Analytical Psychology of Carl Jung Essay

Psychological Therapeutic System, more commonly known as, Analytical Psychology, was developed and founded by a Swiss psychiatrist, Carl Gustav Jung. Carl’s family was very involved with the Christian faith, when Carl had his â€Å"initiation† he didn’t have any moving feelings and that was said to be a main reason to why he chose to go on with his later work, he was trying to replace the faith that was missing from his life (Mitchell). Jung and Freud met up and began a six year long journey of research and work together until they split right before World War I in May 1914. Jung soon started his own research which became Analytical Psychology in response to Freud’s psychoanalysis. (Mitchell). â€Å"Jung taught that the psyche consists of various systems including the personal unconscious with its complexes and a collective unconscious with its archetypes,† (PsychoHeresy Awareness Ministries). Analytic psychology is the analysis of the human mind, psyche and the unconscious, as well as the conscious components of the mind. It is thought that man’s behavior and his conscious states can be explained only by unconscious sources of what motivates him. Jung believed that the mind could be divided into unconscious and conscious parts. The unconscious mind was made up of layers; the personal unconscious is the part of the unconscious mind where each person’s unique own experiences and that may not be consciously remembered are stored. Jung believed that the contents of each person’s personal unconscious are organized in terms of complexes, clusters of emotional unconscious thoughts. One may have a complex towards their mother or towards their partner. Jung referred to the second layer of unconsciousness as the collective unconscious. This level contains memories and behavioral predisposition’s that all people have inherited from common ancestors in the distant human past, providing us with essentially shared memories and tendencies. People across space and time tend to interpret and use experience in similar ways because of â€Å"archetypes†, inherited human tendencies to perceive and act in certain ways. During Analytic Therapy, Jung may use certain archetypes to explain a person’s unconscious thought that even affect their behavior. Jung believed that there are certain archetypes that are important in people’s lives. These archetypes are as follows. The persona archetype is the part of our personality that we show the world, the part that we are willing to share with others. The shadow archetype is the darker part of a person, the part that embraces what we view as frightening, hateful and even evil about ourselves – the part of us that we hide not only from others but also from ourselves. The anima is the feminine side of a males personality, which shows tenderness, caring, compassion and warmth to others, yet which is more irrational and based on emotions. The animus is the masculine side of a woman’s personality, the more rational and logical side of the woman. Jung posited that men often try to hide their anima both from others and from themselves because it goes against their idealized image of what men should be. According to Jung, these archetypes play a role in our interpersonal relationships. For example, the relationship between a man and a woman calls into play the archetypes in each individual’s collective unconscious. The anima helps the man to understand his female companion, just as the animus helps the woman to understand her male partners (PsychologyCampus. com, 2004). Jung distinguishes two differing attitudes to life, two ways of reacting to circumstances, which he finds so widespread that he could describe them as typical. The extraverted attitude, characterized by an outward personality, an interest in events, in people and things, a relationship with them, and a dependence on them. This type is motivated by outside factors and greatly influenced by the environment. The extraverted type is sociable and confident in unfamiliar surroundings. The introverted attitude, in contrast, is one of withdrawal of the personality and is concentrated upon personal factors, and their main influence is ‘inner needs’. When this attitude is habitual Jung speaks of an ‘introverted type’. This type lacks confidence in relation to people and things, tends to be unsociable, and prefers reflection to activity. This approach is especially helpful to clients that can remember their dreams and are either interested or troubled in them. They are often asked to keep a journal of their dreams and other impressions that they feel. When working with analytical psychology clients are expected to be as open, spontaneous, and self-observant as they can. Jungians will generally not use any formal assessment procedures while in therapy, and are not likely to diagnose problems. They take dreams very seriously and consider them central to establishing dialect between consciousness and unconsciousness. In a clinical setting, the helper will listen carefully to the client’s dreams and thoughts and intervene and identify important aspects that are noticed (Sommers-Flanagan, 2004). References Mitchell, G. (n. d. ). Carl jung & jungian analytical psychology. Retrieved from http://www. trans4mind. com/mind-development/jung. html PsychoHeresy Awareness Ministries, Initials. (n. d. ). Psychoheresy: c. g. jung’s legacy to the church. Retrieved from http://www. psychoheresy-aware. org/jungleg. html PsychologyCampus. com, Initials. (2004). Analytical psychology. Retrieved from http://www. psychologycampus. com/analytical-psychology. html Sommers-Flanagan, J & R. (2004). Counseling and psychotherapy theories in context and practice. Retrieved from http://books. google. ca/books? id=BpzrBuSe0ikC&pg=PA128&lpg=PA128&dq=case+example+analytical+psychology&source=bl&ots=ANhhYx5RIS&sig=NdjE_dCewzWNnrxc3dL0sB28ZUo&hl=en&ei=VNG0TITqJYGCsQPzkKjsCA&sa=X&oi=book_result&ct=result&resnum=5&ved=0CCUQ6AEwBA#v=onepage&q&f=falseÃ'Ž

