Macbeth By William Shakespeare Essays (437 words) -

Macbeth By William Shakespeare Come, you spirits; That tend on mortal thoughts, unsex me here In Macbeth, William Shakespeare writes this passage in order to tell us about the character of Lady Macbeth. Using only this line, we can almost determine Lady Macbeths personality and her motives. Up to the point where this quote leaves off, we have not heard much of Lady Macbeth. In the first line Lady Macbeth says, Come, you spirits. Already we have a dark image of her conjuring up evil spirits. She does not seem a bit intimidated by the spirits she is calling. Her tone of voice suggests she is almost commanding the spirits to help her carry out her plan. Shakespeare meant to put this phrase in the beginning of the sentence. So that the reader sees Lady Macbeth as more of an evil character, which in her own way conjures evil spirits. In the first part of the second line Lady Macbeth says, That tend on mortal thought. It means that she wants the evil spirits that wait on thoughts of murder or death to come to her. This phrase foreshadows the many deaths that happen by the end of the play. By now, we can see Lady Macbeths nature. Her thoughts are all dark images, and her mind is set on the murder of the King. Finally, in the most significant part of the sentence Lady Macbeth says, unsex me here. She wants the spirits to come and take away her soft, feminine characteristics. She feels that her husband is too nice to get the greatness he is promised, and the only way he can succeed is if she helps him. In the first half of the play, Lady Macbeth is the brain behind the operation. She not only provides the actual plan, but encourages her husband as well. During the period the play was written, women were considered to be submissive. However, in her case, she is so influential that Macbeth is persuaded by her. To help convince Macbeth not to call the murder off, Lady Macbeth questions his manhood. She says, When you durst do it, then you were a man; And to be more than what you were, you would ; Be so much more the man. Lady Macbeth knows the weak point of her husband, and plays with his mind to get what she wants. In conclusion, I think this was one of the most important soliloquies in the story because it gave us so much insight into Macbeth and Lady Macbeth. Shakespeare Essays

sexual pressures essays

sexual pressures essays The media is just one of the factors responsible for the increase in teen sexuality. Throughout a humans adolescents years they are subject to a number of sexual pressures. Through research I have found that peers are among the most influential. An adolescent is not limited to peer pressure though. They face pressures from the media as well. I believe that media pressure is just a influential as peer pressure. There is also other pressure, from people such as older friends, parents, and just adults in general. Peers is a term that can be defined as friends. I have found that many teens have friends that are athletes. In high schools, boy athletes outscore all of the other boys with the girls(Elias 1). On the other hand , girls on sports teams are much less sexually active than other females who do not play sports(Elias 1). This shows that male athletes are far more pressuring each other on the issue of sexuality. So for males who are into sports they are subjected to a host of pressures and can as a result do things they would not normally do. On the contrary, I found that females who do sports are far less pressured and influenced about sex. In fact they are far less likely to be sexually active than teen females who do not I believe that all teens in general should know the results of being a sexually active teen. There are many consequences of being sexually active, one of the major one being sexually transmitted diseases. A sexually transmitted disease might not sound so bad but, some can cause sterility and even worse , death. Even when condoms are used, a STD can still be transmitted. Depending on the type of std they can or can not be cured. A few diseases that can not be cured include herpes, HPV, And HIV, which later turns into the virus AIDS. "The disease HPV can cause cervical cancer and ...

