A Raisin In The Sun Character Analysis - 1322 Words

Lorraine Hansberry’s play, A Raisin in the Sun, depicts the lives of the Younger family, an African American family living in the Southside of Chicago during the 1950s. The play takes place in their cramped apartment offering the reader insight into the arguments, discussions, and conversations that take place between the characters. In one scene, Hansberry specifically offers the reader a conversation between Asagai, an influential companion, and Beneatha to show us how disparate the Younger siblings, Beneatha and Walter, are. As Asagai looks at Beneatha, he sees â€Å"what the New World has finally wrought.† Similarly, Beneatha takes a look at Walter and says, â€Å"Yes, just look at what the New World hath finally wrought† with an enraged†¦show more content†¦Many of them being people attempting to discourage her. An impediment Beneatha faces is when Walter nastily says, â€Å" Who the hell told you you had to be a doctor? If you so crazy ‘bou t messing ‘round with sick people – then go be a nurse like other women – or just get married and be quiet†¦Ã¢â‚¬  (1.1.38). He believes she needs to conform with the stereotypes that are common among women. However, these hindrances intensify her ambition and motivate her to become one. She is doing this to break the racial stereotypes as well as gender stereotypes that are put upon her. Mama and Ruth tell Beneatha they want her to marry George Murchison because of his family s line of wealth. Beneatha confidently replies â€Å"Listen, I’m going to be a doctor. I’m not worried about who I’m going to marry yet – if I ever get married† She breaks the stereotype that she needs a man in order to get through life. Beneatha wants to be able to provide for herself and wants them to know she does not need a man. Beneatha’s ambition is a result of the positive effect the world has had on her. Beneatha is shaped into a confident African American woman by the end of the play. In the beginning of the play, Beneatha has a difficult time identifying herself, but after her college friend, Asagai, returns, she gains knowledge and gets a sense of who she is. Asagai pays her a visit in her home. He begins familiarizing Beneatha with the African heritage. He furnishes Beneatha with the â€Å"colorful robes of a NigerianShow MoreRelatedCharacter Analysis Of A Raisin Of The Sun Essay845 Words   |  4 PagesWriting Assignment 4: Character Analysis of â€Å"A Raisin in the Sun† The male protagonist of this story is Walter Lee Younger, an African American, who plays the roles of a son, husband, father, and brother. The story is set in a Chicago Southside apartment, â€Å"sometime between World War II and the present [1959]† (Hansberry 919). Walter is physically described as â€Å"a lean, intense young man in his middle thirties, inclined to quick nervous movements and erratic speech habits—and always in his voiceRead MoreA Raisin In The Sun Character Analysis1322 Words   |  6 PagesIn the play â€Å"A Raisin in the Sun† written by Lorraine Hansberry, she is able to take us to place to see what it was like for an African American family to survive in the mid-twentieth century. The play details how the main characters are going through an evolving social and economic position, as well as the evolving gender roles. Hansberry uses the characterization of Beneatha, Ruth, and Walter in order to show the expectations and assigned gender roles for the characters in the story. In shortRead MoreA Raisin In The Sun Character Analysis902 Words   |  4 PagesGordon: Segregation vs. Southern Pride Lorraine Hansberry’s â€Å"A Raisin in the Sun† touches on many issues African Americans faced in the early to mid-twentieth century. One can analyze Hansberry’s â€Å"A Raisin in the Sun† from many angles, and come away with different meanings. While Michelle Gordon focuses more on segregation and housing discrimination that plagued African Americans on Chicago’s Southside in Hansberry’s â€Å"A Raisin in the Sun†, William Murray emphasizes on Southern Pride and heritage. ThisRead MoreA Raisin In The Sun Character Analysis917 Words   |  4 PagesIn the play A Raisin in the Sun by Lorraine Hansberry the Younger family faces many conflicts. This is mainly because they are living in Chicago in the 1950’s. This was a time where many African Americans were discriminated, which caused the family to have many issues with money, jobs, and family. Two characters from the pay that help influence the plot would be Mama and Ruth. This i s because of the roles they play, their conflicts, and their actions towards other character. Without the roles ofRead MoreA Raisin In The Sun Character Analysis1026 Words   |  5 PagesIn A Raisin in the Sun by Lorraine Hansberry, one of the featured characters is outgoing and ambitious Beneatha Younger, sister of Walter and daughter of Mama. Beneatha, commonly referred to as Bennie by her family, is an aspiring doctor and currently in medical school. In addition to these desires, she also acquires relationships with Asagai and George Murchinson, two prominent male characters, throughout the course of the play. Although her career choice and relations with these men are completelyRead MoreCharacter Analysis Of Beneatha In A Raisin In The Sun1487 Words   |  6 PagesCharacter Analysis â€Å" A Raisin in the Sun† is a play written by Lorraine Hansberry about the life of an African American family during the era of segregation. The play starts off with the Younger family receiving a 10,000 dollar check from Mr. Younger’s insurance policy. The family argues over what they are going to do with it. Mama wants to buy a house with it, Walter wants to invest in a liquor store, and Beneatha wants to use the money to go to medical school. The contrast of the characters’ personalitiesRead MoreA Raisin In The Sun Character Analysis1592 Words   |  7 Pagesacquisitiveness have always had the ability to turn people into someone they are not. Greed can tear apart families and friendships when a person neglects others for their own benefit. This is depicted perfectly in Lorraine Hansberry’s play A Raisin in the Sun which follows the lives of the Youngers, an African-American family living in 1950’s South Side Chicago. The focus is on a man na med Walter Younger, who has the difficult decision of choosing between his personal dream and the progression ofRead MoreA Raisin In The Sun Character Analysis1052 Words   |  5 PagesName Instructor Name Class Date Walter Lee Younger in A Raisin in the Sun Lorraine Hansberry’s play, A Raisin in the Sun, tells the story of the Younger family, an African-American family living in poverty in 1950s Chicago. The family patriarch, Walter, is a limousine driver struggling to make ends meet and desperate to find a way to propel his family toward wealth. With his father’s death comes an insurance check for $10,000 and each member of the family has different ideas on what to do withRead MoreCharacter Analysis Of Raisin In The Sun798 Words   |  4 PagesIn the play a Raisin in the Sun, Walter Lee Younger is an African American man who portrays the role of a father, son, and husband. He has a dream to invest the incoming inherence into something that may help his family in the future. Once this idea comes to him it takes over his mind, and he cannot stop thinking about it. It acts as though its a drug, he addicted to talking about it. Also, when it is brought up in a conversation and someone disagrees he become very defensive. In a ddition, he isRead MoreCharacter Analysis Of A Raisin In The Sun1299 Words   |  6 Pagessoul longs for the satisfaction of meeting a goal? The obstacles along the way may cause one trouble, but one still strives for that personal satisfaction of knowing something grand was accomplished. A Raisin In The Sun, written by Lorraine Hansberry, gives off many aspects of the story’s characters wanting the reward of being able to say, â€Å"I did it†. Beneatha Younger, a passionate, strong-willed woman will do whatever it takes to pursue her dream of attending medical school. Along the way of wanting

The Bad Secret of College Essay Samples Yale

The Bad Secret of College Essay Samples Yale College Essay Samples Yale Fundamentals Explained Every school and program differs. You need to have a really very good GPA and lots of research experience. Today, most college students find it difficult to compose an essay on a specific topic. If you would like a very good grade from your teacher it's important that you stick out from your classmates. For Yale, you'll even need to write multiple. From your research, you must have produce specific explanations for why Yale is a terrific school for you. Yale is among the only universities that make it possible for you to try-out your classes before you finalize your schedule. It is trying to gauge your unique interests. Using College Essay Samples Yale You will love our work. It is almost always better to generate something which isn't perfect and revise it later than waste your time attempting to write something from the very first and just take. It's never too early to begin thinking about how you're likely to cover college! Last, you will want to share what you're searching for in a suitematefriendship, support, a buddy to visit the Yale-Harvard football game with. What is Actually Happening with College Essay Samples Yale A well written essay ought to have a suitable introduction, appropriate division into paragraphs, a suitable evolution of the ideas discussed and an appropriate conclusion. So far as essay structure goes, a 4 or 5 paragraph essay based on the number of points you might want to argue is a great start. By doing that the student stays true to the very first paragraph in supplying a crystal clear direction throughout the whole essay. Perhaps you speak another language. Brainstorming is a superb method to begin on a college essay. Writing is a present that comes naturally. College essay samples are everywhere over the net and in many subjects. These sample essays make it possible for you to obtain an idea how you'll want your admissions essay to come out, so it's possible to maximize your odds of getting admitted. Also, utilize all the scratch paper you will need. You may also use sample excerpts when writing a powerful and intriguing introduction to your essay. Most samples are at no charge. Now you can purchase genuine college essay online, one that is going to fit your financial plan and get your work done too. Hard work is the secret to academic success. Writing a great short answer takes a great deal of wordsmithing, so be ready to devote a wonderful deal of time tooling, trimming, and scrapping your drafts. Although it can be unrealistic to pick a major before you enter college, there is absolutely no harm in expressing what excites you at the moment. You have to look at a few examples of inventive statements just to have a feel of wha t is expected. Revise and edit, but you should be certain not to shed the feeling of individuality that only you may put into words. 35 words isn't lots of words, particularly when it comes to a concept as broad as inspiration. Introducing College Essay Samples Yale The sample is there to offer you an impression on the characteristic of the paper. Finding reliable statement help Before you are able to take advantage of statement samples, however, finding a dependable source ought to be your very priority. There are lots of sources of essay samples on the internet, however, not all them actually provide worthwhile tips. An excellent supply of private statement help should consider the particular requirements of your private essay more than anything else.

