The Theme of Secrecy in Twelfth Night

Secrecy is an important element in any plot. It creates irony and sometimes situational comedy. The way in which a character keeps or reveals a secret affects the plot and adds to the main theme of the work. Viola, a character in Shakespeare’s Twelfth Night, must keep the secret of her true identity. The play uses secrecy as an important element of the plot by creating irony, situational comedy, and tension, as well as affecting the plot and contributing to the overall meaning of the play. The plot of Twelfth Night is affect by the secret that Viola keeps and reveals. Viola is a lady of Messaline who has been shipwrecked on the coast of Illyria. Believing her brother Sebastian is dead, she wants to start a new life in Illyria, but the court of Lady Olivia is not accepting any new members because Lady Olivia is in mourning after her father and brother have died. In order to join the court of Duke Orsino, Viola must disguise herself as a boy named Cesario. Orsino accepts â€Å"Cesario† into his court and from that point on, secrecy is embedded within the plot. Secrecy is necessary because she cannot be revealed as a woman for several reasons. Viola becomes close with Orsino, which causes her to fall in love with him, but since she has become so close to him, Orsino trusts â€Å"her† and sends â€Å"Cesario† to Lady Olivia’s house to try to convince her to accept his love. Even though Olivia has sworn off love, as soon as she meets Cesario she falls for him because he knows all the charming things to say to her. Since Cesario is actually Viola, the swooning words she says to Olivia is what Viola would want to hear if a man were confessing his love to her. Cesario says to Olivia, â€Å"Make me a willow cabin at your gate/ And call upon my soul within the house,/ Write loyal cantons of contemned love,/ And sing them loud even in the dead of night// Hallow your name to the reverberate hills/ And make the babbling gossip of the air/ Cry out ‘Olivia! ’ O, you should not rest/ Between the elements of air and earth/ But you should pity me† (43). This speech is what Viola would want to hear if she was being pursued by a man, which is why Olivia falls for Cesario. This complicates the plot because now Olivia is in love with Cesario who is actually Viola which creates a sense of situational comedy and irony. This secret not only affects the plot, but it contributes to the overall theme of the play, love or the lack of. Olivia is not actually in love with Cesario and neither is Orsino with Olivia, they are both in love with the idea or concept of love. On the other hand, Viola is truly in love with Orsino, which is revealed to the audience when Cesario is discussing love with Orsino; Cesario says, â€Å"Sooth, but you must. / Say that some lady, as perhaps there is,/ Hath for your love as great a pang of heart/ As you have for Olivia. You cannot lover her:/ You tell her so. Must she not them be answered† (73)? Viola, disguised as Cesario, is speaking about herself which creates tension and irony for the audience. Viola’s secret keeps her from openly loving Orsino and causes Olivia to be in love with Cesario. Viola’s brother, Sebastian, who is in fact not dead, represents two motifs in the play: mistaken identity and things are not what they appear to be. Sebastian is saved by Antonio, a man whose tenderness towards Sebastian turns into love. Sebastian travels to Illyria, not knowing that Viola is alive and living there. Viola and Sebastian look very much alike, and now that Viola is impersonating a boy, they look identical. Sebastian is mistaken for Cesario by Olivia, which gives him two identities. Olivia begs â€Å"Cesario† to marry her and Sebastian seeing that Olivia was pretty and wealthy, accepts her proposal. Sebastian says to himself, â€Å"Yet doth this accident and flood of fortune/ So far exceed all instance, all discourse,/ That I am ready to distrust mine eyes/ And wrangle with my reason that persuades me/ To any other trust but that I am mad-/ Or else the lady’s mad† (155). Sebastian’s situation represents mistaken identity and that things do not appear to be what they seem. Viola’s secret further complicates the plot; now Olivia believes she is married to Cesario who is actually Sebastian. Also this news infuriates Orsino who is in â€Å"love† with Olivia and causes major problems between Orsino and Cesario; Orsino says to Cesario, â€Å"O thou dissembling cub! What wilt thou be/ When time hath sowed a grizzle on thy case? / Or will not else thy craft so quickly grow/ That thine own trip shall be tine overthrow? / Farwell, and take her, but direct thy feet/ Where thou and I henceforth may never meet† (173). Viola is heartbroken by Orsino’s speech because she is genuinely in love with him and she is not the one who married Olivia. Olivia mistaking Sebastian for Cesario, proves that she does not really love Cesario, she is in love with idea of love which is the overriding theme of the play. Identities and disguises are created by secrecy in the play. Viola’s and Sebastian’s true identities are revealed when she finds herself face to face with her brother Sebastian. Malvolio, another character in the play whose identity is lost due to secrecy, regains his identity by the end of of the play. Viola’s necessity for secrecy leads to her choice of keeping the secret for most the play. Her secret complicates the plot, and develops irony and situational comedy throughout the play. Her secret did allow her to achieve her goal of joining Orsino’s court and starting a new life, but her revealing the secret allowed her and Orsino to be together. Viola’s secret contributed to the meaning of the play, that love is not always what it appears to be, sometimes love has two identities. Love can be just falling in love with the idea of the emotion or the real thing.

