Custom Essays: Fortinbras and the Good Life -- GCSE Coursework Shakesp

Fortinbras and the Good Life  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Hamlet lives only part of the good life. He dies. Laertes lives only part of the good life. He dies. Fortinbras lives the good life. He becomes the king. The ultimate fates of these three characters describe how close each of them come to the good life. Hamlet and Laertes are at the edge of two extremes, while Fortinbras is somewhere in between. In a sense, not living the good life causes the demise of both Hamlet and Laertes, physically as well as mentally. In contrast, living the good life allows Fortinbras to become the king of Denmark and live out the rest of his life in peace. These three characters play out three very different aspects the good life; only Fortinbras lives the good life. The good life is one of overcoming obstacles, being true to oneself, and combining reason with emotion. The ability to deal with extreme losses--and even losses that are not so extreme--is a necessary part of anyone's life. Life is never perfect; all humans must deal with that state of imperfection. Hamlet is totally incapable of dealing with the death of his father, a major setback in his life. His state of mourning, at the beginning of the play, is not intrinsically terrible, as all humans must mourn the deaths of loved ones at some point in time. However, when Hamlet takes this mourning to extreme depression, saying of his father, "'A was a man, take him for all and all, / I shall not look upon his like again" (1.2, 187-188), he is implicitly telling the audience that it is beyond his capacity to cope with his father's death. In this admission, he is denying the first component of the good life: working through the difficult times in life. In his efforts to make his coping easier, and fo... ...onstructs of society. Anything else would be uncivilized. Works Cited Erlich, Avi. 1977. Hamlet's Absent Father. Princeton: Princeton University Press. Fineman, Joel. 1980. 'Fratricide and Cuckoldry: Shakespeare's Doubles.' In Representing Shakespeare: New Psychoanalytic Essays, edited by Coppelia Kahn and Murray M. Schwarz. Baltimore and London: The Johns Hopkins Press, 70-109. Fleissner, Robert. 1982. ' "Sullied" Or "Solid": Hamlet's Flesh Once More.' Hamlet Studies 4:92-3. Fowler, Alastair. 1987. 'The Plays Within the Play of Hamlet.' In 'Fanned and Winnowed Opinions': Shakespearean Essays Presented to Harold Jenkins, edited by John W. Mahon and Thomas A. Pendleton. London and New York: Methuen. Freud, Sigmund. 1953-74. The Standard Edition of the Complete Psychological Works. 24 vols, trans. James Stachey. London: Hogarth.      

Frameworks Childcare Unit 10

The different frameworks for children up until the age of 16 years the follow the national curriculum and the early years foundation years is the age between, from birth-5 year old and the national curriculum is ages between 5-11 years. It is mandatory for all the schools and early years settings in ofsed registered settings to follow the early year’s foundation stage. The national curriculum is broken down into four different key stages at the end stage there are SATS which are statutory assessment.The early year’s foundation stage The early year foundation stage the aim is to provide learning through play for example it is important for ever child to be equal and to be a unique child it is also important to have a relationship with the parents and for the children welfare is paramount. Review your environment to ensure that it is interesting, attractive and accessible to every child so they can learn independently.The national Curriculum The national curriculum is man datory for all schools between 5-11 years old, the compulsory national curriculum subjects are for key stages 1 and 2 which are English, maths, science, design and technology, ICT, history, geography, art and design, music and physical education these are measured for children’s progress compared to all pupils across the country.How the EYFS are used by practitioners to support learning The job of the practitioners is to develop the six areas of learning by using observations on the children. To observe them to show how much progress they have made and what learning groups they can go into for the best of there ability. It is important that the practitioners use ratios because they can keep to the routine better and provide emotional security.It is also important that practitioners use planning to meet individual needs and to view the child holistic view of the Childs development. It is important that you plan activities for the children and have a range of toys for all ages and to cover the six areas of learning stages. How the National Curriculum is used by teachers to support learning The role of the teacher is to enforce the national curriculum and ensure that all children have all the same opportunities to work to there best ability.It is important to have enough supervision and it is also important for all the children to have a key worker which would be the teacher of the class which will be there to teach the children all types of activities for example, maths, writing, physical activities, and creative activities. Also it is important that the teacher does planning, for example plan the activities that you are going to teach the children for the week which is called a short term plan and also plan for the month or the year which is called long term planning.