Law of the Sea

Territorial Sea is established up to 12 miles from the baseline of the coast. This is an extension of the land and the coastal state exerts full sovereignty over the area. It is an area of national jurisdiction. Also establishes a contiguous zone where the coastal State may exercise the control necessary to (1) prevent infringement of its customs, fiscal, immigration or sanitary laws and regulations (2) punish infringement of the above laws and regulations committed within its territory or territorial sea.The contiguous zone may not extend beyond 24 nautical miles from the baselines from which the breadth of the territorial sea is measured. 1 Compare and contrast the powers of coastal states in internal waters, the territorial sea and the contiguous zone. Internal Waters are assimilated into the territory of the state. A coastal state may exercise jurisdiction over foreign ships within its internal waters to enforce its laws, although the judicial authorities of the flag state may al so act where crimes have occurred on board the ship. There exists therefore a concurrent jurisdiction. 1] A merchant vessel in a foreign port or in foreign internal waters is automatically subject to local jurisdiction unless the matter was concerning general conduct of the crew where it did not threaten peace and security it would be left, through courtesy to the flag state. In the case of a warship however the authorisation of the captain or of the flag state is necessary before the coastal state may exercise its jurisdiction. Due to the status of warships as a direct arm of the sovereign if the flag state. Contiguous Zone – Historically some states have claimed to exercise rights over particular zones of the high seas.This has diluted the principle of the freedom of the high seas. There have been numerous reasons for such extended authority including (1) prevention of infringement on customs, immigration or sanitary laws (2) to conserve fishing stock (3) to enable coastal state to have exclusive or principal rights. It enables coastal states to protect something without extending their territorial sea and is a compromise measure. These zones are not attached to the land territory in law. Concept was introduced in 1930 by French writer Gidel and it appeared in the Convention on the Territorial Sea.Sanitary and immigration enforcement is justifiable by the 1958 Convention but protection of customs has long been established. Contiguous zones were restricted to within 12 miles so a state which had claimed a 12 mile territorial sea were exempt from this. This coupled with the restriction of jurisdiction to customs, sanitary and immigration maters is the reason for the decline in the relevance of contiguous zones in recent years. However, based on the 1982 Convention a state may claim up to 24 miles in order to preserve the concept.The 1982 Convention also changed the status of the contiguous zone from being part of the high seas to part of the EEZ. Territ orial Sea comes within the sovereignty of a coastal state also extending to the airspace. These were drafted in the 1982 Convention and represent customary international law. Width of the territorial sea is set at 12 miles. Coastal state may also exclude foreign nationals and vessels from fishing within its territorial sea and, subject to agreements to the contrary, from coastal trading and reserve these activities for its own citizens.Coastal state also has extensive powers relating to security and customs matters. Jurisdiction over foreign ships when in passage through territorial sea, the coastal state may only exercise its criminal jurisdiction as regards the arrest of any person or the investigation of any matter connected with a crime committed on board ship in defined situations. These are cited in Article 27(1) of the 1982 Convention, reaffirming Article 19(1) of the 1958 Convention. (1) if the consequences of the crime extend to the coastal state. 2) if the crime is of a ki nd likely to disturb the peace of the coastal state (3) if the assistance of the local authorities has been requested (4) if such measures are necessary for the suppression of illicit traffic in drugs. If the ship is travelling through the territorial sea having left internal waters then the coastal state may act in any manner within its laws. Authorities cannot act if the crime was committed before entering the territorial sea and the ship has not been in internal waters.Article 28 of the 1982 Convention states that coastal states must not divert a foreign ship for the purpose of exercising civil jurisdiction in relation to a person on board ship, nor levy execution against or arrest the ship, unless obligations are involved which were assumed by the ship. Warships and other governmental ships are immune from the sovereignty of the coastal states altogether. 1 What rights of passage, if any, do vessels of other nations enjoy in the territorial sea or internal waters? Internal Water s – there does not exist any right of innocent passage from which the shipping of other states may benefit.The exception to this rule is where the straight baselines enclose as internal waters what had been previous territorial waters. Territorial Sea it is taken as custom that foreign merchant ships may travel unhindered through these zones. It is open to interpretation particularly that the passage must be ‘innocent'. Article 14 of the 1958 Convention said that states must make known dangers in territorial seas, must not hinder innocent passage, and may not impose charges for this passage unless in exchange for services. Passage ceases to be innocent here when it â€Å"is prejudicial to the peace, good order or security of the coastal state. Where passage is not innocent the coastal state may take steps to prevent it and may act to stall any approach to internal waters. Coastal states can temporarily suspend passage where security is threatened or at risk. Developed in the 1982 Convention Article 19(2). A key provision may have altered the burden of proof from coastal state to the ship to prove that passage is innocent. There is debate over the passage of warships in peacetime however it seems that former key protester Russia has agreed these provisions also cover warships as does the United States. 1 What are the major rights and powers of a coastal state in its EEZ?What rights do other states enjoy there? Development – developed from claims regarding fishing zones. Marks a compromise between those states seeking a 200 mile territorial sea (due to controversy over fishing zones) and those wishing a more restricted system of coastal state power. 1958 Convention reached no agreement on fishing zones and Article 24 does not give exclusive fishing rights in the contiguous zone. Still states have claimed these zones. European Fisheries Convention (1964) provided that the coastal state has exclusive right to fish and jurisdiction in matters o f fisheries within 6 miles from baseline of the territorial sea.Between 6-12 miles other parties may fish there providing they had previously. In view of the practice of many states in accepting at one time or another the existence of a 12 mile fishing zone that can be seen as customary international law. [2] 1970 Iceland claimed 50 mile exclusive zone. UK/Germany referred to ICJ and the Court did not answer the question of legality. They held that Iceland's extension was not binding as no acquiescence. Court emphasised the notion of preferential rights which it regarded as customary international law. 3] Developments took place in 1982 and Article 55 of the Convention provides that the EEZ is an area beyond and adjacent to the territorial sea, subject to the specific legal regime established under the Convention. Legal Situation Today [4] – EEZ starts from the outer limit of the territorial sea but shall not extend beyond 200 nautical miles (Article 57) from the baselines. E EZ would be no more than 188 miles when 12 mile territorial sea existed. Where distance between neighboring states is less than 400 miles then delimitation becomes necessary.Article 58 establishes rights of other states in the EEZ and are basically the high seas freedom of navigation, over flight and the laying of submarine cables and pipelines. States should have regard in this though for the laws of the coastal state. Article 60(2) provides than in the EEZ the coastal state has jurisdiction to apply customs law and regulations in respect of structures and artificial islands. The International Tribunal for the Law of the Sea took the view in the M/V Saiga Case that a coastal state was not competent to apply customs laws in other parts.ICJ declared EEZ to be part of customary law in the Libya/Malta Continental Shelf Case. 1 What is meant by the concept of exclusive flag state jurisdiction of the high seas? On the high seas the maintenance of order has rested upon the concept of the nationality of the ship, and the jurisdiction of the flag state. The flag state will enforce the rules and regulations not only of its own municipal law but of international law also. Ship without a flag is deprived of many benefits and rights. Each state must show reason for allowing a ship to register under its flag and their must exist a genuine link (Article 91, UNCLOS).To prevent people using flags for tax or wage purposes. Lotus case and then the 1958 and 1982 Conventions state clearly that the only authority exerted upon ships on the high seas is that of the flag state. What comprises a genuine link? Issue arose in the Iran-Iraq war with UK/US re-flagging Kuwaiti tankers. Held they did not violate law and the Tribunal held in the M/V Saiga Case that it was to the jurisdiction of the flag state to grant nationality to the ship. Tribunal stated here that ships may sail only under one flag and if they flew more than one were stateless and stateless vessels may be boarded and sei zed on the high seas. What are the major exceptions to it? (1) Right of visit is where warships are allowed to approach to ascertain the nationality of ships. Does not give a right to board but merely to identify. Warship must be careful as they are liable for damages. May only be undertaken if ship is engaged in piracy, broadcasting, stateless, engaged in slave trading. (2) Piracy is illegal acts committed for private ends which excludes hijacking. Any state may arrest and seize in this case and the courts of that state may decide what action to take regarding the vessel and property subject to the rights of third parties who have acted in good faith. 3) Slave Trade should be prevented in accordance with Article 99 of the 1982 Convention. Every state should take measures and punish the transport of slaves authorised to fly its flag and prevent the use of its flag for such purposes in future. Any slave taking refuge on board any ship is ipso facto free. (4) Unauthorised broadcasting stated in Article 109 of the 1982 Convention. Any person engaged in this can be prosecuted by the flag state of the ship, the state of registry of the installation, the state of which the person is a national or any state where the transmission can be received or where authorised communication is disrupted. 5) Hot Pursuit is a principle designed to ensure that a vessel which has infringed the rules of a coastal state cannot escape punishment by fleeing to the high seas. Coastal state may extend jurisdiction as stated in Article 111 of the 1982 Convention. Pursuit must begin when the ship or one of its boats is in internal waters or territorial sea and may only continue uninterrupted. If the pursuit begins in the contiguous zone then it must violate the rights of protection which the zone was established for. Pursuit must come after a visible demand to stop and can only be done by government vessels.Right to pursuit ceases when the ship enters its own territorial waters of those of a third state. Use of force in this area must be avoided if possible and if necessary be proportional and reasonable. (6) Collisions was overruled from the Lotus Case by the Article 11 of the High Seas Convention. Proceedings may only be taken against the master or other persons in the service of the ship by authorities of either the flag state or the state to which the person is a national. Reaffirmed in Article 97 of the 1982 Convention. 7) Treaty Rights often exist permitting each others warships to exercise certain powers of visit and search as regards vessels flying the flags of the signatories. (8) Pollution by Article 24 of the High Seas Convention. States had a duty to adopt measures as necessary for the conservation of the living resources of the high seas. International Convention relating to Intervention on the High Seas in Cases of Oil Pollution allows ships to act â€Å"as may be necessary to prevent, mitigate or eliminate grave and imminent danger to their coastline o r related interests from pollution or threat of pollution of the sea by oil. Developed because of the Torrey Canyon incident where UK aircraft bombed a ship spilling oil on UK/French coastline which had run aground. 1982 Convention leaves jurisdiction to the flag state but imposes mandatory minimums. (9) Straddling Stocks. Article 56(1) of the 1982 Convention provides that coastal states have sovereign rights over their EEZs for the purpose of exploiting, conserving and managing fish stocks. These are accompanied by duties as to conservation and managements measures to ensure that the fish stocks are not endangered.Where the stock exists across two EEZs the states must co-ordinate and ensure the conservation and development of such stocks. Definitions 1. Contiguous Zone – and zone near by, adjacent to or neighboring the territorial sea. 2. Internal Waters – deemed to be such parts of the sea as are not either the high seas or relevant zones or the territorial sea, are accordingly classed as appertaining to the land territory of the coastal state. They can be, for example, lakes, rivers, harbours and are waters found on the landward side of the baselines from which the width of the territorial and other zones is measured. 3.EEZ – Exclusive Economic Zone 4. Baselines – the basis for measuring the breadth of the territorial sea. The baseline is the low water mark around the coasts of the state. Traditional principle and emphasised in both 1958 and 1982 Declarations. 5. Delimitation – where states cannot have a territorial sea of 12 miles due to proximity of baselines. ——————————————————————— [1]R v Anderson (1868) the Court of Criminal Appeal in the UK declared that an American national who had committed manslaughter on a British ship in French internal waters was subjec t to jurisdiction by all three states.Wildenhus Case the US Supreme Court held that American courts had jurisdiction to try a crew member of a Belgian vessel for the murder of another Belgian national when the ship was docked in Jersey. [2] International Court remarked as such in the Fisheries Jurisdiction cases especially since the 1960 Geneva Conference. Stated that â€Å"the extension of that fishing zone up to a 12 mile limit from the baselines appears now to be generally accepted. † [3] Where the state was said to be â€Å"in a situation of special dependence on coastal fisheries. † [4] Provided in Article 55 of the 1982 Convention

Personal Development Planning - Report Assignment

Personal Development Planning - Report - Assignment Example Lastly, a personal development plan aids in creating a plan that a person needs in order to acquire skills that he or she may need for his or her academic studies and their aspired careers. A PDP is of benefit to an individual as a way of assessing their academic performance, professional life as well as their personal life (Hepworth 2011). Some of the advantages of a PDP in ones academic performance are as follows: Creating a balance between personal interests and studies is something that many students fail to achieve. Failing to achieve any of them usually make one feel stressed and their productivity may fall which can affect ones personal relationships. Ability of creating the balance in work life and study is important to students PDP in various ways. First, it improves an individual’s efficiency at work and studies (Hepworth 2011). Working too much or studying for long hours can make one feel fatigued. Lack of breaks can easily affect individuals performance negatively which may result to poor grades at school or poor output for working individuals. Second, it makes one flexible. Flexibility is important in ensuring as well as maintaining balanced work and study life. If this is not achieved, either of the two is bound to fail and lastly, balancing the two makes one feel rewarded. When you feel positively engaged with work, hours seem to pass quickly and so does your performance i mprove. The same applies to studies whereby one starts to improve in his or her studies. In our current generation, being computer literate is an added advantage in almost every type of job. This is usually accompanied by numerical skills which is another marketable skill in the job hunting. Therefore, it is advisable that every student should have recent computer skills and at least some numerical skills. An individual’s ability to read and write and the

Fire Protection Research Paper Example | Topics and Well Written Essays - 4000 words

