How relevant are contemporary attempts to encourage 'green Essay

How relevant are contemporary attempts to encourage 'green consumerism' - Essay Example Contemporary educated consumers must be aware of the burning environmental problems as well as informed by the product labeling and according to this knowledge to purchase only the goods which are environment friendly. Such â€Å"new† consumers also should lead a way of life that matches their new â€Å"green† tastes. In the work we are going to examine the roots of â€Å"green consumerism†, its main manifestations and define the impact of this trend on the â€Å"green movement† as a whole. How relevant are contemporary attempts to encourage green consumerism? The idea of â€Å"green consumerism† trend is when the environmental benign awareness enters the life and mind of most people the purchasing force of markets will make all manufacturers to turn their products and production into green. Otherwise these manufacturers will be rejected from the markets by the green customers. According to this strategy, only the manufacturers, which meet the deman ds of greening will preserve their positions on the market. This approach also allows people to participate in decision-making process voting by their credit cards. However, there is another view of green consumerism, according to which the whole mass of consumers is considered to be exploited by misleading advertising appealing to badly-informed environmental consciousness of people. According to the first point of view ecological crisis is the result of low-quality consumption, while according to the second one, this crisis is â€Å"caused not only by the quality but by the volume of consumption† (Goldberg et al, 1997). There are even skeptics who think that the green consumption may increase the environmental problems as it encourages the manufacturers to produce new products under the misconception that they are environmental friendly. Some people respond to green appeals that â€Å"there is no such thing as a green lunch† (cited in Goldberg et al, 1997). Environme ntal sustainability is one of the three key elements of corporate sustainability – other two are economic and social. Although these three elements are interrelated, e environmental one is often stay behind economic and social elements. A cost benefit analysis of environmental management systems found that average pay-back period makes 2 years. According to other studies better management of environmental risks (for example, environmental marketing strategies) are linked to lower cost of competitive advantage. Generally speaking, marketing managers are often concerned about the appropriate shade of green they should apply in their companies. The question is whether a â€Å"deep green† approach can be used in ecological sustainable organization, whether this approach an be considered proactive, long-term oriented, beneficial and preserving the environment. This problem involves a two-fold challenge. First of all marketers should understand which consumer attitudes shoul d be taken into consideration while making green performance assessment. The better marketers understand what makes consumers evaluate â€Å"green strategy† of the organization, the better they will be able to create strategies answering consumer demand. Unfortunately up to date the sufficient investigations of green consumer behavior have not been conducted. The second task for marketing managers is to access how well they are doing within the green conception of their organization. There exists

