The Interpersonal Relationship Between Students And Teachers Education Essay

The Interpersonal Relationship Between Students And Teachers Education Essay Introduction Classroom management is a combination of many components, such as effective teaching strategies, providing meaningful content and developing interpersonal relationships, with the student-teacher relationship seen as having the greatest impact on how well the classroom runs and how well the students learn (Beaty-OFerrall, Green Hanna, 2010; Larrivee, 2009; Snowman et al., 2009). The focus of this paper will be to discuss the research surrounding the nature of the student-teacher relationship. It will further discuss the educational implications arising from this relationship and provide strategies to build respectful student-teacher relationships. In conclusion this paper will provide recommendations regarding future teaching practices arising from the literature. Overview and Critique of the Literature The interpersonal relationship students form with their teachers can sometimes be complex and challenging. Buyse, Verschueren, Doumen, Van Damme and Maes (2008, p. 367) conducted two studies, a quantitative study and a qualitative study, of classroom behaviour and climate by investigating the student-teacher relationship from the perspective that young children with problem behaviour in the classroom are at risk for developing more conflictual and less close relationships with their teachers. When teachers have less close relationships with misbehaving students, one outcome may be poorer academic achievement (McInerney McInerney, 2010). Buyse et al. (2008) identified two types of student behaviour on which to base their studies. Externalising behaviour such as hyperactive and aggressive behaviour and internalising behaviour such as anxious, anti-social behaviour. These types of behaviour tendencies are seen as risk factors for teachers developing less positive relationships with stu dents. This study focused, in part, on teaching style as a possible link between at-risk students problem behaviour and the quality of the student-teacher relationship. Buyse et al. (2008) hypothesised that the risk for less positive relationships between teachers and students will be lessened when more emotional support is offered by the teacher. Importantly, this study did not focus on the problematic child (displaying internalising /externalising behaviour) but on the classroom resources, namely the emotional support provided by the teacher, as being an indicator of school adaptation and a predictor for at-risk students future adjustment (Buyse et al., 2008). Rogers and Renard (1999) support this by stating that learning is achieved when teachers develop positive relationships with their students by becoming aware of their emotional needs and tending to these, resulting in the likelihood that unsuitable behaviour will no longer be an issue. Rogers and Renard (1999) claim teachers must understand the beliefs and needs of their students to develop positive relationships. The core needs that encourage students to want to learn and to self-monitor their behaviour are feeling safe both physically and psychologically, being presented with valuable and interesting content, achieving feelings of success, being involved in meaningful decisions and feeling cared about (Rogers Renard, 1999). Maslow (as cited in Snowman et al., 2009, p. 443) refers to these needs in his hierarchy of needs theory where he proposes an ascending order of basic human needs starting from physiological, leading to safety, belongingness and love, esteem and self-actualisation. This theory proposes that if basic human needs are met or gratified, then individuals will be motivated to seek fulfilling experiences, which in the classroom would mean, if the teacher can help students satisfy their lower order needs, then learning will occur as the student striv es for upper level satisfaction (Maslow, as cited in Snowman et al., 2009, p 442). A qualitative study conducted by Brown (2004) to assess classroom management strategies in relation to culturally responsive teaching found that the most significant aspect of classroom management is the nature of the student-teacher relationship. Brown (2004) identified a caring attitude from the teacher as being the most significant factor in a students social and emotional well-being at school. Through interviews conducted with school students, Brown (2004) discovered that students recognised which teachers cared about them and noted that students wanted to make a more personal connection with their teachers. The research revealed that the primary characteristic valued by the teachers interviewed about their classroom management practices was providing individualised attention to each student to develop a mutually respectful personal relationship with them. Miller and Pedro (2006) state that respect can be an appropriate way of acting and forms the basis of personality and charact er. Furthermore, they advocate that a respectful classroom allows students to feel both physically and emotionally safe and valued. Marzano and Marzano (2003) state that student achievement is impacted twice as much by the actions teachers take in the classroom than by any other school policies, curriculum or interactions. In their meta-analysis of over 100 studies, they found that in a one year period there were 31 percent fewer discipline problems in classrooms if students had a high-quality relationship with their teacher as compared to those that did not. This relationship is not central to the students considering the teacher to be a friend, but is characterised by the teacher displaying appropriate dominance levels, displaying appropriate cooperation levels and being aware of students needs (Marzano Marzano, 2003). In this case, dominance is referred to as the ability of the teacher to