Essay about Anotated Bibliography No Child Left Behind

Levente Vizi Professor Di Gloria ENC 1101 T2 137 25 March 2012 Annotated Bibliography What the paper Whats Missing from No Child Left Behind? A Policy Analysis from a Social Work Perspective. argues is that the No Child Left Behind bill might not be accomplishing its purpose. Moreover, the paper sheds light on the social and emotional risk factors that prevent students from succeeding in school. In the end, the article suggests that school social workers are capable of eliminating these barriers by applying in school interventions to address the psychosocial factors that highlight the difference in achievement at school. School social workers are also capable of advocating for an education policy change that looks beyond test†¦show more content†¦Academic Search Complete. Web. 25 Mar. 2012. The article discusses how teachers are discovering that the No Child Left Behind idea is flawed, developmentally unfitting, lacking funding, and leaving more students, educators, and schools behind before the bill was passed. Later the article presents a short history abo ut educational testing, investigates the argument of teaching to the test, and focuses on subgroups of school populations that are negatively affected by No Child Left Behind bill, distinctively students from low socioeconomic backgrounds, minorities, second-language learners, and students with special needs. Works Cited Smyth, Theoni Soublis. Who Is No Child Left Behind Leaving Behind?. Clearing House 81.3 (2008): 133-137. Academic Search Complete. Web. 25 Mar. 2012. This article in the Times newspaper, points out problems and flaws with the 2002 U.S. No Child Left Behind educational legislation, which was designed to improve education in the U.S. Topics that are discussed include, teachers complaints that No Child Left Behind policy sets impossible standards and forces teachers to teach based on the test material, and how the bill originally came to life by the proposal of former U.S. president George W. Bush. The other topic

The Role Of Reflective Practice For A Teacher - 2141 Words

The GTCNI Competence Framework (2007:10) cites the work of Sharpe (2004) who states that, Professional knowledge is no longer viewed as just consisting of a standardised, explicit and fixed knowledge base. It is now seen as knowledge which exists in use, is ethical in its use and is changed by experience. Critically discuss the role of reflective practice in supporting this assertion. The GTCNI have argued that, â€Å"Professional knowledge, by its very nature, is organic and, to an extent, evolutionary, reflecting a synthesis of research, experiences gained and expertise shared† (GTCNI, 2007:10). The GTNCI further reinforces this statement when it states that, â€Å"Teaching can never be reduced to a set of discrete skills to be mastered in some mechanical process of assimilation† (GTCNI, 2007:5). Teaching today has moved beyond the outdated view that the most important thing for a teacher was solely to have professional knowledge. Professional knowledge encompasses a range of different forms of knowledge such as knowledge on the curriculum and children and pedagogical knowledge e.g. how to manage a classroom amongst many other forms. Whilst this is still of great importance professional knowledge is of no use if you are not able to adapt this knowledge to meet the ever-changing dynamic situations that you will encounter in the classroom. This essay will examine how reflective practice can be unlisted by teachers to ensure that they are meeting the needs of their pupils as well asShow MoreRelatedReflection Of The Confucius A Chinese Philosopher s Saying Essay1604 Words   |  7 PagesReflective Practice I would like to start my essay by sharing the Confucius a Chinese philosopher’s saying: By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest. 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However, it is a subjective rather than an objectiveRead MoreReflective Evaluation on Preparing to Teach Essay1549 Words   |  7 PagesReflective evaluation on ‘Preparing to teach’ It is common for reflection to be treated as if it were an intellectual exercise - a simple matter of thinking rigorously.   However, reflection is not solely a cognitive process; emotions are central to all learning. (1998: 194) Boud and Walker. I agree with the quote above as reflective practice is looking at what I have learned and how I can make use of what I have learned in my teaching practice. In this assignment, I will discuss what IRead Moreunti 301- understanding roles, responsibilities and relationships in education training1367 Words   |  4 Pages Unit 301 Understanding roles, responsibilities and relationships in education and training Task A As a teacher in the learning environment I feel it is very important to meet the requirements and needs of the Students. 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Effective teachers first must collaborate with colleaguesRead MoreExploring the Black Box: Assessment for Learning the Development of Autonomy in Key Stage 21678 Words   |  7 Pages(Hurston, 2006). As a Primary teacher, I started on this poking and prying because of a concern about pupils’ apparent lack of reflective thinking. In this section, I outline how this original concern developed by increasingly more formalized curiosity into research about assessment for learning and pupil autonomy. The aim is to explain the purpose and rationale behind my research so far and where I take this journey next. 1.1 Do I have to colour the picture, Miss? As a teacher of Year 3 and Year 4, IRead MoreSimulation Of Nursing Education : A Literature Review1712 Words   |  7 PagesEducation: A Literature Review Teachers are champions of learning. They work endlessly to push students to succeed and grow. They teach them to be better readers, writers, mathematicians, scientist, historians and artists. Teachers are constantly evaluating what they can do to help their students learn and to achieve personal goals, life goals, and become productive members of society. However, not all learners have the same learning style and not all teachers have the same teaching methods.Read MoreThe Professional Development Of A Teacher1631 Words   |  7 PagesAs an aspiring teacher I feel that it is extremely important to recognise that good teaching methods have a significant positive impact on how students lean. It is crucial to understand that a good teacher does not just simply require advanced skills and knowledge in their subject area but is essential that we are good role models to pupils, as well as promoting a good example of moral and ethical and positive attitudes. â€Å"In addition to knowing what and knowing how, teachers must also be competent

