Current Educational Issues

Current Educational Issues Same-Sex Schools Same sex classrooms were widely practiced in ancient times before the middle of the 20th century (Yates 1971, p. 34). The concept of same sex classrooms works when girls and boys are separated into different classes, buildings or schools where they do not get to interact as freely as they would in the conventional classroom setup.Advertising We will write a custom essay sample on Current Educational Issues specifically for you for only $16.05 $11/page Learn More Same sex classrooms has been traditionally practiced in the past at specific levels of learning but more especially in high schools and in institutions of higher education. However, recent times have seen the practice infiltrate in practically all levels of education including the elementary level. This has created a new platform for debate as is affirmed by Hayes (2003) who notes that â€Å"Any number of studies show that single-sex education is beneficial for college-age women. Bu t the work done so far to study the issue for students in kindergarten through 12th grade is, at best, spotty and inconclusive† (p. 65). The practice has been evidenced in many parts of the world but it is important to acknowledge that its extensiveness are practically determined by the culture and religious backgrounds of the population group in question. The establishment of single-sex classrooms has for long been a rather controversial issue considering segregating boys and girls are not essentially politically correct. This debate has especially been exacerbated by the fact that it is even applied at elementary levels. This has caused quite a stir in most centers of education across the world. There are obviously a number of advantages and disadvantages associated with single sex classrooms but proponents of the concept note that it improves academic performance while its critics note that it essentially deprives young students from a healthy social life (University Langua ge 2011). The debate about the establishment of single-sex classrooms is very controversial and intense but this study notes that establishing single-sex classrooms especially for young children is not healthy for the comprehensive growth of children at an elementary level. Conceptual Understanding In the United Kingdom (UK) single sex schools have been quite common in a number of the country’s public and grammar schools. However, a number of these schools are currently coeducational but the trend has quickly infiltrated into other lower level of education schools such as elementary schools (Sullivan 2011).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In UK’s educational system, the commonly known single-sex schools at the primary level are Winterbourne Junior Boys School and Winterbourne Junior Girls School but through a government report released in the year 2007, single- sex classrooms have been approved by the government to uplift educational standards (Sullivan 2010, p. 6). In Britain, the number of single-sex schools has not been commensurate with other parts of the world. For instance, the number of single-sex schools had been approximated to be approximately 2,400 in the past four decades but currently, Britain has approximately 400 such institutions of learning (Sullivan 2009, p. 259). Despite this development, the debate on whether to subject young children to single-sex schools has not slowed down. An all-girl school in Nottingham city for example faced stiff opposition from parents who were against the administration’s move to close down the school because the demand for such schools were evidently dwindling (Asthana 2006). The parents claimed that it was their own personal decisions to take their children to an –all-girl school and the school had no right in closing the school down. This scenario has been replicated in a numb er of destinations across the globe. In the United States (US), the constitutionality of single-sex schools has been challenged at the Supreme Court and subsequent rulings have however made the educational concept constitutional only on the basis that comparable courses, services and facilities are shared by both boys and girls (Forman-Brunell 2001, p. 437). Because of this development in America, the number of public schools in the country has sharply raised from a meager eleven schools in the year 2004 to 549 single sex schools in the year 2009 (the number still continues to rise). Australia poses different statistics with regard to the growth of single-sex schools because it is estimated that there were approximately 51% of boys and 54% of girls in the year 1985 who went to same-sex schools but in 1995, this figure dropped to 42% for male students and 46% for female students (Australian Bureau of Statistics 1998). The situation is also quite different for Arab countries because i n most of the countries it is almost mandatory that students and pupils alike should attend same-sex classrooms (Thomas 2005, p. 792). In Iran for example, almost all public schools are essentially single-sex schools, since the Islamic revolution ended. This situation is more evident in countries which are strongly under the influence of sharia laws but boys and girls alike are accepted in equal measures, in their respective schools.Advertising We will write a custom essay sample on Current Educational Issues specifically for you for only $16.05 $11/page Learn More Disadvantages of Single–Sex Schools Recent research studies note that there is no significant improvement in performance from the establishment of sing-sex schools. These findings have been advocated by a British researcher by the name Alan Smithers from the University of Birmingham (Covington 2008, p. 175). From these findings, he also suggests that