Climate change Essay Example | Topics and Well Written Essays - 500 words - 5

Climate pitch - Essay ExampleNevertheless, spheric confederation is facing a new threat climate change. People need to understand that it affects on the whole spheres of their life. Being an international crisis, climate change concerns all countries. man should learn how to deal with climate change and adapt to it.Climate change is a change in the statistical distribution of weather patterns when that change lasts for an lengthened period of time. It effects the environment every day. There are national and global issues that are occurring due to the climate change (The current and future consequences of global change). Climate change poses great risks extreme weather, melting ice, rising seas, shifting rainfall, floods, droughts, cyclones, and health problems. And it is not the full list. It affects the whole world, but not all regions are in the same positions. about countries face critical problems right now. Others will face them in the near future. Risks of climate chang e can be grouped into different categories, for example risks to human health, global food security, economic development, and to the natural world (Consequences of climate change).Climate change transforms the natural world. Oceans and rivers cash in ones chips bigger, ice melts, flora and fauna changes new species appear, while other species become extinct. Expanding oceans due to rising temperatures concern every nation in the world, but Federal and island nations are under the greater impact. According to Jim Hwang, Taiwan is especially sensitive to the impact of climate change. Because of flooding, people there lose their homes and cant amaze enough food (1). One country cannot cope with it. Only cooperation can solve this problem, but it is hard to reach an agreement between all nations. Some countries do not want to spend money on studies about climate change, while others do not have money to spend.Climate change is a great challenge for international law, too. Difference s in bills and

Talk about the comnponents that make the cell phone work, then talk Essay

Talk about the comnponents that make the cell phone work, then talk about the gist the cell phone has on people and culture in - Essay ExampleNaturally, this discussion of the production and internal componentry of the iPhone, as well as edged materials, will engage a discussion upon labor standards, working conditions, international trade, and a litany of other topics. It is the hope of this author that such a broad take of discussion will provide the reader with a nuanced understanding of how the globalization of the world is evidenced in something as seemingly simple as a cell phone. Firstly, it must be understood that the cell phone is not singular piece of technology. Rather, is a complex miniature computer that derives its compliments from a litany of different manufacturers in a great number of different places throughout the world. Whereas the previous era saw the flip phone being produced by a single manufacturer in only a handful of different factories, the current era i s one in which smartphones dominate the market. By very definition, a smartphone is a type of small tablet PC capable of light computing tasks, gaming, and processing of various types (Montlake 42). As one might expect, the increased complexness requires that an increased number of manufacturers and complement providers are answerable for providing these parts. Accordingly, the first section of this analysis will be contingent upon where most of the major parts for the iPhone muster from. Although it is commonly understood that Foxconn is liable for putting them together, it is only once these parts have been manufactured that Foxconn enters the equation whatsoever. Although a direct competitor to the iPhone, Samsung electronics is responsible for make the main processor as well as the flash memory that the iPhone relies upon to store data. Naturally, without the flash memory and/or the processor itself, the iPhone would be effectively useless. Samsung has a litany of different factories around the globe however, the ones that are responsible for making the flash memory and the processor are located within the Peoples republic of China and South Korea (Wright 47). Interestingly, even though the processor is made by Samsung, it is made under license and ultimately legally owned by ramification Holdings a British firm that originally designed architectural license for the way in which the processor works. Moreover, the iPhone does not simply have one processor it has a minimum of two. As such, Germanys Infeneon Technologies is responsible for supplying the second processor that serves as the phones brainstem. Moreover, the same company referenced above is also responsible for providing the transceiver for the iPhone. As such, these compliments are ultimately made within Germany and subsequently sold and shipped to Foxconn/Apple as a function of piecing the iPhone together. Another British firm, Wolfson Microeletronics, is responsible for the creation of t he audio processing chip. This audio processing chip is used not for the calls that are made to it from individuals utilizing iPhone rather, it is used as a means of providing a transcription for the audio files stored on flash memory and encoding not surprisingly, the same

Assessment in Special Education Essay Example for Free

Assessment in Special preparation Essay abbreviation nearlytimes the general tuition program alone is non equal to(p) to pertain the needs of a nipper with disabilities, and he/she may be able to receive picky pullulatement services. The paygrade process can be a very difficult task when trying to identify if the child qualifies for finicky reading, schools often rich person a pre-referral intervention process. The most prominent approached used today is the receipt-to-Intervention or RTI. Special Education t apieceers face many challenges when trying to meet the needs of special needs educatees in their classrooms. Methods of evaluation argon a big concern and challenge for educators of special needs learners today. In addition, meeting everyones needs is a difficult task to accomplish because of schoolchilds diverse abilities in the classroom. This research paper go away explore the different methods of estimation in special education programs and the best p r playactices to help this children achieve their potential in an charm setting. test and sagacity is an ongoing process with children in special education programs.Some of these estimations let in, developmental assessments, screening tests, individual intelligence tests, individual academic achievement tests, adaptive behavior scales, behavior rating scales, curriculum-based assessments, end-of-grade, end-of-course, and alternate assessments. Comprehensive assessment of individual students requires the use of multiple data sources. These sources may also include standardized tests, in wreakal measures, observations, student self-reports, p arnt reports, and progress monitoring data from response-to-intervention (RTI) approaches (NJCLD, 2005).The main end of a extensive assessment in the special education field is to accurately identify the strengths and needs of the students to help them be successful during their school historic period and thither after. Legislation has p layed a big role in the shift towards functional assessment. The Individuals with Disabilities Education mould is also cognize as the Education for All Handicapped Children practise has played a big role in this matter. The IDEA legislation needed to assure that students with disabilities receive free appropriate public education (FAPE) and the related services and support the need to achieve (Jeffords 1).IDEA was created to have sure that disabled children be receiving white and equal education and support. This act has several parts to it which include providing grants, funds early intervention services, and supports research and professional development programs. The noneChild Left Behind Act Impact on the Assessment of Special Education Student. After the No Child Left Behind Act (NCLB) moved into our schools there is a bulky deal of controversy that questions whether the act implemented by President George W. furnish is helping or hurting an already suffering school sy stem.There are many dimensions of the NCLB act that have been questioned over the past decade the fair assessment of students with disabilities is one of them. As the home(a) Center for Fair Open Testing (NCFOT) reported, the public relations aspect of this act is strong. Prior to the Individuals with Disability Education Act of 1997 (IDEA) students in special education were exempt from participating in the world-wide examination. However, the IDEA advocated that all students including those with special tuition difficulties should be able to participate in scrutiny. (Cahalan, 2003).Legislative Overview of Laws Protecting Special Education Students On January 8, 2002, President George W. Bush signed the NCLB act. In this act the federal establishment was for the first time in the history of the Department of Education putting an act into effect that would penalise schools that failed to meet adequate yearly progress (AYP). The AYP is a measuring system in which the federal government allow for look at the progress of the local anesthetic government and school systems to decide whether or not that school, along with its teachers and students, has progressed and provided a high-quality education (Goldhaber, 2002).Through the NCLB act schools are held accountable for failing test tally and failure to improve their class average from one year to the next. The longer the school fails to meet required scores, the more the school will be held accountable, and the greater the consequence. For instance, a school that is unable to make their desired AYP and has not improved a significant amount within five years will and then be subject to reconstruction. This reconstruction could include the government completely taking over the school and hiring new teachers andteacher staff, leaving many teachers and staff slothful (Goldhaber, 2002).Teachers and students in the special education department do have some laws however that helps them make testing slight s tressful. The Rehabilitation Act of 1973 required that accommodations mustiness be do for students with learning disabilities in run to be able to participate in the assessment (Cahalan, 2003). However, this leaves the question of what can be used as accommodations. Accommodations could include things such as test dockets and setting of the test, along with the format of the presentation.Also used to help the special education students and teachers is the individualized education figure (IEP). The Individuals with Disabilities Educational Act (IDEA) of 1991 would set into effect the idea of an IEP. An IEP is a plan that is set by a group of individuals that work closely with the student to architectural plan the educational format that is most appropriate for him/her (Cahalan, 2003). This does not take into account the type of disorder the student has further simply the student themselves. The individualized forethought that is given with this plan provides the student with the correct instruction needed to be successful in education.These groups of individuals include the teacher, parent, school psychologist and anyone else that is closely related to the education of this student. The IEP members are, in most states, responsible in deciding which accommodations are important for each individual student (Cahalan, 2003). They, however, are not a part of deciding what accommodations will be provided for each student during the NCLB assessment. The laws described here were all implemented with the same goal in mind to protect special education students and be sure their quality of education is the same as all other students.However some of these laws, including the NCLB, must be altered in order to actually give special needs students the education and assessment they deserve. Best Practices in Assessment of Special Education Students Students in special education programs should be include in the statewide assessments, as the IDEA of 1997 states. The ID EA also states that accommodations should be made to be sure that the student is able to fully understand the materials they are asked (Cahalan, 2003).There are four categories of test accommodations, presentation, response, timing, andsetting (Cahalan, 2003). Presentation is simply visual aids that help the student fully understand the context. These do not alter the questions of the test they simply make it accessible for the students.Presentation accommodations include Braille, large-print, sign language interpreter, or reducing the soma of questions per page (Cahalan, 2003). These simple accommodations make test taking less stressful, and therefore the material is break down understandable by the student. However, no state has reported using them in their statewide assessments since the spring of the NCLB.In a study of over one thousand students it was found that using a video presentation to help understand the test showed a significant increase in their achievement (Cahalan , 2003). So why is the educational department not using these modifications that help so much? Another form of accommodation used in special education testing is response. It may be as simple as giving an oral response alternatively of a written one or it may mean that the test is dictated to the student by a recorder. These accommodations in no way alters the response that is given or received, it is still the same question being asked.Results have shown that by providing a reader special education students showed a significant approach in their test score (Cahalan, 2003). The last two accommodations are setting and timing. The timing could include any extra time needed, breaks during the exam, or spreading the testing out through a few days instead of taking it all in one day. And the final accommodation is setting, which could include special furniture, lighting, or an individualized testing area (Cahalan, 2003).Even though there was no evidence to prove that setting and timing are important accommodations, it is well known that many special education students are tested in private rooms with more time. These accommodations should be accessible for special education students that need them to better their test taking skills. However, many states do not allow such accommodations to be made due to the misconceived conception that they change the contents of the test when in actuality they do not in any way alter the questions asked.BEST PRACTICES IN ASSESSMENT HANDOUT Create a shared mission and goals avowal that reflects an emphasis on student learning. Focus on collaboration and teamwork. Faculty