Affirmative Actions - 1078 Words

Running Head: AFFERMATIVE ACTION Affirmative Actions Affirmative action is an action taken by an organization to select on the basis of race, gender, or ethnicity by giving due preferences to minorities like women and races being not adequately represented under the existing employment. To make the presentation of all these compositions almost equal in proportion to do away the injustice done in the past. The Supreme Company need to design an affirmative action program in the light of recent Supreme Court judgment passed in favor of affirmative actions to be adopted by various companies. Affirmative action is not free from controversies. It is one of the issues in the country, which has raked most controversies†¦show more content†¦Before, going into this we need to look at the past discriminative policies adopted many companies, responsible for many acts of discrimination against minorities. Menial and low level jobs were offered to certain ethnic and minority groups. Even, woman was denied certain job categories o n the ground of strength and their capabilities. This discriminatory policy adopted for so many decade has led to a situation where there cannot be a level playing field without taking certain affirmative action. Thus short-run violations of the rule are justified to create a more just distribution of benefits. In order to make an effective policy, the supreme company should be able to predict, as best it can, how many minorities and women it would select over time, without adopting the policy of discrimination. These predictions would constitute the institutions affirmative action in terms of â€Å"goals† (Anderson, 2002). It is for the supreme company to think in the public interest by maintaining such policy. For example let us take a very apt example; A Michigan farmer who grows sugar beets is relevantly different from his neighbor across the road who grows tomatoes. If the nation thinks a modest program of redistributing income is legitimate, then it uses a social secur ity payout formula that gives disproportionate return to low wage-earners overShow MoreRelatedThe Affirmative Of Affirmative Action Essay1389 Words   |  6 Pages Many affirmative action efforts have been made since the end of the Civil War in order to remedy the results of hundreds of years of slavery, segregation and denial of opportunity for groups that face discrimination. Many African Americans such as President Barack Obama, Senator Cory Booker, the writer Toni Morrison, the literary scholar Henry Louis Gates, media star Oprah Winfrey, and rap star Jay-Z have achieved positions of power and influence in the wider society (Giddens, Duneier, AppelbaumRead MoreAffirmative Action1160 Words   |  5 PagesAffirmative Action Marlene S. Smith MGT/434 October 28, 2013 Thomas Affirmative Action Affirmative action is an action that was purposefully designed to provide full and equal opportunities for employment and education for women, minorities, and other individuals belonging to disadvantaged groups. This paper will assess the rudiments of Affirmative Action as it applies to public and private sector employers. The paper will also evaluate what employers are subject to affirmative actionRead MoreAffirmative Action1559 Words   |  7 PagesRESEARCH PAPER AFFIRMATIVE ACTION INTRODUCTION Affirmative Action is an employment legislation protection system that is intended to address the systemized discrimination faced by women and minorities. It achieves this by enforcing diversity through operational intrusions into recruitment, selection, and other personnel functions and practices in America. Originally, Affirmative Action arose because of President Lyndon B. Johnson’s desire to integrate society on educationalRead MoreAffirmative Action1571 Words   |  7 PagesName Professor Name Management 11th November 2011 Affirmative Action Thesis: Affirmative Action has helped many women and minorities in entering the job market. Although there has been a lot of hue and cry regarding the benefits of the affirmative action and the suitability of candidates selected thorough affirmative action; research has shown that affirmative action is beneficial and the candidates of affirmative action perform as well as those who are selected through theRead MoreAffirmative Action1759 Words   |  8 PagesAffirmative Action Right? Affirmative action has been around for decades. Some believe it isn’t fair but others do. Those who believe and agree with affirmative action tend to say, â€Å"The principle of affirmative action is to promote societal equality through the preferential treatment of socioeconomically disadvantaged people† (Bidmead, Andrew pg 3). Others that disagree with it and find it unfair simply see it as another form of discrimination, giving one group extra advantages based upon nothingRead MoreAffirmative Action And Its Effects On Affirmative1263 Words   |  6 PagesThroughout America there are many different views on the effects of affirmative action. Many see it as a