Trace the historical development of physical education Essay Example for Free

Trace the historical development of physical education Essay Trace the historical development of physical education and discuss the effects that these developments have had on your opportunities to develop performance in your chosen activities The historical development of physical education has had a significant effect on my opportunities and personal performance. I will be investigating the effect of historical development of physical education by looking at various Acts made during the past two centuries, especially in schools and the various forms of physical education lessons which have been used in the past. In the nineteenth century there were two distinct traditions in education Public Schools and State Elementary Schools. Public schools were for the gentry and were fee paying. They were usually non-local, residential and were single sex schools. The students played many games and concentrated on the characteristic of leadership and teamwork. They would regularly play these games and develop the rules which had recreational values. The facilities were good due to the fees paid. Physical Education has developed dramatically in public and private schools since. Education in this country started with private schooling for the social elite. Pupils enjoyed extensive facilities and focused on the character building aims of education, as preparation for responsibilities in later life as employers, officers, members of the clergy and so on. Competitive team games developed to serve these aims. There was always a concentration on sport rather than a physical education emphasis and this is still common today. Competitive fixtures are a recognised feature and the reputation from winning helps to distinguish different schools. During the eighteenth and nineteenth century State Elementary schools were for lower class people. They were free, cramped and had mixed sexes. The type of teaching was associated with military drills and Swedish gymnastics, and was more based on physical training. The lessons low status and there was lots of foreign influence. The students were valued for discipline and the training was to get them fit for war. They were more interested in social control values recreational and educational values were learnt later on. This is also changed dramatically over the years. State education began after the Forster Education Act 1870 which initiated compulsory schooling for all. In the state system physical education is compulsory and is a core subject of the National Curriculum. The class teacher is usually in charge, though is not usually a specialist. The content of the lessons is usually based on movement and ball skills. Learning by moving and doing is considered essential to the physical, emotional, intellectual and social education of young children. Variety is also important as concentration span is limited and stimulating activities need to be included. In addition to the curriculum, many schools also offer club activities like gymnastics, netball, soccer, country dancing, etc. Another major historical development was when a man called Thomas Arnold encouraged moral features of teamwork such as self discipline, loyalty, courage, character building qualities and leaders. By mid nineteenth century headmasters and staff in public schools started to organise sports. This helped with the development of games. There was local variation of games to schools from villages, the students played regularly and in their free time, school rules, skills and boundaries were developed, teams played competitively, the boys organised a self government, codified rules and inter-school fixtures began and there was the development of games elite. Athleticism was the physical endeavour with moral integrity. The cult of athleticism stressed the physical and social benefits of sports. Physical benefits were seen to cancel out the effects of inactive lifestyles. Sport was seen as therapeutic, invigorating and beneficial. It was a break from work. Sport could take place in a competitive situation which would help the boys to cope with winning and losing in a dignified manner. This in turn developed leadership qualities e.g. being captain was a high status office to hold and inspiring to many of the other students. The performance was seen as more important than the result. Athleticism also met middle class values of respectability and order. Values of sportsmanship, leadership and abiding by the rules. There were people who were against the idea of athleticism. They said that it lead to regimentation of boys thoughts and behaviour with destruction of individuality, and believed that students were finding it more important the their other studies. Old boys brought games from universities with codified rules and philosophy to excel at their sport. This contributed to technical development and improved standards. Sports Day was also introduced which gave a chance for old boys, parents and governors a chance to relate to exercise. Athleticism brought about an old boys/girls network, sports clubs and governing bodies became significant administrative features, officers in army and navy influential on troops, clergy influenced parishioners, teachers went back into schools, employers encouraged games in their workforce and the empire enabled these developments to be spread world wide. Overall it can be seen that athleticism was a benefit in developing physical education and it still carries on in todays sport. Female Education also helped development in physical education. In the late 1800s education for girls was very poor, pretentious and costly. Accomplishment for society was not intellectual development and competitiveness was not socially acceptable for women. Muscles bound was not good for childbearing and was a threat to the normal behaviour. Due to wealth in the 19th century there was more leisure time and the women were more hard headed, had more common sense and groups of middle class women overcame prejudice. The Schools Inquiry Commission 1868 was important, and in 1881, universities recognised the girls fulfilled degree requirements of boys. In 1898 there was the endowed Schools Act where by 80 girls were endowed. And by 1900 there were 36 public schools for girls, and by the 1918 Act gave girls the same education as boys. miss Bergman wrote the Teachers Encyclopaedia which introduced the principal games in girls school hockey, cricket, basketball and lacrosse. She also saw the benefit of tennis but felt students were already reasonable proficient from their social backgrounds. Womens athletics emerged in the last 1/4 of the nineteenth century. Physical activity developed later. The development was linked to sociological factors. When prejudicial attitudes began to change, girls began to participate in activities such as tennis, hockey, gymnastics and cricket. Social games like tennis allowed a mixture of sexes. Female participation in physical activity have helped to develop my opportunities to develop performance as tennis was one of the first sports women were allowed to play. The ladies were able to play privately away from the public gaze, and it was a game which helped to remove some of the stereotypes. They could run around becoming increasingly energetic and clothing began to be slightly less restrictive. Schools also accepted the game as it was non-contact, had rules and was acceptable to the parents. The middle classes also ensured its club development and the administrative structures. The lower classes had to wait until there was public provision, so their participation was delayed. Real tennis was similar it was the sport of the noblemen and royalty and in 1536 there were restrictive acts which forbade servants and labourers to play. This helped to retain the privileged status of the elite. The game was originally played with the hand but the development of rackets led to this being a more popular way of playing. It was a very sophisticated, exclusive game requiring expensive facilities, equipment and an understanding of the complex rules and social etiquette of the game. The Model Course was a major development of physical education. This course encouraged a policy of drills and physical training, but little recreational value. In 1902 the Model Course was instituted by Colonel Fox of the War Office. The aim was to improve the fitness of working class for military preparation, increase familiarity with combat and weapons, and improve discipline and obedience amongst the working class. The drills were done in uniform, in military rows with the students obeying commands. The problem was, they were teaching adult exercises to children. This model was not taking the needs of physical and mental development into account. There was no educative content and