provide strong guidelines and clear purpose relating to both student behaviour and academic endeavour. Canter and Canter (as cited in Charles, 2008, p. 65) popularised the Assertive Discipline system, where classroom teacher s take charge by interacting in a calm, insistent and consistent manner with the students to promote an orderly classroom where the rights of the student to learn and the teacher to teach without interruption is upheld. The Canters system originally focused on the concept that the teacher set the limits and enforced them, but later the emphasis was moved to creating warm, trusting relationships with students through positive recognition and proactively dealing with behaviour problems (Charles, 2008). Alternatively, Freiberg and Lamb (2009) propose the person-centred classroom management system where a stronger teacher-student relationship is formed than in a traditional teacher-centred classroom. Cooperation and connectedness in the classroom focuses on the teacher and the students working as a team to build effective teacher-student relationships. Freiberg and Lambs (2009, p. 101) research revealed that the four key reasons that kids love school are: They were trusted and respected people cared about them (social-emotional emphasis); They were part of a family (school connectedness); They felt their teachers were helpers, encouraging them to succeed and listening to their opinions and ideas (positive climate); They had opportunities to be responsible, with freedom and choices, but not license to do whatever they wished (self-discipline). They conclude that the person-centred classroom emphasises a strong social-emotional focus where the climate is warm and productive because they believe that students want to know how much you care long before they want to learn how much you know (Freiberg Lamb, 2009, p. 102). Educational Implications One main question arising from the research would be how to best prepare pre-service and in-service teachers to respond to and build respectful relationships with students with diverse needs (Brown, 2004; Miller Pedro, 2006). Significant to Browns (2004, p. 286) findings is that the teachers he interviewed relied on their strong relationships with students built on trust rather than fear or punishment to maintain a cooperative learning environment that meets the needs of all learners whom they teach each day. Rogers and Renard (1999) state that when teachers can show an interest in students, both educationally and personally, students become motivated to learn. By treating students with respect, creating fun, interesting and valuable lessons, offering meaningful choices and building relationships where students can see teachers as people, then students will be more likely to learn (Miller Pedro, 2006; Rogers Renard, 1999). By including specific training in classroom management str ategies for inclusive teaching practices such as how to convey respect, have high expectations of all students and teach in a fair and consistent manner, the research concludes that culturally responsive, inclusive teaching does support student learning and achievement (Brown, 2004; Miller Pedro, 2006). Research suggests that school psychologists should consider the influence of other aspects of classroom climate when assessing individual childrens modifiable behaviours to improve the student-teacher relationship (Buyse et al., 2008). Often interventions focus too much on the child themselves and their behaviour, when classroom social makeup and teaching strategies and beliefs should also be considered. Teachers bring with them to the classroom their own set of experiences and beliefs which influence their relationship with the child and subsequent responses to their problem behaviour (Buyse et al., 2008). Ormrod (2008) argues that teachers must think critically and ask themselves why students behaviour and achievement levels may not be where they should be and question the influence of their own actions on the students. Reflective teachers are those that continually examine their own assumptions and practices and adjust their teaching strategies and ideas to better meet the needs o f all of their students (Ormrod, 2008). Teachers should continually seek new ideas from colleagues, books, magazines, workshops and other sources to enrich and solidify their teaching skills (Slavin 2009, p. 7). Ginott (as cited in Charles, 2008, p. 61) suggests congruent communication provides the basis for a positive, caring learning environment. Effective communication can be blocked if teachers make assumptions, have preconceptions, or stereotype their students, so these problems need to be avoided (Edwards Watts, 2008). Treating students with dignity and addressing situations with I-messages rather than you-messages when misbehaviour occurs, models appropriate behaviour rather than attacking the students personality or character (Ginott, as cited in Charles, 2008, p. 61). For example, the teacher could say I get angry when I see bread thrown around rather than You are a couple of pigs (Ginott, as cited in Snowman et al., 2009, p. 486). When a student is having problems, actively listening to what the student has to say without making judgements or comments, but responding through acknowledgement or showing interest provides the student with a nonthreatening way of being heard and under stood (Gordon, as cited in Charles, 2008). Showing empathy to students encourages open communication and helps build a respectful relationship (Beaty-OFerrall, Green Hanna, 2010). Communication skills are a critical factor is establishing and maintaining a warm and friendly classroom environment and positive teacher-student relationships. Communication involves sending and receiving messages both verbally and non-verbally. Non-verbal messages can be quite powerful and can contradict the verbal meaning accompanying them. Students