Analysis of Much Ado About Nothing Essay - 3681 Words

Analysis of Much Ado About Nothing Much Ado About Nothing illustrates a kind of deliberately puzzling title that seems to have been popular in the late 1590s (ex quot;As You Like Itquot;). Indeed, the play is about nothing; it follows the relationships of Claudio and Hero (which is constantly hampered by plots to disrupt it), and in the end, the play culminates in the two other main characters falling in love (Beatrice and Bena*censored*), which, because it was an event that was quite predictable, proves to be quot;much ado about nothingquot;. The pronunciation of the word nothing would, in the late 16th Century, have been noting, and so the title also apparently suggests a pun on the word, noting, and on the use of the word†¦show more content†¦This attitude is reflected in Shakespeare’s plays. For example, in Much Ado About Nothing, many f the characters have Italian names (Borachio, Claudio, etc.). This is also true of some of Shakespeare’s others plays such as The Taming of the Shrew, and Romeo and Juliet. Major Themes One of the major themes in Much Ado About Nothing centers around the question and battle between deception and reality. One first notices of the image of deception as we witness the masking and unmasking at the masquerade. In the play, most overhear discussions are deceptions. It is through eavesdropping that we see the true battle between deception and reality as we look at the subplots of Bene*censored* and Beatrice, Hero and Claudio, as well as the comedy of Dogberry and his crew. The relationship between Bene*censored* and Beatrice is one manufactured completely through deception on the behalf of their friends. Though the plot to unite them was planned, many of the problems that arose were because of things that were overheard accidentally or on purpose. In Act II, Scene 3 Bene*censored* is deceived into thinking that Beatrice loves him because of the speech in the garden between Leonato, Claudio, and Don Pedro. Bea trice is sent to fetch Bene*censored* for dinner, and Bene*censored* notes some marks of love in her[Beatrice], (240-241) and he decides to take pity upon her and return her love. In Act III, Scene 1 BeatriceShow MoreRelatedMuch Ado About Nothing Analysis1387 Words   |  6 Pages Much Ado About Nothing Analysis Beginning in 15th century Messina in the aftermath of a war, the play opens with the army of Don Pedro of Aragon arriving in the country and being welcomed by Leonato, Messina’s governor. Count Claudio, hero of the war, falls in love with Leonato’s daughter Hero at first sight, and Don Pedro promises to woo Hero for Claudio. Don John, Don Pedro’s brother who is resentful of both Claudio and Don Pedro for defeating him in the just-ended war and himself being a bastardRead MoreMuch Ado About Nothing many events dealing with gossip, perplexion, and rumors. In the 1993 film900 Words   |  4 PagesMuch Ado About Nothing many events dealing with gossip, perplexion, and rumors. In the 1993 film version, mainly emphasizes on the confusion that the characters have. In Shakespeare’s day, the â€Å"nothing† would have been pronounced as â€Å"noting† meaning gossiping. Claudio questions, â€Å"Didst thou note the daughter of Leonato?† to whic h Benedick responses, â€Å"I noted her not, but I looked on her.† He at that juncture initiates to sort jokes about her look. It is a stimulating argument since Claudio claimsRead MoreA Comparison Between the Plots of King Lear and Much Ado about Nothing910 Words   |  4 Pagescloser look at the plots of King Lear and Much Ado about Nothing. There are both similarities and differences in King Lear’s and Much Ado about Nothing’s plots in the rising action, climax, and resolution. Initially, There are both similarities and differences in King Lear’s and Much Ado about Nothing’s plots in the rising action. In both cases, you aren’t given much time upon beginning until situations start to escalate. Now, before I say anything about King Lear’s plot, I’d like to point out thatRead MoreWilliam Shakespeare s Much Ado About Nothing3289 Words   |  14 PagesSection One Title Analysis: As an author, William Shakespeare had titles ranging from the light at heart and ethereal to the rigid and formal. The title, Much Ado About Nothing, is one such title that fits very neatly into his light at heart category. However this doesn t mean that the title doesn t reflect the story as in Shakespeare s other plays. His light at heart stories have titles that are just as reflective as his more serious titles. The title is an obvious indicator of the story thatRead More Much Ado About Nothing Essay: Effective Use of the Foil1025 Words   |  5 PagesEffective Use of the Foil in   Much Ado About Nothing      Ã‚  Ã‚   In The Marriage of Heaven and Hell, the famous British poet William Blake wrote that without contraries there is no progression - Attraction and repulsion, reason and imagination, and love and hate are all necessary for human existence (Blake 122).   