Reflection on Cebu Pacific’s Issue

Due to Cebu Pacific’s runway accident last June 2, 2013 on Davao City, the Civil Aviation Authority of the Philippines (CAAP) says that all flight attendants must have their licenses effective on the second day of July. This news stunned many people especially the ones who are in the Tourism Field particularly the Airline Industry. The story, until this day was a hot issue in our classroom discussions. As a college student whose dream is to be a flight attendant some time after my graduation, I felt happy hearing this news. When I read the article about the runway accident, I somewhat felt the grief of the passengers of the particular flight. As a human being our safety need is really on the top level. Hearing the Ateneo students share their experience inside the plane, I was really in shock about the recklessness of the crews. Cebu Pacific is one of our country’s major airlines and when I took my On-the-Job training last summer, it was the airline competing with the nation’s flag carrier in terms of the number of bookings. It is a shame, in my opinion, in the airlines name to hear that the crews they are very proud of are not properly. I also believe that this happening is the company’s responsibility for they must all the time ensure that their crews are well trained so that no accident like this will happen. To think that many people not only Filipinos trust their services and the passengers also trust their lives to them, how can they just do nothing and be insensitive to the their needs? In situations like this, I remember one of my professors saying that the passenger must always be the first than yourself. Being a flight attendant is one of my major dreams and seeing one whenever I go to the airport is like giving me inspiration to achieve this dream. But this accident made me think of the statement my group mate in research said. She said, why is that many people who is working in our industry did not take BS Tourism Management as their course but still had their way inside the industry? I am just happy that CAAP did something about this situation for my fear is that many people will not trust our airline companies anymore. Training the crews is really an important activity especially not all of them have backgrounds to the industry. It is also a great thing to not make the other dreamers of being a flight attendant stop their dreams and shift to another profession. By this way we can still promote ourselves and of course make people trust us again. I am just hoping no such accident will again happen for it is really bad thinking that the industry that I chose is somewhat dangerous. Traveling is very fun and I hope that all people will experience it if the authorities will just put their focus on things like this. Tourism industry is something that is not only about profession but serving people with love and with great passion.

Psy250 Biological and Humanistic Approaches to Personality

Biological and Humanistic Approaches to Personality The stages of human development are influenced by biological and humanistic theories. Maslow's hierarchy of needs stresses the need for and individual to discover their own personality and gain self-control in their personal life. Abraham Maslow had a theory that an individual will desire more in life once they have accomplished the basic needs in life. Humanistic features of personality focus on freedom and self-fulfillment. Unlike Maslow, Hans Eysenck and other theorist proclaimed that personality comes from a biological approach that an individual’s behavior is influenced by genetics.The following will consist of a description of how Maslow’s hierarchy of needs influence personality formations, biological factors that influence the formation of personality, the examination of the relationship of biological factors by Maslow’s theory of personality, along with basic aspects of humanistic theories incompatible with biological descriptions of personality. Maslow's hierarchy of needs is a theory of human motivation based on biological, safety, love and belongingness, esteem, and self- actualization.Personality is influenced by ideas that create a foundation of an individual's life relations and peak experiences. An individual's experiences assist an individual to transform and discover the inner self. Peak experiences are familiar to individuals whom have matured and discovered their full potential. Maslow believed that individuals strive for self-actualization once they have satisfied their more basic needs. Maslow also characterized self-actualization as being the most superior out of all hierarchy needs.Each of Maslow's hierarchy of needs define the patterns of human motivations for an individual to survive. Each stage also defines the personality growth in humans as well as in animals. The simplest level of needs must mature before the individual will be motivated to achieve higher need s. Biological needs are the simplest and main requirements for human survival such as water, food, air, and shelter. Maslow's hierarchy of human needs is categorized in two groups D-motives and B-motives (Friedman & Schustack,  2012, pg304). Biological needs are the needs of the body that uphold homeostasis.Food, water, and air are requirements for individuals to survive and produce a steady foundation for growth. Safety needs are crucial in protecting self for growth. Individuals who are smart, tough, fast, consistent, and organized have recognized a defense of security for survival. Challenges associated with the external urges influence defense mechanisms such as repression, denial, displacement, reaction formation, regression, sublimation, projection, and rationalization. Each defense mechanism allows people to protect their ego.Therefore allowing them to avoid posttraumatic stress and continue to strive toward self-actualization. Love and belongingness reflects off safety. Hu mans need to feel a sense of belongingness and love. If love comes from a social group, religious group, classmates, coworkers, family members, and friends, individuals need to love and be loved by others. Without the features of love an individual may become an object to social anxiety and depression. The need for belonging can overcome the biological and security needs, depending on the power of peer pressure from other individuals.Humans have a self-esteem influenced by self-respect. Esteem shows importance and appreciation, which influences the accomplishments of receiving a great education, career, friends, and respect. Individuals with low esteem require respect and attention from others but on the other hand high esteem requires self-respect along with self-confidence. The maximum developed need detects to be at peace with oneself. Self-actualized individuals are independent, choose privacy, love, freedom, and avoid social stress (Friedman & Schustack,  2012 pg305).Biologic al factors such as chromosomes, hormones, and the brain all have a main influence on human behavior. Biological factors that influence personality can involve genetics, disease, drugs, and medical disorders. Personality can be affected by many factors. Psychologist considers personality traits as sensors inside the brain, controlling a limit of behaviors and attitudes (Nettle, 2008). Sensor settings characterize where an individual stands on a measurement for each personality trait.The Big Five traits characterize the strength of certain type of psychological reaction, which depends on certain neurobiological mechanism in the brain (Nettle, 2008). Genetics considers being an influence to personality. Genetics are the primary involvement of personality. Genes affect how an individual's body and brain matures and functions. Individuals who may suffer from loss of genes on a specific chromosome contribute to disorders that genetic factors strongly influence personality (Friedman, Schus tack 2012 pg147). Personality can be affected by disease in which traits may onnect with how individuals handle situations and the emotional results that situations at hand create. It is believed that genetics influence the simplest characteristics. Hormones and brain structure influence behavior but neither has an effect on personality traits. Genes do not have control over personality traits but on the other hand genes influences behavior. The nervous system contributes to notification of the surrounding and dangers of the environment but also emphasizes the notion of importance of appropriate behavior.Biological theories have a stronger impact on personality than humanistic theories may have. Health issues such as mental illness, cancer, high blood pressure, and depression also can have an effect on an individual's personality. The medications that are prescribed to an individual to treat health issues may also have an impact on the personality. Illegal drugs and the abuse of alc ohol can contribute to the changes of personalities that have been established but triggered by chemicals within the drugs and alcohol.The nervous system and the growth of the brain both contributes to biological factors that are influenced by the environment an individual places themselves in and not only by genes. Humanistic approach attempts to stress an individual’s inner personality and spirit. Humanistic approach also stresses the viewpoint of being human. In addition, the humanistic approach also proclaims that individuals focus on the ability of other human beings having an effect on their personality.According to (Friedman & Schustack,  2012 pg291) attending small groups such as human potential movements, which started in the over fifty years ago, with other individuals whom have established all their hierarchy needs in life may influence an individual to become more creative and establish a level of self-fulfillment. In the humanistic approach, the theory is an ef fort that stresses the values and an individual's self-worth. Life matures while individuals plan their lives and take actions for their responsibility.Each individual must learn to have self-control and perform discipline to obtain a healthy lifestyle. Obtaining a healthy lifestyle will contribute to an individual discovering their inner potential. Humanistic believes that spiritual growth and awareness grounds personality in the full appreciation of the everyday world (Friedman & Schustack,  2012 pg303). Humanistic theorists focus on each individual’s personality, appreciation of naturalness, and the value of life (Friedman & Schustack,  2012 pg304). Humanistic theories follow the belief that every individual has their life and is in control of their own free will.Humanistic approach also influences an individual's feelings rather than thought process. Biological theories follow the belief that genetics influence the control of personality. The basic concepts of humanis tic and biological theories are different similarities. Healthy people must take responsibility for themselves, regardless of the actions and therefore, negative actions do not contradict the value of the person. Biological theories focus on thought or reason rather than feelings for self-worth and value. Biological theorists believe that genetics have an influence on an individual's personality.This secondary affect controls how a person develops into adulthood. Biological standpoints also teach that intelligence and genes determine a person’s personality. For example, twins who have similar traits or personalities share the same genetic traits. Genetics can also have an effect on how an individual copes with their personality. A child's childhood environment plays an extremely high influence on the outcome of an individual's personality as well. Therefore, biologic theorists believe that personality traits are genetic therefore, unavoidable.Some theorists believe that a com bination of psychotherapy and drug therapy could correct poor personality traits, leading to a productive life. Humanistic therapists believe that a productive life is an accomplishment of completing each stage of Maslow's hierarchy of needs life. Poor personality traits are learned not inherited but can be changed if willing. References Friedman, H. S. & Schustack, M. W. (2012). Personality: Classic theories and modern research (5th ed. ). Boston: Pearson/Allyn & Bacon. Nettle, D. (2008). Embrace your personality New Scientist, 197(2642), 36-39.

