Central America Free Trade Agreement - 1242 Words

Central America Free Trade Agreement and Its Economic Impact Overview Negotiations started in early 2004 on the Central America Free Trade Agreement, later on in the negotiation process the Dominican Republic joined to make CAFTA-DR. The original countries that made up CAFTA were Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua with the Dominican Republic joining forces later on. CAFTA was coupled together with NAFTA and the Canada-Costa Rica Trade Agreement separating them from the Free Trade of the Americas Agreement otherwise known as, FTAA. (WIKI) While separating from other trade agreements the main goal of CAFTA was to create not just a trade agreement with lower tariffs, but to create a free trade area. CAFTA has been†¦show more content†¦It inevitably is the first trade agreement between the United States and a group of smaller developing countries. (wiki) While the agreement was signed in 2004 it was not until 2005 that it was passed in the US Senate. It did not go into force in the US until 2006 with El Salvador, Hondura s, Nicaragua, and Guatemala following suit the same year. The Dominican Republic put the agreement into full force shortly after in early 2007 while it took Costa Rica a half decade to get the agreement put to force, in early 2009, after signing in 2004. (ustr.gov) Economic Impact The effects of globalization were minimal in Central American countries until the passing of the CAFTA-DR. It raised issues in the US and with anti-globalization groups. With that being said the positive impact the agreement had in these areas was substantial. It allowed foreign capital to flow into the smaller developing country markets allowing the economies to grow and advancing investment and the generation of emerging businesses all the while raising the standards of living in the countries. Though not all the positives benefit the Central American Countries. By signing this agreement this opens up import markets for the US that they never thought would be open and without tariffs nonetheless. (wccn) As the negatives usually over shadow the positives there are always some. The big negative for example of the Nicaraguan poor is that most of them are employed by the agriculture sector, and with

Night By Elie Wiesel Analysis - 903 Words

Eliezer â€Å"Elie† Wiesel, a Jewish writer, professor, political activist, Nobel laureate and Holocaust survivor, acknowledged that â€Å"There is so much injustice and suffering crying out for our attention: victims of hunger, of racism, and political persecution, writers and poets, prisoners in so many lands governed by the left and by the right. Human rights are being violated on every continent. More people are oppressed than free.† When the Nazis came to power in Germany in 1933, they believed that the Germans were â€Å"racially superior†and that Jews(their biggest enemy) were to be called â€Å"inferior.† As the â€Å"Final Solution† came, no Jew was safe. The Germans figured every way to get rid of them. One single gunshot wasnt enough. During this†¦show more content†¦He did not think it was real and then realized how much he hated them. Since he knew they were the first oppressor they would encounter. To Wiesel they were the firs t faces too hell and death. After Wiesel arrived at Auschwitz-Birkenau, he was given a number tattoo on his arm. The SS authorities used tattooing primarily as a means of identification. Since the Jews were forced to have these tattoos, their identity was taken away. Their personal identity that they had developed about themselves that had evolved over the course of their life was gone. Wiesel and the fellow jews were no longer what they used to be. They were stripped of the very last thing they had. After wiesel received the tattoo he admits to his new identity. Wiesels aspects of his life that he had no control over, such as where he grew up or race, as well as the choices he chose before the holocaust. In fact he states that,â€Å"The three veteran prisoners, needles in hand, tattooed numbers on our left arms. I became A-7713. From then on, I had no other name.†(pg51)This shows how having the Jews have a tattoo on their arm gave the Germans a way for making Jews less than human.They knew that if the y were to be tattooed it would be permanent. Leaving the Jews with a horrible permanent memory to carry for the rest of their lives. After all, now the Jews could all be considered the same. At the beginning of the memoir, Wiesel introduced his life before theShow MoreRelatedAn Analysis Of Night By Elie Wiesel1089 Words   |  5 PagesAn Analysis of Night Black Three Sabrena Hall November 17, 2015 â€Å"To surpass monsters, you must be willing to abandon your humanity.† -Hajime Isayama, Shingeki no Kyojin Night by Elie â€Å"Eliezer† Wiesel is a story that contains many conclusions about humanity as a whole, including the idea that if humans are treated as if they aren t human, and are deprived from proper human interaction, then they are quick to act uncivilized, almost feral. It s unsettling how quickly people can switch to a primalRead MoreNight By Elie Wiesel Analysis817 Words   |  4 Pages The novel, Night told by Elie Wiesel, is an autobiography written about him and his family being seized out of their home in 1944 to the concentration camps of Auschwitz and Buchenwald. Night is the alarming record of Eli Wiesel’s recollections of the passing of his family, and his despair as a profoundly perceptive Jew going up against irrefutably the abhorrence of man. In the beginning of the novel, Elie described his father as a straightforward sort of man. As in the novel Elie stated, â€Å"My fatherRead MoreAnalysis Of Night By Elie Wiesel707 Words   |  3 PagesThe book â€Å"Night† by Elie Wiesel is an emotional read. He tells his story in hopes to influence the world to not act so hateful to one another. He wants to bring awareness to his readers. The way Wiesel interprets his memoire is powerful. Elie goes into great detail about the events that took place in the concentration camp. He describes the way they were treated and their struggle to survive. He explains his story with good attribute to the Germans. The memoire is so effective because these eventsRead MoreAnalysis Of Night By Elie Wiesel1198 Words   |  5 PagesIn the memoir Night, written by Elie Weisel, you take a journey through the 1940s, and learn what it was like to live during the Holocaust. Night records the life of Elie Wiesel during his teen years, and the oppression he and his family went through because of their Jewish descent. The Holocaust was a horrifying genocide where Adolf Hitler and the Nazis strived to wipe out the Jewish race, as well as Poles, Slavs, Jehovah’s Witnesses, Homosexuals, Gypsies, etc. Jews were taken from their homesRead MoreNight By Elie Wiesel Analysis764 Words   |  4 PagesYes, I did see this, with my own eyes†¦ children thrown into the flames.† (Wiesel 32). The previous sentence is a quote from Elie Wiesel’s memoir, Night. Wiesel’s memoir is a first person account of a survivor of the Holocaust that occurred between 1933-1945. Over six million Jews were placed in concentration camps and murdered during this time period. Less than one percent of the Jews in the holocaust survived, but Elie Wiesel was one of the very few survivors. He lived on to tell his story of theRead MoreAnalysis Of Night In Night By Elie Wiesel1183 Words   |  5 PagesIn Night, Elie Wiesel shines light upon that when times are rough, it is easy to be selfish. This was cle arly captured when young fourteen-year-old Elie Wiesel was watching as the Nazi’s take away his valuables, friends, faith, and family. As if every piece of him was broken glass, he had to pick himself up along the way. It all started in 1944, in the suburb of Sighet, Romania. It was a marvelously bright day, a beautiful day. But today, the Nazis had forced Wiesel, the rest of his family, andRead MoreNight By Elie Wiesel Analysis716 Words   |  3 Pagescontrary, some individuals lost their religion due to their unimaginable experience in the concentration camps. The memoir Night, reminisces Elie Wiesel’s journey. Forced to go to concentration camps, Elie adapted to a hardworking man to prevent selection. From studying Talmud to looking at the mirror, Elie describes the story in great detail. In the memoir Night, the author Elie Wiesel, exhibits the struggle of maintaining religion through the use of internal conflict. The memoir owns several accountsRead MoreAnalysis Of Night In Night By Elie Wiesel813 Words   |  4 PagesThe Holocaust was a horrible event, one most people hate to think of much less speak of. This event however is the base of young Elie Wiesel’s life and story. The memoir Night by Elie Wiesel is all about his personal journey and place in the telling of the Holocaust. In the book he is sent to Auschwitz as a lamb is sent to the slaughter. He reiterates his transformation during this time, a transformation where he diverts from his Jewish roots and loses his faith in a merciful and Almighty God. Read MoreNight By Elie Wiesel Analysis787 Words   |  4 Pagesâ€Å"To forget the dead would be akin to killing them a second time.†, said Elie Wiesel the author of night. Elie Wiesel is a holocaust survivor, he went through 5 different concentration camps. He was dehumanized, malnourished, and abused. He lost all his possessions, his family, and his humanity. In Elie Wiesel’s â€Å"Night†, the German Army dehumanizes Elie Wiesel and the jewish prisoners by depriving them of family, food, and self esteem. The Nazis’s dehumanized the jews by depriving them of basic humanRead MoreAnalysis Of The Night By Elie Wiesel1385 Words   |  6 Pagesdetermination in people’s lives. Determination is a trait that each individual possesses. However, the degree of this characteristic varies for each individual and depends on the person’s capabilities and willingness to attain a goal. In the Night, author Elie Wiesel provide the readers with an insight of how determination became the guidance for the Jewish people who suffered dreadful torture and endured a horrid lifestyle under the Nazi’s fascist and anti-semitic regime. Furthermore, due to continuous