individualism. The teachers were not qualified and were of a lower status. Due to the problems the Board of Education established syllabus of physical training in 1904, 1909, 1919, 1927 and 1933. These stressed the physical and educative effect of sport. The physical content of the syllabus was influenced by the primary concern for medical and physiological base from which they approached the subject. Therapeutic effect, correction of posture faults, exercises to improve circulatory system were foremost in the aims. The educational aims were to develop alertness and decision making. The 1919 syllabus had consideration in loss of life in World War 1 and the flu epidemic after. The 1933 syllabus was more do to with the freedom of movement and was more decentralised. There was a recognition of the increasing rights of the working class and development of educational value of group word. Millions died in World War I, and so public schoolmen had ideals of service to the country and were enthusiastic about conflict. Following the war there were hopes of a more equal society due to massive loss of life sustained from all levels of power and responsibility of society. After World War II the Butler Education Act 1944 was introduced. This was a major social reform in Britain, it removed special privileges and ensured equality of opportunity to all. There were 146 local education authorities which provided recreational facilities, the leaving school age was 15, education in grammar schools was free and the 11 plus was introduced, new secondary schools were built, there were more mature forms of P.E. and the 1944 McNair Report gave physical education teachers the same status as other teachers. The rebuilding program after the war helped develop physical education. The facilities became more sophisticated, more physical education teachers were enlisted and there was a movement away from therapeutic and medical values and more emphasis on heuristic and guidance style of teaching. The movement approach was also introduced. Children used their initiative and learnt by discovery. Other major developments were that team games were giving way to more individual pursuits, travel was now available to all classes, the motor car enabled mobility fro even the working classes and air travel had become commonplace for sport teams which also resulted in an increase in competitions. Television had a major impact on sports, creating interest in new heroes in sports otherwise unknown to millions. National and international standards rose at the expense of school performances. Local authorities were supplying more recreational facilities such as swimming baths, adventure playgrounds etc. The development of National Parks opened up the countryside and encouraged outdoor activities. People were more free to choose their leisure pursuits than ever before. The Moving and Growing Programme was also a major development in the history of physical education. There were two publications Ministry of Education 1952 and 1953. The had influences of obstacle training from the army and movement training from centres of dance. There was also circuit training, weight training (progressive resistance training) and there was Outward Bound Schools promoting adventurous activities to develop personalities within natural environment in challenging conditions. This was more of a child centred approach, and as a result of educational thinking physical education teachers were now autonomous with personal control over the physical education syllabus. The activities included agility, playground and more major game skills, dance and movement to music, national dance and swimming. This was more exploratory, creative, individual and fun. Due to this programme many more activities have become available in schools curriculum, and these sports have become more ad venturous and our knowledge has increased over the years on these sports. The National Curriculum attempts to raise standard in education and make schools more accountable for what they teach. Physical Education is compulsory from the ages of 5-16. There are attainment targets and programmes of study. Children are required to demonstrate knowledge, skills and understanding involved in areas of various physical activities. There are four Key Stages. The Physical Education curriculum took place in August 1995 with Sport, Raining the Game. This has been outdated by Curriculum 2000 changed, which brought physical education more into line with other subjects. The advantages of the National Curriculum are that there is a uniformity of experience and the approach is co-ordinated. It gives the teachers guidance and there is a wide range of experience with pupils. However some would disagree and say that there is no allowance for regional variations and that it can limit choice for teachers. They also think that the tradition of schools is lost and that the cost of facilities and resources is greater. The National Curriculum can help in my performance as it helps me to judge how I am progressing and how I can improve. It gives me goals to work towards to achieve the next highest level. Assessments in physical education are also very common. The have aims and objectives and the achievement of the student is evaluated and progressed. There are several types of assessments longitudinal student profiles, purely quantitative data like fitness tests and generalised comments. Children need to show what they know, what they can do and understand. Written and verbal language is also important, and being able to use all of these in performance situations. The assessment evaluates the whole person and is not just physical. The ability to work in a group, individually and the ability to abide by the rules is also important. These assessments have helped develop my performance as teachers and coaches can give feedback on how to progress and due to mark schemes etc. they can judge how far I am progressing and what my aims are for the future and how I can improve further. The changes in society and education in the last 20 years have affected school sport i.e. extra-curricular opportunities, with a reduction in emphasis on the sporting elite. Extra-curricular clubs, open to all, became more acceptable. Although, many teachers continued to focus on competitive sports and extra curricular activities were affected by the teachers strikes in the early 1980s, financial cuts were felt in terms of transport, the local management of schools allowed schools to supplement their funds by selling off school fields, the increasing amount of leisure and employment opportunities from children meant they were less attracted to competing for their school team and the anti competitive lobby became more vocal. Competitive sport helped to develop children in sport. The children taking part would have a natural competitive instinct, and would be more motivated to practise. They would also enjoy the sport more and competition can raise self esteem and they can learn how to cope with failure and success. But some people espoused the theory that competition in sport was not good for childrens development, stating the continued feelings of failure can cause stress and anxiety and the need to win can encourage unsporting behaviour. Over the years people have also come to realise that sports can greatly benefit overall fitness including reducing the risk of dying prematurely, reducing the risk of dying from heart disease, reducing the risk of developing diabetes, reducing the risk of developing high blood pressure, helps reduce blood pressure in people who already have high blood pressure, reducing the risk of developing colon cancer, reducing feelings of depression and anxiety, helps control weight, helps build and maintain healthy bones, muscles, and joints, helps older adults become stronger and better able to move about without falling and promotes psychological well-being. Due to realising theses developments the government has produced better sport facilities which can also aide in our development of physical education. In conclusion it can be seen that all of these periods in history have contributed to the development of sport. They have increased the amount of opportunities that we have and the facilities have greatly increased. Due to many of the Acts and the National Curriculum we are now free to participate in a much larger variety of activities and not only do we involve ourselves in physical activities but we learn the educational side of sport. I think that through the times the physical education system has improved and now we have more freedom to do what we want. I think that it is good to have physical education compulsory to a certain age as it is an attempt to keep children informed of the benefits of health and fitness and can keep the children more lively and enthusiastic about sport.

