Memory

Three participants ages 19, 19, and 20 were asked to listen to three lists of wrangling whose circumscribe ranged from low to high association. The low-association list was defined by speech that had no particular relation to all(prenominal) different. Conversely, the high-association list was characterized by actors line that had really close relationships with all(prenominal) other, whereas the in-between list of medium association contained nomenclature among which loose relationships existed. each(prenominal) list contained ten words. The three lists were read to each participant in a slow and systematic way, leaving an detachment of approximately one second between the calling of each word. Each participant was then given a minute to write reduce as many words as they could recall.The average number of words remembered from the low-association list was three (3), which represents a low level of recall for myopic term fund. This is consistent with the idea that the brain employs a short-run memory system that is able to hold limited information, and this can be make for exclusively a short time without the aid of semantic prompters (Brown et al., 1985). The convocation of words on the low-association list contained almost no semantic prompters, as these words belonged to no specific category that could have been called up in the schema of the persons involved in the experiment.As a result, the firstly few words called in each list allowed the participants no leeway to drop schema as a mnemonic device for recalling them. Relying therefore only on short-term memory, the participants were able only to remember a short portion of the words. It is also important to note that those which were remembered were the ones located near the abrogate of the list. This indicates that the effort to remember those later words nullified any in the beginning efforts made at memorization, and consequently removed the earlier words from the participants sh ort-term memory.The second list of words containing a limited number of link words (medium association) showed a recall level for the participants of approximately six (6) words. The terminal 2 words on the list were recalled by two of the participants, and the other recalled the last word. However, the few words on the list that were related were universally recalled by the participants. The experiment apparently enabled them to make connections among the related words and to nurture connect them to a category in their schemata.This occurrence points to the tendency of the header to categorize the information it receives, and the long-term memory of these participants appears to have been activated by associating the related words to their appropriate category. This compartmentalisation is most likely the divisor that aided the short term memory of the participants, allowing them to recall a great percentage of the words (almost twice as many) than they were able to recall from the first list.The third list contained words that were all highly related to each other. The experiment demonstrated even more the extent to which semantic categorization has the ability to aid short-term memory. The participants remembered an average of approximately nine (9) words on the list. This represents a vast increase over the previous two tries. This part of the experiment indicates the participants appeal to their long term memory as an aid in memorizing the contents of this list.For instance, despite the fact that the words on the low-association list were familiar words, their ability to remember them was compromised by the fact that they had no method of selecting them from all the other things that reside in their memories. Conversely, the fact that the words from the third experiment were all members of a particular category allowed these participants to do the taxonomic feature of long-term memory to aid recall in this memory experiment (Brown et al., 1985). The parallel trend of increased remembrance on board increased association therefore underlines the importance of schema in the enhancement of memory.ReferenceBrown, A. S., S. L. Whiteman, R. J. Cattoi & C. K. Bradley. (1985). Associative strength level and retrieval inhibition in semantic memory. The American Journal of Psychology. 98(3) 421-432.

McDonald’s Foods

McDonalds is the largest and best-known globular foodservice retailer with more than 26,000 restaurants in 119 countries. Their outstanding marking recognition, experienced management, site development expertise, advanced operational systems and unique global infrastructure position them to capitalize on global opportunities. There be 1. 5 million people works at McDonalds in 119 countries nigh the world. Are they creating employment? Yes they ar. They create employment, but still workers in the luxuriant food industry ar paid slump wages.McDonalds do not pay overtime rates even when employees work very immense hours. Pressure to keep profits game and wage costs low departs in understaffing, so staff has to work harder and faster. As a consequence, accidents (particularly burns) are common. Since they are pressured to keep their profits high, McDonalds tends to receive plenty of capital or even profit, plenty enough to be the indicator of scotch ontogenesis. In small co untries, when a McDonalds franchised store opens the economic growth in those countries tends to increase.McDonalds promote their food as nutritious, but the reality is that it is pan food high in fat, sugar and salt, and low in roughage and vitamins. A diet of this type is linked with a greater risk of heart disease, cancer, diabetes and early(a) diseases. Their food also contains m whatsoever chemical additives, few of which whitethorn cause ill health, and hyperactivity in children. Many products sold at McDonalds restaurants are high in fat and cholesterol, and low in part and certain vitamins.For example, according to Bowes and Churchs Food Values of Portions Commonly Used (1989) by J. A. T. Pennington, 55% of the calories in a Big Mac come from fat, along with 83 mg of cholesterol. For a cheeseburger, fat content is 45%, with 41 mg of cholesterol. French fries are 47%, while a hamburger is 39% fat and holds 29 mg of cholesterol. Many some other products sold by the res taurant chain are similarly high in fat and cholesterol. For comparison, beans are only 4% fat. Rice is 1-5% fat, depending on the variety.A potato is less than 1% fat. As a result of their high content of fat and cholesterol, McDonalds products contribute to heart disease, certain forms of cancer, and other diseases. The links between high-fat diets and certain diseases are established beyond any reasonable doubt. (Dr. Neal Barnard, US Physicians Cttee. DIET & DISEASE) Even though McDonalds has some select of negative impacts to their customer, but McDonalds has done great things to the community. For example the Calgary Ronald McDonald House.They have helped by accommodating more than 11,000 families from all over the world. Ronald McDonald House is a spot away from home for out-of-town families with children, who have not reached their eighteenth birthday, who are receiving treatment at a Calgary medical exam facility. Space permitting, mothers who require medical treatment b ecause of high-risk pregnancies may also use RMH accommodations. As the conclusion, McDonalds may have some negative impact on the community, but on the other hand McDonalds helps the community to become a better community.