A National Tradegy free essay sample

Turning significant events into narrations allows Americans to replay events and go over them constantly throughout their lifetime. Many victims were injured on September 11th and in order to remember that day we tell the story frequently on the news and throughout the news paper remembering the disastrous event. â€Å"Stories are, among many other things, templates of behavior† (Peck 735). We as Americans have no choice but to put events into context. Peck states â€Å"Tragedy is above all a genre of suffering and witness. A form of lamentation, it facilitates mourning and generates memories. † (735). By stating this we are able to understand that in suffering we continuing mourn while being able to recall the memories of our family member or loved ones that suffered from the twin towers. It makes people doubt opinions they stand by and believe they are failing them, whether it is religious views or a certain belief. Although September 11th was a heartbreaking event, Peck states â€Å"I think this ought to be the tenor of our discourse in the wake of September 11th† (736). We will write a custom essay sample on A National Tradegy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many Americans have mourned over the loss of victims but many Americans lives were altered by this awful incident. We as Americans have benefited by having military personal patrol airports and having better security throughout the country. The attackers have been condemned allowing us to see into another person’s point of view to look into the outlook of Americas safety. The attackers of September 11th had a clear message, â€Å"In their rhetoric, the World Trade Center figures Americas global economic power and certain modernist insouciance; the pentagon figures America’s Military power† (Peck 736). The attacks dramatize the destruction and construct America as the wealthy super power it is, clearly these attacks were criminal acts and the attackers must be brought to justice through the Supreme Court and internationally. The world knows America better than us Americans know of it. Through emotion and painful events such as this one America has came to better understand itself and the strengths that it has. America has one of the strongest military personal in the world, allowing us to be able to react to attacks such as this one. Peck states â€Å"Since September 11th, I believe we’ve been living out a national melodrama† (737). A western movie was created by President Bush â€Å"Wanted: Dead or Alive† casting Osama bin Laden causing the defining moment of Americas melodrama allowing people to be aware of the attacker by posting posters throughout the United States. America has sent military troops over to Iraq in search of the attackers killing innocent citizen in order to voice our opinions on this matter. The best assurance that the US will not again be the object of comparably horrific terrorist attack is an equitable distribution of global capital that moves wealth more evenly though out the world and generates genuinely reciprocal forms of cultural encounter† (Peck 738). September 11th should open Americans eyes to this matter and may they always remember this day and remember to who they are and who died for them on that tragic day. Works Cited James Peck. â€Å"September 11 th-a National Tragedy? † Writing Analytically with Readings. 2nd Ed. Eds. David Rossenwasser and Jill Stephen. Boston: Wadsworth, 2012. 734-740. Print

