An Analysis of Class and Gender Conflict in Pygmalion Essay -- World L

"Pygmalion is a serious analysis of class and gender conflict." Bernard Shaw's play, entitled Pygmalion, transcends the nature of drama as a medium to be utilized for sheer entertainment value. Shaw's play powerfully comments on the capacity for the individual to overcome the boundaries established by systems of class and gender. Dominant assumptions and expectations may essentially prevent an individual from becoming socially mobile within a seemingly rigid hierarchical social structure. However, Liza, the protagonist utilizes language as the tool which enables the her to escape the confines of the lower class and to be regarded as a human of a certain degree of worth within society. As Liza transforms from flower girl to duchess, the audience is witness to the many ways that an individual can be dehumanised through the socialisation process. Issues of both class and gender arise from the tensions within the play that surround the interactions between Higgins and Liza and the viewer is able to openly question the values that exist within a soci ety that judges the character of a person on the basis of wealth and education. Henry Higgins represents the upper class of society, those that are expected to be both educated and wealthy. He is profoundly aware of his status and is not particularly sympathetic towards those of the lower class. This is revealed as he is first introduced to Liza and refers to her as a 'squashed cabbage leaf.' (Shaw, 2003:18) This first scene is important as it establishes the class differences that are evident within the language contrasts of each of the characters. Higgins plays an important role in establishing this theme as he places great emphasis on phonetics. He has the ability to place an i... ...e society of Shaw's time and of contemporary society. Liza is an independent woman at the closing of the play, when one takes into consideration that she possesses an assertive sense of free will and a determination to maintain her strength of character. Ultimately, Liza's insistence on remaining true to herself is a positive ramification of a transformation process, that in itself presented many moral questions to the perceptive audience. The protagonist has confronted the obstacles imposed on her by social conventions, with regards to both gender and class stereotypes, and has essentially deconstructed the boundaries that had previously prevented her from fulfilling her own capabilities and sense of self worth. Bibliography Bentley, E. Bernard Shaw, 2nd edn. London: Methuen, 1967. Shaw, B. Pygmalion, London: Penguin Books, 2003.

Fingernail Phenomenon :: essays research papers

In late September, I went shopping for my seven-year-old cousin. The first place was Toys R Us. After finding what I needed, I went to the checkout line to purchase the items. I thought something was wrong with me, but it was the cashier. The first things I saw were ten lime-green fingernails. They matched her lime-green shirt, which matched her shorts, which matched her socks that matched her shoes. I started to ask her, "Why did you do that to your fingernails?" but I kept it to myself. Then I went to the 99-cent store in Cutler Ridge Mall. Not surprisingly, the cashier was also wearing an outfit with matching fingernails. So I asked her, "Why did you paint your fingernails the same color as your clothes?" She giggled, then replied, "Because it completes the outfit." "So, what happens if you buy an outfit in a color you don't have in nail polish?" I asked. She paused with a puzzled look on her face. I stated, "Thank you, and have a nice day." and walked off. Is this a requirement to be a cashier? Do men have this obsession? Why is it important for one to spend extra time doing the unnecessary? The greatly overlooked fingernails play an important role in everyday life, are examples of the way we learn, and have introduced an unknown creativity to many. Most women view their fingernails as jewelry. On an evening when pure elegance is required, one would rarely see a woman without a manicure. A man's fingernails would almost always look the way they did on the previous day. Every Saturday morning, manicure shops around the world are booked, from open to close, by women who want to be completed for the next week. Why is this needed for one's appearance to be complete? It is just one more cover for a woman's insecurities. Like makeup, the fingernails are dressed up to distract someone from their natural beauty. The nails are used as a stool in order to meet the standard of the "perfect look." Nails tend to be one of the first things women look for on other women to see if they are being "outdone." And if so, then the next time around, the second best must be the best, instead of being naturally beautiful. Women in general are naturally beautiful, but because of certain ads in television, and in magazines, they feel as though perfection is where beauty lies.

