Friday, December 27, 2019

Should We Continue Violent Video Games - 794 Words

Should We Continue To Play Violent Video Games? Violent video games have remained in the spotlight amidst mast shootings in the United States orchestrated by avid violent video gamers. This has raised concerns about the adverse effects these games might have on gamers. Nevertheless, I was raised in a family where video games were an integral part of our daily activities to keep me and my siblings at bay from the violence in our neighborhood. My parents reasoned that allowing their children play video games at home prevented them from being exposed to violence in the neighborhood. I remember being an â€Å"active gamer† by the age of six where I started off playing video games that required little planning and/or violence. However, by the age of twelve, I explored more complicated video games that required strategic planning with reasonable violence. Despite playing video games almost my entire life, I have never bothered to reflect on the influences these games have on my behavior until I moved to the United States. In the United States, the adverse effects of violent video games are highly debatable, yet policy makers in several states are advocating for the ban of several violent video games sales to minors Proponents for regulating violent video game sales argue that violent video games cause aggression, which ultimately leads to violent behavior in gamers. However, upon gross examination of my life experiences, I barely see any traces of violence in my family, despiteShow MoreRelated Violent Video Games did Not Cause the Columbine High School Shooting1634 Words   |  7 PagesHarris’ violent tragedy. The question is: did playing Doom lead to him being a violent child, or did being a violent child lead him to playing Doom? Proceeding my perusal of articles and research, written by authors with scientific credentials or otherwise, I have concluded that video games are no more to blame for the ebullition found in today’s society than any other possible cause. However, the incessant brouhaha as well as the negative notoriety surrounding media and video games refusesRead MoreVideo Games And Its Effects On Children924 Words   |  4 PagesM for Mature Video games have come a long way since first becoming popular in the 1970s. Electronic gaming has become one of the most common forms of entertainment among kids today. The games marketed to younger audiences are becoming less family friendly then when they were originally introduced. While many games are rated to be played by those eighteen and older many parents allow their children to take part in such games. From running around with a gun shooting everything in sight to survivingRead MoreSynthesis Essay Do Violent Video Games Cause Aggressive Behavior?1697 Words   |  7 PagesViolent Video Games Made Me Do It School shootings years ago in Paducah, Kentucky; Jonesboro, Arkansas; and Littleton Colorado, have raised the question time and time again. Do violent video games have an influence on children and their aggressive behavior? In all three of these brutal shootings, all the shooters were students who habitually played violent video games. The Columbine High School students who murdered thirteen and wounded twenty-three in Littleton before committing suicide after theRead MoreIncreased Violence of Video Games Players Essay932 Words   |  4 Pagesmassacred hordes of zombies. Then, the video game is switched off and life resumes as normal. I have never felt compelled to re-enact any of these situations in real life after playing. This is also common place for millions of other video game players all around the world. Yet, still the media continue to demonise video games and use it as an excuse for the man made tragedies that happen. People have to start realising the hysteria the media generates by using video games as a scapegoat is a ploy to sellRead MoreViolent Video Games Cause Violent Behavior1127 Words   |  5 PagesIt widely argued against whether violent video games can trigger violent behavior among those who play them. There s many cases of the violent video games being the main factor of the person being violent, however their is plenty of factors that play a role in the case from parental neglect to drug abuse. In 1983 C. Everett Koop, the U.S. Surgeon General, claimed that video games were a leading cause of family violence. Although video game advocates argue that majority of the research on the topicRead MoreDo Violent Video Games Make People More Violent?1277 Words   |  6 PagesDo Violent Video Games Make People More Violent in Real Life? The American Psychological Association reports that more than 90% of children in the United States play video games.Among kids between the ages of 12 and 17, the number rises to 97%. The psychological group also reported that 85% or more of video games on the market contain some form of violence (Do Video Games Lead to Violence). A video game may be considered violent if it contains â€Å"violent† language, gore/blood, and crime. Video gamesRead MoreAffect of Violent Video Games on Children Essays1648 Words   |  7 Pagesdecades, attention has been placed on the influence of violent videogames on the aggressive behaviour of individuals. While some scholars believe that videogames increase aggression amongst children in particular, others claim evidence on the catharsis hypothesis where videogames are argued to be a safe outlet to express aggression (Berger 2002). Although many theories have emerged regarding the influence of violent videogames, the debate continues to be di vided between those who claim its destructiveRead MoreAre Video Games Bad for You? Essay1702 Words   |  7 Pagesdecades, attention has been placed on the influence of violent videogames on the aggressive behaviour of individuals. While some scholars believe that videogames increase aggression amongst children in particular, others claim evidence on the catharsis hypothesis where videogames are argued to be a safe outlet to express aggression (Berger 2002). Although many theories have emerged regarding the influence of violent videogames, the debate continues to be divided between those who claim its destructiveRead MoreEssay Do Violent Video Games Cause Bad Behavior?1373 Words   |  6 PagesEver since the video game was invented many years ago, violent, bloody games have existed also. Some include killing zombies, shooting people, and fighting that ends in either someone dying or being hurt. The outcome remains the same, and a select few continue to live out these games through out their daily life. These games can sometimes cause people to become angry. Although, some video games may have a negative effect on some people’s lives, other reasons such as their home life can be a factorRead MoreVideo Game And Violent Video Games1574 Words   |  7 PagesAlong with the rapid development of the internet in recent years, game and violence game have become companions of young people. We could not deny the fact that video game already has strong attraction for many people. Especially in today’s society, when work pressure is growing, gaming is an effective solution to relieve tension, dispel feeling of fatigue, anxiety. Playing the normal video game, which it not include any violence scenes, plus regulatory reasonable playing time can help players relaxed