As Blake noted, the world is full of opposites.   But, more importantly, these opposites allow the people of the world to see themselves and their thoughts more clearly.   For, as BlakeRead More William Shakespeares Presentation of the Two Pairs of Lovers in Much Ado About Nothing 1857 Words   |  8 PagesWilliam Shakespeares Presentation of the Two Pairs of Lovers in Much Ado About Nothing Much Ado About Nothing would have been pronounced Much Ado About Noting in Shakespeares time. Noting would infer seeing how things appear on the surface as opposed to how things really are. This provides an immediate clue as to how the play and the presentation of the story of the two pairs of lovers would be received by an audience of the time, livingRead MoreAnalysis Of The Book Much Ado About Nothing 2573 Words   |  11 Pages In the book Much Ado About Nothing, the author Shakespear, introduces to the audience a woman named Beatrice who is not afraid to speak her mind. Through her lengthy lines and her witty tongue, the audience can see that, Beatrice is nothing like any other female characters. Beatrice is extremely free-spoken and is not afraid to use her sharp tongue. It is evident that, Beatrice is holding back her feelings from Benedick to protect her heart; her verbal abuse is a humor mask that hides how sheRead MoreMuch Ado About Nothing Individualism Analysis1380 Words   |  6 Pages Much Ado About Nothing, written by William Shakespeare, sheds light on individualism. Individualism is the habit or principle of being independent and self-reliant. Individualism philosophies are the moral stance, political philosophy, ideology, or social outlook that emphasizes the moral worth of the sole individual. William Shakespeare was an English poet and playwright, and was considered one of the greatest w riters in the English language, of all time. Still to this day, Shakespeare has hisRead MoreBenedick’s Soliloquy Analysis- Much Ado About Nothing Essay1190 Words   |  5 PagesBenedick’s Soliloquy Analysis In the play of Much Ado About Nothing, the characters of Benedick and Beatrice have a love-hate relationship. On the surface, it appears that their relationship is built on a war of wits and insults. However, in Benedick’s soliloquy, the reader discovers that at the core of their insults actually lie the true feelings of love. It is also apparent that Benedick even sees loving each other as a competition, in that he wants to love her to a point of outdoing her loveRead MoreCharacter Analysis Of Beatrice And Benedick In Much Ado About Nothing1166 Words   |  5 Pagesthe first part of their conversation, Beatrice alludes that they have had some sort of past connection and Beatrice needs some reassurance from Benedick about their relationship.   Eve Best and Catherine Tate play Beatrice and Charles Edwards and David Tennant play Benedick in William Shakespeare’s play Much Ado About Nothing, a well-known comedy about love, drama, and gossip. Beatrice is a friendly wo man who has a quick wit. She gives the impression of not wanting to get married throughout the play

Child Abuse and Maltreatment Free Essays

â€Å"Nearly five children die every day in America from abuse and neglect,† according to Every Child Matters Education Fund (as cited by The National Children’s Alliance, 2009). This goes to show that child abuse is a major issue in today’s modern society. In fact, statistics show that there are over 3 million reports of child abuse each year in the United States alone (â€Å"National Child Abuse Statistics,† n. We will write a custom essay sample on Child Abuse and Maltreatment or any similar topic only for you Order Now d. ). While the definition of child abuse and neglect changes from state to state, it is defined by The Federal Child Abuse Prevention and Treatment Act (CAPTA) as, at minimum: Any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation; or an act or failure to act which presents an imminent risk of serious harm. (â€Å"What is Child Abuse and Neglect? † 2008) Most states have also recognized four major types of abuse in which children may experience. It is very common for serious problems to arise from child maltreatment, and tend to cause long-term traumatization. When it comes to dealing with children in court who have been exposed to abuse, special precautions and procedures must be taken into account. All of these topics help to lend some insight as to how serious the issue of child abuse truly is in