negative policy which gives an unnecessary advantage to minorities in America. In a 2009 Pew Poll, â€Å"58% of African Americans agree† and only â€Å"22% whites agree† that there should be â€Å"preferential treatment to improve the position of blacks and other minorities† (Public Backs Affirmative Action†). Today affirmative action and other racial injustices tend to be in the spotlight quite often, suchRead MoreAffirmative Action774 Words   |  4 PagesAffirmative action is a practice that is intended to promote opportunities for the â€Å"protected class† which includes minorities, woman, and people with disabilities or any disadvantaged group for that matter. With affirmative action in place people of this protected class are given an even playing field in terms of hiring, promotion, as well as compensation. Historically, affirmative action is only known to have protected African Americans and woman; however that is not the case. Affirmative actionRead MoreAffirmative Action : Gender Action Essay970 Words   |  4 PagesAffirmative Action (ADD PROPER INTRO) Affirmative action, in its broadest sense, are attempts to help create labor and educational opportunities for groups that have been disadvantaged in the past. (Miriam Webster). Evidence has shown that throughout history, many groups have been discriminated against, and because of past (discriminations?), they continue to experience obstacles in areas of hiring, promotion, renting, buying, gaining education, and everyday economic activities. Thus, affirmativeRead MoreAffirmative Action Is An Action Or Policy? Essay1774 Words   |  8 Pages Affirmative Action remains one of the more complicated and controversial topics dealt with in American society. Affirmative Action is an action or policy designed to protect specific groups who suffer from discrimination, and provide them with programs and special opportunities. These government or private programs were designed to set right historical injustices towards the members of these groups who have suffered things like employment and e ducational disadvantages from racial discriminationRead More Affirmative Action Essay787 Words   |  4 PagesAffirmative action- a plan to offset past discrimination in employing or educating women, blacks etc. (Websters New World Dictionary.) nbsp;nbsp;nbsp;nbsp;nbsp;The history of affirmative action has its roots in the Civil Rights Act of 1964, and stems from the United States Supreme case of Brown vs. Board of Education of Topeka Kansas. In 1965, President Linden B. Johnson issued Executive Order #11246 at Howard University that required federal contractors to undertake affirmative action to

The Case Of Morse Et Al V. Frederick - 909 Words

Morse et al. v. Frederick The case of Morse et al. v. Frederick was argued by the Supreme Court in 2007. This was a First Amendment case, centered on the basic right of freedom of speech as defined in the Constitution of the United States. The facts that contributed to the issue took place during a High School assembly event. A group of students had displayed a banner that read â€Å"BONG HiTS 4 JESUS.† The High School Principal (Morse) saw this as an illegal drug reference, and was responsible for eliminating such references as outlined in the school’s policy. That being taken into consideration, Principal Morse promptly demanded the students to take down banner, upon which one student who brought the banner (Frederick) refused. Principal Morse confiscated the banner and additionally suspended Frederick from school. The school superintendent and the school board both supported the suspension by Principal Morse, under the premise that Frederick was suspended for viola tion of school policy which occurred when the words that were displayed on his banner supported illegal drug use. Frederick filed a lawsuit claiming that his First Amendment rights had been violated by not only Principal Morse, but also by the school board who had upheld his suspension. The Federal District Court heard the case and ordered a Summary Judgement, in favor of Morse et al. The Summary Judgement explained that Morse et al. were entitled to qualified immunity in their capacity as principal and schoolShow MoreRelatedFirst Amendment and Free Speech Essay1544 Words   |  7 Pagesfree speech based on three different Supreme Court cases and how there are varying examples of free speech. In the case of Snyder v. Phelps, Snyder sued Phelps, the Westboro Baptist Church, for intentional infliction of emotional distress, invasion of privacy by intrusion upon seclusion, and conspiracy because the church set-up protest outside of his military son’s funeral service (Chen et a l., 2010). Another side of free speech involves a case which allow schools to restrict speech that is promotingRead MoreFreedom Of Speech By The Bill Of Rights Essay1340 Words   |  6 Pagesspeech allows citizens to express themselves through various way as in, burning flags, burning crosses, wearing armbands and other symbolic expressions without the need of speaking. The