Magic And Mischief In Shakespeares A Midsummer Nights Dream, Reality B

Magic and Mischief In Shakespeare's A Midsummer Night's Dream, reality blends with imagination. For example, the fact that there are fairies with magical powers is very far-fetched, yet makes for an entertaining story. This comedy is mainly focused on the troubles of three groups of people: the two dedicated lovers, the bumbling actors, and the gleeful fairies. When these three groups collide, magic and mischief are created. Egeus, a nobleman, wants his daughter, Hermia, to marry a man named Demetrius, but she and Lysander, her fianc?, are in love, and that is the basis of the plot. Because Hermia's father is so attracted to the idea of her marrying another nobleman, he becomes angry with her and threatens to either have her killed or to force her to become a nun. Also, Demetrius is, in fact, in love with Hermia. However, the lovers' love and dedication toward each other forces them to run from the real world and enter the enchanted world of fairies and magic. There, they plan to get married and live somewhat of a peaceful life. Before she leaves for her journey, Hermia tells one of her trusted friends, Helena, the secret plan. Helena is deeply in love with Demetrius, so she tells him, knowing that he will follow Hermia anywhere and she could follow along. At the same time of the eloping: "Nick Bottom, an actor, and his comical friends are rehearsing a foolish play they plan to present at the duke's wedding" (Shakespeare). Nick Bottom is the comic relief in this play. He is an actor, who is intent on acting out a play by the moonlight of the night in the same forest that the two lovers are eloping. Bottom and his friends: Arrive in the woods for their rehearsal, and Peter Quince is ready to start immediately. But Bottom has been brooding over the script and has decided that it needs some changes. It is possible that the ladies in the audience may become upset by the bloody death of Pyramus, and therefore the play needs a prologue to assure everyone that Pyramus is not really dead at all (Shakespeare). As the men rehearse, Puck, an assistant to the king and queen of the fairyland, puts a donkey's head on the unsuspecting Bottom. Bottom, then, walks out on cue and frightens the other actors. In the midst of the acting, the lovers and their curious followers fall asleep in the woods nearby (Shakespeare). Among the people present in the forest, there are fairies, who: "...Were so delicate in their form that a dewdrop, when they chance to dance on it, trembles, indeed, but never breaks" ("Fairy and Fairy Tale"). These fairies only come out at night. Oberon, king of the fairies, and his wife, Titania have been arguing over their son, who Oberon wants to make his servant. Titania disagrees, which leads the argument on through the night. Oberon's other servant, Puck, is called to go on a mission to find a flower called love-in- idleness for Oberon to put on his wife's eyelids, which, in turn, casts a spell that makes her love the first person she sees when she awakens (Shakespeare). Puck then claims: "I know a bank where the wild thyme blows, where oxlips and the nodding violet grows..." (Shakespeare). He, then, flies around the world to search for this flower, and when he returns, is inclined to sprinkle the flower's juice on an Athenian, preferably Titania. Seeing that it is night and dark, Puck mistakenly goes to the sleeping lovers and sprinkles the juice onto Lysander's eyelids (Shakespeare). When morning comes, Lysander awakens, and the first thing he sees is Helena, therefore, he falls in love with her. Seeing this whole mess, Oberon instructs Puck to go and find some more juice to put on his wife's eyelids. When Puck returns, Oberon insists upon doing it himself. He sprinkles the juice on Demetrius, who, when he awakens, sees Helena and falls in love with her. The irony is: "Demetrius and Lysander attempt to woo Helena, who is naturally convinced that they are making fun of her, while Hermia is appalled to find that both suitors have forsaken her and is

