The Carnivalesque Role of the Fool in Twelfth Night and...

Twelfth Night and The Servant of Two Masters both relate to this course’s theme of the carnivalesque. Both plays share the commonality of having a clown, or a fool; in Twelfth Night it is Feste or the Fool, and in The Servant of Two Masters it is Truffaldino. Both characters play the fool in contrasting ways to express similar yet different forms of the carnivalesque. During carnival, laughter is prominent; people are laughing together, they are laughing at each other, and they are being laughed at. The laughter of carnival is both malicious and happy and everyone is included in it. Feste and Truffaldino show the different aspects of carnival laughter through their portrayals of the fool. Feste plays the role of the artificial fool†¦show more content†¦Truffaldino is too immersed in the action of the play to even notice the laughter of others. Because he is so wrapped up in what is going on, he isn’t able to stop and notice that everyone is laughing at h im. This is clearly shown in the dinner scene. Truffaldino is so busy trying to serve both masters that he misses the other waiters making fun of him and he misses how foolish he looks running back and forth from Beatrice’s room to Florindo’s room stuffing food in his mouth in between (Goldoni 129-134). Feste and Truffaldino both take part in trickery in their respective plays. Their motives behind doing the tricks show the different ways that each character plays the fool. Feste participates in the scheme against Malvolio by attempting to drive him insane by dressing up as Sir Topas and speaking nonsense. In response to Malvolio complaining that it is dark in the room, Feste says â€Å"Why, it hath bay windows transparent as barricadoes, and the clerestories toward the south north are as lustrous as ebony. And yet complainest thou of obstruction?† (Shakespeare 4.2.34-36) Feste tells Malvolio that the room has two small windows that are as clear to see out of as if looking out of stone and that the windows facing south north are as clear as ebony. It makes no sense. Feste contributes to this prank out of revenge. Malvolio had wronged him in the past: I was one, sir, in this interlude, one Sir

Diabetes The Most Common Diseases Of Mankind Essay

Diabetes is a chronic disease that affects the body’s capability to produce or respond to the hormone called insulin. With this happening it causes irregular metabolism of carbohydrates and raise the body’s glucose levels in the urine and the blood. Although diabetes is very disturbing it is also preventable. Diabetes is one of the greatest common diseases of mankind. A lot of people believe that having this disease is ordinary, or even curable. Although it is not perceived to be terminal and contagious such as other feared diseases, diabetes can cause a number of disadvantages if it is not properly managed well. There are a few types of diabetes however the most common types are broken down into type 1 and type 2. Both types of diabetes affect the glucose level and in any situation if left untreated or not managed will cause major difficulties. Type 1 is typically called juvenile diabetes in which the body totally stops creating insulin. Insulin is a key factor as it is a hormone that allows the body to use glucose located in foods for energy. Individuals with type 1 diabetes are required to take insulin in the form of shots to live. Most individuals who are diagnosed with this type of diabetes are typically children however, adults can get it is as well. Type 2 diabetes is found typically in adults who is over the age of 40, overweight, and have a family history of diabetes, although today it is increasingly occurring in younger people, particularly adolescents. This formShow MoreRelatedDr. Sharon Moalem And Jonathan Prince1264 Words   |  6 PagesDiseases have been categorized as under a derogatory and lamentable category. However, Dr.Sharon Moalem and Jonathan Prince approach diseases from a different view in their scientific book Survival of the Sickest . 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Snow Falling on Cedars Free Essays

How is the concept of the conflicting perspectives represented in the texts you have studied? In your answer refer to Snow Falling on Cedars and ONE related text of your choosing A conflicting perspective is a point of view of either one or more people that is generally subjective which presents a form of opposition in opinion. The novel, ‘Snow falling On Cedars’ composed by David Guterson in 1995 and the film ‘Crash’ composed by Paul Haggis in 2005 represents the concept of conflicting perspectives in different ways. Both the film and the novel convey the ideas of the social, judicial and interpersonal concepts in their texts through their characters and experiences such as Ishmael Chambers in Snow falling On Cedars and Jean from ‘Crash’. We will write a custom essay sample on Snow Falling on Cedars or any similar topic only for you Order Now In ‘Snow Falling On Cedars’ Guterson addresses the idea of conflicting perspectives