Once were warriors Essay

Once were warriors Essay Once were warriors Essay Beth left her small town and despite the disapproval of her parents, married Jake "the Muss" Heke. After eighteen years they live in an unkempt State House and have five children. Their interpretations of life and being MÄ ori are tested. Their eldest daughter, Grace, keeps a journal in which she chronicles events as well as stories which she tells her younger siblings. Jake is fired from his job and is satisfied with the unemployment benefit, spending most days getting drunk at the local pub with his friends, singing songs and savagely beating any patron whom he considers to have stepped out of line. He often invites crowds of friends back from the bar to his home for drunken parties. His wife "gets lippy" at one of his parties and he brutally attacks her in front of their friends. Beth turns to drink when things go wrong, with angry outbursts and occasional violence on a much smaller scale. Her children fend for themselves, resignedly cleaning the blood-streaked house after her beating. Nig, the Heke’s eldest son, moves out to join a gang whose rituals include facial tattoos (in MÄ ori culture called TÄ  moko). This usually shows the heritage of the person; in Nig’s case, he shows only the heritage of his mother, with the Moko located on only one side of his face. He is subjected to an inititation beating by the gang members, but then embraced as a new brother and later sports the gang’s tattoos. Nig cares about his siblings, but despises his father. He is angered when his mother is beaten, but deals with it by walking away. The second son, Mark "Boogie" Heke has a history of minor criminal offences and is taken from his family and placed in a foster home as a ward of the state due to the situation with his parents. Despite his initial anger, Boogie finds a new niche for himself, as the foster home’s manager Mr. Bennett helps him embrace his MÄ ori heritage. Jake does not care that Boogie is taken away; he comments that it will do him some good, to toughen him up a bit. Beth is heartbroken, and scrapes money together to visit him. Jake pays for the rental car from gambling winnings, but deserts the family to go to the pub and they never make the journey. Grace, the Heke’s 13-year-old daughter, loves writing stories. Her best friend is a homeless boy named Toot who lives in a wrecked car. She despises the future she believes is inevitable and is constantly reminded of getting married and playing the role of the wife, which she believes is catering to one’s husband’s demands and taking beatings. She dreams of leaving and being independent and single. Grace is raped in her bed by her father’s friend "Uncle Bully" who tells her that it is her fault for "turning him on" by wearing her "skimpy little nighty". She becomes depressed. She tries to go to her friend Toot for support, smoking her first dope. Toot kisses her, but she reacts violently and storms out, believing him to be "just like the rest of them". After wandering through the city streets, Grace comes home to an angry Jake with his friends. Bully asks for a goodnight kiss in

Classroom Essentials for the New Special Educator

Classroom Essentials for the New Special Educator When we approach the school year all teachers will be evaluating the strategies and classroom structures that are important for behavioral success and instructional efficiency.  That is doubly essential for the new teacher creating their first classroom.  Ã‚   Perhaps the most important actor in your classroom is the environment.  A classroom environment is not just a matter of lighting and decorating (although they may contribute.)  No, it is the emotional as well as the physical environment that create the canvas on which you will be providing instruction.  For some special educators who push in, they carry their environment with them.  For teachers who are in resource room settings, they need to create an environment communicates expectations for students and create an efficient place for them to engage in instruction.  For self-contained programs, the challenge is to create an environment that will provide a structure that will work for the teacher, the classroom para-professional, and the range of abilities your students will probably bring with them. In our experience, self-contained programs often have as wide a variety of skills and challenges as a regular education classroom with three to four times more students.   Pro-Active Means Preparation Preparing a classroom for students will require planning and anticipation, including:   Seating/Seating chart: How you plan to provide instruction will change how you seat your students.  Anticipate those seating arrangements to change.  For a classroom where you anticipate behavioral challenges, start with desks in rows separated by an arms length in each direction.  As your year progresses, you will be able to modify how you mediate instruction and how you  manage behavior.  A group that needs constant monitoring will be arranged completely differently from a group that focuses on independent work while others are in small groups or working in learning centers.  Also, the first group, with consistent feedback, teaching, and reinforcement, might just become the second group! Comprehensive Behavior Management System How you intend to reinforce the behavior you want, especially independent behavior and how you want to provide consequences for behaviors you do not want, you will need to choose and implement one of several different comprehensive plans:   Whole Class and/or Individual Behavior Management Systems:  Sometimes a classroom system will work without implementing individual behavior management, especially when the focus of your program is remediating academics and not managing behavior.  