How Lady Macbeth(TM)s language reveals changes in her role and mental condition Essay Example for Free

How Lady Macbeth(TM)s language reveals changes in her role and mental condition Essay Q: By close reference to the text, show how Lady Macbeths language reveals changes in her role and mental condition. In William Shakespeares Macbeth, the language of Lady Macbeth clearly reflects changes in her role and mental condition throughout the play. At the beginning, Lady Macbeths language is confident and controlled. However, by Act 5 Scene 1, she has undergone a complete transformation of character and is in a pitiful, pathetic condition. Shakespeare uses a variety of literary techniques such as iambic pentameter (or the lack of it), rhetorical devices, powerful imagery and varied sentence lengths to reveal Lady Macbeths disposition at different stages in the play. During Act 1, Lady Macbeths character is imposing and authoritative. This can clearly be seen by analysing her language and speech patterns. Shakespeare highlights the determination and control of her speech through the use of iambic pentameter. Iambic pentameter is a poetic device, wherein each line has 10 syllables with the emphasis on each even syllable. It is used to create a rhythmic quality and to reflect ordinary speech patterns. In addition, iambic pentameter is also a technique of indicating the control and dignity of a character. In the early part of the play, nearly all of Lady Macbeths lines are written in strict iambic pentameter. The lines: (He thats coming) Must be provided for, and you shall put This nights great business into my dispatch, Which shall to all our nights and days to come Give solely sovereign sway and masterdom.1 illustrate the fact that Lady Macbeth is a cunning, shrewd woman, who is in complete control of her mind. The iambic pentameter, coupled with what she actually says, establishes the fact that she is strong and capable character. Shakespeare leads the readers to come to the conclusion that she has the dominant role in the relationship, as she gracefully takes charge of all the decision-making. This is borne out by the content of the lines as well as the sophisticated vocabulary used. These distinctive character traits of Lady Macbeth may well have been inspired by Shakespeares contemporary Queen Elizabeth I, who was also a very commanding and influential entity. Shakespeare also makes use of rhetorical devices to establish Lady Macbeths domineering personality. Rhetorical questions, in particular, are heavily used. These are a speech technique used to persuade someone and sway their mentality. In Act 1 Scene 7, Lady Macbeth uses a ton of rhetorical questions to convince Macbeth to commit the regicide of Duncan. Questions such as: Was the hope drunk/ Wherein you dressed yourself?2, Art thou afeard / To be the same in act and valour / As thou art in desire?3, and What cannot you and I perform upon / Thunguarded Duncan?4 are used to incite Macbeth and make him feel guilty. She is overly vituperative and malicious; accusing him of cowardice by saying things like hes not a man, or that he doesnt truly love her because he isnt keeping his promise to her. The result is that she successfully manipulates Macbeth into doing something that she wants. This confirms the fact that she is an intelligent, influential woman. Another literary device that shows Lady Macbeths evil persona is the strong imagery used in her speech. Imagery is a technique used in literature to make the reader visualise a picture in their minds. The lines: look like thinnocent flower/ But be the serpent undert5 creates a distinct image of trickery and deceit, and gives a clear reflection of Lady Macbeths character. Another piece of effective imagery is the lines: I have given suck and know How tender tis to love the babe that milks me: I would, while it was smiling in my face, Have plucked my nipple from his boneless gums And dashed the brains out, had I so sworn.6 The above lines form a rather disturbing image in our minds, and give us a terrifying indication of Lady Macbeths mental strength. It highlights the malevolence that is inherent in her personality, in addition to her determination and her willingness to make sacrifices. However, the nature of such a statement does provoke one to think seriously about Lady Macbeths sanity. No person in their right mind would kill a child with the brutality that was described, especially not the childs own mother. The lines shown above are one of many subtle hints of flaws in Lady Macbeths character which Shakespeare intelligently incorporates. These serve as inklings towards the total collapse in her character and mental state that is about to follow. In Act 3 Scene 4, the rapid decline of Lady Macbeth begins to take shape. In contrast to the early scenes of the play, her sentences become very short and she seems emotionally exhausted. Earlier, she would make long, influential speeches, which boasted of control and supremacy. This is not the case any more, although she does regain some composure by continuing to speak in iambic pentameter. She is now content to let Macbeth do the bulk of the talking. This indicates a reversal of roles where Lady Macbeth is no longer the dominant partner in the relationship. She is excluded from decision-making, as shown by Macbeths killing of Banquo without even bothering to consult his dearest partner of greatness.7 This scene is quite a significant one, as it marks the turning point of the deterioration in Lady Macbeths role and mental state. By Act 5 Scene 1, the language of Lady Macbeth has completely disintegrated. She is ridden with guilt and remorse, and this clearly affects her conscience immensely. Her psychological weakness at this point is illustrated by the use of prose, as opposed to iambic pentameter. This implies that Lady Macbeth has thoroughly lost all control and power which was typical of her in the first few scenes of the play. Her speech, which now mainly consists of incoherent phrases like: Out, damned spot! Out I say! One, two. Why then tis time to dot. Hell is murky8, lacks the equanimity that she possessed in Act 1. She also uses a lot of imperatives and exclamations like O, O, O,9 which show that she is uneasy and deeply distressed. She dwells over the murders committed by herself and Macbeth, making it obvious that these incidents have been haunting her and causing her much disquiet. All the stress that had been bottled up in her mind is released while she is sleepwalking, and by the end of the scene, she is in a dismal condition, muttering a whole lot of useless drivel. It is no surprise that she later decides to do away with herself, as her body and mind have both crumbled to bits. Lady Macbeths language visibly reflects her role and mental state at different parts of the play. At the start, she is shown to be powerful and domineering which is demonstrated by uses of iambic pentameter, rhetorical devices and strong imagery. She undergoes a steady deterioration and by the end, she is weak and depleted, as reflected by the breakdown of her language. The stark contrast between her mental state at the start and end of the play is clearly demonstrated by comparing two sentences spoken by her at these times: A little water clears us of this deed10 when her hands are covered in blood after the killing of King Duncan, and Here is the smell of blood still, all the perfumes of Arabia will not sweeten this hand11 while she is sleepwalking. The remarkable fall from grace of Lady Macbeth is wonderfully presented by Shakespeare, and plays a big part in the play as whole. Since it was Lady Macbeths ideas and persuasive techniques which led Macbeth to the throne, and set the foundations of his reign; her weakening, and subsequent death, is one of many indicators of Macbeths imminent downfall. Shakespeares use of various literary devices was excellent, and he is able to successfully draw attention to the decline of Lady Macbeth, and its overall significance. 1 Act 1 Scene 5 lines 64-68 2 Act 1 Scene 7 lines 35-36 3 Act 1 Scene 7 lines 39-41 4 Act 1 Scene 7 lines 69-70 5 Act 1 Scene 5 lines 63-64 6 Act 1 Scene 7 lines 54-59 7 Act 1 Scene 5 lines 9-10 8 Act 5 Scene 1 lines 30-31 9 Act 5 Scene 1 line 43 10 Act 2 Scene 2 line 70 11 Act 5 Scene 1 lines 42-43