How effectively did the Soviet Union control Eastern Europe from 1945 to 1968?

In 1945, it was very important that Stalin gained visualise everyplace his sphere of influence WW2 had come to an end, and the future of the Soviet compass north was at an unst suit commensurate point.From 1945-8 Stalin employ a series of salami tactics to gain control oer the eastern European countries. This would involve setting up commie parties within a country, winning a coalition government, and ultimately, taking over to run a full communist regime. This was effective in the consciousness that Stalin, in the space of trio years, was able to takeover seven dissimilar countries. However, out of these, only one country Albania bothowed the takeover without any opposition, the different countries gave more(prenominal) of a struggle. There was obviously some adventurelash against Stalins actions, as they did non run smoothly, and this is why he probably had to use more severe tactics when trying to take control over east Europe.In Bulgaria (1945), Stalin had all opp osing party members executed, and was only then able to take full control. After this, Stalin had no problems gaining power over such(prenominal) countries without further opposition, as the same techniques were used in Poland and Czechoslovakia two to three years later. This shows that Stalin did not want to give modal value to chance, seeing what would betide in each country gradually, by using the minimum rage needed. He wanted to be sure of total control, and in that locationfore used the necessary tactics to succeed it appears that the most extreme were the most effective.Stalin was able to keep such a tight following due to the fear and propaganda that followed his notorious cherry soldiers. He had placed them within his sphere as a warning to the people. If they opposed, they would be dealt with by the rosy host through actor of re-education. They kept an eye over the people, and crushed any sort of uprising. This would construct been a deterrent enough for anybod y looking to rebel against communism. This proved to be effective as there are no real incidences where the Red army draw been called in to sort out a occurrence (apart from in Hungary and Czechoslovakia, but that was under different circumstances).When Stalin maxim the lure of the marshal Plan, he definitely felt under pressure to counteract this approaching up with Comecon 1949. This shows he was desperate, as firstly, this goes against communist views, as the idea was to circularize money to communist countries to aid them in their economic process. This was a bribe, even so but it worked. No countries already within the control of the Soviet Union left the sphere if they were tempted by money, they could still curb it, and Stalin would still collect control. They only probably stayed with Stalin out of the fear of the consequences, and therefore this tactic was prosperous due to previous attempts of control, mainly because of the Red Army.Stalin finally dies in 1953, and Khrushchev takes over. He introduces a new relaxed policy, and looks to de-Stalinise east Europe, hoping to promote better relations with the West. Subsequently, other(a) countries within the sphere wanted a more idle government, and started to rebel. This shows that Stalin himself, along with his attitude and thinking, was an effective way to keep control over eastwardern Europe. he was not a liberal man, he insinuated fear and end throughout the people, who dared not oppose. Now that there is a more liberal leader in office, the people feel this is the opportunity they need to converse their feelings. What Khrushchev may contribute through wrong, was to initiate an instant change, which could not be done on a large scale in regards to the whole of easterly Europe at one given m. Stalin was effective in what he did, as he used gradual changes to implant his policy.1953 also saw riots in Czechoslovakia, where people where burning Soviet flags and demolishing Stalin statu es this was an obvious labialize on Soviet power. However, the riots were quickly put down by the Red army, but the consequences were not great ones, and therefore encouraged strikes in East Germany to occur. East Germans aired their grievances about wage cuts, but the Red army was called in to crush all uprising. 400 people were killed Khrushchev was reverting endorse to Stalins old methods, however people were not put off, as there are further problems in Hungary in 1956. Does this mean that the Red Army were no longer feared, or was there a change in attitude from the people? A level of both, most likely, but why? This leads back to Stalin and fear that he as an mortal imposed on the countries. Khrushchev did not have that same effect, and from then on, people were more generate to oppose him, k directing they could probably corroborate away with a grant more.There was also a problem with East Germany, and how the move over of it could have been crucial, in terms of winni ng the Cold War. Germany had been one of many significant factors in the Cold War, and a collapse in Germany would mean a collapse in Soviet power if the West were to reclaim it. This might have been a short term cause for the capital of Poland Pact in 1955 the Soviets version of NATO this not only gained support against the West, but also helped to unite a dividing sphere. This does not prove to be of any worth (at this time) as in the following year, Hungary has a revolution.There main aim was to get rid of Rakosi a mini Stalin through mass demonstrations, which later rancid into street fighting. Oddly, Khrushchev introduces Nagy as the new leader of Hungary, instead of sending in the Red army. Was it now that he realised that the Red army did not have so much of an effect that it used to? This is the first time compromising had been used, but quickly backfired. Riots continued, and Nagy had declared Hungary would be leaving the Warsaw Pact. The S.U. was looking at losing con trol over one country, and sure enough, others would follow. The Soviets again, reverted back to trusted methods, calling in the Red Army to crush all uprising killing Nagy in the process. The exact same happened with Czechoslovakia in 1968.It now seems that from 1945-68, there were times when the Soviet had complete control over Eastern Europe, and others, quite the opposite. Stalin had realised that in order to have control, he would have to use extreme tactics the fear of the Red Army, propaganda etc. He also knew that with complete control, there was no edge way for selection or compromise with the people. This is where Khrushchev went wrong, expecting to have complete control when he gave individual countries more power. Knowing of such a relaxed attitude, the people then took avail of this, and were no longer scared of the repercussions, as there is uprising after uprising under Khrushchevs rule. By the mid-50s effective control is on its way to becoming highly non-existent .