China Term Paper Example | Topics and Well Written Essays - 750 words

China - Term Paper Example They participate actively in productive activities in the country. The infants and elderly contribute little to the national basket and are deemed as the dependant people. China will look upon the working people in order to maintain their well-being of infants and the elderly. China is experiencing a demographic pattern that is uncharacteristic of other developed countries. Unlike other countries, China’s population growth is hard to forecast. The population of the younger people is decreasing as the population of the older people increases; that is as a result of decreased mortality and fertility rates. The rate at which the community is giving birth is decreasing, this means that fewer and fewer number of infants are brought into the community. China’s average fertility rate is minimal as compared to other countries like the United States. China was able to reduce the child-bearing rate per couple from five to two children in only 25 years of campaign; that is equivalent of a third the time taken by developed western countries (Louis and Denise, 45). In the same manner, the mortality rates have greatly decreased in China meaning that the number of elderly people in the country is rising. In the past, the life  expectancy of people in Chi na was as low as forty years (Jerry and Yudelson 77). It had one of the highest mortality rates, but today the situation has improved. Within a period of fifty years the life expectancy now stands at seventy years. Western countries were able to improve their life expectancy within the same margins in a period of hundred years. From the foregoing facts and figures, it is evident that China is undergoing aging process more quickly than other developed countries (Louis and Denise, 23). The economic impacts of an aging population are detrimental. The future projection of the existing population in the year 2030 will mainly be consisting of the aged people. Typically, the elderly people are less productive for

Financial Markets and Bank Management Essay Example | Topics and Well Written Essays - 1000 words

Financial Markets and Bank Management - Essay Example The paper attempts to explore how HSBC Bank has performed on these parameters in year 2012 and 2013. The paper will also make specific recommendations for improving bank’s performance in the years ahead. HSBCs balance sheets for year 2012 and 2013 report its income from six sources: Net interest income, Net fee income, trading income, Net income from financial instruments at fair value, net earned insurance premiums, and other operating income. Of these, interest income is the largest component followed by income from fee. On comparing HSBCs performance in year 2013 with its previous year (2012), it can be seen that its interest income has gone up by ( £6,961- £6,519)/ £6,519 = 6.7%. While there is a marginal rise in fee income from  £3,309 million to  £3,336 million, there is a significant rise in its trading income from  £1,587m to 2,373m. In percentage terms, this amounts to nearly 50%. Income from financial instruments has increased by almost 660% from  £118m to  £900m; however, the banks earned insurance premium income has declined by around 10% from  £2,286m to  £2022m (HSBC Bank, 2013 p.10). While Banks net operating income has increased by almost 17% from  £10,133m to  £11,869m in year 2012 and 2013 respectively, the most noteworthy aspect is that its operating expense has reduced significantly from  £9,506m to  £8,575m. In percentage terms, expense reduction is almost 10% (HSBC Bank, 2013 p. 10). This had indeed a very positive impact on bank’s financial performance in 2013. With HSBC bank, deposits have increased from  £39,571m in 2012 to  £50,683m in 2013. Even loans and advances have increased from  £32,286 to  £53,228 – an increase of over 60% (HSBC Bank Plc., 2013 p.95). This reveals a full confidence of the customers on HSBC bank. Pre-tax profit is derived after making loan-loss provisions, and operating income is the

Coursework 2 Report Dissertation Example | Topics and Well Written Essays - 1000 words

Coursework 2 Report - Dissertation Example This social media suit has certain tools which will assist them to enhance the Facebook pages, and it will also permit L’Oreal to evaluate the transactions of the salons who have taken the distributorship of L’Oreal. These salons can also launch dynamic videos on their Facebook page, register appointments, bookings, and information sharing on behalf of the company (Thomson â€Å"Is B2B Social Media Marketing behind B2C"). The company also supplied their distributors and suppliers with various educational resources to enhance their social marketing strategy, and as a token of motivation each distributors were also given an advertisement credit of $25. The company received strong response from around 21 million supply points around the world (â€Å"L’Oreal, Salon Campaign by Buddy Media"). They were also successful in reaching out to more than 6000 salons and approximately 1.7 million clients (â€Å"B2B and B2C Brands Discovered the Value of Social Media marketi ng in 2012"). Social Media Networking for B2C Segment L’Oreal is even more active on social media for its B2C segment because this is for attracting the retail customers. The social media marketing vice president of L’Oreal said in an interview that L’Oreal is a big company, with different product lines, so social media chosen for every product line is based on the nature of the product and target customers. In terms of social media resources, L’Oreal experiments with various channels such as Instagram, Pinterest and even Tumblr. However, the major channel for social media marketing is still Facebook and Twitter obviously because of its huge user base. Facebook is a partner with L’Oreal for its social media marketing. Twitter is however, still a guide of innovation, and brands like Maybelline are being promoted on Twitter. Georges Edouard Dias, the vice president of the digital business at L’Oreal, said in his interview in â€Å"Marketing W eek†, that in order to understand the needs and requirements of the customers, the company should have to reach out to their target customers through various means of communication (Handley â€Å"Q&A: Georges-Edouard Dias, L'Oreal†). He said that they get approximately 250,000 posts for their brands every day. The company also uses social media for cross selling in various countries like China. Beauty has been always regarded as a component of social conversation. YouTube plays a significant part in this context, where women get to see how the products are used or put on. The video content is being optimized regularly for this purpose. The company has also segregated the video division, which concentrates on social media marketing videos on YouTube (Edwards â€Å"L'Oreal Social Media Chief Rachel Weiss Tells Us Why She's Bored of Pinterest†). Work Cited â€Å"B2B and B2C Brands Discovered the Value of Social Media Marketing in 2012."  Brafton Editorial. Brafto n, Incorporated, 28 Dec 2012 Web. 5 June 2013. â€Å"L’Oreal, Salon Campaign by Buddy Media"  International Advertising Bureau UK. International Advertising Bureau, 23 Aug 2012. Web. 5 June 2013. Edwards, Jim. â€Å"L'Oreal Social M

Financial Economics Essay Example | Topics and Well Written Essays - 1000 words

Financial Economics - Essay Example Under CAPM, the variations associated with returns are considered as sufficient measure of the risk related to a particular portfolio. But, on the other hand, there are several other risk factors, which may be considered as influential in the determination of risk involved in the investment in a portfolio. Apart from this, as per the assumption made in CAPM, returns related to assets are deemed to be normally distributed, which in real life situation, cannot be guaranteed as such (Kurschner, 2008). In addition to this, it is also pertinent to note that investors do not possess the same ability to invest and therefore investment costs to be borne by them may vary significantly. Similarly, assumptions relating to no variations in the expected returns and the concept of asset market without friction can also be considered as unfeasible. In fact, markets, which are assumed to be frictionless are reflective of situations where there exist no costs of transaction and other costs relating t o taxes or any limit on transactions. Moreover, the model also presumes that the assets traded in the market can be segregated to an infinite extent, thus enabling them to be held or sold. Apart from these limitations, one other significant limitations associated with the model is that CAPM does not require investors to take into consideration unsystematic risk, as the model presumes that it is not difficult to diversify such risks. But, since returns are directly related to the returns on market portfolio, therefore it is not possible to eliminate such risks with mere diversification (Kurschner, 2008). Roll’s Critique of the Early Empirical Tests of the CAPM Based on the empirical testing of the CAPM, Roll’s critical evaluation of the model relates to the determination of the fact that whether CAPM equation is valid and does it hold its ground? As per the equation of CAPM, E (Ri) signifies the returns expected from investment in a security â€Å"i† (Roll, 1977) . On the other hand, Rf is representative of the risk free return and ? represents systematic risk associated with the security for expected returns are to be determined. Moreover, it is also pertinent to note here that under CAPM making use of expected returns in relation to a real market portfolio carries out the evaluation of investment portfolio. As per the criticism of Roll, there is a relationship between systematic risk and returns expected from investment in a security, which is linear, provided that the value for ? is determined in the form of an index portfolio. Apart from this, the intercept also equates with the return when a portfolio with minimum return is considered. In light of these findings, it can be stated that the assumptions of the model are not required (Roll, 1977). Moreover, Roll also argued that as Capital Asset Pricing Model is concerned with the mean and variances therein in relation to efficiency of market portfolios and since it is not possible to obser ve the investments for which returns are being determined through it, it is therefore not possible to evaluate the model through empirical testing (Roll, 1977). Arbitrage Pricing Theory as an Alternative to CAPM’s Limitations The Arbitrage Pricing theory reflects that pricing of an

Business Communication Essay Example | Topics and Well Written Essays - 500 words - 2

Business Communication - Essay Example First, Marge did not plan well for Jerry’s evaluation. Jerry is full of excitement about his evaluation, has thus prepared well, and planned his time well in a way that he arrives at the conference room five minutes earlier. As a good leader, Marge needed to do likewise and appear on time for Jerry’s evaluation, which would give both of them a chance to converse and come to an agreement before eleven o’clock. Marge is using her lagging behind schedule, her hectic morning, and a meeting ahead with an important client as an excuse to sit and evaluate Jerry in a proper manner. Her lack of planning brings about the miscommunication between her and jerry. Jerry even quotes her as â€Å"late again† to show that it is a habit. A second barrier to communication between Jerry and Marge is their conflicting goals. As a supervisor to Jerry, Marge retorts that if he rates Jerry anything beyond average, he may relax. She appreciates that Jerry is working hard, but she does not communicate this to him. Instead, she decides to give him this rating to make Jerry work harder and improve on his work. On the other hand, Jerry expectations are high and according to him, an above average or excellent is his rating. He needs an explanation as to why Marge rates her as average and refuses to sign the evaluation documents. Marge cannot explain her aim in rating Jerry in the average column and thus they fail to understand one another. According to slide share website, â€Å"effective communication takes place when other can see situations as we do, think about the situation as we do, and understand the message as we do† (Slide share web). Failure to this, wrong assumptions fill up the intended message hindering comm unication. Thirdly, another barrier to communication is ones state of mind at the time of receiving and sending the message. This is because encoding and