Free Essays on Wal-Mart Tire And Lube Observation Evaluation

I chose to observe and evaluate a Wal-Mart Tire and Lube customer service representative. On February 16, 2002, I went to the Wal-Mart store in Upstate New York to change both of the tires on the front of my car. At around 4:45 PM, I walked up to the Tire and Lube department counter inside of the store. A customer service representative, Linda, proceeded to assist me with my purchase. While my order was being worked on, I observed Linda while at work. I was able to observe Linda, while she was taking care of about six customers. For this observation report, I chose to evaluate this worker on the following criteria: Politeness - how polite she is with customers and her coworkers? Interest - does her job seem to be interesting or boring to her, and her reaction to performing tasks for her job? Speediness - her pace of performing tasks for her job. Knowledge - how knowledgeable she is about her area of work? Cleanliness - how clean she is dressed and how clean her workspace is? Organization - how organized her desk and her papers are? Personality - how well she interacts with customers and coworkers? Interaction with coworkers - how well she interacts and works with her coworkers? Efficiency - how efficient she is with performing tasks for her job? Laziness - if she is lazy or not while at work (if yes, then how lazy?). Most customers that were assisted by Linda had smiles on their faces; they also smiled while talking with her. All customers seemed very satisfied with her help and had all of their questions answered. While taking orders, Linda was very polite with customers and listened well to what the customers had to say. She appeared very interested in her job and helping people find, order, and buy what they needed. Despite taking her time helping customers, Linda worked in a very proficient pace and did not take any breaks or deep breaths in between the orders. She also seemed to be very knowledgeable and experienced in this lin... Free Essays on Wal-Mart Tire And Lube Observation Evaluation Free Essays on Wal-Mart Tire And Lube Observation Evaluation I chose to observe and evaluate a Wal-Mart Tire and Lube customer service representative. On February 16, 2002, I went to the Wal-Mart store in Upstate New York to change both of the tires on the front of my car. At around 4:45 PM, I walked up to the Tire and Lube department counter inside of the store. A customer service representative, Linda, proceeded to assist me with my purchase. While my order was being worked on, I observed Linda while at work. I was able to observe Linda, while she was taking care of about six customers. For this observation report, I chose to evaluate this worker on the following criteria: Politeness - how polite she is with customers and her coworkers? Interest - does her job seem to be interesting or boring to her, and her reaction to performing tasks for her job? Speediness - her pace of performing tasks for her job. Knowledge - how knowledgeable she is about her area of work? Cleanliness - how clean she is dressed and how clean her workspace is? Organization - how organized her desk and her papers are? Personality - how well she interacts with customers and coworkers? Interaction with coworkers - how well she interacts and works with her coworkers? Efficiency - how efficient she is with performing tasks for her job? Laziness - if she is lazy or not while at work (if yes, then how lazy?). Most customers that were assisted by Linda had smiles on their faces; they also smiled while talking with her. All customers seemed very satisfied with her help and had all of their questions answered. While taking orders, Linda was very polite with customers and listened well to what the customers had to say. She appeared very interested in her job and helping people find, order, and buy what they needed. Despite taking her time helping customers, Linda worked in a very proficient pace and did not take any breaks or deep breaths in between the orders. She also seemed to be very knowledgeable and experienced in this lin...

