Assessing English Language Learners

Assessing English Language Learners Grand Canyon University ESL 533N April 10, 2013 Abstract The OTELA test is the assessment given in Ohio to determine if a student can be removed from the ELL program and be a part of the mainstream classroom. The test is similar to the ELDA test given in many other states. It is a shorter test in duration of number of questions on each part. The OTELA is compared more in detail to the ELDA, STAAR and the AZELLA. Each of these assessments are very similar although they have some differences.A few states have reported to have changed the test they have used in the past. By states changing their assessment, it shows these states are looking for a better way to determine if students should stay in the ELL program at their school. The OTELA test is the current test used in the Ohio schools. This test is used throughout Ohio in grades K-12 to assess English language proficient. This test is similar to the ELDA test but shorter number of questions are giv en. The test covers the four standards of Speaking, Reading, Writing, and Listening.When giving the test, the two sections of Reading, Writing, and Listening may be given with a group however the Speaking assessment must be given individually. The Speaking and Listening assessment comes with a CD for students to listen to and respond. The answer document provides the assessor with a rubric to easily score the students response in the Listening section. The test has some benefits and some drawbacks. On the plus side, the test is quick to administer. It is straight forward as well. The test is used to determine if the student needs to be reclassified as no longer ELL.When students are determined to be ELL, they must stay in the ELL program until their 2nd grade year. After that, if the student scores a composite score of five or higher or scores a four and completes a trail period of mainstream instruction and receives a four or five, they can be reclassified as not ELL (Ohio Departme nt of Education). Some drawbacks are this test is only used to determine if a student is continuing as an ELL student. The test results are not shared in the mainstream classroom or with the special education teachers.The test results, if shared, could be used to help drive the differentiated instruction in the classroom to best meet their needs. Students that still show they qualify as an ELL student but speak fluent English get overlooked in the mainstream classroom. The assessment should be presented to teachers in a way of bringing awareness to the needs of the ELL student regardless of their level of need. When the school is administering the test with the knowledge that it is only used to determine their eligibility as an ELL student, it cannot be used as a workable method for monitoring student progress.The test is administered then forgotten about until the results come. Then forgotten once again. It does not matter what assessment is given, but how the results are being uti lized. Closing the achievement gap is always the goal in every educational setting. In order to do this, the assessments being used in the classroom is extremely important. All states are required to administer an assessment designed to measure students' progress in â€Å"†¦ attaining proficiency, including a child's level of comprehension, speaking, listening, reading, and writing skills in English†.The English Language Development Assessment (ELDA) was developed to meet these requirements. This test focuses on four tests to tests students’ ability to speak, write, listen, and read in English (South Carolina State Department of Education, 2012). This is different from the OTELA where it does not calculate a comprehension score. This test is given throughout seven states. Some states have been using this test over serveral years and others just recently adopted this test. The STAAR (State of Texas Assessments of Academic Readiness) assessment is a new assessment t hat the state of Texas adopted this year.TAKS ( Texas Assessment of Knowledge Skills) is the assessment used in prior year. The difference with the STAAR assessment is that it will test content students studied that year, as opposed to testing content studied over multiple years. Doing so will strengthen the alignment between what is taught and what is tested for a given course of study. While STAAR mathematics, reading, writing, and social studies assessments in grades 3–8 will continue to address only those TEKS taught in the given subject and grade, the content of other STAAR assessments will change (STAAR Resources, 2012).The AZELLA (Arizona English Language Learners Assessment) like the OTELA, meets both state and federal requirements for assessing the language proficiency of students identified as second language learners and determines placement for appropriate instruction. The AZELLA score is used for entry and exit criteria for ELL program services, for measuring ann ual progress, and for monitoring the language proficiency of students for two years after they have exited the ELL/SEI program.References â€Å"Ohio Department of Education ODE. † ODE. N. p. , n. d. Web. 10 Apr. 2013. http://www. ode. state. oh. us/GD/Templates/Pages/ODE/ODEDetail. aspx? page=3 â€Å"STAAR Resources. † Retrieved on 11 Apr 2013, from http://www. tea. state. tx. us/student. assessment/staar/ â€Å"South Carolina State Department of Education. † English Language Development Assessment. Retrieved on April 10, 2013, from http://ed. sc. gov/agency/programs-services/42/

Product Mix Essay

What Is a Product Mix? Product mix, also known as product assortment, refers to the total number of product lines that a company offers to its customers. For example, a small company may sell multiple lines of products. Sometimes, these product lines are fairly similar, such as dish washing liquid and bar soap, which are used for cleaning and use similar technologies. Other times, the product lines are vastly different, such as diapers and razors. The four dimensions to a company’s product mix include width, length, depth and consistency. The Service Quality Dimensions Every company owner wants to get loyal customers which add to repeating purchases and of cause increasing their maximum revenue. But to get there they need to know about the 5 Service Quality Dimensions. Many actually think that service is just a little part of the marketing mix, but it is actually a very important part of both the 4 and 7 P’s Each of the 5 Service Quality Dimensions makes an extra addition to the level and quality of service which the company offers their customers. It also makes the service far more unique and satisfying. Dimension 1 – tangibles; The tangible Service Quality Dimension refers to the appearance of the physical surroundings and facilities, equipment, personnel and the way of communication. In other words, the tangible dimension is about creating first hand impressions. A company should want all their customers to get a unique positive and never forgetting first hand impression, this would make them more likely to return in the future. Dimension 2 – reliability; The reliability Service Quality Dimension refers to how the company are performing and completing their promised service, quality and accuracy within the given set requirements between the company and the customer. Reliability is just as important as a goof first hand impression, because every customer want to know if their supplier is reliable and fulfill the set requirements with satisfaction. Dimension 3 – responsiveness; The responsiveness Service Quality Dimension refers to the willingness of the company to help its customers in providing them with a good, quality and fast service. This is also a very important dimension, because every customer feels more valued if they get the best possible quality in the service. Dimension 4 – assurance; The assurance Service Quality Dimension refers to the company’s employees. Are the employees skilled workers which are able to gain the trust and confidence of the customers? If the customers are not comfortable with the employees, there are a rather large chance that the customers will not return to do further business with the company. Dimension 5 – empathy; The empathy Service Quality Dimension refers to how the company cares and gives individualized attention to their customers, to make the customers feeling extra valued and special. The fifth dimension are actually combining the second, third and fourth dimension to a higher level, even though the really cannot be compared as individuals. If the customers feel they get individualized and quality attention there is a very big chance that they will return to the company and do business there again. Appendix Reliability (1) Providing services as promised. (2) Dependability in handling customers’ service performed. (3) Performing the services right the first time. (4) Providing services at the promised time. (5) Maintaining error-free records. Responsiveness (1) Keeping customers informed about when services will be performed. Service quality dimensions Gi-Du Kang and Jeffrey James Managing Service Quality Volume 14  · Number 4  · 2004  · 266–277 276 (2) Prompt service to customers. (3) Willing to help customers. (4) Readiness to respond to customers’ requests. Assurance (1) Employees who instill confidence in customers. (2) Making customers feel safe in their transaction. (3) Employees who are consistently courteous. (4) Knowledgeable employee to answer customer questions. Empathy (1) Giving customers individual attention. (2) Employees who deal with customers in a caring fashion. (3) Having the customer’s best interest at heart. (4) Employees who understand the needs of their customers. (5) Convenient business hour. Tangibles (1) Modern equipment. (2) Visually appealing facilities. (3) Employees who have a neat, professional appearance. (4) Visually appealing materials associated with the service. Technical quality (1) It is successful to complete a call. (2) There is no noise during the call. (3) The call can be completed without the interruption. Image (1) It is a reliable company. (2) It provides an excellent service to customers. (3) It is a successful company. (4) It makes a lot of contribution to the society. (5) It has an superior technology in cell phone service. (6) It is sincere to the customers. (7) It has a good reputation. (8) It is a large-scale company. (9) It is familiar to the customers. (10) It is honest. Customer satisfaction (1) The services have not worked out as well as I thought it would. (2) I am satisfied with my decision to use this service. (3) Sometimes I have mixed feelings about keeping it. (4) My choice to use this service was a wise one. (5) If I could do it over again, I’d choose a different company. (6) I feel bad about my decision to use this service. (7) I am not happy that I used this service. (8) Using this service has been a good experience. Note: are presents an item removed after the CFA. Service quality dimensions Gi-Du Kang and Jeffrey James Managing Service Quality Volume 14  · Number 4  · 2004  · 266–277 Promotional mix; There are five main aspects of a promotional mix These are: Advertising – Presentation and promotion of ideas, goods, or services by an identified sponsor. Examples: Print ads, radio, television, billboard, direct mail, brochures and catalogs, signs, in-store displays, posters, motion pictures, Web pages, banner ads, and emails. Personal selling – A process of helping and persuading one or more prospects to purchase a good or service or to act on any idea through the use of an oral presentation. Examples: Sales presentations, sales meetings, sales training and incentive programs for intermediary salespeople, samples, and telemarketing. Can be face-to-face selling or via telephone. Sales promotion – Media and non-media marketing communication are employed for a pre-determined, limited time to increase consumer demand, stimulate market demand or improve product availability. Examples: Coupons, sweepstakes, contests, product samples, rebates, tie-ins, self-liquidating premiums, trade shows, trade-ins, and exhibitions. Public relations – Paid intimate stimulation of supply for a  product, service, or business unit by planting significant news about it or a favorable presentation of it in the media. Examples: Newspaper and magazine articles/reports, TVs and radio presentations, charitable contributions, speeches, issue advertising, and seminars. Direct Marketing is a channel-agnostic form of advertising that allows businesses and nonprofits to communicate straight to the customer, with advertising techniques such as mobile messaging, email, interactive consumer websites, online display ads, fliers, catalog distribution, promotional letters, and outdoor advertising. Corporate image corporate image may also be considered as the sixth aspect of promotion mix. The image of an organization is a crucial point in marketing. If the reputation of a company is bad, consumers are less willing to buy a product from this company as they would have been, if the company had a good image. Sponsorship is sometimes added as an seventh aspect

Challenge of Groups and Teams Paper Essay Example | Topics and Well Written Essays - 500 words

Challenge of Groups and Teams Paper - Essay Example They will be able to recognize the meaning of persistent communication building within the team. This training programme will include the sessions where the team mates will be informed of the techniques on how they can handle the diversity element within their team mate circles.This is the most significant, because of the fact that conflict tends to develop where the team mates are from varying backgrounds and culture. Because they are unable to understand each other's difference of speech, likes and dislikes, manners and rituals. The participants will be taught how to relate to their past workplace experiences with their current performances, in addition to how they can actually avoid any bad outcomes later. The team will be taught hot to function efficiently across operations, characteristics. How they can easily break the numerous communication barricades (Mackin, 2007, pg 109). The team mates should be imaginative enough to resolve compound problems. They should have the ability to assess the suppositions in relation to how individuals/teammates can function effectively as one. Developing the individuals self responsiveness in addition to substantiating their facets of self discernment.

