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Point of View
Hamlet
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Point of View
The play was written in the third person point of view. The objective third person to be specific was the view Shakespeare employs in the play. Shakespeare wrote it in a dramatic view so that he would present the action through dialogue. Shakespeare might have written the play in the dramatic view with the objective of the play performed.
Plot
Hamlet is a play that presents the tragedy of the protagonist, Hamlet, and it’s tragic ending. Hamlet was a young man who was surrounded by mystery life that he never hoped to face. Claudius his uncle kills his father, and hamlet is convicted that he should revenge his father’s death. Even before two months would elapse from his father’s death, his mother Gertrude marries his uncle Claudius. This situation complicates Hamlet’s revenge. As the play comes to the end Hamlet kills Polonius and Ophelia drowns herself. Laertes hits Hamlet with the poisonous sword which later Hamlet uses to kill Laertes. Gertrude drinks the poisoned drink meant for Hamlet and she passes. Claudius is forced to drink a poisoned drink by Hamlet and he (Hamlet) stubs his uncle to death. Hamlet passes on due to the poisonous sword. The play ends tragically.
Themes
There are several themes in the play Hamlet, the most notable themes are; revenge, Women, religion, corruption, and politics. The theme of revenge shows itself when Hamlet wants to avenge his father and Laertes wants to avenge his father Polonius killed by Hamlet. The theme of corruption is the major concern of the text; Shakespeare is concerned with corruption in Denmark. The play begins with death, decay, and poison which represent the rotten state of Denmark.
Women Characters
Women characters appear to be minor and insignificant in the play Hamlet. However, Gertrude changes this perception. Her son, Hamlet accuses her of betrayal, the fact that she married Claudius the one who killed her husband. Gertrude was not aware that Claudius murdered her husband. She conflicts herself whether to play loyal to Claudius or his son. In the end, Gertrude makes the ultimate sacrifice for his son.
Ophelia is meant to be the lover of Hamlet in the play. However, Hamlet merely uses Ophelia as a means to get his revenge. He does not appreciate her. In the end when Hamlet expresses her mixed feelings for Ophelia she decides to drown herself. Polonius also uses her daughter, Ophelia as a means of spying on Hamlet. These two women develop the other characters and they help them as ends to achieve their goals according to Howard (2007).
Film Adaptation on Hamlet.
Several movies have been produced on the play Hamlet. Oliver’s Hamlet was produced in 1948 and the instances that catch the eye are; the choice of film to have Hamlet have a conversation at her mother’s bedroom gives it incest admiration. The choice to have Hamlet’s voice as ghosts gives the interpretation that his voice may be on the prince’s head.
Zeffirelli’s Hamlet is another version of a film adaptation for the play Hamlet. The film is directed in a manner that Hamlet is in a covert war with Claudius. Hamlet is also created as an action hero rather than a philosopher-prince according to Cook (2011).
References
Howard, T. (2007). Women as Hamlet: Performance and Interpretation in Theatre, Film, and Fiction. Cambridge University Press.
Cook, P. J. (2011). Cinematic Hamlet: The Films of Olivier, Zeffirelli, Branagh, and Almereyda. Ohio University Press.
Shakespeare, The tragedy of Hamlet.
