Navigating Professional Contexts

Navigating Professional Contexts Children are Citizens The City of Port Phillip, an inner local government city in Melbourne Australia, has developed strategies that will challenge the traditional view of children as citizens of the state by theorising children as major actors in the society who have a valid and important understanding of the world in general and can be able to contribute to the development of the society (City of Port Phillip, 2005).Advertising We will write a custom assessment sample on Navigating Professional Contexts specifically for you for only $16.05 $11/page Learn More These strategies have been developed as a result of the little recognition children receive when it comes to voicing their opinions or getting their voices heard. Children also lack equal opportunities in the adult world in cases where they are faced with poverty, cultural diversity or disabilities (Smith et al, 2008). The development of the strategies will ensure that the City of Port Phillip has a t heoretical and practical framework that will be used to create awareness to the adult community in the city that children should be regarded as citizens who deserve equal opportunities and also to be listened to. The strategies will be used to develop a children’s plan that will reflect on issues such as embedding the concept of children as citizens in the constitution, developing policies and frameworks that will be used to support children’s activities in civic duties within the city and structures of citizenship that will represent the needs of children in Port Phillip (City of Port Phillip, 2009). The decision to include children as citizens of the state arose out of a gap in the Municipal Early Years Plan (MEYP) that did not involve children in its formulation stage. The MEYP was an initiative by the State Government of Victoria which required all councils in Australia to develop a plan for children that would be used in developing strategies that would coordinate the educational, health care and early childhood development activities of children living in Australia. The City of Port Phillip recognised this gap and decided that a broader approach was needed in dealing with aspects that affected children and promoted new ways of thinking about children’s opportunities in the adult world.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The new way of thinking challenged the State of Victoria’s policies on service delivery to children by proposing that their rights and interests should be considered before any strategic frameworks are developed (City of Port Phillip, 2009). MEYP did not involve any consultation or input from children during the formulation stages of the plan which would create certain gaps when the plan would be used for early childhood development programs and healthcare delivery services for young children (Smith Smale, 2007). The various councils involved in the MEYP plan realised that they did not have the relevant skills and knowledge to develop strategies that are meant for children. The City of Port Phillip took the initiative to consult with children when developing the municipal plan especially during the implementation phase by analysing their ideas and opinions (City of Port Phillip, 2009). To develop a plan that had the incorporation of children’s ideas, the council of Port Phillip analysed the ideas that council staff and community members had about children being viewed as citizens. Most of the staff interviewed were those who had a direct or indirect interaction with children in the community. Their opinions about children were based on the images they had on children and how these images affected their day to day duties. The three images that the council staff and community members had of children were that adults viewed children as objects that could be developed and co nstructed by developing policies and procedures to be used in their developmental activities. The other image was that children were seen to be apprentices who could be developed and educated to become future citizens instead of current day citizens. Policies and procedures were developed towards gearing children to become future citizens. These policies were formulated by adults based on their observations on children. The third image about children was that they were viewed as social actors as well as citizens who had valid knowledge about their surrounding community and the world in general. This image represented the fact that children were present day active citizens who were allowed to participate in decision making activities (Smith et al, 2008).Advertising We will write a custom assessment sample on Navigating Professional Contexts specifically for you for only $16.05 $11/page Learn More The assessment carried out by the City of Port Phillip showed that children were able to express their views and opinions on matters that affected them when they were given an opportunity to do so; there were hierarchies for citizenship that included children in the society. There was a need for members of the community to view children as citizens who deserved equal opportunities and rights. People who worked in organizations or communities that mostly dealt with children were required to view them as equal opportunity members while they carried out their work. There was also a need to develop a culture that would ensure the participation of children in community developmental activities (Smith et al, 2008). The strategies that were developed by the City of Port Phillip that would be used in recognising children as citizens included championing the cause with influence by involving people in authoritative positions such as politicians, members of parliament and councillors. The endorsement of children to be viewed as citizens by these people in authoritative positions would ensure that community members would also see the benefits of having children as equal opportunity members of the society. These authoritative figures also had access to state and government funds that could be channelled to awareness activities of viewing children as citizens. The other strategy developed by the council of Port Phillip was to assess the educational opportunities on offer in the city and what the contents of the education system were. This entailed conducting a critical reflection process on the council member’s image of children which required that they should identify and support responsibilities that were targeted towards ensuring children were involved in decision making activities (City of Port Phillips, 2009). The other strategy involved developing protocols that would see children’s views and opinions being used in community development activities. Children’s views and consent would be used in developing pr ograms and theoretical frameworks that would not only affect them but the adults in the society as well.