Shakespeare relationships between men and women in Romeo and Juliet and Much Ado About Nothing Essay Example

Shakespeare: relationships between men and women in Romeo and Juliet and Much Ado About Nothing Paper Shakespeare’s plays present the relationships between men and women in various ways, as for example, Benedick is a supposed tyrant to women, while Romeo, a member of the Capulet household, is deeply in love with Juliet. Shakespeare makes the audience focus on how men and women portrayed themselves to society in the Renaissance period. Men and women in modern society are analogous to the men and women in Shakespeare’s plays as they use trickery, deception and secrecy throughout the plays to attempt to achieve a goal that inevitably interferes with the lives of others. However we can see that things have changed in society as Shakespeare’s time was predominantly patriarchal, not meritocratic. For example Hero, ironically named, is a very shy and weak woman who is the daughter of Leonato, whilst Beatrice is an exception to the typical patriarchal paradigm; she is noisy, sharp-tongued and greatly opinionated – she isn’t afraid to contradict Benedick. This essay will discuss the portrayal of men and women and their relationships in Much Ado About Nothing and Romeo and Juliet. * At the beginning of Romeo and Juliet â€Å"Two households, both alike in dignity† shows that there will be a comparison of the men and women in two families which may possibly lead to a feud. In the renaissance period status was very important, and Shakespeare’s plays typically emphasized that as the audience at that time approved of it. The houses hold an â€Å"ancient grudge† which implicitly reiterates the idea of conflict occurring throughout the play. â€Å"Star-crossed lovers† suggest that there will be a great sense of romance throughout the play as a man and woman are destined to be together – â€Å"star crossed† which means, literally, against the stars (stars were thought to control people’s destinies). We will write a custom essay sample on Shakespeare: relationships between men and women in Romeo and Juliet and Much Ado About Nothing specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shakespeare: relationships between men and women in Romeo and Juliet and Much Ado About Nothing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shakespeare: relationships between men and women in Romeo and Juliet and Much Ado About Nothing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Also, â€Å"Do with their death bury their parents strife,† suggests that these lovers will mend the quarrel between their families by dying. This is dramatic irony as the audience at that point would be aware of the inevitable fate of the main characters. It is evident that throughout the play there will be death and perhaps even a tragedy that will split the lovers apart – the rhyme of the prologue splits from â€Å"†¦death-markd love† which may literally refer to the splitting of Romeo and Juliet in the play through death. Keeping in mind that they were Catholics, they would believe that marriage did not exist in Heaven. Additionally the prologue is written in the form of a Sonnet, which generally relate to death and consists of 14 lines written in iambic pentameter. * * Unlike Romeo and Juliet, the opening of Much ado about nothing is written in prose as all the characters have equal parts. For example in act one, scene one, the two most witty characters, Benedick and Beatrice, insult each other throughout the first scene, but they’re both â€Å"balanced† in their act of doing so; neither ever lets the other say anything without countering it with a pun or criticism. Beatrice is a strong woman who isn’t afraid to speak her mind to Benedick. For example, â€Å"Scratching could not make it worse an ’twere such a face as * yours were† shows that Beatrice finds Benedick to be ugly superficially, but there is a sense of uncertainty as to if she truthfully meant that as â€Å"I know you of old† suggests that they were in a past relationship, and that she cared for him. Also, the men speak to each other with respect, and we can see this from how they address each other. For example Don Pedro calls Leonato â€Å"Good signor Leonato† and â€Å"My grace†. Once again, this is because society at that time was patriarchal and Shakespeare’s audience would’ve included men of high status that would’ve addressed each other in that manner. * * At the start of Romeo and Juliet the servants are quarrelling over women in the Montague household and this is humorous for the audience. We see what the servants think about the men and women in the play. For example Sampson refers to the women as â€Å"maidenheads† as he thinks of them as only objects – virgins in this case. Additionally Sampson says he will â€Å"Thrust the maids to the wall†. This portrays men as being in complete control of the women, both mentally and physically. â€Å"Thrust† creates imagery of force and aggression while also referring to a sexual innuendo. This is unsettling to the audience, but also evokes humour. Sampson also refers to women as the â€Å"weaker vessels† which implies that women are not seen as equals to men from the perspective of the Capulet servants – this is because Shakespeare wrote the play in a patriarchal era – men were seen as the â€Å"bosses†. The servants establish a very rough and unsettling atmosphere as they show no concern for how the women would hypothetically feel if they were to be raped. For example â€Å"Me they shall feel while I am able to stand†¦Ã¢â‚¬  shows that the men are only concerned about the sex, regardless of how the women would feel about it. This reiterates the concept of men being in control – their love is only physical and uncaring. * * In Romeo and Juliet, the way women are spoken about in act one, scene five, is different to the way the Capulet servants spoke in the first scene as for example Romeo uses words such as â€Å"Tender† and â€Å"Lips† to Juliet to show his affection for her; these words also create imagery of kissing in the audiences’ mind which refers to love and caring between the two characters. Compared to the language used by the servants, the language used between Romeo and Juliet is an extended Christian metaphor. â€Å"This holy shrine, the gentle sin is this†¦Ã¢â‚¬  is said by Romeo as the language has a religious overtone to it – their love can only be described through the vocabulary of religion, that pure association with God. â€Å"Good pilgrim† is another reference to how their conversation is holy and pure. This is because the love they share for each other is destined in the eyes of God as