Othellos Downfall Essay Example for Free

Othellos Downfall Essay Males within Venetian society maintained a higher status than women and were considered to hold the power and intellect. Throughout women’s lives, they are owned by a male figure; as a young girl they are owned by the father, but once they are married they are then owned by the husband. They were also expected to portray a feminine figure, obey and respect men, remain virtuous and maintain a good status as an Elizabethan wife. Throughout Shakespeare play Othello, Iago leads Othello to believe that his wife Desdemona is being unfaithful towards him with his newly appointed lieutenant Cassio. Without confronting his wife about this accusation, he begins to prematurely punish her by treating her without respect and later on strikes her. This occurs In act 4 scene 1, and Desdemona responds to Othello by saying â€Å"I have not deserved this†. During Venetian times, physical abuse upon wives was emitted, with the wife unable to fight back. Women were also seen as something males owned. The relationship between Iago and Emilia was clearly not built on love and passion; instead it seemed to be built on Iago’s goal to gain status among piers. Iago requests many favours from Emilia such as stealing Desdemona’s handkerchief and follows Iago in a wifely duty. He does not treat her like his wife until he requires something of her. This shows how the women were used in venetian society, there was no relationship with a give and take system. Instead it was merely the men who would take from the women, and the women would just accept that, as it was the way they were raised. In Act 3 scene 3 Emilia says aloud â€Å"my wayward husband hath a hundred times wooed me to steal it†¦ I’ll have the work tane out and give’t Iago† this gives the audience the understanding that Emilia has been requested by Iago to steal the Desdemona’s handkerchief while knowing that it has some link to an evil act ,as she references her husband to a â€Å"wayward husband†. Women being seen as male owned, is also shown in Act 1 scene 3, Desdemona informs her father Brobantio that although she is grateful for all he has done for her; providing life and education. Now however, she has a husband and she will give all her loyalty to him, just as her mother gave her loyalty to Brobantio. In this scene, it is the only time in which we are shown the strong-willed, brave, outspoken and independent side of her. It was also common in Venetian society form men to be trusted over women. In act 4 scene 2, Emilia and Othello discuss of Desdemona and Casio’s relationship. Emilia defends Desdemona’s honesty, claiming â€Å"I heard each syllable that breath made up between them† and that there was nothing suspicious going on between the two of them. However despite the conversation between the two, Othello does not take any of this into account when later on he and his wife are in conversation and he refers to Desdemona as a â€Å"impudent strumpet†. This shows how women were not as trusted as men were through Othello ignoring Emilia’s evidence and choosing to believe Iago’s. The play wright’s criticism of the way women were treated in Venetian society show that they believe that in some cases, Desdemona should have defended herself when she was faced with severe provocation. She doesn’t confess to losing the handkerchief of which Othello presented to her as a token of his love. This is because of the fact that she feared the outcome of the situation if she did, as Othello has power. Her actions in response to Othello’s accusations were merely exemplary behaviour of married women in Venetian society. Desdemona is obedient towards Othello, and herself declares of it in act 3 scene 3 â€Å"I am obedient†. Throughout the play she obeys Othello commands from the early stages of marriage to the later stages of his jealous ravings. She continues to obey Othello in the act 5 when he orders her to go to the bedroom with which she replies â€Å"I will, my lord†. Down to her very last breath she remains true to Othello saying â€Å"commend me to my kind lord†. Desdemona appears to have accepted her role completely as a subordinate and obedient wife. Through the use of the willow song in the Othello, it truly re-enforced Desdemona’s grief as it would stir up the audience to feel the sadness of her as a victim and feeling empathetic towards her. The language in the song really made the audience understand her better, rather than accepting the outcome of the play, as something that was not preventable and should have been expected. In Othello, the Venetian society, moulded on the ideology of Elizabethan England, place women in their position. This is that they behave as men expect, believing this to be ‘natural’. They are considered to possessions of men and are to remain submissive and meek at all times. The only power they possess is their sexual power; however the women must remain loyal towards their husbands. This power must be resisted by men in society as it is considered evil.