buy custom Health and Medicine essay

buy custom Health and Medicine essay There are two types of medicines that play their roles in my family. For health-promoting medicine, such as multi-vitamin, it provides the nutrients my body needs. And for healing-medicine, it might quickly remove my symptoms and restore my health. I believe in the treatment of medicines and healthcare of all kinds. My familys members also hold the same beliefs or values as mine. This response falls under Dr. Edmund Pellegrinos theory of Hippocratic tradition which is summarized as tradition emerges from relatively homogenous societies where beliefs were similar and the majority of societal members share common values (The Theoretical approaches to Health Care Ethics, n.d.). If the sickness is a common recurring type, I would purchase medicine at the counter that has conventionally helped me to heal such symptom or consult my physician. If the illness is not a recurring one, I would need to consult a physician. I would choose the physician in whom I have confidence to cure my sickness according to my view. And my family members, though with different background and beliefs, would also share all my views. Thus, this response would fall under the theory of Principlism where principles were expansive enough to be shared by all rational individuals, regardless of their background and individual beliefs (The Theoretical approaches o Health Care Ethics, n.d.). I would buy medicines at counter for normal cold or for headache. For chronic cold or headache, however, I would consult a physician. The theoretical approach to understanding health is similar to response 2) above. It all depends on the types of medicine I take. For example, if I want to promote my health by taking health-promoting medicine, I would look at the contents of the medicine, such as whether there is sufficient quantity of calcium per capsule for increasing the health of my bones. For those common medicines such as pain-killers, I would not check on what contents are in the pills. In both cases, I thus place good faith in the medicines or the people who produce it. This response would fall under the theoretical approach to health by the Virtue Ethics of the Anti-Principalism that emphasizes the virtuous character of individuals who make the choice (The Theoretical approaches to Health Care Ethics, n.d.). - In the long run, however, the nature of my healthcare is overall very satisfactory. Buy custom Health and Medicine essay

What Is Morality DB Unit 5 Assignment Example | Topics and Well Written Essays - 250 words

What Is Morality DB Unit 5 - Assignment Example It is a concept in which logical reasoning and evaluation is given preference over the ethical concepts. David must acknowledge that no rules have been violated since the president is his boss’s ex-sister-in-law, and hence, he does not need to inform the company about the discovery. No 3. It is a fact that a person ceases to have any legal relation with his or her in-laws after divorce. However, it would have been better to bring this into Sanders knowledge since it would definitely have impressed him, cautioned him in advance, and proven David’s efficiency and honesty towards the job and company. No 4. In this situation, by not informing the authorities David has not disrupted the company’s policy regarding ethical requirements. Hence, there will be no negative remittances whatsoever that he will be facing. Instead, it is likely that by enlightening the authorities about this aspect and further informing about the legalities involved might prove beneficial for him professionally. Fernando, A. C. (2009). Business ethics: An Indian perspective. (p. 9). Pearson Education India. Retrieved from http://books.google.com.pk/books?id=UNKQtwaszhYC&printsec=frontcover&source=gbs_ge_summary_r&cad=0 Reily, N. P., Sirgy, M. J., & Gorman, A. (2012). Work and quality of life: Ethical practices in organizations. (p. 478). Springer. Retrieved from

The existing logistics supply chain of the Land Rover Essay

The existing logistics supply chain of the Land Rover - Essay Example This case study of land rover and UPF-Thompson implicates the risks that the company possess if the indulge themselves in one supply management chain. The emphasis is usually put on the management of the workflows of individuals and the information that accompany it. The supply chain of the organization usually carries one or more of these value streams. When The Land Rover company had decided that UPF-Thompson would be its main supplier of chassis, the land rover did not know that when UPF-Thompson, the manufacturer of chassis, would become insolvent the impact would be severe. KPMG, which was the receivers of the chassis, threatened the land rover that they would stop the supply unless the land rover company decided to make the up-front payment that was demanded immediately of between  £35 and  £45m. The reason as to why KPMG had decided to do this is that they claimed that they were entitled to recover on behalf of their creditors. The sole supplier agreement, which was signed , deemed to provide a valuable asset. A court ruling that was made recently justified this action as they stated that for the benefits of the creditors, the receivers were legally permitted to exploit the vulnerability of a customer. Until a temporary injunction could be secured which entitled Land Rover a short-term reprieve, then the land rover company was forced to halt the production of the discovery temporarily. The consequences of the injunction were that land Rovers supplier of network and around 1500 workers who worked at the Solihull plant were laid off. Process stream The land rover was using an end-to-end supply management perspective. The vulnerability of the

Reading Books Essay Example for Free

Reading Books Essay Reading a book is one of the best forms of entertainment a person can have. Books can take you places to a time and lifestyle that you will never visit or experience. I remember the old show called â€Å"Reading Rainbow† and it lyrics were gave a very interesting take on books they went like this: â€Å"I can twice as high take a look, it’s in a book A Reading Rainbow, I can go anywhere, Friends to know and ways to grow, Reading Rainbow, I can be anything take a look it’s in a book. † Those lyrics are so true. Reading a book you can read about how life was in the 1700’s up until our generation today. I could be a detective who solves a famous mystery or I could be the killer trying to get away. I can learn to speak another language. There are so many things and topics in reading a book that can change your appearance, your political viewpoints, and change your attitude. Some say that books might become obsolete because movies are made from these books and you can watch the movies in two hours. Watching the movies a person feels that you can get the plot and conclusion of the book in two hours. This is true but for example if it is true life story the movie are going to change some parts of the books to make it more enjoyable, whereas the book is going to give you every detail the author wants you to have. Books gives people a conversation piece just like a movie but the only difference is books can join the world. Movies can’t be seen in some countries but a book can be read. So like the Reading Rainbow says â€Å"take a look it’s in a book†. So in conclusion reading a book is the best form of entertainment. Stephanie C. Williams November 20, 2010