Scots Law of Contract Free Essays

All of the case studies are concerned with the Law of Contract, specifically the formation of a contract and the differences between an invitation to treat and a contract. We will investigate each consumers’s specific contract or lack thereof individually and advise Bruce on his legal position. A contract is an agreement between two or more parties which in Scotland does not need to take a specific form, as a spoken agreement is still equally as enforceable as a written contract in certain circumstances such as in most social and domestic arrangements. We will write a custom essay sample on Scots Law of Contract or any similar topic only for you Order Now A contract creates a legally binding bond between the parties involved. Contracts are made everyday sometimes without even realising it from buying a coffee to buying a house. A contract is formed bilaterally when an offer has been unconditionally accepted by all parties involved leading to consensus in idem and is not to be confused with a promise which is a unilateral agreement requiring only one party to make the promise. In Bruce’s case some of the customer’s mentioned have not actually entered into a contract but rather have either received an offer or an invitation to treat. An offer unlike a contract is not legally enforceable but rather an invitation to enter into a contract and an invitation to treat is not an offer but rather an invitation to make an offer. In the case of Carlill v Carbolic Smoke Ball Company (1893) The Carbolic Smoke Ball Company released an advertisement stating that a ? 100 reward would be paid to any person who contracted influenza, colds or any disease caused by taking cold, after having used the ball three times daily for two weeks according to the printed directions supplied with each ball. Despite the claims one of the companies customers Mrs Carlill caught the flu and sued the Carbolic Smoke Ball Company for the ? 100 they refused to pay her stating that their advert was in fact a legally binding contract which she had accepted by purchasing the product. The above case could be applied to Bruce as his failure to properly state the conditions in his advertisement will result in him having to honor his original promise of selling the â€Å"Slow Patrol† CD to as many customers as ave a flyer at the price stated on the advert. Although most modern adverts are treated as an invitation to treat this particular advert would be considered a unilateral promise as Bruce has promised to sell the CD to anyone who produces the flyer at the price of ? 1. 99. Unlike an offer a promise is the product of one persons intention and no acceptance is needed to create a binding contract where as an offer can be revoked until agreed upon. If Bruce had not put such specific terms in the advert simply offering the product at the wrong price he could have claimed it was an invitation to treat but as it stands Bruce is legally obligated to follow through with his unilateral promise. To quote the court in regards to Hunter v General Accident Fire and Life Assurance Corporation (1909) â€Å"†¦ when a general offer addressed to the public is appropriated to himself by a distinct acceptance by one person, then it is to be read in exactly the same was as if it had been addressed to the individual originally. In the case of Wolf and Wolf v Forfar Potato Co Ltd (1984) Forfar sent a telefax to Wolf Wolf offering to sell potatoes at a specific price but the offer was only valid until 5pm the next day Wolf Wolf replied accepting the offer but with extra conditions to which Forfar did not accept and when Wolf Wolf later tried to accept the original offer there was no reply by Forfar and the potatoes were not sent. Wolf Wol f sued arguing that Forfar were in breach of contract. The court held that Wolf Wolf’s first â€Å"acceptance† was a counter offer and due to the law in Scotland this had rejected Forfar’s offer and put in place a new offer which Forfar had rejected as Forfar’s offer had lapsed upon rejection Wolf Wolf’s second attempt at accepting the original offer could not result in a contract being made as it was a new offer which Forfar had chosen not to accept therefore no contract existed between the parties. The area of Law concerned in this case is The Law of Contract specifically relating to the revocation of an offer and counter offers. The case Wolf and Wolf vs Forfar Potato Co Ltd (1984) directly links to the case between Bruce and Ken. As Bruce is once again dealing with the Law of Contract specifically the non-acceptance of an offer, he is under no legal obligation to sell Ken the rare vinyl at the original price of ? 40. When Ken rejected he original offer he created a counter offer which in Scots law is a completely new offer and caused Bruce’s original offer to lapse and was up to Bruce to decide wether or not to accept the new terms, after Bruce rejected the counter offer all offers between Bruce and Ken had lapsed. When Ken came back insisting that there was a contract between them and he was entitled to the album Bruce was in fact under no legal requirement to give Ken the vinyl as all offers had lapsed and no contract existed between then. In the case of Fisher v Bell (1961) a shopkeeper had displayed a flick-knife in his window with a price tag next to it but under the restriction of Offensive Weapons Accontents Restriction of Offensive Act (1959) it was illegal to sell hire or offer to sell or hire any knife which had a blade that opened automatically, on December 12 1959 the shopkeeper was brought to trial alleging that the defendant had broken the law by offering to sell the knife in his shop. The shopkeeper was acquitted on the basis that by displaying the knife it was an invitation to treat and not an offer to sell. In regard to Stella we are once again dealing with the Law of Contract specifically relating to an invitation to treat rather than an offer. When Stella was trying to purchase the CD for the advertised price of ? 1. 39 instead of ? 13. 99 she in fact had no legal authority to do so as the price offered was an invitation to treat and not a contract but rather an invitation to enter into one. The contract is not created until a price is agreed and the item has been paid for. Stella is basically making Bruce and offer to pay ? 1. 39 for the CD as that is what it has been advertised as and by Bruce not accepting the offer due to a mislabeling issue a contract has not been formed. As in the case of Fisher v Bell (1961) just because there is a price tag next to an item or on an item the establishment is under no obligation to sell at said price. In conclusion in regard to the first legal question Bruce is legally bound to sell the Album at the price stated in the advert as it was a unilateral promise which is legally binding contract and not able to be revoked like a offer. In regards to Ken after he counter offered Bruce’s original offer to buy the rare vinyl Bruce was no longer under any legal obligation to sell the rare album to Ken as the offer had lapsed meaning no contract was in place. Finally Stella is unable to take legal action against Bruce and Bruce does not have to sell the CD to Stella at the advertised price and it was an invitation to treat and not an offer and although the two are similar when dealing with an invitation to treat rather than an offer there is no liability to accept. CITATIONS Carlill v Carbolic Smoke Ball Company (1893) Wolf and Wolf v Forfar Potato Co Ltd (1984) Hunter v General Accident Fire and Life Assurance Corporation (1909) Fisher v Bell (1961) BIBLIOGRAPHY Black, G (Editor) – Business Law in Scotland 2nd edition Crossan Wylie – Introductory Scots Law 2nd edition How to cite Scots Law of Contract, Essay examples

Concept of Corporate Strategy-Free-Samples-Myassignmenthelp.com

Questions: 1. Identify the concept of corporate objectives and evaluate an organisation with information available in the public domain. 2. Discuss marketing orientation concepts (i.e. the marketing concept, the selling concept or production concept). Explain with examples which concept your organisation follows. 