they were to believe it. Also, when Romeo and Juliet meet they say 14 lines that make up a shared sonnet Shakespeare ingeniously captured the relationship between Romeo and Juliet through the use of a sonnet as they can relate to love, therefore fitting perfectly into this context. * * Once Romeo has left Juliet at the Capulet mansion, he goes to find the Friar so that they can marry. The language changes at this point in the play as the Friar speaks in blank verse as Shakespeare uses this technique to signify that he’s speaking about love, as well as the fact that the Friar is of high status, therefore he would speak in blank verse. Shakespeare uses rhyme such as ‘eye and lie’ to emphasize key words. In addition to this the Friar speaks in couplets which relates to Romeo and Juliet being a couple in love. The language used by the Friar is very religious as for example â€Å"saint† and â€Å"heaven† are used as it fits appropriately to his job as he’s a man of God, as well as the fact that Romeo is wanting to get married.* * In act three, scene five, the Capulet family discuss the marriage of Juliet. Her parents describe Paris as â€Å"gallant† and a â€Å"noble gentleman† as they are trying to persuade Juliet to marry him. Paris is intentionally addressed in this manner as he is of high status, and that made him significant and important to society. Dramatic irony is created for the audience as they’re aware that Juliet is married to Romeo, but her parents are not. It is assumed that Juliet will be happy at the thought of marriage, however she is in love with Romeo and is instead displeased. We can see this from â€Å"He shall not make me there a joyful bride†. Additionally, even more irony is added to the scene as Juliet states â€Å"It shall be Romeo, whom you know I hate† which shows she is lying to her parents as she is obviously in love with Romeo, and is already his wife! Nevertheless she goes onto say that she would not be full of joy if she marries Paris. This results in her father calling her a â€Å"minion† (low status) and â€Å"Out, you green sickness, carrion† as he does not approve of Juliet’s refusal to marry Paris. â€Å"To go with Paris to Saint Peter’s Church, or I will drag thee on a hurdle thither† shows that Juliet is still a woman in a male-dominated world, and that she cannot go against her father because it just simply wasn’t accepted as society was patriarchal. Her father becomes very violent and the relationship between Juliet and him is weakened as even the thought of disobeying her father’s wishes causes him to feel great anger and hatred as he cannot comprehend why she would not listen to him; it simply would not make sense to a man of his status and mentality as he would assume that Juliet must listen to him as she is a women, not a male, and not of status equal to him. * * In act four, scene one, the marriage scene in Much Ado About Nothing has similarities with the marriage theme in Romeo and Juliet as both females (Juliet and Hero) are virtually being forced to get married. The relationship between men and women, in this case Claudio and Hero, is weakened as Claudio addresses Hero as a â€Å"Rotten orange† which creates imagery of an orange that is sweet superficially, but is rotten on the inside. Claudio also refers to her as â€Å"cunning sin† which implies Hero as being a trickster and an evil thing which emphasizes his rage and emotions at that time. Claudio addresses Don Pedro as â€Å"Sweet Prince† as he is of high status, but also to emphasize the fact that the prince sides with him. Moreover the relationship between Leonato and Hero is damaged as he states â€Å"Does anyone have a dagger for me?† as if he was wanting to commit suicide at this supposed act of betrayal from Hero. Ultimately this whole scene is dr amatic irony as the audience are aware that Hero is still a virgin and Don John is the culprit. * * Following the tense marriage scene where Claudio has dumped the ironically named Hero, the audience first see Beatrice and Benedick declare their love for one another, however the scene also serves to show the powerless nature of women in the Renaissance period that was predominantly patriarchal. For example â€Å"I will die a woman grieving† said by Beatrice shows that she is unable to take revenge against Claudio as she is not a man. â€Å"O that I were a man† shows that women in that time were weak and that Beatrice would kill Claudio if she was a man. â€Å"I would eat his heart in the market place† produces strong imagery in the audiences’ mind which makes them feel the hatred Beatrice has towards Claudio. â€Å"In the market† tells us that she isn’t concerned about what others would think, she just wants revenge; a great sense of irony as the foundation of society at that time was built on aristocracy and Beatrice purely wants reven ge, regardless of the consequences it may have on her status. * * In act two, scene one, in Much Ado About Nothing we are provided with Beatrice’s view of men. She says â€Å"he that hath a beard is more than a youth†¦ and he that is less than a man, I am not for him† which suggests that the age of the man is irrelevant, she doesn’t want any man. Also Leonato says that he hopes to see her get married one day, and she replies with â€Å"Not till God make men of some other mettle than Earth†. The key word is â€Å"Earth† as God formed men from the dust of the ground and all men were created by God as it was believed at that time ergo she is saying that no man will ever gain her hand in marriage. In addition to this, Benedick refers to Beatrice as â€Å"sweet Beatrice† as he is now in love with her, but there is no evidence of her referring to Benedick as anything of the same, therefore this may imply that she is still uncertain about feelings towards Benedick. * * * Later on, at the Masquerade ball, Beatrice and Benedick encounter each other (Benedick wearing a mask) and Beatrice describes Benedick as â€Å"The prince’s jester† to intentionally insult him as she is quite aware that Benedick is wearing a mask. This is humorous for the audience as a sense of dramatic irony is brought forth as Benedick doesn’t realise that Beatrice knows it’s him. Beatrice is teasing Benedick in some manner because she is aware of what would irritate him and get his attention on her – in this case it’s humiliating him. Moreover, it appears as if the men and women in both plays have a tendency to create conflict where it is not necessary as they want to achieve something. In Much ado about nothing it’s Benedick and Beatrice and their battle of confused love and hate (predominantly at the beginning), while in Romeo and Juliet it’s