MBA MARKETING PAPER Essay Example | Topics and Well Written Essays - 2250 words

MBA MARKETING PAPER - Essay Example cess of interaction between the organizations and consumers is undergoing a significant change and hence the process of marketing communication has also changed significantly over the past few years. The big question is that how this changed communication would influence the overall marketing concepts. Today internet is utilized as a great medium of marketing. Organizations have been almost forced to use internet as a medium of marketing mainly because of changing consumer behavior with respect to the change in communication process. With the increase in number users of World Wide Web and internet there would be more use of these two as a medium of marketing communication. There are several operational and commercial advantages that internet provide to the marketers. In reply marketers should properly use the platform of internet as there are opportunities of delivering the contents in varieties of ways. The applicability of internet in the marketing communication process has shown t hat there is huge difference in information and the vehicle that is used to deliver information. According to the discussion in the article, internet is such an agency that enables marketers to integrate different aspects of marketing communication. Marketers can integrate different off line and online tactics with the objective of meeting the overall long term strategic goal of the organization. In internet dominated market place consumers are considered as active participants rather than passive recipients in the communication process. This actually has challenged the functionalist view of communication because today after the arrival of World Wide Web and internet, traditional and hegemonic media has been integrated and converted into a hyper electronic market place where the process of communication between the consumer and the marketer are more dialogic and flexible. Previously marketers are found to be more dependent on some traditional mechanistic communication models and this

Can Parental Involvement be promoted effectively

Can Parental Involvement be promoted effectively This review aims to contemplate some of the fundamental issues that need to be addressed in order for schools to promote PI effectively. It starts by placing PI within a political and historical setting. It then discusses the difficulty in defining PI and how differing perceptions might actually pose as a barrier to promoting it effectively in schools. The review goes on to explore two theories/models of PI (Epstein, Hoover-Dempsey Sandler) which are thought to merit particular consideration in terms of schools developing a framework conducive to the effective promotion of PI. Communication is also discussed in order to highlight some of the basic issues in schools surrounding this area and some of the strategies that might enhance it. The review concludes that some of the language associated with PI can be ambiguous and therefore problematic due to the differing perceptions of meaning. It is important for schools, parents and pupils to all agree on a definition of terms and this is likely to be unique to every school. It is also suggested that in order for schools to promote participation effectively, it is best to have a framework in place which takes account of sociological and psychological factors regarding the agencies involved. The theories/models of Epstein and Hoover-Dempsey provide useful tools for schools in developing an individualised framework designed to accommodate the various dimensions associated with PI, including those advocated by the Scottish Government. However, care has to be taken so that frameworks do not become too pre-occupied with the goals of the school at the expense of the needs of pupils and parents. Successful PI depends largely on the level and type of communication between schools and homes. If schools do not seek to utilise strategies which enable deeper two way communication with parents then it is unlikely that any attempts to promote it will be effective in the long term. Rationale: The division between home and school was a very clear one, marked symbolically by the white line in the playground which parents were not expected to cross (Edwards Redfern, 1988, p.11). The white line symbolising a division between home and school is no longer visible in playgrounds, but does this legacy live on through what could be interpreted as a lack of commitment in schools towards building solid working relationships with all parents? The benefits of Parental Involvement(PI) in education are widely recognised and there is now consensus regarding a link between the above and positive student achievement (Desforges Abouchaar, 2003), with home involvement in particular thought to have the greatest impact (Desforges Abouchaar, 2003, Harris Goodall, 2007). Nevertheless, accounting for this knowledge, it could be said that many schools still struggle when it comes to creating and sustaining an environment which make parents feel part of the school community. Having experienced some time in schools as both parent and teacher, I have observed the difficulties a school faces when trying to promote the involvement of parents in school life, as well as the difficulties parents can face when trying to become accepted as part of the school community. I was a member of a parent school partnership for two years within my childrens primary school. Six was the highest number of parent members at any one time out of a school that had a roll of 350 children. I am also now a member of the Parent Council in my childrens secondary school and there are currently only seven parent members out of a school with a roll of 750 children. Although it is acknowledged that being involved in ones childs education does not have to include a presence in the classroom or being a member of a formal body, the above observations might make some question how effective schools are at promoting PI and if there is, in general, a lack of real commitment or understanding at a basic level, towards promoting and embedding it in whole school practice. My personal experiences in schools as both parent and student teacher have served to fuel my interest within this area of education. Indeed my involvement in my own childrens education has played a major factor in helping me find the confidence to return to higher education and embark on a teaching career. I have experienced firsthand how involving parents can be mutually beneficial for all concerned. I hope that my research into this area will further my own professional development by providing me with insight and knowledge for maintaining positive relationships with all parents as well as insight into