Macbeth in 21 Century English

Original Text | Modern Text | | | Enter  BANQUO | BANQUO  enters. | 510 | BANQUO Thou hast it now: king, Cawdor, Glamis, all, As the weird women promised, and I fear Thou played’st most foully for ’t. Yet it was said It should not stand in thy posterity, But that myself should be the root and father Of many kings. If there come truth from them— As upon thee, Macbeth, their speeches shine— Why, by the verities on thee made good, May they not be my oracles as well, And set me up in hope? But hush, no more. BANQUO Now you have it all: you’re the king, the thane of Cawdor, and the thane of Glamis, just like the weird women promised you. And I suspect you cheated to win these titles. But it was also prophesied that the crown would not go to your descendants, and that my sons and grandsons would be kings instead. If the witches tell the truth—which they did about you—maybe what they said about me will come true too. But shhh! I’ll shut up now. | | Sennet sounded. Enter  MACBETH, as king,  LADY MACBETH, as queen,  LENNOX,  ROSS,  LORDS,LADIES, and attendants | A trumpet plays.MACBETH  enters dressed as king, and  LADY MACBETH  enters dressed as queen, together with  LENNOX,  ROSS,  LORDS,LADIES, and their attendants | | MACBETH Here’s our chief guest. | MACBETH (indicating BANQUO)  Here’s our most important guest. | | LADY MACBETH If he had been forgotten, It had been as a gap in our great feast, And all-thing unbecoming. | LADY MACBETH If we forgot him, our big celebration wouldn’t be complete, and that wouldn’t be any good. | 15 | MACBETH Tonight we hold a solemn supper, sir, And I’ll request your presence. | MACBETH (to  BANQUO)  Tonight we’re having a ceremonial banquet, and I want you to be there. | BANQUO Let your highness Command upon me, to the which my duties Are with a most indissoluble tie Forever knit. | BANQUO Whatever your hi ghness commands me to do, it is always my duty to do it. | Original Text | Modern Text | | 20 | MACBETH Ride you this afternoon? | MACBETH Are you going riding this afternoon? | | BANQUO Ay, my good lord. | BANQUO Yes, my good lord. | 25 | MACBETH We should have else desired your good advice— Which still hath been both grave and prosperous— In this day’s council, but we’ll take tomorrow. Is ’t far you ride? MACBETH We would have liked to have heard your good advice, which has always been serious and helpful, at the council today, but we’ll wait until tomorrow. Are you riding far? | | BANQUO As far, my lord, as will fill up the time ‘Twixt this and supper. Go not my horse the better, I must become a borrower of the night For a dark hour or twain. | BANQUO I’m going far enough that I’ll be riding from now until dinner. Unless my horse goes faster than expected, I will be back an hour or two after sunset. | | MACBETH Fail n ot our feast. | MACBETH Don’t miss our feast. 30 | BANQUO My lord, I will not. | BANQUO My lord, I won’t miss it. | 35 | MACBETH We hear our bloody cousins are bestowed In England and in Ireland, not confessing Their cruel parricide, filling their hearers With strange invention. But of that tomorrow, When therewithal we shall have cause of state Craving us jointly. Hie you to horse. Adieu, Till your return at night. Goes Fleance with you? | MACBETH We hear that the princes, those murderers, have hidden in England and Ireland. They haven’t confessed to cruelly murdering their own father, and they’ve been making up strange lies to tell their hosts.But we can talk more about that tomorrow, when we’ll discuss matters of state that concern us both. Hurry up and get to your horse. Good-bye, until you return tonight. Is Fleance going with you? | | BANQUO Ay, my good lord. Our time does call upon ’s. | BANQUO Yes, my good lord. It’s time we h it the road. | 40 | MACBETH I wish your horses swift and sure of foot, And so I do commend you to their backs. Farewell. | MACBETH I hope your horses are fast and surefooted. And with that, I send you to them. Farewell. | | Exit  BANQUO | BANQUO  exits. | 45 | Let every man be master of his time Till seven at night.To make society The sweeter welcome, we will keep ourself Till suppertime alone. While then, God be with you! | Everybody may do as they please until seven o'clock tonight. In order to make your company even more enjoyable, I’m going to keep to myself until suppertime. Until then, God be with you! | Original Text | Modern Text | | | Exeunt all except  MACBETH  and a  SERVANT | Everyone exits except  MACBETH  and aSERVANT | | Sirrah, a word with you. Attend those men Our pleasure? | (to the  SERVANT)  You there, let me have a word with you. Are those men waiting for me? | SERVANT They are, my lord, without the palace gate. | SERVANT They’re waiting outside the palace gate, my lord. | | MACBETH Bring them before us. | MACBETH Bring them to me. | | Exit  SERVANT | The  SERVANT  exits. | 5055606570 | To be thus is nothing, But to be safely thus. Our fears in Banquo Stick deep, and in his royalty of nature Reigns that which would be feared. ‘Tis much he dares, And to that dauntless temper of his mind He hath a wisdom that doth guide his valor To act in safety. There is none but he Whose being I do fear, and under him My genius is rebuked, as it is said Mark Antony’s was by Caesar.He chid the sisters When first they put the name of king upon me And bade them speak to him. Then, prophetlike, They hailed him father to a line of kings. Upon my head they placed a fruitless crown And put a barren scepter in my grip, Thence to be wrenched with an unlineal hand, No son of mine succeeding. If ’t be so, For Banquo’s issue have I filed my mind; For them the gracious Duncan have I murdered; Put rancors in the vessel of my peace Only for them; and mine eternal jewel Given to the common enemy of man, To make them kings, the seed of Banquo kings!Rather than so, come fate into the list, And champion me to th' utterance. Who’s there? | To be the king is nothing if I’m not safe as the king. I’m very afraid of Banquo. There’s something noble about him that makes me fear him. He’s willing to take risks, and his mind never stops working. He has the wisdom to act bravely but also safely. I’m not afraid of anyone but him. Around him, my guardian angel is frightened, just as Mark Antony’s angel supposedly feared Octavius Caesar. Banquo chided the witches when they first called me king, asking them to tell him his own future.Then, like prophets, they named him the father to a line of kings. They gave me a crown and a scepter that I can’t pass on. Someone outside my family will take these things away from me, since no son of mine will tak e my place as king. If this is true, then I’ve tortured my conscience and murdered the gracious Duncan for Banquo’s sons. I’ve ruined my own peace for their benefit. I’ve handed over my everlasting soul to the devil so that they could be kings. Banquo’s sons, kings! Instead of watching that happen, I will challenge fate to battle and fight to the death. Who’s there! | Enter  SERVANT  and two  MURDERERS | The  SERVANT  comes back in with twoMURDERERS | Original Text | Modern Text | | 75 | Now go to the door and stay there till we call. | Now go to the door and stay there until I call for you. | | Exit  SERVANT | The  SERVANT  exits. | | Was it not yesterday we spoke together? | Wasn’t it just yesterday that we spoke to each other? | | FIRST MURDERER It was, so please your highness. | FIRST MURDERER It was yesterday, your highness. | 8085 | MACBETH Well then, now Have you considered of my speeches?Know That it was he, i n the times past, which held you So under fortune, which you thought had been Our innocent self. This I made good to you In our last conference, passed in probation with you, How you were borne in hand, how crossed, the instruments, Who wrought with them, and all things else that might To half a soul and to a notion crazed Say, â€Å"Thus did Banquo. † | MACBETH Well, did you think about what I said? You should know that it was Banquo who made your lives hell for so long, which you always thought was my fault. But I was innocent. I showed you the proof at our last meeting.I explained how you were deceived, how you were thwarted, the things that were used against you, who was working against you, and a lot of other things that would convince even a half-wit or a crazy