Free Essays on ESOL Activities

SCHOOL-WIDE ACTIVITY: Latonya Baldwin In this activity, every class level will be responsible for selecting, researching and presenting a different country. In the research, they are to find out where the country is locate, what is, if any, the official language of that country, religion, type of educational system job market, types of food eaten there and if any holidays are celebrated there. This would be the perfect opportunity for older class levels children to teach and share information with the younger one’s as they work together in teams. Procedure: 1. In each classroom (grades 1-5) write the names of 7 different countries three times on a sheet of paper. Mix up the countries and have each student to draw a name from the hat. After everyone has received a country have them to group together according to the country that they pulled out of the hat. (same countries together) 2. Have everyone that have a country, meet in the cafeteria the next morning before classes (all grade levels) and group together according to their country. There should be at least 20 -25 students per country for grades 1-5 (depending on the number of students that each class has). 3. Have a mediator or group guide (teacher) meet with each group (country) and explain to them that are to collect information regarding that country. Break down the groups into sections: internet information group, drawing and coloring of flag and map of country, food selection, etc. 4. Allow the children to meet both during class time and before or after school to gather, put together and study their information that they collect. 5. During the week of Christmas break, which is the largest celebrated holiday in America, have the children to put on a school-wide presentation of their countries. Each group should put together a presentation of their country through music, song, dance, poetry, puppetry, or any other way they choose to present their ... Free Essays on ESOL Activities Free Essays on ESOL Activities SCHOOL-WIDE ACTIVITY: Latonya Baldwin In this activity, every class level will be responsible for selecting, researching and presenting a different country. In the research, they are to find out where the country is locate, what is, if any, the official language of that country, religion, type of educational system job market, types of food eaten there and if any holidays are celebrated there. This would be the perfect opportunity for older class levels children to teach and share information with the younger one’s as they work together in teams. Procedure: 1. In each classroom (grades 1-5) write the names of 7 different countries three times on a sheet of paper. Mix up the countries and have each student to draw a name from the hat. After everyone has received a country have them to group together according to the country that they pulled out of the hat. (same countries together) 2. Have everyone that have a country, meet in the cafeteria the next morning before classes (all grade levels) and group together according to their country. There should be at least 20 -25 students per country for grades 1-5 (depending on the number of students that each class has). 3. Have a mediator or group guide (teacher) meet with each group (country) and explain to them that are to collect information regarding that country. Break down the groups into sections: internet information group, drawing and coloring of flag and map of country, food selection, etc. 4. Allow the children to meet both during class time and before or after school to gather, put together and study their information that they collect. 5. During the week of Christmas break, which is the largest celebrated holiday in America, have the children to put on a school-wide presentation of their countries. Each group should put together a presentation of their country through music, song, dance, poetry, puppetry, or any other way they choose to present their ...

Of Marriage and Single Life, by Francis Bacon

Of Marriage and Single Life, by Francis Bacon The first master of the essay form in English, Francis Bacon (1561-1626) was confident that of all his works in The Essayes or Counsels, Civill and Morall (1625) would last as long as books last. One of the best-known essays from that enduring collection is Of Marriage and Single Life. In his analysis of the essay, contemporary rhetorician Richard Lanham describes Bacons style as clipped, curt, compressed, and pointed: No climax at the end; no sign the whole chain of reasoning had been thought out beforehand; somewhat abrupt transitions (Some there are, Nay, there are, Nay, more), several antithetical contrasts, the whole built on a single, pointed and condensed moral reflection. It is from this last characteristic that the name pointed style comes. The point is the condensed, pithy, often proverbial and always memorable statement of a general truth.​​(Analyzing Prose, 2nd ed. Continuum, 2003) You may find it worthwhile to compare Bacons aphoristic observations with the lengthier reflections in Joseph Addisons Defence and Happiness of Married Life. Of Marriage and Single Life   by Francis Bacon He that hath wife and children hath given hostages to fortune, for they are impediments to great enterprises, either of virtue or mischief. Certainly the best works, and of greatest merit for the public, have proceeded from the unmarried or childless men, which both in affection and means have married and endowed the public. Yet it were great reason that those that have children should have greatest care of future times, unto which they know they must transmit their dearest pledges. Some there are who, though they lead a single life, yet their thoughts do end with themselves, and account future times impertinences. Nay, there are some others that account wife and children but as bills of charges. Nay more, there are some foolish, rich, covetous men, that take a pride in having no children, because they may be thought so much the richer. For perhaps they have heard some talk, Such an one is a great rich man; and another except to it, Yea, but he hath a great charge of children, as if it were an abatement to his riches. But the most ordinary cause of a single life is liberty, especially in certain self-pleasing and humorous minds, which are so sensible of every restraint as they will go near to think their girdles and garters to be bonds and shackles. Unmarried men are best friends, best masters, best servants, but not always best subjects, for they are light to run away, and almost all fugitives are of that condition. A single life doth well with churchmen, for charity will hardly water the ground where it must first fill a pool. It is indifferent for judges and magistrates, for if they be facile and corrupt, you shall have a servant five times worse than a wife. For soldiers, I find the generals commonly in their hortatives put men in mind of their wives and children; and I think the despising of marriage amongst the Turks maketh the vulgar soldier more base. Certainly wife and children are a kind of discipline of humanity; and single men, though they may be many times more charitable, because th eir means are less exhaust, yet on the other side they are more cruel and hard-hearted (good to make severe inquisitors), because their tenderness is not so often called upon. Grave natures, led by custom, and therefore constant, are commonly loving husbands; as was said of Ulysses, Vetulam suam praetulit immortalitati.* Chaste women are often proud and forward, as presuming upon the merit of their chastity. It is one of the best bonds both of chastity and obedience in the wife if she think her husband wise, which she will never do if she find him jealous. Wives are young mens mistresses, companions for middle age, and old mens nurses; so as a man may have a quarrel to marry when he will. But yet he was reputed one of the wise men that made answer to the question, when a man should marry: A young man not yet, an elder man not at all. It is often seen that bad husbands have very good wives, whether it be that it raiseth the price of their hushands kindness when it comes, or that the wives take a pride in their patience. But this never fails if the bad husbands were of their own choosing, against their friends consent, for then they will be sure to make goo d their own folly. * He preferred his old woman to immortality.

