buy custom Working Does Effect College Students essay

buy custom Working Does Effect College Students essay The likely hood of students working while in school has been rising as the cost of education rises. Generally, students performance has been affected negatively. The most affected are the freshmen and women in the campus followed by the juniors whose adverse result is small. The upper class men only feel the outcome when they work for longer hours.( Wooldridge,127). American higher education system is quit ambiguous because, a majority of campus students who are supposed to be going through the system work in different places. Most of the students do prefer to be at work places rather than stay in campus. Students will work irrespective of their family backgrounds, the institutions they are in, age, family responsibilities, and even family expenses. Thus, working while in college is now more of a culture. Policy makers need to know who works, why he or she works and implications on the institution so that they can draft policies that are quit beneficial to the students and the institution. ( Jacqueline,36) According to a survey conducted in 2003 to 2004; regardless of the students gender, colour, ethnicity, marital status, age, type of institution attended and dependency, a minimum of 70 to 80% of students enrolled were working. Share of students who work range from 68% to 82% among the Asian American students although the expectations is that students who work should vary significantly according to age, income and dependency, this is not the case. (Kendall,103). Students who work in profit making institutions and local colleges are older thus they tend to work full time and attend part time classes. Surprisingly students who work part time are more likely to work one to 20 hours per week and at the same time schooling unlike those students who work full time basis. A record 23 percent of students who work part time are still capable of managing to work for 35 hours or more per week. A workloadof 35 hours per week is strenuous for someone who is independent and at the same time trying to provide for a family. This is a big challenge since the students will automatically perform poorly in schoolwork. Independent students with an income of $25000 work for 35 hours or more while dependent students with an income of $60000 from their parents work for a maximum of 20 hours. (Ravitch,48). Work affects students in many ways. The effects can be positive or negative. Positively, work helps students to familiarize themselves with their future employees, who in most cases will be their employers. Students who work claim that; working helps them in their career development and coursework preparation. Nevertheless, according to a research conducted between 2003 and 2004, students gave mixed reactions. Majority of students who work do not think that work limits their class schedules, choice, and number of classes taken, access to facilities and preparation of coursework. However, 48 percent of students agree that work limits their class work while 40 percent say that it affects their choice and number of classes and 31 percent say it affects their access to facilities. All this limitations increases proportionally, as the number of students who work increases. The most affected students are those working off campus unlike those working within campus. One third of the students who work say that it helps them in career development and coursework preparation. Students who work for non-profit making organizations, military, and the government are the ones who claim the benefits in career development. Students who work for profit making organizations do not benefit much from their jobs since it does not help them with their coursework. However, not more than one student working, find their jobs to be helpful with their career. (Weiner, 222). Another effect that work has on students is that students who are old and study part ttime have higher GPAs compared to students who do not go to work or either study on a part time basis. This is so because students, who study on a full time basis, always have a lot of time at their disposal. Thus, they misuse that valuable time by doing other activities that are no part of academics. Students who work full time and study part time are independent. Therefore, they know that everything is upon them hence maximize every minute they have to develop their career further for they know that their career is what they will have forever. Students who only work more and more hours lack consistency in terms of graduations. The more the hours they work the more they perform poorly.GPA declines as the number of working hours increases. Beyond GPA, the most important indicator of academic success is persistence and graduation. (Ravitch,26) In conclusion, many students work and do a lot of work. This is unhealthy to them physically, psychologically and academically. The kind of work that the students hold on mostly are not part of the academic programs and in most instances many of them just work for the sake of sustaining their livelihoods. Since the kind of work one is in does not correspond with an individuals career, it results in total failure academically (Kendall,207). Therefore, the best thing is for the government to offer academic grants to those who must work in order to be in school. This eventually reduces the no of students who must work in order to be in college. Also with the government aid on education grant, the state can count on the students to perform better on their career jobs. At the end, the state benefits as its citizens get well equipped on their areas of interest. Finally, long working hours is not conducive to students. It results in mind straining and regular headaches. Therefore, students should first pursue their careers and all things shall follow.( Wooldridge,124). Buy custom Working Does Effect College Students essay

