Saturday, December 28, 2019

Prejudice in Mary Shelleys Frankenstein - Free Essay Example

Sample details Pages: 6 Words: 1769 Downloads: 2 Date added: 2019/04/12 Category Literature Essay Level High school Tags: Frankenstein Essay Did you like this example? During our species trajectory in the history of our world, prejudice and discrimination have been present. Prejudice can be described as the irrational and adamant attitudes and thoughts that members of a specific group hold about members of another group (Sibley and Duckitt 248). Prejudices can be harmful or positive. Both types of prejudice are usually biased by the individual who holds them and are very difficult to change (Stephan, Cookie and Stephan 33). The harmful forms of prejudices leads to discrimination- unfair behaviors that holders of harmful prejudice direct against the victims of their prejudices (Sibley and Duckitt 251). According to both psychology and sociology, the emotionality that is present in prejudice appears from our subconscious manners that cause an individual to project feelings of hatred onto a target group as a way of warding off such feelings (Sibley and Duckitt 252). This view connects prejudice to low self-esteem. Individuals that acquire low self-esteem boost their feelings of self-worth by hating certain on groups. Don’t waste time! Our writers will create an original "Prejudice in Mary Shelleys Frankenstein" essay for you Create order Social science studies have detected a lot of social factors that contribute to prejudice. The first social factor that contributes to prejudice is socialization. Once particular prejudices are held, they are usually passed on amongst the members of a generation and from one generation to the next through socialization (Pettigrew, Thomas and Tropp 922). The second social factor that contributes to the existence of prejudice is conforming behaviors. Usually, holding particular prejudices earn the support of significant others (Stangor 22). Therefore, individuals may hold certain prejudices to follow the opinions of their significant others. The third factor that contributes significantly to prejudice is ethnocentrism. It refers to the tendency of some individuals to rely on their cultural norms and values in evaluating the culture of other people (Oskamp 27). Such ethnocentric tendencies entail stereotypical thinking which serves to advance prejudice. In her novel Frankenstein, Shelly uses the prejudices that Frankenstein and the other characters hold against the creature to reflect how prejudices function in the society and the impacts they have on the victims. The rejection of Frankensteins creature by Frankenstein and other members of the society is a manifestation of how prejudice against objects or individuals who reflect norms other than that which is accepted in the society is instilled through the fear of difference. In psychology, the term refers to the state of representing abnormality (Wright and Lubensky 291). Such an abnormality is viewed as a threat to the social fabric by the members of the society who reflect the accepted norm (Wright and Lubensky 291). Whenever such threats arise, the ideological power structure that prevails at the time usually institute a response. There are two possible responses to such abnormalities. First, the ideological power structure of the time can outrightly reject the threat and destroy it (Navarrete et al. 933). Second, the ideological power structures can render it safe and take it up into the mainstream until the threatening aspects of its existence are diluted so that it replicates the society (Wright and Lubensky 293). Whichever the method used, the societys first response is usually to distance the abnormality through language. That is, the first step towards the assimilation or destruction of anything that threatens normality in the society is usually to label it using disparaging terms and pejorative descriptions (Wright and Baray 225). Frankensteins creature by being unlike from the other members of the society is an exhibition of the other in that society. When Frankenstein and others reject this creature, they present the fear of difference which serves to indoctrinate prejudice against anything that does not conform to the prevailing norms. The societys attempt to distance itself from the creature through language is evidenced in the text by the following quote. Abhorred monster! fiend that thou art! The tortures of hell are too mild a vengeance for thy crimes. Wretched devil! You reproach me with your creation, come on, then, that I may extinguish the spark which I so negligently bestowed (Shelley 113). In this quote, Frankenstein is distancing himself from the creature by labeling him with pejorative descriptions. From this quote, Frankenstein is exhibiting the societys fear of difference. Since the creature is different, it serves as a threat to normality and must thus be belittled. Whereas the rejection of the creature by its creator and the people it comes into contact with is primarily assumed on the fear and prejudice caused by its hideous appearance which is completely different from the norm, it is also fueled by the atypical mode of its creation. In nearly all societies, ugliness is usually belittled and described using cruel descriptions. The case of this creature is worsened by the mode of its creation which turns it from a mere monster to a devil in the eyes of its creator and the people it comes into contact with. In many societies around the world, fear and suspicion surround alternative methods of reproduction (Wright and Baray 228). This fear and prejudice span the complete range of the worlds religious beliefs. In contemporary society, the