Term paper Essay Example | Topics and Well Written Essays - 1000 words - 2

Term paper - Essay Example It has an incredible organization that has propelled its existence to date. Historically, Olympics dates as early as 776 BC; however, several studies may differ on the exact date of the first Olympic event. Based on wide analysis, many studies widely accept 776BC as the inception date. It is a date that is based on inscriptions in Olympia a place where it is believed that the first Olympic event occurred in Greece. Notably, it is believed that the first Olympic events were largely religious and athletics that were marked after every four years at the sanctuary of Zeus in Olympia, Greece (Guttmann, pg. 22). Moreover, the first Olympic sports competition featured combat sports, athletics, wrestling and the pankration, a horse racing event. Surprisingly, it is believed that during these sporting events, all conflicting communities would keep off wars and resume after the event. Today, evidence points out that Zeus was a center of animal sacrifices as religious observance of the event. Notably, winners of any events were highly regarded and were given special publicity through poems and statues. Evidently, the King Onesmaus of Pisatis is remembered for his prowess in horse chariot race and his statue remain an icon of admiration to modern times. However, despite the huge attraction of magnitude of people, the cultural event started declining gain 6th and 5th BC due to the incursion of the Roman rulers. While there is argument on the exact year that saw the event close temporary, there is scholarly consensus that it was 393 AD. During this year, emperor Theodosius decreed that all religious, pagans and cult events be eliminated as the Romans exerted its power in the ancient Greece. Besides, other scholars argue that it was during the 426 AD when Theodosius the second destruction of Greek temples. Following the harsh Roman rule in Greece, there was no any other documented games. It was a period that the

International Human Resource Management CZ18 Essay

International Human Resource Management CZ18 - Essay Example There is a very close relationship between national culture and the human resource management as the document analyzes. The essay analyzes the impact of national cultural on the human resource management. The national culture framework by Hofstede attributes national culture to aspects such as collectiveness versus individualism, power distance, uncertainty avoidance as well as femininity versus masculinity. The national culture of various countries will handle these aspects from different points of view. These aspects entail the feelings of people and human thinking which tends to create basic problems in every society that every society is expected solve. These problems, however, manifest in varying dimensions from one country to the other. Selection, as well as recruitment, is a chief function of the human resource management. Before an organization starts the process of recruiting and selecting, it is essential for the human resource professional to carry out an analysis of that country’s national culture (Davila & Elvira 2008). If the national culture of that nation is individualistic in nature, the human resource management professionals have to develop strategies that are in line with the national culture of that country. In a nation that uses individualism, the HR professionals will have an assurance that the employees they acquire are transferable to any part of that nation as well as outside that nation. This is because these people are concentrating on their individual career only and are not expected to take care of their immediate family. However, if the cultural dimension of a particular nation is collective in nature, the HR professionals have to come up with strategies bearing in mind that the people they will attain are family conscious. This clearly shows that for the business will acquire the employees as per the culture of the respective nature. Moreover, the

Understanding developments Essay Example | Topics and Well Written Essays - 1250 words

Understanding developments - Essay Example Development can only realize its full potential through motivating the people, involving them in the projects and organisation at the grassroots levels. Citizens and the agencies have seen the benefits of including the people in the various projects to achieve success hence made it almost mandatory to seek participation in any project. Participation of the people was embraced due to the concerns that development was not only capital centered but also needed the approval of the local people for it to succeed. Participation was aimed at improving the distribution of growth and to reach out to even the lowest income groups of people and emphasise the importance of development to the entire populations. In the recent decades, participation has taken the form of democratisation where citizens are allowed to vote for what they want, and any project that they feel is best for them (Oakley, 1995). The easiest form of participation is in the political arena where everyone is given the equal right to vote for whoever they want and thus increasing the sense of responsibility. When the communities on the grounds are allowed to participate in the various projects, they are more likely to be successful. The idea of participation started as a way of reducing poverty among the people and increasing their influence over factors meant to benefit them. The increasing levels of poverty were a major concern, and it was believed that people were poor since they did not have any influence over the factors that determined are directly affected them (Dom, 2012). Therefore participation would enable them to have some control over the factors that affect them including access to resources that would help them to improve their standards of living. Decisions on development projects were in the past made by people who did not understand the needs of the poor and thus he projects would at most times be irrelevant to the people.

Brazil Allows Police to Buy High Caliber Guns Essay Example for Free

Brazil Allows Police to Buy High Caliber Guns Essay The Brazilian military will now allow police and firefighters to buy powerful .45 caliber guns for personal use, raising fears over how the weapons will be used and where they might end up.Prior to the ruling, only federal police were permitted to buy .45 caliber weapons, while other police agencies carried less lethal .40 or .38 weapons. The new regulations open the way for civil, military, and transport police to purchase .45 handguns. The military command, which regulates gun sales in Brazil, said it changed the regulations in response to petitioning from state security forces. The move has already sparked controversy among some sectors. They are giving weapons to the police that they don’t know how to use. This is putting the safety of the police and the population at risk, a representative from violence prevention NGO Sou da Paz told O Globo. InSight Crime Analysis The decision to grant various police agencies access to more powerful weaponry is likely to prove controversial. Trust in the Brazilian police is low, amid widespread accusations of corruption, criminality and extrajudicial killings. Firefighters, who are allowed to carry weapons as part of the job, have also come under suspicion, with accusations that many form part of urban paramilitary groups while off-duty. The easing of the regulations could be linked to the ongoing conflict between criminal gang the First Capital Command (PCC) and the Sao Paulo police, which claimed the lives of at least 100 officers in 2012. The risk that rather than giving police another means to protect themselves, the increased availability of .45 weapons could only further fuel the conflict. Given past cases of Brazilian police selling weapons to criminal groups, there is a significant risk that these guns could fall into the hands of the gangs that are behind anti-police violence in much of the country. The high-power weapons could also end up being used by the vigilante militias that control many of Brazil’s favelas. Corrupt factions of the police and firefighting force are known to be members and collaborators of these militias.