Krima Co-operative Essay Example | Topics and Well Written Essays - 2000 words

Krima Co-operative - Essay Example Customers’ tastes keep changing and doing quality management is advised continuously in every business. Another reason for having to do a quality control management is mainly due to the competition cropping from small co-operatives. In addition to this, Krima co-operatives plan on starting to export their products and they have to ensure that their products meet all the quality requirements set by the bureau of standards in all different countries. It is difficult to understand precisely what customers need and want and this is where quality management comes in. All customers have different tastes and they want the product they will consume to have a particular peculiar character. Quality management focuses on both service and product. It has four components; quality control, quality management, quality improvement and quality assurance. There is no one definition of quality management but (Rawlins, pg34. 2009) says that it is a set of rules or procedures that ensure a product or service is designed in such a way that it satisfies a customer’s needs. Kezner (14, 2009) calls it business management because it is a way of ensuring that sales are made every day and, thus a business does not end up failing. It can therefore be looked at in terms of satisfaction for both the business and customer’s needs. ... Mostly, quality assurance procedures are done by an independent third party like a government quality control group using a planned system of review procedures. The above procedures do take time and resources and therefore it is important I prepare you. However, you should note that this is not a waste of time or resources; there are many reasons why I believe this business needs quality management. This is not just for the purpose of improving quality, but also to ensure that a product meets all the needs of the customer. The question we should ask ourselves is; with all the competition we are facing from other companies right now, what is it that we aim to improve before our competitors reach where we are? Is this going to be a long term or short term solution when dealing with our competitors? What is it that our competitors are offering that our customers might be attracted to? Quality management may be able to help us answer the above questions and in turn improve our business. I had mentioned earlier that I am aware that you plan to import your products, it is therefore important to know if our product will meet the needs of our clients in the other countries. At the end of this project, we will have ensured that our product not only creates competition but it is consistent with the requirements of the customer. Tamime (44, 2009) says that in any milk processing industry, quality management ensures that a customer keeps coming back for more and referrals are made. On the same page, he says that this has been the secret of many businesses. 2. Characteristics and dimensions of milk products quality. A once successful business owner of a milk manufacturing company said that there are three processes a product passes through before going to the market. The first

Pathophysiology Essay Example | Topics and Well Written Essays - 250 words - 6

Pathophysiology - Essay Example The two tests will be crucial in the diagnosis of the retinal detachment in Mr. Ally’s eyes. The presence of the floaters and dark areas is a possible indication that the vitreous has pulled away from the retina. The shrinkage of the vitreous results in tugging on the retina, and can lead to retinal detachment (Kreissig, 2005). In addition, the floaters might show that the retina has dislodged from the inner part of the eye, which contains oxygen, blood, and nutrition for healthy functioning of the eyes. The symptoms that Mr. Ally manifest point to the presence of the retinal detachment. The doctor should treat Mr. Ally with a laser surgery or vitrectomy. Laser surgery is important in reattaching the retina to its right place in the eye (2005). The doctor should also perform vitrectomy by making an incision in the white part of the eye. Then, the physician should use an instrument to remove the vitreous and inject gas into the eye to facilitate the reattachment of Mr. Ally’s

Scholarly Paper on Adult Learning Theory Research

Scholarly on Adult Learning Theory - Research Paper Example It contrasts to this, it is being further noted that with the growing age people are likely to face problems associated with neuroscientific perspective. In addition, this particular perspective also affects the behavior of the adults and is further associated with functioning of the brain. This in turn also signifies a similar kind of fact that reveals the existence of difference in learning at different stage of adulthood respectively. From this study, the major problem identified is that the difference in culture is another vital factor that is likely to influence the learning environment as well as behaviour of the adults (Knowles, 2012; Vygotsky, n.d.). In this regard, the primary purpose of the paper is to evaluate the theories associated with adult learning and further analyze the impact of the cultural factor on the learning environment of the adults.DiscussionThe key points highlighted in the introduction section respectively are associated with the adult learning theory and environment. The theory proposed by Malcolm Knowles states different assumption related to adult learning. From the concerned theory, it has been evaluated that learning environment within the classroom is the most vital factor that is likely to influence the behavior of the adults in a particular stage respectively. In addition, it is worth mentioning that the interest, as well as needs of the adult learners, is another crucial factor that is likely to influence the overall learning process respectively. Â  

