Mental Illness Of Mental Health Disorders - 1590 Words

In the past couple decades, substantial and somewhat reliable evidence has been gathered on mental illnesses and their prevalence. Before around the 1980’s though, the evidence that was gathered on mental illnesses was too inconsistent to be credible. In a survey conducted by the World Health Organization’s department of World Mental Health, data was gathered on the prevalence of mental health disorders in 14 countries around the world. The results of these surveys conclude that mental health disorders are more prevalent than any other chronic illness. The author of the article â€Å"Prevalence, Severity, and Unmet Need for Treatment of Mental Health Disorders in the World Health Organization World Mental Health Surveys†, named Koen Demyttenaere, makes the argument that the effects of these disorders could be lessened or cured with adequate treatment. In his article, he makes the points that mild mental illnesses that go untreated can turn into more serious probl ems, mental illnesses have a greater effect on role-functioning than many physical chronic illnesses, and that treatment resources should be reallocated to help combat mental health problems. So the main theme is that there is not sufficient treatment for mental health disorders that should be treated. Mental disorders, just like any other illness, require treatment to alleviate their effects. Due to the lack of proper treatment for these mental disorders, many cases of mild mental disorders can worsen over time,Show MoreRelatedMental Illness : Bipolar Disorder And The Opportunity For Health Improvement Through The Promotion Of Positive Mental Health1483 Words   |  6 PagesA psychological disorder is defined as â€Å"a condition in which a person s thoughts, feelings, or behavior are thought to be in some way dysfunctional† (Sullivan, 2009, p. 415). One such mental illness is Bipolar Disorder (BD) formally know as manic depression. Individuals suffering from BD experience â€Å"mood swings that alternate between periods of elevated or euphoric mood (manic episodes) and periods of depression† (Sullivan, 2009, p. 50). In the following case study, we will examine the case of ScoterRead MoreAnxiety Disorders : The Most Common Mental Health Illness That Affect Children2 242 Words   |  9 PagesAnxiety disorders are the most common mental health illness that affect children and the amount of children affected by this mental illness has increased considerably in the past century. However, the amount of children that actually get treatment is drastically low, leaving children to deal with their fears and worries by themselves. The children who deal with anxiety are overcome with fear and worry and are constantly dismissed as acting out for attention because people are unaware of how seriousRead MoreThe Effects Of Bipolar Disorder On Individuals, Families And Society1109 Words   |  5 PagesMental illness is a leading cause of disability in Canada. All Canadians are likely to be indirectly affected through a mental illness in a family, friend or colleague. Statistics showed that 1 in 5 Canadians experiences a mental health or addiction problem. (Mental Illness and Addictions: Facts and Statistics, n.d.). This report will be focusing on one of the more common mental illness — bipolar disorder. Bipolar disorder, also known as manic-depressive illness, is a serious medical condition thatRead MoreMental Disorder Research Paper1530 Words   |  7 PagesJacob Shatarang 5/22/13 Mental stability or mental health is the way humans react to, think about, and feel about what goes on in their everyday lives. It is a psychosomatic and emotional state of being. Throughout history, people with odd or dangerous behaviors were seen as witches or ones possessed by evil spirits. These people were thrown in prisons or institutions to isolate them from others. Not too long ago, in the 1950’s with a great deal of research and much more highly developed technologyRead MoreWhat Is The Mental Health? Essay1628 Words   |  7 PagesWhat is the mental health? Mental health embraces emotional, psychological, and social well-being. It has an effect on thinking, feeling, and acting. It also helps to define how people handle stress and make choices. Mental health is momentous through the stages of life, from childhood and adolescence via adulthood. In the life, if someone experience mental health problems, it has an effect on thinking, behaviour, and mood. Many causes contribute to mental health problems, containing: Life experiencesRead MoreMental Disorders Within The Criminal Population1357 Words   |  6 PagesIntroduction Mental illness has always had its place in history. For the people in today’s society, mental disorders are much easily treated allowing for a more normal living. Yet, not all individuals are able to be diagnosed with such disorders often causing negative behaviors. For low level offenders this is often the case. Nearly 20 percent of state and local jail detainees have a history of mental disorders; this percetage can increase considering that about 61.5 million adults are affectedRead MoreMental Health Disorders And Its Effects On Children And Society1626 Words   |  7 Pagesissues Mental health disorders such as bipolar disorder and ADHD creates a burden on affected children and society at large. Commonly identified issues include financial impact on the family, effect of the illness on the child, social issues, occupational and academic functioning, racial impact, effects on family, stigma of the illness, suicide, economic burden on society, role of healthcare providers and cultural issues. Role of religion Whenever a child is diagnosed with a mental illness, parentsRead MoreMental Illness And Its Stigma1363 Words   |  6 PagesMental Illness and Its Stigma â€Å"One in five adults in America experience mental illness,† (Mental Health, n.d., para 1). Many people define mental illness as a characteristic that makes one irrational or delusional and derives a belief that those who have mental disorders are not suffering from a real disease, resulting in a negative view of those who suffer. There are three ways to defy this stigma that everyone, from media producers to the sufferers themselves, must participate in to break downRead MoreAnalysis of Mental Health in Canada1588 Words   |  7 PagesClose to six million Canadians live with mental illness; let alone the thousands that are undiagnosed. Mental illness has made big headlines in the news in the recent years. The people suffering from mental illness have been faced with discrimination a caused by a stigma towards them. Mental illness can be caused by many different factors whether they are psychological or environmental. Although only twenty percent of Canadians personally e xperience mental illness in their lifetime, it affects everyoneRead MoreThe Stigma Of Mental Health Stigma1178 Words   |  5 Pagesmany a stigma is a disgraceful flaw, that of a negative presence. In mental health this stigma is overwhelming. Approximately 57.7 million Americans experience a mental health disorder in any given year. (National Alliance on Mental Illness) People in dire need of help are not seeking it. Mental illnesses are going undiagnosed. The mental health stigma is having a negative impact on the proper diagnosis and treatment of mental illnesses. A stigma can simply be defined as a mark of disgrace associated

My Philosophy of Teaching Essay - 524 Words

Philosophy of Education To be an effective educator, I believe one must have a foundation of moral and ethical principles. An educator should support the learning environment, while being flexible and teachable. He or she must also lay a foundation of beliefs on how individuals learn, seeking to enable individuals to reach their optimal potential. My personal educational philosophy begins with believing all children are unique individuals, with different emotions and different styles of learning. An educator has the incredible challenge of attempting to meet those needs. As an educator, I believe all children deserve the opportunity and resources that would better enable them to reach their maximum potential.†¦show more content†¦All students deserve to be treated with respect and fairness, showing students they are unique individuals. In addition, I believe positive reinforcement is essential to the behavior change process. Positive reinforcement should be consistent, individualized, a nd not complicated. I believe that positive student/teacher interaction and family involvement are essential to the learning process. I believe that all students can succeed in education. It is my goal as a teacher to develop the intellect of all learners through a challenging curriculum. I hope to propose thought provoking questions that will prompt students to think and learn on their own. I will provide supervised practice to ensure the students in my classroom are learning. I believe problem-solving skills will be the most valuable skills students can learn. It is important for the class to be active in the community and active in life-changing events. Students learn best by doing. Emphasis will be placed on learning how to learn. Students will take an active role in helping decide what they learn and how they want to learn it. They will be responsible for helping to care for and maintain the learning environment, thus taking ownership of the class. As a future English language arts teacher I hope to provide instruction that leads my students to active thought. I believe reading, writing, speaking, and listening are all linked to thinking. These processes are social andShow MoreRelatedMy Philosophy Of Teaching Philosophy911 Words   |  4 PagesTeaching Philosophy When I think about my teaching philosophy, I think of a quote by Nikos Kazantzakis, Greek writer and philosopher. Kazantzakis states, â€Å"True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.† In my classroom, I will provide an environment that shows I am a â€Å"true teacher.† Philosophy of Discipline I believe that children learn best andRead MoreMy Philosophy Of Teaching For Teaching932 Words   |  4 PagesWhen I was learning about teaching in college classes my philosophy of education was different than when I actually started doing my student teaching. As soon as a teacher enters the classroom, it should be his/her second home. Teaching is a field of occupation where teacher needs have these two personality traits: patience and flexibility. Not all teachers are same thus each has their unique way of teaching students. My philosophy for teaching is very simple and fair. I would like to incorporateRead MoreMy Philosophy : My Teaching Philosophy893 Words   |  4 PagesMy Teaching Philosophy Since Koreans started to learn English, thousands of people have struggled to master the language. Parents currently invest a lot of money and their children spend enormous amounts of time studying English as government suggests new language policies. However, proper verification and investigation of those policies have not been done yet and the outlet is really not promising (Suh, 2007). Most Korean students study English for tests. The purpose of English is so focused onRead MoreMy Teaching Philosophy : My Personal Philosophy Of Teaching932 Words   |  4 Pages This is my personal philosophy of teaching. This is my belief about teaching and learning and how I will put my beliefs into classroom practices. First and foremost, the purpose of education is to educate students so that they can be ready for the real world. It should prepare students for life, work, and citizenship. To do this, education should teach one to think creatively and productively. In addition to preparing students for the real world, all students should be able to read and comprehendRead MoreTeaching Philosophy : My Philosophy1100 Words   |  5 PagesTeaching Philosophy: Lauren Gross EDUC 120 Learn to Teach, Learn to Learn. / Use the past to teach the future ( That is my philosophy) Theory helps teachers think about what we experience and furthermore to teach and learn about how we, as educators, learn. Teachers should be supportive and cooperative, teachers should play the role of a friend, but also stealthily act in the role of advisor or guide for students. Teachers should live by existing educational theories, but also be able to createRead MoreMy Philosophy : Teaching Philosophy1071 Words   |  5 PagesAfter reading Professor Varis teaching philosophy it is quite evident he takes great consideration for his students and their learning opportunities. As I reflect on and review my understanding and my learning philosophy I am given the chance to reflect on past classes and possibly what could have been different on my behalf and the professor’s behalf. Also at this time I relish the opportunity to contimplate what my values, principles, achievement skills and also my expectations for this class areRead MoreMy Philosophy Of Teaching Philosophy1145 Wor ds   |  5 PagesMy teaching philosophy is to engage in a mutual exchange of knowledge with the students. I believe that through helping students to develop skills of critical reflection and critical thinking they will become able to carry out innovative research and also succeed in work beyond academia. Through interactive teaching methods such as group work, role play, and joint presentations I seek not only to encourage students to engage with me as an instructor, but also to exchange and discuss ideas with theirRead MoreMy Philosophy Of Teaching Philosophy1888 Words   |  8 PagesTeaching Philosophy My philosophy of education is founded on the core principle that all children should have equal access to a quality education that will prepare them for higher education and to be contributing members of society. Schools were founded on the primary principle of teaching values to students as well as educating them academically. While values have been removed from the curriculum, I still believe much of what we do as teachers is instilling values in our students. As educators,Read MoreMy Teaching Philosophy1217 Words   |  5 Pagesis at the elementary school level. My current goal is to either teach the 4th or 5th grade level. Moreover, throughout the semester I have read about or seen different philosophies through the observations I have done throughout the semester. While reading chapter 6 in the class text I thought to myself, as an educator what will be teaching philosophy that best suited my beliefs. Moreover, in chapter 6 there was a test where one would figure out their phil osophy according to the test result. For meRead MoreMy Teaching Philosophy1088 Words   |  5 PagesSince the beginning of my academic career, teaching has always been an important part of my academic duties. The interaction that I have with students is not only enjoyable to me, but it also gives me an invaluable perspective on the subjects I am teaching. Since I started my position at the Mathematical Institute at the University of Oxford, I have tutored in four classes across three semesters and supervised two projects, as detailed in my CV. I am also tutoring two new undergraduate classes in