how involvement can be promoted most effectively in primary schools. Introduction and Methodology Research, Government legislation and accountability are certainly some of the reasons why PI can no longer be regarded as token gesture and it could be said that schools are well versed on appropriate strategies for promoting it. Despite this, many still appear to struggle when it comes to developing and sustaining meaningful PI in practice as well as policy. Consequently, this raises the question: How can Parental Involvement be promoted effectively in primary schools? Within contemporary education there is an understanding that the word parent is taken to mean any person who has primary responsibility regarding the care of a child not necessarily the natural parents. (Education Act 1996).The above definition will therefore accommodate the word parent where used in this paper. The Scottish Government indicates a distinction between PI at school and PI at home and gives recognition to the fact that successful involvement is dependent on effective relationships between homes and schools (Scottish Executive 2006; SEED, 2006). For the purpose of this paper, the effective promotion of PI will therefore be taken to mean that schools maintain a degree of success in building meaningful relationships with parents whilst encouraging them to become involved in their childrens education both at school and at home. Accounting for demographics, socio-economic factors, cultural differences and individuality, what might be considered effective for one school promoting the involvement of parents might not be for another. Indeed it could be said that to apply a one size fits all approach is tantamount to denying children the right to be treated as individuals. Individual children have individual parents after all (Crozier, 2001). However, this review is based on the premise that there are basic matters relating to PI which are common to all schools and it is only by initially addressing such foundational matters that schools can begin to promote it effectively. The following review endeavours to give an insight into the above by highlighting various definitions and dimensions of PI, examining two influential theories and models, as well as exploring some of the issues surrounding communication. Some contemplation will also be given to addressing these issues in practice. Any literature that did not indicate relative information on the above was duly disregarded. The paper is informed by the review of selected national and international literature including: books, government documents, government policies, research papers and reports, previous literature reviews, and academic journal articles accessed via Athens. The literature has been sourced from libraries, internet searches, and searching databases such as ERIC, Informaworld and Emerald. Key words or phrases used were: Parental involvement Parental engagement Parent school partnerships Perceptions Home school communication Reference lists from relevant articles and books were also used to help refine searches and identify key experts and theorists within this field. Two experts whose names were recurring features in almost every search and reference list were the Americans, Epstein and Hoover-Dempsey. Their work was therefore probed further for this paper and it was decided it was applicable and indeed appeared to have been influential within the current Scottish PI context. Crozier was also identified as a notable British influence. Apart from outlining a history of PI, it was the intention to keep any literature as current as possible. However, one must account for the fact that there appears to have been a surge in the amount of interest and theories on PI during the late 1980s 1990s and as a consequence, this is the era where some of the important work regarding this area lies. Some of the theories and work put forward during this time still hold strong. Specifically, Epstein and Hoover-Dempsey appear to be continually referred to in even the most recent of literature. It has therefore been considered justifiable to include relevant literature, where appropriate, that may exceed the recommended 10 year threshold. Parental Involvement: A Historical Context Parental involvement within education has been emerging since the early twentieth century. Margaret McMillan, a Christian socialist, born in America to Scottish parents, was one of the first to highlight the importance of parental influence within education, especially in the early years (Fitzgerald, 2004). In the United Kingdom, PI was first given emphasis as a possible factor in the improvement of primary education by Lady Plowden (Fitzgerald, 2004). Her report was written on the basis of a review commissioned by the Central Advisory Council for Education in the 1960s, relating to children and their primary schools. In it, she set out numerous recommendations for enhancing education in England. For instance, she advocated that the individual child should be at the heart of an education system that promotes creativity and spontaneity. She also suggested that improving the relationship between parents and schools was a key element for progression (Central Advisory Council for Education, 1967). Although criticised by many at the time (Gillard, 2004), Browne suggests that this report was behind many of the aspects of PI which are still evident today. For example, school reports, choice regarding the schools that parents send their children to, parents evenings, PTAs (now replaced by paren t forums and councils in some countries) and school open days are all still common place (Browne Haylock, 2004). It could be said that many elements of her report appear to be evident today; guidance on the new Scottish Curriculum for Excellence also emphasises creativity, the importance of educating the individual child as a whole and the need for parents to be part of this process (Scottish Government, 2008). On a social level, the 1980s saw a shift within Western culture between professionals and everyday people. This resulted in the emergence of parents as consumers in education and schools were therefore destined to become accountable to parents as well as governments and local authorities. (Merttens et al., 1996).This is certain to have contributed towards the rising status of PI in Britain during the 1980s. However, on an educational level, Brown Haylock (2004) cite several research reports, within the area of reading specifically, as having a significant impact on attitudes towards PI at this time. Some of these reports include the Haringey Project (Tizard et al., 1982 cited in Brown Haylock, 2004)) and the Belfield Reading Project (Hannon Jackson 1987 cited in Brown Haylock, 2004). Both these reports (and similar studies) found