Romeo and Juliet suffer a number of emotional traumas in the play Essay Example

Romeo and Juliet suffer a number of emotional traumas in the play Essay Romeo and Juliet suffer a number of emotional traumas in the play. Shakespeare uses dramatic devices to increase the audiences sympathy with their suffering and to underline the plays themes. Shakespeare highlights the poor treatment and lack of respect for women in the 16th century. He also points out that there is very little point to human conflict and that violence is not the right answer. I think the most traumatizing event and one which Shakespeare created most sympathy from the audience for Romeo and Juliet was their deaths. Romeo was banished to another Town when a word came to him about the death of Juliet. Friar Lawrence and Juliet had planned for Juliet to fake her death so that she could leave Verona with Romeo. Romeo was not aware of this plan so Friar Lawrence sent a letter to Romeo in the town he was banished to only to find out a few days later the letter could not be sent due to an outbreak of plague in Romeos town. Romeo then receiving the message of Juliets death was distraught and stormed back into Verona causing havoc just to be with Juliet on her death bed. Romeo had bought some deadly poison on entry to Verona as he did not feel he could go on in life without Juliet. Romeo ran into the chapel to be where Juliet lay, the place where he would kill himself. We will write a custom essay sample on Romeo and Juliet suffer a number of emotional traumas in the play specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Romeo and Juliet suffer a number of emotional traumas in the play specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Romeo and Juliet suffer a number of emotional traumas in the play specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He lay by her side and drank the poison only for Juliet to cruelly wake up as he lay on the floor dead with a face of agony. Juliet then purposely takes her own life, a dagger to the stomach with Romeos blade. I think Shakespeare creates the ultimate sympathy for the two characters as they die in front of each other. Juliet describes the dagger as O happy dagger telling the audience that she is pleased it will kill her. Juliet believes that if she is dead she will be closer to Romeo so is happy that the dagger can kill her. Juliet also says to Friar Lawrence where is my Lord referring to Romeo which shows the love she had towards him. Shakespeare has also used dramatic irony here to create sympathy as Juliet does not know Romeo is dead but the Friar and the audience do. This is also a use of religious language which Shakespeare uses through out the play. Another major tool that Shakespeare uses is the prologue of the play where he tells the audience that Romeo and Juliet are going to die which creates sympathy towards Romeo and Juliet before the play even begins. It says The fearful passage of their death marked lovers and A pair of star crossed lovers both take their life. These two sentences tell us that they Romeo and Juliet fall deeply in love but are destined to die, already Shakespeare has used this to create sympathy for Romeo and Juliet. I think the sympathy increases the longer the play continues as the audience watch the pair fall madly in love and they dont know that their going to die. This is also a good example of dramatic as the audience knows Romeo and Juliet are going to die but Romeo and Juliet do not know this. The feud between Juliets family (Capulet) and Romeos family (Montague) also creates sympathy for Romeo and Juliet. Shakespeare mentions the families feud in the prologue saying Two households both alike in dignity From an ancient grudge break new mutiny. These two lines tell us that they are two powerful house holds but they will be betrayed. This already creates lots of sympathy for Romeo and Juliet; because if there was no conflict between the two families none of the events leading up to their deaths would have taken place, Romeo and Juliets relationship would have not had to be a secret. The play begins with a battle between the two houses and eventually later on in the play members of the families are killed which result in disastrous consequences. By starting the play with a fight Shakespeare immediately excites the audience and grabs their attention. This is in a way another dramatic device used by Shakespeare because Romeo and Juliet are aware of their families dislike for ea ch other but do not know what sort of problems this will cause in the future. Tybalts death is another important event in the play which creates sympathy for Romeo and Juliet. Shakespeare creates a dramatic battle between the Montagues and Capulets ending in the death of Mercutio and Tybalt. The two gangs of men meet in a public place and Mercutio and Tybalt begin to fight and eventually Mercutio is killed. In a fit of anger Romeo battles with Tybalt and Kills him enraged. Romeo says And fire-eyed fury be my conduct now which tell the audience just how angry Romeo is with Tybalt.The audience feels sympathy towards Romeo as his best friend has died. When Romeo kills Tybalt he is banished and Juliet is very upset that Romeo is gone. Juliet pretends that she is weeping for Tybalts death; she says to her mother I am not well. This makes us feel sympathy for Juliet as she has to hide her sadness behind her cousins death. Shakespeare has used dramatic irony here because Juliets family does not know why she is crying and think its because Tybalt has died. Juliet is deeply unhappy because she does not know when she will see Romeo and her wedding has been cancelled. Shakespeare has proved a point here about the treatment of women in the 16th century because Juliet is forced to hide her own true feelings and can have no opinion on Romeo banishment. This creates further sympathy for Juliet. The letter that Friar Lawrence sent but did not reach Romeo was also a major part in the play which increased pity towards Romeo and Juliet. This creates sympathy for Romeo and Juliet as Romeo has know knowledge of Juliets death and this eventually leads to Romeo killing himself. On hearing that his letter could not be sent Friar Lawrence says Unhappy fortune! By my brotherhood this tells of his unhappiness that the letter could not be sent and he becomes worried that Romeo does not know of Juliets death. Shakespeare has also ironically used the word fortune as Friar Lawrence has no control over what has happened and is destined to happen to Romeo and Juliet. Shakespeare has used dramatic irony here because Romeo does not know that Juliet has faked her death. This creates lots of sympathy for Romeo as he is dreadfully upset about the death of Juliet and eventually leads to Romeo killing himself. Romeo says Well Juliet I will lie with thee tonight telling the audiences that he is goin g to kill himself, creating sympathy for Juliet. In act III scene 1 comedy takes a dramatic turn to tragedy which makes the audience remember what is destined to happen to Romeo and Juliet and creates more sympathy. When Tybalt and Mercutio die, this sets the scene for the rest of the play and the audience knows that eventually Romeo and Juliet are going to die. This makes even more sympathy for them as the audience realizes they will soon die. This is a major turning point in the play as it takes a serious turn and after this very little comedy is used by Shakespeare. He does this so theres such a big comparison between tragedy and comedy. In conclusion to all the events I studied in the play I found the following things. Shakespeare did nothing accidentally and all the themes of the play were purposely put there. He has clearly purposely highlighted that women were not respected well in the 16th century and had very little say in matters. He has cleverly shown that conflict can lead to needless death and that violence is not the right answer. Overall creating sympathy for Romeo and Juliet was Shakespeares main objective which he completed successfully in this tragic love story. ;