The contributions to science by Charles Darwin Essay Example

The contributions to science by Charles Darwin Essay 214087 Title: The part to science by a scientist of your pick. 3000 words How does this part map to the scientific discipline course of study? How does the work of the scientist demonstrate the scientific method, or is it a antagonistic illustration? We will write a custom essay sample on The contributions to science by Charles Darwin specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The contributions to science by Charles Darwin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The contributions to science by Charles Darwin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer How can the work being discussed be used to turn to citizenship issues in schools? This paper discusses the part to science made by the English scientist Charles Darwin, ( 1809-1882 ) , writer ofThe Origin of Species( 1859 ) , the conceiver of the Theory of Natural Selection or Evolution. It examines the mode in which the work of Darwin could be related into the bing scientific discipline course of study, sing his work as an example of the scientific method. It besides sets out to associate the scientific finds and rules involved to other facets of the school course of study, particularly in the country of citizenship. The combative nature of Darwin’s discovery’ in his ain clip illustrates the fact that there is a common involvement in the subject: we are, in a sense, stakeholders in scientific facts and methods, since they help to find the form of our day-to-day lives. As the House of Lords points out, .this is non confined to scientists ; it extends to those who make policy, whether public or commercial, on the footing of scientific chances and ad vice. Policy-makers will happen it difficult to win public support .on any issue with a scientific discipline constituent, unless the populace s attitudes and values are recognised, respected and weighed in the balance along with the scientific and other factors.’ ( House of Lords, 2000, para 2.66 ) . Despite its age, Darwin’s theory continues to be debated, and can inform us about the importance of experimental accomplishments and scientific unity. It besides provides case in points for the manner scientific discipline and society interact, which may be utile in our society. As the Royal Society observes, It is therefore non swear in scientific disciplineper Sewhich is of concern but the velocity of scientific and technological development, the utilizations to which scientific discipline is put, and the ability of regulative and institutional constructions to maintain gait with this change.’ ( Royal Society, 2004, p.13 ) . Darwin’s work brought him ill f ame, but besides contention and personal sulfuric acid. ( See illustrations ) . This is where the nexus between scientific discipline and citizenship can be made. How does this part map to the scientific discipline course of study? As a 2002 Report by House of Lords acknowledges, The foundations of an involvement in scientific discipline are laid at primary school, between the ages of 5 and 11.’ ( House of Lords, parity. 6.3 ) The rule benefit which could be obtained through the work of Darwin is a general handiness, which would itself enable scholars to prosecute with the course of study. As Meadows points out, Much of knowledge and larning depends on placing the relevant cognition that the scholar already has in bing memory so that this cognition can be used as a starting point for larning what is new. Having no get downing point†¦will shackle acquisition and reasoning†¦Ã¢â‚¬â„¢ ( Meadows, 2006: p.112 ) . A assortment of governments and analysts have noted there that are go oning conceptual jobs in the manner scholars, and the wider community engage with scientific discipline. These are attributable to a assortment of factors. Qualitative ( i.e. phenomenological ) research commissioned jointl y by the DTI and the Wellcome Trust revealed public support for the thought that Science makes our lives change excessively fast.’ ( Wellcome Trust, 2000, p.23 ) Beyond this seemingly simple image there lay a more complex image, with differentiated degrees of apprehension and involvement claimed for different countries of scientific discipline. Environmental concerns, wellness issues and median finds held the greatest involvement for 82-91 per cent of respondents, whilst new engineering was considered more interesting by 74 per cent. Merely 48 per cent of those questioned claimed that energy issues were the most important for them. ( Wellcome Trust 2000: p.21 ) The same research besides discovered that it was possible to categorize respondents into different groups, determined by their involvement in scientific discipline, and the grade of trust they felt in scientific discipline and scientists. Correspondingly, topics characterised themselves as confident believers’ a t the terminal of the continuum most engaged with scientific discipline, to supporters’ half manner along the graduated table, right down to those who stated that scientific discipline was not for them’ . ( Wellcome 2000: pp.5-7 ) Correspondingly, there are several overlapping benefits which could be obtained through an expanded usage of Darwin’s work. First, an enhanced apprehension of scientific method, secondly, an improved consciousness of the operation of natural Torahs, and thirdly, the agencies by which research consequences are validated, interpreted and shared. The benefits of this could get down to be felt even at the Primary stage, as Peacock et.al. argue, Primary scientific discipline is possibly best regarded†¦as an rational, practical, originative and societal enterprise which seeks to assist kids to better understand and do sense of the universe in which they live†¦ ( and ) †¦should affect kids in thought and working in peculiar ways in the chase of dependable knowledge.’ ( Peacock et al. , 2007: p.1 ) . It is in this manner that a strict reading of the general rules established by Darwin might be really good, in turn overing and disputing pre-conceived thoughts abou t individuality and value, such as those frequently attributed to the alleged hidden curriculum.’ As Bishop and Simpson point out, The force per unit areas of the concealed course of study are besides present with respect to construction. The kids themselves can be really forceful in structuring scientific discipline activities with preconceived societal frameworks.’ ( Bishop and Simpson, 1995: p.7 ) . In thematic footings, Darwin’s work is exhaustively supportive of theKnowledge, Skills and Understandingcomponent of the scientific discipline course of study, i.e., Ideas and grounds in Science, Investigative Skills,and subordinate subjects such as planning and showing grounds. By the clip pupils reach Key Stage 3, these accomplishments are being further developed under the headers ofPractical and Enquiry Skills, Critical Understanding of Evidence,andCommunication.In practical footings, rules developed from Darwin’s theory could be incorporated into the scientific discipline course of study every bit early as unit 1A,Ourselves,and so continued on through cardinal Stage 2 inLife Processes and Living Things.Within the latter, it would be of import to concentrate on sub-unit 4,Variation and Classification,and 5,Populating Thingss in Their Environment, observing how living beings vary and alteration harmonizing to their context. This subject could be carried on development ally in the context of Key Stage Three, which incorporates two extremely relevant faculties,Organisms, Behaviour and Health,andThe Environment, Earth and Universe.Traveling off from the formal course of study, Darwin’s theory could assist by developing the foundations of causal logical thinking and besides job resolution, lending to a general betterment in scientific discipline criterions overall, across all units of survey. How does the work of the scientist demonstrate the scientific method, or is it a antagonistic illustration? From an educational and scientific position, Darwin’s work is interesting because it is based extensively on observation and tax write-off, instead than extended or quotable physical experimentation. Because of the tremendous timescales involved in the evolutionary procedures which preoccupied Darwin, it is in consequence, impossible to turn out, in absolute footings, whether the theory is right or non. The theory still has its disparagers, and direct oppositions, who object to it on ideological or theological evidences. Despite this nevertheless, it has become a by and large accepted scientific rule. Darwin’s work is hence, in one sense, the purest look of the scientific method, particularly since it was formulated in a vacuity of worthwhile ancestors, and an ambiance of considerable ideological resistance. The lone possible manner in which his work might be deemed a counter example’ is the mode in which it ran straight contrary to much mainstream scientific tho ught amongst his coevalss. However, it decidedly was a find madebecause of– instead thanin malice of– scientific method. Basically, what Darwin did was to suggest an reading of events, extrapolated from a huge sum of biological and geological grounds: he so formulated a specific reading of causality which, in his analysis, had merely one possible scientific result. It is this sort of experimental theoretical account, based on causality, which can tap into the learner’s innate cognitive ability, even from the youngest age. As Meadows observes of children’s interpretive perceptual experience, †¦By the beginning of school old ages, it follows basic causal rules, for illustration that causes precede effects instead than following effects, that they covary with their effects – the consequence on a regular basis and predictably appears after the cause and does non look without it, and the cause and consequence are close, or at least linked, in clip and space.’ . ( Meadows, 2006: p.109 ) How can the work being discussed be used to turn to citizenship issues in schools? As Rose and Rose indicate, it has ever been possible to take the position that, scientific discipline appears to progress in a more or less ordered mode, irrespective of the predominating societal environment in which it is performed.’ ( Rose and Rose, 1970, p.241 ) The power of Darwin’s work lays in its ability to bridge the spread between scientific discipline and the community, and it is here that his relevancy to issues of citizenship may be found. Darwin’s part to science every bit mirrored to a great extent by the manner his work reinforced other countries of academic, philosophical and societal survey: all of this makes it straight relevant to citizenship issues. As Wallace points out, A reading of theOrigin†¦do it hard to asseverate that Darwin’s head was devoid’ of economic and doctrine. A more sustainable decision is that it was permeated by rules of political economic system and doctrine in the signifier of a linguistic communicati on which did non distinguish between the political and the biological.’ ( Wallace 1995: p.11 ) In other words, Darwin’s work was implicitly bound up with the values of his host society: it is this which makes it an ideal nexus between scientific discipline and citizenship. The lone contrast is that we move from a Victorian context, to a present twenty-four hours one. This, it may be argued, has possible benefits for scientific discipline, instruction, and society likewise. As the Royal Society concluded with respect to the current scientific discipline course of study, many pupils lacked enthusiasm for . the topic, and felt frustrated by a content-heavy course of study which gave them small room to research controversial and ethical issues that might involvement them.’ ( Royal Society, 2004, p.21 ) Darwin’s work, it may be argued, is absolutely adapted to ease the latter: it is non distant, or obscure, and on certain degrees it is extremely accessible. The links between scientific discipline and citizenship manifest themselves in assorted ways. First, there is the whole issue of public apprehension of, and trust in scientific discipline. As Meadows points out, †¦understanding cause builds up into what has been called a naive physics’ , a coherent set of impressions about how objects behave ; if this gives rise to the formation and testing of hypotheses by observation and experiment, it becomes the footing for a natural philosophy which is scientific instead than naive.’ ( Meadows, 2006: p.109 ) . Darwin’s work Teachs us that it is non merely the observation of a phenomena, but the cultural capacity to absorb its significance, which is of import. Scientific affairs are non the distinct concern of the scientific community itself, but spill over into the political domain and finally concern us all. This is particularly true when ethical issues become involved, as they progressively tend to make in the biologi cal and life-sciences, impacting everything from the air we breathe, the nutrient we eat, the wellness intervention we can anticipate, and even the grade of control we might hold in finding the wellness, gender, and character of our kids. The of import point here is that attitudes vary, from a profound misgiving, to an about myopic religion in scientific discipline. As the House of Lords observed, neither place is wholly valid, a state of affairs it attributes sqaurely to schools. In common idiom, scientific is about synonymous with certain . This perceptual experience, which is likely picked up at school, is virtually true of much old and well-established scientific cognition. In many of the countries of current concern, from clime alteration to malignant neoplastic disease, it is nevertheless really broad of the mark.’ ( House of Lords, 2000, parity. 4.1 ) It is non the fallibility of scientific discipline which is utile from a citizenship point of position, but instead the necessity of keeping an unfastened head and capacity for nonsubjective argument. It is besides of import to retrieve that we all portion a corporate duty for the manner that society is conducted, and the mode in which scientific matter are run on our behalf. Again, this is non a distant or academic argument, and at its most intense, can show the relevancy of scientific method in our mundane lives. As the Royal Society points out, modern-day crises such as that created by BSE illustrates this. BSE highlighted profound concerns about the scientific discipline advice procedure and the function of scientists and authorities functionaries, the effectivity policy devising and action within sections such as the Ministry of Agriculture, Fisheries and Food, the ability of Curates to both gage and communicate hazard efficaciously, and basically the relationship between scientific discipline and politics.’ ( Royal Society, 2004, p.17 ) If we take the Key Stage Three Citizenship course of study as an illustration, the continued relevancy of Darwin’s thoughts becomes evident. In the domain of political, legal and human rights, we must take history of the DFES counsel that every kid is A alone kid .every kid is a competent scholar from birth who can be resilient, capable, confident and self assured. ( DFES, 2007: p.5 ) . The kernel of Darwin’s idea is that all people are descended from the same ultimate beginning, and hence equality before the jurisprudence, and of political rights, is a requirement of an just society and civil civil order. This in bend leads into the rules of democracy and the thought everyone should hold a voice in finding the legislative behavior of authorities. The importance of keeping freedom of address and leting a diverseness of positions are besides indispensable to the rules of citizenship as enshrined in the course of study. It is of import to retrieve that, without these installations, Darwin’s scientific thoughts might neer hold received public attending. In Section 2,Key Processes,the KS3 Citizenship course of study requires that scholars †¦engage with and reflect on different thoughts, sentiments, beliefs and values when researching topical and controversial issues and problems.’ ( QCA 2007: p.30 ) . Darwin knew that printing his thoughts about development in Victorian society would pull ferocious resistance from many quarters, because of its disagreement with scriptural instructions about the Creation. This resistance was likely to be immoveable and immune to logic: As Hull points out, those †¦who rejected evolutionary theory chiefly for theological reasons†¦would non hold been able to accept it even if all the grounds had been overpoweringly in its favor – which it was not.’ ( Hull 1974: p.450 ) . Similarly, his right to debate his theories with opposition s and critics formed an of import portion of the manner in which he basically changed attitudes, manner beyond the strictly scientific sphere. As Darwin himself wrote of one of his counter-theorists, He will be dead against me, as you prophesied†¦but he is liberally civil to me personally. On his criterion of cogent evidence,naturalscientific discipline would neer come on, for without the devising of theories I am convinced there would be no observation.’ ( Hull 1974: p.229 ) . As can be seen from this, it should be possible, in a tolerant and progressive society, to show and discourse opposed positions in a sensible manner: the freedom to make this, and finding to protect such freedoms, are of import dogmas of modern-day citizenship. As the Key Stage Three citizenship course of study puts it, responsible citizens should be able to †¦communicate an statement, taking history of different point of views and pulling on what they have learnt through research, action and debate†¦justify their statement, giving grounds to seek to carry others to believe once more, alteration or support them.’ ( QCA 2007: p.30 ) . In modern-day UK society, responsible citizenship besides requires us to understand diverseness of civilizations and individualities, and that motion of people, either temporarily or for good, is an intrinsic characteristic of our society and economic system. This is to the full reflected in the citizenship course of study, which states that scholars should recognize †¦the hanging nature of UK society, including the diverseness of thoughts, beliefs, civilizations, individualities, traditions, positions and values that are shared.’ ( QCA 2007: p.33 ) Darwin’s theory of natural choice is supportive of such positions in a assortment of ways. By learning us that we all have common beginnings, his believing undermines any thoughts of intrinsic racial difference, or any barriers erected around such thoughts. Since we all developed from the same biological beginning, there can be no justification for valuing any single otherwise: in other words, constructs of biological d eterminism’ are invalidated. Furthermore, any effort to make so can, by Darwin’s instruction, at one time be revealed as arbitrary, subjective and unscientific. There are obvious cross-curricular links to be made here, both historically and in footings of modern-day societies, where such conditions still endure. Children are natural perceivers of the phenomenon around them, and Darwin’s thoughts are deeply supportive of this. Meadows points out that kids †¦appear to pull illations about the causes of events they see, to know apart between self-caused and other-caused motion, to categorise living things that are agents as different from inanimate objects.’ ( Meadows, 2006: p.109 ) . Bing citizens besides accrues us the duty to alter things for the better: correspondingly, although we have rights in society, we have a responsibility to guarantee that such rights are exercised responsibly, without encroaching on the rights of others. Darwin’s the ory besides taught us that we are, as societal histrions, wholly mutualist upon each other. Bibliography Amigon, D. , and Wallace, J. , ( 1995 ) ,Charles Darwin’s the Origin of Species: new Interdisciplinary essays.: Manchester University Press, Manchester. Anderson, R.D. , ( 1992 ) ,Universities and Elites in Britain since 1800,MacMillan, Basingstoke. Bishop, A. , and Simpson, R. , ( 1995 ) , Strategies for Structured Play in Science in the Nursery’ ,Primary Teaching Studies,Autumn, Vol.9, No.3, pp.5-8. Burgess, R.G. , ( 1989 ) ,The Ethical motives of Educational Research,Falmer Press, Lewes. The Children’s Plan: Building Brighter Futures, ( 2007 ) , Department for Children, Schools and Families. HMSO, London. DeFalco, J. , Trade-Offs, Risks and Regulations in Science and Technology: Deductions for STS Education.’ , in Kamur, D.D. , and Chubin, D.E. , ( explosive detection systems ) , ( 2000 ) ,Science, Technologyand Society: A Sourcebook on Research and Practice,Kluwer Academic/Plenum Publishers, New York. DFES, ( 2007 ) ,Practice Guidance for the Early Years Foundation Phase: Puting the Standards for Learning, Development and Care for Children from Birth to Five,HMSO, London. House of Lords,( 2000 )ScienceandTechnology, 3rdReport, downloaded from hypertext transfer protocol: //www.parliament.the-stationery-office.co.uk/pa/ld199900/ldselect/ldsctech/38/3801.htm Hull, D.L. , ( 1974 ) ,Darwin and his Critics,Harvard University Press, Mass. Kamur, D.D. , and Chubin, D.E. , ( explosive detection systems ) , ( 2000 ) ,Science, Technologyand Society: A Sourcebook on Research and Practice,Kluwer Academic/Plenum Publishers, New York. Lenton and McNeil, ( 1991 ) , Primary school instructors understanding of the biological constructs in the National Curriculum’ Primary Teaching Studies, Oct. , Vol.6, No.2, pp.196-203. Mackenzie, D. , and Wacjman, J. , ( explosive detection systems ) , ( 1994 ) ,The Social Shaping of Technology: How the Refrigerator got its Hum,Open University Press, Milton Keynes. Mauther, M. , Birch, M. , Jessop, J. , and Miller, T. , ( 2002 ) ,Ethical motives in Qualitative Research,London, Sage. Meadows, S. , ( 2006 ) ,The Child as Thinker: The Development and Acquisition of Cognition in Childhood,Routledge, London. Pursell, C. , ( 1994 ) ,White Heat,BBC Books, London. QCA, ( 2007 ) ,Citizenship: Program of Study for Key Stage 3 and Attainment Target,QCA. Rose, H. , and Rose, S. , ( 1970 ) ,Science and Society,Penguin, Harmandsworth. The Royal Society, ( 2004 )Excellence in Science: Science in Society,London. Rose, H. , and Rose, S. , ( 1970 ) ,Science and Society,Penguin, Harmandsworth. Scruton, R. , ( 1982 ) ,A Dictionary of Political Thought,MacMillan, London. Science and the Public: A Review of Science Communication and Public Attitudes to Science in Britain, A Joint Report by the Office of Science and Technology and the Wellcome Trust, ( 2000 ) , HMSO, London. Wakeford, T. , and Walters, M. , ( explosive detection systems ) ( 1995 )Science for the Earth: Can Science Make the World a Better Place?John Wiley and Sons, Chichester. Wallace, J. , ( 1995 ) Introduction: trouble and defamiliarisation-language and procedure in theBeginning of Species’, in Amigon, D. , and Wallace, J. , ( 1995 ) ,Charles Darwin’s the Origin of Species: new Interdisciplinary essays.: Manchester University Press, Manchester, pp.1-46. Winner, L. , Do Artefacts Have Politics’ , in Mackenzie, D. , and Wacjman, J. , ( explosive detection systems ) , ( 1994 ) ,The Social Shaping of Technology: How the Refrigerator got its Hum,Open University Press, Milton Keynes.

