Writing an excellent outcome Essay Example for Free

Writing an excellent outcome Essay Always remember that the experiences and outcomes should have an impact on classroom practice and learning. The outcomes should not be written in the form of assessment criteria, nor should they constrain learning. Every outcome should therefore be tested against the following criteria: 1. It should express learning that is clear to the teacher, and where possible the young person. This will promote the application of formative assessment strategies. 2. It should indicate the purpose of the outcome and/or direct the selection of learning activities for all children and young people. 3. It should allow evaluation of the outcome. In other words, it should be clear from the outcome what evidence might be observed to demonstrate progress by the child or young person. Also bear in mind that there is no intention to produce an elaborated curriculum. Outcomes should therefore offer and support opportunities for enrichment and development for those young people with additional support needs who may not progress beyond the first levels. As you complete blocks of work a further test is to consider the extent to which you have prioritised and simplified existing guidance and to ask yourself if any changes are robust and justifiable. As a general rule outcomes should begin with the ‘I can’ stem. Experiences describe purposeful and worthwhile tasks, activities or events that contribute to motivation, personal development and learning. As a general rule they should be signalled using the ‘I have’ stem. The following additional general parameters will help you get started. †¢ Simplification and prioritisation should result in time and space being made to operate the seven principles of curriculum design. For example, teachers should have time for greater depth of study, to introduce topics or ideas in a relevant context or to respond to local events or circumstances and to ensure progression. †¢ Assume your outcomes can be taught within the time allocations typically applied in schools at present.   Some outcomes should ask young people to draw together, consolidate and synthesise their earlier learning in some way e. g. by summarising, generalising or applying earlier learning.   You should aim to embed cross-curricular aspects, including skills, within the outcomes. To help you a cross curricular skills set is being identified. The’ Core Skills’ of Communication, Numeric, Information Technology, Problem Solving and Working with Others are part of the National Qualifications framework. In due course the two sets will be assimilated. Skills will be embedded in the outcomes using the skills reference set.   Progression within and between levels will be indicated through the chosen content or context. During the next stage you will be refining the outcomes and experiences in light of feedback and these will be built up into a database. This is under development, and may include the following fields: Curriculum area and level, Outcomes, Links with the 4 capacities, Links with cross-cutting themes, Links with other curriculum areas and Links with the skills set. There will be important work to ensure that cross-curricular aspects including skills development are being addressed in a consistent and coherent way across the entire curriculum. The quality assurance process Please remember that until final versions of the guidelines are prepared, all work is ‘works in progress and therefore subject to scrutiny and change. While work is in preparation for engagement it should be treated with an appropriate level of confidentiality. Opportunities will be found to bring all writers together from time to time to compare notes on progress to allow debate and challenge and to ensure everyone feels supported as part of a bigger team.

Quality Assurance Of Teaching Education Essay

Quality Assurance Of Teaching Education Essay The divisions of rules that exist in the university curriculum-making authority are distributed as follows. Curriculum design is done by a team at the program-level in which courses design is in draft form. Then, as a draft of curriculum it should be approved by the department and faculty academic senate before it finally passed by the chancellor as formal curriculum for each program. This arrangement is suitable with the hierarchy of stakeholders of the institution within the university. It defines that the Faculty is organizing stakeholders and or academic activities in specific disciplines and can consist of one program or several program of study. Department is the organization of academic resources for the development of science, education and implementation of academic, professional and or profession, in part or one branch of science, technology, art and culture. The Program is the integrated study plan as guidance and academic education or profession conducted on the basis of a curriculum and aimed so that learners can master the knowledge, skills and attitudes in accordance with curriculum objectives. Based on this definition, the program is the stakeholder which takes main responsibility of curriculum design and evaluation. As will be elaborated below, the process of curriculum development involves many parties in which the program holds main duty that is initial design and determining course structure jointly with the