Develop an evaluation form that includes 7 objective criteria to Essay

Develop an evaluation form that includes 7 objective criteria to evaluate the effectiveness of the developed plan (regarding nursing shortage) - Essay Example After communication, the evaluation form would be distributed to personnel who would be deemed most appropriate to respond. The distribution of evaluation forms would be done the day after the monthly meeting. Collection of the responses would be undertaken the day after these evaluations forms are distributed. The data would be interpreted through collation and tallying, according to nursing units. The findings would be communicated by the assigned nurse manager to the department heads. The department heads would assign one department manager to integrate the findings for subsequent report to the vice president of nursing. Any weaknesses in the evaluation form could be identified and corrections would be recommended. The final report would be submitted to the board of directors for their review. After the board has reviewed the findings from the evaluation form and report, the results, recommendations, and conclusion would be disseminated to the involved personnel in the next scheduled monthly meeting. Health practitioners and nurses could therefore communicate any methods of improvement in achieving the identified objectives; as well as in suggesting any improvements in the evaluation process, as deemed necessary. Education Career Articles. (2014). The Latest Statistics on Nursing Shortage. Retrieved from educationcareerarticles.com:

Answer a question Essay Example | Topics and Well Written Essays - 750 words

Answer a question - Essay Example Similarly, Andrews and Karlin purports that metacognition is the way an individual is aware of what they know and what they do not know. Moreover, it is also known as the knowledge and the control an individual has over his own learning, thinking, and how he analyzes his thought processes (Andrews & Karlin, 2002) (page 29 Line 1 to 4). Evidently, metacognition is related to thinking, especially when one is analyzing their thought process of not understanding a concept as well as the ability of communicating ones lack of understanding. For instance, in a science lesson a deaf student who reads, in English, a science section of black holes who shows excellent metacognition strategies that are associated to thinking. Then using American Sign Language (ASL) the students informs the teacher his lack of understanding the concept of black holes. Consequently, the teacher then provides an explanation in ASL to the student. The student also uses English text and employs translation together w ith code switching strategies. As such the student is demonstrating metacognitive awareness in informing the teacher that he does not understand. Moreover, he is thinking together with analyzing his thought processes of not comprehending the concept of black holes and shows the ability to communicate that he does not understand (Andrews & Karlin, 2002) (Page 29 line 3 to 12). On the other hand, metacognition is also related to reading skills. Mostly, the strategies that are normally used in reading include meta-comprehension and metalinguistic awareness skills. Meta-comprehension is the readers’ awareness and control over their own comprehension. For example, a skilled deaf reader knows how to approach a text, locate an important piece of information, and also how to summarize important points and organize information as well as how to make wise decisions on how to best process the reading task. In addition, good deaf readers also set a purpose for reading, make predictions w ith regard to the meaning, form good hypothesis, form mental judgments, monitor their understanding as they read, use prior knowledge effectively, fix a difficulty when it arises, and realize the variety of strategies they can employ after the comprehension breakdown (Andrews & Karlin, 2002) (Page 29 lines 32 to 45). On the other hand, the least skilled deaf readers will tend to rely on the pictures, do not have the ability over the text, misunderstand the text, have limited strategies and tend to get frustrated easily and give in the process (Andrews & Karlin, 2002) (Page 30 lines 1 to 3). Moreover, Andrews and Mason claims that metacognitive skills increase the reading comprehension of the underachieving readers. For instance, although teaching metacognitive comprehension strategies does not automatically guarantee successful reading comprehension among the deaf students, effective instructional approaches will enable the deaf students to use the strategies as a tool to comprehend English texts (Andrews & Mason, 1991) (Page 544 lines 41 to 50). Better readers normally possess good metacognitive strategy and they are also interested in reading as compared to the poor readers (Baker & Beall, 2009) (Page 381, line 8 to 11). Personal experience After knowing the effectiveness of the metacognition

Issues Relating to Arbitration in Outsourcing Contracts Essay

Issues Relating to Arbitration in Outsourcing Contracts - Essay Example The essay "Issues Relating to Arbitration in Outsourcing Contracts" aims to find out how a foreign arbitral award can be implemented or get annulled by Indian courts. The Indian Arbitration and Conciliation Act, 1996- section 48 deals with the stipulations for the implementation of foreign awards in India. The reasons for refusal to implement a foreign award in India are that of analogs to the New York Convention. As per section 48 of the Arbitration and Conciliation Act, 1966 of India, the ground for setting aside for a foreign arbitral award would be any of the following: †¢ If a party to the contract was under some incapability; or †¢ Under the governing law, if the arbitration agreement was not valid; †¢ No proper notice of either the arbitral proceedings or the appointment of the arbitrator was given to any of the parties; †¢ If the award exceeds its scope of the submission; †¢ If the award is pertaining to a dispute not agreed by or not falling within the purview of the subject matter of the arbitration. †¢ If the arbitral procedure or the composition of the arbitral tribunal was not in tune with the consent of the parties; †¢ Arbitration process may not be used for arriving at a conclusion as the subject matter of arbitration is so grave; †¢ Where the arbitral award is against the public policy of India. It is to be noted that even if a nation is a signatory to the New York Convention, it doesn't automatically connote that an arbitral award passed in such a nation would be enforceable in India.

Mobile Marketing Research Paper Example | Topics and Well Written Essays - 2250 words

Mobile Marketing - Research Paper Example The paper aims at deciphering the future of digital marketing along with the advantages and disadvantages. It gives emphasis on mobile marketing as it gained prominence over the past few years. Digital marketing has already made a huge progress in the present situation and in the years to come, this will proceed and benefit everyone in the world. This needs to be adopted by every marketer for enhancing the communication with its potential customers.Digital marketing refers to the process of marketing where information about products is delivered to the target customers with the help of technologies. Taking the help of this brand awareness increases among people and all this leads to increase in sales thereby generating profit in the long run. It enables the audience to access information about any company they want through digital media and this is possible at any place and any time.This medium is used not only by the customers but also by the companies in order to know about the pre ferences of customers. The knowledge about the choices of customers is not enough; there is a greater need for communicating with them. This is done through social media sites, emails, and mobile phones. The companies by taking the help of these mediums know about the experiences of the customers, record them and through this, the expectations about the products of them are known. The strategies adopted by rival companies can also be extracted from digital media and this can be incorporated in their own companies for improving.

Spam Overview Essay Example | Topics and Well Written Essays - 2250 words

Spam Overview - Essay Example Spammers are not abe to prevent intermediary systems from adding these headers while the headers provide only minimal protection because a thorough examination of the "Received:" header will be required to identify the real source of the message. There are two popular techniques used by spammers to puzzle message recipients: using open relay sites (Yahoo! Anti-Spam Resource Center, 2004) to send messages and adding "Received:" headers of their own creation when sending a message. Open relay sites refer to servers that are generally allowed to be used by unknown computers in order to to send e-mail messages. Mail can be traced back to these relays, but it is unlikely that the relay operator will be able to identify the system that passed it the message. While servers that allow relaying are becoming less common as a result of the spam problem, they still exist and are well-known by spammers. These relay sites are often blacklisted, meaning that certain ISPs will not accept messages from them. While this is helpful, it has the effect of blocking not only spam, but also legitimate messages by other senders that may depend on the relay for mail transport. The second technique is the adding of bogus "Received:" headers. However, this technique is not so effective as the first one. The bogus headers usually contain errors, but are not able to prevent the addition of accurate "Received:" headers. This means that recipient can believe the header that the own server added (jupiter.solar.net in the example) and work back from one header to the next, identifying whether the server is one he trusts at each step. (Klensin, 1995) The message "id" can be utilized to authenticate the validity with the administrator at each intermediary. Ultimately, the false headers can... The problem of spam has grown intensively since the emergence of the Internet. During the period of 2001-2002, spam increased by 450 percent or 12.4 billion messages per day. Spam is considered to be highly challenging problem because it mostly contains pornographic advertisement or fraudulent, get-rich-quick schemes sent from a cautiously disguised source. Spam is also a computer security risk since it spreads computer viruses that then turn infected computers into spammers. The sending of spam results in a substantial shifting of costs from advertisers to ISPs and e-mail recipients. In 2003, spam is counted to have cost companies worldwide $20.5 billion. Spammers are able to send messages for minimal cost--the cost of their Internet access and mailing lists. The costs of relaying messages, storing them, and downloading them are borne by others. The extent of other forms of commercial advertising that occurs is limited by the cost of the advertising.