Supreme Court Case, Tinker v. Des Moines Independent Community School Dist. was considered a symbolic speech case. Three fellow students, who were, Mary Beth, John Tinker (who was her brother), and another anonyms student in Des Moines, Iowa were suspended from school. They were suspended for wearing black armbandRead MoreEssay on Reflection on the First Amendment1362 Words   |  6 Pagesto the states for ratification on September 25, 1789 and adopted on December 15, 1791. This was a guarantee of the essential rights and liberties that were omitted in the original documents. A series of cases will be presented in this paper to provide a clear idea of the First Amendment. Cases that have cause an impact in society and have changed or modify a law. The five right listed under the First Amendment are: Freedom of religion; â€Å"Congress shall not make no law respecting an establishmentRead MoreShould Students Who Engage in Cyberbullying, Even Off Campus Face Sanctions at School?991 Words   |  4 Pagescyberbullying, only 11% of parents reported that their child had been a victim and less than 1% a cyberbully. Parents need to provide an environment where their children feel free to talk openly about their experiences online according to (Cassidy et al., 2011; Zhou et al., 2013) School Psychology International http://spi.sagepub.com.v. Parents can help by asking if the school has an anti-bullying/cyberbullying program. This will give parents of a cyber-victim or the perpetrator an avenue of approach toRead MoreCyberbullying : Cyberbullying And Cyberbullying3166 Words   |  13 Pagesculture or in decisions for disciplinary action surrounding events of cyberbullying. This paper will provide a definition for cyberbullying, pr ovide an overview of the differences between traditional bullying and cyberbullying, provide a background in case law that makes disciplining cyberbullies difficult, and review key pieces of Rapides Parish Student Handbook in accordance with state guidelines and district policy for cyberbullying. Definitions used in policy development for cyberbullying shouldRead MoreAn Assessment of Employee Motivation as One of the Factors Affecting Employee Job Performance a Case for Sameer Africa Limited, Nyeri Branch7794 Words   |  32 Pages   AN ASSESSMENT OF EMPLOYEE MOTIVATION AS ONE OF THE FACTORS AFFECTING EMPLOYEE  Ã‚   JOB PERFORMANCE A CASE FOR SAMEER AFRICA LIMITED, NYERI BRANCH       1.0 CHAPTER ONE    1.2 Introduction   The issue of employee motivation is extremely important to management .It is one of the most puzzling issues in management. There are plenty of employees that just ‘punch the clock’ i.e.   They go to work just for the sake of paycheck and nothing else. They have no self pride in their work and do the bareRead MoreUnethical Behaviour12228 Words   |  49 PagesMilgram, 1974; Zimbardo, 1969, 2006, 2007). However more recently, scholars have presented conceptual frameworks that include a confluence of the three from a process perspective (Padilla, Hogan, Kaiser, 2007; Popper, 2001). For example, Padilla et al. (2007) proposed a theoretical model entitled â€Å"the toxic triangle† to describe destructive leadership. The toxic triangle is comprised of the three domains of destructive leaders, susceptible followers, and conducive environments. Each of these threeRead MoreFundamentals of Hrm263904 Words   |  1056 PagesEmployee Benefits 286 Ensuring a Safe and Healthy Work Environment 312 PART 6 Chapter 14 LABOR–MANAGEMENT ENVIRONMENTS Understanding Labor Relations and Collective Bargaining 340 Endnotes 367 Glossary 389 Company Index 395 Subject Index 398 v Contents PART 1 UNDERSTANDING HRM Chapter 1 The Dynamic Environment of HRM 2 Learning Outcomes 2 Introduction 4 5 Understanding Cultural Environments 4 The Changing World of Technology What Is a Knowledge Worker? 6 How Technology Affects HRM PracticesRead MoreLibrary Management204752 Words   |  820 Pages This book was not written in a vacuum, nor is it intended for use in one. In-basket exercises, case studies, action mazes, and other simulation techniques can complement, supplement, and magnify the principles discussed. Case studies can be helpful. Anderson’s1 volume, although somewhat dated, was specifically developed as a companion piece for earlier editions of this text. The most applicable cases from Anderson are available on the Web site for this volume. In addition, each chapter is introduced

The Knowledge Taught in Vain Free Essays