mixed schools are not inferior to singl e-sex schools. He attributes the success seen from single-sex schools (especially girl schools) from the fact that they are essentially independent and are grammar schools and therefore their performance may be exaggerated (Asthana 2006). Smither instead advocated for the fact that teachers and educationists should stop focusing on gender and instead focus on the ability of their children and the background where these children hail from as the main drivers of academic performance. In other words, Smither tried to uphold the view that there were a number of factors (apart from gender) that drove academic performance. The same sentiments are shared by an American educational researcher (cited in Asthana 2006) who affirms that: â€Å"There are a number of bestselling authors that [say] there are important gender differences in the brain and auditory system such that girls and boys see the world differently, so are best educated in single-sex schools. I have studied it and concluded t hat the arguments are not substantiated and miss the bigger agenda in this country [America]. Race and social class are far better predictors of outcomes† (p. 9). This analogy is to affirm that though there are huge volumes of literature suggesting the assumption that single-sex schools are synonymous with excellent academic success, there are research studies done to show some inconsistencies with these findings (Pytel 2006, p. 1). For example, in the Middle East where single-sex schools are almost a norm, not much academic success can be attributed to that part of the world. Instead, some of the most excellent schools and institutions in the world are found elsewhere on the globe. However, it should be understood that education is not only based on academics but also other factors such as earnings, marriages, childbearing social skills and a number of other factors which are not necessarily academic. From this understanding it is important to acknowledge the findings of othe r research studies done to establish the disadvantages of single-sex schools which concluded that single-sex classrooms puts on hold the development of social skills between boys and girls. Though there have been a number of researchers who note that the upheaval of social skills among boys and girls in coeducational setting comes at the expense of academic achievement, there is evidence from research studies done by Marsh (1985 who notes that â€Å"there were social benefits from co-education and these were not at the expense of academic achievement for either girls or boys† (p. 25).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, coeducational schools environments bear a close similarity to the real life environment where both boys and girls, men and women exist together, it is therefore improper to expose students to an artificial environment which does not represent the real life setting (Ferguson Career Resource 2006, p. 19). Like acknowledged above, affecting child growth for only five years (or so) at the expense of social skills which will be needed in the rest of the child’s lifetime after school is not justified. It therefore does not make sense for schools to establish single-sex schools for the sake of academic achievement while it is going to affect the child’s life skills in the long run. This fact is reiterated by Robinson Smithers (1999) who affirm that It has been suggested that educating the sexes together is more like real life, and the experience of growing up with the opposite sex makes it easier to move on to the mixed environments of university and employment. (p p. 25-26). Children who are subjected to single-sex schools at a very young age and exposed to the system for very long are therefore likely to find it very difficult to adjust to the real environment as opposed to those who grow up learning in coeducational schools. Moreover, students do not necessarily get to experience the diversity that exists among the student body and more so from the opposite sex (Pytel 2008, p. 12). This observation comes out of research studies observing that boys and girls are very different in their anatomy, the way they think and such like features. Comprehensively, these studies note that girls are different from boys in the sense that they are much more comfortable asking questions in class than boys are; girls respond better to questions touching on matters to do with shopping, girls thrive best or learn best in environments where they work in groups or in pairs and normally, females work best in an environment that is very relaxed (Pytel 2008, p. 12) . Boys would therefore miss to appreciate these sorts of diversity that is synonymous to females but also on the other hand, the girls would miss to appreciate the extensive diversity that is characteristic of males. They include the fact that boys perform better in environments that are competitive i9n nature; boys enjoys lessons that are bound to contain some action; boys enjoy tasks which are time-oriented; boys prefer to keep quiet and refrain from asking questions because they do not want to look less smart than their counterparts and lastly, boys are respond to sports questions as a unique area of interest. There is also enough evidence from psychological research studies done to quantify the probability of single-sex schools that single-sex schools are bound to increase the likelihood of homosexual relationships due to the single-sex environment evident in such schools (Dale 1971, p. 224). This is actually one extreme that has been identified by a number of psychology researc hers because they also identify teat single-sex schools are likely to cause another extreme which is homophobic relationships among affected children in the distant future of their