How Much Ado About Nothing uses the comic genre to allow Shakespeare to expose and criticise Human Flaws

When Benedict states that ‘happy are they that hear their distractions and can put them to mending’, he is stating that characters are able to recognise flaws within their own character and, more importantly, are able to fix them. One conventional aspect of Elizabethan society, that is very much evident within ‘Much Ado’ About Nothing’, is social inequality. â€Å"In Shakespeare’s play, women are portrayed as being powerless in their own lives and in everything around them. † In Elizabethan society, men were dominant over women and made all the important decisions. In ‘Much Ado’ About Nothing’, the men frequently make bad decisions, and is a recurring theme throughout the play. Although Shakespeare was a product of his time, and accepted social norms and values, he demonstrated an understanding of women’s subjection by men in his work. The comic genre allows Shakespeare to push the boundaries when challenging social conventions. For example, Shakespeare is able to portray Beatrice as a feisty, sharp, intelligent woman. The audience are naturally, more open-minded because they realise that the play is a comedy and they're suppose to find it funny. As a consequence, this gives Shakespeare more freedom to create comedy within the play. In Shakespeare’s Much Ado’ About Nothing, Claudio is flawed character, although not appearing so initially: he is shown as a distinguished soldier under the command of Don Pedro, Prince of Arragon. In the first act, Claudio is introduced to the audience via a discussion between Leonato and a messenger in the presence of Leonato’s daughter, Hero, and his niece Beatrice, whereby the audience hear of Claudio’s heroism and admirability during the war and that Don Pedro regards him highly and has, â€Å"bestowed much honor† upon him. The messenger also suggests that Claudio has done tremendously well, as â€Å"He hath borne himself beyond the promise of his age†, suggesting Claudio is a mature character. The absence of Claudio from this scene means that the audience judge him based on what they have heard about him, as a consequence their first impression of Claudio is very positive. However, throughout the play the audience are introduced to his flaws of immaturity, haste and pride which all contradict with their first impression of him. Although the audience’s introduction to Claudio suggests maturity, this is proven to be false throughout the play. In a discussion between Claudio and Benedick, Claudio recognises that falling in love too quickly is a mark of immaturity, concerned that â€Å"liking might too sudden seem†. However, after one silent get-together of characters, Claudio finds himself in love with Hero and immediately talks longing that, â€Å"Hero would be my wife†. Therefore, Claudio seems to do the exact opposite to the statement in the question and adopts a distraction that he has already heard, acting in a contradictory manner and emphasises his immaturity. As well as this, Claudio is gullible, and allows he to be deceived by Don John into believing that Don Pedro has wooed Hero for himself, â€Å"my brother is amorous on Hero, and hath withdrawn her father to break with him about it. † Through Shakespeare’s use of dramatic irony, the audience feel frustrated with Claudio, as he instantly believes this false allegation without question, â€Å"Tis certain so, the prince woos for himself†. Furthermore, Claudio lacks the courage to confront Don Pedro about the allegation, hence choosing to blindly believe Don John over Don Pedro and Benedick, without seeking the truth, â€Å"Ho now you strike like the blind man. The audience feel frustrated because they know that Don Pedro is innocent, however they can't pass this information onto Claudio and are forced to watch the consequences unfold. Additionally, the audience feel frustrated with Claudio because it doesn’t seem likely that Don Pedro would betray Claudio due to the fact they have fought alongside each other at war and share a good relationship. However, the audience can sympathise with Claudio because his encounter with Don John at the masked ball was a setup in order to trick him. Due to the theme of the ball, whereby everyone had to wear masks and conceal their identity, Claudio thought that by pretending to be Benedick, he could deceive Don John and Borachio. By way of contrast, the opposite happens as Claudio believes that Don John thinks he is speaking with Benedick, â€Å"Are not you Signor Benedick†, â€Å"You know me well, I am he†. As a consequence, Don John finds it much easier to deceive Claudio. When Don Pedro asks Claudio, â€Å"wherefore are you sad†, Claudio intentionally replies with very brief, indirect responses that forces Don Pedro to investigate into the matter further. I believe by doing this, Claudio fulfils his need for attention, which in itself is a sign of immaturity. For example, Claudio replies with â€Å"Not sad, my lord†, stopping to allow Don Pedro to continue asking questions. As expected, Don Pedro replies, â€Å"How then? Sick? † In which Claudio replies â€Å"Neither, my lord†, again, allowing room for Don Pedro to investigate. However, Beatrice who allows the conversation to carry on, interrupts this process, â€Å"The count is neither sad, nor sick, nor merry, nor well: but civil†. After Claudio realises that Don John has deceived him at the masked ball, the audience expect Claudio to put his flaw ‘to mending’. However, Claudio fails to do this and allows himself to be deceived by Don John once again. The night before the wedding, Don John deceives both Don Pedro and Claudio into believing that Hero â€Å"is disloyal† and has slept with another man. Don Pedro questions the allegation at first â€Å"I will not think it† whereas Claudio is quick to believe it to an extent â€Å"May this be so? The fact Don Pedro is able to question the allegation shines a negative light upon Claudio who should not question Hero’s dishonesty. The audience feel frustrated with Claudio through Shakespeare’s use of dramatic irony, allowing the audience to know the truth that Hero is innocent, especially when Claudio rushes to plan his revenge, whereby he will â€Å"wed, there will I shame her. † Women in Elizabethan times were objectif ied and became possessions of their husbands. They would not have attended school and their â€Å"education would have been purely of domestic nature† in preparation for marriage. As men were seen as the superior figure that provided for him and his family, their pride and dignity meant the world to them. Therefore, to be a cuckold (a man married to an unfaithful wife) associated much shame and brought down the male’s social standing. Baring this in mind, a contemporary audience would be more sympathetic with Claudio’s rash decision as they would share a better understanding of Claudio’s fear of shame. On the other hand, a modern audience would not be as sympathetic because social norms and values, especially gender inequality, has changed. However, the audience cannot entirely blame Claudio because he believes that he actually witnessed the supposed affair. On the other hand, the audience blame him for not confronting Hero, just like he failed to confront Don Pedro after the masked ball. Evidently, Claudio has not recognised his flaw of being deceptable to lies and failing to confront them, therefore failing to fix it. Through dramatic irony, the audience know that Hero is completely innocent. In addition to this, they also know that Claudio intends to publically humiliate her at the wedding. The audience sympathise with Hero, especially when they see how excited she is before the wedding, â€Å"God give me joy to wear it! for my heart is exceeding heavy. † On the day of the wedding ceremony, Leonato shows that he shares the tendency to rush into conclusions like Claudio. When Claudio publicly shames Hero, â€Å"Not to be married, not to knit my soul to an approved wanton†. Leonato at first defends Hero’s honor, â€Å"Dear my lord, if you in your own proof†¦ made defeat of her virginity. It’s only when Don Pedro supports the claim made by Claudio that his daughter has slept with another man that Leonato suddenly believes the claims made and turns against his own daughter. Leonato even goes as far as saying that he regrets having a daughter, and â€Å"Death is the fairest cover for her shame†. Leonato understands that no other man will marry Hero because they will become a cuckold, bringing shame to himself; therefore Hero has nobod y to support her, as she is unable to support herself due to the conventional norms of the Elizabethan period. The audience are shocked by Leonato’s reaction because through dramatic irony, they know Hero is innocent. However, the audience also know that by comparing the ending of a comedy to a tragedy, that no serious consequences will be inflicted upon her. It is not until Friar Francis is introduced that Leonato seems like a failed father, because Friar Francis doubts Hero’s disloyalty and so offers a chance of redemption, with a practical plan to prove her honesty. Leonato is unable to believe his own daughter over the Prince and Claudio whereas a stranger can, emphasising his failure as a father. It is also arguable that Leonato’s pride clouded his judgement when choosing to believe his daughter’s innocence and is the reason why he was quick to believe the allegation when Don Pedro supported it, suggesting that â€Å"maturity is the trait most lacking in all of the play’s characters†; their susceptibility to pride and deception, and their â€Å"inability to think before drawing their conclusions†, are more about immaturity than any other quality. However, towards the end of the play Leonato loses interest in pride, replacing it with the determination to be a better father. Leonato confronts Don Pedro and Claudio with resentment, whilst trying to remain courteous, over publicly shaming his daughter whilst she was innocent. In confrontation, Leonato addresses Claudio as immature, stating that â€Å"If thou kill’st me, boy, thou shalt kill a man. † Leonato reminds Claudio that â€Å"thou hast kill'd my child†, and expresses that if he kills Leonato, he will at least kill a man and not an innocent child. Similarly, Leonato isn’t the only character in the play to call Claudio a ‘boy’, for example Antonio calls Claudio a ‘boy’ a few times when he demands Claudio to â€Å"come, follow me, boy; come, sir boy, come, follow me†. As well as this, Benedick later on says to Claudio, â€Å"Fare you well, boy†¦ I will leave you now to your gossip-like humour. † This evidence suggests that many other characters, as well as the audience see Claudio as an immature character. Although Leonato must talk with respect to the Prince, he speaks with sarcasm, â€Å"Are you so hasty now? well, all is one†. Therefore, it’s evident that Leonato has learned his lesson that his pride and loyalty to the Prince can turn him against his own family and that he shouldn’t let anyone influence his own judgment. Additionally, the view of ‘susceptibility to pride and deception’ is strengthened from the point of view of a modern audie nce, because to criticise the characters on the grounds of being susceptible to pride is contradictory to the social norms of the Elizabethan period. For example, an Elizabethan man’s good name was of considerable worth to him and any action that tarnished it, would affect his social standing. However, Shakespeare highlights that ‘susceptibility to pride and deception’ and ‘the inability to think before drawing conclusions’ are major flaws found within the play and within Shakespearean society. It is through the comic genre that Shakespeare is able to portray his message that all of us, to some extent, have our own character-flaw(s) and it’s those who can fix them that benefit – like Leonato. Furthermore, as the audience watch ‘Much Ado’ About Nothing’ and laugh at the character-flaws found within it, it makes them realise that their own character flaws can just as easily, be made fun of, as â€Å"Comedy is intimidating and encourages complacency in those who laugh†. Many people have a fear of being laughed at because it makes them feel inferior. This is known as superiority theory, whereby people laugh at something or someone to make themselves seem superior. Due to this fear of being laughed at, people are more encouraged to fix the things that are comical, such as their human flaws.