Male and Female Spatial Ability Essays

Male and Female Spatial Ability Essays Male and Female Spatial Ability Essay Male and Female Spatial Ability Essay One theory developed by psychologists working within the biological approach is the idea that males have better spatial ability than females. Spatial ability is the ability to mentally manipulate 2-dimensional and 3-dimensional figures. One way in which spatial ability can be operationalised is in the form of mental rotation test. A mental rotation test requires participants to identify rotated versions of a target stimulus. Mental rotation usually takes place in the right cerebral hemisphere, in the areas where perception also occurs. Mental rotation can be separated into the following cognitive stages (Johnson 1990): 1) Create a mental image of an object 2) Rotate the object mentally until a comparison can be made 3) Make the comparison 4) Decide if the objects are the same or not 5) Report the decision. See below for an example. Shepard and Metzler (1971) have identified sex differences in performance on mental rotation tasks. Males perform better than females (faster and making less mistakes). For this piece of research a quasi experiment is conducted because the variable that makes one group different from the other is gender i. . one condition will be male and the other condition will be female. Since gender is something that cannot be altered, the groups are pre-determined by their biological sex, therefore making it a naturally occurring variable. Any experiment that involves the investigation of a variable like the effect of gender on behaviour is called a quasi experiment because the conditions to which p articipants are assigned is based on a natural phenomenon. In a quasi experiment the independent variable is decided by something beyond the experimenter’s control. The aim of this study is to conduct a partial replication of Shepard and Metzler (1971)) research in order to investigate whether sex differences exist between males and females for spatial ability. The research question is: ‘Do males have better spatial ability than females? ’ Based on previous research the experimental one-tailed hypothesis is: ‘Males complete mental rotation tasks more quickly than females’. A one-tailed hypothesis of difference is predicted because of previous findings. The Null Hypothesis is: ‘There will be no difference between the performance of males and females on a mental rotation task’. Operationalising the variables The independent variable is naturally occurring and is simply whether the participants is male or female. Spatial ability, the dependent variable, will be operationalised using a simple mental rotation task. Participants will be required to mentally rotate pictures of objects in order to match each picture with one of six other pictures that show objects mentally rotated in a different position. Participants (10 males and 10 females) will be required to choose the correct match from a selection of six different possibilities. There will be ten separate trials. The ten trails of each participant will be timed, in seconds, and an average time calculated for the completion of each trial. See figure 2 before for an example. Participants: 20 participants took part in the study. They were recruited using an opportunity sample. This method of sampling simply involves asking people to take part who are easily available at the time of study. In this case it was a collection of year 12 and 13 psychology students from three different classes. 10 females and 10 males took part ranging in age from 16-18 year. To follow ethical guidelines full informed consent was obtained from each participant. This detailed the purpose of the study and explained that all results would be kept entirely confidential and participants could withdraw from the study at any point. Participants could withhold their results from the mental rotation task if they wished. Controls Because the study is a laboratory experiment, controls can be put in place to prevent confounding variables affecting the results. It is therefore possible to be more confident that any difference between the results of the males and females is only due to their gender. Controls in this experiment included ensuring that all participants undertook the task in silence. All participants took the test in the same school computer lab and at the same time of day (Between 1:00 and 2:00pm). All participants were of a similar age and all participants did exactly the same task. Participants were seated a desk apart so they could not copy each others answers. Design As there are two groups of different participants, one male and one female, to compare times between groups the research design is an independent groups – each participants is only in one group (condition). Procedure A pilot study was conducted with 5 students not taking part in the study. This enabled the researchers to check the timings involved in administering the mental rotation test and also to check that everything ran smoothly. The study also enabled the researchers to perfect the wording of the standardised instructions. For the main study 10 male participants sat at separate desks in the computer room with the mental rotation programme loaded. Participants read and signed a consent form. The experimenter then read from a standardised set of instructions explaining the procedure and giving permission for participants to begin the 10 mental rotation trails when they were ready. Sitting next to each participant was a research assistant on hand to time the task. In their own time participants began the task – matching a 2D object with one of six other mentally rotated objects. This was completed in silence. After all participants had taken part a full debrief was read out to all participants, explaining the details of the research. All participants were told they could review the findings when the data had been analysed. Results The mean score (measured in seconds) for each participant can be seen below. The mean is one measure of central tendency. If a sensitive value because all scores are taken into however this may cause the value to be skewed if there are outlying values. The mean time to complete each mental rotation trial for males was 5. 