department. Curriculum Design The formulation process of the curriculum at the program level is carried through several steps: (i) define the graduate profile, (ii) define their competences, (iii) map and translate the learning process that needed for achieving these competences in the course design, (iv) arrange the courses in suitable order and reasonable time study, (iv) synchronization of the course design with related programs. This duty is carried by the curriculum design team at the program level in which consist of: Head of the program Group of lecturers who represent each of specialization area Academic staff of the department Historically, the curriculum design has been evoluted following the rule set by directorate of higher education, Ministry of Education. It had involved three curriculums, namely curriculum 2007, curriculum 2009 and the current/undertaking revision: competence-based curriculum. Shortly, current undergoing  changes in  the curriculum  is a shift from  the target  mastery of science  and technology  into  the  emphasis on  the education process  that refers to the  context of culture  and  human  development  in a comprehensive,  global  /  universal. The target now is to produce  graduates who are  cultured  and able to  play a role  in the international world.  This is known  as a  competency-based  curriculum. The curriculum development is started by formulation of descriptive profile of the graduate. Referring to the current rule, as stated in the Chancellor decree No.897/SK/R/UI/2009 in article 2 about the objective of the program, it is stated: To generate economic undergraduate economics courses that have the ability and skills analysis of both micro and macro economics to meet the needs of analysis and research in government institutions, research institutes, banking and capital markets. According to this definition, the graduates are those who should master ability and skill as junior economist. In order to achieve this profile of competence, the entire representative of lecturers of each are/courses was involved to design the appropriate course structure. Internal course area meeting In this meeting each courses area design three important documents: GBPP(Garis-garis Besar Program Pengajaran), SAP(Satuan Acara Perkuliahan) and the syllabus. In the new term GBPP and SAP are recognized as BRP(Buku Rancangan Pengajaran) and BPKM(Buku Pedoman Kerja Mahasiswa). During the last revision this process have been conducted for . (isi tanggal rapat koordinasi internal tiap konsentrasi dan matakuliah wajib). Within the program, the area is a group of specialization in economics area. The following is the lists of area and lecturers responsible for each area. Monetary economics: Prof. xxx, Dr. xxxx International economics: Prof. xxx, Dr. xxxx Industrial organization: Prof. xxx, Dr. xxxx Public economics: Prof. xxx, Dr. xxxx Human resource and labor economics: Prof. xxx, Dr. xxxx Environmental and natural resource economics: Prof. xxx, Dr. xxxx Regional economics: Prof. xxx, Dr. xxxx Work meeting (Rapat Kerja) In order to create a good coherence and mapping of each course with the graduate profile, jointly work meeting were carried. For the last curriculum revision this meeting conducted on (Raker Bandung). The result of these process is summarized in the following tables. Table 1 Sequence of Courses of Economic Undergraduate Program (EUP) Based on Curriculum 2009 Table 1 Sequence of Courses of Economic Undergraduate Program (EUP) based on KBK The detail of the connection between each courses and competence aimed from each course is in the Appendix. Users Involvement In the curriculum development, jointly with the department, the program  also  involves users as the  important stakeholders. One of the example is during the develpment of 2009 curriculum, a focus group discussion with stakeholders were conducted on December 10, 2008. To accommodate the various type of organization of workplace for graduates, the meeting invited participants from Ministry of Finance and National Planning Agency who represented government institution, NC Sekuritas, Mandiri Sekuritas, Bahana TCW Investment MGT, Danareksa Persero, and PT Pefindo as private instituion representatives, participant from the Bank Indonesia (Central Bank), and LPEM FEUI and LD FEUI as research institution representative. From this session, there were valuable inputs as a based to revised the competence profile in order to be suitable with the users need. For example is the focus on the mastering quantitative software, loyalty, English proficiency and writing skills. As the result, wit hin the compulsory 144 unit of courses now students are required to participate more on the quantitative laboratory session, minimum of 15 unit English-based course, and the academic writing course. Students Involvement In addition, the students  involvement in the course development also considered as important as other stakeholders. Especially, the students are the main party of the curriculum implemetation. For this reason, the program also conducted several meeting with each of students bagde, e.g. meeting December 19, 2011. In this meeting there are some feebacks including the continuous improvement of writing skills which then be accomodated in the KBK curriculum design. The Curriculum Dissemination and Implementation After the curriculum is finalized