Othello :: essays research papers fc

Emotional Destruction The tragedy Othello, was written in a time of great racial tensions in England. According to Eldred Jones, in 1600 just three years before Othello was written, Queen Elizabeth proclaimed an order for the transportation of all "negars and blackmoores" out of the country . It is in this manner that Shakespeare began the masterpiece of Othello, a drama about a noble black Arab general, Othello, who falls in love with and marries, Desdemona, a young white daughter of a senator. In the tragedy not only is Othello susceptible to weaknesses but so is every major character . The tragedy reminds humans that even one’s good nature can be taken advantage of for the worse. In Shakespeare’s Othello, characters are strongly affected by their influential emotions of love, jealousy, and hate which ultimately lead to chaos and tragedy in the end. All the relationships in the play demonstrate the vulnerability involved with love. Each of the relationships in Othello portrays insecurities in each person, except Iago. In fact, all of the relationships with one character, Iago, are focused around him and his devilish plot for the demise of Othello. However, most of the relationships in Othello bring about unintentional frustrations and vulnerabilities. The marriages in Othello are the most important relationships involving vulnerability because they bring out the best hopes and attitudes, and the worst fears and emotions in each character. Shakespeare, in designing Othello’s marriage to Desdemona, shows that although one can truly love a person, the need for human control can destroy any relationship causing heartbreak. From the very beginning, Othello faces a dilemma of vulnerability because of his marriage. In his essay, Eldred Jones has concluded with this by stating that Othello made himself available to public criticism and assaults on his character by marrying a young white girl. Furthermore, the couple’s constant struggle over power and control makes them susceptible to destruction of their happiness. Othello seeks complete control over his wife, Desdemona: â€Å"O curse of marriage. That we can call these delicate creatures ours, And not their appetites! I had rather be a toad And live upon the vapour of a dungeon. Then keep a corner in the thing I love†(61). Othello is clearly showing that he sees Desdemona’s love, faithfulness and submissions as criteria for his manhood. His feelings demonstrate how vulnerable people can become in putting their self-value in another person. Shakespeare, in developing the power struggle of Othello’s marriage, reminds the audience that to control a person fully only brings about turmoil. Love is the most powerful emotion and ironically the emotion that leads to the most

Reaction paper to malampaya fund

When I'm reading articles, facts, and history about this, I was surprised with 137. 8 billion pesos estimated fund collected annually with this project. In reality with this capital, we can build another oil industry and various projects to manipulate this asset which primarily based on research that Philippines are rich in natural resources. When we overcome this proper usage, manipulation, development and strengthening the force of our country that we may be not able to bully by other states and get this place which are capable to make our country powerful than them.If this so, Philippines have the capabilities to pace with other countries also focuses on producing oil and other natural resources found in their area. But what happen? It goes to the pockets of the corrupt government officials instead it is for the development of the country. But there's nothing new about it. What was the road were taking in? Is this the track that they promised with their sweet words? Or if will und erstand this at present, promises are really made to be broken.We lack of ability of manipulation of the things that we really owned. When I'm writing this reaction paper, I feel so bad not only to those public officials but also to those who have the right to suffrage, still we choose who are popular, good-looking without dedication and accountability. As a public administration student, starting now I will think what's good for the country than filling my own pocket coming from the taxes earned through hard work of every citizen. Our country needs us.