fear and suspicion that surround alternative methods of reproduction can be observed on the debate around cloning. Even though there is not yet any cloned creature that can be prejudiced, cloning arouses considerable fear and suspicion which have caused prejudice against the technique. Since this happens in all societies, it is not surprising for the Frankenstein creature to face prejudice and rejection because of the strange method of its creation which is linked to an unnatural process, especially considering in the time period that this novel was written in, people were even less accepting than nowadays. In the creation of the Frankenstein creature, only science was involved. The process of its production, therefore, lacks any aspects of the occult or the supernatural. Science has for long and still continues to be viewed with fear and suspicion by many people who cannot understand the mechanisms by which it operates. The majority of people who view science with fear and suspicion usually think of it as competing for nature. They fear is that somehow, science may outdo nature and come up with stronger and greater things. Such creations of science are threatening since they will not only be different from the norm but will also be superior. In the novel, the uniqueness of the process of the creatures production is shown by the following quote. But where were my friends and relations? No father had watched my infant days, no mother had blessed me with smiles and caresses; or if they had, all my past life was now a blot, a blind vacancy in which I distinguished nothing (Shelley 142) In this quote, the creature is wondering why he is not like the others. Unlike the normal human beings, he had no father, mother, or any relations. This made him different, therefore he is presented as a threat to the social fabric and prompting its creators and the individuals it interacted with to reject it. The uniqueness of the creature is further exhibited in the novel by the following quote. I suddenly beheld the figure of a man, at some distance, advancing towards me with superhuman speed. He bounded over the crevices in the ice, among which I had walked with caution; his stature, also, as he approached, seemed to exceed that of man (Shelley 112). In this quote, Frankenstein is expressing the supernatural nature of the creature. His description of the creature serves to reveal the differences between the creature and what is accepted in the society as normal. Whereas Frankenstein had walked amongst the crevices in the ice with great caution, the creature is bounding over them. As the creature approaches him, he realizes that its stature exceeds that of a man. From this description, Frankenstein reveals to readers the abnormalities in the creature which serve to instill fear and prejudice. These differences are the results of science which just as feared by many has created a greater being capable of outdoing humans. The fear and prejudice that results from Frankensteins view of the creature are exhibited in the following quote from the novel. I perceived, as the shape came nearer (sight tremendous and abhorred!) that it was the wretch whom I had created. I trembled with rage and horror, resolving to wait his approach and then close with him in mortal combat (Shelley 112) In this quote, Frankenstein is driven by his fear of the abnormalities of this creature, and he has resolved to fight it to death. When members of the society distance the other- an individual or a thing that manifests attributes other than the accepted norm- through language, they usually aim to create a sense of inferiority in that individual (Hall, Matz and Wood 126). It is this sense of inferiority that will facilitate the assimilation or annihilation of the unique individual. In the novel, Frankenstein and every person that the creature interacts with succeeding in creating a sense of inferiority in the creature. Even though the creature is both intellectually and physically superior to most of these people, he concludes that he is inferior upon comparing himself with them. The sense of inferiority that the prejudice against the creature creates in himself is evidenced in the novel by the following quote. I had never yet seen a being resembling me, or who claimed any intercourse with me, what was I (Shelley 143)? In this quote, the creature thinks of himself as inferior because he does not resemble any being. This quote reflects the negative impacts of prejudice on the victims. Prejudice usually cultures in the victims a sense of inferiority which may make them want to destroy themselves. Prejudice is an extremely harmful factor that hurts all human societies. In all societies, things are usually judged beforehand, and in most cases, wrong opinions are usually formed based on less important attributes as opposed to the characteristics that matter. In her novel Frankenstein, Shelly opens up the issues of prejudice through the creature. Through the rejection of the creator, Shelly shows that prejudice is caused by fear of difference and causes a sense of inferiority in the victims. Frankenstein and everyone that the creature interacts with reject it based on the differences between its looks and creation process and those of the normal humans. Consequently, the creature develops a sense of inferiority despite being intellectually and physically superior to most of the people it interacted with. Basically, this novel is teaching us readers a lesson that our self-esteem clearly can depend on how people view us, and the individual might be the brightest, but if there are people constantly putting the individual down, the person will feel inferior and not success on its tasks.