a much larger conflict between the Montagues and Capulets. * * At the end of Romeo and Juliet the Friar reveals his role in the cause of their deaths. He speaks in blank verse as it discusses the love between Romeo and Juliet. The language he uses is strong and emotive as he uses words like â€Å"desperate† and â€Å"violence† as they emphasise how difficult the love between Romeo and Juliet was because of the feud between their families. Additionally, he speaks formally and with respect as it shows that he’s of high status and that he’s discussing the terrible tragedy with a great sense of guilt as he is a man of God. * * Finally, at the end of the play, the Montagues and Capulets are very empathetic towards each other as they have lost their offspring, and as a result of this their relationship is much friendlier. Evidence of this can be seen from â€Å"For I will raise her statue in pure Gold† said by Montague; gold is a very precious and expensive metal so it implies that they are showing great respect towards the Capulets as they are offering them a tribute to their daughter. Likewise, lord Capulet insists that he will raise Romeo’s likeness in gold beside hers. Ultimately, there is now a grand irony in the relationship between Romeo and Juliet as through their deaths, they have created the world that would have allowed their love to live. Romeo and Juliet’s deaths are tragic, but this tragedy was fated: by the stars, by the violent world in which they live, by the play, and by their very natures. From the prologue the audience want this death, this tragedy. At the playâ⠂¬â„¢s end, we do not feel sad for the loss of life as much as we feel greatly wrenched by the incredible act of love that Romeo and Juliet have committed as monuments to each other. * * Somewhat similar to the end of Romeo and Juliet, the ending of Much Ado About Nothing results in the renewal of the relationship between Benedick and Claudio as the two of them are now pleased to be relatives. Evidence for this can be seen from â€Å"come, come, we are friends†. However, not all the relationships end up so happily: â€Å"Prince, thou art sad, get thee a wife, get thee a wife† is said by Benedick to Don Pedro. This order serves partly as a joke, but it contains a drop of melancholy. Perhaps Don Pedro really is sad—an idea that seems even more probable when we recall his light-hearted, but perhaps not entirely joking, proposal to Beatrice, in Act two, scene one, and her gentle rejection of it. As so often happens in Shakespeare’s comedies, it seems as if somebody must be left out of the circle of happiness and marriage. Additionally the relationship of Don John is much more alienated from the nobles – at the end of the play we are left only assuming what is going to happen – this serves to satisfy the audience as they can create their own endings without truly ever knowing what was going to happen. * Overall, from the emotive struggle between Romeo and Juliet, the endless feud between Montagues and Capulets, the lies that created conflict for Claudio, and the tricks that caused Beatrice and Benedick to fall in love, Shakespeare, through his plays, has demonstrated the complexity of what happens when love and deception coincide in patriarchal societies.

Critical Thinking Class Essay

Critical Thinking Class Essay Free Online Research Papers Every once in a while a class has the opportunity of going on a field trip. A field trip’s purpose is to expand learning that the students are already learning about. A teacher can expand on what the students saw by incorporating new learning into current lesson plans. Upon returning from a field trip, students are usually excited about what has transpired during the trip. Having the students complete a paper, right after returning if time permits, explaining what they thought to be interesting will give them something constructive to do. Also letting the students pick the topic of what they are interested in, will give them an opportunity to explain about something that they paid attention to. According to Smith Kosslyn, the amount of attention given to information when presented is very important (2007). When children are interested in a subject, they are more likely to pay more attention to that information relating to that subject. Getting children outside of the normal classroom environment will also give them an opportunity to become more interested in the information. Letting the students pick a topic they were interested in will give them an opportunity to write about something that they paid attention to. The more attention is given to information, the more memory is stored. Encoding is â€Å"the various processes by which information is transformed into a memory representation† (p.202). Giving students memories on a field trip will help them to â€Å"encode† more information, and therefore create meaningful learning. According to the Center for Advancement in Teaching in order to create long-term memory, a student needs to have a working memory first (Everson Hammer, 2005). Information is brought in by sensory memory that gets transferred to working memory. Then the working memory gradually becomes long-term memory. Periodically, the long-term memory needs to be pulled out into working memory in order for the information to stay as long-term memory (2005). A student’s chance at creating a working memory is increased when they are able to elaborate on what they have learned. Elaboration is when information is interpreted, connected to other information, and then is thought about over and over (Smith Kosslyn, 2007). An article from Barbara Knowlton and Larry Squire raises the question of what kind of memory supports category level knowledge (1993). It seems that category knowledge is entered through sensory memory. The different pieces of information are represented by some form of memory that later becomes long-term memory (Smith Kosslyn, 2007). These representations are gradually turned into categorical knowledge. Every piece of information is put into a category that has similar traits, but not all the same traits (2007). Long-term memory can turn into meaningful learning that can be used to apply in life. By having students elaborate on what they have learned on a field trip, they are using their working memory. The information can be applied to long-term memory by representing a memory. Smith and Kosslyn also talk about strategies that increase meaningful learning. The generation effect is the concept that â€Å"you are more likely to remember the information you retrieve or generate than information that you simply receive† (2007, p.209). Using