An Investigation about Married Couples

Question: Describe about An Investigation about Married Couples. Answer: Research Topic An investigation into how couples select their marriage partner. In what ways western countries differ from eastern countries and what do divorce rates signify regarding the relative success of each given system? Business Significance This study mainly discuses the factors that are considered by couples on selection of their marriage partner (Adams and Thompson 2011). This research topic emphasis upon understanding the viewpoint of married couples. This will help in gaining better understanding of the factors that are present causing success or failure of marital relationship. In the recent times, divorce rates and separation are increasing at faster pace and leading to unsuccessful marriages. The relationships in eastern cultures are mostly family centric in nature (Allendorf 2013). Couples, in that case requires passing through family approvals On the contrary, Western civilization prefers over family and decisions are made on priority as well as relevance of relationships (Larson and Holman 1994). The failure for committing towards spouse leads to divorce situation. Divorce is the term that means strong indication of unhappiness as well as dissatisfaction of marriage. Researchers had found out that divorce as w ell as resulting separation was correlated with satisfaction and unhappiness in any marital relationships. Study had pointed out that marriage as well as divorce cases compares trends for last 150 years in and across countries into proper demographic groups (Bleisteiner 2015). Research Questions What are the factors taken into consideration at the time where couples select their marriage partner? How Western countries marriages differ from Easter countries? How divorce rates indicate relative success for the given system? Literature Review Introduction Marriage is considered one of the important and fundamental human relationships. This relationship has been studied for a long, long time. Marital satisfaction is vital for a marriage to be happy, healthy, and long lasting. The question is what are the factors that make a marriage last (Larson and Holman 1994). The present literature review provides several facts on the study that has been carried out by analyzing collection of personal experiences, interviews, and surveys. The proposed literature review will enhance the understanding of marital relationships and throw light upon research on marital qualities. Adhering to few of the recent trends regarding marital research, the present qualitative study will look at various perspectives on how marriages become successful and how to assess unsuccessful marriages. Furthermore, this literature review aims to further enrich the marriage literature and offer qualitative studies on the elements that make a marriage happy, healthy, and long lasting. Perspectives on marriage According to (Larson and Holman, 1994) marriage is considered to be the most essential and fundamental relationship as it plays the key role in establishing a family as well as the basis for nurturing the next generation. However, marital satisfaction has a huge role in determining how happy, healthy, and long-lasting a relationship will be. Several researchers have attempted to analyses numerous marriages in order to identify crucial factors that contribute to a strong marriage. Several researchers including (Bachand and Caron, 2001) have proposed key themes that play important roles for strengthening a marriage relationship. However, through the various surveys, interviews, and personal experiences it was constructed that different couples had different views on what kind of ingredients aided in the success of marriage. Nonetheless, there were three key factors which most couples considered were important and according to (Lauer and Kerr, 1990) these factors were enjoy an intimate bond with an approved partner, commitment to their partner and to marriage, and humor. In a famous family therapy conference held in 1990, nine core elements had been postulated which constitutes the cornerstones upon which a happy, healthy, and strong family was built (Family therapy News, 1990). The nine core elements are also used as cornerstones for building a strong marriage (Kaslow and Robinson, 1996). They were adaptive ability, which is capable of being flexible to predictable and unexpected turn events; commitment to family and acknowledging and valuing of each partner by the other. Communication to be frank, direct, and regular; encouragement of spouse, appreciation and expression of positive regards for one another; spiritual and religious experiences, social connection with a big network of family and friends; clarity of roles defining responsibility of each member and lastly shared time, spending quality time together. According to (Fennell, 1993), these 9 core elements have been found to be important for building strong marital relationships. In a study involving 147 couples married for 20 years or more, the researcher found out that eight characteristics were common to couples who shared a happy and strong marital relationship. The eight factors as described by (Fennell, 1993) are companionship, life-long commitment to their partner and marriage, sexual fidelity commitment, respect, loyalty and reciprocity, the want of being good parents, mutual sharing of strong moral values, and religious and spiritual commitment. Another study by (Sokolski and Hendrick, 1999) involving 160 graduate individuals and their partners found similar elements through both qualitative and quantitative means (Larson and Holman 1994). Outlook on partner-making choices Several studies have tried to analyze the weight of this factor in determining if a marriage relationship will fail or prosper. In this regard, the two primary types of marriage associations come into light. On one hand, love marriages result from two people developing likeness towards each others characteristics and deciding to marry. While on the other hand, two people completely unknown to each other previously marry each other and start falling in love. According to (Shek, 1995) quality of any marital relationship depends on the psychological state of both the partners. Marriage relationships are expected to fulfill a number of criterion like physical needs, innate psychological need, companionship, emotional need, and the like. When anyone or more of these expectations go unfulfilled for one or both the partners, their marital relationship then tends to take a tumultuous turn. The choice criteria in the case of arranged as well as marriage of choice are significantly different. Several studies have been conducted what the innate qualities of a human are being that play key role in partner selection. Yet other researchers have tried to find out the success rates of arranged and love marriages. A study by (Yalom et al. 2002) done across 37 cultures showed that female and male college students reported dependence, intelligent quotient, kindness and understanding, and emotional stability in the respective order to be the most important factors when choosing a prospective mate. Additionally, love and mutual attraction were also considered essential by the students from different cultures. According to women, happiness and satisfaction in a marital relationship have strong correlation to love experiences (Xiaohe and Whyte, 1990). However, (Madathil and Benshoff, 2008) points out that factors like happiness, love, and intimacy can be generally found in marriages of choice rather than in arranged marriages. This happens because in the latter kind of marital relati onship, it is not the individual who gets to carefully handpick their prospective mate but the individual's family members. In giving logic more weight than love and emotion, family members go to individuals who will be compatible, be able to raise social standing, able to accumulate enough wealth and, create a stable family and household. However, in marriages by choice, individuals give more weight to emotions and love over logic and reasoning (Larson and Holman 1994). Divorce and Separation The failure to commit to the spouse and to the institution of marriage terminates in divorce. Divorce is a tough term giving strong indications of unhappiness and dissatisfaction in a marriage. Researchers say that divorce and the resulting separation from it can easily be correlated with satisfaction and happiness in a marital relationship(Schlyter, 2005). In United States, marriage by choice is more common yet the divorce rates are more than fifty percent. On the contrary, divorce cases resulting from arranged marriages are not even nearly as high. India, a country where arranged marriages happen more, divorce rates are the least, in fact, the country exhibits the least number of divorce cases in the world. One important thing to note is that divorces cannot be directly correlated with unhappiness and dissatisfaction in a marital relationship(Emener and Lambos, 2009). Marriages that do not end in divorce do not necessarily mean a healthy, happy, and a long lasting marriage. In coun tries like India and in Asian cultures, divorces are not well received in traditional cultures, which mean that partners may still continue to be married even if they would choose otherwise. In Asian cultures, especially females who divorce their husbands face a lot of social stigma(Frost, 2011). So, divorce and separation rates may be less in case of arranged marriages and higher in case of love marriages; it does not necessarily conclude that in arranged marriages factors such as satisfaction and happiness are being met. In poorer countries facing economic stress, families force their daughters to marry wealthy men at a very young age. These females may also be sold for money by their family members, generally to the one who places the highest bid. These women because of being bought in exchange for money, are treated like objects, and often abused physically, sexually, and emotionally by their husbands and his family members. In such cases of arranged marriages, there is no optio n of getting a divorce; the woman may either endure it or commit suicide. In the West, marriage happens under an authority, usually in a church aided by a priest(Strier and Zidan, 2013). A study showed that United States exhibits the highest rate of divorce cases in the world. In some countries like that of Philippines, divorce is illegal. Around 1970, divorce rates were very low in most countries of American and Latin origin and even in the United States. Marriage was considered a holy union and an institution built on trust and honesty. However by 1985, divorce cases gradually became a common scenario across most countries. By 1995, divorce rates in East Asian countries increased to such an extent that they competed with other industrialized countries. Between the year 1995 and 2005, Australia, New Zealand and other European as well as North American countries saw a decline in the divorce rates. However, at present, most of the developed countries and regions exhibit a divorce rat e which surpasses 2.0 divorces every 1,000 individuals(Nanavatty, 1988). Studies show that in the United States, forty to fifty percent of first marriages and sixty percent of second marriages are likely to end up in divorce. A number of studies have found out the increasing rates of divorces occurring at present than at earlier times. Researchers have been analyzing marital relationships to understand the reasons responsible for such abrupt termination. Some of the common factors that are responsible for divorce cases include teenage marriages, financial instabilities, less education, live-in relationships, premarital pregnancies, feelings of insecurity, and sometimes peer pressures from family members. Personal experiences, surveys, and interviews of individuals across different cultures have shown that divorces often result from lack of commitments, sexual infidelity, lack of communication, teen marriages, lack of respect and trust, and abuse. These marital issues can be fixed to prevent divorces. Researchers are trying to find out the driving factors which prevent spouses from settling problems and instead seeking a divorce. Researchers are also trying to find out what are the factors that trigger such problems and what are the steps that can be taken in order to nip the problems in the bud(Nanavatty, 1988). Trends in Western and Eastern cultures A study documented key facts regarding marriage and divorce cases and comparing trends over the last 150 years across various countries and demographic groups. The study shows that although divorce rates were at its peak during the last hundred and fifty years, divorce rates have subsequently declined in the last quarter century(Wood, 2014). Additionally, marriage rates have also declined in the last quarter century. More importantly, the meaning and importance of marriage in the various points of the life cycle is rapidly changing. Such changes are being reflected in rising age in first matrimony, rising divorce cases, and higher rates of remarriages. In the western countries, the rise of cohabitation is increasing and being considered as a replacement to marriage (Larson and Holman 1994). However, compared to other countries, marriages still hold a constitutional position in the lives of American people. Studies show the factors responsible for such radical changes; increased popul arity of birth control pills, sharp changes in income structure, and most importantly the heightened popularity of social media matchmaking technologies(Lingyu, 2016). Researchers are assessing the impact of these factors in marriage constituencies across different countries. Studies show the well-documented rise in divorce rates across several Western countries in the past thirty years, with somewhat stable rate observed in the past decade. In recent years, the world has seen some serious changes and globalization. Now more and more individuals are delaying their marriage, or opting cohabitation. Marriage is viewed differently amongst different