Poverty and sustainable development in Asia - Myassignmenthelp.Com

Question: Discuss about the Poverty and sustainable development in Asia. Answer: Introduction The Global Financial Crisis (GFC, 2008-2009) is referred to as the worst economic disaster after the economic depression of 1929. The main cause behind the occurrence of such situation is the deregulation of the financial industry. GFC is seen to lead the evolvement process of the great depression that resulted in emergence of immense unemployment and huge reduction in the prices of real estate. The eruption of GFC is considered to be take place in the year of 2007 because of liquidity crisis due to the collapse of the confidence of the investors of United States regarding the value of subprime mortgages. The financial crisis became worse because of the crash of global stock market and due to high volatility of stock market in the year of 2008. GFC got initiated because of the fall of the prices of real estates and that led the fall of remittance flow worldwide from the year of 2008 to 2009 by 6% (Ojo 2016). It is seen that due to the update of International Monetary Fund) IMF, outlo ok economies of the developed and the developing nations were surrounded by crisis in financial sector and that lowered the global output level at 2.2 % in the year of 2009 (Attig et al. 2016). Nepal is seen to have not been affected by GFc but there is presence of some indirect impact of GFC. Discussion Probable reasons of financial crisis In this section of this report some of the probable causes behind GFC are mentioned: Global saving glut One of the most definite reasons behind the rise in prices of the asset was current account deficit existing in United States and global saving glut. The countries that have reservedcurrent account and deficit in trades before GFC; the increase in foreign borrowing and savings were lowered in spite of becoming lender to United States. The countries that are developing were not buying and saving barge into the global capital market and this reversal led to generate global saving glut. The developed nations capital market were in search for the increased demands and investments that resulted in emerging prices of net assets in United States that includes real estate and stock market. Prices of housing The decline in the pricing of the houses was a chief shock in economic sector that led to the global financial crisis. During the time span of 1996 to 2000, increase in the price of housing was seen because of the lower interest rates and demand pressures of the new economy. Among the middle of 2006 and 2009, the prices of the housing sector initiated decreasing and made it the biggest decline in the prices of housing sector since the year of 1987 (Balakrishnan et al. 2016). This sudden decline occurred due to the fact that mortgage lending was chiefly directed to the rich population and those were not saddle saddled to the debt burdens of huge mortgage which got increased. Bubble burst of housing price: Increasing rate of interest and subprime lending The prices of the housing got further increased by the increasing tax standards of lending and the low rate of interest is related to the saving glut. The borrowers who took loans were in most cases subprime lenders and the regular standards could not be satisfied because of their lower credit worthiness. Increase of Fed rate of interest which helped to soften and made the borrowing even more costly (Dungry and Gajurel 2014). Apart from that the price of the housing estates majorly affected because of the mortgage rates that moved from lower to higher rate of market. Credit booms The vital role played by rapid credit expansion to enhance the financial crisis. The credit access developed at an immense pace that enhanced the boom in the market of real estate in the nations like United Kingdom, Spain, Ireland and some other countries under European Union. Immense cyclical fluctuations were seen within the economy because of the coinciding growth in credit. The indebtedness of Housing grew in United States after the year of 2000 though the increased credit growth was not debated and that explained the lower growth rate of credit (Bauer and Thant 2015). Increased mortgage financing, low interest rates and financial innovation all were potential contributing factors behind the expansion of indebtednessof the housing sector. Probability of repetition of financial crisis According to the business cycle theory, there is a probability of repetition of the crisis globally and it has been established that there are scope of further financial crisis because the global financial system is currently in the stage of expansion that can enhance the chances of the economy to fall and it can reach the phase of economic depression. Effect of financial crisis on Nepal and various other countries Financial sector effects The macroeconomic performances, health of the financial sector and the exposure to the capital markets of the foreign countries differ from one nation to another. The negative effect of direct investments of the foreign countries and the flows of capital negatively affects the economic conditions of nations like India. The largest fiscal and current account deficit has adversely affected the country of Sri Lanka regarding the lower inflow of capital from the foreign countries and there was an increase in the spread of bond in the country. The negative impacts of the global financial crisis were obvious on the country like Nepal too. The eonomy of Nepal is growing from lower growth situation. The drops in the prices of international fuel and food, negative effects of inflation, non-performing loans and low capital adequacy are the contributing factors of the weak economy of Nepal. Effect of remittance Global financial crisis led to the decrease in the flow of remittance from the year of 2008 to 2009 by 6% and the nations which were least hit by the negative effects of GFC are the Asia pacific region at 2% in relation to the drop in Latin America, Central Asia, Sub Saharan Africa, North Asia and Caribbean islands along with Middle East. Nevertheless, Nepals case was unusual and it did not notice any flow of remittance. Remittance flow to Nepal never got decreased between the years of 1998 to 2010. It was clearly the fifth largest recipient of remittance in relation to the global share of GDP. Foreign exchange reserve The corporate sector of emerging and developing economies was majorly affected by financial crisis due to increased funding issues and the loss of foreign exchange. For reducing the general requirement of funding of a marketer, it is necessary to lower the activities regarding funding of foreign exchange of merging economies. The foreign exchange reserves of the banking system of Nepal at the time of financial crisis slowed down because of the slowing down of the revenues from the interest and the inflow from remittance. The growth and development of the foreign exchange reserves in relation to 17.7% to 3.72 million US dollars in the year of 2008-09 and 22% to 3.03% billion US dollars in the year of 2007-08 (Abraham and Rajan 2014). Effect on the macroeconomic balance The trade stocks potentially enhanced the worsening process of the balance in the macroeconomic sector of the countries of South Asia region during after the time of GFC and when the prices of the commodity were decreasing. The current account seems to be hurt by the decrease of inflow from remittance and the revenues from the exports (Vazquez and Federico 2015). Because of the decreasing prices, there is a possibility that the earnings from the revenues will also get negatively affected. Import The decreasing trend of the prices of the commodity especially in relation to food and fuel is surely one of the redeeming aspects of import. More reduction in the prices of commodities may cause because of the recession in all the OECD countries and the nations in South Asia region will get positive effects of that. Effect of Financial crisis on housing industry and share market Effect on the housing sector From all the real economy implications, the negative effect of the GFC is significant and direct. GFC produced a major disruption in the housing sector. Those issues are mentioned in this section. The joint effect of enhanced non-performing assets in the banks of the domestic areas and the reduction in the foreign financial aid are the main matter of concern nowadays. This will definitely owe low profiles for the business organizations which are generating products to export. The availability of local financing for getting investments got decreased and there was a sudden slowdown in the rate of domestic investment. The investment and growth in the countries of South Asia got decreased because of the slowdown of capital from foreign and the revenues from export (Boychuk et al. 2012). Effect of GFC on the share market GFC brought in higher degrees of volatility in the stock market and transmition of volatility ranges from one particular financial market to another market in accordance with the arising stock severity and in terms of the magnitude. Crisis in United States in the year of 2009 resulted from the collapse of subprime mortgage market that steered the liquidity crisis which aggravated the collapse of the stock market. It is seen that many nations got deeply affected by the crash of stock market and during the time of GFC, the shock that emerged from the market of United States;enhanced the volatility of the stock markets of New Zealand and Australia. The stock markets of Japan, US and Germany were marked because of the volatility transmission pattern. These countries stock markets were majorly influenced by the starting phase of GFC. The stock markets volatility increases the borrowing cost that can result in loss of confidence of the potential investors and it also can affect the investm ent market in some specified countries (Bntrix et al. 2015). Nepals financial sector is not at all related to the global system of finance and thus they did not receive any negative impact of the financial crisis initially. The investment and share market of Nepal is not directly associated with the global market of investment and it has three rounds of repercussions in relation to the decreasing exports, additional debt servicing burden, declining tourism and loss of foreign assistance. These reasons negatively impacted the trade deficit of the nation. It is seen that the probability of getting victimized by them is higher degree of integration. The available funds in the Nepalese banks are more than it is required by the country and the vulnerability of such reserves was attributed to the indirect effects if GFC, like decreasing consumer spending and decreasing aggregate demand. (Cayon et al. 2017). Amendments to decrease financial crisis The nations and the financial system must sustain some principles to avoid the occurrence of GFC. The probability of the decline of the effects of such GFC might be done by taking up some necessary measures and those are mentioned below. Stress testing and capital planning The bigger banks must have a capital planning and stress testing by looking at the future. The Federal reserve has somehow designed a yearly comprehensive capital analysis and by reviewing that they help to assess the lending capacity of the bigger banks at the time of the economic downturn to continue to lend to the business organizations sand household. It is seen that Stress testing is a regulatory regime and by conducting this test, it can help to make a futuristic and dynamic framework based on risks (Obstfeld 2015). These will surely help to create a transparent capital market in various nations. Heightened capital regulations The capital requirements of the banks that are risk based must be heightened and they must have more equity regarding the risk-weighted assets (Haas and Lelyveld 2014). There must be higher capital standards must be based on the risks as they will be needing to have more equity capital against the assets which are riskiest. Tools formation to facilitate reorganization and failure of complex financial firms A specialized revolution must be created for the larger financial banks (Kemp 2015). Some regime like orderly liquidation authority, single point of entry and total loss absorbing capacity would definitely make sure that the losses are linked with the failures should borne not by the tax payers but by the holders of long term debts. These amendments are seen to be significant steps and this takes place because of two reasons. The issues related too big to fail shall be addressed by the implementation of such amendments and the guarantees to benefit the financial organizations pre crisis will be decreased. It is likely that the bigger financial organizations will undergo and orderly fail got enhanced; this will definitely make the economy less vulnerable in front of the crisis (Claessens and van Horen 2015). Conclusion This report dealt with the reasons behind and the effects of the GFC on various countries throughout the world with special emphasis on Nepal. It is seen that GFC had affected in second and third round in relation to the flow of remittance, foreign exchange reserves, tourism and the prices of commodity. GFC made a negative impact on the Nepals economy that is related to the non-investment in the productive sectors and unemployment. Nepals financial system did not experience any direct effect of GFC and a downward effect of the growth rate of the nation was seen because of the failing to supply the demand of manufactured products of Nepal. The nations service industry got also affected by the recession and a global slowdown. In addition to that, it can be said that various countrys stock markets collapsed and that limited the stock markets growth. From the discussion above, it can be concluded that GFC affected many countrys financial sector and affected numerous medium and small orga nizations. the nations with high income and the developing nations seen a trauma of GFC in relation to the reduced use of long-term debt and the financial leverage of the business organizations. Thus it is important for the large corporations and the banks to take up above mentioned reforms that can potentially help them to decrease the chances of such occurrences. References list: Abraham, V. and Rajan, S.I., 2014. Global Financial Crisis and Return of South Asian Gulf Migrants. India Migration Report 2012: Global Financial Crisis, Migration and Remittances, p.197. Albertazzi, U. and Bottero, M., 2014. Foreign bank lending: evidence from the global financial crisis. Journal of International Economics, 92, pp.S22-S35 Attig, N., Boubakri, N., El Ghoul, S. and Guedhami, O., 2016. The global financial crisis, family control, and dividend policy. Financial Management, 45(2), pp.291-313. Balakrishnan, K., Watts, R. and Zuo, L., 2016. The effect of accounting conservatism on corporate investment during the global financial crisis. Journal of Business Finance Accounting, 43(5-6), pp.513-542. Bauer, A. and Thant, M. eds., 2015. Poverty and sustainable development in Asia: Impacts and responses to the global economic crisis. Asian Development Bank. Bntrix, A., Lane, P.R. and Shambaugh, J.C., 2015. DP10325 International Currency Exposures, Valuation Effects and the Global Financial Crisis. Boychuk, G.W., Mahon, R. and McBride, S. eds., 2015. After'08: Social Policy and the Global Financial Crisis. UBC Press. Cayon, E., Thorp, S. and Wu, E., 2017. Immunity and infection: Emerging and developed market sovereign spreads over the Global Financial Crisis. Emerging Markets Review. Claessens, S. and Van Horen, N., 2015. The impact of the global financial crisis on banking globalization. IMF Economic Review, 63(4), pp.868-918. Dungey, M. and Gajurel, D., 2014. Equity market contagion during the global financial crisis: Evidence from the world's eight largest economies. Economic Systems, 38(2), pp.161-177. Haas, R. and Lelyveld, I., 2014. Multinational banks and the global financial crisis: Weathering the perfect storm?. Journal of Money, Credit and Banking, 46(s1), pp.333-364. IMF. (2016).IMFs Response to the Global Economic Crisis. [online] Available at: https://www.imf.org/en/About/Factsheets/Sheets/2016/07/27/15/19/Response-to-the-Global-Economic-Crisis [Accessed 18 Jan. 2018]. Kemp, P.A., 2015. Private renting after the global financial crisis. Housing Studies, 30(4), pp.601-620. Lib.icimod.org. (2018). [online] Available at: https://lib.icimod.org/record/26979/files/c_attachment_767_6007.pdf [Accessed 18 Jan. 2018]. Obstfeld, M., 2015. after the Global Financial Crisis. POLICY CHALLENGES IN A DIVERGING GLOBAL ECONOMY, p.383 Ojo, A.O., 2016. Corporate governance and risk management in the financial industry: changes after the global financial crisis. Vazquez, F. and Federico, P., 2015. Bank funding structures and risk: Evidence from the global financial crisis. Journal of banking finance, 61, pp.1-14.