that childrens reading achievement and motivation in school were likely to be higher when parents were involved in reading to their children as well as h elping with reading at home. Research such as this has ensured that the PI movement has been gaining momentum over the past few decades, helped by the agreement of Governments regarding the benefits associated with it. Parents in Scotland can also expect to be consulted as part of HMIE school inspections. International and National Policy Recent government strategies aimed at improving education in many countries are a reflection of how important PI is now perceived to be internationally. For example, Americas No Child Left Behind Act [ NCLB] highlights strengthening partnerships between schools and parents as a key component in its strategic plan to improve education ( US department of Education, 2001) as does The Schooling Strategy in New Zealand (Ministry of Education, 2005). The same year also saw the UK government release the white paper Higher Standards, Better Schools for All. It too emphasised the importance of schools communicating with parents (Her Majestys Government, 2005). Focusing on the Scottish context, this was just ahead of Scotlands Scottish Schools (Parental Involvement) Act 2006 which made it a legal responsibility of every education authority in Scotland to promote the involvement of parents in the education of their children (Scottish Executive, 2006).This act links to and builds on many other S cottish legislative policies. For example: The standards in Scotlands Schools Act (SEED 2000) and Education, (Additional Support for Learning) (Scotland) Act 2004 (Seed 2004) also give recognition to the important role parents can play in their childrens education. What is Parental Involvement? Parental involvement is a phrase that is generally used when referring to the role parents play in their childrens education. There appears to be no universal definition. It can mean different things to different people and this in itself may prove problematic for research and implementation. The current Scottish Government guidelines intonate that PI should include 3 specific dimensions: Learning at home, Home/school partnership, and Parental representation (Scottish Executive, 2006). Learning at home covers strategies to help parents to support their childrens learning and development at home. Home/school partnership is about promoting the idea of education being a shared responsibility and encouraging parents to engage with their childs school and education, and Parental representation is about ensuring that the views of parents are put forward and considered i.e. parent forums and councils (Scottish Executive, 2006). Harris Goodall (2007) argue that the phrase Parental Involvement constitutes little value in terms of helping improve education and raise achievement. They use the phrase Parental Engagement (PE) and see this as being distinct from involvement. They make the point that: Parental involvement can encompass a whole range of activities with or within the school, but if they are not directly connected to learning then they will have little impact on pupil achievement (Harris Goodall, 2007, p.6). If promoting PI effectively in schools were to be defined by the measurement of how successful it can be in improving student achievement alone then this point might be indisputable. However, as pointed out in Crozier (2000), it is a complex concept involving relationships, behaviours, actions and attitudes; therefore promoting it effectively in schools surely must take account of all 4 of the above. Although PI as defined by Harris Goodall may have little effect on raising student achievement (which is likely to be a desired result in most schools), they do concede that getting parents into the school is an important first step towards building positive relationships between the two parties (Harris Goodall, 2007). PI will therefore continue to be the general term used in this paper. Parents as Partners Much is made of the word partnership when involving parents in education. The Scottish Government, along with many other countries, advocates that schools should embrace parents as partners. However, one also has to be careful about the meaning of this word (Katyal Evers, 2007; Crozier, 2000; Crozier Reay, 2005). For some, the word partnership might suggest equal responsibility between parent and teacher regarding the education of children. This could be off- putting for parents; they may feel they lack the confidence and knowledge to assume such a role. For others partnership could suggest more power to parents and this could be off -putting for teachers ; they might feel that their professional status is under threat in some way (Crozier, 2000).Perhaps the definition of partnership suggested by Armstrong (1995) cited in Hodge Runswick-Cole (2008, p 638) is one for schools to consider within the context of promoting PI. Armstrong suggests that partnership should imply: Mutual res pect, complimentary expertise and a willingness to learn from each other. This seems to capture the essence that teachers are experts in education and parents are experts in their own children. In summary, the literature examined above appears to highlight ambiguity within some of the language associated with PI. This could perhaps be detrimental to any efforts to promote it effectively. A message common to all schools might be individual establishments need to think carefully about how they define this concept, in terms of what is legally expected of them, in terms of how it might be construed by parents and professionals, and in terms of what goals it is hoped will be achieved by promoting it. Two Theories There are many theories regarding PI; two in particular seem to have had major influence, remaining dominant in literature over the years. It is perhaps of no coincidence then that both appear to stand out as imploring specific relevance within the context of schools working effectively with parents. One seeks to explain parental participation mainly from a socio-ecological perspective and the other primarily from a psychological viewpoint. A Sociological Perspective Joyce Epstein, founder and now director of The National Network of Partnership Schools and the Centre for School, Family and Community Partnerships in America, is a leading figure in the field of PI and has produced a wealth of research- based literature. Epstein appears to focus on a socio-ecological approach which has links to Bronfenbrenners meso-system; relating to ecological theory and the interrelationships between children, peers, family and school (Bronfenbrenner, 1979, cited in Doherty Hughes, 2009). She argues that society has overlapping spheres of influence connected to education. These