Learning Theory

From Wikipedia, the free encyclopedia Jump to: navigation, search This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (April 2008) This article may contain original research. Please improve it by verifying the claims made and adding references. Statements consisting only of original research may be removed. More details may be available on the talk page. (January 2010)In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby he lping us understand the inherently complex process of learning.Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning.Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Contents [hide] †¢1 Behaviorism †¢2 Cognitivism †¢3 Constructivism †¢4 Informal and post-modern theories †¢5 Other learning theories †¢6 Criticism †¢7 Other interests †¢8 See also †¢9 Notes †¢10 External links [edit] Behaviorism Main article: Behaviorism Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull.What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. [original research? ] First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.There are two types of possible conditioning: 1) Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat.In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. 2) Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B. F. Skinner and is known as Radical Behaviorism.The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior.Educational approaches such as applied behavior analysis, curriculum based measurement, and direct instruction have emerged from this model. [1] [edit] Cognitivism Main article: Cognitivism (psychology) The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a gestalt psychologist. He criticized b ehaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories.Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory.The major difference between gestaltists and behaviorists is the locus of control over the learning activity: the individual learner is more key to gestaltists than the environment that behaviorists emphasize . Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's working memory model were established as a theoretical framework in cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like cognitive load and information processing theory.These theories of learning play a role in influencing instructional design. [citation needed] Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence, learning, and memory as related to age. [edit] Constructivism Main article: Constructivism (learning theory) Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, â€Å"learning involves constructing one's own knowledge from one's own experiences. Constructivist learning, therefore, is a very personal endeavor, whe reby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members†(Driver et al. , 1994) Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building.Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure. [citation needed]The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning , situated cognition, and reflective practice and religious practice. [edit] Informal and post-modern theories Informal theories of education may attempt to break down the learning process in pursuit of practicality[citation needed].One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Critics[citation needed] believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks†¦ Other concerns are the origins of the drive for learning[citation needed]. Some[who? ] argue that learning is primarily self-regulated, and that the ideal learning situation is one dissimilar to the modern classroom[citation needed].Critics argue that students learning in isolation fail[citation needed]. [edit] Other learning theories Other learning theories have also been developed for more specific purposes than ge neral learning theories. For example, andragogy is the art and science to help adults learn. Connectivism is a recent theory of Networked learning which focuses on learning as making connections. Multimedia learning theory focuses on principles for the effective use of multimedia in learning. [edit] Criticism Criticism of learning theories that underlie traditional educational practices claims there is no need for such a theory.The attempt to comprehend the process of learning through theory construction has created more problems than it has solved. It further claims that in order to make up for the feeling of inadequacy in confronting a process that we don't really comprehend, we label something â€Å"learning† and measure it. Then we're comfortable, because at least then we have the feeling that we have a grasp on the problem. We don't really follow the process, but in lieu of a profound understanding of what's going on, we find something and say, â€Å"Let's declare that to be learning, by consensus. This is basically what the entire educational system the world over has done: quantify learning by breaking it up into measurable pieces-—curricula, courses, hours, tests, and grades. The assumption is that psychologically one knows enough about the mind to identify aptitudes: the accepted (knowledge-based) conception of learning identifies four assumptions of the accepted view of learning: that (some) one knows what ought to be learned by people, why it ought to be learned, how it ought to be learned, and by whom each thing ought to be learned.Together these assumptions are the lenses through which people have been socialized in our culture to judge whether learning is occurring or not; and a further assumption is that once one knows aptitudes, one also knows how to track a person so he will in fact reach the goal that is being set out for him. The whole approach is the ultimate in pedagogical and psychological technology. The only trouble is ha t it is humanly absurd. In this society, such a process is exceptionally subtle, because it involves an authoritarian approach within a free culture. By employing a variety of ruses the system produces a process which allows it to inhibit personal freedom without really feeling that this is what is going on. The person doesn't feel that something arbitrary is being done to him—which is in fact what is happening. [2][3] Learning Theory From Wikipedia, the free encyclopedia Jump to: navigation, search This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (April 2008) This article may contain original research. Please improve it by verifying the claims made and adding references. Statements consisting only of original research may be removed. More details may be available on the talk page. (January 2010)In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby he lping us understand the inherently complex process of learning.Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning.Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Contents [hide] †¢1 Behaviorism †¢2 Cognitivism †¢3 Constructivism †¢4 Informal and post-modern theories †¢5 Other learning theories †¢6 Criticism †¢7 Other interests †¢8 See also †¢9 Notes †¢10 External links [edit] Behaviorism Main article: Behaviorism Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull.What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. [original research? ] First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.There are two types of possible conditioning: 1) Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat.In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. 2) Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B. F. Skinner and is known as Radical Behaviorism.The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior.Educational approaches such as applied behavior analysis, curriculum based measurement, and direct instruction have emerged from this model. [1] [edit] Cognitivism Main article: Cognitivism (psychology) The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a gestalt psychologist. He criticized b ehaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories.Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory.The major difference between gestaltists and behaviorists is the locus of control over the learning activity: the individual learner is more key to gestaltists than the environment that behaviorists emphasize . Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's working memory model were established as a theoretical framework in cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like cognitive load and information processing theory.These theories of learning play a role in influencing instructional design. [citation needed] Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence, learning, and memory as related to age. [edit] Constructivism Main article: Constructivism (learning theory) Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, â€Å"learning involves constructing one's own knowledge from one's own experiences. Constructivist learning, therefore, is a very personal endeavor, whe reby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members†(Driver et al. , 1994) Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building.Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure. [citation needed]The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning , situated cognition, and reflective practice and religious practice. [edit] Informal and post-modern theories Informal theories of education may attempt to break down the learning process in pursuit of practicality[citation needed].One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Critics[citation needed] believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks†¦ Other concerns are the origins of the drive for learning[citation needed]. Some[who? ] argue that learning is primarily self-regulated, and that the ideal learning situation is one dissimilar to the modern classroom[citation needed].Critics argue that students learning in isolation fail[citation needed]. [edit] Other learning theories Other learning theories have also been developed for more specific purposes than ge neral learning theories. For example, andragogy is the art and science to help adults learn. Connectivism is a recent theory of Networked learning which focuses on learning as making connections. Multimedia learning theory focuses on principles for the effective use of multimedia in learning. [edit] Criticism Criticism of learning theories that underlie traditional educational practices claims there is no need for such a theory.The attempt to comprehend the process of learning through theory construction has created more problems than it has solved. It further claims that in order to make up for the feeling of inadequacy in confronting a process that we don't really comprehend, we label something â€Å"learning† and measure it. Then we're comfortable, because at least then we have the feeling that we have a grasp on the problem. We don't really follow the process, but in lieu of a profound understanding of what's going on, we find something and say, â€Å"Let's declare that to be learning, by consensus. This is basically what the entire educational system the world over has done: quantify learning by breaking it up into measurable pieces-—curricula, courses, hours, tests, and grades. The assumption is that psychologically one knows enough about the mind to identify aptitudes: the accepted (knowledge-based) conception of learning identifies four assumptions of the accepted view of learning: that (some) one knows what ought to be learned by people, why it ought to be learned, how it ought to be learned, and by whom each thing ought to be learned.Together these assumptions are the lenses through which people have been socialized in our culture to judge whether learning is occurring or not; and a further assumption is that once one knows aptitudes, one also knows how to track a person so he will in fact reach the goal that is being set out for him. The whole approach is the ultimate in pedagogical and psychological technology. The only trouble is ha t it is humanly absurd. In this society, such a process is exceptionally subtle, because it involves an authoritarian approach within a free culture. By employing a variety of ruses the system produces a process which allows it to inhibit personal freedom without really feeling that this is what is going on. The person doesn't feel that something arbitrary is being done to him—which is in fact what is happening. [2][3]