The Changes Of The Situation Of Women As Presented In Three Cuban Film

The Changes Of The Situation Of Women As Presented In Three Cuban Films The Changes of the Situation of Women as Presented in Three Cuban Films The Cuban revolution has brought about great change for women. Prior to Castros reign, women mainly had lives that revolved around the household, and very few had professional jobs. Also, they were traditionally seen as subordinate to men in political and social situations. Gradually, women became more active outside of the household and started to participate in revolutionary pursuits, as well as take care of the family. Along with the revolutionary ideals of social equality in Cuba, came a strong womens rights movement a struggle against the historical structures of machismo. Although much has been accomplished to better the gender discrimination and sexism, women in Cuba are still in a situation where they have to sacrifice themselves. As we see in three films from throughout the post-revolutionary period, the situation has changed, but not improved for the women of Cuba. In Mihail Kalatozovs 1964 film, I am Cuba, the second vignette comments most about the situation of women. There are many shots of scantily clad women that suggest the importance of physical beauty. The story begins in at a hotel with Cuban women participating in a bathing suit contest, while rich tourists watch. The viewer already notices how the Cuban women are being degraded for the satisfaction of the Americans. As the story progresses, we see the protagonist, Maria, get proposed to, something that does not make her very happy. It seems as if she would rather work and be single than the wife of a revolutionary. Next, in the nightclub, Maria, or now named Betty to be more American, is introduced to some American men who like her for her beauty. We know that she is highly sexualized by the portrait one of them draws of her that is really a picture of a breast. While she is dancing with the men, we get to see Marias emotional state. She is frantically thrown around; she has no contr ol over the situation, and we can see the despair on her face. This scene shows how much Maria feels trapped as a woman in Cuba. Later, when she brings a man home for money, she is not ashamed of the muddy barrio in which she lives. In fact, she takes extra care of the growing plant outside of her house. This demonstrates her hope for the future. As the man leaves, he takes her crucifix, and her self-respect. Her fiance returns to find the man leaving the exploited Maria. In this film we realize how really desperate the women of this time are. Maria, a sex object, has no voice throughout the film. She is trapped in a world controlled by men and foreigners. She is forced to alter her identity and sell her body to live in her own country comfortably, yet still impoverished. The next film was made after the revolution began to bring more social equality to Cuba. Pastor Vegas film, Portrait of Teresa (1979), displays a mothers struggle between her family and her duties as a good revolutionary. During this time, the feminist movement is sweeping the country and more women are working and going to college. The revolution brought on more ways for women to be active in the government and arts. Teresa wants very badly to have a job and do extra revolutionary activities, while taking care of three sons and an inconsiderate husband. She realizes that this cannot work unless her husband decides to accept her commitment to her profession. Throughout the film, she is presented with many discouragements. Besides her husband being sexist, her mother and friends tell her also that she cannot have all of these things at once. Sexism within her workplace is apparent when we see the directors board of all men and mostly women workers. Also, while Teresa and her male part ner are being interviewed, the interviewer comments on her looks and asks about her husband, while her partner is asked about actual production. These are all comments on the place that women held in society. They are free to participate in everything as equal comrades

Events that occurred on June 20, 1981 essays

Events that occurred on June 20, 1981 essays The America of the early 1980s was characterized by concerns relating to the Cold War. On June 21, 1981, for example, the Soviet Union launched a research satellite to dock with the Salyut 6 space laboratory. Though ostensibly for research purposes, the thought of a permanent orbiting Soviet station in space raised concern in the United States regarding Soviet technology ("Soviet Plans Big Orbiting Station"). This growing concern over the harmful potential of foreign technology was also evident in the American interest in the first Arab nuclear conference that just concluded in Damascus, Syria. The conference ended with an agreement to establish nuclear power stations in Arab countries. This conference marked the first foray of Arab nations into nuclear technology ("Arab Nations Set Up Group to Promote Nuclear Power"). Domestically, the United States was further being buffeted by labor disputes. The Air Control Union agreed to delay a scheduled walkout, but continued to agitate for more benefits for its members. The threatened strike caused a great deal of public worry, since a strike by air traffic controllers would disrupt nationwide air travel (Witkin). In addition to the threatened air traffic strike, many Americans were also dealing with the loss of the nation's pastime. Baseball players continued to be on strike, and relations between both sides deteriorated further after failed talks. The resulting delay in the start of baseball season added to the somber air permeating the country. Perhaps partly because of this uncertainty, people turned to the movies and television for entertainment. The most popular programs were comedies, including the hit movie "Cannonball Run" and programs such as "Eight is Enough." Game shows like "The Price is Right" and "The $100,000 Name that Tune" were also popular primetime choices. Such programming ...

Quantum Zeno Effect

Quantum Zeno Effect The quantum Zeno effect is a phenomenon in quantum physics where observing a particle prevents it from decaying as it would in the absence of the observation. Classical Zeno Paradox The name comes from the classic logical (and scientific) paradox presented by ancient philosopher Zeno of Elea. In one of the more straightforward formulations of this paradox, in order to reach any distant point, you have to cross half of the distance to that point. But to reach that, you have to cross half that distance. But first, half of that distance. And so forth... so that it turns out you actually have an infinite number of half-distances to cross and, therefore, you cant actually ever make it! Origins of the Quantum Zeno Effect The quantum Zeno effect was originally presented in the 1977 paper The Zenos Paradox in Quantum Theory (Journal of Mathematical Physics, PDF), written by Baidyanaith Misra and George Sudarshan. In the article, the situation described is a radioactive particle (or, as described in the original article, an unstable quantum system). According to quantum theory, there is a given probability that this particle (or system) will go through a decay in a certain period of time into a different state than the one in which it began. However, Misra and Sudarshan proposed a scenario in which repeated observation of the particle actually prevents the transition into the decay state. This may certainly be reminiscent of the common idiom a watched pot never boils, except instead of a mere observation about the difficulty of patience, this is an actual physical result that can be (and has been)  experimentally confirmed. How the Quantum Zeno Effect Works The physical explanation in quantum physics is complex, but fairly well understood. Lets begin by thinking of the situation as it just happens normally, without the quantum Zeno effect at work. The unstable quantum system described has two states, lets call them state A (the undecayed state) and state B (the decayed state). If the system is not being observed, then over time it will evolve from the undecayed state into a superposition of state A and state B, with the probability of being in either state being based on time. When a new observation is made, the wavefunction that describes this superposition of states will collapse into either state A or B. The probability of which state it collapses into is based on the amount of time that has passed. Its the last part which is key to the quantum Zeno effect. If you make a series of observations after short periods of time, the probability that the system will be in state A during each measurement is dramatically higher than the probability that the system will be in state B. In other words, the system keeps collapsing back into the undecayed state and never has time to evolve into the decayed state. As counter-intuitive as this sounds, this has been experimentally confirmed (as has the following effect). Anti-Zeno Effect There is evidence for an opposite effect, which is described in Jim Al-Khalilis Paradox as the quantum equivalent of staring at a kettle and making it come to the boil more quickly. While still somewhat speculative, such research goes to the heart of some of the most profound and possibly important areas of science in the twenty-first century, such as working toward building what is called a quantum computer. This effect has been  experimentally confirmed.