overlapping spheres of influence are within schools, families and communities (Epstein et al 2002). She puts forward the term school, family and community partnerships and emphasises the idea of education and socialisation being a shared responsibility between these 3 agencies. (Epstein et al 2002).Epstein sets out a comprehensive, multi-dimensional framework, highlighting six main types of PI: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Her book Schools, Family and Community Partnerships: Your Handbook for Action- gives detailed definitions of each type and the challenges that go with them [see Epstein et al. (2002) P 14-15] She suggests that categorising possible contributions in this way can help to accommodate all social circumstances, therefore allowing all parents to become involved in their childrens education (Epstein et al., 2002). On the other hand, it is unrealistic for all parents to want or be able to become involved in all six of these areas and Epstein advises schools of the need to tailor this paradigm in order to meet the individual goals and needs of the parents, pupils and schools. Epstein intonates that PI is likely to be more successful when promoted as part of a whole school initiative, in correlation with the goals of the school. For instance, if the goal of the school for a particular year is to improve achievement in maths, she recommends that any participation should be conducive to this goal. It could be said that this also helps to convey the message that parents are important and part of the school plan. She talks of an Action team of representatives involved in any partnership and recommends a yearly review of goals. In Scottish schools, it might make sense to try and tie this in with any existing parent councils. There is, however, research (Henderson Mapp, 2002) which shows formal PI is likely to include middle class parents, with working class parents more inclined to be involved at home. The Henderson Mapp study focused on a sample of American parents but nonetheless, these results might question the extent of which parent councils in Scotland are representative of the diversity in Scottish society. The Scottish Government has perhaps tried to address this issue by making all parents automatic members of a Parent Forum, allowing them to approach the Parent Council at any time to raise concerns regarding school issues. However, there appears to be no studies in Scotland at the moment attempting to find out if all parents are satisfied with the Parent Forum/Council set up. This may be an area for further research within Scottish schools. This said, Epsteins theory and model appears to be consistent with Scottish Government guidelines on PI. Despite the fact that it is written by an American and therefore more likely to be aimed at American Policy, it does seem to promote the aspects involvement that have been emphasised in the Scottish Parental Involvement Act (Learning at home, Home/school partnership and Parental representation), it does give emphasis to partnerships with parents and community as advocated by CfE (Scottish Government, 2008) and it does seem to be adaptable to the differing goals and interpretations surrounding PI. A Psychological Perspective Hoover- Dempsey Sandler (1997) whilst acknowledging the impact of social interactions, highlight a psychological perspective.They conducted a study into why parents become involved (or not) in their childrens education; three psychological constructs are identified. The first is parents role construction: this takes account of what parents actually believe their role should be in their childrens education, including activities and time spent with their children learning. The authors suggest that this is likely to have been influenced by parents own experiences of school and how involved their parents were. The second is parents sense of efficacy: this is defined as the extent to which parents believe they can make a difference to the outcome of their childs achievement by being involved in their education. (Hoover-Dempsey Sandler, 1997) It could be argued that school-based practice can make a difference to negative attitudes by educating parents about the benefits of contributions. A study, carried out by the Scottish Executive in 2005, found that Scottish parents were happy to maintain a supporting role in their childrens education and felt that it was the teachers who should have the principal role. However, it also concluded that many parents were unaware of the potential positive impact their involvement could have on their childrens education. They may also often be unaware of schools expectations of them regarding involvement issues such as homework (Deslandes Rousseau, 2007). Perhaps if parents were more aware of their potential impact and of what schools expect, they might be inclined to want more involvement. Maybe in order to promote PI effectively, schools need to try harder in attempting to get this message across to all parents. This is consistent with be the view of Harris Goodall (2008) who ask the question Do parents know they matter? They concluded the above article by stating that effective parental involvement will not happen unless: Pare nts know the difference that they make, and unless schools actively reinforce that all parents matter. (Harris Goodall, 2008, p.287). Finally, the third construct identified by Hoover-Dempsey and Sandler is: general invitations, demands and opportunities for involvement.This relates to how parents perceive their involvement to be wanted by the school and the child. (Hoover-Dempsey Sandler, 1997). Although the attitude of parents towards the school is very important to the successful promotion of PI, schools should not underestimate the influence of the attitude of the school towards parents. They need to attempt to reach out to all parents and provide opportunities for involvement. This theory/model stresses the need to consider the beliefs and attitudes of individual parents and the roles they construct for themselves .The model was revised in 2005 and identified a need for a distinction to be made between PI at home and PI in school when considering the above. (Green et al., 2007).The Scottish Government also appears to acknowledge this distinction (Scottish Executive, 2006), indicating that schools should promote involvement at home and at school, in an attempt to accommodate the roles that parents feel most comfortable with. Differing perceptions The above serves to highlight what might be seen as a criticism of Epsteins framework. It could be said that although her theory provides a very useful model for participation, which promotes a multi-dimensional approach, it could be interpreted as being very school focused and perhaps does not pay enough