development. Moreover, there is enough evidence gathered to suggest that gender stereotypes are also likely to increase among children subjected to single-sex schools at a young age. The establishment of single-sex classrooms is also disadvantageous to most students because it creates educational inequalities and possibly opens an avenue for discrimination in schools (Portes 2005, p. 55). There are already symptoms of the growing discrimination among boys and girls in research because many educationists have consistently supported the establishment of single-sex schools because it is more advantageous to women. Consequently, there have been very minimal volumes of research talking about the effects of single-sex schools for the boy child and more especially the males. This concern is also shared by Bronsk i (2002) who notes that â€Å"Any number of studies show that single-sex education is beneficial for college-age women. But the work done so far to study the issue for students in kindergarten through 12th grade is, at best, spotty and inconclusive†. This is true because boys and girls do not lean differently and the same educational outcomes expected of one gender are also the same outcomes expected of the other and so there is no reason for segregating boys from girls. Moreover, the learning inputs are the same too. The educational theory purporting the establishment of single-sex schools supports an upheaval of standards of education has in the past been punctured many holes and therefore it has failed to stand the test of time. Same sex schools have also been noted to contravene existing legislations regarding the access of equal education opportunities for children guaranteed by the law (CQ Researcher 2009). In many parts of the developed world, the law does not discrimi nate on access to education for any gender and so single-sex schools go against this provision. This case is especially evident in America where single-sex schools have been touted to contravene the Title IX law which guarantees equal educational experiences for both genders. Women organizations such as ACLU and the national organization for women have been on the forefront in showing their contempt for single-sex schools because they are identified to diminish the effects of the Title IX laws which guarantees equal treatment for both boys and girls in education (Russell 2007). Conclusion This study points out the fact that single-sex schools pose a number of developmental challenges to children who are subjected to it in the long run. However, at the same time, it acknowledges the contribution of past research studies suggesting that single-sex schools essentially increase the academic performance of students in the short run. Nonetheless, this argument is seen to be defective in t he sense that a number of other factors including, social classes, student’s background, and other socioeconomic factors also drive academic achievement to a significant degree. Apart from this fact, this study also identifies that single-sex schools expose students to inadequacies in developing social skills and also from a social standpoint it increases the chances of many students developing gender stereotypes and homophobic symptoms. These factors (among many more) other socio-economic factors contribute to the ongoing debate about whether single-sex schools are appropriate for students. Evidently, considering the intrigues of the above observations, we can conclude that establishing single-sex schools does not compliment student growth. References Asthana, A. (2006) Why Single-Sex Education Is Not the Route to Better Results. (Online) Available at: guardian.co.uk/uk/2006/jun/25/schools.gender2 . Australian Bureau of Statistics. (1998) Official Yearbook of the Commonwealt h of  Australia, Issue. Sydney, Aust. Bureau of Statistics. Covington, P. (2008) Success in Sociology AS for AQA. London, Folens Limited. CQ Researcher. (2009) Issues in K-12 Education: Selections from CQ Researcher. London, SAGE. Dale, R. (1971) Mixed Or Single-Sex School?: Some Social Aspects. London, Taylor Francis. Ferguson Career Resource. (2006) Ferguson Career Resource Guide for Women and  Minorities: Resources for Women. New York, Infobase Publishing. Forman-Brunell, M. (2001) Girlhood in America: An Encyclopedia, Volume 1. New York, ABC-CLIO. Hayes, S. (2003) Equity and Inclusion in Physical Education and Sport: Contemporary  Issues for Teachers, Trainees and Practitioners. London, Routledge. Portes, P. (2005) Dismantling Educational Inequality: A Cultural-Historical Approach to  Closing the Achievement Gap. New York, Peter Lang. Pytel, B. (2006) Single Sex Classrooms. (Online) Available at: suite101.com/content/single-sex-classrooms-a9558 . Pytel, B. (2008) Pros and Cons of Same-Sex Classrooms. (Online) Available at: suite101.com/content/pros-and-cons-of-samesex-classrooms-a80982 . Russell, S. (2007) Same-Sex Schooling Pros and Cons. (Online) Available at: suite101.com/content/samesex-schooling-pros-and-cons-a32700 . Sullivan, A. (2009) Academic self-concept, gender and single-sex schooling. British  Educational Research Journal, 35(2), 259-288. Sullivan, A. (2010) Single-sex Schooling and Academic Attainment at School and through the Lifecourse. American Educational Research Journal, 47(1), 6-36. Sullivan, A. (2011) Single-Sex Schooling and Labour Market Outcomes. Oxford, Oxford Review of Education. Thomas, J. (2005) Sears Youth, Education, and Sexualities: An International  Encyclopedia. London, Greenwood Publishing Group. University Language. (2011) Co-ed vs. Single Sex Schools. (Online) Available at: universitylanguage.com/guides/co-ed-single-sex-schools/ . Yates, A. (1971) The Organization Of Schooling: A Study Of Educational Grou ping  Practices. London, Taylor Francis.