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Developing these protocols would involve designing tools that would be used in consulting with children in policy and procedure formulation processes. Some of the tools that have been used by the City of Port Phillip include individual interviews where children are interviewed by adults and also by other children, group discussions, and artistic work such as drawing, photographs, painting and videography (City of Port Phillip, 2009). The City of Port Phillip is focused on developing a children’s plan that will incorporate the views of all the children in the city. According to statistics, the past four years have seen more than 400 children who are aged between 0 to 12 years contributing their ideas and opinions on ways of improving the living and learning conditions of Port Phillip. As a result, the information will be used by the local council authorities to develop a MEYP plan that will incorporate the views and needs of children in relation to policy formulation and proce dures (City of Port Phillip, 2009). Children deserve a challenging and safe learning environment The Government of Australia has developed an early learning framework for children in Australia that will be used by child educators to enrich their lives by providing education that prepares them for adult life. The framework is also meant to provide a smooth transition for the children during the various stages of their educational life. The framework is based on the vision that all children have the right to access the best opportunities that will enable them to start their lives on a good note and create a good future for themselves. The framework was developed after gathering input from various sectors such as the early childhood educators, children in early educational programs and the state, territorial governments of Australia (Commonwealth of Australia, 2009). The early childhood framework was developed to ensure that children received quality education and learning experiences that would develop them in the later stages of their lives. The framework outlines learning outcomes that will be used to gauge the skills, knowledge and abilities that children should have once they have complete the educational programs. The learning outcomes that have been outlined include teaching children to have a strong sense of identity and wellbeing, educating children to be connected to the world by equipping them with skills they can use in contributing to the development activities in their communities, and teaching children to be confident and effective communicators (Commonwealth of Australia, 2009). The type of learning that will take place in relation to the outcomes will be influenced by the children’s capabilities and learning preferences, the techniques that the educator uses to teach the children, the learning environment and the integration of the learning practices with learning outcomes. The framework recognises the fact that learning is a continuous pr ocess that is not always predictable and certain.Each child progresses towards the learning outcomes in their own specific way and educators are expected to design their learning programs to meet each child’s specific needs (COA, 2009). The learning outcome that requires children to have a strong sense of identity involves teaching them to be themselves and developing their confidence levels. While they learn about themselves, children build their own identities based on the social settings of the community and their families. Their identities are also based on the types of relationships they have with family members and people that live in their surroundings. Developing a strong sense of identity will involve providing a learning environment that is safe and challenging. Children learn and grow more quickly when they are in a safe and secure environment (COA, 2009). A safe learning environment will ensure that children are able to build secure relationships with their peers, family members, educators and their community members. Safe and secure learning environments will also ensure that they have a sense of belonging in the learning environment as well as enable them to communicate their needs and demands to the people concerned. Safe learning environments allow children to express their feelings and ideas freely without any fear of being reprimanded. Children can also be able to initiate conversations with other people as well as respond to the suggestions offered by other people (HM Government, 2005). The early years learning framework also outlines that children deserve to have a learning environment that is challenging and allows them to develop interdependency skills as well as a sense of resiliency in their lives. A learning environment that is challenging allows children to have an increasing awareness to the needs of their peers as well as allow them to be open to any challenges that might arise while they are learning. Learning programs that are challenging allow children to develop persistency and critical thinking to their learning tasks as well as ensure they have confidence when approaching new and difficult situations (COA, 2009). The educational program should be designed in a way that ensures children are inspired and challenged after completing the learning program. Children who are exposed to a culture of reading and studying only without experiencing any extra