string(90) " better part of twenty years, she would either think you are dumb, laugh at you, or both\." If you were to ask a teenager today if he or she would rather study or watch television, what do you think the answer would be? From what I have seen in myself when I was a teenager and in almost everyone that I meet, nobody would rather study. Today’s fast food culture has sucked the beauty out of individual thought and the acquirement of knowledge. Schools give an insufficient amount of knowledge on a variety of different topics and sub-topics without any encouragement of critical thought and analysis on the knowledge. We will write a custom essay sample on The Knowledge Taught in Vain or any similar topic only for you Order Now Indeed, if schools required children to do so as a part of their education then the politicians, people of elite status, and teachers would be shown that the way they have been doing things, and they way they are doing things, is wrong. Some people who do actually think about things and disagree are rare not only because it’s hard to find interest in something public education has made arbitrary but because doing so results in being a social outcast. Some still disagree anyway. It is not allowed in the classrooms so they drop out of schools, die their hair black, get body piercings, become pessimists, and become stereotyped as trash to express their rebellion against being trained to think in a way that does nothing but confuse thought itself. The simple fact is that if young people were encouraged to change our current situation instead of being cast out and beaten down, these same tattooed drug addict losers would be Nobel Prize winners. Its not these rebels that are causing environmental problems, sucking up all the available resources at the expense of people living in poverty, and sending American jobs across the Mexican border for the sake of a greasy buck. It is not the individualist envisionary artists we call elements of a demoralized young generation that are over taxing the people to build machinery for wars that, most of time, are none of our damn business. It is not the gun carrying gangsters that are engaging in the politics of deception and manipulation to lie to the majority of â€Å"honest† people in this country and take their money to fulfill their bloodthirsty wallets at the cost of peoples lives. These proprietary social outcasts are defense mechanisms that result from the disgusting maginalization of the current system. Where does it all begin? In the public schools are the roots of the problem. What helps it? The media with its advertisement propaganda waters those roots. There are many problems in our society that spring from one thing: the miseducation of our children. There are many problems in the education of our children that spring from one thing: students are being taught what to think instead of how to think. The core of our education of children should not be the amount of material covered but the encouragement of thinking about the material which should be presented with a high degree of honesty with emphasis on awareness and responsibility. On many occasions in public school I can remember inquiring on the importance of material only to be laughed at by the class. In eleventh grade English, designed for vocational students, we read â€Å"To Kill a Mockingbird† by Harper Lee. We read during class and each Friday had tests on the material without any discussion of our purpose for learning it. One day when I questioned why we needed to learn it and the class laughed at me. The teacher told me that it was just part of the curriculum required by the state. I can remember that adding to the anger and frustration of my already rebellious attitude. The rebellion that I felt at the time was against everything that I was being taught. I at the time, like most people, had grown repulsed by learning since the knowledge had been distributed in a way that made it seem like it was a waste of my time. There were seven class periods a day. Each class was less than an hour long and there was little time to go over the things of real importance. When things of real importance were â€Å"taught,† I had six other classes crowding in trying to choke any desire that might have been there to investigate the matters further. Consequently, books and knowledge brought to mind nothing but the meaningless boredom of the manner in which they were presented in school. Whether in school or out, reading books sucked. When that last bell rang it always sparked the conditioned thought of myself hanging out with friends, watching television, listening to music, smoking pot, and doing anything but being productive. Being productive seemed like something that old people do because they need to survive, not because it is something that they loved to do, and its perquisite implied hours of monotonous dedication to memorizing conceptual relics from a former epoch that have no relevant applicability to my modern life. Watching television consumed most of my out of school time since that was mostly what people in my surroundings talked about. Why was it important? It provided for my parents a relief from doing work that they do not enjoy all day. It provided for me and my fellow students an automatic identity and purpose since school had degraded the idea of constructing one from history, science, literature, and philosophy to meaningless syllables that invoked sleep. If a public school student were to actually pay attention in school and manage to get an A, lets say, in history class, that