Developing a theory of mind at four years

Developing a theory of mind at four years Theory of Mind is a term introduced by Premack and Woodruff, (1978) it is considered the ability to infer the current mental state of others, their beliefs and desires (Gazzaniga, Ivry, Mangun, 2009). Theory of mind is vital in our understanding that others knowledge may differ from our own, it allows one to manipulate and interpret the actions and contemplations of another in terms of theoretical and intentional states. As such, we are able to surmise the mental states of others although they may not communicate them with visible cues, such as what they may be thinking or feeling, as well as the ability to distinguish between reality and belief. One of the major ongoing debates within developmental psychology is centred around the claim that a theory of mind does not develop until the age of 4. Although many agree with the claim there are countless theorists who believe that a theory of mind is innate therefore it must be present at birth (Fodor, 1992). This essay will be assessing contributing research towards this debate by looking at evidence for and against the claim in order to make an informed decision according to supporting research. One of the most effective ways to test for a theory of mind in young children is through the false-belief task, as passing the task indicates that the child is aware that others may have incorrect beliefs about the world. Wimmer and Perner (1983) found, from their unexpected transfer test, that a fully developed theory of mind does not appear before the age of 3 to 4 years. In this test infants were told to watch a scene in which a character, Maxi places chocolate in a drawer and walks away. While he is away his mother takes out the chocolate and grates some of it onto a cake, places it elsewhere then leaves. Maxi then returns and the experimenter asks where will Maxi look for the chocolate? Results found that children above the age of 5 had no problem attributing to Maxi a false belief. The study was later repeated to children under the age of 4, when it was found that children under the age of around 3.7 years failed to answer questions correctly. Thus this provides strong evidence that a theory of mind does not develop until around 4 years of age. Another classic experiment by Baron-Cohen et al (1985) was the Sally-Anne task where the experimenter had adopted similar characteristics used originally by Wimmer and Perner (1983) and tested Autistic children, normal children and those suffering from Downs syndrome for the presence of a Theory of Mind. It was found that the majority of normal and Downs syndrome children answered all questions correctly whereas autistic children found it difficult to comprehend what had happened and tended to answer incorrectly. Although Baron- Cohen et al were testing for a theory of mind in Downs syndrome and Autistic children, it should be noted that normal children and Downs syndrome children both appear to have a theory of mind; hence they would pass the task at 4 years old. An autistic person however would not have a theory of mind as their minds do not function in the same way as a normal child, therefore one may suggest that a theory of mind does appear at 4 years but not for people with aut ism. A further piece of evidence lies with Avis Harris who tested the universality of the false-belief task in their study of the Baka children of Cameroon. The Baka is a traditional, hunting and gathering, non literate society where none of the adults or children can read or have been schooled. Using the original false-belief task, Avis Harris tested 34 children aged between 3-5 years. Findings were similar to those in Western countries. However the results of this study shows flexibility in the age in which theory of mind develops. It is not necessarily 4 years within the Baka community which implies that there may not be universality in the age at which theory of mind appears to be present; the age is not 4 years it is in fact between 3 and 5. Another researcher who has tested for universality in theory of mind is Astington (1996) who gave the false-belief test to Quechua children in Peru, and Tainae children of New Guinea. The results were very incompatible with those from Western countries. Young children and even adolescents could not recognise false-beliefs in others, hence no theory of mind at the age of 4. This provides strong evidence of cultural variation, as the task has consistently proved that children aged 4 are able to answer correctly within most Western countries and this is still likely to be the case if ever replicated. It may however, be considered inappropriate to impose our Western false-belief task on people who have their own practises and teachings within their societies. This does not mean other cultures have no understanding of the mind, they may simply have their own means of perceiving others minds. Hence, children of other cultures and countries may have a theory of mind at the age of 4; we perhaps need to conduct research of a different method in such societies rather than the false-belief task. Due to the volume of research in support of the claim that theory of mind appears around the age of 4, psychologists have come up with theories to explain why this the happens to be the case. The Representational Deficit theory, also known as the theory-theory suggests that children develop beliefs or theories about other people, revise them and use them in a similar to manner to how we use scientific theories. As such, by using these theories, children are able to make predictions about new evidence, to interpret evidence, and to explain evidence (Gopnik, 2003). The theory-theory explanation is essentially a constructivist account as a rational understanding of the mind occurs by means of everyday theoretical constructs. Infants instigate with an initial primitive understanding of the mind, they accumulate data through interaction with the world and others around them which leads to a theory change and thus the development of a mature theory of mind at the age of 4 (Gopnik Wellman, 1994). Now looking at evidence against the claim, we must firstly take a look at theories and research which suggests that theory of mind does not in fact develop at 4 years. Problems with evidence for the claim are pointed out by researchers and are noted below. Theory of mind module is a theory which essentially goes against the claim that children do not develop a theory of mind until the age of 4. Fodor (1983) originally mentioned innate mental modules thus, in contrast to the theory-theory approach, many theorists have agreed with Fodor and argue that a psychological understanding of the mind is achieved via the computations of an innate mental module (Wellman, 2002). Researchers such as Fodor (1992) and Leslie (1987) have all come to a similar accord that there is an individual theory of mind module which creates depictions of human activity in terms of mental attitudes toward specific events (domain specific cognition). Evidence for the theory of mind module and against the theory theory is when researchers conducted theory of mind research on individuals with autism. They proposed that autistic children have impairment on their theory of mind module leading to inability to construe people in terms of mental states i.e. mind blindness (Leslie, 1987; Baron-Cohen et al 1985). However, as we established earlier, this may be due to the fact that autistic people do not have the same functioning of the mind as normal people and thus may have nothing to do with a module. Theory-theory has also been challenged by many researchers as there is over-reliance on false-belief tests. Lewis Osborne (1990), for example made the point that children can misunderstand the question being posed. Furthermore, Lewis, Freeman, Hagestadt Douglas (1994) stated that children may fail to understand and integrate key elements of the story. Another critique of the theory-theory is that there have been vast amounts of research of a theory of mind before the age of four. Early theorists, argue that children perform better in naturalistic environment for example Dunn (1988) provided a clear analysis of young childrens understanding of other family members desires, intentions and emotions. However one may argue that this is not actually evidence of a theory of mind, rather it is linked with developmental abilities, it does not mean that a theory of mind is acquired at this stage. It has also been found that children have other early (before the age of 4) abilities such as deception (Lewis, Stanger Sullivan, 1989), communicative abilities (Butterworth Jarrett, 1991) and pretence (Leslie, 1987). Numerous researchers have criticised tests such as the false-belief test. De Gelder (1987), for example pointed out that it is known that autistic children have difficulty with pretend play. Therefore, using dolls to represent real people may cause them some difficulties. However Leslie and Frith (1987) repeated the same study using real children and obtained similar findings. Furthermore, despite criticisms, false-belief tests have been replicated and the findings supported by many other researchers (Perner, Leekam Wimmer 1987; Gopnik Astington 1988). Mitchell (1996) agreed with the traditional nativist account of theory of mind. He believed theory of mind had to be present at birth. Mitchells view was that everybody is born with a theory of mind and a reality criterion and young children fail theory of mind tasks as they are guided by the reality criterion. He also emphasised on the reliance of reality with false belief tasks when making judgments. It does not mean young people are incapable of false belief, it simply suggests that the reality criterion is more dominant. Evidence for Mitchells theory takes form in a modified version of the deceptive box test (Mitchell Lacohee, 1991) originally created by Perner, Leekam Wimmer (1987). In the modified version, 63% of children answered correctly compared with 23% in the standard version. Both of the above theories have been deemed as plausible accounts of the theory of mind in children. However there does not seem to be adequate evidence against the claim. As theory of mind has been defined as the ability to understand others beliefs, this has not been seen to occur until the age of 4 (Perner, 1991). Another significant point is that although early abilities may be precursors to a real theory of mind, it does not mean that the change after 4 years does not exist. Gopnik, Slaughter Meltzoff (1994) named four conceptual changes in the development of a theory of mind which provided evidence that a fully developed theory of mind does not appear until the age of 4. A child showing signs of deception, communicative abilities and pretence should even be considered as irrelevant information when studying the theory of mind. Perner (1991) went on to say that pretence, deception etc may be over interpreted. After all, other developmental abilities are each to their own, their presence does not necessarily have to relate to a theory of mind. On balance it would be fair to state that a fully developed mature theory of mind does not appear before the age of 4 and there is not sufficient evidence to backup claims that say otherwise. Although, the majority of evidence relies heavily upon false-belief tasks, the task has been proven to be accurate and reliable. Additionally, Wellman, Cross Watsons meta-analysis (2001) showed that children around 4 years 0 months performed above chance on the false-belief task. They also found that the results were consistent across the period analysed and were not any different for earlier studies than later ones. This provides extremely strong evidence of a theory of mind at the age of 4 compared with nil evidence against the claim. It would therefore be appropriate to accept the claim that a theory of mind appears around the age of 4 years and this is extremely strong evidence in support of this claim. Astington, J. (1996). what is theoretical about the childs theory of mind?:a Vygotskain view of its development. In P. Carruthers, P. K. Smith (Eds.), Theories of Theories of Mind (p. 401). Cambridge: Cambridge University Press. Avis, J., Harris, P. (1991). Belief-Desire Reasoning among Baka Children:Evidence for a Universal Conception of Mind. Child Development , 62, 460-467. Baron-Cohen, S., Leslie, A. M., Frith, U. (1985). Does the autistic child have a theory of mind. Cognition , 37-46. Butterworth, G., Jarrett, N. (1991). What minds have in common is space: Spatial mechanisms serving joint visual attention in infancy. British Journal of Developmental Psychology , 9 (1), 55-72. Chomsky, N. (1965). Aspects of the Theory of Syntax. Masachusetts: MIT Press. Chomsky, N. (1986). The Leading Ideas of the Minimalist Programme. In H. L. Zeljko Boskovic (Ed.), Minimalist Syntax The Essential Readings (pp. 2-4). Oxford: Blackwell Publishing. De Gelder, B. (1987). Discussion on not having a theory of mind. Cognition , 285-290. Dunn, J. (1988). The beginnings of social understanding. Harvard University Press. Fodor, J. (1992). A theory of the childs theory of mind. Cognition , 283-296. Fodor, J. A. (1992). A theory of the childs theory of mind. Cognition , 283-296. Fodor, J. A. (1983). The modularity of mind: an essay on faculty psychology. MIT Press. Gazzaniga, M. S., Ivry, R. B., Mangun, G. R. (2009). Cognitive Neuroscience:The Biology of the Mind. London: W. W. Norton Company Ltd. Gopnik, A. (2003). The Theory Theory as an Alternative to the Innateness Hypothesis. In L. M. Antony, N. Hornstein (Eds.), Chomsky and his Critics (pp. 238-254). Oxford: Blackwell Publishing Ltd. Gopnik, A., Astington, J. W. (1988). Childrens Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction. Child Development , 26-37. Gopnik, A., Wellman, H. (1994). The theory theory. In L. Hirschfield, S. Gelman (Eds.), Domain specificity in culture and cognition (pp. 257-293). New York: Cambridge University Press. Leslie, A. M. (1987). Pretense and representation: The origins of theory of mind. Psychological Review , 412-426. Leslie, A. M., Frith, U. (1988). Autistic childrens understanding of seeing, knowing and believing. British Journal of Developmental Psychology , 315-324. Lewis, C., Osborne, A. (1990). Three Year-Olds Problem with False Belief: Conceptual Deficit or Linguistic Artifact? Child Development , 1514-1519. Lewis, C., Freeman, N. H., Hagestadt, C., Douglas, H. (1994). Narrative access and production in preschoolers false belief reasoning. . Cognitive Development , 397-424. Lewis, M., Stanger, C., Sullivan, M. W. (1989). Deception in 3-year-olds. Developmental Psychology , 439-443. Meltzoff, A. N. (2002). Imitation as a Mechanism of Social Cognition:Origins of Empathy, Theory of Mind, and the Representation of Action. In U. Goswami (Ed.), Blackwells Handook of Childhood Cognitive Development (pp. 6-25). Oxford: Blackwell Publishers Ltd. Mitchell, P. (1996). Acquiring a Conception of Mind. East Sussex: Psychology Press. Perner, J. (1991). Understanding the representational mind. Learning, development, and conceptual change. Cambridge: The MIT Press. Perner, J., Leekam, S. R., Wimmer, H. (1987). Three-year-olds difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology , 125-137. Piaget, J. (1929). The childs conception of the world. New York: Routledge Kegan Paul Ltd. Piaget, J. (1999). The Psychology of Intelligence (2 ed.). (M. Percy, D. E. Berlyne, Trans.) London: Rputledge and Kegan and Paul Ltd. Premack, D., Woodruff, G. (1978). Chimpanzee problem-solving: a test for comprehension. Science , 532-535. Wellman, H. M. (2002). Understanding the Psychological World: Developing a Theory of Mind. In U. Goswami (Ed.), Blackwell Handbook of Childhood Cognitive Development (pp. 167-187). Oxford: Blackwell Publishing. Wellman, H. M., Cross, D., Watson, J. (2001). Meta-Analysis of Theory of Mind Development:The Truth about False Belief. Child Development , 72 (3), 655-684. Wimmer, H., Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young childrens understanding of deception. Cognition , 103-128.