can interpret non-verbal messages quite well through mannerisms and tone of voice. It is therefore important that teachers match their verbal and non-verbal messages (Edwards Watts, 2008). Teacher Effectiveness Training (TET) is a course that is conducted in Australia, instigated by Gordon in 1974, where teachers learn to observe and analyse communication patterns between students and teachers, learn to help students identify ownership of problems to establish responsibility of action and learn to use non-offensive, positive behaviour. Along with this they also learn conflict resolution techniques and how to assist students to become cooperative group members. Gordons program is a well-established model for classroom management practices and has been found to help teachers make breakthroughs with difficult students. Developing relationships based on caring attitudes and meeting each others needs encourages a more democratic approach in the classroom, with teachers giving students a say in what happens and not solving all of their problems for them. The strategies offered in the Teacher Effectiveness Training course are based on enhancing communication between teachers and students, effectively developing respectful relationships (Edwards Watts, 2008). Respectful relationships with students can be formed by using positive classroom behaviours such as making eye contact, arranging seating so that the teacher can move freely around the room amongst the students and encouraging all students to contribute to class activities and discussions. One way of achieving this could be to allow more wait time during questioning to encourage those that may normally be reluctant to answer to get involved (Marzano Marzano, 2003). Understanding the unique qualities of each student in the classroom is a critical component of developing the student-teacher relationship (Beaty-OFerrall, Green Hanna, 2010). Research has found that teachers who do not treat all students the same, but address each of their students individual needs are the most effective teachers, in contrast to those that are insensitive to diversity and treat all students equally (Marzano Marzano, 2003). To help build cooperation in the classroom teachers can take a personal interest in students by greeting them by name, talking informally with them about their interests and being aware of important events happening in their lives. (Marzano Marzano, 2003). Signalling to students that you care about them by smiling or using positive language such as I would like us to rather than you need to creates a classroom where students feel valued and have a sense of belonging (Rogers Renard, 1999, p. 37). Marzano and Marzano (2003) found, through research, that students prefer strong guidance and control from their teachers rather than a permissive attitude, therefore teachers must establish clear expectations and teach with assertiveness. Respectful relationships with students can be built by using assertive body language, an appropriate tone of voice and insisting on appropriate behaviour in the classroom (Marzano Marzano, 2003). Teachers who model respect through courtesy and civility can expect the same in return from their students (Miller Pedro, 2006). DeVries, Zan, Hildebrandt, Edmiaston and Sales, (2002, p. 36) argue that every classroom has a sociomoral atmosphere that may be viewed along a continuum from coercion to cooperation. In the coercive classroom students are required to follow the rules set by the teacher out of obedience without question. DeVries et al. (2002) discuss Piagets constructivist view of the adult-child relationship and argue that mutual respect in the classroom is shown when the teacher considers the students viewpoint and encourages social interactions where students cooperate with the teacher as well as each other. Teachers who use an authoritative teaching style, based on Baumrinds parenting styles, treat students fairly, do not criticise or use sarcasm, set high standards, have set rules and explain the penalties for breaking them, trust students to make appropriate decisions and teach and reward expected behaviour (as cited in Snowman et al., 2009, p.466). This encourages students to become autonomous learners who respect their teachers. In contrast, teachers who use an authoritarian teaching style find their students are compliant and unable to self-regulate their behaviour and teachers who use a permissive style find that their students can undermine the routines of the classroom leading to inappropriate behaviour (Snowman et al., 2009). Conclusion Providing strategies for teachers to find ways to build positive respectful relationships with all students can only improve the management of the classroom as a whole. Better classroom teacher preparation is where the focus must be in efforts to improve the education of all students from the most motivated to the most challenging (Beaty-OFerrall, Green Hanna, 2010). Specific teacher training in the area of sensitivity and making connections could help teachers to assess their own beliefs and practices which may lead to improvements in the quality of the teacher-student relationship (Buyse et al., 2008). Buyse et al. (2008) conclude that while their research has suggested emotionally supportive teachers may contribute to positive student behaviour and a closer student-teacher relationship, further study is needed to assess other classroom features which may impact on the quality of the student-teacher relationship. It is apparent in the literature surrounding classroom management th at establishing a respectful student-teacher relationship is a prominent precursor to positive outcomes for students and teachers in schools. This was best summed up in Brown (2004, p. 279) when Jeff, a Witchita high school English teacher said, Youre there to teach kids, not subjects. We often forget this point.

