The present study had a qualitative research methodology. The data collection management method was extensive face-to-face interviews held with the concerned participants. The interviews were held with the help of semi-structured questionnaire with questions that were close-ended. Three interviewers were appointed for the interview purpose along with one psychologist. Each interview was carried out with two interviewers. The complete process of interview was tape recorded. While one interviewer was responsible for engaging in communication with the respondent while the interview was being carried out, the other interviewer noted down the responses provided. The rationale behind this step was that the researchers did not want any loss of responses. Data analysis was done with the help of the process of generating transcriptions. An inductive category development method was considered for systematic data analysis. Based on the guidelines for research put forward by Chesnay (2015) it can be commented that the present researchs methodology was justified in light of the research question being addressed. Qualitative research methodology is suitable when one needs to highlight the views and feelings of respondents, as in the present case. Face-to-face interviews are crucial for extracting optimal information from the respondents since respondents can be communicated with and guided along the interview. As stated by Parahoo (2014) close-ended questions are of less importance than openended questions since they limit the responses of the participants. Nevertheless, inductive data analysis approach is appropriate for qualitative research since a summarised set of results can be achieved (Fain, 2017). The research had 18 students from the University of Mainz as participants who were healthy and without any psychiatric disorder. The students were to report non-medical use of illicit stimulants for enhancement of academic performances. The study highlighted six important categories for the life contexts in which university students use stimulant drugs. These were Context of stimulant use beyond academic performance enhancement, the Subjective experience of enhancement, Timing of consumption, Objective academic results, Side effects, Pressure to perform. The study inferred that students prefer using stimulant drugs for enhancing their cognitive ability that ultimately reflects their academic purposes. In addition, there are other multidimensional factors that lead to such practice. Strengths and weaknesses The study was significant for highlighting the contexts in which university students use stimulant drugs. The weaknesses of the study included participation bias due to the inclusion of only healthy individuals, spontaneous responses given and uncertainty in conclusion of the study. Authorship The concerned research article has been co-authored by four researchers Munro BA,Weyandt LL,Marraccini ME and Oster DR. The first, second and third authors of the paper belong to the University of Rhode Island, USA while the third author belong to the Bradley Hasbro Research Center, USA. However, the paper does not mention the affiliations and qualifications of the researchers. There is an abcence of conflict of interest in this research paper. Research aims The study was undertaken with the research question of is there any association between nonmedical use of prescription drugs (NMUPS), executive functioning and academic outcomes among college students? The researchers aimed at studying the relationship between these three variables among a certain cohort of student population belonging to five different areas of USA. The two hypothesis of the study were as follows- Students who have EF deficiencies, as indicated by the Barkley Deficits Executive Functioning Scale (BDEFS), present more likelihood of representing NMUPS use opposing to those having average EF skills NMUPS is responsible for having an modifying impact on the relationship between EF and academic performances. The researchers illustrated the background of the present research. As per the researchers, there was a dearth of prasiseworthy studies that was efficient in studying the relationship between NMUPS and EF considering cohort of student population. The present research aimed at bridging the gap in existing studies highlighting the relationship between the variables in cohorts of college students. The studies that were carried out prior to this research only considered the link between EF deficiency and reporting of prescription stimulants. The research under scrutiny was based on the principles of a quantitative research methodology. The data collection was done from the respective participants covering three variables, use of stimulant drugs, deficiency in executive functioning and acedmic performance. Use of stimulant drug was indicated by the Stimulant Survey Questionnaire (SSQ), while deficiency in executive functioning and acedmic performance were denoted by Barkley Deficits in Executive Functioning Scale (BDEFS for Adults) and Grade Point Average (GPA). The researchers used independent samples t-test and ANOVA test for testing the first and second hypothesis respectively. Based on the research guidelines presented by Tapppen (2015) it can be stated that use of quantitative research methodology was justified. This is in light of the fact that quantitative research is appropriate when the aim is to establish the relationship between confounding variables. The other advantage is that accurate data can be retrieved that is free from biases to a considerable extent. Nevertheless, since the study wanted to highlight the nature of relationship between the variables the use of correlational study design was not justified (Fain, 2017). The main findings of the study was that a notable section of the study population reported the use of NMUPS. Further, there was no dissimilarity between male and female population pertianing to this finding. The respondents stated that they used such drugs mainly for enhancing their academic grades. As the researchers had hypothesised that students having deficiency in executive functioning would be taking such drugs in more amount, it was proved correct by the study findings. The strength of the study was that a quantitative research design was considered. The weaknesses of the study were in regards to sampling error due to gender bias, and insufficiency to find a causal relationship existing among the considered three variables. Barriers for the application of evidence in practice- The case scenario of Wasim is the basis of the present paper. Adjudging the applicability of the inferences drawn from the two articles it can be stated that the conclusion drawn from the articles are not sufficient for coming up with a certain viewpoint regarding whether stimulant drugs are useful for academic performances. In case of Wasim, it can be recommended that he must not use stimulant drugs without further research that is accurate and trustworthy. This is more prominent since there are a number of weaknesses of these studies. These include sampling bias, inappropriate research methodology and uncertainty regarding author credentials. Alignment of research studies with the PICO question- The present paper aimed at addressing the PICO question Do stimulants increase academic performance in university students? through the two studies. However, the question could not be completely addressed in this context by the papers. Conclusion The present paper was significant in presenting an opportunity to critically analyse research articles. Nurses who promote evidence-based practice have been indicated to foster service delivery in alignment with the organisational objectives as well as personal goals. In this context, it is to be mentioned that the research has to be based on current and up-to-date information present on the topic being researched. Critical analysis of the research papers is important for extracting valuable insights from the research that can be applied in different contexts for resolving clinical questions. The papers highlighted multifaceted aspects of the use of stimulant drugs by university and college students. The findings of the papers can be considered for application to real life contexts under suitable conditions. In the present case, it might not be suitable to apply the insights drawn from the articles into practice. For coming to a conclusion on whether stimulant drugs are to be used fo r academic purposes by a college or university students further research is to be carried out. These studies must rest upon strong research methodologies and must be flawless as much as possible. References Chesnay, M. D. (2015). Nursing research using participatory action research. Qualitative designs and methods in nuring. Springer Publishing Company. New York. Fain, J. A. (2017).Reading, understanding, and applying nursing research. FA Davis. USA. Hildt, E., Lieb, K., Franke, A. G. 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