flashcards is a good example of using the generation effect of remembering information. Having a student generate information through writing an assignment is also a good example. The more a student generates information in the mind, the more they are likely to remember that information. Reference: Barbara J. Knowlton, Larry R. Squire (Dec 10, 1993). The learning of categories: parallel brain systems for item memory and category knowledge. Science, 262, n5140. p.1747(3). Information retrieved December 14, 2008, from Expanded Academic ASAP via Gale: http://find.galegroup.com/itx/start.do?prodId=EAIM. Center for the Advancement of Teaching, Bart Everson, Elliott Hammer, 2005. Information retrieved December 13, 2008 from http://cat.xula.edu/thinker/memory/longterm/. Edward E. Smith, Stephen M. Kosslyn (2007). Cognitive Psychology Mind and Brain. Upper Saddle River, NJ: Pearson Prentice Hall. Research Papers on Critical Thinking EssayDistance Learning Survival GuideStandardized TestingDeveloping a Computer Network for Bead BarThree Concepts of PsychodynamicYear Round SchoolingCo-Educational vs. Single Sex SchoolsThe Mechanics of Grading Grading SystemsExempt vs Non-Exempt EmployeesProbation OfficersEmployment Law Essay

3 Reasons Authors Shouldnt Worry About Piracy - Joanna Penn

3 Reasons Authors Shouldnt Worry About Piracy - Joanna Penn 3 Reasons Authors Shouldnt Worry About Piracy but How to Protect Yourself Anyway New authors worry about piracy, especially in this age of digital publishing and online marketing. Yes, piracy happens, but here’s why you shouldn’t let fear keep you from putting your words out into the world. 1. Serious readers prefer to buy books rather than download  stolen copies Most of the reading public are book lovers, law-abiding (usually) citizens, and want to compensate you for your creative work. Trust your readers. A  Personal Example I noticed a customer had bought two copies of the same ebook from my website. I emailed her, assuming that she must have clicked twice by mistake, and I wanted to refund her. She explained that she had bought a copy for herself and one for a friend. I was thrilled, of course, because she could have just shared the file. Hugh Howey, the bestselling sci-fi author of WOOL,  shares on his site  that one reader downloaded his book through a pirate site, then sent him money later in recognition of a good book. Most readers want to  help  authors, not harm them. Those who download from pirate sites are not likely to be your target market anyway. 2. Some authors use piracy as a marketing strategy Paulo Coelho, author of the worldwide hit  The Alchemist,  deliberately  leaked his ebooks in Russia  on piracy networks  . His sales went from 1,000 per year to over 1 million, because those free books gave him more visibility in a hard-to-reach market.  He says of piracy, â€Å"It’s a medal to any writer who understands that there is no better reward than being read.† Self-help writer,  Tim Ferriss, used Bit Torrent file sharing site  for the launch of his  New York Times  bestseller,  The Four Hour Chef,  and generated hundreds of thousands of sales from free downloads. Fantasy writer, Neil Gaiman, talks about  piracy as a modern-day version of lending a physical book. Broader distribution means a broader audience and a broader audience means more sales. After all, the most pirated books in the world are by the most successful authors, like JK Rowling or George RR Martin. Tim O’Reilly says,  Ã¢â‚¬Å"For a typical author, obscurity is a far greater threat than piracy.† So, is it better to be pirated and have your book read or have your unseen manuscript sit in a drawer? 3. What are you  really  afraid of? If youre not writing or publishing because youre afraid someone will pirate your books or your ideas, you might need to consider other issues. Steven Pressfield talks about creative resistance in his book,  The War of Art. Stopping writing because you fear piracy is a form of resistance. Its something your lizard brain- that primal part that tries to keep you safe- can distract you with, when really you need to get your butt in the chair and finish your book. It’s scary to put your words out into the world. You might be judged. You might fail. You might get a one-star review. Maybe no one will even notice your book. Such fears are part of the creative process we all go through. Don’t let the pirates stop you from fulfilling your goals. How Can You Protect Yourself? Register your copyright  so you have proof if you need to challenge anyone. This is not technically necessary, as you automatically copyright a work when you create it. But I’ve found it useful when challenged by Amazon to prove my ownership because someone tried to publish a duplicate book. Make sure your book is available in all formats and in all countries at the same time. If your ebook is not available in the UK when your US publisher launches it, don’t be surprised if an avid fan gets a bootleg copy because they just can’t wait. If your book is available only in print, why be surprised if it is scanned and uploaded as an ebook? Plenty of people (myself included) read only ebooks now, and you will lose a sale anyway if it’s not available in digital format. If you’re an indie author (self-published), you can release your books globally on the same day. If you’re traditionally published in one territory, consider self-publishing in other countries. Basically, if your book is available when and how a reader wants it, they are less likely to look for a pirated version. Set up an alert  with a free service like  Google Alerts. Use a couple of unique lines from your book so you will be notified if the text appears anywhere on pirate sites. If you use  digital ARCs  (Advance Reader Copies), consider a service like  BookFunnel.com  to deliver them. They can include a digital watermark and track who downloads the book. If your work has been pirated, email the site and ask for the material to be taken down. If they don’t comply,  issue a DCMA takedown notice. You can also notify the various search engines of infringement. For more detail on this, check out  A step-by-step guide to dealing with content theft  from attorney Helen Sedwick. Joanna Penn is a  New York Times  and  USA Today  bestselling author of supernatural thrillers as  J.F.Penn. She also writes inspirational nonfiction and is an award-winning entrepreneur and speaker. Her site,  TheCreativePenn.com  is regularly voted one of the top 10 sites for writers and self-publishers. Connect on twitter @thecreativepenn In comments, pose any questions or share your experience with literary piracy.