Effect of Culture on Differences in Conceptions of Education

Effect of Culture on Differences in Conceptions of Education I chose the following articles which examined the effects of culture on the differences in conceptions of education. Human thought and behavior are heavily influenced by the practices and assumptions of a certain culture and education cannot escape this influence (Brislin, Bochner, Lonner, 1975; Cole, 1996). As the course (AH103) sought to examine educational outcomes in cross cultural settings, I personally believe that a deeper and more critical understanding of how education is perceived, valued and conceptualized across cultures is important. The only opportunity we had to discuss such a topic in class was the short article, â€Å"Mind or Virtue† by Jin Li (2005) and I felt that it was quite limited. In addition, I believe that understanding the ideas of influential thinkers from different cultures such as Confucius, Socrates and Dewey can shed light on how different cultures have perceived education historically and how they continue to be influenced by them. Finally, these articles demonstrate that we can borrow best practices from different cultures to better prepare our students for the globalized world and I feel that it would be helpful for us being future teachers to understand that. Article 1: Cultural Perspectives on Teaching and Learning: A collaborative self-study of two professors first year teaching experiences. (Hu Smith, 2011) The first article (Hu and Smith, 2011) documents the reflective experiences of Hu and Smith, assistant professors of Chinese and American nationality respectively. Throughout their first year at the same university, they utilized the self-study approach to explore their views of teaching and learning and how their different cultural backgrounds could have influenced their perspectives. The approach which included conversations and writing and sharing reflections about their teaching practices helped them clarify their education philosophies. Hu and Smith (2011) shared that their educational philosophies were mainly influenced by Chinese Confucianism and Deweyan pragmatism respectively. The article went on to provide more information about both philosophies but this will not be discussed in this paper owing to the length constraint. Upon reflection, they realized that their educational philosophies heavily influenced their teaching practices. For example, Hu believed that it was more important to be a strict teacher: â€Å"I have been influenced since I was young in China that a strict teacher prepares better students. I thought that I should be a strict teacher, and be responsible for my students; however, it seems that my students really did not appreciate that. (Hu, 10 February 2009)† On the other hand, Smith believed that being an understanding teacher was more important: â€Å"Teaching is making connections with students, inspiring them, showing them many strategies to use in teaching, allowing them time to practice the strategies, make mistakes, revise, and plan again. My duty as an instructor is to do all in my power to assist in the students’ learning. Yet I found that some of my students lacked the desired dispositions to become excellent teachers. (Smith, 23 June 2009)†. There were also other differences in their teaching beliefs (e.g. Smith believed that students should learn to be assertive while Hu believed in the importance of modesty). These differences were mutually exclusive and reflected the different conceptualizations of education in the two countries. However, Hu and Smith (2011) believed that the collaborative self-study experience helped them to understand the teaching values of their own and another culture more profoundly. After scrutinizing the philosophies of education in both eastern and western cultures and comparing and contrasting their own views of teaching and learning, they managed to gain insights that went beyond recognizing the differences between the two. In fact, they recognized the strengths of each philosophy and sought to integrate both philosophies to provide more effective instruction (Hu Smith, 2011). For example, Smith helped Hu to obtain a deeper understanding of American classroom culture. As the use of role models in education is prevalent in Chinese culture (Reed, 1995), Hu praised students who had performed well in class with the intention to encourage them and hoped that other students would be encouraged to emulate them. To Hu’s surprise, some students felt that their efforts were not affirmed in the process of being compared to others. Smith helped Hu understand that US students value individualism and working at their own academic level and pace. Consequently, teachers believe in differentiated instruction and praise. In addition, Hu helped Smith to embrace the eastern views of learning: that students should be diligent, respectful, and virtuous. Smith made a conscious effort to share these values with her students and help them appreciate and foster those values. For example, she modeled a strong work ethic and enforced strict grading policies and deadlines. She also requested students to assess themselves on punctuality, participation, completion of assignments and staying focused at the end of each class. Many of her students provided feedback that they were inspired by Smith sharing about and fostering Eastern views of education and felt that it has given them new perspectives towards education. Therefore, Hu and Smith (2011) believed that integrating their cultural views of teaching and learning helped them to achieve the best of both worlds. However, they believed that it is only possible if the teacher is interested to achieve such a balance. However, despite having great interest in achieving the balance, Hu and Smith (2011) realized that their own views of teaching and learning were greatly influenced by their cultural backgrounds and were not easily altered. As such, they worked hard to integrate both cultural beliefs of teaching and learning within their teaching practices. Lastly, Hu and Smith (2011) argued that understanding different educational philosophies can help teachers better serve their students in the increasingly globalized world. I chose this article because I appreciated the authors deeply reflecting about their own educational philosophies and seeking to uncover how their cultural backgrounds have affected them. In addition, I loved the simple message that there are strengths in both the Deweyan and Confucian approaches and that integrating them in our teaching practices can better serve all our students. Article 2: Rethinking Teacher Education: Synchronizing Eastern and Western Views of Teaching and Learning to Promote 21st Century Skills and Global Perspectives. (Smith Hu, 2013) The second article was written by the same authors of the first article. After four years of experience with the integrated philosophy of eastern and western perspectives and receiving positive feedback, Smith and Hu (2013) decided to follow up on their first self-study (Hu Smith, 2011) by investigating how their integrated philosophy have influenced teaching and learning of 21st century skills in their college students (Smith Hu, 2013). The authors firmly believed that 21st century skills such as critical thinking, creativity and problem solving must be embedded into the curriculum because research had shown that students require these skills to succeed in work and life (Association of American Colleges Universities, 2007, Partnership for 21st Century Skills, 