Football Madness

Our team were in the away ever-changing elbow board and my ears were bother as the managers voice went straight by dint of me whilst he teleph one and solely now(a) called at us for the dreadful performance we just gave. Then he threw a bottle to wards marcel the endingkeeper who safely caught it. Oh now you stop it sap conduct he shouted sarcastic comp allowelyy at him.The agency was stuffy because of all the sweat and heat coming withdraw the players. We just got beat two zippo by the Newcastle United under twenty ones and our main batter Carlton Wallace the team captain was under drive. His terminal season performance was superb, he got top scorer with twenty-one goals and most of them goals were from his heading ability as he was very tall so he had a circuit depending on him this season by Leeds United Foot ballock Club, because he is on the brink of entering the senior squad. So far during the season he hasnt scored for the first five stakes and the team ar e worried slightly him.The undermentioned day he turned up late for genteelness and the four-in-hand Tony Forbes went everyplace to Carlton as he stepped out of his brand new Mercedes Benz SLK and he started shouting and being intolerant at him, Carlton and so got straight stern in the simple machine and drove off in a rush. As Tony came keep going the players just pretended that it never happened and simple machineried on with training, except one, that was Andrew Moyes who was the turkey amongst the group and he thought he knew what had happened. He asked Tony in a bigheaded way what was that all closely pastce gaffer? Tony replied, proficient for stir up it its aught to do with you. And Andrew devote his hands up towards his chin as if he were holding a handbag and went oooooo. nevertheless Tony reacted staidly and shouted at him youre dropped from the team on Saturday for that remark, you sicken me then almost players started to smirk, only if lucky for the m Tony didnt notice.As we were going in Andrew stated, I infer Carltons got problems. So I replied, what makes you think that? I asked and Andrew replied, his behaviour just deep is weird, dont you think? He has been a fleck strange notwith stand postcode too serious I hope. I stated. But we thought nothing of it and carried on touch on towards the changing rooms with the reliever of the team.We were entering the changing rooms as the assistant was writing Saturdays team out for the friction match once against Middlesbrough, so every(prenominal)one was gathitherd rough the board to catch out their name on it and Carlton was dropped for Alan Smith and everyone was amazed because last season they beat Middlesborough four nil and Carlton got three goals, so I went to view the gaffer save he had left early.As I was getting changed Jamie our key defender asked me, Do you want to come for a drink with us? I replied No Ive got to shoot off sorry. So I went to the secret ary and asked her where Tony had gone and she give tongue to hed gone to Carltons to sort something out, immediately I rush out to the car greenness and dodged all the journalists who were bombarding me with questions almost Carltons future, so I could get into my car and go.Luckily no police jut outn me speeding on my way to Carltons but as I slowly approached his set up I saw Tony getting out of his car on the driveway, he stepped up to the door, knocked on it and looked around to see if anyone was watching. Carlton unfastened the door and poked his head around to see who it was, then he looked around outside for people, but luckily he didnt see me. Then he invited Tony in to his house.Seeing this I got out the car and went round the side of his house making sure I wasnt seen and the windowpane was open so I tried and listen in on the conversation. I perceive Carlton talking about when he went to the indemnifys and got told that if he continues to head a football it beque ath affect his brain because of all the pressure be exerted on to the skull, but last year nearly every goal was a header so that might explain why he hasnt been on form this season. later hearing that I ran masking to the car and drove straight to The Bottle of Sack, our local pub where the lads were and darted inner to break the news. As soon as I entered they kept religious offering drinks and asking things so I couldnt a word in.But then I seen Jamie going to the toilet so I followed him in and Explained to him the property and he went straight back out and ga in that locationd the team round. After he told them they and started to think of what to do and Andrew verbalise lets uphold him with it. You dont say, Marcel replied sarcastically But how? asked Jamie and Andrew costowed lets sign a new player to counterchange him. And everyone gave him a dirty look, then Martin his striking partner said, well quite an of him heading the ball he could bicycle kick then his goals would be spectacular. So Jamie replied, its stupid but it might just work. But thats a difficult skill to perform day in day out. I added, so Marcel our goalkeeper announced above all the disagreement of the players in his French accent lets train him to do it then, its what teamworks all about isnt it? so everybody started planning out what to do in thoriums training session.It was Thursday and we all waited in the changing room for Tony to enter to tell him Martins opinion. So as he entered Jamie called him over and asked, ordure I have a word outside gaffer? No he replied but its principal(prenominal) gaffer Jamie added, they both went out. A minute later we heard Tony shout out brilliant. Then he burst back in and said Lads Jamie here has just come up with a solution to Carltons problem. And Jamie butted in and said, Well actually it was Martins idea gaffer. Who cares? he exclaimed, so he carried on telling us we shall make him do over head or bicycle kicks instead of heading the ball. But you will have to congeal in effort to help him, agreed? Yes gaffer. We all replied simultaneously. He then queried, How did you go through about this problem? Then suddenly Carlton the changing room so everyone greeted him and luckily for me Tony never found out how we knew.After he got changed Tony told us to go on to field and he would meet us down on that point except Carlton, because he wanted to talk to Carlton about Martins idea. I was last out of the changing room and I trenchant to stay outside the door and listen in on the conversation. At first Tony said well Carlton you know about yesterdays talk at yours? Yes. He replied, well I was thinking about your problem and why dont you bicycle kick the ball instead? asked Tony and Carlton replied well its a bit hard to do that gaffer, because Im not that good at it you see. Also its quite difficult to perform unless every cross is perfect But well do training on it every session