84 seconds compared to 7. 73 seconds for females. This means that males completed each on average 1. 89 seconds faster than their female counterparts. This data is represented in a visual form in the graph below which shows an observable difference between males and females. Inferential statistics To test whether there is a significant difference between the sets of scores an inferential statistical test needs to be undertaken. This tests the probability of whether the difference between males and females is due to chance or whether the difference is due to the independent variable. An inferential statistical test is used to test the significance of the results, which will indicate whether to accept or reject the null hypothesis. Inferential statistics will indicate the probability that the results are due to chance. If the probability of the results being due to chance is high you cannot reject the null hypothesis and must assume that there is no difference between the spatial ability of males and females. However if the probability that the results are due to chance is very low (say 5% or P lt; 0. 05) you can reject the null hypothesis and therefore accept the experimental hypothesis and thus assume that there is a real significant difference between the spatial abilities of males and females. When doing an inferential statistical test on the data one must select the appropriate test. To do this you must look at: 1) the type of data collected (level of measurement), 2) the research design of the experiment and 3) whether the research is looking for a difference or a relationship (correlation) between sets of data. For this experiment the correct test to use is a Mann-Whitney test because 1) the data gathered is ratio data, 2) the research design is independent groups and 3) we’re looking for a difference between sets of scores for two different groups of participants. The results of our Mann Whitney Test produced a U value of 19. 5. Because this is less than the critical value (23) from the statistical table the results are significant. Therefore the null hypothesis is rejected and the experimental hypothesis is accepted. This means that we have found support for the idea that males do have better spatial ability than females, but it does not prove it. The results are due to a real effect of the independent variable on the dependent variable. Conclusion One can conclude from the above research that males perform mental rotation tasks more quickly than females. The experimental hypothesis is accepted ‘Males complete mental rotation tasks more quickly than females’. However this conclusion should be considered in light of the issues described below. Issue of Validity The mental rotation is not really a true reflection of how we normally use spatial information in everyday life e. g. when driving, writing and many other everyday activities. As such this experiment may be considered to be low in ecological validity. The test is not a particularly realistic test of spatial ability as the mental rotation task is only looking at one very specific type of spatial ability. Validity may also be questioned because of the controlled, artificial setting used. Participants knew that their performance was being monitored and this may have influenced their behaviour. Males are possibly more competitive when they know they are being watched which may explain why males performed better than females. (There may be more of a social facilitation effect for males compared to females). Other threats to validity may come from demand characteristics i. e. males may respond more to demand characteristics that females or males may respond more to experimenter effects than females. All these alternative explanations as to why males may perform better than females threaten the validity of the study. Reliability Each person who took part in the study had their spatial ability measured using the same test scored in exactly the same way, so the internal reliability (consistency) is good. The findings are externally reliable in the sense that they produced a consistent finding to that of previous research. The fact that the study can be easily replicated, partly because it is a laboratory study, means that the reliability can be tested. Generalisability Only having 10 participants in each group all of whom are between 16 and 18 years of age and from Enfield, is not a broad enough sample to make generalisation about populations beyond the sixth form where the study took place. A larger more representative sample is needed to be able to make more confident generalisations to a wider population. Since all students are studying A-levels they do not represent the academic abilities of all students and hence the sample is not fully representative. Credibility The overall credibility of the experiment may be questioned as the research took place in an artificial setting and the results could have been the result of where and how the experiment was conducted rather than the result of the difference between males and females in terms of spatial ability. Because the experiment may have validity issues plus problems with generalisation caused by the limited and unrepresentative sample many psychologists would argue that the results lack credibility. More evidence may therefore be needed to support the hypothesis that males have better spatial ability than females.