How to write a winning personal statement for graduate and professional school Essay

Perhaps the architecture is the most challenging and interesting course anyone interested in becoming an architect must undergo. I love architecture as it is influential in creativity, thus shaping our physical environment and promoting design solutions in terms of sustainable regeneration programmes linked to public building, housing and urban design. I am an ambitious, challenge oriented and hardworking person with desires to become a qualified architect. Indeed, my life in the city of Shiraz, Iran has led to my motivation of the architectural environment. My father was an engineer and since my childhood, I admired his engineering works and in most cases offered my help to him. As a result, this great experience led to my desires to learn design and structural things. During my time living in the city of Tehran, I witnessed the high degree of expansion of the city, and this made me appreciate the wonderful architectural knowledge and structure of buildings in the city. Numerous individuals have obtained their post-secondary architectural education in UK and became great professionals with new and innovative ideas widely accepted and appreciated in Iran. Likewise, the UK has promoted energy saving techniques globally, and this led to my decision to study in the country as energy saving and sustainability is important (Irving & Malik, 2005). Having studied sciences and mathematics in secondary school, I felt that I had a solid engineering foundation. Essentially, geometry that was my favorite topic followed a design course that shaped my drawing and design talent. In my free time, I have always taken close interest in architectural matters by practicing drawing and design. Therefore, my passion is based on turning architecture into a career, and I hope enrolling for an architecture undergraduate degree in UK is significant for achieving my dream. As I am about to conclude on my current course in architecture, I consider enrolling for MBA for my postgraduate degree education. Lastly, I believe that my existing skill and experience coupled with my hardworking nature and commitment would provide me the platform to excel in my MBA that I am about to enroll. Business Administration Personal Statement My commitment in enrolling in masters in MBA reflects an investment in my future that will help fill my knowledge gap, as well as offer a platform for the next step in my career. MBA is probably the widely recognized and the best course sought after management qualification. With the obligation of interacting with different cultures worldwide, this course would provide me with a practical hands-on experience that will prepare my career after the university. Management is a key tool in any field of study and challenges are also bound to occur. However, enrolling in this course will make me a better professional and develop my potential and finally realize my career dreams. Developing a career as Berman (2013) writes, requires cross-cultural interaction. I have the ability to express personal opinions and ideas. This is significant for succeeding in an environment where interpretation of opinions and ideas of other people is instrumental.In particular, good communication has assisted m e during my foundation year as a student in UK. I worked as part of a multicultural group and most recently conducted an anthropological research project that has also upgraded my cultural knowledge and interaction. The research project included designing a survey using a questionnaire to be completed by the local people we approached in the city center of Cambridge. The study findings were presented using PowerPoint presentation and indeed working with such a group was highly rewarding. Besides, I captained The Qods Tennis Club in Tehran and also practiced music and playing guitar.Currently, I consider enrolling for an MBA course with a realistic time frame to fully enjoy and appreciate my studies. Indeed, one of the most activities I enjoy in my professional life is empowering other through leadership. Leading groups provides me the opportunity to to develop my colleagues and enhance their skills. Having successfully captained a tennis team and spearheaded my research project, I c onsider the potential traits of leadership that has provided me with the ability to significantly lead in various capacities. As such I have developed a sincere interest in leadership, and in particular, running groups. Likewise, enrolling for MBA course is essential for fulfilling my business and financial career dreams. Besides, my personal quality incorporates high standards of respect, commitment, and attitude to work, good communication and proven ability to make good judgments, be innovative and work well under pressure. Therefore, having evaluated my career interest, I believe it would be an interesting idea to shift from architectural to MBA. I consider MBA a comprehensive career as even the traits of leadership, financial management, and the entire business world is intertwined with any career, architecture included. I have a good time in UK Cambridge University because of the teaching quality and the highest professionals standards f the courses offered. Besides, I believe the UK your MBA teaching in strengthened by world-class research that provides postgraduates authoritative and innovative approaches to theory and practice (Stelzer, 1997). References Berman, S. J. (2013). Pass the bar: A practical guide to achieving academic and professional goals. Irving, B. A., & Malik, B. (2005). Critical reflections on career education and guidance: Promoting social justice within a global economy. London: Routledge Falmer. Stelzer, R. J. (1997). How to write a winning personal statement for graduate and professional school. Princeton, N.J: Peterson’s. Source document

The Bill of Rights Essay Example | Topics and Well Written Essays - 2500 words

The Bill of Rights - Essay Example James Madison is acknowledged as the chief Bill of Rights author (Revolutionary War and Beyond, 1). This document protects Americans' rights as discussed below I. Freedom of Speech, Press, Religion and Petition The Congress shall not make any law with regard to the founding of religion, or barring the free exercise thereof; or abridging the freedom of the press or of speech; or people’s right to assemble peaceably, and to implore the Government to even out their grievances (Mintz, 295). II. Right to bear and keep arms A well-regulated armed force, being crucial to the safety of a Free State, people’s right to bear and keep arms shall not be interfered with (Yale Law School, 1-10). III. Conditions for quarters of soldiers In time of peace, no soldier shall be housed in any house, without the owner’s consent the, nor during war, but in a way that the law prescribes (Yale Law School, 3). IV. Regulation of the right of search and seizure The Bill of Rights forbids th e violation of the right of the people to be safe in their houses, persons, effects, and papers against irrational seizures and searches. Moreover, no warrants shall come forth, except upon plausible grounds, backed by affirmation or oath, and predominantly giving a description of the place that need searching, and the things or people to be taken into custody (Yale Law School, 4). V. Provisions relating to prosecution According to the Bill of Rights, but for on a Grand Jury’s indictment or presentment, no individual shall be seized to answer for a capital/federal crime, or else an infamous crime, with the exception of in cases cropping up in the militia, or in naval or land forces, while in actual service in the event of public danger or war. It also states that unless the judges fail to come to a ruling, an individual cannot go through trial for one offense two times; and that the court cannot compel anyone to testify against himself/herself or deprive him/her of life, prop erty or liberty, without due law process. Moreover, the government should not take the property of an individual for public use without fair compensation (Mintz, 295). VI. Right to a fair trial In all criminal prosecutions, the Bill of Rights guarantees the right to a public and speedy trial of the accused by unbiased judges in the jurisdiction wherein the alleged crime took place. Moreover, the Bill gives the accused the right to be informed of the cause and nature of the charges against them, in addition to guaranteeing him/her the right to employ the services of a lawyer in his/her defense as well as the right to cross-examine witnesses (Mintz, 295). VII. Right to a trial by jury In lawsuits at common law, the Bill grants the accused the right to a trial by jury and also guarantees that facts that those juries decide cannot be later examined again in any US court (Yale Law School, 4). VIII. Bails, fines and punishment The Bill of rights prohibits excessive fines, excessive bail, and the inflicting of unusual and cruel punishments (Mintz, 295). IX. Rule of construction of Constitution The bill stipulates that the listing of certain rights in the Constitution shall not be taken to mean the denial or disparaging of other rights that the people retain (Yale Law School, 4). X. Rights of the States and the people under Constitution The Bill indicates that the states as well as the people retain powers that the Constitution has not delegated to the US and the federal government