Free Essays on Caged Bird Essay

The anguish of imprisonment is indeed a hard thing to take. Especially when others are free to make it’s own choices, free to do what they wishes and to go where they will. â€Å"Caged Bird,† written by Maya Angelou, depicts the carefree life of a free bird and the incredible desire for freedom of the caged bird. The caged bird desperately wants to be let free but is denied, and the only option is to sing, laments for its lost freedom. The birds are personified in the lives of humans in emotions, physical imprisonment, and moral attachments. Freedom is the only way for the caged bird to achieve true happiness. The free bird does not need to speak at all. It is content; it has all it wants and all it needs. The free bird looks forward to the small things in life because it regrets and desire nothing, â€Å"The free bird thinks of another breeze and the trade winds soft through the sighing trees and the fat worms waiting on a dawn-bright lawn,† All it wants is more wind to fly on and food to live, that’s all it needs. The world is filled with obstacle unseen dangers, but the caged bird is willing to endure them because it has its freedom. The caged bird is safe and well taken care of; it does not need to worry about food, predators, or the bitter elements. However, it is willing to give up that protection in return for freedom. Because life is a series of experiences, to do nothing day in and day out it to not live. It would rather take the chance of living in the dangerous world than being cooped up in a caged, â€Å"his wings are clipped and his feet are tied,† it ca n not go anywhere. â€Å"The caged bird sings with a fearful trill of things longed for still and his tune is heard on the distant hill for the caged bird sings for freedom,† the caged bird sings tirelessly for freedom. It is the only thing it desires, its only want, and its only hope. It wishes to be able to do what the free bird can. The cages bird is almost like ... Free Essays on Caged Bird Essay Free Essays on Caged Bird Essay The anguish of imprisonment is indeed a hard thing to take. Especially when others are free to make it’s own choices, free to do what they wishes and to go where they will. â€Å"Caged Bird,† written by Maya Angelou, depicts the carefree life of a free bird and the incredible desire for freedom of the caged bird. The caged bird desperately wants to be let free but is denied, and the only option is to sing, laments for its lost freedom. The birds are personified in the lives of humans in emotions, physical imprisonment, and moral attachments. Freedom is the only way for the caged bird to achieve true happiness. The free bird does not need to speak at all. It is content; it has all it wants and all it needs. The free bird looks forward to the small things in life because it regrets and desire nothing, â€Å"The free bird thinks of another breeze and the trade winds soft through the sighing trees and the fat worms waiting on a dawn-bright lawn,† All it wants is more wind to fly on and food to live, that’s all it needs. The world is filled with obstacle unseen dangers, but the caged bird is willing to endure them because it has its freedom. The caged bird is safe and well taken care of; it does not need to worry about food, predators, or the bitter elements. However, it is willing to give up that protection in return for freedom. Because life is a series of experiences, to do nothing day in and day out it to not live. It would rather take the chance of living in the dangerous world than being cooped up in a caged, â€Å"his wings are clipped and his feet are tied,† it ca n not go anywhere. â€Å"The caged bird sings with a fearful trill of things longed for still and his tune is heard on the distant hill for the caged bird sings for freedom,† the caged bird sings tirelessly for freedom. It is the only thing it desires, its only want, and its only hope. It wishes to be able to do what the free bird can. The cages bird is almost like ...

The Creation of Britain’s Welfare State

The Creation of Britain’s Welfare State Before World War 2, Britains welfare - such as payments to support the sick - was overwhelmingly provided by private, volunteer institutions. But a change in outlook during the war allowed Britain to construct a Welfare State after the war: a country where the government provided a comprehensive welfare system to support everyone in their time of need. It remains largely in place today. Welfare Before the Twentieth Century In the twentieth century, Britain put into effect the modern Welfare State. However, the history of social welfare in Britain did not begin in this era, as people had spent centuries reforming how to deal with the sick, the poor, the unemployed and other people struggling with poverty. Churches and parishes had emerged from the medieval period with the leading role in caring for the disadvantaged, and Elizabethan poor laws clarified and reinforced the role of the parish. As the industrial revolution transformed Britain - as populations grew, gathered in expanding urban areas, and took up new jobs in ever increasing numbers - so the system to support people also evolved, sometimes with government laws once again clarifying efforts, setting contribution levels and providing care, but frequently thanks to charities and independently run bodies. Despite reformers trying to explain the reality of the situation, easy and mistaken judgments of the disadvantaged continued to be widespread, with poverty often being attributed to idleness or poor behavior rather than socio-economic factors, and there was no over-riding belief that the state should run its own system of universal welfare. People who wanted to help, or needed help, thus had to turn to the volunteer sector. These created a vast voluntary network, with mutual societies and friendly societies providing insurance and support. This has been called a mixed welfare economy, as it was a mixture of state and private initiatives. Some parts of this system included the workhouses, places where people would find work and shelter, but at a level so basic they would be encouraged to seek outside work to better themselves. On the other end of the modern compassion scale, you had bodies set up by professions such as miners, into which they paid insurance and which protected them from accident or illness. 20th Century Welfare Before Beveridge The origins of the modern Welfare State in Britain are often dated to 1906, when Herbert Asquith and the Liberal party gained a landslide victory and entered government. They would go on to introduce welfare reforms, but they did not campaign on a platform of doing so; in fact, they avoided the issue. But soon their politicians were making changes to Britain because there was pressure building to act. Britain was a rich, world leading nation, but if you looked you could easily find people who were not just poor, but actually living below the poverty line. The pressure to act and unify Britain into one mass of secure people and counter the feared division of Britain into two opposed halves (some people felt this had already happened), was summed up by Will Crooks, a Labour MP who said in 1908 Here in a country rich beyond description there are people poor beyond description. The early twentieth century reforms included a means-tested pension, non-contributory, pension for people over seventy (the Old Age Pensions Act), as well as the National Insurance Act of 1911 which provided health insurance. Under this system, the friendly societies and other bodies continued to run the healthcare institutions, but the government organized the payments in and out. Insurance was the key idea behind this, as there was reluctance among the Liberals over raising income taxes to pay for the system. (Its worth noting that German Chancellor Bismarck took a similar insurance over direct tax route in Germany.) The Liberals faced opposition, but Lloyd George managed to persuade the nation. Other reforms followed in the inter-war period, such as the Widows, Orphans, and Old Age Contributory Pensions Act of 1925. But these were making changes to the old system, tacking on new parts, and as unemployment and then depression strained the welfare apparatus, people began to look for other, far larger scale, measures, which would ditch the idea of the deserving and undeserving poor completely. The Beveridge Report In 1941, with World War 2 raging and no victory in sight, Churchill still felt able to order a commission to investigate how to rebuild the nation after the war. This included a committee which would span multiple government departments and would investigate the nations welfare systems and recommend improvements. Economist, Liberal politician and employment expert William Beveridge was made the chairman of this commission. Beveridge was an ambitious man, and he came back on December 1st, 1942 with The Beveridge Report (or Social Insurance and Allied Services as it was officially known). His involvement had been so great his fellows had decided to sign it with just his signature. In terms of Britains social fabric, this is arguably the most important document of the twentieth century. Published just after the first major Allied victories, and tapping into this hope, Beveridge made a raft of recommendations for transforming British society and ending want. He wanted cradle to the grave security (while he did not invent this term, it was perfect), and although the ideas were rarely new, more a synthesis, they were published and accepted so widely by an interested British public as to make them an intrinsic part of what the British were fighting for: win the war, reform the nation. Beveridges Welfare State was the first officially proposed, fully integrated system of welfare (although the name was by then a decade old). This reform was to be targeted. Beveridge identified five giants on the road to reconstruction that would have to be beaten: poverty, disease, ignorance, squalor, and idleness. He argued these could be solved with a state-run insurance system, and in contrast to the schemes of previous centuries, a minimum level of life would be established that was not extreme or punishing the sick for not being able to work. The solution was a welfare state with social security, a national health service, free education for all children, council-built and run housing, and full employment. The key idea was that everyone who worked would pay a sum to the government for as long as they worked, and in return would have access to government aid for the unemployed, ill, retired or widowed, and extra payments to aid those pushed to the limit by children. The use of universal insurance removed the means test from the welfare system, a disliked - some may prefer hated - pre-war way of determining who should receive relief. In fact, Beveridge didnt expect government expenditure to rise, because of the insurance payments coming in, and he expected people to still save money and do the best for themselves, very much in the thinking of the British liberal tradition. The individual remained, but the State provided the returns on your insurance. Beveridge envisaged this in a capitalist system: this was not communism. The Modern Welfare State In the dying days of World War 2, Britain voted for a new government, and the campaigning of the Labour government brought them into power (Beveridge wasnt elected.) All the main parties were in favor of the reforms, as Labour had campaigned for them and promoted them as a just reward for the war effort, they commenced, and a series of acts and laws were passed. These included the National Insurance Act in 1945, creating compulsory contributions from employees and relief for unemployment, death, sickness, and retirement; the Family Allowances Act providing payments for large families; the Industrial Injuries Act of 1946 providing a boost for people harmed at work; Aneurin Bevans 1948 National Health Act, which created a universal, free for all social healthcare system; the 1948 National Assistance Act to help all in need. The 1944 Education act covered the teaching of children, more acts provided Council Housing, and reconstruction began to eat into unemployment. The vast network of volunteer welfare services merged into the new government system. As the acts of 1948 are seen as key, this year is often called the start of Britains modern Welfare State. Evolution The Welfare State was not forced; in fact, it was widely welcomed by a nation which had largely demanded it after the war. Once the Welfare State was created it continued to evolve over time, partly due to the changing economic circumstances in Britain, but partly due to the political ideology of the parties which moved in and out of power. The general consensus of the forties, fifties, and sixties began to change in the late seventies, when Margaret Thatcher and the Conservatives began a series of reforms regarding the size of the government. They wanted fewer taxes, less spending, and so a change in welfare, but equally were faced with a welfare system that was starting to become unsustainable and top heavy. There were thus cuts and changes and private initiatives began to grow in importance, starting a debate over the role of the state in welfare which continued through to the election of the Tories under David Cameron in 2010, when a Big Society with a return to a mixed welfare e conomy was touted.