Week 9 case theme paper Essay Example | Topics and Well Written Essays - 1750 words

Week 9 case theme paper - Essay Example I never had the time before to notice the beauty of my grandkids, my wife, the tree outside my very own front door. And, the beauty of time itself.† This statement regarding retirement was quoted from Hartman Jule. Retirement became an eye-opener for him and a chance to enjoy life each day. Of course, this is also what I want to achieve but before retiring, things must be planned well and as Corporate Officer, unfinished businesses must be completed. In achieving global competitiveness in the company, strategic marketing management is needed. Innovation, customer satisfaction and producing quality products are the main objectives. Secondary objectives include optimizing processes to achieve better performance like the incorporation of the Six Sigma method and minimizing waste through the Lean method. For the domestic market, we must be aggressive in sales and advertising of our products to attract more buyers. We must always make sure to provide quality products and deliver them on time to these buyers to gain their loyalty and support. For the international market, marketing policies and objectives must be reviewed from time to time. Considering Europe, higher profit opportunities, larger customer network and global competition may be achieved. According to Kotler and Keller (2009), risk and competitive advantage of our products must be taken into consideration basing from the customer’s needs. If there comes a time that the problems such as projections of the company hitting the wall and the need to downscale operations, solutions to these troubles must be prepared beforehand or must be immediately executed as to prevent aggravation of the said problems. One solution is to lay off employees, from corporate officers to management staffs up to administrative personnel and laborers. This solution may act as a double-edged sword to both the company and employees. Another solution is to tap the loyalty of customers as to

Adolescent Identity Development based on Race and Sexuality Essay

Adolescent Identity Development based on Race and Sexuality - Essay Example standing the significance of culture is necessary not only to deliver treatment but also to be able to develop for themselves skills that transcend cultural barriers to treatment. The urgency of these needs has been highlighted in several researches. Sue and Sue (2002) emphasize that one of the primary steps to be taken is the study and recognition of culture in therapy. Counseling methods should reflect this and program methods to help cultural assimilation without sacrificing appreciation for cultural heritage (Vontress et al, 19999). McGuire-Snieckus and associates at the same time have also highlighted that standards for care should reflect these changes: that therapy should have a greater social and personal value to be able to effectively address care needs. The need for intercultural communication and understanding in therapy is an indication of greater social empowerment amongst cultural groups and is critical in developing tolerance and cooperation among various groups (Neuliep, 2006). The selected populations of the study, Hispanics, have a distinct cultural heritage that greatly influences the manner by which the y perceive, acquire and respond to therapy. Johnson (2006) reflects that as a subject group they show how the sensitivity to cultural factors can contribute to the success of programs. Cox and Ephross (1998) cite that ethnicity should be considered not only for their value in the development of identity or perceptions but also in the manner of response that subjects have to new cultures. From the interviews done for the purpose of this research, it is apparent that there are many misconceptions within and outside the Hispanic community that actively influence perceptions regarding therapy. There is great attachment among the population for family and cultural heritage that emphasizes religion and traits that are considered to be trademarks. There are many taboos developed form these beliefs that may deter counseling particularly those related