Land Use Law Essay Example | Topics and Well Written Essays - 1500 words

Land Use Law - Essay Example Said appeal to the superior court shall be by a writ of certiorari as provided by State law. The aforementioned appeal must be filed within 30 days from the date of the decision of the board of appeals, and failure to file said appeal within the 30-day period shall make the decision of the board final and executor† (Section 1809 Article XVIII Zoning Board of Appeals). In Able’s verified petition, he can raise the following contentions: 1. That the board (ZBA) committed a grave abuse of discretion by denying his application for variance. In the case of City of Dallas v. Vanesko, 189 SW 3d 769 (2006), it laid down the principle of the two-tier test for abuse of discretion. The decisions of the ZBA, which is acting as a quasi-judicial body can be the subject of an appeal before a state district court by filing an application for a writ of certiorari, as a mode of appeal. â€Å"The reviewing court shall not be allowed to replace its own judgment for or in behalf of ZBA. How ever, the presence of any aggrieved party who will challenge the decision of ZBA must be able to establish that the board has only reached a single decision. It is the reviewing court which has the power to render a decision in finality. Hence, appeals based on the ground of abuse of discretion is akin in the nature of trial de novo, where the appeals court conducts a new trial, as if no trial has been held in the first place, as it overturns the determination made by a lower court. It shall be the appeals court’s duty to determine if the board acted in bad faith, malice or gross negligence† (Dougherty 16). 2. In the case of Lucas v. South Carolina Coastal Council,  505 U.S. 1003  (1992), the court ruled that the â€Å"total takings test† shall be applied when the property, which is the subject of the actual taking is being made valueless and use would not constitute a common law nuisance, then such regulatory taking  requires compensation. Able can raise t he issue that the challenged zoning forbids all economically viable use of his land. In an analogous case involving similar facts, Mr. Lucas was able to show that the South Carolina Coastal Commission had forbidden practically all development of his beachfront property, amounting to $975,000. Even if the regulations do not destroy entirely all uses of the owner’s land, a favorable decision may still be granted to him provided he will establish that there is a severe economic damage on him and that the temporary interference with an owner's use of his property breaks a distinct investment expectation, may still constitute within the concept of taking for which the Constitution requires that compensation be paid. In the final resolution of this instant case, Able’s contention is untenable. It has been a time-honored principle that zoning is a valid exercise of the police power of the state. It is the comprehensive regulation of land use in a city which imbued with public interest and such power has been recognized by the State. â€Å"In the case of Connor v. City of Univ. Park, 142 SW 2d 706, 712, the court held that zoning is intended to conserve property values and encourage the most effective use of property throughout the city. As cited in the case of Strong v. City of Grand Prairie, 679 S.W.2d 767, 768, the basic purpose of all restrictive zoning ordinances is to prevent one property owner from committing his property to a use which would be unduly imposed on the adjoining landowners in the use and enjoyment of their

Homework Assignment Example | Topics and Well Written Essays - 500 words

Homework - Assignment Example The article is intended for handicapped hunters so they can continue hunting with the use of the Liberator. As reported, the Liberator â€Å"contains a movable mount that can be fitted with a single shot rifle, shotgun, or a cross bow. Odland and Schafer modeled the joystick control which moves the gun or bow up and down or side to side after the joystick found on modern wheelchairs. There is a tiny camera mounted behind the scope of the gun which projects the image of crosshairs and the target onto a video monitor the hunters can easily view from their wheel chairs† (Yankovich, 2010, par. 6). The author is actually an entrepreneur who owns a jewelry shop in Lowell, Michigan. He had first hand access to the information knowing Pete Odland personally from their common demographic location. The article provided relevant information as a unique and useful design to assist handicapped hunters in regaining mobility to enjoy what they love most. The innovative design was able to hel p hunters regain â€Å"the freedom for physically challenged people to â€Å"do it themselves†.

Walt Disney Hall Essay Example | Topics and Well Written Essays - 1500 words

Walt Disney Hall - Essay Example Later that year after enough sourcing for resources, the construction took off again. What lead after that proved a disaster for the dedication of the Walt Disney himself. However, there was a complete turn of events where when the budget far exceeded the available resources. Nevertheless, there was a move to use cheaper material rather than using the originally planned bricks, but it later proved to be a blessing in disguise which prompted to the reputation of the Los Angeles’ marvel. This was because the stainless steel move was a better match for Ghery’s architectural plan for the hall. This move saw the completion of the project in the latter months of 2003. There were substantial costs accredited mainly to the parking garage itself which cost $110 million, escalating the total cost including the floors of the entire construction to $274 million. Materials and Description of Architectural and Construction Form Gehry adopts to his childhood experiences to make differ ent architectural designs for the building, using 12500 unique pieces of steel each having sole characteristics. He also uses a variety of standard bricks to go along the regular formed parts of the architectural design. For the main auditorium he uses a type of fir wood to make the floors, walls and the ceilings. This is the same type of wood used in making violas, making them appropriate for making the site for presenting such performances. For the restaurant he uses mostly clear glass to allow enough lighting to bring in the warm and accommodating qualities of a restaurant. Through this he tries to make the transition to psychological and imaginative effect on architecture. Ownership The Walt Disney Hall is primarily owned by the widowed Lillian Disney after her major contributions to the construction. Her contribution was later topped by another contributor to the construction, who was the Walt Disney Company. The company contributed about $25 million. Additionally, the Walt Dis ney family made private contributions to the project amounting to an estimated $85 million. This is evidence that the ownership of the Walt building is not well defined, but its stakeholders in shareholding comprises a number of private entities individuals and companies that made their contribution to the construction of the building. However, it is safe to stipulate that the primary owners are the Walt Disney Company, Lillian Disney and the entire Walt Disney family. According to Bell, the owners of the Walt hall are mainly business people and profit making organizations who have wanted to proceed with the dedication started by Lillian, and not just for the purpose of making profit. The building however has a variety of functions held at the venue, ranging from orchestral performances, musical performances, movies’ premiering featuring in many television series episodes and movie features. Much of the maintenance of the building is done with the proceeds from the sale of th e tickets of which usually, most of it goes to serve in the Walt Disney foundation. Functions of the Hall The Walt Hall first performance was held in 2003 during the acoustics, Daphnis and Chloe’s acoustic performance which set the way for other grand performances, performing the Sonic LA, Sound Stage and Living LA. This paved way for other prime performances to follow in the wake of a new concert hall for Los

Case Analysis Part II Coursework Example | Topics and Well Written Essays - 1250 words

Case Analysis Part II - Coursework Example In the case of Paschal v. Rite Aid Pharmacy, Inc. (1985) it was held that a business invitee is entitled to "a duty of ordinary care in maintaining the premises in a reasonably safe condition so that its customers are not unnecessarily and unreasonably exposed to danger"2 from the owner. This means that an owner is obliged â€Å"to keep the premises free from dangers not discernible by a reasonably prudent person and to warn invitees of concealed dangers of which the owner knows or should know†3. Therefore, I strongly believe that the drugstore owed its visitors, including Booker, a duty of care to maintain a safe environment. 2. I believe that Booker’s lawsuit against the drugstore is based on negligence, and not upon allegations that the storeowners committed an international tort. International torts occur in those cases when the defendant actually has the intention of harming the plaintiff through his actions, like for example: assault, battery, trespass, fraud, etc . On the other hand, according to Stuhmcke A., â€Å"Negligence is a tort which determines legal liability for careless actions or inactions which cause injury.4 Therefore, in this case we are talking about negligence on behalf of the drugstore. 3. According to Harpwood V., â€Å"duty of care, breach of duty and damage†5 are three elements that must be proved by the plaintiff in order to establish actionable negligence. This test was also employed in the case of Texler v. D.O. Summers Cleaners & Shirt Laundry Co. (1998), where the judge held that â€Å"a plaintiff must show the existence of a duty, a breach of the duty, and an injury proximately resulting there from†6 A duty of care was owed by the drugstore to Booker, as it has been explained in p.1. This duty of care has been breached by having doors which needed a lot of pressure in order to be opened and the coil of the antitheft device situated too close to the second door. The injury which Booker had suffered re sulted strictly from the breach of duty of the drugstore. CHAPTER 6 CASE 2 1. I believe that the Court’s decision should not be reversed by the Appellate court because of the following: there was a contract between the two security corporations and CIA meant to provide security to the latter. Adelman was not a party to this contract and this contract did not refer to him or any other pedestrian at all. Adelman would be entitled to damages from the security corporations and CIA if he were a party to the contract or if the contract would have stipulated protecting the third parties. As, for example, in the case of Home Office v Dorset (1970) it has been stated that: â€Å"†¦Similarly, if A specifically creates a risk of injury†¦he may be liable for the resulting damage†¦.Similarly, A may be liable if he assumes specific responsibility for B’s safety but carelessly then fails to protect B..†7 Again, none of the clauses of the contract did specificall y mention that third parties outside the CIA would be granted protection. In this case, I would believe that applying the Court’s ruling in the case of Caparo plc. V Dickman (1990) would be realistic. The case involved Dickman – an auditor, who, by negligence, stated a company’s profitability to be better than it was in reality. Caparo – a third party, relying on the stated profitability of the company, after

Counseling Needs Essay Example | Topics and Well Written Essays - 500 words

Counseling Needs - Essay Example The diagram on the next page illustrates the framework to be followed by me as the counsellor. The figure shows the interrelationship between the client and the counsellor, within the content and process influences that impact upon the individual, with the collaboration and intervention of the counsellor. I should work closely with policy makers in the organization, based on the theory by Savickas, Van Esbroeck and Herr that career guidance is a socio-political instrument for advancing organizational goals while helping the individual to realize a personally satisfying career (Patton & McMahon, 2006:231). The policy makers set the organizational system, which functions inside the social and environmental/societal systems. Working in the system side by side with the individual is the counsellor, who uses a collaborative and negotiating technique that makes up the pro-active approach. The counsellor finds out the policies and objectives in the organization, and helps the individual to adjust to the constantly changing organization.

