A Dolls House - Henrik Ibsen Essay Example for Free

A Dolls House Henrik Ibsen Essay Henrik Ibsens in one of his most revolutionary plays, A Dolls House, filled his set and narrative with symbols that emphasised the idea that above everything, one must be an individual. Doors, macaroons and the tarantella are all symbols that are used by Ibsen to convey to the audience that the life of Nora and Torvald isnt what it seems to the naked eye. The doors in the dolls house set, are emphasised, to symbolise the separate worlds Nora and Torvald live in; the illusive macaroons symbolise the control Torvald has over his wife and the wild tarantella dance is symbolic of Noras desire to escape from her restricted and heavily defined existence. Doors in A Dolls House are not just a wooden blocks that can be used as a thoroughfare between rooms; they are used to distinguish between the two different spheres, Noras sphere and Torvalds sphere. All throughout the play, Nora never enters her husbands world. Guests for Torvald were instructed to not come in here (Noras living room), and they went on into Torvalds study. As Krogstad slammed the door on the way out of his house, Noras world was smashed into a million shards of tiny fragile pieces. The character of Nora is sent into a spiral of depression, anxiety and out-right craziness that turned a seemingly normal dance into a 19th century movement of oppressed emotions. The macaroons that Nora possesses in the beginning of the play are more than just a common snack. Nora has the macaroons in the early stages of the play, with Torvald around. They give the audience the knowledge of Noras child-like behaviour and emotions. All through A Dolls House, Torvald treats Nora like an inexperienced child, and the macaroons are one of many indications of this. She offers it to guests as they enter her world, but not to her husband, in which she hides them from him. The child-like behaviour is also witnessed in the scene where Nora is playing with her children, calling them little dolls and playing with them like they are her friends and shes not their mother. This child-like behaviour was encouraged by Torvald, by simple nicknames, such as skylark and mockingbird, to make Nora be more immature towards Torvald and keeping her youthfulness that he liked so much. The infamous dance, the tarantella, was an expression of the oppressed society that woman had to go through in the 19th century. The tarantella was used to convey emotions that woman couldnt express in normal, everyday life. They used raw energy to express that raw emotion. In A Dolls House, Nora uses, just as other woman have, to express and release the oppressed emotion that was given by Torvald towards her. In the scene where Nora is dancing for Torvald as practice of the dance and Dr. Rank comes in, Torvald keeps telling Nora to stop it and do it as I said. Nora is completely oblivious to Torvald and keeps on dancing in her own style. Dr. Rank comes in and takes over Torvalds role as piano player to fuel the flame that Nora was burning. The dance becomes more and more wild as the scene progresses, until the music stops and Nora is just still. The oppressive moment of woman in the 19th century created this dance. A Dolls House uses this symbols of child-like behaviour, different worlds and an oppressed dance to show the audience that the world of the 19th century wasnt a blissful place where men and woman were equal in everything they had rights to, like they do now. Torvald showed that he was a man of conformity and tried his best to bend his family into the social norms of the time. Torvald never let Nora have her way and treated her like a child, making her regress into one and even making her be his child. She was scared to wrong by her husband, even hiding a simple sweet from him so he wouldnt find out that she was eating it. By the end of A Dolls House , Nora grows up. After the problems arisen by Krogstad, she learns that her husband isnt her saviour anymore and she doesnt love him. The party ended when Torvald wanted to leave. Nora got home and changed out of her formal attire, and into outdoor wear, making Torvald wonder, Why are you dressed like that? The taking off of her formal clothes gives the impression that Nora is now taking off her old life, her oppressed life, and starting afresh. After an emotional discussion with Torvald, she ends up leaving him and the children. Walking out of her house, through the door, again is symbolising the end of something. This time its Noras life with Torvald. As the door closes, this time its Torvald who breaks down, mirroring Noras emotions when Krogstad leaves the  letter in the letter box. Symbolisation is a major part in any play, even more so in A Dolls House. The emotion scenes with Nora, Torvald, Dr. Rank and even Krogstad wouldnt be the same without objects such as the doors or macaroons, or the two different spheres dividing Noras world and Torvalds. The dance itself plays a vital role of showing emotion without the notice of Noras own husband. Without such devices, A Dolls House wouldnt be the same revolutionary play that we see today; it would just be mere words on a page. Bibliography: A Dolls House Henrik Ibsen

Are Juries the Most Appropriate Way of Deciding Guilt?

Are Juries the Most Appropriate Way of Deciding Guilt? Abigail Louise Lines   From a Psychological Perspective, Are Juries the Most Appropriate Way of Deciding a Persons Guilt? The judicial system within the United Kingdom has a perverse history, with its origins in the church influencing modern systems and the human rights we have within the court today (Brooks, 2004). Before criminal trial juries were an established concept in the United Kingdom, there were three ways in which the degree of a persons innocence was established: a Wager of Law, Trial by Battle and The Ordeals (Brooks, 2004). These tests primarily consisted of physical challenges in which God was believed to be the primary authority to pass judgement and decide a persons guilt; these trials disregarded human rights, often involved physical anguish and frequently resulted in the death of the accused (Brooks, 2004). It was not until 1219 that individuals accused of a crime were allowed to appeal to a jury, however, individuals who refused to appeal through a jury were subjected to Prison Forte et Dure, where the accused were physically and emotionally tried until they consented to this appeal procedure (Berger, 2011). Due to the influence of the church and the belief that God was involved in the decision of guilt, it was rare that jury members in the appeal procedure would have to justify their decisions and have their verdicts questioned (Berger, 2011). During the early 1300s jurors verdicts began to be doubted and those who served on a jury could be challenged as unfit, incompetent or corrupt; this later led to reforms as to who would be allowed to serve on a jury and an emphasis on mandatory guidelines to follow (Smith Wales, 2000). Modern criminal trials consist of 12-16 individuals selected at random from the electoral register to represent their peers; they discuss the factors influencing the case at hand to ultimately determine the level of guilt of the involved and to deliver an appropriate verdict (Smith Wales, 1999). Juror capabilities have been questioned in recent years due to a rising number of [G1]criticisms of competency, variances between the judges and jurys verdict, and the role of inadmissible evidence which is believed to influence jurors decisions (Smith Wales, 1999; Hans, 2008). To understand and assess whether juries are appropriate for deciding an individuals guilt, the current essay will explore psychological evidence and criticisms of the jury. It will critically evaluate factors involved in juror decision making and competency, recognising the role of current systems in place and how these systems may influence the reliability of jurors. Furthermore, it will investigate alternatives to juries, systems used in countries outside of the UK and improvements to be made to the modern jury.