Imbue

Imbue Imbue Imbue By Maeve Maddox The old word imbue seems to be taking on new meanings. First let’s look at the only definitions currently given in the OED: imbue (transitive verb) 1. To saturate, wet thoroughly (with moisture); to dye, tinge, impregnate (with color or some physical quality).   2. To impregnate, permeate, pervade, or inspire (with opinions, feelings, habits, etc.). Merriam-Webster concurs: imbue (transitive verb) 1.   to tinge or dye deeply 2. to cause to become penetrated: impregnate, permeate Here are some examples of traditional usage: [Robert] Schuman’s desire to imbue his musical works with the character of literary texts. [Ian Fleming] implemented a strict schedule for his writing [and] meticulously researched facts to imbue his works with realism. helping out with the family businessimbued her with the entrepreneurial spirit The ruling classes and the intellectual elites in the emerging Haitian state remain imbued with French culture.   [When Pickwick is jailed] the lighthearted atmosphere of the novel changes, and the reader is given intimations of the gloom and sympathy with which Dickens was to imbue his later works. The audience got a taste of how  literature imbues  the world with infinite possibilities. Notice that in each example, the verb imbue is used with the preposition with: imbue his musical works with character of literary texts imbue his works with realism imbued her with the entrepreneurial spirit remain imbued with French culture with which to imbue his later works imbues the world with infinite possibilities Because imbue tends to be a literary word, I was surprised to see it used with the preposition to in this sentence on a literary site: Certain writers in the modern day and age use archaic terms such as thy, thee, and wherefore to imbue a Shakespearean mood to their work. I’ve also encountered nonstandard usage of imbue in other contexts: this post is me, taking my own advicein an effort to reveal qualities which I endeavor to imbue in future illustrations. Sadly, many people only know indoor plants for their decorative value and are largely unaware of the many benefits they imbue to those who share their spaces. The first writer seems to be using imbue in the sense of instill; the second, with the sense of impart. A piece of fabric may be imbued with dye. A child may be imbued with feelings, beliefs, and habits of mind. The image is that of a liquid being poured over something that soaks it up. So why are some speakers beginning â€Å"imbue things to†? One possibility could be the new use of imbue as gaming jargon:   Ã‚  How to make an imbue Weapon Imbues and WoD Switching the imbue on your offhand weapon In this context, the noun â€Å"imbue† refers to something added to a weapon to permeate it with certain powers. In gaming-speak, it is possible to imbue powers to an item. Those who imbue items are known as Artificers. Select the enchantment [you] wish to imbue to the item. Imbue is also enjoying popularity as a brand name for various products and enterprises. Imbue Bittersweet Vermouth Imbue Pain Relief Patch Imbue Design Imbue Winterguard Imbue Apparel Imbue Youth Movement Bottom Line: Apart from its use as jargon, imbue is a transitive verb. The preposition used with it is with. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:70 "Home" Idioms and ExpressionsHang, Hung, HangedProverb vs. Adage

Critically analyze the arguments against corporate power in Joel Essay

Critically analyze the arguments against corporate power in Joel Bakans book (The Corporation) - Essay Example akan’s famous book â€Å"The Corporation† vividly visualizes these negative demeanors of the corporations and suggests the ways and means to have tighter control over them, mainly to make them to engage in more corporate social responsibility activities. This research essay reviews the above book and details the Bakan’s important critiques and suggestions to make the corporations around the world to be law-abiding citizens. Joel Bakan’s book â€Å" the Corporation â€Å" is a book about the corporate form of business , it salient features as of today , the manner it functions and the impact it has on people and also deals with the so-called corporate social responsibility, and it brings to the front core about various corporate frauds and malpractices together its insulting demeanor. Joel Bakan argues that corporations are facilitated by law to work for their interests than that for others, thereby exploiting others without least respect for moral turpitude or legal frameworks. The so-called doctrine Corporate Social Responsibility (CSR) in the majority of the cases functions to camouflage its true identity or color thereby discarding public interest and enriching self-interest. Bakan is of the opinion that corporations which function as institution , which have the self-drafted mandate to work for its own self-interest and hence , these corporations are nothing but pathological organization, and they are now regarded as the most dangerous organization toothed with extraordinary powers through laws. In Chapter 1, Bakan is of the view that recent corporate scandals like Enron, WorldCom, Tyco, Satyam, etc. is not a new phenomenon, but it existed from the inception of corporate form of business. People now started to concern about the mammoth size of multinational companies, and the authority that these companies veil on the gullible public which has made a concomitant demand of introducing harsher regulations to control and manage these corporations. Bakan

Corporate strategy Assignment Example | Topics and Well Written Essays - 3000 words

Corporate strategy - Assignment Example The constant need to venture into new markets and the pressure to judiciously utilize resources drives businesses to shape their corporate strategies and business objectives accordingly. The marketplace drives corporate decision making with regard to mergers, acquisitions, spinoffs, reorganizations and closures. There could be a number of different factors that prompt businesses to enter into new markets and locations, expand operations and enter into new business relationships. These factors include fast paced changes in tools and technologies, shift in consumer behavior or encountering uncontrollable factors, such as natural calamities and wars. In this era of globalization, mergers and acquisitions is one of the widely used modes of business growth and expansion for several companies. A significant reason for this is that the similarity in competencies among companies competing in the same marketplace promotes the betterment of financial performance, enhance competitive advantage, take advantage of innovative business opportunities and make an entry into newer markets and locations. However, mergers and acquisitions do not assure the organization of growth, development and success. The fact remains that a merger or acquisition can yield positive results for the acquiring company only if it is able to successfully manage the acquired business and transform it to ensure that it is line with the long-term organizational objectives (Haspeslagh and Jemison, 1991). A key element in the merger/acquisition process is the selection of the correct business that will be acquired. This process of selection is critical to the success of the acquisition, and requires deliberation, discussion and effective decision making. The main reason why organizations enter into new partnerships is to take maximum advantage of opportunities, such as entry into new markets and geographical locations, better access to cutting