What Would the World be Like Without French Culture essays

What Would the World be Like Without French Culture essays Like the cultures of most regions of the world, the French culture is greatly influence by geographical and economic characteristics of the country. For example, France's fertile soil has played a large role in the country's reputation as a world culinary centre. The country's extensive coastal areas on the Atlantic Ocean, English Channel, and Mediterranean Sea, have played a significant role in making shipping and fishing important parts of the country's economy. These factors combined with a relatively less dense population[1] enabled France to become a wealthy country from the Middle Ages onwards. Although most of this wealth before the French Revolution in 1789 was concentrated in the crown, a significant wealthy class had also developed in France. The French monarchs in the 16th, 17th, and 18th centuries (like the papacy in Rome) used part of their wealth to patronize art and artists on a large scale. This attracted many of Europe's talented artists to Paris, making it the Mecca' of art and gave rise to a rich French culture. Wealth also resulted in the creation of a leisure class, which had both the time and the means for developing elegance in dress, manners, furnishings, and architecture. ("France," A world minus French culture would be deprived of one of the world's most varied literature noted for its profound examination of human society and the individual's place within society. There would be no literary movements in the world called dada, surrealism, existentialism, theater of the absurd, the new novel, and postmodernismall 20th century literary styles led by French artists. We would be unaware of the innovative and enlightening works of the great French poets such as Franzois Villon[2] and Arthur Rimbaud,[3] influential philosophers such as Jean Jacques Rousseau and Voltairewhose writings in the Age of Enlightenment' ins...

Personality Characteristics in Organizations Essay

Personality Characteristics in Organizations - Essay Example ings because I have talents that I know could be useful in every endeavor and I know there are still talents inside of me that still need to be discovered. In line with this, I also have high self-esteem which I believe carries be through every difficulty I face. My evaluations of myself are positive. Of course I commit mistakes however I do not take those negatively like it is almost the end of the world for me. Rather, I take those mistakes as parts of my learning so that in similar occasions, I would know what must be done. Sometimes, I can also be deeply affected by failures but I think I am quite resilient, able to encourage myself to face life’s challenges and become better each day. I guess I give credit to self-monitoring about this positive outlook that I have about myself. I have the tendency of evaluating my performances, reviewing the events of the day in my mind and thinking how I should have acted or reacted. Consequently, I tend to have more and more improvement s as I live each day. Nevertheless, I also tend to overdo self-monitoring which leads me to expect too much from myself. Extreme self-esteem and self-efficacy also make me inclined to be overpowering so I have to work hard to control these positive traits I

