Tamed Shrews And Twelfth Nights The Role Of Women Essay Example For Students

Tamed Shrews And Twelfth Nights: The Role Of Women Essay In ShakespeareIt is curious to note the role of women in Shakespearean literature. Many criticshave lambasted the female characters in his plays as two-dimensional and unrealisticportrayals of subservient women. Others have asserted that the roles of women in hisplays were prominent for the time and culture that he lived in. That such contrastingviews could be held in regards to the same topic is academic. It is only with closeexamination of his works that we are able to suppose his intent in creating characters thatinspire so much controversy. Two works, Taming of the Shrew, and Twelfth Night, standout particularly well in regards to Shakespeares use of female characters. Afterexamining these two plays, one will see that Shakespeare, though conforming tocontemporary attitudes of women, circumvented them by creating resolute femalecharacters with a strong sense of self. We will write a custom essay on Tamed Shrews And Twelfth Nights: The Role Of Women specifically for you for only $16.38 $13.9/page Order now The Taming of the Shrew is one of Shakespeares most famous plays, and hasweathered well into our modern era with adaptations into popular television series such asMoonlighting. For all the praises it has garnered throughout the centuries, it is curious tonote that many have considered it to be one of his most controversial in his treatment ofwomen. The taming of Katherine has been contended as being excessively cruel bymany writers and critics of the modern era. George Bernard Shaw himself pressed for itsbanning during the 19th century (Peralta). The subservience of Katherine has been labeledas barbaric, antiquated, and generally demeaning. The play centers on her and her lack ofsuitors. It establishes in the first act her shrewish demeanor and its repercussions on herfamily. It is only with the introduction of the witty Petruchio as her suitor, that one beginsto see an evolution in her character. Through an elaborate charade of humiliatingbehavior, Petruchio humbles her and by the end of the play, she will instruct other womenon the nature of being a good and dutiful wife. In direct contrast to Shrew, is Twelfth Night, whose main female protagonist is byfar the strongest character in the play. The main character Viola, has been stranded in aforeign land and adopts the identity of her brother so that she might live independentlywithout a husband or guardian. She serves as a courtier to a young, lovesick noblemannamed Orsino. Throughout the play she plays as a go-between for him to the woman heloves. In the course of her service, she falls in love with him. Only at the end, does sherenounce her male identity and declares her love for him. Both plays portray female characters unwilling to accept the female role ofpassivity. Katherine rebels against this stereotype by becoming a shrew, a violentlytempered and belligerent woman. Viola disguises herself as a man for most of the play inorder to preserve her state of free will. Katherine endures reprimands, chiding, andhumiliation in the course of her chosen rebellion. Viola enjoys life and position as a man,and does not reveal who she is until the last scene of the play. Curiously enough, bothwomen voluntarily accept the roles that society would impose on them again at the closeof the plays. It is important to note though, that they freely resume these roles, and thatthey do so out of their own sense of self. For each woman, it is a personal choice basedon their desires. In the case of Katherine, she realizes that propriety is as much a signatureof self-respect as respect for others, and she has a husband whom she need prove nothingto because he already respects her. .u106b3cdc0f6cb0233d1d95f9acab242e , .u106b3cdc0f6cb0233d1d95f9acab242e .postImageUrl , .u106b3cdc0f6cb0233d1d95f9acab242e .centered-text-area { min-height: 80px; position: relative; } .u106b3cdc0f6cb0233d1d95f9acab242e , .u106b3cdc0f6cb0233d1d95f9acab242e:hover , .u106b3cdc0f6cb0233d1d95f9acab242e:visited , .u106b3cdc0f6cb0233d1d95f9acab242e:active { border:0!important; } .u106b3cdc0f6cb0233d1d95f9acab242e .clearfix:after { content: ""; display: table; clear: both; } .u106b3cdc0f6cb0233d1d95f9acab242e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u106b3cdc0f6cb0233d1d95f9acab242e:active , .u106b3cdc0f6cb0233d1d95f9acab242e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u106b3cdc0f6cb0233d1d95f9acab242e .centered-text-area { width: 100%; position: relative ; } .u106b3cdc0f6cb0233d1d95f9acab242e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u106b3cdc0f6cb0233d1d95f9acab242e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u106b3cdc0f6cb0233d1d95f9acab242e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u106b3cdc0f6cb0233d1d95f9acab242e:hover .ctaButton { background-color: #34495E!important; } .u106b3cdc0f6cb0233d1d95f9acab242e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u106b3cdc0f6cb0233d1d95f9acab242e .u106b3cdc0f6cb0233d1d95f9acab242e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u106b3cdc0f6cb0233d1d95f9acab242e:after { content: ""; display: block; clear: both; } READ: The Dangers of Bombs Essay In the case of Viola, she is in love with the youngOrsino. Having found the man she would be willing to wed, the pretense of her maleidentity is no longer necessary, as she desires to be his wife. Having seen the similarities between Viola and Katherine, one should take noticethat they do have different circumstances regarding their behavior. The reason forKatherines shrewish demeanor is never given in the play, though many directors haveinterpreted it as an act to discourage suitors, much like Hamlets feigned madness. Others have attributed it to sibling rivalry between Katherine and her sister Bianca. In any case,no clear rationale is given to the audience as to the reason for Katherines behavior. It isenough to say that the actions of her father and sister do not relieve the situation as well. Throughout the whole of the play, her father treats her as a commodity to be bargainedaway to whoever is willing to take her. Granted that he doesnt view Bianca as anythingmore than a commodity as well, but he clearly favors her over Katherine as unspoiledmerchandise. Bianca has a rather small role to play in the whole of things. She seems tobe the archetypal young lady of quality. Her lack of understanding for her sister causesthem to quarrel and results in Bianca taking the physical worst of it, whilst Katherine isblamed for her belligerent nature. The entire presence of family in the play givesKatherine her motivation and explains much of the whole situation in the dialogue. Contrast this with the isolated Viola. She is shipwrecked and has no one to connect withat all. Her situation is implicitly understood by the Shakespearean audience as being anawkward one for a young woman. Lacking anyone to provide for her, she is forced totake measures to protect herself and her estate. The understood reason for her deceptionis to insure for herself, and it is clearly stated by Viola at the end of Act I .Scene 3. Obviously, the two women are very different individuals. Yet they share thesame characteristics that Shakespeare imparted onto many of his heroines. Each isresolute and knows her own mind. Though society demands certain behavior from them,they each chose to undertake a different path to deny that behavior. The self is promotedover the public image. Yet, each is not averse to returning to societys established roles ifit serves their needs and wants. The entire concept of choice and free-will, of whichShakespeare was so fond of, applies as equally to his feminine characters as to hismasculine. It is this very important point which establishes the conclusion thatShakespeare did indeed create realistic and meaningful female characters.Sources Cited Peralta, T. The Taming of the Shrew. English 28: Shakespeares Plays. CerritosCollege. Norwalk, CA, Fall semester 1996.