The Necessity Of Computer Security :: essays research papers

The Necessity Of Computer Security When the first electronic computers emerged from university and military laboratories in the late 1940s and early 1950s, visionaries proclaimed them the harbingers of a second industrial revolution that would transform business, government and industry. But few laymen, even if they were aware of the machines, could see the connection. Experts too, were sceptical. Not only were computers huge, expensive, one-of-a-kind devices designed for performing abstruse scientific and military calculations, such as cracking codes and calculations missile trajectories, they were also extremely difficult to handle. Now, it is clear that computers are not only here to stay, but they have a profound effect on society as well. As John McCarthy, Professor of Computer Science at Stanford University, speculated in 1966: "The computer gives signs of becoming the contemporary counterpart of the steam engine that brought on the industrial revolution - one that is still gathering momentum and whose true nature had yet to be seen." Today's applications of computers are vast. They are used to run ordinary household appliances such as televisions and microwaves, to being tools in the workplaces through word processing, spreadsheets, and graphics software, to running monumental tasks such as being the heart and soul of the nations tax processing department, and managing the project timetables of the Space Shuttle. It is obvious that the computer is now and always will be inexorably linked to our lives, and we have no choice but to accept this technology and learn how to harness its total potential. With any progressing technology, an unauthorized application can almost be found for it. A computer could and has been used for theft and fraud - for example, as a database and manager of illegal activities such as drug trafficking and pornography. However, we must not just consider the harmful applications of the computer, but also take into account the good that they have caused. When society embraced the computer technology, we have to treat this as an extension of what we already have at hand. This means that some problems that we had before the computer era may also arise now, in the form where computers are an accessory to a crime. One of the problems that society has faced ever since the dawn of civilization is privacy. The issue of privacy on the Internet has risen many arguments for and against having it. The issue of privacy has gotten to the point where the government of the United States has placed a bill promoting a single chip to encrypt all private material on the Internet. Why is privacy so important? Hiding confidential material from intruders