Fire Protection - Research Paper Example By so doing, possible damages that can be caused by occurrences of fire are likely to be reduced. On the other side, Ashmore contends that training is one of the best approaches to the issue of fire protection. In fact it will be of no use to install gadgets which people have no idea on how to use them. The two articles though, seem to approach the issue fully through the suggestions they propose to the practice of fire protection (Beattie 63). Both can prove very effective if implemented appropriately. Spiker, Joseph E., and Daniel Della-Giustina. Fire Protection in Underground Coal Mines. Professional safety, Vol. 42(9), 2000, pp. 20-23. According to Spiker & Daniel (20) fires that affect coals, have posed a major threat to the mining industry. A lot of government revenue has been lost through coal fires hence there is a great need to come up with solutions to the problem. Some of the problems associated with these fires include closing of mines and loss of personnel. To overcome this challenge adequate training has to done to the mining industries (Spiker & Daniel 22). Consequently, industrial managers should advice their manpower on the activities to avoid when in the sites that may be contributing most to such fires. Studies done on the causes of these fires indicated that most of them happen due to the ignorance of the people working there. From this article one can understand the loss caused by coal fires, hence the need to prevent the fires. Spiker & Daniel (23) is specific in his approach to the issue as he focuses on coal fires. He takes a deep study into what the possible causes of the fires can be and the d amage they can cause. While Spiker & Daniel study coal fires, Beattie, studies fire protection in general. He asserts that fires are generally very destructive and can cause great damages if one had no preparedness. According to him companies should install fire extinguishers in every apartment to be in a position to fight the fires in case of any occurrence. Two articles though have the same overall goal of preventing and reducing fires (Spiker & Daniel, 23). They both aim at empowering individuals so that they can be in a position of knowing what to do in fire emergencies. Messner, Michael. Fundamentals of Fire Protection for the Safety Professional. Professional safety, Vol. 51(3), 2006, pp. 40-45. Under this article the basis of protecting fires ranging from chemistry to physics are discussed. Messner (40) explain what fire protection is, what it entails and the challenges associated with the practice. In fact it is very important for one to understand what it means by fire prot ection since the practice demands more than the title suggest. Company owners should have all the OSHA regulation rules on their tips so as to know how to handle issues related to fires (Messner, 42). This is because they are required to provide a safe

Strategic Management Essay Example | Topics and Well Written Essays - 1000 words - 14

Strategic Management - Essay Example The company’s mission statement claims, â€Å"To bring inspiration and innovation to every athlete in the world.† In a statement, Bill Bowerman, who is among the founders of the company, states, "if you have a body, you are an athlete† (Nike 2014). Nike integrates Bowerman’s statement as part of the company’s mission statement. Among the key values of the company is its aspiration â€Å"to deliver growth in the right way† through the development of sustainable strategies that are capital-efficient, profitable, and enhance the company’s brands(Nike 2014). These are among the company’s core values of developing brand-enhancing initiatives. Despite Nike’s stand on brand-enhancing initiatives, its production and growth strategies were harming the company’s image. The labor crisis in Indonesia almost destroyed Nike’s corporate image (Braddock 2011) The company’s use of contracted sweatshops was among the issues that contributed towards the development of a negative image towards the company. Nike took measures aimed at enhancing the company’s brands and its market sustainability including aiding the creation of the Fair Labor Association (Nike 2008). Consequently, the emergence of issues concerning practices in its affiliates factories led to comprehensive audits of its factories across the world. Though various issues emerged after the audit, Nike has since taken measures to prevent the recurrence of such issues in the future. Rindova & Kotha (2001) contend that firms co-evolve their organizational form and function to maintain a competitive edge in a dynamic environment.Nike’s competitive strategy is the unique differentiation of its products and focuses on sustaining the brand to grow its operations across the world markets. The organization’s growth depends on strategies that focus on enhancing the core competencies in

Week6 Assignment Example | Topics and Well Written Essays - 500 words

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Goals for improving your interpersonal communication Essay

Goals for improving your interpersonal communication - Essay Example When we communicate with a group of people we are purely communicating in simple words which eventually become our idea or give it a meaning and are conveyed to other people easily. Other people might use the same words which makes the same sense at the same time. These words and ideas reflect an individual’s background because when we communicate we are not just communicating with words but our gesture, body language, delivery style is also judged. People actually judge us by our behavior, no body reads the brain. We are watched out by the people even if a single wrong word is delivered by us whether it’s professional field, student life or a social forum. This part makes an individual better at interpersonal communication and prepares students like me for their career and professional life. I have started to communicate with people at every level in order to view things at a broader perspective and while interacting it gives me an overview of how individual thinks and about their mind set (Devito 65). I need to have 100 percent knowledge and information about the topic or event being discussed. In order to attain this goal I have started to work on my reading skills so that to get a better grip on communication and language skills. Also to get your memory refreshed with knowledge (subscribe to news paper or journals). By reading books one can help develop creativity. To get a better idea of other people interest and area we need to read about different types of people (Devito 105-108). For instance; if I am communicating in a group who belong to different fields I should know their mind set in order to explain my idea else it would never sound relevant to them. To share my perception with someone I need to be open in a way that others find me friendly and which results in strong building of relationships. All this require self confidence and increasing the social circle. Communication can even

Grounded Theory Project - Respectful Interaction Essay

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Aircraft Accident Models Article Example | Topics and Well Written Essays - 250 words

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Econometrics Coursework Example | Topics and Well Written Essays - 750 words

Econometrics - Coursework Example The null hypothesis that students whose language is not English are not more eager readers of fiction than those who speak English at home is therefore proved false, against the alternative hypothesis. The alternative hypothesis that the students whose language is not English are more eager readers of fiction than those who speak English at home, is proved to be true. Minimizing the residual value of the sum of square will maximize the value of R2 so that the optimization problem does not provide a coefficient that is less than or greater than zero. The values of R2 increase in the sequence shown below: If there was only one variable for the regression model, it would be logical to use the variable with the greatest coefficient to maximize the power of the model. In this case, for all the models, we use noeng as the variable for maximizing the powers of the models. This is because noeng has the greatest coefficient in all the

Romeo and Juliet Essay Example for Free

Romeo and Juliet Essay In Romeo and Juliet there is an emphasis on the theme of communication and the tragedy of misunderstanding. The examples of this in the play are the fight between Romeo, Mercrutio and Tybalt, when Juliet’s parents believe that she is crying over the death of Tybalt but really she is crying for Romeo and the miscommunication between Friar Lawrence, Balthassar and Romeo. There is a vast lack of communication between Romeo, Mercutio, and Tybalt. Tybalt demands Romeo to fight him but Romeo does not want to fight because he does not see the point in it as well as realizing that Tybalt is his kinsman because of his and Juliets secret wedding. When Tybalt is trying to pick a fight Romeo replies, I love thee better than thou canst devise So, good Capulet, which name I tender as dearly as my own, be satisfied (119. 69-73). This confuses both Mercutio and Tybalt because they do not know why he is saying this and why he suddenly likes the Capulet’s. However Mercrutio fights Tybalt when Romeo refuses to. Romeo tries to stop the fight and he orders Benvolio to, Beat down their weapons, then he demanded, Hold Tybalt! Good Mercutio! (121. 87+91) as he steps in front of them. He fails to stop the fight and instead Mercrutio is killed. This leads to Romeo becoming infuriated and he kills Tybalt. All of this could have been prevented if Romeo had only told everyone that he had wedded Juliet, who made him and Tybalt related, therefore explaining why he would not fight him. Misunderstanding is the root cause of the fight between Mercrutio, Tybalt and Romeo. In another scene in which there is poor communication is when Juliet’s parents assume she is heartbroken by the death of her cousin, Tybalt, because they do not know she is married to Romeo and is crying because he has been banished. Therefore, they try to do what they think is best for their daughter by marrying her to Paris to take her troubled mind off her dead cousin. In this scene Lady Capulet informs Juliet about her father’s arrangement by asking her, Weeping for your cousin’s death? and continuing, Marry my childParisshall make thee a joyful bride. Juliet contemptuously responds, He will not make me a joyful bride! (161+165. 72,117-120,+122) and pleads with her mom not to make her wed Paris. Later in the same scene Juliet beseeches her father as to not force her to marry and he tells her, Disobedient wretch! Get thee to church o’ Thursday or never after look me in the face! (167. 166-168). Juliet never revealed to her parents that she married Romeo so they always thought she was crying over Tybalt’s death. All of this could have been avoided if Juliet had only told her parents she had married Romeo. In the scene where everyone thinks Juliet is deceased there is a lack of communication between Friar Lawrence, Friar John, and Romeo. When Balthasar discovers Juliet is dead he goes to tell Romeo the bad news. When Romeo spots Balthasar he asks how Juliet is doing and he replies, Her body sleeps In Capels monument. (211. 119). When Romeo hears that, he is devastated and decides life is not worth living if he cannot be with Juliet. Romeo does not know the truth because he never received the letter from his mentor, Friar Lawrence. Later in that same scene there is a lack of communication between Friar Lawrence and Friar John. Friar Lawrence never warned Friar John how essential it was that Romeo was to receive the letter, no matter what. When Friar Lawrence sees John he asks how the delivery went and John says, I could not send it. The Friar replied, Unhappy fortuneThe letter was not nice but full of chargeand neglecting it may do much danger. (page 218, lines 14-20). The letter could have been delivered to Romeo if Friar Lawrence told Friar John just how vital it was that Romeo receives the letter. William Shakespeare emphasizes the hardship of misinterpretation, in his tragic play Romeo and Juliet, through a lack of communication between many different characters. There are many scenes throughout the play in which he shows a void of communication such as the fight scene between Tybalt and Mercutio, the scene when Juliet is arguing with her parents, and especially in the scene when everyone thinks Juliet has died. In his play Romeo and Juliet, William Shakespeare shows that poor communication often leads to confusion and, more importantly, catastrophe. He does this to show the irony that immense misfortunes can occur due to the fact that people do not communicate with each other as well as they ought to, and when they do not dilemmas erupt.