History 1112 Essay Example | Topics and Well Written Essays - 250 words

History 1112 - Essay Example reatest of the social changes that occurred out of these contacts and interactions between the continents is colonization, where the Western/central Europe sought to colonize America and Africa, in search for resources, free labor and settlements (Prak, 41). Slavery is yet another social change that occurred, resulting to the shipment of Africans from their continent to Europe and America to provide the required free labor. A range of economic changes also took place as a result of these contacts. The first notable economic change that occurred following the contacts is industrialization, which was majorly promoted by the availability of labor and raw material which could easily be sourced from America and Africa and then shipped to Europe (Prak, 60). Infrastructural development is yet the other economic change that occurred as a result of the contacts, where the Europeans had to construct infrastructural facilities in their colonies both in Africa and America, as well as at home to enhance the transportation of labor as well as raw materials required by the established

Driving Stick Shift Essay Example for Free

Driving Stick Shift Essay Learning to drive a stick shift is one of the things I mastered in life because of the effort and practice I’ve invested. I can still remember the day I learned how to drive a manual transmission car. My cousin stopped by our house and I asked him to teach me how to drive. The only problem was his car was a stick shift. I honestly got intimidated by those horrendous three pedals and that hair-chilling gear shifter, but nothing stopped me from wanting to learn because I knew it would be worth it and I thought I would make me look cooler. So he grabbed the keys and drove to a parking lot that had a wide empty road. He stopped, turned off the car, got out and said â€Å"Okay, your turn. † So I began the initiation into the high art of driving a stick shift. He gave me all the instructions, he told me to press down on the clutch so I can start the car. I kept my left foot on the clutch and put the car in first gear. I slowly released the clutch as I was slowly pressing on the gas pedal. Then, boom! I stalled and the car shut off. My cousin started laughing. I tried to get the car started again and I still stalled on my fifth attempt. He continued laughing while giving me advices. Finally, on my sixth attempt I got the car going. When he saw that I could stop and get the car moving normally and shift gears without grinding the clutch, he gave me the green light to drive to the main streets and freeways. It took me a lot of practices and effort before I got the gist of it. It was all worth it, I actually enjoyed it and promised that my next car would be a stick shift. At first I thought having a stick shift car would only make me look cooler, but when I had my own car I actually learned that it’s less expensive then automatic cars, gets better gas mileage and most of all it’s simply more fun!