thornton wilder :: essays research papers

thornton wilder a great writer Wilder’s Writing â€Å"Either we live by accident and die by accident, or we live by plan and die by plan.† In Thornton Wilder’s The Bridge of San Luis Rey, Brother Juniper strives to make this determination. Thornton Wilder may have also tried to ascertain this himself. As one of America’s most respected contemporary authors, Thornton Niven Wilder has recieved much renown for his works, especially Pulitzer Prize winning The Bridge of San Luis Rey . Why Wilder wrote the novel and why the novel is so famous may be argued through his background and use of specific themes (Books). Thornton Wilder’s background contribute to his way of writing as well as his outlook on life. In his novel In Life as we Live it, Wilder expresses his strong belief in the preciousness of life: â€Å" Do humans ever realize life while they live it?† (Simoni).When someone asked Thornton Wilder about his purpose in writing The Bridge of San Luis Rey, he replied that he was posing a question: "Is there a direction and meaning in lives beyond the individual's own will?" (Society). The three principle influences on the writings of Thornton Wilder were his religious background, his love of classicism, and his worldwide travels. Wilder’s Family and homelife also affected his writing greatly, especially his father (Books). The time period of his life aslo brought influence on Wilder’s writing. During this time was World War II in which Wilder served and recieved ideas. The reason for Wilder’s wide acceptance and large renown in society may be answered through the author’s Life influences, the time period in which he grew up, and the style and themes that he uses in his writing. Thornton Niven Wilder was born in Madison , Wisconsin on April 18, 1897, as one of five children, one of which was his twin, of Amos Parker Wilder and Isabella Wilder.Thornton’s father was a newspaper editor, diplomat, and a strict Calvinist. His father had a great impact on Wilder’s writing. In The Bridge of San Luis Rey, the Wilder said that the idea of the collapse of the bridge stemmed from arguments with his strict father. In 1906 the family moved to Hong Kong, where his father had been appointed American Consul General. After six months his mother returned with the children to the United States, but the family rejoined again in 1911 in Shanghai, where his father had been transferred. Wilder stayed in China for a year (Encyclopedia). Wilder’s home life was characterized by a strong religious and intellectual atmosphere