through a court case and then relates other people’s perspectives to the core plot of the novel while ‘Crash’ tells several different stories and then melds them together. Therefore through each composer’s use of sub plots, setting in the strawberry fields and techniques, the concept of conflicting perspectives is represented. The novel, Snow Falling on Cedars is a crime fiction novel which reveals a story about an investigation and trial into the death of a local islander on San Piedro. The book in itself characterises many sub plots such as the relationship between Ishmael Chambers and Hatsue Imada as well as the main plot of the murder trial. Guterson uses setting as a technique in order to reinforce his representation of conflicting perspectives in the novel. One of the main conflicting perspectives which are represented in â€Å"snow Falling on Cedars† is the concept of racial heritage due to World War II. This is political conflict which in turn causes distress in the everyday life of the characters within the book. The racial hatred between the Japanese and the Americans fuels many of the conflicts which occur in the book including the prejudice and urged conviction of Kabuo and also separating those in society who have different opinions. The war seems to change peoples’ perspectives on everything and Guterson represents a latent mistrust of the different. This can be seen in the novel as the repercussions of the attack on Pearl Harbour cause minor abuse of residential Japanese ‘traitors’ who are being arrested ‘in Hawaii and other places- and the FBI’s in on it†. Guterson represents the conflicting perspectives through the personalities of Arthur and Ishmael chambers who through their newspaper voiced reason and unbiased information over the war ‘Let us remember†¦ hat prejudice and hatred are never right and never to be accepted by a just society (Arthur) and this caused great criticism from the fellow islanders. â€Å"Seems like your favouring the Japs Art†. This can be contrasted with the characters of Etta Heine who sold off the land promised to the Miyamoto’s while they were in internment camp and also the boatman Dale Middleton who comments to Ishma el ‘suckers all look alike’ referring to the Miyamoto’s. The use of the strawberry fields within the novel highlights Guterson’s representation of the concept of conflicting perspectives. The fields are a superficial union of all the islanders with growers, pickers and packers working off the farm and the rest of the island attending the Strawberry Festival in town each year. The strawberry field represents one of the main themes in the film which is the idea that not everything is as it seems. The fields are symbols of richness and fertility and hold a sense of beauty in the fruit it produces however, at the same time the fields are cold and bitter to work on which becomes symbolic of the characters on the island. In ‘Snow Falling On Cedars’ there is a sub plot which revolves around the relationship of two islanders and this relationships represents the concepts of conflicting perspectives. The relationship between Ishmael Chambers and Hatsue Imada becomes highly significant as not only is the responder able to see the conflicting perspectives between Ishmael and Hatsue but also the conflicting perspectives which occur within Ishmael later in the book. Ishmael loves Hatsue and the loss of the relationship between them results in the hatred of Hatsue and a loss of compassion from Ishmael. They both have different perspectives on their relationship and therefore it was destined to fail, not only because of the racial differences but also because she doesn’t love Ishmael. This revelation is revealed to the responder through the hidden scene in the cedar tree. ‘It came as an enormous shock to her, this knowledge, and at the same time it was something she had always known, something until now hidden’. This quote also becomes quite significant as the relationship between Ishmael and Hatsue was kept a secret with their love filled meetings kept within a hollowed out cedar tree in the forest. Ultimately the idea that the relationship was kept a secret damned it because in order for their relationship to continue they need to be open about it but the relationship can only exist in secret. â€Å"†¦ we can’t go out, Ishmael. We’re trapped inside this tree†. The end of the book gives Ishmael the opportunity for Ishmael to resolve many of the conflicting perspectives in the novel with the evidence he discovered at the light house which would clear Kabuo’s name. However, the personal cost to him is enormous and it takes away something in himself when he comes forward to resolve it. The use of the cedar trees within the novel becomes an important technique when considering the representation of the concepts of conflict in the novel. The cedar tree is a place where Ishmael and Hatsue are able to pursue their relationship because it offers them a place away from cultural values and rules and gives them the opportunity to pursue their feelings. The tree offers them a