Racial and Ethnic Stereotypes Essay Example for Free

Racial and Ethnic Stereotypes Essay People being indiscriminate based on partial and inexact information by sources as television, cartoons or even comic books This is a description that seems to go against many public standards. The above words are the exact description of stereotypes. Stereotypes as implicit from the description, goes mostly hand in hand with media only not the standard meaning of the blameless media we know. Media propaganda is the other form of media that is somewhat described as media treatment. In this paper, the subsequent will be discussed: first, how stereotypes of ethnic groups operate in propaganda, why does it function so satisfactorily, and finally, the consequences of these stereotypes on the life of Egyptians in particular in society. A fair inspection will be conducted on this example of stereotypes through clarification examples and research consequences from researches conducted from reliable sources. The real association between Egyptians’ stereotypes and propaganda discussed in this paper shall magnify the suggestion of stereotypes and propaganda in common. It seems essential for this paper to start with some clarification of the circumstances related with propaganda. Propaganda can be thought of as a foster parent for stereotypes. Propaganda is recognized to be the planned manipulation of public opinion through concealed messages in advertisements and other media functions. Thus, propaganda uses numerous techniques to be able to consign theses hidden messages to the public and influence their view. Fear, brainwashing, name calling, glittering generality, misinformation and much more are some of the ways that propaganda uses to persuade and manipulate the opinions of the masses. Propaganda finds the usefulness of stereotypes in the fact that it’s easy, quick and direct to the public. In the case of stereotypes about ethnic groups, Egyptians in this case are being portrayed as uneducated, unethical, ignorant, desert animal raisers, terrorists and uncultured ethnic group. These name calling and misinformation techniques are what propagandists use to contrive the society to portray Egyptians as humans of the underworld and Egypt as a deserted country that hunger and ill health are its residents. The preceding are all stereotypes that are propagandas of the media to convince such generality into truth and facts. Racial stereotypes particularly function usually through propaganda of the media, due to the improbability of every man travelling to every country, with the technique of ‘misinformation’ through movies, shows, and news reports. Egyptians have been stereotyped as desert residents for many years regardless of the reality and actual state of Egypt as a country. For instance, the stereotypes pointing that Egyptians are mostly uneducated due to their ignorance of the importance of education is proven false by studies of trustworthy sources. Among those studies, the one conducted by the American university in Cairo, Egypt. Al-Ahram weekly, a credible newspaper known all across the Arab world, has posted in its October issue of 1998 the following: â€Å"According to Sahar El-Tawila, the essential researcher on the team, interviews conducted with girls and boys nationwide demonstrate convincingly that work and marriage were rarely stated by boys and girls respectively as reasons for departing school†¦ These may be options for those who have already left school, but they are not the impetus behind their decision to leave† (Al-Ahram 1998). Therefore, according to an American research, Egyptians are not uneducated conceited nation. After all, there is at least an American University known worldwide built in Cairo where many Egyptians have gotten their Bachelors, Masters and PhD’s from. Still, the media has successfully manipulated the public opinion to reason Egyptians as desert wonderers. Now that the first concern, of how such Egyptian-bashing stereotypes work in propaganda, has been discussed, an interesting question then must be asked: how did it come about so successfully for the public of North America to view Egyptians in such state of mind? Media being a powerful information source to the majority of North Americans, and sometimes the only source of information about specific ethnic groups, has the ability to convince the public viewpoints and opinions. Of course with stereotypes powered by propaganda in movies is very thriving in view of that American films are the most favored and appreciated media function. Openly, in one of the movie reviews now on a review website about the movie â€Å"The Mummy† which takes place in Egypt from start to end, the subsequent sentence was stated: â€Å"The Mummy is a lot of fun. So the story is unsophisticated and the characters are all stereotypes (particularly the Egyptians, who are either noble desert warriors or smelly illiterate pig-things). Who cares? The special effects are truly spectacular. † (Jennifer Mellerick, 1999). Easily, stereotypes are even expected by who understands them and the media propaganda generates more and more. To attest that such depiction is a stereotype and not fact, the website ‘Egypt WWW Index’ has a list of all universities in Egypt (an estimated thirty educational institutions in total), many links to political and governmental committees and services, business, commercial, and entertainment facilities, as well as links to political women figures in the Egyptian society. More than the average North American could even imagine of Egypt , and it is all owed to the media propaganda that produced this image of Egyptians. People being indiscriminate based on partial and inexact information by sources as television, cartoons or even comic books This is a description that seems to go against many public standards. The above words are the exact description of stereotypes. Stereotypes as implicit from the description, goes mostly hand in hand with media only not the standard meaning of the blameless media we know. Media propaganda is the other form of media that is somewhat described as media treatment. In this paper, the subsequent will be discussed: first, how stereotypes of ethnic groups operate in propaganda, why does it function so satisfactorily, and finally, the consequences of these stereotypes on the life of Egyptians in particular in society. A fair inspection will be conducted on this example of stereotypes through clarification examples and research consequences from researches conducted from reliable sources. The real association between Egyptians’ stereotypes and propaganda discussed in this paper shall magnify the suggestion of stereotypes and propaganda in common. It seems essential for this paper to start with some clarification of the circumstances related with propaganda. Propaganda can be thought of as a foster parent for stereotypes. Propaganda is recognized to be the planned manipulation of public opinion through concealed messages in advertisements and other media functions. Thus, propaganda uses numerous techniques to be able to consign theses hidden messages to the public and influence their view. Fear, brainwashing, name