attention to the needs and perspectives of parents or how they perceive their role within the school and their childrens education. Barge Loges (2003); Lawson, (2003); Poulou Matsagouras (2007) and Harris Goodall (2008) all give emphasis to the differences in perceptions of PI between teachers, students and parents. While most studies found that all parties agree it is important that parents are involved in childrens education, Lawson (2003) concluded that the ideas of what this involvement should entail were significantly different. Crucially, Barge Loges warn of the dangers of assuming that all parties are on a par as far as parents and involvement is concerned and point out t hat: The differences among these groups expectations can influence the success of implementing parental involvement programmes, (Barges Loges, 2003, p.142).Some might say that this points to a need for individual schools to adopt a collegiality approach and engage in discussion and collaboration with parents, teachers, and students where appropriate, about the goals of the school and expectations of any PI policy or activity. Communication Experts agree communication is critical to the success of PI (Epstein et al. 2002; Desforges, 2003; Hughes Greenhough, 2006; Harris Goodall, 2007; Katyal Evers 2007) and there are many issues surrounding it. It is beyond the parameters of this paper to even attempt to address them all. However, while maintaining a focus on basics, it is thought the following is pertinent to promoting PI effectively in primary schools. Before going any further, it might be useful to consider the meaning of communication. Katyal Evers (2007) acknowledge the complexity of this word with regards to interpretation. It can simply mean: the giving or exchange of information, signals or messages or on a deeper level it needs to account for: the effect the message has on the receiver (Berger 1995 cited in Katyal Evers, 2007, p.67). It could be said that all schools need to contemplate the latter if PI is to be promoted effectively. Superficial communication is unlikely to instil the trust or mutual respect that is required for building solid relationships. Hughes Greenhough (2006) found that schools on the whole are good at giving information to parents regarding activities and events but are less inclined to ask for parental perspectives or opinions. They compare their findings with the views of Hallgarten. He intonated that information in schools was designed to: Increase the flow of information from school to home rather than promote communication between home and school (Hallgarten 2000 cited in Hughes Greenhough, 2006 p. 472).This is suggestive of a lack of regular two-way communication; perhaps indicating that strategies enabling information from homes to be communicated to the school are not being considered enough. Katyal Evers (2007), point out that teachers may gain valuable information, about their pupils, by communicating with parents in informal situations. It could be said that in order for this to happen, teachers need to give parents the impression that they are approachable and available; they have to be visible. He nce, a simple strategy might be for teachers to spend 5 or 10 minutes in the playground before and after school. Once or twice per week could be enough to initiate some valuable two-way communication with parents .Some schools also hold parent breakfasts which the head or deputy attend. This also promotes 2-way communication in a more informal setting which makes the management team visible to parents. A decade into the 21st century and some might say it is imperative that schools consider the use of technology to promote communication and involve parents. Clay (2005) stresses the importance of teachers moving with the times and finding ways of integrating the use of technology to communicate with parents. She cites school web sites, interactive home-work web pages, phone calls, online learning plans and digital portfolios as ways of keeping parents informed using technology. The Scottish Government also appears to see the potential in using technology to enhance communication with parents and Her Majestys Inspectorate of Education (HMIe) identifies this as good practice within the glow ICT initiative starter pack (HMIe, 2010). Glow is a new ICT initiative in Scotland, forming a national intranet that will help with the implementation of Curriculum for Excellence. The pack notes indicate that the use of glow has: real potential for improving home-school communication..and, most imp ortantly, allowing greater parental involvement in their childrens learning. A future area of research within PI in Scotland could therefore involve determining the scale of impact glow has had on improving PI in schools. Of course an ethical consideration would have to be that not all parents have access to a computer. As parents develop busier lifestyles, and at a time when teachers also appear to struggle to find the time to do all that needs doing, Graham-Clay (2005, p 123) cites a valid point made by Brewer Kallick, (1996): Technology also holds promise to allow teachers communication opportunities not limited by school hours or location. Perhaps, most noteworthy for the effective promotion of PI, Graham -Clay also warns of the need to: retain a human touch. Conclusions It is hoped that this review has offered a fundamentalist view on how PI can be promoted more effectively in schools. PI is multi-dimensional in nature and should be guided by the needs of individual schools, parents and pupils, as well as research and government legislation. What is therefore deemed to be effective for one school working with parents may not be for another. It is accepted that this review is perhaps critically limited due to the above, as well as the fact that the criteria surrounding it (set word count) did not make it possible to address the wide array of more sophisticated factors (such as cultural differences, language barriers and socio-economic status) that can impact on efforts to include parents. Whilst recognising the above, the paper took the stance that there are however, basic matters regarding PI which demonstrate commonality in all schools and it is often said that attending to the basics is the key to success. Agreement between all parties concerned, regarding a definition of PI and the roles within it, could be considered a fundamental issue in promoting it effectively. With regards to defining it, the review indicates that schools need to consider that it c

The Usurper in Macbeth :: Macbeth essays