starting today, the lad s will help and have to do it as well. Said Tony, so Carlton agreed yes. I quickly cannonball along on to field so they did not see me as they came out.As I got near Andrew said were have you been? but I was out of breath because I had to run so Tony didnt know I was listening.When Tony arrived with Carlton Tony shouted out come on do the unassailable up procedure. So all the players did stretching and jogging on the know and the usual things, but Carlton and the Tony were talking about something and then Tony called the Marcel over and me. He explained to us well Marcel get in goal and Mark put some crosses in for Carlton so he can practice those overhead kicks. So I went over and crossed a ball in but Carlton could not reach so Tony shouted a bit lower. So I tried again and he just missed it. We tried again and again but he couldnt do it. Tony shouted over to me a few more so I crossed it in and he connected to it perfectly and Tony shouted superb lads keep it up we did it ano ther two convictions and he just kept on doing it. The Tony told us to stop and told us dont get too carried away, save it for the weekendOn the way to the changing room I asked Tony why dont you put Carlton into the first team instead of Alan? but he just said, I might, I dont know yet.After I got changed I went to the car park and got in my car and drove off home so I could rest for tomorrows game against Middlesbrough.The next good morning on the way to Ellend road, which was our home ground, I was all ready for the game today. I pulled into the ground and parked the car. I then got out with my equip bag and went through reception and into changing room and noticed Carlton seance thither all changed ready for the game, and I asked, Are you all skilful? and he replied, yes Im ecstatic. Why? I asked he said the gaffer has put me in the squad for today because he was amazed by training yesterday with them over head kicks. Brilliant Carlton, well done. I greeted. But I couldnt of done it with out you mate. He repliedThen the gaffer came in and said, I dont want any scrappy football today lads last week was dreadful, so come on show me what youve got. As the bell went to go out all the players shouted come on stood up clapped, the room was vibrating from the players passion. We then we made our way on to the pitch.It was midway through the first half and the crowd was roaring with excitement, I got the ball passed through to me down the right hand side I skipped past one defender and crossed the ball in towards Carlton who was waiting in the area. He jumped up and to do a bicycle kick, the time slowed dramatically as if it were a movie. Then Carlton went to kick it, he missed the ball and there was a big gasp from the crowd of over thirty k fans. He landed on his back with a massive cry of pain and everyone froze. It didnt look good.Every team gathered round nonetheless some Middlesbrough players to look at him then the physio dashed onto the pitch to s ee what the problem was he shouted move away give him room then he called for a stretcher. He was taken off on the stretcher and was immediately to on his way to infirmary in an ambulance. Tony told Chris to get ready so he could replace Carlton. The crowd went silent and we heard the siren of the ambulance as it hurried off to hospital. There was no rapture for the rest of the half and the match was boring nowThe half time whistle blew and everyone went back to changing room. Tony didnt say anything he was in traumatize after the incident with Carlton. The bell rang for us to go out again but this time there was no roar of passion from the players as they strolled out towards the field.The second half was boring because Carlton wasnt playing and the players had no strategy anymore. The game just dragged on back and forth until eventually Tony employ his last substitute, which was Alan, he came on for Jamie who had a quiet game. There was only two minutes left on the clock and o ur goalie had just made a fantastic save to keep us level, he kicked the ball out to Andrew who controlled it brilliantly and then slotted a through ball up to Alan who chased it with all the strength he had, their goalkeeper rushed towards the ball to try and smother it, it was one on one and Alan got there first and skipped around the goalie and passed it into the net.The crowd were roaring with delight as there was only one minute left, but you couldnt hear anything because of the encumbrance from the fans, it was deafening. Tony was running up and down the touchline jumping for joy. The team were cheering as well, running up the pitch to congratulate Alan. The ground felt alike(p) it would collapse from the noise and excitement.Then we heard the final whistle protuberance as the game concluded, and the fans were going wild due to Alans goal, but everyone forgot about Carlton, except me. So I quickly ran into the dressing room and got changed and dashed to the hospital to chec k how he was.When I got there I asked the receptionist were is Carlton Wallace transport?She replied, Ward seven room two. I walked quickly towards it, eventually decision him lying in a bed in pain. The doctor was standing next to his bed and asked me excuse me are do know this someone?I replied, Yes we play for the same football club, will he be able to play again? Hes damaged ligaments in his lower back, so it doesnt look very promising he replied. I just stood there and stared at Carlton with hope. Im afraid your going to have to leave now because visit times are over, also we need to plan the routine for tomorrow. The doctor told meWhat subprogram I exclaimedWe need to operate on his lower back quickly or he may never play again he repliedThen I asked is it risky?Of course it is, every operation is risky, he told me. Youd better go now he needs his rest for tomorrow. So I left with a bad feeling that this operation may go wrong, but how was I going to explain it to the lads , that will be even harder.I got to my car in the car park and whilst I was opening the door I told myself that I wasnt going to the lads and let them find out for themselves, so I carried on home to top the darkness and have a think.The next day I was trite because I hadnt had much sleep because I was up all night thinking about Carltons back operation. I had to get over it and go and see him at hospital.When I arrived at hospital I went to ward seven to see him and his parents were there crying, the doctor was there again so I went up to him and asked how he was he explained the operation was successful we repaired the ligaments but he will have to give up football for a whileWhys that I askedHis back isnt capable of all that running and deterrent example that footballers do day in day out. I ran out of the hospital got in my car and sped off home because I realised that he wont recover from this and will have to recall. I had a lot of divers(prenominal) feelings inside me l ike anger, disappointment, confusion of why this happened. I then remembered it was Martins idea to make him do overhead kicks and I knew he lived across the road, so I went over and started banging on the door until he opened it.As I seen him open the door I burst in with rage and started beating him up shouting out this is for Carlton its your fault hes having to retire. I realised I got a carried away as I stopped hitting him because hed stopped breathing and was just lying there on the floor, I didnt know what to do. I got up and ran over to my house then just crumbled down to the floor and started crying.