Educational needs of immigrant and refugee students

Educational needs of immigrant and refugee students This literary review examines what educators are doing to assist the influx of foreign students, what tools they use in class, and how these students perceive treatment by other students in class. In this article, I include examinations from a series of articles that relate to the topic I chose in class, which are the educational needs of immigrants and refugee students. In order to understand what these needs are, I selected articles that address the needs of immigrant and refugee students, and focused on what teachers develop in their classroom to facilitate those needs. This literary review also addresses the effectiveness of dual language programs for immigrant/refugee students, and how educators can reach these students effectively utilizing the dual language model. Educational needs of immigrant and refugee students: Are teachers meeting the needs of these students? An immigrant leaves his homeland to find greener grass. A refugee leaves his homeland because the grass is burning under his feet- Barbara Law Teachers in classrooms today face an ever-changing, more difficult challenge than those who taught in previous generations. The culture of students in class changes every year, making it complicated for educators to reach the unfamiliar ground effectively. As an educational society, we have not seen the demographics of students change more since the influx of immigrants in the early 1900s. During the past 20 years, the amount of foreign speaking students in a typical public school has doubled, if not tripled in size (Goldenberg, 2008). According to Kugler, E. G. (2009), the population of immigrant children in the classroom stands at 10.8 million students. With that said, the question remains as to how teachers reach the new immigrant and refugee students. This literature review addresses the needs of the changing environment in which teachers and students cohabitate together on a daily basis, how teachers reach students with language barriers, and complications that both parties face daily. What is the difference between a refugee and an immigrant? In order to understand the basis for this article, one must first understand the concept of refugee and immigrant. According to Colorà ­n Colorado (2008), refugees are individuals who fled their lands in fear of persecution due to personal, religious or political beliefs, in search of a safe haven. Immigrants are people that migrant to a different country in search of a more suitable job opportunity, living situation, or a desire to move closer to extended family. The major difference in a refugee and an immigrant is that refugees leave their country in a hurry, whereas the immigrant plans the move ahead of time. According to Title III of the No Child Left Behind Act of 2001, educators define immigrant students as such, individuals who are aged 3 through 21; were not born in any state; and have not been attending one or more schools in any one or more states for more than 3 full academic years (SDCOE, 2010). What parts of the world are immigrants and refugees coming from? This question poses large relevance to the manner in which teachers address the needs of students arriving from different countries. The needs of these students vary by country and status of which they enter the U.S. During the 1980s, there were a vast number of refugees entering the United States from Latin American countries, some arrived from Asia, and a handful came from the Caribbean islands. Statistics shows that over 85% over refugees arriving from this decade were from Latin American countries (Jensen Chitose, 1994). During the 1990s, the arrival of refugees came primarily from countries involved in conflicts such as Bosnia, Afghanistan, Iraq, Somalia, and Sudan (McBrien, 2005). In 2003, the approved refugee applications came from similar countries to United states during the 1990s influx, Bosnia (3,874), Afghanistan (1,635), Sudan (1,054), while the majority of applicants received were from the country of Somalia (24,458) (McBrien, 2005). What are the needs of immigrant and refugee students? Students who arrive from other countries requesting educational services from American teachers have many educational needs. This need varies by culture, and depends upon the services each student received in his/her home country. Many students from other countries have difficulty in reading abilities. This problem worsens when trying to grasp reading concepts in the English language. In researching this, Goldenberg states that students who learn to read in his/her first language are far more effective in grasping English language reading concepts, than those who have no reading ability at all. Teachers must use sensitivity when attempting to help foreign students in their reading ability, as these students will be discouraged if they are corrected too often, or too soon when learning English. Educators must approach instruction of reading concepts to foreign students with caution, and allow for extra time when completing assignments (Goldenberg, 2008). One critical need that refugee students have when he/she arrives here in the United States is mental health care. These refugee students bring emotional baggage to the classroom, and many teachers and counselors do not have the resources available to assist these students as the language spoken creates a barrier. Post-traumatic stress disorder is a common problem found in refugee students, and affects the students performance in school (Kugler, E.G, 2009). Due to the residency status of these students, many are unable to receive treatment for this disorder, or are afraid to divulge personal information to others, as he/she fears deportation back to the home country (Kugler, E.G, 2009). Not only is there a mental health care need within refugee students, but also a need for basic resources available to each family. When arriving here in the United States, students often have difficulty finding a school close to where the family is staying. Once the student finds a school close to home, the next hurdle is the school accepting the documentation on each learner. There are no pamphlets or handouts given to families when arriving in the States, and many do not have any personal contacts each family can rely on for assistance with education placement. Immigrant students that arrive in the U.S often acquire the English language quicker than their adult parents do. This causes the student to take on the responsibility of an adult, where he/she is often in charge of helping negotiate finances, health decisions, and family affairs (Kugler Price, 2009). The needs of immigrant and refugee students are a very multifaceted situation, that teachers cannot handle simply utilizing the ELL classroom resources. These students need to build their knowledge in core content areas also. Educators and administrators must not shelter these students from mainstream classroom culture, as it will hinder their ability to acculturate into English culture. The more exposure these students receive in English on a day-to day basis, the quicker they acquire these skills (Goldenberg, 2008). There is another need that immigrant and refugee students have when arriving in the U.S. These students understand the role they possess in his/her home culture, yet when arriving in the classroom, there is much confusion as to how these students fit in our society. The parents of immigrant/refugee students may not have the adequate time to ensure that the student knows how to act in the new culture, which leads to confusion and unease for the student. The teacher plays a large role in assisting with finding resources to help familiarize each immigrant/refugee student in understanding classroom roles for students. Some immigrant/refugee students who travel to United States for various reasons have specific needs when they appear in the classroom. One such group that researchers continue to study is the Hmong-American students that intermix with the mainstream English speaking population. These students have increased in numbers at an exponential rate since 1975, when they first started arriving from their home country of Laos (Vang, 2005). California has a large number of these students in their school system, tallying about 36,000 Hmong students, with about 85% of these having limited English proficiency (Vang, 2005). In order for these students to show success in the school system, educators and administrators must first address needs for the Hmong population. The need for these students is assistance from translator or teacher that speaks the Hmong language. Hmong students initially received placement in ESL classrooms, as administrators felt teachers might effectively reach them. Administrative staff placed Hmong students in these classes under the assumption that these students do not excel, and with no desire to further their education in college (Vang, 2005). Administrators also felt that these students, although not entering college, needed skills to survive in the workplace. Hmong students received placement in classes that geared the students toward workplace success, with the goal of minimum graduation requirements fulfilled. For administrators and educators in these situations, it is vital that they refrain from grouping students in certain classes, based upon the perceived ability each student possesses. These students must receive objective placement in classes that addresses the Hmong population need. How do teachers effectively address each of these needs? In developing strategies that teachers use to help immigrant and refugee students adapt to the new classroom culture, the first thing a teacher must incorporate is effective management skills. Teachers must re-invent styles of teaching in order to reach each foreign-born student, and understand each students cultural background. It is important for teachers to develop activities that encourage students to learn not only in his/her native language, yet also build on what they already understand (Curran, Mary Elizabeth, 2003). In a research article found, analysts report that utilizing a dual-language program is helpful for immigrant and refugee students (Goldenberg, 2008). This concept involves students using their home language in the morning to learn subject material, and then in the afternoon using English while learning different content areas (Goldenberg, 2008). This teaching concept is known as a dual language program in many states. Here in Nebraska, the dual language program provides opportunities for both English and foreign language learners. Where do teachers fail in reaching the needs of immigrant and refugee students? With the vast influx of immigrant and refugee students arriving in the classroom over the past two decades, the challenge to give these students proper education has proven difficult for many teachers in any grade level. There are several problems when attempting to reach the immigrant and refugee students. The first issue is that the immigration/refugee population is not getting any smaller, and research shows that the amount of incoming immigrants to the number of native English speakers in the classroom grows at a rate of 4:1(Walker, A., Shafer, J., Liams, M. 2004). A second issue in which teachers and administrators fail to reach immigrant and refugee students is only teaching English in school, which does not allow assistance in foreign languages in these classrooms. The English only push in schools enables legislation that denies use of any other language than English within the classroom setting (Shunpiking, 1996). This limits the learning environment for those who are limited English proficient, and does nothing to promote success of these students. There are currently sixteen states that have English only laws in schools, Arizona, Arkansas, California, Colorado, Florida, Georgia, Illinois, Indiana, Kentucky, Mississippi, Nebraska, North Carolina, North Dakota, South Carolina, Tennessee and Virginia (Shunpiking, 1996). There is one area in which educators and administrators fail in meeting the needs of immigrant/refugee students that often many in society do not consider. In some areas of the U.S, these students do not receive enrollment in charter schools, yet these schools are often closest to where the immigrant/refugee students live. New York is one of the cities that struggles to ensure immigrant/refugee students have a place in their charter schools. A study done in January of 2010 by United Federation of Teachers found that only four percent of ELL students receive enrollment in charter schools within the neighborhood these students live in. This is in contrast to the citywide average of 14 percent that enroll in charter schools. Charter schools receive on average about 10 percent less students of free/reduced lunches than those schools on the district level. How do teachers encourage refugee and immigrant students to succeed? Helping refugee and immigrant students succeed not only takes place in the classroom setting, but can assist refugee/immigrant students and their families outside the class also. Teachers can tap into community resources available to the school that will help each immigrant/refugee family feel welcome. According to Colorà ­n Colorado (2009), there are several things teachers can pursue to help students adapt within the new environment when arriving in the classroom. Below are the methods as listed on their website. The first is the teacher must educate him/herself about the new student. It is important to learn their culture, and from what country they originate. It is helpful for new students lowering their affective filter if the teacher allows each individual to share with the class their experiences. Below is a list by Colorà ­n Colorado (2009), of things teachers should utilize to help welcome new immigrant and refugee students in class: Learn as much as you can about refugee students cultures, and invite students to share their knowledge with their classmates. Develop a list of community resources such as food and clothing shelves, health care centers, and adult ESL classes. Have the information on hand to share at conferences or other family events. Consider what works best for the families if they live in a concentrated area with a community center you may want to hold the meetings in their neighborhood. Be sure to have bilingual support, food and childcare. Federal funds can be used to provide transportation as well. For older students who need to develop initial literacy skills, work with other staff to provide age-appropriate materials that allows the students to practice their developing skills, but doesnt require them to complete activities designed for young children (Colorà ­n Colorado, 2009). Are dual language programs effective for immigrant and refugee students? The effectiveness of a dual language program in a given school system relies upon the acquired skills teachers possess in the program, and the ability to successfully reach each student. In Texas, administrators tout this program with a mark of success in their school systems.

