What events in Juliets life shape Essay Example for Free

What events in Juliets life shape Essay What events in Juliets life shape this change in her personality, and how does her language reflect this change? At the age of fourteen Juliet was a young and nai ve innocent girl. However, during the play she matures emotionally and broadens her ideas and her way of thinking. This vast and rapid change was a consequence of her relationship with Romeo and there are many ideas in the play which illustrate these points but it is through her language that we can see these changes. The prologue gives an outline of what is yet to come and explores these ideas using metaphors and many linguistic devices. From ancient grudge break new mutiny, where civil blood makes civil hands unclean. This shows the audience the basis of the story. Each line skips to a different event such as And the continuance of their parents rage, which but their childrens end nought could remove. This suggests that each event happens quickly through-out the play, showing changing events happen in a short period of time. The use of the word children suggests that Romeo and Juliet are very young and irresponsible, thus requiring the events to be fast to emphasise some of the irrational decisions. The secrets of the play are revealed in the prologue yet it also gives many hidden depths. The which if you with patient ears attend, what here shall miss, our toil shall strive to mend. These are left for the audience to ponder on and to await the two hour traffic of our stage . From the play we see that Juliets responses and actions to others around her moulds her character. Juliet changes her approach to her mother in the play. In her first appearance Juliet is found talking to her mother and nurse; however, even though Lady Capulet called upon her daughter, she directs her speech towards the nurse as though Juliet is not there. We must talk in secret. Nurse come back again- Act 1 Scene 3, line 9. This indirect speech between Juliet and her mother shows that there is a distance between them and this is also shown further on into the play as the nurse becomes even closer than before to Juliet. Her mother brought up the topic of Juliets appearance to lead on to the topic of marriage. Never the less Juliet, with a formal approach, expresses that she is not yet longing for marriage. It is an honour that I dream not of (Act 1, scene 3, Line 66) While talking Lady Capulet asks the nurse if Juliet is at a pretty age. This comment shows that Lady Capulet is not sure how old Juliet is but thinks she is old enough for marriage. The nurse responds telling the mother Juliets exact age. This response by the nurse shows that the nurse is close to Juliet and in this scene the Nurse appears as a motherly figure towards young Juliet. In this scene Lady Capulet uses her authority and use of rhetorical questions win the agreement. This powerful status shows how the mother can also manipulate young Juliet towards her way of thinking. In Act 1 Scene 3 Juliet uses sly language skills to tell her mother that she is willing to do as her mother requires; without herself getting to involved. I look to like, if looking liking move; but no more deep will I endart mine eye. On the other hand Juliets acceptance of this proposal, made by the mother, shows that Juliet is young and innocent and does as her mother requires. In Act 1 Scene 5 Juliets fate is set as she is suddenly engaged into a profound moment with Romeo at the house of the Capulet where there is a ball. The couple begin to use language in a way of expressing their love to one and other. The couple use metaphors and symbolic meanings to express this as such For saints have hands that pilgrims hands to touch, and palm to palm is holy palmers kiss. During this conversation they express their language through a sonnet, which is uncannily a lovers poem. The lines are split between the two which shows that both of them are involved in this love, unlike when Romeo unrequited love for Rosaline. Using metaphors is a romantic linguistic device that is personal to the couple throughout the play. When Romeo talks to Juliet, he talks about the situation being both holy and special. O then dear saint, let lips do what hands do ; they pray, grant thou, lest faith turn to despair. This religious imagery tries to portray Romeos love as sincere and devoted, like those of Religious followers. Romeo also uses more metaphors and tells Juliet that they too are like pilgrims on a religious Journey. My lips, two blushing pilgrims ready stand to smooth that rough touch with a tender kiss. I believe that Romeo is attempting to say that both of them are like two pilgrims on a journey searching for something they both believe in. However, in this case I believe Romeo is talking about love, which is what they are searching for. This is when Juliet becomes more confident in answering and using her own initiative, rather than following examples set by her elders. Let lips do what hands do, they pray . This expresses her confidence more thoroughly and shows an overpowering Juliet standing upon her own two feet. In Act 1 Scene 5 lines 127-140 Juliet begins to experience some disappointmentas she finds out Romeo is a dreaded Montague. My only love sprung from my only hate, too early seen to known, and known too late. This shows gradual maturity as she accepts that it is too late now she is involved and her feelings cannot change towards Romeo. And that bonding she has with him is too strong too let go. Acceptance is present here as now she realises that as she has accepted her decision she must be held responsible for those actions she wishes to take. Further action is taken as she is met by Romeo in the Orchard in Act 2 Scene 2. This scene is also known as The balcony scene as the use of the balcony symbolises many meanings and expresses a production of love. The use of status and power is used here and the symbolic religious meanings appear once again. Romeo announces to Juliet O speak again bright angel In this scene Romeo