The Usurper in Macbeth      Ã‚  Ã‚   In William Shakespeare's tragedy Macbeth there is an ambitious captain who takes the throne of Scotland by force. Let's examine his character in this paper.    Lily B. Campbell in her volume of criticism, Shakespeare's Tragic Heroes: Slaves of Passion, explores the workings of Macbeth's mind as he plots the destruction of Banquo and son :    If the witches have spoken as truly to Banquo as to him, Macbeth sees that he wears a "fruitless crown" and carries a "barren sceptre" in his hand; he has indeed given peace and immortality to make the race of Banquo kings. And he proceeds to his interview with the murderers, plotting what he dare not do openly, for the fear that comes when we are rivals for a thing and cannot both have it makes it seem to Macbeth:    That every minute of his being thrusts Against my near'st of life;    and he will kill his fear by having Banquo and Fleance both put to death.(224)    In Everybody's Shakespeare: Reflections Chiefly on the Tragedies, Maynard Mack shows how Macbeth complements his wife:    Her fall is instantaneous, even eager, like Eve's in Paradise Lost; his is gradual and reluctant, like Adam's. She needs only her husband's letter about the weyard sisters' prophecy to precipitate her resolve to kill Duncan. Within an instant she is inviting murderous spirits to unsex her, fill her with cruelty, thicken her blood, convert her mother's milk to gall, and darken the world "That my keen knife see not the wound it makes" (1.5.50). Macbeth, in contrast, vacillates. The images of the deed that possess him simultaneously repel him (1.3.130, 1.7.1) When she proposes Duncan's murder, he temporizes: "We will speak further" (1.5.69). (189)    In his book, On the Design of Shakespearean Tragedy, H. S. Wilson tells how the audience is inclined to identify with such a rogue as Macbeth:    That such a man should sacrifice all the wealth of his human spirit - his kindness, his love, his very soul - to become a victim to continual fears, a tyrant ruthlessly murdering in the vain attempt to feel safe, finally to be killed like a foul beast of prey - this is terrible, and pitiful, too. Shakespeare has here achieved for us most poignantly the ambivalence of the tragic effect Aristotle described. We The Usurper in Macbeth :: Macbeth essays The Usurper in Macbeth      Ã‚  Ã‚   In William Shakespeare's tragedy Macbeth there is an ambitious captain who takes the throne of Scotland by force. Let's examine his character in this paper.    Lily B. Campbell in her volume of criticism, Shakespeare's Tragic Heroes: Slaves of Passion, explores the workings of Macbeth's mind as he plots the destruction of Banquo and son :    If the witches have spoken as truly to Banquo as to him, Macbeth sees that he wears a "fruitless crown" and carries a "barren sceptre" in his hand; he has indeed given peace and immortality to make the race of Banquo kings. And he proceeds to his interview with the murderers, plotting what he dare not do openly, for the fear that comes when we are rivals for a thing and cannot both have it makes it seem to Macbeth:    That every minute of his being thrusts Against my near'st of life;    and he will kill his fear by having Banquo and Fleance both put to death.(224)    In Everybody's Shakespeare: Reflections Chiefly on the Tragedies, Maynard Mack shows how Macbeth complements his wife:    Her fall is instantaneous, even eager, like Eve's in Paradise Lost; his is gradual and reluctant, like Adam's. She needs only her husband's letter about the weyard sisters' prophecy to precipitate her resolve to kill Duncan. Within an instant she is inviting murderous spirits to unsex her, fill her with cruelty, thicken her blood, convert her mother's milk to gall, and darken the world "That my keen knife see not the wound it makes" (1.5.50). Macbeth, in contrast, vacillates. The images of the deed that possess him simultaneously repel him (1.3.130, 1.7.1) When she proposes Duncan's murder, he temporizes: "We will speak further" (1.5.69). (189)    In his book, On the Design of Shakespearean Tragedy, H. S. Wilson tells how the audience is inclined to identify with such a rogue as Macbeth:    That such a man should sacrifice all the wealth of his human spirit - his kindness, his love, his very soul - to become a victim to continual fears, a tyrant ruthlessly murdering in the vain attempt to feel safe, finally to be killed like a foul beast of prey - this is terrible, and pitiful, too. Shakespeare has here achieved for us most poignantly the ambivalence of the tragic effect Aristotle described. We

Is Atticus a good father? Essay

TurnipIn the beginning of the story, Jem and Scout considered Atticus to be inadequate as a father. However, I think that they were acting somewhat childish. In reverse, Atticus is definitely an excellent role model and a good father for Jem and Scout. Firstly, Atticus raised two children – Jem and Scout on his own and was always there for them. He was affectionate with his children and he was always ready with a big hug when they needed comfort. Also, he was a loving and caring father who cared about their education and tried to use as much time as possible out of his packed work schedule to teach them how to read. Moreover, he spent father-child bonding time with them by reading stories to them at night. Secondly, he taught his children about morals and values patiently. He guided them with everyday lessons in life. He set such a good example for his children, even when it means risking his safety. Obviously there was a case where he defended Tom Robinson though no one else would. This shows that he was showing his children that everyone deserved to be treated equally regardless of their skin colours and that one must do what is right even when that means doing something difficult. Thirdly, he taught his children valuable lessons through trivial incidents. For instance, he accepted payment in any form that his clients were able to give it, e. g. turnip greens, stove wood and hickory nuts, etc. It shows that he was teaching his children that money meant less than helping one’s human beings and that all people regardless of income or status deserved his help and friendship. Fourthly, although he allowed his children to play and explore freely, he was also a firm disciplinarian who always taught his children to think of how their actions will affect others and gave suitable punishments to them. For example, when Jem damages the camellia bushes of Mrs. Dubose, Atticus advised him to say sorry to such an old and sick lady. Mrs Dubose then punished him by asking him to read to her every afternoon for two hours. Atticus used this experience to teach Jem what real â€Å" courage† meant and focus on the principles of life and respects while upholding fairness and justice. To conclude, although Atticus is not a perfect father, he was very responsible and easily gained trust of Jem and Scout, which is something essential in every parent-child relationship.