Comparative description and detailed critical evaluation of three linked sessions The WritePass Journal

Comparative description and detailed critical evaluation of three linked sessions Introduction Comparative description and detailed critical evaluation of three linked sessions . I undertook extensive preparation for these three linked lessons in order to update my subject knowledge for GCSE catering. First, I have also attended Food Safety and Fire Safety courses in order to deepen my knowledge of the topic. Second, I have familiarised myself with the Catering exam board’s (WJEC) specification and made sure that my lessons were planned in accordance with JEC format. Also online resources from classroom management specialist, Sue Cowley gave me additional ideas on how to prepare my lessons. Furthermore, I researched the roles of food safety professionals such as Environmental Health Officers, Public Health Scientists and Pest Control Officers, and sourced case study exercises and activities from regulators of these professions. I have also observed two colleagues with different teaching styles. I decided to follow one of my colleagues who engaged his learners by demonstrating practical skills, as such style seemed to be more appealing to learners. Fina lly, I have gather a list of my students and learn their names before the lessons started in order to avoid any indications of gender discrimination. Evaluation of Lessons Lesson One The first lesson was based in a food technology room and consisted of an introduction to food safety and hygiene. The students seemed to be disappointed by the theoretical character of this lesson. Not only did I assure them that first lesson will be followed by practical work in a lab for next two weeks but I also I also explained to them that this topic would represent 40% of the final mark in the coming exam, as it is crucial to students’ motivation and self-esteem to involve them in their assessment process (Assessment Reform Group 2002). The aim of this introductory lesson was to check the level of student’s knowledge of the topic, in particular on three major food poisoning bacteria (e-coli, salmonella and campylobacter). I tried to incorporate the interactive learning components by asking them question and engaging in a discussion on the topic and by using a crossword at the end of the class. Generally the lesson can be regarded as a success. While the large proportion of the session was heavily teacher led I have tried to change my voice when talking about a new idea or emphasizing important issues. I also gave the learners 3 minute breaks when I saw that they were getting bored or unfocused. I think that these two methods helped me to maintain the full attention of the class. The discussion was also a good idea as the students participated actively and were willing to ask questions. I think that the awareness of the crossword at the end of the class helped them to remain focused. Perhaps the only weakness of this lesson was ‘spoon feeding’ the missing information which I decided to apply, as the students had problems with identifying the symptoms of each type of bacteria or what type of food they could be found on. This was necessary so that the students would be well prepared for the practical session the following week. However, if I had anticipated this difficulty I would have planned a different way of delivering the information because while ‘spoon feeding’ is a quick and direct way of transferring information, it discourages inventiveness, creativity, and independent thinking (Claxton 2002). Lesson Two The second lesson was held in the science lab and was observed by my PGCE Tutor. I went to considerable lengths when planning this session and provided resources such as PowerPoint and swabbing equipment because I wanted to concentrate on helping students to become creative and independent learners. The swabbing activity was designed not only to increase students’ knowledge about bacteria, but also to involve a ‘real life’ activity, helping them to connect their learning goals to potential careers. The accompanying lesson plan sets out four clear and measurable objectives. The opening activity was called â€Å"Name the Bacteria†, and was designed to recap on the learning from the previous lesson. The activity had mixed results. While students got actively involved, they were raising their voices as everybody tried to give a correct answer. I also had to raise my voice to be heard over students’ talking and intervened frequently in their activities. Hence, this exercise became chaotic and I had to stop it in order to make sure that the lesson’s objectives were met. This exercise helped me to understand that I shall clearly explain to the students the rules of such activities in the first place in order to avoid chaos. More successful was the mini-plenary I incorporated at the end of the activity to assess progression. This activity not only allowed me to measure whether learning objectives had been met, it also rounded off the class and made sure that all the students were engaged with the topic and understood the purpose of the class. At the end of the class I have asked students for feedback. Mostly they agreed that they were not happy with my sudden decision of stopping the first activity. They also thought that I did not speak loud enough during the first activity and then unexpectedly raised my voice to stop the