Macro economics Essay Example | Topics and Well Written Essays - 2750 words - 1

Macro economics - Essay Example This essay aims at explaining how fall in household savings can have a negative effect on the UK macro economy. Savings kept in bank accounts are key part of money. To the extent banks decide to finance commercial investment with respect to amount of deposits they receive, an increased personal savings could raise investment by the established international organization. If money deposited is changed in equity subscription in ones own secure, savings serve for personal independence and careers, again with a possible connection to investment in a macro-economic sense. Invested in the Treasury bonds, and savings finance public expenditure inform of shares, they may directly or indirectly fund the firms. Savings may also be transfer overseas by remittances, leading to rise to a new option between savings and consumption. For instance, in the form of buying an existing house or in funds on entrepreneurial activity). Insufficient and minimized savings due to a deliberate policy to promote the growth of GDP by independent consumption alone can reduce, if the policy is only feebly effective, the national economy capability to absorb treasury bonds, which in certain circumstances may put the country under high pressure by foreign creditors, when public debt is huge and prevalently held by foreigners (Swan, 2007). The paradox of thrift remains an important idea from the Keynesian economics. Reduced saving is observed as negative because it does not provides the money to finance the capital investments needed to promote a long-term economic growth. But if many people in UK start saving more in the same time, it may causes a drop in the consumer demand and even deeper recession. What can be rational and good for an individual can be damaging for whole economy at large, Monetary easing (ME) is a type of monetary policy used by central banks, whereby it purchases financial assets from existing commercial banks and other private financial

The perception of Racial and Ethnic Bias in the Healthcare System Essay Example for Free

The perception of Racial and Ethnic Bias in the Healthcare System Essay Introduction Public health in America has benefited from various innovations and advanced medical technology. However, these developments do not serve all Americans. Even in modern times disparities exist between whites and minorities in terms of health care. For instance the rate due to heart disease and stokes were higher for African Americans than for whites; 30% and 41% respectively, in 2002. The infant mortality rate for African Americans was higher compared to that of whites, in spite the fact that the national infant mortality rate had decreased. In 2004, African Americans had the highest diagnosis rate for HIV; 50% (Center for health care strategies). Ensuring equity in health care is necessary in order to prevent premature death, control disease, prevent unnecessary illness or disability and promote the quality of life for all citizens. An intervention by the Center for Disease Control and Prevention lead to the formation of Racial and Ethnic Approaches to Community Health (REACH). The program’s mandate is to identify, minimize and eventually eliminate racial and ethnic inequality in the health care sector. Minority groups are the main victims of health care inequity. As a result the REACH program targets; African Americans, American Indians, Asian Americans, Latinos, Alaska natives and Pacific Islanders. These communities need to be involved in the REACH program since, they are after all the beneficiaries. Individuals, community leaders and opinion leaders need to be consulted and empowered. REACH has developed strategies that improve health care in various communities, work sites, schools, after school settings and in health care facilities. Application of community development principles of good practice to research on racial and health care disparities. For a society to be successful then development of individual communities and organizations needs to be considered. Community development focuses on the improvement of the quality of life for an entire community. A community can be defined as a team of people who are unified due to location, common interests or ownership. For this kind of development to occur then the principles of good practice ought to be enforced. Some of the principles of good practice include; encouraging participation, problem identification and designing of solutions by community members and community leaders. Leaders in the community are also empowered and educated so that they can understand the problems that exist in their community and abstinence from practices that affect the community negatively. In other words the principles of good practice include; inclusion of community members, capacity building through management of information and resources, partnerships with all stakeholders, equity , accessibility and responsiveness in terms of action towards various initiatives (Maslow, 2003,p.19). The community should be involved in the research on racial and ethnic disparities in health care. The community will provide valuable information on the disparities that exist, intervention programs and the progress made in addressing the issue. Researchers need to consider vital elements in the community; trust, cultural heritage, history, expertise, community leaders, community initiatives and resources. Community based research relies highly on participation and trust. Trust is fundamental for the research on racial and ethnic inequality in health care. The researcher needs to understand the community’s history and how it relates to their current health care situation. For example the slavery and racial discrimination history of African Americans can provide insight on why the disparity in health care exists. The researcher needs to appreciate information from participates. However, this does not imply that all information should be accepted as truth without further investigation. The views of the community members should be listened to carefully, evaluated and investigated. Researchers should view the community as a partner in the research and interact with members. The researcher needs to develop a partnership with the members of the community. Together the parties define the health care disparities and needs. They also evaluate the effectiveness of programs initiated so as to reduce the health care inequality and provide recommendations on how to improve those programs. In this partnership between the researcher and the community members the thoughts and opinions of the community members need to be reflected in the publications. It is a common practice for publishers to decide what to print. Most of the times the community participates are not co-authors of the publications; they are simply acknowledged for their cooperation in the authors’ notes. As a result some of the issues that are very vital to the community may be left out. Members of a community provide superior information on their community’s views and their culture. Thus inclusion of community members as co-authors of publications will benefit both the researcher and the community. Moreover, this effort is a form of empowerment for the community since their views and opinions will be better represented thus creating a comprehensive picture. Ethical practices should be used in data collection, ownership and publication (Blythe, 2007, p.68). In order to understand the role that racial inequality has on premature deaths, infant mortality rate, disability and the spread of disease community based research is crucial. Community partners provide information on the nature of health care they receive in terms of health education, treatment, responsiveness in health care centers and the facilities that are available in their localities. Research ensures that health care delivery coincides with the needs of the community. The insight provided by community participation research is useful to the government and other stakeholders who are responsible for designing and implementing health care delivery programs. Community participants in a research usually represent the views of the community in relation to health care. Thus their views should be considered and reflected in the research. Research helps in addressing the challenges that face the health care system. Hence it provides solutions communities and policy makers which will ultimately improve the nature and quality of health care available to all citizens. For racial and ethnic disparities to be eliminated then all stakeholders need to develop strategies that will address issue. Various states and Medicaid managed organizations have developed a community based strategy to address racial disparities in health care. The strategy emphasis on community participatory research on health care racial and ethnic inequality. The community members, community based organizations are the main source of information. The health care providers and government then analyze the information and set policies on health that ensures equality in access and treatment to all American citizens. Compared to traditional research methods community based participatory research provides pertinent findings and is less time consuming. Health care providers are increasingly using this approach; the main focus is using community based approach to interact with minorities. For instance the ‘EXCEED’ project uses partnership between researchers, community member, community health care centers and the community organizations. EXCEED uses the community participatory research due to acknowledgement that it leads to comprehensive findings on the social, cultural and economic aspects that contribute to the racial and ethnic disparities in health care. The EXCEED program â€Å"Excellence Centers To Eliminate Ethnic/Racial Disparities† is an in initiative by the Agency of Health care Research and Quality (AHRQ). Its mandate is to investigate and understand racial and ethnic disparities in health care as well as designing and implementing strategies on eradication of those disparities (Bayne, 1998, p.116). Conclusion Inequality in health care provision is evident in terms of health care access, prevalence of disease, health care setting and the quality of care. America’s minorities’ usually higher rates of disease, higher infant death rate and poorer health care compared to white Americans. Disparities in health care affect the individual, communities and the economy. Poor health care contributes to the cost of health care through complications due to poor care, avoidable hospital admission and preventable emergency cases. Community based participatory research on racial and ethnic disparities in health care provides data that reflects the extent of the situation. Information from the research is used by health care providers to design strategies provision of quality health care services to all citizens. Community based participatory research is a partnership between the community and the researcher. There is equity in power, decision making, credit and knowledge. The community and the researchers collaborate in all segments of the research; problem identification, planning for the research, actual research, data collection, analyzing of data and recommending a course of action. Data collected through community based participatory research on racial and ethnic disparities in health care is usually analyzed by the government and other health care stakeholders. The revelations made by the data are useful when goals and policies are been designed so as to eliminate the racial and ethnical disparities in health care. Health care is fundamental in every society. Therefore health care providers are advised to ensure equity in quality, access and care in the health sector for all Americans regardless of their race or ethnicity (Allan, 1998, p. 112). Reference Allan, B. P. (1998). Health care financing.   New York: Hill crest. Bayne, J. N. (1998). Strategic plans. New York: Hill crest. Blythe, R. J. (2007). Disease Prevention. Manchester University Press. Maslow, R. P. (2003). Health Management. New York: Macmillian. Porter, P. (2004). Healthy and Beautiful. New York: The free Press. The effects of community factors on Health. Retrieved August 18 2008 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.policylink.org/pdfs/. Reducing health disparities through focus on communities. Retrieved August 17 2008 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.policylink.org/pdfs/HealthDisparities.pdf