Introduction to children and young people

These include rooting, sucking, swallowing, grasping, and stepping ND startle reflex. Babies are helpless when they are born and they don't have very much muscular co-ordination. They are able to focus their eyes very quickly and follow sound from side to side as well as being able to cry and make gurgling sounds Soon the muscles begin to strengthen and babies start to control their movements. This allows them to begin exploring their environment and learn how their world operates. Physical control and co-ordination progress downwards, beginning with the head and moving through the neck, trunk arms and the legs.Muscle control 0-3 years: 2 Months – able to raise head when lying on stomach Months- can grasp objects using whole hand 6 Months- Can sit up without support 8 Months – Can start to crawl 12 Months – can walk without help 18 Months- Can climb stairs and run but often falls 2 Years – Can controls muscles which allow for toilet training and can climb on furniture and kick a ball but not yet catch one 3 Years- can Jump and ride a tricycle Intellectual – means the development of the mind and lets us to recognize, remember, reason, know and understand thing around us.We also develop communication skills which allow us to make ourselves understood and to develop relationships. As children interact with the environment they slowly organism their thoughts and develop a set of Reposes for dealing with the world. These become adapted as new experiences occur giving us all a better understanding of our world. Language development is another part of intellectual development; children should know at least six works by 18 months.Most one-years-olds should be able to name simple objects and by the age of two most are able to put two or three words together into a simple sentence. By the age of three, most speech should be understandable and children should be able to speak in complete sentences. Emotional- at the age of one babies are able to learn about the effect their behavior has on their parents/guardians and can express emotions through tears, laugher and facial expressions At two years of age toddlers are known for their temper tantrums â€Å"terrible two's† as they struggle to express how they feel.They are able to show things to a certain degree, which is often expressed through play. At the age of three, children are more sensitive to others feelings and will share their toys with others and take it in turns to play with toys. They are interested in having friends and his is often when children start nursery or playgroup Social – Social development is similar to emotional development, young children from friendships and tends to show preferences for particular people.Language skills are important in the development of this relationship and, as children develop, they are more able to express their feeling verbally. Contact between ages is part of a normal family life and children benefit f rom spending time with both older and young people. Most children start nursery at this age and this provides an opportunity for them to share time with different age groups. Childhood 3- 11 years physical- growth continues really fast during childhood, although not as fast as in the first three years, and body proportions as beginning to be more adult-like.Gross and fine motor skills are becoming more advanced, like tying shoes, making and decorating a cake, playing football, building a musical instrument, throwing a ball and gymnastics Intellectual – as children get older they are able to do more logical activities. That begins to understand different concepts but often need to actually see concrete objects in order to understand them. As a child progresses through this tag they become fluent in language and may develop a good vocabulary. They become able to construct sentences and use grammar well.Moral development is something that begins during this phase. This is the pr ocess by which children take on rules and expectations of the society in which they brought up and develop a sense of right and wrong Emotional – as children progress through this stage they begin to lose the bounds with their main careers although they still need their support. They begin to be more independent and start to develop a sense of ‘sense' Most of our emotional responses are learned from our parents/guardians.All children learn to control of their emotional Reposes and to resolve conflict and parents/guardians should praise them when this occurs while trying to understand the temper tantrums of frustration that do occur. Children begin to show signs of compassion and empathy and again careers need to encourage this. During this stage children also develop the ability to talk about their feelings. Even at a young age children will say things such as ‘l feel sad' or ‘that makes me happy'. Social- as children develops into social beings they go thro ugh what us termed oscillations.Primary solicitation takes place within the family although there as many different types of family. Relationship with people outside the family becomes more important as children move through this stage. Teenagers 11-19 years Physical- at puberty, chemicals in your body called hormones trigger many changes, including growth spurts and weight increases, and boys and girls begin to change and look different as they grow into young woman and men. Intellectual- ideas about religions and politics may also begin to think about as their minds become more complex. Long term memory develops which enables teens to study for pass exams.Adolescents are able to start thinking about possibilities for both their immediate and long-term futures and plan ahead. Decisions such as whether or not to continue in education or to go out to work may be options for some. Emotional- often teenagers alternate from behaving like children and then behaving as adults. They also o ften feel misunderstood and may challenge parental value, deliberately pushing against boundaries which are often perceived as too restrictive or controlling. Teenagers become less dependent on family for emotional support and urn to their friends for advice, which is called influence of a peer group.Young people want to be accepted by their friends and this can sometimes lead to difficult situations, affecting both self-esteem and self-concept. Social- social and emotional developments are intertwined. As teenagers gain independence, they spend more time with friends. This allows them to practice social skills. As teenagers turn more to their peers they often struggle because they want to be liked. Peer recognition is very important and things like the types of clothes and interest that are followed become significant.Peer pressure can also present difficulties as it can challenge many of the ideas learned from families. This can be a period during which problems can start by exper imenting with alcohol, sexual orientation and attitudes toward education. 2. Know the factors that affect children and young people's development 2. 1 identify the factors that affect children's and young people development to include: Background health environment Income- An income is the amount of money an individual has pay to provide everything they need in there life.This usually comes from paid employment or infinite an individual may receive from the government. Housing- where your life affects a lot of an individual's growth and development, some people live in cities, towns, some live in the suburbs and some live in rural areas. There are different types of places that you live in that can affect your health and wellbeing. Housing standards have improved a lot in the I-J but there are still people who live in poor housing. Environment- as well as the type of home you live in, the local environment and your community also affect your growth and development.Other environmenta l actors can include living in overcrowded areas with no recreation spaces, living close to busy roads which are noisy, living near sources of pollution or living a long way from health and welfare services. Many areas have high crime areas which is very dangerous and stressful Education- education affects development mainly because it affects Job opportunities. Higher educational achievement usually gives individuals more choice of the types of career or employment they can follow in the I-J, education is compulsory between the ages of 5 and 16, although many people study ended the age.Culture- people are categorized by themselves and others in different ways for example, race, social class, ethnicity or religion. Sometimes this can lead to stereotyping and people may make generalizations about other based on, for example, the types of clothing they wear. Gender- gender stereotypes as also reinforces by the types of Job people are directed to. For example, the health and social car e sector is mainly staffed by woman although today many more men are choosing Jobs in this area. Once in working there are employment laws against discrimination. 3. Know how to support children and young people's development. . 1 outline different ways to support children and young people's development to include; physical development communication intellectual development social, emotional and behavioral development Play is a big role in children's and young people's development. There are different ways in using language, verbal ways which are to question, clarify, describe, explain and debate. There is also nonverbal ways to communicate, like listening, looking and touching. Talking to your child, tell your child what is going to happen for example now we're going to have a bath.When we are dry, we'll get dressed â€Å"parents can start reading with simple board books and longer stories as their child gets older. Story times where they can use their imagination and have input i n their stories are also effective. Music is also good play to young children; they will interact with the music by dancing and try to sing to the words. When they listen to lively songs or rhymes they learn about the world around them and the rhythm of language. Repeat their statements back to them with correct words. Give your child lots of praise for heir efforts.Physical Children develop at different rates while some are naturally late bloomers and others are ahead, there are things parents can do to encourage and support a child's physical development. Encourage your child to move from one place to another, play games with them, run around a playground or sports field, and climb things. Intellectual Encourage your child to find out what he likes to do and answer your child's questions when you can. As they grow older, many children lose their curiosity. Make sure your child eats well, stay active and gets proper amounts of sleep.Provide an opportunity to learn musical instrumen ts or practice some form of performing arts. Reading will help your child's mind grow. Social, emotional and behavior development Children often struggle with expressing their feelings; they need help knowing how to appropriately manage their feelings. Using language to identify, label and respect. It can also be helpful to tell and show young children other ways to manage like pounding clay, drawing pictures, and telling stories about how they are feeling. Helping to find appropriate ways to express emotions.