calling, glittering generality, misinformation and much more are some of the ways that propaganda uses to persuade and manipulate the opinions of the masses. Propaganda finds the usefulness of stereotypes in the fact that it’s easy, quick and direct to the public. In the case of stereotypes about ethnic groups, Egyptians in this case are being portrayed as uneducated, unethical, ignorant, desert animal raisers, terrorists and uncultured ethnic group. These name calling and misinformation techniques are what propagandists use to contrive the society to portray Egyptians as humans of the underworld and Egypt as a deserted country that hunger and ill health are its residents. The preceding are all stereotypes that are propagandas of the media to convince such generality into truth and facts. Racial stereotypes particularly function usually through propaganda of the media, due to the improbability of every man travelling to every country, with the technique of ‘misinformation’ through movies, shows, and news reports. Egyptians have been stereotyped as desert residents for many years regardless of the reality and actual state of Egypt as a country. For instance, the stereotypes pointing that Egyptians are mostly uneducated due to their ignorance of the importance of education is proven false by studies of trustworthy sources. Among those studies, the one conducted by the American university in Cairo, Egypt. Al-Ahram weekly, a credible newspaper known all across the Arab world, has posted in its October issue of 1998 the following: â€Å"According to Sahar El-Tawila, the essential researcher on the team, interviews conducted with girls and boys nationwide demonstrate convincingly that work and marriage were rarely stated by boys and girls respectively as reasons for departing school†¦ These may be options for those who have already left school, but they are not the impetus behind their decision to leave† (Al-Ahram 1998). Therefore, according to an American research, Egyptians are not uneducated conceited nation. After all, there is at least an American University known worldwide built in Cairo where many Egyptians have gotten their Bachelors, Masters and PhD’s from. Still, the media has successfully manipulated the public opinion to reason Egyptians as desert wonderers. Now that the first concern, of how such Egyptian-bashing stereotypes work in propaganda, has been discussed, an interesting question then must be asked: how did it come about so successfully for the public of North America to view Egyptians in such state of mind? Media being a powerful information source to the majority of North Americans, and sometimes the only source of information about specific ethnic groups, has the ability to convince the public viewpoints and opinions. Of course with stereotypes powered by propaganda in movies is very thriving in view of that American films are the most favored and appreciated media function. Openly, in one of the movie reviews now on a review website about the movie â€Å"The Mummy† which takes place in Egypt from start to end, the subsequent sentence was stated: â€Å"The Mummy is a lot of fun. So the story is unsophisticated and the characters are all stereotypes (particularly the Egyptians, who are either noble desert warriors or smelly illiterate pig-things). Who cares? The special effects are truly spectacular. † (Jennifer Mellerick, 1999). Easily, stereotypes are even expected by who understands them and the media propaganda generates more and more. To attest that such depiction is a stereotype and not fact, the website ‘Egypt WWW Index’ has a list of all universities in Egypt (an estimated thirty educational institutions in total), many links to political and governmental committees and services, business, commercial, and entertainment facilities, as well as links to political women figures in the Egyptian society. More than the average North American could even imagine of Egypt , and it is all owed to the media propaganda that produced this image of Egyptians. Racial and Ethnic Stereotypes Furthermore, Egyptians are stereotyped to be uninformed owing to the reality that they are thought of as technology uneducated. In a website found throughout the study on this topic, a person of an Indian ethnicity by the given name of Shani Rifati has set up a website, which he calls â€Å"Please Call Me Rom†. To right the depiction of his race to North Americans, Shani said: â€Å"I am not a Gypsy. The term Gypsy comes from peoples ignorance, when we were wrong for Egyptians† (Rifati). Remarkable huh! Here is an example of a person that is defending his own nationality from stereotypes, yet uses stereotypes. What is even more interesting than that is the reality that the Egyptian history has been known to be the supreme civilization of all times, yet such culture is simply bashed by supercilious that all Egyptians are just ignorant Gypsies. â€Å" African American and Latino children who are aware of broadly held stereotypes about academic aptitude perform more disappointingly on a cognitive task when that task is described as a measure of capability than when the same task is described as a problem-solving duty. † (Carol Hyman 2003). Therefore racial or ethnic stereotypes that work in media propaganda or rather called media manipulation, has not only had influences on adults, but also is passed over with the youth of tomorrow. It is easy to give out information with no truthful back up, but the public inclination is what can moreover stop media propaganda from disturbing the public opinion or simply energize such unsafe aspect of the media, stereotypes. Furthermore, Egyptians are stereotyped to be uninformed owing to the reality that they are thought of as technology uneducated. In a website found throughout the study on this topic, a person of an Indian ethnicity by the given name of Shani Rifati has set up a website, which he calls â€Å"Please Call Me Rom†. To right the depiction of his race to North Americans, Shani said: â€Å"I am not a Gypsy. The term Gypsy comes from peoples ignorance, when we were wrong for Egyptians† (Rifati). Remarkable huh! Here is an example of a person that is defending his own nationality from stereotypes, yet uses stereotypes. What is even more interesting than that is the reality that the Egyptian history has been known to be the supreme civilization of all times, yet such culture is simply bashed by supercilious that all Egyptians are just ignorant Gypsies. â€Å" African American and Latino children who are aware of broadly held stereotypes about academic aptitude perform more disappointingly on a cognitive task when that task is described as a measure of capability than when the same task is described as a problem-solving duty. † (Carol Hyman 2003). Therefore racial or ethnic stereotypes that work in media propaganda or rather called media manipulation, has not only had influences on adults, but also is passed over with the youth of tomorrow. It is easy to give out information with no truthful back up, but the public inclination is what can moreover stop media propaganda from disturbing the public opinion or simply energize such unsafe aspect of the media, stereotypes.