Church and world religion Essay Example | Topics and Well Written Essays - 1500 words - 1

Church and world religion - Essay Example Familiarity with Muslim communities enhanced acceptance by the interviewee and openness during the interview. Effective communication is important for a successful interview to take place. Most Islamic teachings are in Arabic and have not been interpreted explicitly in English. The interview therefore was characterized with communication snags as the interviewee tried to express certain meanings as understood from the Quran. It was interesting to find out how a Muslim is well-versed with the teachings of the Quran, quoting from different verses to support answers to the interview questions. There was also a notable affection of Islam as the respondent participated in the interview. The readiness to explain more than requested indicated an inner driving force for the Muslim to help others understand his own faith, which demonstrated the need for dialogue. Religion emerged as a core aspect of a Muslim’s life and that there is a day of judgment when every individual will be required to account for all his/her actions. Islam is a peaceful religion that teaches on the existence of one supreme God who is unique and without equal. It instructs believers to maintain peace with others and to follow the desires of God as manifest in His angels as well as the revelations that were conveyed to human beings through prophets. Every human being is supposed to obey God who holds the ultimate authority over mankind. For this reason, perpetrators of the crimes against humanity committed all over the world by Muslims and non-Muslims are against God’s will and every individual will pay the price of sin on judgment day. There are a number of prophets that are held in high regard by Muslims with whom they associate with God’s intention to bring peace to the world. This is an indicator that God intended to bring happiness to man despi te the sins that distance people from Him. It was also an important realization that some of the prophets are

Global Priorities Bigger than climate change Essay

Global Priorities Bigger than climate change - Essay Example reminded that the most important is not to define problems but to find the solutions to these problems and the most important question is â€Å"what can we do about that?†. Then the scientist reminded about the necessity to define several basic problems, which should be the top priorities. He talks about four biggest problems: malaria, free trade, malnutrition and HIV/AIDS. AIDS, according to scientist, is the first issue to be paid attention to, he is sure that not enough efforts are taken to struggle with this disease, and the statistics is disappointing primarily because of that. He reminds that it is much easier to prevent the disease than to cure it, thus the main attention should be paid to prevention, because it is possible to be done and it is namely prevention, which can improve the statistics. The report made by Bjorn Lomberg is very informative and useful as it makes us think about the importance of the correct definition of priorities in order to find real resoluti on to the biggest problems in the