Essay --

1. MEANING OF FINAL ACCOUNTS â€Å"Final accounts refers to the final statements of accounts prepared in order to ascertain and report the result of the financial activities of a business†[Accounting for management, N.P Srinivasan & M. Sakthivel, page no.85]. Trial balance establishes the accuracy of books of accounts. After preparing the trial balance, preparing final accounts is the next step. It includes Balance sheet, Profit and Loss account and Trading account. The Balance sheet would gives the financial position of the business, the Profit and loss account gives the net profit or loss earned and that of Trading account gives the gross profit earned or gross loss incurred. At the end of the accounting year organization prepare final accounts to find out the financial position of the organization. i.e. Profit or Loss. 2. TRADING ACCOUNT â€Å"Trading accounting is an account prepared to ascertain the trading result of a business i.e.; the gross profit earned or gross loss incurred from buying and selling of goods during a particular period. The excess of net sales [total sales less returns] over cost of goods sold is termed as gross profit. When the cost of goods sold is more than the net sales, the difference is termed as gross loss. The gross profit or loss is transferred to profit and loss account.†[Accounting for management, N.P Srinivasan & M. Sakthivel, page no.85]. Form of trading a/c:- TRADING ACCOUNT OF ____________ For the year ending†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Dr. Cr. Particulars Amount(Rs.) Particulars Amount(Rs.) To Opening Stock To purchases ... ...transfer Net loss Capital a/c Dr. 4. BALANCE SHEET A balance sheet is defined as a statement drawn upon a given date, generally at the end of each accounting year, to measure the exact financial position of a business, setting for the various assets and liabilities of the concern at this date†. On the left hand side of the balance sheet, the liabilities and capital are shown. On the right hand side, all the assets are shown .Therefore, the two sides of a balance sheet must always be equal. Otherwise, there is an error somewhere in the books of accounts. A properly drawn up balance sheet gives information relating to(a)the nature and value of asset;(b)the nature and extent of liabilities;(c)whether the firm is solvent ;and(d)whether the firm is over trading in short, it explains the financial condition of the concern.