cultures and differently in the east and the west. In western cultures, marrying and divorcing, living in cohabitation or remarrying may be viewed as a norm. However, in other cultures, divorce rates are lower as they are looked down upon in their traditional customs. Interracial marriages are also encouraged in countries like United States but the same is highly protested and looked down upon in India and other Asian countries (Bleisteiner 2015). Males having more than one wife or polygamy are practiced majorly in Islamic countries. Marriage customs largely differ across countries based on the freedom of partner selection. Western countries favor marriages by choice whereas Asian countries prefer arranged marriages. It is really hard to understand marital satisfaction from the viewpoint of one particular ethnic group. Marital satisfaction and happiness in the United States amount from mutual understanding, equality, and sharing of household work between spouses. However, in Japan, a dominant factor in predicting marital satisfaction is the husband's financial status (Bleisteiner, 2015). Research Methodology In this particular research topic, both qualitative as well as quantitative research methodologies are used in a way for collecting potential information (Larson and Holman 1994). In this, open-ended questions will be asked in an interview to the research participants. These interview questions will be based on married couples whereby research participants will be giving descriptive detail of answers. Correlation analysis will be used for analyzing the relationship between divorces as other related factors at the same time. Some of the participants were even recruited by using fliers, snowball method as well as ads featured in university newspapers (Bachand and Caron 2001). Data Collection and Analysis In this particular research, data will be collected by conducting interview and distributing survey questionnaire (Larson and Holman 1994). Researchers will be asking open-ended questions to the research participants. Collected data will help in giving insight in the thought process of married individuals. This includes combined data used for reaching definite conclusions. Researchers will be collecting data by using qualitative and quantitative research (Adams and Thompson 2011). This is because qualitative data will help in giving details regarding individuals based on marital history. On the other hand, Quantitative data will be collected by way of calculating marriage rates and divorce rates. In this particular research, collection of survey data will be done and divided into four major categories such as cross-sectional surveys for understanding retrospective relationship facts, cross-sectional surveys for understanding the retrospective relationship evidences as well as longitudinal surveys for tracking the specific individuals for given period and longitudinal surveys by providing retrospective information (Yalom 2002). Research Process This particular research proposal was performed in different steps with a view to complete the final report in successful way. Researchers will be collecting secondary data for conducting the research. This data will be obtained by gathering information from potential sources such as authentic websites, peer-reviewed journal articles as well as academic books and university libraries. Secondly, researchers will be collecting primary data by interviewing participants by distributing surveys and questionnaires. Recruiting individuals will be done through college fliers, fliers in schools and churches as well as university advertisement. Finally, data will be combined for deriving at conclusion and drawn from the literature review. Data Sampling Method Sample is the set of data used for data acquisition as well as selected from the specified statistical population (Larson and Holman 1994). Addition to that, components of sample means sample points by considering sampling units by conducting observation method analysis. It is thereby noticed that researchers will be using probability-sampling methods from targeted population. Probability sampling is one of the sampling techniques that is conducted from requisites of samples after considering constituent individuals by equal chance of population (Bachand and Caron 2001). It makes ways for utilizing probability methods when researchers should fund number of people by playing wide-range of individuals regarding married couples. This particular research requires conducting marginal probability of two stated criteria in specified locations (Adams and Thompson 2011). Discussion of Results In order to conduct the research, researchers will be discussing the results in the most appropriate way (Lauer, Lauer and Kerr 1990). The above analysis discuses the approaches used in the research by way of performing research on married couples and factors influencing on the divorce rates. Quantitative as well as Qualitative data are collected by way of bringing clear depiction of research topic on investigation on married couples. As far as Quantitative data collection methods are concerned, researchers will be conducting sampling and permitting the remuneration process. Data will be collected from the past records (Madathil and Benshoff 2008). Discussion of Hypothesis This particular research topic will be based on considering the research variable, one independent variables and other dependent variables (Lauer and Holman 1994). Independent variables are the factors required for selection of partners. Dependent variable will be the married couples. Discussion of Literature and Research Results The above literature review discuses on marriage aspects that are one of the fundamental human relationships (Lingyu 2016). The research proposal explains the factors governing to marital governance like leading happy, healthy as well as long-lasting relationships. Researchers will be collecting facts regarding analyzing collection of personal experiences as well as surveys and interviews. The literature review elucidates understanding of marital relationships as well as marital qualities at the same time. Several studies had been conducted for analyzing the weighted factors for determining whether a marriage relationship can fail or prosper in nearby future. Vital types of marriage associations that explain the scenario in better ways (Kaslow and Robinson 1996). Recommendations It is recommended that researchers should conduct in-depth analysis on the selected topic on investigation on married couples. Some of the areas that remained untouched or not focused like interracial marriages. More focus needs to be made on the aspects of human relationship as well as human interactions. It is thereby important to point out that marriage is complicated but essential part in the life cycle of human beings. More emphasis has to be given on understanding the process of gaining and maintaining peace in the marital lives of people. Project Milestone Main Activities/ Period 1st Week 2nd Week 3rd and 4th Week 5th and 6th Week Ideation Designing the research Collection of the requisite data Interpretation of the collected data Publication process Primary Mentor My Primary Mentor for this research project is primary supervisor who had guided me in each single step for completing the project on time. My seniors and classmates were great inspiration and received constant guidance in the given process. My mentor provided me every single detail and explained the research topic that made me complete the research work in allocated time. Conclusion and Future work The future scope of the study is discussing on various issues like marital problems, divorces as well as factors triggering with such problem. It has been noted that couples become happy at the time of marriage but later it may happen resulting to marital unhappiness as well as dissatisfaction leading to divorce. Researchers will be collecting secondary data from surveys, personal experiences of couples as well as interview. Collection of data has been analyzed by taking into consideration couple of marriages from unique cultures and countries from past few years. Several criterions are present for sympathetic the potential associate whereby investigator was puzzled for long time. Partners look for character as well as select possible mate. It requires illustrating the factors formative wedding quality as well as approval in an across unique cultures. This takes into consideration different beliefs and customers between western countries and eastern countries. Marriage relations as w ell as success widely depend upon large variety of factors. These factors vary in agreement with beliefs, ideologies as well as principles and culture. It was found out that all the Indian participant irrespective of their location had agreed marriages while all the American participants were married to partners of their own choice. The researchers using the CHARISMA review found out that the factor had unreliable level of significance to different participant coming from dissimilar cultures. Participants wedded in arrange wedding style gave more significance to obligation and faithfulness while persons in love marriages or marriage of choice gave more worth to love and intimacy factors. Reference List Adams, C. and Thompson, T. 2011. Interviewing objects: including educational technologies as qualitative research participants.International Journal of Qualitative Studies in Education, 24(6), pp.733-750. Allendorf, K. 2013. Schemas of Marital Change: From Arranged Marriages to Eloping for Love.Journal of Marriage and Family, 75(2), pp.453-469. Bachand, L. and Caron, S. 2001. Ties that bind: A qualitative study of happy long-term marriages. Contemporary Family Therapy, 23, 105- 121. Banks, C. and Arnold, P. 2001. Opinions Towards Sexual Partners with a Large Age Difference.Marriage Family Review, 33(4), pp.5-18. Bleisteiner, M. 2015. Cathy Hume. Chaucer and the Cultures of Love and Marriage. Bristol Studies in Medieval Cultures. Cambridge: Brewer, 2012, vii + 244 pp., 55.00.Anglia, 133(4). Cassidy, M., Lawrence, E., Vierbuchen, C. and Konold, T. 2013. Family Inventory of Resources and Stressors: Further Examination of the Psychometric Properties.Marriage Family Review, 49(3), pp.191-211. Day, C., Sammons, P. and Gu, Q. 2008. Combining Qualitative and Quantitative Methodologies in Research on Teachers' Lives, Work, and Effectiveness: From Integration to Synergy.Educational Researcher, 37(6), pp.330-342. Emener, W. and Lambos, W. 2009.Our loving relationship. 1st ed. New York: Nova Science Publishers. Emener, W. and Lambos, W. 2009.Our loving relationship. 1st ed. New York: Nova Science Publishers. Fenell, D. 1993. Characteristics of long-term marriages. Journal of Mental Health Counseling, 15, 446- 460. Fincham, F. and Beach, S. 2002. Forgiveness in Marriage: Implications for Psychological Aggression and Constructive Communication.Personal Relationships, 9(3), pp.239-251. Frost, D. 2011. Social Stigma and its Consequences for the Socially Stigmatized.Social and Personality Psychology Compass, 5(11), pp.824-839. Furnham, A. 2009. Sex differences in mate selection preferences.Personality and Individual Differences,47, 262-267. Kaslow, F. and Robinson, J. 1996. Long-term satisfying marriages: Perceptions of contributing factors. American Journal of Family Therapy, 24, 153-170. Larson, J.H., and Holman, T.B. 1994. Predictors of marital quality and stability. Family Relations, 43, 228-237. Lauer, R., Lauer, S., and Kerr, S. 1990. The long-term marriage perceptions of stability and satisfaction. international Journal of Aging and Human Development, 31, 189-195. Lingyu, K. 2016. Rising Divorce Rate Means More Unhappy Marriages?.IOSR Journal of Humanities and Social Science, 21(08), pp.03-04. Madathil, J., and Benshoff, J.M., 2008 Importance of marital characteristics and maritalsatisfaction: a comparison of Asian Indians in arranged marriages and Americansinmarriages of choice.The Family Journal,16 (3), 222-230. Malterud, K., Anderssen, N., Brurberg, K. and Rortveit, G. 2014. Mortality rates for same-sex married individuals compared with opposite-sex married individuals: potential analytical problems.International Journal of Epidemiology, 44(1), pp.368-369. Monk, A. and Blom, J. 2007. A theory of personalisation of appearance: quantitative evaluation of qualitatively derived data.Behaviour Information Technology, 26(3), pp.237-246. Nanavatty, M. 1988. The Community Development Movement in South East Asian Countries: An Asian Perspective.Community Development Journal, 23(2), pp.94-99. Rockinson-Szpakiw, A., Spaulding, L. and Knight, A. 2015. Protecting the Marriage Relationship During the Doctoral Journey: Strategies for Students and Partners Based on the Strong Marital House Concept.The Family Journal, 23(2), pp.141-146. Sanford, K. and Wolfe, K. 2013. What Married Couples Want From Each Other During Conflicts: An Investigation of Underlying Concerns.Journal of Social and Clinical Psychology, 32(6), pp.674-699. Schlyter, G. (2005). DIVORCE AND SEPARATION IN SWEDEN.Family Court Review, 28(1), pp.73-73. Schramm, D., Marshall, J., Harris, V. and Lee, T. 2011. Religiosity, Homogamy, and Marital Adjustment: An Examination of Newlyweds in First Marriages and Remarriages.Journal of Family Issues, 33(2), pp.246-268. Shek, D.T.L. 1995. Gender differences in marital quality and well-being in Chinese married adults. Sex roles, 32, 669-715. Sokolski, D. and Hendrick, S. 1999. Fostering marital satisfaction. Family Therapy, 26, 39- 49. Strier, R. and Zidan, I. 2013. Arranged marriages: An oppressed emancipation?.Women's Studies International Forum, 40, pp.203-211. Wallerstein, J. and Blakeslee, S.1995. The Good Marriage. New York: Houghton Mifflin Company. Wood, N. 2014. The encounter between Western and Eastern religions and cultures.Review Expositor, 111(1), pp.48-55. Xiaohe, X., and Whyte, M. K. 1990. Love matches and arranged marriages: A Chinese replication.Journal of Marriage the Family, 52(3), 709-722. Yalom, M. 2002.Inside the American couple: New thinking, new challenges. Ewing, NJ: University of California Press.