person to say, â€Å"Banquo did it! † | | FIRST MURDERER You made it known to us. | FIRST MURDERER You explained it all. | 90 | MACBETH I did so, and went further, which is now Our point of second meeting . Do you find Your patience so predominant in your nature That you can let this go? Are you so gospeled To pray for this good man and for his issue, Whose heavy hand hath bowed you to the grave And beggared yours forever? MACBETH I did that and more, which brings me to the point of this second meeting. Are you so patient and forgiving that you’re going to let him off the hook? Are you so pious that you would pray for this man and his children, a man who has pushed you toward an early grave and put your family in poverty forever? | | FIRST MURDERER We are men, my liege. | FIRST MURDERER We are men, my lord. | 95100105110 | MACBETH Ay, in the catalogue ye go for men, As hounds and greyhounds, mongrels, spaniels, curs, Shoughs, water-rugs, and demi-wolves are clept All by the name of dogs.The valued file Distinguishes the swift, the slow, the subtle, The housekeeper, the hunter, every one According to the gift which bounteous nature Hath in him closed, whereby he does receive P articular addition, from the bill That writes them all alike. And so of men. Now, if you have a station in the file, Not i' th' worst rank of manhood, say ’t, And I will put that business in your bosoms, Whose execution takes your enemy off, Grapples you to the heart and love of us, Who wear our health but sickly in his life, Which in his death were perfect. | MACBETH Yes, you’re part of the species called men.Just as hounds and greyhounds, mongrels, spaniels, mutts, shaggy lapdogs, swimming dogs, and wolf-dog crossbreeds are all dogs. But if you list the different kinds of dogs according to their qualities, you can distinguish which breeds are fast or slow, which ones are clever, which ones are watchdogs, and which ones hunters. You can classify each dog according to the natural gifts that separate it from all other dogs. It’s the same with men. Now, if you occupy some place in the list of men that isn’t down at the very bottom, tell me. Because if thatà ¢â‚¬â„¢s the case, I will tell you a plan that will get rid of your enemy and bring you closer to me.As long as Banquo lives, I am sick. I’ll be healthy when he is dead. | Original Text | Modern Text | | | SECOND MURDERER I am one, my liege, Whom the vile blows and buffets of the world Have so incensed that I am reckless what I do to spite the world. | SECOND MURDERER My lord, I’ve been so kicked around by the world, and I’m so angry, that I don’t even care what I do. | 115 | FIRST MURDERER And I another So weary with disasters, tugged with fortune, That I would set my life on any chance, To mend it or be rid on ’t. FIRST MURDERER I’m the same. I’m so sick of bad luck and trouble that I’d risk my life on any bet, as long as it would either fix my life or end it once and for all. | | MACBETH Both of you Know Banquo was your enemy. | MACBETH You both know Banquo was your enemy. | | BOTH MURDERERS True, my lord. | BOTH MURDERER S It’s true, my lord. | 120125 | MACBETH So is he mine; and in such bloody distance That every minute of his being thrusts Against my near’st of life.And though I could With barefaced power sweep him from my sight And bid my will avouch it, yet I must not, For certain friends that are both his and mine, Whose loves I may not drop, but wail his fall Who I myself struck down. And thence it is, That I to your assistance do make love, Masking the business from the common eye For sundry weighty reasons. | MACBETH He’s my enemy too, and I hate him so much that every minute he’s alive it eats away at my heart. Since I’m king, I could simply use my power to get rid of him.But I can’t do that, because he and I have friends in common whom I need, so I have to be able to moan and cry over his death in public even though I’ll be the one who had him killed. That’s why I need your help right now. I have to hide my real plans from the public eye for many important reasons. | | Original Text | Modern Text | 130 | SECOND MURDERER We shall, my lord, Perform what you command us. | SECOND MURDERER We’ll do what you want us to, my lord. | | FIRST MURDERER Though our lives— | FIRST MURDERER Though our lives— | 135140 | MACBETH Your spirits shine through you.Within this hour at most I will advise you where to plant yourselves, Acquaint you with the perfect spy o' th' time, The moment on ’t; for ’t must be done tonight, And something from the palace; always thought That I require a clearness. And with him— To leave no rubs nor botches in the work— Fleance, his son, that keeps him company, Whose absence is no less material to me Than is his father’s, must embrace the fate Of that dark hour. Resolve yourselves apart. I’ll come to you anon. | MACBETH (interrupts him)  I can see the determination in your eyes. Within the next hour I’ll tell you where to go and exactly when to strike.It must be done tonight, away from the palace. Always remember that I must be free from suspicion. For the plan to work perfectly, you must kill both Banquo and his son, Fleance, who keeps him company. Getting rid of Fleance is as important to me as knocking off Banquo. Each of you should make up your own mind about whether you’re going to do this. I’ll come to you soon. | | BOTH MURDERERS We are resolved, my lord. | BOTH MURDERERS We have decided, my lord. We’re in. | 145 | MACBETH I’ll call upon you straight. Abide within. | MACBETH I’ll call for you soon. Stay inside. | | Exeunt  MURDERERS | The  MURDERERS  exit. | It is concluded. Banquo, thy soul’s flight, If it find heaven, must find it out tonight. | The deal is closed. Banquo, if your soul is going to make it to heaven, tonight’s the night. | | Exit | He exits. | ACT 3 SCEN 2 Original Text | Modern Text | | | Enter  LADY MACBETH  and a  SERVA NT | LADY MACBETH  and a  SERVANT  enter. | | LADY MACBETH Is Banquo gone from court? | LADY MACBETH Has Banquo left the court? | | SERVANT Ay, madam, but returns again tonight. | SERVANT Yes, madam, but he’ll be back tonight. | | LADY MACBETH Say to the king I would attend his leisure For a few words. LADY MACBETH Go tell the king I want to talk to him for a few minutes. | 5 | SERVANT Madam, I will. | SERVANT No problem, madam. | | Exit  SERVANT | The  SERVANT  exits. | | LADY MACBETH Naught’s had, all’s spent, Where our desire is got without content. ‘Tis safer to be that which we destroy Than by destruction dwell in doubtful joy. | LADY MACBETH If you get what you want and you’re still not happy, you’ve spent everything and gained nothing. It’s better to be the person who gets murdered than to be the killer and be tormented with anxiety. | | Enter  MACBETH | MACBETH  enters. | 10 | How now, my lord!Why do you keep al one, Of sorriest fancies your companions making, Using those thoughts which should indeed have died With them they think on? Things without all remedy Should be without regard. What’s done is done. | What’s going on, my lord? Why are you keeping to yourself, with only your sad thoughts to keep you company? Those thoughts should have died when you killed the men you’re thinking about. If you can’t fix it, you shouldn’t give it a second thought. What’s done is done. | 152025 | MACBETH We have scorched the snake, not killed it. She’ll close and be herself whilst our poor malice Remains in danger of her former tooth.But let the frame of things disjoint, both the worlds suffer, Ere we will eat our meal in fear, and sleep In the affliction of these terrible dreams That shake us nightly. Better be with the dead, Whom we, to gain our peace, have sent to peace, Than on the torture of the mind to lie In restless ecstasy. Duncan is in his grave. After life’s fitful fever he sleeps well. Treason has done his worst; nor steel nor poison, Malice domestic, foreign levy, nothing Can touch him further. | MACBETH We have slashed the snake but not killed it. It will heal and be as good as new, and we’ll be threatened by its fangs once again.But the universe can fall apart, and heaven and earth crumble, before I’ll eat my meals in fear and spend my nights tossing and turning with these nightmares I’ve been having. I’d rather be dead than endure this endless mental torture and harrowing sleep deprivation. We killed those