as formal document of the university, the faculty has been disseminating the curriculum for all stakeholders, mainly it targets students and lecturers. This was done by two handbook: Buku Panduan Akademik and Buku Katalog Mata Ajar. In addition, the program also uses program website to inform lecturer and students about the curriculum. Figure 1 The Website Course and curriculum evaluation The role of UPMA and BPMA Specifically, the university manage teaching and learning process by the role of quality assurance body BPMA(Badan Penjaminan Mutu Akademik) at university level and UPMA(Unit Penjamin Mutu Akademik) at faculty level. Curriculum implementation then will be monitored and audited by these units. The cycle of curriculum monitoring started by formulation of quality standard then followed by monitoring, internal evaluation and finally the development and enhancement of the curriculum. In addition to the role of internal evaluation, the implementation of the curriculum is also influenced by external evaluation such as national accreditation (BAN PT) and AUN itself. Figure 2 Cycle of Curriculum Quality Assurance In Handbook of Quality Standard published by university, within the quality standard, it is stated that the curriculum component should meet the criteria of: mention explicitly the graduates competence, list of learning materials, appropriate grouping of courses, has three main documents of BRP, BPKM and syllabus, and exhibit well connection between courses to meet the required competence as the learning objectives. In addition to this indicator it also should show indicator of the availability of course reference in the library, delivery method, time study allowed and the spread of workload and student evaluation system. The cycle is summarized in the following figure. detail of audit process Once the audit by quality assurance bodies was carried, and at the same time it is the period of curriculum evaluation, the faculty will appoint a team to review and develop new curriculum. Historically we have two consecutive revision, in 2007 and 2009. detail of the 2007 and 2009 revision KPTS/449/D/2006: Prosedur Pengembangan dan Perubahan Kurikulum KPTS/29/D/2008: Pembentukan Panitia Pengembangan Kurikulum FEUI Student evaluation The monitoring from student point of view to academic progress is carried over following processes: EDOM EDOM(Evaluasi Dosen oleh Mahasiswa) is one of the formal intrument to monitor teaching process within university. This system is implemented based on the Chancellor decree number (isi SK rektor tentang EDOM). While the name of the system suggests that the evaluation is mainly on the performance of the lecturers, the evaluation components are not limited to individual lecturers evaluation but also teaching and learning in various aspects. Evaluation aspects in EDOM includes: Course content delivery of course by the lecturer Class management Course assessment Course content: evaluating the availability of course syllabus, information of references, textbooks and other leaning resources, as well as relevance of assignments with the course objectives. Delivery of course by the lecturer: evaluating the delivery methods (including the implementation of active learning methods, discussion methods), relevance of course materials with the syllabus, consistency among lectures within teaching team, encouragement by the lecturer Class management: evaluating the punctuality of sessions, learning atmosphere, the use of supporting facilities, lecturers attitudes towards feedback and support for students with problems. Course assessment: evaluating the relevance of examination and assignment with the course contents, feedback and discussion on the results of assignments and examination. Analysis based on EDOM Pros: ? Cons: it is not completely reflect student opinion rather than obligatory fill in to see their course grade Academic Councelling (Bimbingan akademik) In addition to feedback from EDOM, the program evaluates the curriculum based on the feedback from students during the consultation with the academic supervisor. This is a non-structured feedback from student that ocasionally gives valuable input, epecially related to course assesment and course management. Evidence

The Product Life Cycle

The Product Life Cycle The  product life cycle  is an important concept in marketing.   It explains the stages a product goes through from when it was first thought of until it finally is removed from the market. All products does not reach this final stage.   Some continue to grow and others rise and fall.  