Essay on Ophelia - The Innocent Victim in Shakespeares Hamlet

Ophelia - The Innocent Victim in Shakespeare's Hamlet  Ã‚        Ã‚   Poor Ophelia, she lost her lover, her father, her mind, and, posthumously, her brother. Ophelia is the only truly innocent victim in Hamlet. This essay will examine Ophelia's downward spiral from a chaste maiden to nervous wreck.   Ã‚  Ã‚  Ã‚   From the beginning of the play, in Act I Scene iii, Laertes and Polonius are trying to convince her that Hamlet does not love her and only is interested in her so he can sleep with her. Laertes says "Perhaps he loves you now, ...... His greatness weighed, his will is not his own." He is telling Ophelia that she is likely to have her heart broken because of Hamlet's high birth. He may not be able to choose who he marries, so although he may love Ophelia, he can never marry her because of the difference in their social classes. This cannot have a good effect on Ophelia, her brother telling her that the her relationship with the one she loves is doomed from the start! Polonius tells her "Affection pooh! You speak like a green girl, / Unsifted in such perilous circumstance. / Do you believe his tenders, as you call them?" He means that although Lord Hamlet has been showing many signs of affection to Ophelia, it cannot be real. He is saying that Ophelia is blinded by Haml et's charm and is inexperienced (Unsifted) in this sort of situation. He goes on later to say that these affections are merely "...springes to catch the woodcocks" (traps to catch stupid little birds.) Why does Ophelia's family find it necessary to bring down her spirits about her relationship with Hamlet? Can't they let her figure it out for herself? This, in my opinion, is a good example of how Ophelia is victimized in this play.   Ã‚   Later in the play, when Hamle... ... shows how Ophelia is the real victim in Hamlet. Everybody else who was killed in the play had done at least something evil to warrant their deaths, but what did Ophelia do? Did Shakespeare intend for Ophelia to be an innocent victim? Was it his way of adding to the feeling of loss or waste that one is supposed to have after seeing the play performed? I believe this to be true, but we may only speculate as to his reasons for doing this. Works Cited Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos. Showalter, Elaine. "Representing Ophelia: Women, Madness, and the Responsibilities of Feminist Criticism." William Shakespeare: Hamlet. Ed. Susanne L. Wofford. Case Studies in Contemporary Criticism. Boston: St. Martin's, 1994. 220-240.

How to Break Bad Habits

I believe that Study abroad is a really challenge in life. if you have a plan to study abroad, u should prepare everything carefully. first, u should learn how to stand on your own feet, learn the ways take care of yourself, such as learn to cook, tidy up. second, u need prepare your knowledge of geography, culture, politics of the country u will go, it will help in falling in line with foreign land. Third, u should come with opening your mind and your heart to face with everything, making friends with someone will help u feel more confident.Finually, u should keep in touch with ur family and your friends through Skype, Yahoo Messenger or Facebook so that won’t feel lonely. study abroad really difficult, but I think that u will go over and will get satisfactory results. I believe that studying abroad is really a challenge in life. if you plan to study abroad, u should prepare everything carefully. first, u should learn how to stand on your own feet, learn the ways to take care of yourself, such as learning how to cook and to tidy up. econd, u need to prepare your knowledge of the geography, culture, and politics of the country u will go to, it will help in falling in line with foreign land. Third, u should come with opening your mind and your heart to face with everything, making friends with someone will help u feel more confident. Finally, u should keep in touch with ur family and your friends through Skype, Yahoo Messenger or Facebook so that won’t feel lonely. studying abroad is really difficult, but I think that u will go over and will get satisfactory results. —-