today’s society. To begin with, the four major types of child maltreatment are: neglect, physical abuse, sexual abuse, and emotional abuse. Neglect occurs when a parent, guardian, or other caregiver fails to provide for the basic needs of their child such as feeding them, offering shelter, getting them medical attention, providing the child with an education, or ignoring the child’s emotional needs. Physical abuse takes place when someone such as a parent, guardian, or other caretaker intentionally causes physical harm to a child in various ways such as punching, kicking, biting, beating, stabbing, shaking, throwing, hitting, or choking. Sexual abuse includes different activities such as rape, sodomy, incest, indecent exposure, exploitation through prostitution or the production of pornographic materials, or fondling a child’s genitals (â€Å"What is Child Abuse and Neglect? † 2008). While boys and girls do face fairly equal amounts of physical abuse and neglect, it is four times more likely for a girl to experience sexual abuse than a boy (Bartol ; Bartol, 2012, p. 379). According to CAPTA, sexual abuse is defined as: the employment, use, persuasion, inducement, enticement, or coercion of any child to engage in, or assist any other erson to engage in, any sexually explicit conduct or simulation of such conduct for the purpose of producing a visual depiction of such conduct; or the rape and in cases of caretaker or inter-familial relationships, statutory rape, molestation, prostitution, or other form of sexual exploitation of children or incest with children. (â€Å"What is Child Abuse and Neglect? â⠂¬  2008) Lastly, emotional abuse is described as acts or behaviors which negatively affect a child’s sense of self-esteem or self-development. This can be caused from constant criticism, rejecting the child, threatening them, or withholding love, guidance, and emotional support. However, it is very difficult to prove that a child has been emotionally abused without evidence of harm or mental injury. (â€Å"What is Child Abuse and Neglect? † 2008). Out of all these different types of maltreatment, neglect is by far the most common. According to the U. S. Department of Health and Human Services (2010), â€Å"over two-thirds (70%) of maltreatment victims experience neglect. About 15% are physically abused, and 9% are sexually abused. Only 7% reportedly are emotionally abused, a figure that is probably greatly underestimated† (as cited in Bartol ; Bartol, 2012, p. 378-379). While these four types of child maltreatment are the most common, there are several other well-known examples of child abuse as well. According to Emery and Laumann-Billings (1998), â€Å"an estimated 1,200 to 1,500 young children are murdered each year by a parent or other person,† (as cited in Bartol ; Bartol, 2012, p. 380). This form of infant abuse is known as infanticide, or the killing of an infant up to two years of age (Bartol ; Bartol, 2012, p. 80). According to data from the National Child Abuse and Neglect Data System (NCANDS), children younger than 1 year accounted for 46. 2% of child fatalities in 2009 (as cited in the Child Welfare Information Gateway, 2011). Infanticide can be broken down further into two terms, neonaticide and filicide, depending on how long after birth the child was killed. For example, if a new-bo rn baby is killed within 24 hours after his birth, it would be neonaticide. If the child is killed after he reaches the age of one year, it would be filicide. These two terms exist because of the substantial differences between mothers who commit neonaticide and those who commit filicide. Shaken baby syndrome is another form of child abuse in which the parent, guardian, or caretaker shakes the baby so hard that serious brain damage occurs (Bartol ; Bartol, 2012, p. 383). Several common symptoms of shaken baby syndrome are seizures, inability to lift head, difficulty breathing, difficulty speaking, blindness, lethargy/decreased muscle tone, extreme irritability, or inability of eyes to focus or track movement (â€Å"The National Center on Shaken Baby Syndrome,† n. . ). In some cases, death may even occur. According to Russell (2010), â€Å"of those children diagnosed with SBS, about 30% die as a result of their injuries, and only 15% survive with no lasting effects (as cited in Bartol ; Bartol, 2012, p. 383). Not only are children affected while the maltreatment is happening, but the memories of the abuse can have negative consequen ces for children, families, and society that last lifetimes, if not generations. First of all, a person’s physical and mental health could be negatively affected. For instance, adults who have been physically abused or neglected are more likely to be suffering from asthma, arthritis, high blood pressure, bronchitis, and many more. Some mental effects of abuse could be a mental disorder, depression, isolation, fear, an inability to trust, anxiety, and so on. Additionally, people who have been abused in the past have much higher chances of committing violent crimes and becoming juvenile offenders (â€Å"Long-Term Consequences of Child Abuse and Neglect†, n. d. ). According to English, Widom, ; Brandford (2004), â€Å"a National Institute of Justice study showed that abused and neglected children were 11 times more likely to be arrested for criminal behavior as a juvenile, 2. 