Gender Issues In Education, Sports And Employment Essay Example for Free

Gender Issues In Education, Sports And Employment Essay Gender is the cultural construct attached to the fact of biological sex. The construct of gender has come to carry significant meaning with regard to the valuing of people or behaviors according to gender qualifications. There is much evidence that suggest that gendered inequality is the product of female oppression in a world dominated by global male hegemony within and across institutions including family, school, politics, and the labor market. Gender inequality is generally manifested in unequal rights for women of access to basic social services such as education; unequal rights for equal work in the employment sector, and unequal opportunities in sports. This paper is a brief discussion of the specific problems commonly identified within the issue of gender inequality in the mentioned areas, along with a number of potential solutions to ease, if not to totally eradicate the said inequities. Gender Issues in Education The literature on women’s and girls’ education frequently focuses o gendered inequalities in educational opportunities, educational attainment, and status of women in social, political and economic arenas both within and across nations. This problem may seem relatively straightforward, but gendered educational inequity is a complex phenomenon. Women’s education is strongly contextualized by the social and cultural environment of the local schools and national educational systems. Schools are the locus for much of the progress that is being made towards a culture of equality, although there is still much more to be done in order for gender equality to be a consistent characteristic of educational systems around the world (Valian, 2004). A solution seen for this is to institutionalize gender equity standards as components of school policy and structure, which will make it more likely that gendered inequalities will be both observed and identified as inequity. In this way, a heightened sense of awareness in gendered educational inequality could work on behalf of women. Gender Issues in Sports Gender differentiation has also been powerfully constructed through sports and the culture of sports. Moreover, Scraton and Flintoff (2002) asserted that organized sport has been a powerful cultural arena for reinforcing the ideology and actuality of male superiority and dominance; its traditions, symbols, and values have tended to preserve patriarchy and women’s subordinate position in society. Sport was an activity that serves two purposes for men: it meets their recreational needs, and it is a perfect antidote for their anxieties about effeminacy. Sport thus became a popular means for men to reaffirm their masculinity, and hence, a powerful tool for maintaining patriarchal gender relations. These social conditions made being both a woman and an athlete an anomaly in life. Female athletes did not suit society’s ideal of femininity, and those who persisted in sport suffers various aversive sanctions, especially derogation and public ridicule. A solution seen about this issue is for sports organizations to be prepared to analyze critically the ways they operate, the ways they make policy, and the ways in which national and international policy processes influence or are influenced by these sites of power. Gender Issues in Employment Gender inequality in employment begins with the gender labeling of workers. Gender categorization in workplace primes workers and employers alike to infuse stereotypic assumptions about gender into the institutional scripts by which a job is enacted and represented to others (Blakemore and Griggs, 2007). Employers often begin the process by implicitly or explicitly seeking workers of a particular gender on the basis of assumptions about labor costs that are themselves suffused by the effect of gender status beliefs. On the occasions that they hire a woman for a certain position, the pay is lower compared to a man employed in the exact same position. As a further result, women are inclined to be concentrated in casual occupations, where salary and work environment are poorer than in formal and public positions. The understanding of how to work towards gender equality is that people need to change inequitable social systems and institutions. Generally, institutional change is the requirement for addressing the root causes of gender inequality. It means changing organizations which, in their programs, policies, structures, and ways of working, discriminate against women. Organizations should work on legal and policy change, or change material conditions. In order to bring about gender equality in employment, change must occur at the personal level and at the social level. It must occur in formal and informal relations. References Scraton, S. Flintoff, A. (2002). Gender and Sport: A Reader. New York: Routledge. Blakemore, K. Griggs, E. (2007). Social Policy: An Introduction. New York: Open University Press. Valian, V. (2004). Beyond Gender Schemas: Improving the Advancement of Women in Academia. NWSA Journal, 16 (1): 207-220.

assymetric paternalism :: essays research papers

Regulation for Conservatives: Behavioral Economics and the Case for â€Å"Asymmetric Paternalism†   Ã‚  Ã‚  Ã‚  Ã‚  To begin to understand this article we must first define what the authors mean by asymmetric paternalism. According to the Oxford Dictionary, asymmetric is without symmetry or not divided equally. The definition of paternalism states that it is behaving in a paternal way or limiting freedom and responsibility by well-meant regulations. The authors state that the paternal regulations discussed are those developed on an individual basis. The regulations are designed so that those that are uneducated in a particular area are greatly benefited by the regulations, and those whom are already educated, or fully rational, are not affected by the regulation.   Ã‚  Ã‚  Ã‚  Ã‚  To explain asymmetric paternalism, the authors divide people into two groups, those who are fully rational, people with goals, preferences and make decision based on those that suit their own best interest, and those who are boundedly rational. The boundedly rational individuals are those who fail to act in their own best interests and fail to use self-control when making choices. The purpose of the article is to help evaluate regulations which are paternalistic and have the regulations designed so that the set limits and boundaries are the boundedly rational, to help them make choices in their best interest and not make mistakes, at the same time not affecting the rational individuals.   Ã‚  Ã‚  Ã‚  Ã‚  The authors focus on four types of policies that demonstrate examples of paternalism, default rules, provision or reframing of information, cooling off period, and the limiting of consumer choices. With defaults, the authors discuss status quo bias. This is the idea that individuals will stick with the status quo, or the existing rather than change even if the cost to change is low. The reasons for this are stated as loss aversion, omission/commission bias, and procrastination. The authors state that the status quo bias effects mostly the boundedly rational because for the fully rational the choice of defaults requires very little effort. Examples of the choices of defaults are more fully explained in the examples of insurance rights, and retirement savings.   Ã‚  Ã‚  Ã‚  Ã‚  The second example of paternalism is framing and information disclosure. This policy requires businesses to provide â€Å"seemingly irrelevant additional information.† Since the rational individuals have no need for the additional information, they can simply ignore it. At the same time the boundedly rational individual can benefit greatly from the information. In order to illustrate this concept, the authors give an example of the lottery.