Or, you can start with a group plan and then add an individual plan.  Or, you can use individual reinforcement plans (i.e. token boards) and then a classwide system for group activities or transitions.   Whole Class Behavior Systems Require   A visual cuing system.  This can be a board, a digital system (such as Class DOJO)  Ã‚  or an interactive cue system, like a clothespin clip system or a color wheel.  Clear expectations and outcomes. These include rules and routines, which we will explore later.  Be sure you know exactly when you place a token or move a clip up or down.  Be sure you know what consequences will be moving to red or whatever your least desirable color is.  Be sure your consequence is truly a consequence and not a threat, in other words dont make a consequence something that is either unreasonable (no p.e. for the rest of the school year) or something you are unwilling or unable to do (two swats with a paddle.  Corporal punishment is illegal in most states and doesnt work in any case.)  Rewards or Reinforcement.  Be sure some of the reinforcers you offer (positive) are social so you are pairing reinforcement with appropriate social behavior.  How about tickets for a game day? (Play bo ard games as a class on Friday afternoons.)  Access to preferred activities or classroom jobs with status (such as line leader or lunch basket) is also great reinforcers.  By pairing reinforcement with appropriate positive behavior, you also reinforce the social behavior.   Consequences.  Sometimes the absence of reinforcement is consequence enough to change future behavior.  Sometimes an appropriate consequence (because it makes undesired behavior less likely to reappear) is to remove access to a preferred daily activity, such as recess or reading in a kindergarten classroom.   Individual Behavior Systems Require A visual recording system.   Sticker charts or token charts work well.Clear expectations.  It is best to focus on no more than two behaviors at a time.  Be sure students know why they are earning stickers or tokens when they get them:  i.e. Wow, you did a nice job getting that spelling page done, Roger.  Heres your sticker.  Just two more till you get your break!  Targeted reinforcement:  As above, target specific behaviors and be sure you define those target behaviors clearly.  Reinforce no more than two behaviors at a time.   Deciding Which Behavioral Strategies to Use As you are setting up your classroom, you will need to decide a few things: Do you start with individual behavior management systems or group?  As a new teacher, you are best to err on the side of too much structure, not too little.How easy or hard will the system be to administer?  No structure is chaos, too much structure may lead to default because you cant keep your eyes on everything.  Know your team, as well.  Will you have one or more paraprofessionals who could administer one of your reinforcement systems?  Can you and your staff administer the system with as little effect as possible?  You dont want a system that you are tempted to use as a punishment.  If the focus of your system becomes your relationship with your students.  Ã‚   The Physical Environment Arranging supplies, pencil sharpening and all the mechanics of supporting academic and social interaction for school success is invaluable. Sharpening pencils, handing out materials, all those simple tasks are tasks your students can manipulate to avoid tasks, to move around the classroom and disturb peers, to establish their pecking order in the classroom.  New teachers may feel that those of us who are long in the teeth make way too much of organization, but we have watched students dither away the day sharpening their pencils.  Oh, and they can burn those babies out! So, you need to be sure your routines include: Pencil Sharpening.  Is it a job, or do you have a cup where pencils can be swapped out?  Desks: Trust me.  You want the tops of desks clean.  They are students, not insurance agents.  Supplies:   If you put students in groups, each group should have a carry all or tray for pencils, crayons, scissors, and other supplies.  Put someone in charge (and assigned on the job chart) to refill papers, sharpen pencils and do whatever you need.  For small groups, put someone in charge of paper passing.Turn in:  Have a routine for turning in completed assignments.  You may want a tray for finished assignments, or even a vertical file where students turn in their folders.   Bulletin Boards Put your walls to work.  Avoid that temptation of some teachers to spend big at the teacher store and clutter up the walls.  Too much on the walls may distract students with disabilities, so be sure the walls talk but not scream.   Resources Behavioral Systems A Color Chart System Using Clothes PinsToken ChartsSticker Charts to Support IndependenceA Lottery SystemA Token Economy Physical Resources Seating ChartsBulletin Boards that Put Your Walls to WorkBack to School Bulletin BoardsSticker Charts

Business HR Research Paper Essay Example | Topics and Well Written Essays - 1000 words

