Ophelia, By William Shakespeare Essay - 766 Words

Ophelia, as a person, is essentially formed by the men in her life. This is not a radical idea: it has been embraced by centuries of Shakespeare critics. However, to go slightly deeper, one could consider what exactly the absence of Hamlet, Polonius, and Laertes has on her identity (outside of madness). This scene serves to force her into a new persona, as one without a personality. Ophelia is no longer a maid. She says this herself with, â€Å"And I a maid at your window, to be your Valentine...Out a maid never departed more.† (p. 107, 4.5.50-55) And yet she is not a wife, nor a widow, with Hamlet’s abandonment of her. With no father or brother to give her the status of daughter or sister, Ophelia becomes a hollow shell, indicating what she once was. In the short time before her death, her only distinguishing aspect is her mental illness. But how does she react to Laertes when he arrives? One would think he would make the state of things even a little better, but there is almost no discernible effect on her. (This illustrates most painfully how far gone she is from the entire affair.) She simply begins handing out flowers, in what could be construed as a veiled farewell to her brother: â€Å"There’s rosemary, that’s for remembrance. Pray you love, remember.† (p.112, 4.5.170-1) Shortly after Laertes begins talking to her, she also says â€Å"my father died† (p.112, 4.5.179-80) out loud, rather than referring to Polonius as only â€Å"him†. This scene also ushers in several other captivating,Show MoreRelatedOphelia, By William Shakespeare1588 Words   |  7 Pageslife, as a result of their misery and hopelessness. In the play, Hamlet, by William Shakespeare, one of the characters, Ophelia, suffers from this disease which sadly goes unrecognized throughout the story. Her symptoms and actions hold a similarity to what someone in present time would display with this mental illness. Shakespeare depicts the symptoms and resulting consequences of depression through the character Ophelia, by drawing attention to how isolation and unrequited love may lead to depressionRead MoreOphelia, By William Shakespeare Essay2442 Words   |  10 PagesOphelia is a terminal character in Hamlet, whose death is caused by a lack of self-control and self-knowledge. Her father controls her life, and when he dies, her life is essentially over. This poses the question: why does the death of Polonius bring on the complete collapse and destruction of Ophelia? Polonius controls Ophelia, and does a substantial amount of her thinking. Without him, she has no direction in her life and no way to express herself as she has been so suppressed her entire life,Read MoreWilliam Shakespeare s Hamlet And Ophelia Essay2145 Words   |  9 PagesHamlet and Ophelia were both forced into situations they weren t in a position for due to the fact of instances. Given their royal and social role, they needed to care for distinct things most humans don t seem to be involved about- akin to who has the correct to rule and avenging a father s murder. In addition, they had been each younger. Ophelia had the fact that she was female as good. Hamlet s insanity is feigned, even as Ophelia s is real. Hamlet places on his antic disposition so he canRead MoreHamlet, Ophelia, By William Shakespeare953 Words   |  4 PagesIn the play Hamlet by Shakespeare, Ophelia, a main character, is what some would call a product of her environment. The events in this play show us how Polonius, Laertes, and later Hamlet, can affect Ophelia’s environment enough to manipulate her into her madness. Evidently, this is shown when she is underestimated by her father and brother, when Hamlet manipulates her into believing he loves her and when she realizes that the events are causing her madness. To begin, Ophelia is clearly underestimatedRead MoreThe Relationship Between Ophelia and Hamlet: William Shakespeare970 Words   |  4 PagesThe play Hamlet, by William Shakespeare, looks at the issue of madness and how it effects the characters of the play. Madness can be looked at from very different perspectives, such as strong and uncontrollable emotions, a person’s desires, and also a persons mental stability. Throughout the play, the audience is questioning the sanity of the main character, Hamlet, as he goes on his quest for revenge. The people around him also show signs of madness, such as Ophelia and Claudius, but in differentRead MoreWilliam Shakespeare s Hamlet - Ophelia1472 Words   |  6 PagesSai Neelamraju Mrs.Thoms-Cappello Term Paper 21 April 2016 Ophelia In Hamlet From historical events such as World War I and World War II to present day women have been playing prominent roles. During the 14th and 15th centuries women had no important roles in their families, they were only used to take care