So ,this is basically an idea of product life cycle. Product life-cycle management  (or  PLCM) is the succession of strategies used by business management as a product goes through its  life cycle . The situation or condition in which product is sold (advertising, saturation) keep changes over time  . Aim The aim of P.L.C. are to minimize time to market, improve product quality, minimize prototyping costs, identify potential sales opportunities and revenue contributions, and minimise worst impacts at end-of-life. To create successful new products the company must comprehend its customers, markets and competitors.so the company focus on these factors. DEFINITION All products have a particular life time, which is called the product life cycle. The life of time a product is on the market is highly dependent on its competition, technology and even the understanding of a companys marketing department. One of the best ways of extending a products life cycle is to regularly collect feedback from consumers, finding out what they need and want from a particular product. Genrally product life cycle has four stages which are as follows: Introduction Stage After a company develops a product and tests its feasible among consumers, the product is usually introduced to the market. This first part of a products existence is called the introduction stage. A company is usually trying to build both advertising and brand awareness of the product in the introduction stage. So thats why the company cost remain relatively high.. The first pricing strategy would be to enter the market with a high price in hopes of regain initial production and advertising costs.. Growth Stage The growth stage is when product sales start to grow exponentially, especially when the product is at high demand. At this stage, competition will grow as other companies create competitive products. The market leader or first company in the industry to create the product will usually maintain its starting price as the sales are incrementing obviously price is acceptable to cuctomer. Saturation Stage Competition will eventually start reaching a saturation point over time. Companies will for a position in the market to compete with the leading company. At this point, it will be difficult for new competitors to enter into the market. Some may even go out of business. Market saturation will eventually force companies to lower prices. It is during this stage that consumer research is extremely important. A company will want to determine what features, styles or flavors of the product in question consumers want so it can differentiate its product from competitors. A company may also discover that the consumers want additional products. Hence, the companys best strategy is to extend its product line to include these additional products. Declining Sales Stage Eventually, product sales will start declining unless a company finds new uses or markets for its product. The decline stage may be haste occurence by new technology that replaces the outdated product. For example, the computer eventually replaced the typewriter. The company may also cut back on advertising during the decline stage. For example, black and white televisions are still in existence but are not promoted. sld00311.jpg (749-463) BEN SHARMAN Ben Sherman is a globally recognised lifestyle brand. It has grown from its business beginnings in quality shirts in Brighton in 1963 and is now sold in 35 countries around the world. It has expanded into the USA, Europe, and Australasia. In 2004, Ben Sherman was acquired by the American-based company, Oxford Industries. This group is an international apparel design, sourcing and marketing Ben Shermans name has always been closely linked with the British music scene and with fashion. Its customers are young and at the forefront of style. Throughout the years high profile customers include musicians, models, actors and bands, such as Blur, Oasis and the Kaiser Chiefs. The growth of the brand can be traced through changes in musical taste and this is a key part of Ben Shermans marketing strategy. Ben Sherman has developed a balanced marketing mix. This is often referred to as the 4 Ps product, price, promotion and place. By getting the mix right, the company ensures that its products reach the market segments it is aiming the brand at. This approach helps the business remain competitive and extends its market share and influence. The marketing mix is like a cake recipe. Most cakes need the basic ingredients of eggs, flour, sugar and milk. However, a childs birthday cake will require a different recipe to a wedding cake. The key is to combine the ingredients to get the right cake for the right occasion. The marketing mix works in exactly the same way. The key ingredients of product, price, promotion and place are all necessary for the appropriate marketing of the product. Ben Sherman chooses the right combination of each element to satisfy different customers needs. PRODUCT Ben Sherman has to decide whether to create a product and then market it to target customers (product-orientated) or find out what the market wants and then provide it (market-orientated) To achieve both, the company produces a wide product range that appeals to all its target market segments. The range includes casual clothes, formal wear, denim, footwear and lifestyle accessories, such as underwear, watches, bags, belts and fragrances. .Product life cycle Ben Sherman uses major fashion shows to launch its collections to the press. The fashion year has two cycles the spring/summer season and the autumn/winter one. The fashion industry is highly competitive and fast-moving. Fashion products tend to have a short life cycle. This means the time between the launch of a product and the point at which that product is mature is very quick. Competition amongst fashion retailers forces businesses to refresh their ranges a number of times in a year. This topping up modifies the product as it reaches the maturity stage. The boost of a new product or style then extends the life of the range. Products need refreshing to avoid the dip in sales during the Saturation stage of the life cycle which could