Business HR Research Paper - Essay Example The major findings of the research showed that the system of compensation of an organization determines the motivation of the employees towards their work and the skill of the employees of the organization. This illustrates that the productivity of an organization partly depends the compensation structure in the organization. The paper also has provisions on how to improve productivity of the human resource departments of organizations and the general organization in the form strategies concerning compensation structures revisions. Key words: skills, motivation, rewards Contents 1 Introduction 4 2 Competitive compensation system 4 2.1 Objectives of competitive compensation structures 5 3 Effect of different compensation structures 5 3.1 Motivation 6 3.2 Strategies to incorporate in motivating employees 6 3.3 Skill set of the employees 7 3.4 Strategies for the increasing and retaining the numbers of skilled employees 7 4 Challenges of the compensation systems 8 5 Conclusion 9 1 Introd uction In the business world, compensation refers to all rewards that employees can earn in relation to the labor they provide. A good compensation system is an important aspect of a successful human resource management program, which is vital for the success of a management enterprise as a whole. The compensation may be in the form of direct financial compensation that is provided after regular intervals like wages and bonuses, indirect financial compensation that consists of financial rewards that are not part of the direct compensation, and non-financial compensation that deals with the work environment. However, the compensation should put into consideration the uniqueness of each employee. Compensation systems seek to create a rational method for the determination of the pay of employees in accordance with their performance in their respective jobs (Bhattacharya and Sengupta, 2009). This creates a feeling of equity among the human resource. The compensation in terms of wages is important in the determination of the maintenance of an organization’s human resource that implies the goal of developing a good compensation system attract, motivate, and retain a quality human resource department that will improve the company’s prosperity. 2 Competitive compensation system A competitive compensation system is a product of trying to attain external equity within a market. External equity is a situation where the pay rates for the employees of an organization are at least similar to the average pay rates in the market (Walker, 2004). If the compensation system of the organization is quite similar to the average compensation system in the market, the goals of developing compensation systems in terms of attracting, motivating and retaining employees are not achieved as they might seek the employ of similar organizations. This prompts employers to take steps enabling compensation of employees using rates that are necessary for the finding, keeping and mo tivation of an adequate qualified employee number. This creates a market compensation structure that is competitive with the employers seeking to provide the most attractive policies and rates (Walker, 2004). 2.1 Objectives of competitive compensation structures The competitive compensation structures of most organizations therefore have four basic objectives; To regularly measure

Effect of financial crisis on consumer finance Essay

Effect of financial crisis on consumer finance - Essay Example The complexity of financial instruments that were involved in the crisis deepened the effects of subprime mortgage crisis (Ghoshi, 2006). The subprime crisis led to a number of problems in America’s as well as the global financial system. As home owners defaulted on payment of their mortgage costs, financial institutions were drained off liquidity necessary for lending. It also led to reduction of revenues generated by many financial institutions as well as other organizations whose operations were adversely affected by the turbulence on financial markets. This led to decline in economic growth rate, forcing the United States of America and United Kingdom of Britain to record negative gross domestic product growth. Ben Bernanke, a leading economist and the Chairman of Federal Reserve in US indicated that the Federal Reserve policies are not the main cause of the crisis and its subsequent reduction in access of consumers to credit. He noted that while the US financial policies are partly to blame, other countries policies such as currency management policies in China make the global economy more prone to financial crisis (The Washington Post, 2011). In a debate moderated by the char of economics department in Harvard University, important facts about the recent global financial crisis were revealed. The subprime crisis significantly reduced the willingness of financial institutions to extend credit to consumers.... In a debate moderated by the char of economics department in Harvard University, important facts about the recent global financial crisis were revealed. The people involved in the debate were economics professor Jeremy, and Professor Rogoff, both from the institution and a history professor Nial. Roggoff noted that while the lending policies were lax, the outsider attitude of customers equally catalyzed the 2007/2008 global financial crisis. This led to low cooperation between financial institutions and their mortgage customers, accelerating the rate of the 2007/2008 global financial crisis. Roggof had predicted the crisis one and half years earlier (Crimson Staff Writers, 2010). Analyses The subprime crisis significantly reduced the willingness of financial institutions to extend credit to consumers. Such institutions withheld liquidity as panic and loss of confidence spread in the financial sector. This led to fall in consumer lending since 2007 to 2008 (Bricker et al, 2012). The v alue of loans issued in US in 2008 last quarter of the year was almost half of the value of loans issued during the same period in the previous year. Lending declined across all credit lines, including that of short term and consumer lending. Majority of the banks that were vulnerable to bank run during the crisis cut on their spending. Banks with average level of deposits to assets cut on their loan originations by 36% between August and December in 2008 as compared to the same period in the previous year. The recent subprime mortgage crisis resulted to economic recession. During economic recession, the demand for loan able funds decline. This was evident in 2008 to 2009 when business activity declined and unemployment shot up in many countries. This reduced the