Germany was to blame for the outbreak of the First World War Essay

Germany was to blame for the outbreak of the First World War do you agree? I do not agree fully that the Germans were to blame for the outbreak of war. German intentions were not to start a war, however there are a few events where they unintentionally helped to escalate the situation. There is no doubt that they did help to escalate the situation between Serbia and Austro Hungary. In this essay I will be arguing that Germans did not cause the outbreak of the war. I will be doing this by discussing the blank cheque, the Schlieffen plan, the September programme, the actions of the Kaiser and the actions of Bethmann Hollweg. Many historians argue that because Germany pre-planed for war that when the chance of war arose they obviously provoked it. The evidence for this argument is the Schlieffen plan, it was a military strategy devised in 1882 as a means of coping with a two front war. Some people argue that the Schlieffen plan is the first traceable reason why the war started. However this is hardly true the Schlieffen plan was drawn up because of the increasing pressure Germany was under because of the triple Entente. Germany was after all geographically in bad position on one side they had France and on the other Russia, to make this situation worse France and Russia were allied. Therefore it is not surprising that a plan was created in case a war with the both countries was to occur. A war such as this would have to be fought on two fronts so to be able to fight a war like this on side would have to be disabled quickly. The German’s plans to get to Paris in 6 weeks is seen to be an aggressive tactic that is why some people see the Schlieffen plan as a plan to expand Germany if war was to break out. It is clear this is not the case, the Schlieffen plan was a defensive strategy designed to help Germany to come with a war on two fronts. The Schlieffen plan can hardly be seen as the Germans planning for war because other nations had simial plans such as Russia who had to stick to their plans so completely that hey had to declare war on Germany. An argument has been put forward that Germany declaring war on France is proof that the Schlieffen plan was a form of expansion for Germany and that that it was not a defensive plan. However this is hardly true, Germany declared war on France because Russia had declared war on them and Russia and France were allies. So to Germany I was natural that France would join the war because of the alliance system. Russia also did the same when the Tsar was told that he could not mobilise against Austria alone because the plans were for a war with Austria and Russia. The September programme drawn up by the chancellor of Germany, Bethmann Hollweg is seen as another piece of evidence suggesting that Germany had planned the war. The September programme was a document that set out Germany’s war aims, including a list of territorial acquisitions. This is seen to be incriminating because it was written so soon after war broke out. However Bethmann Hollweg was under a lot of pressure from military who needed to know their objectives. It should also be considered that the German army had been mobilised for a few months so plans for the army had to be drawn up. Some people argue that because the September programme was released so quickly that these objectives must have been premeditated. This is not completely true, it was important for the germens to think quickly what they were going to have to achieve in the war after all they were fighting on two fronts. Some of the objective might have been premeditated but these were probably defensive ones thought up long ago. It is clear to see that Bethmann Hollweg was caught between the Kaiser and Moltke. Bethmann Hollweg’s behaviour is often criticized during the July crisis. It is Bethmann Hollweg’s actions that are used as the argument against him. However what he did can be seen as a gamble that went horribly wrong. Bethmann was not consulted on the blank cheque but did back it. Some people argue that Bethmann wanted to manipulate Russia into mobilising against Germany so they didn’t look as if they started the war. This is untrue because instead Bethmann thought that he could keep the Balkan war localized. The evidence for this argument is that Bethmann thought that Russia would not help Serbia if a war happened because the Tsar would not lend his support to royal assassins. Bethmann also felt that Russia was not military or financially ready for a war. Germany’s mobilisation against Russia was only meant to deter Russia from war not to provoke them into war that is where Bethmann’s gamble failed. The blank cheque is seen as confirming Germany’s guilt in starting the First World War. The blank cheque is another example of a mistake made by Germany. The Kaiser gave unconditional support to Austria, this was done because Germany felt isolated by the triple entente and wanted to make it clear to Austria that their alliance was strong. However as professor Rohl argues the Kaiser was a very unstable man. There is a lot of evidence to support this argument such as when the Kaiser decided to change is mind about the blank cheque but then was convinced by his wife to â€Å"be a man†. The Kaiser was heavily influenced by others and there are many examples, such as the first Moroccan crisis where he was pushed by Bulow and Holstein into provoking the French. The blank cheque is greatly misunderstood the vague phasing used is open to interpretation. The historian Gerhard Ritter argues â€Å"that Germany sought to deter Russia from war, not to provoke conflict with her†. The blank cheque like the September programme is seen as evidence that Germany had wanted a war for some time but really they have both been misinterpreted. The real nation that was to blame for the outbreak of war was Austro-Hungary who even after finding no evidence that linked the assassins to any terror groups in Serbia and after Serbia agreed to their ultimatum still invaded their country. This is really the behaviour of a nation with war on their agenda. Austro-Hungary it can be said had to avenge the death of Franz Ferdinand. Russia too could have avoided war but much like the Kaiser the Tsar kept on changing his mind. In conclusion from the evidence above it can be seen that everyone muddled into war and that no one power is to blame. The September programme and the Schlieffen plan which are seen to highlight German guilt, do not and are actually defensive precautions not premeditated plans for war. Bethmann Hollweg and the Kaiser both were trying to achieve the same objective but were both communicating very well. The nations involved in the July crisis can be blamed for standing by their alliances instead of sorting out the situation. Germany did contribute to the mix up between nations in the Balkans and for inciting Austro-Hungary however they are not ultimately to blame for the outbreak of war.