of their families and to use their body for sex for men. A women mostly always needed a man by her side to stay stable and strong, otherwise they are known to be weak without them. ThereRead MoreComparison Of Ophelia And Hamlet By William Shakespeare1382 Words   |  6 Pageswhen I was writing this analysis but I wanted to pack in as much information as I could. I took what I felt were the three major points of this play with women in it. I analyzed how Shakespeare portrayed and meant the two major female characters to be (Ophilia and Gertrude), and an example of the interactions between Ophelia and Hamlet, as they were very consistent throughout the story, and are an interesting but very easy display of societal norms at that time. After the fallout of my previous essayRead MoreWilliam Shakespeare s Hamlet, Ophelia, Laertes And Laertes1308 Words   |  6 Pagessmall role socially, economically and politically. Many works in the literature demonstrate this during the Elizabethan Era. In William Shakespeare’s Hamlet, Ophelia, Hamlet’s love and also the daughter of Polonius. She is a prime example of this as her father implores her to see Hamlet further more because of the possibility that he takes her name and her virginity. Ophelia truly loves Hamlet and was devastated when he shuns her in addition to pretending to be mad. She was affected by many of theRead MoreWilliam Shakespeare s Hamlet - The Characterization Of Young Ophelia1681 Words   |  7 Pagesunquestioning obedience and servitude. Unfortunately this concept is not of new occurrence. In fact, it has been the case for hundreds of years. This idea is well demonstrated in William Shakespeare’s Hamlet, through the characterizatio n of young Ophelia. As Shakespeare tells the dramatic story of Hamlet’s incestuous and corrupt family, Ophelia seems to often be cast aside and forgotten. She is subjected to much emotional abuse as she undergoes sexualization, harassment and manipulation at the hands not onlyRead MoreCharacter Analysis of Ophelia in Hamlet by William Shakespeare808 Words   |  3 PagesOphelia is completely virtuous and dependent on the men in her life, which is something I can identify with. Of all the characters in the play Hamlet, the one I liked the most is Ophelia. Shakespeare portrayed her beautifully and put all his emotions into Ophelia’s character. Ophelia showed the exact image of the majority of women from my home country. In the play Hamlet, Ophelia was the most innocent, meek, but distraught character. Ophelia was a young, innocent girl, who was spirited and was the

A Dolls House and the House of Bernarda Alba Essay

Federico Garcia Lorcas â€Å"The House of Bernarda Alba† and Henrik Ibsens â€Å"A Dolls House† both protest against the confinement of women of their days. Although the Houses are set differently in Spain of 20th century and Norway of 19th century respectively, both the plays relate in illuminating their respective female protagonists, Adela and Nora, as they eventually develop a sense of individuality and self-expression and emerge as free individuals from repression. The authors’ attempts allow the reader audience to gain an insight into the social norms that each protagonist was pitted against. This heightens the tension as the action develops. Both Adela and Nora are inherently individualistic, and their innate nature is bared especially†¦show more content†¦(Lorca 142) Likewise, Nora of Doll’s House assumes the mask of her husband Torvald’s â€Å"pretty little thing† (Ibsen 22), a â€Å"little squirrel† (Ibsen 46), and a submissive â€Å"dolly-wife.† (Ibsen 82) She does so because Torvald expects her to accept that he is right in not indulging her â€Å"little whims† (Ibsen 21) and expects her to see her â€Å"dancing† and â€Å"reciting† (Ibsen 22) as per his wishes – he expects her to be a doll under his control. So, she finds â€Å"a way [herself]† (Ibsen 21) – the way of deception – to follow her own heart. The revelation of the secrets Nora and Adela keep marks the end of their deception and thus stimulates them to stand up against repression and express their individual selves, guiding them to seek freedom. Nora’s loan and forgery are kept secret from her husband, because otherwise it would be revealed that Nora did not submit to his orders and seek his permission before any action – behaviour which is unaccepted by the society. However, when theShow MoreRelated Henrik Isbens A Doll’s House and Frederico Garcias The House of Bernarda Alba1556 Words   |  7 PagesHenrik Isbens A Doll’s House and Frederico Garcias The House of Bernarda Alba The House of Bernarda Alba and A Dolls House, by Frederico Garcia Lorca and Henrik Ibsen respectively, are two similar plays written at different times. In 1964, Fredericos The House of Bernarda Alba debuted in Madrid Spain, thirty-one years after its birth in 1933. It pioneered the style of surrealistic imagery, popular folklore and was written in prose. A Dolls House was published in 1879 and appeared on stageRead MoreMats Ek2349 Words   |  10 Pagesclimax. Themes â€Å"Political, social, racial and sexual concerns informed Ek’s first three creations, Kalfaktorn (1976), St George and the Dragon (1976) and Soweto (1977); psychological themes and gender issues played a part in both House of Bernarda Alba (1978) and Antigone (1979) long before Giselle and Swan Lake† (Fifty Contemporary choreographers second edition) The main interest of the choreographer is to explore