Hamlet- Shakespeare dramatises the tension between Passion and Reason Essay

Acts of passion and acts of reason can be differentiated by a sense of underlying tension, Shakespeare’s ‘Hamlet’ published in 1601 explores these universal ideologies by dramatizing this underlying tension. ‘Hamlet’ presents challenging representations of the traditional values of passion and reason through their varying forms. The representation of these concepts coupled with dramatic tension conflicts with traditional plots of the Elizabethan era thus creating a sense of enduring value. The various depictions of dramatized tension that underpin the play, allows issues of passion and reason to flourish throughout as is the intention of Shakespeare. Tension emphasises how acts of passion must incorporate elements of reason in order to confirm that the act is in fact righteous. This is true to the philosophical outlook of Humanism, during Shakespearian times, a practice that emphasized reason and human fulfilment in the natural world often rejecting r eligious beliefs. Hamlet struggles with acting in accordance with his Humanist elements or reverting back to his traditional religious ways, Act One, Scene V, effectively introduces this link between passion and reason exacerbated through underlying tension. The device of the Ghost initially symbolises the disruption of the Great Chain of Being on which the Elizabethan society of the epoch was founded due to the tension created by the passionate crime of Claudius for the throne. The Ghost explicitly introduces these concepts through its initial contact with Hamlet and its repetitious, blunt language ‘So art thou to revenge, when thou shalt hear.’ Hamlet’s love for his father allows him to inherit this want to commit the passionate act, evident through his metaphorical language which depicts his submission to his father’s will ‘Haste me to know’t, that I with wings as swift as meditation or the thoughts of love may sweet to my revenge.’ Hamlet’s response is ironic and juxtaposes itself as notions of tension heighten his self-division to act with desire or intent. Though Hamlet wishes to act passionately, his religious beliefs which condemn ghosts along with his Humanist beliefs to not act without purpose lead to his state of inaction. The scene elucidates how reason has aided his prolonged struggle between his identity as a Renaissance Man of Thought and Chivalric Man of action. This representation of passion and reason dramatized by tension  allows the play to develop demonstrating how acts of these emotions are riddled with ardent desire that is plagued with logic of Shakespearian autonomy. According to conventions of Elizabethan Theatre braggart soldiers usually played the role of the protagonist, Shakespeare challenges this by employing an intellectual scholar as the lead. Through the character of Hamlet, Shakespeare crafts passion as a catalyst to act by the requests of the ghost, however portrays the intellectualisation of reason as an inhibitor of this will to act. Hamlet’s soliloquy in Act Two, Scene II, exhibits the dilemma of the human condition through his psychological tension between public and private duty caused by the love for King Hamlet. Hamlet ironically exclaims ‘O what a rogue and peasant slave I am!’, chiding and degrading his principals and stamina. Hamlet’s conflict is depicted through rhetorical questions which connote doubt and the direct address of images representative of hell, illuminating the confusion of definite morals as a product of reason ‘What’s Hecuba to him, or he to Hecuba, that he should weep for her?’. Hamlet’s repetition of Hecuba alludes to his questioning of Christianity and religious faith which reflects the Elizabethan society of the epoch. Hamlet evidently creates an argument against himself creating a distinguishable divide in thought process, indicated through the conjunction, ‘Yet I’. This product of contemplation is portrayed as the driving force of the conflicted soul of Hamlet. Recurring motifs of emptiness ‘And all for nothing?’, ‘And can say nothing’, and the repetition of nothing creates a cyclical tone in argument that reinforces contemplation as a form of procrastination from concluding the rivalry with Claudius, thus highlighting the dichotomy between action and inaction and subsequently passion and reason. Hamlet’s confliction is further exacerbated as he metaphorically states that he is ‘prompted to my revenge by heaven and hell, must like a whore unpack my heart with words.’ Consequently blurring the divide between moral and immoral actions as his revenge has been instigated by heaven in its war against the working of hell, visible in Claudiusâ⠂¬â„¢s achievements. This presents a challenging view of desire and motivation can be halted by reason. Hamlet’s characterisation as continually self-berating and his inaction are counter-acted by the concluding rhyming couplet ‘The play’s the thing where in I’ll catch the conscience of the King.’ The rhythm of the metaphor alters and gains momentum and speed as  Hamlet is presumably spurred into action emphasising the developing tension, presenting another challenging dimension to the concept of influence on moral and corrupt supremacy in the 17th century. The play captivates audiences as it presents the light and shade surrounding the complexities of passion and reason, as presented through the dramatized tension allowing the responder to question the values of the time. Order and Hierarchy were prevalent aspects in Elizabethan society, Shakespeare usurps this concept making it a key source of tension throughout the play. In ‘Hamlet’, Claudius’s passion for power causes him to commit regicide, an act regarded as sinful at the time and thus causes his emotions of remorse which challenge the nature of his Machiavellian character and defined distinctions of morals. In Act Three, Scene III, Claudius, uncharacteristically overcome by a deep sense of guilt soliloquises metaphorically confessing ‘Oh my offence is rank, it smells to heaven; and hath the primal eldest curse upon’t, a brother’s murder.’ The biblical allusion to Cain and Abel reinforces the religious undertones which contribute to C laudius’s realisation of his fatally flawed morality caused by his notions of reason and identity as a Machiavellian character. The combination of Christian and Pagan imagery further connotes the notion of tension, challengingly strengthening the passion for self and power as the cause of rivalry and self-division through reason. Through the alliterative comparative adjective ‘My stronger guilt defeats my strong intent, and like a man to double business bound’, Claudius’s internal struggle is revealed through the simile as he is trapped between the dichotomy of two alternatives which are driven by Hamlet’s intent to obtain revenge. The notion of defeat also suggests battle which connotes his enthrallment of his inner conflict produced by passion. These literary devices are thus used to emphasise the universality and value of the diverse perceptions of passion and reason presented. Furthermore, through the soliloquy of Claudius the valued ideologies which plague thought are depicted as a product of the passion of power. Claudius’s crime exemplifies the fundamentally corrupt nature of the Divine Right of King. The hyperbolic interplay of juxtaposing light and dark imagery in the metaphoric rhetorical question ‘What if this cursed hand were thicker than itself with brother’s blood, is there not rain enough in the sweet heavens to wash it white as snow?’ illustrates the irrevocable evil that Claudius  has committed in the murder of King Hamlet, an act of passion later questioned by notions of reason. It is additionally a mortal sin, biblically in all cultures and eras to commit murder, bestowing the play with its universality. Claudius concludes the soliloquy through the exploration of binary opposites and religious allusions ‘My words fly up, my thoughts remain below. Words without thought never to heaven go’, which reinf orce Claudius’s deliberate humanisation, contributing to the complexity which underpins the characterisation of all Shakespearean characters and reflective of the notions of reason present during the Elizabethan era. This complexity illuminates the challenging presentation of the traditional values of passion and rivalry. Hamlet is hence a universally valued text because of its diverse representation of traditional values which challenge the audience. Through the initial introduction to the Ghost the intertwining nature of passion and reason exposed through tension, challenges the notion of these concepts as separate values. The soliloquising of Hamlet in Act Two, depicts the over intellectualisation of passion as a product of reason, and its devastating consequences conveying a less idealised view of passion which challenges audiences. Moreover, the soliloquising of Claudius in Act Three further reveals an act of passion as a product of reason, presenting a diverse challenging perspective. These notions which oppose tradition bestow Hamlet with its value derived from its universality.