Ethels chocolates lounges
Running head: Ethel’s chocolates lounges
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The type of consumer buying behavior exhibited by the frequent visitors of the Ethel’s chocolates lounges is habitual form of buying behavior. There are two factors which determine the types of consumer buying behavior. They include the intensity of interest in a certain product in a particular situation and the level of involvement in purchase decision. The level of involvement in the buying decision is high whereby the decision to buy would be putting him at a high risk either economically or socially and this is usually the case when buying big products like cars. There are other products whose buying decision doesn’t put the consumer at any risk and they include small product like the chocolates in our case. The types buying behavior in buying such small product which don’t put a consumer at any risk is usually routine response or programmed behavior. This buying behavior is habitual whereby the individual will buy a product out of habit for example sugar, a daily newspaper or salt. It includes low involvement and low cost items which are frequently purchased which need very little search and decision effort. They are purchased almost automatically. Examples include snack foods, soft drinks and milk. Consumers find themselves at Ethel’s chocolate lounges for snack and for most of them it’s habitual and they engage themselves so much on they decide to buy or not by chocolates (Nicosia 1996). Just like people meet at coffee shops for chats so do people meet at the chocolate lounges. Chocolates are not in the class of big products and can be termed as a form of snack and thus doesn’t involve a consumer any form of risk either economically or socially. They are high class individuals who make meeting points out of chocolate lounges. This discussion generally points to the habitual type of buying decision as the type of buying decision by consumer at the Ethel’s chocolate lounges.
There are many factors which will influence an individual to spend time and money at Ethel’s chocolate lounges. The most important factor is the environment. Those influenced and already attracted to the environment will share their experiences and as references they in turn may influence other people. The Ethel’s chocolate lounges offer the best chocolates in an upscale, relaxing environment, and the opportunity to network within the community. The luxury of the chit chatting environment is also very attractive. There are generously stuffed pink couches with brown accents which combine upscale modern and traditional looks to give the stores a hip and classy feel. The stores’ appeal is their relaxing ambience. They are also points of socializing.
The quality of the services offered in the lounges is also very attractive. Though the prices are not in particular very affordable there still exists of approachability within the lounges because of the menus at Ethel’s feature icons and descriptions of the chocolates’ contents so that customers won’t experience an unwanted surprise. There is also a range of hot and cold beverages which gives visitors more reasons to extend their stays. The flamboyant advertisement also beckon consume at the lounges. It is obvious that the businessman will use all forms of advertisement to attract customers. The consumer buying decision is influenced is at times by the multitude of advertisements. An individual may not be aware of the lounges or may be are of them but doesn’t understand their offers (Nicosia 1996).
The culture of the people is one factor that influences the buying behavior in Ethel’s chocolate lounges. Culture is simply described as our beliefs and attitudes. Such altitudes and belief are developed as an individual growing up. A child is influenced by the sisters, brothers, parents and other family members who teach them what is right or wrong. They will learn about their culture and religion which enables them to form these opinions, beliefs and attitudes. These factors will influence their purchase behavior. For example people who believe in high class places which are highly esteemed will find their way in such chocolate lounges because they want to be associated with the high class. High profile people frequently visit the luxurious chocolate lounges and people who have culturally believed in such things as associating with the high class will find themselves there. For some other people it is because of the culture or an habit that has been developed overtime that they will spend money and time at the Ethel’s chocolate lounges. There are other factors like groups of friends or people one may they look up to in making decisions. In this case someone might decide to go to the lounges because the frequent visitors are people they hold in high esteem. Also there are instances when friends spread the gospel of the goodness of the chocolates lounges to friends and impact them to visit the lounges.
The factor that is most likely to motivate a consumer to spend money and time at Ethel’s chocolate lounges is the environment which is luxurious as well as a socializing point of socializing for where one is likely to meet and the high profile people and make contacts with them. The fact that someone will be able to enjoy the luxury that is offered in the lounges and at the same time enjoy chitchatting and meeting with people, would definitely be the most important factor motivating someone to spend time at the lounges(Nicosia 1996) .
The need that Ethel’s experiences appeal to most is the need for comfort and luxury. Chocolates lounges don not offer any of basic needs for an individual survival but they offer luxury that is supplementary need. They satisfy the need to pamper one’s self and have a great time. This need comes with the urge and attraction to socialize and network in an “upscale” community and be associated with them. People arrange chitchat points at the chocolate lounges. Chitchatting is not a basic need and even if it was very important individual have an option of doing it in cheaper places like parks but since they enjoy treating themselves in the luxury of the lounges they opt to do it at the highly prices chocolate lounges.
References Nicosia, F. (1966) Consumer Decision Processes. Prentice Hall. Englewood Cliffs.