curriculum activities such as music, sports and social activities are more likely to develop a negative attitude towards learning. Children should therefore be challenged academically to ensure they are inspired to perform learning tasks to the best of their abilities (Association for Supervision and Curriculum Development, 2010). Children are capable learners whose perspectives should be listened to, respected and integrated into the learning environment This statement is exemplified under the learning outcome of developing a strong sense of identity in the Early Years Learning Framework developed for the educational sector in Australia (Commonwealth of Australia, 2009). Children who are capable learners have a broad variety of ideas, opinions and perspectives on different learning activities. They deserve to have an opportunity to have these perspectives listened to and respected for their value. For children to be viewed as capable learners they should feel recognised and respected for who they are by educators, their peers, their family members and the society. They are also able to share aspects of their upbringing, cultural backgrounds and religion with their friends during the learning process. Integrating children’s perspectives into the learning environment will ensure that they are able to develop a strong foundation in the family setting and also the community setting as well as enable them to reach out for assistance and companionship (State of Victoria, 2009). Enacting the Value Statements into Practice It is im portant to view children as important contributors to the society by ensuring that their voices and opinions are heard when it comes to developing programs that will benefit them in the long term. Children should therefore be accorded citizenship in their respectable communities or societies a fete that can be achieved by incorporating their ideas into educational programs and developing strategies that will ensure they are involved in the formulation of governmental policies and procedures (UNCRC, 2006). Creating a safe and challenging environment for learning will allow children to develop confidence skills and capabilities that will mould them into leadership positions. Having their perspectives and opinions listened to will also ensure that they can become leaders at the later stages of their life. This can be achieved by creating educational programs that have social learning activities which will allow children to demonstrate their leadership abilities and skills like the Mast er in School Leadership (MSL) program developed for all educational schools in Victoria. The program builds a child’s capacity for leadership opportunities within the school and also in the outside world (Matthews et al, 2007). References Association for Supervision and Curriculum, Development (ASCD) (2010). Educating the whole child: the new learning compact. Web. City of Port Phillip (2005). Municipal Early Years Plan- creating a child friendly Port  Phillip: a framework for action and three year implementation plan 2005-2009. Web. City of Port Phillip (2009). Children’s participation in urban settings: respecting children  as active citizens. Melbourne: City of Port Phillip. Commonwealth of Australia (COA) (2009). The early years learning framework for  Australia. Australian Government: Department of Education, Employment and Workplace Relations for the Council of Australian Governments. HM Government (2005).Working together to safeguard children: a guide to i nter-agency  working to safeguard and promote the welfare of children. Web. Matthews, P., Moorman, H., Nusche, D., (2007). School leadership development  strategies: building leadership capacity in Victoria, Australia. Victoria: OECD, Directorate for Education. Smith, K., MacNaughton, G., Alexander, K., (2008). Respecting children as active  citizens: participation in policies and services. Melbourne: University of Melbourne. Web. Smith, K., Smale, J., (2007). Listening to children: local government respecting  children’s rights to citizenship. Brussels: Diversity in Early Childhood Education and Training (DECET). State of Victoria (2009). Victorian early years learning and development framework: for  all children from birth to eight years. Victoria, Australia: Department of Education and Early Childhood Development. United Nations Committee on the Rights of the child (UNCRC) (2006). A guide to  general comment 7: implementing child rights in early childhood. T he Hague: Bernard van Leer Foundation.

Pirates of Globalization Term Paper Example | Topics and Well Written Essays - 1250 words

Pirates of Globalization - Term Paper Example The researcher states that in an era of globalization and fast dissemination of information, fraudulent manufacturers employ sophisticated means of acquiring patented information and exploit it for commercial gain. As Catherine Holahan notes in her article for Business Week, pirated goods now account for nearly 7 percent of all commercial activity across the world. Developing economies such as India, China, Brazil and Russia are proving to be hotbeds for this trend as Intellectual Property laws are either vague or poorly developed here. Moreover, in the era of the Internet, online commercial transactions across borders are especially difficult to bring under the purview of cyber law, as there is no consensus between different participant nations. It is due to this reason that Digital Rights Management (DRM) has been conceived and implemented. The researcher of this essay looks into some of the mechanisms for protecting Inellectual Property rights, especially that of DRM. The research er then analyzes the modern era of globalization, where intellectual property rights face their greatest threat through the open and free transmission of information in the cyber world. The case for enterprise DRM is synonymous with the case for a well-articulated, role-based technology and data protection policy. It is then concluded that DRM simply moves the point of data security from that of the network hardware or the computer software down to the individual document, or even right down to document-based operations.