Presented in Romeo and Juliet Essay

During the Play of Romeo and Juliet, Shakespe be portrays a very strong relationship between Juliet and her start out, cleric Capulet. His initial military position shows him as a caring, preventive start out who wants what is best for his girlfriend. This caring way of life continues until impression 5 of Act 3, in which Juliet defies her father, who wishes for her to tie the County Paris. This scene acts as a turning forefront in the play manufacturing business Capulet is straightaway shown as a malevolent father who has his own intentions for his daughters future. However, when Juliet returns apologetically to her father, and agrees to marry Paris, he once again returns to being the pleasant and caring father we initially identified.Lord Capulets initial place to his daughter was generally kind and compassionate. He calls her his hopeful lady of my populace which implies that he expects her to do well for herself. We see him as a distinctive father late in the 16th C entury. It was commonplace for fathers to be in charge of who their daughter married, and Lord Capulet decided that Paris, a handsome, wealthy kinsman to the prince, would be able to provide for his daughters future.Lord Capulet is very protective over Juliet, he does non think she is ripe to be a bride because she is yet a stranger to the world and hath non seen the change of cardinal years. This prominently reminds us of both Lord Capulets protectiveness, and the current theme of youth and age throughout the play.The point at which Lord Capulet ceases from acting behind the caring faade come in Scene 5 of Act 3 in the play. Juliet refuses to marry Paris when her nonplus tells her that they soak up arranged her marriage. Juliet, who is secretly already married to Romeo, cannot go ahead with the marriage to Paris, and she tells her mother that she is not ready to be married so soon after Tybalts death.Although upset, her mother does not overreact to this situation, and it is scarcely when her father enters that the situation becomes overwhelming. He shouts at her, is unpleasant towards her, and threatens to disown her if she does not do as he says. Lady Capulet is then drawn into more(prenominal) of a quarrelsome situation with her daughter, her line Fie, fie what, are you mad? could be interpreted either as directed towards her husband or Juliet. It would take care that it was towards her husband as later in the scene she says to Lord Capulet You are too hot, which indicates that he is becoming too aggressive and catty to his own daughter.This would suggest that Lord Capulet has a very influential personality, and he is able to get other people to do what he wants them to because of his authority, and their care of what he will say if they, interchangeable Juliet did, refuse to co-operate.Lord Capulets view of a daughter is that they are almost like property, who should be married to a handsome and wealthy gentleman when they are antiquated enou gh to take on this responsibility.It was usual for this to happen, and so was not case-hardened with the same scepticism as today. In one of Paris meetings with Lord Capulet he tells him that young than she are happy mothers made. This implies that girls who are younger than Juliet are not only already married, but mothers as well. unconstipated when her own mother asks her to the highest degree marriage, she says it is an honour I dream not of, suggesting she does not feel ready for marriage, even when her mother reminds us that younger than you are already made mothers. Generally, Lord Capulet does care for his daughter, but does not respect her wishes and opinions as we would expect in todays late society.Capulets anger at Juliets defiance was the premier(prenominal) point when we saw another side to him. He returns to being the gentle father only when Juliet comes to apologise to him. She tells him she has been at confession and has come to accept the domiciliate of mar riage from Paris. Her father then becomes the agreeable jovial character we first knew. His angry personality is only evident if things are not spillage in according with his plans, or Juliet is disobedient to him he is almost like a spoilt child who does not like it when he does not get what he wants.When Juliet appears to be dead in Scene 5 of Act 4, Capulet seems to be devastated. He states that death lies on her like an premature frost which to all the other people on stage is judge as a genuine comment from a grieving father. Alternatively, this could have been interpreted as another selfish comment the use of the expression untimely emphasising the inconvenience of it to his plans. Capulet is once again being slightly selfish, he feels as though he has lost a daughter, rather than his daughter has lost her life, and he is worrying about how it will affect him or else of grieving for her.At the end of the play when Friar Lawrence Tells everyone the truth about the events t hrough the play, I think Lord Capulet realises how narrow-minded he has been. He recognises that he has not treated his daughter with the respect she needed, and is aware that she had to marry Romeo secretly because he would never have agreed to it.It is this recognition of the geological fault of his ways that leaves the audience feeling that Lord Capulet is a unspoiled father. He acts upon what he has learnt straight away by calling Lord Montague his pal, and asking him to give me thy hand to help them reach a advance understanding.Behind Lord Capulets capricious faade, we see a father who cares for his daughter, but does not always know how to show it. His unpredictable reputation was due to this, and it is not until the end of the play when the true Lord Capulet is revealed. He shows remorse towards the death of his daughter and Romeo also, and looks towards the Montagues to help each other in grieving for their children by settling the dispute between the families.Overall, Capulet is a good father to Juliet, but his influential position makes him feel under unbroken pressure to do what is right both for his daughter and his image to the simplicity of the Capulets.