[G2][G3][G4][G5][G6] Juror decision making models have been a point of interest for those critiquing the jury system; several empirical studies have created and reviewed models of juror decision making to evaluate the strengths and weaknesses of having a jury (Pennington Hastie, 1981). Cognitive models of juror decision making are the more commonly accepted approaches, specifically that of the Story Model (Pennington Hastie, 1992). The Story Model assumes that jurors construct stories when deciding on a verdict; they will piece together known elements of the case, learn the appropriate verdicts for the individual and then make a decision based on the goodness of fit principle (Pennington Hastie, 1992). Although this structure recognises that individuals will use schemas to interpret the case at hand, it relies on this aspect heavily when individuals create the stories (Pennington Hastie, 1992). Due to the level of variance in individuals schemas, this may be a critique of using jurors in civil and cr iminal trials due to the differences in how they interpret events within the case; it makes it increasingly difficult to come to a unanimous decision, especially in complex cases wherein there are multiple aggravating and mitigating factors involved (Devine, Clayton, Dunford, Seying Pryce, 2001). The Story Model also takes into account the jurors previous knowledge of the legal system when applying their story to the verdict; this again uses real world knowledge court cases which may not derive from reliable sources, such as movies and television shows, which in turn may cause them to arrive at a disagreeable or incorrect verdict (Devine, Clayton, Dunford, Seying Pryce, 2001). Few meta-analyses have reviewed models of juror decision making, however, all have arrived at similar conclusions for improvements (Saks Marti, 1997; Devine, Clayton, Dunford, Seying Pryce, 2001). Variables such as knowledge of legal terms, clarification of verdict options, jury personality types, defendant criminal history and the strength of the evidence presented all affect jury decision outcomes[G7] in studies; without systematically controlling for these factors in studies, it is difficult to firmly accept the level at which jurors are a reliable means of assessing an individuals guilt (Devine, Clayton, Dunford, Seying Pryce, 2001). It is, however, possible to understand improvements to be made to the current jury system from the meta-analyses on decision making models; Saks and Marti (1997) explained that jurors express difficulty in understanding and applying instructions given by the judge. This thought to be due to the specific language used in legal settings, which indiv iduals without training may find difficult to understand; it has been suggested that instructions given by judges should be mediated for language which may confuse jurors and be re-written to allow for clarification (Saks Marti 1997; Hans, 2008). [G8][G9] Juror competency is currently monitored within the United Kingdom, through a comparison of verdicts, analysis of verdict patterns, a series of interviews or questionnaires and also through the use of mock jury studies (Hans, 2008). As previously mentioned, there are concerns that jurors may find it difficult within a court setting to understand the specific legal terminology used by judges, however, there is also evidence that jurors may express difficulty in understanding statistical and economic evidence; this is of particular concern during complex cases with industry specific language, wherein the jury may not be able to discuss the specific factors regarding the case as they are unable to fully comprehend it (ForsterLee, Horowitz, Bourgeois, 1993). There have been studies which disagree with this critique, as findings have shown that Judges and Jurors generally match in their verdicts in cases involving complex language (Eisenberg, Hannaford-Agor, Hans, Mott, Schwab Wells, 200 5). Further studies exploring individual versus group competence wield reassuring results for those in favour of the judicial system; one study exploring theorems of group confidence found that regardless of the overall individual competence, jury members in a larger group are less likely to make mistakes due to being able to deliberate on ideas (Grofman, Owen Feld, 1983). Along with larger group sizes increasing juror competence, several studies have found that note taking and engagement is the ideal way in which juror competence is enhanced; jurors that weigh in, take notes and assume an active role in deliberating the final verdict have been shown to have a higher level of engagement with the case, which leads to a higher level of competence (Heuer Penrod, 1994; Forsterlee Horowitz, 1997). Until 1967, the British court required juries to reach a unanimous verdict; modern UK courts judges will now accept a majority vote, however, in some states in the USA the unanimity rule is still applied (Sunstein, 2014). It is believed that forcing juries to reach unanimous verdicts decreases the chance that an innocent individual is convicted, and the guilty being acquitted, yet research argues that these errors may actually increase if individuals are forced to reach unanimity (Feddersen Pesendorfer, 1998). This is believed to be due to jurors attempting to apply strategic behaviour to their decision making while disregarding their intuition (Feddersen Pesendorfer, 1998). [G10] Further criticisms of the unanimity rule consider that forcing unanimous verdicts increases the time and costs of court trials, and also increases the chance of a retrial taking place (Neilson Winter, 2005; McCormick, 2012). While this supports the use of juries for deciding a persons guilt, there is conflicting research which suggests that allowing for a majority verdict may cause uncertainty in the final outcome; several studies have found that those forced to make unanimous decisions found greater satisfaction and confidence in their decisions, as they felt as though they had discussed evidence more thoroughly and delayed their voting (Diamond, Rose Murphy, 2012; Sunstein, 2014). Furthermore, OConnor (2003) argued that not having unanimity decreases confidence and reliability within the group if one juror disagrees; it is therefore contended that forcing a unanimous decision increases the principle that there is proof beyond reasonable doubt that the individual is guilty. [G11] The role of inadmissible evidence is also a concern within court cases within the United Kingdom due to the increased exposure of online materials which may sway jurors verdicts; inadmissible evidence not only includes pre-trial exposure, but also statements and information revealed in court (Lieberman Arndt, 2000). Certain safeguards are currently in place to ensure that inadmissible evidence does not affect jurors or their verdicts, such as continuance, a reliance on voir dire to remove biased jurors, deliberations, and admonitions (Lieberman Arndt, 2000). It is believed, however, that these precautions have little effect on juror prejudice and in