Communication Competency Self-Assessment

Communication Competency Self-Assessment PART 1: Communication Competence Analysis Pick two to three competencies from the listing for which you feel you are currently strong, and describe why you feel that way. Pick two to three competencies from the listing for which you feel you currently need improvement, and describe why you feel that way. Each section should be written with at least three paragraphs (with a minimum of three to four sentences each) of commentary, which is in addition to any quoting from the listing you may choose to do.It may be helpful to explain your thought process and provide examples to give explanation to your descriptions of why you feel that way.This is not a formal paper, but college-level spelling, grammar, and syntax are expected. S = strength NI = needs improvement _S_ 1. I’m sensitive to contexts of communication. I recognize that changes in physical, cultural, social– psychological, and temporal contexts will alter meaning. _S_ 2. I assess my channel options and evaluate whether my message will be more effective if delivered face-to-face, through e-mail, or by some third party, for example. _S_ 3. I look for meaning not only in words but also in nonverbal behaviors. _NI_ 4. I am sensitive to the feedback and feed forward that I give to others and that others give to me. _NI_ 5. I combat the effects of the various types of physical, psychological, and semantic noise that distort messages. _S_ 6. I listen not only to the more obvious content messages but also to the relational messages that I (and others) send, and I respond to the relational messages of others to increase meaningful interaction. _S_ 7. Instead of looking only at the punctuation patterns, I also look at the patterns that others might be using in order to understand better the meanings communicated. _S_ 8. Because communication is transactional, I recognize that all elements influence every other element in the communication process and that each person communicating is simultaneously a speaker/listener. _NI_ 9. Because communication is purposeful, I look carefully at both the speaker’s and the listener’s purposes. _NI_ 10. Because communication is inevitable, irreversible, and unrepeatable, I look carefully for hidden meanings, am cautious in communicating messages that I may later wish to withdraw, and am aware that any communication act occurs but once. _S_ 11. I am sensitive to cultural variation and differences, and I see my own culture’s teachings and those of other cultures without undue bias. My Competency Strengths _S_ 2. I assess my channel options and evaluate whether my message will be more effective if delivered face-to-face, through e-mail, or by some third party, for example. Number two is definitely one of my better strengths out of the competencies listed. Recognizing the different methods of communication is definitely important in how a message can be relayed. Before I want to send a message across, I always think about how it may be portrayed depending on which method is used and which will be most effective. There was a time when I thought about sending a text message to a friend about a certain topic. However, I decided that if I sent the text message, there may be some confusion and may have been taken completely out of context. In the end, my friend and I discussed it in person and he was very grateful we did and that I decided against the text message. I think text messaging can be so emotionless. Although I am not perfect, as no one is, I think I have a pretty good understanding about the differences in which a method of communication can make. I think all it takes is a matter of stopping for a second and thinking about how the words someone is reading over an e-mail or text message may differ as opposed to just going to talk to them about it. Granted, sometimes an e-mail is a completely efficient way to send out a simply message to a large amount of people. _S_ 11. I am sensitive to cultural variation and differences, and I see my own culture’s teachings and those of other cultures without undue bias. Number eleven is another one of my strengths from these competencies. Over the years of working in a hospital, I have learned to understand that there are so many different cultures out there and it’s only fair that we do not think of as our own to be the â€Å"best† or the â€Å"right† one. This is something that I have never had a problem understanding; I was raised to be respectful of other cultures whether or not I may agree with their beliefs. As I have mentioned, working in a hospital has exposed me to many types of different cultures. There have been a few instances where our patient was a Jehovah’s Witness; in which did not accept blood in the event they needed it. This was their belief, and as hard as it is to want to just give them blood in an emergency, their wishes must be respected even though others may not have agreed with the decision. It’s important not to be biased in our own culture. There are so many different types of people in this world, and I think that it’s a great thing. I believe that are a lot of people out there who are very biased of their own culture and don’t understand why people have different beliefs. If we do more