To Walk A Mile In Her Shoes

He fears in telling them the truth he is going to disrupt their bliss and unawareness of the harsh reality. By doing this, he is pulling a mask over their eyes and turning a blind eye to the truth. This theme of keeping these women away from unpleasant things is almost hand in hand with the idea from the poem, The Barred Owl, where a child is told the owl's cry is â€Å"Who cooks for you? ‘ when in reality the prey is eaten raw. In this way of shielding reality from an innocent child, they are being robbed Of what they need to know.The truth must be told no matter how harsh as to not sugar-coat what reality is, if these women were on their own they would know how brutal notations were, and that might help them form and opinion opposing what is happening. In a common theme, I believe that's why people, women and children in particular, are not told the truth about brutal situations, so they cannot form a counter opinion and stand out as their own person. I believe this is why t he women are so sheltered in this novel, so to not see what is true, so they cannot protest the decisions and actions of a man. Role colonization seems to happen even before a child is born.We are putting boys in blue clothing and the girls in pink while in the womb. After that, parents tend to give boys trucks and play guns to make them aggressive and less sensitive and girl's dolls and play houses to promote loving and taking care of a family. Children naturally accept this and will pick their given toys even if the other option is available because they have been labeled as their gender role and they are not even aware. Later on in life this theme still happens, men are taking all the law enforcement, military, and political jobs while women outnumber the men in care related jobs like healthcare and hill care.These gender roles established offer little leeway for men to portray feminine qualities and vice versa, but as businesses expand the need for both qualities is in demand. O n the other hand, if a man is too feminine or a woman is too masculine, they become something outside of the social norm which only creates scrutiny for them. Across the board gays, lesbians, and transgender are all groups that have disrupted the normal gender roles in society by violating the allowance of femininity or masculinity.When a man comes too feminine he has violated the gender role he is suppose to fit in, an aggressive, strong, and solitary thinker, but a man that lacks these traits is considered weak and less of a man. Also, when a woman starts losing her feminine qualities she may be referred to as a â€Å"dike† or lesbian or any Of those names, simply because she no longer fits into her gender role of being soft, loving, or someone who takes care of everyone. Similarly in Things Fall Apart women are abused and powerless in a society ruled by men. Abuse seems to be a common factor within the tribe.For example, when Kimono's wife Gouge leaves the hut before cooki ng dinner, he beats her for neglecting to cook. Beating comes off as a â€Å"many' thing to do to exert power over the weak, which is how women in this society were perceived, weak assets of a man or his â€Å"property' Also, the women are absolutely powerless, Awoken becomes bored and makes up a reason to beat his second wife. These women are treated like property and stripped of their human qualities and only meant to cook, clean, and reproduce, which is very basic role and creates no sort of relationship other than an owner and tool relationship.Unfortunately, things like this still happen in today's society, where women are beaten by men, men trying to show dominance and power. In reality if women and woman-like traits were not around, this world would be a very corrupt and violent place. Being loving kind, and nurturing are all viewed as feminine traits and a man in these novels wouldn't dare show any sort Of weakness by resembling a woman. In order for all aspects of daily l ife o run in a smooth manner and for families to be happy, one must show kindness and love and even compassion and understanding.These â€Å"girl)/' traits are what keep peace and respect without having to beat it into someone, it allows for someone to feel love or respect without feeling like if they don't they will be punished. As a society dealing with other societies in other parts of the world we cannot expect to show dominance over them and be aggressive or harsh and still get what we want, we have to know how to see both sides of an opinion and know what the other person wants and not imply rule with an iron fist, because if you don't respect people you rule, how will you maintain power by just ruling out of fear?