some cases may backfire ([G12]Lieberman Sales, 1997; Lieberman Arndt, 2000; Steblay, Hosch, Culhane McWethy, 2006). This reluctance to ignore inadmissible evidence may be explained by several psychological theories such as Belief Perseverance, Hindsight Bias and Reactance Theory (Lieberman Arndt, 2000). Reactance Theory is the more commonly accepted theory behind this effect as it explains why there is a reluctance with certain forms of evidence; it occurs when individuals feel that their freedom is limited and therefore attempt to re-establish this autonomy and gain control (Torrance Brehm, 1968; Lieberman Arndt, 2000). Empirical research has been found to highlight the negative consequences of inadmissible evidence on jurors; jurors have been found to issue more guilty verdicts when strong inadmissible evidence is given, and the strength of this evidence also has the ability to influence the overall confidence in their verdict (Sue, Smith, Caldwell, 1973). Furthermore, one study conducted by Thompson, Fong and Rosenhan (1981) found that when given pro-acquittal inadmissible evidence, jurors are less likely to convict the defendant; this study also revealed that jurors were able to recognise that their decisions have been influenced by inadmissible evidence. This may be detrimental to the belief that juries are the most appropriate method of deciding an individuals guilt as it demonstrates the reluctance to follow instructions from members of authority; it further establishes that although jurors recognise that they are being influenced by inadmissible evidence, they will do little in terms of reco nsidering their final verdicts. In light of this research, several psychologists have recommended ways to lessen the impact of inadmissible evidence. One meta-analysis covering 48 studies and 8,474 participants has found that while judicial instructions do not lessen the influence of inadmissible evidence, if a rationale is given for disregarding the evidence, such as it having a negative effect on family members of those implicated, the overall influence of it is reduced (Steblay, Hosch, Culhane McWethy, 2006). Further recommendations include jurors repeatedly sworn in before deliberation begins; this allows for an emphasis on the importance of disregarding inadmissible evidence and motivation to follow the law (Lieberman Sales, 1997; Lieberman Arndt, 2000). Research regarding juror decision making has been applied to many stages in legal processes, with courts obtaining information frequently from social scientists to assist in legal battles; psychologists are commonly requested in court as expert witnesses, in cases such as eyewitness testimonies, to educate the jurors and ensure they competent when deliberating on the trial (Kassin, Ellsworth Smith, 1989; Pennington Hastie, 1990). Although the role of [G13]an expert witness calls for those of sound scientific and technical understanding to assist the jury, there are critics who argue that those who testify as an expert may hold biases; claims that researchers appearing in particularly violent or morally ambiguous cases, such as those involving rape or child molestation, may still hold personal values when issuing a statement, therefore when these personal values appear they may sway the jury in a certain direction (Loftus Monahan, 1980). In this case it is not the jurys responsibil ity to counteract this measure, however, the defence, [G14]prosecution, [G15]and judge must ensure that counterclaims are issued should bias remarks enter the court (Loftus Monahan, 1980). Nevertheless, this remains a criticism of the practicality of using juries when deciding an individuals guilt. [G16][G17] With these criticisms of the modern jury in mind, some researchers have explored alternatives to juries which include specially qualified jurors and the concept of a non-jury tribunal (Norris, 1993). There are currently few specifications when an individual is called to jury service, with exceptions including a history of mental health conditions, reduced English speaking or writing aptitude or those who have served a prison sentence in the last five years; due to the limited criteria, researchers have expressed concern that those presiding over important decisions may not possess the acumen to understand the ramifications of sentencing, therefore, minimal educational qualifications should be imposed (Norris, 1993). Norris (1993) has explained that it would be desirable that those serving on a jury hold specialist qualifications especially in complex cases, for example, a bachelors degree. [G18]Norris (1993) continues by explaining that if minimal educational qualifications are not e nough to ensure the competence of jurors, then expert non-jury tribunals may be of use in complex, industry-specific cases.   [G19][G20][G21][G22] Although juror incompetence is a concern, both of these suggestions appeal for educated jurors to be called more frequently into jury service, especially for more convoluted cases; criticisms of these improvements include the criterion in which we define a complex case, that jurors may no longer be considered peers but superiors, and that some industries are already limited in their personnel, therefore, frequently calling them to jury service may negatively affect their area of work (Hersch, 2003). Henkel (1976) explains that alternatives and improvements should be made, however, until these concerns are resolved smaller changes should be made to ensure the competence of jurors. There are several alternatives to juries which are currently used within other countries, such as the use of religious law which utilises divine doctrines to pass judgement, or a mixed system of civil and religious law which recognises cultural and lawful judgements, and full tribunals without the use of juries (Frase, 1990). Due to the mix of cultures in the United Kingdom, the reintroduction of religious law would not be advisable to improve the current judicial system. France officially abolished trial by jury in 1941 and now uses six lay judges, and three professional judges to preside over cases; in this system there are separate tribunals for how serious the offence is and the type of offence involved (Frase, 1990). While we may look to this structure to improve our own judicial system, one concern would be that they would not represent those from the community on trial, as they are more likely to come from a primarily middle class and legal background (Frase, 1990). To conclude, the criticisms offered in the current essay explain that the current judicial system is not without flaw. The structure currently used within the United Kingdom could make several improvements to increase the degree to which jurors make an appropriate decision, such as specialists which assist jurors in understanding the language used within the court system, the encouragement of note taking and taking an active role in deliberation, further precautions taken to lessen the impact of inadmissible evidence, and safeguards in place to ensure that prejudices from expert witnesses do not influence jurors in their verdicts. It is advised that policy makers take these issues into account when discussing the current regulations in place. Before we are able to implement improvements and look to other systems for advice, we must appreciate that the current judicial structure has been in the United Kingdom, and influenced other countries systems such as the United States, for a num ber of years. Although the current essay establishes that juries may not be the more appropriate method for deciding a persons guilt, until realistic alternatives are established and tested, juries will remain to be the only viable option within the United Kingdom.