person might be able to tell you that Thomas Jefferson wrote the Declaration of Independence. That person might be able to tell you that the Declaration of Independence says we are all created equal, but if you told him the truth that Jefferson had slaves and that he cheated on his wife with a slave for the better part of twenty years, she would either think you are dumb, laugh at you, or both. You read "The Knowledge Taught in Vain" in category "Papers" When I was riding the bus to school in the twelfth grade, I saw that a girl with a calculus textbook. I tried to talk to her about it and told her that Kempler, one of the fathers of calculus, developed the subject for the study of astronomical bodies. She was an honors student, smart enough to be in calculus, but she did not believe that what I was saying was true. â€Å"Calculus has nothing to do with astronomy! † she said. All I could think was how boring this subject was because its history and meaning had been negated. It made me angry that the teacher never described exactly what happened in history or how much depth and beauty is in mathematics just because â€Å"it’s not a part of the curriculum. † Most people think of mathematics and reading books as boring. This is a direct result of people being showed things like geometrical shapes, the battle of Gettysburg, and the periodic table of elements without indicating their significance at the time that these things were discovered or occurred, or their significance in modern day life. When most people think of school they see one subject, instead of a vast array of topics and interests, and they think of that subject as dreadful, boring, and a waste of time. For instance, Mike Rose wrote about the public education experience in his book â€Å"I Just Wanna Be Average†: The particulars will vary, but in essence this is what a number of students go through, especially those in the so-called remedial classes. They open their textbooks and see once again the familiar and impenetrable formulas and diagrams and terms that have stumped them for years. There is no excitement here. No excitement. Regardless of what the teacher says, this is not a new challenge. There is, rather embarrassment and frustration and, not suprisingly, some anger in being reminded once again of long-standing inadequacies. No wonder so many students finally attribute their difficulties to something inborn, organic: â€Å"That part of my brain just doesn’t work. † Given the troubling histories many of these students have, it’s miraculous that any of them can lift the shroud of hopelessness sufficiently to make deliverance from these classes possible. This situation is not just applicable to this particular case, but is a good generalization of the majority of people who experience public schools first hand. Put simply, the government designs a curriculum. In that curriculum it is set up for students to cover a certain amount of material; however, I cannot remember one class in public school where we finished a text book. It appears like the government sets unreachable curricular goals because there is no desire for them to invoke critical thought in the minds of the students. They know that if a student were taught to think about too much, the things that are wrong in our government, socioculture, and environmental ecology would be criticized. That would mean a major change in the way that we are doing things, and all those who are taking advantage of the system for their own greed would be brought to light. Many people would lose their status, power, control, and luxuries. So, while people are trained, in a sense, to see education and knowledge acquirement as monotonous and boring, they are being prevented from being able to do anything about the wrongs in our world. To aid in this suppression, â€Å"the powers that be† also use television to inform, and misinform, the masses of the problems and solutions. As a result, people are being spoon-fed what to think without having to think, because thinking is something that is not of primary importance whatsoever, for the reasons above. The few people who do are such a small amount that it is hard to convince the masses who are being â€Å"zombified† that that is in fact what is happening to them. There are a few wonderful exceptions. Some public school teachers deviate from the curriculum because their passion over-rides their fear of not accomplishing their job requirements. For instance, Jonathan Kozol wrote about a teacher in the city of Chicago in his essay â€Å"Corla Hawkins†. She did her best to teach her kids how to think about what they learned, how to teach each other what they learned, and how what they learned applies to their life. The thirty children in her fifth and sixth grade class were seated in groups of six or five called â€Å"departments†. Each department was composed of six desks pushed together to created a table. One of the groups did math, another something they describe as â€Å"mathematics art†Ã¢â‚¬â€œpainting composites of