is looking up to Juliet as the midnight light id upon her, illuminating her as if she was an angel. Juliet is also placed above Romeo and this symbolises how she is above him as though she is in heaven and he, in hell. In the theatre the balcony would also be placed up high and Romeo would be among the audience; and the audience would also be able to relate her to a high status symbol, such as an angel. In this scene costume would also be appropriate here and the use of the colour white worn upon Juliet would support many ideas of her angel figure. It is interesting that in Baz Luhurmanns interpretation of Romeo and Juliet Luhurmann clothes Juliet in an angel costume at their first meeting. Another drastic point in Juliets life is when she soon begins to take risks for the one she loves to show her commitment and love for him. In the evening she returns to her balcony and begins to go over what has just happened and confesses her love for Romeo to the midnight sky. Deny thy father and reuse thy name, Or if thou wilt not, be but sworn my love Act 2 Scene 2 Lines 39-40. However, Romeo, overhearing, appears before her and tells her that he too feels the same. Call me but love, and Ill be new baptised. Her feelings here over take her logical thinking and in this state of excitement she defies how her parents would let her speak towards another man, since she is promised to Paris. Even though moments before she found out that Romeo is a Montague, the only son of her deepest hate and knows this will cause a dramatic fiasco between her and her father. Beforehand the audience can see that she would never look further than her mother desires but yet her mother does not know of what took place at the balcony. By and by I come lines 152-153. This suggests that Juliet knows that what she is doing is wrong, therefore leaving the manipulating Juliet behind. Juliets feelings for Romeo soon become more extreme and he asks her to marry him. Though Juliet agrees she is disobeying her parents and marrying a Montague, as there is still an arrangement for her to marry Paris. During this time Juliets personality has changed, only slightly but dramatically enough that she has begun to shape her life by her choice, showing development in maturity. Juliets emotional change throughout the play tends to jump from ecstatic to almost suicidal. As a young girl Juliet has depended upon her nurse. During the play the nurse defies Romeo and Juliet. She tells young Juliet that she should marry Paris leaving Juliet no-one to turn to who could understood how she felt. Juliet was left alone to make decisions that no teenager could possibly do. This abandoned feeling caused Juliet to feel alone and drastic feelings soon led to drastic measures. I believe that if Juliet had continued with her life she would have overcome over her love for Romeo. Her love for him seems more of a romantic attraction towards him. The treacherous options made his love more inviting and the uninviting parental consent just adds to the temptations, and as that wanting was wanting what you cant have it made that lust so much stronger. I believe that if her parents approved of Romeo, she would never have been so much in love as she claims. On the other hand, this part of her life also helped her to mature as a person but maybe that maturity should not have been the cost of their ghastly deaths.

Caribbean Slavery Essay -- Caribbean History Slave Essays

Caribbean Slavery Starting in the seventeenth century, the European colonization of the Caribbean changed drastically as exploration gave way to exploitation. As the great wealth that the Caribbean held became more evident to the European colonizers, a rush of profit hunters stormed the area and flooded it with slavery. The massive introduction of slavery as the major form of labor organization in the Caribbean changed social organization radically. The plantation system thrived and expanded through the following years (centuries), and the Caribbean became the focus of American slave centers, "The planters of the Caribbean bought about sixty percent of all the slaves sold to the Americas between 1701 and 1810 (Knight, p112)." Franklin W. Knight approximates that five million African slaves were brought to the Caribbean throughout the slave trading years. The resulting success of the Caribbean sugar economy harvested (no pun intended) even more slavery, and the Caribbean became an almost exclusively tw o-group society divided by blacks and whites. Those who did not fall into the well-defined groups –free blacks, maroons, buccaneers, and others- were forced to live isolated from normal society. Arnold Sio addresses the interesting "in-between group" of free blacks in these societies in his article entitled "Marginality and Free Coloured Identity in Caribbean Slave Society". Sio delves into the identity search that the free blacks felt in such situations, and he defines their position simply, "The people of colour were marginal to Caribbean society: neither black nor white, neither African nor European, and neither slave nor free." The assertion that the author makes that these "freedmen" were not free is fundamental in understa... ...at the blacks enjoyed as a result of this participation, a type of psychological empowerment was attained by blacks that was not experienced by blacks on the other islands of the Caribbean. A certain kind of "re-humanizing" takes place with the endowment of responsibility in which the implications go far beyond employment. Through the terrible years of Caribbean slavery, horrific crimes against personal rights were violated over and again. In a genocide of sorts, Africans were taken from their homes, and sold into a system which worked them to their deaths. Blacks in the Caribbean who avoided this horrible situation, few though they were, struggled to establish themselves as successful alternative societies due to their few resources. The varying backgrounds of these people made communication difficult, and made the forming of a unified society almost impossible.