Amniocentesis Essay Example | Topics and Well Written Essays - 500 words

Amniocentesis - Essay Example This sampling allows the doctors to look for any genetic abnormalities in the chromosomes, infections, or any other possible factors which could impact the fetal development. For example, defects in chromosome 21 such as trisomy-21, can be detected and can help later on should Down syndrome develop. One of the most common things that the process can pick up is the Rh factor. This is where the blood type of the baby does not match the blood type of the mother. In this case an immunosuppressant, Rh immunoglobin, has to be given to the mother in order to keep the mother’s immune system from attacking the fetus. This procedure is usually conducted between fourteen and twenty weeks; however it has been known to be performed as early as eleven weeks. The procedure itself takes around forty five minutes to complete and results can be handed back between a few days and a few weeks (American Pregnancy Association, 2006). There are, however, potential risks associated with the use of am niocentesis which should be taken into account for. The primary risk associated with amniocentesis is miscarriage. The most obvious, but rare complication, is that the needle actually hits the developing fetus and damages them. This is closely controlled through the use of sonogram technology.

One-Child Policy Essay Example | Topics and Well Written Essays - 1000 words

One-Child Policy - Essay Example From the research "One-Child Policy" it is clear that the Policy contributed to increased saving by individuals and provided better support to children’s higher education. It also helped to provide better healthcare services to women and reduced pregnancy-related risks. The policy proved hugely beneficial in terms of increased employment, reduced burden on natural resources and rate of exploitation. The overhead cost of social service and social maintenance and problems associated with overpopulation like poverty, epidemics, law enforcement etc were considerably reduced. This helped the government to focus on economic growth. The policy has come under flak for myriad reasons. While forced abortion and infanticide are cited as major human right violations, many social problems have also emerged with the single child. It has resulted in abnormal sex ratio and it is expected that there would be 30 million more men than women by 2020! It is also believed that spacing birth would h ave yielded the same result as the policy. Most importantly, the dependency of the elderly population on young generation has significantly increased which could ultimately impact their overall welfare. The one child policy was an important initiative to control burgeoning population which was already under huge pressure from many spheres of the public good. The overpopulation not only increases dependency on the state and increases overhead costs, it also adversely impacts social policies like employment, environment considerations and economic growth. The policy proved quite effective in controlling population dynamics and promoted higher economic growth and employment. Environment efforts also got the boost as large volumes of waste were significantly reduced. It was also important element of the national saving as it motivated individuals towards higher saving and investment for

Tsotsi vs The Kite Runner Essay Example for Free

Tsotsi vs The Kite Runner Essay In the novel, The Kite Runner written by Khaled Hosseini and the film Tsotsi written by Athol Furgard, many similarities can be found. Both stories include the inner battle that people face throughout their life, the meaning of bravery and what brotherhood truly represents. In todays society, people find it difficult to perceive their values and what they believe in. The inner battle isnt the only concept that the novel and the movie share, but many more parallel ideas will be revealed through themes. Very few would believe that the pureness of flying kites and the criminality associated with gangs could somehow be so similar. Although these stories were written nearly a decade ago, they are still able to accurately depict what life in Afghanistan and South Africa are like today. Bravery, Brotherhood, and Redemption are all themes in which one or more characters from The Kite Runner and Tsotsi undergo at least once throughout their stories. Redemption is the act of sacrifice and getting rid of sins. Redemption just means you just make a change in your life and you try to do right, versus what you were doing, which was wrong. Ice T. Bravery is courageous behavior or character. I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear. Nelson Mandela. Finally, Brotherhood is the relationship between brothers or a close group of friends. I believe in the brotherhood of all men, but I dont believe in wasting brotherhood on anyone who doesnt want to practice it with me. Brotherhood is a two-way street. Some might ask, what is the true meaning of bravery? There is no correct answer to this question as everyone has their own interpretations on bravery. Bravery can take many forms, and not just in situations where there is combat. Any time that someone has to overcome fear and take action can be classified as bravery. An example of bravery in The Kite Runner would be when the main character, Amir returns to Afghanistan to save his brothers  son, Sohrab. After discovering that Sohrab is in an orphanage in Afghanistan, Amir decides to bring him back to America, as a way of ridding himself of his past sins. While searching Afghanistan for Sohrab, Amir discovers that his childhood enemy, Assef is the Taliban leader who has Sohrab captive. He must overcome his fears and face the bully of his past, to redeem himself and free Sohrab. Amir defeats Assef in a fight, and successfully takes Sohrab back to America. This is a true act of bravery as Amir was willing to sacrifice his life to insure Sohrabs safety. If he had lost or been caught, Assef, being a member of the Taliban, wouldve had Amir killed instantly. In the movie Tsotsi, there are two specific examples of bravery. While returning to the house for the second time, Tsotsi and his gang hold John hostage while searching for valuable items. The real reason for Tsotsis return was to find things that would help him take care of the baby such as baby formula and a bottle. John sets off the house alarm while no one is watching him and Tsotsi and his friends begin to panic. Butcher proceeds to aim his gun at John, for setting off the alarm. As he is about to pull the trigger, Tsotsi shoots Butcher in the back of the head. This requires true bravery as Butcher was his good friend, but he had to sacrifice his friend to ensure that the babys father stayed alive and out of harm. Redemption, the act of sacrifice in order to forgive ones self. His father had once said to Rahim Khan A boy who wont stand up for himself becomes a man who cant stand up to anything (Page 23). Amirs guilt lies in the fact that his mother had died giving birth to him and he feels that he is responsible for his mothers death. At one point in the story, Amir begins to believe that his father blames him for her death, due to an unhealthy father-son relationship. It is at this point where we realize that Amir has been trying to redeem himself in his fathers eyes and meet his fathers standards for his entire life. But his guilt does not end there. Amir has a strong desire to win Babas love and for that he believes that he must win the kite flying competition and ultimately sacrifice anything, including Hassan. Although he does not say it, he shows it in the rape scene that occurs later on, when he watches his best friend getting raped and does  absolutely nothing about it. It is ironic because Amir thinks he can redeem himself in the eyes of his father by bringing him the losing kite and make him proud. In the movie Tsotsi, there is one prime example of redemption that occurs. Throughout the entire movie, the main character, Tsotsi can be seen wearing black clothing at all times. It represents his impurity and his evil intentions. While wearing black, he kills a man, threatens a woman with a gun, and bullies an old man. In the last scene of the movie, Tsotsi wears white, symbolizing his purity and his good intentions. He accepts his mistakes, goes to return the baby and to seek forgiveness for his sins. This change in clothing may not seem big, but it shows the audience the change that Tsotsi has gone through, the purity in his heart, and also shows that he wants to be a better person. Brotherhood, the relationship between brothers or close group of friends. In The Kite Runner, the major example of brotherhood is the relationship between Hassan and Amir. Throughout the book, there are events that show off this brotherhood. When Ali and Hassan decide to leave, Baba, a man who is seen as the toughest man in Kabul, starts to break down in tears due to the fact that his best friend is leaving him. Hassan and Amir share a special bond as they have known each other since childhood and have been each others best friend. One example of their brotherhood would be, Amir and Hassan, The Sultans of Kabul., which was engraved onto the tree. This symbolizes that they will always be friends and Rulers of Kabul. Another example of their brotherhood would be that Amir returns to Afghanistan to help Hassans son and bring him back to America. In the movie Tsotsi, a key example of brotherhood is between Tsotsi and Boston. Tsotsi first finds Boston on the street, outside of the bar, throwing up and lying in his own vomit. Tsotsi takes him in, cleans him up, and accepts him as part of the gang. They are together for a total of six months before getting into an argument which leads to Tsotsi punching Boston in the face multiple times. Once Boston becomes conscious again, Tsotsi brings him back to his home, apologizes and they start over again. Tsotsi  tells Boston that he is going to get him money, so that he can continue his education and fulfill his dreams of becoming a teacher. Although these stories seemed to be complete opposites at first, upon further analysis we can conclude that they are actually very similar. They share multiple themes with one another including redemption, brotherhood and bravery.