Is transformational leadership effective in schools

Is transformational leadership effective in schools The leadership behaviour of school principals is an important aspect of student performance and the general functioning of the school as a whole. The importance of high quality, effective leadership has been shown to be one of the major contributing factors leading to high performance in schools (Reynolds, 1991; Hallinger and Heck, 1999; Sammons et al, 1995). Several research studies have shown Effective leadership not only improves educational outcomes; it also ensures that disciplinary problems among students are addressed effectively. Two major leadership styles that have been predominantly used are transactional and transformational styles of leadership. While the former is predominantly an instructional style of leadership while a transformational approach tends to be more team based. In applying different models of leaders and various approaches to leadership, there has been a general consensus that school leadership differs from organizational leadership, hence a team based ap proach may be more suitable. School leadership essentially needs to combine leadership and management capabilities. Everard and Morris (1990) have laid out five stages of management, wherein setting goals, planning and organizing resources for the achievement of goals and implementing control and corrective procedures are important in achieving the desired objectives. In the context of transformational leadership styles, Bolman and Deal (1997) are of the view that Poorly managed organizations with strong, charismatic leaders may soar temporarily only to crash shortly thereafter. (Bolman and Deal, 1997: xiii-xiv). In the international context, cultural implications may also need to be taken into consideration in determining what kind of leadership style would be relevant. On the basis of the above, the research question examined in this study is whether a transformational leadership style is really effective in schools? Definitions of school leadership: Outstanding leadership has invariably emerged as a key characteristic of outstanding schools (Beare, Caldwell and Millikan, 1989:99). The concept of leadership itself however, is not easy to define. There is no correct definition (Cuban, 1988:190), but some of its constituent elements include the process of influence(Leithwood et al, 1999:6; Ogawa and Bossert, 1995:225-6), mostly a social influence (Yuki, 2002:3) that may be exercised by individuals or by teams (Harris, 2002; Leithwood, 2001). The school as an organization is somewhat different from other organizations. As Mitchell and Tucker (1992) have pointed out, leadership has generally been viewed as the ability to take charge and ensure that the required objectives are met, which presents the quality of leadership as being somewhat aggressive. In the school environment however, such a view of leadership might not be entirely appropriate, because aggressive or instructional leadership would tend to ignore the benefits of teamwork or transformational leadership. With a school environment, leadership would be more about leaders extending invitations to the individuals and groups with whom they interact, in order to build a shared and evolving vision of enhanced educational experiences for pupils. (Stoll and Fink, 1996: 109). Leadership theories and models: Within an educational context, existing leadership practices for school leaders prior to the 1950s were focused upon the lessons to be learnt from the prior experiences of school administrators and their insights into effective practice methods on the basis of their personal experiences. (Heck and Hallinger, 2005). This approach was however inadequate and attention shifted to the need to apply scientific principles based on empiricism rather than on the basis of ideals or personal beliefs and experiences. A transactional leadership style involves leaders who exchange tangible rewards for the work and the loyalty of their followers, thereby adopting a purely practical approach. Transformational leaders on the other hand, are able to motivate and inspire their followers and raise their consciousness about the desired objectives and outcomes, and how they could be achieved (Gellis, 2001; Judge and Piccolo, 2004). A later approach however, suggested that these two styles of leadership were not necessarily mutually exclusive; rather most good leaders appear to demonstrate some traits of both styles of leadership (Judge and Piccolo, 2004:755). A transformational leadership style relies largely upon the personality of the leader and his or her capacity to inspire and motivate followers. As Everard and Morris (1985) have pointed out within the school context however, an important task in an educational institution is the reconciliation of value systems of different people in such a manner that a clear statement of aims and beliefs is derived, to which a majority of the stakeholders can subscribe. (Everard and Morris, 1985:142). This must also be coupled with a clear, educationally focused vision, which articulates a realistic, credible, attractive future for the organization (Deal and Peterson, 1994). While the input, vision and ideals of the principal are important, the school context requires bringing together the ideas and commitments of a variety of people who have a stake in the success of the school. (Tom Sergiovanni, 1987). As Beare, Caldwell and Millikan (1989) have stated, outstanding leaders are those who have a vi sion for their school, but they also share this mental picture with everyone in the school community. The vision of the principal is vital because it serves as a pointer to the direction in which the school should go; however, if this vision is the principals alone and is not shared by the other members of the organization, then staff and students may tend to merely go through the motions rather than actually supporting the vision and being deeply committed to it. As Hopkins has pointed out, effective school leadership must embrace both the distinctive aspects of the school which set it apart, as well as the inclusive context of the school, which fosters unity of purpose. He points out that there are two aspects to leadership the first is the policy that one size fits all while on the other hand, is the claim that because each institution is unique and different, it cannot learn from the experiences of another institution. This principle may be fallacious and school leadership may need to adopt a policy of adapt practices that have been proven to be effective elsewhere and incorporate it within the specific context of their own schools. On this basis, he has suggested policy that school leadership must include both the distinctive and inclusive context of the school. This implies that (a) the context of the school must be embraced in its entirety before any practices proven elsewhere can be incorporated and (b) the particular mix of skills re quired in school leadership will differ from one context to the other. The contingency model of leadership specifically stipulates that in terms of its contextual variables, each school is unique. Although the homogeneity associated with globalisation tend to produce an assumption that a uniform leadership style may successfully be applied to all schools, this perception may not be strictly correct. Rather, as Dimmock and Walker have suggested, policies and practices should not be imported without due consideration of cultural and contextual appropriateness (Dimmock and Walker, 2000:144). Furthermore, Dimmer and Walker (2005) point out that globalization has produced phenomena such as distance education, which has produced an ethnocentric view of educational leadership issues, centred upon issues that are relevant in the US and the UK. But with the globalization of education, indicated that there may be a need to develop a cross cultural, international perspective of educational leadership and management. Another model proposed for educational leadership is the Leadership for Learning model, which is based upon a set of well defined principles that can be used to guide schools, their leaders and school districts in achieving high performance standards and sustaining learning (www.cebe.us) The basic principles associated with this model are as follows: (a) a focus on learning, i.e., learning is personalized and occurs in multiple contexts (b) creates