Strengths Of The Nazi Economic Policies History Essay

Strengths Of The Nazi Economic Policies History Essay There are three points that would help us understand the great economic depression of 1929. These are â€Å"The business cycle, effect of US economy on the world and the importance of the share market†. The business cycle is a graph that depicts the real-output of the economy with respect to time. Although the growth of an economy is linear but it is noticed that the economy trend is like a roller-coaster, reaching a pinnacle and dipping down to the trough. It is classified as the boom phase when the economy is performing above the growth trend, and a recession when it underperforms. With the use of fiscal and monitory policies, the government bodies try to increase the ceiling of the peak and sustain it longer. And reduce the depth of the trough and the time span. After the Great War (WW1) USA provided many European nations loans to repair their industry and infrastructural damage caused by the war, this meant that the money lend by the USA was also circulated to their colonies. And this means that the money lent by the USA was circulated in a large portion of the world and therefore most of the economies were dependent on these loans. A economy is heavily dependent on the stock market and its performance guides investments of the economy like FDI and FFI As the USA’s stock market failed all the loans and investment around the world by the USA withdrew and both the world and US economy entered into a recession, which developed into a depression and later into the great economic depression. Most economist also speculate that the great economic depression was 4 consecutive depression within each other. And could have been saved by the USA government’s intervention before the catastrophe. The great economic depression of 1929 caused a major havoc in the international economy. Germany was especially hard hit because of The Peace Treaty of Versailles that imposed sanctions restrictions and a heavy reparation on it. Thus barring Germany’s growth stagnating economic development. American loans to help rebuilt the Germany economic, which were successful to achieve the pre-war output and a pseudo-stable economy, stopped because of the great depression. As a result, unemployment soared to 30%; the war reparation due by Germany was suspended by the Lausanne conference of 1932. By that time, Germany had already repaid 1/8th of the war reparation assigned to it by the peace treaty of Versailles. The Nazi party comes in power in 1933. Moreover, the shortcomings of the Weimar Republic were set as an example of failures and were used to drive the economy out of the great economic depression. When the conventional neoclassical theory failed to provide any panacea to overcome the predicament, many economies turned towards Keynesian economic policies for a solace. Keynesian policy suggested government intervention to help the economy revive. This idea contradicted the conventional neoclassical school of thought, which suggested that, the economy would revive on its own. When the Nazi came to power in 1933, they had three major domestic economic issues; unemployment, hyperinflation, improving living standards; all the issues were inter-related and had a common solution. The economy was now state control and rearmament was its main goal. Socialist effect on the economy made it unnecessary for women to work. There was an increase in the number of marriages and childbirths. Suicides committed by the youth below 20 years dropped by 80% between the years 1933-1939, suggesting better living standards than in 1933 indicating economic stability. The world economic situation supported the theory of â€Å"the stab in the back†, as leading economists were Jewish and the economic failure was an ongoing plot by the Jewish people, as a whole, to achieved global domination. These banking organizations influenced Nations States by extensions or with holding of credits. These events linked with Nazi prospective of Jewish people. Consumption pattern of Nazi Germany changed, although with a decrease in real income by 25% the employment rate zoomed to 100% the downward stickiness of labor price were countered by rules and regulation of employment policies banning strikes and labor rights to negotiate. Private Property rights were defused. Profit incentives for business owners were retained, to gui de the economy according to the needs of the state. â€Å"Although fixing of profits was, not their suppression, but was the official policy of the Nazi party†. The heavy taxes on profits guaranteed the direction of the economy. Hitler the early Nazi party did not consider economic policies as a major contributor to popularity, but the economic depression changed Nazi prospective of the economy. By understanding the economic policies and comparing them with the real life events, we can conclude the success of Nazi economic policies and the effectiveness of it against the great economic depression of 1929 with respect to the real life example Nazi Economic Policies As soon as Hitler moved into office, the three major issues that needed urgent addressing were Unemployment Hyperinflation Improving the living standards of the middle class. All the listed issues were interlinked or interdependent and the solutions were under one umbrella. To combat unemployment Nazi took refuge of the Aryan culture. After World War 1 Germany witnessed an increase by 37% of women in the work force. Aryan culture depicted women as homemaker men as breadwinners. This made it as unnecessary for women to work thus they were excluded from the unemployed category. To cover up this step posters propaganda that suggested the contribution of women to the economy was extremely high could not be quantified or priced. The two major programs implemented by Nazis to generate employment were the rearmament program and the Reinhardt program for infrastructural development. Both of these programs suggest war preparation of the Nazi German for World War II. German men were projected as either soldiers or laborers. The wages were now controlled by the government, which decreased the real income by 25%. This is against economic rules, which suggested that labors would not work under wages less then what they previously received. However, because trade unions were banned worker could not oppose this norm. Strikes and any other form of protest were also banned. Change in employment was strictly regulated even farmers had rules norms of what to cultivate, at what price. This also meant that prices of products in the market could be controlled. Hyperinflat ion was thus countered by the above mention strategy. We should know that one policy would never solve an economic issue so huge. Expenditure on public goods, and increased provision of merits goods like infrastructure, education, healthcare, and schemes promoting â€Å"Aryan Population† were placed to encourage consumption, trade, production, activities that help the economy to achieve full employment. Production in private sector was highly encouraged by provision of cheap labor from concentration camps. Hitler himself felt private property rights should be encouraged but the need of the hour suggested collaborative controlled acceleration of economy out of the great economy depression. The military spending constituted of 10% of the GDP of the nation, higher than any other European nation. This practice is termed as Military Keynesianism. High levels of imports were kept secrets until 1936 to boost consumer confidence discourage crowding out in the domestic market. Although these methods caused a huge deficit for the government, a part of the Keynesian economic policy being implemented by Nazi Germany. Total state control was not a Keynesian police. It was the effect of dictatorial and situational political scenario. Improving middle class living standard was the key objective of the Nazi party. Being a socialist party Nazis encouraged socialism amongst the society. Nazi self-help group that were created by before they come to power suggested the economy would have a blend of right left objectives. Production of cheap consumer goods was encouraged; an example of this is the foundation of Volkswagen in the year 1937. Provision of subsidized goods can also be inferred as a method to provide cheap consumer goods meant increased public consumption meant an increase in demand, which increase consumer confidence and encouraged production. The cash flow cycle had less leaks and high injections leading to a better lifestyle and increased production. The per capita buying capacity also increased. The solution to one issue would cause domino effect on the other issues. Although there is a decrease in real wages, full employment meant that every individual had the buying capacity. The number of government created jobs increased and the perks that government officer received helped improve the living standards. Socializing effected the competition of in the domestic market as profit was not the main goal of the economy or the firm. This meant better products at cheaper prices. The middle class living standard was upgraded from where they were in 1933. Nazi Economic Policy: Effect The economic growth of the economy was state controlled and it intended to rapidly overcome the great economic depression. This meant the faster the state achieved its goal the faster the people became richer. Unemployment causes unrest in the society, hunger breeds revolutions. Hitler was willing to do anything that would help increase employment. If we look at German employment programs it reveals the motive of the programs was not revenue seeking but socialist in nature, these programs intended to serve two purposes at a time like rearmament , better infrastructure or anything that German need. Improvement of the German infrastructure industry was a war preparatory procedure for war where military or the armed forces could be mobilized throughout the nation and its border. In June 1933 the ambitious â€Å"Reinhardt Program† was introduced for development of infrastructure. It was supported by indirect incentives such as tax reduction and direct public investment in waterways, rail-roads and highways. The Programme was followed by similar initiatives resulting in the great expansion of the German construction industry between 1933 to 1936. Many international companies that dealt with The Third Reich used Jewish salves to run the industrial plants like Daimler-Benz also used prisoners of wars to run their plants; Krupp made gas chamber; Bayer worked as a small part of the enormous IG Farben chemistry monopoly; and Hugo Boss designed the SS uniforms. Many companies now claim that either they did not know the truth of Nazi motives or had lost control of their plants or units in Germany. Provision of cheap labor from the concentration camps lured business throughout the world to open production plants or unit in Germany. This led to an increase in production of manufactured goods in Germany. It was Germany’s chief export. Thus, these products were available to the German masses at a cheaper rate. This led to an increase in the German Gross Product (GNP) by an average of 9.5%, the rate of industrial development rose by 17.2% between the year 1933-1936. Consumption and private-public consumption during the same perio d increased by 18.7% and 3.6% annually respectively. This expansion propelled the German economy out of a deep depression and into full employment in less than 4 years. According to the historian Richard Evans, prior to the outbreak of the war the German â€Å"Economy had recover from the depression faster than its counter parts in other countries. Germany’s foreign debt had established interest rates had fallen to half their 1932 level; the stock exchange had recovered from the depression the Gross National Product had raised by 81% over the same period. Inflation and unemployment had been concurred†. these are indicators of the economic stablity Nazi viewed private property right as conditioned upon the mode of use. Privately Hitler started in 1942, â€Å"I absolutely insist on protecting private property. †¦..We must encourage private initiative†. Under Nazi free completion and regulation by a market, greatly decreased. If the private property did not correspond with Nazi goal was nationalized. Threats of takeover were used to encourage compliance with government production plans even if it would cost profits. Although Nazis transferred public ownership and services to the private sector. They increased state control regulations and interference in economic affairs. Even farmers had to follow the central plan of agriculture, which tied the farmers to their land. Farm ownerships were private but discretion of operations and profits were taken away. Production prices were controlled via quota system. Cartels were compulsory and permanent in all industries. Eventually these were dissolved to be replaced by bodies that are more authoritarian. Profit incentives for business owners were retained, though greatly modified through various profit making schemes. Guiding allocation of investments according to the economic planning by Nazi government agencies. Government finance eventually dominated investment process, which the proportion of private securities issued falling from half of the total in 1933 and 1934 to approximately 10% in 1935-1938. Although large firms were mostly exempted from taxes on profit unlike small businesses, the Government control was so extensive that it only left â€Å"The shell of private ownership†. Although taxes and subsidies were used to direct the economy, the use of terror as an incentive for compliance and agreement was the under lying policy. For any business owner who persuade his self-interest in place of the states was deemed to death or concentration camps. The firm’s in spite of such control by the state had significant freedom in planning th eir own production investment activity. Although following Italy’s lead German economy aimed towards achieving Autarky (autocracy) that is self-sufficiency but because Germany lacked raw material this was not possible. Germany reduced imports of raw materials in order to help German heavy industry. World prices for raw materials were on the rise. At the same time world prices for manufactured goods, Germany chief exports, were falling. A large trade deficit was inevitable but Autarky helped sustaining the economy. Germany did not and could not, strive for fall Autarky as it lacked resources. The Government tried to limit its number of trade partners, and, when possible, only trade with countries within the German Sphere of influence. Suggesting protectionist methods for the domestic market. German businesses were encouraged to form monopolies and oligopolies whose interest was protected by the state. Cartels quasi-cartels, whether big business or small set prices, engaged i n limiting production and agreed to classify consumer to realize monopoly profit. The Government and big business formed a symbiotic relation where the business leader supported the government’s goals in return of economic policies that maximize their profits. The rearmament industry was supported by the state to reach their military goal to support such industry labor books were introduced, trade unions and collective bargaining and right to strike was abolished. Nazi economic policies: analysis Keynesian And Military Keynesian Policies Keynesian policies introduced government intervention in a free market economy. The previously popular neo-classical method explained that an economy would recover on its own without government intervention on the contrary it could create havoc in the economy and disturb its balance. Neo classical the school of thought would explain that the demand and supply would mutually reach equilibrium. Keynesian policies proposed a balance where the private sector was the primary dominator but was supported by the public sector and the government, a combination of monetary and fiscal policies is used to balance out the effects of the business cycle on the economy. It was fairly a new concept introduced in the nineteen thirties it was a midway between laissez-faire capitalism and socialism. This model was used by countries after world war one to recover from the great economic depression of 1929. The German economy was driven by these policies, they were modified by the nation to suit their ne eds, it provided the economy with support it needed after the great economic depression. The economy was focused at rearmament and all the programs that were deployed were aimed at the military goal of the nation. War preparation dominated the German economy after 1933. Initially the economy was state driven and controlled by the state, the demand and supply were control and government intervention was increasing in all sectors. Huge amounts of deficit spending on provision of public goods helped pave a path for businesses and would later helped in mobilization of the armed forces. The economy intended to achieve economic self-sufficiency or autarky. It is also were considered a form of military Keynesianism. Although the economy entered into the war it was successful in overcoming the great economic depression and achieved fully employment it could not work without government intervention or did not have the opportunity to function without government intervention or support. In Keynes’s theory, there are some micro-level actions of individuals and firms that can lead to aggregate macroeconomic outcomes in which the economy operates below its potential output and growth. Some classical economists had believed in says law, that supply creates its own demand, so that a general glut would therefore be impossible. Keynes contended that aggregate demand for goods might be insufficient during economic downturns, leading to unnecessarily high unemployment and losses of potential output. Keynes argued that government policies could be used to increase aggregate demand, thus increasing economic activity and reducing unemployment and deflation. Keynes argued that the solution to depression was to stimulate the economy (inducement to invest) through some combination of two approaches: a reduction in interest rates and government investment in infrastructure. Investment by government injects income, which results in more spending in the general economy, which in turn stimulates more production and investment involving still more income and spending and so forth. The initial stimulation starts a cascade of events, whose total increase in economic activity is a multiple of the original investment. A central conclusion of Keynesian economics is that, in some situations, no strong automatic mechanism moves output and employment towards full employment levels. This conclusion conflicts with economic approaches that assume a general tendency towards equilibrium. In the neoclassical synthesis, which combines Keynesian macro concepts with a micro foundation, the conditions of general equilibrium allow for price adjustment to achieve this goal. The policies are still in use by U. S. A. and the UK in a moderated and democratic way. The economy intended to Increase that real wages of the workers, or at least the lifestyle they led to. Every German worker was promised a car and therefore a sum of their wages and was set to be deducted for the car. The German workers did not see the car even after they paid the necessary amount set by the government the cars were not delivered to any of the workers in the Nazi years. There were many such traps in the German society where the workers had many forms of deductions from their wages such as old age insurance, dues to the labor front and at other voluntary Contributions to the Nazi party. Although everyone was employed but the real wages decreased To Half their level in 1928, in addition to get to fifteen to thirty-five percent of their Wages were deducted as taxes and voluntary Contributions. The opportunity cost that the government faced Was Reduction in investment in education Healthcare and quality consumer goods. These policies were also used to create Allies who was then forced by the bilateral agreements to create an increase dependency on Germany therefore they not only supported in Germany they would depend upon it for consumer goods [Germany’s main Export] when in Germany entered the war these nations for dragged along into the war with Germany. The socialist impact on the economy Post world war one Germany was under the dilemma of whose fault it was, The peace treaty of Versailles declaired That Germany was solely responsible for world war one. A conflict of an identity struck the German masses and the blame game began many theories came forward suggesting whose fault it was. The Nazis seized this as an opportunity and generated a huge amount of following. The German ambition got the better of German sensibility. In 1933 Hitler requested then Those in Hindenburg to dissolve the government and re-elect a government as the nation entered a full blown recession. After the elections The Nazi party became the largest party in opposition and Adolph Hitler became the chancellor of Germany, President Hindenburg and the cabinet to of ministers believed that they could control him but as the course of history unfolded, it was prominent that they were unsuccessful. The further course of history is known to all. Socialism means equal distribution of wealth in the society. The gap between the rich and the poor was intended to reduce. All of the policies that the Nazi government introduced were The Perceived short comings of the Weimar Republic and to increase the domestic support for the party. The Rearmaments program intended to prepare the nation for the war The Goering’s Four year plan was a turning point in the Nazi regime. The control on industries in Germany tightened up under this program. Although the production of oil, rubber and armaments fell short of what the Nazis wanted. Production of other goods such as aluminum increased greatly. By the end of 1938 Germany’s industrial production had increased by hundred and five percent since 1933 although successful in the economy was not prepared for the war. After 1937 Schacht resigned, he was replaced by â€Å"funk† a Nazi puppet, Goering became the real economic dictator. The program intended to make German self-suf ficient in industry and agriculture. Before the Nazi came to power they had organized self-help groups with the slogan â€Å"Anyone who does not have a shirt, Can always put on a green one (Nazi shirt)† the camps would organize Fold, shelter and work. This was also an initiation of creating a stronghold in Germany and its masses, this represented that the Nazi party could to make a difference even when not in power, the loyalty that these programs induced Was Too high for logical reasoning. The use of mass rallies was intended to convey the facts but without causing a stir. It was not the speeches but the tone That mesmerized the audience. Socialism was a prominent feature in the Nazi party. Community gatherings, Lunch and dinner And celebration was a common Happening. Distribution of gets during Christmas by the prominent a Nazi leaders was a common sight. Hitler Was many a times depicted As a grandfather like image When he grew old. The remained a bachelor all his life To be fantasized by women as the perfect of bachelor. In 1933 Hitler said: ‘In my state the mother is the most important citizen.’ But in Nazi Germany all mothers were not treated equally. Women who bore racially undesirable children were punished and those who produced racially desirable children were awarded. They were given favoured treatment in hospitals and were also entitled to concessions in shops and on theatre tickets and railway fares. To encourage women to produce many children, Honor Crosses were awarded. A bronze cross was given for four children, silver for six, and gold for eight or more. Conclusion According to me, the German economic policies were anti-democratic and in the long run unsustainable but the it worked just like the plaster on a fractured arm, it helped the economy heal but the collateral damage by the war was extensive and the economy was not ready to take a blow. In my opinion, the economy worked and would be a success if Germany did not enter the war and eased out to a combination of state control and free market form. Releasing the tension and unrest between the government and the distressed subjects Lukas, John. Washington Post’s Book World,. 2006. Print. Nazism Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. N.p., n.d. Web. 6 Sept. 2009. Nazism Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. N.p., n.d. Web. 6 Sept. 2009. Nazism Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. N.p., n.d. Web. 6 Sept. 2009. Nazism Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. N.p., n.d. Web. 6 Sept. 2009. Festa, Paul. Probing IBMs Nazi connection CNET News. Technology News CNET News. N.p., n.d. Web. 6 Jan. 2010. Nazism Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. N.p., n.d. Web. 6 Sept. 2009. Nazism Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. N.p., n.d. Web. 6 Sept. 2009. Keynesian economics: Definition from Answers.com. Answers.com: Wiki QA combined with free online dictionary, thesaurus, and encyclopedias. N.p., n.d. Web. 7 Jan. 2010. . Keynesian economics: Definition from Answers.com. Answers.com: Wiki QA combined with free online dictionary, thesaurus, and encyclopedias. N.p., n.d. Web. 7 Jan. 2010. . Nazism Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. N.p., n.d. Web. 6 Sept. 2009.