Post Colonial Society: Hamza Alvi

Post Colonial Society: Hamza Alvi In his influential article on the state in post colonial society, Hamza Alvi argues that the original base of the post colonial state apparatus lies in the class forces existing in the colonial era Metropole. The task colonial state apparatus was to subordinate all the indigenous classes (indigenous bourgeois, the Metropolitan neo-colonist bourgeoisie and the landed masses) in the colony. It did not rest on any of these classes. On the contrary, the colonial power established highly developed military and bureaucracy to control these classes, thus the state apparatus was overdeveloped. He further argues that if a colony has a weak and underdeveloped indigenous bourgeoisie, it will be unable at the moment of independence to subordinate the relatively highly developed colonial state apparatus through which the metropolitan power had exercised dominion over it. As an alternative, a new convergence of interests of three competing propertied classes will emerge. Under these circumstances, the bureaucratic-military oligarchy, that has a distinct relative autonomy, would play a role of mediator among these classes and will take a top position in the hierarchy of post colonial state. As a result, the state apparatus acquires relatively autonomous role and is not simply the instrument of any of these classes. Conversely, the demands and interests persist no longer contradictory. Since, this idea was proposed by keeping in mind the political dynamics of post colonial societies of Pakistan and Bangladesh, therefore, my contention is to draw arguments in light of political and social changes in these societies. To draw the role of bureaucracy and military in the colonial era, I will rely on Hamza Alvis accounts and lectures of Dr, Yaqoob K. Bangash. Bureaucracy and Military during Colonial era Hamza Alvi mentions that in colonial India the colonial power established the powerful institutions of bureaucracy and military to subordinate other three bourgeois classes. Therefore, the state structure of India was overdeveloped. This rhetoric is somehow correct in regard of bureaucracy, as it was the main source of policy making and issue resolution. The reason behind the supremacy of bureaucracy was that the colonial apparatus ensured the priority role of bureaucracy in solving the day to day issues of the masses- therefore, the masses accepted their authority. The other possible reason could be the psychological one as the politicians used to blame the bureaucrats in front of public to hide their own failures- so, the masses accepted the quality power of the bureaucracy. He assigns with military the same role in colonial state apparatus as he assigns with bureaucracy. However, the modern researches show that the military, in first half of the 20th century, was not as powerful as portrayed by Alvi. In-fact, the military had no role in decision making as most of the policies were articulated by either parliament or bureaucracy. Moreover, the masses did not know the dominance of military in the state apparatus. Besides, with the beginning of the 20th century the numbers of military personnels in the Indian colonial army were dramatically reduced. Therefore, it is plausible to say that the Hamza Alvi miscalculated the role of military in colonial state apparatus. Therefore, it can be assumed that if the state apparatus was overdeveloped than it would have been partially overdeveloped. In the next section, I will investigate, is there was continuity in the role of the bureaucracy? If not, then under which circumstances the military and bureaucracy took control of the state apparatus? To answer these questions I will draw a chronology of events in post colonial Pakistan with the help of Hamza Alvis and Dr. Ejaz Hussains accounts. Bureaucratic-military oligarchy and Pakistan Muslim League, as being the vanguard of the movement for national independence, inherited the mantle of legitimacy. The Muslim League initially provided the faà §ade of parliamentary government. However, Muslim League leaned heavily on the stature and authority of its leader, Quaid-e Azam Mohammad Ali Jinnah, who died soon after independence. Soon, it lost its bases and started to disintegrate dramatically. As a result, the powerful inherited bureaucracy took a central position. Even during his lifetime Jinnah preferred bureaucratic machinery over electoral politics as he might have thought that a well trained civil bureaucracy would solve Pakistans various problems, such as the settlement of refugees etc. (Hussain 2010, 280). The inherited military that was not fully developed at that time, adopted a strategic partnership with the bureaucracy to accomplish socioeconomic interests (Hussain 2010). Hamza Alvi calls this collaboration bureaucratic-military oligarchy. Bureaucratic-military oligarchy manipulated and installed and barred the politicians and political parties. In 1958, the prospects of the approaching general elections posed a challenge to the supremacy of the bureaucratic-military oligarchy, therefore, it seized power by abolishing the institutions of parliamentary government. Its noteworthy that the constitution was abrogated by ex military man-turned bureaucrat-turned politician Iskandar Mirza. And Later, Commander in Chief Ayub Khan assumed power. But, at this juncture the bureaucratic-military oligarchy employed politicians to extract legitimacy from the masses and in the 1962 spoof democratic politics under Ayub Khans system of Basic Democracy was introduced. Ayub Khan resigned in 1969 but left the reins of power securely in the hands of the bureaucratic-military oligarchy. President Yahya Khan promised restoration of constitutional government and an election was held in December 1970 which ended in the political crisis which culminated in the secession of Bangladesh. Assessments The cross examining of colonial and post colonial state apparatus of Pakistan, depicts that it was a failure of politicians and political parties rather than the weakness of three exploiting bourgeoisie classes to avoid the supremacy of bureaucracy and military. It is also apparent that there was not continuity in the bureaucracys principal role in post colonial state apparatus. Ironically, the political leadership itself invited the bureaucracy to adopt the role of the principal actor. Hence, it can be concluded that the Hamza Alvis overdeveloped thesis is null and void on the basis of two arguments. First, he miscalculated the role of the military in the colonial era that makes the basis of his theory ambiguous. Second, despite his emphasis there was no continuity in the key role of bureaucracy and military in a post colonial state apparatus that makes his thesis illogical. Overview Of Personality Humanist Theorist: Carl Rogers Overview Of Personality Humanist Theorist: Carl Rogers Carl Rogers (1902-1987) humanist theorist is best remembered for his nondirective method of therapy. His approach was based on a client-centered form of clinical work. He believed that a humans basic foundation was that of good and positive features. Rogers theory suggests that people aspire to achieve their fullest potential if unhindered. A trained therapist should only be involved with an individual that is willing to participate in the therapeutic process. This paper will review the theories that Rogers favored and how his research impacted the field of psychology. Rogers was born into a conservative family in a Chicago suburb. His early studies included agricultural, seminary and social philosophy. While pursuing his seminary studies he also took psychology courses at a nearby affiliated school. As his studies progressed he became frustrated with religion and more captivated with psychology. With the influence of psychology instructors he chose to transfer to the affiliated school to pursue his doctorate in clinical psychology where he first encountered Freudian thinking. Like Freud, Rogers became a clinician. However, his strategies in therapy were far different. In the early years of Rogers clinical and laboratory work he was frustrated with the then established forms of psychotherapy. Kirschenbaum (2004) noted that Rogers was impressed at how strong the human will is and how patients will resist even the most skillful therapist interventions when it goes against their purposes or they have not chosen to change themselves. Rogers had become acquainted with relationship therapy from students of Otto Rank, whose focus was on the patients self-insight and self-acceptance within the therapeutic relationship (Kirschenbaum). In 1939, Rogers published his first book, The Clinical Treatment of the Problem Child. This publication launched his career and gave him the opportunity to start communicating his own views on counseling and psychotherapy. Now students of Rogers were asking what his views on counseling and psychotherapy were. By 1942 Rogers published those views in his second book, Counseling and Psychotherapy: Newer Concepts in Practice. But Rogers pià ¨ce de rà ©sistance was the publishing the work that defined his place in psychological therapeutic theory, Client-Centered Therapy: Its Current Practice, Implications, and Theory, in 1951. Rogers received many awards throughout his life. He was the president for the American Association for Applied Psychology (1944-1945), of the American Psychological Association (APA) (1946-1947), and of the APAs Division of Clinical and Abnormal Psychology (1949-1950); and he was the first president of the newly formed American Academy of Psychotherapists (1956). He remained active in his work until his death in 1987. It was poignant to note that on the day of his death, February 4, 1987, a letter arrived to inform Rogers that he had been nominated for the Nobel Peace Prize. Improving the strategies of psychotherapy was very important to Rogers. As a therapist he worked very hard to comprehend concepts available to him. As he began his practice he looked to improve the client-centered process, thereby lending to the development of the client-centered approach, also called person-centered psychotherapy. Rogers association with Sigmund Freud was short-lived and his similarity lies in their primary focus was clinical work. B. F. Skinner and Rogers agreed that they wanted to see approximately the same type of person in the future (Hergenhahn and Olson, 2007, p. 455) but Skinner argued that their differences were in the methods they were choosing to arrive at that future-behaviorism versus humanism. In addition, Rogers and George Kelly alike believed that humans sought, and were capable of, better personal . . . conditions (p. 408). There were several events in Rogers early studies and career that affected the development of his nondirective method of therapy. One of the earliest was that of watching his children grow up. Hergenhan and Olson (2007) discussed an early scrutiny of Rogers saying observing his children grow up taught him far more about individuals, their development, and their relationships than [he] could ever have learned professionally (p. 440). In pursuit of his PhD. Rogers learned that the psychoanalytic approach was often unproductive. The one event, however, according to Kirschenbaum (2004), that seemed to influence his historically noteworthy psychotherapeutic discovery happened while trying to help a mother find a solution to her delinquent sons behavior. Rogers theory that this mothers rejection of her son was the cause of his delinquency was met with no resolution. At the time that they agreed that they had both tried and failed, she queried Rogers about whether he took adults for counsel ing as well as youths. When he responded with assent, she asked for help for herself. It was this experience that Rogers realized that it was the client that knew the direction in which therapy should take. Kirschenbaum quotes Rogers saying that it began to occur to me that unless I had a need to demonstrate my own cleverness and learning, I would do better to rely on the client for the direction of movement in the [therapeutic] process. Additionally, it was at this point in Rogers theoretical progression that he encountered Alfred Adler from which he learned that a therapist could learn more by determining how the patient relates to the here and now (Hergenhan and Olson, 2007, p. 441), rather than focusing the patients history. Boeree (2006) commented on Rogers theories of fulfillment and satisfaction of the needs of all living organisms, even that of plant life-that it is in the nature of all life to expend effort to reach a definitive potential. He further stated that People . . . in the course of actualizing their potentials, created society and culture.   In and of itself, thats not a problem . . . But when we created culture, it developed a life of its own. Confessing that culture is not in itself evil, Boeree noted that culture for the most part has helped humankind survive and prosper, but at the same time it may have caused to hinder a persons self-fulfillment. Alfred Adlers concept of striving for superiority was a forerunner of Rogers suggestion of the incongruent self. Rogers believed that people, even infants, when given the chance, will choose what is best for them (Hergenhahn and Olson, 2007, p. 443). This is related to Rogers method of Organismic Valuing Process. He believed that experience was the authority on the developing personality. Rogers was noted as saying that Neither the Bible nor the prophets-neither Freud nor research-neither the revelations of God nor man-can take precedence over my own experience (p. 444). Rogers optimistic view of the human personality development fostered his belief that humans strive to positively enhance their own experience. He believed that experience took authority over all else, hence he pardoned persons that acted negatively attributing it to fear and defensiveness. Negative behavior was not in accordance with nature. Rogers believed that even those who acted out of fear and defensiveness had strong positive tendencies at deep levels which needed to be discovered. According to Hergenhahn and Olsen, the positive tendency Rogers was speaking of was the actualizing tendency (p.443). According to Rogers, actualizing tendency is the driving force as opposed to Freuds instincts as the driving force behind personality. Using actualizing tendency, humans evaluate their experiences with