As You Like It Essay: Violating the Established Social Order

Violating the Established Social Order in As You Like It  Ã‚     Ã‚  Ã‚   The recent White House sex scandal raised issues about gender, desire, and an established social order - issues that questioned established social norms and ideas about the power and politics of sex. Our society is not the first to recognize the effects that sexual politics and gender relations have had on social order, however. The works of William Shakespeare are ample evidence that Elizabethan England was firmly in touch with these notions. Shakespeare’s keen observations and careful crafting demonstrate over and over again that the battle for power is an ever-present one, and that social order is an ever-changing phenomenon. Quite often, Shakespeare questions the "norms" of gender, desire, and social order, and does his best to show that these norms can easily be changed (often with hilarious consequences). As You Like It is a prime example. Rife with usurpations, cross-dressing, female aggressiveness, and even a god named "Hymen", Shakespeare does his best to throw the established norms into disarray. He takes the "rules" regarding gender, desire, and social disorder completely upside-down. As You Like It shows that, like a hymen, these rules are made to be broken. The catalyst for the chaos the drives the play is certainly the violation of social order. Charles the wrestler tells us, "†¦the old Duke is banished by his younger brother the new Duke†¦" (I,i,99-100), and we are off and running. The old usurped Duke (Senior) has gone to live in the forest of Arden with several loyal followers, "and there they live like the old Robin Hood of England" (I,i,116). This allusion to the social outsider who robs from the rich and gives to the poor highlights how th... ...of Chicago Press, 1946. Harris, Laurie Lamzen, ed. Shakespearean Criticism : Volume 5. Detroit : Gale Research Company Book Tower, 1984. Holland, Norman. Psychoanalysis and Shakespeare. New York McGraw-Hill, 1966. O'Connor, Evangeline M. Who's Who and What's What In Shakespeare. New York : Avenel Books, 1978. Shakespeare, William. As You Like It. Eds., Louis B. Wright and Virginia A. LaMar. New York : Washington Square Press, 1960. Spurgeon, Caroline. Shakespeare's Imagery And What It Tells Us. London : Cambridge University Press, 1965. Stevenson, Burton. The Standard Book of Shakespearean Quotations. New York : Funk & Wagnalls Company, Inc., 1953. Thaler, Alwin. Shakespeare and Our World. Knoxville, TN University of Tennessee Press, 1966. Webster, Margaret. Shakespeare Without Tears. New York Capricorn Books, 1975.      

Celta – Pre-Course Task

CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for. Celta – Pre-Course Task CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for.