result in an early decline. The additions and changes help sales rise again, earning extra sales revenue and profit, as well as maintaining the Ben Sherman brand in the market. PRICE Ben Sherman has to assess which markets its products are aimed at and set a price to match.There are a number of pricing strategies that a business can use for its products including: cost based pricing where the selling price is set to cover the cost of manufacture. market orientated pricing. Market orientated pricing covers several different approaches: market penetration, where a new product is priced low to attract a high volume of sales market skimming where a new product has premium pricing to give high revenues whilst the product is unique in the market premium pricing, where there is a uniqueness and exclusiveness about the product so that it can command a high price economy pricing, which tends to be for no-frills, basic products where the cost of manufacture and marketing are kept to a minimumThe price of a product relates to its perceived value. Lower priced items will expect a higher volume of sales, whilst fewer sales of luxury products may achieve the same revenue through higher pricing. Low price brands often copy the market leaders and may be generic own brands, such as those produced by supermarket chains. The main purpose of price here is to indicate value for- money and such brands do not expect customers to show loyalty. Ben Sherman produces mostly medium-price range products. Its position in the market for clothing is shown on the product map diagram. The mix of product and price is clearly evident here. These brands are identifiable by their quality and style. PLACE This refers both to the places where Ben Sherman products may be bought and to the channels of distribution used to deliver the products to these places. Place is not always a physical building such as a retail outlet or shop, but includes any means by which the product is made available to the customer.A business has to balance getting enough of its products to its target customers against the problems or costs of distributing them. PROMOTION The purpose of promotion is to obtain and retain customers. It covers: above-the-line, which is using independent media to reach a wide audience easily, but over which the company may have limited control, for example, magazine advertising. This reaches a mass audience but can be hard to measure its impact. below-the-line, which uses media over which the business has control, for example, direct mailing. This type of promotion can be more cost-effective and give more measurable response rates. CONCLUSION Ben Sherman is a brand that appeals to the youth market. Its responsiveness to changing tastes in fashion and music throughout the last fifty years has provided it with a unique heritage of quality, personality and style. This has made Ben Sherman into a great British icon, reflecting British culture as it does business across the world. Whilst each element of the marketing mix is important in its own right, the right balance of the four elements is critical. MAGGI Different phases product life cycle of maggi Why  attanoodle  was  a  failure? Strategies taken to establish new productcategory What measures NIL should take to sustain theimage of a popular brand image. Stage at which maggiis in the product lifecycle. PRODUCT LIFE   CYCLE A concept that provides a way to trace thestages of a product ¶s acceptance, from itsintroduction (birth) to its  decline (death) INTRODUCTORY STAGE High failure rates No competition Frequent product modification Limited distribution High marketing and production costs Promotion focuses on awareness and  information Nestlà © India Ltd. (NIL), the  Indian subsidiary of the global FMCG major,Nestlà © SA, introduced the Maggibrand in India in 1982, with its launch of  Maggi2 Minute  Noodles, an instant  noodles product GROWTH STAGE Increasing rate  of sales Entrance of competitors Initial healthy profits Promotion emphasizes brand ads Prices normally fall Development costs are recovered 10 yrs back it  enjoyed around 50% market share in this  segment which was valued ataround 250 crores. . MATURITY STAGE Declining sales growth Saturated markets Extending product line Stylistic product changes Heavy promotions to dealers and consumers Prices and profits fall In  2003  Hindustan  Lever  Ltd  was all  set  to take on  Nestlesbestselling  Maggi2-minute noodles by launching a new category of liquid  snacks under it foodbrand, KnorrAnnapurna DECLINE STAGE Long-run drop in sales Large inventories of  unsold items Elimination of all non essentialmarketing expenses

Paranoid Personality Disorders Essay -- essays research papers