Explaining a Concept Research Paper Essay Example | Topics and Well Written Essays - 1000 words - 8

Explaining a Concept Research Paper - Essay Example This research paper, therefore, purpose to provide the definition of human trafficking as well as elucidating how it differs from human smuggling. The document will also argue in detail the aspect of Minor Sex Trafficking and mention new laws that defend victim’s necessities. Undoubtedly the role of Christian organizations is crucial in providing assistance to the victims of sexual trafficking. After that, the discussion will also mention some of the organizations that contribute to psychological and financial support to the victims of this unpleasant experience. Global human trafficking is estimated to be about 600,000 to 4,000,000 with the majority of human trafficking individuals being victims of sex trafficking. According to De Chesnay, sex trafficking is explained as the conscription, sheltering, shipping, necessitating, or acquiring of people for the intentions of commercial sex, (De Chesnay 1990). Notably, human trafficking differs from human smuggling because the latter involves a situation where a person freely requests to be transported outside the country of birth of migration. Trafficking in persons, on the other hand, refers to trade in humans, most commonly for the purpose of sexual slavery. Trafficking is not only illegal but also a serious crime that result to a severe violation of the human’s rights. According to the United Nations Office on Drugs and Crime, human trafficking has increased dramatically to the point of being an epidemic, (United Nations 47-48). Even though, the United States Government knows about this crime; it is very difficult to estimate the real number of victims because many of these victims do not report their victimization. Hartjen & Priyadarsini (2012) claims that the State Government estimates that about 14,500 to 17,500 people cross over into the United States annually, (Hartjen & Priyadarsini 173). David Hodge argues further that most of the trafficking in the United States involves citizens that have

Educational Enquiry Education Article Analysis Essay

Educational Enquiry Education Article Analysis - Essay Example The article by Myhill is somewhat more vague in its statement of purpose in the abstract.   It essentially states that the purpose of this article was to understand â€Å"secondary-aged writer’s compositional processes, both as observed in a naturalistic classroom settings and through [†¦] interviews†. From the reports of the findings, however, it is clear that the researcher was interested in forming particular profiles for particular types of writers, seeing what kinds of writers fit in to them, and understand better how self-aware students were about their writing process.The article by Myhill is somewhat more vague in its statement of purpose in the abstract.   It essentially states that the purpose of this article was to understand â€Å"secondary-aged writer’s compositional processes, both as observed in a naturalistic classroom settings and through [†¦] interviews†. From the reports of the findings, however, it is clear that the resear cher was interested in forming particular profiles for particular types of writers, seeing what kinds of writers fit in to them, and understand better how self-aware students were about their writing process. The Cremin et. al. abstract did not specify any particular scope or scale in terms of age, beyond indicating that all students in the study were primary students, nor on the size of the study, and its applicability to other fields.   It was, however, fairly specific in indicating it was only interested in drama writing. as a support for developing writing skills. The Myhill article is very specific on the scale of the research, indicating that it was carried out on only â€Å"38 children† from â€Å"Year 9 and Year 11† (Myhill 2010). It also recognizes the preliminary nature of this research, indicating that the â€Å"implications of [the article’s] findings† need â€Å"further confirmatory research (Myhill 2010). With how vague the scope and scal e of the research is in the Cremin et. al. article, it is very difficult to say whether it was appropriate to answer the research questions presented in the abstracts. The fact that the article gives an overview of two pilot study and a larger main study suggests that it is probably appropriate for the research question, given the narrow focus on drama. The scope and scale of the Myhill article, especially noting its relatively small sample size, are insufficient to actually form strong evidence for the research question. This is acceptable, however, given that the author explicitly states the purpose of this article was to reach preliminary answers and encourage further research. The Cremin et. al. abstract clearly had accessibility as a primary concern: it uses relatively simple language and no academic jargon, though it did have complex sentence structures. The Myhill article was significantly more complex, using terms like â€Å"post hoc† (after the fact) and seemed inten ded for a more professional audience (Myhill 2010). Neither of these articles had attached keywords. Some appropriate key words for both articles would be: writing, writing theory, educational theory, education and pedagogy, because all of these issues are central to both articles. The Cremin article should have individual keywords including drama and primary education, while the Myhill article should include words including secondary education, writing composition and qualitative study to give a good indication as to its subject matter, focus and sample demographics. Upon searching for some of these key words, it was interesting to see that some were much more specific and helpful than others. The keyword â€Å"pedagogy† for instance, returned tens of thousands of results on a truly gigantic range of education related topics, as one would perhaps imagine given the

Chinese Starbucks Essay Example for Free

Chinese Starbucks Essay Starbucks has found success in the USA because of marketing towards â€Å"20-40 year old men and women who are concerned with social welfare† thus creating the coffee house atmosphere-Heather Karr Employee of Starbucks in Madison, WI. The coffee house in the US includes college students studying, young professionals having casual meetings, â€Å"Soccer Moms† grabbing a cup of Joe after dropping the kids off at school, etc. All-in-all Starbucks is selling not coffee but the idea of a â€Å"coffee break†, a time during the day that one can sit back, relax, and forget about the daily grind. Starbucks had to consider this as part of their main success and research China’s culture to see this same possibility existed for them there. Luckily they found that it did. Due to China’s communistic government implementing a â€Å"One Child Law† the same age demographic surprisingly existed: 20-40 year old men and women who want a place to socialize and take a break from their lives. The Family Planning Law in China was implemented to control the growing population in China, has many exceptions, and began in 1978 (enforced in 1979). Learning about this law in a history class previously, I never considered it in a marketing aspect. These individuals have grown up as single children and may have a sense of entitlement. They are well educated as the US media is always reporting on their countries’ amazing international grade reports. So, this group of â€Å"Little Emperors† are more aware of western culture than generations previous and Starbucks had to of discovered that they could give these people a taste of the western world. Lastly, Starbucks had to consider China’s tea consumption before expanding. While the US likes their coffee, China prefers tea in their social events. How could Starbucks take their signature product of coffee and still be successful? They had to sell the coffee house experience and that’s exactly what they did. 2. Discuss the key political and legal factors Starbucks had to consider in the Chinese marketplace. What are the risks of entering a country with these factors? What changes have occurred in China’s polit- ical and legal structure to the advantage of foreign companies? The standout political/legal factor for Starbucks expanding into China is Communism. Starbucks company originated in a democratic capitalistic country where it became successful. Expanding into China requires a lot of research into not just foreign laws but a very strict and controlling government that frowns on western practices. In 1999 when Starbucks began its expansion they did it with joint ventures meaning they licensed the right for Chinese citizens to sell Starbucks coffee and use their logo. Joint ventures and dictatorship are risky ideas and Starbucks could have easily failed. They made their risk minimal by only receiving royalty fees for the license to use their logo. China became a member of the World Trade Organization in 2001 thus opening the ability for American companies to freely participate in their market. Starbucks took this opportunity buy out is partners and take control over the 60 stores in existence in 2006. From 1999-2006, Starbucks had plenty of time to learn about Chinese culture and educate themselves in Chinese business that allowed them to feel confident about expanding in the future. 3. What demographic factors were important for Starbucks to understand in China? What were the demographics they decided to target? As I stated in my answer to question one, Starbucks had to understand their own target demographic in the successful US market and see if they could replicate that in China. Luckily for them it did. Political factors like the â€Å"One Child Law† gave way to a culture shift among previous generations that allowed for the 20-40 year old demographic to thrive. These citizens are independent, educated, and desire to socialize amongst their peers with no where to feel at home in. Starbucks, by â€Å"tweeking† their menu slightly and adding more dining space than other shops in other countries, adapted to these Chuppy† demands and found success. 4. What was the initial global-market strategy Starbucks employed to enter China? Discuss the advantages and disadvantages to this early strategy. How has their strategy changed since then and why? Initially Starbucks implemented a joint venture strategy. Meaning, they licensed their company for use in China believing that Chinese business individuals could have a better chance at success than they could. They also took that opportunity to learn and educate themselves about Chinese culture and business all the while receiving royalties for the licenses. This was a minimal risk for them as China was not a country that allowed a global market place to exist until its membership in the WTO in 2001. Their membership created an opportunity for Starbucks to take control of its licenses and eventually to expand further into the country.

In-Depth Summary of Expectancy Theory Essay example -- BTEC Business M

In-Depth Summary of Expectancy Theory In today’s organization, there is a need for ways in which to effectively motivate employees. Expectancy theory addresses the underlying issues that are associated with the belief that a performance or outcome is attainable. Developed initially by Edward Tolman and Kurt Levin, introduction of the theory into the workplace was not achieved until quite some time later by Victor Vroom (Bradt, 1996). It is his first utilization of the theory that enabled others to develop and recognize the potential the theory played in motivating individuals. This essay will address not only the fundamental mechanics behind expectancy theory, but also how it can be correlated with education, performance appraisals, and leadership roles in the workplace. When an individual is confronted with a task within the workplace they first assess if the effort that is required will produce a successful performance. Underlying issues such as self-esteem, educational background, and duration of the task all can aid in the individual's perception of probability in achievement. If an individual's perception of the task has a high probability of success, then motivation will ensue. Subsequently, if the individual feels there is little chance, then a lack of motivation occurs. From there the individual will attempt to analyze the probability that if this task is achieved, the desired outcome or reward will be acceptable and bestowed. This analysis of probability is labeled performance-to-outcome expectancy (Moorhead & Griffin, 2001). Desired outcomes vary depending on the individual’s needs, wants, and expectations. It is with this knowledge of diverse needs that the manager is able to realize the potential differences in how to best satisf y the employee’s outcome perception. This assessment of importance of the outcome to the individual is its valence. Having discussed the fundamentals involved with expectancy theory, we will know look more closely at how it can further be applied to motivation through education in the workplace. Studies have shown that there is a definite correlation between education and motivation amongst employees. When an individual assess their effort-to-performance probability, factors such as self-esteem and expectations can play a significant role. Lack of basic fundamental skills among individuals who have ... ...nd a feeling of insecurity there is now more then ever a reason for the organization to develop more effective ways to motivate employees. After analyzing just a few of the hybrids associated with expectancy theory, it is clear that employee perceptions and expectations play a vital role in the success and productivity of the organization. The ability of the manger not only to identify, but also to utilize, this information is essential in fostering an environment of willing and highly motivated employees. Through analyzing and offering education, relevant performance appraisals, and leadership an environment of motivation can be achieved. Works Cited: Bradt, J. (1996, March). Pay Employees for Their Contributions. Personnel Journal New Product News Supplement, 7-9. Clinton, M. (1998, Nov). Uncertain Effects: Can Basic Skills Education Improve Motivation. Technical Training, 9(6), 35-37. Isaac, R. & Zerbe, W. (2001, Summer). Leadership and Motivation: The Effective Application of Expectancy Theory. Journal of Managerial Issues, 13(2), 212. Moorhead, G. & Griffin, R. Organizational Behavior: Managing People and Organizations. Boston: Houghton Mifflin Company, 2001.