men and sent them to rest in peace so that we could gain our own peace. Duncan lies in his grave, through with life’s troubles, and he’s sleeping well. We have already done the worst we can do to him with our treason. After that, nothing can hurt him further—not weapons, poison, rebellion, invasion, or anything else. Original Text | Modern Text | | 30 | LADY MA CBETH Come on, gentle my lord, Sleek o'er your rugged looks. Be bright and jovial Among your guests tonight. | LADY MACBETH Come on, relax, dear. Put on a happy face and look cheerful and agreeable for your guests tonight. | 35 | MACBETH So shall I, love, And so, I pray, be you. Let your remembrance Apply to Banquo; present him eminence, Both with eye and tongue: unsafe the while that we Must lave our honors in these flattering streams, And make our faces vizards to our hearts, Disguising what they are. MACBETH That’s exactly what I’ll do, my love, and I hope you’ll do the same. Give Banquo your special attention. Talk to him and look at him in a way that will make him feel important. We’re in a dangerous situation, where we have to flatter him and hide our true feelings. | | LADY MACBETH You must leave this. | LADY MACBETH You have to stop talking like this. | | MACBETH Oh, full of scorpions is my mind, dear wife! Thou know’st that Banquo, and h is Fleance, lives. | MACBETH Argh! I feel like my mind is full of scorpions, my dear wife. You know that Banquo and his son Fleance are still alive. 40 | LADY MACBETH But in them nature’s copy’s not eterne. | LADY MACBETH But they can’t live forever. | 45 | MACBETH There’s comfort yet; they are assailable. Then be thou jocund. Ere the bat hath flown His cloistered flight, ere to black Hecate’s summons The shard-borne beetle with his drowsy hums Hath rung night’s yawning peal, there shall be done A deed of dreadful note. | MACBETH That’s comforting. They can be killed, it’s true. So be cheerful. Before the bat flies through the castle, and before the dung beetle makes his little humming noise to tell us it’s nighttime, a dreadful deed will be done. | LADY MACBETH What’s to be done? | LADY MACBETH What are you going to do? | Original Text | Modern Text | | 5055 | MACBETH Be innocent of the knowledge, dearest chuck, Till thou applaud the deed. Come, seeling night, Scarf up the tender eye of pitiful day And with thy bloody and invisible hand Cancel and tear to pieces that great bond Which keeps me pale. Light thickens, and the crow Makes wing to th' rooky wood. Good things of day begin to droop and drowse; Whiles night’s black agents to their preys do rouse. Thou marvel’st at my words: but hold thee still.Things bad begun make strong themselves by ill. So, prithee, go with me. | MACBETH It’s better you don’t know about it until after it’s done, when you can applaud it. (to the night)Come, night, and blindfold the kindhearted day. Use your bloody and invisible hand to tear up Banquo’s lease on life, which keeps me in fear. (to himself)  The sky’s getting dark, and the crow is returning home to the woods. The gentle creatures of the day are falling asleep, while night’s predators are waking up to look for their prey. (toLADY MACBETH)  Yo u seem surprised at my words, but don’t question me yet.Bad deeds force you to commit more bad deeds. So please, come with me. | | Exeunt | They exit | Original Text | Modern Text | | | Enter three  MURDERERS | The two  MURDERERS  enter with a thirdMURDERER. | | FIRST MURDERER But who did bid thee join with us? | FIRST MURDERER But who told you to come here and join us? | | THIRD MURDERER Macbeth. | THIRD MURDERER Macbeth. | 5 | SECOND MURDERER He needs not our mistrust, since he delivers Our offices and what we have to do To the direction just. | SECOND MURDERER We can trust this guy.He was given exactly the same orders we were. | 10 | FIRST MURDERER Then stand with us. The west yet glimmers with some streaks of day. Now spurs the lated traveler apace To gain the timely inn, and near approaches The subject of our watch. | FIRST MURDERER Then stay with us. There’s still a bit of daylight in the sky. Now all the late travellers are hurrying to reach their inns. Ba nquo is almost here. | | THIRD MURDERER Hark, I hear horses. | THIRD MURDERER Listen! I hear horses. | | BANQUO (within)  Give us a light there, ho! | BANQUO (from offstage)  Hey, give us some light here! | SECOND MURDERER Then ’tis he: the rest That are within the note of expectation Already are i' th' court. | SECOND MURDERER That must be him. The rest of the king’s guests are already inside. | | FIRST MURDERER His horses go about. | FIRST MURDERER You can hear his horses moving around as the servants take them to the stables. | 15 | THIRD MURDERER Almost a mile; but he does usually— So all men do—from hence to the palace gate Make it their walk. | THIRD MURDERER It’s almost a mile to the palace gate, but Banquo, like everybody else, usually walks from here to the palace. | Enter  BANQUO  and  FLEANCE  with a torch | BANQUO  and  FLEANCE  enter with a torch. | Act 3, Scene 3, Page 2 | Original Text | Modern Text | | SECOND MU RDERER A light, a light! | SECOND MURDERER Here comes a light! Here comes a light! | | THIRD MURDERER ‘Tis he. | THIRD MURDERER That’s him. | | FIRST MURDERER Stand to ’t. | FIRST MURDERER Prepare yourselves. | | BANQUO It will be rain tonight. | BANQUO It will rain tonight. | | FIRST MURDERER Let it come down. | FIRST MURDERER Then let the rain come down. | The  MURDERERS  attack  BANQUO | The  MURDERERS  attack  BANQUO. | 20 | BANQUO O treachery! Fly, good Fleance, fly, fly, fly! Thou may ’st revenge —O slave! | BANQUO Oh, this is treachery! Get out of here, good Fleance, run, run, run! Someday you can get revenge. —Oh, you bastard! | | BANQUO  dies. Exit  FLEANCE | BANQUO  dies. FLEANCE  escapes. | | THIRD MURDERER Who did strike out the light? | THIRD MURDERER Who put out the light? | | FIRSTMURDERER Was ’t not the way? | FIRST MURDERER Wasn’t that the best thing to do? | | THIRD MURDERER Thereâ€℠¢s but one down.The son is fled. | THIRD MURDERER There’s only one body here. The son ran away. | | SECOND MURDERER We have lost best half of our affair. | SECOND MURDERER We failed in half of our mission. | | FIRST MURDERER Well, let’s away and say how much is done. | FIRST MURDERER Well, let’s get out of here and tell Macbeth what we did accomplish. | | Exeunt | They exit. | Original Text | Modern Text | | | Banquet prepared. Enter  MACBETH,  LADY MACBETH,  ROSS,  LENNOX,  LORDS, and attendants. | The stage is set for a banquet. MACBETH  enters with  LADY MACBETH,  ROSS,  LENNOX,LORDS, and their attendants. | MACBETH You know your own degrees; sit down. At first And last, the hearty welcome. | MACBETH You know your own ranks, so you know where to sit. Sit down. From the highest to the lowest of you, I bid you a hearty welcome. | | The  LORDS  sit | The  LORDS  sit down. | | LORDS Thanks to your majesty. | LORDS Thanks to your majesty . | 5 | MACBETH Ourself will mingle with society And play the humble host. Our hostess keeps her state, but in best time We will require her welcome. | MACBETH I will walk around and mingle with all of you, playing the humble host.My wife will stay in her royal chair, but at the appropriate time I will have her welcome you all. | | LADY MACBETH Pronounce it for me, sir, to all our friends, For my heart speaks they are welcome. | LADY MACBETH Say welcome to all of our friends for me, sir, for in my heart they are all welcome. | | Enter  FIRST MURDERER  at the door | The  FIRST MURDERER  appears at the door. | 10 | MACBETH See, they encounter thee with their hearts' thanks. Both sides are even. Here I’ll sit i' th' midst. Be large in mirth. Anon we’ll drink a measure The table round. MACBETH And they respond to you with their hearts as well. The table is full on both sides. I will sit here in the middle. Be free and happy. Soon we will toast around the table. | | (aside to  FIRST MURDERER)  There’s blood upon thy face. | (approaching the door and speaking to theMURDERER)  There’s blood on your face. | | FIRST MURDERER ‘Tis Banquo’s then. | FIRST MURDERER Then it must be Banquo’s. | 15 | MACBETH ‘Tis better thee without than he within. Is he dispatched? | MACBETH I’d rather see his blood splattered on your face than flowing through his veins. Did you finish him off? |