Lack Of Cultural Appreciation Of Others Education Essay

Lack Of Cultural Appreciation Of Others Education Essay The scenario shows how students have the lack of cultural appreciation of others. The school and teachers need to create a program which ensures that students understand the difference in cultures and how people need to work and live in harmony. It is important that school take initiative and educate students about different cultures and how they are crucial to Australian survival. The scenario highlights how some students feel that others are inferior because they belong to different religions. The school has developed an integrated planning matrix. It has ensured that planning processes from macro to micro levels from school to classroom or program to lesson. Thus, the scenario shows that the school needs to implement the guidelines of intercultural understanding through the design of lessons. The school has designed five lessons, two English, one maths, one biology and one history lesson. Each lesson contains concepts about cultural understanding, in order for students to appreciate other cultures. Intercultural understanding draws on studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢s growing knowledge, understanding and critical awareness of their own and others perspective(Intercultural, 2012). In the scenario, it can be seen how students are not aware of each other culture and how some are stereotyping against other for no valid and just reason. The five lessons are aimed to increase the intercultural understanding of the students. Thus, the main aim is to avoid students discriminating against each other and to enhance a permanent harmony among them. Furthermore, the main aim is to make the students celebrate the fruits of multiculturalism among themselves. It is worth mentioning that the intercultural understanding is more apparent in some learning areas than others(Intercultural, 2012). However the school has decided to include intercultural understanding components in all the learning areas. One of the causes of racism in the scenario can be owing to the fact that the curriculum does not reflect the spirit of multiculturalism and intercultural understanding among students(Calder, 2000).It is essential that the Australian curriculum does contain information about others cultures, otherwise NESB students will be left out in the dark. Students in Australia deserve to be treated with justice and integrity. Thus, it is inappropriate to ignore the new composition of Australian population. It is important that the Australian curriculum adopt some of the proposed curriculum in this project for the sake of correcting the inbalance in the current curriculum. It is worth mentioning that every student needs to know that he or she has to right to discriminate against anyone based on race or religion. The lesson plan is developed according to the hypothetical scenario about students discriminating against each other which was based on religions. It is worth mentioning that the matrix used NSW board of studies curriculum for English for year 3 and 4(English, 2012) and the Australian curriculum that is known as acara(acara, 2012) Lesson 1 The key issue from the lesson is to familiarize students with Christianity and Hindu religions.Thus; students need to know in depth about others religions in order to appreciate it. The main aim of the lesson is to promote intercultural understanding among students in the classrooms, in order for them to behave better when they leave their schools. The lesson aims to make the students to value their own culture, their languages and beliefs. Furthermore, the lesson has aimed to value the culture and religions of others. Students have an opportunity to learn about two of the major religions in the world, such as Christianity and Hinduism. If students learn about other religions, then they will start to appreciate each one religion and culture. The lesson aims for students to achieve the following objectives: To understand the Australian culture. To appreciate the achievements of Australian pioneers and migrants. To value the English language. To practice the language with NESB classmates. Understand the culture and beliefs of Christian and Hindu. The activities for the lesson are aimed to introduce students to each other religions, in order to avoid the events in the scenario. The classroom is ought to be free from racism and discrimination. Lesson 2 The key issue from the lesson is to familiarize students with the Islamic religions. Thus many Islamic students are populating many schools. Furthermore, the Islamic community is normally facing discrimination. It is important that students learn about all religions and not to belief any rumour about any religion. The aim of the lesson is to promote intercultural understanding between all cultures in the classrooms, in order to prevent friction between students as the case in the scenario. The lesson has aimed to achieve the following objectives: To understand the Muslim culture. To appreciate the teaching of Islam. To value the English language in the context of Islam. To understand the culture and beliefs of Islam. It is so crucial that the activities educate students about major religions as Islam which makes up about 2% of the Australian population. The students have a chance to view a video about Islam which contradict the wrongful myth that Islam foster terrorism in the world. It is good to see that one of the activities ask Muslim students to pair with non-Muslim students in order to explain their own language, religion and culture. The events in the scenario could be avoided if students are briefed about each other religions Lesson 3 The key issue from the lesson is to familiarize students with the fact that Mathematics is basically the same. It is important that students are aware of the fact that Maths is not made only by Anglo-Saxon scholars but by other scholars from other cultures. The curriculum has to become a tool to promote the intercultural understanding in the classroom. The objectives of the lesson are as follow: To show that Maths is common in most culture. To show that all measurement units means the same but in different language. To show that similarity in Maths eases intercultural differences. The activities of the lesson are structured in the way that students need to compare units of measurements in both English and their native language. The main aim of the lesson is to show that Maths has been to explain to students that in all subjects which they do at school highlight the importance of intercultural understanding and the need to appreciate each other culture. It is worth mentioning that intercultural understanding in mathematics can be enhanced when students are exposed to a range of cultural traditions. Thus, students need to understand that mathematical expressions use universal symbols, while mathematical knowledge has its origin in many cultures(Curriculum, 2012). Lesson 4 The key issue from the lesson is to familiarize students with the fact that there are species of different shapes and functions. Furthermore, it highlights the fact that people are of different skin and colour and religions but they all share this earth as leaders over all living species from animal to vegetables. The objectives of the lesson are as follow: To show that species are different but they do need to live with each other. To show that the human body is same for each male and female counterpart despite that they have different skin colour and different cultural backgrounds. To show that everyone need to live in harmony even if we are all of different species. The activities of this lesson is so interesting where one of the activities is about how students are given an opportunity to look at one black and one white cat in order to prove that even they have different colour but they do have the same functions. Thus, the students will learn to live together in harmony with each other in the classroom and in the outer classroom. It is worth observing that there are opportunities in the science learning area to develop intercultural understanding. Thus, the students are given an opportunity to appreciate the contribution that diverse cultural perspectives have made to the development and diversity of science knowledge and application(Diversity, 2012). Lesson 5 The key issue from the lesson is to familiarize students with the fact that Australian history is a mix of white settlers, Aboriginals and the migrants who come from different countries. The history lesson is aimed to teach students about the importance of learning about how all cultures worked together to create this new state of Australia which is no longer just an Anglo-Saxon community but a community which embraces many cultures. This lesson is created to help students to avoid teasing each other and to enhance harmony between all students. The objectives of the lessons are as follow: To understand the creation of Australian state. To recognise the Aboriginals as the native Australians. To understand the contribution of Chinese and Africans in Australia. To understanding the concept of multiculturism in the classroom. To appreciate the history of the inclusion of many food from different cuisine across the globe. One of the activities of the lesson is the fact that students are to watch a DVD about the history of migration in Australia. Furthermore, the students are given a task to write a brief letter to their friends about the history of multiculturalism in Australia. It is worth mentioning that each lesson accompany a flowchart of the planning process and an integrated planning matrix. The majority of activities in all lessons aim to highlight the importance of intercultural understanding in the classroom.

Comic Relief Of Hamlet Essay -- essays research papers

A Portrayal of Humor Within the Tragedy of Hamlet How does humor factor into a tragedy? Shakespeare knew the answer to this question and acted upon it quite frequently. Shakespeare has been known to write comedies and tragedies both but this does not qualify him at to not incorporate a little of each into each other. In the work of Hamlet there are many occasions where Shakespeare uses it for different effects. The main reason for the presence of humor within a tragedy is to keep the reader interested. Shakespeare uses many forms of humor including but not limiting wit, pun’s, and casual jokes. In the work of Hamlet, Hamlet is usually the character that Shakespeare chooses to bring out the humor in anything. He becomes a very diverse character in this sense considering he can make a joke out of dead people and even people he kills. Rather a charming person in the face of unpleasant events.   Ã‚  Ã‚  Ã‚  Ã‚  To be able to understand humor, we must accept that we cannot understand all of it. Why something is funny is only determined by the reader and him or herself alone. The smile is the natural expression of the satisfaction that attends the success of any striving. Hamlet often finds humorous occasions especially after he has done something that affects another character. He takes the “inside joke'; to the limits and smiles upon the defeat of his enemies. This is especially true with the relationship between him and his father-by-marriage. Hamlet puts on the play so that he may have a reassurance that his true father was wrongfully killed by his uncle Claudius. Once the play had ended so abruptly Hamlet smiles upon the dismay of Claudius knowing that he has finally found the source of revenge. This is not so much humor in a good since but rather a cynical wit of Hamlet. Because of this sort of wit, Hamlet is considered to be a mentally sick person but Hamlet i s however sane in his actions.   Ã‚  Ã‚  Ã‚  Ã‚  Hamlet is one to be labeled as a quite witty person. He is rather quick with his words and able to manipulate them is such a fashion to motivate the reader to seek more of this character. Wit becomes a part of him that shows itself more than ever. In a book by the name of The Psychology of Laughter and Comedy, it gives a description of two main species of wit. These are listed as harmless wit and tendency w... ... be mad and Hamlet is really trying to convince her that he is not. He knew what he was saying he just meant for Hamlet to lie his head in her lap during the play.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Hamlet is a book that allows the mind to wander and come back again in time to laugh at the frequent moments of humor. Laughter is only as good as the joke being told and Hamlet along with all the other players hold a very important role in keeping the storyline important and alive. There is only one character that seems not to have any humor involved at all. This would be the ghost of Hamlet’s true father. He is very intent with his meanings and has only one mindset. This is to revenge his murder. This kind of an omnipresent being is almost impossible to portray as humorous because it is the one person or thing that contains the entire plot of the book. Hamlet is yet a tragedy but Shakespeare successfully brings humor through the grim walls of a tragedy and allows the reader to manipulate the scene any way he or she wishes. Humor can be manipulated as well with double meanings and different viewpoints upon what is “funny'; and what is not. Comic Relief Of Hamlet Essay -- essays research papers A Portrayal of Humor Within the Tragedy of Hamlet How does humor factor into a tragedy? Shakespeare knew the answer to this question and acted upon it quite frequently. Shakespeare has been known to write comedies and tragedies both but this does not qualify him at to not incorporate a little of each into each other. In the work of Hamlet there are many occasions where Shakespeare uses it for different effects. The main reason for the presence of humor within a tragedy is to keep the reader interested. Shakespeare uses many forms of humor including but not limiting wit, pun’s, and casual jokes. In the work of Hamlet, Hamlet is usually the character that Shakespeare chooses to bring out the humor in anything. He becomes a very diverse character in this sense considering he can make a joke out of dead people and even people he kills. Rather a charming person in the face of unpleasant events.   Ã‚  Ã‚  Ã‚  Ã‚  To be able to understand humor, we must accept that we cannot understand all of it. Why something is funny is only determined by the reader and him or herself alone. The smile is the natural expression of the satisfaction that attends the success of any striving. Hamlet often finds humorous occasions especially after he has done something that affects another character. He takes the “inside joke'; to the limits and smiles upon the defeat of his enemies. This is especially true with the relationship between him and his father-by-marriage. Hamlet puts on the play so that he may have a reassurance that his true father was wrongfully killed by his uncle Claudius. Once the play had ended so abruptly Hamlet smiles upon the dismay of Claudius knowing that he has finally found the source of revenge. This is not so much humor in a good since but rather a cynical wit of Hamlet. Because of this sort of wit, Hamlet is considered to be a mentally sick person but Hamlet i s however sane in his actions.   Ã‚  Ã‚  Ã‚  Ã‚  Hamlet is one to be labeled as a quite witty person. He is rather quick with his words and able to manipulate them is such a fashion to motivate the reader to seek more of this character. Wit becomes a part of him that shows itself more than ever. In a book by the name of The Psychology of Laughter and Comedy, it gives a description of two main species of wit. These are listed as harmless wit and tendency w... ... be mad and Hamlet is really trying to convince her that he is not. He knew what he was saying he just meant for Hamlet to lie his head in her lap during the play.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Hamlet is a book that allows the mind to wander and come back again in time to laugh at the frequent moments of humor. Laughter is only as good as the joke being told and Hamlet along with all the other players hold a very important role in keeping the storyline important and alive. There is only one character that seems not to have any humor involved at all. This would be the ghost of Hamlet’s true father. He is very intent with his meanings and has only one mindset. This is to revenge his murder. This kind of an omnipresent being is almost impossible to portray as humorous because it is the one person or thing that contains the entire plot of the book. Hamlet is yet a tragedy but Shakespeare successfully brings humor through the grim walls of a tragedy and allows the reader to manipulate the scene any way he or she wishes. Humor can be manipulated as well with double meanings and different viewpoints upon what is “funny'; and what is not.