Education and the Brain Essay

Given the emerging challenges surrounding the practice of education, many scholars and researchers are trying to establish a particular framework that is dedicated towards the enhancement of information and intensifying facilitation. With these processes, there is one important and vital determinant of this situation – the man’s brain. In the advent of new capabilities, focus is now related on discovering and creating opportunities that seeks to enhance the relationship between the brain and education. The article of Bruer offers a comprehensive insight about the strength and weaknesses of such field. Tracing from the past, he emphasized how the discipline has evolved from a mere scientific study to reaching out in the realm of child development and education. As individuals and groups try to unearth the processes involved, it branched out to several unique disciplines that correlate with the concept of education; namely cognitive psychology and neuroscience (Bruer, p. 3). Operating on this scheme, there are two ways in which this can be recognized namely (1) the period of synaptic elimination and (2) critical periods (Bruer, p. 3). In the first part, Bruer points out the relevance and relative link between neuroscience and education. In this process, he mentions that there are various brain activities that are stimulated by synapses that affect the way a child can cope with numerous functions that are expected for him/her to perform in a classroom setup (Bruer, p. 4). At the same time, the document made mention the importance of the experiment concerning critical periods. With numerous ways for this case to be applied, researchers have focused on the idea that these actions are vital in the early advancement of an individual. Bruer argues that â€Å"cultural variations in child rearing suggest that there are many equally successful way to provide the normal environment needed for brain development† (p. 5). The next section caters in looking into environments that are vital for a child’s advancement during the early stages of his/her life. It fosters the claim that stimulating and active surrounding does contribute to the overall capability of an individual to function accordingly with the desired objectives and goals of an institution. However, there is a lapse in neuroscience as it fails to include and elaborate on how such process can be vital in the overall goal of education and growth (Bruer, p. 7). This remains to be the missing link in trying to determine that guidance of the brain functions in classroom instruction and learning. On the other hand, Bruer cites the capability of creating a bridge that will enable the brain to relate its functions towards cognitive functions. In this process, there are two ways that such idea can be recognized. Bruer mentions that â€Å"the first connects educational practice with cognitive psychology, and the second connects cognitive psychology with brain science† (p. 7). In here he cites numerous advancements in technology and equipments available nowadays to help study and examine the progression of mental activity happening in an individual. Similarly, using the mind-brain interface, many researchers and scientists are able to conduct tests that can determine which part/areas are vital in particular function that are used and applied in the educational sector (Bruer, p. 8). In the last part, it seeks to elaborate these bridges by pointing out two viable approaches in dealing with it; namely (1) instruction to cognition and (2) cognition to neural activity. The first part looks into the way cognition has been used by educators and scientists to determine appropriate ways to enhance neural activities. At the same time, it focused on several studies and findings that try to relate these instances. In the second part, Bruer points out the use of â€Å"cognitive models and brain recording techniques to trace the neural circuitry involved in a skill like numerical comparison† (Bruer, p. 10). It is in here that they were able to find the connection between the two. In the end, the article argues that the brain can greatly affect the way individuals respond to the education. Therefore, future studies must guide researchers in addressing the loopholes in the current literatures. As the demands for educational policy continues to increase significantly in the practice, a good basis for such study can be made by relating to one important factor that shapes learning and development – the brain. It is in here that we can find appropriate strategies to increase competency and skill acquisition needed to make students dynamic and vibrant in practice. Work Cited Bruer, John T. Education and the Brain: A Bridge too Far in ‘Educational Researcher’ 26 no. 8 1997. accessed 12 November 2008. 4-16.

The Nature of Love in Sonnets

Write an essay on the nature of love as it is represented in two sonnets from the reader. Why do you think the sonnet form lends itself to talking about love? During the 13th century, literature was mainly focused on love. It is evident in Spenser’s and Shakespeare’s sonnets because they believed in true love. Sonnets were created as a way to express feelings about life issues including love put into words. This essay talks about how the sonnet form lends itself talking about love.It goes on a brief explanation of what a sonnet is; from where it originated from, and yet a detailed understanding of sonnet forms. I also talk about two sonnets extracted from the reader – (sonnet 2 William Shakespeare, 1609) and (– Amoretti 78 Edmund Spenser, 1595) this essay also explains why they loved writing sonnets and to whom it was dedicated to. The sonnet comes from the Italian word, â€Å"sonnetto† which means â€Å"little song†. Originally in the thirte enth century, sonnets were first sung in Italian courtyards expressing romantic love.Around the 1200’s, they were written by Dante and Tasso in Italy, followed by Du Bellay and Ronsard in France before it was introduced and translated in English by Thomas Wyatt in the early 16th century. Basically, the traditional subject of the sonnet has primarily been love because they were written to express feelings of love. Famous writers such as Shakespeare, Petrarch and Edmund wrote their greatest sonnets about love. Why? Because they wanted to impress their mistresses with their great poetic skills.Back in that time, sonnets were used as a statement of their deepest feelings and love was a big part of them. The sonnet is a lyrical poem; it consists of fourteen lines. It has a regular pattern of rhyme called a rhyme scheme and has a specific structure called the iambic pentameter, a term for poem patterns in which each line has 10 syllables beginning with an unstressed syllable and a stressed syllable followed by another pair of unstressed and stressed syllables until there are five pairs of syllables. There are three major types of sonnets I will be talking about and they are as different from each other.The first type is called the Petrarchan sonnet also known as the Italian sonnet was created by a Sicilian poet Giacomo da Lentini but was named after Francesco Petrarch because he mastered sonnets perfectly in the 14th century better than Giacomo himself. He fell in love with a young woman he saw at the church. Laura, whose name he was to immortalize in his sonnets, inspired him to write â€Å"the Canzoniere† a collection of love poems consisting of 365 sonnets about her, his true love. Petrarch wrote his sonnets about love.It was the first sonnet form to be written in the English language. The pattern of this sonnet is normally divided into two parts: the octave and the sestet. The octave is the first eight lines that have two quatrain and where the the me or problem is described which have the rhyming scheme of ABAB ABAB; on the other hand, the sestet is what solves the problem normally is the last six lines and it has three possibilities such as CDECDE or CDCCDC or CDCDCD. It usually has a pause between the octave and the sestet called the turn or â€Å"Volta† often being the 9th line.The second type of sonnet, the Shakespearean also known as the English sonnet was developed by the Earl of Surrey in the 16th century. It was named after William Shakespeare because he was the first to write in this form composing great sonnets. He wrote 154 sonnets and most of them were related about love. The Shakespearean sonnet is known to be very easy and simple to write; it is made up of three quatrains and a couplet at the end written in the iambic pentameter with the rhyme scheme ABAB CDCD EFEF GG, no wonder it is easy to remember and also follows the alphabetic order.What makes it different from other sonnet forms, is that it is writ ten and printed without a pause in-between the lines. In this type of sonnet, the rhyming lines in each stanza are the first and third and the second and fourth. In the couplet ending, both lines rhyme and follow the same rhyming pattern in all of his sonnets. Shakespeare’s love sonnets are indeed very personal addressing a lot of issues in life. It was believed that he wrote some of his sonnets for a young man which he describes beautiful; some thought if he was homosexual. Well that is something we might never know.Love for Shakespeare was beautiful; he was passionate about love and the sonnet form was a way for him to express his feelings. Through them, he was able to pass personal messages about life issues including, love. How hard it is to mention to whom his sonnets were dedicated to; some say his first 126 were for his love of a young man that questioned many of his sexuality. Of course there was a possibility that he cheated on his wife, Anne Hathaway and wrote some of his sonnets about the women he had his affairs with. Let’s have a look in his sonnet 20 from the reader (William Shakespeare 1564-1616 from sonnets): it s known to be one of the best of his 154 sonnets. It has caused a lot of confusion mainly because it shows a deep love for another man describing him with womanly features – a beautiful looking man. This man, who he could have created has earned Shakespeare’s love, though he points out in the last lines â€Å"Mine be thy love and thy love’s use their treasure† that it is a spiritual and not a physical love. â€Å"Hast thou, the master mistress of my passion†, can such a man-woman exist? This master-mistress is meant for women by the nature's â€Å"application† of the male genital organs.When he says â€Å"An eye more bright than theirs, less false in rolling† clearly shows that he thinks men are more honest and intelligent than women. It also suggests that a person's ability is tied in with their appearance, and can even suggest that a person having both manly and womanly features is the most beautiful to him . According to my readings this sonnet is proof of Shakespeare's homosexuality; others believe he just wanted to explain the universal nature of love. Now on with the third and last sonnet form, the Spenserian sonnet, named after Edmund Spenser one of the greatest poet in the English literature.Well, it is similar to the Shakespearean sonnet form with three quatrains and a couplet, written in iambic pentameter with a rhyme scheme of ABAB BCBC CDCD EE. Some think that this type of form is quite difficult to understand especially new students as it is a mixed of the Petrarchan and the Shakespearean form that creates a stronger link between quatrains, and in a way of a more song-like tone. This fits since the word sonnet means â€Å"Little Song† in Italian. Spenser is well-known for â€Å"Amoretti†, a collection of love sonnets he wrote for his second wife, Elizabeth Boyle after their marriage.In his sonnets, Spenser talks about the love he has for his wife and what she means to him. One good example is the sonnet 78 from the Amoretti sonnets: Lackyng my love I go from place to place, Lyke a young fawne that late hath lost the hynd: and seeke each where, where last I sawe her face, †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦beholds her selfe in me ( Amoretti 78, Edmund Spenser, 1595) In Sonnet 78 (amoretti 78 Edmund Spenser), he feels a separation from his fiancee deeply, wandering â€Å"from place to place, lyke a young fawne that late hath lost the hynd† (lines 1-2).He suffers over her departure and spends his time going to the places they spent time together: â€Å"And seeke each where, where last I sawe her face† looks at how much she reminds him of her presence, and instead to turn his eyes inward, that he might â€Å"Behold her selfe in mee† (line 14). Spenser's sonnets detail the admiration and the agonizing aspects of love. He uses very complex words in this sonnet maybe intending to show his writing skills or just the language he used in his sonnets. What would our lives be without love? Which would be their meaning?Without friendship, love experiences, would it be worthwhile to live? The language of love can be expressed in so many ways, through talking, through words maybe that’s why sonnets were created for; sonneteers wanted to impress their great writing skills and love was the best topic in the sonnet. Nowadays the sonnet is rather sung through songs, most songs you listen to is about love, people may not notice it but my opinion is sonnets are a beautiful way to communicate to the reader and will live forever. As you can see, sonnets have played a vital part of the early renaissance in literature.They have been used to talk about specific topic such as religion, politics but were mainly focused on love because it was firstly written about love. Sonnets are considered to be love poems even though afterwards some other writers wrote about their choice of topic. Shakespeare and Spenser were passionate about love and even received love; writing sonnets was a way for them to express their unattained feelings and to immortalize their great work through the sonnet which will live on onto many generations. They thought of love being something beautiful and magical. 1610 words

Article Review 3 Example

Article Review 3 Example Article Review 3 – Article Example Uber Infiltration Irks Delaware Cabbies Summary The article gives a summary of the reactions of the Delaware cabbies after the infiltration of the Ubers in the city. According to the article’s author Jeff Offredo, the penetration of the Uber into Delaware transport industry increase competition and that irks the Cab drivers (Offredo 1). That is because the Uber drivers are poaching customers from the densely populated locations such as University of Delaware and Amtrak station. The article highlights that the Uber drivers are not held to the regulatory standards of the Cab operators such as paying a fixed fee and tax of $5,000 and also a six-month inspection. However, DeIDOT Secretary, Jeniffer Cohan, argues that since most citizens trust the operations of the Ubers, the Delaware Department of Transportation should have an agreement with the Uber Company. This will ensure that the regulatory standards that apply to the Cab drivers also become relevant to the Uber drivers.Relat ion to Monopolistic competitionThe issue presented in the article relates to monopolistic competition in various ways and among them is the fact that the Cab and the Uber drivers offer similar services although they are not identical. The Cab and Uber drivers provide transportation services to their customers though the two companies use different types of cars. Moreover, the market has many sellers as in the case of monopolistic competition (Chang 22). According to the article, there are more than 64 licensed cab operators and an unknown number of Uber operators. The two firms compete in the market and also can face more competition from other firms since there is free entry to the market. In conclusion, it is evident that the Cab operators are not happy with the penetration of the Uber drivers. That is because they feel that these people are stealing their businesses. Besides, these Uber drivers are not held by the regulatory standards that attest that a particular driver has a go od record.Chang, W. W. (2012). Monopolistic Competition and Product Diversity: Review and Extension. Journal of Economic Surveys, 26(5), 879-910. Doi:10.1111/j.1467-6419.2011.00682.xOffredo, Jon. Uber Infiltration Irks Delaware Cabbies. USA TODAY. N.P., 2015. Web. 7 May 2015.