Macbeth, King Lear and Much Ado About Nothing :: English Literature Essays

Macbeth, King Lear and Much Ado About No Shakespeare writes his plays to teach a moral story, of behavior and love. The three plays, King Lear, Much Ado About nothing, and Macbeth, the parents are very stubborn and their views are very narrow toward their children. The children know that they are treated poorly but love their parents although they have many faults in trust and love. Each play ends with a loving relationship because thoughts about one another is cleared up and they live happily ever after. King Lear, has many valuable points. Shakespeare emphasizes the importance of love between family members by showing how much harm disloyal or unloving family members can cause. King Lear cruelly abuses his most loving daughter, Cordelia, simply because she admits that her love for her father is limited: "Unhappy that I am, I cannot heave my heart into my mouth. I love your Majesty/ According to my bond, no more nor less." This truthful declaration by Cordelia leads to her disinheritance. However, despite this rejection, Cordelia continues to stand by her father's side and defend him in his time of need against Regan and Goneril. Now that they have their land and power, these disloyal sisters won't care for or even support their father. In fact, the two are now so greedy and disloyal that they wish to have Lear murdered. In effect, Lear, Goneril and Regan are very much alike: their failure to love family members causes great pain, first for themselves and then for others. Lear treats Cordelia poorly because he does not realize that he has mistrusted his only true daughter. This mistrust comes from the fact that Lear believed Regan and Goneril when both professed their love for him. However, neither is honest. Toward the end of the play, Lear realizes that he has been very unfair to Cordelia, and that the other two sisters have misled him. Cordelia, however, remains true to Lear, as she respects the relationship between them although he does not. Shakespeare expects family members to be true to one another and have a solid trust in each other. Lear doesn't do what Shakespeare expects: he no longer loves Cordelia after she confesses she loves him only to the extent a daughter should. All of his love is for Regan and Goneril because both of them tell their father what he wants to hear: that they love him more than anyone in the world. Macbeth, King Lear and Much Ado About Nothing :: English Literature Essays Macbeth, King Lear and Much Ado About No Shakespeare writes his plays to teach a moral story, of behavior and love. The three plays, King Lear, Much Ado About nothing, and Macbeth, the parents are very stubborn and their views are very narrow toward their children. The children know that they are treated poorly but love their parents although they have many faults in trust and love. Each play ends with a loving relationship because thoughts about one another is cleared up and they live happily ever after. King Lear, has many valuable points. Shakespeare emphasizes the importance of love between family members by showing how much harm disloyal or unloving family members can cause. King Lear cruelly abuses his most loving daughter, Cordelia, simply because she admits that her love for her father is limited: "Unhappy that I am, I cannot heave my heart into my mouth. I love your Majesty/ According to my bond, no more nor less." This truthful declaration by Cordelia leads to her disinheritance. However, despite this rejection, Cordelia continues to stand by her father's side and defend him in his time of need against Regan and Goneril. Now that they have their land and power, these disloyal sisters won't care for or even support their father. In fact, the two are now so greedy and disloyal that they wish to have Lear murdered. In effect, Lear, Goneril and Regan are very much alike: their failure to love family members causes great pain, first for themselves and then for others. Lear treats Cordelia poorly because he does not realize that he has mistrusted his only true daughter. This mistrust comes from the fact that Lear believed Regan and Goneril when both professed their love for him. However, neither is honest. Toward the end of the play, Lear realizes that he has been very unfair to Cordelia, and that the other two sisters have misled him. Cordelia, however, remains true to Lear, as she respects the relationship between them although he does not. Shakespeare expects family members to be true to one another and have a solid trust in each other. Lear doesn't do what Shakespeare expects: he no longer loves Cordelia after she confesses she loves him only to the extent a daughter should. All of his love is for Regan and Goneril because both of them tell their father what he wants to hear: that they love him more than anyone in the world.

Notions of class, status and caste and significant throughout Asia

Asia is synonymous to one word: exotic. With its temperate climate, architectural wonders, tropical greenery, thriving urban communities, rich history, and a melting pot of ethnic groups, it truly is a gem. There is also one thing that makes Asia stand out- its culture and tradition. The Far East, as Asia is sometimes called, had been colonized by Western powers, such as Americans, Portuguese, British, Spanish, Dutch, and French.   This gave rise to a diverse array of cultures, with influences brought by the outsiders interspersing with those of its local inhabitants. One interesting aspect of Asian culture is the caste system/society or social stratification. Caste is a social classification system bestowed hereditarily (Bogard, et al, 1997). The word traces its roots from the Portuguese word casta, a feminine form of casto, derived from the Latin castus, which means pure (The American Heritage, 2000). India, for instance, is known for its caste society (McNeill, 1990). Dowling (2005) noted that the Aryans, warriors from Central Asia, were responsible for bringing caste system into India. After defeating the Dravidians of Central India in 15000 BC, the Aryans created some from of social structure (2005). However, McNeill (1990) argued that caste system started â€Å"long ago† (p.126). He stated, â€Å"About 300 BC, a Greek ambassador to the court of Magadha, named Megasthenes, wrote a book about India in which he described seven hereditary classes into which, he said, Indian society was divided† (p. 126).   The caste system, he remarked, was probably created for members of any group to do things without any hindrance coming from other groups. Caste system allowed group members to â€Å"keep most off their own ways and inner values, and preserve private family customs, while still spending their lives in close daily contact with all sorts of people† (1990). Aryans divided the caste system into four- Brahmin, composed of priests, teachers and judges, Kshatriya or the warriors, Vaisya, consisted of merchants and farmers, and Sudras, or laborers (Dowling, 2005).   Below the Sudras were the untouchables or outcastes (2005).The untouchables had the lowest position in the caste system. They were not allowed to enter temples and schools. They were even not allowed to get water from wells were higher castes obtained theirs (2005).   Some untouchables converted to other religious denomination such as Islam and Christianity to avoid the plague of being outcastes (2005). The foundation of the caste system was based on two things- samsara or reincarnation and karma or quality of action (Bogard, et al., 1997). The Brahmins believed that an infant inhabits the soul of another human being or an animal (McNeill, 1990). He explained: Souls that in former lives had gathered a heavy load of karma, then were born into babies of the lowest castes. Those who in former lives had accumulated only a little karma earned the right to be born as Brahmans; and those in between caste status. Persons who lived well in whatever caste they had been born to could hope for rebirth higher on the scale. ( p.126) Compliance with the rules may result to reincarnation into higher caste (Bogard, et al., 1997). Women, however, may â€Å"have the privilege of coming back as an animal if they are good enough† (1997). Other details on the creation of the Indian caste system, however, were not clear. McNeill (1990) noted that the Indian caste system was not just made up of four classes. The Brahmanas did not provide details of establishment of the caste system. As McNeill noticed, â€Å"In other words, we have here a theory rather than a description of what really existed† (p. 126). However the case may be, India’s caste system has been deemed â€Å"illegal† (Dowling, 2005, para.5). It was officially abolished in 1947 (McNeill, 1990). But it is integral to Indian society and has molded India into what it is now (1990). McNeill added that the caste system â€Å"allowed very primitive ideas and magical practices to survive indefinitely† (p.128). But even with its abolition, caste system still exists in some Indian communities, especially in rural ones (1990). Several measures have been taken up to reduce its effect on people and communities. The Indian government has introduced government privileges to the untouchables, now known as Harijan (2005). However, the Harijan still receive less opportunities, educational and employment-wise. Another Asian country that has stratified society is Indonesia, specifically the Balinese (Frederick and Worden, 1993). The Balinese reside in the islands of Bali and Lombok and some parts of Sumbawa (1993). The caste system dates back to the fifteenth and sixteenth centuries, the time when Javanese princes flew to Bali to avoid the â€Å"advances of Islam† (1993).   The Balinese has had, since then, mingled with the locals and asserted an anti-Islamic political perspective (1993). The Balinese caste system was based on the Indian caste system (â€Å"Social System,†1998). The three classes were the Brahman, Ksatriya, and Wesya. The three made up the Triwangsa, which means â€Å"three peoples† (1998, para.9). The Triwangsa was the â€Å"highest three societal stratification† (1998, para.9). The classes comprised 10 % of the populace and lived in puri (1998, para.9) According to a Hindu myth (â€Å"Social System,† 1998), Brahman or god, was separated. His mouth developed into the Brahman, his arms became the Ksatriya, his thighs were the Wesya class, and out of his feet borne the Sudra class. The classes are akin to the human being, different parts have different purposes but all need to work together to survive. Brahman comprised priests, scholars and teachers (â€Å"Social System,†1998). They also had special privileges in burial rights and were entitled to a â€Å"high level of ritual communication† (1998, para.12). The Ksatriya was represented by warriors, rajas or princes whereas merchants fell into the Wesya caste (1998). The majority of Balinese, however, belonged to the Shudra class (Frederick and Worden, 1993). The Shudra or Sudra class consisted of the commoners (â€Å"Social System,†1998). Unlike their Indian counterpart, the Sudra caste was not considered untouchables (1998). The Sudra served as laborers for the three classes (1998).   Since they did not know how to read or write, they depended on the upper classes to â€Å"interpret religious texts and prayers† (1998, para.16). Caste was based on birth (â€Å"Social System,† 1998). Each caste followed certain rules. Caste rules were strictly observed. One rule involved addressing Triwangsa caste properly (1998). Another one was the responsibility of each caste member to offer assistance to other castes when needed (1998).Compared to the Indian caste system, the Balinese caste was not that rigid. Frederick and Worden (1993) pointed out that the Balinese caste system â€Å"involves no occupational specializations or ideas about ritual contaminations between ranks† (1993). Marriage between ranks was not forbidden. Today, the Balinese are caught between adhering to tradition and adapting to change (Frederick and Worden, 1993).They are starting to question the traditions and are caught in the middle of obeying years-old rules or completely junking them in favor of modernization. If the Balinese are torn between tradition and urbanization, the Philippines have managed to phase out its own version of caste system. The Spaniards’ colonization of the Philippines gave birth to the concept of barangay (Cunanan, 1986).   The barangay was considered the â€Å"basic political unit† (1986). It consisted of thirty to fifty families. A chief datu, who came from the aristocrat clan called maharlika, led a barangay (1986). The maharlika had servants called â€Å"aliping namamahay or aliping sagigilid† (1986). The aliping namamahay were responsible for building houses, tending the farms of the datus, among other things. On the other hand, the aliping sagigilid were house-bound (1986).   They were either taken into forced custody or served as payments for debts (1986). The barangays were soon integrated into a bigger unit called encomiendas (Cunanan, 1986). An encomienda was â€Å"awarded to the conguistadores and religious orders for their meritorious services in the conquest of the native people† (1986). By 17th century, the encomiendas were completely wiped out in favor of creating provinces (1986). At present, the Philippines have a modern version of the caste system: the superior-servant or household help type. In Western countries, it is interesting to note that only the rich and privileged have acquired household help. In the Philippines, household help is common, especially in urban communities. These people are employed in houses to fend for the inhabitants’ need such as cooking their meals, doing laundry and cleaning the house. Household help are usually those that did not finish school or came from poor families. Majority of them live with the families they tend to, with some slowly being recognized as family members. For a country known for its homogeneity, Japan, surprisingly, had a caste system (Reischauer, 1988). The outcast group was called burakumin or hamlet people (1988). The burakumin roots backs to the feudal era. They were known by different names but were popularly known as burakumin, an abbreviation from a form which means â€Å"people of special hamlets† (1988). They were no different from other Japanese but what set them apart was their occupation. Reischauer (1988) described them: This group, which accounts for less than 2 percent of the population, probably originated from various sources, such as the vanquished in wars or those whose work was considered particularly demeaning. Clearly they included people engaged in leather work or butchery, since the Buddhist prejudice against the taking of all animal life made others look down of such persons, thought, it should be noted, not on the butchers of human life in the feudal society dominated by a military elite. (p. 35). Since 1871, the burakumin received legal equality but prejudice is still felt. Some Japanese are said to be â€Å"reluctant to have contact with them and are careful to check family records to ensure that they avoid intermarriage† (p. 35).   Nowadays, the burakumin are becoming â€Å"less recognizable† (p. 35.) Asia is truly a mix of both worlds. The importance given to class, status or society stratification is a direct reflection of its history and people. While some may say that social classes cause inequality in society, it has defined rules on how a society or system would work. Bringing discipline and order into a society was important in a caste system. It has also fostered unity among class members. Positive and negative effects are embedded into any social stratification system. But the very same diverse ideas and counterculture are the ones that helped shape Asia into what it is now- a wonderful hodgepodge that is deeply textured. References Bogard, M., Gilbert, L., Jones, M., Nida, B., Swanson, A., & Young, S. (1997). History of the caste system. Cunanan, J.P. (1986). Evolution of labour legislation in Asia. Hong Kong: DAGA CCA-URM. Dowling, M (2005). The caste system of ancient India at mrdowling.com. Retrieved 30 April 2007 from http://www.mrdowling.com/612-caste.html Frederick, W.H. & Worden, R.L. (Eds.). (1993). Indonesia: a country study. Washington: GPO for the Library of Congress. McNeill, W.H. (1990). A history of the human community (3rd ed.). New Jersey: Prentice Hall. Reischauer, E.O. (1988). The Japanese today. Massachusetts: Belnap Press of Harvard University Press. Social System. (1998). Retrieved 30 April 2007 from http://www.balivision.com/Article_Resources/SocialSystem.asp The American Heritage Dictionary of the English Language (4th ed.) (2000). USA: Houghton Mifflin Company.         