Symbols and Symbolism in Death in Venice Essay -- Death Venice Essays

Subtle Symbolism in Death in Venice    The dominant theme in Death in Venice is, obviously, death. This theme is exploited through the use of irony, imagery, and symbolism. The theme is most effectively explored by means of symbolism. Mann's symbolism is not as straight-forward as most authors, however, and the reader is forced to dig deep in order to determine the true meaning of any given passage. This pseudo-hidden symbolism forces the reader to be acutely aware of its presence from page one, or else the point may be missed altogether. During the opening of the novel, the reader is confronted with an exotic stranger, Aschenbach, who is the first of many "tokens" of death. This symbol is suggested in the description of the stranger: His chin was up, so that the Adam's apple looked very bald in the lean neck rising from the loose shirt; and he stood there sharply peering up into space out of colourless, red-lashed eyes.... At any rate, standing there as though at survey, the man had a bold and domineering, even a ruthless air, and his lips completed the picture by seeming to curl back, either by reason of some deformity or else because he grimaced, being blinded by the sun in his face; they laid bare the long, white, glistening teeth to the gums. This passage almost implies that the man is a skeleton, or at least that he is ghostly, with the bared teeth of a skull. The reader knows nothing about the stranger, is soon disappointed to learn nothing of him, and yet the stranger has already served his purpose: he is the first envoy of death in the novel. Also, the fact that the scene occurs in the vicinity of a cemetery is no coincidence. Later on, when Aschenbach arrives in Venice, Mann introduces symbolism to... ... (Mann, too, conducted all his literary work during first light). The determination to sustain and survive existed in the spirit of both artists. Yet "Death in Venice" is by no certain means a narrowly autobiographical narrative. Nevertheless, much that is the artist Aschenbach is part of the artist Mann, and thus can be interpreted as a faint symbol of Mann. Perhaps Aschenbach is an extreme example of the imperfections Mann combated during his own lifetime; if this indeed is the case, then Aschenbach is not only a token of the frailty of Mann, but an emblem of the fallacies plaguing us all. Works Cited and Consulted: Albert, George. Symbolism in Death in Venice. Notre Dame Press, Indiana. 1995 Mann, Thomas. Death in Venice and Other Stories. New York: Random House, Inc., 1989. Wagner, Rich. The Autobiographical Tragedy. New York: Vintage Books, 1992. Symbols and Symbolism in Death in Venice Essay -- Death Venice Essays Subtle Symbolism in Death in Venice    The dominant theme in Death in Venice is, obviously, death. This theme is exploited through the use of irony, imagery, and symbolism. The theme is most effectively explored by means of symbolism. Mann's symbolism is not as straight-forward as most authors, however, and the reader is forced to dig deep in order to determine the true meaning of any given passage. This pseudo-hidden symbolism forces the reader to be acutely aware of its presence from page one, or else the point may be missed altogether. During the opening of the novel, the reader is confronted with an exotic stranger, Aschenbach, who is the first of many "tokens" of death. This symbol is suggested in the description of the stranger: His chin was up, so that the Adam's apple looked very bald in the lean neck rising from the loose shirt; and he stood there sharply peering up into space out of colourless, red-lashed eyes.... At any rate, standing there as though at survey, the man had a bold and domineering, even a ruthless air, and his lips completed the picture by seeming to curl back, either by reason of some deformity or else because he grimaced, being blinded by the sun in his face; they laid bare the long, white, glistening teeth to the gums. This passage almost implies that the man is a skeleton, or at least that he is ghostly, with the bared teeth of a skull. The reader knows nothing about the stranger, is soon disappointed to learn nothing of him, and yet the stranger has already served his purpose: he is the first envoy of death in the novel. Also, the fact that the scene occurs in the vicinity of a cemetery is no coincidence. Later on, when Aschenbach arrives in Venice, Mann introduces symbolism to... ... (Mann, too, conducted all his literary work during first light). The determination to sustain and survive existed in the spirit of both artists. Yet "Death in Venice" is by no certain means a narrowly autobiographical narrative. Nevertheless, much that is the artist Aschenbach is part of the artist Mann, and thus can be interpreted as a faint symbol of Mann. Perhaps Aschenbach is an extreme example of the imperfections Mann combated during his own lifetime; if this indeed is the case, then Aschenbach is not only a token of the frailty of Mann, but an emblem of the fallacies plaguing us all. Works Cited and Consulted: Albert, George. Symbolism in Death in Venice. Notre Dame Press, Indiana. 1995 Mann, Thomas. Death in Venice and Other Stories. New York: Random House, Inc., 1989. Wagner, Rich. The Autobiographical Tragedy. New York: Vintage Books, 1992.

Female Rebellion In Aurora Leigh and The Lady in the Looking-Glass Essa

Female Rebellion In Aurora Leigh and The Lady in the Looking-Glass   Ã‚  Ã‚  Ã‚   Women of both the ages of Victorian and early Modernism were restricted from education at universities or the financial independence of professionalism. In both ages, women writers often rebelled against perceived female expectations as a result of their oppression. To lead a solitary life as a subservient wife and mother was not satisfactory for writers like Elizabeth Barrett Browning and Virginia Woolf. One of the most popular female poets of the Victorian era, Elizabeth Barrett Browning, illustrated "a woman's struggle to achieve artistic and economical independence in modern society" (Longman P.1858). Many Victorian critics were shocked by Barrett Browning's female rebellion, which was rare for the era. With her autobiographical epic poem, Aurora Leigh provoked critics who were "scandalized by its radical revision of Victorian ideals of femininity" (P.1859). In the age of Modernism, women were finally given the some rights to a higher education and p rofessionalism i n 1928 (p.2175). However, female poets of early Modernism, such as Virginia Woolf, were raised in the Victorian age. Rebellion toward "Victorian sexual norms and gender roles" (P.2175) are reflected in Woolf's modern literary piece, such as The Lady in the Looking-Glass: A Reflection. Also echoed in the piece, is how Woolf   "never lost the keen sense of anguish nor the self-doubt occasioned by the closed doors of the academy to women" (P.2445).      Ã‚  Ã‚  Ã‚  Ã‚   Both of the female protagonists, Aurora of Aurora Leigh and Isabella of The Lady in the Looking Glass: A Reflection, represent the rebellion and self-doubt of their female writers. Aurora rebels against the Vi... ...r letters, they were all bills" (P.2456). The rebellion ultimately led to emptiness, as Isabella chose not to have relations to preserve her freedom.      Ã‚  Ã‚  Ã‚  Ã‚   Both Aurora Leigh and The Lady in the Looking Glass: A Reflection help define female rebellion from Victorian and Modernism eras.   The portrayal of the nature of the rebellion differs between the eras. The Victorian protagonist was more innocent in her struggle to gain independence. When that independence was achieved, it was like discovering a new religion. On the other hand, the Protagonists if the modernism era no longer were innocent in her rebellion. Forced to live a solitary life to seal her independence, she was hardened by the memories of the Victorian ideals for women.    Longman. The Longman Anthology of British Literature, vol. B. Damrosch, D. NY, LA: Addison Wesley Longman.