The Salem Witch Trial free essay sample

Arlin Alvarado E Gross English 111H Period 4 March 3, 2013 The Salem Witch Trial When people think about The Salem Witch Trial, the first thing that comes to mind is â€Å"oh its just a bunch of wannabe witches being killed. † But in reality they were innocent people being accused by a bunch of little girls trying to get got of trouble. People were very suspicious and paranoid about everything back then-if a few people in the village suddenly became ill, it was because of a witch. Remember, they had no science to explain anything, so they had to make up stuff that seems ridiculous to us today. They feared what they didnt know and understand, therefore seeking any kind of solution . . . in this case their fear led to The Salem witch trial. Why did the Salem witch trial occur? Were these trials appropriate? Or were they truly a Devils work? The Salem Witch Trials might have occurred for a variety of reasons such as peoples ignorance that led to superstitions. We will write a custom essay sample on The Salem Witch Trial or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It might have also occurred because peoples crave for power, or it might also be because of fear. The Salem witch trial hysteria of 1692 was caused by superstition, lack of evidence, and theory of the fungus called ergot. When superstition causes great fear then people do extreme things. Because of the superstition, witchcraft made many people became hysterical and accused women of being witches for ridiculous reasons. One reason included Goody Putnams babies dying at birth. Many of the people of Salem feared for their lives, causing them to make these accusations for what they believed was self preservation. If a person fears death enough they will do whatever is possible to prevent it. In the end common sense comes to another town called Andover and the people realize that superstition is exactly what it is superstition. There is no evidence to support superstition. In The Crucible the people of Andover realize that the accusations of witchcraft are completely false and steeped in superstition. This causes the townspeople to overthrow the court. This is revealed by Parris in Act 4 on page 1266 when he states, Andover have thrown out the court, they say, and will have no part in witchcraft. Dont walk under a ladder, a  rabbits foot brings good luck, never break a mirror; all great examples of superstition. None have ever been taken as far as superstition was in Salem when people who were believed to be witches were hanged. The superstition that the devil revealed his dark deeds through witches turned superstition into fear for the townspeople of Salem. This fear led the townspeople to hang innocent citizens in Salem. One must wonder, could this historical event b e repeated in todays society if a modern superstition causes hysteria? Hopefully a superstition will never be taken as far as it was in Salem, Massachusetts. Two kinds of evidence of witchcraft were considered less persuasive, although they seem to have influenced certain New England magistrates. One was anger followed by mischief – a sidelong glance by the suspected witch followed quickly by an accident to the victim. The last and most fragile evidence, testimony by the afflicted that were â€Å"visited† by some demonic form (Salem DBQ 9). In my opinion this is not real and valid evidence. Two reasons why I say this, for one, I dont fully understand because in my mind its saying, that if you look suspicious or do suspicious things someone is allowed to follow you and if they believe you are practicing witchcraft they have the right to accuse you and send you to jail and give you a trial. Now if I’m right I think that is very and I mean very stupid because if your neighbor is the one accusing you then the your land will become a free for all and that neighbor will have most of your land and become a little more powerful in the social status. Secondly those â€Å" afflicted â€Å" girls could have been faking and lying about what they seen or did therefor their evidence is also invalid. When hysteria mixed with family rivalries fomented the infamous Salem witch trials of 1692-93, more than 200 people were accused unjustly of practicing witchcraft Eventually, the colonial government acknowledged that the trials were a mistake, and compensated the families of those convicted. But that vindication came too late for the 19 defendants who were executed. A 20th, Giles Corey, was pressed to death when he refused to plead. As many as 13 others died in prison. (Joseph E. Baker ) I believe the authorities took those girls too serious without believable evidence. There was a theory that a fungus called ergot can sometimes infect rye grains. Rye grain is a grass grown extensively as a grain and as a forage crop. The fungus produces some chemicals which are very similar to LSD. LSD is one of the major drugs made up of hallucinogen. It was discovered in 1938 and is one of the most potent mood- changing chemical. So this whole time the girls could have been on LSD the whole time hallucinating the whole time or acting. Either way I dont believe that the â€Å"devil† had anything to do with the Salem witch trials at all. The Salem Witch Trials is an example of a tragic time in history. This event still fascinates our imagination to this day, and shows us what can happen if we make decisions based on fear and ignorance. How has our modern judicial system changed? Would today courts allow evidence such as mass hysteria, specters, intangible evidence, forced confessions and here say†to convict a person of a crime? At what point in history do you thinkwitch craft stopped being a crime? It has been three hundred and twenty one years since the Salem Witch Trials started. Since that time, countless groups and individuals have come together to educate people regarding this tragic time in history and have worked tirelessly to ensure what happened in our past, cannot be repeated. Bibliography LSD Information. LSD Drug Info. N. p. , n. d. Web. 03 Mar. 2013. . . Were the Salem Witch Trials Drug Induced.   Erowid. N. p. , 8 Aug. 2001. Web. 03 Mar. 2013. . Baker, Joseph E. Salem Witchcraft Trials.   National Geographic Channel. N. p. , n. d. Web. 09 Mar. 2013. .

Need For Federal Government Involvement In Educati Essays

Need For Federal Government Involvement In Educati Essays Need For Federal Government Involvement In Education The Need for Federal Government Involvement in Education Reform by____________ Political Science 2301 Federal and State Government OVERVIEW For centuries, generations of families have congregated in the same community or in the same general region of the country. Children grew up expecting to earn a living much like their fathers and mothers or other adults in their community. Any advanced skills they required beyond the three R's (Readin', Ritin' and Rithmatik) were determined by the local community and incorporated into the curriculum of the local schools. These advanced skills were taught to the up- and-coming generation so they could become a vital part of their community. The last several decades has greatly expanded the bounds of the community to almost anywhere in the country or anywhere in the world for that matter. Advances in transportation and communication has made the world a much smaller place then the world we knew as children. The skills our children need to realize parents' perpetual dream of their children having a better life are no longer limited to those seen in the local area. It is becoming more and more apparent that the education system of yesterday cannot adequately prepare students for life and work in the 21st Century. These concerns have prompted people across the country to take a hard look at our education system and to organize their efforts to chance the education system as we know it. WHAT'S HAPPENING OUT THERE? There are two major movements in recent years whose focus is to enhance the education of future generations. The Standards movement focuses on educational content and raising the standards of traditional teaching and measurement means and methods. The Outcome Based Education (OBE) movement is exploring new ways of designing education and changing the way we measure the effectiveness of education by focusing on results or outcomes. STANDARDS MOVEMENT In September 1989, President Bush and the nation's governors called an Education Summit in Charlottesville, Virginia. At this summit, President Bush and the nation s governors, including then-governor Bill Clinton, agreed on six broad goals for education to be reached by the year 2000. Two of those goals (3 and 4) related specifically to academic achievement: * Goal 3: By the year 2000, American students will leave grades 4, 8, and 12 having demonstrated competency in challenging subject matter including English, mathematics, science, history, and geography; and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our modern economy. * Goal 4: By the year 2000, U.S. students will be first in the world in science and mathematics achievement. Soon after the summit, two groups were established to implement the new educational goals: the National Education Goals Panel (NEGP) and the National Council on Education Standards and Testing (NCEST). Together, these two groups were charged with addressing unprecedented questions regarding American education such as: What is the subject matter to be addressed? What types of assessments should be used? What standards of performance should be set? The summit and its aftermath engendered a flurry of activity from national subject matter organizations to establish standards in their respective areas. Many of these groups looked for guidance from the National Council of Teachers of Mathematics who publishing the Curriculum and Evaluation Standards for School Mathematics in 1989. The NCTM standards redefined the study of math so that topics and concepts would be introduced at an earlier age, and students would view math as a relevant problem-solving discipline rather than as a set of obscure formulas to be memorized. The National Science Teachers Association and the American Association for the Advancement of Science quickly launched independent attempts to identify standards in science. Efforts soon followed in the fields of civics, dance, theater, music, art, language arts, history, and social studies, to name a few. OUTCOME BASED EDUCATION MOVEMENT The decade of the 80s brought numerous education reforms, but few of them were a dramatic shift from what has gone on before. Outcome-based education (OBE) is one of those that is new, even revolutionary, and is now being promoted as the panacea for America's educational woes. This reform has been driven by educators in response to demands for greater accountability by taxpayers and as a vehicle for breaking with traditional ideas about how we teach our children. If implemented, this approach to curriculum development could change our schools more than any other reform proposal in the last thirty years. The focus of past and present curriculum has been on content, on the knowledge

Fraternity Violence in Higher Education

Fraternity Violence in Higher Education Fraternity-Related Violence and Deaths Statistics of deaths in U.S. school campuses suggest that there are more than 60 fraternity-related deaths since 2005. The common causes of deaths are fraternity hazing and pledge-related activities, clashes between fraternities, and gang rape. Moreover, these deadly fraternal activities occurred in fraternity houses on college campuses around the world. In Istanbul for instance, members of rival fraternity brutally stabbed a student of Ege University who later died in the hospital. Neophytes of school fraternity have to undergo physically demanding rites and rituals to become a full member of the group. However, some initiation rites are so violent and deadly such as the hazing incident that killed Michael Davis, a junior journalism student at Missouri State University in 1994. VIOLENCE AGAINST FEMALE UNIVERSITY STUDENTS The hallmark of all hazing deaths according to one study is the failure of fraternity members to recognize the severity of hazing situation while the common cause of student death is severe injuries from brutal beatings. Other fraternity-related injuries and deaths include clashes between rival fraternities, fires in fraternity houses, and binge drinking. Fraternity violence is a campus safety issue and poses ethical problems which violate  rules and honor codes. Why fraternities still exist? Fraternity and Academic Institutions’ Civil and Criminal Liability In defense of fraternities, fraternity leaders argue that they are student organization symbolizing the principles of liberty, equality, and fraternity in school. Moreover, although they did cause some serious problems in the past, they did a number of good things like charity and community service. In other words, the â€Å"good outweighs the harms†. Under the law, schools have duties of care to keep students safe and therefore legally liable for injuries and deaths caused by fraternity violence. For instance, in Furek v. The university of Delaware, the trial court awarded Jeffrey Furek damages for fraternity hazing injuries. The University provided 93% of this damage award while the remaining 7% came from Joseph Donchez, the fraternity member directly responsible for the injuries. The national fraternity, on the other hand, was free of any liability. The court announced that the duty of reasonable care was breached when the university, despite its knowledge of ongoing hazing activities inside the campus, failed to protect Furek from harm. VIOLENT VIDEO GAMES AND SCHOOL VIOLENCE There is clearly a good reason why some universities banned and refused to recognize any fraternity. In 1983 for instance, Princeton University, after banning three fraternities for over a century, announced that it would continue to deny fraternities and sororities of school’s recognition. Similarly, responding to fraternity violence and incident of gang rape on campus, the University of Pennsylvania successfully disbanded a fraternity through a court order. In reality, fraternities can have unrecognized chapters in any school thus colleges and universities must be ready to defend themselves against potential liability associated with a duty of care. Since liability is highly dependent on school officials’ reaction to knowledge of hazing activities and performance of their duty to care, the best defense probably is to create and enforced an anti-hazing policy. The reason is the fact that school officials primarily need to convince the court that they are against hazing. Second, the court cannot use the reaction to knowledge of hazing as infringement, as hazing activities outside school premises is difficult to detect and clearly outside an officials’ assumed duty of care.