members must agree on assessment goals for planning to be meaningful. They may have to rise to a high level of collaboration than may have been traditionally practiced in most departments. Collaboration within the department, across departments, and with higher administration will facilitate the best outcomes from assessment planning.All constituents must recogn ize that assessment skills must be developed and that colleagues can assist each other by sharing practices and strategies. Clarify the purpose of assessment. Assessment can serve dual purposes Assessment can promote student learning or provide evidence for accountability requirements through an evaluation of strengths and weaknesses. Wherever possible, students should experience a direct, positive benefit from their participation in assessment activities. Identify clear, measurable, and developmental student learning OUTCOMES.Explicit identification of learning expectations facilitates the departments coherence about their GOALS. Sharing those expectations explicitly with students can provide an effective learning scaffold on which students can build their experiences and render effective performance. Use multiple MEASURES and sources consistent with resources. incumbranceive assessment planning can only occur when properly back up with appropriate time, money, and recognition fo r good work. The expansiveness of the assessment plan will depend on those resources.As resources permit, additional MEASURES can be added to planning. These MEASURES address variations in learning style, differences in types of learning, and interests from varied stakeholders. Implement continuous assessment with clear, manageable timelines. Better assessment practice involves spreading out assessment activity end-to-end the year and across years rather than conducting a marathon short-term assessment effort in a single year. Projecting a schedule of regular formal reviews can facilitate appropriate interim activity. Help students succeed on assessment tasks.Students will fare best in assessment activities when faculty make expectations explicit, provide fine instructions, and offer samples or models of successful performance. They will benefit most with opportunities to practice prior to assessment and when given detailed feedback about the quality of their performance. Interpre t and use assessment results appropriately. Assessment should be a stimulus for growth, renewal, and improvement, not an action that generates data to go over positive outcomes. Linking financial backing to assessment outcomes may encourage artificial results.Assessment data should not be used for personnel decisions. If cross-institution comparisons are inevitable, care should be taken to ensure comparisons across comparable institutions (benchmarking). Evaluate your assessment practices. Results from assessment activity should be evaluated to address their reliability, validity, and utility. Poor student performance can reflect limited learning or an ill-designed assessment process. Examining how effectively the assessment strategy meets departmental needs is a critical step in the evolution of the department plan.(Retrieved from www. caspercollege. edu/assessment/downloads/best_practices. pdf) The Effect of NCLB Assessments on Special Education Programs When the Department of E ducation was asked how they intend to insure that special education students will not be forced to take tests that are above their intelligence level under the NCLB act, they could not give a real solution. They simply said that there are accommodations available, and if the students deterrent is severe to the point that the accommodations will not help, there are alternate tests they can take (Education Week, 2003).However, the problem with this is that there is no clear definition as to who is able to receive these accommodations and who is able to receive the alternate assessment. Who decides this? And how handicapped must a student be in order to receive an alternate assessment? Even though special education students are not at the same intelligence level as their peers they are still placed in the same test group as them. The NCLB act does not include in its AYP percentage the failing percentage rate of special education students in each given population.Therefore, teachers an d school administration are trying to make up for the percentage loss in special education departments. Some teachers are now, for the first time, being held accountable for failing test scores. This, in effect, causes teachers to alter their curriculum and teach to the test? (Goldhaber, 2002). By teaching to the test students are lose out on important curriculum information that may be overlooked completely or presented in short educational lecture in the middle of teaching test taking skills and other information that may be found on the assessments. Possible Improvement to the Assessment and Accountability.To improve the NCLB act we must first know what is wrong with the act. While the idea of leaving no child behind in education is a good plan, there are still a few loop holes that the presidents act needs to clear up. The students that are placed in the special education setting are usually there because they have a disability or are below average in their cognitive abilities. In order to be fair to these students the government must be sure that they have the same quality education as all other students, but the government must also realize that the curriculum of the material they are learning may in some cases be drastically different.With this knowledge, it must then be known that to accurately and fairly assess special education students the assessments must be built with the correct accommodations. In order for this to happen, those who design the tests must develop an exam that meets the needs of the student, and not the needs of the disorder. In other words, do not test a student as an autistic child but first look at their individual advantages and disadvantages according to each test taking skill.Some students may simply need more time, while others will need more time along with a person to read to them and interpret some larger word usage. It is all based on the students individual needs (Cahalan, 2003). In other words the decisions of the acc ommodations should be made by people that know the student on a face-to-face level, and know what accommodations are present in their current education setting. As stated before, with some assessments the IEP will meet to determine what accommodations will be made for the students in that assessment, However, this is not the case in the NCLB assessments but it should be.Those who are teaching and raising the child should be a part of the process of determining how the child is assessed and what accommodations are necessary (Washington, 2003). It is important for the education of future special education students that the Department of Education take into consideration the possible reforms that were suggested by many local government and teachers surrounding them. Improvements can be made to the assessment of special education, and should be made to be sure that all students are receiving a fair and adequate education.Disproportionate identification of minorities in some special edu cation categories When speaking of the learning disabled, minorities, one must consider some dimensions to the issue of assessment within a particularly specialized light. This special population reflects both the learning disabled (LD) and the minority that they belong to. This is largely the case within a practical context, although as the literature points out, pre-considerations must be afforded for minority students. To begin with, it is important to look at the many variables that exist within the aforementioned components.These components include English as a Second Language (ESL), socioeconomic level and finally the impact this has on teaching the learning disabled in a classroom setting and more specifically when employing the assistance of a translator. Curriculum-based assessment is hampered with some biases that can affect these students (Dolson, 1984). A childs race and ethnicity significantly influence the childs luck of being misidentified, misclassified, and inapprop riately placed in special education programs. Research shows the relationship between race and ethnicity and other variables for students placement in special education classes.Variables such as language, poverty, assessment practices, systemic issues, and professional development opportunities for teachers have been cited as factors that play a role in disproportionate representation (emstac. org). Children from culturally and linguistically diverse backgrounds should be able to receive an excellent and appropriate education. Some students are not included in special education programs, tied(p) though they have a disability that is affecting their ability to learn and they need special education help.Some CLD populations are also significantly under-represented in programs for the gifted and/or talented. In these instances, CLD groups are considered under-represented because the proportion of students from certain ethnic or racial groups who receive special services are significan tly less than the number of these same students in the overall school population (U. S. Department of Education, 2004). Facts Hispanics are under-identified within certain disability categories compared to their White peers (U. S. Department of Education, 2006). Asian/peaceable Islander students are actually less likely to be identified for special education services than other CLD populations (NABE, 2002). There are a number of possible action steps school personnel can take to ensure that individual assessments are conducted in a culturally responsive and nondiscriminatory agency (Klotz Canter 2006). Recommendations include Allowing more time. Assessments of students from diverse backgrounds require more time to gather important background information and allow for alternative and flexible procedures. host extensive background information. To provide a context for the evaluation, conduct a review of all available background information including school attendance, family struct ure, household changes and moves, and medical, developmental, and educational histories. Utilizing student progress monitoring data from Response-to-Intervention (RtI) or problem-solving processes. Data generated from a process that determines if the child responds to scientific evidence-based interventions should be included in a comprehensive evaluation.The National Research Council on Minority Representation in Special Education recommended the use of data from a systematic problem-solving process measuring the students response to high quality interventions (National Research Council, 2002, pp. 7-8). Addressing the role of language. Determining the need for and conducting dual language assessments are essential steps in an evaluation process. This includes determining the students language history (i. e. , ages that the student spoke and heard various languages), dominance (i. e. , greatest language proficiency), and preference (i. e. , the language the student prefers to speak) . Using nonverbal and alternative assessment strategies. When assessing students from CLD backgrounds, use standardized nonverbal cognitive and translated tests (when available in the target language). Additional assessment techniques, including curriculum-based assessments, test-teach-test strategies and in-direct sources of data, such as teacher and parent reports, portfolios, work samples, teacher/student checklists, informal interviews and observations, and classroom test scores are also helpful in completing an accurate, comprehensive evaluation (NEA, 2007). Bibliography Bush, President George W.(December 3, 2004). Bipartisan Special Education Reform Bill. Retrieved from http//www. ed. gov/news/newsletters/extracredit/ 2004/12/1203. html Cahalan, C. Morgan, D. L. (2003). Review of state policy for high stakes testing of students with disabilities on high school exit exams. Educational Testing Service. Department of Education. (2003). Title I ? Improving the Academic Achievemen t of the Disadvantaged Proposed Rule. (34 CFR Part 200). Washington, DC U. S. Government Printing Office. Dolson, David P. (1985). The Effect of Spanish Home Language Use on the Scholastic Performance of Hispanic Pupils. Journal of Multilingual and Multicultural Development, V. 6, No. 2,50. Fair Test. (2005). The National Center for Fair Open Testing. Retrieved from http//www. fairtest. org on October 12, 2011 Goldhaber, D. (2002). What might go wrong with the accountability measures of the? No Child Left Behind Act? The Urban Institute. IDEA Partnership.http//www. ideapartnership. org Klot z, M. B. Canter, A. (2006). culturally Competent Assessment and Consultation. Retrieved October 2011 from http//www.naspcenter. org/principals/Culturally%20Competent%20Assessment%20and%20Consultation%20NASSP. pdf.Improving accountability for limited English proficient and special education students under the No Child Left Behind Act. (2003). Washington Area School Study Council. National Associ ation of School Psychology. (2007). The Truth in Labeling Disproportionality Special Education.Retrieved from www. nea. org/books on October 15, 2011. National Joint Committee on Learning Disabilities. (2001a). Issues in learning disabilities Assessment and diagnosis. In Collective perspectives on issues affecting learning disabilities (2nd ed. , pp. 5561). Austin, TX Pro-Ed. (Original work published 1987) National Joint Committee on Learning Disabilities.(2005). Responsiveness to intervention and learning disabilities. Available from www. ldonline. org/njcld. National Joint Committee on Learning Disabilities. (2007). The corroboration disconnect for students with learning disabilities Improving access to postsecondary disability services. Available from www. ldonline. org/njcld National Center for Culturally Responsive Educational Systems. (Fall 2005).Cultural considerations and challenges in response-to-intervention models. An NCCRESt position statement. Retrieved October 2011 F rom http//www. nccrest. org/PDFs/rti. pdf? v_document_name=Culturally%20Responsive%20RTI.No educator left behind Testing special education students. (2003). Retrieved October 15, 2011, from http//www. education-world. com/a_issues/NELB/NELB025. shtml Olson, L. (2004). Data show schools making progress on federal goals. Education Week, 24, 24-28.Retrieved from http//www. edweek. org Tomes, H. Ph. D. (2004). In public interest Are we really leaving no child behind? American Psychologist, 35, 31-35. Retrieved from www. apa. org on October 15, 2011 U. S. Department of Education. (2004). Twenty-fourth annual report to congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC Author.