Domestic Violence Program Proposal Essay

Astounding statistics reported by the Children’s Defense Fund, â€Å"An estimated 3 to 4 million women in the United States are battered each year by their partners, In homes where domestic violence occurs, children are seriously abused or neglected at a rate 1500% higher than the national average in the general population, Between 2. 3 and 10 million children are witnesses to family violence, Based on an estimate of 2 children per household, in 55% of violent homes, at least 3. 3 million children in the U. S. are at risk of witnessing domestic violence each year,† (Retrieved, 10/12/2011, http://cdf. hildrensdefense. org). Domestic violence is a crime that affects every member of the family, including children. Many times children remain the silent victims that are abused both physically and psychologically. Family violence creates an environment where children live in constant fear and confusion. They are psychologically torn between the abusive parent and the parent who is subject to the abuse. They are affected in ways that make it hard to establish nurturing bonds with either parent. â€Å"Each year an estimated 3. million children are exposed to violence against their mothers or female caretakers by family members,† (American Psychological Association, Violence and the Family: Report of the APA Presidential Task Force on Violence and the Family,1996). According to a recent national survey, only about one quarter of domestic violence is reported to the police, making it difficult to accurately estimate the number of actual victims. The children in families where domestic violence occurs are exposed to violence in various ways and the effects usually manifest themselves much like that of an abused or neglected child. Because they may be direct witnesses to the abuse, many suffer irreversible emotional damage. They may also be in harm’s way themselves, have their lives disrupted by moving or being separated from parents, be used by the batterer to manipulate or gain control over the victim, and they themselves are more likely to be abused. According to a 2006 UNICEF World Report on Violence Against Children, â€Å"Exposure to domestic violence is widespread internationally and it is associated with other forms of child maltreatment. † Children can be direct witnesses to domestic violence; they may see abusive incidents or hear iolence. Children are usually considered secondary victims because they are witness to the violence. This can be harmful psychologically and emotionally. According to a study published in 2003, â€Å"Over 15 million children in the U. S. lived in families where intimate partner violence had occurred at least once in the past year, and seven million children live in families in which severe partner violence occurred,† Whitfield, Anda, Dube, & Felittle (2003), Violent Childhood Experiences and the Risk of Intimate Partner Violence in Adults: Assessment in a Large Health Maintenance Organization. In a 2007 study in the U. S. 38% of incidents of intimate partner violence which involve female victims, children under age 12 were residents of the household,† Catalano & Shannan (2007), Intimate Partner Violence in the United States. Children can be displaced by the domestic violence when they seek shelter along with their abused parent. While statistics are not available globally, many shelters take in children as well as their abused parent. According to a study of domestic violence shelters and services in the U. S. in a single day in 2008, 16,458 children were living in a domestic violence shelter or transitional housing facility, while an additional 6,430 children sought services at a non-residential program. From: The National Network to End Domestic Violence, (2009). Domestic Violence Counts 2008: A 24-hour Census of Domestic Violence Shelters and Services. These children see no way out of their situation. They withdraw and become fearful. Depression, aggression and suicide occur in higher instances with the children who are not attended to and left to cope without intervention. In order to help in a proactive capacity; as well as, be a catalyst that will spur on legislature and rights for children in a domestic violence situation, Lighted Pathways is a program that will be implemented in order to support children who live with violence and ensure a better tomorrow. Though it is said that children are resilient, it is imperative for them to be given an opportunity to thrive. Opportunities that allow for the child to create healthy bonds with adult, secure activities with peers, and gain a voice for themselves in a secure and protective environment will be provided. It is the purpose of Lighted Pathways to help the child that was either a witness, or a victim of abuse themselves to, gain extended support through various activities, create lasting bonds with supportive individuals; such as, Big Brother/ Sisters and a familial type unit, extend educational opportunities, introduce the child to community resources and opportunities otherwise unavailable to them, create a peer connection, and obtain free or affordable, long-term counseling. Lighted Pathways is set to create all of these programs utilizing resources from the, U. S.  Department of Health and Human Services, Administration for Children, Youth and Families (ACYF), Family and Youth Services Bureau (FYSB). Funds will also be rendered from the community, stakeholders, donations, and local funding and volunteerism. It is Lighted Pathways intention to assist the children victims and advocate for them in order to help them overcome, break free of the cycle of violence, and gain positive tools in order to be successful in their future endeavors. Lighted Pathways focuses on the whole child and the development in a multitudnal approach. The initiative will utilize advocates, psychologists, law enforcement agencies, both adult and juvenile, educators, child specialists and community leaders to assist in a preventative, proactive program; as well as, help better adjust those children who are victims. Field Overview and Current Trends In 1994, the National Council of Juvenile and Family Court Judges published a â€Å"Model Code on Domestic and Family Violence. † The code was not designed to be used universally, but rather one that should be adapted from state to state. Developed with an advisory committee composed of leaders in the domestic violence field from all over the United States including judges, prosecutors, defense attorneys, matrimonial lawyers, battered women’s advocates, medical and health care professionals, law enforcement personnel, educators and others, it has helped to create stronger laws and enforceable legislation. The introduction to the code states: â€Å"Family violence is a wrong that needs righting in every state in this country. The key is community commitment to recognize, address and prevent such violence. Effective and enabling legislation is the cornerstone,† (Retrieved, 10/12/2011 http://stopvaw. org). Because violence against women is one of the predominant factors of children as witnesses to IPV or intimate partner violence or domestic violence, the organization’s code has been conjunctively used to make the youngest victims voices heard. Recently, the human rights advocacy groups Rights for Change and Aim for Human Rights have issued a step-by-step handbook for conducting research on violence against women. The manual provides users with a human rights background from which to view violence against women, explains how gather and analyze information about violence against women, and then describes how to use the reports to affect change in the area researched. This research is also being used as a cross reference and manual to guide for children. Domestic violence is a devastating social problem which has lasting impacts on every segment of the population. Each age group, race, ethnicity and class is touched by domestic violence, and many times it goes hidden and unseen. Up until recently, the community and resources have been directed primarily targeted toward adult victims of abuse; however, increased attention is now being focused on the children who witness domestic violence and intimate partner violence. â€Å"Studies estimate that 10 to 20 percent of children are at risk for exposure to domestic violence,† (Carlson, 2000). â€Å"These findings translate into approximately 3. 3 to 10 million children who witness the abuse of a parent or adult caregiver each year,† (Carlson, 1984; Straus and Gelles, 1990). Further research indicates that those children which are exposed to domestic violence are at an increased risk of being abused or neglected themselves. â€Å"A majority of studies reveal there are adult and child victims in 30 to 60 percent of families experiencing domestic violence,† (Appel and Holden, 1998; Edleson, 1999; Jaffe and Wolfe, 1990). This has previously led Social Workers to believe that taking the child from the parental home is necessary, but caution should be given to this action, as new inter-agency research suggests that children are manifesting other problems when displaced. Since children respond differently to domestic violence, professionals are cautioned against assuming that witnessing domestic violence constitutes child maltreatment or child protective services intervention,† (Aron & Olson, 1997; Beeman, Hagemeister & Edelson, 1999; Carter & Schechter, 1997; Findlater & Kelly, 1999; Spears, 200; Whitney and Davis, 1999). Various States are creating legislation that better defines child neglect and includes children who witness domestic violence. â€Å"Expanding the legal definition of child altreatment, however, may not always be the most effective method to address the needs of these children. Communities can better serve families by allocating resources that build partnerships between service providers, child protective services, and the array of informal and formal systems that offer a continuum of services based upon the level of risk present,† (Carter and Schechter, 1997; Edleson, 1999; Spears, 2000). National, State and local initiatives are promoting a more cross agency awareness. With this a collective and more uniformed definition and intolerance of abuse is being coordinated. Promising practices in this cross agency approach has included placing child protective service workers, child advocates and police officers in a supportive service arena. Proactive initiatives such as school awareness programs have been created, cross system protocols and training has also been more available for professionals. Integrated services and resources has become the prime foundation to help the adult victims; as well as the children who suffer domestic violence. A shared goal and collaboration working in a proactive way to prevent violence and the subsequent repercussions is necessary. Problems Faced by Victims â€Å"Children who live with domestic violence face increased risks: the risk of exposure to traumatic events, the risk of neglect, the risk of being directly abused, and the risk of losing one or both of their parents. All of these may lead to negative outcomes for children and may affect their well-being, safety, and stability,† (Carlson, 2000; Edleson, 1999; Rossman, 2001). According to research, childhood problems associated with exposure to domestic violence fall into three primary categories; Behavioral, social and emotional, cognitive and attitudinal, and long term. Each of these categories have a plethora of subcategories such as aggression, anger, withdrawal, self-esteem, bonding, poor peer relations, poor school performance, lack of conflict resolution, no social skills, in adults the symptoms manifest in depression, aggression, suicide, drug and alcohol abuse, and even a cycle of abuse and becoming an abuser. Children’s risk levels and reactions to domestic violence exist on a continuum where some children demonstrate enormous resiliency while others show signs of significant maladaptive adjustment,† (Carlson, 2000; Edleson, 1999; Hughes, Graham-Bermann & Gruber, 2001). Assessment of factors that affect the child regarding domestic violence is dependent upon the type of violence, exposure, the coping skills of the child, age, gender and whether or not the child suffered physical or sexual abuse, as well. The scars from Domestic violence tend to last far into adulthood. Adults continue to suffer the consequences of a violent childhood, and society has to pick up the pieces. The cycle states that they are more likely to commit suicide, abuse drugs or alcohol, be unemployed, or commit violence against their own partners. And with this, their children continue the cycle with a new generation of victims and witnesses. Because the child is usually not included unless he or she has been physically inflicted by domestic violence, the problem continues. It is a challenge to demonstrate the need to address the effects on children witnessing domestic violence and begin to establish effective solutions. It is important for advocacy groups and programs to support and nurture the child and gives them a multidimensional, therapeutic program that addresses the whole child, not just the physical or the emotional. Conclusion Domestic violence is the single most frequent cause of injury to women between the ages of 15 and 44 (â€Å"Family Violence Prevention Fund Domestic Violence Fact Sheet,† www. endabuse. rg. ) Domestic violence shatters the lives of its victims and diminishes the quality of life for everyone in the community. It is the leading cause of homelessness for women and families. It also can be incredibly traumatic for children who witness it. Focusing on the victimization of the child and the impact it has on their lives both presently and long-term helps to create a more positive outcome for those involved. Intervention and proactive programs such as Lighted Pathways are a start to assist in the rebuilding of the child’s psyche. A child who has a support group and a unit that is stable and nurturing is more likely to flourish and thrive. Success depends on volunteerism, funding and community support. It is also imperative that education, advocacy and legislative progress is made for these youngest victims. The dilemma of domestic violence is still an epidemic that seems to be swept under the rug and the youngest victims tend to have the most silent of voices. Lighted Pathways intentions and purpose is to give voice to these victims, support their needs, and strengthen their lives.