Legislating Privacy Technology Social Policy -Myassignmenthelp.Com

Question: Discuss About The Legislating Privacy Technology Social Policy? Answer: Introduction Every technology has both negative and positive impacts. However, there should be weighing between the positive and negative effects to conclude the question of technology relevance. According to me, driverless cars help the disabled individuals to enjoy the benefits of having a vehicle regardless of their ability to drive. Selling of driverless cars improves the economy of the state and that of the citizen. It is ethical to have driverless cars because the benefits are more than the risks. According to Langdon, Patrick, Ioannis, Mike, Lee, Alex John Clarkson, (2018) there is a likelihood of developing driverless, all weathers, and reliable and general purpose cars in future. However, there is a risk of technological failure while using a driverless car hence causing severe accidents. It is not easy to trust somebody youve met online for the first time. It takes time to even communicate freely with somebody you've met online. There has been media exploitation by wrong people who indulge you in communication for self-gain. For instance, hackers may introduce malware by sending an email (Howard Jones, pp.23). Emailing is a communication mechanism that has brought fear while dealing with somebody you've never met. Individuals create false identities for different reasons. One of the reasons is that they do not want to be identified by people who might take advantage of them. The other reason is that they may have an intention of committing an offense and not get recognized. There are very many challenges that are related to psychology concerning children. There are very many benefits the children can gain from technology. Technology can educate, entertain and help them in their social life. However, there are no controls in regards to the usage of technology (Haugland Wright, 2017). The children do not balance between technology, social life, and academics. In this case, there is a need to ban the use of technology by the student to help them concentrate in school. However, the children should be allowed to interact with technology for a maximum of 2 hours a day. Allowing them will help them learn more about technology. Information is essential to any organization and should get protected from falling under wrong harms ways. There are a lot of human factors that lead to breaches of data such are a loss of a key, weak passwords, unnoticed malware attack amongst others. The organizations should come up with strict policies that are geared toward protecting information breach (Aplin Gurry, pp.88). There should be substantial penalties enforced against individuals who cause information breach. Lastly, the organization should train the people interacting with the system to on the ways of protecting organizational information. I agree with Professor Robert Winston that people should get restricted their privacy for the public interest. Often, people look at a celebrity as their role models. In this case, if somebody posts without regulation and for some reasons posts a vague message, somebody who emulates him might have a wrong opinion on a specific ideology (Regan, pp.17). It is also important to note that people can use what a celebrity has posted to justify wrongdoing. In this case, there should be a restriction on privacy. Reference Regan, P. M. (2015). Legislating Privacy: Technology, social values, and public policy. Chapel Hill: University of North Carolina Press, management.17 Langdon, Patrick, Ioannis Politis, Mike Bradley, Lee Skrypchuk, Alex Mouzakitis, and John Clarkson. 2018. "Obtaining Design Requirements from the Public Understanding of Driverless Technology." 21, 134-135 Howard, P. N., Jones, S. (2004). Society online: The Internet in context. Thousand Oaks: SAGE Publications, pp.23-45 Haugland, S. W., Wright, J. L. (2017).Young children and technology: A world of discovery. Boston: Allyn and Bacon. Aplin, T. F., Gurry, F. (2012).Gurry on breach of confidence: The protection of confidential information. Oxford: Oxford University Press, pp.88.