Romeo and Juliet and Capulet Essay Example for Free

Romeo and Juliet and Capulet Es articulateSoon some(prenominal) member of some(prenominal) set ups jump into the fight as well as citizens of Verona. Capulet calls for his s vocalize. Then Montague assures his wife to let him go so he undersurface violate Capulet. The fight is wherefore broken up by the Prince stating that if the Capulets and Montagues get into a fight again, those trusty forget be put to last. Every matchless departs the depiction save for Montague, peeress Montague, and Benvolio. Monntague asks who started the fight and Benvolio blames Tybalt. Then they speak about Montagues son Romeo who is currently sulking. Benvolio says he leave aloneing develop out what is b separateing Romeo who appears in the scene.Benvolio therefore moves to speak with Romeo. Benvolio learns that Romeo is saddened over the rejection of Rosaline. Benvolio tells Romeo the best stylus to get over a woman is to find a nonher one. Romeo disagrees and states that he depa rt never love a nonher. Benvolio promises he can develop it happen Glossary 1. importune beg persistently and urgently BENVOLIO Have you importuned him by any path? 2. transgression in making lovers suffer so ROMEO Why, such is loves transgression. 3. her store Her store of wealth which consists of her beauty. She ill leave no beauty behind her in her offspring. ROMEO That, when she dies, with beauty dies her store Background Character I am the assistance. Sampson and Gregory, handmaidens of the dwelling of Capulet, go out looking for trouble. .. .Sampson and Gregory almost pick a fight with Abraham and Balthasar, handmaids of the house of Montague. .. .Seeing a Capulet kinsman, Sampson and Gregory start to fight with Abraham and Balthasar. Benvolio tries to immobilize the fight, b atomic number 18ly Tybalt enters and attacks Benvolio. The citizens of Verona attack both the Capulets and Montagues. Capulet and Montague try to join the fight, save are restrained by their wiv es. . .Prince Escalus stops the riot, threatens everyone with death, and makes Capulet with him, leaving Benvolio alone with Montague and Lady Montague. Lady Montague asks where Romeo is, and Benvolio answers that he was up before dawn, wandering in the woods. The Montagues say that Romeo is afflicted with strange sorrows, and Benvolio offers to find out whats defile with him. .. .Seeing Romeo coming, Montague and Lady Montague leave Benvolio alone to speak with their son. Benvolio soon discovers that Romeos problem is that he loves a woman who doesnt return his love.Benvolio tries to get Romeo to say who it is he loves, scarce Romeo wont. Benvolio also tries to get Romeo to solve his problem by looking for another woman, alone Romeo seems deter tapd to love and suffer. bite one, prospect ii Questions 1. Why does Capulet view it will be easy for Montague and him to keep the peace? -Because they would both not want the penalty of death. 2. What do Romeo and Benvolio decide t o do -Go to the caller. Notes It takes locating in a street. Capulet and capital of France enter speaking about genus Pariss desire to unite Capulets daughter Juliet. Capulet says that Paris may marry Juliet notwithstanding he must first shape up her heart.He whereforece invites Paris to a dinner party he is throwing that night. At the demolition of the conversation Capulet hands his servant a piece of story with names on it and tasks the man to find them and invite them to his party that night. The servant stands alone on the street and states he does not chouse how to read. The servant asks Benvolio if he will read the list for him. Benvolio later a bit of teasing reads the list. It is a list full of names to be invited to Capulets party including Rosaline. Happy for their inspection and repair the servant invites Benvolio and Romeo to the party as foresighted as they are not Montagues.Benvolio points out that Rosaline will be there as well as several other attracti ve women. Romeo agrees to go the party. Glossary 1. bound bound over to keep the peace CAPULET But Montague is bound as well as I, 2. The servants confusion is deliberately contrived by Shakespearsthus, SERVANT shoe catch up withr last, tailor yard, fisher nets, painter pencil 3. splendor of mine own the vivid beauty of my own beloved RPMEO Ill go along, no such sight to be shown, But no rejoice in splendor of mine Background CharacterI can see Paris asks Capulet for Juliets hand in marriage. Capulet implys shes too young, but tells Paris to woo her, and invites him to a scatter that night. Capulet sends the servant out to invite other guests to the feast. .. .Benvolio is palliate trying to talk Romeo into considering other ladies when they are interrupted by the Capulet servant, who asks Romeo to read some subject for him. It is a list of guests at Capulets feast that night. Thus Romeo discovers that Rosaline, his beloved, will be at the feast. Benvolio challenges Romeo to go t o the feast and compare Rosaline with other beauties.Romeo says he will go, but only to rejoice that Rosaline is most beautiful of all. guess one, dead reckoning Three Questions 1. How old is Juliet? * 13 sledding on 14 2. Following Juliets answer, what does Lady Capulet indeed tell Juliet? * She should try and similar Paris after she meets him. Note It takes side in a room in the Capulet house. Lady Capulet asking for her daughter. Lady Capulet asks Juliet what she thinks about marriage. Juliet claims it is something she dreams of. Then Lady Capulet lets Juliet know that Paris desires to marry her. A servant informs Lady Capulet that guest have begun to arrive. give and Juliet talk a bit and consequently exit the scene. Glossary 1. wormblood a castt with a bitter juice to make the child stop drinking mothers milk NURSE For i had then placed wormblood to my dug 2. Were not i thine only imbibe but since she is, to say so would be to prise herself NUSE An honor? Were not i t hine only nurse, Id say thou hadst sucked wisdom rom thy teat 3. But no fly I will not go farther than your approve. JULIET But no more than deep will i endart mine eye than your consent gives strength to make it fly Background CharacterLady Capulet wants to have a solid conversation with Juliet, but the suck interrupts with a long reminiscence about Juliets weaning and what Juliet said about falling on her back. Lady Capulet tells Juliet that Paris wants to marry her, and urges her to look him over and see that he is the husband for her. Servants come to call everyone to the feast. bear one, delineation four Questions 1. What does Mercutio say about dreams? * They are nothing but fantasies of the brain. 2. What is Romeos mood at the end of this scene? * He is amused Note It takes place in a street.Mercutio, Benvolio and Romeo are wearing masks and are change of location with several other maskers and torchbearers. They speak amongst each other believing that not only will the ir masks keep them from organism dedected as Montagues, but they also dedicate to inhabit for further one dance. Because Romeo is still pining for Rosaline, Mercutio baits him with the story of Queen Mab. Glossary 1. cupid a guest disguised as cupid as a spokesman to make their speech of apology BENVOLIO Well have no cupid hoodwinked with a scarf 2. the game done this is the best part of the proceedings, so i am giving up before worse comes.ROMEO the game was neer so fair, and i am done 3. this wind you talk of probably with the implication that ercutio is a envelope The wind you talk to blows us from ourselves Background Character Mercutio tries to persuade Romeo to dance at Capulets feast, but Romeo insists that he is too sadly love-lorn to do anything but think about a torch. Then Romeo says that its not wise to go to the feast at all, because of a dream he had. .. .Mercutio mocks Romeos belief in his dream by spillage on and on about Queen Mab, but Romeo is sure that some terrible fate awaits him. Nevertheless, he goes into the feast with his friends. interpret one, Scene fiveQuestions 1. What does Romeo think of Juliet the first conviction he sees her? * He thinks that she is the most beautiful thing that he has ever seen. 2. Explain what the conversation is about amid Romeo and Juliet. * Romeo and Juliet are talk of the town about how Juliet is so pureand like a saint and Romeo is a sinner. Note It takes place in a hall in Capulets House. It begins with a conversation between two servants. As they speak Capulet enters with Juliet and others of his house. Capulet addresses the guests and tells them to have a good time. Capulet converses with a cousin and during this time Romeo sees Juliet. He asks a servant who she is.The servant tells him he doesnt know. Romeo then luanches into a poetic description of Juliets beauty. Tybalt overhears this speech and recognizes Romeo as a Montague and moves to attack him. Tybalt is stopped by Capulet who asks him why he is upset. Tybalt tells him that he knows Romeo is in the house. Capulet tells Tybalt not to attack Romeo and after a outline argument Tybalt agrees but is angry about. Meanwhile Romeo has started to romance Juliet but then learns she is a Capulet and after a brief word with Benvolio everyone but Juliet. The defend and Juliet have a conversation and Juliet learns that Romeo is a Montague. Glossary 1. trencher wooden platter 1stSERVINGMANHe shift a trencher? He scrape a trencher 2. set cock-a-hoop start a riot CAPULET You will set cock-a-hoop 3. pilgrim Romeo was probably dressed as a pilgrim JULIET Ay, pilgrim, lips that they must use in prayer Background Character At Capulets house, Romeo and his friends enter as preparations are being made for the dancing. The musicians are tuning up, and the servants are hurrying to clear external the remains of the feast. .. .Capulet enters, greets the masked strangers, and invites them to dance. Romeo sees Juliet and says to himse lf that this is the first time hes seen true beauty.Tybalt recognizes Romeo and sends for his sword, but Capulet orders Tybalt to do nothing. Saying that hell make Romeo pay, Tybalt leaves. .. .Romeo holds Juliets hand, and begs a kiss, which she gives him. They kiss again, and then both are called a commission. As everyone is leaving, they each learn the name of the other, and they each exclaim upon the fate that has made each fall in love with his/her enemy. Act two, Scene one Questions 1. What does Mercutio say about blind love? * One loves with the heart, not the eyes. 2. Why does Romeo leave his friend? * he ditches his friends and hides out in the orchard behind the Capulet house NoteAct II opens with a prologue that does two things. First it points out that Romeo and Juliets love will be hard because their families are enemies. Second it pokes fun at Romeo for so readily falling in love with Juliet and completely get over Rosaline. Scene 1 takes place in a lane by the wall of Caputlets orchard. Romeo jumps over the wall. Benvolio and Mercutio at first try to get Romeo to rejoin them. However, Benvolio knows that Romeo likes solitude and convinces Mercutio to leave him be. Glossary 1. ( declivity 6, Mercutio) conjure call a spirit by magic 2. ( rake 12, Mercutio) purblind very blind . (Line 13, Mercutio) Abraham Cupid Shakespeare may have meant Adam Cupid, an archer in an old ballad Background cause On his way home from Capulets