Architecture, Design, and Public Space of Country Music Clubs across Thesis

Architecture, Design, and Public Space of Country Music Clubs across America - Thesis Example The architecture of the country music clubs become a space that reflects the identity of those interested in the music as well as the depiction which is related to the concepts portrayed in the music. When examining the history, relevance to social identity and the fabrication of country music, it can be seen that the architecture and ideology of the genre is a direct reflection of the identity of what is now known as the country scene. History of Country Music The beginning of country music was first seen in the Deep South and was associated with the Southern culture, specifically among slaves. This derived from the folk songs which many slaves sang while on the plantations, specifically which were used with the understanding that one could overcome the difficult times and problems which persisted in the situation which most were in. The slave songs which were created led to the blues and jazz music, pieces of music which were known specifically among the African – American p opulation and which were based on the hardships of living in the south. Country music was a spin – off of the blues, specifically which came from the musical techniques that were used and the arrangements of the songs. It was also found that elements of blue grass and folk were incorporated into the sound, specifically which came from individuals living in the high country of the South and which were building a life from the land. More importantly, the country music depicted the same concept of hardships that were associated with the blues and with the country living in the South (Ellison, 12). By 1923, the concept of country music began to evolve in the south, mostly with the evolution of the blues music. Atlanta, Louisville, Texas and other southern areas began to use the music for barn dances and entertainment. This stretched to Chicago and to New York City with the same ideology. When the Great Depression began, many began to focus on the concept of country music, specifi cally because of its relationship to overcoming hardships needed at the time. From this, the concept of country music became commercialized with barn dances, entertainment and with radio recordings of musicians who reflected overcoming the difficulties of the time. By the 1940s, areas such as Kentucky and Tennessee took these ideas and changed it into a popular genre to depict country living and styles which related to blues, bluegrass music, folk music and earlier entertainment o the time. These traditions led into country music being a part of the southern culture and depicting the lifestyle through the 1960s (Ellison, 15). The concept of country music evolved through the 1960s with the other types of music which were a part of the time. The commercialization during this time led to new sounds that were depicted, specifically which combined the electronic instruments of the time frame, rock arrangements which were popular throughout America and the combined musical progressions of blues and jazz. During this time, the Country Music Foundation also became a part of the history, specifically which was associated with finding ways to popularize the music and to give musicians opportunities for performances and recordings. This led the country music style through the current day and to those interested in the specific sounds of the music. The depictions from other forms of music is based on the musical

Mythology Essay Example | Topics and Well Written Essays - 500 words - 3

Mythology - Essay Example The cult of a hero are relevant to every day person’s life is because the values of that hero influence the group as a whole. In essence, any action taken by the people in the cult always reflect the decisions that would have been made by a hero. In a defined culture, a hero must be able to be successful without sacrificing the traditions of that society. A cultural hero does not have to reflect change necessarily; an invention of any sort would suffice to make him a legend. In the Quran, Moses without a doubt plays a very vital role of being a hero. Moses frees his people from the cruel oppression of the Pharaoh and leads them to the promise land. Moses was no doubt a humble and a valiant man, but adapted to his role when his people needed him the most. Understanding Roman and Greece mythology and philosophy are important as they influence the ideas that are innovated in modern society. Chaos ruled the world, and hence initiated the creation of beings. Not only did the Greek mythologies often discuss the human-like qualities that the God’s possessed such as jealousy, hated, love, but also the fact that the Gods communicated with humans in a daily basis. In essence, the lesson becomes of morality, as good people will be honored and bad people will be punished. The Renaissance era that took place in Europe was a prime example of how artists tried to portray the stories of Greek mythology. Myths teach modern society that the world is full of flaws and have influenced all aspects of modern society such as: politics, literature, religion, poetry, infrastructure, and government. Greek myths at times are pure entertainment and don’t always serve as a reminder of ethics. For instance, the popular STAR WARS chronicles, depict a lot of ideas from Greek mythology as these myths have influenced our beliefs shown in our traditions. A classic example of how the