Saint John Bosco :: essays research papers fc

John Bosco was born in Turin, Italy, on August 16, 1815. His parents were poor farmers, but his father died when he was two years old, but John was too young to know what happened, and it forced his mother, Margaret, to raise him along with 3 other children and taught them the importance of their faith. It was very hard for his mother so John went out and got a few little jobs to help his mother. He had many jobs like a carpenter, shoe-maker, a cook, a pastry maker, and a farmer. While growing up John wanted to become a priest. One night when John was a boy he had a dream that he led young boys; and when he awoke he realized his life's work was to help poor boys. Bosco also had many other dreams along with many others that directed him to help homeless boys. Bosco when he was young went to fairs and carnivals, and learned and mastered them when he got home and then kept the young people in his village occupied by doing magic tricks and acrobatic moves, and only ask prayers for paymen t. Also, he would speak to children about God, and even some adults occasionally. The seminary school that Bosco entered was Chieri at the age of 16. Father Cafasso helped John through seminary school because he could not afford it, neither could his mother help him pay for it. John became a priest in 1841 at the age of 26, and was named Don Bosco, which means Father Bosco. After Sunday Mass's he would have a catechism class which would teach young people about God. After a while the catechism class turned into a school were boys could receive a real education, not just a religion class. He was appointed chaplain of St. Philomena's Hospice for girls. John did not really like his job so he resigned and opened a house for boys, where he helped boys that he saw on the streets, and brought them to the house where he fed them, clothed them, and sheltered them. Then he started his own religious order of 17 priests and brothers, they were called the Salesians in 1859, after St. Francis de Sales. He then setup residences and schools to teach boys grammar and religion, and train them as shoemakers, tailors, and printers. By 1856, he had 150 boys and girls in residence and nearly 500 more in oratories throughout Turin.

Act 3 Scene 5, how does Shakespeare increase Essay

â€Å"Romeo and Juliet’ by William Shakespeare, portrays ‘a pair of star crossed lovers that take their life Doth with their death bury their parents strife. ‘ Shakespeare manages to set the scene of the greatest love story ever told, and reveals a romance discovered in Italy that concerns two feuding families (the Capulets and the Montagues) and two members of which that fall madly in love with each other. ‘Romeo and Juliet’ is set over a five-day period, starting Sunday morning and ending Thursday morning. In those five days numerous events had occurred and the interpretation of particular characters change. Act 3 Scene 5 is a pivotal scene in the play as Juliet has already defied her parents by marrying a Montague. The interpretation of Juliet from the start of the play is that she is an obedient young girl, although as the play progresses the audience becomes aware that she is a growing woman who will persist until she gets what she wants. The Scene begins with Romeo and Juliet arguing about the fact that it is day. Juliet believes it is still night and the light coming through the windows is from the moon. Juliet doesn’t want Romeo to leave, though as the darkness of the light changes into the light of the day, the probability that he may be caught and killed for entry of the opposing house’s property increases (the feud between their houses). â€Å"Will thou be gone? It is not yet near day: It was the nightingale, and not the lark, that pierced the fearful hallow of thine ear. † However, Romeo feels quite differently and wishes to go, but after some time he changes his mind and reveals that he would much rather stay and be killed merely to spend extra time with his wife possibly because their future is uncertain due to Juliet’s arranged marriage and Romeo’s banishment. â€Å"Let me be Tame, let me be put to death, I am content. † And â€Å"I have more care to stay then will to go, come, death, and welcome! Juliet wills it so! † After these comments, Juliet changes her mind and attempts the persuasion of Romeo’s departure. Through this part of the scene the language of Juliet is very apprehensive, and it shows that she doesn’t know what could happen if Romeo if he stays. This may be why Juliet changes her mind because Romeo tells her what will happen to him if he stays. This creates a fear for Romeo’s safety within the audience. â€Å"It is, it is, hie hence, be gone, away! † – This phrase has the ability to add tension. During