Farewell to Manzanar

The novel Farewell to Manzanar contains several levels of irony, beginning with the title of the novel in comparison with its subject matter. This irony can be found in the fact that the protagonist-narrator Jeanne Wakatsuki expresses through the events of the story her inability to say farewell to the place that housed her family for several years during the internment. Her youth and early adulthood are spent in direct contrast with the novel’s title, as she has had haunting memories of the place that was both home and prison to her family. She spends the length of the novel regaling her readers with the memories of Manzanar that have remained etched in her mind for decades. Irony also exists in the situation faced by the Japanese men who lived in America at the time. This situation is embodied in the life and story of Papa, Jeanne Wakatsuki’s father. He is labeled a traitor in the American society in which he lives because of his status as an immigrant. The irony in this lies in the fact that in order to become a resident of America, he had to abandon the country of his birth, in effect committing an act of treason and sedition. He finds himself abandoned by the country he has chosen in favor of his own, and is therefore left in limbo. Having made a choice to embrace America and live here, that choice is ironically thrown back into his face, as he has been branded as an outsider who could never belong. He has given up so much to come to this country—even the place in his samurai order, and the irony of the situation is that it has proven to be as inhospitable (or even more so) as he had considered the Japan he left behind. The boys of fighting age in the novel also face irony in the fact that they are forced to make a choice regarding their allegiance—whether to Japan or to the United States. What is ironic is that many of them feel torn between the two places, having a love for each. In crying â€Å"Yes, Yes† to the pledge of allegiance to the states, the young Japanese men agree to not just to fight for the country they love and live in but against the other country they love and whose heritage they share. If, however, they respond in the opposite manner by saying â€Å"No, no† then what appears to be an opposing prospect ends up feeling strangely the same—fighting for a country they love while fighting against one they also love. In fact, the opposing responses ironically end up having almost exactly the same result as they get deported to Japan if they do not pledge their allegiance to America and sent to war (also in Japan) if they do. Jeanne Wakatsuki faces many loses during the childhood she spent in Manzanar. She loses not only carefree and happy times with her family, but her paternal influence and the ability to live in a non-fabricated world of freedom. The time spent in Manzanar is hard on her family, and the strain put on her mother and father during that time spills over into her life at that period. While she is a spirited child who is unaware of the anomalous nature of her surroundings, she is still faced with the tensions felt by her father and the effect it has on her mother. Because of this, she loses the happy times she could have had with them were situations better. She also loses quality time with her father, whose life and psyche go on a downward spiral once they move into Manzanar. She writes, â€Å"Papa’s life ended at Manzanar, though he lived for twelve more years after getting out† (Houston 195). The true Papa figuratively dies as he becomes emotionally unbalanced and unable provide the secure paternal guidance she needs during her formative years.   She also loses her freedom in a way that is at first unknown to her. Yet, the family was unable to leave that area for a long period, and during that time she missed out on simple pleasures of family trips across the country and perhaps even to Japan, the home of her culture and ancestors. Work Cited Houston, Jeanne Wakatsuki. A Farewell to Manzanar. New York: Random House, 1973. Farewell to Manzanar Farewell to Manzanar, written by Jeanne Wakatsuki Houston, Japanese American, and James D. Houston, describes about the experience of being sent to an internment camp during World War II. The evacuation of Japanese Americans started after President Roosevelt had signed the Executive Order 9066 on February 19, 1942. Along with ten thousand other Japanese Americans, the Wakatsuki was sent on a bus to Manzanar, California. There, they were placed in an internment camp, many miles from their home with only what they could carry. The lives of the Japanese Americans in the internment was a struggle.But for some of the Japanese Americans, it was even harder after they were discharged from the internment camp. The evacuation and the internment had changed the lives of all Japanese Americans. The evacuation and internment affected the Wakatsuki family in three ways: the destruction of Papa’s self-esteem, the separation of the Wakatsuki family, and the change in their social status. The destruction of Papa’s self-esteem is one effect of the evacuation and internment. Before the evacuation and internment, Papa was proud; he had a self-important attitude yet he was dignified. Wakatsuki describes Papa as â€Å"a poser, a braggart, and a tyrant.But he had held on to his self-respect† (58). He was â€Å"absurdly proud† (54) that he went to the law school even though he never finished. Prior to the evacuation and internment, his self-esteem was not destroyed. When â€Å"Papa was take to the prison, he did not let the deputies push him out the door, instead he led them† (8). This manner is clearly contrasted after the evacuation and internment. Papa’s self-esteem no longer existed. Papa drunk heavily inside the barracks, â€Å"day after day he would sip his rice wine or his apricot brandy, sip till he was blind drunk and passed out† (65).His pride was diminishing like a vapor of alcohol. He became abusive towards Mama, â€Å"He yelled and shook his fists and with his very threats forced her across the cluttered room until she collided with one of the steel bed frames and fell back onto a mattress† (71). Papa's dignity had disappeared; he had become a drunk and an abusive man. The effects of the evacuation and internment contributed to the destruction of his self-esteem. The separation of the Wakatsuki family is a second effect of the evacuation and internment. Before the evacuation, the Wakatsuki family members were living in the same house in Ocean Park, California.According to the author, they used to go hunt grunion with whole family (38); they would celebrate their parents' wedding anniversaries (57). The Wakatsuki family seemed humble and very close. For them, mealtime meant a lot and it â€Å"had always been the center of their family scene†(35). They would sit around the old round wooden table in their dining room in Ocean Park (35), but at Manzanar, there was no dining table, nor the h ouse to eat in (39). They ate separately and â€Å"stopped eating as a family† (36). Eating separately was a manifestation of the disintegration of the family.The author states, â€Å"My own family, after three years of mess hall living, collapsed as an integrated unit†¦ we did not recover it until many years after the war† (37). After the internment camp was over, her siblings moved out to different places; they no longer lived together as before. They were unable to recapture the closeness of family life until many years later. The change in their social status is also an effect of the evacuation and internment. Before the evacuation, they lived in Ocean Park, California, a white neighborhood. Papa owned two fishing boats.