Advertising Essay Example | Topics and Well Written Essays - 500 words - 2

Advertising - Essay Example They used Spanish for Argentina market, English for US and German language for advertising in Germany, although rest of the Ad had the same symbols and logo throughout globally. The tag lines were entirely different as they were too solely tell the story about the particular country such as tagline or message for Argentina was â€Å"change the day, start within†, tagline for Germany â€Å"give (offer) yourself a break†, whereas for US market they opted tagline as â€Å"make the smart choice† Nescafe followed the emotional appeal for Germany and Argentina, and Ad had rational appeal for the United States market. For Argentina they show what would be one life without have a Nescafe coffee to start his/her day in a dramatic way with loads of vivid colors. For Germany campaign they drew the feeling of coolness, relaxing and calmness, they basic idea was to let know that after having Nescafe coffee they will be relaxed, this was clean and clear Ad, they showed a female is holding steaming Nescafe coffee mug. The coffee is sprinkled with the crushed coco bean or cinnamon with a brew down there. So it is not a busy Ad that will overpower the stimuli of viewer, this simply uses the psychological effect and an emotional appeal that those hands are of beautiful cool and calm mother who is relaxing after house chores or is back from office. As United States Ad is concern it was a rational ad campaign as it was in reference to an argument with Starbucks. It had to show that Nescafe is a better product. It just changed the copy and the mug, rest of the Ad was same with the message of â€Å"Make a Smart Choice†, jus to make sure viewer doesn’t jumble up with the Starbucks. Nescafe totally ruled with the global advertisement. All it need was a kick in fewer markets and they grew the financials. Nescafe have grown in different cultures and have advertised itself the way that particular country required.

Healthy People 2010 Essay Example | Topics and Well Written Essays - 750 words

Healthy People 2010 - Essay Example The APN whose training is now in advanced theoretical concepts with added elements of practice and the use of the nursing framework is imminently qualified to assure this process takes place (Kohr, 1998). The APN is now a leader in developing nursing practice through provision of leadership and maintenance of a commitment to developing nursing practice, using her authority and power to influence clinical and policy decisions and providing clinical development. The goal that is chosen affects much of the communities need. In strengthening community prevention it is meant through education, community based programs and interventions and the reduction in violence and abusive behavior, all of which the APN is innately trained to handle through her collaborative and communicative style and abilities (Stanhope and Lancaster, 2008). She is also well able to handle these issues based on her strong clinical nursing background on which she has built the knowledge that she presently has. The values that have grounded the practice of an APN are advocacy, holism, nursing experience, integration or theory into practice and added medical functions in a nursing framework. Each of these parts of her practice that have come from grounded nursing theory are the strengths that will help guide her through the changes in practices and processes that will need to occur in the community to meet the new goal. The APN has at her disposal the deliberate, purposeful, and integrated use of expanded nursing knowledge which she has expanded from her original clinical ability. She uses knowledge , research, and that expertise in clinical practice to know what has to be done to advance the concept while at the same time she uses her collaborative skills to work with the rest of the team toward change (Ingersoll, 2000). The use of evidence based practice to help in the change of the processes that are needed to protect the public health falls within the new expertise of the APN. A strong and thorough understanding of evidence based practice coupled with the ability to understand and conduct good research is important in developing interventions to improve prevention. The development of an intervention is strongly research based and the development and evaluation of that prevention requires the understanding of statistical and data based information. During the change process necessary to institute much of the work that must be done for each of these interventions, another strong talent of the APN will be used and that is her leadership ability. This nurse will lead teams with confidence and collaboration. She will organize and move forward on initiatives that have only been discussed before. Healthcare will change very rapidly in the next few years, even more rapidly than ever before. The power and ability of the RN has been far underused in the past considering her education and expertise in clinical care but now the APN has placed herself in a position that provides her with enough power to make change (Kohr, 1998) Strengthening community prevention affects all parts of the community. When good prevention initiatives are put into place the community as a whole is served. The APN is an advocate of the community. In this position, she is able to advocate for those that need it the most, assuring that their need is part of the community policy that is