this part of the scene, the singing of the birds can be compared to Romeo and Juliet’s relationship. During the day, the relationship must be hidden away and kept secret, but at night, it can be enjoyed and appreciated. This aspect is represented by the battle of the lark over the nightingale: At night the couple is relaxed and loving, and as the darkness slowly turns to light the couple continue to argue and the marriage becomes a burden once more. â€Å"I must be gone and live, or stay and die. † â€Å"Yon light is not daylight, I know it, I. † As well as the comparison between bird songs/ the time of day against the state of Romeo and Juliet’s relationship this section of the play shows that when the couple are together, they finish off each other’s sentences with rhyming couplets. It composes harmony; in contrast these rhyming couplets only come when they are talking of leaving. This togetherness and separation go well together questioning the audience as to whether Romeo and Juliet are the perfect couple. In the events leading up to Act 3 Scene 5, Romeo has been banished and so is spending a final night with Juliet. Furthermore the audience has just learnt that Lord Capulet has agreed to let Paris marry Juliet on Thursday. This leaves the audience worried for not only Romeo’s safety but also Juliet as her father is starting to show signs of anger. Knowing this makes the audience tense; this is good as Act 3 Scene 5 can (in a stage performance) go at the beginning of the second half. This means the audience is in suspense over the interval; they know there is a conflict coming, perhaps even involving violence. Having just left a scene showing anger, Shakespeare cuts straight to Romeo and Juliet together. This more romantic atmosphere has an opposite affect on the audience conjuring more tension; the audience wants to know what is going to happen to Juliet between her parents. Cutting from anger to happiness comes about again during the scene. A countdown Just after line 36 the Nurse enters â€Å"hastily†. Shakespeare uses few stage directions in his plays so on occasions when he does it is to be noted. The Nurse’s rushed entrance can either bring danger or there is a comic potential (or perhaps both). The Nurse already knows of Romeo and Juliet’s marriage but may not be prepared for what she might find. Mixed together, the tension of the forthcoming dispute and this comical happening it creates a good cliffhanger. cofg fgr sefgfgw orfg fgk infg fofg fg; cocc ccr seccccw orcc cck incc focc cc! The Nurse and Juliet address each other by their titles. These could be delivered in a variety of ways to create different effects. It creates danger, confusion and perhaps a chance for comedy in a couple of one-word lines. Throughout this scene many of Juliet’s lines are dramatically ironic. â€Å"Methinks I see thee now thou art so low, 3Oyj7c Visit coursework eb in eb fo eb for more eb Do not eb redistribute 3Oyj7c As one dead in the bottom of a tomb. † In the case of lines 55 and 56, as Romeo makes his leave, it is dramatically ironic as the audience already knows that soon Romeo will kill himself, and Juliet will see him dead (most likely in a tomb). This is also the last time Juliet will see Romeo alive and yet she is already seeing him dead. This makes the audience think and feel privileged, as they understand that her lines are ironic and in fact puns although Juliet herself does not know. cofe fer sefefew orfe fek infe fofe fe. Juliet uses more puns when she and Lady Capulet are talking. Although this time Juliet is aware of it as well as the audience, Lady Capulet is not. â€Å"Yet let me weep for such a feeling loss. † (74) All through their conversation the audience keeps thinking that Juliet is about to confess to her mother about Romeo. However, every time they are let and down and Juliet’s hints go unnoticed. This makes the audience more worked up and frustrated. The more the audience anticipates Juliet’s confession the more tension there is when her parents eventually find out (is they ever do). code der sededew orde dek inde fode de; Lady Capulet starts by trying to comfort Juliet, surely trying to befriend her. The audience, sometimes confused by her generosity, know of the Capulet’s agreement with Paris. Therefore they are suspicious and foresee a change in heart and another change in atmosphere; they know Lady Capulet has to get down to business. After a long wait Lady Capulet finally does her tine and informs Juliet of her arranged marriage with Paris; a shock for both audience and Juliet for it is done most obviously. It was common in the times of Shakespeare for children (mainly of rich and often girls) to be married to a person chosen by the parents. This was to gain money, power or (and) to improve relations with other families, countries or regions. Despite the triviality of this Shakespeare seems to understand how a young woman might feel being married to some she does not know or like. Juliet gets very upset and refuses to marry. The audience is feeling sympathy for Juliet but also expect her to confess as last to get rid of Paris. There is a combination of excitement and fear that mix together well and get the audience on the edge of their seats. Juliet’s safety is now feared for though as Capulet is now known to be determined. He was in the previous scene and he will be now. This coursework from www. coursework. info coeb ebr seebebw oreb ebk ineb foeb eb; Enter Lord Capulet. Oblivious to the scene so far and whose actions are to be feared by the audience. However the audience can see the plan as Capulet