NT government Fin

It is prudent at this juncture to define the northern territory as a way of introduction. The northern territory (NT) is much of a political territory, which shares geographical location with north Australia. This is the main distinctive feature. However there are several differences In terms of the social and cultural orientation within the geographical region of north Australia.The northern territory exists as a self-government territory. However the territory derives its right to govern from the federal parliament. This means that the supreme authority is still the federal parliament. If follows that the decision reached at the northern territory legislative assembly is subject to the approval of the federal parliament. This happens to be what separates the self-governing territory of the Northern Territory from the rest of Australia. The political structure in the larger Australia is such that the states are sovereign and only come together under the federal government.The northe rn territory self-government act of 1978 gave a new status to the northern territory. In this act the northern territory was granted authority that could help it become a self-autonomous entity, usurping a few roles from the commonwealth. A few of responsibilities and duties initially carried out by the common wealth were transferred to the northern territory. A superficial glance at the territory and comparison with the other states indicates almost a complete similarity. However, the territory suits a shoulder below the rest in terms of authority and the structure of the government. It leaves more towards being a self-autonomous territory as opposed to the usual states in the common wealth.Although all the states in the common wealth are independent and value sovereignty, the 1978 act to self-given presents the biggest difference between these and the northern territory. The government in northern territory can make and enforce its own laws, but should the federal government wish to overturn or override it, it can achieve this through the parliament. An example in point is the euthanasia legislation passed by northern treaty but overridden by the national parliament ().In the place of a governor, the northern territory has administrator who wields executives’ power. He leads with the help of an executive council. The territory too has its representative in the federal legislature comprising of two representatives and two people in the senate.The territory has a legislative assembly consisting of members that are elected to speaker and the member of the executive council or the ministers. The northern territory also has local governments and authorities with some full administrative powers in Darwin, the capital city as well as in other large towns, these administrative centers provide essential services to the people ranging from housing to health among others.Northern territories have a fully-fledged legal system with the Supreme Court as the highest court in the land.There is a chief minister who leads the self-autonomous government while the premier leads the state government. These two are appointed by the administrator who in turn is appointed by the governor-general of Australia.In the national scene, the parliament is made up of the senate and the house of representative it deals with matters affecting almost all the states like foreign affair or the issue of protecting the nation as is the case in the United States. The territory’s representation in these two organs is a bit lower to make up for special status that it enjoys with an autonomous government.Broad responsibilityThe northern territory government is charged with the responsibility of managing the affairs of the territory save for those that are national in nature like the world heritage areas and national parks located within the territory (Strelein L (2000). This is done to avoid conflicts between the two levels of government. Areas that fall within th e northern territory government share of responsibility include but not limited to; education, health, and issues, administrative matters, infrastructure and local government. In order to perform these duties the NT government receives funds from the federal government.Relationship with federal governmentIt is clear that the two levels of government are mutually dependent. The federal government looks up to the territorial government to facilitate the implementation of laws and policies. Additionally the federal government expects to receive money remitted by the territorial government in order to reach its own objectives. On the other hand, the territorial government receives funds from the federal government to meet its budgetary obligations. This has for long time been a subject of much debate and controversy not only in the northern territory but also elsewhere in Australia and also in the world.The federal government in Australia has to perform a balancing act in order to achie ve some kind of equity. Equitable distribution of resources is a thorny issue here. This balance is important for stability of any nation. An example of inequality is between the State of California in the US and the Mississippi between which a huge economic disparity exists. There has existed a general discontent especially from richer states in the way the national government distributes money contributed by these states.One of the important areas of development that lie within the responsibility of the NT government is cultural development. Culture is a very important composite of any society. However, in the modern world, rarely would any society share in all aspects of a common culture. According to Martin C (1995), this is mainly because of the historical backgrounds that are as varied as the trends of the modern lifestyle. It is therefore important to understand the basics of cultural dynamics before any form of cultural development can be contemplated.Cultural development ca n be defined as the process through which the full potential of cultural diversity can be achieved for the common good. Culture is a most valuable symbol of identity and should not be lost either through assimilation or neglect. Cultural diversity brings out the uniqueness of the northern territory community (CUC107 Northern Perspectives. Cultural expansion and change (2007). One of the unique characteristics of the responsibility that the territorial government has in conserving and developing cultural diversity springs from the history of the people of the Northern Territory.The earliest inhabitants of the northern territory were the indigenous people. These people had and still have a rich culture and customs by which they lived. However, when the European immigrants settled in Australia, they sought to undermine this culture terming it as backwards. They also sought to force their own ways, which they viewed as superior. For many years this opinion has dictated the nature of int eraction between the indigenous people and the settlers. It has also influenced public opinion as well as dominant ideologies (Eckerman T. et al 1992).Upon this background, the territorial government must work to alter this perception and opinion that is based against the culture and custom of the aboriginal people as well as the Torres-strait islander people. The long enduring opinion is narrow and ill informed. It is full assumptions and biases that view some cultures and practices as more superior than others. Cultural development begins with the understanding of the uniqueness of the self. It is the responsibility of the Northern Territory government to promote understanding, acceptance interest and most of