3. What is your organisation's core marketing strategy? Discuss the strengths and weaknesses of the current marketing strategy and explain how this strategy will help your organisation reach its corporate objectives. Answers: 1.The concept of corporate strategy states the well-defined goals of the company. This involves the internal strategies of the organization and the aims and objectives it has. Most of the goals are focused on the time frame that the company has set in order to achieve the goal. It includes the strategies that should be adopted in order to achieve success. The organization taken into consideration in this particular assignment is the clear products of unilever (Care, 2018). Clear scalp and beauty therapy products offers shampoos, conditioners and treatment that nourishes the scalp that is the foundation for strong, healthy and beautiful hair. The company has inherited a structured corporate strategy. They are clearly stated and they are clearly mentioned in the internal document of the companys norms. They focus on providing the best quality product that keeps up the expectations of the customers. They aim at building a sustainable living commonplace. In order to have a clear vision the company has adopted a long term strategy of brands that would deliver growth in order to benefit all the stakeholders. They focus on innovation of their products (Lockrey, 2015). The company follows the three marketing orientation concepts. Marketing concept Product concept Production concept 2.The company pays huge attention in advertising the products. This includes advertising the products in television, in newspapers, in banners and hoardings. This is called the marketing concept. Most importantly the company pays attention in taking feedbacks from the customer. For example, the customers are asked to submit a feedback form on online websites. These actions are practiced by the company. This increases the brand image of the company in the market. This enables the company to improve their products and set up good reputation in the market (Lockrey, 2015). The other concept that is practiced by the company is production concept. The concept reveals the fact that the customers will favor products that they can get at affordable rates. The company maintains the price of the products. They further focus on the efficiency of the production. For example, this is used by the company in two situations, firstly, when the demand for the products exceeds the cost and secondly when the cost of the product is too high. The final concept adopted by the company is the product concept. This concept contains the fact that the consumers opt only for those products that are innovative and that have the best quality. The company maintains the quality of their products and they work on innovation of their products. For example, the company has come up with the customized solution for men and women. They also have included nutrium 10 that was the innovation of the company in the year 2011. It was presented to the worlds largest skincare specialists at the International Academy of Cosmetic Dermatologys World Congress. This was indeed a successful step adopted by the company (Kotler, 2015). 3.Core marketing strategy of the organization The marketing strategy of the company can be analyzed by the PEST analysis and te SWOT analysis: PEST: The political factor for unilever was global and a successful one. There was an abolition of the hair care products consumption tax in the year 2006 which cleared all the hurdles from the path of growth of the company. It gave the company more chances to promote the consumption of the products and make price more expandable. The economic factor in many countries has been a benefit for the organization. The company was able to make huge profit in the places where the economic condition was well developed. It was able to expand the business in all over the world. Clear shampoos aimed to capture the dandruff market. The company highlighted the concept of trust and it planned to launch a series of trust theme activities. Famous stars endorsed the products of the company. The company has adopted the latest technology for the treatment of dandruff and let the people have a clear and neat scalp. The technological progress has helped the company to customize the shampoo according to the scalp of men and women (Kohli Harich, 2015). SWOT: The strength of the company is the quality of the products and the variety of products. The weakness is the price of the products is high. It should be such that everyone can afford the same. Clear brand focuses only on hair products. They have the opportunity to work in some other department like skin treatment. The biggest threat of the company is the rivalry it faces. The company faces tough competition in the market (Kanagal, 2015) References Care, P. (2018). Clear. [online] Unilever Australasia. Available at: https://www.unilever.com.au/brands/personal-care/clear.html [Accessed 27 Mar. 2018]. Kanagal, N. B. (2015). Innovation and product innovation in marketing strategy.Journal of Management and marketing research,18, 1-25. Kohli, C. S., Harich, K. R. (2015). Creating Brand Names: Strategic and International Considerations. InProceedings of the 1996 Multicultural Marketing Conference(pp. 1-2). Springer, Cham. Kotler, P. (2015).Framework for marketing management. Pearson Education India. Lockrey, S. (2015). A review of life cycle based ecological marketing strategy for new product development in the organizational environment.Journal of Cleaner Production,95, 1-15.

Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Example

Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Women’s contribution to the economy of Assam cannot be ignored. From household activities to economic activities out of the household have been performed successfully by the women of Assam. Women constitute almost half of the population in the state; though a large womenfolk of state are still illiterate, the weak, backward and exploited.Thus, the term Women empowerment comes into existance. If we plan for a economically developed country, we must think for the better status of women. This is possible only through the attainment of the higher level of literacy as well as education for women. It has been already proved that educated women can play a very important role in the economic development of the country. Women education promote women empowerment, which in turn leads to the economic empowerment of women themselves as well as the society as a whole with the knowledge, skills and self-confidence.Now, It is high time to devote more attention on the women education in our st ate to realise the women’s contributions at large to the economy of the state . KEYWORDS: Women Education, Women Empowerment, Economic Development. Introduction – ‘Economy of Assam can be described as underdevelopment one. ’ This is because of its intact poverty, underutilised manpower untapped natural resources. 1 The researchers and authors have never given importance of the contribution of women in the economy of Assam.Whereas, women’s contribution to the economy of Assam cannot be ignored. From household activities to economic activities out of the household have been performed successfully by the women of Assam. Despite they are almost fifty in hundred and bearing all the positive aspects, it is a matter of fact that women in this world are living with an insignificant status, both in the family and society. Out of all poverty-stricken people living in this world, 70 percent are women.For those women, poverty does not just mean scarcity and wan t; it means rights denied, opportunities curtailed and voices silenced. If we consider the some facts, we find women work two-thirds of the world’s working, whereas women (i) earn only 10 percent of the world’s income, (ii) own less than 1 percent of the world’s property, (iii) make up two-thirds of the total adults worldwide who cannot read or write. 2 All these hold good in case of Assam economy also. This is the background, the world community thought over the entity of empowerment of women, its need and significance.Empowerment recognizes the inner power of individuals; our understanding of women empowerment reminds us that change- improvement in the physical, economic, political or social well-being of women. Question arises what is the mosly cited factor responsible for bringing about the women empowerment. It is education, which is one of the most important means of empowering women with the knowledge, skills and self-confidence necessary to participate f ully in the development process. Education is important for everyone, but it is especially significant for girls and women.This is true not only because education is an entry point to other opportunities, but also because the educational achievements of women can have ripple effects within the family and across generations. It is not possible for an economy to be developed, without giving due importance on women (which constitute the half of total) and their activities. The empowered women only are shared with that status. In the similar way, this is possible only with women education, both with quality as well as quantity. Objectives – 1.To see the status and trend of women empowerment in the study area in terms of various indicators. 2. To see the contribution of women in the economy of Assam and to see how empowerment of women is helpful for the development of an economy. 3. To see the role of women education in the realisation of women empowerment and thereby growth of th e economy. 4. To overcome the constraints faced by the women in the study area and to forward some meaningful inferences and suggestions on the findings of the study. Key Questions – Assam economy has a great contribution of women folk.The amount of contribution can be enhanced considerably by getting the empowered women; which is finally realised only by creating environment for qualitative as well as quantitative women education. Data source and Methodology- The Study Area- Assam, a constituent State of India, is located in North Eastern part of the country and situated within the longitude 90o E to 96o E and latitude 24o N to 28o N. The area of the state is 78,438 sq. kms. The economy of Assam is mainly agrarian in nature. The population of the state is Total 31. 