the organismic valuing process. This process, Rogers believed was within each human. It is sanctioned by a persons own senses. Other in the environment can devalue and even reject an individuals personal valuing process. When that occurs, many adopt other values to please external sources and the self-actualization goal is stunted. Cooper (2003) suggests this leaves the individual adapting to ideas and values conceived by others and thereby torn between what should be a fluid and malleable process, maximizing their ultimate development, and the rigid concepts of others. This can be particularly precarious because as Pescitelli (1996) suggests a person that is self-accepting is more accepting of others. That being the case, the individual may be overly influenced by the ideas of others, corrupting their personal fulfillment. Further, Cooper indicated that with Rogers and other humanistic psychologists the resolution came with reconnecting with the individual experience process. This process could be accomplished with Rogers nondirective, client-centered therapy that uses empathy, unconditional positive regard and congruence (p. 96). In Rogers phenomenological reality, Hergenhahn and Olson (2007) noted that the subjective world determines the behavior of people. When the environment interrupts the positive developmental process that takes place naturally, the individual misses experiences that enhance the self-concept that is positively valued and prepares for the emergence of the self. When an event or experience enters a persons awareness it becomes symbolized according to Rogers (p.444). Pescitelli (1996) commented on the value of an individual realizing their fullest potential and agreed that there needed to be an internal agreement within the individual and that the human capacity for awareness and the ability to symbolize gives us enormous power . . . but he also advised that care be taken, because if the self-awareness is distorted, then the growth may be unstable. Critical to Rogers person-centered approach to therapy is the clients receiving love, care, respect and acceptance from persons that are important the individuals life is the need for positive regard. People want to feel appreciated by the people that are most important to them. In the work of Rogers (1979), he stated that each individual has within him or herself vast resources for self-understanding, for altering the self-concept, basic attitudes, and his or her self-directed behavior. . . and that three conditions needed to exist to foster a growth-promoting climate in any situation which development of the person is the goal, (1) congruence, (2) unconditional positive regard, and (3) empathetic understanding. Incongruency occurs when people stop using their organismic valuing process. When people lose their sense of value, they begin to lean on society to make choices for them. This is when society begins to determine value over what their internal value system should tell them. Their frame of reference belongs to someone else. This is the first condition that Rogerss suggested was important between the therapist and the client-congruence. A genuineness and realness is imperative on the part of the therapist for the client to excel in their growth potential. Secondly, the unconditional positive regard was the means in which the therapist demonstrates acceptance of the clients climate at that moment. Moments change, attitudes change and the therapist needs to show nonpossessive [sic] caring (Rogers, 1979) for the client to flourish. Rogers believed that unconditional positive regard was an essential ingredient of psychotherapy (Hergenhahn and Olson, 2007, p 450). Thirdly, the precursor of the qualified therapist is achievement of empathetic understanding. It is vital that the therapist be so attuned to the client that they can clarify not only the meanings of which the client is aware but even those just below the level of awareness. According to Rogers, thi s was the ability to listen with real understanding, true empathy (1979). One noteworthy event that Rogers participated in was a video recording of an interview with a client, Gloria. This video recording was one of a three part film series comparing three forms of psychotherapy: (1) Client-centered by Carl Rogers, (2) Gestalt by Frederick Perls, and (3) Rational emotive by Albert Ellis. The client-centered approach ended with remarks by Rogerss interview with Gloria whereas, in essence, he was moved by the process that Gloria progressed through in her efforts of self-discovery starting with her description of her past and moving into her current situation. The evidence was demonstrated by Rogers-the value of the establishing the proper climate for the exchange of information, the genuineness of the therapist and the showing of empathy. These measures gave an observable impact on Gloria (Psychological Films, 1965). A study by Wickman and Campbell (2003) investigated the session between Rogers and Gloria. The study attested to the result of the client-cente red approach that Rogers employed. It genuinely made a difference in how Gloria felt about herself, when they reported that she made the statement Rogers had helped me to recognize my potential-my value as a human being gives credit to that concept. Additionally, Rogerss demonstration of empathy, genuineness and unconditional positive regard during the session helped Gloria see that she could be her own agent of change. As far as the analysis of Rogers work and impact on current psychotherapy is concerned, the overall desire of all type of therapy is that of taking care of the patient. In many cases, as Rogerss work showed it is that the patient that knows simply what is causing them trouble. The work of the client-centered therapist is to delve into the patients comments and to help them to uncover a workable solution to their problem on their own. The trained therapist should have the tools to help them to do so. Rogerss concept is very simplistic. There are occasions where a patient or client may have some physical limitation or mental illness that inhibits the progression to achieving a fully functioning person, i.e., schizophrenia, bi-polar disorder, obsessive compulsive disorder and others. Therapy alone may not be the solution, but therapy with medication may bring the patient very close. Hergenhahn and Olson (2007) observed that Rogers also felt strongly that a when person that does what truly feels good [that] is the best guide for action (p.462). They also remarked that Rogers said little about the developmental experiences that are conducive to healthy growth. I would posit that talk-therapy like what was demonstrated by Rogers with the patient; Gloria is a very effective strategy for someone like me. Intelligent, functioning persons that lack in positive self-esteem or reinforcement, benefit when tactical questions and conversational techniques like those of Rogers are used. It is also noteworthy that Rogers form of psychotherapy is still evident in the work of psychologists today. What is personally evident is that there are numerous therapeutic strategies available to psychologists that are positioned to help persons effectively grow and prosper in this fast-paced society that surrounds humankind today. The path that has been laid and that is being laid is vast. Personalities are challenging to decipher and it takes a psychologist willing to learn about and assimilate the plethora of information and patterns of therapy available to them to be able to benefit the many which ultimately becomes the few.