7 times more likely to be arrested for violent and criminal behavior as an adult, and 3. 1 times more likely to be arrested for one of many forms of violent crime (juvenile or adult),† (as cited in â€Å"Long-Term Consequences of Child Abuse and Neglect†, n. d. ). Additionally, adults who were abused by their parents when they were kids are very likely to abuse their own kids. A lot of people who faced abuse are also very likely to have problems with drug abuse in their future (â€Å"Long-Term Consequences of Child Abuse and Neglect†, n. d. ). Suicidal thoughts and attempts to commit suicide are also very common among victims of child abuse. Lastly, child maltreatment is very expensive for society. These costs include direct costs which are the costs associated with the immediate needs of the abused and neglected child, and indirect costs which are the costs associated with the longer term and the secondary effects of child maltreatment. Some examples of direct costs would be hospitalization, child welfare, law enforcement, chronic health problems, and is estimated annually to cost over 24 million dollars. Some examples of indirect costs would be special education, adult criminality, juvenile delinquency, mental health, health care, and the estimated annual cost is around or over 69 million dollars. Together, the total of the direct and indirect costs for people who have suffered from child abuse can be around 90 million to 100 million dollars yearly (â€Å"Chapter Six: What Are the Consequences of Child Abuse and Neglect? n. p. ). Finally, special procedures and precautions must be taken when dealing with abused children in the courts. This is where the forensic psychologist may become involved. Some of the issues the forensic psychologist may be involved with is figuring out the most appropriate procedure for taking the child’s testimony, finding out under what conditions would a child’s out-of-court statement (hearsay) be admissible, figuring out if the child is competent enough to provide an accurate testimony in the court of law, and if abuse or neglect occurred, and if so, who is responsible. The first issue is very important because it is very common for the child to be under enormous duress in the presence of the defendant, or the child’s possible abuser. The child is under even more pressure if they have to testify against their own parent or guardian. According to Partlett and Nurcombe (1998), The child is notoriously vulnerable while giving evidence against abusers, especially parents, when proof of the charge will result in separation. Many children are highly susceptible and subject to recantation when faced with the reality of parental separation (as cited in Bartol ; Bartol, 2012, p. 91-392). In order to solve this issue, many states have made and passed recent legal rules which limit the defender’s confrontation with the child by allowing the child’s testimony to be taken through closed-circuit TV, or another room. Another tricky part of abused children and courts is the child evaluation. When evaluating the children, the clinicians have to be very careful and have to be very sensitive and skillful to a wide range of factors. The evaluator should also try to avoid tating their personal opinions when with the child. K. S. Budd, Felix, Poindexter, Naik-Polan, and Sloss (2002), report that Clinicians may be asked to assess the child’s developmental or emotional functioning and needs, the effects of maltreatment on the child, the risk of harm should the child be united with his or her parents, the impact of separation from the biological family on the child’s functioning, or the advantages and disadvantages of potential visitation or placement options (as cited in Bartol ; Bartol, 2012, p. 80). Lastly, in some cases it may be necessary for the courts to appoint someone to represent the child such as a guardian ad litem (GAL), to represent the child’s best interests or if the child cannot do so by themself. Two responsibilities of the child’s GAL is to get a clear understanding of the situation a nd the needs of the child, and to make recommendations to the court