setting to promote learning, i.e., providing multiple opportunities for learning and reflections on its nature (c) shares leadership, i.e., invites participation in leadership (d) promotes explicit conversations about leadership and learning, i.e., strengthening the relationship between the two and (e) incorporates mutual accountability, i.e., involving all stakeholders in making judgments about practice and outcomes. The transformational approach applied in schools: Barnett et al (2001) carried out a study in several state secondary schools in Wales, in which they investigated the relationship that existed between the transactional versus the transformational styles of leadership of the principals, taking into account the school outcomes as well as the school learning culture. The findings in this study suggested that contrary to what was expected, teacher outcomes such as satisfaction, extra effort and the perception of leader effectiveness were not positive where transformational leadership style were concerned. Rather, transformational leadership behaviour on the part of the principal, in terms of his or her vision and inspiration produced a significant negative association, both with teacher outcomes as well as with student learning culture. A transformational leadership style was however found to be quite effective in bringing about changed practices in teachers in a Dutch study which investigated the impact of this leadership style in the context of innovation programs. (Geijsel et al, 1999) This study showed that there were three significant dimensions to a transformational leadership style in school leadership, i.e., vision, individual consideration and intellectual stimulation. These three aspects were analyzed in relation to how they influenced teacher concerns, teachers learning activities and teachers changed practices. The results showed that a transformational leadership style in school principals appeared to be quite effective in fostering innovative practices and bringing about changes in teacher practices. The direct effect of a transformational leadership style of principals on school staff turnover and school performance was examined in a study carried out by Griffin (2004). The data relied upon for deriving the findings in this study were (a) survey data from elementary school students and teachers and (b) student achievement test scores, derived from the student archives. This study did not demonstrate a direct positive or negative impact of transformational leadership on either student achievement scores or on the turnover of school staff. Principal transformational leadership showed a positive indirect impact on the job satisfaction of staff members and student achievement scores, which it had an indirect negative impact on staff turnover in terms of reducing the levels of staff turnover and thereby indicating that staff turnover had actually reduced as a result of the principals leadership style. Since the principals transformational style also produced a smaller gap between the achievements of minority and non minority students, this further contributed to high job satisfaction levels. A new leadership paradigm: The skills of leadership are even more important in a changing world. As Dilts (no date) points out, most of the existing literature on leadership focuses upon the characteristics of good leaders, but such characteristics are too vague and general to be of much use. Examining effective leadership styles within the business context may also be ineffective in a school environment, because the organization is geared towards profit making, while schools are geared towards imparting a strong educational foundation for students that does not merely include academic achievement. According to Dilts, effective leadership covers a variety of skills, including self skills, relational skills, strategic and systemic thinking skills and involves a mastery of various elements such as self, relationship, communication and problem space. On this basis, Dilts states that effective leadership in schools needs to address all of three different levels (a) micro leadership, i.e., issues at the levels of environment, behaviour and capability (b) macro leadership, or issues at the level of beliefs, values and role identity and (c) meta leadership or the levels of spirit and identity. Similarly, Dimmer and Walker (2005) have pointed out the need to incorporate cultural elements into the study of school leadership, especially in the context of globalization. They have put forward five propositions to map the direction of future cross cultural research into educational leadership and management. The essence of these propositions is that there is a need to develop a systematic, robust, comparative branch of educational leadership and management (Dimmer and Walker, 2005:198). The concept of culture must be clearly defined in order to avoid an over-simplified portrayal of societal differences as Western/Asian. Moreover, it could be difficult to successfully apply transformational leadership styles across different cultures, while a transactional approach that is based upon a simple system of incentives and rewards for the production of certain specific educational outcomes that are measured through tests, is much easier to apply. Bush has outlined different kinds of preparatory programs that principals are expected to take up. Daresh and Male (2000) carried out a comparative study of first year principals in Britain and the United States and point out that a significant culture shock is associated with moving into being the head of an institutional institution. Nothing could prepare the respondents.. For the change of perceptions of others or for the intensity of the job. (Daresh and Male, 2000:95). The major differences between leadership programs for principals in different countries is that some of them require a formal qualification for the position, while in others, this qualification is not mandatory and extensive teaching experience is used as the criterion for appointment. Conclusions: The research question that has been posed in this study is whether a transformational educational leadership style is really effective in educational leadership. In order to assess the efficacy of transformational leadership in education, the literature review above has also shown the need to incorporate cultural perspectives and the level of formal training principals receive. This aspect is especially relevant because not all administrators are able to inspire staff and students or fully understand their concerns. An approach to leadership that is derived purely on the basis of past experiences may also not be effective in the present day content. The transactional style of leadership may be effective in terms of applying measurable incentives in achieving the desired outcomes. Theoretically, a transformational approach should be more effective in providing a more successful educational leadership, but as shown above, in actual practice this might not necessarily be the case. The v ision and direction of the transformational approach must necessarily be participative if it is to be truly effective. If the vision for the school is purely the principals, then it is not likely to be successful in securing the commitment of the staff and students and may actually produce negative outcomes, especially when it fails to incorporate the cultural perspective. The Leadership for learning model appears to be the most relevant in the school context and it does incorporate a transformational approach in that it focuses on the context of learning; however most importantly, it also provides for a shared leadership. This indicates that the schools would need to develop a common vision and goals based upon the active participation of the principal, teachers and the students. This is the important aspect of transformational leadership which must be introduced if it is to be successful, i.e., the participative element. It could be successful in bringing about necessary changes in both students and teachers and also achieving the desired grades and educational outcomes, if the processes and procedures which are developed are based upon a common vision and common goals which the principal develops in association and with the active participation of all members of a school community, This would ensure commitment from everyone towards achieving those g oals.