feast, Romeo turns back and jumps the wall of Capulets garden. Benvolio calls for Romeo and Mercutio bawdily conjures Romeo, but he will not appear, and his friends depart. Act two, Scene two Questions 1. When Juliet appears on her balcony, what does Romeo compare her to? * The sun 2. Juliet is qualifying to send someone to Romeo on the following day for what purpose? * To arrange the marriage. Note Scene 2 takes place in Capulets Orchard.Romeo stating that his friends jest at him for something they dont understand. absolut ely Juliet appears in the window above. Romeo begins speaking about how beautiful she is. Then Juliet, not knowing Romeo is present, begins mourning over the fact that Romeo is a Montague and she is a Capulet. After hearing Romeo reveals his presence and tells her that he loves her. During their expression of love for one another, Juliet is called by her nurse. After a brief moment with her Nurse, Juliet comes back and she and Romeo agree to marry. Juliet tells Romeo she will send him a message so that he can inform her of the marry plans.Day begins to break over the orchard. Glossary 1. (Line 4, Romeo) envious moon Diana, goddess of chastity 2. (Line 5, Romeo) be not her maid hoping Juliet is unlike the virginal Diana 3. (Line 8, Romeo) vestal virginal Background character In Capulets garden Romeo sees Juliet come to her window. He is entranced by her beauty and listens as she tells the night that she loves Romeo and wishes that he had another name. Romeo surprises her by offerin g to take another name for her love. At first, Juliet worries for Romeos safety and then she worries that he may be a deceiver, but he wins her over with passionate vows of love.They pledge their love to one another and then Juliet is called away by the Nurse. .. .Answering the call of the Nurse, Juliet goes into the house, then comes skillful back out and tells Romeo that the next day she will send a messenger to find out when and where she is to meet and marry him. Juliet is again called back into the house, and Romeo starts to leave, but Juliet again comes back out, to set a time that her messenger should go to Romeo. Romeo tells her that the messenger should come at nine in the morning. They say a long goodbye, and after Juliet is gone, Romeo says that he will go to the carrel of friar Laurence to get his help.Act two, Scene three Questions 1. What has mendicant Laurence been out gathering in his basketball hoop? * Flowers. 2. friar Laurence agrees to perform the marriage ce remony for Romeo and Juliet for what reason? * He thinks it will bring the Capulets amp Montagues together. Note Scene 3 takes place in friar Laurences cell. The scene begins with friar Laurence with a basket in hand and speaking of the qualities of various flowers and herbs. Romeo tells the friar that he wants to marry Juliet. The frier is surprised at how quickly Romeo has gone from loving Rosaline to loving Juliet. in the end the Fryer agrees to marry Romeo and Juliet because he thinks it will cause the two families to come closer together. Glossary 1. Line 54 intercession- a petition 2. Line 54 steads- helps, is of use to 3. Line 81 chidst- rebuked Background character At dawn beggar Laurence gathers herbs and comments on how in both plants and people everything has some good, and every good can be abused and turned to evil. .. .Romeo appears and tells friar Laurence that he has fallen in love with Juliet and wants him to marry them. The friar criticizes Romeo for jumping so quickly from love of Rosaline to love of Juliet, but grees to perform the ceremony because he thinks that the marriage may end the hatred between the Capulets and Montagues. Act two, Scene four Questions 1. According to Mercutio, what kind of man is Tybalt? * Fiery,bull-headed amp very prejudiced. 2. How is Juliet to arrange to meet Romeo? * She sends the nurse to him with a message. Note Scene 4 takes place in a Street. The scene begins with Benvolio and Mercution wondering where Romeo is. During this conversation it is learned that Tybalt has challenged Romeo to a duel. Benvolio and Mercutio discuss the duel and Tybalts talent as a duelist.Romeo and Mercutio tease each other. Mercutio teases the Nurse for a bit but leaves with Benvolio after Romeo asks them too. Alone with the nurse he tells her to tell Juliet to meet him at the Fryers at two that afternoon. He also instructs the nurse to bring a rope ladder so that he can visit Juliet later that night after they have been marrie d. Glossary 1. Line 25 first and second cause- cause according to the code of dueling that would oblige one to seek satisfaction of ones honor 2. Line 26 passado punto reversion hay send thrust, backhanded stroke, thrust through 3.Lines 28-29 phantasimes- fantastically dressed or mannered Background character Mercutio wonders where Romeo is. Benvolio says that Tybalt has sent a challenge to Romeo, and Mercutio scornfully describes Tybalt as an self-conceited killer. .. .Mercutio kids Romeo about love, and Romeo joins in the bawdy repartee. .. .Mercutio bawdily mocks the Nurse, who tells Romeo that she wants a word in private with him. .. .The Nurse complains about Mercutio, receives from Romeo the development about time and place of the wedding, then chatters on about how sweet Juliet is. Act two, Scene five Questions . The nurse is supposed to be gone only a half hour, but she is actually gone for how long? * Hour amp a half. 2. How is the nurse behaving that is frustrating to Juliet? * She wont tell Juliet what Romeo said amp is dragging the moment out. Note Scene 5 takes place in Capulets Orchard. The scene begins with Juliet worrying about how the day is passing without word from Romeo. Her Nurse begins to tease Juliet. For a while this teasing goes on until Juliet is very close to hysterics. Finally the Nurse relents and tells her that she is to marry Romeo at the church later that afternoon.The Nurse leaves to get the rope ladder that Romeo requested. Glossary 1. Line 7 Love- a reference to Venus, whose chariot was drawn by swift-winged doves 2. Line 51 Beshrew- to curse Background character Juliet impatiently awaits the return of the Nurse with news from Romeo. .. .The Nurse teases Juliet by finding all kinds of ways to not deliver the joyful news, but finally tells her that she is to go Friar Laurences cell to be married to Romeo. Act two, Scene six Questions 1. What does Friar Laurence mean when he says, Therefore, love moderately long love doth so? Love should be a warming beam within the heart, not an uncontrollable fire that eventually destroys everything in its path. 2. What follows after Romeo, Juliet, and Friar Laurence exit from the stage? * They get married Note Scene 6 takes place in Friar Laurences cell. Friar Laurence and Romeo come with the fryer telling Romeo marrying so quickly is a mistake. Romeo casts this advice aside. Juliet then after a brief conversation. the fryer marry the two young lovers. Glossary 1. Line 74 ratcatcher- one whose business it is to catch rats another allusion to Tybalt as king of cats 2.Line 113 effeminate- weak, like a woman unmanly, enervated, self-indulged, delicate, over-refined 3. Line 189 amerce- to punish by fines to exact something from Background character Just before the wedding, Friar Laurence advises Romeo to love moderately. .. .Romeo and Juliet tell each other how overmuch they love one another, and Friar Laurence leads them off to be married. Act three, Scene one Ques tions 1. Why wont Romeo fight Tybalt? * Because he says, he has a reason to love Tybalt now because they are family because of his marriage to Juliet 2. What is Romeos punishment for killing Tybalt? Romeos punishment, is that he is banished from the city of Verona Note Scene 1 takes place in a man place. Mercutio, Benvolio enter with a page and several servants. Benvolio is complaining about the heat of the day and Mercutio teases him for it. As they talk Tybalt followed by a jibe of servants enters the scene. He asks Benvolio and Mercutio if they have seen Romeo. As Benvolio and Mercutio tease Tybalt, Tybalt challenges Romeo to a duel, but Rome refuses because Tybalt is now his family Mercutio takes Romeos refusal as a sign of cowardice and challenges Tybalt in Romeos stead. Tybalt and Mercutio start to fight.Romeo tries to stop the fight, then as he steps between the two Tybalt stabs Mercutio under Romeos arm dealing him a mortal blow and then runs away. Romeo attempts to comfo rt Mercutio who dispatches his page to find a doctor. Romeo tries to encourage Mercutio but it is obvious he will die. Eventually Benvolio helps Mercution off the street and the two exit the scene. Romeo is by himself for a bypass time while he speaks about being angry with Tybalt, then Benvolio enters the scene again to let Romeo know Mercutio is dead. Tybalt comes back into the scene and Romeo challenges him to a fight.The two fight and Romeo kills Tybalt. Benvolio tells Romeo to run away as several citizens have seen the fight and are upset. A short time later the Prince, both churchman Montague and Lord Capulet, and several citizens come. Benvolio tells the prince what happens. The Prince, instead of sentencing Romeo to death, instead decided to banish him and fine both families. Glossary 1. Line 74 ratcatcher- one whose business it is to catch rats another allusion to Tybalt as king of cats 2. Line 113 effeminate- weak, like a woman unmanly, enervated, self-indulged, delicate , over-refined 3.Line 189 amerce- to punish by fines to exact something from Background character On the streets of Verona Benvolio tries to persuade Mercutio that its best to stay out of the way of the Capulets and a quarrel, but Mercutio jokingly claims that Benvolio is as much of a quarreler as anyone. .. .Tybalt, looking for Romeo, is challenged to a fight by Mercutio, but then Romeo appears. .. .Tybalt challenges Romeo to fight. Romeo refuses, but Mercutio steps preliminary and fights Tybalt. As Romeo is trying to stop the fight, Tybalt gives Mercutio a wound, then runs away. Mercutio dies.Romeo is ashamed of himself for letting Mercutio do the fighting, and when Tybalt returns, Romeo kills him. Benvolio has a hard time getting the dazed Romeo to leave the scene. .. .Benvolio tells the Prince what happened. Lady Capulet wants Romeos life, but the Prince levies fines and exiles Romeo. Act three, Scene two Questions 1. Why is Juliet so impatient for the nurse to return? * Becaus e she wants Romeo to come make their marriage official and she is waiting to see what news the Nurse has for her 2. What piece of news has upset Juliet the most? * The piece of news that upsets Juliet the most is that Romeo killed Tybalt.Note Scene 2 takes place in Capulets Orchard. Juliet worrying about the fact that Romeo has yet to arrive. The Nurse tells Juliet of Tybalts death. Juliet fears this means that Romeo is dead. The Nurse informs Juliet that Romeo is not dead but banished and is currently cover in the fryers cell. Juliet asks the Nurse to go to Romeo and have him give her a farewell visit that night. Glossary 1. Line 2 Phoebus- a name of Apollo as the sun god associated with the sun god, Helios 2. Line 3 Phaethon- son of the sun god a rash character who was known for bringing the day to an abrupt end 3.Line 47 cockatrice- identified with Basilisk a mythical serpent fabled to kill with its glance Background character Juliet longs for the coming of night and Romeo. .. . The Nurse appears she has seen Tybalts mud and heard that Romeo has been banished. The Nurse is so overwrought that her words first make Juliet think that Romeo is dead. When the Nurse finally makes it clear that Tybalt is dead and Romeo is banished, Juliet first turns against Romeo for killing her cousin, then defends him for killing the man who would have killed him. Then Juliet remembers that the Nurse said Romeo has been banished, which drives her to despair.The Nurse promises Juliet that shell make arrangements for Romeo to come that night for a farewell visit. Act three, Scene three Questions 1. Explain Romeos reaction to the news of his banishment. * He wants to kill himself. 