[G23] References Berger, B. (2011). Judges, Juries, and the History of Criminal Appeals. Law And History Review, 29(01), 297-302. doi: 10.1017/s073824801000129x. Devine, D., Clayton, L., Dunford, B., Seying, R., Pryce, J. (2001). Jury decision making: 45 years of empirical research on deliberating groups. Psychology, Public Policy, And Law, 7(3), 622-727. doi: 10.1037//1076-8971.7.3.622. Diamond, S., Murphy, B., Rose, M. (2012). The Kettleful of Law in Real Jury Deliberations: Successes and Failures. SSRN Electronic Journal, 106(4), 1537. doi: 10.2139/ssrn.1641552. Eisenberg, T., Hannaford-Agor, P., Hans, V., Waters, N., Munsterman, G., Schwab, S., Wells, M. (2005). Judge-Jury Agreement in Criminal Cases: A Partial Replication of Kalven and Zeisels The American Jury. Journal Of Empirical Legal Studies, 2(1), 171-207. doi: 10.1111/j.1740-1461.2005.00035.x. Feddersen, T. Pesendorfer, W. (1998). Convicting the Innocent: The Inferiority of Unanimous Jury Verdicts under Strategic Voting. American Political Science Review, 92(01), 23-35. doi: 10.2307/2585926. Forsterlee, L. Horowitz, I. (1997). Enhancing Juror Competence in a Complex Trial. Applied Cognitive Psychology, 11(4), 305-319. doi: 10.1002/(sici)1099-0720(199708)11:43.0.co;2-j. ForsterLee, L., Horowitz, I., Bourgeois, M. (1993). Juror Competence In Civil Trials: Effects Of Pre-instruction And Evidence Technicality. Journal Of Applied Psychology, 78(1), 14-21. doi: 10.1037//0021-9010.78.1.14. Frase, R. (1990). Comparative Criminal Justice as a Guide to American Law Reform: How Do the French Do It, How Can We Find out, and Why Should We Care? California Law Review, 78(3), 539. doi: 10.2307/3480841. Grofman, B., Owen, G., Feld, S. (1983). Thirteen Theorems In Search Of The Truth. Theory And Decision, 15(3), 261-278. Doi: 10.1007/bf00125672. Hans, V. (2008). Jury Systems Around the World. Annual Review Of Law And Social Science, 4(1), 275-297. doi: 10.1146/annurev.lawsocsci.4.110707.172319. Henkel, J. (1976). The Civil Jury-Modification Or Abolition. American Business Law Journal, 14(1), 97-109. doi: 10.1111/j.1744-1714.1976.tb00442.x. Hersch, J. (2003). Jury Demands and Trials. SSRN Electronic Journal, 447. doi: 10.2139/ssrn.487781. Heuer, L. Penrod, S. (1994). Juror Notetaking And Question Asking During Trials: A National Field Experiment. Law And Human Behavior, 18(2), 121-150. doi: 10.1007/bf01499012. Kassin, S., Ellsworth, P., Smith, V. (1989). The General Acceptance Of Psychological Research On Eyewitness Testimony: A Survey Of The Experts. American Psychologist, 44(8), 1089-1098. doi: 10.1037//0003-066x.44.8.1089. Lieberman, J. Arndt, J. (2000). Understanding The Limits Of Limiting Instructions: Social Psychological Explanations For The Failures Of Instructions To Disregard Pretrial Publicity And Other Inadmissible Evidence. Psychology, Public Policy, And Law, 6(3), 677-711. doi: 10.1037//1076-8971.6.3.677. Lieberman, J. Sales, B. (1997). What Social Science Teaches Us About The Jury Instruction Process? Psychology, Public Policy, And Law, 3(4), 589-644. doi: 10.1037//1076-8971.3.4.589. Loftus, E. Monahan, J. (1980). Trial By Data: Psychological Research As Legal Evidence. American Psychologist, 35(3), 270-283. doi: 10.1037//0003-066x.35.3.270. McCormick, R. (2012). The Unanimous State. The Journal Of The Rutgers University Libraries, 23(1). doi: 10.14713/jrul.v23i1.1384. Neilson, W. Winter, H. (2005). The Elimination of Hung Juries: Retrials and Nonunanimous Verdicts. International Review Of Law And Economics, 25(1), 1-19. doi: 10.1016/j.irle.2005.05.004. Norris, W. (1993). Relevant Conduct: Sentencing Hearings as a Substitute for Jury Trials. Federal Sentencing Reporter, 5(4), 193-194. doi: 10.2307/20639552. OConnor, S. (2003). William Howard Taft and the Importance of Unanimity. Journal Of Supreme Court History, 28(2), 157-164. doi: 10.1111/1540-5818.00061. Pennington, N. Hastie, R. (1981). Juror Decision-Making Models: The Generalization Gap. Psychological Bulletin, 89(2), 246-287. doi: 10.1037//0033-2909.89.2.246. Pennington, N. Hastie, R. (1990). Practical Implications of Psychological Research on Juror and Jury Decision Making. Personality And Social Psychology Bulletin, 16(1), 90-105. doi: 10.1177/0146167290161007. Pennington, N. Hastie, R. (1992). Explaining the evidence: Tests of the Story Model for juror decision making. Journal Of Personality And Social Psychology, 62(2), 189-206. doi: 10.1037/0022-3514.62.2.189. Saks, M. Marti, M. (1997). A Meta-Analysis Of The Effects Of Jury Size. Law And Human Behavior, 21(5), 451-467. doi: 10.1023/a:1024819605652. Salerno, J. Diamond, S. (2010). The Promise Of A Cognitive Perspective On Jury Deliberation. Psychonomic Bulletin Review, 17(2), 174-179. doi: 10.3758/pbr.17.2.174. Smith, G. Wales, C. (1999). The Theory and Practice of Citizens Juries. Policy Politics, 27(3), 295-308. doi: 10.1332/030557399782453118. Smith, G. Wales, C. (2000). Citizens Juries and Deliberative Democracy. Political Studies, 48(1), 51-65. doi: 10.1111/1467-9248.00250. Steblay, N., Hosch, H., Culhane, S., McWethy, A. (2006). The Impact on Juror Verdicts of Judicial Instruction to Disregard Inadmissible Evidence: A Meta-Analysis. Law And Human Behavior, 30(4), 469-492. doi: 10.1007/s10979-006-9039-7. Sue, S., Smith, R., Caldwell, C. (1973). Effects of Inadmissible Evidence on the Decisions of Simulated Jurors: A Moral Dilemma. Journal Of Applied Social Psychology, 3(4), 345-353. doi: /10.1111/j.1559-1816.1973.tb02401.x. Sunstein, C. (2014). Unanimity and Disagreement on the Supreme Court. SSRN Electronic Journal, 100, 769. doi: 10.2139/ssrn.2466057. Thompson, W., Fong, G., Rosenhan, D. (1981). Inadmissible Evidence And Juror Verdicts. Journal Of Personality And Social Psychology, 40(3), 453-463. doi: 10.1037//0022-3514.40.3.453. Torrance, E. Brehm, J. (1968). A Theory of Psychological Reactance. The American Journal Of Psychology, 81(1), 133. doi: 10.2307/1420824. 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Comparing UK and Romanias Culture

Comparing UK and Romanias Culture This case of study will provide a deep understanding about the people, culture, lifestyle and weather differences between Romania and UK. The aim of this study is to bring a useful material for our Romanian client, EDMUNDO, in order to deliver precious information to all the Romanian students who wish to come to UK to enhance their studies in different areas of subject and to develop skills for their career. In the first part of the study, we will use Geert Hofstedes cultural dimension theory to pull out the main cultural differences between Romania and UK. Hofstedes cultural dimension theory is a very efficient tool to distinguish the main characteristics of national or regional cultural bearings, which can affect the behavior of a certain group or organization. During the second part, we will focus on the macro environment factors such as political, economical, social and technological, forasmuch these can have crucial affect on Romanian students lifestyle in the UK. Finally, in the last part we have provided some useful recommendations for the students knowledge prior to their coming in the UK for their studies. We believe that students from all over the world need guidance in their career, so it is vital for us to help and provide effective and useful information for the organizations like, EDMUNDO, which mediates in offering great opportunities