Old Man and The Sea :: essays papers

Old Man and The Sea In the novel The Old Man and the Sea, Ernest Hemingway uses the literary device of metaphors. Hemingway uses the metaphor of the ocean to symbolize life and to depict the role that individuals play in life. Hemingway uses the metaphor of the lions to signify people who live their lives as active participants. The tourists in the novel represent the individuals, who in observe their lives and are not active participants. In the novels that Ernest Hemingway writes, he uses metaphors to reflect his life experiences and opinions. The ocean in The Old Man and the Sea is a metaphor, which represents Hemingway's personel view of life. Hemingway believes that in life everyone must find their own niche and uses the metaphor of the ocean and the boats on it to demonstrate this. ...most of the boats were silent except for the dip of the oars. They spread apart after they were out of the mouth of the harbour and each one headed for the part of the ocean where he hoped to find fish. The old man knew he was going far out...1(page 22) Hemingway feels that in life there are people who participate in life and people who observe life as it passes just like on the ocean where there are boats that do not test their boundaries. The boats are the people in life, and most of the boats are silent. They paddle within the areas they know to be safe and always are cautious not to upset the life that they have established for themselves. Hemingway is explaining that most people don't raise a commotion, they just allow life to happen to them. The old man is testing his limits, he is challenging the ocean, and rowing where he wants to go not where the ocean wants to take him. Hemingway believes that in life, the farther person stays from the observers, the more free and exhilarated they will be. If there is a hurricane, you always see the signs of it in the sky for days ahead, if you are at sea. They do not see it ashore because they do not know what to look for, he thought. The land must make a difference too, in the shape of the clouds. But we have no hurricane coming now.2(page 51) Hemingway theorizes that in life there are going to be unexpected collisions. Just as the sea creates storms life creates storms. Those who live life to the fullest will be the least affected by these storms because they have the strength and the knowledge to handle them, but the observers or those on land will be destroyed because they do not have the power to handle the destruction that the storms will cause.

Harmful Chemicals in Cosmetics Essay -- Toxic Chemicals in Cosmetics

Although cosmetics became widely popular in the 1900s, tombs from 3100 B.C. have revealed that makeup originated in the first Egyptian Dynasty ("The History of Makeup", 1). Researchers found that these cosmetics contained ingredients that ranged from lead to cat dung; both of which are toxic. The use of toxic chemicals in cosmetics, such as coal tar, negatively impacts a person's health. Cosmetic companies put consumers' health at risk due to the use of toxic chemicals, marketing ploys and failure to properly regulate their own products and the chemicals they contain. While cosmetics pose dangerous risks to the human body in general, pregnant women and their fetus are especially vulnerable to the consequences of being exposed to these toxins. If some women are not willing to give up their cosmetics during pregnancy, the ingredients in makeup can be lethal to the fetus. Nail polishes and hair sprays contain substances called phthalates, which is more commonly known as a plasticizer and can be found in the material to make rain coats and garden hoses, and its purpose is to make plastic more flexible but still strong (â€Å"Controversy Over Phthalates in Cosmetics† par 1) .When phthalates are absorbed into the skin, they could harm the fetus and, in baby boys, they could cause irregular genitals. Another ingredient, methylisothiazoline (or MIT for short), can be found in everyday shampoos and body washes such as Head and Shoulders, Suave and Pantene Hair conditioner, products a pregnant woman may very well use, and tests have shown that exposure to this ingredient could cause abnormal brain development in the fetus ("Popular shampoos contain toxic chemicals linked to nerve damage" par 2). However, these chemicals can cause health defi... ...rench, Christy T. "History of Makeup" (2004): Authors Den. 20, September, 2011. Web. Mercola, Joseph. "How Dangerous are Your Cosmetics?" (2011): Mercola.com: Take Control of Your Health. Web. 2 Feb. 2015. Reid, Brian. "Controversy Over Phthalates in Cosmetics" (2011): Our Stolen Future. Web. 2 Feb. 2015. Rudow, Barbara. Turning Green (2008): California: Scobre Press Corporation. Pages 3, 14, 33. Print. The Campaign for Safe Cosmetics (2011): Environmental Working Group. Web. 2 Feb. 2015. â€Å"Coal Tar Hair Dyes: Hair Care Cautions† (2011): Hairfinder: Hair Styles, Hair Care & Fashion. Web. 2 Feb. 2015. "Cosmetic and Personal Care Products Can be Cancer Risks" (2011): Cancer Prevention Coalition. Web. 2 Feb. 2015. "Natural and Organic Beauty Products: Behind the Facade" (2011): Articlesbase: Free Online Articles Directory. Web. 2 Feb. 2015.

Princess Diana :: essays research papers

Art can be describe and shown in many ways. When I look at art, I looked to see different types of painting, sculpture, or anything that is made out of any object that is creative. Princess Diana exhibit was a different type of art that I would never considers as being art. At the Museum of Art in Fort Lauderdale, â€Å"Diana A Celebration† displayed many collections of Princess Diana Family memorable items for the world to see. My first impression I had in my mind before visiting Diana A Celebration was to see beautiful painting or sculptures, but instead I walk into a room that portrayed as a biography of Princess Diana life. Visiting the Downtown Miami Museum kept a vision in my mind of traditional type of art. My mind has been closed minded as to what art is and what type of art is really considered art. â€Å"What art really is?† can be a question that is probably asked and can never be answered because of the different opinions about art. Generally, comparing to the Museum of Art in Downtown Miami and the Diana A Celebration exhibit, you can defiantly see the different type of Art and how it is presented.   Ã‚  Ã‚  Ã‚  Ã‚  Downtown Miami Museum of Art was more of a traditionally type of Art that many people will recognize first. The museum displayed many types of paintings that were drawn by famous artist. There was a beautiful arrangement out of mirrors that when you stood in front of the piece it presented many reflections of yourself. The collections of painting at the Downtown Miami museum made you step out of the box and think so you would try to figure out what the artist is trying to reveal in their paintings. Art to me should be like a brain buster trying to solve an unsolved mystery, a beautiful sketch, or a creative piece that have never been done before. However, at the Princess Diana exhibit, I learned more about her life, contributions, and death.   Ã‚  Ã‚  Ã‚  Ã‚  Princess Diana exhibit was a beautiful exhibit that displayed the time she was born, married, and sadly died. Princess Diana of Wales was born Lady Diana Frances Spencer on 1 July 1961 in Norfolk. Princes Diana was the youngest of four children and she had two sisters, Sarah and Jane, and a younger brother Charles. Princess Diana lived with her father and in 1975 the family moved to the Spencer family house in Northampton shire in English Midlands.