Understanding project contractors and contracting businesses Essay

Understanding project contractors and contracting businesses - Essay Example Understanding project contractors and contracting businesses Analysis of such parameters will help us with an understanding about how the companies have performed over the seven years and whether they were able to add value to the company. One of the companies chosen above has a high total asset usage and the other one has a low total asset usage. The underlying rationale behind choosing this ratio as the primary differentiating parameter between these two companies is because this ratio is very useful in determining the financial performance of the company. It gives us an indication of the pricing strategy that the companies have adopted. Moreover, the firms have been chosen as a case of high and low values of a ratio that appears in the Du Pont system, which will make it easy for us to explore relationships and trade-offs between that and other ratios. The following sections will involve the analysis of key financial ratios that the firms have been able to achieve over the seven years. 2. Midas Retail Limited Midas construction is the larges t company that belongs to the Midas group of companies. The primary line of work that the company is engaged in is to serve the design and construction needs of all its customers from a network of local offices. The company works in close partnership with its local partners who specialise in supply chain, thereby utilizing their local expertise and knowledge. Each of the regional business under the Midas group offers highly personalised services which are designed to suit the needs and requirements of every individual customer and project (Midas, 2013) 3. Rock Fall Company Limited This company specilises in drilling, explosives engineering and blasting, particularly in the marine environment. The company has been able to complete more than 200 contracts in about 35 countries. The line of work that the company is engaged in ranges from the removal of small boulder outcrops to massive port development schemes. The activities are generally related to harbor deepening, clearance of navi gation channels and quay well construction. Another activity that can be include in the company's list of underwater expertise is foreshore trenching (Rock Fall, 2013). 4. Ratio Analysis Ratio analysis is an attempt to reduce accounting information in to more usable understandable figures and look at relationships between the figures. It can be used to ‘help interpret trends in performance year on year and by benchmarking to industry averages or to the performance of individual competitors or against a pre-determined target’ (Collier, 2009, p.104). Firstly, we can compare ratios for two or more accounting periods and look at the change. However, external factors may have influenced activity levels. For example, public awareness of environmental issues may have necessitated a change in manufacturing process leading to increased costs. Secondly, we can compare this to another company in the same industry. However, in some case, businesses may not be truly comparable with regard to size and type. For example, bases on which accounting information is prepared, may be different (inventory valuations and depreciation). Thirdly, we can compare this to an industry average, these can be compiled using data bases such as â€Å"Data Stream†. However, these have to be comparable as reflect as closely as possible the various characteristics of the company (McLane & Atrill, 2009, p.224-225). 4.1 Efficiency Ratios 4.1.1 Asset turnover This ratio measures the amount of sales that a company generates for every dollar’

The Changing Role of National oil companies in the international Dissertation

The Changing Role of National oil companies in the international energy Market - Dissertation Example Oil prices increased in recent years from about $20 to about $100 per barrel, thereby expanding profits for many national and international oil companies. With decreasing supply and increasing demands for oil, oil companies have been competing with each other to seek more substantive oil sources. The fact that majority of oil reserved are under government control is giving a major advantage for national oil companies on access to oil sources. Having control over these oil reserves has also brought about greater pressure for oil companies, mostly pressure in relation to their national roles and responsibilities, especially those which relate to supply and demand, globalization challenges, physical security, and international oil competition. 1.2 Background of the problem National oil companies are oil companies which are partially or wholly owned by national governments. Recent surveys from the United States Energy Information Administration indicate that about 52% of oil companies ar e nationally owned; and about 88% of oil reserved is controlled by national oil companies (Energy Information Administration, 2009). National oil companies (NOCs) have become dominant in recent years and in relation to international oil corporations, including ExxonMobil, BP, and Royal Dutch Shell, their dominance has gained much momentum. These NOCs have also increased their investments outside their borders. Some corporations have even abandoned their investments in various countries, as was the case for ExxonMobil abandoning its million dollar investments in the Orinoco basin in Venezuela (Mommer, 2001). This decision was caused by the breakdown of negotiations between the international oil companies on one side and President Hugo Chavez and Petroleos de Venezula (PDV) on the other (Kalicki and Goldwyn, 2005). Other international oil companies, including Total SA of France, Statoil of Norway, BP from Britain, and Chevron from the US agreed to raise the PDV share in the Orinoco pr ojects from 40% to 78% (Oil Daily, 2007). Under these conditions, ConocoPhillips found this decision very much unfavourable to their interests. The company was able to detect about 1.1 billion barrels of reserves from their interests in Venezuela and this represented about 10% of their total reserve holdings, and their Venezuela interests was equivalent to 4% of their total crude oil reserves (Oil Daily, 2007). ConocoPhillips suffered $4.5 billion dollar write-off under these conditions and was unable to meet its targets; as a result, its shares suffered a beating in the stock market (Oil Daily, 2007). On the part of Venezuela, PDV was able to increase its reserves and its production activities; as a result, it gained more power in the international oil market (Pirog, 2007). Venezuela has a major share in the crude oil imports of the US and their oil flow is not directly controlled by their government (Pirog, 2007). These conditions however, may not allow the crude oil market to fol low and be influenced by economic market dictates. The ranking of oil companies can be determined through various considerations. Various standards have to be used in order to evaluate the changing qualities of oil companies. In addition, investments in explorations and development are major considerations linking the present to the future, ensuring significant expansions for the company and preventing the depletion of reserves

Integrative Counselling Using the Skilled Helper Approach