to those students. Terms of Reference Who are we? We are Educational Cross-Culture Consultant Team part of British Council in United Kingdom. We have nineteen years of experience in educational cross-culture, helping different Educational Institutions and Centres from over 80 countries to accumulate vital information about studying and living in UK. Who is our client? Our client is an educational centre from Romania, EDMUNDO, whose main activity is to provide information, advice, support and financial solution for Romanian students, who wishes to study in higher educational institutions in west European countries. What our client asked us to do? Because our client havent had so far any kind of relation with UK, now they are really interested in discovering the UKs educational institutions system, lifestyle, people and the environment, in order to provide helpful information for their students who intend to apply especially for UKs higher educational institutions. So we are going to provide them all the useful information that a potential student should have to know about United Kingdom, prior to their coming in here. Overview of current situation With this globalization, everybody is likely to work with different nationalities or study and live in different countries. Therefore it is important to understand and recognize people from different cultures who have different ways of looking at things, such as dressing and expressing their personality and feeling. Romania and United Kingdom are two different countries, with different history, different people, but nevertheless, the difference is what really makes the world to be so diversified, and to find similarities between people of different culture, religion and nationality is a great way to stay connected with the rest of the world. But after all diversity exists both within and among the cultures (Nancy 1997, p. 17). Analysis of the current situation Hofstedes Intercultural dimensions For the beginning, we are going to distinguish the major cultural differences between Romania and United Kingdom by using Hofstedes four intercultural dimensions (four because there havent been done relevant studies on Long term orientation for Romania) and then we are going to illustrate if British Culture have Power Distance; if they are individualistic society; if they embrace risks; if they are gender oriented society. Hofstede (2001, p. 24) said that the comparison of cultures presupposes that there is something to be compared that each culture is not so unique that any parallel with another culture is meaningless. Figure nr. Source: Hofstede, [2008] The SD Model of professor Geert Hofstede, Available www.geert-hofstede.com, [2009, 26 Nov] Power distance index: The extent to which the less powerful members of the society accept/expect that power is distributed unequally is much higher in Romania (90) than in UK (35). Why there is such a big difference? UK Romania Superior ranked people/authority treats with respect their subordinates Superior ranked people/authority tends to openly demonstrate their rank. Tutor/teacher often tends to socialize with the student. The relationship between tutor/teacher and student is distant and impersonal. Society is more equal. Within a society, class division is accepted. Mistakes made by the subordinates are often accepted by the managers due to their responsibility to manage. When the things are going wrong, the blame is expected to be taken by the subordinates. Individualism: Romanians tend to be more collectivist individuals (30), whereas British people more individualistic (89). UK Romania I is more important for a persons identity We is more important for a persons identity. Individualism is encouraged The sacrifice of individual need for the sake of the group needs. Individuals make decisions, regardless others opinions Rules and decisions are made within the group members. Masculinity: The masculinity index shows that between UK and Romania there no big difference (66 vs. 42). But still in UK males tend to be dominant in society and power structure. UK Romania Men and women should have different roles within a society Men and women should have equal rights and positions in society. Conflicts are solved by aggressive means Conflicts are solved by negotiation. Achievement, money and career are the most important for a mens life Family, relationship and quality of life are the most important in life for a man. Uncertainty avoidance index: For UAI dimension, Romania (90) has higher index than UK (35). It means that in UK, the society is less concerned about uncertainty and ambiguity and tends to tolerate experimentation and variety. UK Romania Because of immigration, the population is varied. Populations in Romania is not to multicultural. Decision means risk Risks are usually avoided in decision making process Usually innovations and experiments are tolerated and even encouraged Concepts and innovative ideas are difficult to be embraced. Power distance the score reveals that inequalities, rank and status between people are predominantly low for British people. There are different ways of legislation to protect ethnic minorities on macro level, and on micro level, the relationships between the tutors and students are casual and involves little ceremony. Individualism Nancy J. A (1997, p. 25) noted that British people are individualistic; they use personal characteristics and achievements to define themselves, and they value individual welfare over that of the group. On macro level, the predominant form of social structure in UK in the nuclear family. On micro level, in different environment, individuals tend to be more concerned of themselves rather than the group. Uncertainty avoidance By uncertainty avoidance we understand that British people embraces changes and taking risks. On macro level, there are frequently revisions and changes in laws and governments structures. On micro level, any new ideas and even disagreements between students and tutor can be considered useful. Masculinity British society is considered for equality between sexes, yet still exists in some part of society a certain amount of gender bias, where males are addicted to old boy network (Guirdham, pp. 558-28). PEST ANALISYS Macro environment factors can be considered as having as much importance as the culture, due to its impact on daily basis activity for students. PEST analysis is the best tool to reveal these macro environments factors for a certain country. Its of real use to know about the political, economical, socio-cultural, technological, as these can be different from the country the student is coming from. Political UK is a constitutional monarchy country. They have an established monarch, which currently is Queen Elizabeth II with limited powers and impartial political views. The Government or the Executive runs the country, with the responsibility for developing and implementing laws and policies. The head of the Government, the Prime Minister Gordon Brown, appoints ministers, the Cabinet and the people who work in a government department. There is a diplomatic relation between Romania and UK since 20th February 1880, two years after Romania gained its Independence, and since 2003 there has been established a Strategic Partnership. Education is a higher concern for British government. It is in responsibility of Secretary of State for Children, Schools and Families and Secretary of State for Innovation, Universities and Skills; the administration and funding of state educational institutions are in the