Role of Gender in William Shakespeare’s Romeo and Juliet Essays

Everyone in the literary world is familiar with Shakespeare's two â€Å"star-crossed lovers† Romeo and Juliet. Their love story, doomed by fate and feuding families has been an inspiration to many other literary works, movies and even music. Yet it is unknown what makes these couple’s story to popular and interesting across the globe. Is it their youth, their love of first sight quickly followed by their terrific death, the tragic events that lead to their demise, or a mixture of possibilities? One aspect of the play that causes an image in the reader' mind and has a profound impact is the exquisite language of Shakespeare. The language gives each character a distinct personality and character; each character has a different sense of humor, wit and love. Shakespeare’s words show society in Verona, different beliefs, values, and behaviors in both men and women are present in his play. The main characters of the play, Romeo and Juliet, are even affected by these be liefs and value, but mainly role of gender. Men in Verona are violent, sexual dominant, and take priority in deciding what happens or doesn’t happen. Every action they take is an expression of showing to the other men how dominant and powerful they are. The men choose violence as their first choice of solving their problems for example: in the opening scene, the Capulets and Montagues get into a brawl for no apparent reason other than their long feud. The two noble families do not get along well particularly due to the feud between them, the Capulets and the Montagues. During their first brawl, on of the servants of the Capulets, Sampson, states: â€Å"’Tis true, and therefore women, being the weaker vessels, are ever thrust to the wall; therefore I will push Montague’s men from the... ... â€Å"If that thy bent of love be honorable, thy purpose marriage, send me word to-morrow† (2.2.143-144). Juliet’s mind is obsessed with sexual thoughts more than a woman of her time. Her thoughts are portrayed as words times before they marry, â€Å"O, I have bought the mansion of a love, but not possess’d it, and though I am sold, not yet enjoy’d. So tedious is this day† (3.2.26-28). Juliet defies her parents many times when they are attempting to marry her with Paris. She hastily disagrees with them eventhough she is not supposed to. At the end of the play, Romeo becomes very heartbroken and feels great melancholy as he is seeing his beloved lying cold in the tomb and takes his life with poison, a method of suicide mostly committed by females. Juliet, upon seeing her husband dead, stabs herself with Romeo’s dagger in a violent manner reflecting her masculine personality.