Paranoid Personality Disorders Paranoid Personality Disorder is a disorder commonly mistaken for schizophrenic personality disorders. Schizophrenia, a psychosis, is when a person is has an image of a world and its transpiring events, and he/she is "living" it. Paranoid Personality Disorder, however, is a neurosis where an individual is living in the real world. This disorder, though not as debilitating as other disorders, can still devastate a someone's life. Individuals with this Paranoid Personality Disorder always assume that other people are "out to get them" even if there is no evidence that this is true. They are constantly doubting others around them and scrutinizing every action. This attitude is taken on towards all people, like friends or associates, not only strangers. For these reasons, people with this personality disorder rarely confide in people and are actually amazed if someone shows loyalty. However, this amazement also gives way to disbelief and falls back towards the idea that this newfound loyalty is part of a plot to cause harm. Those of with the disorder also tend to bear their grudges and unwilling to forgive. They nurture their grudges and anger, which over time, gives them more of a sense that it is the outside world which the problem, not themselves. At times, these individuals may also conjure up flamboyant illusions to confirm their behavior toward others. These feelings are also carried out towards family as well. One example could be as if a person with this personality disorder had a spouse or sexual partner, this individual constantly thinks that their partner or spouse is cheating on them. Often, the spouse or partner is barraged with questions questioning their whereabouts, faithfulness, or intentions. It is believed that these symptoms first appear usually during childhood or adolescence. Those believed to be most prone are "loners," those who are unable to maintain stable relationships with others, social anxiety, sometimes underachieve in school, are hypersensitive, have strange thoughts and language, and (as stated before) fantasies. To "normal" people, individuals with this paranoid personality disorder may seem out of place and ... ...nality Disorder, there treatments performed in an attempt to reduce the extremity of the disorder. One method that can be used is reinforcement of adaptive behaviors. Such as congratulations, or some sort of prize or comment to uplift the person's morale hopefully change their thoughts about others. Another possible treatment is psychotherapy or psychoanaylsis. The significance these two are that the therapists are able to give the patient a chance to realize their self-defeating behavior or break patterns that lead to unhappiness. By talking to the individual with the disorder, the therapist may gain enough trust to help reduce the paranoia. However, if the therapist breaks the trust, hopes of recovery may be extremely slim, for it would only give support to the paranoia the patient already has. Hopefully, in the near future, there will be another form of treatment that can cure, or at least come close to curing the Paranoid Personality Disorder. The best hope of this lies in scientific research upon the brain and the chemicals which control emotions and actions. In doing so, many people who suffer from this disorder may lead a life without paranoia.

Response to The Damned and the Beautiful: American Youth in the 1920s

Paula Fass’s The Damned and the Beautiful: American Youth in the 1920's delves into the social and cultural climate of the 1920’s middle-class youth in America. Fass observes the multidimensional dynamics of the post-World War I society as citizens adjust to pertinent matters such as industrialization, prohibition and immigration. Amidst the ongoing social, political and economical issues of the early twentieth century, youth played an active role in contemporary life. Adolescents responded to issues through altering their habits, behaviors and viewpoints. Their responses became evident in the public setting and American culture evolved. The transformation of American culture was spearheaded by youth who questioned and went against cultural norms of past generations. Societal changes were visible through family, education, socialization, fashion and style and dating and sexuality. Internal changes within family units occurred during the Roaring Twenties. In contrast to Victorian family which was characterized by hierarchical structure and rigid social roles, a new idea of a compassionate family arose. Husbands and wives as well as parents and children shared more emotional relationships. Also, the family unit and social institutions were becoming increasingly separate spheres. The family remained personal, while social environments were impersonal. The notion of an affectionate family framed the emergence of demographic changes. Birth rates fell and the life expectancy rose. From 1900 to 1930, the median age of American citizens rose from 22.9 to 26.5 (58). The youth population from ages 15 to 24 years declined. Thus, there was a higher adult- to- youth ratio and more caretakers available to supervise children. As a result o... ...table. Young women had to be careful in their behavior as they did not want to be labeled as â€Å"fast† (267). It was a social norm for young men and women to participate in petting. Petting was a wide range of physical contact, varying from kissing to fondling. An investigation reported that 92% of women petted at least once in their life (266). Petting parties occurred often and women gained popularity by partaking in petting. Intercourse between married couples was tolerable partly because women felt secure in their role as a future wife. In conclusion, The Damned and the Beautiful: American Youth in the 1920's is a novel that describes several elements that were changed in the Roaring Twenties. Family, education, socialization, fashion and style and dating and sexuality were redefined. Youth challenged pervious cultural norms and impacted modern society.