responsibility of Local Authorities. Some of the top universities like University of Oxford, University of Cambridge, Imperial College of London are in UK and they are ranked among top 10 universities in the world. The government encourages all teenagers to attend all levels of education, by providing loans, infrastructure, technical, physical and emotional support. These encouragements are applied for both home and foreign students. Students from Romania have the same rights as home students. First of all, there is no need of student visa or a limited period of time to stay and live in the UK and secondly, the tuition fees are the same as for home students. As far as the work permit policy there are some restrictions for EU and international students. They are allowed to work 20 hours per week during their term period, and a full time schedule during holidays or when the course meets certain full time work requirements. For Romanian and Bulgarian students there has to be issued a work permit card called Yellow Card which gives them the equal rights to work as the other students. This Yellow card is issued by the Home Office within six weeks. The National Insurance Number, without which the EU/International students cannot work, is provided by HM Revenue and Customs department and its useful to get certain benefits in case of need, and to get a state pension. Unlike British students, Romanian students have to book an appointment at one of the Job Centre Plus in order to obtain the NIN. As an employment policy, British government has a flexible and open approach to attract highly skilled workers. In every British company there has to be a number of foreign or different cultural background employees, in concordance with countrys racial issue rules. So it is encouraged the employment of foreign graduate students, which is a great opportunity for any graduate to experience what they have learnt during their studies in a great country like UK. Economical By GDP (growth domestic product), United Kingdoms economy is the fifth largest economy in the world, and the sixth largest by PPP (purchasing power parity), estimated to be $2.279 trillion. In Europe, UK is the second largest economy after Germany, The inflation in UK is low, unlike other EU countries. In October 2009, the CPI annual inflation was 1.5%, the Governments target for 2009. The unemployment rate rose by 0.1% in the last year, reaching 7.8% (2.46 million) of the population workforce. When it comes to higher educational institutions, to pay the tuition fees is one of the biggest issues faced by the students. There are a lot of encouragements for both home and EU students, especially in terms of financial support. The British government encourages and supports all the teenagers to continue their studies in order to obtain higher degrees like Bachelor, Masters and PhD. Yearly, they are offering huge funds to sustain students to follow their career and to develop themselves. Nearly 50% of the college students are receiving economic help from sources different from their families. In forms or scholarships, grants and loans, everybody can achieve a higher education degree even if their budget does to allow doing so. For undergraduate full time courses, British students are granted with financial support up to  £2906 for tuition fees, without paying it back, and up to  £4950 for living expenses. For Master degree or PhD, they can apple for a Career Development Loan with special interest rates. Unlike British students, Romanian students benefit of the British Government student loan, but they have to repay it back either in 10 years with an interest which is equal inflation rate, or when they will earn wages more than  £1250/month or  £288/week. If they will earn less than the thresholds that applies for them, than they will never have to pay it back. Yearly British universities inject huge amounts of resources into research, development, learning facilities, accommodation in order to offer for the students the best environment for their studies. Students are treated different from the rest of the people in the UK. They are granted discounts at the most of the shopping stores, transportation, party clubs, fitness clubs and cinemas. Social British people are kind and hospitable people. Thats the reason why in UK there are concentrated so many different cultures. UK is a great country to live and study in because the population is formed of different nationalities and cultural backgrounds. In 2008 census, in the UK the population was 61.4 million people. The ethnic groups are formed of 92% white race, 2% black, 1.8% Indian, 1.3% Pakistan, 0.4% Chinese and 0.4 Other Asians. The language is British English, in origin a West Germanic language descended from Old English with some borrowing from French, Latin and Old Norse. Nowadays, English is the international business language, and in many countries its the most taught second language. Beside this, due to the big number of ethnic communities, there are spoken many other languages like Hindi (Indian), Urdu (Pakistan), Chinese, Polish, etc. For Romanian students its a great environment to live and study in, because of this mixed culture they will accustom in a short period of time. Some of them will join their compatriots and some others will mix among their new international friends. Its a great place to make new friends, learn new cultures and languages, taste new dishes and so many other interesting activities to part. Most of the universities offer for their students the possibility to join sport teams and practice their favourite sports at one of the partner sports centres. UK is well known for their diversity in sports: football, cricket, tennis, golf, rugby and horsemanship. During their study there are organized different social activities among students, mostly for socializing: making new friends, trips to different places and countries, traditional evening parties, disco parties, and they are given possibility to create groups and communities like Indian community, Pakistan community. Christianity is the main religion in United Kingdom. After the 2001 census, 71.6% of the interrogated population said they are Christian, 15.1% they have no religion, 2.8% Islam, 1.0% Hinduism, 0.5% Judaism and 0.3% Buddhism. Romanians are most Christian Orthodox, but definitely there will be no problems regarding the religion in the UK. Wherever you go, you will be able to find churches, chapels, cathedrals, chapels of ease, mosque, temples and synagogues. There are significant numbers of schools and universities which had been founded as faith schools and bear Christian names like St. Mary, St. John. So religion has strong connection with education in the UK. The health insurance for the both home and EU students is free during their study period. They just have to complete the HC1 form and send it to UK Health Department along with the required documentation. A lot of medical expenses can be claimed with the HC1 form. Technological United Kingdom is one of the most advanced countries in technology. Most of the people have access to different kind of technology like satellite cable system, high internet connection and telecommunication. All the universities are well equipped with technology. In every university there are available for students thousands of personal computers, high internet connection within the university area, projectors in every classrooms and social learning areas, special equipment for specialized courses like Media, Arts and Computer Science. The infrastructure in UK is