What Does Ozone Have to Do With Global Warming

There is a lot of confusion surrounding the role played by ozone in global  climate change. I often encounter college students who conflate two very distinct problems: the hole in the ozone layer, and greenhouse gas-mediated global climate change. These two problems are not as directly related as many think. If ozone had nothing to do with global warming, the confusion could be cleared up simply and quickly, but unfortunately, a few important subtleties complicate the reality of these important issues. What Is Ozone? Ozone is a very simple molecule made up of three oxygen atoms (hence, O3). A relatively high concentration of these ozone molecules float around 12 to 20 miles above the surface of the Earth. That layer of widely scattered ozone plays a crucial role for life on the planet: it absorbs most of the sun’s UV rays before they reach the surface. UV rays are damaging to plants and animals, as they cause serious disruptions inside living cells. A Recap of the Ozone Layer Problem Fact #1: The thinning ozone layer does not result in significant increases in global temperatures Several man-made molecules are a threat to the ozone layer. Most notably, chlorofluorocarbons (CFCs) were used in refrigerators, freezers, air conditioning units, and as the propellant in spray bottles. The usefulness of CFCs stems in part from how stable they are, but this quality also allows them to withstand the long atmospheric journey all the way up to the ozone layer. Once there, CFCs interact with the ozone molecules, breaking them apart. When sufficient amounts of ozone have been destroyed, the low concentration area is often called a â€Å"hole† in the ozone layer, with increased UV radiation making it to the surface below. The 1989 Montreal Protocol successfully phased out CFC production and use. Are those holes in the ozone layer the main factor responsible for global warming? The short answer is no. Ozone Damaging Molecules Play a Role in Climate Change Fact #2: Ozone-depleting chemicals also act as greenhouse gases. The story does not end here. The same chemicals that break down ozone molecules are also greenhouse gases. Unfortunately, that trait is not a sole characteristic of CFCs: many of the ozone-friendly alternatives to CFCs are themselves greenhouse gases. The extended family of chemicals CFC belongs to, halocarbons, can be blamed for approximately 14% of the warming effects due to greenhouse gases, behind carbon dioxide and methane. At Low Altitudes, Ozone Is a Different Beast Fact #3: Close to the surface of the Earth, ozone is a pollutant and a greenhouse gas. Up to this point, the story was relatively simple: ozone is good, halocarbons are bad, CFCs are the worst. Unfortunately, the picture is more complex. When occurring in the troposphere (the lower portion of the atmosphere – roughly below the 10-mile mark), ozone is a pollutant. When nitrous oxides and other fossil fuel gases are released from cars, trucks, and power plants, they interact with sunlight and form low-level ozone, an important component of smog. This pollutant is found in high concentrations where vehicle traffic is heavy, and it can cause widespread respiratory problems, worsening asthma and facilitating respiratory tract infections. Ozone in agricultural areas reduces vegetation growth and affects yields. Finally, low-level ozone acts as a powerful greenhouse gas, albeit much shorter lived than carbon dioxide.