An essay considering whether Romeo and Juliet Essay

Romeo and Juliet was a function written by William Shakespeare in 1595. William Shakespeare died on St. Georges day, 23rd April, 1616, making Romeo and Juliet one of his earlier plays written in what is at one age described as his second period, from his joining the Lord Chamberlains work force in 1594 to the opening of the Globe Theatre in 1599. The diversity of Shakespeares work included comedies, histories and tragedies as well as poetry. Romeo and Juliet comes under the course of a calamity, calamity meaning an event in which something dreadful occurs, or in a theatrical sense a serious play with a tragical theme, often involving a heroic struggle and the fall of the main character.This definition of tragedy relates to Romeo and Juliet because it is a play in which some(prenominal) the principal characters die in preventable circumstances at the taut of the play. The downfall of Romeo and Juliet occurs by the situation that devil characters start as young, fair desce ndents of powerful families and find themselves fleeing the city of Verona in fear of their lives and their relationship both banished by the authorities or their own households.However, an alternative view could be developed by looking at the wisdom of the word tragedy when the play was written in the late 16th century. People of the time were of the view that if something tragic were to happen it must happen to a person of innocence, early(a)wise it is non technically tragic. Romeo is not an innocent person because he takes the life of another(prenominal) person on more that one occasion, with the murders of Tybalt and Paris. regular though there is the argument that these crimes were a consequence of his obsessive and at times over-enthusiastic love for Juliet, they are still actions that take away his virtuousness. Juliet change her purity by treating the wishes and guidance of her parents with contempt and disregarding the arranged sum to Paris. These egocentric actions help develop another, more imperfect impression of the two protagonists which provides an argument against Romeo and Juliet being a tragic play.In further illustration, tragic storylines generally end in unhappy circumstances, which on the one passel Romeo and Juliet does with the many deaths, for never was a story of more woe, than this of Juliet and her Romeo. Whilst on the other hand it could be argued that a more exultant conclusion occurs by the fact that the long-standing feud between the Montagues and the Capulets is finally resolved through their deaths. founding for this statement is provided in the final scene by Capulet, O blood brother Montague, give me thy hand, this is my daughters jointure, for no more can I demand.In Shakespearean times Romeo and Juliet would choose been compared to such tragic plays as Hamlet and Macbeth which were tragedies to the exact definition because they entailed stories of monarchs with flawed characters diminishing from the highest pla ce in society to death over the course of the play. These stories fulfilled the public criteria for a tragic tale a concept initially introduced by Aristotle, a Greek philosopher who lived from 384 to 382 BC. He produced directives for the perfect tragedy, concepts which heavily influenced academics and writers throughout Europe. He fixed that, the tragic heroes of any play must be people of regal or other high-born backgrounds. Therefore, Romeo and Juliet can be argued against being a tragedy because the two central characters are not royalty or stir up of any particular hierarchy.Many contend that being young and lovely puts them in a social position to surpass most to embark on with, although this does not fit unerringly into Aristotles theory. Aristotle exactly specifies the protagonists must be of royal or other high-born backgrounds, explicitly kings or generals, which Romeo and Juliet are not. The same statement can be supported by the following credit from act three, scene one, in which Romeos killing of Tybalt is analysed, with the prince announcing, Immediately we do exile him hence. The fact that he has been exiled prior to his death illustrates further the fact that he is at a low point in society.Additionally, Aristotle in any case expresses his belief that these high born protagonists should have fatal flaws which lead to their downfall. Romeos fatal flaw is his impetuous and spontaneous nature which causes him to act forwards thoroughly thinking about what he is doing and considering the consequences of his actions. An example of his rashness comes when Balthasar tells Romeo that Juliet is dead, not knowing it is a faked death, hire post-horses, I will hence to-night. present he is saying he will return to Verona, which he has been banished from, without wait for news from Friar Lawrence an action, as the audience soon finds out, that causes his death.His hot-headed rashness develops into the send away for his uncontrollable obsessi on for his love, Juliet who herself is fatally flawed by her notorious and narcissistic disobedience which causes her to defy the instructions and beliefs of her family. Juliet becomes so caught up in the unruly ardour of her relationship with Romeo that she fails to see the outrage and hatred she is rousing from an already hostile feud between two households. An example of her defiance comes when her obtain tells her of her arranged marriage to Paris, He shall not make me there a joyful bride. Here she refuses to marry Paris, which infuriates her parents, causing them to reject their daughter and needfully her characters downfall as she is now shamed. These self-centred actions contumaciously caused their demise leading to their death because if they both were to act with less upsurge when fuelling their love for each other then some of the consequences that occurred may have been prevented.Therefore, it is possible to maintain that Romeo and Juliet both suffered dramatic down falls due to their own actions. On the contrary to this it could also be argued that as both their families recognised their lives by erecting statues of them, for I will raise her statue in pure gold, their characters hence living on in a manner of speaking, meaning that their characters were not entirely degraded by their actions, thus rendering their characters not downfallen.Moreover, another notion primarily introduced by Aristotle was centred around the audiences perception of a tragedy, and how this could be used to define a tragic play. He said that the audience should feel pity and consternation, pity for the hero and terror at the importance of the gods. This relates to Romeo and Juliet in the sense that the heroic characters are Romeo and Juliet themselves, whom the audience does feel a certain amount of pity for because of the unfortunate and manifestly preventable misfortunes that happen to them throughout the course of the play. Juliet is pitied for the fact that sh e is disowned by her family, do as thou wilt, for I have done with thee.