highly developed. The transportation system is one of the most sophisticated in the world. Across the UK there is a 46904 km of radial road network, with 3497 km of motorway network. The rail network covers 16116 km assuring connection with all the villages and cities across UK. Heathrow Airport is the UKs biggest international airport and has de most international passenger traffic of any airport worldwide. From Romanian there are direct flights with air companies like Wizzair, Blue Air, British Airways arriving in major airports like Stansted, Luton, Manchester, etc. For the students coming from Romania, the transportation system in the UK will be different. They have to drive on the left side of the road. It can be really confusing for them because they are coming from right side driving country; for crossing the street they have to look first on your right side rather than the left, and if theyre driving they have to be really careful. In case of visiting the downtown of major cities with a car, everybody has to pay a certain amount of money. This measure is to prevent traffic jams and pollution in the same time. British Double Decker buses are famous in the world. If you are going to visit cities like London, Manchester, Leeds you will certainly have the pleasure to have a trip with these famous buses. Students are granted discounts for all main of transportation: buses, trams and rails. In UK transportation is feasible. At every station there are schedules for buses, trams and trains. Solutions and recommendations Comparing Romania and UK by cultural background as well on PEST analysis point of views there can be highlighted some differences that have been discussed during the study case. Obviously, Romania is coming from forty years of communist regime, but still the majority of the population has managed to overcome the transition period. Especially for the youngsters, coming in the UK and living and studying here will not be a huge difference for them. UK is known to be a very expensive country to live in. The currency used in UK is Pound Sterling. Its the most valuable monetary in the world. As well London its the most expensive city in the UK. Here the rent, the food and transportation is a bit higher than the other cities. For Romanian students coming here to study, our recommendation would be to apply for the student loan in order to reduce their costs of living; and a university accommodation at least for the first year. Than by knowing and making new friends they can share together an apartment in the city where they are studying. Once they have a part time job, their income-expense account will be balanced. In the UK the weather is different from many other countries. It can be a beautiful day but after just couple of hours it can be a showery rain. It rains frequently, the most of the days are foggy, and all the time people feel the humidity. Romanian students might find it disturbing till theyll accustom with it, because in Romania, summers are sunny and beautiful. They need to have rain coats and good umbrellas. As well the transportation system is different from the one in Romania. In UK you drive on the right side, unlike Romania, on the left. Romanian students have to be aware of this, learn the traffic signs and be informed of all these before their arrival in the UK. Because in the UK there are studying many students from all over the world, Romanian students have to be friendly, sociable and tolerant with the other communities. Romanians are very open-minded people, but in socializing with the foreign students, especially from middle orient and Asia they have to be aware of their behaviour in order not to offend or criticize them unconsciously. UK is well known as being one the best beer producers in the world. British people enjoy having fun: they spend often their nights at pubs and disco clubs. Sometimes some of them might consume alcohol more than necessary. Romanian students have to be 100% devoted to their studies, and whenever theyre going out with friends be aware of their limitations. If there are problems in their school or life, there is always a department to assist Romanian students, and if its beyond they authority, they can easily address to one of the Romanian consulates and even Romanian Embassy in London. Conclusion We are sure that Romanian students will enjoy their life in UK. British lifestyle will suit them perfectly. They have the opportunity to apply for one of the best universities in the world and develop their skills which will help them in their future careers. After all, Romania is an European country as UK, so there are many similarities in culture, environment and people. Our institute helped many other educational institutions from all over the world to assist the students and we can proudly speak that those students who came in the UK are perfectly accustomed with almost everything that they have encountered. We are sure that our relation will be a positive one, and together we will try to create and develop a new opportunity for all the Romanian students who wish to study in the UK.

Tupac Amaru Shakur :: Essays Papers

Tupac Amaru Shakur DOB: June 16, 1971 - Brooklyn, NY DOD: September 13, 1996 - Las Vegas, NV Height: 5'10 Weight: 168 Mother: Afeni Shakur Father: William Garland Step Father: Jeral Wayne Williams a/k/a Mutula Shakur Half Sister: Sekyiwa Shakur Half Brother: Maurice Harding (Mopreme of Thug Life) Godfather: Elmer "Geronimo" Pratt Music Groups: One Nation Emcees, Two From The Crew, Strictly Dope, Digital Underground, Thug Life, Outlaw Immortalz/Outlawz Aliases: MC New York, 2Pac, Makaveli (the don) Marital Status: Divorced (Keisha Morris) & Engaged (Kidida Jones) Tupac Shakur was born Lesane Parish Crooks in Brooklyn, NY in 1971. While still a small child, his mother changed his name to Tupac Amaru after an Inca Indian revolutionary, "Tupac Amaru", meaning "Shining Serpant". "Shakur" means "Thankful To God" in Arabic. By the age of twelve, Tupac had discovered his loves for acting, writing love songs and poetry. As a young teen, his family moved to Baltimore , MD, where he attended The Baltimore School for the Performing Arts studying acting and ballet. At this school, Tupac left a lasting impression on his teachers and was showing tremendous potential. Unfortunately, Tupac was unable to continue his training. He moved to Oakland, California with the rest of his family. That's when Tupac began to, as he called it, "Hang with the wrong crowd." Not held back by his lack of formal education, Tupac joined the Rap group Digital Underground as a dancer. Not long before the group achieved award winning success, Tupac released his own album "2Pacalypse Now", which was also a success. The hit single "Brenda's Got A Baby" launched Tupac's career like a rocket. His stunning talent also got him a role in the motion picture, "Juice". Tupac eventually released a second album "Strictly for my N.I.G.G.A.Z.," which was an even bigger success and introduced Tupac's music onto the pop charts. The highlight of Tupac's acting career came when he appeared in "Poetic Justice" besides Janet Jackson. The role made Tupac a household name and showed the world that music may not be Tupac's #1 attribute. In the midst of a role in the movie "Above the Rim" and a Platinum album "Me against the world," Tupac's rising career was snagged. He was brought up on sexual assault charges by a woman he met at a nightclub. Hours before Tupac would be found guilty, Tupac was robbed at gun point by men whose intent and purpose is still uncertain.