Transitions in lifespan Development

The objectives of this case study are; a) to develop a better understanding of Aspirer syndrome, b) to identify the role of the unit in assisting the students in their education and personal development and finally, c) to investigate how integrated are students with Speaker's in main stream schooling. Case Study As a secondary school teacher for the past five years in a mainstream school the aim f this case study was to gain a deeper understanding of how Special Needs Assistants help students with Speakers, as well as investigating how included these students are in our educational system.During the initial stages of planning the research, both qualitative and quantitative approaches were considered. Firstly, the use of survey questionnaires was considered to study teachers' perception of their role in educating students with special needs as well as measuring the experience of students with special needs in mainstream schooling. However, the nature of the search questions involved a lot of ethical considerations and the time scale available was not sufficient to address for the purpose of this assignment.Due to the fact that the unit currently catered for two students with Speaker's syndrome a qualitative approach was more appropriate for this research study. The unit in which the research took place is situated in a community college in North Dublin, where the socio-economic profile ranges from working to middle class. There are three Special Needs Assistants currently working in the unit and the unit caters for six full time students with autism and two students with Speakers. The students with Speakers spend the majority of their time in mainstream education but come to the unit if exempt from certain subjects and on a needs basis.For example, if there had been difficulties with behavior or the student required time out for themselves. It was for these reasons that it provided the ideal setting needed to investigate the research questions posed by the autho r. In the initial visit it was clear to the author that the unit was differed in it's lay out and atmosphere too normal class room. The unit was very bright, airy and spacious, as opposed to rows of tables and chairs there ere little working areas. Each of the students had their own working space and computer. The unit also had an art area, kitchen, common room, office and a sensory room.It was immediately sensed by the author that overall it was very relaxed area and the students themselves were very content and calm. The layout of the unit helped to create such an atmosphere giving the students the opportunity to sit at their own workspaces and listen to music if they became agitated. The author was hugely interested in the sensory room especially built for the two students with Speakers. There are frequently sensory issues with those with Speakers meaning that they can have a heightened sense of smell, taste, or sound.Their senses are often hyper-acute resulting in an over-reacti on to ordinary sounds such as fluorescent lights, fans, and other electrical appliances. Thus, things that might be annoying for the average person can be amplified and uncomfortable to the person with Speakers. The aim of the sensory room was to help the students with this hyperactivity of their senses. Also the room was used as a space for them to withdraw if they had being involved in a highly stressful situation for example argument with teacher or another student.Over-reaction to situations is common occurrence for students with Speakers. Therefore, â€Å"time out† is an essential coping mechanism for students with Speakers. Results from eleven studies published from 1989 to 2003 indicated that those students with disabilities, both visible and non-visible, experience bullying more than their non-disabled educational peers and that boys were bullied more often than girls (Adkins, 1996; Memory & Hillier (1989). Both students with Speakers involved in this case study were themselves victims of bullying.John (student one) was recently a victim of bullying and as a consequence was now suffering from very low self esteem. The Special Needs Assistants were working with John, rebuilding his self esteem and helping to create new friendships. In order to accomplish this, the Special Needs Assistants organized that John would learn how to make a pizza and have John invite some students in his class to have a pizza party. San (student two) experienced bullying within the classroom. San has great difficulty differentiating between appropriate and inappropriate social responses.He has learned to be argumentative and aggressive which has caused some problems for him in school. SNan's behavior made him the perfect target for bullying where other students would provoke him within the class causing him to lash out at teachers and at students. The teachers felt that San was the culprit and causing hassle and was often removed from the classroom. Clare his Special Ne eds Assistant is helping him to identify different approaches to certain scenarios' he may encounter in the school environment.She uses teaching material which looks at recognizing SNan's feelings ND improving his social skills. The Special Needs Assistants in the unit are all in agreement that their role is to develop the students social and life skills. Clare highlighted some of the characteristics of the syndrome which include ‘poor choice of words when speaking, motor clumsiness, non-verbal communication and social interaction which is the most noticeable difficulty. Clare stressed that these impairments in social interaction work strongly against people with the syndrome.Therefore, it is important that this area in particular is worked on with the students. While great work is being carried out with the students it can sometimes be difficult for the Special Needs Assistants. While