Lais Of Marie De France Essay -- Marie France

Throughout the Lais of Marie de France there are several themes presented as central to the various stories. Some of these themes are present in all of the lais. One such example is that of courtly love and it’s implications. Courtly love being one of the more prominent themes in all of medieval literature, it is fittingly manifested in all of the lais as well. Another theme present in two of the lais is isolation. The theme of isolation plays a large role in the stories of Guigemar and Lanval. In each of these lais we see isolation as a factor in determining the fates of the central figures. Within each lai isolation is represented on several different occasions, each time having a direct impact on the outcome. These instances of isolation may be seen at times to be similar in nature and consequence, and different at other times. By sifting through both works these instances may be extrapolated and analyzed. In general, isolation seems to be harmful to both of the heroes. One very good example of this is toward the beginning of Guigemar’s tale. â€Å"They gathered in pursuit of a large stag and the hounds were released. The hunters ran in front and the young man lingered behind.† (p.44) It is only when Guigemar is alone that he sees the mysterious doe with the antlers of a stag and a fawn. This creature also serves as a signpost telling us that Guigemar has crossed over from this world into the realm of Fairy and magic. It is this encounter with the animal that wounds Guigemar with an injury only love can heal. Directly after this we see another, more ironic example of isolation. Because he has been wounded Guigemar wants the aid of his friends. â€Å"My friend, ride quickly and bring my companions back, for I should like to speak to them.† (P.45) By ordering his servant to go and fetch help Guigemar found himself alone again. â€Å"The young man rode off and Guigem ar remained behind, lamenting his suffering. He bound his wound firmly and tightly with his shirt, then mounted his horse and departed.† (p.45) Here we also see an example of foreshadowing. Guigemar uses his shirt to bind his wound, while later in the story the woman who is to cure him of his wound will untie a knot in another shirt of his, thus proving herself to be his true love. It is this love wound that overcomes Guigemar and forces him away. He is unable to remain and wait for his companions. He feels... ... rides through the town and into court, proving his innocence for him. Upon his release leaves court with his love. â€Å"He went with her to Avalon, so the Bretons tell us, to a very beautiful island.† (p.81) Needless to say, the two of them went alone. There are certain similarities between these two lais with respect to the theme of isolation. For instance, Guigemar must go off alone to the other, magical world to find his love so that he may eventually return and restore order to his life. On the other hand, Lanval, upon finding his love and eventually restoring order to his own life, leaves with her to the other, magical world of Avalon. It is there that they remain together on an island alone. Throughout the two lais isolation proved to be able to manifest itself in slightly different ways, primarily physical removal as opposed to psychological alienation. Although indeed a bit different in the exactness of their nature, both are undoubtedly linked in their ability to facilitate wondrous happenings in a world where isolation breeds magical events powerful enough to dramatically alter lives. France, Marie. The Lais of Marie de France (Penguin Classics). Penguin Classics, 1999.

Mexican American Essay

This week we learned how Mexicans are stereotyped negatively in the media, they are Stereotyped as being only portrayed as having very low paying jobs and as criminals. Furthermore even in the Latin media in telenovelas the actresses are mainly white with blonde hair. Seeing Mexicans portrayed as heroes is a rarity because according to the society Mexicans are minorities. Another stereotype is that almost all Mexicans are illegal’s. Discrimination was also a big issue in the 20th century, Mexicans-Americans were lynched in the years of 1848 and 1928. Furthermore, even in restaurants Mexicans were discriminated against in the same manner as African Americans before they had their civil rights. The debate that we were discussing was how wrong it was for Mexicans to be discriminated against in this way. In addition, statistics show that only 7 percent of Mexican-Americans graduate from college, meaning that an education isn’t really a top priority for Mexican Americans. In children’s cartoons it is rare to find a latino or latina character with a positive Influence, for example speedy Gonzalez was invented because of an affair that the wife of the creator of the cartoon had with a Mexican, in my opinion this is simply ridiculous and it simply made Mexicans look bad morally. Another example that as a class we looked at were Disney princesses, the first Disney princess to be made in face does not look â€Å"latina†. Typical Latinas have tan skin and brown eyes yet the new princess is fair skinned with green eyes. This only shows that according to American creators a princess cannot be brown or she is considered â€Å"ugly†. In my opinion this is simply racist and it only makes latina girls who have brown skin feel inferior to fair skinned girls. According to statistics a small amount of Americans view Mexicans as violent, dirty and as drunkards simply because of how the media has portrayed them In the media. These media portrayals and in my opinion they should show how Mexicans really are by that i mean the honest hardworking men and women that have helped this country become such a great country.