geometric shapes–and the other is studying â€Å"careers,† which on this particular morning in the essay were writing about successful business leaders who began their lives in poverty. Then, they all switched groups while one stayed behind to teach the rest the ropes of that department. This teacher, Mrs. Hawkins, was showing them how to communicate intrapersonally and interpersonally information that would be of use to them. The essay made it clear she cared more about the way her children thought and less what her children thought. â€Å"This is the point of it,† she says. â€Å"I am teaching them three things. Number one: self-motivation. Number two: self-esteem. Number three: you help your sister and brother. I tell them they’re responsible for one another. I give no grades in the first marking period because I do not want them to be too competitive. Second marking period, I team them two-and-two. You get the same grade as your partner. Fourth marking period, I tell them ‘Every fish swims on its own. But I wait a while for that. The most important thing for me is that they teach each other†¦ † (178) This is an awesome example of teaching the kids how to think. Sadly, though, these kids are most likely being suppressed outside of school. Although education is something they probably look forward to every day, the society around them does not place much importance on educ ation at all. In a textbook, â€Å"Invitation to Psychology†, I read the work of psychological researchers Harold Sevenson, Chuanshen Chen, and Shin-Ying Lee. They compared children from 20 schools in Chicago and 11 schools in Beijing. The study, ironically, was on fifth graders, as in the class stated above and eleventh graders who were compared ten years earlier. Their results can show us much on the cultivation of intellect. On computations and word problems, the lowest scoring Beijing schools did better than the highest scoring Chicago schools! Only 4 percent of the Chinese children had scores as low as the average American child. Interestingly, the Chinese had worse facilities and larger classes! The Chinese parents were also poorer and less educated than the American parents! In this case, the government propagates to its society the importance of education because it benefits them. Since it is a Communist society, people who are more productive and intelligent benefit the high ranking political parties. Because of this, Chinese students are expected to devote themselves to their studies, but American students are expected to be â€Å"well-rounded†Ã¢â‚¬â€œto have after school jobs (74 percent of them did, compared to only 21 percent of the Chinese), to have dates and an active social life (85 percent to 37 percent), and to have time for sports and other activities. Contrary to the stereotype of the stressed and overworked Asian student, it is American students who are most likely to report that school is a source of stress and academic anxiety. Asians actually had the lowest incidents of stress, depression, insomnia, aggression, and physical symptoms. American students do not value education as much as Asian students do. They are also more complacent about mediocre work. When asked what they would wish for if a wizard could give them anything they wanted, more than sixty percent of the Chinese fifth-graders named something that related to their education. Can you guess what the American children wanted? A majority said money or possessions. (216) It is not an absurd notion to think that the US government and the economical superpowers of this country propagate materialism, simply because it fills their pockets continuously. The solution to many of our world’s social and economic problems would surface rather quickly if we changed our curriculum to promote critical individual thought. Right now the current system may not be intended to fill the pockets of the wealthy and the polititions, but that is sure what it does. Rather than keep filling their pockets with money, lets fill our global, national, and communal problems with solutions. The best way to do this, clearly, is to stop over feeding our children’s minds with the water of knowledge and to start planting there more seeds of thought. A very prolific man, Neale Donald Walsch, makes a great suggestion of how to do this in â€Å"Conversations with God†: I am talking about focusing your children’s attention as much on understanding the core concepts and the theoretical structures around which their value system may be constructed as you now do on dates and facts and statistics. In your society you have created a system in which little Johnnie has learned how to read before getting out of pre-school, but still hasn’t learned how to stop biting his brother. And Susie has perfected her multiplication tables, using flash cards and rote memory, in ever earlier and earlier grades, but has not learned that there is nothing shameful or embarrassing about her body. Right now your schools exist primarily to provide answers. It would be far more