Evaluating a website as a source for learning history Essay

Evaluating a website as a source for learning history - Essay Example Should history websites be boring? This is the question that comes to mind after reading Lisa Richardson’s article. In attempt to be humorous, one can lose the traits of neutrality and objectivity that are crucial to academic work. The website chosen for analysis is http://opinion.latimes.com/opinionla/2009/10/glenn-beck-hilarity.html and it was visited on the 24th of October 2013. It was particularly interesting because it focuses on one of the most controversial but continual aspects of US history; slavery. Not only is this piece deficient in terms of historical evidence, it largely focuses on the opinions of a media personality. Therefore, it is an unsuitable website for learning history because it prioritizes political shaming over historical accuracy. Website analysis Instead of dwelling on historical information first, the author starts with someone’s untruths and then uses some historical events to back them. This article mocks media personality, Glenn Beck, by a sserting that he was trying to make a spin on a historical issue that was known to all. According to the author, Glenn Beck alluded to the fact that liberals in the 19th century were slave supporters. She then adds that this was totally unfounded because conservatives were slave-owners. They had much to lose from the abolition of this practice, so they fought against the liberals in order to have their way. From the spin on this topic, one can deduce that the writer’s agenda is to portray conservatives as irrational people. The target audience also consists of liberals who would find an attack against conservatives quite palatable. This site, which is known as Opinion L.A. belongs to a number of bloggers with liberal leanings. If the writer of the piece was interested in disseminating historical truths, she would have started with facts and then alluded to someone’s rant about the same. Useful information is hard to find and buried in a plethora of attacks, but it stil l exists. As a historian, one would still find something useful in the site. The story highlights the political disagreements that were sparked by debates on slavery. It sheds light on why the institution was able to persist for a relatively long time. Consensus on the matter was simply not forthcoming. At least the website mentions the relationships between the state and its constituents especially when it wanted to restrict certain practices. This website thus highlights the nature of controversies that stemmed from political disagreements. It is possible to know these facts because a civil war arose from the differences. However, one would require a thorough knowledge of the events in American history to discovery these hidden truths. This article is slanted on one side to make it appear as though democrats were the progressive thinkers of their time. A number of persons disagree with this view because they believe that democrats only acquired a progressive incline after the 1960 s when it was necessary to do so. Furthermore, the author is bent on labeling historians either as liberal or conservatives. The following statement illustrates one of the assumptions made by the writer: â€Å"Conservatives, of course, were slave-owners and liberals were not. Conservatives in the 19th century believed in the tyranny of state government and liberals did not.   Everyone with a shred of understanding about American history knows that. We had a whole war over it.† (Richardson, 2009) In the matter of slavery, this dichotomy does not work well because several individuals had liberal views but did not support slavery. Conversely religious activists fought for abolition of slave trade even when most of their views were regarded as conservative. It is for this reasons that one would question the comments of the writer. She seems too intent on painting one side of the political divide as a change agent and the other as a forestaller. It would have been better for the writer to focus on events as they were rather than

Discuss the varying roles of the promotion Essay Example for Free

Discuss the varying roles of the promotion Essay This would increase the quality of life to the families living at home dramatically, from living of just one dollar a day to the minimum wage of an employee in an MEDC. Some people believe that you can put large amount of aid into a country, or even create a neo-liberastic situation – however, the countries that are currently regarded as LDCs or even LEDCs will always be in that situation and it’ll never change. This is due to their geographical location, and how so many external factors are taken into consideration such as the climate, the droughts and the inability to grow many things within the climate. Biologist Jared Diamond in his book ‘guns germs and steal’ wrote heavily on this point, in this he effectively believed that the development of a country is completely reliant on their location rather than the people within it. To an extent this is true, 33 out of the 50 countries are just below the Sahara desert in terrible conditions. They have little crops that are able to grow on their land, which used to be the first stage of development many years ago – the animals that graze are few in terms of species and overall are on a complete natural disadvantage. Arguably geography created the countries into what they are today. For example, the harsh conditions led to people unable to make many by selling their crops – this led to crime, as people needed more money to survive. This endless struggle continued and the crime, corruption and civil wars just became out of control. Similarly, economists agree that these countries have too many problems to be able to compete on a global market, such as internal conflicts/ HIV and AIDs. These huge problems all contribute to the unrest of the countries in question. Many companies may disagree with moving their factories to Africa, not only would they have to adapt their designs to fit with the harsh environment. Also with 22. 5 million adults and children who have HIV/ AIDs in sub Saharan Africa, would also contribute to the potentially weak workforce – making the productivity of those factories less. This is mainly why many economists believe there is no way that they will be competitive within the workforce. In many developing countries around the world aid is directly given to the government and the public sector. With the increase in trade, it can directly add to the successfulness of exportesr within the private sector. Many governments have seemed to prefer aid, however it does not necessarily mean this is the best way of improving the quality of life for the people within it. Many LDCs struggle to receive a large amount tax from their people, and having a weak private sector reduces their chances even further in developing – which is why governments of LDCs prefer aid to support their infrastructure. Tony Blair believed that we needed a $25 billion increase, doubling the annual aid, to countries within Africa by 2010 – and an even further $25 billion by 2015. However, this aid only improves the country in the short term – for example Japan’s recent natural disaster of an 8. 9 earthquake on the Richter scale, may need for external aid which may be essential to get them back on their feat. But too much aid and it could lead to a dependency culture, in which countries are just merely reliant on aid without trying to achieve a goal for their country or to increase their countries quality of life. The argument comes into the idea that â€Å"if you give a man a fish, you feed him for a day. But if you give him a fishing rod, you feed him for a lifetime†; aid is simply just a means to get by it is not a good enough plan for the future. While trade can effectively set you up for the future, and hopefully increase the revenue of that country and thus increasing the quality of life. I believe that the most important provision is trade, however for the trade to be optimized there are many problems which need to be addressed – such as political stability. If a country does not rid itself of some of its problems, the trade that a LDC does will just go straight back into the corrupt leader.