Group Work in the Human Service Industry Essay

Group work has been cited as playing an integral role in ensuring that people achieve more collaboratively than working as individuals. In addition, group work has been perceived as a robust mechanism of helping people attain some novel skills and specific goals, mostly when a group is founded upon a particular objective. Nonetheless, despite these benefits attributed to working in groups, it is imperative to be cognizant of the fact that in many cases, it requires extensive efforts to ensure that a group evolves into an effective team. Against this backdrop, this paper will analyze the group work within the human service field with the focus group being ‘Open Doors’, whose operations are founded on the need to support young people who identify as being gay, lesbian, bisexual or transgender. It is fundamental to briefly explore this organization aimed at getting a comprehensive insight into its groups work operations, group work theory underpinning it among other tenets. Human Services: Although the words ‘human services’ can mean different things according to individual experiences, not everyone understands the industry or field as a whole. The human service industry according to Woodside and McClam (2011:4-9) is extremely complex to define, although overall, it is the overarching industry of professionals that provide a diverse range of services to humans in need. The aim of the professionals within the industry is to work with people to support, assist and empower them to meet their own needs whether those needs are for food, shelter, physical or emotional to name a few. Therefore, the human service field is at the forefront of many of the youth services provided both locally and overseas. Open Doors at a glance According to Open Doors website (2012:1), this group is located at the center of Brisbane and its core undertaking revolve around the provision of counseling and support services for the young people between the ages twelve to twenty four who identify as being lesbian, gay, bisexual and transgender (LGBT). The core goal of this organization is to foster resilience among this target group through the facilitation of opportunities aimed at receiving supports which is need specific networks, as well as enjoying lives characterised by positive relationships. This is enabled through support provision, referral, advocacy and capacity development within the organization (Woodley, J 2012, pers. Comm. , 20th August). In regard to the type of group work, Open Doors can be categorized as a social action group. According to Preston-Shoot (1987:16) this form of a group aims at the utilization of the resources at group level for collective power in the efforts to campaign for social transformations, as well as the inherent rights of the members within these particular groups. It is imperative to explore group theory in order to understand the undertakings of Open Doors. Group theory According to Galanes and Adams (2007:8), the group theory perceives a group as being comprised of two or more people who have a common sense of purpose and make extended efforts to achieve a specified goal. Against this backdrop, it is apparent that the activities of Open Doors are based on the need to solve a common impediment in society which is the discriminatory attitude hulled against the LGBTs. Thus, individuals come together with the core goal of solving this challenge through diverse mechanisms like advocacy, referrals among others previously mentioned. Thus, the activities of Open Doors are founded on the ongoing needs in the society which call for redress. This is chiefly embedded in the vision statement of Open Doors which states that all young people from different genders and sexualities have the chance to enjoy full experience and have true knowledge of pride in life (Open Doors website, 2012:1). In reference to Open Doors, it is worth noting that groups undergo several stages in the course of their development. These are forming, storming, norming, performing and lastly, adjourning (Tuckman, 1965:396). These stages are explored in the subsequent section. Forming In the forming stage, the group is just coming together and shyness and uncertainty tend to characterise this particular epoch. This fact is supported by Tuckman and Jensen (1977:423) who determined that anxiety, dependency and a combination of confusion and curiosity tend to characterise this stage. In addition, the group members are primarily concerned with orientation whose accomplishment is arrived at through testing. This testing serves the sole purpose of the identification of both task-related as well as interpersonal boundaries in the group (Tuckman 1965:396). In the context of Open Doors, this stage entails the coming together of LGBTs who have diversity in terms of past discrimination in the society, age and gender. Most of the members are shy to disclose their challenges and most of the time is spent through the orientation processes aimed at demarcating the interpersonal boundaries. Eventually, the more bold members of the group eventually assume some sought of leadership, a point which ushers in the next stage; storming. Storming Extensive skills in problem solving are required in this stage, and a determining factor in the success of the group. This is a stage which is characterised by extensive conflict revolving around the interpersonal issues as well as simultaneous response to tasks (Tuckman 1965:396). In this stage, the members are preoccupied with the conflict based on power divisions as they try to ascertain who possess power and authority in the group (Preston-Shoot, 1987:35). In the case of Open Doors, this stage can be characterised by extensive conflicts between various members in the group, with each trying to assert authority over the others, for instance, based on gender divisions. Eventually, there is establishment of a power structure in the group which pilots the progress to the next stage of norming. Norming Tuckman and Jensen (1977:423) noted that this is the maturity stage where there is resolution of the norms and there is an apparent development of inter-dependency and trust among the members. This entails the distinction of the contributions as well as behaviors which are acceptable in the group. In the case of Open Doors, this stage is characterised by members’ efforts to identify the norms governing their interpersonal as well as task relationships as they attempt to forge and shape the idea of the group’s identity. Nonetheless, it is imperative to be cognizant of the fact that lack of proper decision making mechanisms and limited consensus in this stage can result to the group slipping back into the storming stage. Performing Some proponents usually identify this as the final stage of group development. There is flexibility and functionality of the individually or collectively mandated roles as all the energy in the group is directed towards achieving the goals at hand (Tuckman 1965:396). In the case of Open Doors, this stage entails the delegation of different responsibilities to individuals or sub-groups aimed at achieving the overall goal of the group. This can be perceived in terms of different individuals being mandated with the roles of advocacy, referrals and support provision among others. Adjourning Despite the fact that the activities of Open Doors are ongoing, distinct groups within the organization attempting to attain certain goals within a specified timeframe reach the adjourning stage. In addition, this stage can be reached when some of the group members surpass the age limit of twenty four years as stipulated by the organization which oblige them to leave the groups. This stage is characterised by the completion of the task at hand and eventual disengagement from the group members and the task (Frances 2008:17). In most cases, the LGBT members in particular sub-groups will be satisfied that they have achieved their respective goals. Challenges and benefits for participants and facilitators equally for Open Doors There are diverse challenges as well as benefits for the participants as well as the facilitators in Open Doors. In regard to challenges for the facilitators, there is bound to be confrontations with the LGBTs which can become a major impediment in the efforts to achieve the goals of the groups. Nonetheless, Brandler and Roman (1999:218) noted that it is imperative to keep the confrontations simples and to the point. Another challenge can be when communicating principles and strategies to the groups where there can be resistance and non-compliance from the LGBTs. On the side of the participants, the challenges of mistrust as well as conflicts in the earlier stages of group development as mentioned can be a major challenge. This can halt the progress towards achieving the ultimate goal of the group, not forgetting the detrimental effects of these conflicts on the self-esteem of the participants. In regard to benefits, the participants gain a sense of belonging from the group work, experience elevated self-esteem and pride as well as creating networks which can help them in confronting daily challenges in society. On the other hand, the facilitators have an opportunity to understand the dynamics among different participants, for instance, communication and interaction patterns which can assist them in helping future participants (Toseland & Rivas, 2005:90). Conclusion In conclusion, it is apparent from the above discourse that group work in the human service field plays a major role in the achievement of collective goals in society as expounded in group theory. Most of the groups go through five stages of forming, storming, norming, performance and adjourning. Nonetheless, it is imperative to be cognizant of the fact that apart from the benefits in groups, there are diverse challenges embedded therein for both the participants and facilitators as explored in the preceding section.

