...As You Like It Summary How It All Goes Down Sir Rowland de Boys has recently died, leaving behind sons Oliver and Orlando. Since Oliver's the eldest son, he's inherited just about everything. This includes the responsibility of making sure his little bro finishes school and continues to live the kind of lifestyle he's become accustomed to as the son of a nobleman. (By the way, this lifestyle looks like a sixteenth-century version of MTV's Teen Cribs.) Oliver, however, treats his little bro like a servant – he refuses to pay for Orlando's education and never gives the kid any spending money. Also, he tells the local court wrestler it would be a good idea to snap Orlando's neck, but Orlando doesn't know about this. Naturally, Orlando is ticked off that Oliver treats him so badly and he's ready to "mutiny" against his older bro. Instead, he channels all of his pent up anger into a wrestling match, where he beats the court wrestler to a bloody pulp. Orlando's wrestling skillz catch the eye of a local girl named Rosalind, who has her own family drama to worry about. (Ros is the daughter of Duke Senior, who used to rule over the French court but was overthrown by his snaky, backstabbing brother, Duke Frederick. Because Rosalind's dad is living in exile in the Forest of Arden, Rosalind has been crashing at the palace with her BFF/cousin, Celia. Did we mention that Celia is the daughter of snaky, backstabbing Duke Frederick? And you thought your family had issues…) Rosalind...
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...Study: Belonging * ‘As You Like It’ written by William Shakespeare * ‘Towelhead’ directed by Alan Ball in * ‘The Surfer’ written by Judith Wright | As You Like It | Towelhead | The Surfer | Language Form and Structure | * ‘As You Like It’ is a stage play in the form of a comedy * It also qualifies as a pastoral romance * Shakespeare wrote the lines of the play in both verse and prose | * ‘Towelhead’ is a film | * Poem * 3 stanzas * Free verse | Personal, cultural, historical and social context | * Written during the reign of Elizabeth I and ironically, both Rosalind and Celia would have been played by men * Appealing nature to both lower and higher classes * Used as a model of social critique | * Set in Houston, Texas during the 1990s * Occurred during the Gulf War * Follows the sexual awakening of Jasira (an American-Lebanese girl) | * Set in Australia | Identity One’s sense of belonging is built upon their exploration of self and the confidence they establish through their own identity. | Identity is explored most obviously with Rosalind’s disguise as Ganymede. This concealment of her true identity allows Rosalind to discover whether Orlando truly loves her. It also allows Rosalind to gain a deeper understanding of herself. This is seen through the use of dramatic irony, this enhances the audience’s connection with the characters and adds to the humour of the play. “Nay, you must call me Rosalind”. Ultimately, it is when...
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...chrysalids by John Wyndham I think that the concept of identity is very connected to the way the character's physical body is. For example it is connected because the citizens of waknuk judge whether people are "pure" by their physical body and if they find that they have any kind of abnormality they are considered impure and are treated like an abomination and sent to the Fringes. This goal of being pure goes as far as whenever a baby is born the baby is checked for any abnormalities or deviations and nobody can acknowledge that the baby even exists until the baby passes the inspection. But if the baby does not pass the inspection the baby is rejected and not let into the family. Also these teachings that being abnormal and having deviations means that you are defiling God's image and creation are taught to everyone at a young age and so it is imprinted in their minds that deviations are monsters made by Satan to defy God....
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...Rosalind Teague Professor Lefler November 24, 2014 Final Argumentative Essay Student’s should feel free to wear anything When a person wakes up in the morning, should they feel more prone to go for a uniform or their regular “street clothes?” Eighty percent of adolescents are more likely to pick the regular clothes because they want to have their own style (Mitchell; Knechtle 3). Do students’ feel more confident when they are dressed in a uniform? A girl in “Dress Code Blue” said, “I feel uncomfortable in uniforms, and if I feel uncomfortable, then I feel lazy and don’t want to do anything” (DaCosta, 4). It is a drag to go to school knowing that people are more than likely to look like everyone else? A lot of students are between a rock and a hard place when it comes to this decision. Did you know that Americans spend around $1 billion per year on school uniforms? (School Uniforms). The topic on whether or not to wear uniforms is not beneficial to the students, or to parents, due to the fact that they’re unaffordable, they do not prevent gang affiliation, and they do not give students a sense a sense of individuality. One of the major issues students’ have with uniforms is that they are unaffordable and parents should not have to buy the uniforms. Over the years parents should have complained about how the uniforms are so expensive and how they are having financial problems. “In addition to finding that the level of parental perceptions of the cost of uniform, the survey...