they work on strategies to help San and Johns' behavior in the classroom it can be frustrati ng as cooperation from colleagues doesn't come easy at times. Clare feels this is partially due to the fact that teacher training colleges and universities don't give time to train teachers in regards to special needs.Also Special Needs Assistants are seen as a quick fix for students with special needs. But it can often lead to isolation rather than inclusion for the students. Analyses theoretical aspects One of the most striking aspects of the above case study is the huge impact the lack of social skills has on those students with Speakers, as they can be excluded by other students in a school environment. One of the most significant problems is their difficulty understanding the thoughts and feelings of others, since empathic imagination is lacking (Convict, Dizzied, Hastens, Rogers, & Wolf, 2007).In addition, their brains work differently more effort is required to be in a relationship than for neurological people. As expert Tony Attwood points out, â€Å"Conventional social occ asions can last too long for someone with Speaker's syndrome, especially as social success is achieved by intellectual effort rather than natural intuition. Socializing is exhausting,† (2007, p. 91). So the desire to be social and the difficulties involved with being social are often at odds, creating an uncomfortable dilemma that requires understanding and patience from others.They often behave in unattractive ways to others, leading to repeated rejection and ridicule (Gauss, 2007). Bullying is also common (at least 4 times the rate reported by neurotically from 4-17 years old), nice those with Speakers tend to have a trusting nature along with the inability to predict the thoughts of others (Attwood, 2007). As a result, there is often a lack of adequate social support resulting in a sense of isolation, which has such clinical repercussions as depression and anxiety (Gaudiness, 2005).Speakers display varying degrees of international dysfunction in that some may suffer greatly and be noticed for it while others â€Å"pass† as normal (Standard, 2004). Some examples of unspoken social rule errors those with Speakers make include speaking too loudly in inappropriate situations, cutting ahead of lines, interrupting invitations, failing to notice social cues such as when someone wants to leave or finish a conversation, taking innocent Jokes as serious criticisms, and taking Jokes too literally so that the punch line is not responded to in the desired manner (Gauss).Sensory integration problems that are common in Speakers can make â€Å"touching and physical closeness uncomfortable or even painful† (Love, 2005, p. 199). Unaware individuals may touch or hug a person with Speakers, unwittingly putting him or her in the awkward position of wanting to avoid that person yet still seeming interested in being social. As seen with the case study, the lack of social skills can cause those individuals with Speakers to be Judged negatively by others with hi gher expectations for their functioning, such as parents or teachers. According to Love (2005, p. 72), â€Å"There is research that shows that autism spectrum disorders do seem to cause many people to live in a state of hyper-arousal – a sort of preparing state that can be very debilitating. † Thus, those with Speakers need more time to rest, recuperate and become refreshed between activities causing difficulties in cases where regular work schedules are demanded. In addition, sensory issues like problems tolerating the light wavelengths and intensity of fluorescent lights, which are common in workplaces of all kinds, may interfere with comfort and performance at work (Attwood, 2007). L have spent my life trying to find a place for him in our educational system. It must be appreciated how different children with autism are from each other and no one recipe will work for all children simply because they have a diagnosis of autism/Speaker's † (The Educational Provi sion and Support for Persons with Autistic Spectrum Disorders: Report of the Task Force on Autism 2001). Another issue highlighted from the case study was the inclusion of students with Speakers in main stream schooling.Due to the fact that many students with Speakers have proficient verbal expression skills and an overall IQ within the normal or above normal often mask outstanding deficiencies observed primarily in socially demanding situations, thus decreasing other people's perception of their very salient needs for supportive intervention (Kiln and Palomar, 2000. P. 342). ‘Inclusive Education' and ‘mainstreaming' promote the ideal of equality of opportunity, acceptance, belonging and social inclusion by roving choice and quality of support.The Education for Persons with Special Educational Needs (EPEES) Act (2004), considers home, school and community sources of information about children with special needs. All can provide perspectives to implement programmer and st rategies that can help the needs of a child with Speakers. However, this collaborative approach can have its difficulties, for example the diagnosis of an autistic spectrum disorder is a stressful and significant event in the lives of families.Such a diagnosis often follows years of uncertainty where parents struggle to cope tit their child's ‘difference' and try to rationalism behavior that is unusual, unmanageable and often unresponsive to parental controls. In Ireland, diagnosis of autistic spectrum disorders remains problematic, with significant delays being the norm in many instances (The Educational Provision and Support for Persons with Autistic Spectrum Disorders: Report of the Task Force on Autism 2001).Also a label can be incredibly systematizing for an individual, and some interpret this dark mark as a message that society has given up on him or her, which may lead to learned