Hamlet and Revenge

In what ways, and how effectively do you think Shakespeare presents the theme of revenge In Hamlet â€Å"Revenge is sweet but you got to stay alive to taste it† composed by David and Leigh Deeding is a beautiful way revenge can be illustrated. By definition, revenge is a legitimate response to political, family, personal or legal transgression. This act of supposed justice is epically epitomized in â€Å"William Shakespearean Hamlet†, arguably the greatest drama of all time.Being a revenge tragedy, William Shakespeare draws on interiorly, external and internal conflict as well as moral justification to illustrate a Isaac of Images and In doing so, demonstrates the dichotomy of whether or not revenge is as simple as it seems to be. The concept of a revenge tragedy is evoked when we are in the presence of a character who is ready to lay down his life, If need be, to secure one thing – his sense of personal dignity. This Is seen by Hamlet as he, with great passion à ¢â‚¬â€œ schemes to kill Claudia.This scheme arises due to the murder of his father, who was poisoned by Claudia whilst he was asleep, and to claim the throne via marriage to Gertrude. In his scheme to kill Claudia, Hamlet wishes to avenge his father under direction of the host of King Hamlet and supposedly bring peace to himself. Shakespeare uses ghosts as an external influence on Hamlet to initiate the revenge. The ghost seen in act one is can be seen as a catalyst in speeding up revenge process. Hamlet, after his father's death is full of melancholy and wishes to suicide however refrains from doing so only because it is a sin.In Hamlet's first soliloquy we see no drive for him to take revenge but rather a clutter of ‘explicitly salty thoughts which are disorganized. He, in all fury curses the current state of politics and family Hyannis as an â€Å"Incestuous† and manipulative man rules the state, and his mother In all â€Å"frailty' naively agrees to marry him. This soliloquy is full of thought rather than action however the ghost gives Hamlet a motive and application for his emotions. Interestingly, Hamlet requires tangible Justification to continue his plot on Claudia.With instruction from the ghost – a supernatural being in which the Elizabethan time saw as a reason alone to take action in pursuit for revenge, Hamlet struggles to comes to terms with its justification. Suspicion beforehand of Claudia being the elliptic, furthered with the ghost's confirmation, Hamlet still puts upon an antic disposition to seek confirmation. This Is due to his moral Justification as he becomes skeptical in his approach. The only thing Hamlet wishes to secure in taking his revenge against Claudia is his own sense of personal dignity and in doing so over complicates a supposed simple task of revenge.This is the substance that makes Hamlet a tragic hero. Because he contemplates and lays poise in balancing moral righteousness, his tragic flaw is exposed. Shakespeare presents us with more than just a revenge but a three dimensional character due to the fact he has interiorly. I OFF I Nils Inward-alertness marks a recall Dread Walt n ten solute, unquestioning faith in God that Shakespearean generation inherited from the middle ages. This harmonize act in which Hamlet has found himself in is of standing on the brink of a religious past and a secular future.In his seek for moral Justification, Hamlet puts on a play that imitates the murder of King Hamlet and the â€Å"wicked speed† of the remarriage of the widow – the Queen. To Hamlet's superficial Joy, Claudia reacts for wishing â€Å"some light†. This proves to Hamlet that Claudia is the culprit of â€Å"the primal eldest curse upon†. Revenge in the play works on a multi-dimensional platform as there are many reasons why Hamlet could have sought revenge. Primarily under the direction of King Hamlet's ghost for personal revenge, many undercurrents of subcons cious conflicts seethe to the surface of the conscious of Hamlet.Different ages have seen Hamlet's motives in different lights. Freudian analysis of Hamlet sees him in love with his mother and sees Claudia as the threat. This undercurrent can be seen in act 3 here he says â€Å"l will speak daggers to her, but use none† as if he would if he would have if the ghost told him not to. To further this argument, Hamlet's first soliloquy, more than half of it is devoted to his mother as â€Å"she married at O most wicked speed†, â€Å"but break, my heart, for I must hold my tongue†.This train of argument can be continued – as in act 3 scene 4 sees the violent confrontation between Hamlet and Gertrude – his mother. In this scene Hamlet acts strictly out of spontaneity. His rage is far from ‘sugar coated' as he outpour the grief burdening his heart in most shocking and vile fashion. His outburst of now exteriors interiorly is heavily centered on the à ¢â‚¬Å"incestuous pleasures† of his mother and uncle. This follows close suit to the Oedipus complex – a Freudian view of psychology that all toddlers are in love or lust with the opposite parent sex.Freud himself saw Claudia â€Å"the man who shows [Hamlet] the repressed wishes of his own childhood realized†. This means to say that the marriage of Claudia and Gertrude revoked the passions of his youthful subconscious and because he cannot define them or know what they are, he sees the need to take revenge on Claudia upon a practical yet tangible enough motive. His anger and wish for revenge it seems, is directed more towards his mother rather than Claudia.His accusations upon Gertrude follow a methodical and calculated attack in of which he compares King Hamlet to Claudia upon a spectrum of heaven and hell. He depicts his father as the â€Å"Hyperfine† compared to Claudia who Hamlet calls the â€Å"devil†. He even talks about the sexuality of his ow n mother – â€Å"for at your age the heyday in the blood is tame† as he cannot come to comprehend the attraction she has for Claudia at such â€Å"wicked speed†. Comparing his verbal attack on Gertrude to his procrastination with Claudia it is difficult to say what Hamlet seeks revenge for.Because of the dexterity of Hamlet's inner conscious it is difficult to say whether or not Hamlet himself wishes to carry out a revenge in the first place. Having the perfect opportunity for when Claudia is praying, Hamlet dismisses it for he sees â€Å"revenge†. This can be seen as an excuse as the killing would have been straight forward and efficient. Instead Hamlet superficially goes on to say that he wants to see Claudia suffer whilst he takes his revenge, â€Å"when he is drunk asleep, or in rage/ Or n authenticates pleasure of his bed†.After his antic disposition, Hamlet is seen to become exactly what he was playing – mad. Due to the consistent mani festation of existentialism within him, Hamlet becomes erratic compared to his previous finesse and idea of perfectionism. His lack of thought and scheming leads hamlet to spontaneous acts of raw emotion. If Hamlet plays the fool for strategic purposes; there are subtleties of genuine mental distress. In the last scene, Hamlet explodes into a cameo in of which he is very wise and violent at the same time.Because of the mass murder in this scene it seems that Hamlet is taking revenge against the misfortunes that destiny has drawn him and also against society itself. From the superficial simple revenge against Claudia, others become involved such as Aphelia and Polonium. With revenge playing a central theme in Hamlet, it is no wonder why William Shakespeare manifests so many twists and turns for the motives of it. Playing with our perception and ideologies, William Shakespeare – through Hamlet will continue to fascinate us with its different psychoanalysis'. Hamlet