begins the same way as Lady Capulet. He tries to cheer up Juliet and then jumps to business in a quick change of atmosphere. cocf cfr secfcfw orcf cfk incf focf cf. â€Å"How now, a conduit, girl? What, still in tears? † Is this a sign of love, or is it just pure determination? From the way Lord and Lady Capulet have been portrayed I seem that they have a plan. The tension in the scene has been building up. So has the number of characters on stage. Two, three, one, two then four; building up to a climax. Brawls come is bigger numbers, peace and love comes with fewer numbers. The audience can understand the number of people of stage, they can tell when it is safe and when it is not. Capulet’s mood changes suddenly again when he hears that Juliet does not wish to marry Paris. He throws a fit scaring audience and characters on stage. He tries to put guilt on Juliet, the audience has much sympathy and their thoughts of Capulet do not improve but worsen. He is so angry and mad that at points he may even be beating his own wife. from www. Coursework. Info. Illegally redistributed by ffra. â€Å"Fie, fie, what, are you mad? † All on stage with the exception of Capulet are women. Capulet’s bad temper and throwing of insults makes him look quite a misogynist. coec ecr seececw orec eck inec foec ec; After Capulet has left Juliet tries to speak to her mother and threatens to kill herself if she has to marry Paris. This is more dramatic irony as the audience knows she will eventually kill herself but not because of Paris. This makes the audience feel proud and perhaps think that Lady Capulet could have stopped both the death of Romeo and Juliet. This is what makes it so tragic. Lady Capulet ignores her. code der sededew orde dek inde fode de: codd ddr seddddw ordd ddk indd fodd dd. The whole of this scene seems to be coherent on the theme of death and suicide. ‘Romeo and Juliet’ is a tragedy; this makes this scene so ironic. It is a major full of thoughts of death but does not include it physically. As Lady Capulet has left, Juliet now looks to the Nurse for support. However the faithful Nurse has changed and now fears Capulet and the loss of her job. She tries to persuade Juliet into thinking that she would be much better off with Paris. This betrayal is another shock to the audience; one of the last allies has changed sides it seems. Now the audience is waiting to find out what Juliet will do now her whole family is against her. They are confused and perhaps worried that Juliet seems to agree with the Nurse and thanks her. The scene ends with a second soliloquy from Juliet. This gives an insight to exactly what Juliet is thinking. Through the scene her discussions have been full of puns and lies. These soliloquies give her true feelings. This makes the audience to feel in touch with Juliet and helps to relate to her. Again Juliet says she shall commit suicide. She also shows that she is ashamed of the Nurse and even curses her. She is very upset and leaves the audience is suspense as they wonder what she will do if there is no way out. What will happen next? Xcql from Xcql coursewrok Xcql work Xcql info Xcql cocc ccr seccccw orcc cck incc focc cc; Shakespeare uses a lot of dramatic irony and puns to build tension within the audience. It is a scene full of irony. There are numerous chances for characters to change the course of the whole play for the better but they do not. This irony is what makes this a brilliant scene. The audience is forever in tension and on edge. Combined with the sudden changes in atmosphere it forms the perfect cliffhanger scene for the play. ffra. Thus, we can say that whilst this represents a progression, in the end we have come no closer to any â€Å"real† knowledge. Shakespeare uses the dialogue to great effect to bring the characters to life and build up atmosphere through out the scene. At the start of the scene Romeo has not yet departed and as the sun is rising the couple must say their farewells. The atmosphere here is still love orientated and fairly calm however there is a growing element of suspense and fear. â€Å"I must be gone and live, or stay and die† says Romeo very early in the scene; this starts to build suspense because if Romeo is caught he will be killed. Juliet wants him to stay as long as possible â€Å"Yon light is not daylight†, this line brings out further the strong feelings of love they both share because they do not want to leave each others presence. The audience feels their love is very strong and true this helps them to sympathise with the characters, bringing them to life. When Juliet says, â€Å"Hie hence be gone away! â€Å", there is a release of tension in the audience, they fear for Romeo’s life as he is in grave danger the longer he stays. cocg cgr secgcgw orcg cgk incg focg cg. There is a feeling of sadness in the atmosphere as our two passionate young lovers depart, â€Å"More light and light; more dark and dark our woes† this relates to the arrival of light and thus their separation. As this scene opens, Romeo and Juliet are seen arguing. The morning is soon coming, and Juliet is insistent that her lover does not leave. Before their love causes any conflict, the two argue whether Romeo should leave or not. They are so infatuated and content with each other, neither wish to leave each other’s side. Although Juliet wishes to postpone Romeo’s departure, she cannot hide the facts of the coming morning, although she tries. â€Å"Yond light is not daylight, I know it, I: It is some meteor that the sun exhaled† Their situation, position and relationship are now very clear. By night, they