Chinese Literature Essay Example for Free

Chinese Literature Essay 2000 by Andre Levy All rights reserved No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in. writing from the publisher. The Association of American University Presses Resolution on Permissions constitutes the only exception to this prohibition. The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39. 48-1984. Manufactured in the United States of America Library of Congress Cataloging-in-Publication Data Levy, Andre, date [La litterature chinoise ancienne et classique. English] Chinese literature, ancient and classical / by Andre Levy ; translated by William H. Nienhauser, Jr. p. cm. Includes index. ISBN 0-253-33656-2 (alk. paper) 1. Chinese literature—History and criticism. I. Nienhauser, William H. II. Title. PL2266. L48 2000 895. 109—dc21 99-34024 1 2 3 4 5 05 04 03 02 01 00. For my own early translators of French, Daniel and Susan Contents ix Preface 1 Introduction Chapter 1: Antiquity 5 I. Origins II. Let a hundred flowers bloom, Let a hundred schools of thought contend! 1. Mo zi and the Logicians 2. Legalism 3. The Fathers of Taoism III. The Confucian Classics 31 Chapter 2: Prose I. Narrative Art and Historical Records II. The Return of the Ancient Style III. The Golden Age of Trivial Literature IV. Literary Criticism Chapter 3: Poetry 61 I. The Two Sources of Ancient Poetry 1. The Songs of Chu 2. Poetry of the Han Court II. The Golden Age of Chinese Poetry 1. From Aesthetic Emotion to Metaphysical Flights 2. The Age of Maturity 3. The Late Tang III. The Triumph of Genres in Song Chapter 4: Literature of Entertainment: The Novel and Theater 105 I. Narrative Literature Written in Classical Chinese II. The Theater 1. The Opera-theater of the North 2. The Opera-theater of the South III. The Novel 1. Oral Literature 2. Stories and Novellas 3. The Long Novel or Saga Index 151 Translators Preface. I first became- interested in translating Andre Levys history of Chinese literature, La litterature chinoise ancienne et classique (Paris: Presses Universitaires de France, 1991), in 1996, after finding it in a bookshop in Paris. I read sections and was intrigued by Professor Levys approach, which was modeled on literary genres rather than political eras. I immediately thought about translating parts of the book for my graduate History of Chinese Literature class at the University of Wisconsin, a class in which the importance of dynastic change was also downplayed. Like many plans, this one was set aside. Last spring, however, when the panel on our fields desiderata headed by David Rolston at the 1998 Association for Asian Studies Meeting pronounced that one of the major needs was for a concise history of Chinese literature in about 125 pages (the exact length of Professor Levys original text), I revived my interest in this translation. I proposed the book to John Gallman, Director of Indiana University Press, and John approved it almost immediately-but, not before warning me that this kind of project can take much more time than the translator originally envisions. Although I respect Johns experience and knowledge in publishing, I was sure I would prove the exception. After all, what kind of trouble could a little book of 125 pages cause? I soon found out. Professor Levy had originally written a much longer manuscript, which was to be published as a supplementary volume to Odile Kaltenmark-Ghequiers La Litterature chinoise (Paris: Presses Universitaires de France, 1948) in the Que sais-je? (What Do I Know? ) series. This concept, however, was soon abandoned, and it Several decades ago Anne-Marie Geoghegan translated this volume as Chinese Literature (New York: Walker, 1964). x Translators Preface was decided to publish the Levy appendix as a separate volume-in 125 pages. Professor Levy was then asked to cut his manuscript by one-third. As a result, he was sometimes forced to presume in his audience certain knowledge that some readers of this book-for example, undergraduate students or interested parties with little background in Chinese literature-may not have. For this reason, working carefully with Professor Levy, I have added (or revived) a number of contextual sentences with these readers in mind. More information on many of the authors and works discussed in this history can be found in the entries in The Indiana Companion to Traditional Chinese Literature (volumes 1 and 2; Bloomington: Indiana University Press, 1986 and 1998). Detailed references to these entries and other relevant studies can be found in the Suggested Further Reading sections at the end of each chapter (where the abbreviated reference Indiana Companion refers to these two volumes). I also discovered that re-translating Professor Levys French translations of Chinese texts sometimes resulted in renditions that were too far from the original, even in this age of distance education. So I have translated almost all of the more than 120 excerpts of original works directly from the original Chinese, using Professor Levys French versions as a guide wherever possible. All this was done with the blessing and cooperation of the author. Indeed, among the many people who helped with this translation, I would like to especially thank Professor Andre Levy for his unflinching interest in and support of this translation. Professor Levy has read much of the English version, including all passages that I knew were problematic (there are no doubt others! ), and offered comments in a long series of letters over the past few months. Without his assistance the translation would never have been completed. Here in Madison, a trio of graduate students have helped me with questions Translators Preface xi about the Chinese texts: Mr. Cao Weiguo riftlal, Ms. Huang Shu—yuang MV and Mr. Shang Cheng I*. They saved me E, from innumerable errors and did their work with interest and high spirits. Mr. Cao also helped by pointing out problems in my interpretation of the original French. Mr. Scott W. Galer of Ricks College read the entire manuscript and offered a number of invaluable comments. My wife, Judith, was unrelenting in her demands on behalf of the general reader. The most careful reader was, however, Jane Lyle of Indiana University Press, who painstakingly copy-edited the text. If there is a literary style to this translation, it is due to her efforts. My thanks, too, to the Alexander von Humboldt Foundation which supported me in Berlin through the summer of 1997 when I first read Professor Levys text, and especially to John Gallman, who stood behind this project from the beginning. Madison, Wisconsin, 16 February 1999 (Lunar New Years Day) Chinese Literature, Ancient and Classical Introduction Could one still write, as Odile Kaltenmark-Ghequier did in 1948 in the What Do I Know series Number 296, which preceded this book, that the study of Chinese literature, long neglected by the Occident, is still in its  infancy? Yes and no. There has been some spectacular progress and some foundering. At any rate, beginning at the start of the twentieth century, it was Westerners who were the first-followed by the Japanese, before the Chinese themselves-to produce histories of Chinese literature. Not that the Chinese tradition had not taken note of an evolution in literary genres, but the prestige of wen 5 signifying both literature and civilization, placed it above history-anthologies, compilations, and catalogues were preferred. Moreover, the popular side of literature-fiction, drama, and oral verse-because of its lack of seriousness or its vulgarity, was not judged dignified enough to be considered wen. Our goal is not to add a new work to an already lengthy list of histories of Chinese literature, nor to supplant the excellent summary by Odile Kaltenmark-Ghequier which had the impossible task of presenting a history of Chinese literature in about a hundred pages. Our desire would be rather to complement the list by presenting the reader with a different approach, one more concrete, less dependent on the dynastic chronology. Rather than a history, it is a picture-inevitably incompleteof Chinese literature of the past that this little book offers. Chinese high literature is based on a hard core of classical training consisting of the memorization of texts, nearly a half-million characters for every candidate who reaches the highest competitive examinations. We might see the classical art of writing as the arranging, in an appropriate and astute fashion, of lines recalled by memory, something ,Odile Kaltenmark-Ghequier, Introduction, La litterature chinoise (Paris: Presses Universitaires de France, 1948), p. 5; Que sais—je, no. 296. 2 Chinese Literature, Ancient and Classical that came almost automatically to traditional Chinese intellectuals. The goal of these writers was not solely literary. They hoped through their writings to earn a reputation that would help them find support for their efforts to pass the imperial civil-service examinations and thereby eventually win a position at court. Although there were earlier tests leading to political advancement, the system that existed nearly until the end of the imperial period in 1911 was known as the jinshi A ± or presented scholar examination (because successful candidates were presented to the emperor), and was developed during the late seventh and early eighth centuries A. D. It required the writing of poetry and essays on themes set by the examiners. Successful candidates were then given minor positions in the bureaucracy. Thus the memorization of a huge corpus of earlier literature and the ability to compose on the spot became the major qualifications for political office through most of the period from the eighth until the early twentieth centuries. These examinations, and literature in general, were composed in a classical, standard language comparable to Latin in the West. This classical language persisted by opposing writing to speech through a sort of partial bilingualism. The strict proscription of vulgarisms, of elements of the spoken language, from the examinations has helped to maintain the purity of classical Chinese. The spoken language, also labeled vulgar, has produced some literary monuments of its own, which were recognized as such and qualified as classics only a few decades ago. The unity of the two languages, classical and vernacular, which share the same fundamental structure, is undermined by grammars that are appreciably different, and by the fact that these languages hold to diametrically opposed stylistic ideals: lapidary concision on the one hand, and eloquent vigor on the other. We conclude by pointing out that educated Chinese add to their surnames, which are always given first, a great variety of personal names, which can be disconcerting at times. The standard given name (ming Introduction 3 is often avoided out of decorum; thus Tao Qian Miff is often referred to En We will retain only the by his zi (stylename) as Tao Yuanming best known of these names, avoiding hao at (literary name or nickname), bie hao ZIJM (special or particular literary name), and shi ming (residential name) whenever possible: When other names are used, the standard ming will be  given in parentheses. The goal here is to enable the reader to form an idea of traditional Chinese literature, not to establish a history of it, which might result in a lengthy catalogue of works largely unknown today. We are compelled to sacrifice quantity to present a limited number of literary stars, and to reduce the listing of their works to allow the citation of a number of previously unpublished translations, inevitably abridged but sufficient, we hope, to evoke the content of the original. The chronological approach will be handled somewhat roughly because of the need to follow the development of the great literary genres: after the presentation of antiquity, the period in which the common culture of the educated elite was established, comes an examination of the prose genres of high classical literature, then the description of the art most esteemed by the literati, poetry. The final section treats the literature of diversion, the most discredited but nonetheless highly prized, which brings together the novel and the theater. Chapter 1. Antiquity Ancient literature, recorded by the scribes of a rapidly evolving warlike and aristocratic society, has been carefully preserved since earliest times and has become the basis of Chinese lettered culture. It is with this in mind that one must approach the evolution of literature and its role over the course of the two-thousand-year-old imperial government, which collapsed in 1911, and attempt to understand the importance (albeit increasingly limited) that ancient literature retains today. The term antiquity applied to China posed no problems until certain Marxist historians went so far as to suggest that it ended only in 1919. The indigenous tradition had placed the break around 211 B. C. , when political unification brought about the establishment of a centralized but prefectural government under the Legalists, as well as the famous burning of books opposed to the Legalist state ideology. Yet to suggest that antiquity ended so early is to minimize the contribution of Buddhism and the transformation of thought that took place between the third and seventh centuries. The hypothesis that modernity began early, in the eleventh or perhaps twelfth century in China, was developed by Naito Konan NAM 1 (1866-1934). This idea has no want of critics or of supporters. It is opposed to the accepted idea in the West, conveyed by Marxism, that China, a living fossil, has neither entered modern times nor participated in the global civilization that started with the Opium War of 1840. Nor is there unanimity concerning the periodization proposed in historical linguistics, a periodization which distinguishes Archaic Chinese of High Antiquity (from the origins of language to the third century) from Ancient Chinese of Mid-Antiquity (sixth to twelfth centuries), then Middle Chinese of the Middle Ages (thirteenth-sixteenth centuries) from Modern Chinese (seventeenth-nineteenth centuries), and Recent Chinese (18401919) from Contemporary Chinese (1920 to the present). 6 Chinese Literature, Ancient and Classical. In the area of literature, the beginning of the end of antiquity could perhaps be placed in the second century A. D. Archaeology has elevated our knowledge of more ancient writings toward the beginning of the second millennium B. C. , but this archaic period, discovered recently, cannot be considered part of literary patrimony in the strictest sense. Accounts of this archaic period are traditionally divided into six eras,2 but to honor them would be to fall into the servitude of a purely chronological approach. I. Origins Since the last year of the last century, when Wang Yirong . 1. 6M (1845-1900) compiled the first collection of inscriptions written on bones and shells, the increasing number of archaeological discoveries has allowed the establishment of a corpus of nearly 50,000 inscriptions extending over the period from the fourteenth to the tenth centuries before our era. Dong Zuobin (1895-1963) proposed a periodization for them and distinguished within them the styles of different schools of scribes. Scholars have managed to decipher a third of the total of some 6,000 distinct signs, which are clearly related to the system of writing used by the Chinese today-these were certainly not primitive forms of characters. The oracular inscriptions are necessarily short-the longest known text, of a hundred or so characters, covers the scapula of an ox and extends even over the supporting bones; the shell of a southern species of the great tortoise, also used to record divination, did not offer a more extensive surface. Whether a literature existed at this ancient time seems rather doubtful, but this scriptural evidence causes one to consider whether eras are the early Chou dynasty (eleventh century-722 B. C. ), the Spring and Autumn era (722-481 B. C. ), the Warring States (481-256 B. C. ), the Chin dynasty (256-206 B. C. ), the Western or Early Han dynasty (206 B. C. -A. D. 6), and the Eastern or Latter Han dynasty (25-A. D. 220). 