7 million according to 2011 census of which 1,52,14,345 are female. As regards sex ratio, it is 954 females per 1000 males as per report of 2011 census. Basic data on the position of women in the state vis-a-vis m en reveals that there is a glaring inequality between them. Methodology – The study is basically analytical and descriptive. Moreover, it is prepared mostly with secondary data, also depending on observation. The techniques of synthesis have been applied to analyze the data and as such, the findings and suggestions have been sorted out. Results and Discussion-Women in Economy There is an important co-relation between women and economy in the context of Assam economy. The activities for women in soil conservation, social forestry, dairy development and other occupations allied to agriculture like horticulture, livestock including small animal husbandry, poultry, fisheries etc are being expanded to benefit women workers in the agriculture sector. Economic Development may be rgarded as a woman’s path to self-mastery. Women get the opportunity to gain social, political and economic skills, which opens a greater field of action.Women who received credit and who sustained s ocial, political and business-development training for more than three years displayed greater independence, increased household decision-making, more control of resources, and more equality within the home. Education The female literacy level among the women in Assam have been growing up in the podt- independence era. Table: 1 Female Literacy at a glance in Assam Particulars Unit 2001 Census 2011 Census (P) LiteracyTotalPer cent 63. 2573. 18 a) MalePer cent 71. 8 78. 81 b) Female Per cent 54. 61 67. 27 Source: Gov of Assam, Economic Survey, Assam, 2010-11 The table shows that the female literacy inceased to 67. 27 per cent in the 2011 census, which was 54. 61 per cent in 2001 census. For a state, 12. 66 percent increment in a decade is not said to be a less amount. But there is a lot of works to be done by the policymakers of the state. Although during 1991-2001, annual average growth rate of female literacy (1. 3 per cent) was more than that of male literacy rate (0. 997 per cen t). Women Empowerment -Empowerment recognizes the inner power of individuals; women empowerment reminds us that change- improvement in the physical, economic, political or social well-being of women. When poor or weak women become actors for change, able to analyze their own lives, make awareness, skills, knowledge, confidence and experience and structures their own decisions and take their own actions. Many scholars have provided suitable definitions of women empowerment. â€Å"Empowerment is the process by which the powerless gain greater control over the circumstances of their lives.It includes both controls over resources and over ideology †¦. a growing intrinsic capability- greater self confidence, and an inner transformation of one’s consciousness that enables one to overcome external barriers †¦. 3 Women Education leads Women Empowerment We have already discussed that education acts as the best tool to be helpful in women in difficult circumstances. Adding value of education to their lives, the disadvantaged groups, women in extreme poverty, destitute women, omen in conflict situations, women affected by natural calamities, women in less developed regions, the disabled widows, elderly women, single women in difficult circumstances, women heading households, those displaced from employment, migrants, women who are victims of marital violence, deserted women and prostitutes etc can have their solution to be free extensively from the constrains faced by them. It is known to all that female education has a long-term effects. Educated women have fewer, healthier children, and they have them when they are older.The result is children who are more successful in school, largely because they benefit from their mothers’ education. Educating girls and integrating them into the labor force is one way to break an intergenerational cycle of poverty. In contrast to all odds, education is the most important means of empowering women with the k nowledge, skills and self-confidence necessary to participate fully in the development process. Education is important for everyone, but it is especially significant for girls and women.This is true not only because education is an entry point to other opportunities, but also because the educational achievements of women can have ripple effects within the family and across generations. Investing in girls education is one of the most effective ways to reduce poverty. Investments in higher education for girls yields especially high dividends. Girls who have been educated are likely to marry later and to have smaller and healthier families. Educated women can recognize the importance of health care and know how to seek it for themselves and their children.Education helps girls and women to know their rights and to gain confidence to claim them. Education has far-reaching effects. The education of parents is linked to their childrens educational attainment, and the mothers education is usually more influential than the fathers. An educated mothers greater influence in household negotiations may allow her to secure more resources for her children. Educated mothers are more likely to be in the labour force, allowing them to pay some of the costs of schooling, and may be more aware of returns to schooling.And educated mothers, averaging fewer children, can concentrate more attention on each child. Closing the gender gap in education is a development priority. The 1994 Cairo Consensus recognized education, especially for women, as a force for social and economic development. Universal completion of primary education was set as a 20-year goal, as was wider access to secondary and higher education among girls and women. Closing the gender gap in education by 2015 is also one of the benchmarks for the Millennium Development Goals (MDG). 4 Present Status -The status of women and their empowerment in terms of various indicators such as access to education, employment, hous ehold decision making power, financial autonomy, freedom of movement, exposure to media, political participation, experience of domestic violence etc can not be daid to be satisfactory in the state of Assam. We have miles to go for having positive indicators, like, decision making, poverty eradication, micro credit, education, health, nutrition, drinking water and sanitation, housing and shelter, environment, science and technology, support services, violence against women, rights of the girl child, mass media.The female work participation rate in Assam which was 4. 66 per cent in 1971 increased to 21. 61 per cent in 1991 and declined to 20. 71 per cent in 20016 The Girls’ Educational Index (GEI) in early 80s was 0. 499 in Assam (G. O. I. , 2002). During 1990s the GEI for India was increased to 0. 575 in Assam. Assam was ranked in 29th position among 32 States and Union Territories according to GEI measure and was ranked below Manipur, Meghalaya, Mizoram and Nagaland (Assam H uman Development Report, 2003). In Assam women may be visible at public places and institutions, as there is freedom of movement, but her visibility does not give her power, she is very unlikely to be a member in the decision making bodies of these institutions. Data on managerial bodies of schools and colleges, public institutions, religious institutions reveal the invisibility of women in power. Key Findings The female literacy level among the women in Assam have been growing up in the podt- independence era. The female literacy inceased to 67. 27 per cent in the 2011 census, which was 54. 61 per cent in 2001 census.For a state, 12. 66 percent increment in a decade is not said to be a less amount. But there is a lot of works to be done by the policymakers of the state. Occupational structure of women of Assam reflects that a major part of the total women are engaged in agriculture sector and generated a considerable amount of income for their livelihood. In these days, the young generation are showing tendency in service and business sector , which is an indicators of the movement of the society towards development. Women engaged in service are not satisfactory but there is tremendous improvement.Like service sector an identical picture is also seen in case of business sector. A substantial amount of educated young women are attracted towards different types of business activities, small scale and cottage industries based on locally available natural resources, shopkeeper etc. Various types of income sources are adopted by the women in tribal communities of Assam, such as, agriculture, weaving, poultry, piggery business, service, traditional industries and wage labour. Among these activities traditional industries like handicraft, weaving, preparation of traditional wine, piggery and poultry are mentionworthy.Women of Assam enjoy somewhat a disadvantageous position both in absolute sense and relative to men in the area of access to education, employment,exp osure to media, household decision making capacity, workforce participation rate, control over resources etc. Micro-finance – including micro-credits – is often considered as an instrument that promotes empowerment. Whilst it can stabilise livelihoods, broaden choices, provide start-up funds for productive investment, help poor people to smooth consumption flows and send children to school, it can also lead to indebtedness and increased exclusion unless programmes are well-designed.Suggestions – It is stablished fact that education is the key role player for empowerment of women, which is, in turn, responsible for economic development as a whole. So, for creating the goal an empowered women for economic development, the following strategies need to be taken into action by the Govt. in partnership with NGO and Community— 1. Creating community demand for girls education not only elementary level but also all the level of education. 2. The Technical and Voca tional education should be made available for girls. 3.Nos of such school need to extent up to all village of the community. 4. The adult education programme in rural area is essential. 