Thursday, December 19, 2019

Cognitive Behavior Treatment Of The General Population

Cognitive behavior treatment: The traditional method to reintegrate an offender into the general population usually takes constant direct supervision of the offender and the environment they live in. Behavioral psychologists have spent time and effort into researching ways that social learning connects to socially acceptable behavior. Many offenders in the system were arrested and placed due to not knowing the correct way to behave and act in the general population. Depending on the offenders past or current lifestyle, it may not be acceptable for him or her to act in accordance to how one should act due to the way peers look at the offender or the way the environment influences. Often the behavioral thinking patterns are set deep enough†¦show more content†¦The environment also provides the opportunity for practice and success (Gornik 2002). Eventually, as the offender is working their way through the entire process, he or she will continually be reinforced with positive benefits and will hopefully bui ld self-efficacy. This is where cognitive behavior therapy plays a large role in improving offender’s lifestyles. Cognitive behavior therapy programs operate with some common assumptions. Problematic behavior is mostly rooted in the ways of thinking that promote and support such behavior. For example, take a look at a person who has stolen property all his life. Due to that offenders corrupted thought process, he believes that the only way to obtain property is to take it with no one knowing or by force without any sort of regards to consequences. To change this problematic behavior one must change his or her beliefs, attitudes and modify the ways of thinking. Punitive methods of controlling behavior all too often reinforce modes of thinking that were responsible for the initial anti-social behavior (Gornik 2002). Authority helps to pinpoint rules and assists in reinforcing consequences while reminding and encouraging offenders to make their own decisions. As offenders learn to make conscious and deliberate life choices, they began to take

Wednesday, December 11, 2019

Explain How Shakespeare Creates Dramatic Tension In Act Three Scene Five Essay Example For Students