History Of AssessmentTesting In The United States – SS
History Of Assessment/Testing In The United States – SS
Assessment practices in the United States are not something that started yesterday. Assessment and testing in the United States began many years ago and they have taken several transformations throughout time. For over a century use of standardized testing for the assessment of aptitudes and achievement has played a major role in shaping the educational thinking in America. Today such tests are quite common .The paper will look at the history of assessment or testing in the United States from 1900 to 2010.a timeline of dates, significant events and the importance of these dates and events in the history of assessment and testing in the United States.
Assessment practices began in early 1900’s with the United States government being the predominant driver. In public schools, IQ tests and other standardized tests became quite popular. The main focus of these early tests was the determination of a student’s ability as opposed to the assessment of learning which the trend is today. The first standardized test in United States was Thorndike Handwriting Scale developed in 1910 used to measure the level of mastery in students handwriting (Fletcher,2009).1920 saw the creation of SATs which were used to determine the ability of potential students to benefit from higher education. SAT and ACT tests are still currently being used for the same purpose. However, this standardization tests has been opposed by many who claim that the test are bias against race, gender and socio-economic background (Cobb, 2004).
There were five waves of educational reforms that took place between 1950’s and 1990’s.In 1950’s there was the emphasis of the role of tests in selection and tracking. In the 1960’s tests were used for program accountability. Emphasis on use of test to make important decisions regarding students, teachers and administration in secondary and elementary schools as well as the evaluation of schools and their systems came to existence in 1965 as a result of the authorization of Elementary and secondary education Act. This was aimed at ensuring that there was quality in what was taught in American schools. From 1965-2001 most middle school and elementary students took standardized tests such as CAT (California Achievement Test). In 1970’s there were programs of minimum competency created. The minimum competency movement was the first in a series of education reforms whereby tests were not only meant for effectiveness of reform but act as primary drivers of reforms. In 1980’s emphasis was on school and district accountability. This was through the introduction of high stake testing programs which had serious consequences to educators and students. High stake tests are important since their outcomes determine important things such being promoted to the next grade, graduation, school rankings and merit pay for teachers.
In 1990’s the system of standards-based accountability was created. This continued to the beginning of the twenty first century. These served as both a rejection and an extension of reforms that had been previously done (Cobb,2004).This movement rejected traditional curricula especially rote activities it called for development of a curricula that was more challenging and its main focus being reasoning, conceptual understanding and the ability to apply knowledge. The movement relied heavily on large scale accountability assessments which were to be used to bring changes in instruction. There have been many issues of concern being raised regarding bias in many types of tests. The No Child Left behind Act was passed in 2001 and enacted as law in 2002.it is the reason why there is the current spread of high-stake testing in the United States (Fletcher, 2009).
Early on assessment activities in colleges and universities were mainly related to accreditation. Today assessment practices are still very important when it comes to accreditation but educators have recognized the value of assessing of students purposely for the improvement of instructional practices.in short we can say that assessment began as recitation and oral assessment, at the beginning of the 19th century written examinations became common.in the 20th century standardized tests became quite widespread.
Timeline of dates and significant events
1910-development of Thorndike Handwriting Scale the first standardized test in the United States.
1920 – The creation of SATs
1950’s- the emphasis of the role of tests in selection and tracking
1960’s -tests were used for program accountability
1965 -the authorization of Elementary and secondary education Act
1965-Standardized tests
1970’s- programs of minimum competency
1980’s emphasis was on school and district accountability
1990’s the system of standards-based accountability
2001-The No Child Left behind Act was passed
2001-2010-High stake testing
References
Fletcher, D. (2009). Standardized Testing. Retrieved September 8, 2013 from http://content.time.com/time/nation/article/0,8599,1947019,00.htmlCobb, S.(2004).History of assessment practices in the United States. Retrieved September 8, 2013 from http://learn.midsouthcc.edu/learningObjects/assessment/history_of_assessment.pdf