Atlantic Slave

Even before the first humans on Earth, there has always been a constant change in the landscape. From the first cultivated fields of the Neolithic period to the great structures of the first dynasty in China, the landscape has ever been evolving. Arguably one of the most dynamic changes were those of Europe from the 1500-1 sass. During this time, cultural, social and economic beliefs were remodeled or evolved to help create the foundations of societies today.Out of the three areas the most influential were the economic changes which not only took place in Western Europe but throughout other continents s well. Most recognizable of these changes was the importance of slavery in the Atlantic World. Slavery in the Trans- Atlantic world referred to the use of people from Africa who had been captured and used for their labor to create goods for Europe. [I] Though there are multiple examples of the benefits, the real SUCCeSS was due to the economic factors which allowed the slave trade and slavery to expand from 1550- 1800. Through the Atlantic economy, increased trade through the colonization of the New World and also the interdependence of countries and diversity are the three factors that allowed the slave trade and slavery to grow in the Atlantic World as well as the increased wealth of Europeans. One of the factors that expanded the slave trade and slavery was the growth of the Atlantic economy through capitalism. Modern capitalism known today started around this time period. This meant that economic institutions such as banks and the stock market came to fruition. Ii] This capitalism then translated overseas with the collection of cash crops which boosted the Western European economy. In the third document for example there is an example of capitalism in action in the British West Indies. Iii] The sugar [cash crop] is in barrels which would have been shipped off to Europe where it would have been sold to people to create money to circle within the economy. Some may wonder how this boosted the economy if money was spent on these mills across the Atlantic. This is due to the use of slaves which were much cheaper and therefore cost effective for the countries in Europe.As shown in document 7, thousands of slaves were carried off to the New World to work at the mills and plantation field to produce goods for Europe. [iv] The number of slaves abroad the ship indicate that it has to be a large sell to hold many slaves during one trip. The reason they were so cheap was because African slaves were resistant to diseases more than the natives and also were more productive than them also. [v] Also they could serve fore a lifetime to one owner while previous settlers were indentured servants meaning they worked for a set amount of time; overall a better long- term investment which saved money. Vi] Another reason why they were in demand was because of the number of workers needed in a plantation for it to work. In the documents 4 and 5, the data shows exactly why African Slaves were a better than the natives Meridians) or any of the indentured s ervants. In document 3 it shows the different jobs that had to be done on the plantation. [vii] Due to the number of jobs that had to be filled not just once but by multiple people is was difficult to do so with Meridians who kept dying out due to the new diseases which made it harder to fill the spots available. Viii] The fifth document shows the birth and death rate that a plantation would have during this time. [ix] From the data given it makes more sense as to why a plantation owner would invest a lot of money initially buying slaves knowing hat they would save much more in the end. This is because with slaves that lasted longer, the need to replace them was less. The second factor which led to the expansion of slavery and the slave trade was the increase in trade due colonization of the New World.One of the big changes during this time was the number of people who started to explore new places such as the Americas. In document 6 for example, it shows a map of the new colonies created by the big nations in Europe at the time. [x] France for example has created New France in Canada and also down into Florida and Spain had a large portion Of Mexico and Southern America. [xi] These new colonizes helped create trade between the New and Old World. Government ventures landed money for explorers to set forth and trade in the West and elsewhere. Xii] This also led to the role of mercantilism in the Atlantic as well. They helped promote overseas trade between a country and its own colonizes. [xiii] As they controlled more trade, different trading companies began to emerge in response to mercantilism. The Dutch West Indian Company and the royal African Company chartered by their otherworld all participated in a system which included other non- European countries as well. This system was known as the Atlantic Circuit which was a clockwise network of trading links that moved goods, wealth and people around the Atlantic system. Xiv] This helped make the slave trade more efficient because now a vast amount of slaves could be transported to their specific destinations as requested by a country. As document 8 shows, the slaves which came from Africa each followed a specific route in the Atlantic Circuit. [w] tying in with document 4 the work that had to be done on the alienation was a lot and that is why with the help of city ports in Africa they were able to get a large number of slaves to help in the Americas. An example of the type of work they did can be seen in document 1. In this picture of the SST. Crosss Sugar Mills, the large numbers of slaves were able to make a lot of sugar which in turn meant more goods for the second leg of the circuit. [xvi] With this incentive, owners of the mills or plantations along with traders back home would continue to pay for more slaves to be deported for their services. Not only was there a demand for the work the slaves provided but also the totality during these trades led more slaves to be sent off as replacements. The conditions in these voyages were very harsh, with the captured slaves being abused, malnourished and gravely ill. Xvii] Document 2 shows just how high the number of these deaths in transit to their destinations was during the middle passage. [xviii] From the graphs shown, it is easy to understand why slaves would have to constantly replace. If slaves did not eventually die from being worked on the plantation or the mills they surely would have died in the middle passage where diseases like dysentery and malaria were meant. Referencing back to document 7, months of living on such a boat would surely weaken the slaves and constant abuse from the slave traders would make them more ill. Xix] The last factor which led to an expansion in the slave trade and slavery was the interdependence and diversity. The first reason it was able to expand so much was because of the reliance of many different countries that all contributed to one goal. Amsterdam for example, had one of the best financial institutions at the time which meant more people along with companies would invest their money there. [xx] These investments would hen be put into the ventures abroad like in the West Indies to help with the plantations. Exile Not only is that but the Atlantic Circuit an example of the growing interdependence between nations. As document 6 showed, the manufactured goods from the Americas would go to Western Europe where it would be traded for more slaves in exchange for the goods. [xii] This global market created a demand for many nations which spurred the further transport of slaves. What is also seen during this period is that not slaves during the time were of the same ethnicity. As document 9 shows, some laves which were captured has also been Muslim. Xiii] This meant that not only were the traders and companies diverse in the people they did business with but also slaves were ethnically diverse as well. This diversity however may have contributed to more slaves being transported. This is because in document 9 it explained how the Muslim slave had never been used to this sort of lifestyle and therefore could adjust well and handle to work which is why he was given back. [xiv] This might indicate this sort of lifestyle which had not been as popular in some societies might mean that the slaves used room these places would not be adjusting well into this lifestyle. Thus slave traders would need to have more slaves sent over to replace the ones who could not handle the work and had to be returned. The factors which led to the expansion of slavery and the slave trade in the Atlantic was because of the Atlantic Economy, increased trade with the New World and lastly the increase in interdependence and diversity. Capitalism which emerged during this time period helped provide money to start up plantations. The goods that it then produced was used to help boost the economy in Western Europe. The increased trade between nations helped create incentive to send over more.Through the Atlantic Circuit slaves were sent more efficiently and in bigger loads to earn even more goods to trade in the old World. Lastly the interdependence with different nations provided more money to be involved with colonizes abroad. The interdependence with these nations had also meant the source of their slaves also created diversity among them. The evidence provided gave a lot of insight into the slave trade however there are some pieces missing. Real life accounts of the slave traders ND how they felt may have also been useful.Other articles such as a daily schedule of a slave on plantations might have been useful in explaining how the slaves needed to be replaced due to the hard work. Overall, from what is given it is clear that the slave trade though not morally correct provided many benefits for the people of Europe. It is one of the main events in history which helped Western Europe so strong and feared.