Impact of Conglomeration on Cultural Industries

Impact of Conglomeration on Cultural Industries Cultural industries are a major source of generating information and knowledge in societies. The concentration in ownership over them, in the recent years by private corporate houses has brought in changes, in the way they operate and function in society. In this article, we see why cultural industries are important, what the functions carried out by them are and how they are affected by the conglomerate style ownership which is prevalent in society today. WHAT ARE CULTURAL INDUSTRIES? Cultural industry as a concept had first been put forward by German critical theorists of the Frankfurt School, Theodor Adorno and Max Horkheimer. While in exile from Nazi Germany in the 1940s, they wrote the Dialectic of Enlightenment through which they popularized the concept. In it, they wrote about the life in capitalist United States and felt it was rather meaningless and shallow. According to them, culture had become commodified in the capitalist societies, which was why they coined the term Culture Industry. (pg24) The complexities which have arisen in society over time have metamorphosed the singular field spoken about by the two proponents and led to the creation of ‘cultural industries’. The different ways in which society is influenced has led to the creation of different types of cultural production. (pg24) The continuous changes in the culture, economy and society make it important to understand cultural industries in the present day context. Cultural industry, in simple terms, refers to the activities which are interrelated with symbolic goods, i.e. those goods whose economic value is determined by their cultural value. This definition of cultural industries is relatively fluid as they respond to the changing dynamics of societies. Cultural industries comprise of ‘classical’ cultural industries like broadcast media, architecture, music, films, etc. and traditional arts such as theatre, visual arts, literature, galleries, etc. (1) In the present day the term cultural industries is often used synonymously with media industries. ROLE OF CULTURAL INDUSTRIES IN SOCIETY Cultural industries have certain distinct functions to play in the present day modern societies. Firstly, cultural industries affect our views and knowledge about the world by creating and circulating different products. The media have a major contribution in this regard, not only through newspapers and broadcast news programmes but also through entertainment like films, television series and music. They help frame our views on what is right or wrong, determine how people live together in society, how far democratic functions are carried out and justice and rights upheld. These texts are disseminated by powerful corporations whose major motivation is to earn profits. Often theorists debate over whether cultural industries operate to carry out the interests of these elites in the society. Through cultural industries they try to accustom the common man towards a particular way of thinking which would eventually help serve their interests. (Pg 4) Secondly, the cultural industries tend to promote a particular type of work in society. Cultural production in societies takes place according to the type of audience. The texts produced in the system may sometimes be mediocre and not enriching for the people because the motivation is not to promote the creativity in society. Rather it is to preserve the power of the business elites and promote consumerism. The contemporary sufferings and inequality of the capitalist societies are said to be the fallout of these cultural industries. The heads of corporations generally decide the freedom given to the workers or artists and thus control the potential of the workers. (pg6) Thirdly, cultural industries are an important source for determining the source of wealth and employment in the societies. Scholars say that it is the brand name of the businesses which are of actual value and have motivated further spread of knowledge in societies. In recent years other sources developed, such as the internet. The massive boom in communication technologies provided an opportunity for the growth of credit based economic growth. Thus, cultural industries act as instruments of economic and social change. (Pg8) INTERESTS OF THE CORPORATIONS It is important to understand what the interests of the executive and owning class actually are to understand how and why corporations function as they do in contemporary capitalist societies. The prime interests of companies are to maximize their profits and revenues. Although some companies provide better conditions to their workers and offer many benefits but the target of the companies is to maximise their profits by minimising the costs. The owning class of companies try to collaborate with companies like their own. Despite the competition between the two, they try to unite in lobbying and campaigning against certain government legislations which are in support of the working class. For their business to prosper, the corporate owners require stable economic and political conditions. They might be against certain reforms which the government wants to introduce which might be beneficial to the consumers and workers. Thus they try to influence the government by donations in the ele ction campaigns and show their support to certain political candidates which will help create an atmosphere in the system which is needed for their business to boom and enlarge. (pg76-77) OWNERSHIP OF CORPORATIONS Around the 1960s, in the United States, conglomeration became one of the basic features of ownership of corporation. Diverse business and industrial houses that originally had interests limited in oil and financial services only, had now started investing more into the media industries. These industries primarily had private ownership. In the late 1980s a new form of cooperation emerged whereby there was cross –promotion and cross-selling between the different corporations so that there would an increase in the overall sales. With the developments in technologies new sources of cultural production emerged making the ownership more complex. In many of these industries such as radio, television and films, there was the emergence of oligopolistic ownership emerging which was leading to the creation of huge conglomerates. (pg195) In the USA, for instance, large corporations such as the RCA (Radio Corporation of America) became one of the leading companies overtaking the various me dia forms like publishing and newspaper companies and Hollywood studies emerged as an oligopoly which was integrated vertically. This vertical integration led to the development of certain new technologies such as recording and playback. There was also cross media ownership which made the system very complex. Film studios like MGM (Metro-Goldwyn-Mayer) also held considerable interest in music industry. In the 1980s media houses began to invest more into consumer electronics companies. (pg72) For instance, Sony bought over CBS Records and Columbia Pictures Entertainment whereby it could use rock music and cinema which were popular in the US to promote the sale of CD and thereby increase their cultural productivity. (pg198) With the emergence of IT giants in the new millennium, telecommunications industries ventured into the broadcasting market. But it must be noted that these companies did not have significant cultural production. Their focus was more on gathering data on consumers which would help them to increase their sales. One of the most important ventures into cultural industries by the IT companies was that of Google who purchased YouTube in 2006. Google had recognized the relationship of circulation and distribution with that of culture and communication. The basic idea was that the greater the number of consumers who visit YouTube and the more number of pages they view, the greater will be the promotion of certain ads by YouTube. This led to the major clash over copyright between Goggle and other cultural industries. (pg 198) IMPACT OF CONGLOMERATE STYLE OWNERSHIP There was an increasing emergence of small companies which took part in the cultural production though it was at a much smaller scale. These small industries brought to the fore concerns regarding the domination of big business houses over cultural production. It was argued that ownership in the big business and corporate houses belong in the hands of a few. As it was explained earlier, the different shareholders especially in the media industry have started acting as moguls. They have control and ties with other powerful institutions and people who help spread and propagate their particular interests in society.(pg 73) Some scholars dispute that there has emerged a ‘managerial revolution’ in the nineteenth century which has led to delegation into the hands of the managers who have different interests from that of the owners. Thus, interests of the corporations become varied as different classes involved become more diverse. Critics say that the managerial class also bel ongs to the wealthy higher stratum of society and so they may share interests with the owning class. (pg 75) There can be many harmful effects on the democratic practices in the nation if there is concentration of corporate ownership over the media and cultural industries. The media is one of the main sources of information for the people today. It is responsible for enlightening the people and providing them with vital information. But if there is increased corporate interest in media coverage, then there can be a major impact on what the media covers and does not cover. The media can no longer provide unbiased information and always has to bear in mind that the information that they generate does not in any way offend the owners. Thus, the media and other cultural industries become bound and shackled by the chains of the interests of the executive and corporate heads. The common man in turn is denied access to accurate and unbiased information. If he could us it he could make informed decisions. This has a direct fallout on the democratic political system in the society. (3) Another significant issue is that the knowledge that is generated and the culture that is produced become uniform and standardized. The information that is generated is that which can help retain the power and position of the corporate giants and tycoons. This compromises the ability of the common man to develop his or her ability to the fullest potential because what is popular in society is controlled and decided by a few who belong to the elite class. The inequalities in society are legitimised by the cultural industries like media which help retain the power and wealth domination of the corporate heads. Thus we see that the control exercised by the giant corporate houses is not direct, but through their ownership and control over the media and other cultural industries. (4) There have often been debates whether cultural industries under the influence of private ownership have concentrated more on commerce rather than creativity. With increase in corporate interests in cultural industries and media whose primary motive is earning large profit and returns, many scholars feel that there has been a compromise in the quality of news generated. Journalism must maintain high quality but with new budget cut downs to reduce costs there has been a decline in the resources available to the journalists. Also, there has been a shift of concentration from important political and economic events to gossip on the lives of celebrities and the entertainment world as this proves to be more lucrative for them. Thus, there is concentration on public taste and what the public want to see, which some scholars point out is rather good than concentration on what the elites want people to see. Ben Bagdikian in his work The Media Monopoly listed the number of media companies in different industries like newspapers, magazines, motion pictures and television in the US market. In 1983, he found that there were 50 major corporations but their number continuously dwindled over the years and ultimately became only 5 in 2004. This clearly manifested the scope of influence that these corporation have in influencing the cultural industries. (pg205) Many critics point out corporations may become victims of the environment they exist in. For this reason many of them have adopted the policy of ‘de-convergence’ in recent years, whereby they concentrate on their primary business areas and have sold off their other business operations. But conglomeration continues to exist as one of the main features of cultural industry. CONCLUSION After careful scrutiny of the important role of cultural industries and the impact of conglomerate type of ownership on them, one observes that the latter limits the autonomy of the cultural industries in various manners. It is imperative that initiatives be taken to liberalize them from the corporate interests which bind them. It must be noted, that this form of ownership can have positive impacts as well. For instance, the corporate houses can control and keep a check on the government and limit them from acting arbitrarily or biased decisions. They also help promote healthy competition in the society. But after weighing the positive and negative impacts of conglomerate ownership over cultural industries one can conclude that there is need to take positive action in form of diversification of ownership. REFERENCES The Definition of ‘Cultural Industries’  http://www.pedrobendassolli.com/pesquisa/icc1.pdf Reference provided The Cultural Industries By David Hesmondhalgh Media Conglomerates, Mergers, Concentration of Ownership,  http://www.globalissues.org/article/159/media-conglomerates-mergers-concentration-of-ownership Media Ownership – Does It Matter?  http://lirne.net/resources/netknowledge/meier.pdf The Media Industry: Structure, Strategy and Debates  http://www.sagepub.com/mcquail6/Online%20readings/9b%20Croteau%20%20Hoynes%20-Devereux-Ch-02.pdf