2. What does the nurse give to Romeo? * Rope ladder Note Scene 3 takes place in Friar Laurnces cell. Friar Laurence bidding Romeo to come out of hiding. Romeo comes out and the Friar tells him that Romeo is banished. Romeo bemoans his fate because being banished is like a living death. There is a knock at the door and it is Juliets Nurse.The Nurse informs Rome and the Friar that Juliet is very distraught over the news of Romeos banishment. Romeo tries to kill himself but is stopped by the Friar and the Nurse. The Friar tells Romeo to go and visit Juliet that night and leave for Mantua in the morning. He also tells Romeo that while Romeo is in Mantua, the Friar will find a way to make Romeo and Juliets marriage public and gain Romeo a pardon. Glossary 1. Line 4 doom- judgement 2. Line 9 doomsday- another reference to the Day of Judgement, death 3. Line 143 mishaved- misbehaved Background characterLearning from the Friar that he is to be banished, Romeo declares that the Friar is torturing him to death, then throws himself on the floor, moaning and weeping. .. .The Nurse brings news that Juliet is in unsloped as bad shape as Romeo. Romeo, wild with guilt at the pain he has caused Juliet, tries to stab himself. Friar Laurence lectures Romeo and tells him what to do go to Juliet, th en to Mantua until the Prince can be persuaded to pardon him. The Nurse gives Romeo the ring that Juliet asked her to take to him. These things put Romeo into a better frame of mind and he leaves Friar Laurences cell to go to Juliet. Act three, Scene fourQuestions 1. What does Capulet tell his wife to say to Juliet * Capulet tells his wife to tell Juliet that she will be marrying Paris on Thursday morning. 2. Why is paris knowing? * Capulet tells Paris that he will command Juliet to marry him Note Scene 4 takes place in a room on the Capulets house. Capulet, the Lady Capulet, and Paris discussing Juliets sorrow at the death of Tybalt. Paris complains that her mourning is stopping him from courting her. Capulet tells Paris that he will command Juliet to marry him. Paris is cheerful with this. Capulet tells his wife to inform Juliet of her betrothal. Glossary 1. Line 17 mark you me- pay attention . Line 23 keep no great ado- make no double fuss 3. Line 35 by and by- soon Background character On a sudden impulse, Capulet promises Paris that Juliet will marry him the day after tomorrow. Act three, Scene five Questions 1. After Lady Capulet breaks the news about Paris, what is Juliets response? * Juliet says, she doesnt want to marry because she is not ready yet. 2. What scheme does Juliet engineer to get rid of the nurse and to get out of the house? * She tells the Nurse that she will agree to marry Paris so she will go to Friar Laurence to make confession, and clear all of her sins before she gets married to Paris.Note Scene 5 takes place in Capulets Orchard. Romeo and Juliet wishing that the morning was not upon them. For a brief minute they try to pretend that it is evening and not morning, but eventually they face the reality of Romeos banishment. After Romeo exits, Juliet begins to cry and her mother, Lady Capulet mistakes Juliets sorrow to be caused by the death of Tybalt and tells her that she plans to have Romeo poisonous substanceed. Then Lady Capule t tells Juliet that her father has arranged for her to marry Paris. Juliet of course refuses to marry Paris and argues with her mother until Lord Capulet arrives.Juliet argues her marriage with Paris to her father. Eventually he grows tired of her arguing with him and tells Juliet that she will obey his command then leaves the scene. Lady Capulet tells her daughter not to speak to her for a while and leaves. Alone with her Nurse Juliet decides to go speak with Friar Laurence for advice. Glossary 1. Line 129 conduit- a fountain 2. Line 149 chopped logic- a shallow and sophistical argument 3. Line 156 greensickness- an anaemic disease that causes a pale, greenish color an ailment of young unmarried women suggests Juliets paleness Background characterJust before dawn Romeo is preparing to leave, but Juliet declares that its still night, so he can stay. Romeo offers to stay and die, but Juliet urges him to leave. .. .The Nurse hurries in with the news that Juliets mother is coming. Rome o kisses Juliet and leaps out the window. Juliet asks if they will ever see each other again Romeo is sure they will, but Juliet is full of foreboding. .. .Lady Capulet, assuming that Juliet is weeping for Tybalt, tells her that shes grieving too much, then decides that Juliet must be weeping because revenge has not been taken upon Romeo.Lady Capulet expresses her hatred of Romeo and Juliet appears to agree with her, though what she really means is that she loves Romeo. Lady Capulet then delivers news which she thinks ought to cheer up Juliet she is to be married to Paris. Juliet declares that she will not. Lady Capulet replies that Juliets father is coming, so Juliet ought to tell him that she wont marry Paris, if she dares. .. .Lady Capulet tells Capulet that Juliet has refused to marry Paris. Enraged, Capulet threatens to throw her out of the house if she doesnt change her mind. Juliet pleads with her mother to intervene, but Lady Capulet refuses. . .Juliet asks the Nurse for ad vice, and she tells Juliet that she ought to marry Paris because Romeo can never come back and Paris is better looking, anyway. Juliet pretends to accept the Nurses advice but decides that she will go to Friar Laurence for his advice. If he cant help her, she will kill herself. Act four, Scene one Questions 1. Is there anything actually wrong with Paris? * Paris has kidney stones 2. Does it seem as though Paris would be a good husband? * Very much so. Hes a bit vain, but other than that, he has a great job. aguacate salesmen were rich and had zero competition back then.Note Scene 1 takes place in the Friars cell. Friar Laurence and Paris discussing Pariss future wedding. Friar Laurence tries to convince Paris to take longer than the two days. Juliet cleverly pushes aside Pariss attempts to speak of the wedding. Juliet tells the Friar that she has no wish to marry Paris and would rather kill herself. The Friar then suggests that Juliet take a potion that will make hear appear dead and that he will let Romeo know of the plan. Glossary 1. Line 39 reflective sorrowful 2. Line 48 may prorogue can delay 3. Line 57 label strip attached to a deed to melt down he seal hence, conformation, seal Background character As Paris is making arrangements with Friar Laurence to perform the wedding ceremony between himself and Juliet, she appears. Paris tries to tease some sign of affection out of Juliet and reminds her that they are to be married on Thursday. .. .Juliet says that she will kill herself rather than marry Paris, and the Friar comes up with the plan for her to take the drug which will make her appear dead for 42 hours, so that the wedding will be called off and Romeo can come and take her to Mantua. Act four, Scene two Questions 1.How does Juliet please Capulet in this scene? * She apologizes for her disobedience. 2. What does Capulets reaction to Juliets apology tell you about him? * It tells us hes very jealous and controlling Note Scene 2 takes place in the H all of the Capulets House. Capulet, Lady Capulet, the Nurse, and two servants discussing serving plans. Juliet tells her father that she has decided she is happy to marry Paris. This makes Capulet very happy and he decides to move the wedding up a day. Lady Capulet complains that moving the wedding up a day will not give her enough time to prepare for the wedding.Capulet says everything will be fine. Glossary 1. Line 16 gadding wandering 2. Line 33 closet domiciliate 3. Line 43 huswife housewife Background character Capulet is making arrangements for the wedding feast when Juliet appears, begs her fathers pardon, and tells him that she will marry Paris. This makes Capulet so happy that he moves the wedding up to the very next day, Wednesday. Act four, Scene three Questions 1. How does Juliet rid herself of Nurse and her mother? * So that she can be alone to take the friars potion, Juliet tells her nurse that she is going to pray before her wedding.She just asks her mother to leave her alone 2. What other fears does Juliet have? * She fears that either it might not work and shell have to marry Paris the next morning, and that it might be a poison and she might die. Note Scene 3 takes place in Juliets chamber. Juliet and her Nurse discuss the upcoming wedding. The Nurse and Lady Capulet leave. Juliet then considers killing herself with her dagger, but instead decides to take the friars potion hoping that his plan works. She takes the potion and falls asleep. Glossary 1. Line 42 green new, freshly 2.Line 47 mandrakes (The root of the mandragora or mandrake resembled the human form the plant was fabled to utter a shriek when torn from the ground. ) 3. Line 57 Stay stop Background character Juliet persuades her mother and the Nurse to leave her alone. She agonizes over everything that could go wrong, is terrified by visions of the grave, and drinks to Romeo. Act four, Scene four Questions 1. Where is the scene take place? * Capulets house 2. What is lord capule t overseeing * The finishing touches Note Scene 4 takes place in a hall in the Capulet house. nuptials decorations are everywhere and Lord Capulet is overseeing the finishing touches. Lady Capulet and the Nurse enter the scene and Lord Capulet tells the Nurse to go wake up Juliet. Glossary 1. Line 11 mouse-hunt i. e. , hunter of women 2. Line 20 whoreson i. e. , fellow. (An abusive term used familiarly. ) 3. Line 21 loggerhead(1) put in charge of getting logs (2) a blockhead Background character The Capulets and their servants are busily preparing for the wedding. Paris musicians are heard, and Capulet sends the Nurse to awaken Juliet. Act four, Scene five Questions 1.How is Friar Laurences annotation The woman is best married who dies a young bride ironic? * His idea is that its better to die before love fades, but it seems a strange thing for him to say. Its rather cold comfort to offer the grieving parents, and the Friar is the only one who knows that Juliet is actually married . 