Psychology- Prejudice Essay

1. Evaluate Tajfel’s core study in terms of streotypes and weakness [10] Prejudice and Discrimination have been always controversial and it has become one of the crucial topics in the world of Social Psychology. Henry Tajfel was a British social psychology who is well known for his SIT or Social Identity Theory; ‘Intergroup Discrimination’ (1970). This theory has been useful to identify the social causes of prejudice and as well as explaining individual differences. First of all, this study is aimed to show or demonstrate that merely putting or diving people into groups could cause them to discriminate the other group. Tajfel’s procedure of the experiment involved two laboratory experiments. The subjects of the first experiment contained 64 boys, 14 and 15 year-old from a school in Bristol. The boys from each group knew each other well, since they were actually in the same houses at the school. The second experiment was similar to the first one, since 48 students also already knew each other. In terms of stereotypes and his study, Tajfel proposed that Stereotyping or putting people into groups is based on a normal cognitive; we tend to group or categories things. By the statement, he meant that we see the people in our group are just the ‘same’ with us because there are certain similarities that makes us parallel with them and there’ll be a tendency of us calling the ‘same’ people â€Å"us† and those who are different or out-group â€Å"them†. This study also has its weaknesses and strengths. One of the strengths; Laboratory experiment method, which makes him to able controlling the environment in terms of what the subjects had experienced during the test, therefore he can ensure that there are no influences that would change their behaviour later on. Manipulation of the environment also makes him able to obtain replication due to its standardness in procedures. However, since all of the participants were all male, similar age and came from the same country. In terms of experiment, this study has become biased. It is difficult to decide whether it is good enough to be generalised, due to its gender, age and geographical limitations. The ecological validity is doubtful, considering the experiments were lab studies, where we can jump to an argument that this involved unusual task is held in artificial environment. In other words, the participants acted in the way they thought was demanded of them; Demand Characteristic. This experiment deals with a disruptive and anti-social, very general commons of society in explaining and understanding the causes of prejudice and discrimination. Moreover, this piece of research could be beneficial or helpful to our daily life. Nevertheless, the applications are still limited, regard to ecological validity and the gender, race and cultures.

Converting Cubic Inches to Liters

Converting Cubic Inches to Liters This example problem demonstrates how to convert cubic inches to liters, using the real-life scenario of engine displacement, which is the combined swept displacement of all of the machines pistons in their cylinders. When someone describes the power of a car, that person might say that it has a 3.3-liter engine or some such example. Problem Many small car engines have an engine displacement of 151 cubic inches. What is this volume in liters? Working the Solution 1 inch 2.54 centimeters First, convert the measurements to cubic measurements. (1 inch)3 (2.54 cm)3 1 in3 16.387 cm3 Second, convert to cubic centimeters. Set up the conversion so that the desired unit will be canceled out. In this case, we want cubic centimeters to be the remaining unit. volume in cm3 (volume in in3) x (16.387 cm3/1 in3) volume in cm3 (151 x 16.387) cm3 volume in cm3 2,474.45 cm3 Third, convert to liters. 1 L 1,000 cm3 Set up the conversion so that the desired unit will be canceled out. In this case, we want liters to be the remaining unit. volume in L (volume in cm3) x (1 L/1,000 cm3) volume in L (2,474.45/1,000) L volume in L 2.474 L Answer A 151–cubic inch engine displaces 2.474 liters of space (or air).

Word Choice Continuous vs. Continual - Proofeds Writing Tips

Word Choice Continuous vs. Continual - Proofeds Writing Tips Word Choice: Continuous vs. Continual Continuous and continual are sometimes used interchangeably, but these words are not actually synonyms. Confusion is understandable, though: both continuous and continual come from the verb continue, and both are adjectives related to duration. There is, however, a subtle difference in their usage. Read on to learn more. Continuous (Without Interruption) The word continuous is an adjective that describes something as ongoing and uninterrupted. It is usually used when referring to a duration of time: The continuous sound of our neighbor’s clog dancing drove us mad. Continuous can also describe an uninterrupted spatial span: The Maginot Line was a continuous stretch of concrete fortifications. Continuous is the more common of the two words were examining, so it is more likely you will need this in most situations. Continual (Repeatedly) The adjective continual means that something happens repeatedly at intervals, rather than as one long, uninterrupted event. It would be used in a sentence like this: Peter hated the continual storms that blighted his childhood on the plains. This sentence refers to storms that occurred frequently and repeatedly, but there wasn’t one continuous, ongoing storm that lasted the entire length of Peter’s childhood. Continuous or Continual? Knowing the difference between these adjectives means that you will be able to use them with confidence in your writing. The basic facts to remember are: Something which is continuous happens without interruption. Something which is continual recurs, but with breaks between occurrences. If you would like some more guidance and advice about academic writing, or would like to have your own work checked through for errors and formatting, get in touch with the professionals at Proofed today!

Case Study Example | Topics and Well Written Essays - 500 words - 3

Case Study Example Personally, the most appropriate alternative would be to delay the decision and initiate the detailed cost accounting studies. These studies are precisely to determine product profitability in the company. Taking this alternative is informed by a number of factors, all of which address the operational and performance crisis that the company faces. To start with, taking the other two alternatives would drastically affect the overall operations of the company. This would not be a good choice due to the fact that not all operations of the company are affecting its performance. Some of the company’s business aspects are actually doing well in terms of performance. The most appropriate alternative would need an intensive evaluation and assessment of the specific operations or activities in the company that led to the crisis being experienced (Forssell 113). The intended cost accounting studies will have to evaluate the profitability of the company’s products. Doing so will subsequently inform the course of action to be taken. The slow-moving products may not be the problem, and the second production line may pick up in due course, or fail altogether. However, this is a scenario that cannot just be speculated. Delaying the decision would allow adequate time to analyze all company departments and production lines. On the same note, company trends in terms of operations and performance can be assessed within the same period. Therefore, delaying the decision only makes it possible to make an informed and rational decision, as opposed to making a haphazard decision that may end up maintaining the status quo in the firm. The cost accounting studies have a critical role to play in determining the specific company aspect that is in dire need for change in order to address the underlying crisis. Product profitability is arrived at after factoring in all fundamental aspects of the production line in question. This is the outcome of the production

Report on Public Relations Assignment Example | Topics and Well Written Essays - 2500 words