Capital Punishment Pros and Cons - Free Essay Example

Sample details Pages: 3 Words: 751 Downloads: 1 Date added: 2017/09/22 Category Advertising Essay Type Argumentative essay Did you like this example? Capital punishment is the lawful infliction of death as a punishment and since ancient times it has been used for a wide variety of offences. Although there are some countries that have abolished death penalty from their law, there are still many which still practice the act of killing a person for crime. Capital punishment is prevalent in the US, Asian and Middle Eastern countries. Crimes that carry the death penalty vary greatly worldwide from treason and murder to theft. Some of the ways of executing criminals are hanging, shooting, electrocution and giving lethal injections. However, many cases that come before the court very often force public reflection on the purpose of the death penalty. While some think that death penalty is necessary for those who have committed a terrible crime, there are others who consider it as an immoral act that goes against the values of humanity. To begin with, a person who has committed a crime like killing or raping another person shoul d be given death penalty, which is as severe punishment as the act in itself. It is said that when a criminal is given a capital punishment, it dissuades others in the society from committing such serious crimes. They would refrain from such crimes due to fear of losing their lives. This would definitely help in reducing crime rate in society. One more advantage is that if a criminal is jailed, he may again commit the same crime after being released from prison. Giving him capital punishment would make sure that the society is safe from being attacked by criminals. It seems to be an appropriate punishment for serial killers and for those who continue to commit crimes even after serving imprisonment. It is also important that instead of announcing life imprisonment for the convicts, where they would have to live a futile life behind closed bars, it is better to kill them. It is said that imprisoning someone is more expensive than executing him. Rather than spending on a person who may again commit terrifying crime, it is better to put him to death. Some believe capital punishment is equated as revenge for pain and suffering that the criminal inflicted on the victim since a person who has taken the life of another person does not have a right to live. Sentencing such a criminal can give relief to the family members of the victim for their loved one has obtained justice. It is generally suggested for the safety of fellow prison inmates and guards, as people who commit horrifying crimes like murder are believed to have a violent personality and may, in future, attack someone during imprisonment. These reasons emphasize the importance of capital punishment for the betterment of human society. In contrast, opponents of the death penalty point out that capital punishment is not always just and appropriate. Usually, it has been seen that poor people have to succumb to death penalty as they cannot afford good lawyers to defend their stance. There are very r are cases of rich people being pronounced capital punishment. Also, an individual from minority communities are more likely to be given death penalty. Not to mention that every human being is entitled to receive a second chance in life. Putting a convict behind bars is always a logical option than killing him, as there is a chance that he may improve. People who have served life sentences are reported to have bettered their earlier ways of living and have made worthwhile contribution to the society. Furthermore, there is also a chance that an individual is innocent and is wrongly charged for a crime he has never committed. There have been cases where individuals were released after being given death sentence, because they were proved innocent. There are also cases where a persons innocence was proved after he was put to death. Hence, it is best to avoid executing a person. Finally, it is reported that there is no relation between capital punishment and crime rate, for example, giving death penalty does not decrease crime rate in the society. Crimes are prevalent in countries where capital punishment exists and also where it has been abolished. All things considered, I believe that the question whether to give capital punishment to a criminal or not, may depend on his previous criminal records and the seriousness of the crime he has committed. However, having no death penalty we agree to accept high levels of murder and other serious crimes that we presently have. Don’t waste time! Our writers will create an original "Capital Punishment Pros and Cons" essay for you Create order