To Kill a MockingBird Essay Example for Free

To Kill a MockingBird Essay The portrayal of the black community at that time was reader’s first glimpse of the black community in Maycomb, which is portrayed in an overwhelmingly positive light. At first the reader may think that the black community is poor and hospitable, however at closer interpretation, one will see that the adversity seems to bring the people closer together and creates a stronger sense of community than is found in the Whites’ own church. â€Å"It was an ancient paint- peeled frame building, the only church in Maycomb with a steeple and bell, called First Purchase because it was paid for from the first earnings of freed slaves. One can tell from this quote that the church was very old and dilapidated. The church was called First Purchase because it was bought with the first earnings of freed slaves. This shows that the slaves were very poor, but at the same time, religious. They were willing to sacrifice their earnings for the building of a church for themselves. This gives an impression to the reader that the blacks were also very pious. It shows the respect they have for their religion and how they do the extent to achieve what they want. Thus it tells us that they could take hardship and the name of the church will serve as a constant reminder to all the blacks that the church was built out of their own pockets. â€Å"Negroes worshipped in it on Sundays and white men gambled in it on weekdays. †The white people who gambled in this church knew that they were gambling in a church, which was also the only black owned building in the town. Gambling is a sin and they thought that it was acceptable to be sinful in the only black possession in Maycomb. This routine of weekly gambling was an extreme disrespect to the black race and it exhibited the authority and control the white race had over the black population. There were few people who felt blacks deserved equality and those who expressed their feelings were lynched. This gives the impression that the blacks were prejudiced against and even the church – the only sole property they can consider theirs will be controlled by the whites. The blacks were felt as inferior to the whites. â€Å"Hearts of love hairdressing mingled with safoetida snuff, Hoyt’s Cologne, Brown’s Mule, peppermint, and lilac talcum. The blacks were also seen as very well- groomed, and made the effort to dress themselves up before going out, especially when going to church or other special events. This shows that the blacks had a sense of style, and unlike our ideal â€Å"imagination† of the blacks of low class, it gives the impression that they are able to style up, which is very special and unique. â€Å"The men stepped back and took off their hats; the women crossed their arms at their waists, weekday gestures of respectful attention. They parted and made a small pathway to the church door for us. † It gives the impression that the blacks are very respecting and allowing. Unlike the whites who do not allow them to go to their â€Å"white† church, the blacks do not mind a white going to their church and even take it as something honourable. The only one hostile exception in the whole passage is when Lula confronts them. However it only gives the impression that only one or two of the whole community is unfriendly. The change of tone in Calpurnia when speaking in the kids’ house and at the church also demonstrates the gulf between blacks and whites in Maycomb: not only do class distinctions and bigotry divide the two races, but language does as well. The last paragraph shows us that even though one or two might be too sensitive towards the whites, the rest of the community is very open-minded. From â€Å"She’s a trouble-maker from way back, got fancy ideas an’ haughty ways – we’re mighty glad to have you all†, it shows that the black are not all perfect in a sense that some might be less open-minded. In conclusion, I feel that the impressions of the black shown in this extract from the book shows us some positive sides to the blacks. And although our own first â€Å"idea† of a black is poor, dirty, unfriendly etcetera, through this part it’s the opposite. The change of tone in Calpurnia when speaking in the kids’ house and at the church also demonstrates the gulf between blacks and whites in Maycomb: not only do class distinctions and bigotry divide the two races, but language does as well.