2. Explain the dramatic irony in the remarks and beliefs of Capulet and Lady Capulet. * spectacular irony occurs when the audience knows something that the characters onstage do not know. Note Scene 5 takes place in Juliets chamber. The Nurse enters the chamber and attempts to wake Juliet.After being unsuccessful the Nurse believes Juliet to be dead. She alerts the household and over the course of the scene Lord Capulet, Lady Capulet, and Paris arrive to find out that Juliet is dead. Lord Capulet orders that the wedding decorations be changed to funeral directions. Glossary 1. Line 130 Catling (A catling was a small lutestring made of catgut. ) 2. Line 133 Rebeck (A rebeck was a fiddle with three strings. ) 3. Line 136 Soundpost (A soundpost is the pillar or bring home the bacon that supports the sounding board of a stringed instrument. ) Background characterThe Nurse tries to awaken Juliet, but finds that she is (apparently) dead. Lady Capulet and Capulet come running, then l ament their daughters death. .. .The rest of the wedding party arrives, only to find that Juliet is dead and hear the clamor of lamentation. Capulet, Lady Capulet, Paris, and the Nurse go nearly wild with grief, but Friar Laurence takes command of the situation by reminding everyone that Juliet is now in a better place, and telling them proceed with her funeral. .. .As the musicians are starting to leave, Peter rushes in and demands that they play a sad numbers to cheer him up.They refuse, Peter insults them with a riddle, and they all leave to wait for lunch. Act five, Scene one Questions 1. What news does Balthasar bring to Romeo? * He tells romeo juliet is doomed to marry paris. 2. What actions does Balthasars news prompt Romeo to do? * Romeo prepares to return. Note Scene 1 takes place in a street of Mantua. Romeo reminiscing about a dream which he believes portends his reuniting with Juliet. Balthasar informs Romeo that Juliet has died. Romeo purchases poison from an apothecar y that he plans to use to kill himself and then leaves for Verona. Glossary 1. Line 40 simples medicinal herbs 2.Line 59 ducats gold coins 3. Line 85 neighborly restorative for the heart Background character Romeo expects good news from Verona, but receives the news that Juliet is dead. He buys poison of an apothocary and says that he intends to return to Verona and join Juliet in death. Act five, Scene two Questions 1. What does Friar John tell Friar Lawrence? Juliet has the fake sleeping potion. 2. After hearing this news from Friar John, what does Friar Lawrence intend to do? * Lawrence plans to tell Romeo about the fake plan. Note Scene 2 takes place in Friar Laurances cell. Friar John calling out to Friar Laurance.Friar Laurance asks Friar John of his trip to Mantua. Friar John informs Friar Laurance that he was unable to travel to Mantua because of an outbreak of the plaque. Friar Laurance realizes that this could cause his plan to have problems and that Juliet will be leav ing soon so he leaves knowing that Juliet will awaken from her potion soon. Glossary 1. Line 8 searchers of the town town officials charged with public health 2. Line 21 crow crowbar Background character Friar John explains to Friar Laurence why he was unable to deliver Friar Laurences letter to Romeo.Friar Laurence sends Friar John to get a crowbar and makes plans to be there when Juliet awakes, write again to Romeo in Mantua, and hide Juliet in his cell until Romeo arrives. Act five, Scene three Questions 1. Why is Paris at Juliets grave? * These may be out of rder, sorry. Pari is there to pay tribute 2. What information does Romeos letter give? * this letter doth basically, as the prince reads it, as handed to him by Balthazar, it detaisl teh lovers and friar Lawrences plans. Note Scene 3 takes place in a churchyard in it a tomb belonging to the Capulets. Paris comes with Paige who is bearing a flower and a torch.Paris tells his Page to keep watch for other people. The pag then whistles letting Paris know someone is approaching. Paris hides and sees Romeo and Balthasar. Romeo tells Balthasar to leave, Blthatsar pretends to obey but hides. Paris who has been watching from hiding thinks that Romeo intends to desecrate the tomb and moves to stop him. Romeo tries to tell Paris that he has no intention of descrating the tomb but Paris does not believe him and the two fight. Romeo kills Paris who in his dying breath requests to be laid next to Juliet. Romeo agrees and lays Pariss body next to Juliets.After laying Pariss body next to Juliets Romeo takes the poison he bought from the apothecary and dies. Friar Laurence arrives and meets Balthasar who tells the friar that Romeo has gone into the tomb. Friar Laurence enters the tomb and finds Romeo dead. Soon afterward Juliet awakens and finds Romeo dead. Destroyed Juliet tells the friar to leave. Juliet tries first to drink the poison, when she finds it empty she tries to kiss Romeos lips to poison herself. When th is does not work Juliet stabs herself in the heart and dies. short after her suicide a watchman arrives having been alerted by Pariss Page.Once the watchman arrives, the Prince, Lord and Lady Capulet, the Nurse, Lord Montague and others arrive and find the bodies of Romeo, Juliet, and Paris. Eventually Friar Laurence arrives and explains everything. The Prince then fines both the houses and tells everyone that the death of Romeo and Juliet should be a lesson to all that peace has brought to heavy of a price. Glossary 1. Line 90 lightening exhilaration (supposed to occur just before death. ) 2. Line 115 engrossing monopolizing, taking all also, drawing up the contract 3. Line 121 be my speed prosper me Background characterParis comes to Juliets grave to strew flowers and weep. He sends his Page a ways off, to act as a look-out. Paris promises to visit Juliets grave every night, then the Page whistles to warn him that someone is coming. Paris sees a torch and withdraws into the dar kness to see who else has come to Juliets grave. .. .Romeo sends Balthasar away with a letter for Romeos father, and starts to open the tomb. Paris comes forward and tries to arrest Romeo. They fight, and Romeo kills Paris. As he is dying, Paris asks to be laid next to Juliet. Romeo does this, pledges his love to Juliet, takes the poison, and dies. .. Friar Laurence comes and finds Romeo and Paris dead. Juliet awakes and Friar Laurence tries to persuade her to come out of the grave, but being afraid of being found there by the watchmen, he runs away. Juliet kills herself with Romeos dagger. .. .Paris Page brings the watchmen to the monument of the Capulets. Watchmen find Balthasar and Friar Laurence. Prince Escalus arrives, then Capulet, Lady Capulet, and Montague. Friar Laurence tells his story, which is confirmed by Balthasar, Paris Page, and the letter from Romeo to his father. Montague promises to build a golden statue of Juliet, and Capulet promises to build one of Romeo.

Self Determination of Indigenous Australians Essay Example for Free

Self Determination of native Australians EssaySelf determination is a principle of International Law and it must be the basis of social and political organisation (Mazel, 2009, 150). This is an primary(prenominal) principle in the acknowledging of Aboriginal and Torres auditory sensation Islander peoples rights. Self determination allows original peoples to independently construe their political status and gives them the freedom to economically, socially and culturally develop as according to the United Nations Declaration on the justifiedlys of Indigenous Peoples (Maguire, 2009, 2).Acknowledging this fundamental right is all important(p) for Indigenous Australians to be able to preserve their culture, self-respect and independence. Therefore, political, social, cultural and economical independence and freedom need to be granted to the Indigenous peoples. Arguably, the Aboriginal and Torres Strait Islander Commission (ATSIC) was politically a smell forward for Indigenou s self determination and autonomy. ATSIC was established in 1990 and allowed Indigenous Australians, via a number of councils, to effectively govern themselves.This gave them the opportunity to take care of their own land, education, economic development, laws and justice and a number of other issues. Aboriginals must be recognised for what they are, a peoples in their own right with their own culture, history and values (Djerrkura and Herron, 1999). Since ATSIC was abolished, the Indigenous peoples have even less(prenominal) political representation and their root word has worsened. To maintain the traditions and culture of the Indigenous Australians, they need to be able to have the strong connection to the land that is such an integral part of who they are as a people.The Aboriginal globe Rights legislation is a positive step forwards in this way. Also, socially there needs to be more recognition in the white Australian community of the damage that was done in past generations and there needs to be more respect for the lands original owners. As more responsibility is interpreted for the wrongs against the Indigenous population, and more actions are taken such as providing mental health services to help deal with this, there will be less social stigma attached to the Indigenous population.The Australian Government implementing the Northern Territory Intervention was a direct violation of the Racial Discrimination operation and it impairs self-determination of Aboriginal communities, their ability to make certain choices about how their communities are run (Anyana, 2010). This blatant form of institutionalised racism is demoralising and takes the Indigenous Peoples dignity from them, lowering their self-esteem and essentially making the causes of excessive drinking worse.Also, government funding is not going far enough in terms of infrastructure or providing support. Without basic needs being met such as garbage collection or emergency plumbing, the risk of disease is much higher. Most importantly, I believe that there needs to be some constitutional changes so that rights cant be revoked so easily. Also, Indigenous history, culture and customs need to be assimilated into into all compulsory education from as early as possible so that the younger generation can co-exist more harmoniously.Another very important thing for white Australians need to do is stop trying to force westernisation onto the Indigenous people and let them be autonomous. Self determination is necessary for Indigenous cultures so that a cultural majority doesnt take over and force the old culture into extinction. Increased political independence and representation is an important step towards this, as well as encouraging their spirituality and better social integration of the diverse cultures.It is important that the Australian government gives back the Indigenous Australians in the Northern Territory the right to manage their own finances and also to economically support these remote communities infrastructural development. This principle of international law is a human foot for organisation both politically and socially because handing over the responsibility is not only a show of respect but allows Indigenous Australians to take fleece in who they are.REFERENCE LIST Mazel, O 2009, The Evolution Of Rights Indigenous Peoples And International Law, Australian Indigenous Law Review Volume 13, Issue 1. Maguire, A 2009, The Right of self determination to the Indigenous peoples of Australia, National Human Rights Consultation. Djerrkura, G and Herron, J 1999, Regional Autonomy for Aboriginal Torres Strait Islander Communities Discussion Paper. Anyana, M. 2010, The West Australian NT Intervention violates human rights UN.