and Revenge In what ways, and how effectively do you think Shakespeare presents the theme of revenge In Hamlet â€Å"Revenge is sweet but you got to stay alive to taste it† composed by David and Leigh Deeding is a beautiful way revenge can be illustrated. By definition, revenge is a legitimate response to political, family, personal or legal transgression. This act of supposed justice is epically epitomized in â€Å"William Shakespearean Hamlet†, arguably the greatest drama of all time.Being a revenge tragedy, William Shakespeare draws on interiorly, external and internal conflict as well as moral justification to illustrate a Isaac of Images and In doing so, demonstrates the dichotomy of whether or not revenge is as simple as it seems to be. The concept of a revenge tragedy is evoked when we are in the presence of a character who is ready to lay down his life, If need be, to secure one thing – his sense of personal dignity. This Is seen by Hamlet as he, with great passion à ¢â‚¬â€œ schemes to kill Claudia.This scheme arises due to the murder of his father, who was poisoned by Claudia whilst he was asleep, and to claim the throne via marriage to Gertrude. In his scheme to kill Claudia, Hamlet wishes to avenge his father under direction of the host of King Hamlet and supposedly bring peace to himself. Shakespeare uses ghosts as an external influence on Hamlet to initiate the revenge. The ghost seen in act one is can be seen as a catalyst in speeding up revenge process. Hamlet, after his father's death is full of melancholy and wishes to suicide however refrains from doing so only because it is a sin.In Hamlet's first soliloquy we see no drive for him to take revenge but rather a clutter of ‘explicitly salty thoughts which are disorganized. He, in all fury curses the current state of politics and family Hyannis as an â€Å"Incestuous† and manipulative man rules the state, and his mother In all â€Å"frailty' naively agrees to marry him. This soliloquy is full of thought rather than action however the ghost gives Hamlet a motive and application for his emotions. Interestingly, Hamlet requires tangible Justification to continue his plot on Claudia.With instruction from the ghost – a supernatural being in which the Elizabethan time saw as a reason alone to take action in pursuit for revenge, Hamlet struggles to comes to terms with its justification. Suspicion beforehand of Claudia being the elliptic, furthered with the ghost's confirmation, Hamlet still puts upon an antic disposition to seek confirmation. This Is due to his moral Justification as he becomes skeptical in his approach. The only thing Hamlet wishes to secure in taking his revenge against Claudia is his own sense of personal dignity and in doing so over complicates a supposed simple task of revenge.This is the substance that makes Hamlet a tragic hero. Because he contemplates and lays poise in balancing moral righteousness, his tragic flaw is exposed. Shakespeare presents us with more than just a revenge but a three dimensional character due to the fact he has interiorly. I OFF I Nils Inward-alertness marks a recall Dread Walt n ten solute, unquestioning faith in God that Shakespearean generation inherited from the middle ages. This harmonize act in which Hamlet has found himself in is of standing on the brink of a religious past and a secular future.In his seek for moral Justification, Hamlet puts on a play that imitates the murder of King Hamlet and the â€Å"wicked speed† of the remarriage of the widow – the Queen. To Hamlet's superficial Joy, Claudia reacts for wishing â€Å"some light†. This proves to Hamlet that Claudia is the culprit of â€Å"the primal eldest curse upon†. Revenge in the play works on a multi-dimensional platform as there are many reasons why Hamlet could have sought revenge. Primarily under the direction of King Hamlet's ghost for personal revenge, many undercurrents of subcons cious conflicts seethe to the surface of the conscious of Hamlet.Different ages have seen Hamlet's motives in different lights. Freudian analysis of Hamlet sees him in love with his mother and sees Claudia as the threat. This undercurrent can be seen in act 3 here he says â€Å"l will speak daggers to her, but use none† as if he would if he would have if the ghost told him not to. To further this argument, Hamlet's first soliloquy, more than half of it is devoted to his mother as â€Å"she married at O most wicked speed†, â€Å"but break, my heart, for I must hold my tongue†.This train of argument can be continued – as in act 3 scene 4 sees the violent confrontation between Hamlet and Gertrude – his mother. In this scene Hamlet acts strictly out of spontaneity. His rage is far from ‘sugar coated' as he outpour the grief burdening his heart in most shocking and vile fashion. His outburst of now exteriors interiorly is heavily centered on the à ¢â‚¬Å"incestuous pleasures† of his mother and uncle. This follows close suit to the Oedipus complex – a Freudian view of psychology that all toddlers are in love or lust with the opposite parent sex.Freud himself saw Claudia â€Å"the man who shows [Hamlet] the repressed wishes of his own childhood realized†. This means to say that the marriage of Claudia and Gertrude revoked the passions of his youthful subconscious and because he cannot define them or know what they are, he sees the need to take revenge on Claudia upon a practical yet tangible enough motive. His anger and wish for revenge it seems, is directed more towards his mother rather than Claudia.His accusations upon Gertrude follow a methodical and calculated attack in of which he compares King Hamlet to Claudia upon a spectrum of heaven and hell. He depicts his father as the â€Å"Hyperfine† compared to Claudia who Hamlet calls the â€Å"devil†. He even talks about the sexuality of his ow n mother – â€Å"for at your age the heyday in the blood is tame† as he cannot come to comprehend the attraction she has for Claudia at such â€Å"wicked speed†. Comparing his verbal attack on Gertrude to his procrastination with Claudia it is difficult to say what Hamlet seeks revenge for.Because of the dexterity of Hamlet's inner conscious it is difficult to say whether or not Hamlet himself wishes to carry out a revenge in the first place. Having the perfect opportunity for when Claudia is praying, Hamlet dismisses it for he sees â€Å"revenge†. This can be seen as an excuse as the killing would have been straight forward and efficient. Instead Hamlet superficially goes on to say that he wants to see Claudia suffer whilst he takes his revenge, â€Å"when he is drunk asleep, or in rage/ Or n authenticates pleasure of his bed†.After his antic disposition, Hamlet is seen to become exactly what he was playing – mad. Due to the consistent mani festation of existentialism within him, Hamlet becomes erratic compared to his previous finesse and idea of perfectionism. His lack of thought and scheming leads hamlet to spontaneous acts of raw emotion. If Hamlet plays the fool for strategic purposes; there are subtleties of genuine mental distress. In the last scene, Hamlet explodes into a cameo in of which he is very wise and violent at the same time.Because of the mass murder in this scene it seems that Hamlet is taking revenge against the misfortunes that destiny has drawn him and also against society itself. From the superficial simple revenge against Claudia, others become involved such as Aphelia and Polonium. With revenge playing a central theme in Hamlet, it is no wonder why William Shakespeare manifests so many twists and turns for the motives of it. Playing with our perception and ideologies, William Shakespeare – through Hamlet will continue to fascinate us with its different psychoanalysis'.