Macbeth :: Shakespeare books

God and the devil have a strong presence in â€Å"Macbeth†. The characters look to heaven and hell as places they have to try and strive towards or steer away from. God and the devil seem to be the driving and obvious force behind the happenings of the tragedy. They mold the characters into what they are. Even when things do not end up in their favor. The witches have an impact on the whole theme of the play. They are the ones who start to label Macbeth with titles, which he does not yet posses. The witches predict the future, which is to Macbeth’s liking. â€Å"All hail Macbeth! Hail to thee, Thane of Glamis. All hail Macbeth! Hail to thee, Thane of Cawdor. All hail Macbeth, that’s shalt be king hereafter!†(1.3.46-48). Macbeth at this time was only the Thane of Glamis and he knew he had aspirations of becoming king, but wanted to know how these witches would know to say such things. â€Å"†¦tell me more†¦But how of Cawdor? The thane of Cawdor lives, a prosperous gentleman, and to be king stands not within the prospect of belief.† (1.3.68-73) The witches at this point fade out and leave Banquo and Macbeth to speculate. Ross and Angus enter and tell Macbeth that that the Thane of Cawdor is going to be executed and that Macbeth will take on the title. In Macbeth’s mind this means that he is going to be king. Since the witches were able to predict that he was going to be Thane of Cawdor then he believes he is definitely going to be king. â€Å"What can the devil speak true?†(1.3.107) This is Banquo’s reaction after Ross â€Å"hails† Macbeth with his new title, Thane of Cawdor. Banquo starts to wonder if what the witches proclaimed, would actually come true. If what they said did come true for him it would mean his children would be kings. This quote is sort of strange to me. I am taking it as he refers to the witches as the devil. I don’t know how he came to this conclusion; maybe it is just how he is trained to think towards anyone that can see the future. The witches planted this thought into Macbeth’s head about being king. Since the Cawdor topic came true with ease he believes that him becoming king will also be an easy transition. Macbeth :: Shakespeare books God and the devil have a strong presence in â€Å"Macbeth†. The characters look to heaven and hell as places they have to try and strive towards or steer away from. God and the devil seem to be the driving and obvious force behind the happenings of the tragedy. They mold the characters into what they are. Even when things do not end up in their favor. The witches have an impact on the whole theme of the play. They are the ones who start to label Macbeth with titles, which he does not yet posses. The witches predict the future, which is to Macbeth’s liking. â€Å"All hail Macbeth! Hail to thee, Thane of Glamis. All hail Macbeth! Hail to thee, Thane of Cawdor. All hail Macbeth, that’s shalt be king hereafter!†(1.3.46-48). Macbeth at this time was only the Thane of Glamis and he knew he had aspirations of becoming king, but wanted to know how these witches would know to say such things. â€Å"†¦tell me more†¦But how of Cawdor? The thane of Cawdor lives, a prosperous gentleman, and to be king stands not within the prospect of belief.† (1.3.68-73) The witches at this point fade out and leave Banquo and Macbeth to speculate. Ross and Angus enter and tell Macbeth that that the Thane of Cawdor is going to be executed and that Macbeth will take on the title. In Macbeth’s mind this means that he is going to be king. Since the witches were able to predict that he was going to be Thane of Cawdor then he believes he is definitely going to be king. â€Å"What can the devil speak true?†(1.3.107) This is Banquo’s reaction after Ross â€Å"hails† Macbeth with his new title, Thane of Cawdor. Banquo starts to wonder if what the witches proclaimed, would actually come true. If what they said did come true for him it would mean his children would be kings. This quote is sort of strange to me. I am taking it as he refers to the witches as the devil. I don’t know how he came to this conclusion; maybe it is just how he is trained to think towards anyone that can see the future. The witches planted this thought into Macbeth’s head about being king. Since the Cawdor topic came true with ease he believes that him becoming king will also be an easy transition.

eli whitney Essay -- essays research papers

Eli Whitney   Ã‚  Ã‚  Ã‚  Ã‚  Before the invention of the cotton gin, Americans would remove cottonseed by hand. Slaves were hired to complete this procedure. This would take a very long time and something had to be done. Later on, a man named Eli Whitney invented a device called the cotton gin. The cotton gin is a machine for removing the seeds from cotton fiber. His invention could produce up to fifty pounds of cotton each day.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Eli Whitney was born in Westboro, Massachusetts in the year 1765. As a child, he was very talented in machinery. He worked as a blacksmith and invented a nail making machine. Whitney had a dream to go to Yale College, and worked extremely hard to achieve his goals. He finally got accepted and graduated at the age of 27. When he graduated, he found that there were no jobs in engineering and decided to take on teaching. This also didn’t work out so he stayed on his friends’ cotton plantation. He found that the plantations were soon going to go bankrupt because of the high cost of producing cotton at such a slow pace. Many people realized that a device was ne...

Hip Hop Music Culture Essay -- Rap, music and cultural movement

This essay aims to examine the importance of the Hip-Hop culture in 21st century society. It will begin with consideration of the history of Hip-Hop, discussing its stylistic adaptations, cultural preferences and concerns, referring to the studies of black culture by Ellis Cashmore and Mark Neal. Within this I will explore the ethnicity and authenticity of the culture, with reference to last years Popular Music and its Cultural Context unit. The essay will then move on to evaluate the culture’s relationship with the media, concentrating on the well documented moral panics associated with the culture; I will make particular reference to the theories of Stan Cohen. By studying the political and historical patterns of the culture, I endeavour to discover the overall meaning which the culture has for its members and for society. It is primarily important to coin what Hip-Hop is, the dictionary definition describes Hip-Hop as: hip-hop (h p h p ) or hip hop noun. 1. A popular urban youth culture, closely associated with rap music and with the style and fashions of African-American inner-city residents. 2. Rap music. As a culture Hip-Hop includes four main categories of expression; Mixing, Dancing, Graffiti Art and Rapping, known as MC’ing. Hip-Hop was first recognised in New York around the mid 1970s, considered as a reaction to social movements of the time. In America the 70s and 80s were subject to negative behaviour towards black communities which consisted of Jamaican and Puerto Ricans as well as African-Americans, it was argued that the ruling of Reagan led to this behaviour. Hip-Hop culture was seen as an escape from the explosion of gang violence throughout the 1970s and 80s, providing black American youths with a space for expression, this freedom of speech led to the spreading of Hip-Hop to other cities where black communities suffered. As Tricia Rose states, ‘It satisfies poor young black people’s profound need to have their territories acknowledged, recognised and celebrated.’ (Rose, 1994: p.11, cited in Neal, 1997: p.136) The first UK top ten Hip-Hop hit wa s recorded in 1979 by the Sugar Hill Gang, called ‘Rappers Delight’. The recognition of this song noted the continuous exchange of musical ideas between black and white. The atmosphere created between black and white musicians from Britain and America was perfect for the sounds o... ...the Hip-Hop culture will continue. The policing of artists and their music are likely to become stricter, with parental advisory placed on increasingly offensive lyrics and with the boost in crime rates associated with Hip-Hop policing will be more specific. However, I do not believe that increased awareness and policing of Hip-Hop will lead to the waning of its popularity, if anything; I think it will continue to add to the novelty of the culture. Bibliography Baker, H. & Diawara, M. & Lindeborg, R. (1996) Black British Cultural Studies: A Reader, University Press: Chicago Cashmore, E. (1997) The Black Culture Industry, London: Routledge Cohen, P. & Baines, H. (1982) Multi-Racist Britain, London: Macmillan Cohen, S. (1973) Folk Devils and Moral Panics, St Albans: Paladin Dyson, M. (1996) Between God and Gangsta Rap, University Press: Oxford Neal, M. (1999) Black Popular Music and Black Public Culture: What the Music Said, London: Routledge Oliver, P. (1990) Black Music in Britain, University Press: Milton Keynes Springhall, J. (1998) Youth, Popular Culture and Moral Panics, London: Macmillan Thompson, K. (1998) Moral Panics, London: Routledge