Mar

Mar A) The 33rd president of the United States of American created the Truman Doctrine. The Truman Doctrine's policy was first put into action in 1947; their objective was to send U.S. aid to anti-Communist forces in Greece and Turkey. However, this policy expanded and the United States applied this policy to any countries that were threatened by Communism. Truman also developed the Marshall plan, it was plan to recover and stabilize Western Europe after the effect of World War II. The spread of Communist by the Soviet regime throughout Europe and Asia brought conflict between the USSR and the United States and this push the USSR and the Eastern European satellite states into the Cold War.During the Second World War, the United States and USSR were allied against Germany. However, because of political different and distrust between these countries, the cooperation to keep peace began to fall after the war.English: Donkey carrying U.S. funded supplies to G...

Juliet Essay †Shakespeares Romeo and Juliet

Juliet Essay – Shakespeares Romeo and Juliet Free Online Research Papers Juliet Essay Shakespeares Romeo and Juliet In the play Shakespeare’s Romeo and Juliet, the character Juliet goes through many changes and tragedies in her life. Shakespeare conveys Juliet, in the beginning, as a young hearted, naà ¯ve, daddy’s girl who would never think twice of disobeying her family. However, as the play continues Juliet changes into a mature, compassionate woman. Moreover, Juliet’s character undergoes significant changes during the course of the play and she begins to look at life through a different perspective. Firstly, Juliet changes from being an obedient and unquestioning girl to an independent and confident young woman. An example of this is found near the opening of the play when Juliet says to her mother, â€Å"I’ll look like, if looking liking moves; but no more deep will I endart mine eye than your consent gives strength to make it fly† (Act I, Scene III, Lines 97-98). In other words, Juliet is stating how she will cooperate with her parents, and do whatever they wish. However, near the end of the play Juliet becomes so self-assured that she even defies her own father and learns to think for herself. For example, when Juliet is talking to herself she declares, â€Å"Go counselor! . . . I’ll to the friar to know his remedy. If all else fail, myself have power to die† (Act III, Scene V, Line 242). What Juliet is implying is that even if her plan fails; she is still willing to take responsibility for her actions, even if it means she must die. Secondly, Juliet experiences further changes. However, the outset of the play she is portrayed as an innocent girl. As the play progresses she becomes rebellious and questions her father’s authority. One incident that shows this is when she refuses to marry Paris and tells her mother, â€Å"Now by Saint Peter’s church, and Peter, too, he shall not make me there a joyful bride . . . I pray you tell my lord and father, madam, I will not marry yet; and when I do, I swear it shall be Romeo, whom you know I hate, rather than Paris.† (Act III, Scene V, Line 124)! Also the above illustrates the risks that Juliet is willing to take by refusing to marry Pairs. As a result of her behavior her father becomes very angry. However, Juliet appears unaffected by his reaction showing that she has become very rebellious. The final changes in Juliet’s character are concerned with her experiences with love and all its hardships. For example, when she hears of the death of her cousin Tybalt she is upset. However, she is devastated when she hears about Romeo’s banishment. â€Å"Tybalt’s death was woe enough . . . Romeo is banished-to speak that word . . . There is no end . . . No words can that woe sound† (act III, scene II, lines 114-126). In conclusion, Juliet experiences a number of tragedies that have a profound effect on her. However, her character also endures many positive changes that help her to develop into a more mature woman. Moreover, her sense of perspective and her naà ¯ve way of viewing the world also change as she goes through life-altering events. Research Papers on Juliet Essay - Shakespeare's Romeo and JulietHonest Iagos Truth through DeceptionWhere Wild and West MeetMind TravelHip-Hop is ArtComparison: Letter from Birmingham and CritoPersonal Experience with Teen PregnancyBook Review on The Autobiography of Malcolm XEffects of Television Violence on ChildrenCapital PunishmentThe Spring and Autumn