The Bereavement Journey :: essays research papers

The Bereavement Journey Breavement is handeled differently in different generations. Weather it is a kid that has a terminal illness or an elderly person who is diagnosed with a terminal illness, each breave differently. Breavement deals with not just someone clsoe dying but, someone themselvs who is diagnosed with a life threatening illness. Kids are more afair of death than adults are. Kids do not underdstand death like adults. In one of our class discussions , Dr. Bradshaw told our class a story about how he went to Yale New Haven hospital (I think) and Dr. Bradshaw stated that a young boy who was a terminal cancer patient drew him a picture of a tank going after him. When Dr. Bradshaw told our class this , it was then clear to me that a child does not understand death as well as adults. But there are also ways a parent can help a child with breavement like buying the child a pet and when that pet dies, explain to the kid whay the pet died and that it can not be replaced. â€Å"childeren are capeable of experiencing greif† (DeSpilder 359). Childeren tend to be more quiet when dealing with a death of someone close. Childeren like to forget the sight of a dead one and try and move on without talking to anyone. Adults experience greif more open. When a certain person reaches adult hood , more and more people that he or she knows is going to die, a parent can die, a friend, and even a child. The most extemem death a parent can experience is death of a child. â€Å" the death of a child may be experienced as the ultimate lack of protection and nuture, the ultimate breakdown and failure in being a â€Å"good parent†Ã¢â‚¬ . When and adult experiences a deah he or she will be more open and go to counceling or actually talk to someone, and talking to somneone about your problems is a good way of breavement. Elderly when dealing with deaht and breavement is also an extreme. An elderly is close to death as is, but his or her friends are starting to die repidly and most of all a spouse is very close to end of life.

The Typical Progression a Child Makes through a State Welfare System Es

The Typical Progression a Child Makes through a State Welfare System The paper and diagram below describe the typical progression a child makes through a state welfare system. Each figure in the diagram below links to a specific decision point described in the paper, which begins immediately after the diagram. This chart provides a model, which highlights typical decision points on a child's journey through the current foster care system. Although the format is based on federal and common state law and practice, nevertheless it is only a model. Laws vary across states, as does the capacity and practices of child welfare agencies and courts to manage their caseloads. This paper describes the typical progression a child makes through a state's child welfare system. Each state's child welfare agency is responsible for ensuring the safety and well being of children. Child welfare systems have several chief components: Â · Foster care ? full-time substitute care for children removed from their parents or guardians and for whom the state has responsibility. Foster care provides food and housing to meet the physical needs of children who are removed from their homes. Â · Child protective services (CPS) ? generally a division within the child welfare agency that administers a more narrow set of services, such as receiving and responding to child abuse and neglect allegations and providing initial services to stabilize a family. Â · Juvenile and family courts ? courts with specific jurisdiction over child maltreatment and child protection cases including foster care and adoption cases. In jurisdictions without a designated family court, general trial courts hear child welfare cases along with other civil and criminal matters. Â · Other child welfare services ? in combination with the above, these services address the complex family problems associated with child abuse and neglect. They include family preservation, family reunification, adoption, guardianship, and independent living. Â · ?While 542,000 children were in foster care on September 30, 2001, 805,000 spent some time in care over the course of that year.?1 Â · ?Children in care in 2001 had been in foster care for an average of 33 months. More than 17 percent (91,217) of the children had been in care for 5 or more years.?1 Once a child is known to the child welfare agency, ... ...ip Care Families - Frequently Asked Questions (Spring 2000) and Federal Register, Vol.65, No. 16, (January 25, 2000), pp. 4032-4033. 11U.S. Department of Health and Human Services, Administration for Children & Families, National Clearinghouse on Child Abuse and Neglect Information, Foster Care National Statistics April 2001. 12U.S. Department of Health and Human Services, Administration on Children, Youth and Families, Child Maltreatment 1999: Annual Report (Washington, DC: U.S. Government Printing Office, 2001). Some states may include settings with fewer than seven children as group homes. 13U.S. Department of Health and Human Services, Administration for Children and Families, Administration for Children, Youth and Families, Program Instruction, ACYF-PI-89-09 (October 1989). 14Foster Care National Statistics April 2001 (2000b). 15Steve Christian, A Place to Call Home Adoption and Guardianship for Children in Foster Care, p.28 (National Conference of State Legislatures, 2000) 16State of Tennessee, Comptroller of the Treasury, Foster Care Independent Living Programs (1998). 171994 Green Book (Washington, DC: U.S. Government Printing Office, 1994).