2007). For the study, Smith and Hu (2013) analyzed different sources from the past four years: 1) monthly self-study meeting notes, (2) self-reflective journals, (3) student and departmental peer evaluations of teaching, and (4) faculty and student feedback on the authors’ invited presentations. Smith and Hu (2013) found that their integrated philosophy was very effective in developing 21st century skills. For example, in the area of career and life skills, the western view helps to develop self-confidence, individuality and democratic education while the eastern view help foster the virtues of hard work, responsibility, commitment, and persistence in students. The integrated philosophy thus developed both sets of skills as both authors upheld rigorous teaching standards and high expectations. Moreover, the integrated philosophy worked well in terms of learning and innovation skills. Smith’s western perspective influenced by Dewey promote creativity, critical thinking, communication, and collaboration through inquiry teaching and active learning. While personalized instruction is valued by the eastern perspective, the integrated philosophy valued collaboration with peers as an important part of teaching and learning. Over the years in their classes, presentations and conferences, Smith and Hu (2013) learned that educators from a diverse range of cultures were interested in cultivating global teaching perspectives. In addition, they all value 21st century skills and believe them to be important student outcomes. Having witnessed firsthand the importance and necessity of incorporating best practices from other cultures, the authors believe that educators across all disciplines should develop a global perspective of teaching and learning and provided some recommendations. Firstly, educators must examine themselves to unearth their personal cultural philosophy of teaching and learning (possibly using self-study like the authors). In addition, professional development sessions with other colleagues can be a good way to develop cultural understanding. Next, educators should consider collaborating to integrate cultural perspectives to promote 21st century skills. Finally, teaching and learning must alwa ys respect and take into account the diverse cultures of all students and families. I chose this article because it was a rich qualitative study which clearly articulated the benefits of utilizing an integrated philosophy in fostering 21st century skills. I think it would really encourage future and current educators to rethink their own educational philosophies and utilized the integrated one proposed by the authors. Article 3: Learning Considered Within a Cultural Context: Confucian and Socratic Approaches (Tweed Lehman, 2002) The last article (Tweed Lehman, 2002) used a Confucian–Socratic framework to analyze how academic learning is influenced by culture. At the start of the article, the authors clearly examined how different education processes are valued differently by Socrates and Confucius from the Western and Eastern cultures respectively. While Socrates encouraged students to question widely accepted knowledge privately and publicly and to create and articulate their own hypotheses, Confucius valued respectful, effortful, and pragmatic acquisition of essential knowledge so as to result in behavioral reform. While recognizing that examples of both Confucian and Socratic approaches can be found in both cultural contexts, Tweed and Lehman (2002) helped readers understand the impact of each approach in a different culture. Firstly, in some Western educational contexts, the Confucian approach may be advantageous- for example, in the case when students are expected to gain and utilize foundational knowledge to familiar and novel situations. However, the Confucian approach may be a disadvantage in other contexts- for example, students heavily influenced by the Confucian approach may speak up less in class and be perceived by their teachers to be less capable. In addition, it is also important to note the impact of the Socratic approach in Eastern educational contexts. The Socratic approach can potentially result in the disruption of the learning environment due to the lack of sensitivity to the social consequences of public criticism. In addition, Yang (1986) argued that the Socratic Method co uld lead to disorientation in Chinese classrooms because students may not be well prepared to engage in arguments, leading to poor student outcomes. However, there are also instances when a Socratic orientation has merits in Eastern educational contexts, such as when instructors yearn to be questioned (there are times when even Confucius wished that his students doubted his teachings). After examining the impact of each approach in a different culture, Tweed and Lehman (2002) argued that students who are academically bicultural and can adapt their learning approach according to cues in the academic environment may be more successful. Therefore, Tweed and Lehman (2002) agreed with the authors of the previous two articles (Smith Hu, 2011) that educators should encourage both inquiry (Socratic) and thoughtful acquisition (Confucian). This will help students gain knowledge and thinking skills that become useful in many domains beyond the current academic context. Although Tweed and Lehman (2002) did not refer to the above skills explicitly as 21st century skills, it is safe to assume that they would agree with Smith Hu (2013) about their importance too. Furthermore, Tweed and Lehman (2002) argued that students and educators alike may not entirely acknowledge the influence of culture on students’ academic role and behaviors. Wollenburg (1995) had identified the poor treatment of students of Asian descent in Western educational institutions and argued that it is partly due to a lack of understanding of different conceptions of learning. Therefore, Tweed and Lehman (2002) posited that an increased understanding of these conceptions can potentially inform changes at the institutional level that can improve education for all. Before concluding, Tweed and Lehman (2002) suggested several additional avenues for future research. Firstly, they believed that we should explore the nature and feasibility of academic biculturalism. For example, it would be beneficial if we can answer the following question: what distinguishes students who possesses both Confucian Socratic approaches to learning? Secondly, they believed that future research could examine the utility of the Socratic-Confucian framework as an educational tool in both unicultural and cross-cultural environments. Tweed and Lehman (2002) found out through informal discussions with their students that learning about the framework has helped them understand their own approaches to learning and become more flexible learners. I chose this article because it provided more evidence on the benefits of utilizing the integrated approach. In addition, it helped readers understand the ideas of another influential thinker in education, Socrates. Conclusion To conclude, I hope that these three articles can help students in the course develop a more nuanced appreciation of the influence of culture on the different educational philosophies, namely Confucian, Deweyan and Socratic. Rather than simply recognizing that certain educational processes are valued differently across cultures, I hope that students can go on and appreciate the strengths of each of the three educational philosophies and seek to utilize the integrated approach to better serve their students.