Jane’s Asylum Memorandum and Elian Gonzalez Case Brief Essay

Question Presented Under the Immigration and Naturalization Service requirements for filing a petition for asylum in the U.S., can a relative submit an application on behalf of a minor? Short Answer No. Minors can submit a petition for asylum in the United States, because the Supreme Court feels that application for asylum cannot be made against the wishes of a parent, if the child lacks the mental capacity to request asylum. A third person cannot speak on the behalf of a minor because it is the right of the parent to speak on behalf of his child in the court. Statement of Facts Jane is 14 years old. She has Canadian citizenship and has no dual citizenship with any other country. Her father is a Canadian citizen and her mother is an American citizen. Her parents have been divorced for six years. Her father, John, has primary guardianship in Quebec. During the school breaks and holiday vacations, she lives with her mother, Anne, in New York. John is a high-level government minister, working on creating an independent French Canadian State. Under Canadian law, both Anne and John retained full custodial and parental rights following the divorce. Six months ago, Jane was living in New York during a school break. During the break, Jane telephoned her father asking to be allowed to return to Quebec. John advised her to stay the remainder of the break and try to get along with her mother. Two days later, at 6:00pm, Anne returned from work to find a message on her answering machine from Jane, saying that she was going to live with her uncle, Billy, in California. He is 21 years old. Jane’s message stated that she hated both of her parents and believed that neither of them cared about her at all. Her father received a similar message. Anne died on the way to the airport to catch up with Jane. Jane refuses to return to Canada. Billy wants to file an asylum petition with U.S. Citizenship and Immigration Services on Jane’s behalf since she is a minor. He claims that Jane is afraid to return to Canada due to propaganda issues. Jane claims that other rebellious children and adults who disagree with the goals of the government have been used for propaganda purposes Application The issue of asylum is not always easy and special notes are particularly made for asylum when it seekers involve minors. The United Nations General Assembly recognized and accepted international instruments and documents that contain provisions specifically relating to children. They recognize and promote the principle that children’s rights are human rights, and that children’s rights are universal. See, Universal Declaration of Human Rights, (1948)(e.g., Article 14 provides for the right to apply for asylum, Article 25(2) refers to the special care and assistance required for children). Pursuant to 8 U.S.C 12  §1158 (2004), any foreigner physically in the United States, irrespective of such alien’s status, may apply for asylum. The Secretary of Homeland Security or the Attorney General may grant asylum to any who have filed for asylum and has completed the requirements and followed the required procedures, Id.  § 1158(b) (1) (a). The next part of the issue is who can file for the minor. Jane would be classified as either a minor principal or an unaccompanied minor according to U.S. Citizenship and Immigration Services. The difference between the two is a minor principal is a person under the age of 18 when filing for asylum by one’s own right, as opposed to as a derivative family member on a parent’s or spouse’s asylum application. An unaccompanied minor principal applicant for asylum who is under 18 years of age and who has no parent or legal guardian in the U.S. who is available to provide care and physical custody. This definition encompasses separated minors, e.g., those who are separated from their parents or guardians, but who are in the informal care and physical custody of other adults, including family members. See, Homeland Security Act 6 U.S.C.  §279 (2002). The latter is better fitting in Jane’s case. Because she is under the age of 18, she left the care of her parent, has no living parent in the United States, and in the physical care of an adult family member. The last part of issue one is the filing an application for asylum be a child. .In Gonzalez v. Reno, 86 F. Supp. 2d 1167 (S.D. Fla. 2000), aff’d, the court found that a child with out mental capacity cannot file asylum against the wishes of parent. In Polovchak, the court concluded the minimum age of 12 was the lowest for the age of majority needed to distinguish the child’s asylum interests that different from those of their parents. Polovchak v. Meese, 774 F.2d 731 (7th Cir. 1985). Jane has a particular fear of being used, as propaganda, in a province political issue will not affect her age to form a political opinion. Matters pertaining to persecution of political opinions of a minor differing than those of a parent cannot be a rejection due to age. See, Civil v. INS, 140 F.3d 52 (1st Cir 1998); Matter of S-P, Int. Dec. 3287 (BIA 1996)(stating that the Ninth Circuit has recognized imputed political opinion as a ground for satisfying the refugee definition). In 1994, The United Nations High Commissioner for Refugees (UNHCR) stated, that children and adolescents are entitled to special attention because their needs, and their legal and social status, can be significantly different from those of adults, and from each other as well, due to age-related developmental differences†, Conclusion In conclusion, Jane’s uncle, Billy, cannot file for a petition for asylum on Jane’s behalf. Jane can seek and file a petition for asylum in the United States on her own. Since Jane is 14 years old, she has the mental capacity to file for asylum because the courts view mental capacity for petition of children asylum seekers be at the minimum age of 12. In addition, the claim of being used as propaganda tool to further her father’s actions to have the province become an independent from the Canadian government, allows Jane to have different political opinions of her father. Jane’s status would make her an unaccompanied minor. Her applicant status means that she is an applicant for asylum because she is under 18, has no parent or legal guardian in the U.S, has no legal parent living in the U.S., and is in the informal care and physical custody of an adult family member. It is my opinion that she would have successful results in seeking, filing, and receiving asylum in the U.S. CITATION: Gonzalez v. Reno, 86 F. Supp. 2d 1167 (S.D. Fla. 2000) FACTS: The parties to this case are Elian Gonzalez with Lazaro Gonzalez and Attorney General Janet Reno. Six-year-old Cuban national Elian Gonzalez became the focus of international attention five months ago, on November 25, 1999, when he was rescued by two Miami anglers who found him floating on an inner tube several miles off Fort Lauderdale. Elian was transferred to a United States Coast Guard vessel so he could be transported to a nearby hospital for treatment for dehydration and hypothermia. Elian’s mother, Elisabeth Brotons, drowned during the voyage from Cuba. The INS temporarily paroled him into the care of Lazaro Gonzalez, his great uncle, in Miami. On January 19, 2000, Lazaro Gonzalez, instituted this action as next friend, or alternatively as interim temporary legal custodian, of Elian Gonzalez, a six-year-old child, against the Attorney General, the Commissioner of the Immigration and Naturalization Service (â€Å"INS†), and other federal defendants. The complaint challenged the INS’s refusal to accept and adjudicate two asylum applications that Lazaro submitted with respect to Elian and an essentially identical application that bore Elian’s signature. On January 27, 2000, the government filed a motion to dismiss or, in the alternative, for summary judgment. The district court heard oral argument on the government’s motion on March 9, 2000. On March 21, 2000, the district court granted the government’s motion to dismiss or for summary judgment and dismissed the case. Plaintiff appealed. On April 19, 2000, this Court issued an injunction pending appeal, barring Elian’s removal from the United States during the pendency of this appeal ISSUE: 1. Whether the district court was correct in holding that Elian Gonzalez has no due process rights concerning the manner in which the INS considered the asylum applications filed on his behalf. 2. Whether the INS’s thoroughly considered and crafted approach to considering asylum applications submitted by a third party on behalf of a six-year-old child, against the express wishes of the child’s sole surviving parent. RULE: 1. An unadmitted alien cannot challenge decisions by INS officials with regard to their applications for admission, asylum, or parole on constitutional grounds 2. An application for asylum cannot be made against the wishes of a parent, if the child lacks the mental capacity to request asylum and a third person cannot speak on the behalf of a minor because it is the right of the parent to speak on behalf of his child in the court. ANALYSIS: The Court felt that the district court ruled correctly on its holding that Elian Gonzalez had no due process rights in the way the Attorney General considered the asylum applications submitted for him. The ruling on due process was found to lack merit because â€Å"aliens seeking admission to the United States . . . have no constitutional rights with regard to their applications†, Jean v. Nelson, 727 F.2d 957, 968 (11th Cir. 1984). Although the statute requires the existence of some application procedure so that aliens may apply for asylum, section 1158 says nothing about the particulars of that procedure, 8 U.S.C.  § 1158. The matter for decision is not up for the courts to decide but for the agency to enforcing the statute, in this case the INS, to choose how to fill such gaps. See Chevron, U.S.A., Inc. v. Natural Resources Defense Council, Inc., 467 U.S. 837 (1984), 104 S. Ct. at 2793 The second issue was who could actually speak for Elian Gonzalez. The INS Commissioner reached a decision that a six year old is too young to file an asylum claim on his own. It was therefore the job of the Attorney General Reno’s job to determine who should speak for the child, and she found that the father, Juan Miguel, should speak for the child. In Polovchak v. Meese, 774 F.2d 731 (7th Cir. 1985, the court concluded the minimum age of 12 was the lowest for the age of majority needed to distinguish the child’s asylum interests that different from those of their parents. Lazaro Gonzalez application for guardianship was not allowed because the matter was with immigration lending it to be a federal matter. CONCLUSION: The courts ruled that an alien seeking asylum has no constitutional right to do so, thus removing the power to assert a right to due process under the law. Since Elian was an alien, the Attorney General had full custody over his status. On the second point was could Elian through a third party bring an application for asylum on his behalf. Because Elian was only six years old, he lacked the legal capacity to file for himself. The court felt that only the father could speak for his child. Since the application for asylum was in direct conflict with his wishes, the court saw no reason to reverse the lower court decision therefore sending the child back to his homeland. Had Elian been at least 12 years of age and could articulate the reasons for his fear of being returned to Cuba

