Disparities Between China And Cultural, Historical...

Emily Truong Honors Thesis 12/16/15 Interconnections between Population Policies in China and Cultural, Historical Perceptions regarding Sexuality, Reproduction, and Health Introduction In the late 1970s and early 1980s, the Chinese government put in place the One Child Policy in order to limit the majority of families to one child each and reduce China’s population growth rate. In reality, China’s One Child Policy consisted of many one child policies, which were generally better implemented and stricter in urban areas than in rural areas. Variations of the general one child policy included allowing the rural families in some areas, families of some ethnic minority groups, families with handicapped firstborn children, and families with†¦show more content†¦(100) Because of the sharp drop in fertility rates and rise in longevity since 1980, elderly people currently constitute a large, growing proportion of China’s population. In addition to these demographic transformations, the human consequences of China’s population policies are widespread. Women forced to undergo abortions and/or sterilizations suffer from emotional trauma, wh ereas non-firstborn children are undocumented and legally unrecognized by society, lacking access to education, public services, and employment. In accordance with the goals of state population policies, China’s fertility and birth rates after 1980 have drastically dropped, yet the unforeseen consequences of these population policies will continue to affect China for many years to come. Many scholars have researched China’s population policies and its consequences. The health effects from sterilizations and forced abortions have been well-investigated.1 The mental health of the first versus second and third children has also been compared in multiple studies.2 In Just One Child, Susan Greenhalgh argues that a lack of scientific judgment and input gave rise to the One Child Policy. However, there is a lack of research into the cultural determinants leading to the development of China’s population policies and the effects that state population policies have had on ideas about sexuality and sexual health in China. In this thesis,

Recommendations And Action Plan For Television - 1260 Words

Recommendations and Action Plan In terms of addressing the immediate problem, the best option is to show the public that YourHome will be taking full responsibility for the entire situation. First and foremost, YourHome should make an emergency announcement to its employees to deliver the severity of the situation and to give an overview on the series of action steps that will soon to be implemented. Within the first 24 hours, YourHome will train a spokesperson from its communications team to deliver the company’s stance by accepting the interview with the CBC Television (see Exhibit 2). Interviewing with CBC Television will be the best option to reach the right audience since the installment loan was exposed through this particular†¦show more content†¦The team will then provide sincere apologies to the users that the store managers previously responded unprofessionally to (see Exhibit 3). Team will also be responsible to monitor its online conversations in order to dissolve any recurring conflict and update statuses to notify the public on the company’s next steps and actions. After the 24-hour timeframe and with YourHome acquiring more information and action steps on the crisis, a Web page should also be created to put all the information about the crisis in one place. This is an inbound strategy that will allow for its digital team to respond to questions with a link instead of an answer. This strategy will help save manpower and prevent misinterpretation of responses, which is especially frequent on Twitter. The Crisis FAQ should include acknowledgement of the crisis, details about the occurrence, specific actions taken in response, contact information for real people at the company, and more. Finally, once YourHome has a general idea on how the situation will be dealt, a YouTube video should be uploaded with CEO as the spokesperson. Having the CEO as the spokesperson will reinforce YourHome’s serious and apologetic attitude towards the entire situation. Thi s will also be a way to convince its consumers that YourHome is still a reliable retailer for consumers to utilize the â€Å"buy now, pay later† financing options for its products. Depending on how long it takes for the crisis to resolve,

Implementation plan of ethic free essay sample