2These Chapter 1. Antiquity 7 the Shu jing Efg (Classic of Documents), supposedly revised by Confucius but often criticized as a spurious text, was based in part on authentic texts. The presence of an early sign representing a bundle of slips of wood or bamboo confirms the existence of a primitive form of book in a very ancient era-texts were written on these slips, which were then bound together to form a fascicle. The purpose of these ancient archives, which record the motivation for the diviners speech, his identity, and sometimes the result, has been ignored. Of another nature are the inscriptions on bronze that appeared in about the eleventh century B. C. and went out of fashion in the second century B.C. They attracted the attention of amateur scholars from the eleventh century until modern times. Many collections of inscriptions on stone and bronze have been published in the intervening eras. The longest texts extend to as much as five-hundred signs, the forms of which often seem to be more archaic than those of the inscriptions on bones and shells. The most ancient inscriptions indicate nothing more than the person to whom the bronze was consecrated or a commemoration of the name of the sponsor. Toward the tenth century B. C. the texts evolved from several dozen to as many as a hundred signs and took on a commemorative character. The inspiration for these simple, solemn texts is not always easily discernible because of the obscurities of the archaisms in the language. An echo of certain pieces transmitted by the Confucian school can be seen in some texts, but their opacity has disheartened many generations of literati. II. Let a hundred flowers bloom, Let a hundred schools of thought contend! This statement by Mao Zedong, made to launch a liberalization movement that was cut short in 1957, was inspired by an exceptional period in Chinese cultural history (from the fifth to the third centuries 8 Chinese Literature, Ancient and Classical B. C. ) in which there was a proliferation of schools-the hundred schools. The various masters of these schools offered philosophical, often political, discussion. The growth of these schools paralleled the rise of rival states from the time of Confucius (the Latinized version of the Chinese original, Kong Fuzi TL-T- or Master Kong, ca. 551-479 B.C. ) to the end of the Warring States period (221 B. C. ). The hundred schools came to an end with the unification of China late in the third century B. C. under the Legalist rule of the Qin dynasty (221-206 B. C. ). This era of freedom of thought and intellectual exchange never completely ceased to offer a model, albeit an unattainable model, in the search for an alternative to the oppressive ideology imposed by the centralized state. Much of what has reached us from this lost world was saved in the wake of the reconstruction of Confucian writings (a subject to which we will turn shortly). The texts of the masters of the hundred schools, on the periphery of orthodox literati culture, are of uneven quality, regardless of the philosophy they offer. Even the best, however, have not come close to dethroning the Chinese Socrates, Confucius, the first of the great thinkers, in both chronology and importance. 1. Mo Zi and the Logicians. The work known as Mo Zi (Master Mo) is a collection of the writings of a sect founded by Mo Di g, an obscure personage whom scholars have wanted to make a contemporary of Confucius. It has been hypothesized that the name Mo, ink, referred to the tattooing of  a convict in antiquity, and the given name, Di, indicates the pheasant feathers that decorated the hats of the common people. Although we can only speculate about whether Mo Zi was a convict or a commoner, he argued for a kind of bellicose pacifism toward aggressors, doing his best to promote, through a utilitarian process of reasoning, the necessity of believing in the gods and of practicing universal love without discrimination. Condemning the extravagant expense of funerals as well as the uselessness of art and music, Mo Zi Chapter 1. Antiquity 9 wrote in a style of discouraging weight. The work that has come down to us under his name (which appears to be about two-thirds of the original text) represents a direction which Chinese civilization explored without ever prizing. Mo Zis mode of argument has influenced many generations of logicians and sophists, who are known to us only in fragments, the main contribution of which has been to demonstrate in their curious way of argumentation peculiar features of the Chinese language. Hui Shi Ea is known only by the thirty-some paradoxes which the incomparable Zhuang Zi cites, without attempting to solve, as in: There is nothing beyond the Great Infinity.. . and the Small Infinity is not inside. The antinomies of reason have nourished Taoist thought, if not the other way around, as Zhuang Zi attests after the death of his friend Hui Shi: Zhuang Zi was accompanying a funeral procession. When he passed by the grave of Master Hui he turned around to say to those who were following him: A fellow from Ying had spattered the tip of his nose with a bit of plaster, like the wing of a fly. He had it removed by [his crony] the carpenter Shi, who took his ax and twirled it around. He cut it off, then heard a wind: the plaster was entirely removed without scratching his nose. The man from Ying had remained standing, impassive. When he learned of this, Yuan, the sovereign of the country of Song, summoned the carpenter Shih and said to him, Try then to do it again for Us. The carpenter responded, Your servant is capable of doing it; however, the material that he made use of died long ago. After the death of the Master, I too no longer can find the material: I no longer have anyone to talk to. (Zhuang Zi 24) Sons of the logicians and the sophists, the rhetoricians shared with the Taoists a taste for apologues. They opposed the Taoist solution of a 10 Chinese Literature, Ancient and Classical detached non-action, involved as they were in diplomatic combat. Held in contempt by the Confucians for their Machiavellianism, the Zhanguo ce Vg (Intrigues of the Warring States) remains the most representative work of the genre. It was reconstructed several centuries later by Liu Xiang gj 1-(4] (77-6 B. C. ), but the authenticity of these reassembled materials seems to have been confirmed by the discovery of parallel texts in a tomb at Mawang Dui gUttg in 1973. A great variety animates these accounts, both speeches and chronicles; they are rich in dialogue, which cannot be represented by this single, although characteristic, anecdote—it is inserted without commentary into the intrigues (or slips) of the state of Chu: The King of Wei offered the King of Chu a beautiful girl who gave him great satisfaction. Knowing how much the new woman pleased him, his wife, the queen, showed her the most intense affection. She chose clothes and baubles which would please her and gave them to her; it was the same for her with rooms in the palace and bed clothes. In short, she gratified her with more attention than the king himself accorded her. He congratulated her for it: a woman serves her husband through her carnal appeal, and jealousy is her nature. Now, understanding how I love the new woman, my wife shows her more love than I—it is thus that the filial son serves his parents, that the loyal servant fulfills his duties toward his prince. As she knew that the king did not consider her jealous, the queen suggested to her rival: The king appreciates your beauty. However, he is not that fond of your nose. You would do better to hide it when he receives you. Therefore, the new one did so when she saw His Majesty. The king asked his wife why his favorite hid her nose in his presence. She responded, I know. Even if it is unpleasant, tell me! insisted the king. She does not like your odor. The brazen hussy! cried the sovereign. Her nose is to be cut off, and let no one question my order! Chapter 1. Antiquity 11 The Yan Zi chunqiu *T-*V( (Springs and Autumns of Master Yen) is another reconstruction by Liu Xiang, a collection of anecdotes about Yan Ying RV, a man of small stature but great ability who was prime minister to Duke Jing of Qi (547-490 B.C. )-the state that occupies what is now Shandong. Without cynicism, but full of shrewdness, these anecdotes do not lack appeal; some have often been selected as anthology pieces, of which this one is representative: When Master Yan was sent as an ambassador to Chu, the people of the country constructed a little gate next to the great one and invited him to enter. Yan Zi refused, declaring that it was suitable for an envoy to a country of dogs, but that it was to Chu that he had come on assignment. The chamberlain had him enter by the great gate. The King of Chu received him and said to him: Was there then no one in Qi, for them to have sent you? How can you say there is no one in Qi, when there would be darkness in our capital of Linzi if the people of the three hundred quarters spread out their sleeves, and it would rain if they shook off their perspiration-so dense is the population. But then why have you been sent? The practice in Qi is to dispatch a worthy envoy to a worthy sovereign; I am the most unworthy. . . . 2. Legalism. The diplomatic manipulations and other little anecdotes we have seen in the Yan Zi chunqiu were of little interest to the Legalists, who took their name from the idea that the hegemonic power of the state is founded on a system of implacable laws supposing the abolition of hereditary privileges-indeed a tabula rasa that rejects morals and traditions. In fact, historians associate them with all thought that privileges efficacy. From this point of view, the most ancient Legalist would be the artisan of Qis hegemony in the seventh century B. C. , Guan Zi (Master Guan). The work that was handed down under his name is a composite text and in reality contains no material prior to the third century B. C. Whether or not he should be considered a Legalist, Guan Zi 12 Chinese Literature, Ancient and Classical embodies the idea that the power of the state lies in its prosperity, and this in turn depends on the circulation of goods. In sum, Guan Zi stands for a proto-mercantilism diametrically opposed to the primitive physiocraticism of Gongsun Yang (altV (also known as Shang Yang ), minister of Qin in the fourth century. Shang jun shu 1 (The 2 Book of Lord Shang), which is attributed to Gongsun Yang, gives the Legalist ideas a particularly brutal form: It is the nature of people to measure that which is advantageous to them, to seize the best, and to draw to themselves that which is profitable. The enlightened lord must take care if he wants to establish order in his country and to be able to turn the population to his advantage, for the population has at its disposal a great number of means to avoid the strictness that it fears. Within the country he must cause the people to consecrate themselves to farming; without he must cause them to be singly devoted to warfare. This is why the order of a sage sovereign consists of multiplying interdictions in order to prevent infractions and relying on force to put an end to fraud. (Shang jun shu, Suan di) Shang Yangs prose is laden with archaisms, which hardly lighten the weight of his doctrine. It is in the work of Han Fei Zi 4-T- (ca. 280-233) that Legalism found its most accomplished formulation. The book Han Fei Zi contains a commentary on the Classic of the Way and of Power of Lao Zi in which the ideal of Taoist non-action is realized by the automatism of laws. The artifice of the latter may go back to the Confucianism of Xun Zi (Master Xun, also known as Xun Qing ,Ajja, ca. 300-230 B. C. ), a school rejected by orthodox Confucianism. Xun Zi, who happens to have been the teacher of Han Fei Zi, developed the brilliant theory that human nature inclines individuals to satisfy their egoistic appetites: it was therefore bad for advanced societies of the time. The rites-culture-are necessary for socialization. Xun Zis Chapter 1. Antiquity 13 argumentation was unprecedentedly elaborate, examining every facet of a question while avoiding repetition. In a scintillating style peppered with apologues, Han Fei Zi argues that the art of governing requires techniques other than the simple manipulation of rewards and punishments. The prince is the cornerstone of a system that is supposed to ensure him of a protective impenetrableness. The state must devote itself to eliminating the useless, noxious five parasites or vermin: the scholars, rhetoricians, knights-errant, deserters, and merchants (perhaps even artisans). 3. The Fathers of Taoism. A philosophy of evasion, this school was opposed to social and political engagement. From the outset Taoism was either a means to flee society and politics or a form of consolation for those who encountered reversals in politics and society. The poetic power of its writings, which denounced limits and aphorisms of reason, explains the fascination that it continues to hold for intellectuals educated through the rationalism of the Confucians. These works, like most of the others from antiquity that were attributed to a master, in fact seem to be rather disparate texts of a school. The Dao de jing ittitg (Classic of the Way and of Power) remains the most often translated Chinese work—and the first translated, if one counts the lost translation into Sanskrit by the monk Xuanzang WM in the seventh century A. D. This series of aphorisms is attributed to Lao Zi (Master. Lao or The Old Master), whom tradition considers a contemporary of Confucius. He is said to have left this testament as he departed the Chinese world via the Xiangu Pass for the West. In their polemics against the Buddhists, the Taoists of the following millennium used this story as the basis on which to affirm that the Buddha was none other than their Chinese Lao Zi, who had been converting the barbarians of the West since his departure from China. Modern scholarship estimates that the Lao Zi could not date earlier than the third century B. C. The 1973 discoveries at Mawang Dui in Hunan confirmed what scholars had suspected for centuries: the primitive Lao Zi is reversed in respect to 14 Chinese Literature, Ancient and Classical  ours: a De dao jing 1,M1# § (Classic of Power and the Way). Its style, which is greatly admired for its obscure concision, seems to owe much to the repair work of the commentator Wang Bi . T3 (226-249). Thus it is tenable that the primitive Lao Zi was a work of military strategy. Whatever it was, the text that is preferred today runs a little over 5,000 characters and is divided into 81 sections (9 x 9). The Taoist attitude toward life is expressed here in admirably striking formulae, which lend themselves to many esoteric interpretations: He who knows does not speak; he who speaks does not know (#56). Govern a great state as you would fry small fish! (#60). Practice non-action, attend to the useless, taste the flavorless. (#63) The Zhuang Zi ate, written by Zhuang Zhou 4. -B1 or Zhuang Zi (Master Zhuang), was apparently abridged at about the same time as the Lao Zi, but at the hands of the commentator Guo Xiang # -IM (d. 312), who cut it from fifty-two to thirty-three sections. Scholars cannot agree whether the seven initial sections, called the inner chapters, are from the same hand of Zhuang Zhou as the sixteen following, called the outer chapters, and the final ten miscellaneous chapters. It is in the final ten that we find a characteristic arrangement of reconstructions from the first century, works of one school attributed to one master. In fact, it is the first part which gives the most lively impression of an encounter with an animated personality whose mind is strangely vigorous and disillusioned: Our life is limited, but knowledge is without limit. To follow the limitless with that which is limited will exhaust one. To go unrelentingly after knowledge is exhausting and c.