Explain How Shakespeare Creates Dramatic Tension In  Act Three Scene Five Essay Ask people to give an example of a rich mixture of romantic lyricism, crammed with deadly enmity, tantalizing love, clandestine marriage, farce and heart breaking tragedy, most would respond with Romeo and Juliet, the remarkable tale of star crossed lovers, is one of the most famous literary tragedies in history. Written in 1595, Shakespeare converses the story of devoted teenagers in a tumultuous world of sadness and grief as they defy all known laws of their time, in pursuit of forbidden love and the consequences faced for their actions; inevitably bringing them to their suicidal deaths. Leading to the scrutiny of Act Three Scene Five, which could arguably be, the most pivotal scene of the overall play. Dramatic tension is one of the most vital devices used in this scene with the feeling of trepidation, fear and ambiguity cascading from the scene, the string of events in which lead to the lovers death marked love, is plunged into motion. The scene takes place after Romeos banishment by the Prince from Verona for the death of Tybalt immediately we do exile him hencethat hour will be his last, the eviction of Romeo puts a strain on Romeo and Juliets relationship as his life will now be jeopardy if he is found in the city, commiseration is felt for Juliet as the corollary of the exile, as she is presently torn between her loyalty to her family and her devotion to her husband As Act 3 Scene 4 concludes, a considerable amount of dramatic irony is created, since the audience knows Capulet has agree to the marrying of Juliet to Paris. All these events have a destroying influence on Romeo and Juliets attempt to live in love. Setting a tragic tone for the beginning of the following scene. The spectators are wrench back to reality as they realise the veracity of the situation, as it befalls flagrant to the audience the implausibility that their marriage will be long-lived, as in a feud-ravaged world, only the will of the sword lives. Shakespeare as added to the sense of impending disaster and amplifies the contrast between impetuous hate and reckless love. Throughout Act Three Scene Five, one of the most integral part to the play, the plot simultaneously becomes more intense, as we discover the full implications of what Juliet has done, by eloping with Romeo. The ideal of romantic love, so lyrically propagated by the plays hero and heroine, may, in reality, have brought not only happiness but also misery, because it sets standards of emotional intensity, which in life may seldom be lastingly attained. Juliet has placed herself in a situation in which, not only can she no longer marry the suitor her parents have chosen. Juliet has married a man in which she fears she may never meet again. The scene adds to the complexity of Juliets problem. Juliet stands up to Lady and Lord Capulet expressing her wishes not to marry Paris. The audience are shown the maturity of Juliet and her she has grown from the earlier scenes of the play. Lord Capulet outraged about Juliets disobedience, threatens to disown Juliet if she does not do as he pleased. Ill give you to my friend . . . Ill not be foresworn. Juliet having lost the support of her father and mother turns to the nurse for help. This is soon proved a wrong decision to make when she is told by the nurse, I think it best you married with the county. Whereas before Juliet relied on her nurse for support, she as now been left completely introverted. This increases the tension, as Juliet frantically tries to think of a workable solution. Increasing emotion and tension from the audience, as Juliets shattered relationships and lost of love leaves her with an ultimatum, on whether she should be disloyal to her husband and God, and marry Paris leading to Saint Peter not making Juliet a joyful bride, as for committing such a sin as Bigamy. Juliet will instantaneously be condemned to eternity in hell, which seems to now be inevitable; as she also contemplates implementing suicide. If all else fails, myself have power to die. Which is more of a calamitous sin than bigamy. Foreshadowing the future events with a mildewed sense of obscurity and misery. The opening of Act Three Scene Five is pivotal, Romeo and Juliet have just spent their first night together as man and wife, and taking into consideration the vital events, which have just taken place, the fate of Romeo and Juliet, lay at stake. Shakespeare opens the scene with a very tranquil mood. The atmosphere in Act 3 scene 5 is still love orientated and fairly calm however there is a growing element of suspense and fear. Juliet awakens to her husband, but refuses to distinguish the peril of Romeos presence, she instead tries to convince him that it is still night, It is not yet near day . . . fearful hollow of thine ear. Romeo and Juliet both use word play and oxymorons to create dramatic effect. Some say the lark to More light and light, more dark and dark our woes. The fact that Romeo and Juliet share this rhyming couplet shows how they can read each others mind and symbolise to the audience how much they are in love. The antithesis, which includes repetition also, balances night and day. This is dramatically effective as the audience would feel very sympathetic towards Romeo and Juliet realise that his woes are mixed with happiness. The imagery in this scene consists of both night/day and light/dark. Traditionally you associate night with dark and light with day. Romeo and Juliet defy this convention as they can only see each other at night, O now be gone, more light and light it grows, More light and light, more dark and dark are woes, these quotes only give us a sense that the couple can only see each other at night but also there is a sense of foreboding and that one way or the other the couple will never be allowed to stay together because of the feud between their families, Shakespeare has cleverly inserted the two opposites of night with day together and light with dark together, to show that although Romeo and Juliet are both opposites, the use of the two words in the same sentence show that they two can till be used together despite it defying all known laws. Juliets continuity to combat the coming of the light, creates a great deal of apprehension among the Elizabethan audiences as although the audience knows both Romeo and Juliet will die, the precise moment is still unknown, and the awareness that if Romeo is caught he will be killed, causes the atmosphere of the scene to becomes tinted with fear. Juliet tries to convince herself as well as Romeo that it is not yet time for him to leave, this generates empathy and dramatic apprehension as the audience ruminate what will come to pass, if Romeo believes her and resides. As the pragmatism of their situation, seizes both Romeo and Juliet it becomes inevitable that Romeo must leave before morning, or he shall be put to death. Night candles are burnt out I must be gone and live or stay and die. Juliet demonstrates tension as although she realises that Romeo must depart, she defies herself nevertheless and solicits him to stay. Romeo expresses to Juliet, Let me be tane, let me be put to death, and here he is referring to if he stays with Juliet he will be found and killed. The welcoming of death so openly Come, death, and welcome! Juliet wills it so. Would climax to become very tragic at the end, for the reason that, the way in which death is being discussed in such a light-hearted manner would be tragically ironic, the audience knows Romeo will die, because of the affair. The audience empathises with the sincerity of their love, bringing the characters to life as our emotions for the star-crossed lovers strengthens. With Romeo beginning to subside to Juliets pleads for him to stay, the sudden entry of the Nurse as she comes to presage Juliet; your