Education for Secondary Students With Mental Retardation Essay

Education is eveningtful for any new-fangled person. All unoriginal school assimilators atomic itemise 18 looking forward to their futures and independence. This is the goal that mentally challenged students overly look forward to. It is the challenge of the school system to give each(prenominal) young person the best possible chance at achieving the goal of independence or at the really to the lowest degree performing workaday functions to the best of his or her dexterity. In lodge for a school or instructor to accomplish this, the teacher must determine the students level of donnish and reconcileive skills then go back ways to jock him in(predicate)ly transit into an atomic number 18a of employment that matches his skills.Education for Secondary Students with moral Retardation Teachers who work with students with disabilities face greater challenges in preparing their students for the world asideback(a) of school. Many mentally retarded students, howev er erect be very functional and hold production lines, if they ar properly specifyd for the world and religious serviceed to find their strengths. One of the first things the additional precept teacher unavoidablenesss to hold out is that each disability is diffe involve and each incapacitate student has single needs. Once the teacher has established that each student needs to be treated differently, then a syllabus bunghole be certain for the students future.The first grade in helping a student realise his full potential is to determine the skills he already has, much(prenominal) as his academic and adaptive skills. By using these skills, the teacher nooky help the student make a successful transition from the academic world into the big(p) world of employment. A final step in successfully educating special needs students involves matching the students strongest skills with potential employment opportunities and training the student for the job he would be most l ikely to stick with in.When a teacher gets a special needs student in her class, her first challenge is to find out what his natural skills are. The first set of skills that need to be evaluated are the students academic skills. Academic skills consist what is usually considered school cognition or what the student learned in school. Academic skills include skills such as critical thinking, reading, writing and mathematical skills (Young, 2007). They are often considered the skills that can be taught.A teacher who wants to see a student succeed needs to determine how advantageously civilizeed the students academic skills are developed and what areas of strength the student has in the area of academics. Although it is important for a teacher to provide a well rounded education to students, it is all(prenominal) bit important to focus on the students particular pro slur areas of strength. Once the teacher has determined where the students strengths lie, a particular proposition c urriculum can be designed for that student. A curriculum is a specific course of study either for an entire class or, with special education, a specific student.It provides a sort of blue print for the educational goals (Browder, 2001). A good reason for developing a curriculum for students with disabilities is to help ensure positive out comes from the information being taught (Browder, 2001). This essentially gist that by designing a curriculum specifically for an individual student, it volition help that student maximize his academic strengths. Adaptive skills are equally important to helping determine the best way to help students choke their full potential. Adaptive skills can be defined as how well a person can deal with the tasks of everyday life.These tasks include the ability to speak and understand home-living skills use of community resources leisure, self- look at, and social skills self-direction. (Free health, 2007). Adaptive skills are the kind of skills that a llow the student to adapt the information he knows into actions that can help them in workaday living. These skills are vitally important in combination with the academic skills in order for a person to in effect adapt to the world and be independent. It is very important for teachers of mentally modify students to help them develop their adaptive skills to increase the students independence. portion of this includes helping the student gain access to community services that can assist in various areas in the community (such as rent attention, adaptive equipment, or financial assistance). This is another area in which individual attention is needed in order to insure that each student reaches his maximum potential. A teacher needs to assess the social and daily survival skills that the student possess and then help the student develop the areas of strength. In order to develop the skills, the student must practice the skills repeatedly and build on them.The students, like commun ity without disabilities desire to develop socially acceptable behavior and in order to develop this, they must search to maintain it (Wacker, 1984). Once the level of skills and the students ability to adapt take in been determined, the teacher needs to find the best way to prepare the student for life outside of the school setting. Most mentally challenged battalion will require some outside assistance in order to be successful. Many students leaving high school go to root homes or spend time in adult day care (Thompson, 1987).In order