5 Secret Weapons for Your Career Change

5 Secret Weapons for Your Career Change Though switching careers has become much less stigmatized of late, that doesn’t mean you should do so flagrantly or without a plan. Add these 5Â  weapons to your arsenal before putting in your notice. Wielding even one can significantly increase your chances for career change success. 1. ClarityClarity of vision and purpose is key. It’s much better to start the career change process with an end in mind, rather than just an aimless idea. In other words: being ready to quit one job isn’t the same thing as being ready to start a new career. Before you initiate what can be an exciting, but challenging process, ask yourself two questions. First, what do you actually want? You know you don’t want to be in this job anymore, but where do you want to be? And then second, why do you want it? What about that job excites you and makes you want to pursue it?If you don’t have answers to these questions, take some time to take stock of yourself, your strengths, y our weaknesses, who you might know who could be useful or helpful to you in making the change, and then figure out what you’ll need to prepare to make it happen. Being clear about what you want and need to do in order to get it will help you develop a plan. Once that’s set in motion, all the work you put toward changing jobs will be productive and you’ll have the confidence of knowing you are moving in the right direction.2. BrandIn this age of social media, it is increasingly more important to have an online brand that is distinctive and unique and targeted to your industry and career goals. Take every opportunity you can to tailor your professional networking sites not just to your current job, but to the job you hope to attain.Try doing guest blogs and posts for websites in your field. Wherever possible, try to join the conversation that’s most relevant in your industry. Also make sure to put up a personal website that covers the information that would be on your resume, but in a way that sells you and provides context and personality as well as bulleted facts. Remember that every online space is an opportunity for you to show yourself in your best light and set yourself up to step into your new career.3. NetworkYour network is the key to your career success, both in your current job and wherever you’d like to end up next. Maintain the active connections you have, no matter where you go. And if you don’t have that many connections in the new career you’re trying to transition into, start building them through friends of friends and acquaintances of acquaintances. Brick by brick, you’ll build a powerful building full of contacts that can help keep you current and moving forward.Keep on top of trends in your field. Research the kinds of contacts you need to make, then put yourself in a room with them. Attend mixers and conferences. Get your business cards in circulation, and start accumulating a pile for yourself! Above all else, start figuring out who the top recruiters in your new field would be and begin reaching out to them on LinkedIn or other networking forums.4. Financial Wiggle RoomIt’s always good, when making a career change, to have a bit of wiggle room. A safety net, if you will. Just in case you need to take some time off work in the course of your career change. You might have to start lower on your new totem pole as well, and it’s best to be prepared to keep your current standard of living on an even keep through your transition. Step one: update your budget, finding ways to cut frivolous costs and make a plan to save more aggressively for the time being. Take on a side gig or two to build up your cushion. Having the money side sorted out will help take away some of the major stresses of the career change.5. TenacityAbove all else, your biggest secret weapon is a combination of patience and persistence. This can be a long and stressful process- much lon ger and more stressful than we usually budget for when making these initial decisions. Keep your spirits up, but keep in mind that you’ll have to work hard and be a bit gentle on yourself as you make your way from one career to the other. Stay focused and you’ll be sure to get there!