Staging Jonsons Volpone Essays -- Jonson Volpone

Staging Volpone  Ã‚  Ã‚   Jonson's Volpone, or The Fox is almost exactly contemporary with Shakespeare's Othello and contains aspects that some might view as its comic counterpart. Venetian corruption and the insidious influence of a mincing, unscrupulous servant are themes common to both plays. What, though, has this play to communicate to us? Themes of corruption and materialism, resulting in a misanthropic view of the world, might have been telling in seventeenth-century England, but it is of course extremely difficult to construe them as relevant to the world of today.. Volpone (the fox) is a wealthy man who fakes a grave illness in order to accumulate further treasures that will make him wealthier. His servant, Mosca (the fly), informs some of Volpone's rich associates that he is nearing his end and considering his will; each can boost his or her prospects of becoming sole beneficiary after his death by presently bestowing upon him plentiful gifts. However, Volpone is by no means a simple comedy, and there are elements of several genres contemporary to Jonson an... Staging Jonson's Volpone Essays -- Jonson Volpone Staging Volpone  Ã‚  Ã‚   Jonson's Volpone, or The Fox is almost exactly contemporary with Shakespeare's Othello and contains aspects that some might view as its comic counterpart. Venetian corruption and the insidious influence of a mincing, unscrupulous servant are themes common to both plays. What, though, has this play to communicate to us? Themes of corruption and materialism, resulting in a misanthropic view of the world, might have been telling in seventeenth-century England, but it is of course extremely difficult to construe them as relevant to the world of today.. Volpone (the fox) is a wealthy man who fakes a grave illness in order to accumulate further treasures that will make him wealthier. His servant, Mosca (the fly), informs some of Volpone's rich associates that he is nearing his end and considering his will; each can boost his or her prospects of becoming sole beneficiary after his death by presently bestowing upon him plentiful gifts. However, Volpone is by no means a simple comedy, and there are elements of several genres contemporary to Jonson an...

Hotel Rwanda †The Rwandan Genocide Essay

Hotel Rwanda is a film about the genocide that transpired within the premises of the city of Kigali, the heart of Rwanda during the year 1994. This evil act lasted for 100 days killing thousands of innocent lives of Rwandan men, women and children. But in the film, it did not focus on the genocide. Instead, it shed a light on the heroic and courageous deed of one ordinary man in an effort to save the lives of some of his countrymen. In the movie, almost all of the aspects of the genocide were tackled including the powerlessness of the United Nations to put a stop to the violent killings perpetrated by the Rwandan government and the Hutu rebels against the Tutsis. This was very much evident when the character of Dan Cheadle was promised by the UN Colonel that he, his family and all the refugees at the Milles Collines will be rescued. But when the colonel had a talk with another UN officer, the plan seemed to have changed. The colonel explained that only foreign nationals were allowed to leave Rwanda. Only a small number of troops were instructed to uphold peacekeeping and not peacemaking meaning they were not allowed to shoot at anyone even if they commit violent actions. More so, the minimal involvement of the international organizations and their eventual negligence over the escalating killings in Rwanda played a pivotal role in the increased deaths of thousands of people. Instead of helping the Tutsis to take refuge to a safer place in neighboring countries, these organizations decided not to get involve because of the misconception that nothing can restore the peace and order in an anarchic setting. Moreover in the movie, a Red Cross worker drew some attention because of how she showed her bravery by setting aside her fears and her own welfare just to save a few people from being mercilessly killed by the Hutus. Some aid workers decided to stay in order to help while others chose to flee in order to protect their welfare. Overall, the movie generated an accurate depiction of the Rwandan genocide. However, some controversial issues were downplayed like the role of the French in the uprising and arming of the Hutu rebels. After the genocide, some reports have surfaced that implicated a few French politicians and the French military with this tragic incident. According to the results of the findings of an â€Å"Independent Rwandan Commission,† the French government was â€Å"aware of preparations for the genocide and helped train the ethnic Hutu militia perpetrators. The report included that France provided the Hutus with â€Å"political, military, diplomatic and logistical support. † For almost 2 years, the commission had gathered data and interviewed several survivors. All the information that had been obtained, served as testimonies to the participation of the French government in the killing of almost 800,000 civilians in the span of 100 days (BBC, 2008). But the French vehemently refu ted the accusations. In their defense, they stated that the allegations were biased because the commission has only one thing in mind and that is to prove that the French are guilty. The â€Å"French Foreign Ministry said â€Å"there is no surprise in the conclusions of the commission given its mission† (CNN, 2008). Aside from this, the film also failed to include the admission of the United Nations of its failure to prevent the genocide. But for the UN, this became a learning experience. They realized that people should not be neglected specifically in times of dire need when lives are at stake (BBC, 2000). Given this new angle in the Rwandan genocide, it should have been also portrayed in the movie. This would have given viewers more accurate representation of what really happened in Rwanda in April 1994. Also, this would have been a chance for the whole world to determine who the real culprits were in one of the worst humanitarian crisis of the 20th century. More so, these events could have provided a comprehensive outlook on how humans are capable of doing horrendous and brutal acts just to have power and control.

Bildungsroman Siddartha Essay

Siddhartha, by Hermann Hesse aligns perfectly with the genre of a bildungsroman. Why? Because Siddhartha grows as a person from youth to adulthood throughout the story. He leaves his home looking for answers and experience trying to achieve Nirvana. Siddhartha’s unhappiness makes him leave on a journey looking for enlightenment. In a bildungsroman, the goal is maturity. Siddhartha matures throughout the story by experiencing everything he believed to be wrong in life. He takes a lot of decisions throughout his journey to finally reach enlightenment. Siddhartha begins his journey when he talks to Gautama (The Buddha). He wants Gautama to teach him how to find his inner self. He soon realizes that Gautama found enlightenment from own personal experiences, not through teachings. He realizes that his happiness relies on experiencing the world and that happiness can not be taught. Siddhartha goes on to live the life of a gambler, lover, etc. He begins to do everything he believed to be wrong in his society. He becomes self-centered and greedy. He becomes part of the society that doesn’t care about what’s right or wrong. He is not pleased with how he lived his life in the village. At some point he wishes to kill himself because he feels that he wasted a lot of time living life the wrong way. I think that Siddhartha matured the most after finding out he had a son. He is all of a sudden left with the charge of raising his child that he hasn’t met before. Unlike himself, his son is very rude and spoiled which didn’t make it easy raising him. Siddhartha gave him money and all of his attention but the unappreciative little brat left, never to be seen again. Siddhartha feels great pain after letting his son go but this pain allowed him to finally find enlightenment and his inner self. Throughout his journey, the protagonist (Siddhartha) mature and finds experience just like a bildungsroman genre would. The main conflict between Siddhartha and society was that he wasn’t happy living like the rest of his people. The protagonist (Siddhartha) in now able to reach out and help other just like when Govinda kisses him on the forehead and reaches enlightenment as well. This is why the story Siddhartha aligns with the genre of a bildungsroman.