Criminal Justice System :: essays research papers

I do feel that they will be effecitve and in the next few pages I will explain why I feel this way and why I have taken this stand. First of all I read through the whole charter and as boring as it was I made it through unscaved. Just like anything in order to have something you need a purpose. A reason for doing something. The reason why this charter was brought forward was because that they realized that during that century millions of children, mean and women have been victims of unimaginable atrocities that deeply shock the conscience of humanity. That sounds like enough for me. When I read that, I was think â€Å"Oh my God†, I mean come on unimaginable atrocities. It is obvious that something that to be done and even the littlest change would make a difference. The first thing they did was establish a â€Å"Court†. This court was permanent and had the power to exercise its jurisdiction over people for the most serious crimes. What I like about this and a reason why I feel it will work also is that in the beginning of the charter is that they have a relationship with the United Nations. This relationship only makes this court stronger. Part III of the charter looks a lot like a military code of justice. It set’s principles to be followed by the court or in the military a Commander if you will. It appears to me that this charters strength is in Part III, because here is where all the rules or articles are that explain what can be done by the court and what can not be done. It breaks it down to the core, including what to do with someone under 18 years of age. I feel that this is where the strength of the court lies. It defines who is a criminal and who is not, it tells us when the court can pursue a criminal or when a crime is not comitted. The further I got into the parts, the more I strongly I feel about saying they will be effective. It seems as if this court is no different then another court we have in the USA. Part four set’s up the membership. It states who is in charge of what and what their responsibilites should be. When you have people who know what they are supposed to do and that they are held accountable to their jobs then failure is not an option.

I am comparing the play; ‘Teechers’ by John Godber, to the play that I :: Drama

I am comparing the play; ‘Teechers’ by John Godber, to the play that I recently took part in and helped to write; ‘The Victim’. The plot of our ‘The Victim’ and ‘Teechers’ I am comparing the play; ‘Teechers’ by John Godber, to the play that I recently took part in and helped to write; ‘The Victim’. The plot of our play- ‘The Victim’- is based around bullying and domestic violence. The main storyline is about a young schoolgirl called Jess moving to a new area and a new school. She is singled out by the other people at the school and a group of girls begin to bully her. Her home life isn’t much better though- Jess’ mum is a schizophrenic and abuses Jess both verbally and physically. Jess copes with the stress of it all at first but then it starts to depress her and she thinks about committing suicide. The bullies carry on tormenting Jess and a nasty trick is the final straw. Jess goes home and tries to find comfort in her mum who rejects her, this leads to Jess taking an overdose. Although the plot of ‘Teechers’ is a lot different to the plot of ‘The Victim’, the basic setting is quite similar: ‘Teechers’ is also set in a school and modern day life. ‘Teechers’ vigorously evokes life at a modern Comprehensive, using the format of an end-of-term play to sketch a drama teacher’s progress through two terms of recalcitrant classes, cynical colleagues and obstructive caretakers until he departs for the safer waters of a private school. The play runs the gamut of emotions, mostly humour, to portray the main themes of the play. The play to an extent comments on the flaws of the education system: the title it self is a political statement, instead of being spelt 'teachers' its spelt ‘Teechers’, almost a comedic dig at the 'system' which has failed to teach the pupils correctly. In our play the main themes are bullying, domestic violence and isolation, but references are also made to suicide, mental illness and fitting in. We used these issues because they are things that teenagers in particular may experience and so the audience could maybe relate to the play. By choosing to explore these issues we may also raise awareness of things like bullying and domestic violence and help people to understand the issues involved. Therefore by using these themes we made the play more personal to the audience and more emotional; therefore they may enjoy the play more and feel more involved. The themes of ‘Teechers’ are quite different to the themes stated

Montreal Massacre

The Montreal Massacre – Assignment ! What motivates a person to shoot 27 women, killing 14 of them, before turning the gun onto themselves? Could it be their culture, their personality, or the groups they are involved with? Just after 5pm on Wednesday, December 6, 1989, Marc Lepine disturbingly shot and killed many women at Ecole Polytechnique in Montreal, before killing himself. Lepine purposely ordered the men out of the classroom, giving him a clear shot of the women. He claimed that, â€Å"They were the type of people that ruined his life. Lepine was known to be a loner, with few close friends as well as domineering with women. Different social scientist such as Anthropologists, Sociologists and Psychologists will interpret Lepine? s motives differently and each claim that they have the answer to the question everyone is asking, â€Å"Why did Lepine do what he did? † I believe that a psychologist has the best reasoning for Lepine? s behavior. ! One in ? ve women ha ve been or will be sexually abused and one in four have been or will be physically abused. From an anthropological perspective, the culture that Marc Lepine grew up in plays a signi? ant role in ? nding out the reasons behind what he did. Growing up, Lepine was always domineering with women and had dif? culty establishing close relationships with them. These factors in Lepine? s life in? uence his actions in 1989 when he killed many women in the school. Lepine? s inability to establish relationships with women caused him to feel frustrated. Clearly, Lepine did not know what to do with his frustration, so he dealt with it the only way he knew possible. Another explanation for Marc Lepine? s behavior is the media. In our culture, the media plays a very important role in our lives and in? ences the decisions that humans make. Movies tend to glamorize violence towards women and advertisements regularly use women as sex objects to sell things. This cruelty to women is seen everywhere we go, and it causes humans to think that it is okay. In? uences like this from the media concerning violence towards women made Lepine feel that his assault was justi? able. From an anthropological point of view, Marc Lepine killed many women at the Ecole Polytechnique because of his past with women, and the media making it seem that violence towards women is justi? ble. ! Mass killers all have very similar characteristics, for example, they are often loners with few friends. From a sociological perspective, the way in which Marc Lepine interacts with others can be compared to cases dealing with the same type of crime. It is often seen that murderers who go on killing sprees similar to what Lepine did, will appear calm on the out side. However, inside they are tormented by the lack of control they have in their lives. This need for control leads people like Lepine to commit crimes such as mass shootings.Factors such as past life experiences affect a person greatly on the inside and ma y have played an important role in why Lepine did what he did. It is noticed that men like Lepine who victimize women in this way tend to have dif? culty dealing with their emotions and in turn take out their anger in a negative way. It has been found that mass murderers tend to be the â€Å"outcasts. † They are usually loners with few friends and tend to blame others for their perceived lack of respect, freedom and companionship. Lepine had lived in an apartment with a friend that he had known since childhood and had dif? ulty creating new, lasting relationships with others-especially with women. As well, Lepine claimed to the women that, â€Å"They were the type of people who had ruined his life. † This blame that Lepine puts on women shows a direct relation to other murderers who have committed the same type of crime. From a sociological view, it is noticed that there are similarities between what Marc Lepine did and the crimes of other murderers and there are commo n factors that drive a person to kill other human beings. These factors consist of: having few friends, physical and/or sexual abuse as a child, family trouble, or other past life experiences. To ? nd out the reasons behind why an individual will commit such a horrible crime, past life experiences must be taken into account. From a psychological perspective, Marc Lepine? s actions were a direct re? ection of his thoughts, feelings and past. Lepine had always felt like a loner and an outcast. When he tried to join the Canadian Armed Forces he was turned down because his personality was considered unsuitable. This rejection only added to Marc? s feeling of not being good enough and made him feel like he was not accepted in society. When faced with dif? ult situations in his life, Marc showed a tendency to violent behavior. Because he did not know how to deal with the emotions he was feeling inside, he used weapons as an outlet for his problems. The fascination that Lepine had with gun s from an early age, and the fact that he spent time hunting at his Uncle? s farm proves that he would be capable of a mass shooting. Another reason for Lepine? s actions is the way he grew up. Lepine and his mother were both regularly beaten by his father. As well, his father continually expressed his belief that women are inferior to men.Clearly Lepine? s father is an important factor in why Lepine killed many women in the Montreal school in 1989. Lepine? s father did not show any respect towards women, and since that is what Marc saw every day of his life, he thought it was right, or normal. To a psychologist, Lepine? s childhood played an important role in the type of person that he grew up to be. He did not know how to deal with the emotions he was feeling and so he took out his anger on the women of Ecole Polytechnique. ! In conclusion, each of the social sciences claim that their perception of Lepine? motives are the correct one. I believe that each of the experts have valid points and any of them could be the reason Lepine shot and killed many women at a school in Montreal in 1989 before turning the gun onto himself. However, I do believe that the psychological perspective has the strongest points. It is our past experiences that shape us into the person we are. Lepine committed the crime he did because of his thoughts and feelings which turned violent from the regular beatings him and his mother had received from his father.Growing up with his father who had no respect for women, made Lepine think that violence towards women was justi? able. As well, Lepine had few friends and was considered a loner. He was not able to join the Canadian Armed Forces, which just added to his sense that he was not good enough. All these factors built up in Lepine? s life when ? nally he could not hold it in any long and he snapped. The blame that he put on women for his lack of companionship resulted in the mass shooting. After he realized what he had done, the guilt wa s immense, so he turned the gun on himself and pulled the trigger.