Report on Public Relations - Assignment Example PUBLIC RELATION Public relation is concerned with reputation of the company. It is the result of the organizations’ perception that is developed from the organization’s conduct, attempt of an organization to derive certain perception and behavior towards its products and services. Also it is aimed at extracting the perception of stakeholders about the organization. This in turn enables organization to build the mutual understanding and goodwill with stakeholders. Stakeholders include customers, employees, suppliers, investors, regulators and journalist (Green, 2009). Nowadays the competition in every industry has been highly increased. Every company in the industry seeks to get the competitive advantage by differentiation and reputation management is considered as one of the most effective tool to get the competitive edge. Two factors are very important in public relations i.e. communication with all the stakeholders and the relationships with all stakeholders which is also the central idea of above definition. The comments and opinion of stakeholders actually defines the company’s reputation. ... This advertisement was designed with the purpose of reducing the impact of the rising debate regarding the public health concerns over soda products (Daily News, 2013). The message was conveyed about the Coca-Cola’s record of giving drinks with smaller amount of calories since it is available in the market. It also lobbied against comments that gaining weight is the outcome of consuming too many calories of any type-it’s not just soda (Daily News, 2013). Similarly, Apple, tech giant of USA, is lobbying with government and other politicians for zero percent tax rate (Steimle, 2013). Hence, PR plays has gained critical position in business. PUBLIC RELATION CONTRIBUTION TO ORGANIZATIONS The stiff competition in all the industries has made the companies to focus on its public image to get the competitive advantage. The following are the functions of public relations that can impact on any kind of business or organization. The application of public relation is discussed in t he general view. DEVELOPING IMAGE AND RELATIONS Public relation employees works with the top level executives of the company to formulate an overview of how the organization desires to be perceived in the consumers’ perception, suppliers, government and other regulatory bodies as well other pressure groups.. This focused engagement develops on precise the accurate message or communication. Organizations make a plan on the extensive yet focused outlines of a reputation building campaign to spread that message in to the desired set of group (L'Etang, 2006a). OUTREACH STAKEHODLERS COLLECTIVELY THROUGH EVENTS AND EXPAND CUSTMOER BASE The professionals of public relations organize events to lift up the image or profile of the organization

Business Writing Coursework Example | Topics and Well Written Essays - 500 words

Business Writing - Coursework Example Business writing should be equipped with strong ideas that will constitute its main theme; ideas which can exploit the concept of social validation in the society and appeal to the reader. This will render the reader’s mind with the positive image of the addressed product, service or idea. Strong ideas will primarily focus on the magnitude of profit the client or end user will gain after buying the product about which the business writing is talking about. The potent and strong ideas at the start of the business writing will lay a durable and robust image in the reader’s mind that will get the attention and attract him. The style of writing will be alluring and enticing so that the reader can enjoy the writing as well as perceive it to be of his utility otherwise the reader will not bother to waste his time in any useless piece of paper. The business writing should also be logically organized and ordinal factor must be inculcated at every sentence. No word or sentence should be written without the reason and intent. The writer must ensure the smart deployment of the paragraphs and size factor. Similarly, the composition and categorization of paper must be sensible enough to manifest and parade a professional image to the reader. For example, the writing should give an introduction then explanation of the subject matter and then a short conclusion summarizing the intent and finding of the business writing. The structural dynamics of the business writing should be set according to the target audience but the common practice of good business writing is to follow the AIDA methodology which means; The choice of words is of grave importance in business writing because words make the composition and structure of the paper.

Tenancy Agreement Problem Question

Tenancy Agreement Problem Question Abstract The primary scope of this paper is to consider whether parties who enter into an agreement that purports to be a licence can be said to have entered into a lease agreement. If a party can enter into a so called licence agreement and it later appears to be a lease, the tenant will be protected as an assured tenant under the Housing Act and the landlord will find him/herself subject to the provision of the Act. The paper first discusses the difference between a licence and a tenancy. With reference to cases and literature the paper proposes that the actual agreement between the parties is that of landlord and tenant. The paper further discusses the protection afforded to tenants under the Housing Act 1988. Introduction Tenants enjoy statutory protection and to avoid it, landlords require prospective occupants to sign licence agreements. What is the nature of the agreement between David and the occupants of the flats? Licence to Occupy or Tenancy Agreement A license gives the occupant the permission to occupy his/her premises but does not confer an interest in land.[1] A lease on the other hand creates an interest in Land. In Street v Mountford [1985] 2 All ER 289 (299), Lord Templeman set out three hallmarks of a lease: Exclusive possession Rent and Term Although rent payments will normally be payable, it is submitted that the requirement to pay rent is not essential to a lease agreement.[2] A lease only has two requirements: Exclusive possession and a term. The licence also provides for a term but does not grant exclusive possession. To determine whether there is a lease or a licence it is necessary to look at the form and substance of the agreement and the genuine intention of the parties is important. There is no hard and fast rule and it is not always easy to determine whether exclusive possession exists. What rights has the owner retained pertaining to use of the premises? If the agreement requires from the occupier to share with another or the owner, the occupier will not have exclusive possession. Employee Occupancy The service agreement between employer and employee entitling the employee to live in the employer’s accommodation in order to perform his duties as employee is an example of exclusive occupancy that does not confer an interest in land. The employee is not occupying for himself but on behalf of the employer. In Street v Mountford, op. cit. the court said that the possession of the servant is treated as the possession and occupation of the master but it must be strictly ancillary to the performance of the duties which the employee has to perform within the employment relationship. Cases The leading case is Street v Mountford, op. cit. Mrs Mountford had the right to occupy a furnished room under a written agreement which stated that it was a licence and she had no protection under the Rent Act. The court held that the true distinction between a lease and permission personally to occupy lay in the exclusivity of possession which Mrs Mountford enjoyed. Despite the wording the true nature of their agreement was that of landlord and tenant. The court in Antoniades v Villiers Anor [1988] EWCA Civ 3 (17 March 1988) followed the judgement of Street v Mountford op. cit. where Lord Templeman criticised the finding in Somma v Hazelhurst [1978] 1 WLR 1014 (Each occupant signed a separate agreement). In this case the occupants were partners too. The owner presented an agreement that was drafted on the same terms of the agreement in Somma v Hazelhurst op. cit. Mr Villiers and his Partner signed two separate agreements stating that the nature of the agreement is a licence. The owner was entitled to put someone else in too and in fact a friend stayed with the respondents for a period of time. On appeal the court held that the respondents did have exclusive possession and called the agreements pretence. The agreements did not reflect the reality of the situation and the court held that a lease was created.[3] The pretence doctrine can be seen as a three stage process: The courts must establish that there is a consensus ad idem between the parties. If the parties agreed to a term to avoid statutory protection, it should be struck out. The remaining part of the agreement will determine if it is a lease or not. Multiple occupancy arrangements are more difficult to decide. In AG Securities v Vaughan, op. cit. the court referred to unity of possession, title, time and of interest and held that there was a licence only since unity of time, title and interest were missing. There are three ways of looking at the nature of the agreements: There are a series of licences and no protection under the Housing Act.[4] Each individual has exclusive possession of a bedroom whilst sharing the other facilities and each has a lease providing security[5] There exists a joint tenancy of the whole as found in Antoniades v Villiers op.cit. Advice Ben, Clara and Alan are all living in the same flat. Ben and Clara live together in one room and Alan in his own room. They are sharing the rest of the flat. The position with Ben and Clara is the same as that in Antoniades v Villiers, op.cit. save that Alan is in the second room. Ben and Clara have exclusive possession of their room and one cannot validly argue that someone else can be placed in their room with them. All three of them also fall under the second scenario since they have exclusive use of their bedrooms but they share other facilities. Section 3 of the Housing Act provides security to them. The real nature of the relationship is that of a lease. The students are entitled to protection under the Housing Act. The tenant has tenure and a sale to Fred does not affect their security. Edward is not in the flat as part of his job as clerk for David. There is no mention of the nature of the agreement but there is clearly a term and exclusive possession. The relationship between Edward and David is also a lease. In all circumstances none of the students or Edward can be evicted without following the correct procedures. The Housing Act 1988 In terms of Section 19A of the Act, the agreement between David and the Students and David and Edward are assured short hold tenancies. The landlord cannot validly terminate the tenancy without the obtaining an order of court, or in the case of a fixed term tenancy which contains power for the landlord to determine the tenancy in certain circumstances, by the exercise of that power. Edward is protected by Section 5 of the Act as an assured short hold tenant. The only way that Fred can end the assured short hold tenancy is by make the premises his principal residence and approaching the court for an order without any court appearance. Bibliography: Books Bright, S. and Gilbert, G., Landlord and Tenant Law: The Nature of Tenancies, (1995), Clarendon Press Legislation: Housing Act, 1988 Housing Act, 1996 Housing Act, 2004 Law of Property Act , 1925 Cases: Street v Mountford [1985] 2 ALL ER 289 Ashburn Anstalt v Arnold [ 1988] 2 All ER 147 Antoniades v Villiers Anor [1988] EWCA Civ 3 (17 March 1988) Somma v Hazelhurst [1978] 1 WLR 1014 AG Securities v Vaughan; Antoniades v Villiers [1988] 3 All ER 1058 Other sources: Law Commission, Landlord and Tenant. Reform of the Law:, Law Com No 162, 1987 Internet sources Tenants Know Your Rights http://www.fool.co.uk/news/property-home/2008/09/25/tenants-know-your-rights.aspx> as at 14 November 2008 Housing- In England, Tenancy Agreements http://www.adviceguide.org.uk/index/family_parent/housing/tenancy_agreements.htm> as at 14 November 2008 Residential Tenancies What is a Tenancy http://www.landlordzone.co.uk/residential_tenancies.htm> as at 14 November 2008 The Letting Centre Factsheet 18 Residential Tenancy Agreements http://www.letlink.co.uk/letting-factsheets/factsheets/factsheet-18residential-tenanc> as at 14 November 2008 Assured and Assured Shorthold Tenancies, A guide for tenants http://www.info.gov.uk> as at 14 November 2008 [1] Licences, Key points, http://www.landlordzone.co.uk/license_agreement.htm> at 14 November 2008 [2] Ashburn Anstalt v Arnold [ 1988] 2 All ER 147; Law of Property Act 1925, Section 205(1)(xxvii) [3] AG Securities v Vaughan; Antoniades v Villiers [1988] 3 All ER 1058 [4] AG securities v Vaughan, op. cit. 7 Housing Act 1988, Section 3