Understanding Business Ethics, Corporate Social Responsibility and their relationship; and examine their importance; b. Investigating different perspectives of business ethics theories; c. Understanding the roles of corporate culture and corporate leadership in business ethics; d. Understanding the concepts of ethics in the working place; e. Applying an ethical framework to business fields: Marketing, Corporate Governance, Accounting, and Finance; f. Describing business environment responsibilities. 2) Course Textbook(s)/ Resources: a) Main books: Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 2nd edition, 2010. Or Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 3rd edition, 2013 b) Reference books or resources: †¢ Harvard Business Review †¢ John D. Ashcroft, Jane E. Ashcroft, 2010, Law for Business, 17th edition, Cengage Publication, ISBN 13 9780538749923 3) Implementation plan in details For class scheduled at Tuesday and Thursday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Students task before class Teachers Material Students task after class Introduction to the course and Guideline of Individual Assignment 1 Tue 7/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 3- Part I Thur 9/1 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 3- Part II 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 3- Part III 2 Tue 14/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 4- Part I Thur 16/1 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS 12 EXERCISE 4: Applied skill based Debate (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 5-Part I 3 Tue 21/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 5 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 6 QUIZ 1 Thur 23/1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 6 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 7 4 Tue 11/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 8 QUIZ 1 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 8- Part 2 Thur 13/2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teachers Resource and quiz handouts Main textbook, CMS Exercise 9 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 10 5 Tue 18/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 11 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 Thur 20/2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 12 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS FINAL EXAM 3. 2. For class scheduled at Monday, Wednesday and Friday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Students task before class Teachers Material Students task after class Introduction to the course and Guideline of Individual Assignment 1 Mon 6/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 1 Wed 8/1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 3- Part I 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 3- Part II Fri 10/1 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 3- Part III 2 Mon 13/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment Wed 15/1 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 4- Part I 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 4- Part II Fri 17/1 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 4 12 EXERCISE 4: Applied skill based Debate  (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 5-Part I 3 Mon 20/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lecture Main textbook Instructor Manual, Teac hers Resource Main textbook, CMS Exercise 5 Wed 22/1 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 6 QUIZ 1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 6 3 Fri 24/1 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 7 4 Mon 10/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 8 QUIZ 1 Wed 12/2 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 8- Part 2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teachers Resource and quiz handouts Main textbook, CMS Exercise 9 5 Fri 14/2 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 10 5 Mon 17/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 11 Wed 19/2 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Exercise 12 Fri 21/2 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teachers Resource Main textbook, CMS FINAL EXAM 4) Training activities: a) Class-based activities Lectures: 17 slots (slot=90’) -Tutorials: 13 slots (slot=90’) c) Self-study d) Consultation Email, cms, face-to-face 5) Usage of Information Technology in/during the course a) Provide information or materials through the internet. b) Use online materials : Harvard review c) Information exchanged between lecturers and students: email, CMS d) Specific technical requirement for the subject. 6) Soft skills and personal development throughout the course a) Exercise skills: followed by skills obtained through Discussion performance. b) Team work skills: Group assignment is exercised in form of DISCUSSION 1. GROUPS FOR EXERCISE AND REQUIREMENTS OF ROLES Each exercise will be in form of a Discussion. The class divided into 08 groups (G1,G2,G3,G4,G5,G6,G7, and G8 respectively) by Instructor to hold a game of Ethical CEOs through 12 exercises of tutorials. Each Group will carry out 03 exercises with Discussion role in below fixed order. Each exercise or each Discussion will be participated by 02 groups. The non-discussion groups will give Feedback. 1. 