No Culture Is an Island Essays

No Culture Is an Island Essays No Culture Is an Island Essay No Culture Is an Island Essay No culture is an island means, cultures aren’t bound to say in one area as it’s stuck on an island. It influences people to people, community to community, country to country. All human interaction is influenced to some degree by the cultural, social, and physical settings in which it occurs. It’s given that culture powerfully influences thoughts, emotions and behaviors. Every person’s culture is his own mindset that they develop during childhood grooming and socialization.Social Change, every culture has its own lifestyle the way people dress, what roles genders have, what role children have and what they do in their leisure time. But the culture is influencing social change on other parts of the world too. As it’s the 21stcentury media helps people in other parts of the world to observe and most of them feel attracted to because it’s new to them and adopt in their culture.Example Jeans was a western culture gradually with time passing by rest of the world got familiar with it and now it’s been adopted in almost every culture. Arts, by arts I mean music, theatre and their creator/performers. They have a big influence on people all over the world. If they are really famous some people set celebrities as there role model and start adopting their cultures. The world come to knows what other cultures exist through Arts. Hollywood had a big role in changing cultures all over the world.The influence of Musicians and Actors is effective and brings a change in their fans culture really quick. Technology, now a day’s same technology is being used all over the developed and developing countries. Again I would say media helps spread the news that what types of technology is out there and rest of the world tries to obtain it and adopt it, because no one wants stay behind in the matter of technology and the people who adopt the new technology helps them compete with the world.

Identify several reasons entrepreneurial organizations seek Essay

Identify several reasons entrepreneurial organizations seek opportunities for innovation - Essay Example izations seek an innovation opportunity is because since they are new and bringing a sense of change within them, finding new pathways is quintessential towards their basis. If they do not change, they might become stagnant within their tasks immediately and hence their work domains would suffer immensely. The need is to pinpoint where anomalies are and how best to get rid of them. The aspect of newness must not appear as a deterrent towards completing tasks in an able and effective way. This is the need of the hour as far as the entrepreneurial organizations are concerned and more so today. The second reason belongs to the employees since they are not well aware and require new avenues for help and assistance as far as their work manifestations is related. As they are a part of an entrepreneurial organization, they might not be at ease with a number of work tasks which other employees from varied organizations are already educated about (Prabhu, 1999). Hence innovation helps their cause to move ahead with full throttle and at breakneck speed. The employees must be trained and if this training does not come about under the aegis of the entrepreneurial organization, they could be sent off to other training institutes or organizations so that when they come back, they are well aware of how entrepreneurial organizations essentially work and what is expected of them in the long run. The third reason why entrepreneurial organizations require innovation is because they have to follow the footsteps of their competitors which could both be huge organizations as well as small companies. The need is sought to compare the domains of this entrepreneurial organization with these other business regimes to solicit success within their own realms. If the competitors are far ahead of these entrepreneurial organizations, then this means that the latter have to make amends, and for that they must go to any limit to make sure that their progress and development is manifested in a

Learning outcomes Essay Example | Topics and Well Written Essays - 3000 words

Learning outcomes - Essay Example Link lifestyle and what is happening) In a decade’s time (1991-2001), the diagnosis of self-reported diabetes increased 61% in the US (Mokdad et al, 2003) including a startling increase from 1990 to 1998 among people in their 30s (Mokdad et al, 2000). Accounting for roughly 95% of all diabetes, type 2 diabetes is associated with obesity and weight gain (Mokdad et al, 2001), which is also increased over the same time period. One projection is that the 11 million residents that have been diagnosed with diabetes will increase to 29 million in 2050 (Boyle et al, 2001). The escalating prevalence of type 2 diabetes portends serious consequences for the quality of life of those affected and their families and communities. To stem the rising tide of diabetes, public health policies need to move upstream toward prevention or at least delay in the onset of type 2 diabetes. A number of scientific studies offer scientific evidence and new hope for curtailing the epidemic of type 2 diabetes with support for intensive lifestyle modification and modest weight loss as effective interventions among adults at high risk for developing type 2 diabetes (Diabetes Program Research Group, n.d.; Pan et al, 1997; Tuomilchto et al, 2001). The transitional state in the natural history of diabetes when impaired glucose tolerance (IGT), impaired fasting glucose, or both are present has recently become known as â€Å"pre-diabetes† which affects 12 million overweight Americans between the aged 45-74 years (Benjamin et al, 2003), also raising their risk for cardiovascular disease (American Diabetes Association, 2002). Detection of pre-diabetes is not a goal for most diabetes screening programs (Rolka et al, 2001), but the lengthy development period diabetes, coupled with the potential to prevent or delay the onset of type 2 diabetes, offers an opportunity for multifaceted prevention efforts. Distinct preventive medicine strategies have been presented by Rose (1985) as follows: 1) the