beneficial if their primary function was to ask questions. What does it mean to be honest, or responsible, or â€Å"fair†? What are the implications? For that matter, what does it mean that 2+2=4? What are the implications? A highly evolved society would encourage all children to discover and create those answers for themselves. Present Data should not be the basis of Present Truth. Data from a prior time or experience should always and only be the basis for new questions. Always the treasure should be in the question, not in the answer. And always the questions are the same. With regard to this past data which we have shown you, do you agree, or do you disagree? What do you think? Always, this is the key question. Always this is the focus. What do you think? What do you think? (127-128) Through out life I have been fortunate to know very intelligent, charismatic, â€Å"thoughtful† people. The best of them all combine to form the ideal role model. The actualization of their thoughts, each with a distinctive power, wonder, grace, is nothing less than an amazing vision of beauty that cannot be described on paper, only felt in observing. The public school system, if anything, has attacked my comprehension of and capability of contributing to this beauty. The struggle that I call my past could have been a plethora of aesthetics if I had been shown the ways of the thinker instead of the ways of a zombie. Anyone who has felt a personal feeling of deep contemplation would agree that its goodness could not be replaced or taken away by anything external or material. Those people are the ones who evolve the current system. Instead of these people loving themselves through their students, they will love their students through wisdom. How to cite The Knowledge Taught in Vain, Papers

Compare the presentation of Juliet in Act 1 Scene 5 in Romeo Juliet with the presentation of the same character Essay Example For Students

Compare the presentation of Juliet in Act 1 Scene 5 in Romeo Juliet with the presentation of the same character Essay Compare the presentation of Juliet in Act 1 Scene 5 in Romeo Juliet with the presentation of the same character in Baz Lurhmans adaptation of the play Introduction * Romeo and Juliet tells the tale of a metaphysical vision of mutual love that drowns and perishes in its idealistic and vehement nature. * Within the play three intertwining themes come to a head in Act III Scene V, the intensity of love between the two lovers, the individual versus society and inevitability of fate. * Each of these themes are important to how Juliet is presented by Shakespeare and Lurhman. * Three strands of the play collide head on with one another in Act 3 Scene 5. C * Collision manifests clearly in the character of Juliet. * Throughout the play Juliet makes a transition from innocence to heightened responsibility== there is a heightened sense that she has been forced to mature too quickly, == establishes her as a tragic heroine, == image becomes more apparent as the play progresses. Paragraph 1 Individual vs Society (Full Paragraph) Throughout the play the notion that the lovers are outsiders from society has been present, however both Shakespeare and Lurhman make this idea prominent. Shakespeare uses the recurring theme of light and dark to extenuate this theme. In line 35 Juliet says O now be gone, more light and light it grows. Here Juliet dreads the approaching day which will mean Romeo will have to leave. However the idea of light is interesting, as Shakespeare breaks the paradigm of life and love in light and death and hate in dark, and instead draws new life and love out of darkness, here the couple are breaking societys normalities, which show that Romeo and Juliet are outsiders, as the relationship cannot flourish in light. In line 36 Shakespeare juxtaposes repetition of the word light and dark to emphasise this idea that as there is more light there is more pain for them yet to come. Extending this metaphor of light and dark Juliet says in line 41 Then, window let day in and let life out, Shakespeare u ses a caesura after then, to emphasise Juliets sorrow in having to give up society for Romeo. In some ways the audience can sympathize with Juliet, for the decision she has had to make, to stay with her family, and follow societys traditions, or to follow her heart and go with Romeo. Shakespeare also uses the word curtain, Shakespeare tries to show that such a comparatively unimportant household object is trying to hold the two lovers apart. Shakespeare here tells the audience that nothing can pervade pure love. Lurhman mirrors this effect, where the audience first see Romeo and Juliet intertwined in bed with white sheets; using the colour white gives the effect of purity and almost ethereal love. This sense of untainted love is reflected in the music; with a solo piano, although the music is calm and soothing, it does have a tense quality, which again echoes Juliets choice. In addition, the music may represent what the audience is feeling at that