to educate others on different cultures, then it’s possible more and more will understand cultures other than their own. My Competencies Needing Improvement _NI_ 5. I combat the effects of the various types of physical, psychological, and semantic noise that distort messages. Number five is one of the communication competencies that I understand but I need to improve on. Sometimes I get easily distracted in fully grasping the messages that are being portrayed. I need to work on trying to ignore other noises that happen between the sending and receiving of messages so I can decode exactly what is being sent to me. There are a lot of distractions with working in the operating room; a lot of things go on at once. On one instance, the patient we had wasn’t doing so well and a lot of activity was going all at the same time; several people were asking me for things all at once. I managed to give everyone what they needed but I remember thinking how overwhelmed I felt and how all of the communication that was being thrown at me was jumbling together because of all the â€Å"noise† that occurred between all of the messages; I have to work more on learning how to separate out the distractions. I look at it as a small challenge to myself to work on ways that will help me learn to cut out so many distractions. I will try to take each message that is being sent to me and focus on it instead of hearing the â€Å"noise† that comes along with it. I think if I become successful at this, I will have a much easier time understanding what is being communicated to me. _NI_ 10. Because communication is inevitable, irreversible, and unrepeatable, I look carefully for hidden meanings, am cautious in communicating messages that I may later wish to withdraw, and am aware that any communication act occurs but once. Number ten is the other communication competency that I feel I need to make improvements on. I understand that communication is unrepeatable, irreversible, and inevitable, but sometimes I don’t think long enough about what I’m going to say and just say it and regret it later. Also, I don’t always see all of the hidden meanings behind some of the things that I say or things others say to me. I think at times I try to convince myself that what I say can be justified and taken away when it usually cannot. I can remember one time I sent an e-mail to someone after a disagreement and because I was so angry while writing the e-mail, I wasn’t thinking about exactly what I was saying and the consequences it was going to have later on. I had sent the e-mail and in the mean time had calmed down and reread the message and couldn’t believe the things I had said and it was too late to take it back; I couldn’t jump into the computer and reverse hitting the send button. The issue was eventually resolved but made me realize that I need to work on thinking more before putting words out there that are irreversible. I think one of the best things I can do in the future to avoid the type of situation I discussed above from happening again is just to step back and look at what I am saying before sending the message. Thinking about the consequences that may occur from saying something the wrong way is a motivator to be more careful. Also, trying to see the hidden meanings behind words before saying them to people I think will avoid any issues as well. PART 2: General Improvement Strategy The one communication competency that I am going to focus on for part two of this assignment is number ten. I understand that all of the competencies that I need to improve on are important but I want to elaborate a bit more on this one and see if I can plan out different ways to improve on it. The Problem: When I am angry or upset about something and want to confront the issue, I do not always fully think about what I’m saying before I say it, therefore living with the consequences of being unable to take back words. The Goal: To think more about what I say before I say it and to really realize how bad the consequences may become. The Plan: There are several things I plan on doing to improve on my problem. I will first think harder about what I am going to say before saying it. I will also step back and take a deep breath before writing out or saying harsh words. I will think about how my words may have hidden meanings to someone else. I will then use what I have learned in the past from the consequences of speaking/writing things I do not truly mean to avoid the same in the future. Test of Measurability: I will know that I have improved on my plan once I am in a situation where I may be upset about something and go to approach the person or an e-mail to someone and I use a better selection of words. I know my plan is going well when I wait to press the send button and reread what I have written to look for things that may mean more to the person that I realize. I will have achieved my goal when I see more positive outcomes and communication with the person I am having issues with. The list of competencies in part one of this assignment, with the exception of my insertions of â€Å"S† and â€Å"NI† are taken from: DeVito, J. (2013). Essentials of Human Communication [VitalSouce bookshelf version].  Retrieved from http://devry.vitalsource.com/books/9781269649261/id/pg23