Why Humans Need God Essay -- Religion Belief Faith Society Essays

Why Humans Need God Why is there a God, deity, or higher consciousness in all cultures found around the world? Why won't the concept of God go away? Do humans need God? Is there even a God, by any religious standard? These are all interesting questions that spur a topic for me that may appall some Christians, but may make sense to a lot of other people. I started out a few years ago when I was evaluating my beliefs and asked myself "Why is there God?." I could not at that time believe without proof that there was a God, and I had no proof. I never got any real proof, just self realization upon self realization that there has to be a God, or at least the thoughts in my mind that corresponded with the thoughts of others in the past and in the present have been dubbed "God" to me. So I go on this journey of writing a paper questioning why in every culture from the first signs of ceremonial burials among Neanderthals to today's highly sophisticated rituals, rights and ceremonies of evolved religion, there seems to be something beyond us, higher than us, something we do not understand, but comforts us on dark, cold lonely nights when we are most vulnerable. In the book, Why God Wont Go Away, by Andrew Newberg, it seems that we are psychologically built to alleviate the existential fears and comfort us in this confusing and perilous world through invention and myths. From the earliest weapon to the latest technological revolution we are trying to make ourselves more secure in this world. That's one reason why it seems that in Christianities' earlier years it was either science or religion; you could not have both. Not only because they had conflicting goals and views, but also because when you had science, the human mind's ... ... Hayes, Brian J. "Friedrich Nietzsche God is Dead." Age-Of-The-Sage.org . 12 Nov 2003. Oct 2002. http://www.age-of-the-sage.org/philosophy/nietzsche_God_dead.html Martin, Joel W. Native American Religion. New York: Oxford University Press, 1999. Mbitu, Ngangar, and Ranchor Prime. Essential African Mythology. San Francisco: Thorsons, 1997. Modern Spiritualities. Eds. Laurence Brown, Bernard C. Farr, R. Joseph Hoffmann. Amherst: Prometheus, 1997. Morris, Tom W. Philosophy for Dummies. New York: IDG Books Worldwide, Inc, 1999. Newberg, Andrew, Eugene D'Aquili, and Vince Rause. Why God Won't Go Away. New York: Ballantine Books, 2002. Nietzsche, Friedrich. The Gay Science: With a Prelude in Rhymes and an Appendix of Songs. Trans. Walter Kaufmann. Vintage Books, 1974.

What techniques does Shakespeare use to reveal Iago’s villainy?

The play Othello is a stereotypical Shakespearean tragedy and it uses characters that are stereotypical of the views people had during the Jacobean period. Othello is a tragedy because the main characters die at the end f the play, also throughout the play themes of prejudice; deceit and love/hate are introduced. Shakespeare has used other sources other that his imagination for his plays. ‘Othello' was thought to have been taken from Hecatommithi, a collection of Italian short stories written by Giraldi Cinthio, the story seven contains many of the same names and situations as in Othello. In this essay I will analyze and comment on how Shakespeare uses techniques to reveal Iago's villainy. I will look at what effects the techniques Shakespeare uses have on the way Iago is presented to the audience. In act 2 scene 3 ‘Othello' we can clearly see the way Iago uses his surreptitious mind to persuade Othello that Desdemona is having an affair with Casio. Due to Iago's manipulation of Othello, Othello starts to doubt Desdemona's loyalty and becomes under Iago's control. Iago uses a sly way to get Othello's attention and get him to believe what he has to say is true, he uses phrases such as â€Å"my noble lord† using both a personal pronoun by saying â€Å"my† and flattery by calling Othello his â€Å"noble lord† which would be taken as a huge compliment. Othello interestedly says â€Å"what dost thou say, Iago?† Iago the produces a question â€Å"Did Michael Cassio, when you woo'd my lady know of your love?† which is, in this case, the first question to doubt Othello's mind. Othello replies with â€Å"he did, from first to last, why dost thou ask?† meaning Cassio did know about their love, Othello is a it confused by the question so asks Iago why he asked, Iago then sneakily continues with â€Å"but for satisfaction of my thought, no further harm† and this is to keep Othello interested but still in doubt of what's going on and what's the point of it all. Iago used techniques of withholding information, this gets Othello curious as to why Iago is so inquisitive, this makes Othello frustrated by Iago's confusing answers, he demands an answer, this makes the audience feel Othello is not as good character as he seemed and Iago is not as clever as he previously thought. Othello is very clever in the way that he tells Iago , â€Å"yes, and went between us very oft† here he tries to get information out of Iago about what's going on because Othello had been incidentally reminded but Iago that Cassio has easy and frequent access to Desdemona so therefore senses that Iago is lying, which causes Iago to repeat his words out of coyness â€Å"honest my lord†, Iago is then worried that he had gone too far and saves himself with a brief answer to Othello my lord, for aught I know†. However Othello can't be fooled that easily and still suspects something is going on and therefore assumed Iago is withholding information, so asks â€Å"what dost thou think?