Goals Essay Example | Topics and Well Written Essays - 1000 words - 1

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Bilingual Education - Does bilingual education only go to further the Research Paper

Bilingual Education - Does bilingual education only go to further the isolation of ESL students - Research Paper Example However, teaching and use of English was faced some challenges since English is not the first language of everybody across the world. Hence, bilingual education, programs that provide support to students with limited English proficiency was introduced. Some of these programs teach academic subjects in the student’s home language while also requiring language-minority students to take classes English as a second language (ESL). Other programs aim at teaching English to language-minority students by immersing them in English-only classes. It is believed that ESL students have been isolated from those who English is their first language. Consequently, this has led to the question on whether bilingual education only go to further the isolation of ESL students. This paper is therefore aimed at determining whether bilingual education only go to further the isolation of ESL students or not. Bilingual education refers to the programs that offer support to students with limited English proficiency. Students are taught in their home language in these programs while also needing language-minority students to take classes in English as a second language (ESL). Other programs aim at teaching English to language-minority students by immersing them in English only classes. Others are dual-language programs that aim for fluency in two languages such as English and Spanish. These main approaches have numerous variations and their combination might be used by districts and schools (Ramà ­rez et al., 1991). Hence, when people argue about effectiveness or ineffectiveness of bilingual education, they could be discussing various forms of bilingual education. Nevertheless, in public debate, bilingual education normally refers to transition bilingual education which offers native-language instruction to non-English-speaking learners in their preparation of their ultimate learning of E nglish in mainstream

Failures in Scope Control when Developing a Web Portal for EBazar.com Essay

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Website Usability Coursework Example | Topics and Well Written Essays - 1500 words

Website Usability - Coursework Example Webmasters found out that participants had sufficient knowledge on what Space website is supposed to do and were able to execute a few from the new site. In as much as they had some little know how of what is expected from the website, few challenges unfolded in line with the new website especially with most of the new functionalities that had been added. Users were also very excited about the new features and the look of the new interface.2. Purpose of the StudyBetween June 27 and July 5 2014, Webmasters carried out a usability test on the publicly available Space website in Mexico, at the main usability test lab at Bureau of Labor Statistics (BLS) as well as the Webmasters offices. The sessions at Webmaster’s offices provided the required geographic range to the test crew of Space participants; this similar test procedure was used for all the participants following questions. The functionality tests were majorly based on task cases obtained from Space’s past knowledge of the website’s main purpose and relevant end user needs. Webmasters came up with each activity to assess end-user’s ability to easily maneuver around the interface and be able to understand the kinds of information associated with each major areas of the site content. Basically, Webmasters conducted the usability test to avail answers to some of the following questions:†¢Ã‚  How well does the new Space website convey a sense of the type of content that users may expect whenever they explore the new Space’s internet sites?

Summaries of Five Lectures Research Paper Example | Topics and Well Written Essays - 1000 words

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Communication study Essay Example | Topics and Well Written Essays - 500 words - 2

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Nazi Germany and Virginia Holocaust Museum Essay Example for Free

Nazi Germany and Virginia Holocaust Museum Essay In this paper, I articulate my experience at the Virginia Holocaust museum, paying particular attention to my emotional and cognitive reactions. As a student of social work, I benefit from knowledge of the National Association of Social Workers (NASW) Code of Ethics, which I employ in reflecting upon the dichotomization and construction of the other that fueled the Nazi intolerance towards Jews and other ethnically diverse populations and led to their genocide. By examining the current genocide in the South Sudan, I highlight commonalities between the Holocaust and the modern plight of marginalized South Sudanese populations. Finally, I utilize the NASW ethical principles of Social Justice and Dignity and Worth of the Person to imagine how I would have reacted, as a social worker, to the Holocaust. Through this process of reflection, I gain insight into the mechanisms of intolerance and better position myself to be a positive change agent. Keywords: dichotomization, ethics, genocide, holocaust, Nazi, social work, Sudan Examining the Holocaust from a Social Worker’s Perspective Introduction The purpose of this paper is to reflect upon my experience at the Virginia Holocaust Museum on September 11, 2012. By providing a detailed and thoughtful examination of one of the most shameful chapters in human history, the Virginia Holocaust Museum elicits a strong emotional and cognitive reaction. As a student of social work and an active participant in the current political landscape, I am able to use current events and my understanding of the National Association of Social Workers (NASW) Code of Ethics as a lens in which to examine the atrocities of the Holocaust. By understanding the threads of intolerance that connect the Holocaust to the current genocide in the Sudan and applying the NASW ethical principles of social justice and the dignity and worth of the person, I am able to gain a richer understanding of the Holocaust and the millions of lives it affected. My Experience Growing up in the Virginia public school system, impersonal statistics and broad textbook generalities taught me about the Holocaust in history class. While I remember feeling unsettled and recognizing in some undefinable way that this event was truly terrible, the emotional weight of sadness and terror that the Holocaust commands did not truly sink in until my family brought me to visit the National Holocaust Museum in Washington DC. Walking slowly through the exhibits, I recall vividly the feeling that I was being turned inside out, my emotional nerve endings exposed to the pain and depravity of the collective nightmare of 11 million individuals. This was a profound experience for my young mind. The question â€Å"How could this happen? † tattooed itself on my consciousness and never received a truly satisfying answer. This question took on a renewed resonance as I took part in a School of Social Work fieldtrip to the Virginia Holocaust Museum. Returning for another in-depth look at the Holocaust, this time as an adult with infinitely more life experience, I again found myself emotionally raw. From the moment we arrived our docent, John Hagadorn, began immersing us in the facts and contextual details of the Holocaust. John overwhelmed us with the blunt statistics, sharing about the 6 million Jews and 5 million Czechs, Hungarians, Gypsies, LGBT and disabled persons who were systematically destroyed before the Allied forces of Great Britain, France, Russia and the United States were able to intervene. Hearing these numbers and the multitude of groups affected, I was struck by the Nazi’s tendency to aggregate, or lump together, different groups that did not meet the German’s ethnocentric, heteronormative, and physicalist perspectives (Rosenblum Travis, 2012). After aggregating these groups, the Nazi’s were able to dichotomize, or set themselves apart from these groups and declare them non-German and impure, their very existence in opposition to Nazi ideals (Rosenblum Travis, 2012). Despite knowing that racism, homophobia, and anti-Semitism were forces at play in the everyday German culture of the time, I find it hard to imagine that even the most relentless socialization could lead a human being to actively participate in or take a passive (but complicit) part in the extermination of millions of people based upon arbitrary differences. I know that fairness requires that I acknowledge istorical and cultural relativism when examining the Holocaust. However, as a person benefiting from an upbringing rich in openness and respect for the innate worth of all living beings, it is difficult for me to understand how so many Germans could let such atrocities culminate in the destruction of 11 million lives, and even help to perpetuate those atrocities. After being emotionally primed by the facts about the massive populations affected by the Nazi’s racist, ethnocentric, sexist, heteronormative, and physicalist campaign of hatred, I was profoundly affected by the photographs of the personal lives destroyed. From the moment we began the tour in the â€Å"Liberation† section, photograph after photograph of decimated humans greeted me with a palpable sense of sadness. Seeing the glassy eyed, hollow cheeked portraits of Jewish men, women and children reduced to emaciated skeletons gave me an entirely new perspective on human suffering. I imagine the slow, methodical torture of feeling my body wither away, day after day, and the madness of feeling powerless to feed my family or myself. Our docent, John Hagadorn, reminded us that even the most oppressive cultures often recognize children as especially vulnerable and spare them some of the abuses that adults endure. This was not the case in Nazi Germany and the photographs of children wounded and disfigured by â€Å"medical experiments† involving chemical burns, skin grafts, and â€Å"exploratory surgeries† made my stomach curdle. The replication of the experimental chamber the Nazis employed to test high altitude oxygen deprivation on concentration camp prisoners was especially gruesome. Imagining the terror and agony of the victims who endured this torture gave me a deeper understanding of the depth of dehumanization the Nazis felt for Jews. The photograph that stood out the most for me included no terrorized faces or emaciated bodies, but was simply a huge crate filled with wedding rings. With tens of thousands of rings piled atop one another, I could imagine all the families destroyed by this evil. I imagined the love that united untold couples, the dreams of children, homes, and experiences shared that were shattered. I thought of the stories created through a lifetime of shared love and humanity, destroyed before ever being written. As I imagined my parent’s wedding bands in that crate, I felt an overwhelming emptiness. I realized that mine and my sisters lives and all the moments of joy and love we have shared as a family would have been snuffed out before ever having the chance to flourish, all based on some arbitrary distinction of race, ethnicity or religious affiliation. Today’s Issues Sadly, the systematic genocide of the Holocaust is not an isolated incident in human history. Since the liberation of the Nazi concentration camps in Poland in 1945, intolerant despots have carried out numerous other genocidal campaigns in Rwanda, Bosnia and Iraq. According to the United States Holocaust Memorial Museum, today one of the largest genocidal and humanitarian crises of the 21st century continues to unfold in the Sudan, with over two million civilians murdered and four million displaced (United states holocaust, 2012). According to the Virginia Holocaust Museum, since taking power of the Sudanese government in 1989, Omar al-Bashir has recruited Arab tribal militias, or Janjaweed, to eliminate the ethnic Fur, Masalit, and Zaghawa tribal groups (2012). These Nuba mountain ethnic groups and any civilians who represent a perceived threat to Bashir’s National Congress Party (NCP) continue to be targets of aerial bombing, mass starvation and displacement, torture, rape, and enslavement (United states holocaust, 2012). Just as the Nazis used the ethnic variance of Jews, Czechs, Hungarians and other â€Å"Non Aryan† populations as the basis for violence and oppression, the NCP based their current violence in South Sudan upon perceived ethnic differences. While the Nazis dichotomized anyone who did not fit their definition of the German race, the NCP continues to dichotomize the Nuba, Fur, Masalit, and Zaghawa populations because of their ethnic differences. By employing this process of dichotomization, both the Nazis and the NCP are able to marginalize entire populations and construct them as â€Å"others† who are distinctly different and â€Å"in opposition to the dominant group† (Rosenblum Travis, 2012). This extreme process of othering plants the seeds of intolerance and hatred that later manifest as systematic violence, as the current rape, displacement and murder of millions in South Sudan illustrates. NASW Code of Ethics Social Justice  The NASW Code of ethics defines the principle of Social Justice as â€Å"challeng[ing] social injustice† and â€Å"pursu[ing] social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people† (NASW Delegate Assembly, 2008). When considering the Holocaust there are abundant opportunities to apply the principle of social justice. As a social worker, I would have had an ethical responsibility to take action to relieve the suffering of the Holocaust victims. The Nazis systematically oppressed the Jewish, Czech, Hungarian, disabled, and LGBT populations in horrific ways. Had I been a social worker at the time, I would have made it my priority to encourage social change by educating anyone I could about the violence and oppression that decimated these vulnerable populations. By spreading knowledge and encouraging others to raise their awareness of the suffering in Nazi Germany, I could have organized rallies and campaigns designed to apply pressure to our government to intervene earlier. I could have encouraged sensitivity to these diverse cultures by constructing a dialogue about diversity and challenging apathetic civilians to challenge themselves to empathize with these oppressed groups and imagine themselves as victims. Dignity and Worth of the Person The NASW Code of Ethics describes the principle of Dignity and Worth of the Person as â€Å"respect[ing] the inherent dignity and worth of the person† and â€Å"treat[ing] each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity† (NASW Delegate Assembly, 2008). The very foundation of the Holocaust and the genocide of 11 million individuals was a lack of respect for cultural and ethnic diversity. The Nazi regime targeted anyone who did not meet its narrow perception of the â€Å"pure† German race. The Nazis considered any physical or mental divergence from the Nazi racial, ethnic, heteronormative, and physicalist norms a threat. Had I been a social worker at the time, it would have been my obligation to resist these oppressive views and aid marginalized people in any way that I could. By encouraging others to recognize the innate value of all human beings and the arbitrary nature of racial and ethnic distinctions, I could have assisted others in achieving a more empathetic awareness that could serve as motivation to take action to end Nazi oppression. Conclusion The Holocaust remains one of the darkest, most disturbing scars upon modern human history. Examining the mechanisms of intolerance that fueled the decimation of over 11 million lives allows me insight into the subversive nature of evil. These mechanisms of socialization, dichotomization, and the various ways in which human beings construct differences in others must be understood if such evil is to be prevented in the future. Unfortunately, as in the case of the Sudan and other marginalized regions of the world, these mechanisms are still fueling the widespread oppression of entire populations. By raising my awareness of historical and modern oppression and endeavoring to embody the NASW ethical principles like social justice and the dignity and worth of the person, I can better position myself to be an active change agent and a better human being.