5. Efforts should made to solve the drop out problem of girls education in rural area 6. Participation of women in the high income generating activities like fashion designing, tailoring, food processing beautician, need to increase. For which following means should be adopted: a. Training facilities should be there in rural area through which the women of the community will get better chance to be specialized in this field. b.Knowledge and information on Global changing business environment like marketing in formation, the change of test, habit, preference of the consumer should be provided regularly through government and Non-government efforts like NGO, SHGs, Mahila Sangathan. c. Gender and poverty sensation programme should be developed to create an environment where by all will work together to remove all the disparities physical, social and economic. Conclusion – Achieving women’s economic empowerment is not a â€Å"quick fix†. It will take sound public policies, a holistic approach and long-term commitment from all development actors.Providing supplementary services – such as training, working through groups rather than individuals, or alongside other investments in awareness raising – has been shown to increase women’s direct control over resources. 5 In the United Nation’s 2005 report on the Millennium Development Goals (MDG), Kofi Annan, the Secretary General of the United Nations, writes: â€Å"The full participation of women to all levels of decision-making is a basic human right. † The central argument is that women play a fundamental role in development.Accordingly, in the same report, Kofi Annan argues that gender equality is in fact a â€Å"prerequisite† to achieving the other MDGs. 6 Former World B ank President, James Wolfensohn, addressing the Fourth UN Conference on Women, said: Education for girls has a catalytic effect on every dimension of development: lower child and maternal mortality rates; increased educational attainment by daughters and sons; higher productivity; and improved environmental management. Together, these can mean faster economic growth and, equally important, wider distribution of the fruits of growth in economy.More education for girls will also enable more and more women to attain leadership positions at all levels of society: from health clinics in the villages to parliaments in the capitals. This, in turn, will change the way societies will deal with problems and raise the quality of global decision-making. 6 References – 1. Dhar, P. K. , ‘The Economy of Assam- Including Economy of North East India’,( 2009), Kalyani Publishers, Guwahati 2. Islam, N. , ‘Economic Empowerment of Women in the District of Goalpara: A Case Study with Special Reference to Swarnajayanti Gram Swarojgar Yojana’, National Seminar Volume, (Ed. ) Kshyap, S. K. Goswami, N. and Dutta, A. , ‘Economic Empowerment of Women in the North East Region: Issues and Challenges’, Barbhag College, Kalag, Nalbari (Assam) September, 2012 (ISBN 978-81-910818-3-7) 3. Mahanta, B. (Supervisor: Prof. P. Nayak),‘Women Empowerment in Assam: A Human development Approach’(M. Phil Synopsis), Department of Economics, North Eastern Hill University, Shillong (2008). 4. Assam Human Development Report, 2003 and Govt. of Assam). 5. FAO (Food and Agriculture Organization of the United Nations) (2011), The state of food and agriculture, 2010-2011: women in agriculture, closing the gender gap for development, FAO, Rome. . Duflo, E. , â€Å"Women Empowerment and Economic Development’’, Massachusetts Institute of Technology, Journal of Economic Literature 2012, 50(4), 1051–1079, http://dx. doi. org/10. 1257/jel. 50. 4. 1051 ++++++ From: Name: NAZRUL ISLAM Designation: Asstt. Professor ; HoD, Economics. Sex: Male Name of the Institution: Dalgoma Anchalik College, Matia, Goalpara -783125. Address for Correspondance: Nayapara, Krishnai, Goalpara -783126. Email ID: nazrul. [emailprotected] com Participation: With Paper Title of the paper: Role of Education in Women Empowerment with special reference to the Economy of Assam. Date: Signature Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Example Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Women’s contribution to the economy of Assam cannot be ignored. From household activities to economic activities out of the household have been performed successfully by the women of Assam. Women constitute almost half of the population in the state; though a large womenfolk of state are still illiterate, the weak, backward and exploited.Thus, the term Women empowerment comes into existance. If we plan for a economically developed country, we must think for the better status of women. This is possible only through the attainment of the higher level of literacy as well as education for women. It has been already proved that educated women can play a very important role in the economic development of the country. Women education promote women empowerment, which in turn leads to the economic empowerment of women themselves as well as the society as a whole with the knowledge, skills and self-confidence.Now, It is high time to devote more attention on the women education in our st ate to realise the women’s contributions at large to the economy of the state . KEYWORDS: Women Education, Women Empowerment, Economic Development. Introduction – ‘Economy of Assam can be described as underdevelopment one. ’ This is because of its intact poverty, underutilised manpower untapped natural resources. 1 The researchers and authors have never given importance of the contribution of women in the economy of Assam.Whereas, women’s contribution to the economy of Assam cannot be ignored. From household activities to economic activities out of the household have been performed successfully by the women of Assam. Despite they are almost fifty in hundred and bearing all the positive aspects, it is a matter of fact that women in this world are living with an insignificant status, both in the family and society. Out of all poverty-stricken people living in this world, 70 percent are women.For those women, poverty does not just mean scarcity and wan t; it means rights denied, opportunities curtailed and voices silenced. If we consider the some facts, we find women work two-thirds of the world’s working, whereas women (i) earn only 10 percent of the world’s income, (ii) own less than 1 percent of the world’s property, (iii) make up two-thirds of the total adults worldwide who cannot read or write. 2 All these hold good in case of Assam economy also. This is the background, the world community thought over the entity of empowerment of women, its need and significance.Empowerment recognizes the inner power of individuals; our understanding of women empowerment reminds us that change- improvement in the physical, economic, political or social well-being of women. Question arises what is the mosly cited factor responsible for bringing about the women empowerment. It is education, which is one of the most important means of empowering women with the knowledge, skills and self-confidence necessary to participate f ully in the development process. Education is important for everyone, but it is especially significant for girls and women.This is true not only because education is an entry point to other opportunities, but also because the educational achievements of women can have ripple effects within the family and across generations. It is not possible for an economy to be developed, without giving due importance on women (which constitute the half of total) and their activities. The empowered women only are shared with that status. In the similar way, this is possible only with women education, both with quality as well as quantity. Objectives – 1.To see the status and trend of women empowerment in the study area in terms of various indicators. 2. To see the contribution of women in the economy of Assam and to see how empowerment of women is helpful for the development of an economy. 3. To see the role of women education in the realisation of women empowerment and thereby growth of th e economy. 4. To overcome the constraints faced by the women in the study area and to forward some meaningful inferences and suggestions on the findings of the study. Key Questions – Assam economy has a great contribution of women folk.The amount of contribution can be enhanced considerably by getting the empowered women; which is finally realised only by creating environment for qualitative as well as quantitative women education. Data source and Methodology- The Study Area- Assam, a constituent State of India, is located in North Eastern part of the country and situated within the longitude 90o E to 96o E and latitude 24o N to 28o N. The area of the state is 78,438 sq. kms. The economy of Assam is mainly agrarian in nature. The population of the state is Total 31. 7 million according to 2011 census of which 1,52,14,345 are female. As regards sex ratio, it is 954 females per 1000 males as per report of 2011 census. Basic data on the position of women in the state vis-a-vis m en reveals that there is a glaring inequality between them. Methodology – The study is basically analytical and descriptive. Moreover, it is prepared mostly with secondary data, also depending on observation. The techniques of synthesis have been applied to analyze the data and as such, the findings and suggestions have been sorted out. Results and Discussion-Women in Economy There is an important co-relation between women and economy in the context of Assam economy. The activities for women in soil conservation, social forestry, dairy development and other occupations allied to agriculture like horticulture, livestock including small animal husbandry, poultry, fisheries etc are being expanded to benefit women workers in the agriculture sector. Economic Development may be rgarded as a woman’s path to self-mastery. Women get the opportunity to gain social, political and economic skills, which opens a greater field of action.Women who received credit and who sustained s ocial, political and business-development training for more than three years displayed greater independence, increased household decision-making, more control of resources, and more equality within the home. Education The female literacy level among the women in Assam have been growing up in the podt- independence era. Table: 1 Female Literacy at a glance in Assam Particulars Unit 2001 Census 2011 Census (P) LiteracyTotalPer cent 63. 