lady mother is coming to your chamber. Changes the speed of the scene drastically. This unexpected entrance of the Nurse causes a greater quantity of angst, as Romeo and Juliet have to promptly say their goodbyes, not knowing when they shall next convene again, trepidation is wrought as they hurry not to be caught, initiating both dramatic tension and irony as we know what is to come that the characters do not. With a solitary concluding hug and kiss, Romeo bids Juliet a tearful poignant farewell, as she stands at her window. Here, the lovers experience visions that blatantly foreshadow the end of the play. This is to be the last moment they spend alive in each others company. As Romeo finally makes his descent down the balcony to his exile, the dialogue between both Romeo and Juliet contains many dramatic ironies in reference to death. Juliet, with dramatic irony, asks: O thinkst thou we shall meet again? Romeo bravely tries to comfort her reassuring Juliet that they will soon meet again I doubt it not, and all these woes shall serve for sweet discourses in our times to come. Looking down upon Romeo from her balcony, Juliet says with chilling foreboding: O God, I have an ill-divining soul! / Methinks I see thee, now thou art so low, / As one dead in the bottom of a tomb. / Either my eyesight fails, or thou lookst pale. Juliets fear amplifies the emotional intensity of the scene and is what is anon, as the tragedy is now gathering momentum. This would work for the contemporary audience of Shakespeares era, as they firmly believed in fate and destiny. It is also tragically ironic, not only as the audience, from listening to the chorus, know that Romeo will die, but also because next time she sees him, he will be dead. But it is she who tragically who is at the bottom of the tomb. Although a modern audience may miss this reference, an Elizabethan audience almost would definitely notice, especially when Romeo replies, Dry sorrow drinks our blood. Adieu, Adieu. Shakespeare includes the exploitation of social context to hint to the audience that something is to happen. As people in the time of Shakespeare believed that sorrow thinned your blood, which is mocking as the tragedy of the couple, is the sorrow of losing each other. In modern society today, most young people in the westernise world often take it for granted that marriage should be based on the free choice of loving partners. This is now the accepted belief, before, however it was believed marriage was a choice (at least among the upper-class), which was decided by the older members of the families, concerned. Shakespeares Romeo and Juliet helped the modern view to triumph over the older view. To an Elizabethan audience the tragedy of Romeo and Juliet laid not so much in their ill-starred romance as in the way they brought destruction upon themselves by violating the norms of their society. An Elizabethan audience would be swept away enough with the bewitching passion of Romeo and Juliet to feel some sympathy with the young couple, and would see clearly Juliets obligation laid with Romeo. Tension within Act Three Scene Five is escalated to its peak through the use of verbal ambiguity and paradoxes within Juliets dialogue with Lady Capulet. Evermore weeping for your cousins death? What, wilt thou wash him from his grave with tears? to But much of grief shows still some want of wit. The unsympathetic tone Lady Capulet uses here in which questioned Juliets intelligence by saying that Juliet cannot bring back Tybalt by crying, would hold a great deal of dramatic irony for the audience, as although Lady Capulet is questioning Juliet intelligence, it is indeed Lady Capulets intelligence which is being questioned as the tears Juliet is crying is for Romeo not Tybalt. An Elizabethan audience might have understood better of Lady Capulets lack of sympathy as it was common for people to lose family members because of the poor medical care, diseases and illnesses around. This is a way in which Shakespeare takes advantage of social context to cleverly combine with Juliets ambigui ty. Trepidation and apprehension is used in this scene particularly throughout Lady Capulet and Juliets discussion about Romeo. Juliet uses double meanings in everything she says, for example, Indeed I never shall be satisfied with Romeo, till I behold him-dead- is my poor heart vexed so for a kinsman vexed. Juliet has manipulated the language to disguise her true feelings from her mother. Lady Capulet believes that Juliet wants to gain revenge on Romeo, however what Juliet really means that she will ever be satisfied until she beholds Romeo because she misses him so much. The audience would sympathise with Juliet even more due to Lady Capulet harsh language in which she condemns Romeo to death, he shall soon keep Tybalt company. This speech is not only vindictive for Juliet, but as it contains a large amount of dramatic tension and irony as well, as with Romeo death so will come Juliets as well, as Juliet will kill herself. This creates immense angst among the audience for the reason t hat only the spectators and Juliet can identify what is going on. Juliets ambiguity expressions cause the addressees to feel even more uneasiness of future events because they know Juliet is trying to be subtle yet truthful to her mother and her husband as well. The audience becomes concerned for Juliet as they wonder Lady Capulet will catch on to the true meaning of Juliets speeches. Shakespeare also successfully injects irony into Lady Capulets speech by having her tell Juliet that she will give Romeo an unaccustomd dram. This is ironic because Romeo does in fact die from poisoning. Further irony is added to the scene when Juliet questions, I wonder at this haste, that I must be wed. Juliet contradicts herself largely with this quote, as the Elizabethan audience would question Juliets marriage to Romeo to be sudden as well, as Juliet in Act Two Scene Two herself proclaims she had not yet spoken a hundred words to Romeo. Yet proposes marriage to Romeo for the following day after their first meeting. An Elizabethan audience would consider this remark to hold a vast amount of dramatic irony and would find it amusing, at the way in which, Juliet is trying to act like a woman, but still insists in contradicting herself similar to a child. Shakespeare intensifies the strain on the parent child relationship when Juliets tries to keep the peace and news of her secret marriage from her mother; Juliet remains truthful to her mother joyful tidings of the engagement to Paris. Now by Saint Peters Church, and Peter too, He shall not make me there a joyful bride. to and when I do, I swear it shall be Romeo, whom you know I hate rather than Paris. These are news indeed. This oath is very strong especially for an Elizabethan audience. The audience would be shocked at Juliets outburst at her unsympathetic mother. The audience would be shocked at this oath made by Juliet considering she has sworn by God, which in the time of Shakespeare would have been like swearing. This is dramatically effective because the use of imperatives and short simple statements would enhance the tension massively onto the audience. When lady Capulet says Here comes your Father, tell him so yourself, and see how he will take it at your hands. The audience inevitably acknowledge that further tragedy is ahead and that this is a first sign that Juliets mother has turned her back on Juliet. The audience at this point would feel agitated at this commotion, yet compassion for Juliets imminent trouble with her father. Tension is escalated essentially within the scene when Lady Capulet tells Lord Capulet of Juliets disobedience and exclaims further I would the fool was married to her grave. This statement holds an heavy emphasise of dramatic irony, as an Elizabethan audience would understand from this