Media s Influence On Perceptions Of Self - 1563 Words

The media plays a significant role in influencing and shaping individuals’ perceptions of self in American society. Additionally, the media plays a key role in how it portrays people of color (POC) and, therefore, in how it affects their perceptions of self and others. It is the way the predominantly white media interacts with POC that reinforces racial stereotypes and systematic oppression that affect their daily lives. In the past two decades, research on media has supported the â€Å"media’s ideological power over their consumers to define social reality, not simply reflect it† (Drew, 2011, p. 355). The media, is therefore, not reflecting society’s opinions and attitudes, but rather forming society’s opinions and attitudes of POC. â€Å"They not only set the agenda for public discussion (what people should think about), but more importantly, they strongly suggest how† people should think about POC (Drew, 2011, p. 355). Furthermore, â €Å"media coverage fosters partial or wrong information about racial groups in the minds of its viewers† and this affects both consumers and the social context in which they exist (Drew, 2011, p. 356). When the media marginalizes POC in their portrayals, the message they are transmitting through their communication promotes the marginalization of POC in society as well. The media is enacting institutionalized racism by not challenging the status quo and allowing the White majority to benefit from institutionalized inequality based on race toShow MoreRelated The Medias Influence on Eating Disorders Essay example1100 Words   |  5 PagesThe Medias Influence on Eating Disorders The National Eating Disorders Association states that eating disorders are conditions that arise from factors including physical, psychological, interpersonal, and social issues. Media images help define cultural definitions of beauty and attractiveness and are often acknowledged as one of the factors that contribute to the rise of eating disorders (NEDA). The National Eating Disorders Associations website, The Effect of the Media on Body SatisfactionRead MoreSocial Issues Around The Globe1642 Words   |  7 Pagestheir own specific way. Once in a while, social issues aren t taken in consideration, particularly the ones that influence the media, for instance movies, magazines, music, TV shows and the web, on ladies self-perception. There is a lot of shame that compares with young teenage ladies and their socially accepted body. So this new pattern or what not, the current unreasonable self-perception is considered as the new wonderful or provocative, there are a great deal of yo uthful teenager ladies that areRead MoreThe Impact Of Media On Body Image1538 Words   |  7 Pageswith the development of modern social media, it has grown up to be an important element in affecting the perception of body image to shape the body image. The influence of mass media may be related to the social comparison process of appearance in female and male. The ideal media body image, it is easy to compare in everyday life, and that will result to dissatisfaction with people s body size. On the one hand, Orbach (1987) briefly posted that the western media produced a picture tender the idealRead MoreThe Industrial Revolution And Agricultural Revolution1509 Words   |  7 Pagescorrespondence today is social media, particularly Facebook. In developing and maintaining friendships with others online, relationships are both strengthened and weakened by the barriers and networks formed through social media. As a result, sites like Facebook create a communication gap between those w hose friendships are dependent upon social media, leaving numerous traits of the individual and the group up for debate. Most importantly, the influence of social media sites is slowly working to redefineRead MoreMedia s Influence On Female Body Image967 Words   |  4 Pagessurrounded by a variety of media and we identify ourselves in parts of those images we see. Media believes women should look like Victoria Secret models: tall, lean, and tanned women, but lately there has been issue from women all over the world who are tired of having to be set at impossible types of female figures. Revolving around a certain type of body figure is horrible because bodies come in different shapes and sizes. The media has influenced the female body perception by showing that women needRead MoreBrainwashing Youth : How Advertising Influences Children On Gender Images1496 Words   |  6 Pages Brainwashing Youth: How Advertising Influences Children on Gender Images For advertising companies, the topic of advertising to children is one that is very controversial and could lead to a lot of debate on whether it is even ethical to do so. None the less advertisements continue to be aired and targeted towards a particularly vulnerable group: children. At a young age it is a critical time for children. They are not only developing their mental and physical capabilities, but they are also developingRead MoreHow Does Self Discrepancy Of Media Influenced Body Image Affect Adolescents Self Esteem?1235 Words   |  5 PagesSection A: Project Details Title: How does self-discrepancy of media-influenced body image affect adolescents’ self-esteem? Abstract: Research has shown that exposure to thin-ideal media is related to body dissatisfaction. Consequently, the accumulated dissatisfying emotions regarding one’s body can evolve into distorted body perception. Such disturbed body image has been evident as associated with low self-esteem. Nonetheless, little research has sought to elucidate the rationales for these perplexedRead MoreMedia s Influence On Society1293 Words   |  6 PagesMedia is a major contributor of how social groups are perceived in today’s society. Mediais around us every day almost all day, and it constantly sends messages about the world’s environment. There are many indicators shown pertaining to how media really affects society. One of the most prominent explanations of those questions is the way media influences stereotypes. There has been previous research linking media sources and biased attitudes. This research paper explores articles supporting mediaRead MoreThe Effects Of Rap M usic On Social Behavior Essay1693 Words   |  7 Pagesmusic messages and video images of violence causes an increase in negative emotions, thoughts and behaviors which could lead to violence amongst youth. Rap music has been at the center of concern in regards to the potential harmful effect of violent media on social behavior amongst youth. This potential behavior could be seen in the music video titled â€Å"Kim† by Eminem. In this music video, the storyline, language and sound encourages hostile thoughts and feelings amongst its audience. In the music videoRead MoreSocietal Standards Of Female Beauty1282 Words   |  6 PagesMedia is something every female and male look to for guidance when it comes to fashion, beauty, and information. â€Å"Magazines and advertisements are used to help women better themselves by giving information and products to make them look and feel better† (Serdar 1). Without magazines and advertisements there wouldn t be an exact focus on beauty standards.. People would have the freedom to choose what they like and what they consider beautiful instead of following the crowd. â€Å"Sociocultural standards