Social Policy Dissertation The WritePass Journal

Social Policy Dissertation Overview of Area Social Policy Dissertation Overview of Area Thesis to be Tested Potential ProblemsIndicative Bibliography (this is merely a starting point and will be added to considerably during the thesis itself)Related Overview of Area The New Deal for lone parents has focussed on the notion of making it easier for lone parents to return to work. The underlying aim of the policy has been stated to be making it easier for parents, particularly lone parents, back to work by making the issues relating to childcare easier to overcome. Despite this seemingly strong policy to improve the work prospects of parents, there are concerns that this agenda could have negative repercussions on other welfare areas such as the quality of childcare being provided to young children (DfEE, 1998). Lone parents in particular present a policy challenge as there is a need to ensure that whilst putting parents in a position that they are able to take up employment this should not be done in such a way that forces parents into work when they would be better employed providing childcare at home. Looking at the wider issues associated with the New Deal policy including the impact on childcare and child development enables a detailed policy analysis to be undertaken and recommendations for the future to be made(Zaslow, et al 2002). Thesis to be Tested The current New Deal agenda focuses too heavily on getting as many parents, particularly lone parents, into work. A failure to grasp the wider issues including the impact on the child of being in childcare from a young age and social factors such as the benefits of entering back into the workplace has resulted in the policy being less effective than the original aims would suggest it could be. Reform is needed to look at the wider issues and to ensure that the New Deal does not focus on short term gains with long term costs (Josh and Verropoulu, 2000). Potential Problems Issues relating to lone parents returning to work are often very individual with the policy being effective for one scenario but not for another. Gaining an overall perspective is therefore potentially difficult as one size does not fit all and several approaches may be necessary to answer the thesis question presented above. Indicative Bibliography (this is merely a starting point and will be added to considerably during the thesis itself) Department for Education and Employment (DfEE) (1998) The National Childcare Strategy. London: HMSO. dfee.gov.uk/childcare/content3.htm Dunifon, R., Kalil, A., and Bajracharya, A. (2005), ‘Maternal Working Conditions and Child Well-Being in Welfare-leaving Families’, Developmental Psychology, Vol 41(6), pp.851-59. DWP (2007), In work, better off: next steps to full employment, London: Department for Work and Pensions, The Stationery Office. Josh, H. and Verropoulu, G. (2000) Maternal Employment and Child Outcomes: Analysis of Two Birth Cohort Studies, London: The Smith Institute. Kaestner, R., Korenman, S. D., and O’Neill, J. (2003), ‘Has Welfare Reform Changed Teenage Behaviors?’, Journal of Policy Analysis and Management, vol. 22(2), pp.225-248. Millar, J. and Ridge, T. (2008), ‘Relationships of Care: Working Lone Mothers, their Children and Employment Sustainability’, Journal of Social Policy, vol. 33(1), pp.103-121. Zaslow, M., Moore K., Brooks J., Morris P., Tout K., Redd Z., and Emig C. (2002), ‘Experimental studies of welfare reform and children’, Children and Welfare Reform, vol. 12 (1), pp.79-98.