Relationship Between Machbeth and Lady Macbeth Essay

Throughout the play Macbeth, there is an ongoing relationship between Macbeth and Lady Macbeth. Right away you pick up that Lady Macbeth is a very cold controlling person, while her husband is very naive and weak. The relationship these two share is as what most people would see as unhealthy. There are never any agreements, there is never any reasoning, it’s one way, Lady Macbeth’s way, and that’s it. This is one of the biggest factors as to why all these tragedies happened. She sparked Macbeth’s dark side, she brought it out of him and as the play progresses, you see how Macbeth is out of control and how Lady Macbeth loses all her power over him. The roles become reversed and it leads to one big mess spiralling out of control. Macbeth, once a meek, loyal man is influenced by his cold, cruel wife and from there, tragedy strikes. The relationship between Macbeth and Lady Macbeth, you can see right away is not a good one. She is the type of person who has to have it her way. She is making Macbeth live the life she wants. When the three witches foresee him becoming King of Scotland, Lady Macbeth doesn’t even question if he will achieve it or whether to try, she orders him to be it saying â€Å"Shalt be thou art promised† (Macbeth 1, V). Besides her always taunting and ordering Macbeth, you never see any affection between the two. You never hear them acting like a normal married couple. It seems as if they are just two people with the label of husband and wife. They can never just have a normal conversation, it’s always orders and arguments. Macbeth never wants to let down or disappoint her, it’s almost like he is scared of her. This relationship is what causes the tragedies. Lady Macbeth has a huge influence on Macbeth. Their relationship has to be the engine that sparked all the deaths. It starts off by Lady Macbeth ordering him to kill King Duncan, the King of Scotland. She first taunts him by saying â€Å"It is too full o’th’milk of human kindness to catch the nearest way† (Macbeth 1, V). This shows how cold Lady Macbeth is, as milk is the food of a new born child, she implies Macbeth is too much like a kind child to murder anyone, which is a method used to spur Macbeth on into killing the King. When Macbeth finally finds the courage to tell her he doesn’t want to kill, she shuts him down instantly. She goes â€Å"And live a coward in thine own esteem† (Macbeth, 1, VVI). This is a huge insult to Macbeth, and this is what finalizes his decision to kill King Duncan. You can see how she starts rubbing off on him when he says â€Å"False face must hide what the false heart doth know† (Macbeth 1, VVI). As the play continues, Lady Macbeth is constantly telling Macbeth what has to be done. Killing after killing, she is in his ear about what to do next. Eventually, Macbeth has no more control over his darkness and you quickly see things start to change. Once Macbeth started getting more confident by his killings, he realized he was gaining more and more power, and his ambition grew stronger and out of control. You start to see his and Lady Macbeth’s relationship change. Lady Macbeth starts feeling guilty in act three. â€Å"Tis safer to be that which we destroy, than by destruction dwell in doubtful joy† (Macbeth 3, II), this shows she realizes that getting what you want doesn’t bring peace. Despite the fact that both are feeling guilty, Lady Macbeth tries to remain strong in front of Macbeth â€Å"Things with without all remedy should be without regard: what’s done is done†. This shows Lady Macbeth again telling Macbeth that the murder has happened and that he should get over it, as nothing can be done to change it. There is however a hint of remorse in Lady Macbeth’s voice, showing how she is losing her power over Macbeth, mainly because she is finding it hard to get over her guilt. It happens once again when Macbeth shouts out â€Å"O, full of scorpions is my mind, dear wife† (Macbeth, 3, II). This is where we understand Macbeth cannot let go, he has to now take the matter of murder into his own hands. As the scenes go by, you see Macbeth making his own decisions. He starts killing firstly without conscience or guilt, and secondly, without Lady Macbeth’s consent. He stop telling her his plans and when Lady Macbeth hears word of her husband’s actions, she is overwhelmed with guilt and commits suicide. When he finds out about this, he shrugs off her death, he felt more guilty about the killing of the King, a person he hardly even knew, than the death of his wife, the woman he believed to have loved. This proves that one, either Macbeth was in too deep with his evil side at this point, he showed no remorse, or two, he didn’t really love his wife, another point proving their unhealthy relationship. Perhaps it is Lady Macbeth’s cold hearted ways that have taught Macbeth not to care, perhaps if there was no Lady Macbeth, Macbeth would still be the man he started off as. Every person has a dark side amongst themself, it’s just a matter of how you contain it. By the end of the play we see how the relationship has deteriorated to such a state Macbeth loses all emotions. He no longer cares who the person is, who will be affected by their murder, or if they deserve to die or not, if there is the possibility of them coming in the way of Macbeth and his dream, they are dead. Macbeth no longer has the fear of getting caught either. He believes he is invincible, that he can do anything. This just goes to show how much one person can have such a huge impact on your life and how the right amount of taunting and nagging mixed with a whole lot of ambition creates a very dangerous, deadly mix.

Forgive Me Mother Essay

Its strange how memories of the past can be so terrifying. The thoughts and the occurring dreams are always similar. I would remember longing for a summer where the summers light would beam on my body with the warmth of the sun. Winter was worse because I was terrified by the cold thick air that I would inhale inside my thin body until it feels I was shivering to death. The feeling of being alone , I couldn’t even sleep at night without being terrified; not because of being alone , but knowing my life would dwell with no hope for me for the future. I would see paranormal faces of my father. The haunting face would stare at me with such gentle eyes , yet sad. It’s like he was watching over me. Years ago when I had a family, loving yet annoyingly humorous in a family sense that I miss. We were having dinner with the family with just me , my mother and father. My mother was preparing the food and my father was coming home from work. However he never came back and my mother was worried and panicked. I was still too naà ¯ve to understand the situation fully back then. Hell I don’t even know how old I am anymore since I’ve lost track of time. I cried at first because my mother was always the strong type in the family. It was the first time I’ve seen her cry and the emotions inside of me wanted me to cry with her. He never came back and the authority’s told us he went missing. He was the provider of the family and we were financially unstable. My mother had to look for work , so she left to the city. She told me she would call me when she would be back. Once she left , the people who collects debt knocked on my door and seized the house. I had no place to go and so I left to find shelter and food. I got hired a job in a local newspaper agency to hand out flyers to neighbour streets. It was so cold but I never gave up hoping my mother would come back and take care of me. She couldn’t take me with her because she could only afford enough for herself to travel. We lived in a small town surrounded by snow somewhere in the upper regions of South Korea. One day while I was sleeping in the corner of the streets. A man walked pass with a white hat and apron with a grin on his cheeks. He looked at me for a couple of minutes. I was scared so I didn’t look back at him out of fear. I hear footsteps coming towards me and I was about to run. He asked â€Å"Why are you out in the streets alone at your age? , How old are you?†. I replied in a low voice ‘I don’t know†. He had a strange look on his face and asked me where my guardians was. I replied to him that I don’t know either. He asked me more questions which I all replied â€Å"I Don’t know†. I looked up and saw his face. He was a old man with a beard and had a stick on him which looked like it was supporting him move. It was a silent cold night and I’m not sure why he would be walking around at this time. He asked if I would like to work at his restaurant with cleaning and get paid for it. With nothing to lose I gladly accepted his offer. He took me to his place , it didn’t seem what he said it was. The restaurant looked like a dump and I only saw girls on the front door outside of the restaurant wearing what looked like beach clothing in cold weather. I was suspicious but I had nowhere to go and I didn’t know the way back from here. I followed the old man and he took me into a small room with 10 other children. At first I thought he was taking care of us until there was only girls in the room coming in and out one by one with a man. This isn’t a restaurant I suspected. I was disgusted and tried to leave but they didn’t let me leave. Pushing and crying to get out. They pulled me back , held both my hands and chucked me into a room by myself and locked the doors. Suddenly someone said *Calm down or they will punish you*. I stoped and looked for the source of the sound. The room had a little vent which leads to the other rooms. I whispered to the girl â€Å"What is this place† in a panicking voice. She told me it was a brothel where everyone gets kidnapped and rape for money by strangers. I asked her I was a male, â€Å"what do they want from me?† She told me she doesn’t know either. I didn’t want to find out , my life was already crumbling and now this. There was a medicine cabinet inside the room. I searched inside and found sleeping pills , I remember taking these when I lived with my parents. I could never sleep so the doctor prescribed me sleeping pills. I tried to sleep but I couldn’t out of the fear what was going to happen to me. I suggested to myself I should take these pills and ease things. I took the bottle of medicine from the cabinet. One wasn’t enough for me so I thought. I took more and more until I was feeling dizzy. I counted how many times and how much I’ve taken. But I lost count and started again. I needed more and I needed my peaceful slumber. I was scared to think what was going to happen and kept taking more and more pills until I could feel the bottom of the container. My body begins to weaken and I could no longer feel my fingers. My eyelids begin to shutdown. Soon darkness was all I could see , I felt a hollowing in a room with darkness and suspended in time. Forgive me mother I love you.