statement, although it has been said in a malicious and callous manner, it still holds future predictions of the death of Romeo and Juliet, as Juliet is married to her grave, for the reason that, due to Juliets marriage to Romeo, and her awakening to find Romeo dead, is it that Juliet commits suicide. Shylock is a victim or a villain EssayElizabethan life was lived according to a Great Chain of Being; this is a powerful visual metaphor for the hierarchy of society. It ranks all forms of higher and lower life; the male alone represents humans. In some variations, women and children are placed below men as they were thought of as inferior, this is clearly represented in Romeo and Juliet, as Lord Capulet appears to have authority over his daughter, Juliet, and his wife, Lady Capulet. A childs duty towards their parents was to be dutiful and respectful, which was alike Juliets behaviour at the beginning of the play, Madam, I an here. What is your will? Children of the Elizabethan epoch were seen to be the property of their parents to with as they pleased, and were expected to follow their parents orders to the letter and always did. However, Shakespeare went against this theory, when he changed Juliets attitude towards her parents due to her love for Romeo and desperation to be with him. Shakespeare portrayed the lack of Parent/ Child relationship to play a vital factor in the death of Romeo and Juliet; this is illustrated in Act three Scene five where his attitude and earlier love towards Juliet changes when she refuses to marry Paris. He calls Juliet a disobedient wretch and informs her that you be mine, Ill give you to my friend; and you be not, hang, beg, starve, die in the streets. This quotation contradicts his concern for Juliet in previous scenes, as now he no longer sees her as daughter, but as his own personal possession. These quotations show Capulet to have a split personality; as he doesnt know what to think of Juliet. This may be because he does not know her as many 1st class fathers had very little association and relationships with their children. Lady Capulet, like Lord Capulet does not know her daughter properly either. In Act one Scene Three when Lady Capulet is in the room with Juliet, she tells the nurse to give leave a while. Then, once alone with Juliet she realises she does not know Juliet and call for the nurse to come back again. This shows how parents at this time were not familiar with their children. If the audience explores Juliets relationship with her nurse, they will see it is much stronger than that with her mother. Nurse calls Juliet the prettiest babe that eer nursed. This exemplifies the fact that the nurse has raised Juliet from a baby and feels parental love towards Juliet as she is like her own child. A modern audience will react sympathetically towards Juliet knowing that she is not close to her parents. This is because in todays society you normally raise your own children. Shakespeares time period marked a time where marriage was an important aspect of peoples lives. The ways in which people were matched and married was very evident in many of his works as he strove to depict love and the relationships that developed between men and women. The procedures to inheritance are an important aspect of marriage in that it gives people a better understanding of the reasons behind the way marriages were handled around the Renaissance era. Shakespeares work can be used in comparison to other poets of different times to attest to the continuity of the fundamental features of marriage over the centuries. His work still has a compelling effect on its readers today because it focuses on the sincerity of the heart, often defying basic rules of society, even in modern times. Shakespeare through the use of his work displayed moral lessons on marriage emphasizes the risks and consequences of marriage for financial conveniences and inheritances rather than for love. In the Shakespearean Era because a daughters only real future lay in marriage, she had less freedom over her choice in a mate. Her family had to make sure she would be provided for. In this respect, daughters were considered to be a financial burdens on their parents, hence their decision to get their daughter married into a wealthy family as soon as they could. This is displayed to a great extent in the Capulets choice of Juliet to wed Paris at the tender age of thirteen. Shakespeare offered his Elizabethan audience an in depth insight, to the perceptions of adolescent behaviours of the Shakespeareans era. Romeo and Juliet throughout the play are shown to have displayed many forms of adolescence behaviour. Romeo is described as a young man in which is struggling on the definition of what a real man is, in male dominated society in which men are suppose to be strong and dominate members of society, Romeo is shown to be worried of his feelings for others and if it makes him weak gentle Romeo. When Romeo, first espies Juliet whilst at the Capulets ball, he again becomes allure into his emotions, idealizing Juliet through uses of such phrases as; Did my heart love till now? Forswear it, sight/ for I neer saw true beauty till this night, It makes glorious poetry, but to both the Elizabethan and modern audiences the image of an love sick adolescence is created, as the detailing perfection of the intense crush on Juliet which Romeo mistaken for love, in order to move on from his previous unrequited love for Rosaline, inexorably causes his death. Juliet is exemplified to be in the sub phase of mid-adolescence through many of her actions throughout the play. Knowing this Shakespeare repeatedly reminds his audience Juliet as not seen the change of fourteen years. Although this, the audience are told Juliet has past her menarche; and therefore is expected to not only marry but to bear children has well. Lady Capulet is quite explicit about this: Younger than you / here in Verona, ladies of esteem / are already mothers; by my count/ I was your mother much upon these years that you are now a maid. Here Shakespeare tells us something about the times of which, and perhaps in which, he was writing; apparently his audience would not have thought such expectations of a 13-year-old girl unusual or outrageous. Yet, although viewed by the adults by the adults in her world as a social and biological woman, she is, at least initially, very much a latency-like child; when her mother summons her to talk of marriage, Juliet replies, without irony, Madam, I am here, what is your will? When her mother proposes that she should consider Paris as a potential husband, Juliet submissively responds, Ill look to like, if looking liking move, /But no more deep will I endart my eye / than your consent gives strength to make it fly. Juliet is here presented as a model preadolescent girl, decorous, subservient and deferential. Passion, however, transforms her. As her encounter at the ball with Romeo inflames her nascent libido, she is flung headlong into adolescence. The process of object removal is instantaneous; her loyalty and devotion to her parents and to her entire family are swept away, supplanted by her newfound attachment to her once loathed enemy. Oh, Romeo, Romeo, wherefore art thou Romeo? / Refuse thy father and refuse thy name, / Or if thou wilt not, be but sworn by my love / And Ill no longer be a Capulet! Not only as Juliet become rebellious, she becomes devious and deceptive lying to her mother, defying her father, equivocating to them both. They believe she is mourning the death of her cousin Tybalt when in fact she is in despair about the banishment of her lover Romeo who has killed him. Fragments of Juliets immaturity are still shown regardless of Juliet new mature attitude she has taken upon herself, an example of this is after Romeo and Juliets first night together, and it is time for Romeo