to successfully transition a mentally disenable young person from the very structured school setting to the adult world, it will take the involvement of more than just the teacher. Family members and community assistance needs to be involved, when looking into helping a mentally challenged young person adapt to life outside of high school. For at least(prenominal) the last year of the students school career, the teacher, parents, and the commu nity social service workers involved should meet to discover the most likely success plan for the student.The young person should be included in the go of planning, in order to make the plan more likely to succeed. The plan needs to be within the abilities and skills of the student, and include the students interest. The legal age of the slew classified as mentally retarded are considered to be high operate enough to live al atomic number 53 and be industrious if they are provided with some community assistance. If the student has successfully developed his strongest skills, then he is likely to become fairly well adjusted to functioning in the community.The teacher by the time of graduation needs to go for taught the student such basic skills as m one(a)y management, meal preparation, grooming and safety. In addition to the basic skills, the student needs to beat developed some job skills, in order to obtain and maintain employment. The job skills are where the students indi vidual areas of strength become important, as those strengths often correlate with the students interests. If the teacher and family members effectively helped the student develop the skills, the student is more likely to make a successful transition into the adult world.Those who choose to live on their own sooner of with parents or family, often move into class home settings at least initially. Group homes are homes in which several mentally retarded populate live together either with some full time inspection or occasional monitoring to provide assistance. Living in one of these homes can often help with the transition from school to independence. Employment opportunities for the mentally challenged vary widely based upon their skills and abilities. Many restaurants and grocery stores employ mentally challenged individuals for stocking shelves or greeting customers.In some cases they help in group environments specifically designed to employ mentally retarded people. Most of these places are set up to provide added support and structure for the disabled people. Currently, exclusively one-third of all disabled Americans with disabilities work, although the remaining two-thirds who are not working would like to deem a job, that whitethorn or may not be looking for one (Brodsky, 1990). Those who would like to have jobs, but are not actively seeking them may not have been properly prepared by their school systems, their communities or their families.These people need to be informed on the opportunities available to them and provided with assistance on finding suitable employment for their skill level and abilities. Most businesses now telephone call they are equal opportunity employers, which means that anyone can apply for positions in the company. Some jobs do have basic requirements either for specific position knowledge or for safety purposes, but the company can not turn down a qualified applicant simply because they have a diagnosis of mental re tardation.This law has helped many disabled people have opportunities they might not have had available to them a number of years ago. In addition to this many businesses are providing special accommodations for wheelchairs and earreach impaired employees to make jobs more accessible. Everyone has some talent and skills that other people do not possess and everyone despite his or her disabilities has the right to reach his or her maximum potential. It is the job of society to see that every small fry is raised to reach that potential.No child should be left bottom or written off as incapable of accomplishing anything. No one knows what a person is capable of until someone has helped the person hand success. Everyone even the most intelligent people need some assistance to achieve his maximum potential. The new laws that have been passed in recent years have helped to ensure that the school systems provide the necessary assistance to help disabled children reach their maximum pot ential rather than just passing them on and counting them for the sake of the school census, until they reach the age of eighteen.Many schools today are legally obligated to provide a satisfactory education to every student.ResourcesBeker, Jerome. (1988) Transitioning Exceptional Children and Youth Into the Community. Hawthorn Press/New York. Booth, Tony. (1983). Policies Towards the Integration of mentally incapacitate Children in Education Oxford Review of Education. Vol. 9, No. 3, 1983. Brodsky, Melvin. (1990) Employment Programs for disenable Youth An International View. Monthly Labor Review, Vol. 113, 1990 Browder, Diane. (2001) Curriculum and Assessment for Students with anneal And Severe Disabilities.Guilford Press/New York. Cambridge, Paul. (2005) Person Centered Planning and sell Management With People With Learning Disabilities. Jessica Kingsly Publishers/ London Connis, Richard T. (1981). Training the Mentally handicapped for Employment A Comprehensive Manual. Kluwer Academic Pub Free Health Encyclopedia. (2007). Advameg. Retrieved October 3, 2008 from Mental Retardation Definition, Description, Causes, Symptoms, Diagnosis, Treatment, Prognosis, Prevention Presidents Committee on Mental Retardation- The Presidents Committee on Employment of the Handicapped (1969).Rao, H. P. (1994). Employment opportunities for mentally handicapped individuals in rural area a proposed model. Journal of the Indian Academy of Applied Psychology. 1994 Jul 20(2) 131-7 Thompson, Angela. (1987). Mentally Handicapped give lessons Leavers Where do they Go? Child care Health and Development. Wacker, David. (1984). Training more or less and Severely Mentally Handicapped Children to Use Adaptive Social Skills. shoal Psychology Review, v13 n3 p324-30 Sum 1984 Young, John W. (2007). Validity of the Measure of Academic proficiency and Progress. Educational Testing Service.