Defining And Analysing Business Ethics Philosophy Essay

Defining And Analysing Business Ethics Philosophy Essay Ethics is similar value and moral, in business ethics are doing something and decision, that not right or wrong, it is depend on people how to treat and feel it. In business, all care about is money, it will done everything because of money. They even not care about to do that thing have moral or not. They just think about that done about have valuable or not. Business ethics is doing not have correct or wrong, it is depend how much you can covered by your conscience. Define the follow Concepts: In business ethics, there have five concepts, which are contractual rights, ethics of virtue, legal rights, principles of fair equality opportunity, and utilitarianism. Those concepts can to guide or to be an example for the business to conduct. Contractual rights is the rights based on the contract, either one party of the contract breach the contract, the other party can to sued the breach of contract. It is an agreement between two or more people mutual benefit but do not necessarily involve in mutual supportiveness. The right is based on the contract, if the contract does not have mention about, then might not can to sue the other party because in this theory is based on the contractual rights. No contract, no agreement, and then no right to complain or sue the other party. In business, everything is made by the contract that can secure both party benefit and loss. Contractual right can to secure people have the right to made contract and sue people who is breach of contract. Both parties have the right to sue other party based on the contract. For example, buyer and the seller, they have to sign a contract for seller must have supply A4 paper 1000 sets. Buyer has the right the sue seller because supply A3 paper to them, instead of A4 paper. Both party have right to sue each other if they have something are not followed by the contract. Or the seller can sue the buyer if the buyer is late or do not have pay the installments. Ethics of virtue is an approach to ethics that rule, and particular acts focus on the kind of people who acting. Ethics of virtue is the person when is a kid, parents or people who relative to effect the person. Ethics of virtue is important for business ethics because in business people must trust other people. And the trust is come from the virtue ethics. Ethics of virtue is that value and characteristic on the person, is based on the person culture, background, moral, and value. Obligation is not morally sufficient for virtue. To compare virtues and moral character is duties or rules and that consequence of actions. In business, businessmen or businesswomen believe that trust. Although they have to sign contract, before this action, they must have a trust between each other. Some of the business is do not have use contract, they use trust to their each other, such as allow owing the money for doing the business. If do not have any trust for the business party or other party, it might make the business hard to conduct. They are allow to owing money is not a small amount, if they each other do not have trust between them. How come a person to believe and allow to owing the money? For example, to do a business must have a virtue ethics, such as be honest. Nowadays, to do businesses are cannot to cheat other party, customers already to be smarter, they are know you are cheating them. Once they are known you are cheating them, they are not to deal with you anymore. They would not to do a business with a dishonest businessman, and it will to spoil the business images because the person who deals with you, they will spread out what you did. This ethics theory should be right based that legal rights are that legal guaranteed power available to a legal. It can claims to rights, such as property, work, privacy, speak, and clean environment. Such as people have the right have a clean and good environment to live, they have right to live in a good environment. But some of the people to spoil and dirty up the environment, such as thrown rubbish in river, spitting, and so on. People have the right to live in a good environment, maybe some of the people are not like to live in good and clean environment but they have no right to discourage other people have right to live in good and clean environment. In business, right do not have correct or wrong, there are only have positive and negative right. Positive right is that right is good for anyone; negative right is that might have some of people do not thing that is good or bad for anyone. Such as, a people smoke not right or wrong, in the smoker, they have a right to smoke, but for people who surround the smoker have the right do not have breathed in the second smoke. Positive right is smoker has a right to smoke, the negative right is people have a right to choose does not breathe in the secondhand smoke. For example, people have a right to sell or not to anyone. Businessmen have their own right to decide to sell what kind of product, and they have right to selling to whom. Unfortunately, government have to interfere with the business, no one can to in charge the business without government. But businessmen have the right to choose which party they want to collaborate with. Principles of fair equality of opportunity is mean everyone have a fair enough opportunity in every fields. To be fair or have an equality of opportunity that should have not any discrimination, include culture, religion, race, gender, age, and so on. Have an equality opportunity is very difficult to gain and it have happened in everywhere. Hard to prevent or avoid this thing happened. If to fair enough to everyone, it will to make happened more because to given more chance to everyone to try to do. More chance to try that can have more answer at all. In business, company or businessmen are discrimination of gender, age, culture, race, and so on to hiring or dealing with. Discrimination people might get sued by the people. For example, a company to hire a staff cannot to depend on the staff background, culture, region, and gender; it might get sued by the candidate. Or a business deal because of the gender or race. Many businesses were done by the gender, it might consider as bribe. Some kinds of businesses are not dealing with women, because discrimination women capable, they are doubt women capable. Have an equality of opportunity that can to help the business going up, maybe the people who are discriminated by the person, they can maximum the job, to done as well. Different people have different capable, should to give a chance for everyone, just for done as well in the job. Also that do not discrimination any position of job, even a cleaning worker is important for a company. Utilitarianism is takes into consideration opportunity cost and benefit, and to give satisfaction to other. It should choose the option that brings greater to most people. It can to maximum the good and minimum the harm, and it has to decide what is good. There have two types of utilitarianism which is act utilitarianism and rule utilitarianism. Act utilitarianism is performing that act to leads to greatest good for greatest, it is use an action to greatest to people, such as charity, donation, and so on. Each individual action is to be evaluated directly utility principle. In business it will do the charity and something for social responsibility in order to build a good image to the company. For example, a company to give salary to the worker in return working for company, the salary for the workers is very important because the money can to give they eat, sleep, drink, clothes, and even to pay the daily use expenses. It is to greatest good and to give greatest for most people. To using an action to give a happiness to people, such as donate money to beggar. Other utilitarianism is rule utilitarianism; it is based on the rule to give the greatest people. Rule have significant place, and cannot be compromised for protect at all. It is behavior that evaluated by rules, if universally followed would lead to the greatest good for the greatest. For example, to give a greastest based on the rule, it might as the law. Only the rule can to protect, secure, and to give the greatest, it will help to give a good thing. The rules are come from the law, and the law will secure the benefit for everyone. In business, businessmen or businesswomen use the rule to secure their business. Such as, the method to do business is very important, need to understand the rule of different business, or sign contract. In conclusion, the concepts of ethics are example to give businessmen or businesswomen know that to do business must have conscience, and that also nowadays the thing do not have. Five concepts have business ethics that are contractual rights, ethics of virtue, legal rights, principles of fair equality of opportunity, and utilitarianism. QUESTION 2 2. Do you agree with the claims that (i) future generations have no rights, and (ii) the future generations to which we have obligations actually include only the generation that will immediately succeed us? Explain your answer. If you do not agree with these claims, state your own views and provide arguments to support them. Introduction: What is Right? Rights are an equitable that can have it to everyone that is a power to everyone. Everyone have a power to decide their own things how to going on. For a company they have copyrights that to prevent other company to copy they product packaging or logo. Human have a rights to choose what they want actually, even a kid also have a rights to choose what they want. But many people are like to decide for everyone, they are discouraging people to choose what they want, such as parent, friends, and sibling. Do Not Agree Future Generations have No Right I am not agree future generations have no rights, everyone come to this world should have their own rights. For future generations also, they have their own rights to decided by themselves. Parents should try to let children to make decision, maybe decision is wrong, and at least, the decision is decided by them. They are not regret about the wrong decision. Future generations should have rights to choose what they are wanted actually. Future generations are our future hope, should to bring a best thing to them. Education, future generations have own opinion, perception, and they have rights to selection or decide what they future. Such as parents to arrange the children go to other country to further study, or to disallow the children to choose what they want. Parents are not consider the child do not want to go oversea for further study. Some of parents will interfere with children study, maybe the children are like to draw, and have talent to draw, want to be artist, but parents hope the child to be an accountant or be professional, do not like a child to be artist. To stop the child dream but the child has rights to decide what career they want. Many workers are not satisfying their job because they doing the job are not they like. Maybe some workers are forced by parents; they are not hope to do so. Have a lot of people will to do what the parents hope, after that, they will change the career, or even go to study again for interest. Furthermore, nowadays people have educated, they know what are they can to have and right. They would not to keep quiet; they are known what rights they have. Formerly, government are controlled publish the truth and information to the citizens for prevent citizens know what right they should have. Nowadays, citizens can to know and find out the truth and information through the internet. Future generations also have the rights to choose what the choices they want, such as they have rights to decide what they want to do, purchase, eat, sleep, and drink. They have to choose by themselves. Parents are very nervous their children, everything are done for children, do not know what children want. Obligation In my opinion, people should to do something to secure future generations have to know and can to keep on to other future generations. The obligations for future generations there are to protection environment and give a freedom selection. Parents or other people cannot to make a decision for the future generations; they have rights to decide by their own. Future generations have the rights live in a good environment that they have a right to choose what environment to live. They have the rights to breath in every air are pure and fresh; do not have any haze mix with the air. Nowadays, water, air and noise are polluted by human; the future generations might not have a good environment for the rest of the life. Besides that, some kind of animals and plants are facing extinct because of human are not save the planet. Human are always wasted natural resource and to polluted environment. Air pollution, future generations have rights to choose what air to breath in, they have rights to decide how fresh the air breath in, but children might need to wear mask for prevent breath in that air are destroying their lung. Have a lot of the mill, factory, manufactures are doing some kind of business that polluted air. To burn the chemical in order for produce the product, and the haze will spread out and in the air. Water pollution, water is very important for our life that is cannot lack of. Has a lot of the company using water to conduct business, at same time, the company is the most pollute water. Such as, company thrown some liquid have chemical in the rivers or seas. Besides polluted water, people are wasted water. Water on earth that only have 1/3 water is can to drink, 2/3 water is cannot drink that is salt water. If human waste or polluted water, in future, the future generation might do not have clear water for drink, even will have a war caused by water. Noise pollution, noise pollution is very effect people think and emotion. The sound will make people going in bad emotion because the sound too noise. Such as, developer to building house nearby the school or surround the houses, the sound effecting the student study when developer to building the house, sure have come out some of the sound. Future generations have right to having a quiet and nice environment to study or live in. They would not hope have a noise sound surround their life. Animals and plants extinct, future generations have rights to know, discovery, see, and explore animals and plants, but nowadays, animals and plants are very rare, almost going to extinct. Animals and plants going to extinct because businessmen or businesswomen to mining trees, sure the trees will die and animals are loss shelter and die also. Future generations have right to know and see the animals, soon and later, future generation may not know how a trees or animals look. The obligation for environment is protection environment. For water, people should do not waste water, overuse or wasted. Company should not throw the cabbage or chemical liquid thrown in the rivers or seas. Company should to reduce the products are destroy through the air. Or use something can to replace that chemical which are release on the air. Such as air-conditioner have release a gas that destroy atmosphere to be thin enough, after that the UV light will directly come in the earth and human, animals, and planet will die caused of the UV light. Nowadays, air-conditioner release that gases are replace by another gas that do not have destroy our atmosphere. To prevent the developer developing the building make the noise, they should to developing the building is making sure done everything. Such as the building was built up already, and if some of the houses need to decoration the houses should to decoration when the building not yet allow people stay in. to reduce the noise, or the machine changes to silent machine. Animals and plants extinct because of the human mining trees after did not to re-plant in on the jungle. It is made the animals and plant extinct. Human should re-plant on the plant which is mined. Resources, businessmen or businesswomen are should not to wasted and use up the natural resource. Future generations have rights to use the natural material, but nowadays have a lot for natural materials are almost used up. The obligation of the human are to reuse the materials, such as recycle paper, tin, and so on. Do not wasted the natural materials, and to be more environmental protection. Such as recycle, reuse, and to be vegetarian to reduce the natural materials will be used up. In conclusion, future generations should have rights to choose what they want to do for future, such as education. And future generations have rights own any best environment and resource. Human should have obligations to take care and to succeed.