Cuban Missle Crisis Essay -- History Cuba Weapons Essays Cold War

Cuban Missle Crisis Many agree that the Cuban Missile Crisis was the closest the world ever came to nuclear war; but exactly how close did it come? The Crisis was ultimately a showdown between the United States and the Soviet Union from October 16 to October 28, 1962. During those thirteen stressful days, the world’s two biggest superpowers stood on the brink of a nuclear catastrophe. The Crisis started as a result of both the Soviet Union’s fear of losing the arms race, and Cuba’s fear of US invasion. The Soviet Premier, Nikita Khrushchev, thought that both problems could easily be solved by placing Soviet medium range missiles in Cuba. This deployment would double the Soviet arsenal and protect Cuba from US invasion. Khrushchev proposed this idea to Cuban Premier, Fidel Castro, who, like Khrushchev, saw the strategic advantage. The two premiers worked together in secrecy throughout the late-summer and early-fall of 1962. The Soviets shipped sixty medium-range ballistic missiles (M RBMs) along with their warheads, launch equipment, and necessary operating personnel to Cuba. When United States President, John F. Kennedy discovered the presence of these offensive weapons, he immediately organized EX-COMM, a group of his twelve most important advisors. They spent the next couple of days discussing different possible plans of action and finally decided to remove the US missiles from Turkey and promise not to invade Cuba in exchange for the removal of all offensive weapons in Cuba. On October 28, Khrushchev sent Kennedy a letter stating that he agreed to the terms Kennedy stated, and the crisis ended. The Cuban Missile Crisis can be blamed on the insecurity of Cuba and the Soviet Union. After the United States’ unsuccessful attempt to overthrow Castro and end communism in Cuba at the Bay of Pigs in 1961, Castro was fearful of another US invasion. The US Armed Forces conducted a mock invasion and drafted a plan to invade Cuba to keep Castro nervous. As a result, Castro thought the US was serious, and he was desperate to find protection. This protection came in the form of sixty Soviet medium-range ballistic missiles. (Detzer 30-32, 39, 55, 68, 87) During his presidential campaign, Kennedy repeatedly stated that the US had less missiles than the Soviets, contradicting the Pentagon’s claim that the opposite was true. However, during the summer of 1961, when... ...on of aerial and naval reconnaissance flights in Cuban airspace and waters; (5) and the return of Guantanamo Naval Base to Cuba. Eventually, with the help of the UN, Castro backed down and all sides reached an agreement. A UN inspection team was assigned to monitor the removal of the missiles and the demolition of the missile bases in Cuba. Then, the Soviet Navy shipped the missiles back to the USSR. The missiles were sent back on the decks of the ships so that American reconnaissance planes could count the missiles and make sure that all had been removed. Nine months after the crisis ended, Kennedy and Khrushchev signed an agreement to ban nuclear testing in the atmosphere. This marked the beginning of what seemed to be a new willingness to cooperate and communicate. However, on November 22, 1963, President Kennedy was assasinated in Dallas, Texas. Eleven months later, Premier Khrushchev was removed from office by communist "hard liners." (Brugioni 572-574) One can’t help but wonder what would have happened if these two men had stayed in power. Maybe the same two people who brought us so close to nuclear war, now changed by the experience, could have brought us far from it.