TAiwan and China essays

TAiwan and China essays The major problem between Taiwan and China is the Taiwanese economy. If the island state had never managed to industrialize under the GMD, it would have been absorbed by the CCP and the rest of mainland China long ago. As is, its strong economy, international trade and connections keep it steadily propped up in its uneven fight. Globalization and fine balance between defence and parlay of Taiwan are the only things that will keep it out of the hands of China. Taiwan's modern life began the start of the peoples republic of China; almost all of the fleeing neo-fascist and capitalist Goumindang went to Taiwan to escape persecution and to reorganize for the struggle against the now-communist mainland. Due to their somewhat unrealistic world-view and the previous experience that the GMD had in statecraft, they dominated the native Taiwanese, establishing class distinctions and a industrial base very quickly in China. This was aided by their closer connections with the western powers, established early on and kept up through WW2, for example. The communist mainland was forced to start from the ground up, more or less, receiving much less aid and having vastly greater problems of organization, due to size and the rural state of the population. Taiwan made quick, important gains in schools and infrastructure as well, reinvesting money with the purpose to make Taiwan rich. Taiwan was, due to foriegn connections, especially with the USA, also the first and only representatives of Chinese people in the international community. They filibustered and protested very loudly whenever the CCP tried to gain voice in international forums like the UN, and insisted for a very long time that they(Taiwan) represented the entire land area inhabited and governed by the CCP. They had a thriving international lassiez-faire economy that also interested foreign powers in keeping the statist mainland from absorbing Taiwan. ...

Studying Abroad Example

Studying Abroad Example Studying Abroad – Coursework Example Studying Abroad Studying abroad has many advantages for having the dream of traveling out of their country. It is indeed an important period in one’s life as there are a lot of experiences and opportunities that come in one’s path (Byram34). Students studying abroad have the benefit of getting to know and share their ideas with other foreign students who comes from different cultures and countries. Moreover, the experience is a pool of new ideas as several research methods and studies are brought on the table (Fulbright 2014).The opportunity of studying abroad also offers students with a chance to discuss global issues as affecting different students in their mother counties; however, they have the facts and first experience of the problems they are facing back at home. Therefore, this opens an opportunity for them to borrow new ideas that might be of help in solving they face back at home(Rabinowitz 38).It also brings harmony among different individuals coming from dif ferent races and cultures. They get to know each others culture, therefore acquire knowledge of the different cultural practices being practiced in different countries around the world(Cressey 509).Lastly, studying abroad has a great impact on the self development of a student. This is because they get to learn new languages, eat new foods and learn different cultures as they mingle and share with each of the (Carolyn). In addition, the students also learn to make both personal and professional decisions among themselves as they are far away from their parents. Moreover, new knowledge is acquired in the course of studying abroad by students as the education curriculum students are exposed too are different from those in their own countries (Llanes, ngels,& Carmen Muà ±oz 64).The three things that are important to remember when researching, citing and putting together a works cited pages in a specific citation style are that ideas are the currency of academia. Secondly, by not citin g a work that was researched by someone else, his rights are violated as the ideas that one is writing are the authors ideas and not his own. Lastly, I believe that academics need to be able to trace the pedigree of ideas.Byram, Michael. Living and studying abroad research and practice. Clevedon [England: Multilingual Matters Ltd., 2006. Print.Carolyn Bigda. Studying abroad can help you stand out from peers. Chicago Tribune Business. 18 October, 2013. 19th Feb 2014. Cressey, William W. Guide to Studying Abroad. New York: Random House, 2004. Print. 509Fulbright Belgium. Why Study Abroad? Youtube.com 19th Feb 2014. youtube.com/watch?v=Re0K9T9MsRU"i am studying+2second year in Nepal and i want to come usa for futher studies.my exams will be conducted soon.i want to study computer engineering and i want to develop my career.what should i do?." - QUESTIONS ON EDUCATION. N.p., n.d. Web. 19 Feb. 2014. .Loflin, Stephen E.. Adventures abroad: the students guide to studying overseas. New York : Kaplan Publishing, 2007. Print.Llanes, ngels, and Carmen Muà ±oz. "Age Effects in a Study Abroad Context: Children and Adults Studying Abroad and at Home." Language Learning 63.1 (2013): 63-90. Print.Rabinowitz, Fredric E.. "The impact of an interpersonal encounter-group class for north american college students studying abroad." The Journal for Specialists in Group Work 19.1 (1994): 38-42. Print.