Diverse Leadership Wealth of Our Nation Essay

Diversity is the mosaic of people who bring a variety of ethnic and cultural backgrounds, styles, perspectives, values and belief to a group with which they are to interact. Diversity is a variation in ideas, opinion, cultural and ethnical background, style, values, and beliefs. Diversity is very essential in the portfolio of any organization or team that seeks optimum performance. The best form of learning is by learning from people with diverse ideas and methods of reasoning. Diversity is important in a team, because there will be more than enough idea and skill pool, which the team can benefit from when carrying out assignments and activities. Most people think of it simply as differences in race, nationality, or gender, but true diversity encompasses these attributes along with differences in opinions, ideologies, and interests, among other things. People tend to reflect on diversity as simply demographic, a matter of race, gender or age. However, groups can be disparate in many ways. Diversity also is based on informational differences, reflecting a person’s education and experience, and on values or goals that can influence what one perceives to be the mission of something as small as a single meeting or as large as a whole company. Diversity among employees can create better performance when it comes to creative tasks such as product development or cracking new markets. Managers have been trying to increase diversity to achieve the benefits of innovation and fresh ideas. Over the years, corporations and fortune 500 companies embraced diversity. They pushed diversity to the fore-front and embarked on campaigns to recruit, train and retain a diversified work force. The essential ingredients of performance in the workplace in the United States have always been teams and team-work. Companies built their teams in such a way that it always included people with diverse backgrounds, opinions and culture. Diversity within these teams brought about higher success rates in activities and projects because the team were able to pull ideas, strengths, knowledge and resources from a wider range of intellectual capital. The study of diversity in the workplace has taken on new importance as changing economics prompt many companies to restructure themselves into flatter, more decentralized entities. The result is that today’s corporations are built around groups that must find answers to novel and complicated business issues. These teams bring together diverse groups of people who incorporate a variety of backgrounds, ideas and personalities. Large corporations like JPMorgan Chase, Exxon-Mobil, General Electric, Ford Motor Company, American Express Company, Wells Fargo & Company, Washington Mutual Inc. , Bank of America, and Goldman Sachs were often honored for distinguishing themselves with first in class diversity initiatives in the Financial Services Industry. First the housing market collapsed; which impacted the financial markets; which impacted the stock market. On September 14, 2008, the financial industry held its breath as it watched the fall and death of Wall Street. Lehman Brothers collapsed; Merrill Lynch was sold to bank Of America. What followed was a veritable redrawing of the industrial map: Former cornerstones of the nation’s economy filed for bankruptcy or merged with larger companies to stay afloat. As the mergers are finalized, the new fear within the industry is not so much whether the companies will survive, but will the employees? â€Å"Regarding hiring, everybody will be affected,† said Carlos Orta, president and CEO of the Hispanic Association on Corporate Responsibility. Carlos Orta knew everybody will be hurt, but his fears were the impact the freeze and layoffs will have on Hispanics. In all, the financial industry is thought to have lost more than 3000,000 jobs since the crisis started. Mr. Orta predicts that the restructuring of the financial industry will force it to focus more on diversity, because its customers will hold them accountable. He said that JPMorgan, which is now essentially a bank, will have to deal with banking issues. This will be a shock to their system because they don’t subscribe to diversity and never have, he said. The impact the financial crises will have on diversity in the workplace has been the subject of several discus and forums in the last couple of months. The discussion was part of Rev. Jesse Jackson Sr. ’s 12th Annual Rainbow PUSH Wall Street Project Economic Summit. The panel â€Å"The Economic Crisis on Diversity and Diversity Initiatives† explored the economy’s impact on women and people of color in the cooperate world. Many of the panelists weighed whether women and people of color have been disproportionately affected by downsizing due to the weak economy. Diversity in large corporations is definitely hard hit by the financial crisis. In recent years advocacy groups have pushed up the number of blacks and other traditionally underrepresented minorities being hired and promoted by financial firms. This current economic crisis has impacted every sector of the U. S. economy . During tough economic times; organizations are forced to focus on their â€Å"core business†. Projects and Initiatives such as diversity that reside in their support area may be delayed or cut often with trepidation about the potential impact delay will have on efforts to build an inclusive culture. Now, as financial firms and other companies downsize or disappear, many of those hired through diversity initiatives have been losing their jobs. As companies trim their workforce and cut costs to weather a faltering economy, women and minorities brace as they bare the possible brunt of the layoffs. Subha Barry, managing director of global diversity and inclusion at Merrill Lynch said that most of her firms’ diversity initiatives were tied to increasing revenue. In the words of Barbara Thomas, president and CEO of the National Black MBA â€Å" As we all know, when anything goes wrong in this country, black employees are hit harder than most other races† . She also stated that, When America gets a cold, black America gets pneumonia. Diversity hiring in the finance and insurance industries has been on the upswing in recent years. Some people opine that the actual effect on diversity when companies merge or downsize will likely vary according to the companies’ layoff and retention policies. Thomas said the Black MBA organization has been trying to refocus on industries less affected by the financial crisis: health care and biotech, global media and entertainment, energy, and food and beverages. The association she says, has been encouraging its members to pursue these industries. Yvonne Hart, associate director of MBA student programming at the Robert Toigo Foundation, which awards fellowships to minority students at business schools, said her organization has been keeping a close eye on how the financial crisis is affecting minority students. â€Å"We always have concerns about that, and definitely those concerns have intensified over the past 12 months† Hart said her organization has changed its programming in response to the recent turmoil of the past two weeks, adding six sector-focused Web seminars on navigating industries other than investment banking and intensified interview and mentorship guidance. The group also held a town hall-style conference call meeting last week, in which four professionals from the investment banking industry spoke to 130 minority business school students considering careers in finance, giving them insights and career tips on how to move forward in the new financial landscape. It’s not just racial minorities who are concerned. When word broke of Lehman Brothers’ bankruptcy filing, the Forte Foundation, which encourages female MBA candidacies, sent out an e-mail to all the women in their database, reminding them of the career resources the group offers. Apart from the direct impact of layoffs, diversity advocates fear many financial firms will eliminate or cut back human resources or diversity programs. Most industries are already seeing the departure of some top diversity advocates and there are worries that there will be more to come in the next few months. It’s more that the people that are leaving are the ones who were around for years and knew the corporationa and really got what diversity was about. There’s going to be a lot more scrutiny at these companies. If they keep pulling staff, they can’t always justify keeping the programs and partnerships they are supporting. Also at stake is continued corporate sponsorship of diversity organizations. For instance, Management Leadership for Tomorrow, an organization that trains black, Hispanic, and Native American young people for business leadership positions, lists insurance giant American International Group and investment banks Lehman Brothers, Merrill Lynch, and Goldman Sachs as among their corporate sponsors. It is pertinent to note that two of their sponsors have ceased to be in existence. In conclusion, it is evident the concept of diversity will continue to be an intricate aspect of the business environments of today and in the future. Organizations must embrace and understand the importance of diversity in order to remain competitive, respond to globalization and promote innovation and productivity within its organization. Strong commitment and leadership will provide the necessary cultural atmosphere that promotes an inclusive environment. Training, education and effective communication will help execute strong change management practices. The rationale for understanding and managing diversity has never been stronger. As new possibilities and opportunities in the business environment arise, the need for diversity programs will be the key to successful organizations of the future. The world today is more diverse than ever before. Our ethnicity, religion, life experiences and all other personal attributes make us unique individuals. We all need to learn to accept what is different from us and more importantly respect it. In this environment, companies are going to have to be very, very savvy and very smart in terms of maintaining talent in their pipeline that is not just white males and even white females. They need to continually maintain a diversified workforce. There has been no report or research that has proved that diversity initiatives in large corporations is in part responsible for the current financial turmoil the economy is in If you want to really be ahead of the curve in your workforce, you have to pay attention to demographics. The pessimist in me says that diversity will slip down the agenda, for most firms, because in tough times business executives could be tempted to fall back on old, familiar practices rather than introducing innovative new ones. But there was also an optimistic way of looking at things, if companies were going to have to shed staff to cope with the crisis, what better time to restructure their operations so that workforces are more diverse. Since the financial crisis is forcing companies to reassess their core values and part of this process would involve a greater commitment to diversity. With a more diverse mix, companies will become a more wholesome organization which will herald new ways of doing business, post-financial crises era. Companies should embark on mundane diversity initiatives, with programs which will help recruit and retain minorities. Once hired, promotion policies that encourage diversity will ensure the best people get to top management positions, and these will stir these companies to paths of success and profitability. Despite all of the economic turmoil facing the workforce or even because of the turmoil there is a need for large corporations to maintain a strong focus on diversity. There has been no time better that now to invest smartly in diversity.