2573. 18 a) MalePer cent 71. 8 78. 81 b) Female Per cent 54. 61 67. 27 Source: Gov of Assam, Economic Survey, Assam, 2010-11 The table shows that the female literacy inceased to 67. 27 per cent in the 2011 census, which was 54. 61 per cent in 2001 census. For a state, 12. 66 percent increment in a decade is not said to be a less amount. But there is a lot of works to be done by the policymakers of the state. Although during 1991-2001, annual average growth rate of female literacy (1. 3 per cent) was more than that of male literacy rate (0. 997 per cen t). Women Empowerment -Empowerment recognizes the inner power of individuals; women empowerment reminds us that change- improvement in the physical, economic, political or social well-being of women. When poor or weak women become actors for change, able to analyze their own lives, make awareness, skills, knowledge, confidence and experience and structures their own decisions and take their own actions. Many scholars have provided suitable definitions of women empowerment. â€Å"Empowerment is the process by which the powerless gain greater control over the circumstances of their lives.It includes both controls over resources and over ideology †¦. a growing intrinsic capability- greater self confidence, and an inner transformation of one’s consciousness that enables one to overcome external barriers †¦. 3 Women Education leads Women Empowerment We have already discussed that education acts as the best tool to be helpful in women in difficult circumstances. Adding value of education to their lives, the disadvantaged groups, women in extreme poverty, destitute women, omen in conflict situations, women affected by natural calamities, women in less developed regions, the disabled widows, elderly women, single women in difficult circumstances, women heading households, those displaced from employment, migrants, women who are victims of marital violence, deserted women and prostitutes etc can have their solution to be free extensively from the constrains faced by them. It is known to all that female education has a long-term effects. Educated women have fewer, healthier children, and they have them when they are older.The result is children who are more successful in school, largely because they benefit from their mothers’ education. Educating girls and integrating them into the labor force is one way to break an intergenerational cycle of poverty. In contrast to all odds, education is the most important means of empowering women with the k nowledge, skills and self-confidence necessary to participate fully in the development process. Education is important for everyone, but it is especially significant for girls and women.This is true not only because education is an entry point to other opportunities, but also because the educational achievements of women can have ripple effects within the family and across generations. Investing in girls education is one of the most effective ways to reduce poverty. Investments in higher education for girls yields especially high dividends. Girls who have been educated are likely to marry later and to have smaller and healthier families. Educated women can recognize the importance of health care and know how to seek it for themselves and their children.Education helps girls and women to know their rights and to gain confidence to claim them. Education has far-reaching effects. The education of parents is linked to their childrens educational attainment, and the mothers education is usually more influential than the fathers. An educated mothers greater influence in household negotiations may allow her to secure more resources for her children. Educated mothers are more likely to be in the labour force, allowing them to pay some of the costs of schooling, and may be more aware of returns to schooling.And educated mothers, averaging fewer children, can concentrate more attention on each child. Closing the gender gap in education is a development priority. The 1994 Cairo Consensus recognized education, especially for women, as a force for social and economic development. Universal completion of primary education was set as a 20-year goal, as was wider access to secondary and higher education among girls and women. Closing the gender gap in education by 2015 is also one of the benchmarks for the Millennium Development Goals (MDG). 4 Present Status -The status of women and their empowerment in terms of various indicators such as access to education, employment, hous ehold decision making power, financial autonomy, freedom of movement, exposure to media, political participation, experience of domestic violence etc can not be daid to be satisfactory in the state of Assam. We have miles to go for having positive indicators, like, decision making, poverty eradication, micro credit, education, health, nutrition, drinking water and sanitation, housing and shelter, environment, science and technology, support services, violence against women, rights of the girl child, mass media.The female work participation rate in Assam which was 4. 66 per cent in 1971 increased to 21. 61 per cent in 1991 and declined to 20. 71 per cent in 20016 The Girls’ Educational Index (GEI) in early 80s was 0. 499 in Assam (G. O. I. , 2002). During 1990s the GEI for India was increased to 0. 575 in Assam. Assam was ranked in 29th position among 32 States and Union Territories according to GEI measure and was ranked below Manipur, Meghalaya, Mizoram and Nagaland (Assam H uman Development Report, 2003). In Assam women may be visible at public places and institutions, as there is freedom of movement, but her visibility does not give her power, she is very unlikely to be a member in the decision making bodies of these institutions. Data on managerial bodies of schools and colleges, public institutions, religious institutions reveal the invisibility of women in power. Key Findings The female literacy level among the women in Assam have been growing up in the podt- independence era. The female literacy inceased to 67. 27 per cent in the 2011 census, which was 54. 61 per cent in 2001 census.For a state, 12. 66 percent increment in a decade is not said to be a less amount. But there is a lot of works to be done by the policymakers of the state. Occupational structure of women of Assam reflects that a major part of the total women are engaged in agriculture sector and generated a considerable amount of income for their livelihood. In these days, the young generation are showing tendency in service and business sector , which is an indicators of the movement of the society towards development. Women engaged in service are not satisfactory but there is tremendous improvement.Like service sector an identical picture is also seen in case of business sector. A substantial amount of educated young women are attracted towards different types of business activities, small scale and cottage industries based on locally available natural resources, shopkeeper etc. Various types of income sources are adopted by the women in tribal communities of Assam, such as, agriculture, weaving, poultry, piggery business, service, traditional industries and wage labour. Among these activities traditional industries like handicraft, weaving, preparation of traditional wine, piggery and poultry are mentionworthy.Women of Assam enjoy somewhat a disadvantageous position both in absolute sense and relative to men in the area of access to education, employment,exp osure to media, household decision making capacity, workforce participation rate, control over resources etc. Micro-finance – including micro-credits – is often considered as an instrument that promotes empowerment. Whilst it can stabilise livelihoods, broaden choices, provide start-up funds for productive investment, help poor people to smooth consumption flows and send children to school, it can also lead to indebtedness and increased exclusion unless programmes are well-designed.Suggestions – It is stablished fact that education is the key role player for empowerment of women, which is, in turn, responsible for economic development as a whole. So, for creating the goal an empowered women for economic development, the following strategies need to be taken into action by the Govt. in partnership with NGO and Community— 1. Creating community demand for girls education not only elementary level but also all the level of education. 2. The Technical and Voca tional education should be made available for girls. 3.Nos of such school need to extent up to all village of the community. 4. The adult education programme in rural area is essential. 