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...JOHN WYNDHAM THE CHRYSALIDS 1 When I was quite small I would sometimes dream of a city — which was strange because it began before I even knew what a city was. But this city, clustered on the curve of a big blue bay, would come into my mind. I could see the streets, and the buildings that lined them, the waterfront, even boats in the harbour; yet, waking, I had never seen the sea, or a boat. ... And the buildings were quite unlike any I knew. The traffic in the streets was strange, carts running with no horses to pull them; and sometimes there were things in the sky, shiny fish-shaped things that certainly were not birds. Most often I would see this wonderful place by daylight, but occasionally it was by night when the lights lay like strings of glow-worms along the shore, and a few of them seemed to be sparks drifting on the water, or in the air. It was a beautiful, fascinating place, and once, when I was still young enough to know no better, I asked my eldest sister, Mary, where this lovely city could be. She shook her head, and told me that there was no such place — not now. But, perhaps, she suggested, I could somehow be dreaming about times long ago. Dreams were funny things, and there was no accounting for them; so it might be that what I was seeing was a bit of the world as it had been once upon a time — the wonderful world that the Old People had lived in; as it had been before God sent Tribulation. But after that she went on to warn me very seriously not to mention it...
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...some key aspects of identity that are played in Esmeralda’s family and herself. One aspect of identity is the socioeconomic status of her and her family in the big, well known dynamic city of New York. This aspect of identity is a big concern throughout the book and in real life because it’s what most immigrants have to deal with from their movement from their native country to a foreign country. Socioeconomics is the social science that studies how economic activity affects and is shaped by social processes. In general it analyzes how societies progress, stagnate, or regress because of their local or regional economy, or the global economy. This is a monumental matter for Esmeralda as she is a middle school student going onto high school and as everyone knows, high school can be four years of highlight or four years of straight torture and since she’s an immigrant with no knowledge of American culture, this is a big concern for Esmeralda. Esmeralda, coming to America at a young age, is flustered with emotions and doesn’t have anyone to talk to because she is limited with who she has. She has her siblings, but she can’t relate to them because they’re too young, and she has her mother and grandmother, whom she can’t relate to because they lived in a different generation and grew up in a different country but Esmeralda is starting fresh and is at her prime stage of life where everything is a make or break for her self-esteem and confidence in whatever she does as a teenager. As...
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...in the course of analyzing this media text .Empirical studies of analyzing text principles were also cited and reflected to broaden more knowledge of the gender in media analysis of the Calvin Klein advert. MEDIA TEXT A media text just like the Calvin Klein advert is a message given out by the media allowing the audience, viewers or readers to read meaning into it and understand the message being sent out. The receptivity of the media text is presented based on common peculiarities of encoding and decoding mainstreams. To get the encoding messages, one needs to get a coherent explanation of the message, although we cannot escape the reality in our mind constructively what the meaning is all about. It could only be examined by our mind functioning within objectivity of signs and symbols. However, it is like a musical cords that needs connections to produce meanings. While words are signs of a meaning all the meanings of signs and colours used in this advert attract the minds of the people, the minds of the people are strongly referred to as the consumer audiences. In the advert proper, a visual compelling message is represented, promoted and shared by relationship. Because the media is a social market where you can sell the audiences, like the representation in the picture and the products as well. The media is producing culture in society; this media culture is a market in body image representation. The models are happy in what they are doing and perhaps, because they were...