ESL teacher classroom techniques Essay

The purpose of this study was to assess the specific classroom techniques used by ESL teachers to prevent /solve possible discipline related problems while employing cooperative activities with students. In this Enriched ESL cooperative classroom the teacher integrates instructional strategies that facilitate and encourage interaction, collaboration and investigation in the learning environment. The students in the class are not passive learners but are actively involved in the learning process, taking responsibility for their own learning. One of the major aspects of a cooperative learning environment is oral communication between and among students and with the classroom teacher. Students get a chance to discuss a multiplicity of issues that are relevant to the class and explore new concepts in their interactions. This type of learning and peer-to-peer interaction allow students to be engaged in the decision making process of their education and to contribute meaningfully to their own learning and that of their peers. In the cooperative ESL classroom interaction is unavoidable. Students have to work with each other in order to make learning meaningful and to develop the communicative skills necessary for useful function in the real-world language setting. Students need to feel comfortable interacting with each other, sharing ideas, investigating and exploring their language environment and working out solutions to problems. Thus on the road to developing competency in English students will have to make both an individual and a collaborative effort since one of the characteristics of language learning is to develop the social techniques that will help the learner understand how to use the language in a variety of cultural settings. Of course since interaction is intrinsic to the ESL classroom so is the potential for conflict and disciplinary concerns in the classroom. The ESL teacher needs to develop the right skills overtime to manage interactive behaviors in the classroom so that objectives are accomplished and indiscipline and other disruptive behaviors are avoided. In the current study the researcher wanted to determine the behaviors most frequently employed by ESL teachers within the cooperative learning context in response to or as a way of thwarting any potential disciplinary or non-task-related matters. The research questions that guided this research were therefore: . What classroom management techniques are ESL teachers using in the classroom in order to maintain discipline while implementing cooperative learning activities? 2. Can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within groups? In order to accomplish the objectives of the study and to respond to the research questions a mixed methods research approach was taken. This involved the gathering of both qua litative and quantitative data. A questionnaire survey, administered to the ESL teacher, was used to gather the qualitative data. The quantitative data was obtained through observations of the teacher’s classroom behavior in cooperative learning sessions. Participants This study was conducted in a classroom setting and involved an ESL teacher and 28 students, in a francophone private school in Quebec City, Canada. The ESL teacher is a fairly young teacher who has been working at this private school for the past 9 years. The students are primarily from very affluent backgrounds. This is probably because the school charges a very high fee for students wishing to attend and thus only the children of parents of a high socio-economic status, who can afford those fees, are able to attend. The students were observed in their ESL class. They were taking the ELA program in grade 5. ELA is a program for high school students in grade 4 and 5. Students in this program would have completed the EESL program and succeeded the ESL core examination at the end of grade 3. The demographics of the students were 16 girls and 12 boys. They were aged between 15 and 17 years old. This group of students and the ESL teacher were selected because they were utilizing cooperative learning strategies at the time of the research. In fact, the students observed in this study had been taking part in cooperative learning for quite some time. Data collection instrument: A variety of instruments were used in the process of data collection. An initial set of data was collected from the ESL teacher using a telephone interview. The interview included a series of question on how the teacher implemented cooperative learning in her classroom (Appendix 1). The 11 questions on the interview were formulated by the researcher. Another instrument used was the Communicative Orientation of Language Teaching, (COLT) observation scheme by Spada and Frohlich (1995) for the periods of observation in the classroom (Appendix 2). The COLT scheme has been used for decades by classroom researchers in examining interactive classroom behaviors. The COLT scheme was used in its original format, without any modifications, except that the researcher used only the sections on activities and episodes, participant organization and content for the purposes of the research. Data collection procedure The study was conducted at the end of February, at the beginning of the last term of the school year. The students were expected to graduate at the end of the term. In the initial phase of the study the researcher contacted the ESL teacher to respond to the interview questions over the phone. This conversation was also used to make arrangements for a meeting at the school to discuss a few things that needed clarification. The purpose of the interview was to discover the teacher’s attitude towards cooperative working activities, how the teacher used cooperative learning in her classroom, the kind of classroom management techniques she used to instill discipline while implementing cooperative activities and students’ participation in group work activities. The second part of the study involved classroom observations of the same teacher, interacting with a group of 28 students enrolled in the ELA program in grade 5 of high school. The purpose of the observations was to validate the information gathered during the interview. The COLT scheme (Spada, & Frolich, 1995) was used to collect this data. The classroom observations were conducted during three (3) separate classroom periods of 75 minutes duration each while the students were involved in cooperative activities. The research made the checks and marks under the appropriate categories of the COLT. The researcher checked each time the ESL teacher had to intervene in order to direct the students back to their work. The participants were observed three times on three different days of the week in ESL classes where the students where involved in cooperative activities. One of the observations weas done during the first period of the morning, the second was done during the second period and the third observation was done during the last period on Friday afternoon. In the classroom the teacher assigned the students to groups of 4. There were 7 groups. Each student chose one of four topics for a project and they were grouped based on their choice. The teacher provided students with 4 different topics which were then numbered. She finally set up the groups by placing the students together trying to respect, as much as possible, the student’s personal choice. The teacher and students arranged the desks arranged in pairs side-by-side opposite another pair. Such arrangement enabled students to talk to each other with ease. The main characteristics observed by the researcher were students’ behavior and teacher’s interventions during the cooperative learning. This kind of observation was chosen because it gave an idea of the actual classroom practice in terms of students’ behavior and the teacher’s interventions. This may allow some generalization of the results to other classes and teachers that use cooperative learning. Data analysis procedure When all the data were collected the information collected from the COLT (Spada & Frohlich, 1995) was analyzed. The teacher’s interventions were tallied for each observation period and the three periods were compared. The teacher’s responses during the telephone interview, and the information from the COLT scheme, as gathered through observations, were also compared. The purpose of this comparison was to determine the correlation between the reported classroom management techniques that the teacher mentioned during the interview and the actual practices used in the classroom. Results and analysis The data reveal the nature of teachers’ interventions and the students’ behavior during cooperative learning activities. The researcher observed the ESL teacher three times. During the first observation, the teacher had to intervene a total of 12 times. The teacher intervened 3 times to give group feedback and remind the students that they were to read and follow instructions in their booklet, 3 times to refocus students on the task because they were doing something besides their project, 3 times to remind students to communicate in the target language and three times 3 times when she noticed that some students were not working on their projects. During the second period of observation, the teacher had to spend some time reminding students that they were expected to play the roles they had been assigned by the group. Also, she reminded them that everyone was to contribute to the success of their project. The teacher intervened 8 times during this period – 3 times to remind students to communicate in the target language, twice to give feedback to some groups, 3 times to counter inappropriate behavior among certain groups where the students did not display behavior appropriate to the classroom. During the third period of observation, the teacher had to intervene 15 times. of the interventions were to remind students to use the target language in the classroom, 3 times to refocus students on the task because they were doing something besides their project, 4 times for displaying behavior inappropriate to the classroom and 4 times because students were not fulfilling their roles in the group. Some of the more common disrup tive behaviors that were noted include drawing obscenities, spending too much time sharpening their pencils, browsing fancy magazines and passing objects other than their project amongst the groups members. Students sometimes were talking to another group. During the third period one important observation was that students stopped working and arranged their bag while there was still about 8 minutes left in the period. The teacher used that time to settle students and remind them that they had only two periods left to finish their project. In examining the teacher’s reported estimation of the frequency of interventions during cooperative activities as stated during the interview and comparing them to the classroom observation, the results showed that the reported and actual practices were closely aligned. With respect to the techniques used to instill discipline during cooperative learning activities the classroom observations and the telephone interview also demonstrate a positive relationship. For the most part the groups were cooperative. Only 42. 