1. Order and Role of Discussion (1 group plays as Present side and 1 group plays as Rebut side) G1-G2 (exercise 1); G3-G7(exercise 2); G4-G5(exercise 3); G6-G8(exercise 4); G1-G3(exercise 5); G2-G5(exercise 6); G4-G6(exercise 7); G7-G8(exercise 8); G1G4(exercise 9); G2-G6(exercise 10); G3-G8(exercise 11); and G5-G7(exercise 12). 1. 2. Requirements of different roles in the Discussion: Discussion activities in 40 minutes and in English: Present group plays a role of CEOS to analyze the ethical problems, present solution, defend or give a model of decision making. Rebut group plays a role against or clear down or specify or supplement the decision of Present group by making questions and statement. Non-discussion groups: 1 group will be enacted by both of Discussion groups to play as Chair of the Discussion. The others have to give feedback which is in a fixed form *** below after the Discussion. Anyone fails to follow control of the Chair or fail to answer any questions will be deducted at least 1% 2. CASES FOR EXERCISES: Cases will be assigned to Students by Instructor at least 01 days in advance (CMS/Email ) 3. PREPARATION PLAN BEFORE EXERCISE (taken by non-discussion groups only: A preparation plan for the Discussion will be submitted to Instructor via email or CMS depend on Instructor by 5. 30 pm the day before. Format: from 1 page only . Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 14-point font. Personal information (Role in debate, name of teams, class, order of exercise and the topic for debate) Content: (i) Background of concerned firms in the case, (ii) Ethical issues, (iii) Analysis and (iv) Solution/ proposed module of decision. Further guidance, please refer to Course Implementation plan of Business ethics Anyone fails to submit this plan will be deducted at least 2% Evaluation of Group assignment: (Total: 30%) 1 group will be evaluated during 15 exercises (5 times of taking charge of 5 discussions, 10 times for being Chair or giving feedback in the remaining 10 exercises). Feedback, preparation plan or performance of discussion during the exercise will be taken into consideration to give score. The score will be allocated within an amount of fixed percent of each exercises mentioned below. Skill application Exercise: 30% (Exercise 1: 2. 5 % The team must assume the role of a consulting firm called in to solve that identified specific problem of ethics in the chosen organization. The problem must be related to a 3 topics mentioned in the Syllabus- Appendix 1 (subject to be changed by the Instructor if any). Instructor will decide which one works on which topic among 3. TOPIC REGISTER: All projects subjects must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 8). FINAL REPORT: must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 18). Format: at least 03 pages and no more than 5 pages for main Body at least depends on teachers request; Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 12-point font. Structure/ content: Group content, Cover Letter, Reference, Main Body: (i) Nature and background of firm; (ii) Ethical Issues; (iii) Analysis of problems/ issues (interview with the manager is integrated) (iv) Proposed remedy/ solution; and (v) Plan for implementation. Evaluation of Individual Assignment: (Total: 15%) Lack of manager interview part will be only given up to 5% for individual assignment credit at maximum. A deduction of 5% of the total score of the assignment will be applied for each day of late submission (for both Register and Final Report) Any plagiarism more than 30% will be resulted in a failure of assignment e) Content for personal development f) Final examination (FE): 30% 1. Date: TBA 2. Total weight: 30% 3. Structure: (total: 60’) Multiple choice: 20 questions (25) Essay and case: 01 essay (short answer/ case) (35) 7) Assessment Scheme: Quizzes (3): 15% Exercises (12): 30%

Canonical Status Of Hamlet By William Shakespeare

Introduction Shakespeare’s works have been received with mixed reactions. Not because of the rare quality attributed to his works but due to difficulties in comprehending his original texts. However, Shakespeare continues to influence and inspire each and every generation with his creative artistic mind of playing around with words. Shakespeare applied early modern English in his works, a concept that many current literature readers view as difficult to understand.Advertising We will write a custom essay sample on Canonical Status Of Hamlet By William Shakespeare specifically for you for only $16.05 $11/page Learn More The grammar, sentence structure, spelling and word interpretation differs from the current modern English. Studying Shakespeare’s original manuscripts has been heavily criticised. Most of his critics argue that being a canonical author, understanding the play scripts pose a challenge to many readers. This paper will discuss t he impact of comprehending the canonical play manuscript and the mode of its reception by the modern reader by reviewing one of Shakespeare’s