to leave to refuse to relinquish the thought and even though knowing Romeos life is danger continues in transforming the night into day, here she is able to transform the day into the night. But just as their vows to throw off their names did not succeed in overcoming the social institutions that have plagued them, she cannot change time. Juliet brief denial of Romeos impending danger, as shown a great deal of selfishness and child like behaviour, as she was willingly to convince Romeo it was still night in order for him to stay longer even despite the consciences if he was to be caught. In the confrontation with her parents after Romeos departure, Juliet shows her full maturity. She dominates the conversation with her mother, who cannot keep up with Juliets intelligence and therefore has no idea that Juliet is proclaiming her love for Romeo under the guise of saying just the opposite. Her decision to break from the counsel of her disloyal Nurse-and in fact to exclude her Nurse from any part in her future actions-is another step in her development. Having a nurse is a mark of childhood; by abandoning her nurse and upholding her loyalty toward her husband, Juliet steps fully out of girlhood and into womanhood. Despite this, Juliet shows she still not yet a full woman through her constant dependency on other people for help, such as after Juliets dispute with Lord Capulet she turns firstly to Lady Capulet for help, where Juliet is told Speak not to me, for Ill not speak a word, Juliet frantic, begs the Nurse how shall this be prevented, having not heard what she wanted to hear from the Nurse. Juliet refuses to acknowledge the decision, deciding finally on seeking help and support from the Friar Lawrence, and plans if he is unable to conduct a convenient decision for Juliet she will take her life. If all else fail, myself have power to die. This portrays Juliets advancement into womanhood to be shortcoming, as although Juliet is shown to thrive for independence, she still does not know how to handle the responsibility that comes with it, and therefore searches for the easy way out which is death. Juliet also contradicts herself in this scene as despite, all of Juliets previous claims of mar riage to Paris, will cause Juliet to be condemn to an eternity in hell, she then opposes herself, with predicaments of committing suicide which would be quite humorous to an Elizabethan, as many of whom would recognize that if Juliet commits suicide she will inevitably be doom to hell. Shakespeare situates this maturation directly after Juliets wedding night, linking the idea of development from childhood to adulthood with sexual experience. Juliets sexual awakenings, in the end, thrusts her abruptly into adolescence and, inexorably, to her death. Indeed, Juliet feels psychologically able to defy her father, but in that action she learns the boundaries of her power. Strong as she might be, Juliet is still a woman in a male-dominated world. One might think that Juliet should just take her father up on his offer to disown her and go to live with Romeo in Mantua. That is not an option. Juliet, as a woman, cannot leave society; and her father has the right to make her do as he wishes. Though defeated by her father, Juliet does not revert to being a little girl. She recognizes the limits of her power and, if another way cannot be found, determines to use it: for a woman in Verona who cannot control the direction of her life, suicide, the brute ability to live or not liv e that life, can represent the only means of asserting authority over the self. It is as though Juliets sense of self and of security, only recently dependant on her attachment to her parents, the nurse and now on her union with her husband, was so shattered by her loss that her only refuge becomes the fantasy of union or merger in death. This fantasy is made explicit by Romeo himself when, believing Juliet to be dead, he exclaims, I still will stay with thee / And never from this palace of dim light / Depart again: here, here will I remain / With worms that are thy chambermaids / O! Here will I set up my everlasting rest. Shakespeares use of adolescent suicide teaches both parents and his audience about love, peace and harmony, those of which in the ending causes the Montague and Capulet to end their bloody feud. Shakespeare also displays messages to the audience of difficulties children and adolescences face, as the demands of society cause these young teenagers to be plunged head first into the world of maturity and adulthood. Juliets thrive for independence plays an essential part to the events leading to the death of both Romeo and Juliet. An example of this is when Juliet finally gets the confidence to stand up to her parents when she is told she will be marrying Paris. I will not marry yet, and when I do I swear/ It shall be Romeo, whom you know I hate. / Rather than Paris. These are news indeed. Juliets refusal to do has her parent wishes, portrays Juliet as many girls of both the Elizabethan and Modern epoch thrives to be allowed some type of authority over their own lifes decision. Juliets decision to accept the Friars potion later on in the play demonstrates Juliets commitment to defying her fathers rules, asserting her independence, and accepting her resolution to die in order to be with Romeo. Shakespeare has written hidden message within his character of Juliet. In giving Juliet the characteristics of an unconventional independent female of the Shakespearean era, he is telling his audience that women shouldnt have to abide by the gender roles of their male dominated society, as they are human, and should be allowed the freedom to show that they possess the same characteristics as men. Thus, be granted permission of sovereignty of their own life. From, Act There Scene Five I have learnt as a woman not take for granted as many women in modern society do today, the amount freedom, rights and control over lives we have now been given, from choices varying from free will of choice of marriage to no longer being discriminated. Shakespeares Romeo and Juliet have helped people of both the Shakespearean era and modern society overcome previous view in which women are inferior to men and had no greater purpose to society apart from the recreation of children, as it shows women should be treated equally men. Being from the 21st century it is likely my initial reaction to Act Three Scene Five to be different to an Elizabethan audience for many reasons that include moral, social, philosophical issues and contemporary relevance. Juliets relationship with her parents in my opinion is the main factor in the final tragic outcome. My reaction to Act Three Scene Five was of angst and resentment at the way, in which Juliets parents came about the decision that Juliet must marry Paris without being asked her thoughts. This scene is pivotal to the entire play because it explores the theme of passion and the dangers of irrational, intense emotions and actions of the two lovers to contain consequences that eventually convey them to their death. Capulets ominous behaviour in this scene is a reminder of the ignorance and hypocrisy that power and wealth brings to men. This casts Juliet in my mind, as the victim as she was granted absolutely no control over the events, which were happening, in her life. The treachery of the nurse is the most devastating for Juliet. As the audience as well as myself can empathise with her and also see the dramatic irony in the prophesies and predictions that surround the scene building the tension of the final impact when Juliet resolves to take her own life. Shakespeare has successfully injected his political views on class structures, and social problems in the world. Furthermore, causing the audience of both the Elizabethan and Modern era therefore realising how corrupt our community is.