Integrative Counselling Using the Skilled Helper Approach The Skilled Helper Approach Outline This paper is about integrative counselling using the skilled helper approach. In this paper we will discuss the theory and application of the integrative model of the skilled helper and components of person centred counselling and solution focus therapy. We will look at this integrative model and the benefits as well as the possible downsides. A case study will then be presented using this integrative model to counsel the client. Introduction Integrative counselling looks at several approaches that have been combined and used within a therapeutic counselling relationship. Coming away from a single counselling approach and combining suited models of counselling, both the counsellor and client reap the benefits of the integrated model (Arkowitz, 1997). Robertson (1970) stated that his ‘radical eclecticism’ bypassed theory. Introduction Gerald Egan Gerald Egan is professor of organisation studies and psychology and programme director for the centre for organisation development (CORD) at the Loyola University of Chicago. Egan developed the skill helper model and in 1975 published the first edition of his book The Skilled Helper , which demonstrateding an eclectic framework for a problem management approach to the counselling process. The Integrative Counsellor There are counsellors that see themselves as being eclectic in their work. It is viewed they are syncretism-using techniques from many models[RZ1]. Eclecticism – no or little theoretical rationale[RZ2]. Merely pulling techniques from many models without a sound rationale can only result in syncretistic confusion (Lazarus, 1996, 1996; Lazarus, Beutler, Norcrossk, 1992). Development of Therapy The three main influences on the development are the skills training approaches to counselling, the social influence theory, and behavioural theories of learning and change. Egan sums his approach up as ‘A conceptual framework†¦. to organise borrowed ideas, methods and techniques systematically †¦ and to integrate them into [one’s] own theory and practice of helping[RZ3].’’. Theory The skilled helper model is a Tran theoretical approach to integration. The client seeks counselling or assistance when they are experiencing difficulties in coping with problems in his or hertheir lifeves. The Counsellor will find and act on solutions to these problems. This is done by using a problem solving process. The process is demonstrated by using 3 three main stages which originally were titled Exploration, Understanding and Action, and which are now renamed as Present Scenario, Preferred Scenario and Getting There[RZ4]. The Three Stage Model The three stage model consists of three steps within three stages. Egan describes this model as â€Å"A a cognitive map with practical potential, complex enough to make sense of reality and simple enough to use[RZ5].†. 1 Present Scenario The client is helped to describe and explore the present Scenario[RZ6]’, she is going through at present 2The Preferred Scenario Articulate a preferred scenario that includes future goals aAnd objectives. 3Getting There Develop and implement action strategies forrom moving from the current to preferred scenario. The Skilled Helper Model is integrative, going mainly through three stages:. Person centered, to establish the therapeutic relationship;, Gestalt, for intense work on awareness; and behaviour therapy to work on change. Egan states ‘do whatever is ethical and works.’ (1990:62). (Robertson (1979) stated that his ‘radical eclecticism’ bypassed theory. The writer[RZ7] argues that theory is evident within the approach as it is influenced by strong theoretical approaches integrated into the skilled helper. Dr Carl Rogers argues that â€Å"It is the client who knows what is hurting and in the final analysis it is the client who knows how to move forewardords ..†¦. the counsellor’s task is to enable the client to make contact with his own inner resources rather than to guide, advise or in some other way influence the direction the client should take †¦. Thus thus emphasising the central importance of the client’s phenomenological world†. (Mearns Thorne, 1988, P1). The three stage model is a systematic way of learning to work with clients helping them to cope more effectively with their life,. tTo manage their problems in living more effectively and develop unused opportunities more fully, and to help people become better at helping themselves in their everyday lives. (Egan G., The Skilled Helper, 1998, pp. 7-8). Using the approach counsellors are able to explore the client’s feelings, thinking and behaviour. In stages one and two, clients are helped to explore and understand themselves their feelings and their world better, and in a different light. In stage 3 three, clients are helped to take effective action to achieve constructive change. Assumptions of the Model Some counsellors see the skilled helper model as being basic counselling and a paradigm that is made more complicated than necessary. Egan is slightly contrary about human nature[RZ8] †¦Ã¢â‚¬ ¦.. Egan and Cowan 1979[RZ9] Egan and Cowan 1979, 1980: Egan, 1984[RZ10] The focus of the skilled helper model is concentratesd on the client, with the aid of counsellor, in enabling the client to develop new skills of self management, interpersonal communication, and decision making. The counsellor and client wWorking together on strategies to bring about change, and they. examine Looking at what the client would like to change or manage differently. Psychological Health The heart of the problem solving process is the client’s action itself (Egan, (1975:227). This is achievable by enabling the client to tell his or her storey. The skilled helper model is one that sees the potential of change to take place in clients (Inskipp, 1993:92), w. Where the client shi8fts their behaviour from unhealthy to healthy to juvinate[RZ11] positive change. Change comes about through action â€Å"The heart of the problem-solving process is the clients’ action itself (Egan, 1975:2227[RZ12]). This is by way of the client letting go[RZ13]. Change begins to take place when the client is given space to tell his or her their storey. In telling of the storey, the resources for change areis identified and used. Client The client is helped to reframe by seeing the story and, situations in a different light, seeing him or heerself as a survivor rather than a victim. However, simply Just wanting change to take place is not sufficient. The cClient must be active in the process of change by way of adapting his or her behaviour through action, reflection and new learning. â€Å"Constructive change is always the bottom line.† (Egan 1990:207). Practice and clinical issues The counsellor has to be effective in the way the approach is used. ‘Helpers are successful to the degree that their clients – because of client helper interactions – are in a better position to manage specific problem situations and develop specific unused resources and opportunities more effectively.† (Egan, 1998:7). The role of the counsellor is to assist the client in understanding his or hertheir storey and /problem, and assist with skills that will aid their client in being effective in the management of particular challenging situations. The gGoals of the counsellor in the relationship are to build and empathic alliance;, to assist;, identify;, support; and to evaluate. Counsellor’s use of the Model Understand and confidence of the 3 stage model with a willingness to adjust to accommodate the clients needs[RZ14]. Counsellor works with the client in the here and now. Some of the skills used would be their natural internal supervisor and , attending skills, through awareness and use of the mnemonic SOLAR (squarely, open, learn, eye, relaxed). For non verbal communication, using the model as a template for change, the counsellor worksing therapeutically at the client’s pace using assessment skills, identifying if the degree of difficulty experienced by the client gets in the way of achieving change in mood and relationships. Making a contract with client, focusses of the work, nature and frequency of contact, confidentiality and possible limitations of it, review and evaluation[RZ15]. Evaluation is ongoing through sessions as this helps identify what is /or is not helpful during the session. Use of skill – through communication The counsellor engages with the client attending[RZ16], active listening, establishing and conveying empathy and the use of probes and questioning, immediacy, and appropriate self disclosure to client. Brain storming is a cognitive way of helping client