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...Learning Citizenship Legal Compliance Ofsted Inspection EQUAL OPPORTUNITIES IN THE VOCATIONAL CURRICULUM ©Gordon Ffrench Associates Depending on the nature of the subject and the learners, it includes some or all of the following ingredients: Inclusive teaching which takes account of the diverse learning needs, styles and preferences of learners. Responsive teaching which aims to manage the learning experience in a way which empowers and validates the diverse perspectives of learners. ©Gordon Ffrench Associates 3 Anti-discriminatory teaching which teaches learners about their rights and responsibilities to each other in the classroom, the workplace and the wider society. Attitudinal teaching which fosters understanding of how stereotyped attitudes and prejudiced thinking damage relationships, hinder communication and are therefore bad for education and bad for business. Diversity teaching which acknowledges and celebrates the contributions of men and women of all backgrounds, ages, cultures, religions to human progress in all fields. ©Gordon Ffrench Associates 4 1. Planning and Managing the Equal Opportunities Curriculum (including timetabling, marketing, guidance, identifying additional support resources, and choosing appropriate qualification aims 2. Managing the Equal Opportunities Learning Environment (including physical access, accessible resources &...
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...concerns the distinctiveness of feminist approaches to methods, methodologies, and epistemologies. This key question is posed in different ways: Is there a specifically feminist method? Are there feminist methodologies and epistemologies, or simply feminist approaches to these? Given diversity and debates in feminist theory, how can there be a consensus on what constitutes “feminist” methodologies and epistemologies? Answers to these questions are far from straightforward given the continually evolving nature of feminist reflections on the methodological and epistemological dimensions and dilemmas of research. This chapter on feminist methodologies and epistemologies attempts to address these questions by tracing historical developments in this area, by considering what may be unique about feminist epistemologies and feminist methodologies, by reviewing some of sociology’s key contributions to this area of scholarship and by highlighting some key emergent trends. The chapter begins with a brief overview of the theoretical and historical development of feminist epistemologies, followed by a similar overview of feminist methodologies. The final section discusses how feminist 36 epistemologies and feminist methodologies have begun to merge into an area called feminist research and details some key pillars of contemporary and emergent work in this area. FEMINIST EPISTEMOLOGIES Twenty-five years ago, Lorraine Code, a Canadian feminist philosopher, posed what she called an “outrageous...
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...questions of right and wrong and how we ought to live. Ethics involves making moral judgments about what is right or wrong, good or bad. Right and wrong are qualities or moral judgments we assign to actions and conduct. Within the study of ethics, there are three branches: metaethics , concerned with methods, language, logical structure, and the reasoning used in the interpretation of ethical terms, for example, what exactly the term “good” means; normative ethics , concerned with ways of behaving and standards of conduct; and applied ethics , concerned with solving practical moral problems as they arise, particularly in the professions, such as medicine and law. Ethics provides us with a way to make moral choices when we are uncertain about what to do in a situation involving moral issues. In the process of everyday life, moral rules are desirable, not because they express absolute truth but because they are generally reliable guides for normal circumstances. Normative Ethics Normative ethics is fundamental to ethical decision making in the criminal justice system. A central notion in normative ethics is that one’s conduct must take into account moral issues; that is, one should act morally, using reason to decide the proper way of conducting oneself. Essentially, ethics, in prescribing certain standards of conduct, gives us a way of making choices in situations where we are unsure how to act. What are these standards of conduct and how do we decide what is right and wrong...
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...Management Company, a term that was very vague. Because of this, Unisys was faced with a dilemma on a global level. What do you do when many of your prospective customers are not even aware of who you are, let alone what you do? In Europe, awareness of Unisys was low. When asked, “What names come to mind when you think of companies that provide information technology?’’ respondents in France placed Unisys behind IBM, Microsoft, Compaq, and Hewlett – Packard. In some countries, Unisys placed behind Digital, Groupe Bull, and Olivetti. In Germany, Unisys was not thought of at all. In most of Unisys’s target market, awareness of the name was much lower than it should have been. The familiarity with what it did was much lower than it should have been. Although some people had a reasonably warm feeling about Unisys, they still thought of the company in terms of being simply a mainframe supplier. Further research looked at people’s familiarity with Unisys in the United Kingdom, France, Germany, and Italy compared with Unisys’s major U.S. competitors. The picture was not a pretty one, with only 30 percent of respondents being “very familiar’’ or “somewhat familiar’’ with Unisys, compared with 90 percent for IBM, 78 percent for Hewlett-Packard, and 76 percent for Compaq. Worse still, this 30 percent had declined from 41 percent in 1992, though it does represent a recovery from 27 percent in 1996. Therefore, this meant that Unisys’s target market did not know the company...