English Macbeth Essay

In this essay, I’m going to be comparing the presentation of Lady Macbeth in Act 1 Scene 5 with the filmed stage performance of the same scene by the Royal Shakespearean production, directed by Sir Trevor Nunn and with Dame Judi Dench in the role of Lady Macbeth. In the Shakespearean play, Shakespeare gives little indication to the characters how to play the character when and where to move and how to say their lines. The readers have to make their own interpretation. There background was just black so was the costumes it was really plain and and economically cheap.However from the film we expected fancy costumes we imagined Lady Macbeth wearing an old fashioned dress we pictured her hair to be brown and we thought she would be much younger. In the film we expected her to be in her bedroom, as well as on some main lines such as ‘Hie thee hither ‘and ‘come you spirits’ we thought there might be powerful sound effects. In the letter scene we expected LM to be very different. In the play she starts reading the letter half way. However in the film, she starts with ‘Hail king that shalt be,' this shows us that she has read the letter before and she knows what the letter says. Hail King that shalt be' was repeated twice in the film this allows the audience to think she is obsessive about Macbeth becoming king and already she has ideas about killing the king. She reads the letter at a fast pace but, when she comes across the supernatural in the letter she stops and looks around this shows that she is very interested about the supernatural. In the play we expected her to be happy while reading ‘my dearest partner of greatness' the word ‘partner sounds very businesslike as well as it emphasises her love and affection towards Macbeth.However in the actual film she read it really casually it did not affect her. In the play we expected her to read the letter while she is in her bedroom however in the film she was pacing up and down as well as the background was plain black and she was wearing a black dress the colour black may represent the supernatural and the evil side of her. This enhances Nunn's interpretation of her as a fourth witch. In the first soliloquy after the letter Lady Macbeth says ‘ Shalt be what thou art promised' this quote shows that she is determined and really wants Macbeth to become the king.As well as in the play she says ‘too full o'th' milk of human kindnesses’ this gives the reader an impression that she knows her husband really well and she uses the word ‘milk’ for his pureness and kindness. ’ Further on in the soliloquy Lady Macbeth uses the line ‘Hie Thee Hither! ’ I expected her to shout that out because there is an exclamation mark at the end of the quote this indicated me that she was shouting. As well as the exclamation mark represents her excitement for the supernatural.I imagined the lights being off and maybe have the sound of a storm, I also thought she might be on her knees begging and talking through the window I expected her to have a voice similar to a witch. From the play it seemed like she is calling the evil spirits that quote proves that she is really evil and she wants the murder to happen. However in the film she had really effective eye contact, the camera zoomed in on her face to allow the audience to see that she is thinking really deeply. Her eyes were moving around (searching) she had an evil brief smile.When she said ‘Hie Thee Hither’ in the film she seemed very calm and took in a deep breath she seemed relieved and relaxed. In her second soliloquy, Lady Macbeth begins to reveal her true self. It seems that she will go through anything to persuade Macbeth to kill the king. Many critics argue that she appears to be the fourth witch. In the play Lady Macbeth talks directly to the spirits. In the quote ‘come you spirits. Murdering ministers ‘this leaves the readers thinking that she is praying to the evil spirits. By saying ‘come’ she uses verbs to call upon the supernatural.The quote ‘under my battlements’ tells us that Lady Macbeth intends to bear the knife herself this is the first time she openly talks about murdering Duncan. In the play Lady Macbeth asks the evil spirits to ‘unsex her’ she wants to get rid of her feminine identity, compassion and her humanity. She also says ‘direst cruelty’ it’s a male characteristics this shows that she wants her femininity to be take away from her due to the fact that she wants to commit the murder however a male should take on that role in this case her husband Macbeth.By asking the evil spirits to take her ‘milk for gall’ she is sacrificing her womanhood and identity for her husband Macbeth. The word ‘milk’ is used as an extended metaphor for womanhood. At the end of her second soliloquy she says ‘th at my keen knife see not the wound it makes’ suggests that she has to be the one that commits the murder. In the film when Lady Macbeth talks about the raven on half of her face there is light on the other half is dark. The light represents the good in her and the dark represents the evil and the ‘Raven’ is Duncan.In the film her eyes are darkened this may indicate that the evil spirits are near her. In the film she actually casts a spell. Before she starts calling the spirits there is a dramatic pause this shows that Lady Macbeth is composing herself she does a 360 turn that indicates a warning to the audience. Lady Macbeth bows down when she starts calling the spirits she looks very fearful. She whispers everything that she says and her hand starts trembling this may be a sign showing us that the evil spirit is trying to get into her. She says ‘cruelty’ in a very high pitched voice.Lady