86% of the students, 3 out of 7 groups, displayed problems staying on task. These groups appeared not to have shared the tasks amongst themselves fairly. The teacher had to visit this group very often to ensure that they were working. Observations of the ESL teacher revealed that she used effective cooperative activities which decreased the problems of classroom management to a tolerable level which led students to effectively work in cooperative activities in the classroom. In order to create a successful environment so that students could work effectively in groups, the observed teacher tried many techniques to manage cooperative learning. From the interview she indicated that she used cooperative activities quite frequently. She gave students roles such as ‘Captain English’. This student was to ensure that the entire group used only English in the class. The secretary had to note decisions and ideas during brainstorming and other activities. The president was in charge of seeing that everyone had been working and checking that all the documents were submitted on time. Finally, there was ‘Captain Cheer-up’. This person’s duty was to cheer up the team, motivating them whenever they had successfully accomplished a task and was ready to go forward in the project. The ELS teacher assigned the students to group using the student’s choice of a topic. Based on the report from the teacher group formation has an important role in the success of cooperative activities and students would make the best of their experience in cooperative working if the groups were heterogeneous. The students were quite comfortable working with each other and the teacher. They had been taking the same level English course and they had been studying together for two year. Many of them knew each other very well and were close friends. This is also true of the ESL teacher who had been teaching the same group for come time. According to the teacher, students should not be allowed to choose their peers to form their own teams to do cooperative working otherwise they might not work well and spend the time to talk about things out of the subject. The observed teacher had already explained to the students the most important points in order to obtain better results when working in cooperative learning. She had also explained the different roles the students should hold while working in teams. She had also taught the students how to share the task within the group members and she had emphasized the importance of grouping making. Correct choice of group size was one of the techniques that the teacher used to ensure that the teacher was able to effectively manage student behavior during cooperative working. Research suggests that group sizes should not be too big, a reasonable size being two to four students. The teacher also walked among the groups to ensure that they stayed on task and even offered them needed feedback. According to the teacher, feedback is extremely important for the success of cooperative working as it gives the students the opportunity to adapt themselves according to the teacher’s instructions. The teacher randomly selected a student from each team to present his or her group results. It was a good strategy to make sure that students had worked effectively and that everyone in the team was prepared give respond in case he or she was selected. Reward was primordial in order to raise motivation amongst the groups. The teacher rewarded every team that had worked hard. She also asked students to divide the work into parts and write their names according to what each student’s responsibilities were. Discussion There are limited studies examining effective classroom management techniques for cooperative learning activities in ESL classrooms. The purpose of this study was to fill the gap in the existing literature by discovering and highlighting the specific classroom techniques used by ESL teachers to manage cooperative learning activities successfully by addressing the questions: what management classroom techniques can teachers use in the classroom in order to instill discipline and implement cooperative learning activities? nd can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within the groups? This study has attempted to show different ways in which the cooperative teaching method could improve students’ behavior and help classroom discipline. With principles such as positive interdependence, face-to-face promoting interactions, individual and group accountability, interpersonal, small group skills and grou p processing, cooperative learning has all the necessary elements to ensure that discipline is maintained in the classroom. The current research conforms to existing research paradigms on classroom management and the results are representative of previous findings in this area. In examining the effect of classroom management on the success of cooperative learning, this study, like others before it, showed that group formation is an effective classroom management tool for cooperative learning activities. Research recommends randomly assigned heterogeneous groups of students to form success cooperative groups. This study supported the finding that these groups are successfully managed in the classroom and are preferred to homogenous, self-selected groups (Emmer, Gerwels & Austin, 2005). The students in this group performed well because groups were heterogeneous so the students were able to profit from everybody’s contribution. The data collected also showed that group size was a very important factor in helping to ensure classroom management success in cooperative learning strategies. Studies also support that assigning specific roles to each student in a group ensures that everyone stays on task and that cooperative learning strategies would be more successful. This success is even further assured when students respect the roles they have in the group. Researchers have suggested the use of rewards to help motivate students to stay on task and to successfully complete activities in cooperative learning groups. The teacher in this study employed rewards to hardworking groups and this was able to motivate them to perform well. When members of the group look forward to a reward they will ensure that each works in completing the task so that all the members would benefit, they are aware that failure of one person to do what is required would result in the failure of the entire group. One thing that was immediately obvious from the observations was that students were, for the most part, aware of good cooperative skills. The students in this group have been involved in cooperative learning for quite a while and thus this exposure might have helped them to develop proper cooperative learning strategies. While there were some disruptions during the class, these were not significant enough to take away from the cooperative task and students by and large appeared to understand what was required in the cooperative groups and the proper procedures they needed to follow. Overall, the study has shown that it is possible to use cooperative learning and manage the classroom successfully. Nevertheless, all the elements of successful cooperative learning have to be adhered to in order to obtain good results. Moreover, the students must be aware of what is expected in cooperative activities. This study fits well in the existing literature on cooperative learning and classroom management. It could help ESL teacher with their classroom management while doing cooperative learning and administrators when they are examining, planning and implementing alternative teaching strategies and approaches. Conclusion This study supported the idea that cooperative learning, if used effectively, can help teachers manage their classes. If cooperative learning is implemented effectively, it could facilitate the effective management of the classroom. However, there are many elements that should be taken into consideration to attain such result. Based on these finding, teachers need to pay more attention to the classroom management techniques they use during cooperative learning. This study showed that it is possible for ESL teachers to implement cooperative learning and manage their classroom successfully if they have effective classroom management techniques. Knowing that classroom management is an important element for the success of cooperative learning, this study aimed to help teachers who implement this method for the first time to better manage their classes. This study has many limitations. Only one ESL teacher and one group of high school students in grade 5 participated in the study. Moreover, the research group was already organized when the research did the observation. Due to time constraints, the researcher could not observe the ESL teacher with her students more than three times. The results of this study provide a description of the implementation of cooperative learning that is specific to the participating teacher. Amongst all the techniques used by the ESL teacher during the observation, there is one that the teachers did not implement in her classroom. She did not have the students write a daily report to inform what they had done on that day and who had done what in the project. Therefore, more research is needed to determine the extent to which these results could be if such technique should be applied. This study showed how the ESL teacher managed her classroom and how the students behaved during cooperative learning. However, it is not easy to generalize the results because the observations were done by only one researcher. The results needed to be validated by another observer.