lifelessness and giving up on one's self too (Standard, 2004). Another issue of inclusion f or students with Speakers is that inclusion can be left to the discretion of the individual teacher.In a study of provision for pupils with special educational needs by the European Agency for Development in Special Needs Education (1998) it was indicated that the main areas of concern that emerged were teacher training, teachers' attitudes, and the less developed nature of second-level systems in dealing with special educational needs. If inclusion is to be affective the Task Force considers he legal obligation on all schools to submit a Whole School Plan which includes a description of how the school plans to include students with special needs in the mainstream, as an important feature of department policy.Conclusion As seen from the case study improving social skills is important to the development of students with Speakers. Counseling can provide an environment to work on such skills, one such technique is Cognitive behavior therapy (CB). CB teaches people to monitor their own thoughts and perceptions with the hopes that they will become more aware of their interpretive errors.Psychotherapy is becoming more widely perceived as a viable treatment modality for individuals with Speakers (Attwood, 2007; Jacobsen, 2003) and some authors have recommended the use of cognitive- behavioral therapy (Attwood, 1998, 2004, 2006; Gauss, 2007; Hare & paten, 1997). CB can help people with Speakers learn to re-conceptualize social interactions and become more able to more accurately â€Å"read† the behavior of others. Once they understand others' motives they can more easily monitor their own behavior and adjust their responses to other people and situations.It is quiet evident that living tit Speakers poses many obstacles. These obstacles have implications for the individual's personal life, physical well-being and employment. As a Career Guidance and Counselor it is vital to provide appropriate and effective supports and accommodations to students with Speakers. While counseling might be seen to be helpful for students with Speakers, it is vital to acknowledge that they may not have the ability to recognize problems they may be experiencing especially emotions. Therefore, it would be critical to work on the client/counselor relationship in the initial stages.Counselors are able to develop positive relationships with clients when they possess the personal qualities of Warmth, sincerity, congruence, understanding, acceptance, concern, openness, respect for the client and the willingness to be challenged by others' (Corey, G, 2008 IPPP). These characteristics pave the way for counselors to develop positive therapeutic relationships with students, which would be vital to students with Speakers which sometimes are excluded by society. References Attwood, T. (1998). Speaker's syndrome: A guide for parents and professionals. London: Jessica Kinsley Publishers.

Animal Testing Should Not Be Banned - 1357 Words

Every year, a multitude of animals of all different shapes, sizes, and species are taken from their homes. These animals are subjected to animal testing, the use of animals in order to gain control over the variables that affect our bodies behavior. People are taking these animals from their homes to research and study things that could easily be tested using alternate methods. So a very important question stands, why do corporations continue to test on animals? Due to its unethical nature, animal testing should no longer be practiced anywhere in the world. The harsh reality of the pain caused during animal testing is quite hard for some people to bare. Animal testing’s barbaric methods lead to extreme pain for the animals, whether the pain is mental or physical. For example, a large majority of the intelligent animals subjected to animal testing display the same behavioral signs that a tortured human being exhibits (Goodman). These intelligent animals suffer from severe anxiety, depression, hair loss and other physical and mental illnesses and engage in self-destructive behavior such as biting themselves and pulling out their own hair (Goodman). This is due to the emotional and physical trauma that is induced. Martin Wasserman, former Maryland secretary of Health and Hygiene wrote, â€Å"Animals used in chemical testing- always alive and fully conscious- are never given pain relief. They’re scalded by chemicals on their skin and eyes, shoved into tubes no larger thanShow MoreRelatedShould Animal Testing Be Banned?8 44 Words   |  3 PagesShould animal testing be banned? Nowadays, a lot of animals has been tested on a range of experiments over the world. You could be supporting animal teasing cruelty without knowing it. Have you ever check if there’s animal testing on the cosmetics before you buy it? 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Animals are often abused, suffer, and even die during laboratory testing for the benefits of people to make sure medications, household products, newest procedures, and cosmetics are safe and effective for human use. Humans have benefited from animal testing for years while these animals suffer consequences with no positive outcomes for themselves. Even if a product or procedure is deemed successful, these animals are frequentlyRead MoreAnimal Testing Should Be Banned Essay1632 Words   |  7 Pages Animal Testing Should Be Banned Throughout the decades, animals have been used in medical research to test the safety of cosmetics including makeup, hair products, soaps, perfume, and countless of other products. Animals have also been used to test antibiotics and other medicines to eliminate any potential risks that they could cause to humans. The number of animals worldwide that are used in laboratory experiments yearly exceeds 115 million animals. Unfortunately, only a small percentage of