Explain why Act 2. Scene 2. is a turning point in the play for Macbeth and Lady Macbeth Essay

Explain why Act 2. Scene 2. Is a turning point in the play for Macbeth and Lady Macbeth. How should the actors playing these characters behave to show the audience what they are feeling? In the First Act we learn that Macbeth is thought of as a very noble, loyal, brave man. â€Å"For brave Macbeth †¦ O valiant cousin, worthy gentlemen!† Macbeth was victorious in a battle on behalf of the kingdom and gets lots of praise from the king, and the other soldiers, and unknown to him is soon be given the title, ‘Thane Of Cawdor’. Banquo and Macbeth are travelling home and they came across 3 witches. These witches prophisize that Macbeth will become Thane of Cawdor and that soon after he will become king. â€Å"All hail Macbeth! Hail to thee, thane of Cawdor! †¦All hail Macbeth! Thalt shalt be King hereafter.† Macbeth doesn’t pay to much attention to them and continues on with his journey, when he returns home, he finds out that the King is coming to stay with him and Lady Macbeth in their castle. Macbeth then finds out of the title and tells Lady Macbeth of the three witches prophesies, and then Lady Macbeth starts to hatch a plan. Macbeth was so horrified of the idea of killing Duncan because in those days, people believed in something, which was called the divine right of kings. Which meant that they believed the king to have been chosen by god. So an attack on King Duncan would have been considered sacrilege. In Act one, Macbeth comes across as brave and loyal, but if he goes through with the murder, he will be forever looking over his shoulder, he will have to watch what he says and does, because he could be found out. This would change his character entirely. Macbeth has to realise that there can be no going back once the murder has been committed. James 1 would have understood and believed in the divine right of kings, so when the play was being written, including it would have been more interesting as the play was originally wrote for James 1, who was king at the time. Scene 2 has to be the most violent part of the play although we don’t actually see the murder in the written play, it is only included in the film version, which we recently watched, directed by Roman Polantski. It is interesting that Macbeth kills King Duncan offstage, the scene could be written this way because Shakespeare wanted us to concentrate on Macbeth’s reaction to the murder, rather than the murder itself. It’s a crucial part in the play as it the first of many murders. The murder takes place on the night of the King’s stay. Everything that happens in the play now is revolved around this scene. This scene is important because it not only features the murder scene. It is also the start of the falling apart of the relationship between Macbeth and Lady Macbeth. There is a lot of tension when we see Lady Macbeth pacing about nervously, waiting for Macbeth to come back. We also see Lady Macbeth’s softer side too when she says â€Å"Had he not resembled my father as he slept, I had done’t† meaning if the King had not looked like her father she would have gone through with the murder herself. I imagine her to be looking quite sad at this point, yet nervous, for fear of still being caught. It reminds us that lady Macbeth still has some humanity because it might help the audience to understand why she does what she does at the end of the play. Lady Macbeth hears an owl screech while she is waiting for Macbeth and jumps, as she is clearly quite nervous even though earlier on in the play she says â€Å"That, which hath made them drunk, hath made me bold.† This is obviously not the case. Lady Macbeth may say this half-jokingly and holding the cup up near to her face, which she drinks it. When Macbeth comes to meet his wife they are both nervous, yet they seem excited to, as they don’t speak in full sentences, it’s a short, sharp exchange of words. â€Å"When† , â€Å"Now† , â€Å"as, I descended† , â€Å"Aye†. His shows the audience that they are worried, nervous etc. They will at this maybe looking around them to see if there is anyone coming, or looking at each other trying to see what the other is thinking. Macbeth also still has hold of the daggers, which makes the tension in the scene increase. Macbeth can’t seem to believe he has committed such a crime as he says, â€Å"This is a sorry sight†. He is also referring to his hands, which are covered in blood, Macbeth must have been putting his head in his hands at this point for him not to notice, therefore holding them up in fr ont of his face. He can’t seem to forget about the murder after this point. He seems obsessed with what he has done and almost in a hypnotising state of mind. Lady Macbeth, although in a way mocks him, she stays calm and says to him â€Å"Go get some water and wash this filthy witness from your hands.† Lady Macbeth is probably pushing him to the fountain and is keeping an eye on him, as so, they won’t get caught. Macbeth knows that he might be able to get rid of the stain from his hands but not from his conscience. He says â€Å"Not all Neptune’s ocean can wash me clean†. Lady Macbeth makes fun of Macbeth for dwelling on the murder and has a go at him for being a coward. Macbeth and his wife seem to lose a connection with each other and Shakespeare has made it obvious that Macbeth is the weaker of the two characters and his and Lady Macbeth’s relationship isn’t going very well. He shows this by having Macbeth ramble on, and say long speeches. But Lady Macbeth stays in control, she acts almost evil and without a conscience. The play seems to build up more tension by Macbeth saying that he thought he had heard a voice saying â€Å"Glamis hath murdered sleep, and therefore shall sleep no more: Macbeth shall sleep no more.† This could be Macbeth’s imagination, or him hearing another of the witches prophesies. The knocking on the door startles Macbeth, as he knows now, this could tell whether his crime is about to be found out or not. Lady Macbeth again keeps her head amongst all of this, although nervous they will be discovered. Lady Macbeth quickly returns the bloodstained daggers to Duncan’s grooms, and goes one further and says, â€Å"If he do bleed, I’ll guild the grooms with Duncan’s blood, for it must seem their guilt.† Shakespeare has her do this to make the audience aware of how much more confident than Macbeth, Lady Macbeth is. Whereas Macbeth is still in shock of the crime he had committed. Shakespeare conveys that Lady Macbeth and Macbeth’s relationship is slowly deteriorating, as Macbeth seems to be acting crazily and Lady Macbeth seems evil and calculating and in control of the situation. The knocking still carrying on, lady Macbeth appears annoyed and urges her husband, to his chamber, where they can hide and come across as innocent to the murder if it is discovered. Shakespeare has once again let Lady Macbeth take control. Shakespeare has cleverly used language and structure of sentences manages to create a lot of tension and excitement in this scene. He uses the right language in the right places to make the characters and the play really believable. Towards the end of the play Macbeth becomes overwhelmed by guilt and fear, he murders anyone he suspects might know. Eventually the heir to crown kills Macbeth, after Lady Macbeth has taken her own life as she is overcome by the guilt. King James and the rest of the Shakespearean audience would have wanted the murders and lies and drama, this is probably what they would have expected. Sacrilege was believed to have been punished by God. Macbeth and Lady Macbeth were the murderers so this would have added excitement; the witches added some eerieness and supernatural theme to the play. These are good choices for the play at that particular time, and it still makes it good today.