5. Efforts should made to solve the drop out problem of girls education in rural area 6. Participation of women in the high income generating activities like fashion designing, tailoring, food processing beautician, need to increase. For which following means should be adopted: a. Training facilities should be there in rural area through which the women of the community will get better chance to be specialized in this field. b.Knowledge and information on Global changing business environment like marketing in formation, the change of test, habit, preference of the consumer should be provided regularly through government and Non-government efforts like NGO, SHGs, Mahila Sangathan. c. Gender and poverty sensation programme should be developed to create an environment where by all will work together to remove all the disparities physical, social and economic. Conclusion – Achieving women’s economic empowerment is not a â€Å"quick fix†. It will take sound public policies, a holistic approach and long-term commitment from all development actors.Providing supplementary services – such as training, working through groups rather than individuals, or alongside other investments in awareness raising – has been shown to increase women’s direct control over resources. 5 In the United Nation’s 2005 report on the Millennium Development Goals (MDG), Kofi Annan, the Secretary General of the United Nations, writes: â€Å"The full participation of women to all levels of decision-making is a basic human right. † The central argument is that women play a fundamental role in development.Accordingly, in the same report, Kofi Annan argues that gender equality is in fact a â€Å"prerequisite† to achieving the other MDGs. 6 Former World B ank President, James Wolfensohn, addressing the Fourth UN Conference on Women, said: Education for girls has a catalytic effect on every dimension of development: lower child and maternal mortality rates; increased educational attainment by daughters and sons; higher productivity; and improved environmental management. Together, these can mean faster economic growth and, equally important, wider distribution of the fruits of growth in economy.More education for girls will also enable more and more women to attain leadership positions at all levels of society: from health clinics in the villages to parliaments in the capitals. This, in turn, will change the way societies will deal with problems and raise the quality of global decision-making. 6 References – 1. Dhar, P. K. , ‘The Economy of Assam- Including Economy of North East India’,( 2009), Kalyani Publishers, Guwahati 2. Islam, N. , ‘Economic Empowerment of Women in the District of Goalpara: A Case Study with Special Reference to Swarnajayanti Gram Swarojgar Yojana’, National Seminar Volume, (Ed. ) Kshyap, S. K. Goswami, N. and Dutta, A. , ‘Economic Empowerment of Women in the North East Region: Issues and Challenges’, Barbhag College, Kalag, Nalbari (Assam) September, 2012 (ISBN 978-81-910818-3-7) 3. Mahanta, B. (Supervisor: Prof. P. Nayak),‘Women Empowerment in Assam: A Human development Approach’(M. Phil Synopsis), Department of Economics, North Eastern Hill University, Shillong (2008). 4. Assam Human Development Report, 2003 and Govt. of Assam). 5. FAO (Food and Agriculture Organization of the United Nations) (2011), The state of food and agriculture, 2010-2011: women in agriculture, closing the gender gap for development, FAO, Rome. . Duflo, E. , â€Å"Women Empowerment and Economic Development’’, Massachusetts Institute of Technology, Journal of Economic Literature 2012, 50(4), 1051–1079, http://dx. doi. org/10. 1257/jel. 50. 4. 1051 ++++++ From: Name: NAZRUL ISLAM Designation: Asstt. Professor ; HoD, Economics. Sex: Male Name of the Institution: Dalgoma Anchalik College, Matia, Goalpara -783125. Address for Correspondance: Nayapara, Krishnai, Goalpara -783126. Email ID: nazrul. [emailprotected] com Participation: With Paper Title of the paper: Role of Education in Women Empowerment with special reference to the Economy of Assam. Date: Signature

Ghost Scene in Hamlet Essays

Ghost Scene in Hamlet Essays Ghost Scene in Hamlet Paper Ghost Scene in Hamlet Paper Essay Topic: Hamlet I have viewed three different versions of the play Hamlet, written by William Shakespeare. The first film I watched was directed by Franco Zefferelli, and starred Mel Gibson as Hamlet. The next film I saw was directed by, and also starred Kenneth Branagh. The final film I viewed was directed by Michael Almereyda, and starred Ethan Hawke as Hamlet. Firstly, I am going to focus on how the ghost scene of the Gibson version was produced. This scene is set around the same time the play was written. It takes place on the roof of the castle, and it fits in well with the language. Hamlet is wearing a black cloak, which shows that he is in mourning over his fathers death. He is also wearing a sword. He is running up steps, following the ghost of his father. The sound is emphasised on footsteps and breathing, which creates a feeling of tension. There is eerie, high-pitched music that can be heard throughout the scene. This music almost seems like the wind. The lighting is very subtle, like the moonlight shining on the ramparts of the castle. A very good lighting effect is when Hamlet is listening to his fathers spirit. On one side of his face it is very light, yet the other side is dark, and you cant see his features very well. There are not many special effects in this scene, and the ghost doesnt seem very supernatural. There are a lot of close up shots, which follow the conversation during the scene. The actors deliver the lines in a specific way. They use different facial expressions and gestures. The ghost looks very distressed, upset and helpless when he is about to speak. Hamlet looks frightened and shocked. His breathing gets heavier as the scene goes on. The ghost begins to talk in a whisper. : It seems as if he is about to break into tears as he speaks about how his spirit is doomed to stay in purgatory for a certain time. Hamlet hears his father talking of how he was murdered, and a close up shows him wiping tears away from his eyes wit his hands. Hamlet is so upset that he has resorted to weeping. When the ghost says, With all my imperfections on my head. Oh horrible, oh horrible, most horrible his voice breaks and he is holding his hands above his head. This is a sign of his vulnerability. The ghost says his final words to his son. Adieu, adieu, adieu. Remember me. He reaches out with his arms, as if he wishes he could hug his son, then disappears. Hamlet falls to his knees in despair and cries. Hamlet gets up and walks down some steps. A window in the roof reveals the dining hall, in which Hamlets mother, Gertrude, and uncle, Claudius, are eating at a party. The light shines on Hamlets face from below. We can hear the laughter and voices of these people in the background. Hamlet is very angry with his uncle for killing his father. He begins to swing his sword around, hitting walls with anger. He shouts out in disgust, Oh most pernicious woman! as he is upset with his mother for marrying the man who killed her husband. He is almost bellowing these words, Oh villain, villain, smiling damned villain! He is determined to get revenge. Hamlet holds up his sword as if it is a crucifix whilst reciting these words. Now to my word: It is Adieu, adieu. Remember me. I have swornt. This shows he has sworn to God and his dead father that he will avenge his fathers murder. I am now going to consider how the Branagh film portrayed the ghost scene. This version of Hamlet is set in the mid eighteenth century, and the language doesnt exactly match the setting. The ghost scene is set in some misty woods, and opens showing Hamlet dressed in a black outfit, running and jumping over logs and bushes. He is delivering his first few lines in a very panicky, rushed manner. It is winter in the scene, which is associated with death and depression. This is the most mythical and paranormal version of the scene. The lighting shows that it is night, yet the fog shows up in the moonlight with a blueish tint. This blue tint connotates cold, ice and death. There are many special effects in this scene. We see flames, mist, the earth opening up, and a bubbling river. All of these could suggest an opening to Hell. There are lots of tracking shots showing Hamlet running to find his fathers ghost, with many cuts to flames and mist. This helps to create tension, as the audience have to deal with many images in a short space of time. The ghost finally appears wearing a helmet and a soldiers outfit. Hamlet jumps back in surprise when he sees the ghost. The apparition has a big grey beard, and his eyes are whitened out, which makes him look scary, mystical, and helps to show that he is dead. The ghost begins to speak. I am thy fathers spirit He has a haunting voice. It is very husky, and like a loud whisper. During the conversation, there are many cuts and close ups between the two actors. There are lots of close ups just of the mouths or eyes. This makes everything seem more secretive, as they are speaking only to each other. No one else is supposed to hear what the ghost has to say. The ghost begins to speak of his murder. Sleeping within my orchard, my custom always of the afternoon. Here, a flashback of the murder begins. The orchard is snowy, and very light, as it is day. We see the Old Hamlet sleeping, and some feet walking towards him. We then see the king hold his ear and fall to the ground, dead. We also see some flashbacks of when the king was alive. He lived in a very expensive, rich-looking palace. He and his wife are both wearing bright red outfits. This could connotates the passion between Hamlets father and his most seeming virtuous queen. Another flashback shows Gertrude and Claudius playing a game in the palace. It is in slow motion, which emphasises the passion between them. Whilst we see these flashbacks, creepy eerie music is playing. The ghost says, Let not the royal bed of Denmark be a couch for luxury and damned incest. When he hears the word incest, a close up of Hamlet shows him disgusted at the thought. The ghost reaches for his sons hand, and then disappears, leaving Hamlet