Disability and Inclusive Education in Singapore- Myassignmenthelp

Question: Identify and describe an emerging social issue that concerns social workers in Singapore today. Answer: Introduction Singapore is known for its dual system of education and promotion of inclusive schools. The country has made a mark for itself in the domain of inclusive education for disabled children, however as envisaged by the social workers, there are disturbing attitude that continue to dominate Singapore. In Singapore there is a considerable population of students with disability who study in mainstream schools but the wider attitude of the people speaks of their apathy towards the disabled community. The aim of the paper is to examine disability and inclusive education as a key issue on the context of Singapore society, the ways the issue have evolved over the years and identification of gaps in the policies and schemes of the government. In addition, the paper also examines the policies of UK and EU in regard to inclusive education for the disabled people and proposes recommendations for the improvement in the current policies. According to Humphrey Symes (2013), Singapore has fared moderately better in its treatment of the children with disabilities. During the period of 1980s and the 1990s, families preferred to keep their disabled children within the confines of the private sphere. This may be attributed to the stigmatization of people with disability and the lack of coping mechanisms to deal with the situation. There is a segregation between the disabled people in Singapore and the Singaporeans (Poon,, Musti-Ra Wettasinghe, 2013). Surveys have shown that people in Singapore feel uncomfortable whilst interacting with the disabled people, thus alienating them (Loreman, Sharma Forlin, 2013). According to the Lien Foundation, only two third of the total population in Singapore are interested in inclusiveness and voluntarily share the public space with the disabled. Even parents are uncomfortable about letting their children interact with their disabled peers. According to the findings of the National Cou ncil of Social Service (NCSS) 62 per cent of the disabled people felt excluded and are not provided with opportunities Issue has evolved in the last few years The government of Singapore has made robust efforts to transform the lives of the disabled children and promote inclusion; the undercurrent of Singapore narrates a story of pessimism. There needs to be a change in the attitude of the people rather than mere financial support. It is found that 5 to 6 per cent of the children born in Singapore suffer from some kind of developmental problem. 2.7 per cent of the students in Singapore show symptoms of requiring special education and mainstream school being not a suitable option (TAN, 2016). It is predicted that the number of disabled children in Singapore are expected to rise higher. It is predicted that more children will be diagnosed with intellectual disabilities. Identification and discussion of gaps in social services provision In Singapore 75 per cent of the children with special needs are studying in the mainstream school (Boyle, Topping Jindal-Snape, 2013). Children with special needs are labelled as stupid. On the surface level, Singapore appears as a country that is pro-disability and the government has made considerable efforts. However, there are certain shortcomings that the government needs to improve. It is reported that individual experiences vary and not in line with the vision of the government. The initiative of satellite partnership may expose children to the 25 per cent of the student population who have more challenging needs but it has been criticized for lacking in depth and number (Florian, 2013). The Strait Times have reported that very few schools in Singapore have courses and modules that create awareness about disability. The schools do not provide meaningful opportunities to the students to engage with children who have special needs. A major recommendation would be the early integration of children with disability with those who are able-bodied (Thaver, Lim Liau, 2014). The executive director of Disabled Peoples Association, Marissa Lee Medjreral-Mills is of the opinion that not growing up and socializing with children with disability will create awareness among the able-bodied children. It will make them familiar about the ordeals and experiences of the disabled people and will make them more sensitive. According to Poon-McBrayer Wong, (2013), in case of workplace, employers who did not have experience with disabled children during their growing period are less likely to recruit disabled candidates for any job. On encountering disabled people first time in the workplace can turn out to be an alienating experience. Adults will find it difficult to communicate in the right manner with people with disability. Able-bodied children should be taught in their formative years the values of mutual respect towards their disabled counterparts. Therefore, both the agencies of school as well as parents need to guide children in a proper way. Examples of social policies/schemes implemented in welfare states, like UK and other European countries and criticism of the current social services in Singapore Disability is considered to be within the ambit of European Union (EU) and this also pertains to education which can be especially manifested in the case of inclusive education. The European Union is in charge encourages its Member States to promote policies and schemes through supplementing and supporting the action of their action whenever it would be necessary. According to Oliver, (2013) the EU has adopted certain pertinent policies in the direction of inclusive education. The EU supports the member states to foster the full integration of