to look at new perspectives on situations. Brainstorming generates hope that this[RZ17] can be different – this helps client to move foreward into working creatively. The cCounsellor can engage with the client using a variety of different skills, such as . Prompting : what do you really want for yourself in this situation, miracle Miracle Ququestion – brief therapy, Blank wall visualisation – NLP (DeShezer, 1988; O’Connor and McDermott, 1996)0. Goal setting and reviewing helps client to see hopes as goals that are SMART[RZ18], specific, measurable, achievable, realistic and time-limited. Change Process Egan takes his process of change from the behavioural approach (Wopolfe et al., 1989:11). Seeing behavioural change over cognitive change[RZ19]. The counsellor uses empathy to form a strong working alliance with the client through the exploration of feelings. The exploration of feelings plays the main part in effecting for change to take place. Within an article about change showedOne source identifies three3 agents for change: stated affective experiencing, cognitive mastery and behavioural regulation (Karasu 1986:690). [RZ20] These three3 agents play a major part in the skilled helper approach for change to take place. Nature of therapeutic relationship Egan sees that the therapeutic relationship is instrumental in the counselling process. Working to achieve goals within specific time restrains the counsellor takes on the role of[RZ21] . ‘A relationship of service, not an end in itself’ (Egan 1990:57). Whereby Rogers argues that the therapeutic relationship is fundamental in the counselling process[RZ22]. As part of the skilled helper approach, Egan incorporated Rogers’ core conditions. Egan describes himself as ‘standing on Rogers shoulders[RZ23],’ owing much to him as the core conditions is a major part of the approach. Rogers, on the other hand, concentrates on the person as a whole human-being. There are many differences between the two approaches (see Table 9.1). Format of a typical session Each session is different as there are is no set format. Tthe process depends on where the client is with the process of change. Indications and contraindications This approach is similar to the cognitive and behavioural approaches. The model is only beneficial for clients with mild to moderate conditions. The approaches concentrates itself onwith the client having the motivation to change and test out feelings and perceptions in a new framework. The model can be used with most clients and situations including depression ()Mynors-Wallis et al., 1995; Sseeley et al., 1996), and working with young people (Mabey and Sorensen, 1995). The model is described as being eclectic (Inskipp and Johns, 1984). Weakness of Model The model can be iInflexible, not suitable for clients with deep roouted problems, and there is little research to verify its efficacy[RZ24]. Although the problem management programme is beneficial, it may have to be modified to fit some cultures. Obstacles to Integration Within Tthe development and usage of an integrative mode,l as opposed to a single model, has its drawbacks and possible pitfalls. Hastily combining counselling models on a at whim just because the models separately are pleasing does not necessarily not lend itself to necessarily be combined successful combinationly into an integrated model. No one theory or model can testify that it ey holds athe patent off the truth. No one single model or set of techniques have or can always be effective with diverse clients. Nonetheless, tThere is a current trend, as the basis for future counselling practices; writers are developing integrative approaches (Lazarus, 1996[RZ25]). Some models of counselling integration are The Skilled Helper Model, Cognitive Analytic Therapy (CAT) and the Conversational Model. There are times, however (dependent on the client) when a single established integrative model may be used. For the purpose of this essay an example of the Skilled Helper model will be the main integrative model. Case Study Introduction This case study looks at the use of the skilled helper model with Lisa, a 16 year old college student on a one year foundation course. Her problem is that she finds herself more and more angry. Every week there is an aggressive situation at college between Lisa and her peers or with members of the college staff. She has been officially warned twice and is in great jeopardy of being thrown off her course and out of college. Throughout many of her comprehensive school life she has been expelled from several schools because of her behaviour. It was recommended by the Student Support Manager that Lisa attend some sessions of counselling to â€Å"get herself sorted out[RZ26]†. This was an option recommended to herim as an alternative to expelling her.expulsion. Theory â€Å"Helping relationships are influenced by whether the helper is a trained counsellor or is using counselling skills as part of performing another role. Helping relationships takes place in the head and in the heart, as well as face to face. Ultimately all helping relationships need to become client self helping relationships.† (Nelson-Jones, 1999, P.118) Stage one looks at the problems, issues, concerns, and undeveloped opportunities for Lisa. Lisa agreed to attend counselling;, this was not a new experience for her. She had previously received counselling and anger management several times and stated, â€Å"Tthey don’t work.†. Assessment and Contracting took place during the first session. Lisa was listened to, enabling her to tell her storey of what brought her to counselling and the lead up to it. During the session, probing was used to discover that Lisa felt alone even though it appeared she had many friends. She was the leader of her girl gang. â€Å"Not real friends, they don’t know me. They’re only with me because I fight for them. Some of them are bigger than me.†. She felt unloved by her mother because there was no discipline and they only encouragement given was for her to stand up for herself. Her dad has spent years in and out of prison. Lisa felt ugly and was often told that she wasso. She dressed in boys’ clothes and kept her strawberry blond hair (which almost reached halfway down her back) secured with an elastic band. She had an older sister who was 20, who had changed her religion and was preparing to marry within into a Muslim family. Lisa had two younger brot hers that seemed to get away with ruling the household with their demands. Lisa proudly carried a small photograph around with her of her deceased sister, the only person she really felt loved by, and the only one she loved. With more gentle probing, it became apparent that her sister died as a baby two years before Lisa was born[RZ27]. Her past time is spent hanging out with her friends and at times purposely causing trouble. She left school with no formal qualifications, and therefore was placed on a foundation course which she found did not hold her attention as she got through her work quickly. and so Aas she could move foreward, Lisa found she was helping other students in the class with their work[RZ28]. Lisa is asked â€Å"what do you really want for yourself in this situation?