Childhood Obesity In America Essay Example for Free

Childhood Obesity In America Essay More and more American children are becoming overweight or obese. Years ago an elementary classroom may have one kid who was overweight but today that has drastically changed. We have a whole new generation of kids who are consuming much more â€Å"junk food† and eating fast food 3 or 4 nights a week and they are not as active as kids used to be. These kids are consuming things like Monster energy drinks, Starbucks coffee, Mountain Dew, chips, candy bars and more on a daily basis. Many of them are coach potatoes, video gamers, social networkers, texters, etc. We need to get this new generation of children to become more active. They also need to be educated on how to be aware of what they are eating and teach them to eat the so called â€Å"junk food† in moderation and incorporate more nutritious foods in his or her diet as well as maintain an active lifestyle. Childhood obesity is on the rise due to the many changes in our society and we need to do something to prevent it before it gets out of hand. Keywords: obesity, children, overweight Childhood Obesity in America Childhood obesity is becoming a problem across the globe and has been declared an epidemic in America. Children are consuming more calories than ever and many are not as active as earlier generations. For the first time in the history of this country, young people are less healthy and less prepared to take their places in society than were their parents. Diabetes is on the rise, American kids are getting sicker, becoming sadder and getting fatter. (W. Sears, M.D., M. Sears, R.N., J. Sears, M.D., R. Sears, M.D., 2006) Many of you probably remember running around the neighborhood when you were younger playing things like tag, hide and seek, capture the flag and many other outdoor games. Then you would get called in to eat, only to go right back out to play until it was time to come in for the  night. Now days you are more likely to find children indoors in front of the television, on the computer, texting a friend or playing a video game, not to mention they may be eating an unhealthy snack, such as a cookie or a bag of chips. According to the Centers for Disease Control and Prevention, 12.5 million children and adolescents between the ages of 2 and 19 are obese. Obesity is a good indicator of unhealthy lifestyles, characterized by over-eating and lack of physical activity. Who is responsible for this you might ask. Is it the parents, the schools, fast food restaurants, technology, a down economy or even the food industry? We cannot single out and put the blame on any one of these. However, each one can be a contributing factor and the combination of them certainly could be part of the cause. Let’s take a look at how each of them impacts our children’s health. Let’s start with the parents. As I stated earlier, years ago children were outside playing much of the day. However, now parents are not letting the children out to play until they are much older because they worry about their safety. Part of the reason for this is that the world has changed. Ever hear the phrase â€Å"It takes a village†? Well years ago neighbors looked out for each other and their children. Now everyone minds their own business and keeps to him or herself. Even the cars going through the residential neighborhoods do not seem to be as cautious about watching for children. Maybe this has to do with the fact that children are not as often outside playing as they used to be. Families seem to be so much busier today than in the past. Most families are living on two incomes instead of one, which means there is not a stay at home parent making home cooked meals everyday. Not to mention families are having less and less meals together at the table. Instead parents are tired and are relying on quicker meals like frozen pizza’s, banquet chicken, corndogs, fries, hotdogs, macaroni and cheese, microwaveable meals, and even fast food. Many families are a single parent household and may be on a tight budget and may be purchasing the cheaper convenience foods that are typically less nutritious and have more additives and preservatives. Parents are not intentionally trying to make their children fat and/or sick. Most are trying to do the best they can and don’t realize the long-term effects of all the processed foods, especially combined with a less active lifestyle. What about the school’s role in all this? Kids spend a big part of their day at school and some eat breakfast and lunch at school. As a Licensed Family Child Care Provider, each year I have to take nutrition training through the USDA food program. After taking it one year and learning about high fat foods that are commonly served to children, I was looking at my son’s monthly lunch menu for the elementary school and noticed they were serving too many of these high fat foods in one week at lunch. In the same week the kids would be served chicken nuggets, pizza, and a breaded chicken sandwich. These foods are not bad if eaten on occasion and in moderation. However, what I learned in the nutrition training was that we should limit the amount of high fat foods served in one week. My daughter, who attends the high school, told me that everyday if the students don’t like the main option for lunch they could go and get a hamburger or hotdog with french fries as an alternative choice. Middle schools, junior highs, and high schools often have an a la carte line or snack bar at lunch, which consists of ice cream, cookies, juice, and other foods that are not very nutritious for a lunch. Some schools even have soda machines and snack machines. There have even been some schools that are cutting their physical education and sports programs. Technology plays a big role in the children not being as active as they used to be. There are no longer just Saturday morning cartoons. Now with channels like the Disney Channel and Cartoon Network kids can watch cartoons twenty-four hours a day, seven days a week, 365 days a year. Today our children spend many hours on media devices, such as cell phones, Ipads, Kindles, and hand held video games as well as the television, computer, or other game systems such as Xbox. Many kids today would rather be inside on the computer or playing video games than out with a friend or being active. This morning I was at the doctor’s office to have my cholesterol checked. In the waiting room at my clinic they now have a TV up on the wall that is always playing something educational about staying healthy. Today as I was  watching it they were talking about how people who sit more than three hours at a time shave time off of their life. They said after three hours of sitting you should get up and move around for a while before sitting back down. According to this program we have enzymes in our body that help break down fat. However, when we are sedentary or sitting these enzymes are not able to break down the fat in our body. If that is true than these children who are spending hours on the computer, watching TV or playing video games are not burning as much fat as they could be if they took a break every now and then and got up and moved around for a bit before sitting back down. Another contributing factor to childhood obesity is the food industry. Why the food industry? I’ll tell you why. The food industry is packing more and more preservatives, dyes, fat, sodium, sugar and other stuff into our food to make it last longer and taste better, but what are these added ingredients doing to our children? They are literally turning our children into sugar and carb addicts. Products such as chips, cookies, candy and other junk food are being targeted towards our children. Watch a cartoon with your child sometime and pay attention to how many of these commercials you will see. You will be amazed. Something many of you might not think of is the down economy as another contributing factor. Many families are struggling and have had to make plenty of cutbacks on their spending. Yes, that sometimes includes cutbacks on food. It can get expensive feeding a family of four for a week. It is actually cheaper sometimes to buy processed foods and junk food than it is to buy natural and healthy foods. For example, it is much cheaper to buy a box of Little Debbie snacks than it is to buy a small bag of apples or carrots. During my own families rough financial times we discovered that feeding a family of four from McDonald’s $1 menu was not only more convenient but cheaper than cooking many meals as well. If everyone got 2 to 3 items it was less than $15 for the whole family. However, in the long run eating lots of the unhealthy foods and snacks is going to cost you more in healthcare and prescription medications from the consequences of eating an abundance of these foods. â€Å"A family with an obese child spends 30% more in health costs and 77% more in medication costs.† (Parekh, 2012, Prevention is Better than Cure, para 1). Also obesity in childhood often follows into adulthood, which further supports the importance of preventing childhood obesity. (Wang, 2011) Fast food is another big factor for some people. I am not saying you should never eat it at all but some families are eating the stuff three or more times in one week. When I was a kid I was lucky if I got fast food once every six months and that was a treat. McDonald’s seems to have taken the blunt for the fast food industry when it comes to the consequences of eating it too often. They have tried to make some changes like getting rid of the supersize portions and adding apple wedges as an alternative to fries in their kid’s Happy Meal. There even is a documentary that was made about the negative impact McDonalds and the rest of the fast food industry are having on society. The main character, Morgan Spurlock in the movie did a one-month experiment. He ate three full meals a day at McDonald’s, only ordered a super size meal when asked, and never ate food from any other source. By the end of Morgan Spurlock’s month long McDonald’s binge, he had become depressed and exhausted, he was experiencing dramatic mood swings, and his sex life had greatly diminished. He gained 25 pounds, his body fat percentage increased from 11% to 18%, his liver was showing notable signs of damage, and his total cholesterol increased from 168 to 225. However, because of Spurlock’s unrealistic extent of excess calorie consumption, the only thing that this really proves is that overeating is unhealthy. (2009) If eaten on occasion and in moderation as well as eating the right portion size it is not going to harm you and that movie can be misleading. However, it does show what can happen to those who eat it on a daily basis. Parents should limit their child’s meals at fast food restaurants and think of another quick healthy alternative for those other days they may be in a time crunch. Now that I’ve talked about some of the contributing factors of childhood obesity, let’s discuss the effects it has on our children’s health. Children are ending up with health problems such as, high blood pressure, high cholesterol, and even type 2 diabetes. This form of diabetes was previously referred to as â€Å"adult onset† diabetes because it used to be more  typical for adults over the age of 40 to get this type. (Schraffenberger, L.A., 2012) Some of these overweight kids are also dealing with being teased by other kids and being called fat. This is leading to more kids being treated for depression. If these kids, some as young as elementary age, are having these kinds of health problems, what does that mean for their health as adults? So what changes have been made to fix this problem of childhood obesity in America? There have been some laws that have gone into effect. One such law has affected me as a childcare provider. The law went into effect in October of 2010 and states that all children over the age of 2 must be served low fat 1 percent milk or fat free skim milk. This law also applies to the schools. The schools have always had minimum calorie guidelines but now there is a maximum calorie guideline the school has to follow as well. This went into effect in July of 2012. Some schools are making changes like taking their soda and snack machines out or having them shut off during lunchtime. Some have even put in new machines with healthier options. Our first lady, Michele Obama has been actively involved in trying to prevent childhood obesity and has even visited some schools that have changed their menus to implement healthier options. Another big advocate in preventing childhood obesity is Rachael Ray. She has started the yum-o organization, which is a non-profit organization. According to the yum-o website, the yum-o organization â€Å"empowers kids and their families to develop healthy relationships with food and cooking.† Wang (2011) explains that the U.S. obesity epidemic can have many serious health and financial consequences if it cannot be controlled, and likely minority and low-income groups are hit harder. Childhood obesity is currently higher than it ever has been and we can do something to prevent it. Parents can help by limiting their child’s screen time, eating more nutritious home cooked meals at the table (not in front of the television) and encouraging their children to be active. For families with busy schedules the parents can take time on the weekends to plan meals ahead of time for the upcoming week. They do not have to be elaborate and can even consist of soup, sandwich fruit and milk. (American Academy of Pediatrics)  The schools can limit the â€Å"junk food† they offer in vending machines and the a la carte line or replace it with healthier options and offer more nutritious meals with the appropriate amount of calories. They can also stop cutting their physical education programs, as keeping children active is very important in preventing obesity as well. Families who are struggling financially can buy fruits and veggies that are on sale or in season and make meals that are cheap yet healthy. Also we should have more restrictions on the food industry, such as maybe a warning label for parents on foods that are way too high in sugar, fat, or sodium. If we all work together to make as many of these changes as we can our kids will be much happier and healthier. References Centers for Disease Control and Prevention. (2012). Obesity rates among all children in the united states. Retrieved September 30, 2012, from www.cdc.gov/obesity/data/childhood.html Hassink, S. (Ed). (2006). A parent’s guide to childhood obesity. United States: American Academy of Pediatrics Parekh, N., (July 13, 2012). Childhood obesity prevention tips. Prevention is better than cure. Retrieved September 30, 2012, from http://www.buzzle.com/editorials/6-7-2004-55178.asp Ray, R., (2012). Rachael ray’s yum-o cook feed fund. Retrieved September 30, 2012, from http://www.yum-o.org/ Schraffenberger, L.A., (2012). Basic ICD-10-CM/PCS and ICD-9-CM Coding, Chapter 6, Page 123 Sears, W., Sears, M., Sears, J., Sears, R., (2006) The healthiest kid in the neighborhood. New York, NY: Little, Brown and Company Wang, Y., (2011). Disparities in pediatric obesity in the united states. Retrieved October 21, 2012, from advances.nutrition.org/content/2/1/23.full.pdf+html