Wednesday, December 4, 2019

Microblogging and Social Bookmarking Services

Microblogging is relatively new social phenomenon of web 2.0 and a variant of blogging that allows instant and short messaging via mobile, in email or on the web (Ehrlich Shami, 2010). Microblogs are short posts intended to update friends and/or interested observers on current affairs (that is interesting content, activities or observations). Some of the service providers for microblogs are Twitter, Jaiku and Pownce (Ehrlich Shami, 2010). The character limit for a Tweet message is 140.Advertising We will write a custom research paper sample on Microblogging and Social Bookmarking Services specifically for you for only $16.05 $11/page Learn More With the increased desire for transparent governance, politicians (being people’s representatives) are motivated to connect with constituents via Twitter to keep them posted on issues they are working on (Chi Yang, 2010). The politicians use Twitter to sell themselves as brands with the hope of gaining c onstituents (that is grassroots) support. The issues revolve around the individual politician’s manifesto, policies and/or development agenda, inter alia (Chi Yang, 2010). Twitter provides easy and agile microblogging in a fluid network of subscribers for lightweight information updates and back-channeling on opinions, events as well as status. Nevertheless, there is no surety at hand whether the use of Twitter by politicians will enhance their public image or comprehensively deliver their intended information to constituents. Entities with past experiences on a populace opinion on particular topics may add value to a politician’s efforts to penetrate and appeal following (Chi Yang, 2010). Web-enabled social bookmarking services allow students to manage personal bookmarks of web pages of interest, share them with colleagues (within and without classroom) as well as recommend or exchange inferences regarding particular contents. Tags as opposed to traditional file fol ders provide ease to organize bookmarks. Tags enhance search across bookmarked web pages. From a portfolio management perspective, students’ use of internet bookmark services provides opportunity to profile and understand individual or group learning process. Such insights can contribute to students’ critical thinking, communication skills as well as content mastery. Evaluating internet bookmarking activities may augment the overall learning process assessment measures for individual or group students (Newby et al., 2011). â€Å"† is a bookmarking and resource sharing web-enabled service popular because it requires general web skills; while, the user enjoys almost instant benefits with less overhead (Farwell Waters, 2010). During bookmarking, â€Å"† allows an individual to annotate browser-free. â€Å"† self-organizing approach cuts its niche among similar bookmark service systems.Advertising Looking for rese arch paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Both RSS feeds and bookmarks save user’s time. With RSS feeds, the user has more control over the sites to visit as well as the volition to unsubscribe. RSS feeds give latest updates. Through tags, social bookmarking is providing a relatively cost friendly means of getting or sharing volumes of up-to-date information. Liberalized tag structure and deregulated tagging format serve as an attraction as well as a deterrent for potential users. Bookmarking may be abused, especially for sites with a huge following. Individuals seeking immediate general public vote may be easily deceived. Some RSS feeds may fail to display image contents contained in the original website. With RSS feeds, URLs for the specific websites are not revealed during viewing, this may confuse on which specific field is in use. Frequency of visits to a feed by an individual; number of subscri bers to a feed as well as reasons for unsubscribing from feeds may remain immediately unknown to publishers in case they want to enhance or customize feeds to end-user tastes. Feeds are summarized, thus may fail to paint a comprehensive picture or lack specific details. References Chi, F., Yang, N. (2010). Twitter Adoption in Congress: Who Tweets First? Retrieved from Ehrlich, K., Shami, N. S. (2010). Microblogging Inside and Outside the Workplace. Farwell, T. M., Waters, R. D. (2010). Exploring the Use of Social Bookmarking Technology in Education: An Analysis of Students’ Experiences using a Course-specific Account. MERLOT Journal of Online Learning and Teaching, 6(2), 398-408. Retrieved from Newby, T. J., Stepich, P. A., Lehman, J. D., Russell, J. D., Ottenbreit-Leftwich, A. (2011). Educational Technology for Teaching and Learnin g (4th ed.). Boylston Street, Boston: Pearson Education, Inc.Advertising We will write a custom research paper sample on Microblogging and Social Bookmarking Services specifically for you for only $16.05 $11/page Learn More This research paper on Microblogging and Social Bookmarking Services was written and submitted by user Luciano O. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Wednesday, November 27, 2019

Analysis of Theoretical Framework free essay sample

Analysis of Theoretical Framework EDUC 701: Theories and Research in Educational Psychology February 24, 2013 ? Introduction Teachers are required to teach reading and comprehension skills to students and help them be able to read and comprehend materials from the past and present. Dr. Constance L. Pearson (1990) writes a dissertation entitled The Comparison of the Effects of Three Prereading Advance Organizers on the Literal Comprehension of Fifth-Grade Social Studies Materials in this paper he is trying to see if the use of a prereading advanced organizer would help build the fifth grade students comprehension and knowledge skills. During this stage of students learning development it is very important to start working on their reading and comprehension skills. Analysis The theoretical framework for this dissertation is using fifth-grade social studies materials and having a prereading strategy of an advanced organizer to see if it would increase comprehension and knowledge in the children while they read their textbooks. We will write a custom essay sample on Analysis of Theoretical Framework or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The advanced organizers that are being used are visual, graphic and problematic situation approach. The advanced organizers are being used to help the students with any concepts that they are not familiar with. By using these organizers strategies would be developed to help assist in learning the material. There were two research questions to validate the theory that is being used. The first question related to reading comprehension and how it affects students when they are given a prereading activity while using one of the advanced organizers. The second research question relates to the reading comprehension of the other two advanced organizer approaches when they are given a preading activity. It is believed that students reading comprehension can be increased from the use of the advanced organizers for their particular subject area. The purpose of this research was to determine if one of the prereading advance organizer strategies would carry distinction from the other two approaches. During the research many factors had to be considered and one such factor were students not being able to derive meaning from what they read in content area textbooks. One reason that the reader may have a problem with content text is that the material is written on a higher reading level then the intended reader. As a result the writers have tried to simplify the terminology and shortened the sentences. They did not take into consideration factors that inherent in the reader such motivation, reading ability and interest. There is one human factor that has the most influence on comprehension and that is schemata. Comprehension of the material is being determined by the knowledge that the reader brings to the selection. The more schemata the reader has for the topic the more they will understand the topic. Content materials especially in the area of social studies seek to develop many concepts; students often do not have the framework to attach new knowledge. Students must have an understanding of the concepts in order to comprehend the material they are reading. In chapter two of the dissertation Pearson explains how the research and literature that relate to the relationship of advance organizers to reading comprehension. He discusses the history of the study of reading comprehension and advance organizers. The schema theory is discussed as it relates to the study of advance organizers. Before 1970 reading comprehension was viewed as a process solely activated by the text itself. The views on reading comprehension have since changed and now text has been determined to be only the framework for meaning. The reader must be able to construct an internal conceptual representation of what is being read. Conclusion Therefore, through research it was determined the usage of advance organizers before the materials were read, did bring about some remembering by activating important concepts that were already present in the children’s cognitive structure. The usage of advanced organizers should reinforce the importance of the new materials by providing the framework of previous learning materials. To determine if the usage of advanced organizers remain effective you should upon its ability to support new ideas from the student’s previous ideas. The prereading strategy of advanced organizers introduces how students can attach concepts to new learning materials Reference Pearson, C. L. P. (1990). The comparison of the effects of three prereading advance organizers on the literal comprehension of fifth-grade social studies materials. (Doctoral Dissertation). University of Tennessee, Knoxville, TN.