Dramatic effects to in Act 1, Scene 1 and Act 3, Scene 1 of “Romeo and Juliet” Essay

How does Shakespeare use language and dramatic effects to in Act 1, Scene 1 and Act 3, Scene 1 of Montague family. Later in Act One Scene Five he authenticates that all that is ever on his mind is war as when he sees Romeo at the Capulet party (Romeo being a Montague and therefore not wanted), instead of letting it pass as a party in Elizabethan times and today is no place for fighting, he asks Capulet for permission to fight him there and then – â€Å"Uncle, this is a Montague, our foe; a villain, that is hither come in spite to scorn at our solemnity this night.† This quote demonstrates Tybalt’s willingness to vehemently insult others and the â€Å"s† sounds he uses suggests he is almost hissing his hatred. Throughout the play Tybalt is extremely one-dimensional when it comes to language; when he speaks it as always at a dramatic or leading up to a dramatic point in the play. Maybe due to the similar circumstances that he speaks in or the fact that he is a warrior and no poet he repeatedly speaks in blank verse (or prose) Romeo is an archetypal lover, who despite his good intentions is still forced into fighting. He is the one male character in the entire to play that is willing to forsake his family name for love; this portrays him as an outsider to typical Veronian behaviour. This is strongly proclaimed by Shakespeare in Act One Scene One after a brawl between the two families in the streets – â€Å"What fray was here? Yet tell me not for I have heard it all!†-Demonstrating Romeo’s mood as someone who is detached from the fighting as he dares to be. Although Shakespeare substantially promotes non-belligerence throughout the play using the character Benvolio, he does not agree with the way Romeo attempts to break up the fight between Tybalt and Mercutio (â€Å"I thought all for the best†) – perhaps he is conveying to us that interference is bad. This is well shown in the Franco Zeffirelli (1968) film of â€Å"Romeo and Juliet† as the fight is made out to be g entlemanly and playful, it is shown to be Romeo’s fault Mercutio dies. Romeo’s extensive language adds to the atmosphere of the play and gave the highly trained ear of an Elizabethan play watcher an insight into what was going to happen. Whilst Romeo is not in a scene that is displaying any particular passion for love or war he speaks in blank verse, whilst when he is with Juliet he switches to sonnet (or rhyming verse) form – this was  considered very romantic in this period of history, finally when Romeo challenges Tybalt he seeps into more colloquial, cruel pros to demonstrate his anger. What is most noticeable about the language Romeo uses is actually that it seems always to be tainted, this is due to the constraint oxymorons he uses – â€Å"Feather of lead, bright smoke, cold fire, sick health.† This bolsters the contrast Shakespeare creates, the way that the play is constantly switching between violent or death or love scenes. The character of Romeo is all about contrast – one second he is the loving husband of Juliet, the other he is the bloodthirsty killer of Tybalt. From the beginning to the end of the play, Shakespeare exploits this contrast. In the prologue, the audience is told that the â€Å"lovers take their life†. Love is tainted with death. At the end, by using Romeo and Juliet as a sacrifice, ending the ancient grudge, we continue to experience mixed emotions because of this contrast. Although death claims two innocent lives, love is ultimately triumphant. Tybalt’s opposite is Benvolio. Unlike Tybalt, war is the last thing he thinks about, instead he feels that there is much more to life than fighting and in reconciliation of this he will always try to break up fights, this is shown in the Act One Scene One when he attempts to break up the fight that Sampson and Gregory have created by shouting â€Å"Part, fools! Put up your swords; you know not what you do.† Benvolio’s underlying judiciousness is shown by the use of the word â€Å"fools†; proving that he considers Samson and Gregory to be imbeciles for fighting. Not only does Benvolio try to break up fights, he also is willing to give council to his friends – the particular case shown in the play is when he confides with Romeo about Rosalin – â€Å"What sadness lengthens Romeo’s hours?