Identify three key Educational issues in Britain today. What are the Essay

Identify three key Educational issues in Britain today. What are the main causes of disagreement regarding these issues - Essay Example Additionally, it is about conscious formation of the discipline of the mind and thought processes. Education serves as one of the key elements needed to sustain and attain growth in a certain country. It is important for an individual, particularly adults, to have an education as it is the basic requirement for one to enter the labour market. Without education, an individual is likely to be inferior compared to those who have obtained a formal education (Moore, 2004). To some extent, educational systems of countries like the United Kingdom are considered complicated, taking into accounts its advantages and disadvantages. Education is a most basic yet important element of the society; thus countries are constantly implementing substantial changes in their educational systems to improve the quality of education to the utmost extent possible. Education in the United Kingdom According to Machin and Vignoles (2005), attempts have been made to change the educational system in the UK. Polic y reforms are being pushed with the intention of making UK education more productive and market-oriented (Bartlett & Burton, 2007). Other reforms include parents being given more choice as to the school which they want their children to attend while compelling schools to be more accountable over learning and achievement student outcomes. Notable reforms are the inclusion of the national prescribed curriculum attempting to raise active involvement in post-compulsory schooling and the introduction of tuition fees for higher education (Ward, 2004). Ninety (90) percent of the student population in the United Kingdom are enrolled at the state schools. Accordingly, around 8.5 million children are attending one of the 30,000 available schools in the country. Around 830,000 children attend to the 5,000 schools offering pre-school and special educations schools. It is notable that primary schools are usually composed of male and female students, while secondary schools may be composed of eit her single sex or co-educational depending on the schools. As mandated by law, children between age five and 16 years must undergo a full-time education, except for Northern Ireland where children must begin at the age of four. Consequently, a child who is under the age of five must attend state schools offering nursery and pre-school education but on a limited hours while children who are above 16 years of age may attend the sixth form colleges and other educational institutions that provide general education courses in addition to more specific vocational or applied subjects (Referencing the Qualifications Frameworks of the United Kingdom to the European Qualifications Framework, 2009). In the joint report made by Scottish Credit and Qualifications Framework Partnership, Welsh Assembly Government, council for the curriculum examinations and assessment and Qualifications and Curriculum Authority (2009) the United Kingdom in 1992 introduced the National Curriculum requiring state sc hools to adhere to the policy until such time that students reach the age of 16. The Education and Skills Act of 2008 raised the minimum age requirement to 18, while coming 2013 it will be implemented for 17 years of age and in 2015 for 18 years old. Independent schools, those who are not government funded, are not required to comply and implement the National Curriculum. Issues in Educational System Apparently, amongst the various issues and

Econmics Essay Example | Topics and Well Written Essays - 250 words

Econmics - Essay Example (Ratnovski & Huang, 2009) The authors recognize that there are various factors that have led to the resilience of the banking sector in Canada. To this effect, he has subdivided the paper into two sections dealing with factors that may have contributed to the resilience. In the first section, they identify capitalization, liquidity as well as what funding structure the banks have employed. These are the conditions that existed before the crisis began and they play a major role in the paper to identify some of the strengths of the Canadian banks. To get the real picture, the authors have compared the structure of the Canadian banks with that of other countries in the region. This enables a reader to identify the differences in Canada and other countries, which was the sole reason for the banks being able to withstand the crisis. It is important to understand that these differences may not be the same in each country but, generally, there are structures that are common in the other OECD countries that are not present in Canada. The authors have identified these differences and the reader can be able to understand why the structures are an important part of the banking sector. Still in the first section, the authors explain how capitalization can be a problem to banks whenever a crisis appears. The authors define capitalization and this enables the reader to understand how this aspect of the banking sector plays a role. For simple comparison, the authors define capitalization as the ratio of the net worth of the bank, having subtracted its debts, to its total assets. This definition sets the pace for the reader to catch up with the authors. The article shows the strengths of the Canadian banks with regard to this aspect. The relative strength of the banks is seen as one of the advantages that Canadian banks have over other OECD banks. Liquidity in