† Othello then falls deeper into his daze of doubt and tells Iago that he knows there is more to it that meets the eye, â€Å"nay there's more in this.† Iago then tells Othello he is known of being false and nasty but it is what he has seen and heard â€Å"why say they are vilet false†, and Iago says to Othello that he doesn't want to tell him, but needs to â€Å"it is my natures plague to spy into abuse† Iago tells Othello his story. Although Iago is careful not to say anything that could later be used against him, Othello becomes angry and annoyed, yet upset at what he thinks has happened, â€Å"†¦he echoes me, as if there were some monster in his thought too hideous to be shown† but then Iago cleverly ends the subject with â€Å"my lord, you know I love you† so that he can then bring it up later, and at the same time establishes Othello's trust in him. After a long conversation with each other, Iago becomes more persuasive towards Othello, he tries to get Othello to agree with him but also leaving a bit of doubt in what he says â€Å"†¦I think that he is honest†, which Othello automatically believes he is honest if Iago says so, because he trusts him so much and at the time, is believing everything Iago is saying. Also that words Iago uses is important in the persuasion, such as â€Å"men should be what they seem† and â€Å"†¦ I think Cassio's an honest man†, the significance of these words is important because Iago is leaving no evidence and is making sure he is not saying anything that other characters in the play, including Othello can use against him as evidence to prove he is a villain. This makes the readers feel slightly intimidated by the character Iago; he is cunning and devious and is very clever at carrying out his plans toward Othello. Shakespeare uses specific techniques to show that the manipulation of other characters by Iago. Iago makes the characters in the play believe he is honest when in fact he is deceiving them and is going behind their backs to turn others against them. For example, in act 3 scene 3 â€Å"my noble lord†. Iago is gaining Othello's trust by using personal pronouns and addressing him as if they were the best of friends. By gaining Othello's trust, Iago thinks Othello will listen to him more and is more likely to believe what he is saying. By having this advantage of being able to influence what Othello does and says, the other characters wouldn't know what Iago is doing; but with Othello being in charge, Iago technically has control over the other characters by being able to influence Othello's decisions. He later then says â€Å"o beware, my lord of jealousy† in this statement Iago is making Othello think about Cassio trying to get with Desdemona because he is jealous of Othello and Desdemona's relationship. One of Iago's techniques is to find the characters' weaknesses and use it against them. One example of this is when Iago discovers Cassio's weakness was alcohol; Cassio leaves Iago on his own, this gives him time to explain to the audience what he is planning to do. â€Å"If I can fasten but one cup on him†¦ He'll be full of quarrel and offence† Then convinced him to have a few more drinks, he got drunk and started fighting. Iago did this because he wanted to get moved up ranking and wanted Cassio's position so was trying to get him fired. Typical views of Italian men in the renaissance period involve scheming, and devious behavior. Shakespeare created Iago based on the personality traits of a typical Italian stereotype, Machiavelli. Machiavelli did anything it took to get to the top, much like Iago, who was willing to kill people so he could get a higher position, he was also deceitful and devious like Machiavelli because of his two faced treachery. Iago manages to persuade characters in the play to do things that will benefit him, things that they would not normally do, one of the main victims of this particular type of manipulation is Othello, and Iago manages to [persuade Othello to kill Desdemona, the love of his life! He does this by using persuasive techniques such as reverse intention, this occurs throughout the play, when Othello and Iago are talking about Cassio's dream Othello shouts â€Å"monstrous† but Iago then says â€Å"nay† trying to imply it was only a dream, therefore minimizing the significance, at least, this is what Iago would theoretically be trying to do, however in this case he is actually trying to make Othello suspect more than a dream. At this point the audience know Iago is the villain because of the recent goings on in the play relating to trying get Cassio drunk, and his monologues so realize what he is trying to do. Another instance of reverse intention is when Iago states â€Å"let her live† he puts the idea of killing Desdemona in Othello's mind despite never