Abortions

Abortion means the loss of a fetus before it is able to live outside the womb of a mother. It is a relatively simple and safe procedure when done by trained medical workers during the first three months of pregnancy. It is less safe when performed after the 13th week of pregnancy. Abortion as a way to end unplanned pregnancy especially those unwed mothers, victims of rape and to younger woman who are not ready to be a motherWhen abortion occurs spontaneously, it is often called a miscarriage. It can be intentionally caused, or induced. Abortion can caused deaths of many women from infection and bleeding. It also can cause sterility, or the permanent inability to have a child..Former abortionist, McArthur Hill, M.D., says, â€Å"I am a murderer. I have taken the lives of innocent babies and I have ripped them from their mother's wombs with a powerful vacuum machine.† â€Å"My heart got callous against the fact that I was a murderer, but that baby lying in a cold bowl educated me to what abortion really was,† ( former abortionist, David Brewer, M.D)Body of the PaperAbortion is rampant nowadays, news from radios and televisions forecasting the recovery of fetus thrown anywhere. Mostly young unwed women get involved in premarital sex then when get pregnant will go on the process of abortion.There are types of Abortion namely;Non-surgical AbortionNon-surgical abortion is commonly called or known as â€Å"abortion by pill.† It is also referred to as medical abortion. It is a non-invasive procedure for terminating a pregnancy. The name of the abortion pill is Mifeprex, and it has also formerly been called mifepristone and RU-486.Surgical AbortionA first trimester surgical abortion, which is measured approximately up to 14 weeks from the first day of the last menstrual period, is completed by a procedure known as dilatation and evacuation. The procedure alone will take approximately 5 minutes, although the visit to the healthcare facility clinic ma y take several hours.Emergency ContraceptionEmergency contraception, more commonly known as the â€Å"morning after pill,† is a contraceptive or birth control method that can prevent pregnancy immediately after unprotected sexual intercourse or contraceptive failure, but before pregnancy begins.Before in the United States, the supreme court in their 1973 ruling   give rights of every woman to obtain abortion and through that law many abortions were performed legally in unskilled ways, that caused deaths of woman’s through bleeding and infections.The Supreme Court has been responsible for most of the nation’s laws dealing with abortion. Their interpretation of the U.S. Constitution is considered the supreme law of the land.   laws dealing with abortion. The Fourteenth Amendment to the Constitution grants citizens the right to privacy. This right incorporates the right of a woman to kill her baby through an abortion. The Fourteenth Amendment was in no way rati fied in order to grant women the right to an abortion.The amendment was ratified in 1868 as part of the Reconstruction legislation following the Civil War ruling. â€Å"The Court simply fashions and announces a new constitutional right for pregnant mothers and, with scarcely any reason or authority for its action, invents that right with sufficient substance to override most existing state abortion statutes.† In other words, seven federal justices simply decided that they wanted to make abortion legal and then did it.That law was opposed by many people especially the Roman Catholic Church because they believed that taking of a human life is a grave sin and it is against one of God’s commandments (Thou Shall Not Kill).It resulted to many debates and rallies.Those who are in favor to the legal availability of abortion cite the right of a woman to control their reproduction and they also give judgment that it is also the right of a physicians to perform abortions without fears of criminal charges. Other arguments in favor of abortion  Include population control, the social problems caused by the unwanted children, and the dangers of illegal abortion. There have been many attempts since 1973 to reduce free access to abortions. Laws have been passed by some states and at the federal level to:Require counseling and/or a cooling-off period before an abortion is perform Require an underage woman to notify, or obtain permission, from a parent, guardian or court.ed Ban abortions after viability of the fetus unless required to preserve the woman's life or health.Require an underage woman to notify, or obtain permission, from a parent, guardian or court. Ban abortions after viability of the fetus unless required to preserve the woman's life or health. Ban all abortions. Ban a D&X abortion procedure, except when performed on a dead fetus or to save the life of the woman. In 1989 to 1992, the United States Supreme Court in 5-4 rulings upheld the provisions o f a Missouri Law and a Pennsylvania law restricting abortion. This provisions helps minimize the attempt of abortion nationwide.Conclusion:Therefore I conclude that abortion is killing the life of an innocent fetus inside the womb of a mother. Abortion is done intentionally and unintentionally especially that woman who is not ready to become a mother. Several women now engaged in doing the abortion process especially those who are unwed mothers, students who engaged in drugs, rape victims, and those mothers who have more kids in the family and cant afford to sustain the needs of their children they are not conscious of the consequences in doing that act. Some will put to danger that lead to infections and caused death of many of them. Churches protest the rampant killings of fetusBecause they believed that children’s are special gift from God and they have all the rights to live and enjoy the beauty of the earth created by our creator. Abortion is an illegal act and it should be punishable by law.References:Fettner Ann G. Abortions Retrieved November 14, 2006 from Compton’s Encyclopedia, Volume 1 p.11-12What is Abortion? Retrieved November 14, 2006 from, http://mypeoplepc.com/members/bvpare/alternativestoabortion/id2.htmlMajor laws concerning abortion: U.S. and Canada Retrieved from http://www.religioustolerance.org/abo_supr.htm