can be in each other’s company as they wish, however as soon as day comes, their love must be a secret. Juliet is in the position that she cannot keep her lover in daylight, and must let him escape. Romeo then portrays his love for Juliet saying how he does not care if the two are caught together, â€Å"Let me be put to death,† His departure is looming, and invites death if it be necessary as long as the two are together, he does not care, â€Å"Come, death, and welcome! † He would welcome death if it meant they could stay together. Juliet then accepts what this could mean if Romeo does not leave soon, and changes her tone completely, â€Å"It is, it is, hie hence, be gone, away! † Juliet is now seeing their relationship from a more mature position, and Romeo departs. In this part of the scene, Juliet uses the imagery of birdsong, as a comparison to the lover’s relationship. They can only see each other at night, when all is at ease and peaceful. Shakespeare uses the imagery of a nightingale to represent this. They are getting along and are in harmony. As morning is coming, the ease is interrupted with their arguing, and resembles the â€Å"Harsh discords and unpleasing sharps† of the lark. It is more apparent to the audience now Juliet’s anxiety as to their relationship will continue this way. As light grows, so do their problems, â€Å"More light and light, more dark and dark our woes! † Dramatic devices are then introduced in the scene, which increases the tension both on the stage and in the audience. Romeo is still in the room as the Nurse enters to announce Lady Capulet’s soon arrival. He simply cannot be caught, and the anxiety in the audience is increased, as it is a matter of time before she comes in. She then calls her daughter as Romeo is departing, indicating her soon arrival. The lovers spend a long time saying their farewells, and Romeo has not completely gone by the time Lady Capulet enters the room. The time period between the Nurses announcement that Lady Capulet will soon be there, causes the audience to feel the building tension, as well as the growing strains on their relationship. From Juliet’s point of view, their relationship brings her much grief every time Romeo leaves her side. As Juliet weeps over Romeo’s departure, her mother enters. She sees her daughter weeping, and can only think that she is grieving still over the death of Tybalt. â€Å"Evermore weeping for your cousin’s death? What, wilt thou wash him from his grave with tears? † Juliet is worried constantly for the safety of Romeo, and their relationship brings her a lot of grief. At this point, it must be frustrating for the audience, as they know what Juliet is really upset about. The irony is that she is in fact grieving for the enemy of the family, Romeo. Lady Capulet then swears vengeance on Romeo for Tybalt’s death. As Juliet could not possibly admit to her relationship with Romeo, all she can do is agree, whilst also speaking truths. â€Å"God pardon him, I do with all my heart: And yet no man like he doth grieve my heart. † For all the grief their relationship has brought them, and is destined to bring them, Juliet is still adamant that their love is not in vain. The audience understands Juliet’s real sorrows, however her mother does not. This occurs many times during the play, as it is very secretive, and people’s words are not always as they seem. When Lady Capulet talks about Romeo as a villain, Juliet can say how she really feels, although it is an aside. She tries to take her murder-planning mother of the subject, by asking of her other news – her impending marriage to the County Paris. Juliet is obviously completely shocked by Lady Capulet’s news of her intended marriage to Paris, and immediately refuses. â€Å"Now by Saint Peter’s Church and Peter too, He shall not make me there a joyful bride. † Juliet and the audience know that she simply cannot go through with this marriage, however her mother does not understand her objection. Juliet is now in a very awkward and somewhat unavoidable position. She cannot tell her parents of her marriage to Romeo, nor can she betray her religion and Romeo by marrying Paris as well. All she can do is refuse, and face the wrath of her father, which both she and the audience can expect. The language used in this scene is also a contributing factor to what Juliet is going through. Juliet is usually a very respectful and obedient towards her mother. At many points she calls her Madam, and as Lady Capulet is about to announce Juliet’s proposed marriage, she responds â€Å"Madam, in happy time, what day is that? † It would take something alarmingly upsetting for Juliet to respond in the way she does, â€Å"I will not marry yet, and when I do, I swear It shall be Romeo, whom you know I hate, Rather than Paris. These are news indeed! † Her manner changes towards her mother drastically. She is obviously and understandably appalled from the audience’s point of view. By saying she would sooner marry Romeo, she is making a very strong objection, although she is in fact lying about her hatred for her husband. She then must face the wrath of her father when she tells him of her refusal. He sees her crying once more, and at first her reaction must be of irritation at her father’s naivity, â€Å"How now, a conduit, girl? What, still in tears? Evermore show’ring? In one little body? † The audience knows very well of Juliet’s true sorrow, and it must be irritating for everyone to keep confusing it. Once Juliet then tells her father of her gratitude, and also her refusal of Paris, he scolds her for her selfishness, even