Nomination Process for Supreme Court Justices

Nomination Process for Supreme Court Justices The nomination process for Supreme Court justices begins with the departure of a sitting member of the high court, whether by retirement or death. It is then up to the president of the United States to nominate a replacement to the court, and the U.S. Senate to vet and confirm his choice.  The nomination process for Supreme Court justices is among the most important obligations on presidents and members of the Senate, in part because members of the court are appointed for life. They dont get second chances to make the right choice.   The U.S. Constitution gives the president and the Senate this vital role. Article II, Section 2, clause 2 states that the President â€Å"shall nominate, and by and with the Advice and Consent of the Senate, shall appoint ... Judges of the supreme Court.† Not all Presidents have the opportunity to name someone to the court. There are nine Justices, including the chief justice, and one is replaced only when he or she retires or dies. Forty-two presidents have made nominations to the Supreme Court. The president with the most nominations was George Washington, who had 13, with 10 of those being confirmed. The President’s Selection As the president considers who to nominate, investigations of possible nominees begin. The investigations include a probe into a person’s private background by the Federal Bureau of Investigation, as well as an examination of the person’s public record and writings. The list of possible nominees is narrowed, with the goal being to ensure that a nominee has nothing in his or her background that would prove embarrassing and to guarantee that the president selects someone likely to be confirmed. The president and his staff also study which nominees agree with the president’s own political views and which ones would make the president’s supporters happy. Often a president confers with Senate leaders and members of the Senate Judiciary Committee before selecting a nominee. This way the president receives a heads-up on any potential problems a nominee may face during confirmation. The names of possible nominees may be leaked to the press to gauge the support and opposition to different possible nominees. At some point, the president announces the selection, often with great fanfare and the nominee present. The nomination then is sent to the Senate. The Senate Judiciary Committee Since the end of the Civil War almost every Supreme Court nomination received by the Senate has been referred to the Senate Judiciary Committee. The committee does its own investigation. A nominee is asked to fill out a questionnaire that includes questions about his or her background and to fill out financial disclosure documents. The nominee also will make courtesy calls to various senators, including party leaders and members of the Judiciary Committee. At the same time, the American Bar Association’s Standing Committee on the Federal Judiciary begins evaluating the nominee based on his or her professional qualifications. Ultimately, the committee votes on whether a nominee is â€Å"well-qualified,† â€Å"qualified,† or â€Å"not qualified.† The Judiciary Committee then holds hearings during which the nominee and supporters and opponents testify. Since 1946 almost all hearings have been public, with most lasting more than four days. The president’s administration often trains a nominee before these hearings to ensure that the nominee does not embarrass himself or herself. Judiciary Committee members may ask nominees about their political views and backgrounds. Since these hearings receive a great deal of publicity, senators may attempt to score their own political points during the hearings Following the hearings, the Judiciary Committee meets and votes on a recommendation to the Senate. The nominee may receive a favorable recommendation, a negative recommendation or the nomination may be reported to the entire Senate with no recommendation. The Senate The Senate majority party controls the Senate agenda, so it is up to the majority leader to determine when a nomination is brought to the floor. There is no time limit on debate, so if a senator wants to conduct a filibuster to hold up a nomination indefinitely, he or she may do so. At some point, the minority leader and majority leader may reach a time agreement on how long a debate will last. If not, the nominee’s supporters in the Senate may attempt to end debate on the nomination. That vote requires 60 Senators to agree to end debate. Often there is no filibuster of a Supreme Court nomination. In those cases, a debate is held on the nomination and then a vote is taken by the Senate. A majority of voting senators must approve the presidents choice for the nominee to be confirmed. Once confirmed, a nominee is sworn into the position of justice of the Supreme Court. A justice actually takes two oaths: the constitutional oath that is taken by members of Congress and other federal officials, and a judicial oath. Key Takeaways: How a U.S. Supreme Court Justice is Nominated Step 1: A sitting justice retires or dies, leaving a vacancy on the bench.Step 2: The president nominates a candidate to replace the departing justice.Step 3: The nominee is vetted by the Federal Bureau of Investigation.Step 4: The Senate Judiciary Committee conducts its own investigation and hearings with the nominee. It will then take a vote on whether to send the nomination to the full Senate for confirmation. If the committee does not approve of the nominee, the candidate is dropped from consideration.Step 5: If the Senate Judiciary Committee approves, the full Senate votes on the nomination. If a majority of the 100-member Senate approves, the nominee ascends to the U.S. Supreme Court.

Quentin Tarantino Essay Example | Topics and Well Written Essays - 1000 words

Quentin Tarantino - Essay Example His critically-acclaimed films have contributed much to the enrichment of the movie industry and to the American pop culture in general. In this paper, readers would be able to know more about this brilliant artist. Considered as a stylish auteur, Tarantino gained popularity in the 1990s with the release of Reservoir Dogs that premiered at the Sundance Film Festival in 1992. With this Tarantino, who was then unheard of, became a small-time sensation specifically to the cult film industry in the United States and United Kingdom ("Quentin Tarantino - The Film Maker," 2004). At that time, Tarantino presented a fresh outlook on film with his bold use of non-linear storylines, unforgettable dialogue and gory violence that brought new life to traditional American film archetypes ("Wikipedia," 2005). Inspired by the success of his first film, Tarantino made other movies and with Pulp Fiction he has left a permanent mark in the film industry. This movie won the Best Original Screenplay at the Academy Awards and the Palme d'Or at the Cannes Film Festival in 1994. Given the myriad honors bestowed upon his films by prominent award-giving bodies, Tarantino became the center of attention in the film circle ("Quentin Tarantino - The Film Maker," 2004). ... What creative elements does he employ in his film-making When asked about his core strength as a film-maker, Tarantino asserted that his expertise lies in his manner of story-telling. He attributed this strength from his intuitive understanding of what the audience desire (Suellentrop, 2003). Truly, the way he creatively makes the story unfold sets his films apart. His movies are renowned for their insightful dialogue, splintered chronology and pop culture obsessions ("Wikipedia," 2005). Apart from this, Tarantino also incorporated violence extensively in his films as one of the creative elements he employs. This element is clearly evident in his key films such as Reservoir Dogs, Pulp Fiction, and Kill Bill, where there are profuse blood spattered and flowing in various scenes ("Wikipedia," 2005). It should be highlighted though that what actually affects the audience is not directly the violence but rather the casualness by which the major characters go about the violent scenes. At times, this effect is achieved by applying morbid humor to such tension-filled and gritty scenes. In this regard, Tarantino is described as a master storyteller who has a weird and artistic manner of creating completely unnaturalistic dialogue in a way that appears casual and improvised ("Quentin Tarantino - The Film Maker," 2004). He often uses unconventional storytelling devices in his films, namely retrospective (Reservoir of Dogs), non-linear (Pulp Fiction) and chapter format (Kill Bill and Four Rooms). ("Wikipedia," 2005) In terms of cinematography, Tarantino popularized the trunk shot, which he employed in most of his movies. As such, this became his signature camera angle albeit this is not his original