Problems of Medieval Europe :: European Europe History

Problems of Medieval Europe The setting: Medieval Europe. The problem: the pope is living in Avignon, under strict control from the French King. The plague is ravaging Europe, leaving behind whole cities of corpses. Sanitation is very poor, there are no sewer systems, and more often than not, one could find human and animal feces lining the streets. The standard of living is very low, and much of this is blamed on religion. Many people would like to see the pope dead. Solutions are virtually non-existent. The pope is looking for a way to restore his power, and improve the life of Europeans. The main problem facing the pope was, of course, the plague. Nearly twenty-five million people had died of this highly infectious disease already, and it didn't appear to be slowing. Medieval physicians had developed a number of "cures," some as absurd as placing live chickens on the wounds of the infected. Due to the primitive technology at that time, there were very few actual cures. Many of the practices of the doctors were invented simply to deceive the populous into believing that they had cures, and that all was not lost. The pope, in his quarters at Avignon, sat between two large fires. They thought that this would purify the "bad air" which most blamed for the spread of the plague. Although there was no bad air, the fires actually did prevent the plague, killing off the bubonic bacteria. This was an example of what some people call "accidental science," or a discovery made from superstition, or by accident. From the viewpoint of a medieval doctor, there were few things you could do. Most medicine at that time was based on the four humors, and the four qualities. The four humors were phlegm, blood, bile, and black bile. Illness would occur when these humors were imbalanced. Doctors often let blood, attempting to restore balance. There were also four qualities; heat, cold, moistness, dryness. Diseases were often deemed to have two qualities, i.e. hot and dry. If a person had a disease that was hot and dry, they would be administered a plant that was considered cold and moist. Basically what I have tried to say in the previous two chapters is that there was no medicinal cure for the plague in medieval times. If they had antibiotics, however, there would have been very few fatalities.

Gender in Shakespeares As You Like It :: Shakespeare As You Like It Essays

Gender in As You Like It One of the most intriguing aspects of the treatment of love in As You Like It concerns the issue of gender. And this issue, for obvious reasons, has generated a special interest in recent times. The principal reason for such a thematic concern in the play is the cross dressing and role playing. The central love interest between Rosalind and Orlando calls into question the conventional wisdom about men's and women's gender roles and challenges our preconceptions about these roles in courtship, erotic love, and beyond. At the heart of this courtship is a very complex ambiguity which it is difficult fully to appreciate without a production to refer to. But here we have a man (the actor) playing a woman (Rosalind), who has dressed herself up as a man (Ganymede), and who is pretending to be a woman (Rosalind) in the courtship game with Orlando. Even if, in modern times, Rosalind is not played by a young male actor, the theatrical irony is complex enough. The most obvious issue raised by the cross dressing is the relationship between gender roles and clothes (or outer appearance). For Rosalind passes herself off easily enough as a man and, in the process, acquires a certain freedom to move around, give advice, and associate as an equal among other men (this freedom gives her the power to initiate the courtship). Her disguise is, in that sense, much more significant than Celia's, for Celia remains female in her role as Aliena and is thus largely passive (her pseudonym meaning "Stranger" or "outsider" is an interesting one). The fact that Celia is largely passive in the Forest of Ardenne (especially in contrast to Rosalind) and has to wait for life to deliver a man to her rather than seeking one out, as Rosalind does, is an interesting and important difference between the two friends. These points raise some interesting issues. If becoming accepted as a man and getting the freedom to act that comes with that acceptance is simply a matter of presenting oneself as a man, then what do we say about all the enshrined natural differences we claim as the basis for our different treatment of men and women?