Cultural Events and Savings Essay

The phrase cultural Events and Differences Evidence from Immigrants to the linked Arab Emirates is catches attention, because it provides through examination of main reasons of immigration and touches the living conditions and experience of being an immigrant. It is know that the potential of UAE is growing and thus the arena has to be studied and its policy should be evaluated.Furtherto a greater extent, the article is evoke, because it examines impact o international region ob immigrants behavioral patterns and provides examples from different countries. Actually, the article raises debates whether immigrants should adapt to contrary culture or to preserve their culture. Moreover, the military posture of the article is that is investigates the nature of nest egg.Certainly, this article contains a great deal of new interesting and relevant worldly for contemporary world, because public is interested in what is going on in Arab world. It is interesting to know, for exam ple, that immigrants from developing countries tend to be more uniform regarding education, age, household and occupation, though they are provided with lower income than that of Arab countries. Nevertheless, the differences in national providences postulatent been investigated yet.The authors of the article provoke that UAE completely depends on immigrant workers. Apparently, heathenish factors have strong impact on political policies, partly because they tend to influence saving behavior in the long choke in the countries which are considered ethnically diverse. Nevertheless, cultural factors play rather important, though not dominant role in ascertain differences in household savings. The authors provide some(prenominal) conclusions the level of per capital income and growth income influences the capability to save interest rates and swelling rates appear to be insignificant.The article refers to Legal, Technological and Political Force as it examines the impact of cult ural differences on the political policy within UAE. The article provides development regarding political and economic forces caused the increase of immigration.ReferencesAl-Wad, M. & Elhiraika, A. (2003, July). Cultural Events and Differences Evidence from Immigrants to the United Arab Emirates. The Journal of discipline Studies, 39, 5, 139-151.