Definition of Mobility Essay

1.1 – Give a Definition of Mobility The definition of mobility is the ability to move body parts, and the ability to move from place to place as well as sitting down and getting up. 1.2 – Identify and Explain Health Conditions That Can Affect Mobility Some health conditions that can affect mobility are age, arthritis, strokes, heart attacks, infections, fracture of bones and possibly mental issues. Arthritis can affect mobility due to the joints hurting or going stiff making mobility harder for the individual. Heart attacks and strokes can affect mobility due to an individual’s balance possibly being impaired but also due to possible paralysis of one side of the body. Mental issues could affect mobility due to someone’s confidence possibly going due to a fall etc. 1.3 – Outline the Effects That Reduced Mobility May Have on Individual Well – being. Reduced mobility and movement may have different impacts on different people; some people may be able to cope better with it than others. Some people may lose their confidence and sense of self, some people may develop depression due not being able to do as much as they used to. Reduced mobility and movement may affect people’s personal relationships, moods. It can also affect a person’s social life due to possibly not being able to leave the house etc. It can also affect a person’s day to day life for example personal care, food preparation to being able to make meals and cups of tea. 1.4 – Describe the Benefits of Maintaining and Improving Mobility for the Individual The benefits of maintaining and improving mobility for individuals are great; it can help with the physical and emotional well – being of the individual. The physical benefits include keeping good circulation and muscle strength; it can help to maintain a steady weight of the individual. Simply put if you don’t encourage an individual to keep their mobility and movement then the muscles waste away, for example if you were to keep a mobile individual bed ridden their muscles in turn will waste away impairing their movement and mobility. Also in some cases physiotherapy can also help to build up the muscle strength etc. enabling reduced movement to possibly increase. The emotional well – being of maintaining and improving mobility for an individual is very important as when someone has reduced movement and ability it can affect their social life, social skills, self-esteem a nd confidence and can also lead to depression, which in a nutshell if you can  improve the mobility and movement of an individual can reduce the risk of depression, can enhance self-esteem and confidence and also can enable them to have a social life. Who Would You Report Progress and / or Problems to? If I noticed progress or problems relating to an individual’s mobility and movement I would always note this down in the Care Log and I would also inform my co-ordinator of any issues, my co-ordinator would then report it to possibly doctors, nurses and also to the occupational health team which could either sort out the use of equipment or could implement anything that could help the individual for example extra care or even reduced care and reduced equipment. How Would You Report the Following Problems and / or Progress Relating to Mobility? – Choice of Activities, equipment, appliances and support provided. I would always be vigilant in my work and the care I provide to see if I could notice any changes to an individual in regards to all aspects of their care including mobility. I would also read care notes that have been written by other carers involved in their care and also possibly family members and healthcare professionals etc. If I noticed any changes at all in regards to what activities they chose for example if they stopped wanting to go out etc. I would always ask them the reasons for this and listen to the reasons (these reasons could be something along the lines of don’t feel confident enough and feel off balance) I would write these concerns down in the Care Log and also report to my co-ordinator, senior carer or manager to possibly look at implementing additional support for their choice of activities. If there was an issue with the equipment for example needed different equipment as it wasn’t suitable or even that they didn’t need the equipment again I would write it down and log it in the Care Log as well as reporting to co-ordinator, senior carer or manager, they would then report this to the occupational health team who would then organise for an assessment of the equipment in place and if necessary change or alter the equipment to suit the individual’s needs at that time. If there was an issue with appliances for example couldn’t work the cooker anymore etc. again I would record my findings in the Care Log along with to my co-ordinator,  senior carer and manager, I would also see if I could speak to the family to see what they suggested and also to see if I could suggest anything for example a microwave instead of a cooker and maybe bigger handled cutlery instead or normal cutlery etc. If I had a problem with the support provided I would again rec ord in the Care Log along with my co-ordinator, senior carer and manager. These concerns would possibly be told to the family and also could be reported to healthcare professionals along with the individuals social worker.

Discrimination in Of Mice and Men

When John Steinbeck was attending Stanford, he took time off to go work on a ranch at Salinas Valley. This Is where he encountered the models for many of his characters for his stories. One of them Included one of his most popular and touching novellas, Of Mice and Men. With this book, he tried to show the hardships of the discriminated. During the period of the Great Depression, many Individuals were forced Into poverty and away from their families. Many began to flee to the West In search of work. However, when they reached their destination, they were not received kindly.In the novella, Of Mice and Men, John Steinbeck thoroughly depicts, by the presence of many discriminated and oppressed individuals, that life in this time period was beyond arduous for most people because of the Great Depression and the way others perceived them. The Great Depression was an economic downturn coming before World War II. The depression occurred at deferent times in different countries, but in the U nited States, it happened during the asses. Historians blame the crash of the US stock market, on October 29, 1989, for Igniting the Great Depression. Then, the depression quickly expanded across the world.The Great Depression not only affected the poor, but the rich as well. Industrial production, foreign trade, and wholesale prices diminished. The loss of money from these happenings developed a state of unemployment, caused foreclosures and homes to be lost, families to separate, and extreme deflation. Unemployment rates soared through the roof. In the US, twenty- five percent of the population was out of work. Even in some countries, the rates were as high as thirty- three percent (Candling). Hope still lingered in the air for some and the Great Depression was later used as an example as to how bad the economy could get.Rural regions suffered the most when crop prices fell drastically. The huge drought, which occurred during the asses, contributed to this. In many plains, dust wa s everywhere. It was so that It was Impossible to keep a house clean and chickens would sleep earlier than usual because the darkness caused by the dust storms made them think it was night. More and more storms began to hit and many farmers lost their good farmland to the high winds. By 1934, almost 100 million acres of farmland were completely destroyed (Candling).Many economies began to rejuvenate in the mid- asses, but in many other nations, the detrimental impact of the Great Depression lasted until the end of World War II. This tragedy was one of the most widespread, long-lasting, and deepest depression of this era. The effects of the Great Depression disturbed every race of people in America. However, African Americans were always most affected. Most African Americans were out of work and whites demanded that they be fired If a white person was unemployed. Racial violence became common and lynching Increased (Sutra).In Steinbeck novella, Crooks is a stable buck on the Salinas Valley ranch. During this He was separated from the rest of the white farmhands on the ranch. Crooks states, â€Å"l anti wanted in the bunkhouse, and you anti wanted in my room† (Steinbeck 68). This shows how African Americans were treated like animals and isolated from others because of discrimination. After being neglected, Crooks proclaims, â€Å"If I say something, why it's Just a n****** saying it† (Steinbeck 70). Crooks has accustomed to the inequality he receives from others and turns on himself, saying negative things.However, on a brighter note, no one would hold him responsible for anything because his words â€Å"don't mean nothing† and are ignored. The author show how African Americans' lives were hard because of racism. Steinbeck shows the hardships of a disabled man during this period of time in his novella Of Mice and Men. One would think they received special care but the worst time period a disabled person could live through is the asses. Other s didn't care for them because chances were that they already had someone to take care of, whether it was themselves or a family (Barrett). They were abused and people would blame them for their problems.Some mentally handicapped people were institutionalized. The government gave little to no protection for the disabled (Philosophy). This is similar to how a character in the story is treated. Leonie Smalls is George's friend and they are both traveling to the West in search of work, because they had to flee their hometown in the result of Lien's incident with petting a girl's mouse dress (he likes soft things). Leonie says, â€Å"George says I goat stay here an' not get in no trouble† (Steinbeck 68). In this moment, George demanded Leonie stay at the ranch while they go out to the whorehouse.To George Milton and other workers, he is seen as a dim- wit that can only work. Leonie should be able to have some fun too. â€Å"If he finds out what a crazy Starr you are, we wont get no Job, but if he sees yah work before he hears yah talk, we're set† (Steinbeck 6). There is no doubt Leonie is a great worker, but perhaps George is a little too hard on him. At their arrival at the ranch, the boss gets suspicious because George does all the talking. Leonie says four words and George throws a tirade at him for doing so. Even though sexism was around forever, this type of discrimination was most evident during the asses.The typical women had an employed husband, and if they lost their job, they usually had enough resources to survive (Ware). Steinbeck depicts that with Of Mice and Men. Curler's wife is a victim of unfairness because of her gender. She is the wife of the boss's son, Curler. They live with no worries, but Curler's wife's actions are constricted and she has limited rights, like every other female in America at the time. She is the only woman on the ranch and is unnamed by the author which shows her unimportance – which shows sexism. †Å"Don't you even take a look at that b****.I don't care what she says and what she does. I seen me' poison calling Curler's wife a derogatory term for a woman, which is sexist. George, and very other farmhand on the ranch, thinks she is flirty and has â€Å"an eye for all the men on the ranch†. â€Å"Won't you tell her to stay the hell home, where she belongs? † (Steinbeck 90). During this time, it was often that women stayed home with kids and chores to do around the house, while men would go out and work, wherever it was (Ware). Here Candy implies that the ranch is no place for a flirtatious woman like Curler's wife, which is a sexist stereotype.