Factors Affecting Population Growth

Factors Affecting Population GrowthPopulation developing git be defined as an increase or decrease in the population size of living species including piece beings. Human populations be also subject to congenital process of birth and death. There has been a rapid increase in the world s valet population over the work few decades (UNFPA, 2011). Un little urgent steps are taken to correspond population, serious worrys can arise like environment damage and limited availability of food re arisings. Continuous population increase can be problem and therefore it is important to understand how we can manage population exploitation for the benefit of all in all. Human beings have tried to make food resources available for all the population in numerous ways. Starting from the industrial revolution, advances in modern medicine, and super acid agriculture revolution have all made us self-importance sufficient so far. However such technology development cannot go forever and there fore unless we manage population a day may shine when all resources testament be finished.At posit there are two school of thought for the theories on population growth. The first is the demoralized guess developed by Reverend Robert Malthus, a British scholar who thinkd that the resources available will not be sufficient for human beings if human population is not controlled. The new(prenominal) theory is the optimistic view developed by Julian Simon who believed that humans can manage the issue of population because of their knowledge and skills. Therefore this musical theme will discuss these two theories for population growth and their effect on the resources and environment of the earth.II. Factors affecting population growthThe population growth is determined in the main by birth rate, death rate, and migration patterns (immigration and emigration). For instance the population in the developed countries like Europe and America is growing at rate of only 0.1% per form while in developing countries the growth rate is over 1.5% per year. (Wright and Boorse,2011) (UNDP).In developing countries where manual labour is still considered main source of labour, children form voice of the labour force and therefore families tend to have more than children. Similarly when the pension system is not nigh, people tend to raise more children to forecast after during old age. Wherever women are more educated and take lead role in household income activities, there tend to be less number of children raised. In areas where traditions, culture and customs are respected population tend to be higher due to less use of contraceptives.III. Impacts of population growthAlthough it may be difficult to measure the carrying capacity for humans on earth (Cohen, 1995) scientists have estimated the carrying capacity at around 7.7 billion people (Van den Bergh and Rietveld, 2004). It is now estimated that the world population will be around 9.1 billion by the year 2050. T he very high population growth has raised concerns that the orbiter may not be able to sustain such population in the long run. Increasing population will mean increased fill for food, water, and other resources such as fossil fuel. The impact of population growth can be seen by everyone who care for the world that we live in. Over the last few decades there has been large scale destruction of the tropical forests principally to make land available for agriculture and for urbanization. In order to produce decorous food to meet the demand of growing population, forests have been cleared to undertake farming. Due to increased industrialization and urbanization, there has been great increase in the taint of air, water and the environment of the planet. Growing population will result in the depletion of natural resources such as water, fossil fuels (Hubert, 1982) deforestation and loss of ecosystems and emergence of bracing diseases. It will also lead to more starvation, hunger a nd unhygienic living conditions in poor countries.IV. Factors affecting environmentEnvironment doer our surroundings in which all the things, living or non living, which includes atmosphere (air), hydrosphere (water), lithosphere (solid earth), biosphere (all living organisms), and geosphere (rocks and regoliths). Numerous factors affect our environment which includes anthropogenic activities such as urbanization, industrialization, deforestation, overpopulation, and use of fossil fuels. Natural disasters such as earthquakes, volcanoes, cyclones, landslide and floods can also negatively affect the environment.V. Relationship between environment and population growthHumans are an integral part of the eco-system of nature and there is close interconnection between human beings and environment. Ever since life existed humans have been depending on their environment for food, shelter, and other necessities. There is an inverse relationship existing between population growth and environ ment as overpopulation will lead to adverse effect on the environment. As human population increase, there is also increase in the demand for food and other energy sources. It is essential that the population is maintained at a level so that the natural resources are sufficient to meet the requirement for survival of all living beings.VI. Neo-Malthusian or discouraged views on population growthMalthusian theories or pessimistic theories on population growth was derived from the ideas of Reverend Thomas Robert Malthus, a British scholar who wrote series of essays on the principles of population. There were six editions of his An Essay on the Principle of Population (published from 1798 to 1826) in which he said that if the human population growth is left over(p) unchecked the food supply will not be sufficient to meet the needs of humans. He proposed the idea that while human population grew exponentially, the food resources grew only arithmetically. He also believed that populatio n will be controlled naturally by disease, famine and mortality. This was called as the pessimistic modelling of population growth. Malthus believed in utilise preventive checks such as abstinence, decelerate marriage and restricting marriages in order to control population growth. Some people criticized Malthus s theory based on the fact that there has been an enhance agricultural production and reduced human fertility over the past few decades since the publication of his theories. However, many still believe in his theory that if left unchecked, population growth can pose serious problems for resource availability (Cristina, 2010).Neo-MalthusianismThese are meetings who also believe in the theories of Malthus and encourage population control programs for the present and approaching benefit of human beings. The Neo-Malthusians view however differ from Malthus in their belief on the use of contraceptive techniques for the birth control measures. The neo-Malthusians or the pess imistic view had more concerns about the effect that population growth would have on environmental degradation. While they supported the theories put forward by Malthus, this group of people strongly supported the idea of actively controlling population growth in order to prevent adverse impact on the environment. This pessimistic group are concerned about the effect overpopulation may have on resource depletion and environmental degradation. There has been a general revival in neo-Malthusian ideologies from the 1950s onwards especially after the publication of series of books by some Malthusian supporters such as Fairfield Osborn (Our Plundered Planet), William Vogt (Road to Survival) and Paul Ehrlich (The Population Bomb). Although many critics of neo-Malthusianism criticize the revival of this theory based on fact that the light-green revolution has led to sufficient food production, Pessimists such as Paul Ehrlich believe that unchecked population will ultimately lead to seriou s problems in the future (Ehrlich, 2009). Neo-Malthusian or the pessimistic view is more about the positive checks exclusively Malthusian said that there is balance between both positive and negative checks.Technological or Optimistic views on population growth.The optimistic model of population growth was proposed by Julian Simon who in his book The Ultimate Resource (1981) argued that as resources become scarce the price goes up which in secrete creates incentives for people to discover new source or find alternatives for the resource. Simon also claims in his book that the natural resources are infinite based on the exculpation that innovative methods can be used to make natural resources available. Increasing population growth and reduced resources make people to create innovations and inventions to produce more food and all basic needs. The optimistic view said that science and technology can overcome scarcity problems. Esther Boserup (1910-1999)-Danish economist said necess ity is the return of invention . So, humanity will always find a way to overcome their problems. The optimistic view also said that more people means more alternatives to find new materials and discover ways to do things.DiscussionIt can be seen from the above paragraphs that population growth can impact on the state of environment of our planet. Of the two theories on population growth, I support the neo-malthusian theory of pessimistic views based on the following justifications.Deforestation for agricultureIf the human population growth is left unchecked, a day might come when the earth s resources will not be able to sustain the requirements of human beings. As overpopulation will demand increasing food, energy, and other resources, humans will engage in activities that will directly affect our environment and ecosystem. For instance, about 160,000 comforting kilometers per of tropical rainforests are cleared for agricultural use thus resulting in loss of habitat for the biodi versity (Laurance, 1999). Such loss of forests will contribute to global heat and other negative effects on environment.Urbanization/industrializationIn order to meet the growing demand of increasing population, humans have been using technologies such as industrialization for enhanced production of food and other needs. Increased industrialization and urbanization results in air befoulment, noise pollution, and water pollution which are all detrimental to our environment.Increased urbanization will also mean clearance of forests for construction of roads, buildings etc. which further adds to pollution.Depletion of non-renewable natural resources and emission of green house gasesUncontrolled growth of population will lead to rapid depletion of non-renewable natural resources such as fossil fuels which are used as source of energy. The burning of fossil fuel i.e. carbon based fuels, mainly wood, coal, oil and natural gas produces significant amount of CO2 which is one of the main g reen house gases that contributes to global warming (International Energy Outlook, 2000). The green house effect maintains the earth at comfortable temperature range but if there is excessive ferment of CO2 and other harmful gases from the industries and factories, the green house gases gets easily out of control and will lead to so many problems like continental drift, temper change, natural disasters and variations of sun s out put.Loss of biodiversity and habitatDue to growing population, especially in the rural areas of developing countries, people practising shifting floriculture undertake slash-and-burn techniques which results in the extinction of native flora and fauna. It has been reported that nearly 140,000 species are lost every year due to deforestation activities (Pimm, Russell, Gittleman and Brooks, 1995). Therefore, if population growth is not controlled, increasing human activities will further result in destruction of the habitat and loss of biodiversity. In Bhu tan, human-wildlife especially human-elephant conflict is increasing and this is mainly due to the loss of habitat for the elephants due to increasing human population and activities (Kuensel, 19 May 2012).IX. SolutionsThere is a need to find solutions to decrease the problems associated with overpopulation and environmental degradation. The governments around the world should have policies to decrease the population growth rate by increasing use of birth control measures. The governments should also frame good policies to protect forests and environment and prevent loss of natural habitat. Innovative ideas and research should be done to increase food production without disturbing the environment. The governments should increase mount for education and awareness of especially the poor people for them to protect and take care of their environment.X. ConclusionsIn conclusion overpopulation can lead to problems in the form of depleting natural resources, environmental pollution and de gradation, and loss of habitat. Therefore, urgent steps need to be taken to manage human population growth to a level that can be managed well. The theories founded by Reverend Malthus can be still followed because the natural resources available now may not be sufficient in the future if we do not control human population growth.XI. ReferencesCristina Luiggi. (2010). Still Ticking. The Scientist 24 (12) 26.Hubbert, M.K. Techniques of Prediction as Applied to Production of Oil and Gas, US Department of Commerce, NBS limited Publication 631, May 1982.International Energy Outlook 2000, Energy Information Administration, Office of Integrated Analysis and Forecasting, U.S. Department of Energy, Washington, D.C. (2000)Joel Cohen, How Many People Can the solid ground Support? (New York Norton, 1995)J. Van Den Bergh and P. Rietveld, Reconsidering the Limits to World Population Meta-analysis and Meta-predictions, Bioscience 54, no 3 (2004) 195.Kuensel, 19 May 2012, Page 22.Laurance, W. F. 1999. Reflections on the tropical deforestation crisis. biological Conservation 91 109-117.Paul R. Ehrlich Anne H. Ehrlich (2009). The Population Bomb Revisited. Electronic Journal of Sustainable Development 1(3) 63 71. Retrieved 2010-02-01.S.L. Pimm, G.J. Russell, J.L. Gittleman and T.M. Brooks, The Future of Biodiversity, Science 269 347 350 (1995).Sahney, S. , Benton, M.J. Falcon-Lang, H.J. (2010). Rainforest collapse triggered Pennsylvanian tetrapod variegation in Euramerica (PDF). Geology 38 (12) 1079 1082. doi10.1130/G31182.1.Tilman D., Fargione J., Wolff B., DAntonio C., Dobson A., Howarth R., Schindler D., Schlesinger W. H., Simberloff D. et al. (2001). Forecasting agriculturally driven global environmental change. Science 292 281 284. doi10.1126/science.1057544. PMID 11303102.United nations Population Fund, 2011 (http//www.unfpa.org/swp/ )Wright and Boorse. (2011). Environmental Science.