A Critical Review of a Senco

A critical review on the role of the SENCO and dyslexia: how this role has been affected and impacted upon by recent legislation Introduction The BDA Dyslexia Friendly Schools Pack for Teachers (2009) provides an overall guide of what dyslexia is and how a dyslexia friendly school should be delivering education to the dyslexic learner. The writers begin with a definition of dyslexia stating that â€Å"dyslexia is a learning difference, a combination of strengths and weaknesses†.This is an informative definition as opposed to the recommendation of Norwich et al (2005) that exemplary schools should promote an inclusive school system whereby dyslexia is considered but not in isolation. The BDA (2009) state that importance ought to be placed on acknowledging dyslexia as â€Å" a specific learning difficulty† as a specific learning difference† so that teaching is inclusive and focuses on all learners rather than just the dyslexic learner who may already feel something is wrong with them.However, I stress that this general definition is simplistic and I agree with Reid that there should be a working/operational definition. Reid’s definition of dyslexia is more informative: There may be visual and phonological difficulties and there is usually some discrepancy in performances in different areas of learning. It is important that the individual differences and learning styles are acknowledged since these will affect outcomes of assessment and learning. (p. 4-5, Reid, 2003).The BDA (2009) conclude to achieve BDA Quality Mark status, LEAs and their associated schools must encourage and identify outstanding practice in following and improving access to education for all learners. I feel that planning a dyslexia friendly school has the effect of improving the learning of not just the dyslexic learner but other pupils as well. According to Snowling et al (2011), dyslexia is seen to be a â€Å"deficit in phonological skills which, in turn, compromi ses the ability to learn the grapheme–phoneme mappings that underpin competence in an alphabetic system†.Snowling et al’s (2011) research underpins the classic definition of dyslexia that it is a specific reading difficulty whereby literacy under achievement is apparent and falls below the accepted level given the intelligence of the learner. This study is important: it goes beyond recounting dyslexia at the behavioural level (i. e. incorrect spelling and reading) to taking into consideration weaknesses at the cognitive level that explicate the practical problems (Morton & Frith, 1995).Dyslexic learners have deficits in three linked but dissimilar areas of phonological processing: â€Å"phonological awareness (the ability to attend to and manipulate sounds in words); phonological memory (memory for speech-based information – also referred to as verbal memory); and naming (providing the spoken label for a visual referent)†. (Vellutino et al. , 2004). Consequently, recent definitions of dyslexia have discarded the need for literacy to be appreciably below general aptitude, and have taken a widely accepted view of dyslexia with â€Å"phonological processing as a core deficit† (Lyon, Shaywitz & Shaywitz, 2003). ContextThe context in which I am employed is a small mainstream one-form entry Church of England voluntary aided primary school. The school is situated in a deprived inner city area in the London borough of Lewisham where 25% of the 225 children on roll from Nursery through to Year 6 are eligible for Free School Meals. This is significantly higher than 2006 national figures of 16% of all primary school children receiving Free School Meals (FSM). The number of children currently identified as having a Special Educational Need is 47, or 20. 8% of the total school population which is slightly higher than 2005 national figures of 18%.The figure of 1. 7% is the number of SEND (Special Educational Needs and Disabilities) c hildren who have a Statement of Special Educational Need – lower than national figures of 3% – and the remainder of the SEND population comprises overwhelmingly of children on School Action Plus (78% – 67. 5% represented by boys and 32. 5% represented by girls) and approximately 8% of SEND children on School Action. The largest identified area of special need in the school falls under SLCN ( Speech, Language and Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children have a medical diagnosis of receptive and/or xpressive language difficulty, followed by 21% of SEND children with a medical diagnosis of and Autism Spectrum Disorder (ASD). Other types of need are Down’s Syndrome ( 2%), Apert’s Syndrome (2%), Social, Emotional and Behavioural Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under investigation for potential specific causes (6%). These needs are justifiable as t hey have been recognised and identified as such by relevantly qualified and external agencies or are in the process of being more specifically identified .A critical review of the role of the SENCO The role of the SENCo has developed through government policy and undergone significant changes in the past decade with the introduction of the statutory SEN Code of Practice 2001 which states that the role of the SENCo includes identifying and placing pupils in need of special educational provision on a graduated system, liaising with parents and other professionals in regards to children with SEND and advising and supporting other practitioners in the field amongst other responsibilities.This was largely interpreted as a co-ordinating role whereby Teaching Assistants ( in at least 36% of schools ) were employed in this capacity and contributed to disparities in provision nationally as well as a divergence of roles. In 2009 new government regulations and amendments to the SEN Code of Pra ctice 2001 required SENCos to be qualified teachers and for those teachers new to the role to undergo compulsory training in the form of the National Award of SEN Coordination.The 2006 House of Commons Education and Skills Select Committee Report on SEN clearly defines the role of the SENCo as a strategic leader, and recommended that SENCos â€Å"should in all cases be qualified teachers and in a senior management position in the school as recommended in the SEN Code of Practice†. (Recommendation 84) Statutory and regulatory frameworks and relevant developments at national and local level The SEN Code of Practice 2001 remains the statutory legislation governing SEN practice and provision.The 2001 Code of Practice replaces the 1994 Code of Practice, although it retains much of the original guidance, but takes into account developments in education since 1994 and includes new obligations introduced by the SEN and Disability Act 2001. The 2001 Code of Practice promotes a more co nsistent approach to meeting the needs of children with SEN and focuses on preventative work and early identification as well as developing strong partnerships between parents, schools, local authorities, health and social services and voluntary organisations.The school Special Educational Needs and Disability policy is largely based on the SEN Code of Practice 2001 and incorporates elements of the statutory Disability Discrimination Act 2005, as well as local authority guidance of national policy, such as the Lewisham school action & school action plus guidance 2010. The school policy clearly states: â€Å"A child is deemed to have special educational needs when they are seen to have significantly greater difficulty in learning than the majority of their age group, or have a disability which significantly hinders their use of educational facilities.When such difficulties or disabilities persistently demand the planning of educational provision different from that of the rest of th e class, the child is placed on the Special Needs and Disabilities Profile. This is a confidential list of children for whom extra support may be necessary and whose progress will be monitored by the class teacher and Inclusion Manager. † ( Rose & Lyle, 2011, p1) Some elements of the SEN Code of Practice 2001 framework are guidance, whilst others must be observed.This includes ensuring liaison with parents and other professional in respect to children with SEN, ensuring that Individual Education Plans (IEPs) are in place and that relevant information about individual children with SEN is collated, recorded and updated. The Code ensures that schools and local authorities must examine their practice and provision for children with SEN and that they are accountable by law – e. g. offering full access to a broad, balanced and relevant education.The Code of Practice emphasises the right of a child with SEN to access mainstream education through the development of provision i n such settings to meet â€Å"a wide spectrum of SEN† (COP 2001, 7:52-7:63) that may overlap in the categories of communication and interaction, cognition and learning, behaviour, emotional and social development and sensory and/or physical needs. The provision provided may involve well-differentiated Quality First teaching (Edwards 2010), intervention programmes including withdrawal from lass, specialist teaching or therapy or attendance ( full or part time ) at a specialist setting. Children are to be identified as early as possible and their needs met through a graduated approach within the school’s own resources ( School Action), additional support from external agencies ( School Action Plus ), or if progress is inadequate and further support from the Local authority is required, a Statement of Special Educational Needs may be issued.As I prepared this essay, I have identified a number of key tensions in my particular school: Whilst class teachers in my school acce pt, in accordance with the National Curriculum Inclusion Statement 1999, that they must respond to children’s diverse learning needs and overcome potential barriers to learning and assessment for individuals and groups of pupils, including those with SEND, there has been a lack of clarity over the meaning of the term â€Å"inclusion† and with whom the overall responsibility of children on the SEND register lies.This is hardly surprising as there is little consensus on the precise meaning of ‘inclusion’ at national levels – OFSTED tend to view inclusion as minimising inequalities for groups of children – eg. including those with SEND, on FSM, gender, race or attainment – whilst teachers primarily regard inclusion chiefly in terms of individuals with SEND ( NASUWT Report 2008, p. 17 ) and their â€Å"right† to be included in a mainstream classroom and how to best achieve this.Increasingly, I favour a model which allows individual children – whether SEND, English as an Additional Language (EAL) or non-SEND – to access an education which best meets their needs based as much as possible within the mainstream classroom but through withdrawing children for specialist 1:1 or small group teaching depending on their needs and the gaps in their knowledge relative to their peers and age-related expectations.The non-statutory Removing Barriers for Achievement (2004) highlights that all teachers – not just the SENCO or Inclusion Manager – are responsible for teaching children with SEND. This also includes communicating the message to class teachers that they are often best placed to initially notice difficulties a child may be having and by making certain referral forms available to them, thereby actively engaging them in jointly taking responsibility for SEND or potential SEND children in their classes.The Every Child Matters (2004) agenda is currently not statutory and is now being re-draft ed as Every Child Achieves in a new White Paper, although the five original outcomes remain. The 5 outcomes are: to stay safe, to be healthy, to enjoy and achieve, to make a positive contribution and achieve economic well-being. The focus for schools not only has to be upon ensuring that all staff are aware of the 5 outcomes, but also on the impact and progress made towards the 5 outcomes by all pupils and individuals within vulnerable groups, such as children with Special Educational Needs.Such agendas which sit alongside other requirements on class teachers to also focus on group outcomes such as groups of children attaining age –related expectations hence creates pulls in opposing directions as to the levels of attainment a child is achieving and the best outcome for that child – or â€Å"competing rather than complementary agendas. There is a lack of clarity as to whether educational policy is concerned with ‘normalisation’ and conformity, or genuinel y values diversity and difference (NASUWT Report 2008, p. 18 ). This tension is a theme which continues in the form of ‘narrowing the gaps’ between groups and ‘accelerated progress’.In the case of children with Speech and Language difficulties or dyslexic tendencies, these terms appear contradictory and oxymoronic – as typically such children need reinforcement and over learning compared to their peers operating at age-related expectations. It is hard to see how such children can make the requisite amount of progress as measured by national age-related attainment standards ( and making a minimum of 2 sub levels progress a year ) as opposed to progress as measured against their individual areas of weakness and specific difficulties.Measured this latter way, their progress may well be excellent although a system of levels and sub-levels may fail to be sensitive enough to chart this progress. I am therefore examining ways such as building in pre- and po st intervention screening for relevant children and considering using Assessing Pupils’ Progress (APP) Speaking and Listening levels in addition to National Curriculum levels in Reading, Writing and Maths to more sensitively measure progress.The contribution of extended services, such as Child and Adolescent Mental Health Services (CAMHS), Educational Psychology, Family Services, and Early Intervention Services to improve outcomes for children as set out in ECM(2004) is welcomed, although it is hard to measure the impact and the progress that this may have for a number of reasons: in changing times, it is at times difficult to keep abreast of developments and changes to services offered and their accessibility; various services may have a varying level of impact on different children and their families; not all parents are receptive – and some positively resistant – to accepting referrals to certain services; there can be a diffusion of responsibility once vario us agencies are involved. As a SENCo, one would encounter all of these barriers and find that developing good working, collaborative and supportive relationships with all representatives of extended services that a SENCo works closely with as well as parents is the best way forward and ensuring that communication channels are maintained.This has to be carefully weighed against issues of data protection and confidentiality by ensuring for example that Common Assessment Frameworks (CAFs) are raised before information is shared between agencies and that all sensitive information is stored in a safe location to which only a SENCo and the Headteacher have access. However, to enable class teachers to better understand the needs of children that a SENCo teaches on a daily basis, the SENCo would ensure that all class teachers are provided with relevant reports from external agencies and that these are used appropriately to inform planning and provision for a child within both a classroom an d wider school setting.High incidence of SEN and dyslexia – how they can affect pupils’ participation and learning and strategies to remove barriers to learning Baroness Warnock is quoted: â€Å"SEN has come to be the name of a single category, and the government uses it as if it is the same problem to include a child in a wheelchair and a child with Asperger’s, and that is conspicuously untrue† (The Guardian, Tuesday January 31, 2006). Indeed, the 2006 House of Commons Select Committee Report on Special Educational Needs acknowledges that â€Å"children exist on a broad continuum of needs and learning styles but do not fit into neat categories of different sorts of children – those with and without SEN.The category of â€Å"SEN† is an arbitrary distinction that leads to false classifications and, it can be argued that, this is what is causing the high levels of conflict and frustration with all those involved. † (p. 36) This has ofte n been my experience when discussing the progress of various pupils on the SEND register with senior leadership who frequently use the terminology â€Å"SEND† and â€Å"non-SEND†. I am of the opinion that this is a blanket term which does little to understand the true nature of individual children’s difficulties and how best to address these. OFSTED comparison of groups engenders such an approach and is not sensitive enough to the variation between individuals.In the case of my school, it appears that the group most at risk of underachieving is higher ability girls – with no SEN! With an emphasis on the social context of special educational needs, Removing Barriers to Achievement (2004, p. 8,) states: â€Å"Difficulties in learning often arise from an unsuitable environment – inappropriate grouping of pupils, inflexible teaching styles, or inaccessible curriculum – as much from individual children’s physical, sensory or cognitive imp airments. Children’ emotional and mental health needs may also have a significant impact on their ability to make the most of the opportunities in school, as may family circumstances. †These considerations, combined with evidence that there is a link between social deprivation and SEN nationally – as well as underachievement nationally and social deprivation, can make identification of SEN problematic in my school, especially at School Action Level – for example, is a child making poor progress in reading and writing because of difficulties such as potential dyslexia, or through poor parenting and a lack of exposure to books at home? Or both? Should the child be on the SEND register and is he/she underachieving? In such cases, assessment and targeted intervention at the specific area of weakness can help differentiate between a range of possible factors, but it may not always be so clear cut. What is clear is that these difficulties need to be addressed to minimise the longer term effects on such a child’s development and to help them succeed in the future.This can involve working very closely, and in partnership with parents in order to create a sustainable and longer term solution. The OFSTED Special Educational Needs and Disability Review 2010 found that the term ‘Special Educational Needs’ was too widely used with up 50% of schools visited using low attainment and slow progress as the key indicators of a special educational need, with in some cases, very little further assessment. According to the report, 50% of all pupils identified for School Action would not be identified as such if, â€Å"schools focussed on improving teaching and learning for all, with individual goals for improvement† (p. 3). This suggested a culture of underachievement due to low pupil expectations and poor mainstream teaching provision.It also found that pupils identified as having special educational needs were disproportionate ly from disadvantaged backgrounds and achieved less well than their peers in terms of attainment and progress over time. Parents were keen to have their children formally recognised as having special educational needs in order to ensure additional support for their child. The quality of the additional support from within or outside the school was not found to be good by inspectors. Provision was often not appropriate or of good enough quality and did not lead to better outcomes for the child. The review found that no one model or setting of special needs provision worked better than another.The key findings included improving the quality of assessment, improving teaching at an early stage to avoid additional provision at a later stage, ensuring that schools do not over-identify children as having special educational needs when better Quality First Teaching was required, ensuring that additional support was effective and developing specialist provision and services. A result of such findings and the implications for my school have been: 1. A reduction in the number of children placed on School Action – either by not being placed on the SEND register, or by being removed from it. In many cases, identified labels were â€Å"behavioural†.There is evidence that good class teacher behaviour management, combined with weekly visits from a pupil referral unit outreach worker, as well as a Learning Mentor, has helped to remove some emotional barriers to some children’s learning. However, definitions of ‘behavioural difficulty’ can still remain unclear as this can be a fluid and relative term dependent on the setting of a class and the nature and frequency of behavioural challenge – and hence vary nationally as well as within a school. Children remaining on school action are largely children with ongoing literacy difficulties, whose difficulties are being examined more specifically as suspected dyslexia. 2.Improved training for Te aching Assistants who are often the staff working closely with children identified with SEND. This has included in-house training and attendance on specific courses as well as reaching a minimum standard in Maths and English. Time factors and competing demands on Teaching Assistants’ time however are considerable constraints and hinder the impact that this training may have. The school now employs a NumbersCounts maths specialist. The impact of this specialist teaching needs greater time to develop to measure its effectiveness – although I do not feel that curriculum sub-levels may necessarily be the best way to measure this impact for certain children. 3.A focus on Quality First teaching so that all staff educate, share and promote practical and achievable ways for every class teacher to adopt strategies as a matter of daily routine that are inclusive to children with Speech and Language difficulties and dyslexic tendencies – to embed this in a culture of good general practice and reduce the potential for children to be classified as ‘SEN’ when underachievement is the issue and provide a good learning environment for all children – including those with SEN. The Code of Practice (2001) outlines four main areas of need – cognition and learning, behaviour, emotional and social development needs, communication and interaction and sensory and/or physical needs. Compared to national 2006 figures ( DfES Special Educational Needs in England, January 2006. SFR23/2006), our school has a far higher incidence of Speech and Language difficulties including dyslexia ( 61% of the SEND egister ) ASD ( 21%) than the national figures ( 14. 3% and 2. 4% respectively ) but a much lower incidence of BESD ( 6% to 26. 5% nationally ). Part of the reason may be recent school investment in enhanced Speech and Language Service from the NHS, where the school together with 4 other local schools, funds weekly Speech and Language therapist ti me. This has lead to a high rate of referrals, which has led to a higher rate of detection. This picture is not evenly spread however – the investment in Speech and Language, although justifiable as such difficulties impede access to many parts of the curriculum, comes at a cost to other categories of SEND as identified by the Code of Practice.Other children’s need are not always met quickly ( sometimes more than 2 terms ) despite early identification due to lengthy waiting times for assessments with ‘low level, high incidence’ learning difficulties such as dyslexia having low priority in the hierarchy of urgency . There are only 2 Specialist Teachers qualified to formally diagnose dyslexia provided by the Lewisham Inclusion Service to support the needs of children in mainstream settings whose time is shared between 92 schools in the borough. This means that specialist provision increasingly needs to be provided within the school setting and is dependent o f current staff levels of expertise.This can create variability in the quality of provision for children with SEN across schools in the same locality. In accordance with the Equalities Act 2010 and Special Educational Needs and Disability Act (2001), schools must make reasonable adjustments for children with SEN and disabilities to access testing that does not discriminate against them on the basis of their disability or special need. A learner with a Statement of Special Educational Needs automatically qualifies for up to 25% additional time in order to complete testing in Reading, Writing and Mathematics at the end of KS2 – however changes in the criteria for awarding Statements of SEN in Lewisham have amounted to fewer statements being issued and financial savings for the authority.A diagnosis of dyslexia would not however result in additional time if the learner does not have a Statement unless considerable additional documentation is provided. The use of a scribe, transc ript, technology such as a laptop or reader however for a dyslexic learner is discretionary upon a school’s assessment of the learner’s need in order to access the tests and can be easily arranged. It is at least reasonable for Qualifications and Curriculum Development Agency (QCDA) guidelines to permit such measures as scribes or laptops to remove potential barriers to performance for children with certain types of need under formal examination conditions to access the knowledge held by children who may not best be able to demonstrate in written form.In conclusion, whilst various governmental policies have aimed to improve the outcomes for children with SEND, there are difficulties – some unforeseen – between the principles set out and the translation of these into practice, with gaps and variations on local and national levels. We await the forthcoming new legislation around SEND and the implications that this will have on the ever-developing role of th e SENCo forging a strategic path to best meet the needs – Special Educational and otherwise – of families and children within a tighter resource framework. References Special Educational Needs Code of Practice. DfEE 581/2001 November 2001 QCA Curriculum guidelines for learners with learning difficulty and special arrangements during Key Stage 2 tests – 2012Special Educational Needs and Disabilty Act 2001 What Equality law means for you as an education provider: schools. Equality and Human Rights Commission, 2010 Removing Barriers to Achievement: The Government’s Strategy for SEN. DfES/0118/2004. 2004 National Inclusion Statement, 1999 Every Child Matters: Change for children (2004) Special Educational Needs and Inclusion: Reflection and Renewal, NASUWT Report, 2008 House of Commons Select Committee Report on Special Educational Needs, HMSO, 2006 Inclusion Development Programme:Teaching and supporting pupils with dyslexia. www. nasentraining. org. uk/resou rces/dyslexia-idp-materials/ The Special Educational Needs and Disability Review.Ofsted, 2010 The SENCO survival guide: the nuts and bolts of everything you need to know Edwards, Sylvia; National Association for Special Educational Needs (Great Britain) E-boo, Routledge, 2010, 1st edition Inclusion: Does it matter where pupils are taught? Ofsted, 2006 Lewisham Local Education Authority publications: School Action/School Action Plus guidance criteria (2010) Inclusion debate treads new ground, The Guardian, Tuesday 31, 2006 Hallett, F & Hallett, G (2010). Transforming the Role of the SENCO: Achieving the National Award for SEN Coordination; Open University Press Special Educational Needs and Disability Policy, Rose and Lyle, 2011