Macbeth and Lady Macbeth in Theory and Practice Essay

Macbeth and Lady Macbeth in Theory and Practice Shakespeares Macbeth has been the subject of scholarly research in terms of ambition, politics, and sexuality. The most predominant analysis is that of the relationship between Macbeth and Lady Macbeth. This relationship in theory is full of sexual innuendo, maternal power, gender transgression, and violence. In reading multiple essays on the psychological nature of the relationship one question came to mind: to what extent are the characters aware of the psychological effect they have on each other in performance? In contrast to the various essays by literary scholars, Sinead Cusack wrote with Carol Rutter in Shakespeares Late Tragedies about her process in preparing for the role†¦show more content†¦Also, all roles refer to, what I believe, not the masculinity, but defeminizations of the women in order to further extort their power over Macbeth (Adelman 139). However, if the scholarly analysis is correct, that Macbeth is a play representing the male fear of feminine power and chaos (ibid, Watson 99) than the unsexing of these characters would destroy the central theme of the play, or at least reduce the danger to masculinity. Although the witches take on an androgynous persona you should be women/And yet your beards forbid me to interpret/That you are (1.3.45-47) they are entirely feminine in their ability to tempt Macbeth and to mother him by manipulating him. Lady Macbeth tempts him as well Art thou afeard/To be the same in thine own act and valour,/As thou art in desire? (1.7.37-39) and also reduces him to the status of an infant by comparing him to her infant in 1.7.54-59 I have given suck, and know... (this line will be more fully explored below). The connection between Lady Macbeth and the Witches is an easy one to make. Her calling on spirits, or murdering ministers to unsex me here (1.5.40-48) closely resembles the Witches calling on spirits in order to practice their craft. Lady Macbeth also represents to Macbeth the same role of the Witches-to push him into the murder of Duncan. Wherever the Witches take off Lady Macbeth picks up in what areShow MoreRelatedWilliam Shakespeare’S Macbeth Remains As A Crucial Play1705 Words   |  7 PagesWilliam Shakespeare’s Macbeth remains as a crucial play in understanding the central concepts that shape modern Western civilization. The novel dramatizes the mental and physical impacts of those pursuing political power. For centuries, medieval and Renaissance civilizations were assured of a harmony between political and religious ideals. Audiences during Shakespeare’s time were familiar with kingdoms that incorporated religious aspects into their political systems. I n Scotland and England, theRead MorePsychoanalytic Ideas And Shakespeare By Inge Wise And Maggie Mills1420 Words   |  6 Pagesdescriptions by numerous authors who wrote on the writing works of Shakespeare, Freud’s work on the psychological works on Shakespeare in general are used throughout the book . The authors focus on psychopathic fiction characters in six plays Hamlet, Macbeth, twilight nights, King Lear, and the Tempest. The book when you read the reviews and the induction of the book is very misleading, the book should be called interpretations of other authors who have a written on the psychoanalytic some of ShakespeareRead More Psychoanalytical Criticism2775 Words   |  12 Pagesliterary work’s content to broader Lacanian concepts, such as the Phallic and the Other. The focus of this essay is to apply these psychoanalytical techniques while interpreting Lady Macbeth’s character in William Shakespeare’s play Macbeth. However, before I begin my argument, I feel that Lacan’s concepts of psychoanalytical theory need some introduction. One of the more prevalent psychoanalytical theorists since Freud was Jacques Lacan and I will use Lacan’s â€Å"The Agency of the Letter in the UnconsciousRead MoreMacbeth Character