Hamlet and Lion King Comparison Essay

Still captivating people today, the story elements and classic plot of Hamlet, written by the influential William Shakespeare, have made it to the film screen in a version that the whole family can enjoy. The Lion King, one of Disney’s most legendary movies, illustrates aspects and characteristics of Shakespeare’s Hamlet, and captures it in a magical, enthusiastic style. More than just the unforgettable music and remarkable animations, The Lion King follows the popular plot, conflict, climax, and resolution that William Shakespeare scribbled on paper over 400 years ago. However, all of Disney’s animation movies end with a happy ending, which means that movie writers of The Lion King had to change the story elements of Hamlet to better suit the movie for young audiences. Disney was overall primarily successful in delivering the dark, complex story plot of Hamlet in The Lion King by still preserving the optimism and purity of Disney movies, with only a few minor fl aws. The far-reaching influence Shakespeare’s Hamlet had on the movie The Lion King is evident through character comparisons, family conflict, and moral struggle within the characters. Simba, who undergoes his fair share of hardships and worries, can be directly related to Hamlet. Both characters suffer the loss of their father and they both seek to be alone, running away from their responsibilities in the royal family. To escape the guilt of the death of his father, Simba runs away from all responsibility to forget about his past. Hamlet also runs away from his responsibility, with the thoughts of revenge and suicide overtaking his mind. Both main characters have to reevaluate their morals as well; Hamlet decides whether it is moral or not to seek revenge on this uncle and Simba has to make the imperative decision of whether he should take control of the Pride Lands again. Hamlet’s father can be directly correlated to Mufasa, Simba’s father. Both kings ruled over the ir kingdom in peace and prosperity, with the intent of good ambitions. Both kings also suffered a tragic death, due to the immorality and cruelty in their brothers. Scar and Claudius, characterized as Simba and Hamlet’s uncles, both used evil convictions to force their way onto the throne. Sarabi and Gertrude, the queens and mothers in both of the stories, care about their sons very much. They also have little to no power over their kingdom, leaving the uncles in full charge. When Simba returned to Pride Rock to declare his spot on the throne, he was furious when he saw how Scar was treating his mother, just like how Hamlet was furious about how Claudius didn’t treat his mother as good as his father once did. Nala can be related to the character Ophelia from Hamlet, mainly because Nala is Simba’s love interest, as Ophelia is to Hamlet. Disney did a very good job at preserving the main ideas and character significance of the original piece, without taking out anything important. The Lion King placed a children’s perspective on a very gruesome story of responsibility and revenge. Disney was clever in adapting the story plot to a children’s audience. Most of the differences between the two works are because Disney had to change some of the stories conflicts to teach moral lessons and have more positive influences on the younger audience. Hamlet was written for an audience that is older and mature, and less vulnerable to the dreadful deaths and disturbing dialogues that Hamlet delivers. If a child ever saw the sinister plot and conflicts of Hamlet, they would be easily influenced to make bad decisions. The Lion King has a more encouraging, child-friendly essence to it, with positive songs and cheerful secondary characters that help lead to a happy ending. The Hamlet, however, has a very gloomy and depressing tone to it, with no foreshadowing of hope in the future. The ending of Hamlet ends in the terrible bloodshed of all the main characters, incl uding Hamlet. If this ending were to happen in The Lion King, it would not be suitable for children and it may even put some children into shock. It was a great idea that Disney decided to change the aspects of the story line that may influence child behavior, such as changing the horrible ending to a happy one, making Simba not contemplate suicide like Hamlet, and presenting the famous â€Å"Hakuna Matata† song, meaning â€Å"no worries.† When Simba ran away, he found a worry-free and happy life. This was changed from the original Hamlet plot to help children realize that  problems can get better if they stop overthinking and worrying about them. The Hamlet version of this, if shown to little kids, would make them overthink their problems in life to the point of envisioning suicide or seeking vile revenge, just like Hamlet did. Disney did a perfect job at adjusting the story of Hamlet to the appropriate audience for The Lion King. There were few minor flaws that Disney made in the remaking of Hamlet in The Lion King. In The Lion King, movie producers left out characters like Laertes and Polonius from Hamlet, and they weren’t very clear with the characterizations and placing of Horatio, Rosencrantz, and Guildenstern from Hamlet in The Lion King. Rosencrantz and Guildenstern could’ve been correlated to Simba’s friends Timon and Pumbaa, except for the fact that Simba’s friends didn’t betray him and spy on him for his uncle. Timon and Pumbaa could also be related to Horatio, but they weren’t Simba’s early childhood friends. The Lion King could’ve improved the movie by having Simba have a childhood friend to provide relief to the audience from the main focus of the story, and also by having Simba have two friends that spy on him for Scar to spice up the plot and conflict a bit more. Having characters similar to Laertes and Polonius in The Lion King would also spice up the plot and conflict more as well, because those additional characters would make it harder for Simba to reach his goal; in the end it would be worth it and show the audience that no matter how hard something is, they can get through it. The only two obstacles that Simba had to go through were the weak hyenas and his uncle, Scar. Adding more antagonists to the story line would make the plot a little more interesting like Hamlet, considering he went through several obstacles to pursue revenge on his uncle. One other mistake that Disney made on The Lion King was that Simba didn’t mourn over the death of his father for a very long time, like Hamlet did. In the Hamlet, the death of his father affected Hamlet’s mind for the whole stretch of the play. Because of this, readers could tell that Hamlet loved and honored his father very much. Simba, however, forgot about this father and duties as king for many years when he ran away. Disney could’ve showed a better sense of companionship and love for family if they made Simba mourn a little longer over the death of his father. To summarize our Hamlet and Lion King Comparison Essay, Disney’s movie, The Lion King, embodied the Shakespearian work of Hamlet in a way that it brought the story of Hamlet back to life, with modern day morals and important life lessons. Even though Hamlet was very evil with its dark schemes and dialogue, it taught the lesson that seeking revenge on someone will get that person nowhere; they must step up and be the better person. Simba stated clearly in the fight against his uncle that he wasn’t gonna kill his uncle because he wasn’t like him. In the end, fate ended up killing his uncle anyway and it wasn’t Simba’s fault, so the story of The Lion King didn’t end in a tragic way. Disney did a wonderful job at modernizing the enduring and classical themes and plot of Hamlet by making The Lion King a family-friendly movie. Throughout the plot, settings, characters and lessons, Disney proved to be very successful in rewriting the tale of Hamlet in the most optimistic and hopeful way possible, with very few flaws.

Kohlbergs Theory Essay

PSYCHOLOGY 112 Table of contents: * Introduction * Definition of Kohlberg’s Theory * Advantage in Kohlberg’s Theory * Disadvantage in Kohlberg’s Theory * Opinion * Recommendation Introduction Lawrence Kohlberg’s stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. The theory holds that moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor. Kohlberg determined that the process of moral development was principally concerned with justice, and that it continued throughout the individual’s lifetime, a notion that spawned dialogue on the philosophical implications of such research. For his studies, Kohlberg relied on stories such as the Heinz dilemma, and was interested in how individuals would justify their actions if placed in similar moral dilemmas. He then analyzed the form of moral reasoning displayed, rather than its conclusion, and classified it as belonging to one of six distinct stages Kohlberg’s six stages can be more generally grouped into three levels of two stages each: pre-conventional, conventional and post-conventional. Following Piaget’s constructivist requirements for a stage model, as described in his theory of cognitive development, it is extremely rare to regress in stages—to lose the use of higher stage abilities. Stages cannot be skipped; each provides a new and necessary perspective, more comprehensive and differentiated than its predecessors but integrated with them. Kohlberg’s Theory The stage of Moral Development/Moral Reasoning 1. Pre-conventional level 2. Conventional level 3. Post-conventional level ..Psychologist, studied the reasoning ability & recognizing where a child is at according to stages can help identify how child may feel about illness ,moral reasoning & cognitive stages of development. LEVEL| STAGE/YEARS| CHARACTERISTICS| Pre conventional| Stage 1(2 to 3 y/o)Stage 2(4 to 7 y/o)| Obedience and punishment orientation(How can I avoid punishment?) A child tell him the right thing because he was told to do so to avoid punishment.–Self-interest orientation(Paying for a benefit)Child caries out actions to satisfy his own needs rather than the society’s.The child does something for another if he gets something in return.| Conventional| Stage 3(7/10 y/o)Stage 4(10/12 y/o)| Interpersonal accord and conformity(The good boy/good girl attitude)A child follows rules because of a need to be good person in own eyes & in the eyes of the others†¦Authority and social-order maintaining orientation(Law and order morality)A child follows rules of authority figures as well as parents to keep the system working.| Post conventional| Stage 5(older than 12y/o)Stage 6(older than 12 y/o)| Social contract orientation(Utilitarian Law Making Perspective)A child follow standards of society for the good of people†¦Universal ethical principles(Principled conscience)A child follows internalized standards of conduct.| Advantages of the Kohlberg’s theory The ability to empirically test the individual for where they are in their moral development, along with offering a basic structure for creating â€Å"just communities† applicable both within and outside student affairs. Moreover, Kohlberg’s model offers insight as to why an individual may be seeking out justice based on what stage they are in. 2. Kohlberg’s theory essentially provides a roadmap for moral thinking that otherwise did not exist. 3. It inadvertently offers benchmarks for where one might be in their moral development based on their life situation. 4. Offering a structure for â€Å"just  communities.† It was Kohlberg’s hope that he would employ his theory to create communities that were collaborative, held each other accountable, and had philosophical and educational discussions to further both the individual and the group in their moral development (Kohlberg, 1971, 1972). It offers a venue for individuals to discuss a number of hypoth etical or moral dilemmas while simultaneously furthering development through cognitive dissonance. Disadvantages in Kohlberg’s theory Gender differences that affect moral reasoning; cultural differences in regards to the Western cultures versus the non-Western cultures; the model being a hard stage model; the focus of justice over care and finally the use of hypothetical decision making over real life dilemmas in the assessments. 2. Gender differences in moral reasoning. Carol Gilligan (1982/1983) was strongly opposed to Kohlberg’s model mainly on the basis of gender. As stated, Kohlberg originally based his theory on a study of young male individuals excluding women. Gilligan (1982/1983) argued that Kohlberg’s theory incorporated a gender bias directly into the theory as well as the assessment tools. Moreover, she argued Kohlberg ignored a women’s moral orientation to a response of care. Some studies have shown that looking at responses to the Rest’s Defining Issues Test (DIT) (Rest, 1986a) and Moral Judgment Interview (MJI) (Colby, et al, 1987), men tend to be more justice oriented and women more care oriented, and especially so when they take on the traditional gender roles (Rest, 1986b; Walker, 1984). This is concerning since Kohlberg’s theory is truly justice oriented. It may be more difficult to get an accurate answer about where a woman is in moral development in regards to Kohlberg’s stage model than a male. 3. Cultural and Religious. Religion can play a major factor in an individual’s personal and moral development. Both Rest (1986) and Dirks (1988) found that a number that religion was a factor in moral decision making. Rest (1986) found that those coming from a liberal perspective tended to score higher in moral development than others. Dirks (1988) found that those with an evangelical belief system are less likely to enter into the post conventional stage. In terms of cultural differences there is likely a difference in moral reasoning in Western cultures versus non Western cultures. The value systems  often differ vastly and as such may not be able to fit in to one particular stage in Kohlberg’s theory. Western cultures tend to be more indivi dualistic (Miller & Bersoff, 1992). While this problem may seem minute, the validity of a theory must be tested across gender and culture. In this regard, Kohlberg’s theory is not as applicable to other cultures because it is based off a values system that is very much Americanized. Ironically, a theory that seeks to promote universality is not as universal as it should be. Opinion Kohlberg’s Theory covers the moral development stages of an individual and I think this theory is a huge help for a person, especially those who have children. Kohlberg’s theory may serve as guide on how a parent would treat their child’s behaviour. Parents would understand why their child is behaving in such manner and they can make disciplinary action or decision on how to correct or improve unpleasant behaviour. And guide them in developing their sense of morality. And make them an honest and morally mature person. By knowing this theory we can also examine ourselves. Reflect and think of situation we encountered in our life and how we reacted to it. By doing so, we will know what level of morality we fit in. I think morality depends on a person’s point of view. We can only say it’s wrong if it’s against the law but the morality issue of the person really depends on what his conscience tell him. Recommendation Lawrence Kohlberg theory of Moral Development gives a detailed explanation on how a child develops morally. This theory is remarkable because we now have an overview about morality and we now have guidance if we are on the right track or not. We can now assess our level of morality. And we can now choose what level we want to be. Report by: Mr.Dennies Dela Cruz Ms.Iris Vi P.De Jesus BSC â€Å"Morality is the ability to see an issue from points of view other than just your own.† — Lawrence Kohlberg—

Beowulf vs grendel Essays - Beowulf, English-language Films, Geats

Beowulf vs. Grendel The epic poem, Beowulf, is infused with the forces of darkness and the forces of light, heaven and hell. These forces symbolize the forces of good and evil, between two of the main characters, Beowulf, and his rival, Grendel. Grendel's watery lair is dark, and he only hunts at night? darkness. The heroic warriors halls were they rejoice is illuminated? light. These two examples are just one of the many differences portrayed in the epic. Along with differences, there are also similarities. For example, during Beowulf?s and Grendel?s fight scene, the characters appear to be the reincarnation of ancient Mithraic twins, Cautes and Cautopates, who represent life and death. Grendel and Beowulf are completely different beings, when one detail brings out a comparable change in the other. Grendel is a descendant of Cain and a man-eater who is feared by the Danes. Living with his mother at the bottom of a foul lake, which hence his name, ?grenja? meaning ?to bellow,? or ?bottom of a body of water.? Grendel comes out at night, leaving his watery den in search for food. His prey, drunken warriors who slumber in Hrothgar?s golden halls, slaughtering them as they sleep, and then dragging their bloody corpse back to his lair for a feast of his own. Legendary warrior from Geatland and Edgetho?s son, Beowulf, is human, but seems super-human, having the strength of thirty men. Beowulf is also a monster in some ways, but not in the sense as Grendel. Beowulf arrives at King Hrothgar?s kingdom with thirteen of his warriors, to assist King Hrothgar with Grendel, with King Hrothgar accepting Beowulfs pledge to kill Grendel. Beowulf plans to rest at King Hrothgar?s castle, and wait for Grendels arrival. Later that night, Grendel comes to the castle, devours some of the men, and then confronted by Beowulf. Grendel is immune to human weapons, so Beowulf confronts Grendel with his bare hands, and with his super-human strength, rips off Grendel?s arm. Grendel?s death and his evil nature are directly connected with darkness. The connection between evil and darkness are repetitive throughout the text, and is strongest with the physical description of Grendel?s den, where his dead corpse rests. As hell receives Grendel?s body, a sense of peace and relief is present. Beowulf?s primal desire for blood and violence and his tales of his killings do no differ much from Grendel?s bloody night massacres at Herot. Beowulf and Grendel neither need weapons to fight, Grendel being immune to man-made weapons, bewitched blades, and can not be wounded by them, but Beowulf, human, defeats Grendel without the aid of man-made weapons. This elevates Beowulf above the human standards, revealing more monstrous qualities. Beowulf and Grendel not only contradict each other, but they also compliment each other. They both symbolize heaven and hell, light and dark, life and death with each characteristic they each hold. Both characters take on ?non-human? attributes, Grendel being a monstrous being and Beowulf having superhuman abilities.

Chronic Pain Management and Nurse Practitioners Term Paper

Chronic Pain Management and Nurse Practitioners - Term Paper Example Recent increased focus on pain via hospice programs, state, national, international pain gatherings, pain clinics and professional pain organizations confirm the importance accorded to chronic pain and its management in the healthcare sector. This level of attention notwithstanding, a good number of family and primary care nurses and nursing students are poorly armed with the information, skills and awareness to manage chronic pain (Arnstein, P., and Marie, B. St., 2010). In addition, patients and their loved ones lack the latest and the most accurate information on effective pain management (Droes, 2004). These problems are further compounded by certain misconceptions about chronic pain, which include the beliefs that most chronic pain patients receive enough pain treatment and that non-oral routes are preferred for opioid administration (Droes, 2004). The other misconceptions are that relief from pain is not a treatment outcome and that many patients exaggerate their pain. These ar e some of the misconceptions that nurse practitioners should drop to efficiently treat chronic pain (Droes, 2004). This paper explores the difficulties of treating chronic pain and barriers such as inadequate training and education, financial barriers and impacts, and issues of state and federal policies and guidelines on pain management. Specifically, the paper will focus on the healthcare economic issues surrounding nurse practitioners’ pain management efforts. Role of Nurse Practitioners in Chronic Pain Management According to a publication by the Nurse Practitioner Healthcare Foundation released on December 15, 2010, the issue of moderate and severe chronic pain has been largely ignored in the sector just like the issue of derisory management and treatment of chronic pain, not to mention the misuse, abuse, and diversion of prescription opioids (Arnstein, P., and Marie, B. St., 2010). In fact, that millions of U.S. citizens use millions of pain relievers for non-medical re asons annually should be a wakeup call for medical practitioners and the relevant state and federal authorities. Importantly, health care practitioners ought to address these issues to avert and avoid resultant problems such as overdoes, increased illness and injury risks and even death in some cases (Arnstein, P., and Marie, B. St., 2010). These problems not only affect individuals but also impinge on the welfare of the larger community. This situation calls on well-meant nurse practitioners to rise to the occasion and properly prescribe and dispense pain relievers. More concernedly, opioids for chronic pain should be handled with more caution and keenness since the health care economic impacts are direr, more so for patients and members of public who may use opioids in a manner not recommended (Richardson & Poole, 2001). To know their roles in managing and treating chronic pain, advanced nurse practitioners should first understand the problem of chronic pain. First, it is of the e ssence that nurse practitioners appreciate that chronic and acute pains are worldwide health problems, which can be treated. However, chronic pain has not been associated with the benefits of acute pain, which may have protective effects on illnesses and injuries in certain instances. On the other hand, some experts regard chronic pain as a high prevalence disease on its own. In fact, by 2006, about 76

Employment Law - Problem Question Essay Example | Topics and Well Written Essays - 1000 words

Employment Law - Problem Question - Essay Example In the first count, Diana, a waitress who has just had a baby, is anxious about how she will manage her baby care and her work so as to plan her schedules. She approaches Christian who dismisses her that he is not involved in her issues and that she will have to cope with her current schedule at work. She has worked at the firm for three years. The second count involves Essie who has been working in the firm for the past two years. She has not been in good terms with Christian because of his continuous jock over Essie’s driving skills. She has never liked the jokes, has made this clear to Christian, and has asked him to stop. Christian however continues to make the joke. A statement that Essie ‘might kill someone one day due to her incompetence’ makes her angry and she leaves her job. In the third count, Fred, who has been working with Christian for 10 years, is approaching 65 years. He would like to work beyond the retirement age as he believes that he is still c ompetent but Fred believes that it is not safe to carry plates past 65 years and recommending that Fred leaves at 65 years. Rules One of the applicable rules in the case is the right of a woman to a flexible schedule after maternity leave. This is stipulated in the employment rights act of the year 1996 that allows the employee to apply for such varied conditions. For an employee to qualify for such rights as stipulated by the act, he or she must have worked for the employer for a period of two years and two months. There must also be the need for such change in schedule that must be primarily parental. A parent must for example be seeking the flexibility due to responsibility over a child who is younger than six years or an abnormal minor. Unless the employer can sight rational commercial arguments against such reschedules, the employee remains entitled to an agreed upon terms that remains binding (Chandler, 2003, p. 310). Another applicable principle in the case is the dismissal o f an employee. This, subject to the age discrimination principles of the employment rights act, can be observed from two perspectives; if the termination is done before retirement age and if the termination is done after the employee’s retirement age. Though the act provides that an employer have the right to dismiss an employee after the retirement age is attained, there should be an agreement between the parties over the termination agreement. This means that the employer should notify the employee of the intention to terminate the employment contact and the termination is only legal if effected after and not on or before the retirement date (Sargeant, 2006, p. 200, 201). Harassment is another applicable rule of law to the case. Harassments at the workplace include all forms of advances that are not welcomed by the recipient. Muir defines harassment from two perspectives, â€Å"quid pro quod claims and hostile environment claims† (Muir, 2003, p. 104). Quid pro quo re fers to those advancements that made with promise of rewards to the recipient, such as demand for sexual relations in exchange of promotion or an employment opportunity. Hostility in the working environment on the other hand refers to actions that are not acceptable to the recipient but are initiated by other parties at the workplace. Such an action may be â€Å"discriminatory that it affects job performance, or is intimidating, hostile, or offensive†

Principles of Marketing for Business Essay Example | Topics and Well Written Essays - 1000 words

Principles of Marketing for Business - Essay Example One such theory is the Maslow’s hierarchy of needs proposed by Abraham Maslow. Their motivational theory is largely based on a hierarchy of needs. These hierarchical levels can be defined into lower to higher levels as shown in the figure below: Figure 1: Maslow’s Hierarchy of Needs (Source: Phinney & Halstead, 2003, p.15) Marketers can use this theory in conducting market research about consumer behaviour of a target market audience. It is a well known fact that a successful product is largely one that can satisfy the needs and wants of the customers. Hence marketers spend considerable time and resources towards trying to figure out the demands of the customers. The model of hierarchy shows that only when the needs in the lower part of the pyramid are fulfilled the individuals are motivated to fulfil the next level. Marketers can therefore use this model to predict the needs and wants and also use surveys to find out the level of the needs that are being satisfied by t he present product offering. Adequate motivation can be provided in the form of innovative advertising strategies so as to motivate individuals to move to the next level of hierarchy. An example in this regard is the computers. Initially computers were desktop based devices and thus fulfilled the basic needs of computing, however as the basic needs of individuals got fulfilled they wanted more value from the products. The arrival of laptops and now tablets is a classic example of how this motivational theory can be used by marketers to gain competitive advantage. Question 2 Choose a product and explain how the market for that product could be segmented. One of the most useful and highly innovative products is the tablet PC. The tablet PC is actually a modification of the laptop and is much smaller in size but has advanced functions and can be very well used as a mobile computing device. The market for tablet PC can be segmented on the basis of price as well as quality. In the curren t situation a tablet PC would be designed that would have optimal functions and same looks but would be priced on a lower level. The market for tablet PC’s can be segmented on the basis of income levels and age. The low cost tablet would be specifically targeted for the student segment. The product features of the product would be such that it would tend to satisfy all the needs of students with regards to using such devices in their educational needs. It will not carry advanced features like 3G or other high end graphics that are essentially not required for students in their educational activities. The product would come at a very low price tag of only 40 US dollars. The above stated segmentation strategy can largely be stated to be price and need based segmentation of the market. In the case highlighted above the product is segmented for lower income group individuals with a specific need. In this case students perfectly fall into this segment. Other than this there are st atistical techniques and tools like cluster analysis and factor analysis that can be used by marketers as a marketing research tool. Gathering real and live data from the market can help generate even better analysis and results and help generate competitive advantage in the market. Part 2 The environment The market environment is perhaps a very important area for marketers. Any organization is largely

Zara social media Assignment Example | Topics and Well Written Essays - 500 words

Zara social media - Assignment Example   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Zara’s website anchors its digital presence, and its expansive global reach is clearly apparent by the number of countries and languages that users can access the site in. Online sales were launched in March 2012, and the company has expanded aggressively in Asia recently (Interbrand). Zara boasts an active Twitter handle, a Facebook page, and a blog on Tumblr among other online ventures.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In terms of paid media, Zara is different in that it relies on word of mouth and brand loyalty, rather than advertising, to boost its sales (Robin, 2013, p.2). While â€Å"most typical fashion retailer[s] will spend 20%-30% of their revenues on advertising, Zara spends less than 0.5% – a big saving,† and what advertising it does do is mostly concentrated on what its windows display on the street-level.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Relying on in-house efforts has its rewards, but also its risks. The fact that Zara has little or no paid online advertising outside of company-run sites means that outside groups have a strong say in dictating Zara’s online profile—and in the fashion world, that can be dangerous. Google Zara and the top results include a Greenpeace campaign against the company for use of toxic chemicals, a critique of the retailer for refusing to pursue plus-sized consumers, and complaints of relying on sweatshop clothing manufacturers. On the other hand, the company is praised for its streamlined business model and the ability of store managers to connect directly to local and regional designers in order to stay trendy (Robin, 2013).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Overall, Zara’s digital strategy is spare and risky, outside of owned media, but so far, it is not affecting sales or perception in a measurable way. It is significant to note that Zara does not engage in advertising its products instead, it only advertises when it is intending to open up new stores. The company

Civic Engagement Essay Example | Topics and Well Written Essays - 750 words

Civic Engagement - Essay Example Their main objective was to ensure that the voice of the public is heard and attended to. This forum was also intended to strengthen the weakening relationship between the public and the police department and therefore contribute to enhanced national security. This event had drawn large audience because in the previous day, John Diaz, who is the SPD Chief announced his intention to retire from the police service. Another speaker who took more time on the stage addressing the rising violence cases in the community was Captain Ron Wilson, East Precinct commander. General Matt Allen (a guest speaker) explained that the police department is committed to reaching out to the public at large by holding regional meeting purposely to address security issues and concerns of the public in general. In this event, the speaker noted with a lot of concern that club violence was no doubt a major thorn especially in those clubs along Pine and Pike, therefore given first priority over others issues of equal importance. Members of community were getting bothered by the frequency of what was known to be brawls outside the Grimes and the Woods on the 11Avenue. Llen recognized club violence as a complex issue and urged the members of the public to keep dialing 911 for security response. ... To this, John Diaz explained that there were legal policies regulating noise in residential places, but was only that the police department had not been informed of these new developments. However, he explained that the good news was that they was going to established a special police unit to address issues related to community peace as far as operation of night clubs is concerned. He went ahead to explain that the mandate of the proposed police force will be executed in a way that they will not affect business ventures. This implied that business must be executed with strictly compliance with the security policies. In this forum, club violence was a hot topic with the recent incidence at The Social being the reference point. Another issue that heavily criticized by the community was the manner at which the mentally challenged people in the society were treated. The community members in attendance claimed that they had recently witnessed a rise on the Capitol Hill. Concern this unjus t and unfair treatment of the disability member, the area police boss explained that those suffering from mental sickness or panhandling on the streets should not necessarily be locked up in prisons. In the mean time, this problem was addressed through the establishment of what was termed as the ‘Mobile Crisis Unit’ that served as medium term solution. Under this unit, the mentally challenged would be taken to good mental health centers where they would be treated instead of being locked up in caves. While emphasizing on this, Mr. Allen said that the mentally challenged personas do not deserve imprisonment but rather a reconnection with mental health physicians and facilities. While addressing delegates in this forum, Allen expressed hope that the East Precinct will

Summary article Essay Example | Topics and Well Written Essays - 500 words

Summary article - Essay Example â€Å"Was it not something of the similar order that took place in New York on September 11?† (p 15) The effects of the multi-national capitalism and the culture created by the Hollywood popular fantasies resulted in the actions to be seen as images entered and shattered in our social reality. To read the reality within the WTC attacks in the lights of Lacanian psychoanalysis, the people who are immersed in reality have turned to be â€Å"fully identifying oneself with the fantasy – namely, with the fantasy which structures the excess that resists our immersion in daily reality.† (p 17) The approach of Zizek points out the need for seeing things as they are rather than missing the roots in the fantasy-driven world or the â€Å"artificially constructed universe.† He wants the people to yield to the â€Å"irresistible urge to ‘return to the Real’, to regain firm ground in some ‘real reality.’†(p 19) The Real has a compelling image of nightmarish apparition which is compelled to enter our reality and â€Å"the compelling image of the collapse of the WTC was: as image, a semblance an effect’, which at the same time, delivered ‘the thing itself,’† not the fantasized version of the reality. The same psychoanalytic view of reality that â€Å"we should not mistake reality for fiction,† means that â€Å"we should discern which part of reality is ‘transfunctionalized’ through fantasy, so that, although it is part of reality, it is perceived in fictional mode.† (p 19) The Lacanian view that unlike the animals which can â€Å"deceive by presenting what is false as true† humans â€Å"deceive by presenting what is true as false.† (p 20) The reality behind the WTC attack has been presented and viewed in the same manner, making the real as fantasized notion. â€Å"Not only were the media bombarding us all the time with the talk about the terrorist t hreat; this threat was also obviously libidinally

Cruesa, his first wife, is lost at Troy Essay Example for Free

Cruesa, his first wife, is lost at Troy Essay To analyse the character of Aeneas in comparison to the character of Odysseus we must first recognise that they have both been sent away from home, Aeneas by force after the sack of Troy and Odysseus to fight from the Greek side. To analyse them as leaders and good men we must look at their feats and their strengths as well as recognising their flaws as people and warriors. Both characters are extremely respected as heroes. Virgil presents us with the man that founded the greatest empire of all, the Roman Empire. Odysseus had the idea of the Trojan horse, without which the Greeks would not have won the war. Both are primarily good men who serve their countries well. I found though, that they do this in two very different ways. Odysseus nostos and Aeneas search for a new home. Scholars continue to disagree on whether or not Aeneas is presented as a good soldier, although the question itself is certainly far from black and white, complicated by the culturally relative nature of terms such as conflictand courage, as well as by the rather oblique definition that good itself holds. Odysseus respectively. I will argue that Aeneas meets the criteria set by neither model and that, ultimately, he is an emotionally unstable, morally dubious and even an incompetent military leader. However, the very fact that he is the protagonist needs to be stressed: his character is necessarily sympathetic, dynamic and intricate. My intention is not to assert that Aeneas is a villain or a coward; he is quite obviously neither of these things and such an interpretation of the Aeneid, a text rich and ambiguous in meaning, would be nothing short of reductive. And in this way he must, and does, have some positive, somewhat redeeming features. Virgil created in Aeneas a new type of Stoic hero, a point that is perhaps most evident in Book Four when Aeneas leaves Carthage. His speech to Dido is indicative of his determination to suffer both silently, Aeneas did not move his eyes and struggled to fight down the anguish in his heart. , (Book 4) and willing, Do not go on causing distress to yourself and to me by these complaints. It is not by my own will that I still search for Italy. (Book 4) Emotional restraint and acquiescence in regard to ones own fortunes and torment is intrinsic to a Roman conception of a role model and leader. Equally, the presentation of Aeneas in Book Four can be seen to parallel that of Odysseus in Book Nineteen of the Odyssey, where the reader is told that, in spite of his wifes tears, the heros eyes were steady. Aeneas, then, does conform to both the Roman and Homeric paradigms in his ability to endure the sufferings that Fate has allotted him. And yet his chief characteristic is not his endurance, as is the case with Odysseus, but rather his pietas, a quality essential for a Roman warrior. Time and time again in the Aeneid he is referred to as pious Aeneas, famous for his devotion(Book 6), so the Sibyl states. This devotion is threefold in that it is not only religious and extends to both his family and to his duty as Father of Rome. The latter of these has already been demonstrated by his separation from Dido, in which he subordinates his personal wishes in order to fulfil his destiny, while one can see the first two aspects of this pietas at work quite clearly in Book Five, in which the funeral games, held in honour of the divine father of Aeneas(Book 5), combine a celebration of the familial and of the holy. Like the Father figure that Aeneas, by fate takes on, Odysseus has great affection for his men. When he loses some of his men at Ismarus he tells us how they sailed on with heavy hearts, grieving for the loss of our companions. As well as this, when all the other ships are lost to the Laestragonians, he states, We lay on the beach for two days and nights, utterly exhausted and eating our hearts out with grief. Odysseus risks his life for them. In book 10 when the first half of his men are transformed into pigs by Circe, he goes alone to rescue them. He goes blind into this plan without any forward planning until Hermes helps him. He is so determined to help that he tells an interfering Eurylochus, I shall go. I have absolutely no choice. . He never abandons his men. In Book 9 when his men eat the fruit of the Locus they lose all hope and want for home. Odysseus literally drags them and ties them to benches on the ship so that they cannot escape. In the cave of the Cyclops, after they have blinded the monster, Odysseus ties all of his men to the bellies of rams and they escape leaving him, he is alone and has nobody to tie him on. He does not care because he thinks about his men before he acts as does Aeneas. In this respect they are very similar except Aeneas makes more mistakes than Odysseus does and loses his wife. As a father figure, like Aeneas, Odysseus is very well respected by his men. Near the Cyclops the men divide the goats between the ships. They give nine to all of the ships and ten to Odysseus alone as a sign of their respect for him as their leader. Yet this pietas, as much as it appears to pervade Virgils characterisation of the leader, might be called into question. Aeneas, on frequent occasions, seems reluctant to implement himself and also uncertain as to the rewards it offers. In Book Five the poet externalises Aeneas thoughts as he wonders whether he should forget about his destiny and settle in the fields of Sicily (Book 5), and throughout the first half of the poem he needs to be constantly prompted to continue in his search for his homeland: by his wifes shade in Book Two, his fathers shade in Book Five, and twice by Mercury in Book Four. Mercury wasted no time, So now you are laying foundations for the high towers of Carthage and building a splendid city to please your wife? Have you entirely forgotten your own kingdom and your own destiny? (Book 4). These temptations are presented to Odysseus throughout The Odyssey but he does not give into temptation whereas Aeneas marries Dido, falls in love with her. Odysseus has a very strict work ethic, which clearly shows his devotion to Ithaca. He is offered immortality by Nymph Calypso if he just stayed with her, but instead the first image that the reader is given of him is knelt on a beach crying for his homeland. He is tempted again by the witch Circe. Odysseus has the weakness of enjoying women. He stayed with Circe for one year before his men reminded him of home. He also stayed with Calypso for seven years. Although we must take into though that there were reasons why he had to stay with her. Even through these periods of extreme temptation and immensely beautiful women, Odysseus wants to return home. He is driven by the goddess Athene but she is not the true reason for his passionate longing for Ithaca. Aeneas is different. He no longing to go home, he has no home. He does long for his promised citadel but is also a cell for the gods to create a new Empire. Venus intervention is what points Aeneas towards leaving Dido who he tells, I left you against my will (Book 6). Aeneas seems rather less than devoted to his duty at this moment. He is shown to be quite contented in Carthage and it seems unlikely that he would have left its sweet shores under his own volition. Dido is Aeneas first serious test, and he seems to give way without a struggle (Book 4), and one may see the character here as close to the antithesis of Odysseus who, in his pig-headed determination to return to Ithaca, even rejects Calypsos offer of immortality. Indeed, Aeneas, whose sword was studded with yellow stars of jaspers (Book 4) is a picture of decadence. Nor is devotion to duty the only aspect of his pietas that can be found wanting, and as much as Aeneas appears to be a truly devoted son it should be noted that he repeatedly fails to protect his family. When one considers those personages in the poem that could be seen as intimate with Aeneas it must be realised that virtually none survive. Cruesa, his first wife, is lost at Troy; Dido, debatably his second, commits suicide and Anchises, his father, dies in the port at Drepanum.

The Montessori Method early childhood

The Montessori Method early childhood Introduction The Montessori Method was conceived in the early 1900s by Dr Maria Montessori, and was developed as an alternative method of early childhood learning. (Stevens, (n.d.) Montessori centres became established and recognised internationally including within Aotearoa NZ. Basic to Montessori is the premise that children are deemed individuals and need to be understood and given the freedom to be guided or directed through the system as opposed to being instructed. Learning should be determined by, and adapt to the needs, as they change through childhood. (Chattin-McNichols, 1992) Emphasis is placed on the use of specific equipment and other designated resources. The whole environment of a Montessori centre is designed to capture interest and lead to self learning, self discipline and fulfilment of a childs potential. (Montessori, 1912) As with other countries, a sociocultural aspect has been introduced here, and along with the introduction of Te WhÄ riki, brings modifications to the original dogma. Although long controversial, the method is in demand as a valid means of alternative education and a wide variety of literature presents a valuable source of theoretical and practical knowledge. (Shuker, 2004) Background Early years Maria Montessori (1870 1953). She graduated as a doctor of medicine with honours in 1896 from the University of Rome. Her CV in the following few years included research work at a psychiatric clinic where her interest in children was sparked. She studied the works of academics and practitioners such as Seguin, Rousseau, and Froebel and undertook courses in anthropology, philosophy and psychology. Tests and experiments in the 1900s at a school for the retarded children successfully helped develop her theories. This was followed in 1907 with the successful application of her methods at a new school in the slums of Rome. With success came global fame and acclaim for her and her system, followed by the establishment of centres globally. (Hainstock, 1997) Montessori in NZ In Aotearoa New Zealand, Montessori started in 1912, continuing till the 1950s when there was a decline. A revival started in 1975 continuing to this day. (Shuker, 2004) Montessori terminology A few examples of Montessori terminology integral to the system are as follows: didactic materials, discovery of the child, liberty, normalised child, order, prepared environment and sensorial exercises. (Hainstock, 1997) Overview Purpose The essence and essential purpose of Montessori is well encapsulated in the following statement. If young people are to meet the challenge of survival that faces them today, it is imperative that their education develop to the fullest extent possible for their potential for creativity, initiative, independence, inner discipline and self confidence. (Lillard, (1972) p. 138) Written in the 1970s, the statement is timeless in concept, being just as applicable today as it was then. Environment Montessori believed that the most important factors in achieving her ideal concept were the environment and the teachers. Apart from being organised and free from clutter, the environment had to be supporting, encouraging and foster a self belief in the child that would reveal his personal attributes and interests. The indoor and outdoor environments provided activities that were meaningful learning experiences. This environment contained only resources and materials that were specifically made to Montessoris standards; chairs, tables, equipment, all made in regard to the childs size and strength. (Lillard, 1972) Two very important pieces of furniture that could not be done without were a long low cupboard for the resources, and a set of colourful drawers for the child to put their belongings in. (Montessori (1912) as cited in Shuker, 2004) Teachers role The role of the teacher is to be able to understand from observation, the childs individual learning needs and the changes in those needs as they occur. This leads to directing or facilitating, the childs interest in and use of the didactic materials, exercises and games. The teacher is simply a link and therefore needs to be Montessori trained so as to be knowledgeable in the use of all the materials, techniques and processes to be used. (Montessori, 1988) Curriculum delivery and content The delivery of the curriculum is fed through observations to five essential stages: practical life, sensorial education, language education, mathematics and the cultural area. The materials used in these areas all helped the childs perception using size, shape, volume, colour, pattern, odour, sound and texture. Later materials help the children in discoveries relating to mathematics, language and literacy, art, music, science, and social studies (Chisnall, 2008, web-based) The practical life experiences cover all the everyday routines and how to cope with them; tying shoelaces and opening and closing drawers. Sensorial education covers the use of the five senses: smell, touch, taste, sight and hearing. Language development encompasses reading and writing and learning how to use good speech. This area is closely attuned to the sensory training, for without knowing how to feel and hold a pencil; a child cannot learn how to write. The mathematics stage teaches the child the fundamental decimal system of counting up to and in groups of 10. The cultural aspect is shown through pictorial material, along with a globe of the world, puzzles and similar resources. (Hainstock, E.G. (1968) Discussion There are few similarities between a Montessori Method and a traditional mainstream approach while the differences are many. Some examples of both are as follows: Similarities Montessori believed that each child is unique with a potential that needs releasing. (Montessori, 1912) The Te WhÄ riki Curriculum takes this approach and states that children learn through individual exploration and reflecting. (Ministry of Education, 1996, p. 9) Montessori encouraged parents and caregivers to visit the classroom at any time; however, they were not allowed to distract the children or the teacher. (Montessori, 1912) Parents and caregivers are encouraged to visit the mainstream classroom and take an interest in their children. Parental involvement and understanding are necessary ingredients to realising the full potential of a Montessori education. (Hainstock, 1997, preface) Montessori believed that every child had a right to an education regardless of class, culture, race and ability. (Montessori, 1912) Te WhÄ riki states the curriculum assumes that their care and education will be encompassed within the principles, strands and goals set out for all children in early childhood settings. (Ministry of Education, 1996) Differences Montessoris method was to stand back, observe, and let the child solve the problem themselves regardless of time taken. (Montessori, 1912) Education is different today. Teachers have to use the New Zealand curriculum which dictates what and when they have to teach. (Ministry of Education, 2007) There is still a certain amount of flexibility; however, the teachers are unable to leave children for a long time. Montessori grouped children into three age groups which they stayed in until they were old enough to progress to the next group. She did not have a new entrance class. (Montessori, 1912) Our education system insists that children are put into aged related classrooms. (Ministry of Education, 2007) Montessori was a great believer in children working individually or in small groups. (Montessori, 1912) Todays children are taught in classroom group situations. (Hainstock, 1997) Influences Controversy and confusion, mainly through misunderstanding, misinterpretation, and partial application of the method were common over the years. Other influences impacting include: mainstream resistance, political and philosophical vagaries, and funding problems, statutory and regulatory impositions. Cultural elements have also been introduced into the curriculum and modifications have occurred. The shortage of Montessori trained teachers had a detrimental effect as well. (Shuker, 2004) Contribution to educational setting The whole concept, philosophy and application of the Montessori Method obviously confine it to an alternative role in the field of education in Aotearoa New Zealand. Enthusiastic pioneers of the system such as Martha Simpson and Binda Goldsbrough have been followed by equally enthusiastic and committed parents. The formation of a Montessori movement, teacher training standards, and the evolution to higher education levels shows there is an enduring and well supported demand for the Montessori approach. The survival of Montessori for over 100 years is due in some part to its portability, culture sensitivity to its resident country and adaptability. (Shuker, 2004) Conclusion Personal reflection by Catherine Mitchell Maria Montessori was ahead of her time. She had the childrens best interests at heart. However I feel had she been able to accept criticism in a constructive way then her methods would have had more of an influence in society today. Montessoris methods were built on her observations of the children and were adapted to meet their needs. I will use a lot of Montessoris methods in my teaching, as I agree with her approach. Each child is an individual; we should be embracing this and allow the child to develop at their own pace. It is important as a teacher that you do what is best for the children in your care. My own attitudes have not changed; instead they have enforced my beliefs that each child is unique. Personal reflection by Faye Winter What to make of Montessori? With no real previous knowledge, apart from being aware that is was an alternative education centre, this study has been extremely interesting and revealing. The credibility of the method is well supported by the founders wide academic background allied with her actual experience and observations with both special needs and mainstream children. In this regard, the method is well founded. Although there is a wide range of literature on the subject, acceptance or otherwise of the approach invites further in-depth study, preferably along with hands on experience. As a staff member at an early childhood centre, I can see the potential for the introduction of certain elements, in particular, the use of Montessori didactic materials. Montessori once said she had discovered the child. This may well be the key to her method.