Cloze Tests to Determine Reading Comprehension

Cloze Tests to Determine Reading Comprehension When teachers wish to measure how well a student comprehends a reading passage, they often turn to Cloze tests. In a Cloze test, the teacher removes a certain number of words that the student then needs to fill in as they read through the passage. For example, a language arts teacher might have their students fill in the blanks for the following reading passage: _____ mother is upset with _____ because I got caught  _____ a rainstorm. Sadly, I ______ my umbrella at home. _____ clothes got soaked. I ______ I wont get sick. Students are then instructed to fill in the blanks for the passage. Teachers are able to use the student’s answers to determine the reading level of the passage. Why Readability Formulas Are Not Enough While readability formulas can tell teachers how complex a reading passage is based on vocabulary and grammar, it does not reveal how difficult a passage might be in terms of reading comprehension. For example: He waved his hands.He waived his rights. If you were to run these sentences through readability formulas, they would have similar scores. However, it is obvious that while students might easily understand the first sentence, they might not comprehend the legal implications of the second. Therefore, we need a method to help teachers measure how difficult a particular passage is for students to comprehend. History of the Cloze Test In 1953, Wilson L. Taylor researched closure tasks as a method to determine reading comprehension. What he found was that having students use context clues from the surrounding words to fill in the blanks as in the example above has a high correlation with how readable the passage is for the student. He called this procedure a Cloze Test. Over time, researchers  have tested the Cloze method and found that it does indeed indicate reading comprehension levels.   How to Create a Typical Cloze Test There are a number of methods that teachers use to create Cloze tests. Following is one of the most common methods used: Replace every fifth word with a blank. This is where the students are to fill in the missing word.Have students write only one word in each blank. They are to work through the test making sure to write a word for each missing word in the passage.Encourage students to guess as they go through the test.Tell students that they do not need to worry about spelling errors as these will not be counted against them. Once you have administered a Cloze test, you will need to ‘grade’ it. As you explained to your students, misspellings are to be ignored. You are only looking for how well students understood what words to use based on contextual clues. However, in most instances, you will only count an answer as correct if the student answers with the exact missing word. In the example above, the correct answers should be:   My mother is upset with me because I got caught  in a rainstorm. Sadly, I left my umbrella at home. My clothes got soaked. I hope I wont get sick. Teachers can count up the number of errors and assign a percentage score based on the number of words that the student guessed correctly. According to Nielsen, a score of 60% or more indicates reasonable comprehension on the part of the student. Using Cloze Tests There are a number of ways that teachers can use Cloze Tests. One of the most effective uses of these tests is to help them make decisions about reading passages that they will be assigning to their students. The Cloze procedure can help them determine what passages to assign students, how long to give them to read specific passages, and how much they can expect students to comprehend on their own without additional input from the teacher. Note, however, that Cloze tests are diagnostic. Since they are not standard assignments testing a student’s understanding of  the  material that has been taught, the student’s percentage score should not be used when figuring out their final grade for the course. Source Jakob Nielsen, Cloze Test for Reading Comprehension. Nielsen  Norman  Group, February 2011