though it is quite obvious how ignorant he is being. Juliet does not want to marry Paris, and her father for some reason cannot understand it. It suggests she is using riddles, as her father says, â€Å"How how, how how, chopt-logic? What is this? ‘Proud’, and ‘I thank you’, and ‘I thank you not’, And yet ‘ not proud’, mistress minion you? † The play suggests that she really does want to tell her parents of her relationship with Romeo, and her inability to marry Paris, but she knows she can not. The audience can now see the position she is in, and that there is no escape. Capulet says how he would rather her marry â€Å"A gentleman of noble parentage,† Meaning he would rather Juliet marry anyone with respectable parents for his own personal gain. He does not care of her opinion. Juliet is young and can only think of her love for Romeo. The audience can see that through their passionate love for each other. Juliet thinks she can turn to her mother in what is fast becoming an emotional plea for help. Her mother simply disowns her own daughter, and is disgusted as her husband. â€Å"Talk not to me, for I’ll not speak a word. Do as thou wilt, for I have done with thee. † The audience must feel Juliets pain and loneliness at this point. Her mother and father have been disgraced by their daughter’s refusal to marry, and rightly so. Her husband has been exiled, and although she does not know, she will never see him alive again. Now she must turn to the closest person she has ever had, her nurse. The Nurse is their servant, and is told what to do, and to a degree what to think. The Nurse does her best to try to change her mind, but she knows that Juliet is not going to be shifted. The Nurse agrees with Juliet’s parents, â€Å"O, he’s a lovely gentleman! Romeo’s a dishclout to him. † Juliet now realises that there is no point staying in the house. Her parents have disowned her, and the Nurse can offer her no comfort. Some may say she is being spoilt and ignorant, however based on the evidence suggested by the text, the audience is likely to feel sympathy for the girl and her plight. There is one final person she can possibly go to, Friar Lawrence. â€Å"I’ll to the Friar to know his remedy; If all else fail, myself have power to die. † As the scene closes, the audience can sense the oncoming tragedy, which has been building up to this point. It seems that Juliet’s position is only going to get worse as it does. In this scene, how does Shakespeare increase the audience’s awareness of Juliet’s position. Firstly, Juliet has to deal with a lot at such a young age, and in very difficult circumstances. Her husband has been exiled, and can only see him at night. Her parents have dropped on her the proposition to marry the County Paris, or to be disowned penniless. She knows she cannot as she has no feelings for him, as well as her marriage to Romeo. Her Nurse, who she has trusted for many years can offer her no comfort, and she must seek the help of the Friar as her last resort. If all else fails, she will take her own life. Shakespeare has made the audience very aware of her position in both the audiences’ eyes and the eyes of the other characters. He has done this through her reactions to events that have happened, as well as the language used in her relationship with other characters. James Preston.

Nurses Encounter With A Single Patient Interaction

Nurses encounter many different perceptions during a single patient interaction. Understanding each patient and their situation centers around understanding those perceptions. Perception is a way of regarding, understanding, or interpreting something; a mental impression. This paper will outline the main tenants of regarding, understanding, or interpreting. Defining the Topic In the field of nursing, a mental impression can be defined by our senses, selecting information and bringing that information to our brain. The brain maps out the information that has been received and begins to tell a story. Each story is unique and according to The Art of Possibilty (Zander Zander, 2000) the story told by each human being is â€Å"all invented†Ã¢â‚¬ ¦show more content†¦In The Art of Possibility (Zander Zander, 2000) dealing with perception can be done through twelve practices (p.26). These practices help to lead and work with all relationships in life, both professional and personal. I am just going to cover the practices that can be most beneficial in the nursing career. One of those practices is called â€Å"giving of an A† (Zander Zander, 2000, p. 26). An â€Å"A is not an expectation to live up to, but a possibility to live into.† (Zander Zander, 2000, p. 26) This allows for connection through possibility i nstead of judgment. The giving of an A approach essentially places the individual’s strongest points first and weaknesses second. (Zander Zander, 2000, p.26) This also helps change the way individuals see themself. When an individual feels empowered, they feel better about themselves. R.S. Zander (2000), the author of this book, specifically speaks of a relationship with her own father. He was not present in her life. She tried throughout adulthood to have a relationship with him. He took his own life when she was only 22. Zander constantly questioned why her father didn’t love her. Only when she was finally able to switch her way of thinking to giving him an A could she see her father wasn’t able to love her because he wasn’t able to love himself. From there, she was able to feel compassion for her father (p.29). Another practice of Zander and Zander’s (2000) writes about â€Å"being a contribution†