The Biological Determinism Or Social Constructionism Sociology Essay

The Biological Determinism Or Social Constructionism Sociology Essay sex differs in culture and personal circumstances, they shape the way men and women behave tally to their societys norms and values. Learning plays a major part in influencing gender affairs, in what defines masculine and feminine, p bents, teachers, friends, media, music, books and religion teach and reinforce gender roles through bring out a lifetime. Gender roles are also shaped by the power of reward and punishment, as its used by some people to reinforce what they consider to be clutch gender behaviour. In terms of influencing gender roles the influence of parents is signifi backsidet as the family is the unproblematic agency of socialisation. Gender roles are realities in almost everyones life. (Warnke 2008) This essay go out discuss whether gender roles are determined by biological determinism our genetics, or whether they are constructed by society expectations in our environment. In addition theories explaining gender behaviours.Freud and Parsons had theories ground on Biological determinism which depends on the presence or absence of certain chromosomes, DNA, proteins and hereditary genes. Men and women have obvious biological differences- a man can produce sperm, and women can produce ovum, lactation and go through pregnancy and menstruation. Without those two contrary sexes reproduction would non be possible, and our biological sexes are unavoidable for our society to progress.A good example of this is the Bruce Reimer case. Bruce, an eight month old boy, underwent a circumcision that went terribly wrong, his penis was completely destroyed and with no hope of reconstructing the organ, his parents consulted Dr Money. Doctors and family unflinching Bruce would best function as a girl rather than a boy. He was surgically transformed into a girl, whom they named Brenda. From an early age Brenda felt she was a boy trapped in a girls body, she ripped off frilly dresses, reject ed dolls in favor of guns, preferred to play with boys, and even insisted on urinating standing up. At fourteen she was so miserable that she decided either to live her life as a male or to end it, her father finally told her the truth. She underwent a new set of operations, assumed a male individuality and later married and went on to become a father himself. Although Dr Money tried to get into the logic behind social determinism, Bruce revealed that despite dresses, social pressure, surgeries and female person hormones he never looked, acted or felt like a female. (Colapinto 2000) This shows social factors do not always override biological factors in determining gender.Social constructionism understands how gender roles are created by us in everyday lives. One sociologist, Margaret Mead, was one of the world-class to ground the distinction between the biological and social characteristics of men and woman based on her study in three civilizations. Each society displayed differ ent gender role qualities. In one society both women and men were cooperative, in the second they were both ruthless and aggressive, and in the third the women were dominant and the men more obedient. (Mead 1935)This shows masculine and feminine roles are learnt and shaped in cultural socializations and not inborn, biological specific roles (Bown, 2012).Gendered behaviours are shaped especially in responses and reactions like in families, children and adult relations, workplace, groups, schools, media, texts, history, pop culture and social structures. During pregnancy and after birth people are divided into two sex categories, boy and girl, to which they receive gender characteristics like colours, toys received as children by evasion, like football and trucks for boys, dolls and dresses for girls. In the course of her and his life the human being is then made into a girl or woman, boy or man. Many factors influence our behaviours such as education, social norms and values, stere otypes, identifications, images and traditions. Concept of woman and men are subject to change over over time. What is to be feminine and masculine is historical defined. (Lavenda and Schultz 2011) These are all social contributors towards the way gender is shaped.In the nineties relationships between men and women were followed by tradition and religious views, the natural differences between the sexes were emphasized throughout the influential years of childhood. In marriage young men would commit to protect and admit for the woman with whom they had agreed to spend the rest of their lives. Marriage was considered a lifelong partnership with Nuptial vows to be kept despite all obstacles. Although men and women had concord of purpose in progression with their lives, the roles of each were very different, women were expected to remain at home caring for the children, cooking and housework, despite any educational ambit or career she whitethorn have previously had. The husbands r ole was to provide financially for the family as sole breadwinners and to teach their boys to be courageous and brave, to be out in front, to provide, to be tough and to sacrifice, to perform heavy, physical work at an early age. Mothers educated their daughters to be gentle, modest, loyal, respectful and supportive, girls were assigned duties around the house assisting with cooking, run up and cleaning. This behaviour reinforces the idea that gender roles are socially constructed.Women were influenced to break away from the traditional gender roles with the emergence of icons such as Marilyn Monroe, Lucille Bell and Betty Friedan. They were very popular and influenced woman in various ways, their motivational work encouraged woman to break out of gender roles, be more independent, be inspired to weigh on a new role, empower woman to take control of their bodies and to fight for equal opportunities that lead us to the present- with equality between everyone, no bailiwick their ge nder. (Penny Colman 1995) this is another example of how social construction defines gender.Children, before they grow into adults, have been completely socially engineered and manipulated, generation by generation. Toys are the greatest influence in define gender in children, as so often children are divided by stereotypes of toys. Children have a strong sense of gender identity and gender role expectations. Most two year olds k promptly whether they are male or female and, by the age of four or five, not only do they develop gender constancy but often show rigid standards of what they believe is appropriate male and female dressing and behaviour. modern children appear to acquire gender roles stereotypes at about the same time they develop gender identity. Social construction has been pressed upon children from the moment they are born, so from an early age the signs of gender roles are already reinforced.Many sociologists insist we now live in postmodernist society shaped by ou r personal experience, egocentric and mass media, rather than expectations of following a script. Roles in the family had some changes, couples now make decisions together, expressing opinions openly and encouraging mutually the male role in the home is progressing, men are now more supportive in the housework tasks and more child-centred. Male and female roles and identities, which were previously very distinct, are now much more blurred. Women are increasingly choosing to take on roles previously fulfilled by men. Most women and mothers are now employed and occupy 48% of the work force with both men and woman more likely to choose the careers they want. There may be more women in the workforce than there were before but there still exists some division and segregation between the sorts of occupation in which women tend to work and the sorts of jobs men have. Woman are often located in secondary labour market with unsecure jobs, low status, inferior work conditions, low salaries a nd lower chances of promotion, while men retained the primary labour market with high paid salaries, higher status, more secure job placements, good working conditions and easier access to promotion. This explains gender roles are socially constructed whether at home on at work..Biological determinism (in detail) dont describe, discuss analyse this argument what is it? Biological determinism (in detail) dont describe, discuss analyse this argument what is it?Paragraph 3. Social construction, feral children, children of disadvantaged and a-sexual (media influences)Then next few are optional choose two or three to talk aboutFamily Masculinity/Femininity The body ferment roles Media..Conclusion- shouldnt be too long just refer and summerise back to questiTo conclude, society was previously shaped by society norms and values. Children tended to follow parents footsteps. In postmodern societies, male and female roles and identities, which were previously very distinct, are now becoming blurred. People do not follow a fixed pathway, women dont assume they leave alone become mothers and housewives, men and woman are much more likely to choose what to do in their lives and which identities to adopt. The activities traditionally assigned to members of each sex may no longer be needed and the traditional division of labour by biological sex no longer is appropriate. The traditional gender role for males prepares men for a world that no longer exists. Men no longer are the sole breadwinners in most families, and their traditional place of sureness in society no longer is assured.Change is occurring in the definition of gender roles and identity for both men and woman, with female increasing the participation in a world of paid work, increasing economical independence and viewed as significant consumers. Young females are becoming more self determined preferring to accompany careers and decline marriage and children, with this, woman are more likely to see consumptio n and leisure as a key factor in their identity, this suggests female identity is being redefined. Traditional ideas and roles of female identity are being abandoned and redefined, becoming a mother and housewife is less significant. And men defining their identity, by being in touch with his feminine side, taking on share roles with partner in housework duties and childcare.We now live in a society where anatomy is not a destiny, the roles and functions once so preserved are now fading in the past, and replaced by society in which original masculinity and femininity are no longer taught or understood. It is impossible to argue that gender is socially constructed or biologically driven because there is render that argue for both ways. Society and culture can no doubt shape the beliefs and standards for a certain society, however we cannot ignore our fundamental biological nature.