American Jury System

The Court system consists of numerous levels.The court system is made up of laws, statue, and codes. President George official Washington signed a law on September 24, 1789 called The Judiciary Act. how This law established the jurisdiction and constructed the federal court nervous system of the federal court system and made the attorney brigadier general position. The Court system is made up of many laws.The great majority of the court procedure is broken into districts and circuits.Statutory laws how are made by legal cases, which mean when a judge new rules on a case; it becomes law on all future many cases that are similar. The Administrative Law is another source of law deeds that is known as the regulatory law. This law governs chorus both state and federal agencies. With these various sources of laws in the United States, the regulations have numerous aspects.

It is.The Court system is made up of one many levels. There are 3 structures of the other federal courts. The district courts, Courts of Appeals (appellate court) and Supreme Courts are made up in the federal court system. The appellate courts have no original jurisdiction.A trial by jury lowers the little likelihood of making mistakes.Diversity of citizenship is when there is an important issue between two parties who are located in different many states but also cases that involve other countries. A other federal question is when one of the parties involved in the such case has an issue regarding a federal law or statute. Courts are made to find the main purpose of their jurisdiction. Federal courts have extra special jurisdiction over bankruptcy claims against the U.

Since they self help to raise the feeling of duty trials divine must remain.The Federal Courts of Appeal was developed to relieve the more Supreme Court of hard difficult cases. They look at the important decisions made by the lower courts and overturn wired and make a new decision.The Supreme Court is the highest court in the United States. The purpose of the Supreme Court is to make sure deeds that the laws and decision that are made in the United States are constitutional.Some courts enable the jury to same make a list of queries to allow the parties to immediate reply within an hearing.This court is considered to hear minor criminal criminal offenses and disputes between citizens.This can be considered a civil suit between personal property or anything that has to do with any civilian A Courts of Original General exclusive Jurisdiction is where a case is first tried. There is no popular appeal because the case has not retired. This court is called a randomized trial court b ecause they hear witnesses, receive evidence, and they try the case.

The Supreme Court is the maximum court in the USA.Defendants best can always have many rights. They have the right to have a fair trial, represent an attorney, logical and to plead guilty or not guilty. Defense attorneys best can assist clients throughout the trial. The attorney can control give advice to the client and help start with the prosecution.It was his case.They can also try logical and reduce your bail. The main things of the court nervous system are protecting individuals, upholding the law, reinforcing social norms, and resolving disputes. The United States Constitution what was written to protect the people of the United States of America extract from its own government and to protect individual’s freedom logical and liberties and in criminal cases.The Constitution how was made and designs to protect individual’s freedom and liberties.

Jury is the most efficient way.org/wiki/Jury_trial http://en. wikipedia. org/wiki/Appellate_court http://www. littletongov.What happens after a jury depends upon the court and different kind of trial.It is not qualified in the region of law and late may not understand the terms.

A jury may be used in some civil matters too.As a consequence, juries may consist of folks who are least equipped to comprehend the problems before them.From time to time, a jury cant gather enough votes.On the little flip side, some people can state juries how are illiterate.

The jury process is a system that is rather old.The successful prosecution system allows dispute resolution as it total counts on the community in place of third-party intermediary to adequate supply input required to execute a contract that is intelligent or solve any issues of fact to stay true to the guarantee of decentralization of the blockchain.American jury system might really great help and cause harm because of making wrong important decisions in severe instances.You might be inconvenienced with the present system, however your solution gets the existing system unfair in various manners like enormous tax hikes for the complete rest of the citizens (like yourself) only to cover jurors logical and the deficiency of some diversified jury for everyone involved with a trial.