Difference And Inequality Essay

City Road is a good place to investigate inequality and differences as it plays host to a variety of different people, businesses and cultures. Inequalities and differences can be observed just by walking along City Road in the changes that have taken place, in the people that we meet and in the shops that we see, and can be measured in in many different ways. Inequality is prevalent all over the world and can be for various reasons. To discover where inequality and difference can occur we can compare the lives and circumstances of different individuals by asking questions and looking deeper into their stories to see if there is a pattern, in doing so we can get a sense of how inequality can occur. In the first video we heard from John Arthur, a homeless resident of City Road. John tells us of his childhood and how he started to drink at a very early age, he tells us that as an adult he made bad choices and even spent time in prison for his actions. John explains how he never felt like he fitted in anywhere, and blames this on his earlier years. This example in my opinion shows an unequal distribution of circumstance and care as a child and has directly impacted his place in society as an adult. As we compare John Arthurs`s story to Mark Hocking the differences are immediately obvious. Mark`s circumstances and social standing are better than John Arthur`s because Mark Hocking is well known and has a respected and well known business. Mark Hocking tells us how he had a car repair garage which did well in the early days, and he even managed to sell a few cars from the forecourt, however due to larger car show rooms emerging Mark felt his place on the street was in danger so he took the opportunity to reinvent his business and is now a well-established company making bespoke architectural items to order. John Arthur and Mark Hocking are excellent examples of how different lives and circumstances can affect your place in society, and how inequality can occur just by where you are born and how it can create differences in opportunities and income. In conclusion Inequalities can be defined in many different ways, through culture, distribution of resources, wealth, social stature and opportunity and many more.

Lady Macbeth, an honoured hostess and a fiend-like Queen Essay

The audience witness a total transformation of Lady Macbeth from a powerful, scheming woman to a sad and lonely wretch. By the end of this tragedy she has nothing to live for, is riddled with guilt and has lost all sanity. At the opening of the play the audience see how fervent her hunger for power and status is when she summons evil spirits; â€Å"Fill me from the crown to the toe top-full of the direst cruelty;† (Act One, Scene 5, lines 40-41). This statement displays Lady Macbeth’s character deeply nefarious, it would perturb the superstitions of the Christian spectators. The audience might also perceive her to be disturbed as in that same soliloquy she asks the spirits to, â€Å"Make thick my blood,† At the time that the play was written thick blood was associated with illness and derangement. It would have been most horrific for the audience to listen to the character persisting that she did not want to be womanly, especially for someone of her status is society. Pronouncing that she wished to be unsexed and that she wanted the spirits to â€Å"Come to my woman’s breasts, and take my milk for gall,† would outrage their perfervid Christian views as women were supposed to be maternal and loving whereas she uses the oxymoron to intensify her wish to become corrupt and inhuman. Immediately after she calls the spirits, Shakespeare returns Macbeth to the stage, scheduling his wife the ideal time to discuss her plan. Lady Macbeth begins to instruct him as she says, â€Å"Look like th’ innocent flower, but be the serpent under’t.† She uses this metaphor to reassure her husband and make known to him that others won’t realise he’d be doing anything wrong but at the same time urging him to commit the deed,ergo underlining the way in which it is her evil inventions which will destroy Duncan. The Shakespearean audience would be very disturbed to witness such wicked schemes emanating from a female character; women were particularly governed by society’s expectations and considered to be the fairer, gentler sex, leaving political machinations to their male counterparts. Along with manipulating Macbeth into executing all of her schemes, she also is competent to cover up after him when he is vulnerable to suspicion. Without her help and guidance, Macbeth would have not been able to consummate his feats. After Macbeth’s first act in which he commits regicide by killing his dear king Duncan, he is incapable of coming to terms with his actions and returning with the weapons to Duncan’s chamber. His ever-dutiful wife finishes the task. â€Å"Give me the daggers. The sleeping and the dead are but pictures.