concerning the needs of the child (â€Å"Representation of Children in Child Abuse and Neglect Proceedings,† n. p. ). Overall, child abuse is a serious issue in today’s society. â€Å"In 2009, Children’s Advocacy Centers around the country served over 254,000 child victims of abuse, providing victim advocacy and support to these children and their families. In 2010, this number was over 266,000† (National Children’s Alliance, 2010). Everyday children are exposed to child abuse and everyday children die from it. Will there ever be a day when children don’t have to be afraid of the abuse? Probably not; and that is the twisted society in which we live today. How to cite Child Abuse and Maltreatment, Essay examples

Points of referral to meet the needs of the learners free essay sample

I would ensure the course documents take into consideration the individual needs of the learner. E. g. Initial Assessment, Scheme of work, ILP and APL †¢ Provide a suitable learning environment conducive to learning with regards to layout and accessibility. I would include varied styles of learning throughout the teaching. †¢ Ensure the booking form has sections included to highlight any special needs. †¢ I would provide teaching resources that are accessible for all learners. I would do my upmost to include provision to ensure learners that may require additional resources have access to the information and the resources. Delivery I would introduce during the learner’s induction information and discussion on equality and diversity, including policies, complaints procedure etc. Setting appropriate ground rules with learners during induction. Ensure appropriate assessment methods used for all learners. I would insist on appropriate and sensitive use of language and would challenge the inappropriate use of language. We will write a custom essay sample on Points of referral to meet the needs of the learners or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I would ensure materials and topics are presented in ways that are sensitive to equality and diversity I would ensure discussion and comments within the learning environment are managed to ensure learner language is appropriate and non-discriminatory. Language I use is non-discriminatory and appropriate I would ensure that any assessment was fair and would not discriminate against any learner Ensure diversity is included within my teaching – making reference and using examples from a variety of cultures, religions etc. How you communicate with learners (make sure they can understand – use appropriate vocabulary and terminology, ensure your comments will not be taken as discriminatory or offensive, check that your body language is appropriate); The resources you use (consider whether they could be viewed as discriminatory or stereotypical and that are they suitable for the learners’ needs)The teaching methods (make sure all learners can participate  and that the methods are varied and support all learning styles). The environment (gives learners opportunities to establish working relationships effectively, ensure everybody is being included, check that the room is accessible and safe especially for people with sensory disabilities or lack of mobility). Inclusive teaching Inclusive teaching and learning is only possible when equality and diversity policies are positively promoted. Inclusion means that learners’ needs (and an individual learner may have more than one need) are appropriately met to enable full participation in the learning process. Inclusive practice relies on a range of differentiation strategies which could include some of the following: additional classroom tutor support (or learning support assistant), adapted or specific resources, peer support; varied presentation; content selection; reducing or increasing time for activities or expected output. Consider the scenarios below and think about the inclusive strategies that would be needed to support the learners. Points of referral Although inclusion is about supporting learners’ needs, it is not always possible for teachers to do this without support themselves. You should be aware of the limits of your responsibility and know when and where to access support both for yourself and your learners. If you have a line manager, he or she should be your first point of contact for referral. If you have team meetings or contact with other teachers, your colleagues may also be able to help through their own previous experiences. Support may be available in your own organisation, through a learning support department or from Skills for Life specialists. Some organisations have specialist resources for supporting disabled learners or may be able to provide a learning support assistant.