Sunday, November 24, 2019

Totto-Chan a Little Girl Sitting by the Window Essay Example

Totto Totto-Chan a Little Girl Sitting by the Window Paper Totto-Chan a Little Girl Sitting by the Window Paper Essay Topic: Rear Window It is a diary of the author named Outsets Groaning who also has a lovely nickname Toto-chain. The word diary maybe not as exact as the one memoirs because she wrote this book base on her memory since she was a child. Call her Toto-chain (it Is much easier than reading her full name). Reading this book makes me admire her a lot although at that time she was only a little girl. If you read this book I bet you will be surprised a lot because of her thought and behavior. How simple and mature (Included Immature) she Is. Let have a read and see the way she treated everyone around her, the way she faced and reflected all the events In that period. Everything was described with the simple words Like a story of a primary- girl, but they are very attractive and you can easily Image the whole picture of Japan at that time. Toothache was an active and clever child. She could spend several hours to tell her favorite stories or to play anything she loved to. Toothache was expelled from her first primary school because she always made noise to be paid attention, she liked to do everything herself naturally (of course every teachers Hough that was wrong and Toto-chain was out of rule). Toots;-chain moved to the new primary one named Tome Gangue where she met Mr.. Sickbays, an admirable headmaster. At that time, Mr.. Sickbays was said to be a model teacher because of his strange education method (of course he was going on the right way but not too many parents believed in his program so that Tome had only fifty pupils). He spent a lot of time to go to many countries all over the world to study and find the most suitable method to apply in his country, his school. He knew that teaching children in primary level was synonymous with showing them how to improve their good heartsickness. At school Tome, all of the pupils were never offered doing something strictly. Mr.. Sickbays created the best condition for them to express themselves naturally. No subjects were forced, children completely could study whatever they want. The teachers work was helping them when they need. Toto-chain and other pupils In Tome all loved the headmaster with a bald head. Toto-chain had the strong Impression on Mr.. Sickbays because on the 1st day she moved to this school, he was the only one sitting in nearly 4 hours to hear all her analogical stories no louts could be patient like that. School Tome Gangue was built by the old railroad cars. If I were a child at the same time with Toto-chain, I would Like to study In this special school. Looking at Tome, It realized everyone a train moving In the autumn sunshine, It satisfied the curiousness of the pupils and excited their creation. Toto- chain was a little girl, everything happened around her was realized with a simple mind. She always took care on everyone around her, from her family, her classmates, even her chickens, her dog Rocky by a simple way but moving. Each pupil in Tome ad a tree to watered, Toothache had one and she loved to climb on the tree and see so far away to image Osaka city. Yashmak-chain was a disable children who was one of the Toothaches classmates. He was paralytic and could not move easily. Rearing ten part wanly scarred lotto-can Nellie Yashmak-can to calms on near tree, to show him Where was Osaka city? was very touching (This book has only 60 short parts. And in part 56, Yashmak-chain died because of his disease. In part 59, Toto-chain lost Rocky, a dog, a close friend of her. I hate these parts of looses >

Thursday, November 21, 2019

Essay on team communication and problem solving

On team communication and problem solving - Essay Example Conflicts always arise in families with a common blood running through their veins, between lovers who share intimate moments and even among friends who have the same interests. Therefore, it should be without wonder when conflicts arise among officemates or classmates. Nevertheless, the commonness of conflict should not make one simply shrug his shoulders in the presence of conflict. Resolutions such as communication should be sought. This paper looks deeper into the role of communication in conflict management among team members and suggests ways in which people would come to understand further the use of communication to improve team performances and relationships. Communication is very important in every relationship. Nevertheless, people often get exhausted in their communication with others because their expectations are not met. Instead of having the problems resolved, most people encounter more problems and so many times, the problems actually grow bigger. This is because the y fail to see that their communication is ineffective. ... When one listens, he is able to process what is being said more effectively and in effect, will be able to say the right words or respond correctly. Jeane Segal and Melinda Smith agree with Lay and they also suggest people in conflict to â€Å"listen not only to what is said but also to what is felt†. They emphasize looking deeper into nonverbal communication expressed through facial expressions, posture, gesture, pace, tone and intensity of voice. Indeed, these are very important because emotions are the strong driving forces that make people say the words they speak. Human beings are also emotional beings and they often react to words in accordance to how they feel. For instance, when a person points out to another individual that the dress she is wearing is not fashionable, the other person may take it as an insult toward herself and not as a harmless comment about the dress, although the latter was the intention of the speaker. As a result, a conflict may ensue. Therefore, in addition to verbal communication, non-verbal communication should also be given much attention. The aforementioned authors also suggest that conflicts should be managed through non-verbal communication as well. For example, in the illustration given above, when the person saying the dress is not fashionable utters such with contempt, it could be that she is jealous of the other person. Therefore, instead of being offended and angry, the other person may simply give a reassuring touch that tells the person she does not need to be jealous. In addition, when it comes to team conflicts, members should be open-minded to effectively resolve problems. Kenneth Wallace, a seasoned consultant, speaker