Analysis of Badinerie by J. S. Bach Essay

The piece Badinerie is best known for its destinations as the final movement of Johann Sebastian Bach’s Orchestral Suit No.2 in B minor. Johann Sebastian Bach was born on the 21st March 1685 and died on the 31st of July 1750. He was a German composer, organist, harpsichordist, and violinist. He wrote sacred and secular works for choir, orchestra, and solo instruments. Bach drew together the strands of the Baroque period and brought it to its ultimate maturity. The piece Badinerie is in a light mood and structured in the Binary Form. It is cast in swift 2/4 metre beginning on the upbeat or anacrusis. This piece was originally written for a Chamber Orchestra and a solo flute. The piece starts in B minor and played in allegro tempo throughout. Badinerie start with a messo forte dynamic marking meaning moderately loud with motive A in the pickup bar at the beginning and motive B starts on the second beat in bar two to bar 3. The Antecedent ranges from the beginning of the music to the first beat of bar four, which ends on a Perfect Authentic Cadence. The Consequent started on the second beat of bar for four to the first beat of bar ten, which ended on an Imperfect Cadence a one to a five suspended two chord in second inversion. They are long phrases throughout the duration of the piece. In the first five bars the bass line plays a Bassa Continuo style in Baroque music, however in modern day it is called a Walking Bass style. In bars six to ten the melody line plays a similar rhythm that the bass was playing in the first five bars and the bass line plays a similar rhythm to what the melody line was playing. The second beat of bar 10 the dynamic marking changes to forte meaning loud which is the beginning of the phrase extension and sequential progression to bar 16. There is a great build up in this phrase with a messo forte crescendo leading up to forte and the use of sixteen notes in the bass notes the section intense and bright. Bar sixteen the end of the first section is repeated and ends on an Imperfect five of five going to five cadence called tonicization. The second section of the piece is a development of A, which is the same melody played a fifth up. The Antecedent started from the pickup beat to the first beat of bar twenty and the consequent picked up on the next beat and ended on bar twenty three on a five of three going to a three cadence. The piece then modulated to D major in the next bar then f# minor in bar 30 then back to b minor in bar thirty two. There is a phrase extension starting on the second beat of bar twenty to the first beat of bar twenty eight. The same idea comes back again of the melody line taking the rhythm of the bass line and the bass line taken the rhythm of the melody line in bars twenty eight to thirty two. There are pedal points in bars 33 to 35, interesting to note that there is use of octaves. In bars thirty six the first beat has a loud dynamic marking and the second beat has a soft dynamic marking which is quite interesting. There is a crescendo in the next bar leading up to forte towards the second to last bar. This section is then repeated and the section time around there is a rit. 2 Volta which means turn around then retard the second time. The piece ends on a Perfect Authentic Cadence.