† Her control here reveals her power and determination. We see her draw a veil over Macbeth’s behaviour again after he has taken King Duncan’s life as Macbeth makes the mistake of killing the guards, when he knows that as a soldier himself he should interrogate suspects. After Macduff attempts to question Macbeth on his reasons, Lady Macbeth faints (Act 2 Scene 3 line 112). This shows her ability to extemporise when the situation requires it. Indeed there are several occasions when Lady Macbeth steps in to avoid her husband being put under suspicion. Her role in the banquet scene after Macbeth sees Banquo’s ghost has a reason. Macbeth shows signs of weakening before the spirit of Banquo. However, Lady Macbeth shows her authority over the proceedings. She instructs all but herself and Macbeth in Act 3 Scene 4 lines 118-9 to â€Å"Stand not upon the order of your going. But go at once,† thus managing to clear their estate of all the guests who had been visiting, which would have been a difficult feat especially for a woman yet her determination impels her capable. We sporadically notice that she is not such a nefarious character, as she would like to believe. An example of her vulnerability is when she needs a drink to give her courage in order to go through with the plan for the murder of Duncan, â€Å"That which hath made them drunk hath made me bold.† If she were truly a ‘fiend’ she would feel nothing. Similarly, when she is anxious and awaiting Macbeth’s return she utters that, â€Å"Had he not resembled my father as he slept, I had done’t.† Had she been entirely evil she would have distanced herself more and be unable to draw comparisons. The decisive moment however for Lady Macbeth is when she detects that she is no longer needed. Act 3 Scene 3 lines 6-7 describe this further when she asks Macbeth, â€Å"What’s to be done?† and he proves to her that he is no longer the mere student but the master as he replies, â€Å"Be the innocent of the knowledge, dearest chuck, till thou applaud the deed.† Macbeth’s use of ‘dearest chuck’ would have been supposed to be playful however in this context would have aggravated his wife and spurred on the doubts that would have been forming in her mind. The quotation is also analogous to what Lady Macbeth had said to him in Act 1 Scene 5 about looking innocent, thus extra proof of his imitation of his wife’s influence. Lady Macbeth’s return to the action in Act 5, scene 1 is dramatic in its irony. She is a mere shadow of her former self, unable to sleep and riddled with guilt she re-enacts the role she played in Duncan’s murder, and in so doing betrays her guilt to her waiting woman and, of course, the audience. The constant washing of her hands and utterances â€Å"Out damned spot†¦ Who’d have thought the old man to have so much blood†¦Ã¢â‚¬  serve to expose her crimes, her sentiments in Act Two â€Å"A little water cleans me of this deed† are shockingly highlighted in the closing Act with poignant irony. Delirious and disturbing outbursts: â€Å"Here’s the smell of blood still; all the perfumes of Arabia will not sweeten this hand. Oh, oh, oh!† (Line 44-6) and her use of metaphor amplifies her acute mental torture and pain, she is a woman so construed by guilt that she loses all sanity. Lady Macbeth’s downfall, like her husband’s, is a tragic one as she ultimately dies from her terrible crime. Like Macbeth, Lady Macbeth enjoyed reputation and status as the wife of the greatest Scottish warrior, much loved and honoured by king and county. However, she is as much Macbeth, guilty of ‘vaulting ambition’ and when she succumbs to that fatal flaw she can no longer function. Indeed, so consumed by guilt, Lady Macbeth commits suicide knowing that her crimes have involved interfering with the divine right of kings. Interestingly, however, the audience see many times throughout this drama when Lady Macbeth is not so cold as she is made out to be. We know that she is not a ‘fiend’ as we see on numerous occasions her inability to carry out acts herself, act 2 Scene 2, line 13-4, â€Å"Had he not resembled my father as he slept. I had done’t.† She is unable to distance herself from the stunt and even helping to carry out the act she finds difficult as she needs help to bring the courage she needs: â€Å"That which hath made them drunk hath made me bold;† illuminating further how she has some empathy for Duncan. The audience see just how terrible an effect all the events since the witches first met Macbeth have had on her mental state as they hear how she has taken her own life in Act 5 scene 5 from Malcolm. To conclude, it is clear that Lady Macbeth begins her role as ‘honoured’; she certainly enjoys the wifely role of Scotland’s hero. However, through greed and ambition, she forfeits her reputation and status. Certainly her actions are ‘fiend-like’ but she does betray some small shreds of conscience and is therefore well aware of her choices. A totally fiendish character would not experience guilt, but Lady Macbeth goes insane simply because she knows she has been immoral and sinful. Lady Macbeth, â€Å"an honoured hostess† and â€Å"a fiend-like Queen†.