Shakespeare Research Paper Topics

Shakespeare Research Paper Topics Shakespeare Research Paper Topics Shakespeare research paper topics: how to make the right choice? You are studying in college or university and received the task to write research paper on Shakespeare? You do not know how to do this or you are completely lost in Shakespeare research paper topics? Then the present article is just for you. You are free to support people around you and understand the specifics of writing; in this case you will succeed in the process of writing the research paper. You are to know that the process of writing the research paper may be quite time consuming for people and it is necessary to take into account the difficulty of Shakespeare research paper topics. While writing the research the person is free to remember that the research presupposes not only the description of the material, but also the searching of some interesting facts and different points of view on this or that subject. Shakespeare research paper topics: Connection with literature Due to the fact that the research pape r is on literature, its role in this process is extremely high and the person is free to combine their knowledge in literature and of the literary work with the research done on this basis. The choice of Shakespeare research paper topics is high and the person should simply choose the proper evaluation of facts described in the text and use as many literary sources as possible. While working on the research on literature, the person is free to know some hints that may be helpful:The content of literary work and the proper evaluation of characters and facts described, The history of the literary work and the basis on which it was written, The biography of the author may be also helpful in this case, as it can provide the basis for a choice of Shakespeare research paper topics, Different stylistic devices may be helpful in order to reveal the nature of literary work and the writing style of the writer, The person must differentiate greatly about the significance of events in the text, as this can play the crucial role for Shakespeare research paper topics. Shakespeare research paper topics: the role of thorough research When the person is receiving the task to write the research it is necessary to be ready for the present task properly in order to implement it correctly. The first thing to do is to read the literary work itself, as in other case you will not be able to cite the material from the text and show the proper knowledge of Shakespeare research paper topics, The person should search the internet and libraries in order to find the newest books helpful in this written assignment.

The potato chip industry Essay Example | Topics and Well Written Essays - 1000 words

The potato chip industry - Essay Example The change in the market structure of the potato chip industry will have a few effects upon the stakeholders. A monopoly market structure tends to risk the freedom of the consumer, but businesses can enjoy the advantages of a pure monopoly while at the same time protecting the consumer from subsequent exploitation characteristic of a monopoly. Characteristics of a Competitive Monopoly A monopoly competition is characterized by a number of distinct values. Normally, there exists a number of small businesses that produce identical goods but with minimal differences. These small firms end up having competition for their products in the market. Some of the hurdles that entrants of a business line or an industry experience include barriers involving government policies, creation of demand for products, research and development costs, and start-up and so on. However, in the case of a competitive monopoly, the firms involved do not have experience these (Ackerman, Goodwin & Weissskopf, 2009 ). Due to the demand created for their products. More often than not, demand exceeds supply for the product in question and therefore the business try to compete for a larger share of available demand. In relation to this, the potato chip industry had a monopolistic competition for their products before the lawyers came and took over the industry. The market structure for the potato chip industry experienced minimal price control due to the reason that it was a competitive monopoly. Effects of Pure Monopoly to the Stakeholders Every business has a number of stakeholders, who may have interest in the company due to one or more reasons. The stakeholders of any company include, but are not limited to consumers, suppliers, government, creditors and owners/shareholders. A pure monopoly market affects the stakeholders in different ways depending on the benefits that they attain from their relationship with the company (Hall & Liberman, 2001). When the two lawyers bought up the entire indu stry, they wanted to be able to exercise pure monopoly in the potato chips industry in Northwest region. Particularly being the sole owners of the entire industry in the region, the partners are able to enjoy price control to the detriment of the consumers of this product. This way they can maximize their profits. The consumers of the potatoes in the Northwest region will have several major adverse effects from the monopolistic practices of Wonk Company. Firstly, the prices of the potato chips will shoot up meaning that the consumers will spend more for the same products that were once affordable. For the reason that Wonk Company does not experience competition, it is possible that the products will decline in quality and as a consequence the consumers will suffer the effect. The suppliers from whom the potato chip businesses bought their products will also experience a hit. Wonk Company will attempt to practice price control of the products that they acquire from their suppliers. A s a result, many of the suppliers such as farmers will have to look for alternative markets for their potatoes. Otherwise, Wonk will buy the products at low prices and farmers will suffer the effects of the monopolistic market. Impacts of Monopoly on Prices, Output and Efficiency Davies puts forward the fact that