moment, glad to see Romeo and Juliet reunited, but worried by Juliets decision to defy her family and society to be with Romeo. It seems Lurhman tries to convey the message to the audience that the love between the two lovers is at highest when they are hidden from society. Lurhman, like Shakespeare uses a seemingly petty object to convey this. Romeo wraps a sheet round himself and Juliet, this can show that the love most potent as the couple hide, he proves this as the Nurse walks in just as their heads come up from beneath the sheets. This may represent, as soon as they and try and show themselves to society, society oppresses them and forces them back into hiding. However, what should be noted is that Juliet was the one to lift the sheets of them; Lurhman here tries and show the audience that Juliet is making a last attempt to bridge the gap between societys outlook on love and marriage and her love for Romeo, Lurhman uses a side on shot to try and signify this, and as the side shot zooms out it becomes clear that society cannot accept the love between Romeo and Juliet. Comparing this to earlier in the film, the gap was being widened between Romeo and Juliet, now the gap is being widened between her family/society and the love she bores for Romeo. CO NCCCCC. Journey's End, what do you think makes a good officer Essay* Entering Capulet is kindly towards his daughter==however an irresponsive Juliet makes Capulet angry and such parental concern altogether ==evaporates into authoritarian, patriarchal ranting == Capulet shouts epithets, calling * Juliet baggage and carrion for refusing his order. * Capulet now uses Juliets youth to mock her reluctance to marry, ==calling her a crying child and whining puppet. Capulet has degraded his == daughter to chattel an item to be brokered for value. In his fury, == Capulet threatens Juliet with violence and disinheritance if she continues to disobey him, * hang! Beg! Starve! Die in the streets! / For by my soul Ill neer acknowledge thee. * Capulets sudden transformation from seemingly concerned parent to vengeful adversary illustrates his tendency toward impulsive, cruel, and reckless behaviour== tendencies may have contributed to the origination of the feud itself. * He has shown such tendencies previously ==== he wanted to engage the Montagues in a sword fight using his long sword; ====he viciously denounced Paris for wishing to duel Romeo at the ball; ====turned on his only daughter with threats of disinheritance. * Places her in a == nothing to lose position and thereby encourages the defiance he resents so mightily, hence in the play Juliet stands up to him and argues with him. * However Elizabethan == see the viewpoint of Capulet, on organising a perfect suitor, and ==Juliet just going on to reject it, this probably may have fulfilled Shakespeares aim== to shock Elizabethan audiences. * In Lurhmans adaption == the audience also sympathize with Capulet due to Juliets selfishness, dogmatic behaviour, and == hence probably justifies Capulets rage. * Yet to an extent Lurhman has exaggerated the anger of Capulet, ==where he physically assaults Juliet, and the use of high angle shots and view point shots == audience can see that Lurhman is portraying Juliet as a victim. * In addition again Lurhman chooses Juliet to be in white as it symbolises== purity, and her father to be== in red, representing passion. * Camera angles are also very important here== as they zoom into Capulets face showing his hysteria. However emotionally distraught ==Juliet is, she has broken free== of this patriarchal notion of male domination. Conclusion * Throughout Act 3 Scene 5, Juliets character is portrayed in different ways by Shakespeare and Lurhman == used to convey a message to the audience and society== through Juliets trials and tribulations, her emotions and her reactions. ====Romeo and Juliet may be viewed as a philosophical inquiry== into what happens when supposedly perfect love== placed into an imperfect world. * Through exploring Shakespeare and Lurhmans outlook ==on the individual (or the couple) versus society and both Shakespeares and Luhrmans view on the male dominating patriarchal society, we can see both the play and the film hold messages for society, == through two different mediums, == theatre and ==film Lurhman and Shakespeare== question the idea of love and how society and ==the audience perceive it, we find that over the course of the play the notion of love in itself becomes== paradoxical, and there is ==no set way to define it. However Shakespeare ==finds that any definition of love has no substsance , lead us to the conclusion that love is ever flowing and adapting. * And this is what Lurhman has tried to do, and ==contextualise this subtle notion to a modern audience. * Hence Lurhman turns Shakespeares warning, into a more philosophical moral argument against the failures of a society, where the ==idea of love is not prepared to evolve and hence creates a situation where ==human vice takes over this quest for love.