Romeo & Juliet Alternate Scene

Creative Writing Project Scene Writing BY: Timothy Stevenson Romeo has just arrived in Mantua after being banished permanently by the Prince because of the death of Tybalt. Tybalt was slain as revenge for the murder of his cousin Mercutio, who Tybalt killed earlier. The earlier events of the play included Romeo falling in love at first sight and Juliet reciprocating his love. The two cannot got public which such love, as they are from rivaling houses that hate each other dearly. Romeo is extremely depressed. CHARACTERS Romeo Montague- son of Sir and Lady Montague, falls in love with Juliet and is banished for the murder of Tybalt Mercellio- lesser known servant of Romeo, seeks him out to give him information Rosaline- unseen character in the first 2 Acts makes her first, verbal appearance MANTUA – DAY Romeo has just settled in Mantua after his night with Juliet, and is sitting on a bench outside of a park, depressed. A bird lands next to him and he studies it. Romeo Fair bird, thou not wary of me? Thou not know who I am? I am Romeo, murderer of kin and Verona exile! I’m a cruel murderer and I long for my own destruction. As the pearl of light has been stripped from me because of these fatal events, you bird should not be around me. You may be slain as well! You’ve ne’er experienced the destruction that occurs around me. Everything beautiful is stripped and dies slowly in my presence like I am intertwined with the eerie death that takes everything wondrous away and makes everything sad. To be near me is to be near everything evil and undesirable. Fallen Tybalt, my kin, eliminated because of the end of the story of great Mercucio. To exact revenge was to be stripped of the illustrious Juliet. Fear me, bird. Fear my very presence. The bird pecks him on the hand and it begins to bleed. The bird flies away while Romeo stares at the wound the bird has caused. Romeo Thank you bird! I deserve it and more. To walk into war without a weapon to be slain of such heart gripping pain! How about the apothecary gives me 20 gallons of their finest poison, sweet poison that I can engorge myself to be stripped of my love and the light of this cold world. The world is a dark void without her glow to illuminate even the darkest of caverns. The blackest kettle would be turned white by her presence. Her gleam’s name is Juliet, oh full Juliet, your beauty encompasses everything and more. And as fate plays such a cruel game, your shameless game†¦show your face! Show it so that I can slay you most beautifully! The banishment from sweet Verona is most undesirable. I’d appreciate the sweet vengeance of death than the nagging fault of banishment. To know that admirable Juliet is sealed behind the walls of Verona away from me without me able to anything about it†¦is agony. This is true agony of a tireless heart. Romeo interrupts briefly to look at the cloudy sky. Enter Mercellio, servant of Romeo] Mercellio Romeo, oh fair Romeo! I have most remarkable news! News that’ll alleviate your gloom! Your mood of Juliet has made you an evil character, made you feel less than a man shall ever feel and you continue to drown yourself face first into the waters of sorrow. Art thou is Romeo! Romeo must not tirelessly wane and moan and cry to skies that aren’t li stening†¦ ROMEO To alleviate anything means that you must mean death! Nothing can revive me from the mood that I’m in. Nothing can wash the pain of not seeing sweet Juliet ever again†¦nothing foolish servant! What simple boast do you plan to tell me? The only news of Juliet with me will bring me happiest, imprudent one. That’s an impossible task that not even the bravest of men can succeed in. To fall in love and to be stripped of it so cleanly is the inferior destiny of my dismal life. Life is nothing without her. News means nil unless it’s new of my return to Verona. I imagine killing myself just so I wouldn’t have to deal with such crushing pain and now as I drown in it I cannot cut my ties to this world as to cut my ties would end with truly never being with her again. MERcellio You cannot continue life like this forever, brave Romeo. To let this consume you is to give up life itself and starve for the affections of a single woman is absolutely ludicrous. You cannot continue like this sir. ROMEO You know nothing of the pain I’m feeling. You could never experience something so agonizing as such; to hinder the ability of sleep is the pain I’m feeling. Worse than the death of the most important thing to you is the realization that you can never be with the one that means the most to you. You are a complete fool to call me ludicrous†¦ludicrous! Thou is ludicrous for not being able to experience this with me, ludicrous for thinking I can just let such emotions waver. The attempt of capturing Juliet and simply vanishing from all eyes keeps me here, keep me from revealing my sheathed sword and slaying you with your foolish words. MERCELLIO Slaying me because of a female is absolutely ludicrous! I have known you for quite some time, good Romeo and you again and again looked for women to reciprocate your love to and asked for the hearts of many women, only to see your heart wrung mercilessly by such. You find this lifestyle un and continue, hoping to find such a woman to return it to you! Because young Juliet arrival of emotion upon you is enough to lay in distraught, thinking about what could and could not have been. Is life that closed of a circle, dear Romeo? ROMEO What is life with a Juliet? There is no life to think of without such a creature, unrealistic until I found her waiting for me in the chains of the Capulet’ s. Why have you ventured out for me, dim Mercellio? What have you to tell me? MERCELLIO Ah, yes! To argue with you is to forget my true intentions of seeking you out. To find you to reveal to you news that may be pleasing to ones ear, though ones mood may completely destroy it as another beautiful beacon searches for Romeo to talk†¦ Romeo interrupts Marcellio in mid-speech, effective cutting him off. ROMEO What woman do you speak of, servant? What is she called? Where is her place of? Lastly, if she isn’t Juliet, I do not desire this information in the least bit. No woman can compare to the excruciating emotion that will overcome me when I see her fairness once again. Oh, Juliet. MERCELLIO This girl isn’t the much desired Juliet you long for†¦ ROMEO Then what need do I need such information. Go, Mercellio before you regret coming as your life will be stripped from you with my blade. MERCELLIO Please, kind Romeo. This woman states that she knows you and she’s waiting for you†¦she was timid in meeting you again but she longs to meet you once again. She has nagged to me in the journey how she longs for you once again and is ready to begin with you†¦ romeo Who Marcellio? Speak before I slay you with my sword. This is the last time I will say such a thing before I do it! Your very next word shall be her name! Romeo quickly stands up and unsheathes his sword. Mercellio quickly leaps to his feet. MARCELLIO Rosaline! Sweet Rosaline has longed to see you again! Romeo drops his sword in shock at Mercellio’s words. ROMEO Astonishing Rosaline? Where art thou? [Enter Rosaline, sullen] Rosaline Romeo, oh Romeo. My heart aches for your sun. You evaded and left your efforts with me to be with the wondrous Juliet, fair beautiful Juliet and left me distraught. Your attempts at me have been refuted and your eye gazed at a younger beauty. Have you forgotten me Romeo? You no longer desire me, and instead desire youthful Juliet? ROMEO Oh, how fate tests me! Banishment from Verona has caused the most unlikely of meetings! I meet you, here, in the streets of Mantua asking for me! Through me finding love in a beautiful flower races the devil’s cry to change me into nothing! Temptation is at its highest peak than it had ever been and I still find the strength to resist it! You’ve long for me, elegant Rosaline? Ha! How art thou found me? ROSALINE I have longed for you, fair Romeo. I have asked ones, ones that knew of your location, through this I have located you and finally find you in remarkable Mantua. Can you not see how I long for Romeo, my Romeo? The Romeo that has lust for me with the purest of loves? My fair Romeo? ROMEO Your Romeo! Ah, alas you tempt to woe me into submission with your cries of longing? Thou wrote you poems of love and I have gone unnoticed by your beautiful eye! Thank you! For looking for you I found a much better flower, a sweet innocent flower waiting for me, locked waiting for her lover! The loves I’ve harnessed with tight straps have completely drawn my blood blue with pain and suffocation, as you couldn’t see the blue! You couldn’t see anything in those appealing eyes, cold as the fiercest of winters and the snow that assists them! Thou trick with in incantations! ROSALINE You no longer see me as a beautiful sun? The sweet essence which you said you wanted, you breathed, the attention you’ve given, the feelings you’ve told me have now disappeared into the dark halls of time? Instead of greeting me with the passion that you’ve always have, you shun me like a common whore, embarrassing me like some common mistress. You seem to not care that I’m here, asking for my Romeo! ROMEO Why art thou here! ROSALINE I long for my Romeo! The Romeo that made my heart glow with passion and intensity! ROMEO The Romeo you seek is gone, hidden in the shadows, and forever departed. I no longer lust for you Rosaline. You were once a beautiful rose that quickly wilted and the dust has been removed from your vision you want to come to me? I’m lost at sea thirsting for a sweet whiff of Juliet. You have expired like the curds floating atop of milk. MERCELLIO Rosaline has been longing for you a while, good Romeo. Your attempts at you have not gone unnoticed like a wolf’s cry in the woods, but young Rosaline has been tried many times and has seen many failures in her life, aiding in her wary to appeal to you as well. As a troubled soul now she seek me out, throughout the danger to come and see you Romeo. Have you truly no emotion residing inside of you but the emotion of fair Juliet? Thou doesn’t care that Rosaline left Verona to come and meet with you? Thou are truly dark? Sworn to chastity, poor Romeo is depressed an ignorant to see the feelings of one Capulet that defied all in seeing you? ROMEO Thou has not wanted me until thou seen me with Juliet! Thou are selfish in her desire to try and steal me! As her cousin, you should be thoroughly ashamed of yourself! ROSALINE I have no such desire! You have desire to still be with I! You still want I! As you refute and deny it, you cannot forget about me as you claim you have! I will never be erased from your mind! ROMEO What did you plan to do, beautiful Rosaline, when you came here? Woe me back into my love for you like a foolish kid who has nothing else to do? Because I will not slip into a fatal trap! I have undying love for Juliet†¦Juliet†¦ ROSELINE I didn’t come to woe you of anything Romeo and as we speak, I myself am risking banishment and exile from Verona and from my kin! I wanted to admit to you†¦ ROMEO Admit what? What is there to admit? You have nothing viable to say! You’re risking everything for nothing! Aren’t you? ROSALINE Risking everything for nothing is not how I felt, dear Romeo. I felt a different way. I felt I had to tell you how I felt, if you long to hear it. [Romeo looks at Rosaline and as he is about to open his mouth, curtain close]