Phi-105 Week Five Checkpoint – Moral Character View Points

CheckPoint: Moral Character View Points PHI/105: Intro. To Philosophy Due Date: 10/05/2011 Instructor: Geth Allison Moral Character View Points Referencing week four discussion concerning moral character, one viewpoint my discussion group overall agreed upon including me is that habits develop from repeatedly doing something and can reflect on a person of good or bad moral character. For example, if a child was taught to say yes sir while growing up by the time he or she becomes an adult they have developed a habit of responding as yes sir without thinking twice because of saying it repetitively as they grew up, which can appear to be a reflection of a person with good moral character, although that is not always the case in my opinion. In contrast, a person of bad moral character also could have been taught as a child to respond as yes sir as they grew into an adult developing a habit, but overall his or her moral character is bad. In addition everyone agreed that habits, whether morally good or bad is formed from repetitiveness, which does not always result in the person being of bad or good moral character. On the other hand, quite a few classmates disagree on the viewpoint concerning habit and moral character being linked; as some of them argue that the two have no connection what so ever. In contrast, my perspective is that habit and moral character is connected to a certain extent based on the circumstances. For example, habits whether good or bad, are apart of every individuals moral character; I have a bad habit of purchasing shoes, although I do not need them, but I have a urge to purchase a pair or two if I go into shoe store. This is something I have been doing for as long as I can remember, but I must say it has gotten better because I intentionally stay out of the shoe store. Nevertheless, it is apart of who I am, that is, an individual with a shoe fetish, which I actually do not believe to be a bad habit, as most would say the opposite. But, â€Å"Does that make my moral character bad? † Not hardly; therefore I would say my viewpoint and those in opposition to it follows the modern form of ethical thinking because from a modern perspective the act of purchasing one, two, or how ever many pair of shoes repeatedly is not wrong it is something that I have a passion for, and does not result to anyone getting hurt.

Macbeth Summary †historical context and the main female roles Essay

* Macbeth was written around 1606 * King James I has recently honoured Shakespeare’s theatre company and so this play was a ‘thank you’ to him; o The story is made relevant to him as he had written a book on Demonology about witchcraft with many of his beliefs appearing in Macbeth. o He also claimed direct descendant of Banquo. o King James later had a medal struck of a snake concealed by flowers after the gunpowder plot on him as it showed deceitful concealment of that in Macbeth. * Women in the 17th century (1600’s) have had no rights and were inferior to men. o They were thought to be more misogynistic as well, implying that they were more susceptible to evil as well e.g. first sin. o They were to be obedient to father and husband and hostess to men so they couldn’t get a divorce & if divorced they would own property or land and would be frowned upon by society o Women had no power or education (Lady Macbeth is different; she can read & has power over husband and as queen) o Only access to throne by way of manliness – (Macduff stripped of his connections with weak womanhood as c-section birth) * Shakespeare takes the historical part of the story from a historian called Raphael Holinshed. In his chronicles, Lady Macbeth is only mentioned once. * The real Macbeth was a Scottish king in the 11th century who ruled after Duncan and is supposed to have been brave, honest and successful in conquering land. * The people of the era would have believed in the divine right of kings whereby a king was appointed by God and only God should have the power to kill him. Therefore the audience would have been appalled to her such a plot. * Witchcraft was very much believed in at this time and those who were thought to be a witch were burnt, hung and drowned as they where that dangerous. They thought they could control everything from the weather to the future and did the work of the devil. Those who didn’t believe would still have followed it for the purposes of the play. Lady Macbeth * She has an abnormal female identity as she is able to read Macbeth’s letter symbolising her power * Her domineering personality also breaks social standards and the witches prophecies display the power of woman’s sexuality * Macbeth and her have an equal relationship â€Å"my dearest partner of greatest† and knows that Macbeth isn’t ruthless enough and so she helps him murder â€Å"Shalt be what thou art promised† or â€Å"Hie, thee hither that I may poor my spirits in thine ear†. They are on the same wave length * Her decision to be ‘unsexed’ by evil turns her into more into a witch character over time than a character of masculine power. * Lady Macbeth is first shown to be stronger, more ruthless and more ambitious than her husband as she plots and persuades her way to the murder of Duncan. She dominates the first meeting showing Macbeth’s dependence on her and the ease that he submits to the plan shows his true ambition. â€Å"Look like the innocent flower and be the serpent under it† * She is pre-eminently cunning with a practical mind to plan the murder * She wishes that she were not a women so she could murder herself and her husband implies she is a masculine soul inhabiting a female body by linking masculinity to ambition and violence o Menstrual flow stop: womb equated to the womanly feelings of tenderness o Milk to gall: denies womanly instincts of birth and suckling child ( would bash in her own child’s head to gain her ambitions) – Antithesis of a maternal mother o Milk of human kindness while blood is masculine in bedchamber o She calls on darkness like her husband to hid the truth * She manipulates Macbeth by questioning his manhood as her ambitions of power have social constraints. He gives in by saying â€Å"I dare do all that may become a man; ho dares to do more is none† and â€Å"when you durst do it, then you are a man† * She is like a ‘serpent behind the innocent flower’ as she performs evil behind being a good hostess to Duncan where he even says â€Å"Fair and noble hostess, we are your guests tonight† while she plans the â€Å"Fatal end to Duncan under my battlements† – she plays the stereotypical women, the perfect mask to get away with murder. * She is very much involved with the murder as she drugs, leaves out the daggers & smears blood over the guards. She even says, â€Å"Had he not resembled my father as he slept, I had done it † which is a sign that she is human * She steadies her husband’s nerves (a little water clears us of this deed) issuing imperative language and commands over what he should do, but slips later into madness as she sleep walks later through the castle trying to get rid of an invisible blood stain – ambition affects her more strongly than Macbeth before so guilt haunts her more strongly afterward * She is partly responsible for the corruption of Scotland but from the point Macbeth murders the guards unplanned, she slowly slips out of the story * She is cool self-possession who is courageous enough to faint on the news of Duncan’s murder for her husband and dismiss him from the banquet. â€Å"False faith doth hide what do the heart does know† * Lady Macbeth gets queen which is what she wanted but isn’t any happier as her husband drifts away from her (asks permission of servant to speak to him and is left out of other murders as Macbeth wants her to be â€Å"innocent of the knowledge†) * Just before the banquet, Macbeth takes over as the dominant partner controlling their conversion and it taken Lady Macbeth’s last bit of strength to think of an excuse for Macbeth seeing Banquo’s ghost. It works at first relating back to her masculine coward argument against Macbeth but the second time the ghost comes back, Macbeth is in so much shock that he doesn’t give in to her. Lady Macbeth is then forced to call off the banquet without etiquette. On the plus side, Macbeth goes along with her excuse of his terrors showing their still is trust. * She is the complete opposite of Lady Macduff who is era standard woman who is a maternal mother & defends husband despite criticism over leaving them. Her death relates back to â€Å"Fair is foul and foul is fair† as it’s the good that suffer. The murder of her innocents may have put lady Macduff over the edge. * Once Macbeth goes away, Lady Macbeth starts to sleep walk and wants a light beside her as she sleeps as there is so much darkness inside her. This scene shows her at her most venerable with â€Å"Out damned spot† as she reiterates the whole murder. She uses irony of â€Å"Will these hands never be clean† and hyperbole of â€Å"all the perfumes in Arabia couldn’t sweeten this hand† which is a first for her logical mind. * She now says â€Å"what’s done cannot be undone† compared to â€Å"what’s done is done† strong minded opinion earlier in the story. * She apparently kills herself at the end as she can’t cope with the guilt and her character has no further need as Macbeth can’t face her as he sees what deeds they have done. * Macbeth feels that his life is now over because of her death as he uses a strong soliloquy saying â€Å"There would have been time for a word tomorrow† so he goes into battle to die a soldiers death. * The last words on her were from Malcolm saying â€Å"This dead butcher and his fiend like queen † which could be a biased opinion bit we don’t know how she actually died. * Her role in the story is vital but supplementary to the work of the witches in tempting Macbeth to evil as she is the one who Macbeth trusts and loves * The witches and her share similar features in that they lack in human empathy and are ambiguous beings e.g. witches have beards and Lady Macbeth wants to be unsexed. The Three Witches * Three â€Å"weird sisters† who are the first characters we meet in the play providing dark thoughts and unconscious temptations to evil with their supernatural powers as they play on Macbeth’s ambitions like puppeteers. * They have beards giving the impressions that they are neither male or female therefore unambiguous * Each worked with their own ‘familiar’ – an animal of transfiguration (Greymalkin & Paddock) * The witches appear in thunder and lightning as they control it. They speak in rhythmical paradox (rhyming couplets) â€Å"fair is foul etc.† which is echoed by Lady Macbeth and there appears to be an omen over the castle. * The witches plant the thought, Macbeth thinks it and Lady Macbeth waters it * The witches words are comical but a clearly the most dangerous characters as they act as independent agents toying with human lives and their prophecies are reports of the inevitable. * Their effects of temptation are shown in Macbeth as this great military hero is wrapped in a trance, sees visions, is unable to pray and suffers from fear before saying ‘I have almost forgot the taste of fears’ * They could be thought to have controlled Lady Macbeth in her insanity when she rubs at the â€Å"damned spot† as they could have been the ones who as she says â€Å"unsexed† her * Shakespeare leaves the witches well outside the limits of human comprehension and only implies stereotypes of the era for the characters * The witches help no one but themselves, even when Macbeth is helped by their prophecies; there are tricks within e.g. Birnam Wood coming to Dunsinane or being killed of a man not born of a woman. (Equivocation is the distortion of truth)