disabled children and the young people with special needs through appropriate education and proper training. The European Union has come up with the Disability Strategy 2010-2020. This is an important drive in promoting the principles of lifelong learning among people and inclusive education. The Strategy comprises of a series of strategies that schools need to adopt in their general education system to catalyse education and promote effective individualized support (Oliver, 2017). This was provisioned with the aim of enhancing the academic development and social development that would be in consonance with the broader objective of inclusion. The EU has the Youth and Move Initiative the objective of which is to foster the exchange the exchange of good practises on the issues of dissemination of materials and inclusive education. The larger initiative of the programme is to minimize the drop-out rate and enhance the chance of participation in the sectors of tertiary education. These policies provided an impetus to inclusive education and job placement schemes for people who have disabilities. In USA, it was reported that 17. 5 per cent of people with disability have been employed (Schoolchildren's attitude towards those with special needs worrying, 2018). In case of EU the rate of employment is 47. 3 per cent. In case of Singapore as of now only 270 people with disability have been employed. According to Zhuang, (2016), fr om the perspective of social model of disability, there are certain limits that are posed on the lives of children with disability. One such illustration is the state control on the providers who provide their service in terms of subsidized services for the disabled people. Secondly, it is only the social service and medical professions that remain the arenas of accessing compatible services for the disabled people (Zhuang, 2016). Propose ways that could manage the gaps and address the social issue better. Instead of an approach that concerns with providing financial aid to the victim, there should be government initiatives to sensitize the public and raise awareness. This can be done through public education. Usually pity and sympathy hover in the interaction between the disabled child and the able-bodied person. There is a need for empathetic understanding of the children with disability. According to TAN (2018), the Government has decided to spend 400 Singapore dollar for people with disabilities. The objective of this program is to focus on expansion of the jobs and adequate training of the children enrolled in special schools. There should be the implementation of the Enabling Village that would provide a space to the disabled children to attend adequate training and orientation to enter the job market. It has been found that SG Enable has played an important role in training the beneficiaries and preparing them for employment. There is a need to raise awareness about disability t hrough public education. Skits, street plays, distribution of pamphlets, documentary shown to children in school and advertisements that focus on the lifeworld of the disabled children should be the agenda of the contemporary social workers. Conclusion From the above findings it can be concluded that Singapore is definitely one of the frontrunners in the segment of disability and inclusive education, however, the country needs to amend on certain areas. The general attitude towards disability reeks of apathy and insensitivity. Children with disability needs to be treated as equals. Able-bodied children needs to socialize more with the disabled children to understand their problems and reflect on their behaviour. Awareness towards the plight of disabled students can be done through the adoption of creative methods like showing documentaries and street plays that entrenches the cause of inclusive education. References Boyle, C., Topping, K., Jindal-Snape, D. (2013). Teachers attitudes towards inclusion in high schools.Teachers and Teaching,19(5), 527-542. Florian, L. (Ed.). (2013).The SAGE handbook of special education: Two volume set. Sage. Humphrey, N., Symes, W. (2013). Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge.International Journal of Inclusive Education,17(1), 32-46. Loreman, T., Sharma, U., Forlin, C. (2013). Do pre-service teachers feel ready to teach in inclusive classrooms? A four country study of teaching self-efficacy.Australian Journal of Teacher Education (Online),38(1), 27. Oliver, M. (2013). The social model of disability: Thirty years on.Disability society,28(7), 1024-1026. Oliver, M. (2017). Defining impairment and disability.Disability and Equality Law, 3. Poon, K., Musti-Ra, S., Wettasinghe, M. (2013). Special education in Singapore: History, trends, and future directions.Intervention in School and Clinic,49(1), 59-64. Poon-McBrayer, K. F., Wong, P. M. (2013). Inclusive education services for children and youth with disabilities: Values, roles and challenges of school leaders.Children and Youth Services Review,35(9), 1520-1525. Schoolchildren's attitude towards those with special needs worrying. (2018).The Straits Times. Retrieved 9 April 2018, from https://www.straitstimes.com/forum/letters-in-print/schoolchildrens-attitude-towards-those-with-special-needs-worrying TAN, T. (2018).The hard - and heart - part of inclusiveness for the disabled.The Straits Times. Retrieved 9 April 2018, from https://www.straitstimes.com/singapore/the-hard-and-heart-part-of-inclusivenes-for-the-disabled Thaver, T., Lim, L., Liau, A. (2014). Teacher variables as predictors of Singaporean pre-service teachers attitudes toward inclusive education.Published by International Association of Social Science Research,1(1), 1-8. Zhuang, K. (2016). Inclusion in Singapore: a social model analysis of disability policy.Disability Society,31(5), 622-640.