plays. The Concept of Literary Canon The literary canon is archaic works that have been passed from one generation to another. These works continue to make an impact in current modern literature due to their unique artistic nature that captivates a reader’s mind (Vanhoozer 2). In most cases, it becomes hard to understand the deep rich language used in the texts. However, the works are interestingly written and have played an important role to shape the western culture. Literary canon dates back from the works of Homer, John Milton, Jane Austen, the Bible and the great William Shakespeare amongst others. The Gutenberg Revolution saw the introduction of this canon culture that appreciated the historical culture at the time. This revolution period, also known as the age of printing, introduced various forms of non-print mass media. The era was established by Johannes Gutenberg in mid 1450. However, canon literature at the time seemed to invite mixed reactions from both its supporters and critics. The critics on one hand claimed that the literature created a rift between the high and the low popular culture while the supporters on the other hand argued that its taste and value was ideal for the high-cultural required standards. The canon works gained popularity with thousands of people thronging cinema halls to watch plays written by Shakespeare and other canon play writers such as Charles Dickens (Lyons 23). Canon is conceptualized as complex and privileged. For a text to qualify as a canon, it should be of high aesthetic quality that gives the reader pleasure after reading it. Literary canon is constantly changing due to the experiences and thoughts of authors and the canon readers. This has been interpreted to mean that literary work is important to describe continuous trends in historical events. It is for this reason that canon literature has not conformed to a specific definition due to its subjectivity (Branagh and Shakespeare 23).Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Demystifying Canon Literature: Hamlet By William Shakespeare It is best if we understood William Shakespeare himself in order to have the ability of reading him canonically. The historic information regarding Shakespeare is sketchy as regards to the exact date of his birth and life. Born to a local alderman, Shakespeare married Anne Hathaway who bore him three children. However, the exact dates remain unknown but he became famous around 1592 when he began his theatre career. Interpreting Shakespeare’s canon literature is very difficult though his works continue to be celebrated from one generation to another due to the richness in their textual quantity that lead to a great storyline (University of Southern Q ueensland 13). Hamlet is perhaps one of the longest yet popular plays written by Shakespeare. It has been labelled as a literally canon. Hamlet is a tragedy of a prince, Hamlet, who wants to revenge on the current king of Denmark. The king, who is Hamlet’s uncle, is accused of killing Hamlet’s father and later taking Hamlet’s mother as his wife (Brooks 4). In order to succeed in his set out plan, Hamlet pretends to be insane. However, the story ends tragically when most of the characters including Hamlet are killed. The play has been praised for its classic artistic texts used in its script. Hamlet’s script was written using a unique technique called functional shift. Shakespeare used this kind of technique in all his works to enable his readers to understand the meaning of a word used in a sentence prior to comprehending its functionality. A good example is his ability of replacing a verb with a noun. Though this technique seems to cause confusion in the mind of a reader, it causes the brain to react. When Hamlet’s good ally Horatio requests him to call off a duel, he declines by telling him, â€Å"If it be now, ‘tis not to come. The readiness is all.† Such play text causes confusion in the mind of a reader and the canonical status of understanding Hamlet by use of manuscripts has been put in question by scholars. Understanding the Canonical Status Used in Hamlet’s Language The language used to write the play script has struck most readers as complex and difficult to comprehend. Much of the language used in the play script has been conceptualised as courtly. This form of writing is both amusing and inventive in nature. It is also enriched with rhetorical figures. He makes good use of stichomythia to develop dialogue in the play.Advertising We will write a custom essay sample on Canonical Status Of Hamlet By William Shakespeare specifically for you for only $16.05 $11/page Learn More This is a skill of writing dialogue in single lines to which the characters converse alternately. In addition, Shakespeare skilfully applies the use of anaphora and asyndeton in his words to captivate the minds of his audience. This he succeeds by using similar words in the same sentence to create an effect. The words also apply hendiadys as a figure of speech (Marino 34). This is a rare rhetorical device used to express a certain idea by using two words that are linked by a conjunction. A good example is during Ophelia’s speech when she says, ‘And I, of ladies most deject and wretched.’ The use of hendiadys throughout the play has caused a reaction among scholars, most of whom find it odd to use this particular form of rhetoric device in most of his texts. However, the technique has been defended by some of the scholars who argue that Shakespeare’s skill is to develop and emphasize the purpose of duality and dislocation in the play. The language u sed in Hamlet’s script is unique as the characters have the ability to say several words simultaneously that seem contradictory to the audience. This concept helps the character to appear confused and possessed by disturbed feelings. A sentence like ‘Get thee to a nunnery’ is such an example which showed Hamlet’s confusion about sexuality and purity. Hamlet’s soliloquies have also been criticised by most scholars who argue that the dialogue is based on Shakespeare’s beliefs. This claim has however been rejected by Hamlet’s supporters who argue that the use of this technique is to emphasize the character’s process of thinking (Jardine 13). Analysing the Ideal Mode of Reception of Understanding Canonical Works It has been discussed above on the complexity of studying the original works of Shakespeare in play script form due to its complicated nature. The play Hamlet in particular causes more confusion not only to its audience but also to students trying to analyse the play. Most scholars have come to a conclusion that this mode of reception is boring to students and should be interpreted and edited as printed matter. However, some scholars seem to be in disagreement with this theory by arguing that Shakespeare’s works should not be interpreted as suggested by literature critics. They base their arguments on the fact that stage performance is reflective of the intended real issue, a concept that is largely ignored when the play text is presented in printed form. In response to the need of editing Hamlet’s text due to its immoral nature, they argue that Shakespeare intention was to reflect his life as it was and should not be subjected to any changes. Various versions of the play Hamlet have been analysed and most of them contain numerous mistakes derived from the printing process. This changes the original meaning of the play. This has been attributed to the fact that most editors are unable to give accurate translations to the original text as applied in the play script hence altering the meaning of words in their final draft.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Textual scholarship argues that the primary text by Shakespeare is actually indefinable due to the fact that none of his original manuscripts has survived. The attempt by numerous editors to interpret the works in their own way has caused a stir among literature tutors and scholars alike. The question that arises is whether print form is the ideal mode of reception and how it influences the understanding of the canonical status in Shakespeare’s works. It has been suggested that Shakespeare’s future editors should take into account the textual instability that has been characterised with textual authority during the printing process. Based on the fact that the current generation is inclined towards digital media, the mode of understanding canonical works in primary mode poses a challenge. The issue that therefore need to be discussed is whether the play should be performed or studied in its textual content. Whilst most people have supported the former, others seem to fa vour the art of performing Shakespeare’s play to enhance the level of understanding. However, understanding the play using print form mode of reception has been favoured by many scholars (Benchimol and Maley 45). What then is the impact of studying Shakespeare’s work in print form? As earlier discussed, canonical texts are not easy to read and watching a stage performance becomes even more difficult. The printing process offers an interpretation that eases the reader’s mind hence offering some form of pleasure. Use of manuscripts to study the works of Shakespeare limits the understanding of the reader as opposed to the printed form. This therefore limits the level of literacy circulation among the readers. However, most people could possibly argue that the future of canon literature is likely to be affected by interpreting the play text in print form. On the contrary, with so much advancement in technology, it is highly unlikely to wipe out the culture of canon literature. On the other hand, technology will help to filter some of the technical words used in the manuscript without necessarily changing the intended meaning. It has been argued that the ideal mode of understanding a play is by reading it in text form rather than through stage performance. This