Analysis1799 Words   |  8 PagesMacbeth by William Shakespeare portrays a tragic hero whose drastic decisions causes a major downfall in his life. Many try to understand why Macbeth spirals out of control so quickly, but the psychology behind it explains it all. Exploring the Mind of Man explains how the brain blames any catastrophe in his/her life on an object outside of themselves, when in reality their downfall is their own fault. By researching and learning how the brain works, it becomes very evident that Macbeth doesn’t takeRead MoreMachiavellian Macbeth ? Essay1609 Words   |  7 Pages   Ã‚  While Macbeth exhibits certain Machiavellian characteristics, he does not heed Machiavellis advice regarding rulers who desire to obtain their principalities through crime, and through either the ignorance of, or disregard for, this advice, Macbeth cannot be considered Machiavellian. Hence it should be noted that in taking hold of a state, he who seizes it should examine all the offenses necessary for him to commit, and do them all at a stroke....For injuries must be done all togetherRead MoreAccording To Gender Theory, Society Assigns Certain Conventions1979 Words   |  8 Pagesgender theory, society assigns certain conventions and roles to men and women. In Shakespeare’s Macbeth, these gender roles play an important part in developing the plot and the ensuing conflict that follows. Both Lady Macbeth and Macbeth appeal to the role of â€Å"manhood† as violent and aggressive in order to accomplish the murders of King Duncan and Banquo. Women are portrayed as initiators of evildoings and, thus, inherently wicked. In Macbeth, William Shakespeare uses the characters of Macbeth, LadyRead MoreGender Roles In Shakespeare’S Macbeth. According To Gender1993 Words   |  8 PagesShakespeare’s Macbeth According to gender theory, society assigns certain conventions and roles for men and women. In Shakespeare’s Macbeth, these gender roles play an important part in ensuing violence. Both Lady Macbeth and Macbeth appeal to the role of â€Å"manhood† as violent and aggressive in order to accomplish the murders of King Duncan and Banquo. Women are portrayed as initiators of evildoings and, thus, inherently wicked. In Macbeth, William Shakespeare uses the characters of Macbeth, LadyRead MoreWitches in Macbeth by William Shakespeare Essay1766 Words   |  8 PagesWitches in Macbeth by William Shakespeare People that lived during the Elizabethan period were very superstitious. They feared the power of witches the most. The hate stemmed mostly from the . . . supposed satanic beliefs of the witches and their heretical partnership with the Devil (Papp and Kirkland 43). Others thought of witches only when something of value had been damaged. They automatically assumed that a witch or one of her familiars must have done it, and the one thing everyoneRead MoreThe Complicated Politics Of Gender Identity Essay3466 Words   |  14 PagesQueerness in Macbeth: The Complicated Politics of Gender Identity Saswata Kusari and Prof. Mahua Bhattacharjee Abstract: The thematic concern of appearance and reality is dealt with at various levels in Macbeth. This paper is an exploration of how the conventional ideas of gender and sexuality are subverted in this play. The paper would also seek to explore how the paradigmatic shift in the conventional gender identity creates a sense of queerness. Our attempt is to interrogate the play from anRead MoreWilliam Shakespeare and Macbeth8813 Words   |  36 Pageshero was to be pitied in his fallen plight but not necessarily forgiven: Greek tragedy frequently has a bleak outcome. Christian drama, on the other hand, always offers a ray of hope; hence,  Macbeth  ends with the coronation of  Malcolm, a new leader who exhibits all the correct virtues for a king. Macbeth  exhibits elements that reflect the greatest Christian tragedy of all: the Fall of Man. In the Genesis story, it is the weakness of Adam, persuaded by his wife (who has in turn been seduced by