The Dictionary of Concise Writing

The Dictionary of Concise Writing The Dictionary of Concise Writing The Dictionary of Concise Writing By Maeve Maddox Serious bloggers understand the importance of concise writing. Unfortunately, great writing tips on brevity are scattered among many resources. Fortunately, a book called The Dictionary of Concise Writing crossed my desk. Written by Robert Fiske, The Dictionary of Concise Writing is the definitive guide to fat-free writing. This book literally contains its subtitle more than 10,000 alternatives to wordy phrases. For example, I wanted to lead this sentence with the phrase as an example. Instead I referenced the book and found the alternatives for example and for instance. Other great entries I use on a daily basis: as a result consequently; hence; so; then; therefor; thus past (previous; prior) experience experience is inclined to think (that) asserts; believes; claims; contends; feels; holds; maintains; says; thinks Each time you reference the book, you are training yourself to recognize wordy or redundant phrases. Definitely a good exercise! You can find the book on Amazon.com Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Book Reviews category, check our popular posts, or choose a related post below:Wether, Weather, WhetherDeck the Halls30 Words for Small Amounts

Is the Judicial Branch Still the Weakest Branch of Government Essay

Is the Judicial Branch Still the Weakest Branch of Government - Essay Example Every day, Linda Brown together with her sister had to pass through a risky railroad switchyard to reach the bus stop for the drive to their all black elementary school. The elementary school near the Brown’s house was only for the white students. This prompted Linda Brown together with her family to present this issue to court since it breached the 14th Amendment. The judgment passed by the federal district court was that discrimination in public education was detrimental to black students but since both all- white schools and all black schools had similar transportation, buildings, teachers, as well as, curricula, the court declared the segregation lawful (Olivo 123). Being dissatisfied with the court verdict, the Browns took their case to the Supreme Court asserting that although the facilities were the same, discriminated schools could never be alike to one another. Eventually, the Supreme Court passed their judgment that state laws demanding segregated but equal schools b reached the EPC (Equal protection clause) of the Fourteenth Amendment. This case was relevant since it set the basis for the civil rights movements and provided African Americans with the hope of the removal of segregated but equal on every front policy. In fact, it reversed decades of the segregationist practices in America. Therefore, it is a transformational event, which brought the birth of social and political revolution, and opened the entrances of all public schools to every individual within the US. Additionally, it enabled individuals of different colors have equal chances to a public and free education irrespective of their races and residential places. The judicial unit of the US lacks power to judge, and this choice to carry decisions and make the judgment lies on the executive. As noted by the court’s decision in Brown v. Board of Education, the executive delegates the privilege and holds the communitys sword (Court

My passion for wildlife biology Essay Example | Topics and Well Written Essays - 250 words

My passion for wildlife biology - Essay Example I sat enthralled as a spider spun its web underneath our porch. I gaped in amazement when I first witnessed a foal being born in our barn. I sat for many hours pondering how our chickens managed to lay eggs and break them open. Where did those chicks come from? I once wondered aloud. During certain seasons, wolves would become the bane to the lives of livestock. I spent a number of my nights as a teenager keeping that wild creature away from our farm. I hated the sound of gunshots ringing through the night air. It did not seem right to kill a creature without knowing why it was attacking other animals. My summers were spent building birdbaths for the migratory birds passing by our farm. We often had a lot of stray animals dropping by our farm in need of sustenance. When I realized that the wolves and other wild animals were just hungry, I researched on the kinds of plant food that they might be interested in eating. I encouraged my father to then plant these very plants on our farm in order to feel the wild life and save our livestock from further harm. It was a plan that actually worked. It brought down the rate of attacks by wild life on our farm animals. It was that research and passion to preserve wild life that led me down the path of further Wild Life Biology studies. I hope that I will be given a chance to learn more about my passion at the hands of the great educators of the Sterling College Biology Department. I believe that I will make a fantastic addition to your roster of students, I just need to be given a chance to prove myself to the admissions and academic members of the