Wyatt and Spenser :: essays research papers

Wyatt and Spenser’s poems both depict a hunter who temporarily gives up his pursuit for different reasons. Wyatt’s hunter believes he has no chance with the woman because of the rank and position of the suitor she already has. He considers it necessary to warn others. Spenser’s hunter feels it is useless to chase anymore because he is not getting any closer to winning. The attitudes of the hunters are developed after the chase in each poem. One attitude is developed when the hunter realizes he is being shown that the woman belongs to someone else. He appears annoyed or irritated. The character in Spenser’s poem is bewildered. This attitude develops after he chases her, gives up, and then realizes she welcomes the chase. The poets’ ideas of wildness and tameness are distinctly addressed and quite the contrary. Wyatt thinks that someone may seem tame, but hard to get control of later as expressed in line 14 of the poem â€Å"Whoso List to Hunt†. Spenser thinks it’s strange that someone is wild in the beginning and hard to get, but later won over easily. The differences in the poet’s view of love in each of the poems suggest that things be not always as they seem. One can not predict the outcome of a love situation because what looks easy may not be and vice-versa. This is true of everyday life and love.   Ã‚  Ã‚  Ã‚  Ã‚  Representing a woman as a gentle, but wild animal is appropriate in these two poems because the woman is compared to a deer. The deer, although it lives in the wild, is not a vicious animal, but a graceful creature. The woman and the deer have similar qualities in both poems. Lines 5-7 in Wyatt’s poem shows that one may tire chasing a deer, but the thrill of the chase does not make him want to take his mind off of it. This is also true when a man is pursuing a woman. It is hard for one to give up a chase, especially if it is a thrill, and the reward is worth it. In Spenser’s poem, the woman and the deer also have similar qualities.

How does this section of Romeo and Juliet Essay

The characters are utilised by Shakespeare to highlight a sense of loss and desperation. The â€Å"Captain† who is a neutral figure, expresses a sense of remorse and sadness when he sees Romeo and Juliet’s dead bodies as a â€Å"pitiful site†, also illuminating a sense of universal suffering. Juliet’s â€Å"newly dead† body is used so that the agony and pain of her death is felt again universally. Romeo and Juliet are described as â€Å"piteous woes† which portrays them as one and as abstractions of sadness which emphasises the loss and despair of a romantic pair. The words â€Å"trembles, sighs and weeps† are listed characteristics of suffering used to highlight a sense of loss and nervousness. The shock and astonishment of Romeo and Juliet’s death is highlighted by the repetition of â€Å"dead† showing how unexpected this tragedy really was. Tybalt’s death is exaggerated when Romeo and Juliet’s marriage day is described as â€Å"Tybalt’s doomesday† increasing the magnitude of desperation and sadness. Shakespeare illuminates a paradox of joy and sadness between â€Å"Tybalt’s untimely death† and the â€Å"new-made bride groom† creating a contrast of joy and misery. There is a cruel irony when Juliet’s â€Å"borrowed grave† became her actual death bed. When this great tragedy was described as an â€Å"accident† it conveys the image of this great tragic love story as a minor and petty incident. Shakespeare uses the language of an important character to highlight a lack of gravitas and feeling in the text. Shakespeare uses â€Å"flowers† which represent nature, good health, love and positivity as a conventional image to highlight what this tragedy is all about. The last line describes everyone as being â€Å"punished† which again shows universal suffering. Shakespeare focuses the blame and responsibility on many people to emphasise the complexity of this tragedy. When the captain of the watch â€Å"holds him in safety† there is an air of suspicion that suggests that there will be blame given. The â€Å"mattock and spade† are both physical emblems of the Friars responsibility, showing the explicit direct blame and responsibility, of the Friar. The fact that the families are unaware adds a sense of mystery and shows more clearly the rushed fickle and spontaneous nature of the marriage. When Montague asks â€Å"What further woe conspires against mine age?† it shows bad luck, dual responsibility and the loss of youth and innocence. Shakespeare plays upon a maternal instinct when Juliet is described as a â€Å"daughter† for the first time, which is much less formal and emotional, conveying a real image of suffering and grieving. Shakespeare uses Romeo and Juliet’s â€Å"st’len marriage day† to portray a sense of immorality and negativity. When â€Å"Juliet pined† it reminds us of the rushed and hasty marriage. When Juliet is described as â€Å"doing violence to her self†, it presents to us a literal reading of suicide, but also lays a wider and inferred blame on Romeo and Juliet. Shakespeare describes the nurse as â€Å"privy† to show the nurses responsibility in keeping secret. Shakespeare highlights a sense of resolution and end to trouble by conveying subtle hints through the use of his characters. There is a healing of a rift when Shakespeare uses Romeo and Juliet’s death to present a positive image of the families which is shown when Capulet says â€Å"O brother Montague† Which is used as a positive image of new unity and a bond between the two families. The statue in â€Å"pure gold† emphasises the preciousness and importance of this tragedy. Montague compliments the Capulet’s when he says â€Å"true and faithful Juliet† showing that despite all the sorrow and grief there is still a sense of positivity. The resolution is tarnished by the fact that it is still â€Å"glooming† but it still gives us a sense of peace and when the â€Å"Prince† who is neutral repeats this again which portrays a universal sense of suffering. The â€Å"sun† represents images of positivity and despite a sense of sadness and sorrow there is still a sense of calm and new peace. There is a sense of union and bonding when Balthasar says to the Prince â€Å"to the same place, to this same monument† showing the older generations past conflict and Balthasar represents youth and innocence so he also represents the ability to change attitudes and stop the rivalry and stubbornness that has become so ingrained. In this section Shakespeare uses tragic aspects to highlight tragedy towards the end. The Princes advice is to have â€Å"patience† and slow down which is an ironic reminder that Romeo and Juliet’s fatal flaw was that they rushed in to their love and marriage. Friar advised Romeo and Juliet to slow down and â€Å"bear this work of heaven with patience† but they still remained rushed which is Shakespeare’s way of reminding us of Romeo’s hubris. The Friar wants his â€Å"old† life to be sacrificed emphasising even more the loss of youth, innocence and change. There is a hint that the two families have not learnt anything from this great tragedy when Montague says â€Å"I can give thee more† which shows that the two families are still competitive and are both desperate to prove themselves better. There is an implication that they are still interested in materialism when the â€Å"statue† will be raised in pure gold which is another superficial attempt to show the power and wealth of the families. When this tragedy is described as a â€Å"story† it undermines the sense of real suffering and denigrates Romeo and Juliet’s love.