Macbeth runs into the darkness this allows the audience to thi nk that she is possessed and she can’t take the pain or she seen something fearful. The darkness may show her soul transfer. The darkness in her represents the witch side of her. From the darkness she comes back slowly as the fourth witch with a new identity. In the film when she says ‘murdering ministers’ you can see a possession in her. At the end of her second soliloquy when she says ‘Hold! Hold! ’ someone else is controlling her arms she seems physically accessible.When Macbeth enters, Lady Macbeth demonstrates rhetoric, linguistic abilities. Lady Macbeth uses her femininity to persuade Macbeth. In the play Lady Macbeth greets her husband by saying ‘Great Glamis! Worthy Cawdor! ’ she is certainly determined for him. In the play we expect them to be very close to each other because they haven’t seen each other for a while. Lady Macbeth says ‘shall sun that morrow see! ’ The ‘sun’ represents light in th is case it is Duncan. 6 syllables dramatic pause, shocked moment both of them think about the murder.We expected Lady Macbeth to use her sexuality while trying to help him overcome his weaknesses. There is paradox between the serpent and the flower. When she says ‘serpent under’t’ we expect her to be harsh and forceful towards him. Lady Macbeth takes control and for the first time she mentions the murder to him ‘This night’s great business into my dispatch. ’ She is trying to tell him that she is capable of committing the murder, she also might of said that because she wants him to become like her evil.In the phrase ‘Which shall to all our nights and days to come’ she is trying to say that she is doing all this for both of them however we know she is doing it for herself (selfish. ) ‘We will speak no more’ ellipsis represents her interruption. At the end she says ‘Leave all the rest to me’ this allows the readers to think that she has hardly been listening to him and treats him like a child she is not really interested in what he says because she knows what he is going to say and she knows she is going to get it her way.In the film when Macbeth enters she is on her knees paying him respect. When Macbeth enters there is light the light represents goodness (Macbeth), paradox of light and dark. She runs to him hugs and kisses him passionately. This shows that they are in love and it emphasises their closeness. They continue to kiss through out, Lady Macbeth uses her femininity and sexuality to persuade Macbeth to kill Duncan. When she says ‘shall sun that morrow see’ she removes herself from him and looks deeply into his eyes.She emphasises on the words ‘serpent’ and ‘my dispatch’ When she says ‘my dispatch’ she looks into his eyes trying to tell him that she is doing it for him. In the film she is very sexual towards him. Macbeth is almost hypnotised by her sexual passion and desire he’s almost forgot about everything because he is blinded by her love. She interrupts him and she speaks quickly to avoid him speaking further. Lady Macbeth smiles briefly this shows she was successful. In the film when she says ‘leave all the rest to me’ there’s darkness on her face, telling the audience she is up to something.

Special People in My Life - Free Essay Example

Sample details Pages: 1 Words: 408 Downloads: 5 Date added: 2017/09/17 Category People Essay Type Argumentative essay Did you like this example? Rachel Johnson Sept. 3, 2010 Most people would just mention their mom as the person who has greatly impacted their lives, but I would say my father as well affected my existence too before and after his death. Those two people mean everything to me, and without them and God of course I would surely be lost in this world we were destined to deal with as it came with its adversities and triumphs. My father was a man of hard, honest work and being a plumber was his way of earning a living for his family. He left home at an early age to support himself with no high school education and literacy skills. Even though he might have known that choosing this life would have been harsh and nerve-racking, he’d endured every obstacle to become his own businessman. His perseverance is what drives me to not give up on every little thing that may seem or come to be difficult to this day. I was surely a daddy’s girl and it permanently scarred me when he died, but instead of t aking the negative route I chose to use his memory as something to guide me throughout my life as I mature into a young woman. My mom, another influential figure, has been through some hard times in her younger years like my father. Her education ceased at a high school degree, and instead of becoming a secretary or office worker like she had aspired, her fate took a turn into the slumps when she gotten pregnant at 18. The child had to come first before anything she wanted now, and for years ‘til she had me (her last child) she had put anything social or personal aside for her children needs. This was a lesson to me to set aside goals to do better than this and live life, but not let it live me. She always tell me her mistakes so I wouldn’t repeat it, and checks constantly on my grades, homework, and tell me to work hard and take the initiative to become the best in what I want from this life. College is one of those steps to benefit me in experience of challengin g the real world and building a foundation of my career path. Learning from my parents lives’ help me understand that college for me is a necessity for a better life, and that’s exactly what I’m striving for. Don’t waste time! Our writers will create an original "Special People in My Life" essay for you Create order