does not entirely mean that the historical stage performance should be disregarded. As a matter of fact, a play script that guides the stage performance serves as a guide towards any play text transformed in print form. However, reading Shakespeare in print form makes understanding his works a lot easier hence enhancing its popularity especially to the current generation. Most critics argue that transition to print form will not only change the entire meaning of the play but that it will lose the purpose and theme of the play (Mclver and Stevenson 22). It should be noted that Shakespeare himself seems to encourage authorship in Hamlet by using a play within a play. Most of the protagonis ts in Hamlet are learned, a concept that emphasizes the authorial role very well (Howard and O’Connor 45). Conclusion Stage performance of a canonical play elicits some form of excitement in the audience but it should be noted that only few people understand the concept of the play. Most Shakespeare lovers admit that they did not understand his canonical words during performance and prefer reading them in print form. Transition from manuscripts to print form in Shakespeare does not only make the brain to function but also engages the reader in comprehending the canonical works as intended by the author. However, care should be taken by the editors not to misinterpret the canonical words as they appear in the original manuscripts. This is possible by the editors taking into consideration the previous works by the canonical writer and interpreting the words as they are. Works Cited Benchimol, Alex and Maley, Willy. Spheres of Influence: Intellectual and cultural publics  from Shakespeare to Harbemas. Germany: European Academic Publishers, 2007. Print. Branagh, Kenneth and Shakespeare, William. Hamlet. London: W.W Norton Co., 1996. Print. Brooks, Jean. Hamlet by William Shakespeare. Denmark: Macmillan Education, 1986. Print. Howard, Jean and O’Connor, Marion. Shakespeare Reproduced: The text in History  and Ideology. Britain: Routledge, 2005. Print. Jardine, Lisa. Reading Shakespeare Historically. New York: Barnes Noble, 1996. Print. Lyons, William. Canon and Exegesis: canonical praxis and the Sodom narrative. London: Sheffield Academic Press, 2002. Print. Marino, James. Owning William Shakespeare: The King’s Men and their intellectual  property. USA: University of Pennysylvania Press, 2011. Print. Mclver, Bruce and Stevenson, Ruth. Teaching with Shakespeare: critics in the  classroom. London: W.W Norton Co., 1995. Print. University of Southern Queensland. The Literary canon: how to read great books. Australia: University of Southe rn Queensland, 2011. Print. Vanhoozer, Kevin. The drama of doctrine: a canonical-linguistic approach to Christian  theology. Kentucky: Westminster John Knox Press, 2005. Print. This essay on Canonical Status Of Hamlet By William Shakespeare was written and submitted by user Madisyn Henderson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Klu Klux Klan essays

Klu Klux Klan essays Discuss to what extent did the Ku Klux Klan contributed to racial disharmony in American society during the early 1900s. While the Ku Klux Klan contributed to racial disharmony in America during the early 1900s, it was more an expression of the most extreme elements of hatred that already existed in the society. Racial disharmony was evident in American society since the introduction of Black slaves, but it intensified after the American Civil War because of the poor economic conditions that followed and continuing white opposition to equal rights for blacks. The Ku Klux Klan were able to flourish in this atmosphere of discontent, setting horrifying examples for people to follow and acting as a role model for others in the new century, but they didnt succeed in stopping American society from advancing. Racial disharmony was first evident in American society after Black Africans were sent as slaves to work on southern plantations by 1850, nearly four million Black slaves were working on plantations. In 1861 war broke out between the northern and southern states because those in the North believed the slaves should be freed. The North won the war and the slaves were freed, but racial tensions flared because most of the white population in the South were bitterly dissatisfied with the outcome. Although equal rights were implied for all, in reality this was not the case for Blacks. Blacks were separated from whites and were deprived of employment and education. Many whites despised and feared the Blacks, who were often terrorised or murdered by whites. The situation was made worse because there was great competition for jobs and resources after the war. The southerners had suffered greatly many had lost friends and loved ones and their homes and plantations. It was against this bac kground of anger and resentment that the Ku Klux Klan was able to develop and thrive. The Ku Klux Klan began in 1865 during the reco...