all harmonious existence among people of different cultural affiliations. The goal should be for the entire population to appreciate other cultures and to nurture rather than to kill diversity. The goal should also be to create a strong sense of belonging through culture wher e the population is proud of being who they are.Killing cultural diversity is tantamount to killing own individual identity. The study of culture has somehow increased awareness among those who take time to give thought to the wisdom those studies. However the world is still at a point where the western definition of what is superior and what is mediocre is widely embraced. Against this background many cultures have lost invaluable parts that were part of the whole thus becoming diluted (Hunter, E. (1993). This presents the main challenge to the Northern Territory government in its management and development of culture.The Northern Territory government must work from a seemingly â€Å"point of weakness† because many of the cultural practice and customs have lost so much already which cannot be recovered. Elements of culture such as language have also changed greatly. The way people talked as well as the content of these talks has changed overtime. Among the indigenous people for instance, folk tales were used to impart knowledge as well as to pass traditions from one generation to next. However folk tales have today found replacement in technology and the consequences are a lost method of passing culture to generations (CUC107 Northern Perspectives. Cultural expansion and change (2007).These are among the challenges that the Northern Territory government faces. Capitalistic ideologies and economic power has placed some countries at a position where they can dictate the direction the rest of the world takes. This includes dominating cultures. The disadvantaged, minorities and marginalized population have little choice but to tow the line appropriately (Alder, C. 1999). Economic development in the Northern Territory, which ironically must be encouraged, can only serve to diminish any gains on the cultural diversity front. This is a challenge to the Northern Territory government cultural development plans. It is easy to see here that the sacrifices that mu st be made are economic prosperity or the conservation of culture. With the world being the way it is today the Northern Territory government is hard pressed to make a decision to promote economic prosperity at the expense of culture.The Northern Territory government can however produce a win-win situation, by embracing innovative thinking to ensure sustainable development both economically and culturally.It is unfortunate that despite the fact that an opportunity clearly exists in the northern territory to develop ways of achieving sustainable cultural development, not much good seems be coming out of the processes. This can be attributed to the fact that the focus of the main stakeholders is wrong. The Northern Territory government has loudly cited scarcity of funds as the main obstacle in achievement of sustainable cultural development. This has denied these stakeholders from seeing the other methods and avenues open to them to exploit the opportunity (Ames, R et al 1989). The No rthern Territory government has tried to develop a framework upon which to build its plans. One has been the involvement of women and the aboriginal people in decision-making process. Their representation has however not always adequate which has worked against this plan.The NT government has also sought to promote culture by supporting cultural activities like road shows and festivals especially in Darwin. These attractions have served to showcase some of the diverse cultures that exist in Northern Territory. The events are increasingly becoming popular though at a very slow pace.The budget for cultural development has also been increasing steadily over the past few years (Christie, M. 2000).While the efforts of the NT government to involve the local communities especially the aboriginal and Torres-strait islander people together with women and other minority groups are laudable. This paper suggests that more can be done in order to speed up the process and consolidate gains achiev ed so far. Wide consultations have a way of fostering ownership. It is therefore important that the NT government seek to improve participation of the local communities in decision-making. Representation should be increased in the decision-making organ. Additionally, in order to increase coercion the NT government should develop a holistic approach that includes educating the people at all levels of the society to appreciate their cultures as well as other cultures within this society. This can be done formally in small community groups as well as through other contemporary media.Another laudable gesture that should be developed further is use of cultural events and festivals. Cultural events have succeeded elsewhere as tourist attraction and consequently served to preserve the practice. In Spain bullfighting is a cultural even that is unique to this part of the world. It has gained a cult like following and has also been used as a tourist attraction. In Brazil, street carnival wher e people showcase there cultural dances such as samba have also become an eye catching event that is widely accepted all over the world. Similarly events could be organized regularly to showcase the NT diverse cultures.The Northern Territory should also explore the use of cultural ambassadors in other parts of Australia and the world in order to advertise the culture and to promote cultural tourism.ConclusionWhile plans are underway to confer full powers of statehood in the Northern Territory, the territorial government must increase ensure sustainable development in all areas of development. It is the responsibility of the Northern Territory government to promote understanding, acceptance interest and most of all harmonious existence among people of different cultural affiliations. The goal should be for the entire population to appreciate other cultures and to nurture rather than to kill diversity. Cultural diversity must never be sacrificed in the altar of economic development.Re ferencesAlder C (1999) The Aboriginal art market: challenges to authenticity, on-line at:http://www.aboriginalartonline.com/forum/articles6.html, (Accessed: 3/2/05)Ames, R. Don Axford, Peter J. Usher, Ed Weick, George Wenzel, and John Merritt. (1989)Keeping on the land: A study of the feasibility of a comprehensive wildlife harvestsupport programme in the Northwest Territories. Ottawa ON: Canadian Arctic ResourcesCommittee.Christie M 2000 ‘Greek Migration to Darwin, Australia, 1914-1921' Journal of NorthernTerritory History, 71, pp 1 -14.CUC107 Northern Perspectives. Cultural expansion and change (2007). Available:http://learnline.cdu.edu.au/commonunits/cuc107/people/expansion.html. Accessed on 5th March 2008Eckerman T. Dowd, M. Martin, L, Nixon R. Gray E. Chong, Binan Goonj (1992). BudgingCultures In Aboriginal Health, . Armidale NSW: Printery, University Of England.. 23-58.Gavin Mooney Indigenous Law Bulletin Available:http://www.Austlii.Edu.Au/Au/Journals/ILB/2003/47.HtmlHu nter, E. (1993). Aboriginal Health and History. Power and prejudice in remoteAustralia. Cambridge University Press, Cambridge, New York, Melbourne.38Martin C (1995) ‘The Gurindji strike and land claim', Green Left Weekly, Online at:http://www.greenleft.org.au/back/1995/197/197p13.htm, (Accessed 15.2.05)Strelein L (2000) Aboriginal land rights in Australia, Native Title Research Unit, AustralianInstitute of Aboriginal and Torres Strait Islander Studies, Canberra.