The Diary of Anne Frank Rtl Mood Free Essays

When the Franks and Van Deans enter the annex they still have hope that they can et through this especially Anne â€Å"You could not do this you could not do that but somehow we children managed to have fun†. Everyone is nervous as well; they feel a touch of nervousness of what Lies ahead. â€Å"I don’t ever want you to go beyond that door† ( Mr. We will write a custom essay sample on The Diary of Anne Frank Rtl: Mood or any similar topic only for you Order Now . Frank, pig 711). They spend their time doing nothing but moving around In their little annex at first, but then the tension in their families start to break. Peter and Anne start to make fun of each other; Anne mocking Pewter’s Cat and Peter reminding Anne of old schoolyard names she used to be called. Anne starts to annoy everyone as well. But the real conflict starts with the Van Deans. â€Å"You ought to be ashamed of yourself† (Mr.. Van Dana, pig 718) Mr.. Van Dana directs to Peter, showing off his disappointment of Peter. The annex becomes heated with arguments between Anne and the Van Deans, them calling Anne rude and troublesome. After all this arguing everything becomes still and calm Just as Mr.. Diesel arrives. Anne and her mother’s relationship takes a toll on the group leaving them all depressed. They all try and make things work but they can’t shake that feeling. They all feel hurt from all the squabbling, Anne says it best â€Å"Oh Pimp, I was horrible wasn’t They all feel down In the dumps but when Hanukkah arrives. It’s the first night of Hanukkah and they are all happy for once. â€Å"That was very moving† (Mr.. Diesel, pig 736) responded Diesel to Mr.. Franks prayer. They are all uplifted by everything and everyone especially Anne as she generously gave presents to everyone. That Is until Peter and Mr.. Van Dana start to fight about his cat, and from bad to worse a burglar comes and scares all of them dampening their mood. But through all of that they sing a Hanukkah song and end their night in happiness. As always this does not last. They are all hungry and bitter. The Van Deans more than anyone, â€Å"Their discussions becoming more violent† (Anne pig 749) described Anne. They all are becoming even angrier. Except for Peter and Anne, they are becoming closer, but leaving everyone else lonely. They all become slightly more optimistic because of news from MIPS. The Invasion had begun, the allies landed on Normandy. This gave everyone hope of survival. Peter and Anne are still friends, they are all happy. Anger arises when Mr.. Van Dana is caught stealing food, Mrs.. Frank furious and yelling at him to leave. This 1 OFF all spirals Into something worse when ten Nazis Tina teen, teen are all captured t dread they had felt the whole time in the annex finally hits them with full force. The Franks and Van Deans experience in hiding was terrible. They all felt dread the whole time. They were hiding their emotions as best as they could. They clung to their memories and ultimately their lives. They felt a dreadful mixture of hope and misery. How to cite The Diary of Anne Frank Rtl: Mood, Papers