† Shakespeare uses him as a dramatic device, for example he always truthfully reports fights, does not get killed and has an active participation s o could possibly be viewed as a role model. Also, interestingly enough in Act Three Scene One he does not get involved in the fighting even when Mercutio is killed; this is another of Shakespeare’s more pacifistic of opinions saying that you should not even fight if it is to bring someone to justice. Amid the highs and lows of the play Benvolio only employs two different styles of language, he uses prose or blank verse when he is speaking in a time of peace e.g. when counselling Romeo, and merges  into a rhymed verse when his adrenalin is at is peak – like when he is breaking up a fight. The rhymed verse shows his high principles and how he understands the responsibilities of being a noble. Although Tybalt, Romeo and Benvolio are undoubtedly the dominant male characters, males such as Mercutio, Sampson and Gregory succeed in making important points concerning the main theme of the play, masculinity. Sampson and Gregory spearhead the first scene with a crude, slanderous conversation that ultimately leads to a brawl in the tight streets of Verona. Shakespeare moulds them into a tool for expressing loutish – therefore not truly manly behaviour. They also play an important part in starting the fight, which captures the audiences’ attention in the beginning of the play. These louts are more interested in showing off to each other than helping to maintain a stable society, they do this by making bold comments concerning sex and fighting – it makes their already oversized ego swell with feelings of machismo. The language they use reinforces this behaviour – â€Å"I will push Montague’s men from the wall and thrust his maids to the wall.† The verbs â€Å"push† and â€Å"thrust† are very violent adding to Gregory’s and Sampson’s characters. Overall Sampson and Gregory set the initial tone of the play, they show the audience the relevance to masculinity in it, that the play will have a varied temperament and to expect wordplay – especially with characters such as Mercutio to come. Concerning wordplay, Mercutio uses it extensively; even when he is on the brink of death he jokes – â€Å"Ask for me tomorrow, and you shall find me a grave man.† Mercutio does this to conserve his manliness; in modern day terms it is comparable to a rugby player being injured seriously and asking to continue playing. However, after his witty fusillade of comic comments it is revealed to his friend that he is in fact in terrible pain as in his last breaths he shouts out â€Å"A plague a ‘both your houses,† He repeats this three times for added effect. This curse was one of incredible seriousness at the time, as in the 16th century England had been devastated by plagues several times. With this, Mercutio the joker ends his life on a malicious tone; this reinforces the idea that the feud is to blame for his death. Shakespeare creates the play’s atmosphere using several dramatic effects, a very important one is the terminology used for swords especially during the first seen. Sampson and Gregory refer to their weapons with sexual connotations, for example the terms â€Å"fiddling stick† and â€Å"naked weapon† are both used, these props swell the testosterone filled nature of the young duelling males. This effect is essential as in the 16th century a swordsman of Tybalt’s calibre was admired; this is demonstrated when the placid Benvolio describes Tybalt as â€Å"stout†. Shakespeare makes a key point concerning masculinity in Act Three Scene One when the prince denounces Romeo’s masculine, but not law-abiding action when he kills Tybalt to avenge Mercutio in order to protect the citizens of Verona. Shakespeare makes the prince do this to express that people should do what is in the community’s interests rather than allowing deaths to slip past their gaze. The prince puts down this manly action by exiling Romeo thus pleasing both houses and keeping peace – â€Å"Romeo slew him; he slew Tybalt, and for that offence we do exile him hence.† This corresponds directly towards Elizabethan England as due to numerous noble duels, many high up people were getting killed so duals began to be clamped down on more thoroughly. Yet another way in which Shakespeare adds to the feel of tension in the play -as well as giving the audience an additional awareness of the social context is by the setting. Shakespeare sets the play in the swelteringly hot and extraordinarily cramped city of Verona; this style of city was typical of the Elizabethan period adding to the play a more realistic feel. A good example of this being shown is when Romeo asks the way to the house of Capulet and the servant replies â€Å"up.† – this is an obvious referral to the architectural style of the Elizabethan period. In addition the combination of heat and little space may have irritated the characters – adding to their aggression. Later on in act  three Benvolio sums this up by saying â€Å"The day is hot, the capels are aboard, And if we meet we shall not escape a brawl, For now, these hot days, is the mad blood stirring.† Shakespeare creates a testosterone driven world that reflects the aggressive and competitive attitudes of males in Renaissance Europe. The contrasting characters suggest different male attributes; some being kind and trustworthy, whilst others are nasty and cruel. This explosive structure creates tension; at any moment passion and anger could erupt – throwing society into disarray. Perhaps Shakespeare s suggesting men need to control their desire to fight and should be open, friendly and compassionate.