Friday, December 20, 2019

The House On Mango Street By Sandra Cisneros - 753 Words

When you look at the cover of the book, The House on Mango Street, you see bright colors and a fun font. The first vignette that Sandra Cisneros writes is about Esperanza, a young Latino girl wishing that she had her own house, a house with trees and white fences. The way that Cisneros writes screams â€Å"little girl.† However, as you dive deeper into the book, the subject of each vignette gets darker. Slowly, we start to see the dangers of growing up as a young Latino girl in a Chicago neighborhood. At the beginning of the book, Esperanza is just a little girl. Her biggest problem is finding a friend, someone other than Nenny, her little sister, or her brothers, Carlos and Kiki. She soon befriends Lucy and Rachel, sister who are also Latino. Together, they grow up and learn that Mango Street isn’t as safe as they imagine. In the vignette, â€Å"The Family of Little Feet,† the girls are given shoes. Not just any shoes - lady shoes, high heels. They try them on a nd pretend that they are older and glamorous. â€Å"...Lucy screams to take off our socks and yes, it’s true. We have legs.† Esperanza, Lucy, and Rachel slowly realize that they are growing up and that their bodies are changing. They decide to parade around the block. First, they decide to visit their favorite store. The owner tells them to take the shoes off because â€Å"them are dangerous†¦ but [they] just run.† A boy bicycles past them and yells, â€Å"Ladies, lead me to heaven.† Later, as they strut past a bar, a â€Å"bum man† calls outShow MoreRelatedThe House On Mango Street By Sandra Cisneros1132 Words   |  5 Pageslives. In the collection of short stories, The House on Mango Street, by Sandra Cisneros, she focuses on a young Hispanic girl named Esperanza Cordero who grew up on Mango Street. As she is changing and maturing, she writes down her experiences about discrimination of gender, sexual orientation, and more. Esperanza s transformation from a young and innocent girl to a mature woman is displayed through her self-realization and experiences that help Cisneros reveal how one s own experiences can lead toRead MoreThe House On Mango Street By Sandra Cisneros1297 Words   |  6 Pagesto think of a story to create, most of the advice given to them is â€Å"write what you know.† This was perfect advice for Mexican-American writer Sandra Cisneros, who draws upon her coming-of-age events throughout her childhood and adolescence in â€Å"The House on Mango Street.† Drawing from life stories, her alter ego â€Å"Esperanza† describes everything from the house she lived in, to the hair on people’s heads. These personal stories show a stark contrast for any reader of a different culture, and confirmRead MoreThe House On Mango Street By Sandra Cisneros913 Words   |  4 Pagesvignettes that made up â€Å"The House on Mango Street†, a coming-of-age novel by Mexican-American writer Sandra Cisneros. Cisneros in this specific vignette reveals the inherent oppressiveness of all marriages, which by their nature rob people of their independence. Sally is not even eight grades and she gets married. Her husband is a marshmallow salesman that she meets at a school bazaar. She moves to another state where is legal their marriage. Sally tells Esperanza about her house and domestic objects thatRead MoreThe House On Mango Street By Sandra Cisneros1854 Words   |  8 Pages The Street That Changed a Life The House on Mango Street, by Sandra Cisneros, displays a great emphasis on culture and people helping form a young girl into a young lady. The main character, Esperanza, has to navigate a mentally and physically challenging life growing up in a poor, Hispanic neighborhood while still learning how to mature and rise above the poverty that surrounds her. Thus, the question arises: in what way and to what extent does close human interaction change Esperanza’s lifeRead MoreThe House On Mango Street By Sandra Cisneros886 Words   |  4 PagesThe House on Mango Street is a novel by Sandra Cisneros. The novel is acclaimed by critics and used in schools all around the world. â€Å"The House on Mango Street† is about a young Latina girl who is about the age of 12 when the novel begins. Sandra’s novels have sold over two million copies. Sandra was born on December 20, 1984, in Chicago, Illinois. In 2016, President Barack Obama presented her with the medal of ‘Nat ional Medal of Arts’. Title: The House on Mango Street Author: Sandra Cisneros TheRead MoreThe House On Mango Street By Sandra Cisneros2004 Words   |  9 PagesIn The House on Mango Street, by Sandra Cisneros, twelve-year-old Esperanza Cordero must navigate through the trials and tribulations that one can associate when encountering young adulthood. The author Cisneros, utilizes her unique writing style of vignettes to illustrate the narrative voice of Esperanza in her text. A major theme that can be seen as the most prominent thus far, is on the feminist role of Esperanza as a female in her Latin