protection from the realities of the outside world. The tree, like the strawberry fields is a symbol of tenderness and beauty. The tree however is hollow and has something missing and this becomes symbolic of Hatsue’s and Ishmael’s relationship because it signifies that it was never meant to be and that there was something missing from their relationship. It was hollow. The tree is symbolic of the two’s love as this is the place where they lose their virginity to each other. However, moments after this takes place Hatsue asks Ishmael to pull out as she feels that their relationship is over. She does not love him. The cedar tree is as much of a symbol of Ishmael’s love as it is of Hatsue’s love in cultural blood. The film, ‘Crash’ composed by Paul Haggis in 2005 represents the concept of conflicting perspectives. At the beginning of the film the responder watches several different characters in different sub plots creating several different stories which have no correlation to each other. As the film progresses the several different sub plots begin to meld into one and ultimately revolve around a single car crash. The film ‘Crash’ displays several different meanings of conflicting perspectives from the point of view of different characters and then displays how these perspectives can change when subjected to different experiences. This can be seen through the character of Jean who due to a car-jacking earlier in the film, has a conflicting perspective on race. This perspective becomes ironic in that she feel that ‘whites’ are more superior and do not commit themselves to such abhorred acts as that of coloured people. However when she takes a fall within her own home and none of her ‘white’ friends come to help her, it is in fact her Hispanic maid Maria who helps her. The responder is able to see the change in Jeans perspective when she comments to her maid Maria â€Å"you’re the best friend I’ve got†. This can be related to the character of Ishmael in ‘Snow Falling on Cedars’ as he too changes his perspective towards the end of the novel when he discovers evidence which could change the course of his ex-lovers husbands court trial. The 12th chapter in ‘Crash’, Protect and Serve, captures the films essence of the representation of conflicting perspectives where two characters, Officer Ryan and Christine are forced into a situation where they are both forced to face their conflicting perspectives towards each other. In the beginning of the film, Officer Ryan assaults Christine, a black women based on his external conflict of racial prejudice. Scene 12 â€Å"Protect and Serve† forces both characters to acknowledge their conflicting perspectives, giving them the opportunity to resolve this as Christine is trapped in her overturned car and Officer Ryan tries to free her. The scene uses several pan shots, non- dijectic and music sounds to create a surreal sense, as though the crash is a dream. This becomes important as the Haggis transforms the surreal sense to an immediate and high risk situation using mis-en-scene to create the emergency of the situation. As Officer Ryan reaches the car, the responder is able to see a series of shots which show the scene from not only Officer Ryan’s perspective, but also Christine’s. This scene forces Christine to face her internal conflicting view of Officer Ryan as an abuser screaming â€Å"no, not you. Anyone but you† at him when she realises who he is. The idea that Christine is ultimately forced to face her internal conflicts by accepting Officer Ryan can also be seen in the novel Snow Falling on Cedars as Ishmael is forced to face his internal conflict in order to be able to present the evidence to save her husband, Kabuo from conviction. Overall the 1995 novel, ‘Snow Falling on Cedars’ and the 2005 film, ‘Crash’ represents the concept of conflicting perspectives through the use of characters, setting and technique. The use of the characters Ishmael, Jean and Christine creates conflicting perspectives within themselves outlining how perspective are created and changed throughout the course of the text. Therefore In ‘Snow Falling on cedars’ composed by David Guterson and ‘Crash’ composed by Paul Haggis the concept of conflicting perspectives is represented. How to cite Snow Falling on Cedars, Papers

Surveying of Condom Distribution in High School free essay sample