mentioning it in the first place. Iago purposely uses long sentences so Othello only notices the points he wants him to notice, subtly disguising the hints he imploys to imply Desdemona's guilt, â€Å"I do beseech though I perchance and vicious in my guess ( as I confess it is my natures plague they spy into my abuses and of my jealousy shape faults that are not)-that your wisdom from one that is so imperfectly conceits would not notice, nor build yourself a trouble out of his scattering and unsure observance†, Although the character Iago is saying he is vicious in his guess, and then tries to accuse Othello of mistakenly imagining things, he is basically trying to avoid having to say something unpleasant, trying to direct Othello away from the point that was made. The commentary then gets Othello confused, he asks, â€Å"What dost thou mean?† Iago then has tie plain it, quite distressing Othello, it makes Othello think Iago is accusing him of a life of jealousy which he gets quite offended by. In the play, Shakespeare purposely structures it Iago's villainy it revealed at the end, if this were not the case, and the characters realized Iago's villainy at the beginning or earlier on in the play, there would be no storyline, the play is only based around two days, here would be no themes of deceit, death, heartbreak and villainy, so structuring the play in this way was the best way of presenting the tragedy. Also, because the play was only based on two days, this would not gave given Desdemona any time to be unfaithful to Othello, therefore undermining the belief for Othello's guilt. Iago is clever by covering his deception by never saying anything that he would think Othello would take offence to or not believe, he only says things he knows Othello is thinking anyway so he doesn't get himself into trouble, he never even suggests anything he just presents them as mere ideas so people have nothing to blame on him later on it the play † to grosses issues, nor larger reach than to suspicion† Iago is urging Othello to take a different course of action in certainty he is only planting the idea in his mind. Racism and prejudice would be a difficult theme to portray if Iago's villainy was revealed at the beginning, Othello would never befriend a known villain because he is hated enough for his race, he feels alien to Desdemona and his other characters n the play, â€Å"his own clime, complexion and degree†, this makes Othello feel alienated, â€Å"set on thy wife†, Othello has moved from feeling fine to feeling low, he sunk very quickly after Iago mentioned he is different to Desdemona, he took things to heart easily and took offence very easily. Until the end, Othello has no suspicion towards Iago's villainy, this is strange as Iago is trying to turn Othello against his beloved wife, he tries to imply this has cheated on him, he is jealous and he is imagining things, all false accusations, yet Othello notices nothing, because of the repeated use of the word honest when talking about Iago.

William Blake And John Keats - 952 Words

William Blake and John Keats are consider one of the most influential and well-known poets of the 1800 Romantic Era. Some scholars refer to Blake as a seminal figure of the Romantic Age; while Keats is referred to a one of the main second generation figures in the Romantic Era. Blake and Keats have both written a plethora of poems in which some share some of the same characteristics and differ in others. Although Blake wasn t well recognized in his time, he was able to write, â€Å"The Chimney Sweeper† and â€Å"The Rose†. As for Keats he was able to write, â€Å"La Belle Dame Sans Merci† and â€Å"When I Have Fears That I May Cease To Be†. All of these poems share the idea of death and love. Although Black and Keats are both from the Romantic Era they sometimes contradicted each other. Above all, both poets use a combination of death and love. Blake use of death in â€Å"The Chimney Sweeper† and â€Å"The Chimney Sweeper† makes his work stri ke the reader with intense emotion. By using death and love Blake and Keats get their points across to cause an emotional respond from the reader. Although Blake and Keats poems both revolve around the idea of death and love, they sometimes portray death differently. Throughout Keats poem, â€Å"La Belle Dame Sans Merci† a knight recalls his recent encounter with a â€Å"faery’s child† who tricks the knight into going to her cave. The beautiful woman then sings a song to make him sleep. The beautiful woman is considered a femme fatale, because she brings death to anShow MoreRelatedThe Romantic Works Of John Keats, Percy Shelley, And William Blake1456 Words   |  6 Pagespersistent through romantic poetry creates a bond between the poet and the common man through short poems that express personal emotion that all can feel, as we all are connected to nature. This can be seen through the works of John Keats, Percy Shelley, and William Blake. Percy Shelley was a joyful and optimistic Romantic poet of the time who was concerned with the beauty and passions of nature, creativity, and imagination. Nature is an ever present theme in his poetry as he feels closely connectedRead MoreRomanticism : Romanticism And Romanticism1444 Words   |  6 Pagessuch as John Keats, Blake William, Wordsworth William and other. They came with the different illustrated, poetry that expresses the language, emotion and imagination. Romanticism is a phenomenon characterized by subjectivity of approach and reliance on the imagination, An Idealization of nature and freedom of though and expression. In 1830 some of poets define romanticism as â€Å"liberalism in literature but the end of 18th century it was made cracks to classicism by poet called William Blake. BlakeRead MoreWilliam Blake And Transcendentalism Analysis884 Words   |  4 PagesWe can see transcendentalism with William Blake and his poetry. William Blake, who is a pre-romantic poet, handles his themes sincerely with a mind that is not distracted by the existing opinions such as rationalism, suppression and reason of opinions in his society. Although, he favors the morals of love, freedom, brotherhood and equality. Therefore, I believe he is considered one of the best romantic poets of all time. The majority of Blake’s poems show the romantic side of things such as simplicityRead MoreRomanticism Movement ( 1750-1870 )1223 Words   |  5 PagesRomanticism movement brings some of different writes such as John Keats, Blake William, Wordsworth William and other. Romanticism is a phenomenon characterized by subjectivity of approach and reliance on the imagination, An Idealization of nature and freedom of though and expression. In 1830 some of poets define romanticism as â€Å"liberalism in literature but the end of 18th century it was made cracks to classicism by poet called William Blake. Blake was inspired to write about the ancient thing as likeRead MoreJavier Santana. English 206. May 14, 2017. Death In Romantic1657 Words   |  7 Pagesviewed death, they expressed their vision of it through their feelings and emotions in their work, whether it is seen as an inevitable end to our lives as in John Keats’ â€Å"When I Have Fears That I May Cease To Be† or as a new beginning as in William Blake’s â€Å"The Chimney Sweeper† many different poets portray death in very different ways. In John Keats’ â€Å"When I Have Fears That I May Cease to Be†, he brings up death to speak of his own life. In that poem he is literally struggling with his own mortality andRead MoreThe Romantic Period : The Dark Alleyways Of The Modern Bourgeoisie1297 Words   |  6 Pagesimagination, the Romantic Movement argued against the artificiality and industrialization that that bourgeois dreamed of. However, this bourgeois dream seems more like a nightmare for poet laureates such as William Wordsworth and William Blake, as well as other Romantic poets like John Keats, who stress the importance of nature and its landscapes over the rapid expansion of an industrialized society. More specifically, writers of this period believe that spiritual and emotional healing is a resultRead MoreRomanticism : Romanticism And Romanticism1141 Words   |  5 PagesThese poets are William Wordsworth, Samuel Taylor Coleridge, John Keats, and William Blake. William Wordsworth was a poet who wrote during the Romantic period. He is often described as a nature writer. He always paid close attention to his environment, such as weather, plants, and animals. John Keats was an English lyric poet during the Romantic period who used vivid imagery in his poems. In 1816, he met the editor of The Examiner, Leigh Hunt. They later became great friends. Keats published hisRead MoreThe Life Of Dorothy Wordsworth And John Keats946 Words   |  4 Pagessurfaced: William Blake, William Wordsworth, Percy Shelley, Samuel Taylor Coleridge, Byron, and John Keats. Included in this list should be Dorothy Wordsworth and Mary Wollstonecraft. The eighteenth century produce material that shattered the fundamental’s of society. On Christmas day in 1771, Dorothy Wordsworth was born. When her mother passed away seven years later, young Dorothy was shuffled from one relative to another. Even though her brothers received an education and she didn’t, William willinglyRead MoreRomanticism: Blake and Keats1146 Words   |  5 PagesRomanticism: Blake and Keats Blake and Keats were renowned poet during the period where Romanticism played an essential part in creative art and works. Romanticism is an international artistic and philosophical movement that redefined the fundamental ways in which people in Western cultures thought about themselves and about their world. Poets like Blake and Keats writings were influenced by the fundamentals of nature, human emotions, feelings, imagination, instinct and intuition, reflectionRead MoreA Comparison of Blake, Wordsworth and Keats2554 Words   |  11 PagesA Comparison of Blake, Wordsworth and Keats William Blake, John Keats and William Wordsworth all believe in the depth of the world and the possibilities of the human heart. However, each poet looks towards different periods in time to capture meaning in life. Blake looks towards the future for his inspiration, Keats towards the present and Wordsworth towards the past. Regardless of where each poet looks for their inspiration they are all looking for the same thing; timeless innocence. Each poet