Quotes and Jokes From Dumb and Dumber

Quotes and Jokes From 'Dumb and Dumber' For moviemakers, comedy is not an easy genre, yet the two leading characters in Dumb and Dumber make comedy seem like a cakewalk. They really know how to get under your skin with their inane behavior. Here are some Dumb and Dumber movie quotes that demonstrate the great comic timing of Jim Carrey and Jeff Daniels. Lloyd Hey, look, the Monkees! They were a huge influence on the Beatles. Excuse me. Could you tell me how to get to the medical school? Im supposed to be giving a lecture in 20 minutes, and my drivers a bit lost. We got no food, no jobs... our pets heads are falling off! Thats what were gonna call it. I got worms! Were gonna specialize in selling worm farms. You know, like ant farms. Hey, I guess theyre right. Senior citizens, although slow and dangerous behind the wheel, can still serve a purpose. Ill be right back. Dont you go dying on me! Harry [after Lloyd trades the van in for a moped] Just when I thought you couldnt get any dumber, you go and do something like this... and totally redeem yourself! I cant believe we drove around all day, and theres not a single job in this town. There is nothing, nada, zip! What if he shot me in the face? According to the map, weve only gone 4 inches. Joe Mentalino Shut up! Now we dont even know who the hell they are! You dont kill people you dont know. Thats a rule.

Development in banking and finance Essay Example | Topics and Well Written Essays - 4500 words

Development in banking and finance - Essay Example With passage of time things turned more complex; bankruptcy of big financial institutions like Merrill Lynch, Morgan Stanley and Bank of America disturbed the sentiment of the market. Such state of affairs affected the global stock markets and soon almost all the developed nations were engulfed by economic recession (p.63-67) To support the economy, the government of different nations infused stimulus packages for injecting liquidity in the market. Government also provided bails to several corporate companies to save them from bankruptcy. The increasing financial crisis was aggravated by a decline in demand; hence government had to enhance spending so as to raise the demand. To raise the demand and boost confidence among the investors, government reduced tax rate on several direct as well as indirect tax instruments so that the investors can have more money in their hand. To boost expenditure among the investors and to enhance supply of cash in the market, government reduced prime lending rate as low as possible. From the above given fact it appears that government of almost all the developed nations are following expansionary monitory and fiscal policy. Through expansionary monitory policy governments were able to reduce the rate of interest to a great extent. Through open market operations the central bank enhanced total money circulating in the economy whereas the government enhanced the monitory supply through sovereign bond transactions. The governments of developed nation enhanced disbursement of cash through banking sector by reducing cash reserve ratio i.e. the cash which the banks need to maintain as deposit with central bank. Reserve banks gave loans to the financial instructions at lower rate so that they can disburse loans to the investors and supply of money increases. Interest rate is the most commonly used monitory tool to

Nuclear tension between the US and North korea ( past, and present) Essay

Nuclear tension between the US and North korea ( past, and present) - Essay Example Having a background of unhappy interactions dating as early as the mid-nineteenth century, when the first diplomatic expeditions from America venturing to Korea and Japan for the sake of trade ended up killing 200 Korean troops, the history of negotiations between the two countries has been colored by high levels of distrust on either side. So far the course of events has made it evident what the policies of either country is aimed at. America, with friends in the neighborhood is seeking to denuclearize the Korean Peninsula and North Korea seems to be using Nuclear weapons as both ‘military deterrents’ and as a source of ‘diplomatic leverage’ to get what it wants from the international community. With the successful nuclear tests of 2010 and the undeterminable intentions of satellite launch in 2012, North Korea’s doctrine on the nuclear program is gradually coming out into the open, striving for the same status as New Dehli i.e. the international acknowledgement of North Korea as a Nuclear Power along with the normalization of relations with the U.S. This may not exactly be acceptable to the U.S with its own concerns. However the cooperation of North Korea can only be achieved if its concerns regarding security are adequately addressed. Although this process may require patience and time, it is far better than the imposition of sanctions which further deters any developments.

Analyze an event or issue from American history since World War II Essay

Analyze an event or issue from American history since World War II - Essay Example The purpose of this paper is to explore the incident using primary sources as a way of identifying the incident from the perspective of those contemporary to the siege. Primary sources can be useful to historians as they can limit the amount of bias found when relying on secondary texts or unreliable historical sources. Whilst analyzing the events of the Waco siege, this paper will therefore examine the primary sources pertinent to the event to show the importance of primary sources, especially for recent historical events. Overview of Events On May 3, 1993, David Koresh was on the cover of Time Magazine (Time, 1993). The reason for this is that he was the leader of a religious organization known as the Branch Davidians, who self-identified as a Christian group linked to the Seventh-day Adventist Church. Although the group itself gained some interest in the early 1950s (Reavis, 1998), a series of leadership changes had meant that Koresh himself was now in charge of the group. The org anization itself mainly centered around a compound-style property in Waco, Texas (Reavis, 1998), which had little contact with the outside world except for daily activities (Reavis, 1998). This compound, known as the Mount Carmel Center, was to be the stage for the events of the Waco siege. As with many new religions, as the Branch Davidians grew in size there was increasing media interest in the group (Reavis, 1998). Additionally, the leader David Koresh had been investigated by some news articles which accused him of physical abuse and statutory rape (Reavis, 1998), which lead to yet more media interest in the group and their leader. Many sources also suggest that Koresh advocated polygamy and therefore was breaking the law of Texas at the time, despite his religious beliefs (Reavis, 1998). Despite these various crimes, the real interest of the event to the police was the potential that Koresh and his followers were stockpiling illegal weapons, hence the involvement of the Bureau of Alcohol, Tobacco & Firearms (ATF). Several pieces of evidence suggested that this was the case, meaning that Koresh had violated federal law and arrest and search warrants could be placed on various members of the group by the FBI. This search warrant led the ATF to instigate a search of the compound to find these illegal weapons, only to result in gunfire that left ten people dead (Reavis, 1998). After this moment, the FBI began to get more heavily involved due to the failure of the ATS to complete their siege. Although the decision was made to seriously investigate the compound, there was a stand-off between Branch Davidians and the FBI that lasted 51 days in total. After increasing tensions, the FBI launched a tear gas attack on the compound, only to result in a fire that was later declared to have been started by the Branch Davidians themselves. The Branch Davidians: Oh, My God, They're Killing Themselves! Some of the most interesting and useful sources for learning about the Waco siege are primary sources written at the time of the event, many of which are online and easily accessed. One of these is an article written for Time magazine, published on May 3rd 1993, shortly after the events that killed the Branch Davidians. The article itself is extremely descriptive about the events of the