Exercise 6-1 Remote Power System Exercise Assignment

Exercise 6-1 Remote Power System Exercise - Assignment Example These two units are found at the first level and the breakdown of the units goes into the second and third levels. Moreover, there are other units such which are the core of the project and cannot be placed in the second or third level (Schwalbe 76). Level 2 is mainly made up of deliverables that are clearly tangible and recognizable. The other levels consist of activities and tasks that build up on the project. The remote control unit is used in controlling the Remote Power Motor System (RPM) through the use of different components. The major project milestones are put together in level two of the project. In the case of our project we put together the following sections: Training, Budget Control, Data Management and Project Management. These sections are must be implemented using a bottom up approach. The Project Manager is responsible for the control and overall supervision of the project (Haugan 61). Therefore, he/she is general in charge of project management which is placed at level 2 of the project. Other important services that should be placed at level 2 include data management, budget control and training. However, in our case we should concentrate on the two levels that are categorized into the Remote control and the Vehicle units. These two important levels control the remote power mower into moving and operating at optimal levels. The deliverables in this project are constituted of several important components. For instance, the remote control unit is made up of antenna, transmitter and the battery. While the Vehicle unit is made up of the receiver, console among other components. The assembly of all the components is done through various tasks. Some of the tasks that could be utilized in this project include system engineering, development test, operational test and evaluation (MiloÃ… ¡ević 82). The tasks make up important part of the project and all tasks

Accounting Theory DB Essay Example | Topics and Well Written Essays - 750 words

Accounting Theory DB - Essay Example s of the dissenter’s decision, I too changed my opinion based on the fresh insights into the matter shown by the CFO and agreed with the dissenter’s decision of using the current rates as they would give a truer picture. The current value of the restructured debt would be more apparent using the dissenter’s method. SFAS 115 was also brought up immediately in which marketable equity securities were to be offered either at a fair or the current market value. My opinion on this was sought for its impact on objectivity and bias. I preferred using the market value and my response was acknowledged for its correctness. I was informed of a new standard which would only allow FIFO to be used as inventory and I was asked about its usefulness in terms of verifiability. I agreed with the new standard which was then explained by the CFO, Mr. Washington, as being more verifiable due to elimination of double calculation if both FIFO and LIFO were used. Majority of my suggestions in the exchange of emails in the activity were right. I had a tendency of going for the majority in the first problem but on reflection the dissenter’s decision seemed more appropriate as using the current discount rate would affect the financial position of the corporation in a positive way. My instinctive response was of using the current market value or a fair price of the securities on offer in the market was correct. Using FIFO for inventory as a sole criterion in the new standard was also an appropriate decision. Exposure to accounting theory does influence reasoning power as one can make a more appropriate choice as and when required during a corporation’s financial planning and implementation. Knowledge of the minimum standards set up by the SEC (Securities and Exchange Commission) and FASB (Financial Accounting Standards Board) helps in making pertinent decisions which can influence the success or failure of a corporation. These regulatory bodies ensure transparency and consistency in