Surveying of Condom Distribution In High School Based on a survey of condoms in High School, I have decided to write about the results and presented as a survey report. A survey was conducted at the local high school to get some of the students’ opinions on condoms being distributed in school. The following report is the results from the survey. The following questions were asked; what would it solve by putting condoms in school? Has it ever been done before? And do you think it will help? The response to the young teens about putting condoms in the school would most definitely help with prevent sexually transmitted diseases that are being spread throughout the schools. The teens were also made aware of the risk of having sex with someone and they have had sex with someone else and contracted the disease, then so have you. Teens are beginning to have sex as early as the age of twelve. Many students are against condoms in school due to embarrassment, even though the embarrassing situation could help save their lives and so many others. This is the attitude that gets a lot of teens in trouble today. In the percentage rate males who were reported using condoms every time they had sexual intercourse increased greatly, from 37% to 50% and females showed no increase. Over the Unites States, School and school districts have been establishing condoms availability programs in response to fear of HIV, other transmitted diseases and pregnancy among teenagers. Over the year condoms in schools have become less powerful words. I feel that Parents need to get involved and help to promote condoms in school. Girls are raped everyday and their attackers are HIV positive or have an STD and it is because these young men are not being educated. Condoms may not sound nice but I think they would be good for schools to educate the young adults on sex education. One school tried a different method for distributing condoms. Condoms were placed around the school so if the students wanted a condom, they could take one. It’s as if they should have had a sign up that says FREE TAKE ONE†. A can was placed by the basket asking the student to leave a quarter when taking a condom. This approach is not aiding in the program, instead its running the kids off. Is this really how we want to protect our kids? They need education, not just condoms thrown at them. I think that if you are trying to get students to use condoms why charge them? Programs that can help raise money to provide funding for condoms to be distributed in schools include car washes, garage sales, which requiring participation. Funding can come from many sources, but whatever you have to do to get funds to make the distribution of condoms in schools. Evaluation of the baseline survey of students grades 9-12 administrated in April 1992 before condom program began. In demographic information knowledge, attitude, and belief about sex, and other STDs ,pregnancy and contraception;specific sexual behavior, and condoms use. Separate versions of surveys for males and females were identical except for appropriate differences in sexual behavior. In demographic information knowledge, attitude and belief about sex, HIV, and other STDs, pregnancy and contraception; specific sexual behaviors, and condoms use. Separate versions of survey for males and females were identical except for appropriate differences in sexual behavior. There are certain ways that questions are asked to male and female such as â€Å"How old were you the first time you had vaginal intercourse (put your penis in a girls vagina).? † In the lifetime history of vaginal intercourse, as well as history intercourse during the year; for other sexual activity covered experience during the prior year. ANALYTIC APPROACH The switch to an active consent procedure abs the local controversy may have led to selective participation in the follow up of survey: as a result, the follow up sample may have differed from the baseline sample in characteristics that should not have made affected by the program, but that so many have related to outcomes of interest. So therefore to adjust the differences in response, we develop analysis weights threat assume the distribution of certain demographics and other weight that assumed the istribution of certain demographic and other characteristics of student in the school was the same for both years. We also assumed that given the extremely high response rate at baseline, the baseline respondents provided an adequate approximation of the true distribution of characteristics among students the school. Sexual behavior Results: There was no significant change between the baseline and the follow-up surveys in the percentage of males and females who had ever had vaginal inte rcourse or who had had vaginal intercourse during the percentage year. Among students who had engaged in vaginal intercourse at least once, there was no significant change in the reported numbers of times that either male or female had done so during the prior year. Condom use: The percentage of males reporting that they had used s condom of first virginal (not shown) increased from 46%to 50%. In addition, among males who had recently initiated vaginal intercourse, the percentage who reported condo use at first intercourse also increased from 65% at baseline to 80% at follow-up. Attitudes, Self Efficacy and Knowledge: Males agreed more at follow-up than baseline with the statement â€Å"People my age should not be having vaginal intercourse. † White females did not change their level of agreement. Both male and female were more likely at follow-up than at baseline to disagree that having condoms makes one more likely to have vaginal intercourse. Bibliography Retreived http. omgili. com/birth-condoms-control-distribution-schools Retreived http:gateway. nlm. nih. gov