Analysing Race in William Shakespeares Plays

Analysing Race in William Shakespeares Plays This dissertation provides a critical discussion of the issues of race in such William Shakespeare’s plays as The Tempest, Titus Andronicus and Othello. Analysing the context, in which these plays are created, and applying to such theoretical tools as the qualitative research method and the social constructionist approach, the research evaluates different perceptions of race through the principal characters of the plays and investigates in depth various critical views. The received results reveal that William Shakespeare interprets the issues of race in a close connection with religious beliefs, politics and social events in Elizabethan period. Although some findings of the research are consistent with the previous studies, other results provide new interpretations and valid data as to the racial issues in Shakespeare’s plays. The issues of race constitute one of the most important themes in world-wide literature. Although in Elizabethan England the ideas of race were much ignored due to the confusion and lack of knowledge in regard to foreigners, William Shakespeare usually applied to the issues of race and racism in his plays. On the basis of such portrayal, it is clear that people of different races lived in England in those times, and that Shakespeare was aware of the complex relations between English people and foreigners. Through his characters, the dramatist uncovers the negative aspects of Elizabethan social ideologies that created a gap among races, alienating foreigners from other members of English society and contributing to their destruction. However, even today the researchers continue to dispute about the implications of race in Shakespeare’s plays. Some scholars maintain the notion that the differences in religions and cultures aggravated the alienation of various races in England, w hile other researchers oppose to this viewpoint, claiming that the colour of skin influenced the complex relations between Englishmen and foreigners. Thus, the issue of race is rather controversial and it should be discussed through religious, cultural, social, political and ethnic contexts in the plays of William Shakespeare. To some extent, such controversy can be explained by the fact that the race has always been utilised to substitute the established social systems for new social hierarchies that reflected their own norms and principles. In this regard, in Elizabethan times people were socially divided into one or another race, taking into account the colour of skin, religious beliefs and cultural traditions of various individuals. Another controversy concerns the origin of the word â€Å"race† that usually dates back to 18-19th centuries; therefore, Shakespeare’s researchers prefer to substitute the term â€Å"race† for the term â€Å"otherness† in their analyses of Shakespeare’s plays. However, such shift from one term to another term is not able to eliminate Shakespeare’s unique in terpretation of racial issues in the selected plays. William Shakespeare wrote many of his plays in Elizabethan period, the era when, contrary to the commonly accepted view, people of various races began to arrive to England. Some recent findings provide valid evidence as to the existence of black people in the 16th-century London. In this regard, the issues of race, to which the dramatist applies in such plays as Titus Andronicus, The Tempest and Othello, provide a new vision on the impact of these races on cultural and social life of English people. At the beginning, black people were taken by force and brought to England as exotic creatures that possessed no rights, but finally they became the members of English society who were called as the Moors. However, such racial integration soon resulted in rather complex tensions among different races, and Shakespeare reflected these relations in his works. As Bernard Harris puts it, â€Å"To Elizabethan Londoners the appearance and conduct of the Moors was a spectacle and an outrage, emph asising the nature of the deep difference between themselves and their visitors, between their Queen and this ‘erring Barbarian†1. Thus, English people could rarely distinguish one race from another race. However, Shakespeare, who took an active part in public life and visited various cultural and public-service institutions, had an opportunity to observe foreigners and attitude of the English towards them, depicting his observations in his literary works. In addition, Margo Hendricks claims that various economic and social changes occurred in England in the middle of the 16th century2. In particular, England established constant relations with Morocco. As a result, various merchants and military people of different races began to arrive to the country and acquire certain positions among the members of English society. All these non-English people, who arrived from Africa, Israel, Ireland, Wales, Scotland and some other places, were called as ‘aliens’ or ‘outsiders’. Despite this integration, many Englishmen revealed racial biases towards these foreigners. According to Ania Loomba, â€Å"Jews, Moors and Christians were never simply religious categories, but variably articulated with nationality, and ethnicity, and often colour†3. Thus, on the one hand, English people accepted foreigners in their country, but, on the other hand, they treated them as outsiders, if these foreigners acquired more power and knowledge in comparison with native citizens. Various violent attacks were initiated by English people against these foreigners; such hostility was intensified by Church that pointed at the poverty of Englishmen as a result of foreigners’ integration into social, political, economical, religious and cultural life of English people. In this regard, English society either rejected these foreigners or forced to assimilate to them, paving the way for racism. This can be explained by the fact that Englishmen were afraid of acquiring culture and traditions of foreigners, as they became engaged in economic relations with them. As Margo Hendricks claims, â€Å"Beginning in the middle ages, the English engagement with ‘foreigners’ often functioned on two levels: spiritual and material†4. Although Englishmen realised that they could receive material profits from their interactions with people of different races, they made everything to preserve their superior position. It was in this environment of racial tensions and complex relations that William Shakespeare created such plays as The Tempest, Titus Andronicus and Othello. The aim of this dissertation is to analyse the representation of race in the selected Shakespeare’s plays on the basis of different perceptions and viewpoints. The research is divided into sections. Chapter 1 presents a statement of the problem that reveals the core of the analysis. Chapter 2 provides a general overview of the issue, observing the context, in which the plays are produced. Chapter 3 offers a survey of the works that have been written on the issues of race in Shakespeare’s plays. Chapter 4 points at the research methods that constitute a theoretical basis for the conducted analysis. Drawing upon earlier findings and evidence, Chapter 5 observes in detail the issues of race in such plays as The Tempest, Titus Andronicus and Othello. Chapter 6 makes a summarisation of the results, while Chapter 7 stresses on the limitations of the dissertation and provides some suggestions for further research. Due to various controversies and ambiguities that emerge during the analysis of William Shakespeare’s plays, the researchers provide different interpretations of the dramatist’s portrayal of race. For instance, Hunter points at the impact of the existing religious and cultural norms on the attitude of Englishmen towards foreigners in Elizabethan times5. Thus, the researcher considers that Shakespeare’s plays reflect the spirit of that period and relations among various races. Although some viewpoints of Hunter are of considerable interest to understanding of Shakespeare’s presentation of race, his analysis is limited only to the religious explanation of racial differences. Hunter pays no attention to social and cultural changes that occurred in England in the 16-17th century, shaping the relations between Englishmen and foreigners. In his analysis Hunter suggests that Elisabeth had rare contacts with foreigners, but this is not really true, if taken into a ccount her edicts that she issued at the end of the 16th century, according to which foreigners had to be expelled from England. This fact points at Elisabeth’s awareness of foreigners and her fear of them; however, on the other hand, the Queen continued to admit black people to her court and, to some extent, supported the spread of slavery. More contradictory findings are presented in regard to individual Shakespeare’s plays. Discussing the â€Å"moorishness† of Shakespeare’s play Othello, Barbara Everett provides â€Å"a challenge to [our] perhaps too simple â€Å"African† sense of Othello†6. Everett claims that the dramatist wants to uncover racial tensions in the 16-century England, thus â€Å"Othello is, in short, the colour the fiction dictates†¦the Moor may be quite as much â€Å"Spanish† as â€Å"African†7. In this regard, Everett applies to the discussion of political, religious and social contexts of Elizabethan period in her interpretation of racial issues. Virginia Mason Vaughn regards Othello’s blackness as the reflection of his otherness, as she states, â€Å"The effect of Othello depends†¦ on the essential fact of the hero’s darkness, the visual signifies of his Otherness†8. While Arthur Little points out that Othello’s tragedy can be explained not only by his different race, but also by his marriage to Desdemona, a white female, and by his jealousy9. Davison goes further in his analysis of Shakespeare’s play, in particular, he suggests that â€Å"Othello is not ‘about’ race, or colour, or even jealousy. It dramatises the way actions are directed by attitudes, fears, and delusions that rule the subconscious than by evident facts†10. Analysing Shakespeare’s play The Tempest, Curt Breight points out that in this work the dramatist’s portrayal of race reveals colonialism and terror of James I, thus Prospero’s attempt to achieve the superior position over other people is a simple reflection of King’s actions11. Paul Brown expresses the similar opinion in regard to the play, claiming that The Tempest interferes into colonialism, and â€Å"this intervention takes the form of a powerful and pleasura ble narrative which seeks at once to harmonize disjunction, to transcend irreconcilable contradictions and to mystify the political conditions which demand colonialist discourse†12. Further, Brown points at the fact that Caliban’s rape and assault are explained by his intensified sexuality that was considered to be a characteristic feature of Indians and other races, except white people. Thus, Prospero’s control over Caliban reveals the suppression of Caliban’s sexuality as well. William Shakespeare’s play Titus Andronicus has been considered as his most unsuccessful literary work for a long time; however, the inability of researchers to understand this play can be explained by the fact that Titus Andronicus is rather ambiguous and doesn’t conform to a particular classification. Here, Shakespeare interprets the racial issues in their connections with religious beliefs of Romans and provides two-fold vision on morality of both ‘civilised’ people and barbarians. Charles Martindale and Michelle Martindale point at Seneca’s influence on this play, uncovering the dramatist’s utilisation of classical sources and claiming that â€Å"Seneca was the closest Shakespeare ever got to Greek tragedy†13. Although all these critical works provide different interpretations of Shakespeare’s plays, taken in integrity, they generate rather accurate data. This dissertation applies to two research methods – a qualitative research method and a social constructionist approach. As crucial theoretical research tools, these methods provide an opportunity to discuss the issues of race in Shakespeare’s plays through various perceptions and viewpoints. The qualitative method is aimed at analysing different interpretations of race, generating valid data that have been rarely mentioned in the earlier studies. According to Taylor, â€Å"Interpretation†¦ is an attempt to make sense of an object of study. This object must, therefore, be a text, which in some way is confused, incomplete, cloudy, seemingly contradictory†14. Drawing upon certain qualitative data, the research uncovers controversial arguments in regard to the discussed issue and evaluates cultural and social events in Elizabethan times. The principal sources are taken from various literary texts and critical researches on Shakespeare. The social constructionis t approach allows to investigate social, cultural and historical contexts of the period, in which Shakespeare’s plays are created. This approach is especially appropriate for this research, as the term â€Å"race† is regarded as a social construction phenomenon. This means that the social constructionist approach challenges the conventional biological interpretation of race, evaluating race through the social perspective. Thus, the method provides a basis for analysing the unity between race and social environment in Elizabethan era. 5.1. The issue of â€Å"Moorishness† in Shakespeare’s play Othello Although many contemporary critics and playwrights make attempts to disregard the issue of race in Shakespeare’s play Othello, the dramatist himself considers this aspect to be crucial for understanding his characters. The principal protagonist Othello belongs to the race of the Moors, and as Everett points out, â€Å"moorishness† was a condition that had a meaning, for Shakespeare and his audiences once casually familiar though long lost to us†15. According to Barbara Everett, the word â€Å"Moor† is thought to originate from mauri who lived in Mauritania province in North Africa16, but English people preferred to apply this term to all foreigners who differed from them either in race or religious beliefs. As Emily Bartels claims, the ‘Moor† was usually associated with â€Å"similarly ambiguous terms as â€Å"African†, â€Å"Ethiopian†, â€Å"Negro† and even â€Å"Indian†17, because the origin of the Moors was rather ambiguous, either the mixture of Berber and Arab or Muslim. In this regard, when Shakespeare calls Othello a Black Moor, he accentuates the blackness of the principal hero, because the Moors were both white and black. By presenting the black character, the dramatist uncovers the existence of racism in the 16-century England and reveals his awareness of the complex relations between black and white people. According to Harris, â€Å"When Shakespeare chose, for this a udience, to present a Moor as his hero, he was simply more aware than his contemporaries of the complex pattern made by white and black†18. Othello demonstrates the biases of English people, in general, and Queen Elizabeth, in particular, towards the Moors. For them, black colour of these people symbolised evil and disaster. Thus, as Margo Hendricks claims, â€Å"In the writing of the day, the Moors were described as ‘subtle’, ‘stubborn’, ‘bestial’ and intolerant†19. Othello’s blackness emerges as a result of his relations with other people who reveal certain biases towards this protagonist. Roderigo claims him â€Å"a wheeling stranger†20 with thick lips, â€Å"gross clasps of a lascivious Moor†21. Iago evaluates Othello through his racial biases, pointing out that jealousy and sexuality are characteristic features of the Moors. As Edward Berry states, Othello’s moorishness â€Å"is not only a mark of his physical alienation but a symbol, to which every character in the play, himself included, must respond†22. Brabantio also expresses his negative attitude towards Othello, claiming that he is disappointed with Desdemona who â€Å"fall in love with what she fear’d to look on†23. Desdemona herself seems to revea l certain racial biases to the person she loves. Othello’s words admire Desdemona, but she is not physically attracted to him. Such prejudices prevent her from understanding Othello who is obsessed with beauty of Desdemona. By contrasting black and white, the dramatist simultaneously uncovers the complex relations between two races, revealing that cultural differences may result in tragedy. On the other hand, such shift from whiteness to blackness or vice versa reflects the elements of racial attitude of Venetian people towards Othello. This can be explained by the fact that the Queen was obsessed with white colour, proclaiming it as a colour of goodness and virginity, while black colour was considered as a colour of evil and dirt. Such attitude resulted in the creation of the complex racial tensions between Englishmen and black people. For instance, almost all characters of Shakespeare’s play avoid calling Othello by name; instead they constantly address him as the ‘Moor’, implicitly rejecting him as the member of their society. Thus, Othello is treated as an object because of the racial differences between him and other members of Venetian society. This viewpoint can be explained b y the social constructionist approach, according to which society initially establishes some norms and principles, and further it applies these rules towards certain personalities. Othello makes constant attempts to integrate into this society, but it turns away from him. Despite the fact that he possesses some values and the rank of a general, society is not able to overcome its racial prejudices. As Everett puts it, â€Å"Othello is almost any ‘colour’ one pleases, so long as it permits his easier isolation and destruction by his enemies and by himself†24. In this regard, interpreting the racial issues of the play, Everett points at political and social situations in the country in the 16th century. In particular, moorishness of Othello may reveal his position as a foreigner, a person who differs from the rest of population and who is regarded as a damnable creature. According to Hunter, Elizabethan’s â€Å"awareness of foreigners was closely conditioned by a traditional religious outlook on the world†25. Therefore, the attempts were made to reduce the position of these people in society. In fact, Othello excels many respecta ble members of society, and he sincerely believes in the beginning that â€Å"My parts, my title, and my perfect soul / Shall manifest me rightly†26. But racial prejudices appear too powerful, destroying Othello’s intentions to achieve an appropriate place. Iago is the first person who rises against Othello, trying to prove that such people are dangerous for the existing social norms. As he claims to Desdemona’s father, â€Å"Even now, now, very now, an old black ram / Is tupping your white ewe†27. As a result, Brabantio’s initial attitude towards Othello is greatly changed under such racist words. He tries to prove that Othello has utilised some spell to make his daughter marry him. Such action reveals that in those times the Moors were regarded as people engaged in mysterious and awful affairs. Thus, the only reason for Brabantio’s accusation is Othello’s blackness. Although Othello seems to initially win the respect of Brabantio, Desdemona and some other people by protecting Venice society from Turks’ invasion, such racial prejudices do not allow them to accept Othello as equal to them. Despite the fact that they admire his courage and romantic nature, they are unable to admire him when socie ty reveals its rejection towards Othello. As a result, racism, inspired by Iago, destroys both Othello and Desdemona. Their racial differences appear too powerful and they prevent these characters from understanding each other. In this regard, Shakespeare seems to oppose to the existing social system and ideologies that are based on the principles of superiority. Othello, who is only racially different from other members of society, is regarded as inferior to them, and it is racism of these people that causes the character’s destruction. The ideologies of Elizabethan England were aimed at establishing such social norms that regarded other races as inhuman. Othello’s alienation occurs because of these social standards that shape the attitude of society towards certain individuals. The qualitative research method demonstrates that a literary text usually reflects cultural and social contexts of a certain period28; this is just the case with Shakespeare’s play, in which the dramatist portrays his characters of different races through specific contexts. Shakespeare reveals that, on the one hand, Othello’s military achievements allow him to socialise with the members of the upper class, but, on the other hand, the character’s blackness deprives him of the possibility to belong to this society. Such racial attitude of people negatively influences Othello who starts to experience uncertainty about his social stand. This uncertainty is aggravated when he decides to marry a white female who belongs to the upper class. Gradually, Othello becomes obsessed with jealousy and doubts and acts like a real animal, forgetting his noble manners. Therefore, racism gradually destroys the protagonist and reveals the hate of such people as Iago to people of other races. Iago makes everything to alienate Othello from Desdemona, Brabantio and other members of the upper class, changing people’s attitude towards Othello with his racist words. Although at the beginning of the play, Iago’s wife Emilia doesn’t express her attitude to Othello, she explicitly reveals her racist views after Desdemona’s murder when she claims: â€Å"O, the more angel she, / And you the blacker devil!†29. Further Emilia calls Othello â€Å"as ignorant as dirt†30; this comparison allows Shakespeare to show the attitude of white people towards the black race. Like Othello, dirt is black, and dirt is thrown away, because it is nasty. Many people in Shakespeare’s play have the similar opinion of Othello, alienating from him and implicitly revealing their xenophobic nature. They even provide Othello with hot temper and increased sexuality. To some extent, such viewpoint is explained by the fact that Englishmen identified black people with the son of Noah who was punished for seeing his father naked and with Islamic religious traditions of polygamy. In this regard, William Shakespeare manages to realistically portray society of his time that rejects any person who belongs to a different race or adheres to different religious beliefs. 5.2. Racism and social domination in The Tempest Although Caliban, the character of Shakespeare’s play The Tempest, is not really black, he also experiences alienation because of his race. His mother comes from North Africa and is considered of Berber origin, that’s why many white people, who appear on the Caribbean island, express racial attitude towards Caliban. As a result, this protagonist is usually regarded as a devil and inferior to other characters. For instance, Prospero teaches Caliban the ways to live in the island; however, then he starts to treat Caliban as a â€Å"poisonous slave [and] devil†31, considering this vulgar barbarian as a threat to Miranda. In this regard, Prospero implicitly reveals the existing stereotypes of the 16th-century when people with black colour of skin were thought to possess intensified sexuality, thus marriages between a black male and a white female were rarely accepted in European society. It is clear that such notion is greatly exaggerated, but Christian laws and moral principles of those times were rather strict, opposing to each display of otherness. Due to the fact that Caliban’s origin is not clearly identified in the play, the character falls under the category of â€Å"otherness†, performing a subordinate role throughout Shakespeare’s narration. On the other hand, Caliban is important to Prospero who mentions to Miranda that they â€Å"cannot miss him. He does make our fire, / Fetch in our wood, and serves in offices / That profit us†32. These words prove that colonisation initiated by English people and utilisation of black population for their own benefits were crucial for England. Colonisation allowed the country to overcome many economic difficulties, such as unemployment and hunger, increasing England’s power among other European countries. Therefore, English colonisers utilised various measures to control these black people; however, Shakespeare reveals that Caliban doesn’t want to accept such treatment, he considers himself as the original owner of this place. Before the arrival of Prospero and Miranda to the island, Caliban is really perceived as a king, but the attempt of Prospero to civilise Caliban transforms the character into a slave. As Caliban states, â€Å"Thou strokst me and make much o f me†¦ / and then I lov’d thee, / And show’d thee all the qualities o’th’isle†¦ / For I am all the subjects you have, which first was mine own king†33. Prospero makes an attempt to create a hierarchical structure in the island, according to which people are divided into superior and inferior on the basis of their race and position. Such behaviour of Prospero proves that the involvement of English people in slavery began in the middle of the 16th century when Englishmen realised the benefits of slavery, failing to understand the negative impact of this superiority on black people. For instance, finding himself in close relations with white people, Caliban starts to feel alienation in the place he lives. According to Ric Allsopp, Prospero’s dominance over Caliban reveals the social structure that existed in England in that period and that deprived foreigners of the possibility to lead normal lives under racial prejudices34. Colonisation of the island aggravates these biases and provides Prospero with an opportunity to receive power over the islanders. As MacDonald puts it, â€Å"representations of racial identity and difference, similarly matter and show in early modern English literature, [are] itself the product of an age of slavery and colonial displacement†35. By applying to such claims as â€Å"Providence Divine†36, Prospero implicitly points at the fact that he has a control over the island and its inhabitants37. However, Caliban states that it is his mother who controlled the island and further transferred this right to Caliban. In this regard, Prospero, utilising various magic tricks, takes a control over the islanders by brute force, putting its inhabita nts into positions of slaves38. In order to avert people’s attention from this control, Prospero claims that Caliban has tried to rape his daughter, simultaneously revealing the stereotypic vision on barbarians. But some critics consider this accusation as Prospero’s attempt to conceal his violent actions in regard to Caliban and other native people39. Thus, it is no wonder that Caliban rises against Prospero and his control; however, finally Prospero suppresses this assault, proving that white people are superior and more powerful than people of other races. Society is considered to exist on the basis of two ways of interaction: subjugation and mutual interchange of profits. In the case of Shakespeare’s play The Tempest, the relations between two races are based on subjugation that allows Prospero, as the member of a more powerful racial group, to enslave Caliban and other native inhabitants and utilise them for his own benefits. As a result, a race of white people appears in a more advantageous position than a race of the colonised black people. It is clear that their relations are not based on mutual interchange, that’s why the members of the second group are deprived of their freedom, former life and cultural roots. However, by the end of the play Prospero realises that on a long-term basis such kind of relations can result in many negative consequences for both interacted groups. Therefore, despite the fact that Caliban usually acts as a barbarian black savage, Shakespeare reveals that, to some extent, Caliban’s actions are justified. When white people arrive to the island, where he lives and where he is thought to be a king, and deprive him of his rights and freedom, he rises against such subordinate position. Caliban, who collides with another culture and another race for the first time, is unable to understand the difference between these white people and native inhabitants. But for Prospero the difference is obvious; Prospero, Trinculo and other white people regard Caliban as a monster, and Trinculo even thinks of taking this beast to England and demonstrating him in specific shows. These shows were rather popular and beneficial for the country’s economy in the 16th century, a s people of different races, mainly Indians or the Moors, were shown to English audience for a certain fee. As Caliban understands that Prospero transforms him into a slave, he opposes him by claiming: â€Å"I am subject to a tyrant, a sorcerer that by his cunning hath cheated me of the island†40. As Prospero makes an attempt to civilise Caliban, his major aim is to suppress Caliban’s nature and make the character serve him. Such dominance over wild inhabitants reflects the attitude of Europeans towards these people of different race. This attitude is especially obvious from the following words of Miranda, Prospero’s daughter: â€Å"Thy vile race / Though thou didst learn – had that in’t which good natures / Could not abide to be with; therefore wast thou / Deservedly confined into this rock, / Who hadst deserved more than a prison†41. Such judgement reveals serious racial prejudices; it is clear that Caliban is not able to withstand such attitude, and his rape of Miranda and his assault against Prospero are direct consequences of this racist treatment. However, Prospero manages to stifle a rebellion and change his attitude towards these black people. He leaves the island and releases Caliban. Such actions reveal Shakespeare’s views o n colonisation and race; the dramatist proves that the relations among different races should be based on mutual benefits and freedom. But if one race suppresses another race, this suppression will finally result in the destruction of both races. Despite the fact that Caliban acquires the language and manners of the colonisers, they do not change his nature, because racial attitude, suppression and enslavement deprive Caliban of adopting these norms. Simultaneously, these actions deprive Prospero of establishing good relations with native inhabitants, instead inspiring hatred in them. But as Prospero provides freedom to Caliban, he also achieves inner freedom and understanding of other people. 5.3. Interpretation of race in Titus Andronicus Similar to Othello, Aaron, one of the characters of Shakespeare’s play Titus Andronicus, also belongs to the race of the Moors and is portrayed as a black person. But, unlike Othello, this protagonist confirms to the stereotypic representation of a black villain who claims that â€Å"If one good deed in all my life I did / I do repent it to my very soul†42. Being the lover of Queen of the Goths, Aaron manages to ruin the Andronicii, as well as Titus Andronicus. Like Othello, he is also regarded as a devil, a symbol of evil and destruction. However, Aaron differs from Othello in many ways; above all, Aaron, this â€Å"barbarous Moor†43, applies to various actions and tricks in order to intensify his social position. But as Bartels puts it, although â€Å"Aaron has the freedom and ability to manipulate and maneuver close to the court circle, he is still an underlying servant with no possible avenue for advancement†44. Aaron himself understands that his appea rance and race are serious obstacles to his acceptance in society, that’s why he wants to seclude himself from others and to â€Å"bring [his son] up / To be a warrior and command a camp†45. As a result, Aaron’s son manages to survive, while Aaron is murdered by Lucious, because Aaron is considered to be an absolute evil that deserves death. In this regard, Othello appears to perform a certain role in society, while Aaron’s position comes to simple adjustment to the existing environment. Therefore, contrary to Othello, the Moors in this play are presented as false and unfaithful. Both Aaron and his Moor lover deceive Titus and make him apply to cruelty in regard to his own family. But the charac