Legislations that affect school work Essay

Identify and summarise five pieces of legislation (to include codes of practice) which schools have to follow. Explain how each of these affect work in schools. Legislation refers to the actual law enacted by a governing or legislative body at national or local level. There are legislations for more or less all aspects of life but we are particularly going to discuss the ones that affect schools. These laws are produced and implemented in order to protect children and the people who work with children. Legislations ensure their safety and make sure their rights are respected. Code of practice is a practical guide that provides ways on how to effectively work under legislation. The Code of Practice is not a legislation itself that is why schools are not legally bound to follow them. Examples include: †¢Special Educational Needs Code of Practice for Wales. †¢Safeguarding Children: Working Together Under the Children Act 2004. Let us now look at five different legislations and how they affect work in schools. 1. The Data Protection Act 1998: The Data Protection Act means that schools need to make sure that all the information they hold is kept securely on site. If its paper storage it should be locked in filing cabinets. If the information is electronic it should be on password-protected computers. This legislation bounds schools to use this information only for the purpose it was collected and not share it with unauthorised people. It affects schools and staff in many ways e.gs as a teaching assistant it puts a responsibility on us to make sure that pupil information is confidential and if it needs to be shared with adults working with a particular pupil (like a speech therapist), we have the parental consent to do it. 2. The UN Convention on Rights of Child 1989: The UN Convention on Rights of Child 1989 was ratified in the UK in 1991 and adopted by the Welsh Government in 2004. It is made up of 54 articles covering rights to survival, protection, and development of children. It can be summarized by saying it protects children from any form of discrimination. Children have a right to know and access the relevant information about themselves. They have the freedom to practice their own beliefs and come together and enjoy as groups. It states that all children  have an equal right to education and a right to privacy. They have the right to express their views and feelings. Children with disabilities have a right to lead full and independent lives and they have a say in the decisions that affect them. This legislation has a major impact on schools as it bounds the staff and teachers to listen to what the child has to say. E.g. a teacher cannot just make a decision about a child on their own just because he/she is an adult. They have to respect the wishes of the child. This law gives children a voice and control over their lives. It empowers children and brings in confidence but at the same time it can be used by a child in a negative way and teachers may find it hard to discipline a child and to deal with a behaviour problem. That is where the Code of Practice comes in as a useful tool and tells what to do in a particular situation. 3. The Education and Inspections Act 2006: The Education and Inspections Act 2006 is intended to represent a major step in ensuring that all children in all schools get the education they need to enable them to fulfil their potential. The Act provides greater freedoms to schools, including the possibility of owning their own assets, employing their own staff, setting their own admissions arrangements etc. This gives local authorities more responsibility for managing schools. This law gives staff a clear statutory right to discipline students. By law, all state (not private) schools must have a behaviour policy in place that includes measures to prevent all forms of bullying among pupils. This policy is decided by the school. All teachers, pupils and parents must be told what it is. School staff needs to be well aware of the policy. Although these legislations must be followed but the Children Act overrides all other laws when it comes to safeguarding children. 4. Children Act 2004: Children Act 2004 is an updated version of the Children Act 1989. The Children Act 1989 allocated duties to local authorities, courts, parents and other agencies to ensure children are safeguarded and their welfare is promoted. (Wikipedia.org ‘Children Act 1989’). It centres on the idea that a child’s welfare is paramount and comes before everything else. Wherever possible, children must be cared for by their own families and that adequate  support is available for parents and children in need. The law suggests that professionals should work in partnerships with parents at every stage. The Children Act 2004 introduces multi agency approach to safeguarding children. Detailed information is available for people in the ‘Working Together Document’. The idea behind the Act is to promote co-ordination between multiple official entities to improve the overall well-being of children. The 2004 Act also specifically provided for including and affecting disabled children. This Act promotes the achievement of the five outcomes of ‘Every Child Matters’ framework, that are: †¢Stay safe. †¢Be healthy. †¢Enjoy and achieve. †¢Make a positive contribution. †¢Achieve economic well-being. This legislation has a huge impact on schools and on the way they address issues of care, welfare and discipline. Teachers and the support staff’s work has been affected directly by the act and they need to have training or guidance in its implementation. 5. The Equality Act 2010. On 1 October 2010, the Equality Act 2010 replaced all existing equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act. It protects the children and staff from being discriminated. It also extends protection to pupil who are pregnant, have recently given birth or who are undergoing gender reassignment. In Wales the Act applies to all maintained and independent schools, including Academies, and special schools. The Act makes it unlawful for the responsible body of a school to discriminate against, harass or victimise a pupil in relation to admissions, in the way it provides education, in the way it provides pupils access to any benefit, facility or service, or by excluding a pupil or subjecting them to any other detriment. Teachers now have to make sure that children with disabilities or additional needs are also included in and have access to all activities so there is no form of discrimination. (gov.uk ‘Equality Act 2010’)