exercise. This feedback helped me to realise that I have failed to control student’s behaviour because of the inadequate level of my voice. I was unable to manage the class during the exercise and I decided on sudden intervention, regarded as a negative step by my students. Lesson Three Responding to feedback from lesson two, I was keen to ensure that in my next lesson I acted as a facilitator. This would allow me to more clearly evaluate the degree to which my learners are meeting the set objectives. The lesson took the form of analysing the swabs taken in lesson two, which had been incubated over the intervening week. This lesson seemed to be highly effective. I limited my verbalising and the students worked individually on their worksheets. I was able to quantify the progression of the students. I only raised my voice insignificantly when I felt that the students started to diffuse and talk. This time I was able to control the class and to avoid unnecessary chaos. At the end of the lesson the students were given a quiz that allowed peer assessment. This is another method of involving learners in their own assessment, which is so important for motivation (Assessment Reform Group 2002). Conclusion I found that teaching these lessons outside my comfort zone taught me a lot about my own areas for development and also enabled me to put educational theory into practice. For example, it enabled me to understand Black and Wiliam’s (1998) theory about the importance of assessment being used to enhance teaching and raise standards. At first I was failed to have a full control over the class and the loud intervention seemed to be the best method of having back class’ attention. Over the course of the lessons I have learnt that I am able to control the class by using a correct level of the voice. Incorporating these lessons about volume level and assessment (both mini-plenaries and student feedback) into my ILP should ensure that I continue to improve in these areas. I have also learnt that the students prefer practical classes rather than teacher’s lecture. I have a habit of too have controlling lessons. However, I have learnt that even teacher-led lesson might attract student’s attention by engaging them in discussion or organizing activities that check gained information at the end of the class. Word Count: 1,500 References LeFever, M. (1996). Creative Teaching Methods. Colorado Spring: Cook Ministry Resource. Westwood, P. (2008). What teachers need to know about teaching methods? Melbourne: ACER. Danielson, Ch. (2009). Teaching Methods. New York: Merrill/Pearson. Capel, S. (2005). Learning to teach in the secondary school. A companion to school experience. Oxford: Tylor Francis. Ram, S. (2003). Modern Teaching Methods. Maharashrta: Sarups Sons. Clark, R. and Starr, I. (1996). Secondary and Middle School Teaching Methods. New York: Merrill. Assessment Reform Group, (2002) Ten Principles: Research-based principles to guide classroom practice [online] Available from: Assessment Reform Group aaia.org.uk/content/uploads/2010/06/Assessment-for-Learning-10-principles.pdf (Accessed 28/05/2012). Richardson, H. (2010). â€Å"Why are pupils taking GCSEs early?†Ã‚   [online] Available from: BBC News bbc.co.uk/news/education-11071156 (Accessed 28/05/2012). Black, P. and Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment [online] Available from: Assessment Reform Group http://blog.discoveryeducation.com/assessment/files/2009/02/blackbox_article.pdf (Accessed 28/05/2012). Black, P. and Wiliam, D. (1999) Assessment for learning: Beyond the black box. [online] Available from: Assessment Reform Group http://assessmentreformgroup.files.wordpress.com/2012/01/beyond_blackbox.pdf   (Accessed 28/05/2012). Claxton, G. (2002). Building Learning Power. Bristol: TLO Limited. DATA, (2011). Chilled Food Industry takes to the Classroom to Inspire Future Food Technologists [online] Available from: data.org.uk/index.php?option=com_contentview=articleid=1182:chilled-food-industry-takes-to-the-classroom-to-inspire-future-food-technologistscatid=3:dat-association-newsItemid=384   (Accessed 28/05/2012).

The analysis of Negotiations Essay Example | Topics and Well Written Essays - 2000 words

The analysis of Negotiations - Essay Example Selecting a Model for Negotiation According to Cohen , â€Å"negotiation is a field of knowledge and endeavor that focuses on gaining the favor of people from whom we want things†. In other words, it is the use of information and power to affect behavior within a â€Å"web of tension.† When preparing for negotiations, it is best to guide the flow of our arguments and counter arguments by selecting a model for negotiation. In this case, let us take a look into the application of a mixed model of creating and claiming value. Creating and claiming value are considered as two of the most basic things when it comes to negotiation. However, some conflict analysts are inclined to believe that creating and claiming value are directly in contrast with each other. The tension between creating and claiming value stems for the fact that creating and claiming value have different objectives. Where creating value is directed at integrative bargaining where the interest of the parties are considered to increase the beneficial good that everyone can enjoy, claiming value is more into positional bargaining where the parties consider themselves as disputants and not as cooperators .