on his knees in sadness. Hamlet says, O all you host of Heaven! O earth! What else? It sounds like his is about to cry. He remains quite calm, although we can tell he is very upset. The scene ends with Hamlet swearing to get revenge, holding his sword like a crucifix. This is a very similar ending to the Gibson version, only much calmer, and with less anger. I am now going to look at the treatment of the ghost scene in the Hawke version of the play. This film is set in present day, meaning that the language is very peculiar for the era. The scene is set in Hamlets modern flat. The room is quite messy. This shows that Hamlet has been so distraught about his fathers death that he doesnt care about the cleanliness of his apartment. Hamlet is wearing black, modern clothes. It is dark night outdoors, as we can see through the windows. A lamp is switched on inside, and it is mirrored in the glass doors, so it seems lighter. Hamlets fathers spirit comes in wearing a black outfit, holding a black jacket. He also has a red tie, which connotates danger, blood and anger. He is holding a cloth, which he occasionally uses to touch his ear with. This shows that blood is slowly pouring from his fatal wound, and he has to clean it up from time to time. The ghost seems much more real in this scene. There is nothing supernatural or mysterious. The spirit begins to talk. My hour is almost come. He speaks in a loud whisper. As he walks further into the room, a television can be seen in the background. On the screen, buildings can be seen getting blown up, and exploding. This could be there to represent Hell. Throughout the scene, dramatic music can be heard softly in the background. There are many shots showing side views of the two actors. The ghost walks around in circles, which confuses Hamlet. The ghost seems almost angry. Hamlet cries out Oh god! in a very bewildered, troubled manner. The ghost pins his son up against the wall, trapping him so that h must listen to what he has to say. The ghost tells Hamlet about his death. Hamlets face shows expressions of confusion and fear. Once he has finished talking, the ghost hugs Hamlet very tightly, and then vanishes. The dramatic music becomes much louder when they hug. The scene ends with Hamlet looking shocked, as his father has completely disappeared. This version is very different to the other adaptations I have studied. It is a lot shorter, and most of the text has been edited out. I personally preferred the film in which Mel Gibson played Hamlet. This is the first film I discussed. I enjoyed it more because the setting seemed more realistic than the other two, and it wasnt too supernatural that it looked false. Mel Gibson portrays himself as Hamlet very accurately. He is anguished and tearful as he hears about how his father was assassinated, and he is very outraged when he sees his incestuous mother and uncle. This is how I think Hamlet should react. If I were him, I would be very distressed and would never want to see my uncle again. I thought that the actor playing the ghost was good. He looked and sounded very vulnerable and upset, which is how I imagine the ghost to be like. I quite enjoyed the Hawke film as well. I thought that, even though the language was very out of date, it worked well. I didnt enjoy the Branagh version as much, as I thought that the costumes were not very realistic. I am now going to imagine that I have the chance to present the ghost scene. I would set it in Shakespearean times. It would be on the roof of a typical stone castle. The lighting would be quite dark, as I would want it to be set in night time, but I think a blue tinted light would be relatively effective. It would help to create a feeling of suspense in the atmosphere. There would be a very dim spotlight on the main part of the castle, where most of the conversation in the scene would take place. Hamlet would be wearing quite plain, dark clothes, and the ghost would be wearing a more high-class outfit, which would show is authority as the deceased king. The spirit would not have any props, but Hamlet might have a sword. Hamlet will be running along the roof of the castle, looking for his father, who we can hear say, My hour is almost come when I to sulphrous and tormenting flames must render up myself. His voice should be very deep and hoarse. It will be quite a chilling and creepy voice. I would like Hamlet to act quite frightened and jump back when he first sees his father, who will touch Hamlet on the back. There wont be many special effects, as I dont think it is necessary. The camera will follow the conversation using many cuts. This will also help to create tension in the scene. I would have a flashback of the murder. Hamlets father will be seen sleeping in a summer orchard. There will be lots of trees, and green grass. This will show that he had very good living conditions, and didnt deserve to die. Hamlets uncle would be seen pouring a liquid into his brothers ear. Then we would see the king wake and fall to the ground. He will look as if he is in pain, holding his ear, and looking terrified and anguished, knowing that his brother has killed him. The ghost will finish his speech and walk off, slowly fading away. He will leave his son in tears. Hamlet will look shocked for a minute, then come to his senses, and get angry. He will shout out in rage, O most pernicious woman! O villain, villain, smiling damned villain! At the end he will say, So uncle, there you are. in a tempting way, as to show that he will get vengeance. The ghost scene in the Gibson film is set in medieval times, and fits in well with the language and costumes. The Branagh film is set in more modern times, around the eighteenth century. The costumes are unrealistic, and the scene is very supernatural and paranormal. The Hawke version of the ghost scene is set in present day and is the most realistic scene I have viewed. I would have my production set in the same era as the Gibson version, and I would use flashbacks, like in the Branagh version. Some of the shots and lighting effects I would use would be totally original, and not taken from any of the accounts I have watched, for example the blue lighting effect.

Field Experience Research Paper Example | Topics and Well Written Essays - 1000 words

Field Experience - Research Paper Example It is also a setting where various social groups such as families, couples, friends and even individual visitors will feel comfortable, since the place is set to be all-inclusive. There are different components that give different categories of people a reason to visit. Description of the setting The setting of the Disney Land Theme Park and Resort is all-inclusive, with different segments that people may want to engage in, such as the entertainment, sports, the sit-down restaurants, the food stands where people can purchase different types of foods stuffs, especially snacks, beverages and other light food items. There are also gift shops where people can purchase gifts for their friends, spouses and even family members, since the gift shops are stocked with a variety of gifts, which makes it possible for the visitors to select from a variety. There are various sorts of rest places where people can rest and talk, including in the open air as they enjoy the sun, or under the shades. T here are different themes for each particular attraction, which include animals, historical artifacts, fish in their ponds, waterfalls, Splash Mountains, woodland-for-plays, jungle cruise and the fantasyland, where one sings along the classic tunes, while the mind is wandering into the fullness of precious fantasies. The setting is well constituted, to give a visitor the best of feelings and enjoyment, which allows the visitor to forget all other concerns and the aspects of life difficulties, to live an entirely new life, at least for the moment one is in this place. Several games such as the Roller coasters are available, while dining and accommodation services are also adequately available. Entertainment, especially in form of live performances is a common phenomenon in Disneyland, while cool music that brings back sweet memory is also always in play. Observations of the interactions that took place A visit to Disneyland is one of the most thrilling experiences that an individual can ever have. Just by setting the foot on Disneyland, the reality of dreams, fantasy and wild imaginations comes into the forefront, while the stress and any life concern seems to disappears, at least for the moment spent in this Theme Park and Resort. At the entrance, there is a welcoming sign that tells the visitor the type of expectations they should have during the time spent in the Theme Park and in the Resort. The welcoming note tells the visitor to welcome to the place where imagination is the destination. This welcoming sign alone, is sufficient to prepare the mind of the visitor and make it wander from expectation to expectation, increasing the desire to enter and witness the real content of Disneyland. The opening time is 8 a.m. There was already a queue of about 500 people waiting to enter, who consisted of families, couples, friends and even singles. The ticketing service was excellent, since there are many ticket sellers, who serve the customers very fast, ensuring tha t the visitors do not spend long in the queue. There are various kinds of tickets that are sold to the visitors, depending on the visitors preferences. Bonus tickets are also available, which ensures that customers who buy tickets worth a lot of money also get some bonuses to receive more benefits and services from the Disneyland Theme Park and Resort. The adults are charged from $87, depending on the areas of visitation and the activities to indulge