Review of literature on employee management

Review of literature on employee management Management is not only about managing resources and controlling expenses. Although these are basic functions of management, theres more to management than just managing resources and controlling expenses. Another extremely important function of management is the ability to manage employees especially since they are the lifeline of any business. Given the downturn in the economy, many businesses have not only been forced to lay off employees, but theyve also been forced to close their doors due to a lack in demand. However, there are also businesses that have capitalized on the downturn of the economy to reduce overhead and increase employee productivity even if the need does not exist. This can certainly be a temporary fix, but squeezing everything out of employees does not appear to be the solution for long term business success. With that in mind, this paper will dive into some of the common management issues that businesses and leaders face today such as; the effects of poor lead ership, not motivating employees effectively, and not being able to manage conflict appropriately. Based on the study of these management issues, the study concludes that poor leadership can result in not providing proper direction and/or guidance to your employees to meet company goals, not motivating employees can result in a decrease in employee productivity, and not managing conflict can lead to low morale and even a belief of inequality among the workgroup if issues are not handled properly. Further research would be appropriate to explore solutions to these issues. Employee Management Issues Given the fact that every person and employee is different, managing employees effectively continues to be one of the most common management issues that businesses face in this demanding world of business. Businesses can certainly hire employees that have great credentials and impressive resumes. However, managing employees and addressing management issues effectively is just as important as hiring employees with the proper experience and education in order to establish a good employee base that will be instrumental for future success. With the above in mind, this study will focus on several employee management issues such as the effects of (a) poor leadership, (b) not motivating employees effectively, and (c) not being able to manage conflict appropriately. Review of related literature Poor leadership Employees not only need guidance from their managers or leaders, but they also need to know that they will be there to help them when they need them or to help put things back on the right track. Leadership need not imply that a leader is, by nature, wise, and inspirational. Darker forces sometimes drive leaders as well as their followers. Bad leadership is as ubiquitous as it is insidious (Kellerman, 2007, Pg 17). Kellerman (2007) further points out that, like good leaders, bad leaders are characterized by traits such as intelligence, high energy, strong drive for power and achievement, decisiveness, and determination. Bad leaders have a skill set that ranges from being good at communicating to being good decision making. Kellerman (2007) also describes bad leaders as, incompetent, rigid, intemperate, callous, corrupt, insular, and evil (Kellerman, 2007, Pg. 17). McGowan (2010) also notes, Leadership cant lead if it cant see (McGowan, 2010, Pg. 3). Many leaders/managers are not successful due to their authoritative leadership styles, resulting in increased communication gap with their employees. Such leaders are unable to earn the respect and loyalty of their employees, who simply follow their orders because of their authority. Accordingly, there is a greater possibility of turnover and absenteeism by the valuable workforce (Ahmed, Shields, White,  Ã‚  Wilbert, 2010, Pg. 108). Fowlie Wood (2009) further illustrate from one of their studies that, bad leadership equates to a lack of self-management and relationship management competencies (Fowlie Wood, 2009, Pg. 568). Lack of communication and guidance from management simply exacerbates existing or potential problems. As a result, this could then leave the employees feeling like no one is listening and the relationship between employees and management starts deteriorating. Poor motivation Once the relationship between employees and management starts to deteriorate, this can then lead to motivational issues. Managers need to realize that every employee is different. Some employees prefer to work independently while others like the continued feedback and support from their leaders. As Lazenby (2008) notes, a one-size-fits-all apprach to employee motivation doesnt work. Challenges that motivate one person might actually discourage another. Some individuals seem to have a high need for praise and recognition, even when their work is mediocre; others dont seem to care about those things (Lazenby, 2008, Pg. 22). As Lazenby (2008) further points out, People are different, and we need to master the skills needed to motivate different people (Lazenby,2008, Pg. 23). While some employees might be motivated by monetary rewards, managers also need to be aware that motivation could also depend on the age of the employee. Although one might not think that age is a factor when it comes to motivating workers it actually is. Younger employees tend to be more motivated by monetary rewards and older employees are generally motivated by other factors. As Kauffman (1987) points out, aging, in itself, does not lead to mental impairment, such as memory loss or a breakdown in intellect. They [older workers] may no longer be striving for top pay; they may see the need for better balance between work life and home life; their children may be self-supporting and their monetary needs are no longer a driving force (Kauffman, 1987, Pg. 43). Not motivating employees can then lead to inter-departmental or departmenta l conflict especially if employees believe inequality exists. Not managing conflict appropriately Conflict in the workplace is not always a bad thing. However, conflict thats not managed properly can certainly lead to bigger problems. Occasional conflict, if managed appropriately, can lead to creativity, better decision-making, and improved results. However, too much conflict can lead to a decrease in performance and group cohesion (Sikes, Gulbro, Shonesy, 2010, Pg. 48). Assael (1969) further notes that, constructive conflict results in improved communications between organizations, allowing for legitimate differences of interests and beliefs to emerge (Assael, 1969, Pg. 578). Culture wars can occur when the beliefs and habits of one cultural group come to dominate the norms of the workplace, making it difficult for members of other groups to be included, understood, and to attain success (Turner, 2007, Pg. 244). If conflict is not managed properly the results can ultimately affect the companys bottom line. They can substantially impact the vital organizational objective of serving customers (Tjosvold, Dann, Wong, 1992, Pg. 1). It is generally agreed by the organization theorists that organizational conflict should be managed rather than resolved to enhance individual, group, and system wide effectiveness. The management of organizational conflict involves the diagnosis of and intervention in conflict at intrapersonal, interpersonal, intragroup, and intergroup levels (Rahim, Afzalur, Garrett, Buntzman, 1992, Pg. 423-424). Rahim, Afzalur, Garrett, Buntzman further point out that, the difference between resolution and management of conflict is more than semantic. Conflict resolution implies reduction or elimination of conflict, whereas the management of conflict does not necessarily imply reduction or elimination of conflict (Rahim, Afzalur, Garrett, Buntzman, 1992, Pgs. 423-424). Conflict is almost certain to occur in work teams due to the fact that they are comprised of different people possessing different perceptions, personalities, and behaviors. Although incredibly effective, work teams may stumble upon barriers which must be overcome to allow for growth and continuation towards the common goals of the group. Unfortunately conflict cant be managed by walking away. You have to tackle the issue and, the important takeaway is not necessarily knowing how to eliminate conflict all together, but to eliminate the problems before they begin or be prepared to deal with the conflict as it is presented (Sikes, Gulbro, Shonesy, 2010, Pg. 48). Conclusion Employee management issues can have adverse effects to any business and ultimately to their bottom line. Furthermore, unaddressed issues and/or poor leadership tend to have a rippling effect that can start with one employee and work its way through departments or even entire companys if not addressed accordingly. Not managing employees appropriately can also lead to reduced opportunities not only for the employee, but for the company. In summary, poor leadership can result in not providing proper direction and/or guidance to your employees to meet company goals, not motivating employees can result in a decrease in employee productivity, and not managing conflict can lead to low morale or even a belief of inequality among the workgroup if issues are not handled properly. As Ahmed, Shields, White, Wilbert (2010) point out, Managers must have a mind-set to think beyond their job titles and focus more on developing and inspiring employees to accomplish organizational goals. After all, The ultimate goal of an organization is to maximize shareholders value and profitability, which is accomplished by integrating strong leadership with formal and informal communication networks (Ahmed, Shields, White, Wilbert, 2010, Pg 119). Given the fact that the human factor is part of any business, employee management issues are a common occurrence in the lives of every manager or leader. Thats not to say that theres nothing that can be done about it or suggest that managers or leaders should simply deal with the issues and move on. On the contrary, there are things that managers and leaders can do to overcome and/or minimize these employee management issues. However, further research would be appropriate to explore options and solutions that can be implemented to address these employee management issues.

Effects of Toilet Training to Personality Development Essay example --

Effects of Toilet Training to Personality Development Introduction â€Å"The child was the father to the man† - Sigmund Freud The basic premise of Dr. Sigmund Freud’s theory on personality development lies on the above statement. The determinants of one’s behavior and characteristics during adulthood may be derived from one’s childhood –how one was brought up taking into consideration the influence and interaction of values, culture, language, rules, roles, models and morals to the development of one’s personality. As such, much of the burden of honing a child’s character lies on the parents and the latter’s own upbringing may greatly influence how a child will behave upon reaching adulthood. With this premise in mind, Freud advanced a theory that centered on the effects of sexual satisfaction to the human psyche. To Freud, man is a pleasure-seeking animal who constantly strives to avoid painful experience in order to maintain a pleasant life. He postulated that the foundation of personality is formed between the ages 1-5 wherein an individual goes through a series of developmental stages which were also called psychosexual stages. Man’s search for pleasure commences during these stages, wherein the most basic desire or sexual urge is manifested in a child’s growth and developmental needs. In explaining the four psychosexual stages that he has identified, he introduced the idea of erogenous zones. Erogenous zones Also called erotogenic zones, erogenous zones are areas in a man’s body where the inner and outer skins meet and when manipulated, are capable of arousing pleasant and sensu... ...duce specific character traits associated with the acts of retention and expulsion. Cited Works Bischof, Leonard J. Interpreting Personality Theories. New York, N.Y.: Harper and Row, 2nd Ed.,1964. Fox, Ronald E., Gregory, Ian and Rosen, Ephraim. Abnormal Psychology. London: W.B. Saunders Company, 2nd Ed., 1972. â€Å"Psychodynamic Theories.â€Å" noteaccess.com. 19 June 2005. Bibliography â€Å"Freud's Psychosexual Stages of Development.† about.com 19 June 2005. Hall, Calvin S. and Lindzey, Gardner. Theories of Personality. N.Y.: John Wiley & Sons, 3rd Ed., 1978. Stevenson, David B. â€Å"Freud’s Psychosexual Stages of Development†. Victorian Web. 19 June 2005.