American culture. The House on Mango Street is an overallRead MoreThe House On Mango Street By Sandra Cisneros1688 Words   |  7 PagesThe House on Mango Street, a novella by Sandra Cisneros, revolves around the idea of a developing Latino girl facing the difficulties of transitioning to a young mature woman. Esperanza moves into a house on Mango Street, where she meets many diverse influential people as she attempts to discover her true identity and understandin g of the world. While doing this, she encounters the struggles of her community, socioeconomic class, and heritage. Esperanza’s opposing view of herself slowly adjusts asRead MoreThe House on Mango Street by Sandra Cisneros766 Words   |  3 Pagesliterary analysis on â€Å"The House on Mango Street† by Sandra Cisneros. This story takes place in the center of an over populated Latino neighborhood in Chicago, a city where many of the poor areas are ethnically segregated. This novella uses two main symbols shoes and trees. Later in the literary analysis I will explain what these mean to the main characters. There are three main characters in the novella Esperanza, Sally and Nenny (short for â€Å"Magdalena†). The House on Mango Street tells the life of EsperanzaRead MoreThe House On Mango Street By Sandra Cisneros1087 Words   |  5 PagesRiaz Salehi The House on Mango Street by Sandra Cisneros, portrays the life of a teenage girl named Esperanza living on Mango Street. Though Esperanza lives in a diverse city, pre-existing stereotypes are affecting how others(women?) are perceived and treated. Esperanza starts to see how to change her community and the negative view of herself by taking the wrong actions of other women and connecting them to her own life experiences. To begin with, Esperanza always saw this great distinctionRead MoreThe House On Mango Street By Sandra Cisneros2190 Words   |  9 Pagessociety centuries after its foundation. One of the books I feel perfectly touches on ethnicity in America specifically is Sandra Cisneros The House on Mango Street. Cisneros tells a coming of age story through brief episodes of a girl named Esperanza her life varying from things about her family, neighborhood, and different dreams and goals that she has. The House on Mango street is a personal and touching look at what it means to be a minority/immigrant in America as well what it means to grow up

Thursday, December 12, 2019

Hamlet A Man Of Action Essay free essay sample

Hamlet: A Man Of Action Essay, Research Paper Hamlet Research Paper In the movie, Star Wars, Luke Skywalker attempts to revenge his male parent? s religious decease to the dark side. Luke denies his male parent? s being and comes near to turning to the dark side. Ultimately, Luke rejects the enticement of the dark side, and avenges his male parent when he kills the Emperor. The Emperor is the leader of the dark side who killed his male parent. Luke so goes on to take the good forces in the existence. Likewise, in William Shakespeare? s Hamlet, Claudius slayings King Hamlet, and Prince Hamlet, while moving kingly, struggles to move to revenge the slaying. Hamlet proves to be a kinglike adult male whose fortunes sometimes prohibit him from retaliation. Therefore, Hamlet is a natural leader. Hamlet seems slow in his efforts to revenge his male parent. He displays, nevertheless, an firm sensitivity to move. We will write a custom essay sample on Hamlet A Man Of Action Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Hamlet speaks obviously to Horatio in Court explicating that? The funeral adust meats did supply the matrimony tabular arraies? ( 1.2.180 ) of Claudius and Gertrude. Hamlet could face Gertrude or Claudius about their strange and headlong matrimony, alternatively it seems that all he does is let the matrimony to go on, fails to move, and complains to Horatio. Hamlet discovers Claudius is the liquidator, sees him praying entirely and thinks that? Now might [ he ] [ kill Claudius ] # 8221 ; ( 3.3.73 ) . Hamlet apparently could kill Claudius and carry through his responsibility to revenge his male parent, but fails to kill him. Additionally, Fortinbras? s ground forces subsequently inspires Hamlet while they are processing off to conflict, which prompts him to inquiries? How base I then/ # 8230 ; and allow all kip? ( 4.4.56-59 ) when he has so much to contend for. Hamlet seemingly realizes his entire inability to revenge his male parent, and recognizes his ain failure to move. Despite looking inactivity, Hamlet proves to be highly persevering in revenging his male parent. Hamlet explains to Bernardo, Marcellus and Horatio that he? shall # 8230 ; put an fantastic temperament on? ( 1.4.71 ) after he sees the shade ; in order to larn more about the slaying of his male parent. Hamlet? s strategy to move insane fells his true motivations from anyone leery of him, which improves his opportunity of retaliation. After the King sends him to England, Hamlet writes to Horatio that pirates attack his ship, ( an onslaught which he planned ) , so? [ he ] boarded them? ( 4.5.15 ) . Hamlet could hold easy sat back and awaited decease in England, but he realizes that if he returns to Denmark than he still can demand avenge upon Claudius. Then, Hamlet ensures the King? s decease in the scrimmage after the affaire dhonneur, when he pours toxicant in Claudius? s oral cavity commanding? Drink of this potion? ( 5.2.305 ) . Hamlet achieves his end and shows? unscrupulous declaration, # 8221 ; ( Swinburne, 90 ) he has the chance to revenge his male parent, and does so with out vacillation. Unambiguously, Hamlet is a adult male of action. Some may believe, nevertheless, that Hamlet? s fortunes force him to move. After Rosencrantz and Guildenstern leave Hamlet entirely in the castle, he thinks about the shade he has seen, and acknowledge? The spirit/may be a Satan? ( 2.2.555-556 ) , so he stages a drama to catch the male monarch. Hamlet understands that the shade could hold lied to him, so it seems that he stages the drama merely because he has seen the shade and been confronted with the possible slaying of his male parent. Subsequently, during Hamlet? s drama, a scoundrel puts toxicant in a adult male? s ear, indistinguishable to the slaying of King Hamlet, and seeing this? [ Claudius ] rises? ( 3.2.242 ) in horror. Hamlet now knows Claudius is the culprit, which forces him to kill Claudius. Hamlet explains to Horatio at tribunal that he discovered on his manner to England that there were orders so that? [ Hamlet? s ] caput should be struck off? ( 5.2.25 ) one time he r eached port. It seems that this explains why Hamlet leaves the ship. He had to go forth or he would hold been killed. Though circumstance may look to coerce Hamlet to move, his fortunes really prohibit him from killing Claudius. Although Hamlet? s fortunes prohibit him from avenge, and despite Hamlet? s decisive character, some may reason that he may miss the traits of a male monarch. Claudius sends Rosencrantz and Guildenstern inquire why Hamlet is unhappy, and Hamlet replies that, ? Denmark? s a prison? ( 2.2.236 ) . Therefore, he is unhappy. Clearly, it seems that anyone who would see their ain land as a prison would non be a good male monarch or leader of the people, whom he believes, imprison him. Hamlet so is in Court where Polonius and Claudius eavesdrop on him, and hear as Hamlet inquiries his being, inquiring? To be, or non to be? ( 3.1.156 ) . A male monarch must be a strong leader apparently unlike Hamlet # 8211 ; a adult male? without strength of nervousnesss? ( Bradley, 63 ) , or he will wilt in the convulsion that confronts his state. Hamlet subsequently is at Ophelia? s grave with Horatio and notes? the toe of the provincial comes so near the heel of the courtier? ( 5.1.119-120 ) , after the gravedigger is impudent towards Hamlet. It may look that Hamlet has an chesty neglect for the hapless. A male monarch must stand for all of his topics, non simply the rich and the blue bloods. Hamlet? s actions may portray him as a potentially bad male monarch. He, nevertheless, really would turn out to make good given the throne. Hamlet? s kingly character is apparent in his proper, calculated , intelligent and just actions to revenge his male parent. Furthermore, after Hamlet decides to move huffy, he seeks out Ophelia with? his stockings fouled/ # 8230 ; as # 8230 ; /loosed out of snake pit? ( 2.2.77-82 ) , which Ophelia describes to the King, Queen and her male parent. Hamlet goes into unbelievable item to transport out each phase of his luxuriant programs so that he can revenge his male parent. Later in? The Mouse-Trap? an histrion? pours toxicant in the slumberer? s ears? ( stage way before 3.2.120 ) , imitating King Hamlet? s slaying as the tribunal watches on. In yet another phase of the retaliation program, Hamlet absolutely executes the litmus trial turn outing Claudius? s guilt or artlessness. Soon after, Hamlet is entirely with his female parent, when a figure begins to come out from behind an tapestry, so Hamlet quickly? putting to deaths [ the adult male ] ? ( stage way before 3.4.24 ) whom happens to be Polonius. Hamlet? s action here is an ideal illustration of how Hamlet? replies outright when good and immoraliti es are presented to ( him ) ? ( Bradley, 7, 15 ) ; Hamlet thinks that he sees the evil Claudius and kills him with no vacillation. Hamlet shows the character of a resolute adult male. When Hamlet foremost sees the shade he commands Horatio and Marcellus to? Hold of [ their ] custodies? ( 1.5.80 ) as he tries to follow the phantom. Hamlet? s usage of physical force to detect more about his male parent? s decease illustrates his finding and decision. Then, Guildenstein speaks to the male monarch after he has spoken to Hamlet, and describes Hamlet? s current province as? crafty lunacy? ( 3.1.8 ) . Clearly Hamlet? s program is effectual, the leery courtiers realize that Hamlet involves himself in something, but they can non decode what it is, leting Hamlet to prosecute his retaliation freely. Finally, