Quagga Facts and Figures

Quagga Facts and Figures Name: Quagga (articulated KWAH-gah, after its particular call); otherwise called Equus quagga Environment: Fields of South Africa Authentic Period: Late Pleistocene-Modern (300,000-150 years back) Size and Weight: Around four feet high and 500 pounds Diet: Grass Recognizing Characteristics: Stripes on head and neck; unobtrusive size; earthy colored back About the Quagga Of the considerable number of creatures that have become terminated in the course of the last 500 million years, the Quagga has the qualification of being the first to have had its DNA dissected, in 1984. Present day science immediately dispersed 200 years of disarray: when it was first depicted by South African naturalists, in 1778, the Quagga was pegged as a types of variety Equus (which contains ponies, zebras, and jackasses). In any case, its DNA, extricated from the cover up of a protected example, demonstrated that the Quagga was really a sub-types of the exemplary Plains Zebra, which veered from the parent stock in Africa anyplace somewhere in the range of 300,000 and 100,000 years back, during the later Pleistocene age. (This shouldnt have come as an astonishment, considering the zebra-like stripes that secured the Quaggas head and neck.) Sadly, the Quagga was no counterpart for the Boer pioneers of South Africa, who valued this zebra branch for its meat and its jacket (and chased it only for sport too). Those Quaggas that werent shot and cleaned were mortified in different manners; some were utilized, pretty much effectively, to group sheep, and some were sent out for show in outside zoos (one notable and much-captured individual lived in the London Zoo in the mid-nineteenth century). A couple of Quaggas even ended up pulling trucks loaded with sightseers in mid nineteenth century England, which much have very been an experience considering the Quaggas mean, touchy manner (even today, zebras are not known for their delicate natures, which assists with clarifying why they were never tamed like present day ponies.) The last living Quagga, a horse, passed on in full sight of the world, in an Amsterdam zoo in 1883. Be that as it may, you may yet get the opportunity to see a living Quagga-or if nothing else a cutting edge translation of a living Quagga-on account of the disputable logical program known as de-annihilation. In 1987, a South African naturalist incubated an arrangement to specifically raise back the Quagga from a populace of fields zebras, explicitly intending to recreate the Quaggas particular stripe design. Regardless of whether the subsequent creatures consider certifiable Quaggas, or are in fact just zebras that look hastily like Quaggas, will probably not make any difference to the visitors that (in a couple of years) will have the option to see these grand mammoths on the Western Cape.

Unit 6 Big Ideas in Science SEMINAR Research Paper

Unit 6 Big Ideas in Science SEMINAR - Research Paper Example Environmental Carbon additionally originates from disintegration of dead creatures. Sedimentary rocks like limestone, just as shells additionally contain carbon. Nitrogen, then again, exists in the air as nitrogen gas. This nitrogen gas is changed over to smelling salts gas through the procedure of nitrogen obsession, and the alkali is changed over to nitrites at that point oxidized to nitrates through the procedure of nitrification. Nitrogen obsession is cultivated by nitrogen fixing microscopic organisms just as lightning. The resultant nitrites and nitrates are changed over back to nitrogen gas by denitrifying microscopic organisms through denitrification process. Nitrogen present in natural issue is changed over into alkali gas by means of ammonification process. Human exercises influence the normal procedures of water, carbon, and nitrogen cycles. Exercises like consuming of petroleum derivatives and coal discharges nitrogen mixes, sulfur, and carbon mixes to the environment, which, notwithstanding causing air contamination, prompts the development of corrosive downpour. Corrosive downpour makes incredible harm plants and creatures. Increment of nitrogen in the climate causes awkwardness of supplements accessible for plants, influencing their wellbeing and biodiversity. Different issues like filtering of nitrogen into the dirt and resultant contamination and eutrophication comes about because of expanding nitrogen noticeable all around. Moreover, the utilization of chlorofluorocarbons, CFCS, causes the breakdown of the ozone layer prompting the development of Ozone opening. The outcome is an expansion in event of skin malignancy because of infiltration of bright light into the

The Maidenhead Of Ophelia Essays - Characters In Hamlet,

The Maidenhead Of Ophelia In William Shakespeares Hamlet, the character of Ophelia is taken on the appearance of a coy, honest, youthful young lady. Notwithstanding, the conduct camouflaged by this fa?ade is significantly more intriguing than we are persuaded. All through Hamlet, Ophelia is the objective of various sexual innuendoes and later the questioner of her own sexual experience. At the point when these events become clear, Ophelia no longer holds the virginal characteristics we were once persuaded she had. Ophelia is first depicted as a blameless, or as her dad, Polonius, portrays, a green young lady (1.3.101). The worry lies not with Ophelias conduct, however with Hamlets scurrilous wants for her- - she is advised to see him no more. Polonius then goes up against Gertrude and Claudius, Hamlets mother and uncle/father, with Hamlets endeavors to lure his little girl. As proof, he has reallocated an adoration letter written to Ophelia by Hamlet. Claudius challenges Poloniuss allegations by asking, But how hath she got his adoration? (2.2.127-28). This reaction is the primary ramifications of the conceivable nonattendance of Ophelias virtue. The most grounded recommendations toward Ophelia are made by Hamlet, himself. These appear to be the most critical of any, supposing that anybody were to know about her immaculateness, or absence of, it would in all probability be Hamlet. He questions Ophelias trustworthiness and her reasonableness. He reveals to her that the intensity of excellence will sooner change trustworthiness from what it is to a bawd... (3.1.111-12). A bawd is a reference to a house of ill-repute manager. Hamlet announces that he cherished Ophelia once. He cautions her that she ought not have trusted him, since ideals isn't something that can be supplanted and they are currently polluted. He advises her that he never cherished her. Maybe the harshest line with a reference to Ophelias condition of virginity is when Hamlet reports, Get thee to a religious shelter - why wouldst thou be a reproducer of heathens? (3.1.119-20). He obviously expresses that Ophelia is a miscreant and any posterity would be delinquen ts. Hamlet discloses to her she ought to wed a nitwit (3.1.134), and that as opposed to being straightforward, she imagines her shamelessness originates from guiltlessness, instead of experience. These assertions immediately disintegrate the fa?ade encompassing Ophelia, leaving no inquiries concerning her maidenhead. Hamlet proceeds with the abuse, getting progressively rough with each. He inquires as to whether he should lie his head in her lap. At the point when she decreases, he comments, Thats a reasonable idea to lie between house keepers legs (3.2.105). In reference to the play Hamlet has composed, Ophelia gets some information about the importance. Hamlet reacts, Ay, or any show that youll show him. Be not you embarrassed to appear, hellfire not disgrace to mention to you what it implies (3.2.127). One of the last innuendoes he gets an opportunity to make was in revealing to Ophelia that It would cost you a moaning to remove mine edge (3.2.226). In the blink of an eye a short time later, Ophelia was headed to frenzy. Ophelias own admission that she has lost her virginity comes in her condition of franticness. She sings, Then up he rose and wore his garments/And dupped the chamber entryway;/Let in the house cleaner that out a servant/Never withdrew progressively (4.5.52-55). Be that as it may, the most apparent entry comes not long after when Ophelia sings, Young men will speck on the off chance that they come tot/By Cock they are at fault. /Quoth she, Before you tumbled me,/You guaranteed me to marry. /He answers -/So would I ha done, by there sun,/And thou hadst not go to my bed. Ophelia is discussing the guarantees Hamlet made to her before she had intercourse with him. Since he has disclosed to her that he no longer loves her, there is no explanation behind her to ensure their exercises any more. Despite the fact that in a condition of frenzy, Ophelia has at long last spoken reality with regards to her relationship with Hamlet. She no longer conveys the personae of a blameless, pure little you ngster. Upon the principal perusing of Hamlet, a few of these records can undoubtedly be ignored. However, when we take a gander at the mentalities of different characters concerning Ophelia, we start to see that there are inquiries regarding her activities. Her dad, Polonius, assumes it is Hamlets deficiency. Claudius and Gertrude question Ophelias character.

Some thoughts about why American math education stinks

In theory, at least, I should be the very last person to weigh in on this topic.  As I usually joke, most of my students could tutor me in math. My mathematical education was mediocre in every way imaginable, and lets not even talk about that 200+ point score gap between my SAT and Math and Verbal scores. With competent instruction, I probably could have become an excellent or at least a decent math student, but alas, that ship sailed many years ago. So why on earth should anyone listen to me spout off about what ails math education? Well, because by this point, I know a fair amount about the functions and dysfunctions of the American educational system, about pedagogical trends, and about just how difficult good teaching really is.  If  youre willing to hear me out, Im going to start with an anecdote. I occasionally  receive emails from prospective test-prep authors (mostly math/science, incidentally)  seeking advice. A few months ago,  I got a message from someone looking to self-publish an ACT science book. In the course of his message, he mentioned that he couldnt begin to understand my work because he trafficked in the world of logic and objectivity. Although it was undoubtedly unintentional,  the implication was that my work was frilly  and subjective, the academic equivalent  of a pink cupcake. It probably would  have surprised  him to learn that traditionally, grammar and rhetoric were  grouped together  with  logic as areas of study. Until the nineteenth century, the boundary between the humanities and the sciences was quite fluid, the sciences being considered a form of natural philosophy.  Although there are still  some  of areas where the two overlap in overt ways music theory and math, for example, or philosophy and physics they tend to be relatively esoteric. Current discussions typically pit  humanities and sciences  against one another or worse, contend that the humanities only have value  insofar as they can be made to serve more pragmatic  pursuits. (For an exceptionally  heavy-handed example of this mentality, see  Passage 4, Test 1 in the new SAT Official Guide.) The reality, however,  is that grammar and math actually have quite a bit in common, and the way I teach grammar probably has a lot more to with  with what goes on (or should go on) in math class than what goes on English class.  Its not an exact analogy, of course, but  consider that math and grammar share some essential characteristics. Both are  formal, symbolic systems whose real-life applications are not always immediately obvious. Both are sequential and cumulative if you dont master basic terms and  formulas and understand their applications, you are not really prepared to move on to the next level. And both can become very creative at a  high level, but  not without a thorough mastery of the basics. If youd asked me a year ago, I would have very naively said  that training people to teach reading would be  harder than training them to teach grammar. Reading, after all, is fairly  subjective, and there are almost infinite ways for a student to misunderstand. As it turned out, I had things backwards. Because  there are a fairly limited number of formal techniques that can be used to teach reading (focusing on the introduction and conclusion to  determine  the main point, using context clues, identifying transitions), there wasnt a huge amount of wiggle room in terms of training  people to teach it. Grammar was  a  different story. First, let me explain that I learned pretty much all of my grammar in foreign language class.  Years of foreign language class, starting from  when I was about seven  through  well after I graduated from college. Almost all of it was pretty traditional pages and pages of exercises, progressing from the present tense to the imperfect subjunctive, from direct and indirect objects through relative pronouns. Although I have an excellent ear for languages, grammar did not come totally naturally to me. In fact, I got Bs in French for most of high school (albeit in an extremely accelerated class). But after  covering the same concepts in more or less the same order in multiple classes, in multiple languages, over multiple years, there was pretty much no way I could  not master them. The way I teach, and the way I write my grammar books, very much reflects that  experience. When I started teaching grammar, I simply mimicked what my teachers had taught me teachers who were at worst merely competent and at best outstanding. Because I came from a foreign language background, my starting assumption was always that my students knew nothing, that every term had to be defined, and that I could not leave any step to be inferred. Since very few of my students had learned any grammar in school and in the rare cases they had studied grammar, they usually had only the most fragmentary  understanding of what they had learned this approach proved highly  effective. When I started interviewing and training tutors, however, I  was struck by a few things. First most tutors had a noticeable  tendency to  overcomplicate their explanations. They often  attempted to cover  multiple concepts simultaneously, using very fairly sophisticated  terminology   and  they didnt stop to make sure the student truly understood all of the terminology they were using. They simply took for granted that the student had  not only been exposed to but had also  mastered the terminology they were using, even if that was not at all  the case. Now, in English, kids can still muddle along because, well, they speak the language (even if  some of their writing is pretty hair-raising), but in math I suspect those types of oversights can be deadly. If a teacher is talking past their students, assuming that theyve mastered concepts they should have mastered last year but didnt, failing to define terms precisely and  introducing new, more sophisticated concepts before the old ones have been fully assimilated, theres pretty much no way for kids to figure things out on their own. Forget deep understanding; they wont even get the basics. That brings me to my next point, namely the false dichotomy between rote learning and deep understanding. I think  most people would consider it common sense  that lessons  need to  be calibrated to the level of the particular students, and that beginners usually need to have things explained in pretty simple ways. Whats somewhat less intuitive, and what often gets overlooked in debates about pedagogy, is that aiming  for deep understanding too early on can be counterproductive because it often involves  more unfamiliar terminology and concepts than students are prepared  to handle. The strain on working memory is simply  too great. The initial goal, at least from my perspective, should be to give students tools that are simple to remember and that can actually be  used. If an explanation of the underlying logic behind a rule happens to help students better grasp a rule, in such a way that they can apply it more effectively, then by all means the explanation should be provided. But if explanations are  too confusing, they can do more harm than good. It doesnt happen often, but sometimes  straight-up memorization is actually the best  approach at first. Then, when  the student is ready, progressively more nuanced versions of the concept can be introduced. Usually, though, the issue isnt explanation vs. no explanation but rather how in-depth the explanation should be. There are countless  gradations between pure rote memorization  and in-depth conceptual learning, and there is a very fine line between explaining a concept thoroughly and explaining it in a way that brings in extraneous, potentially confusing information. A good deal of teaching involves walking that line. Sometimes a little bit of the theoretical underpinnings can be introduced, and sometimes it makes sense to go more in-depth. It all depends on where students are starting from and what they hope to accomplish. If a teacher isnt sensitive to that context, explanations can easily end up being more superficial or more complex than what a student actually requires. Thats a big part of what makes teaching an art as well as a science. More often than not, students wont  come out and tell you when theyre confused; teachers must  be  attuned to  facial expressions and body language. If they  miss those cues and blithely keeps on going†¦ well, youve probably had that experience. Moreover, concepts being taught must be considered in context of the subject as a whole: what (if anything) has been taught before, and what must the student absolutely master at this point in order to move to the next level somewhere down the line? If a curriculum isnt sequenced coherently, students end up with gaps and eventually hit a wall.   Likewise, if a teacher doesnt know enough about the subject to understand where the particular concept they are teaching fits in, they are unlikely to be capable of fully  preparing students for the next level.  I think its fair to assume that plenty of elementary school and even plenty of high school math teachers dont have a particularly strong grounding in the subject as a whole. It then stands to reason that they cant teach with an eye toward what might be required a year  down the line, never mind five years down the line. On the flip side, of course, some teachers are so naturally gifted in a subject, or take so much of their knowledge for granted, that they simply cant imagine the subject from the perspective of a novice or figure out how to explain things that seem so obvious to them (or worse, dont even realize that things need explaining). That was my 10th grade math class, and thinking about it still makes me shudder. The other, related, issue I see has to do with the  way in which  both  traditional and progressive forms of teaching are misapplied. In traditional  teaching, a general concept is presented, after which students work through a number examples to see it in action. This model has taken a lot of flack over the last century, some of it merited and most  of it based on various types of distortion, but I think its fair to say that its often applied in a manner that leaves much to be desired. Ive noticed that American teachers tend to overestimate  students ability to infer the application of  rules to complex/sophisticated situations after those rules are presented in a relatively superficial way.  For example, subject-verb agreement  can theoretically be covered in about five seconds: singular subjects take singular verbs, while plural subjects take plural verbs. Easy, right? In theory, perhaps. In reality, many students must learn about  gerunds, prepositions and prepositional phrases, non-essential clauses,  compound subjects, etc. in order to answer the full range of SAT subject-verb agreement questions. You cannot skip parts even seemingly obvious ones   and leave beginning students to figure out the rest; every step must be mapped out. Concepts must be continually reinforced  and  slowly built upon so that new concepts, as well as their relationships to other concepts, are gradually introduced and then explored in progressively more complex ways. Furthermore, each concept must be  drilled until it has  been mastered; simply reiterating the logic behind a concept is not enough.  Ive been told that this is how math gets taught in most Asian countries, which not coincidentally tend to have the highest math scores.  Based on the way Ive seen grammar get taught, I strongly suspect this isnt  happening in American classrooms. (Also, American pedagogy is  addicted to incoherence, confusing it with freedom and creativity; explicit, clearly sequenced lessons would be anathema, even if teachers were given leeway in implementing the specifics.) An equal if not bigger problem  results from the other extreme. In a progressive model, students are given a series of problems or examples and asked to  figure out the general concept.  While this approach has the potential to be useful, if done in a moderate and controlled way, it can lead to serious  confusion if 1) students have insufficient background knowledge to figure out whatever it is that theyre supposed to be figuring out; or 2) the teacher does not actually step in at some point and explain things clearly. (For the record, Im talking about a run-of-the-mill public high school math class, not a seminar at Exeter.) Ive seen tutors try to build lessons  around students prior knowledge or intuitive understanding of a concept, when in fact those things were so spotty they provided virtually no basis for understanding. What they clearly perceived as  guiding intended to empower the student was actually going nowhere. Far from realizing that, though, they seized on any scrap  of understanding as evidence that their approach was working. Never mind that there  was very little  the student could apply in any meaningful way. Once again, that approach creates enough problems in English, but native speakers will still be able to utter more or less grammatically acceptable utterances regardless of whether they can distinguish between the present perfect and the past perfect. In math, the consequences are likely to be a lot  more dire.

Technology Ruined Peoples Friendship And Relationships

Technology has made communicating difficult and has slowly ruined people’s friendships and relationships. Henry David Thoreau says, â€Å"Society is commonly too cheap. We meet at very intervals, not having had time to acquire any new values to each other.† Interpersonal communication with people is fading away with time, but simultaneously, technology has given people connection with those far from them. Although it does have its advantages, technology has ruined the connection and intimacy people once experienced in a pre-digital age. The disenchantment in peoples friendship caused by technology is clear. Technology has interfered with person friendships and made the relationship undignified and neglecting the fundamentals of it, such as†¦show more content†¦Friends from far away are now connected with the use of the Internet, the internet is a wonderful place to stay connected with family and friends, I use it to stay in contact with my friend Ray that’s going to Cal Poly. Nevertheless, sometimes it can be distracting while I’m hanging out with my cousins, but now people communicate through screens and it’s like a custom and people use social media platforms like Facebook, Instagram, and messaging to do all our â€Å"communicating†, but communicating from technology doesn’t show the person s emotions â€Å"Studies show that only 7% of communication is based on the written or verbal word. A whopping 93% is based on nonverbal body language† (Tardanico). The author, Tardanico, experiences that when her daughter attempted suicide, she talked to her before the incident, she seemed happy and she couldn’t notice her body language and, therefore, realize that she had depression. Communicating with, a person can only be from one way and that’s from face to face talking because individuals can notice what’s happening with the person, however using technology to talk to the person. 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Taking a Look at the Holocaust - 735 Words

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Founded earlier that same year by a small group of men. The party promoted German nationalism and antisemitism. They felt that the peace settlement that ended the war, the Treaty of Versailles, was extremely unjust to Germany by burdening it with reparations it could never pay. Hitler soon emerged as a charismatic public speaker and attracted new members with speeches blaming Jews and Marxists for Germany’s problems and creating extreme nationalism and the concept of a master race. Hitler and otherShow MoreRelatedTaking a Look at the Jewish Holocaust804 Words   |  3 PagesThe Holocaust a tragic catastrophe in which six million Jews were brutally murdered by the Nazi regime. Who were the Nazi’s and what punishments were brought against these war time criminals. During the Holocaust the Nazis used a form of indoctrination that contrived others to believe that the Jews were the ones to blame for the country’s loss after WWI. This indoctrination then lead to the massive murder of the Jews. 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The Holocaust can be seen from Goldhagen’s perspective of eliminationism. It did have all of the five steps and yet there was uniqueness about the Holocaust. The first one that can be looked at is the concentration camp itself. The history of the camp and the stories are still being unfoldedRead MoreHolocaust Genocide Essay817 Words   |  4 Pagesof the holocaust. A Polish Jewish lawyer by the name of Raphael Lemkin created the term in his infamous book, Lemkin on Genocide. Geno- meaning race or tribe from the Greek language, and -cide meaning killing in Latin. He was the man who gave the crime without a title an actual name. (Lemkin, p.g 2) Thus continuing, a proud example of genocide known throughout history was known as the Holocaust. Well, what was the Holocaust exactly? According to the Holocaust Encyclopedia, †The Holocaust was theRead MoreHolocaust And The Moving Image Moves Through The Five Areas Of Its Concentration981 Words   |  4 PagesTo answer the questions formulated through the symposium, Holocaust and the Moving Image moves through the five areas of its concentration, with the first section devoted to Film as Witness. This section uses a number of still photographs taken from personal and archival films created by the liberators of the Nazi camps to demonstrate how these films were acquired. Of interest is the idea that the liberating soldiers initially charged with simple document(ary) filming soon learned to develop andRead MoreShould We Teach The Holocaust1409 Words   |  6 PagesTeach the Holocaust to Eighth Graders? â€Å"Those who do not know history are destined to repeat it.† This was said by Edmund Burke. This quote strongly applies to the Holocaust. The Holocaust is a huge part of our history, and we should teach students about it so they are aware of the past mistakes. The Holocaust can help teach us how to make the world a better place, it is an important time in history because it can teach kids about societal issues and kids will learn about the holocaust anyways, soRead MoreSurvival In Auschwitz by Primo Levi1498 Words   |  6 Pageswhen people just look back in time how situation drastically changed to modern time. But it wouldn’t have become a lesson if no one looked at the issues people had affected society to present and future. According to the well known book in 20th century written by Primo Levi, Survival In Auschwitz, he explained about the time of his experience as a young 24 year old man being placed in German camp since he was considered as â€Å"Italian cit izen and Jewish raced†. During the holocaust, it is one of the

Surrogate Mothering Essay Example For Students

Surrogate Mothering Essay Motherhood Nine Months vs. A LifetimeYoure about ten meters dilatedits time to push! You grab hold onto your husbands hand a little tighter. Take a deep breathand the labor process begins. This is a common everyday scenario that happens thousands of times a day in hospitals all over the world. Yet sometimes, women will never be able to go through this process, due to circumstances beyond their control. Imagine never being able to have a child. Imagine infertility. Month after month, dozens of negative pregnancy tests, hundreds of dollars, infinite heartaches. What is a couple to do? Who can they trust? What are their options?One option that is becoming more and more popular in todays society is surrogate motherhood. Why? Some believe it is because of the continuous decreasing numbers of adoptable infants, especially healthy Caucasian infants. The advantage of surrogacy is that the child is usually related to one of the intended parents and can be the product of both genetic parents. Yet the reason that many Americans dont look for this as an option first is because of the large percentage of unsuccessful cases. A majority of the negative feelings towards surrogacy is mainly due to the uncertainty of the outcome. There is not a 100% guarantee that everything will work out as planned. There are many controversial topics surrounding surrogate motherhood. One is whether or not the surrogate mother has the right to change her mind, that is, to keep the baby. Take a look at adoption for a minute, although the two may be extremely different. In adoption the mother has usually become involuntarily pregnant, while in surrogacy, the pregnancy is voluntary. Yet whom would you consider the true mother of the child? The mother who gave birth yet, chose to give the child up, or the one who has raised him/her? To me, the answer is simple. The couple who adopted the child is the true mother and father, and in most cases, the adopted child would say the same. On the other hand, who decides which woman gains the title of true mother? Do we define a true mother the woman who gives physical birth or a child, or the woman who spends her life shaping this baby into and individual. This question is a hard one to answer because most of the stipulations have double standards. Yet when it comes down to it, to investigating the circumstances a little closer, it can be stated that no matter who gives birth to the child, the one who raises it and cares for it can be called its mother. The word Mother can have a lot of different meanings to different people. For some, their grandmother may be considered their mother, or maybe their aunt or close family friend. Because someone came from within a woman, it does not constitute her, nor does it automatically give her the right to be called the mother of the child. Of course they are the biological parent. Yet mother holds a higher meaning. If a woman has a child and then abandons itwhat kind of woman is t hat? Shes certainly not a mother by any means. Websters Dictionary defines mother as: a female parent; a woman in authority; an old or elderly woman. Yet, I define a mother as someone who is there for you always, someone who is up with you in the middle of the night when you dont feel well, someone who is there to wipe the tears streaming down your face, and there to place the band-aid on your knee after you have fallen on the ground, someone who gives you advice, cares, nourishes, loves, protects, hugs, kisses, someone you can look up to and say, thats who I want to be when I grow up. In other words, a role model, who if she could, would take away all your pain and unhappiness just so you wouldnt have to suffer. A mother is someone who would lie down her life for you. There are so many descriptions of a mother that have nothing to do with biology. Yes, of course, you may look like your mother maybe even talk like your mother; but

Original and Revised Taxonomy of Educational Objectives Essays

Original and Revised Taxonomy of Educational Objectives: An Overview Vernita Lewis Critical Thinking 501 March 15, 2011 David Krathwohl?s article ?A Revision of Bloom?s Taxonomy: An Overview? takes a look into Benjamin Bloom?s work entitled ?Taxonomy of Educational Objectives: The Classification of Educational Goal? and compares it to a more modern version of Bloom?s work. A more modern version of Bloom?s work was developed by Anderson, et al. in 2001. Krathwohl finds and explores the commonalities and disparities of the two works. Bloom's Taxonomy is a multi- level model of categorized thinking according to six cognitive levels of difficulty. In Bloom?s original Taxonomy knowledge, comprehension, and application make up the lowest levels and analysis, synthesis, and evaluation make up the highest levels. The levels are set up in a hierarchy, so students have mastered all levels lower than the one that the student is currently on. He recognizes that Bloom?s original Taxonomy of Educational Objectives served its purpose during its appointed era, but the revised version serves a more modern era. The rev ised edition of Bloom?s Taxonomy has been adjusted and revised to become more fitting of the 21st century. The major differences between the original Taxonomy and the revised Taxonomy are that the original Taxonomy consisted of a single dimension; the revised Taxonomy mirrors a double outlook on learning and cognition. The two dimensions of the revised Taxonomy guide the processes of stating objectives and planning and guiding instruction; leads to more visibly defined evaluations and a stronger relationship of assessment to both objectives and instruction. I understand the reasoning for developing a revised Taxonomy was to make it more relevant for the current era. I agree that Anderson et al. have achieved this through structural changes. Bloom's original Taxonomy was one-dimensional in form while the revised Taxonomy is two-dimensional in form. By separating the verbs from the nouns Anderson et al. was able to separate the dimensions. I find the two dimensional form make more sense. One dimension of the revised Taxonomy classifies The Knowledge Dimension while the second dimension identifies The Cognitive Process Dimension. The Knowledge Dimension composed of four levels and The Cognitive Process Dimension consists of six levels. The revised Taxonomy added Metacognitive Knowledge is knowledge includes strategic knowledge, task knowledge, and self-knowledge and most importantly consist of being aware of your own cognitive abilities. I find that this is a very important aspect of measuring learning. Krathwohl implies that metacognitive knowledge or being aware of your own cognitive reaches will aid in increased learning. Metacognative knowledge allows me to activate relevant knowledge about my own strengths and weaknesses pertaining to the task at hand and my motivation for completing the task. If I realize that I already know a fair amount about a specific topic and that I am interested in this topic; this realization will possibly lead me to change my approach to the task. I?ll probably adjust how I approach the task completely. I can also activate the relevant knowledge I already have for solving the problem. This type of metacognitive knowledge influences how I subsequently prepare for task or test. This need for a second dimension is also consistent with the multidimensional frameworks that David Krathwohl reviewed; Krathwohl implies two important points. Krathwohl examines Bloom?s Taxonomy and suggest that recalling or remembering knowledge, is the lowest level of Bloom's Taxonomy. With knowledge as a noun it?s something I gain or have, but the verb tense is actually what I can do or will be able to do; like recalling and recognizing facts. Anderson et al. applied verbs where Bloom had applied nouns and this created better clarity for teachers and educators and I also agree that replacing the nouns with verbs brings a better understanding of what the Taxonomy is attempting to convey. Krathwohl points out that the consecutively higher levels are all verbs; comprehending knowledge, applying knowledge, and so on. This is consistent with the disputation that the original Taxonomy categories were intended to function as verbs. With knowledge being used in verb form as described by Krathwohl it now functions as a second level category. Out of the two-dimensional form Anderson et al. provided us with the Taxonomy Table which provides teachers and other educators with an

Susan Douglas’ Media Paradox Essay Example

Susan Douglas’ Media Paradox Essay Example Susan Douglas’ Media Paradox Essay Susan Douglas’ Media Paradox Essay Susan Douglas offers a parent’s point of view on the media in general and children’s television in particular in her article, â€Å"Remote Control: How to Raise a Medic Skeptic†. She comments on two important aspects of children’s programming – perpetually clueless parents and the lies broadcast in commercials. This article is an amusing take on a classic media debate, that of whether or not children should be exposed to television, and how to override the influence of persuasive commercials and silly children’s shows. Douglas’ article was brilliant in its sheer honesty. She admits that she uses television as a babysitter in order to perform her parental duties without having a child underfoot constantly. She states in the fifth paragraph: â€Å"Moments like this prompt me to wonder whether I’m a weak-kneed, lazy slug or, dare I say it, a hypocrite. † This is the same battle that other parents fight on a daily basis. Having done my fair share of babysitting, I wholeheartedly agree with her that television is a useful tool in taking care of children. I also agree that children’s shows tend to portray children as brilliant and crafty while their parents are always, to use Douglas’ term, dopey. They remain clueless about the exploits of their children while allowing them to talk back and ridicule them. Children often mimic what they see on television, from reproducing dangerous stunts to treating their parents like the dim-witted parents on television. Gender-biased commercials have always irked me, which is why I have to agree with Douglas’ assessment of commercial inaccuracies. She points out that girl and boys are always portrayed in commercials participating in gender-specific activities. Boys play with war toys while girls enjoy makeup and dolls. Commercials don’t often show girls playing sports while the boys push a stroller in anticipation of one day becoming a father – in spite of the fact that as a father, they will most likely undertake many parenting duties, such as changing diapers, giving a baby a bottle, and choosing outfits. Douglas specifically mentions Kool-Aid commercials, which show the mother proudly presenting her child with a glass of Kool-Aid, which she has painstakingly prepared. Mothers are always shown cooking dinner for the family or having the wherewithal to order a hearty dinner for her family from Kentucky Fried Chicken, while taking the family’s individual tastes into account. Rarely is the father portrayed as the homemaker, and when he does perform domestic tasks, it is always with an air of trepidation, as if he is not capable of cooking a meal, changing a diaper, or vacuuming the living room. I have one bone to pick with Susan Douglas, and that is the suggestion that television is an important tool for children to be connected with the world and to make friends in school. I had plenty of friends who didn’t watch television (there was a large Mormon population in my town and they were opposed to all television programming) and it never kept us from having common ground. If Douglas is so convinced that television is a toxic waste dump, she could simply find other ways for her daughter to remain connected with the world. Newspapers can provide information on world and local events as well as entertainment news, while other information can be accessed online. Television isn’t truly a â€Å"must-have†. Douglas is honest about the fact that she, too, doesn’t want to give up television, and that is most likely the real reason that there is still television in her home. It is possible that Douglas has bought in to the idea that children have the last word in the home, as they often do on television. My last criticism of Douglas’ method of introducing television in the home is using the word â€Å"stupid† to describe what she sees in certain programs. Rather than emphasizing the negative, she should reinforce positive ideas, such as explaining to her daughter that Lassie isn’t really smarter than the parents, but they are portrayed that way because the show is about Lassie. If the show was about the parents, then the parents would be the smart characters. If I were to write an article that was similar to Douglas’, I would first comment on how certain groups are stereotyped on television. Female teachers are often â€Å"cougars†, seducing their young male students, while teachers in general are accused of being uncaring and unqualified, even though No Child Left Behind made certain that there would be no more unqualified teachers in classrooms. Police officers are always shown as corrupt individuals who steal drug money and beat up suspects. Every time a postal worker turns violently against his co-workers, the news media will do an entire series on the phenomena of postal rage, as if every postal worker has the capacity for violence. These portrayals are disturbing, as those three occupations are often inhabited by low-paid, earnest adults. In conclusion, Susan Douglas presents a humorous, witty account of what it is like to be a parent in a society that is consumed by different media influences. I agree that it is important to teach children how to watch television, and to present them with the fallacies that are inherently pervasive in children’s programming. My final suggestion is that Douglas ask older people how they kept their own children occupied before the invention of television.

Concepts of orientalism and self- orientalism are no longer relevant Essay

Concepts of orientalism and self- orientalism are no longer relevant to discussions of media produced by non-western organisations in the Global South. Discuss - Essay Example he West concerning the East (or the Global South which is another term referring to all other countries apart from the elite west) created a form of cultural hegemony and domination. These western discourses often present cultural and ideological justification for colonization of the â€Å"Third World† countries and European imperialism. This paper presents a comprehensive examination of Orientalism, including its’ complex and multifaceted creature capable of evolving into other forms such as self-Orientalism, especially in media texts (Freire, 2000:145). The paper also presents several reasons why the self-Orientalism and Orientalism are not important anymore in the discussion of media from Global South by non-western organizations. Critics of the West argue that the region, through a Eurocentric viewpoint, has positioned itself at the centre of the world, exploiting other communities and countries through imposing cultural transformation and change either through Orientalist discourses parallel to imperialist objectives or colonialist movements. The West further fictionalizes the image of the â€Å"orient† in scientific terms by using social sciences such as philology, anthropology, and history, as well as launching propaganda that encompass cinema, painting, literature, and other art fields in effort to actualize this fiction. The orient image created first by scientific terms then socially, thus become engraved in the memory of both the Easterners and the Westerners (Rivero, 2006). These internalized Orientalist discourses and viewpoints cause Westerners to perceive and see Easterners from the image created in their memory. On the other hand, Easterners express and represent themselves from the percep tions of the West and fictionalized image of the West. Therefore, the East tries to shape and conceptualize itself into the â€Å"orient image† fictionalized by the West to gain acceptance, subsequently reproducing Orientalist discourse by reproducing and

Email repies Coursework Example | Topics and Well Written Essays - 250 words

Email repies - Coursework Example One strongly believes that the Epistles provide lessons that confirm the existence of the Divine Trinity through the words and life of Jesus Christ. The response was therefore a positive manifestation of spiritual growth and an enhancement of appreciation for God’s Words through the readings. The discussion provided by Classmate B initially differentiated the way Fee and Stuart apparently discussed both historical and literary contexts of the Epistles; eventually, hermeneutical challenges were expounded, prior to providing comparative applications to contemporary times. The good point raised was the cultural context within which the contexts were written, explaining diversity in beliefs, practices and values that were eminent at that time. One contends that there is validity in taking into account the culture and historical context into which the biblical authors wrote their discourse. Greater understanding and appreciation of discerning that diversity in their applicability has been significantly due to the time element that transpired since then. One therefore commends the manner by which the thread was written in discerning the crucial elements that enhanced one’s learning through the discussed

What are the Reasons Behind Challenging Behaviour in residential care situations Essay Example for Free

What are the Reasons Behind Challenging Behaviour in residential care situations Essay Residential Care is local authority and privately owned residences within which Looked After Children (LACs) aged thirteen to eighteen reside. Challenging behaviour is a term defined as two main types: disruptive or externalised behaviours which may include some of the following: aggressive behaviour such as fighting, disobedience, tantrums, destruction of property, bullying and attention-seeking; non-disrupting or internalised behaviours including depression and anxiety. Symptoms of the latter include tension, inferiority complexes, unhappiness, feelings of worthlessness, timidity, social isolation and hypersensitivity (Hayden et al. 1999). Within my research I will be focusing upon externalised behaviours, specifically tantrums which are defined as episodes of extreme anger and frustration characterised by crying, screaming, shouting and violent body motions, including throwing things (Encyclopaedia of Children’s Health [online] 2011). My interest in this area stems from placement experience when two young men I worked with were reading an article Breaking the law in and inside in Who Cares Magazine (2010), a publication they receive every month. Within the publication was a letter from a young man of a similar age to them (15-16) and he said he behaved badly because people expected him to and he felt that if people expected him to he might as well live up to this reputation. The young men I worked with agreed with this, which made me think about the reasons behind some of the behaviour they exhibit on a regular basis. Within my placement in residential care the most common form of challenging behaviour I witnessed was tantrums. I feel it is important both for the young person and staff to understand the reasons behind the behaviour; for the young person they will better understand themselves and for staff they will be able to help the child more if they understand the behaviour more and the reasons behind it. Upon examining this concept closer I looked on the Who Cares website to gain more insight and discovered ‘John’s blog’ and a particular entry from October 2010: ‘I wasn’t prepared for the Panorama programme ‘Kids in Care’ The blur quickly fixed itself in the eyes of ‘Connor’, an angry fourteen year old in care. In the short clip, no doubt shown to jack up audience numbers, Connor is shown attacking his social worker’s car and leaving its window smeared with blood (at least I think it was blood). His rage caught me off guard, not out of shock, but more from a forgotten familiarity. I remember that rage and then I remember the vacuum. The hole in my childhood that screamed out to be filled. I often reached for rage. ..’ (John’s Blog, 2010). This research proposal begins with a review of literature around LACs and behaviour and identifies findings and any gaps in the current research. Examining other literature helps to identify any ethical issues or areas of difficulty others have found and able to overcome or avoid these in this proposal. Literature review The research uncovered in order to shape the proposal is dated from 1998 which is thirteen years old the most up to date research I found was from 2010. I will examine this literature in a thematic order. These themes will be used to inform the design of the planned interviews and help me to from questions around particular topics. Life as a looked after child Many of the research projects consider what it is like for the young people to be a Looked After Child (Baldry and Kemmis, 1998; Minty, 1999; Rutter, 2000; Rutter et al. 2000; Munro et al. 2005; McCarthy et al. 2003; Vinnerljung et al. 2006; Clausen and Kristofersen 2008). This was done by looking at daily life, being looked after, contact with family and friends, social workers, planning and reviews, education, and information and knowledge of what is available in the community. Garrett’s (1999) article highlights that those children who are perceived to be at risk of offending or to be threats to the community are also products of the ‘care’ system. Further to this, in The Guardian (1993) a comment that Kenneth Clarke made when he was Home Secretary regarded offending children and young people when he stated that they are ‘persistent nasty little juveniles’. One of the questions I would like to understand from my research is: what is the impact of these type of labels on LACs? Action and Assessment Records Several of the articles examine the use of Action and Assessment Records (AARs) from two different perspectives Garrett (1999) was concerned that the AARs are oppressive and contain powerful sub-texts; for example, what is an ‘appropriate’ youth lifestyle and the effects of this on the LACs? Kufeldt et al. (2003) looked at the children’s health, education, identity, family and social relationships and self-care skills. They felt the use of AARs would help their practice and improve outcomes for LACs. This is a contrasting viewpoint; the expectation seems to be that LACs need to fit into a particular box; it further highlights the concept of labels. Davies and Harrà © (1990) also look at identity: ‘ who one is is always an open question with a shifting answer’ I feel this fits LACs very well and other researchers have stated that having a social identity is important and LACs often do not have a confident grasp of what their identity is and this can have a detrimental effect upon them (Biehal et al. 1995; Ridge and Miller, 2000; Rutter,2000). This research intends to engage with young people in order to find answers to these questions. Families Research by Biehal et al. (1995) found that the birth family remains very important to LACs. Ridge and Miller (2000) did in-depth interviews to explore the importance of social relationships for LACs and what the impact of the care system is on keeping and maintaining these relationships. Rutter (2000) states LACs usually come from families where the parents exhibit diverse psychopathology and multiple parenting problems. Therefore, when working with families and LACs it is important to remember the impact the care system has on LACs maintaining social relationships and what impact families may have had on children prior to coming into the care system. This identifies another area for investigation in this project. Social Exclusion A number of the researchers look at social exclusion that LACs may experience. Ridge and Miller’s (2000) core finding is that LACs lack strong family ties and, due to living in care, experience a high degree of social difference. Their study focused in particular on emotional aspects of social exclusion. McCarthy et al.’s (2003) research assessed the level of social impairment and distress experienced by LACs with behavioural disorders whereas Minty (1999) examines empirical findings of behaviour to assess the extent to which LACs experience emotional, social, behavioural and educational problems. Rutter (2010) comments on Minty’s work: ‘Two implications are immediately evident. First when considering the elevated rate of emotional/behavioural difficulties.it will be necessary to ask whether these derive from the risk factors external to the experience of care or the care experience itself.’ (Rutter, 2010, p.686). Behavioural Problems Behavioural problems seem to be a recurring theme within the above research findings and are the focus of some of them (McCarthy et al. 2003; Munro et al. 2005; Hayden, 2010). Coward (1997) in an article in The Guardian argues that the assumption that when children are left to their own devices they will naturally drift towards offending behaviour. The present research proposes to discover how these assumptions and labels have become prevalent in the present time. Offending Behaviour Hayden and Gough (2010) discuss the introduction of restorative justice in residential settings and the impact this has in counteracting offending behaviour and thereby the above assumptions and labelling. In particular with regard to residential care Munro et al. (2005) state that several of the children interviewed in residential care experienced a culture of delinquent behaviour, bullying, low staff morale and also a lack of empathy displayed by the staff. McCarthy et al. (2003) looked into behavioural problems but only the impact on how this affects the LACs; it does not look at reasons behind challenging behaviour a gap I wish to examine. Improving Outcomes Two studies look into improving the outcomes for LACs and the idea of misconceptions of LACs ((Kufeldt et al. 2003; Hare and Bullock, 2005). These researchers firstly examined how children are looked at within legislation; they do highlight that there have been lots of improvements since the Children Act 1989 but my own interest indicates that this may not be good enough. These researchers further advise cautions in attempting research with LACs, stating that LACs are an ‘administrative sample because they are defined by law’. There is consideration of the difference between ‘movie shot’ samples and ‘snapshot’ samples of participants in that most studies with LACs focus mainly on those who have long-term fixed placements or those that move around frequently. Following this the above study examines retrospective and prospective samples; it examines the rates within which LACs end up in offending institutions to explain the flaws in these types of studies. Many LAC studies rely on retrospective evidence; the major problem with this approach is that it exaggerates links between the past and the present. However, the prospective study hopes to avoid a biased link with leaving care and offending. In my study I want to remove myself from viewing variable factors of a LAC’s experience as fixed such as: they will all come from feckless, neglectful families. Hare and Bullock (2006) warn of the danger of syllogisms which arise when characterising this group of children ‘all a is b, but all b is not a’. Their example is the relationship between children presenting challenging behaviour and placement in residential care. It is also important to remember that it is not only LACs who experience poor outcomes but they are more visible and they highlight the wider problems experienced by all deprived children. With all these considerations in mind Hare and Bullock (2006) used a snapshot sample of three hundred and fifty one LACs which then produced four groups of children with common needs: 1) adolescents who need help to improve their behaviour; 2) children who need protection from risk of neglect in families; 3) children in need of nurture and protection from families with serious health problems; 4) children whose needs arise from a specific problem. They state at the very end that the research does identify a risk to LACs but that it may not lead to improved outcomes or dispel misconceptions of them it may reinforce negative stereotypes. This is possibility that I am aware of and hope to avoid in my own research.

Genteel People and Honest Hearts in Jane Austens Emma Essay -- Austen

Emma:   Genteel People and Honest Hearts  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   In Emma, Jane Austen gives us ‘only the surface of the lives of genteel people’?   Though not necessarily a commonly used term today, the meaning of ‘genteel people’ is easily assumed. Good birth and breeding are not necessarily the only ‘qualities’ of genteel people: simple generosity, courtesy and elegance can also apply, as well as marriage into the class. The majority of the characters in Emma to some extent expand this definition to provide exceptions to the rule or abuses of the title. In this way the characters provide an interesting answer to the question of whether or not Austen actually deals with genteel people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mrs and Miss Bates are genteel people and of genteel birth. They are well educated and well spoken and readily invited into the Woodhouse circle. This high class is illustrated at Boxhill during Mr Knightley’s vehement reprimand of Emma’s cutting remark: ‘she has seen you grow up from a period when her notice of you was an honour.’ Of course, they have since slipped in monetary value, but retain their social position nonetheless. Mrs. Elton has the money, but not the connections or character to be considered genteel. Her marriage to a vicar as Mr Elton has raised her a class, but she has clearly not had the breeding to be comfortable in such high society, as she shows by continually dropping Maple Grove into conversations, and justifying her talents: ‘well, my friends say†¦Ã¢â‚¬â„¢ Harriet Smith obviously is not genteel by birth, being the ‘natural daughter of somebody’ but Emma invents he r parentage for the sake of the love games. The original modesty and humility that Harriet enjoys are accentuated and extended under the careful care of Emma. Th... ...ane Austen. Harlow: Longman Literature Guides [series], 1988. Craik, W. A. The Development of Jane Austen's comic art: Emma: Jane Austen's mature comic art. London: Audio Learning, 1978. Sound recording; 1 cassette; 2-track. mono. Gard, Roger, [1936- ]. Jane Austen, Emma and Persuasion. Harmondsworth : Penguin, Penguin masterstudies [series], 1985. Jefferson, D. W. (Douglas William), [1912- ]. Jane Austen's Emma: a landmark in English fiction. London: Chatto and Windus for Sussex University Press, Text and context [series], 1977. Lauritzen, Monica. Jane Austen's Emma on television: a study of a BBC classic serial. Goteborg, Sweden: Acta Universitatis Gothoburgensis, Gothenburg studies in English, 48 [series], 1981.    Sabiston, Elizabeth Jean, [1937- ]. The Prison of Womanhood: four provincial heroines in nineteenth-century fiction. London : Macmillan, 1987.   

Tesco’s Success Story

Tesco's success story Some of the key reasons for  Tesco’s  success include: Tesco  has been particularly successful because of its powerful brand. It has a reputation for value, low prices and for being customer focused. Its brand equity and associations have helped the company to expand into new sectors and markets. Tesco  has also been strong in public relations, advertising and building profile in catchment areas on a local level. This local approach to marketing appears to be a key driver for success. Tesco  has a good range of products, including own label products.It seeks to provide excellent customer service, and ensure high levels of customer satisfaction. The own label products have helped strengthen profits for the group, and it broad appeal through good, better, best (finest ranges) caters for the widest consumer audience. Aggressive overseas expansion has helped to keep profits high. The organisation has expanded into Eastern Europe, emerging nations su ch as China and South Korea and even the US, through mid market supermarkets known as, â€Å"fresh and easy†.Its strategy of being close to the customer has been assisted in the UK specifically, when  Tesco  developed different formats for shopping (convenience, metro, express, superstores). It has been the best retailer for format delivery and obtaining some of the best retail positions. It gained a first mover advantage when it launched  Tesco. com, which is one of the biggest and most successful online retailers. This part of the business continues to grow market share and has provided a channel to sell non-food items and other areas of the business including finance.Information technology has revolutionized the retailer, not only in stock-control and distribution worldwide, but also in terms supplier management. It has enabled better I) retailer-manufacturer innovation ii)  shorterning  of decision making and greater knowledge sharing. Tesco  is one of the mos t advanced companies in consumer understanding aided by IT (e. g. Dunhumby  and  Tesco  Clubcard  data). Consumer data has i) shaped product offerings ii) ranges iii) given  Tesco  a better understanding of consumer segments and shopping profiles and iv) helped marketing to build loyalty and develop promotion offerings that suit target groups.This level of sophistication has helpedTesco  to remain leader within the UK market. Suppliers are internationally sourced, and  Tesco  gains scale economies from its large buying volumes. This has enabled the company to keep prices down and supported its low price strategy aimed at the broad consumer market. However, the company has been criticized for its management of suppliers and clashes with the farmers union. There has been growing opposition to the supermarket because of its size, and the government (through the Monopolies and Mergers Commission) has been involved in ensuring competitive markets in the UK.Recent acquis itions such as T;amp;S stores, have led to a high concentration, with only few dominant players within the market. The organisation has a diversified product portfolio, which includes telecommunications, finance, insurance, which provides cross and up sell opportunities to customers. Profits have been invested to support research and development, and its aggressive international expansion plans. Read more:  http://www. businessteacher. org. uk/business-resources/case-study-database/tesco-case-study/#ixzz2B9gukB98

Midsummers Night Dream - 1017 Words

How does the ‘play within the play’ enhance your enjoyment of the rest of A Midsummer Night’s Dream? If not, why not? I would argue that A Midsummer Night’s Dream is one of Shakespeare’s greatest comedies. Comedy is in abundance in A Midsummer Night’s Dream, especially in ‘the play within the play’. ‘The play within the play’ is a key characteristic in A Midsummer Night’s Dream and deserves a thorough analysis as it holds a tight link to the main plot of this play. This part of the play takes up most of act V and allows a cheerful and comical ending to the play. ‘The play within the play’ adds deeper meaning and understanding to the play as an entirety and it mirrors certain aspects of the play as a whole. The play that group of†¦show more content†¦However puke gets mixed up and instead he anoints the eyes of Lysander therefore causing him to fall in love with Helina, leaving Hermia without her beloved Lysander. Yet the Oberon soon makes Puke correct his mistake and reunites the lovers correctly. Lysander and Hermia fall back in love with the help of some more love juice. Helina eventually gets her wish. Demetrius is as in love with her as she is in love is with him. As if there wasn’t enough characters getting upset and confused, Shakespeare also adds nearly an equal measure of confusion into ‘the play within the play’. Just as the Athenian lovers were bewildered and fooled, so too was Pyramus. He mistakenly believed that his love Thisbe has been killed by the lion. This almost exact mirroring of the main themes and ideas of A Midsummer Night’s Dream enhances the quality and enjoyment of ‘the play within the play’ and the entire play itself. ‘The play within the play’ gave me something to compare my views on A Midsummer Night’s Dream against. The impact that ‘the play within the play’ has on the audience is very subtle yet it is a major link in the play as a whole. When A Midsummer Night’s Dream begins it has all the making of a tragedy. The father who refuses to let her daughter wed the man she is in love with, who instead orders her to marry a man who he sees fit. Hermias father wants her killed for disobeying her. The mention of death is alsoShow MoreRelatedA Midsummer Nights Dream1759 Words   |  8 PagesA MIDSUMMER NIGHTS DREAM SUMMARY This play is a love story that is split between four sets of lovers; Hippolyta and Theseus, Hermia and Lysander, Helena and Demetrius and Titania and Oberon. The story begins with a distraught father, Egeus, asking the Duke, Thesus, to bring the law upon his daughter s, Hermia’s, head. His request is made because he wants her to marry Demetrius and she has disobeyed him by seeing Lysander in secret. The Duke gives Hermia up to the day of his wedding to decide toRead MoreA Midsummer Night s Dream Essay854 Words   |  4 PagesA Midsummer NIght’s Dream A â€Å" Midsummer Night’s Dream† is a classical play written by William Shakespeare. It is one of his more eccentric piece of work. The play is about the struggle of love between four essential characters: Hermia, Lysander, Demetrius , and Helena. However, it is not quite that simple. The play is quite confusing. In â€Å"Midsummer Night’s dream† the play take place in two realms fairy realm and human realm, two of the three main settings. Another one of the settings take placeRead MoreA Midsummer Night s Dream1094 Words   |  5 PagesJeana Jago Theater History J. Robideau October,1st 2015 A Midsummer Night’s Dream In a Midsummer Night’s Dream, Shakespeare story about romantic desire. Theseus and Hippolyta, are about to be married; both of them are wonderful figures from classical mythology. (Greek Mythology) Theseus is a great warrior, a kinsman of Hercules; Hippolyta is an Amazon warrior-woman, defeated in battle by Theseus. (Theseus and Hippolyta) He was longing for the wedding day, and this is what opens the play and closingRead MoreA Midsummer Nights Dream Essay1068 Words   |  5 Pages In the comedic romantic play, A Midsummer Night’s Dream, by William Shakespeare, four plebeians are fighting for fate and destiny in the city of Athens, Greece. Hermia, a strong willed young lady, defies her father’s orders to marry Demetrius, another Athenian man, and subsequently runs off to the woods to marry Lysander. However, when the lovers, Hermia and Lysander, run off, their plans are disrupted when they are told on by Helena, Demetriuss obsessive lover. At this moment, Lysander,Read MoreA Midsummer Night s Dream911 Words   |  4 PagesPranti Ahmed Blue 4 Brit Lit April 8 2015 A Midsummer Nights Dream Topic #1 Love is a timeless topic which Shakespeare explores in depth in â€Å"A Midsummer Night’s Dream â€Å". Shakespeare utilizes the format of a play within a play to communicate the complexities of love. Love is a force that characters cannot control. The play includes scenes of lovers searching for fulfillment in the arms of characters who are unavailable. The magic love potion wreaks havoc between actual lovers andRead MoreA Midsummer Night s Dream1905 Words   |  8 PagesA MIDSUMMER NIGHT’S DREAM As Duke Theseus and Hippolyta prepare for their wedding, in A Midsummer Night’s Dream, Egeus arrives with his daughter Hermia, who is in love with Lysander. Egeus wants Hermia to marry Demetrius who loves her back. Helena is in love with Demetrius. The Duke tells Hermia she will either die or become a nun if she does not obey. Hermia and Lysander run away to the forest. In the forest, Oberon and Titania, the king and queen of the fairies, mix the couples up when they squeezeRead MoreA Midsummer Night s Dream Essay1286 Words   |  6 PagesWithin A Midsummer Night’s Dream there are many different similes and metaphors that are themselves within another simile or metaphor. What stuck out to me was the meaning of that, the multi-layered symbolism. From the title of the play to the ending speech, the possibility of this being a dream is clearly stated. Inside of that the woods are a dreamlike state that are outside of Athens in what could be called a purgatory between the reality of Athens and the fiction of the play within the play.Read MoreA Midsummer Night s Dream Essay1664 Words   |  7 PagesIn A Midsummer Night’s Dream, one of the most poignant similes occurs when Theseus advises Hermia that she should yield to her father’s wishes because she is his creation, a figure in wax, and he has the power to command her, mold her, or destroy her at will (MND I.I.49-51). In Athenian society, a woman is expected to yield control of her life to men and to allow them to mold her affections to their will. The simile of a woman as a wax figure suggest that the only resolution to conflict is for theRead MoreAnalysis Of Midsummer Night s Dream 1251 Words   |  6 Pages Midsummer Night’s Dream is a perfect example of just how deceit can tear people apart. When trying to force a situation into something/ a situation you wish it to be you can end up putting yourself in quite the compromising position. It is a good story on the struggles of true love, parents wills, and fighting for what one believes in, with just a hint a magical alure to it and a slight pull of betrayal to make things even more interesting. In the end though, just as almost every other love storyRead MoreAnalysis of A Midsummer Night ´s Dream1001 Words   |  5 PagesWilliam Shakespeare starts with a seemingly unresolvable conflict in A Midsummer Night’s Dream. The main characters are lovers who are either unrequited in their love or hassled by the love of another. These lovers are inevitably paired. How does Shakespeare make this happen? He creates many subplots that, before long, are all snarled up into a chaotic knot. So, what actions does Shakespeare take to res olve these new quandaries? He ends up trusting a single key entity with his comedy. It’s only then