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...reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without the prior permission of Inter-Disciplinary Press. Inter-Disciplinary Press, Priory House, 149B Wroslyn Road, Freeland, Oxfordshire. OX29 8HR, United Kingdom. +44 (0)1993 882087 ISBN: 978-1-84888-309-3 First published in the United Kingdom in eBook format in 2014. First Edition. Table of Contents Introduction Patricia Hunt-Hurst and Sabrina Ramsamy-Iranah Part 1 ix Fashion: Past and Future Fashioning the Other: Representations of Brazilian Women’s Dress in National Geographic, 1888-1988 Elizabeth Kutesko 3 Elizabeth Keckly and Anne Lowe: Constructing Fashionable Black Identity Elizabeth Way 13 Barbara Hoff: Polish Fashion Dictator...
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...Mass Communication and Para-social Interaction Donald Horton and R. Richard Wohl Extract from Horton, Donald and R. Richard Wohl (1956): 'Mass Communication and Para-social Interaction: Observations on Intimacy at a Distance', Psychiatry 19: 215-29 This is a classic paper which is very widely cited but hard to locate. It introduced the notion of 'parasocial interaction' between viewers and those whom they watch on the television screen. Although the paper is now very old it is useful to reflect on current television programmes to consider the relevance of Horton and Wohl's observations. The original page numbering has been noted to facilitate citation. Please refer to the pagination provided and the source shown above (Horton and Wohl 1956) rather than citing this online extract. [start of p. 215] One of the striking characteristics of the new mass media - radio, television, and the movies - is that they give the illusion of face-to-face relationship with the performer. The conditions of response to the performer are analogous to those in a primary group. The most remote and illustrious men are met as if they were in the circle of one's peers; the same is true of a character in a story who comes to life in these media in an especially vivid and arresting way. We propose to call this seeming face-to-face relationship between spectator and performer a para-social relationship. In television, especially, the image which is presented makes available nuances of appearance...
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...gave a few brief details: his current age, the fact that he was born in London in 1969, and, perhaps surprisingly, his blood group (HbAD) and a hyperlink to his genotype (human). Kunzru is joking, here, about the contemporary thirst for biographical details about writers. As he puts it, nowadays, "British journalists seem more interested in your biography or your publishing deal--the British press is interested in writers, but it isn't interested in writing" (Litt, 2004). The starkly playful nature of Kunzru's 2007 website poked fun both at his readers and at the cult of the celebrity author. He is highlighting the idea that it is not the particularities of his individual biography that should be of interest but rather the fact that he is, like all who read the page, a human. Such teasing but morally engaged touches, such concern for equality and justice, and such fondness for unusual technical modes of expression indicate...
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...HISTORY AND THEORY STUDIES FIRST YEAR Terms 1 and 2 Course Lecturers: CHRISTOPHER PIERCE / BRETT STEELE (Term 1) Course Lecturer: PIER VITTORIO AURELI (Term 2) Course Tutor: MOLLIE CLAYPOOL Teaching Assistants: FABRIZIO BALLABIO SHUMI BOSE POL ESTEVE Course Structure The course runs for 3 hours per week on Tuesday mornings in Terms 1 and 2. There are four parallel seminar sessions. Each seminar session is divided into parts, discussion and submission development. Seminar 10.00-12.00 Mollie Claypool, Fabrizio Ballabio, Shumi Bose and Pol Esteve Lecture 12.00-13.00 Christopher Pierce, Brett Steele and Pier Vittorio Aureli Attendance Attendance is mandatory to both seminars and lectures. We expect students to attend all lectures and seminars. Attendance is tracked to both seminars and lectures and repeated absence has the potential to affect your final mark and the course tutor and undergraduate coordinator will be notified. Marking Marking framework adheres to a High Pass with Distinction, High Pass, Pass, Low Pass, Complete-toPass system. Poor attendance can affect this final mark. Course Materials Readings for each week are provided both online on the course website at aafirstyearhts.wordpress.com and on the course library bookshelf. Students are expected to read each assigned reading every week to be discussed in seminar. The password to access the course readings is “readings”. TERM 1: CANONICAL BUILDINGS, PROJECTS, TEXTS In this first term of...
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