† Brainstorming technique is used to look at course and career options. Lisa looks into the future of how she would love to be an accountant as she is very good at maths, or even an actress[RZ29]. In the past she had thought that someone like her would not have the opportunity to do either, but she was happy to look at moving foreward. A mental list was used for the client to come up with some of the things she would like to change. She realises that she is on the wrong course and comes to know that by accepting support from the educational guidance worker and Foundation studies manager she may be able to change her course to one that will be pitched at a higher level to do business studies and accounts. She also realises if she had toned her behaviour down at school for the last few weeks before the end of term, she would not have been expelled[RZ30] and would have done her exams at school rather than giving up her 9 GCSE’s even though an alternative school was offered for her to take her exams. Her estimated grades were mainly B’s and C’s. 3 sessions – Llisa seems agitated, feeling she has to no choice but to come. – options given[RZ31]. Fears of exclusion, no qwualifications, failure[RZ32] The counsellor gave aAssurances that given everything is confidential with the exception of disclosures to child protection agencies, or in the case of imminent harm to self and others. The counsellor also eExplained counselling is not a prescription; n, she not does not have to come, the decision will be hers, no implications with or from college staff[RZ33]. By telling her storey at the place[RZ34] she has more insight into the issues she faced. She sees herself as helpful, hardworking and a good communicator. The model of the skilled helper is explained more fully to clients Part of the process within the model used. Learnt basic features of model for focus, direction, guidance interactions with peears[RZ35]. Stage 1 – Step 1 Tthe storey Client tells her storey which is facilitated by me using probes;, this encourages the client to offer detailed information about herself. This enables client to understand her situation, so as she can look at what needs to be done to manage it. Goal setting – What do I really want? Step 1b – Blind spot Lisa is helped to identify signifcicant blind spots about herself so as she can develop new perspectives in moving foreward. This is used to break through areas that prevent Llisa from seeing herself and her situation[RZ36]. Step 1c Cchoosing right problem to work onn. Lisa has many problems, I hHelped her work on problems that will make a substantial difference in her life. The client is encouraged and supported in working on her problems. The questions[RZ37] help Llisa to look into her future. Lisa discovers there are many things she wants; there is a , right course for her, one that she is interested in and can enjoy. She can enjoy bBetter relationships with peers and staff. She can enjoy tTime for herself and her mom. Lisa was fFurther encouraged to look at needs and prioritise them. Overall she needs to feel she is achieving academically, making progress in relationships with family, and she would like to change her image – â€Å"be a girly girl.†. Setting priorities help her to think about how she might achieve them. I then helped her to explore and clarify her priorities. Tthis is done by asking her how would she know she is achieving, what would it look like. The type of course is then explored in the areas of accountancy and performing arts and which one would be more suitable for her needs and wants, and by. looking at which one is more practicael and achievable. Stage 3 Developing action strategies . At the beginning of counselling, mentoring support group work was offered to Lisa. This service was offered again to client[RZ38]. She breaks through some blind spots, getting a better understanding of and prioriitising her needs, as well as. eExploring what she needs to do to get what she wants. Lisa talks more about her hoped for ambitions prioritising accountancy, making contact with the college guidance worker to see what she would need to get onto a course. On being an actress, it was decided by the client that she would need to attend sage school or the performing arts course at college. We explored each profession, looking at pay, reliability, enjoyability, the possibility that it would possibly help form good character, as well as career endurance. Accountancy took priority, coming out on top in Lisa’s evaluation. This also linked into the fact that the client enjoys and excels in maths and has experienced accounts at school., Armed with this information, the client c ontacted her personal tutor and foundations manager. She put her case forward to them them both to be able to be transferred onto an accountancy or business studies course with administration. Giving the client space to do this contributed to her empowerment. The mentoring group consisted of eight 8 students, 16 – 18 years of age. This gave students a safe place to explore her feelings about her relationships and her body image. She Lisa bravely asked â€Å"Ddo your moms help you with your hair and make –up? Ttalk to you about boys?† The questions generated much conversing over two sessions. As a result of the group, work the hair, beauty and holistic therapy departments were approached. Client wanted to be a â€Å"gfirly girl,† which meant she wanted help in knowing how to style her hair, and to apply put make-up on. Sessions for a course of holistic therapy to help with stress were arranged;. these therapies helped her to physically see herself in comparison to whathow she had imagined within her own mind. By being a valued member of the weekly group, the client found she was able to receive support as well as give it, leaving her feeling empowered. Being action[RZ39] in her therapy has allowed her to concentrate on her course, career prospects, and image, which leads to improved personal conduct, relationship with peers, members of staff and mother, thereby. rReducing the anger and sometimes hate she felt for herself and resentment towards her mother. Client Lisa eventually moves out of the group, as she feels less angry and stressed. Although client she may have benefited from staying for one or two more sessions, the end of session evaluation was that the client felt that she had sufficiently improved and wanted to withdraw; therefore the helping process had served its purpose (. Waehler and Lenox (1994)). Therefore Hher relationships are more productive and enjoyable; she is. feeling better about herself as she knows some of the feelingss and views of her peers as they saw her . hHow she was and how she can be. by way of a connextios[RZ40] worker client is being helped to communication her needs to her mother taki

Brave Incident Essay

High School Fight I went to high school in Vietnam; my cousin who I call brother went to the same high school with me. The high school I attended was also the school that many gang members attended. Those gang members always abused other students and took their lunch money as well as many of their valuables such as their wallets, cell phone and laptops. Our school principal always tried to inform the police about this behavior, but unfortunately that did not help. One day my class mate ran into the lass room where I was spending my break, since I did not like to hang out in the play ground because of the gang members that were there, and he told me that my cousin was being harassed by a couple of those gang members and that they threatened to beat him to death if he does not give them all his money. My cousin was very stubborn much more like Victoriano. The two gang members had my cousin against the wall and were trying to steal his wallet and belonging while he fought hem as much as he could. I had nothing on my mind at that moment but to save my cousin and help him run away from those gang members. I looked for small pieces or rocks and a wooden stick and immediately ran towards my cousin screaming loudly so that I can distract them from him. As I started throwing the rocks on them they let go of my cousin and paid attention to where I was heading which was directly towards them. I screamed loudly telling my cousin to run away and go to the rincipal’s office Just like when Dona Guadalupe told her cousin â€Å"l am not cutting you free so you can be brave and get killed. I want you running so you can live† I wanted my cousin to run and not try to fight the gang members when they let go of him. My cousin ran to the principal’s office while I threw the stick of wood towards them. I immediately changed my direction and ran towards the principal’s office as well. The Principal called the police and they arrested the gang members and I was able to save my cousin after all.