Energy consumption and the US Economy Essay Example | Topics and Well Written Essays - 2000 words

Energy consumption and the US Economy - Essay Example On the other hand, the support from environmental organizations and public figures has initiated programs of adaptation to changes in infrastructural needs and emissions reduction, which has been efficient so far in handling global warming in America. The public is informed about these policies through media campaigns and social forums where individuals are allowed to air their personal views towards pollution and global warming. QUESTION TWO The energy efficiency and the economy of vehicles fuel produce too many environmental emissions that interfere with the atmosphere. Improvements of these factors, act as a major step to reduction of global warming on earth but with continued use of personal vehicles in America this will lead to increased pollution as a result of emission. Emissions from motor vehicles exhaust form the major component of smog which results in invisibility (Spencer 2008). In addition, motor vehicle emit carbon dioxides to the atmosphere, this is an anthropogenic c ontribution to the development of carbon dioxide accumulation in the environment which is considered by scientist to have major impact on climate change. It is estimated motor vehicles contributes about 22% of the United States artificial carbon dioxide emissions to the atmosphere with passengers cars contributing about 11% of the 22 % emissions. U.S. Environmental Protection Agency estimates of average passenger car emissions in the United States Component Emission Rate Annual pollution emitted Hydrocarbons 3.0 Â  grams/mile 77.4 pounds Carbon Monoxide 21.9Â  grams/mile 578 pounds NOx 1.4Â  grams/mile 38.5 pounds Carbon Dioxide - Green house gas 0.938 pounds per mile (260Â  g/km) 11,460... The energy efficiency and the economy of vehicles fuel produce too many environmental emissions that interfere with the atmosphere. Improvements of these factors, act as a major step to reduction of global warming on earth but with continued use of personal vehicles in America this will lead to increased pollution as a result of emission. Emissions from motor vehicles exhaust form the major component of smog which results in invisibility (Spencer 2008). In addition, motor vehicle emit carbon dioxides to the atmosphere, this is an anthropogenic contribution to the development of carbon dioxide accumulation in the environment which is considered by scientist to have major impact on climate change. It is estimated motor vehicles contributes about 22% of the United States artificial carbon dioxide emissions to the atmosphere with passengers cars contributing about 11% of the 22 % emissions.Although global warming will continue indefinitely, what we do makes a tremendous difference about tomorrow. GHG emissions from motor vehicles should be reduced through technological upgrading. According to two researchers Stephen Pacala and Robert Socolow, an approach called stabilization wedges, were convenient for this objectives (Houghton et al 2004). The wedges include ways that carbon dioxide emissions could be reduced and held at current levels for the next fifty years. With Reductions of motor vehicle emissions will be a significant step in environmental pollution control and global warming.

The Concepts of Financial Intermediation Essay Example | Topics and Well Written Essays - 2500 words

The Concepts of Financial Intermediation - Essay Example A lot of these imperfections lead to particular types of transaction costs. These asymmetries can produce unfavourable selection, they can be temporary, generate moral exposure, and they can result a costly verification and enforcement. Based on studies, financial intermediaries emerge to at least partially overcome these costs. Leland and Pyle (32) interpreted financial intermediation as a coalition of sharing information. And intermediary coalitions according to Diamond (51) can achieve economies of scale. He also envisioned that financial intermediaries act on behalf of ultimate savers by effectively monitoring returns. According to Hart (1995), savers positively value the intermediations in terms of ultimate investments. On banker's behalf, according to Campbell and Kracaw (863-882) financial intermediations can create a constructive incentive result of short-term debt. The deposit finance can produce the right incentives for the management of the bank. A delicate financial structure needed to discipline the bank managers resulted illiquid assets (Diamond 393; Miller 21). In cases wherein the bank borrower preferred direct finance; financial intermediaries still act as a brokerage which was explained by Fama (39-58) as investment banks. In this, reputation is at stake and according to Campbell and Kracaw (885) in financing, the borrower's reputation as well as the financier is relevant. B. The transaction costs approach argument- This approach does not disagree with the statement of complete markets unlike the first approach mentioned. It is in accordance with a no convexities transaction process. The financial intermediaries in this approach work as alliances of borrowers who make use of economies of scale in the transaction process. According to many experts, the concept of transaction costs covers not only monetary transaction costs, but also searches, auditing and monitoring costs. In this instance, the function of the financial intermediaries is to convert particular financial claims into a so-called qualitative asset transformation. Ross (23-40) called it offering liquidity and diversified opportunities. The stipulation of liquidity is a key function for investors and savers and highly for corporate customers, in which the stipulation of diversification is being appreciated in institutional as well as personal financing. This liquidity should play a key role i n asset pricing theory (Oldfield and Santomero WP #95). With transaction costs the basis for the existence of financial intermediation is exogenous. C. Approach based on the regulation of money production - Regulation influences liquidity and solvency within the financial organization or market. It is argued that the capital of the bank affects its refinancing ability, bank safety, and ability to extract repayment from the borrowers (Diamond 414). Regulation as viewed on the basis of legality convenes as a vital factor in financial economy. However, the actions of the intermediaries intrinsically need regulation. The reason is that the banks specifically, are intrinsically illiquid and