Educating Prisoners - An Unnecessary Effort Essay -- Education Prison

Educating Prisoners – An Unnecessary Effort   Ã‚  Ã‚  Ã‚  Ã‚  Crime knows no bound, no race, no social status, no gender. In prisons, all criminals are criminals, whether they have committed felony, rape or assault. White-collar crimes are the same as any other crime. Still, most inmates are from the middle class and lower class of our society. However, committing crime, and what kind of crime, is still the choice of the person, whether he has attained a formal education, a higher degree of learning or not. Still the fact remains that the scope of understanding and the extent of knowledge of white-collar crimes, being more complicated by systems and networks, require some kind of formal education, if not an extensive one. This does not mean that educated people only commit white-collar crimes. It only proves education does not mean absence of criminal behavior. This is used to point out the argument that educating prisoners makes them smarter criminals. As they learn new ideas, concepts and theories, and how to apply their learning, educated prisoners can become intelligent criminals. Many victim rights groups view educating criminals as ignoring the victims. Security should be the top priority in correctional institutions. Education is a key to productivity, a key to a more prosperous life. Applying education in crime results in the disruption of the society. And educating prisoners does not mean productivity and a more prosperous life for them because they remain behind bars. Germanotta (110-112) presented phases that a prisoner student passes through. The first phase is the acceptance of prison education as any other jail program like the maintenance of the institution and the recreation program. Inmates may consider prison education as an addition to their recreation program or just a break from the stressful confines of the prison cell. Anyhow, the reasons don’t coincide with the purpose of education, everything is entirely for their own practical and personal reasons not in connection with the function of education. The next phase is the realization of the purpose of education, of learning. This disengages themselves from thoughts of their alienation and they discover social formations and social reality. The prisoner student, thus, begins to have a transformation of point of views and opinions, of himself. He learns and he inspires himself to learn more. ... ...rtainty and reluctance, the professors teaching in the jail institution keep up prison education. They see correctional education as â€Å"vital in reducing the human suffering that breeds crime† (LoPinto). Advocates of prison education also defends this by saying education improves the self-concept of the inmate, thus, producing a productive person whether he is inside bars or not. Mogan justifies that prison education provides the prisoner relevant skills that would help him get back on his feet when he is released from the prison. He argues that educated inmates, when released, are â€Å"more apt to earn incomes above the poverty level† (Mogan) and they become more industrious and free of laziness and hatred. Works Cited Germanotta, Dante. â€Å"Prison Education: A Contextual Analysis.† Davidson 103-121. Thomas, Jim. â€Å"The Ironies of Prison Education.† Davidson 25-48. Davidson, Howard ed. Schooling in a â€Å"Total Institution:† Critical Perspectives on Prison Education. Ed. Howard Davidson. USA: Bergin & Garvey, 1995. Mogan, Rick. â€Å"In Defense of Prison Education.† The Touchstone. Vol.X, No.4 (2000). LoPinto, Bernard. â€Å"Prison Education.† About. 2005. Primedia Co. March 17, 2005