Effect of Teamwork on Job Satisfaction of Nurses

Question: Discuss about the Effect of Teamwork on Job Satisfaction of Nurses. Answer: Introduction Teamwork is one of the most effective ways to improve the quality of work as well as to motivate employees. Teamwork is also very important for effective health care delivery. Studies have been provided strong evidence supporting the positive impact of teamwork upon nursing practices. On the other hand, it has also been seen that patients with complex care delivery, need the assistance of different health care professionals, sometimes they also seek care services from social are workers. In these cases, collaborative work has shown to enhance the efficiency of care delivery through effective teamwork. It has also seen that nursing staffs are dissatisfied due to huge pressure during their shifts, which is leading to high turnover of nurses, as reported by OMalley et al. (2015). Therefore, satisfaction is another key aspect of high productivity of nursing staffs. In previous literatures, it has also shown that the due to dissatisfaction of nurses, cases of medication error and misinterpretation cases are increasing, which are reducing the efficiency of care delivery. The aim of my research proposal is to explore the effect of teamwork on job satisfaction of nurses. It has been reported by the Journal of American Medical Association that approximately 49% registered nurses under the age of 30 experiences high levels of burnout, which affects their performance efficiency (Yi 2015). The main research question emerged would be, is there any link between teamwork and job satisfaction of nurses? In this context, it can be said that the research has enough significance and it can shed light on teamwork related implications in health care sector for enhancing the satisfaction level of nurses. The main purpose of the proposed research is to explore the effectiveness of teamwork upon the job satisfaction of nurses (Neuman and Robson 2012). To meet research aim, researchers established the following reach objective: To conceptualize teamwork and job satisfaction To explore the link between teamwork and job satisfaction in nursing To understand the effect of teamwork on the job satisfaction of nurses in Australia To recommend strategies for improving teamwork in healthcare Method/Design The researcher will undertake a mixed method of research including both the quantitative and qualitative research methods. The research would be conducted in own healthcare organization. The study would be a primary research, as the investigation requires primary empirical data from the nurses in own workplace. The study design would be descriptive or analytical. This research design would be helpful because it would allow in-depth analysis of primary data collected through the data collection methods (Pickard 2012). In addition, the analytical study design helps to undertake both quantitative and qualitative research methods in a study. 50 registered nurses will participate in the quantitative data collection method, from own workplace. The registered nurses would be surveyed, who are working in a multidisciplinary team for contemporary care delivery. The proposed study would include primary data collection methods, which are of two types, one is quantitative data collection method and the other one is qualitative data collection method (Miller et al. 2012). The quantitative data collection method will include survey method. Initially, 50 registered nurses would be informed about the research and after getting their consent, they will be provided with a survey questionnaire through an online platform. The questionnaire would include ten questions with five rating scales. Their feedback would also be collected through the same way. On the other hand, the proposed research would include the qualitative method of data collection by interviewing three nurse managers of own workplace. The nurse managers would be asked ab out the strategies of managing their teams in contemporary health care environment and their effects on health care services. The participants would be included in the proposed research based on some inclusion and exclusion criteria. The nurses who have more than one-year experience and who are within 25-40 years old will be eligible for the study. Nurse Managers would be included according to their availability. Before initiating the proposed research methods, the researcher would have to get the approval from the university and hospital authorities. The primary quantitative data from registered nurses would be subjected to random sampling and the qualitative data from non-random sampling. Analysis of quantitative data will be done by analysis of rating scores. Then statistical analysis would be done for each question. In contrasts, the qualitative data that will be collected from nurse managers would be analyzed by the thematic analysis of managerial transcripts (John Kuada 2012). Results Through the analysis of previous literatures, it has been found that teamwork facilitates job satisfaction of nursing staffs. Thus, from this proposed research, the results are expected to be in favor of the finding of previous literatures. The registered nurse who is working in the multidisciplinary team should receive response in favor of their job satisfaction (Husebo et al. 2011). On the other hand, the nurse managers are expected to highlight their unique strategies through, which motivate their teams effectively for providing better performance. It is also expected that from the proposed research findings, some recommendations could be provided. The results of quantitative data in the proposed research would be represented in tabular and graphical form. In contrast, the qualitative data would be represented in a descriptive manner. After obtaining the results, the findings from the proposed research would be linked with the objectives and research question. Discussion In the next part, the data findings would be analyzed with the previous literatures and findings of some other authors on similar research work. Here, the findings would also be analyzed based on the pre-existing theories. The study findings of the proposed research would be analyzed based on current literatures within last five years; it will enhance the research efficiency. Finally, based on the area of improvement, proper recommendations would be provided for improving the health care delivery services in own workplace. The hospital authority would be able to implement the recommended strategies for enhancing job satisfaction of their nurses (Nelsey and Brownie 2012). In this way, the health care organization can benefit from the research findings. The findings would be concluded aligning with the proposed research objectives. In this part, limitation of the proposed research and the future implications of research findings would also be included. Reference List John Kuada, 2012.Research methodology: A project guide for university students. Samfundslitteratur. Miller, T., Birch, M., Mauthner, M. and Jessop, J. eds., 2012.Ethics in qualitative research. Sage. Nelsey, L. and Brownie, S., 2012. Effective leadership, teamwork and mentoringEssential elements in promoting generational cohesion in the nursing workforce and retaining nurses.Collegian,19(4), pp.197-202. Neuman, W.L. and Robson, K., 2012. Basics of social research: Qualitative and quantitative approaches. OMalley, A.S., Gourevitch, R., Draper, K., Bond, A. and Tirodkar, M.A., 2015. Overcoming challenges to teamwork in patient-centered medical homes: a qualitative study.Journal of general internal medicine,30(2), pp.183-192. Pickard, A., 2012.Research methods in information. Facet publishing. students coordination in simulated cardiac arrest situations.Journal of advanced nursing,67(10), pp.2239-2255. Yi, Y.J., 2015. Effects of teamà ¢Ã¢â€š ¬Ã‚ building on communication and teamwork among nursing students.International nursing review.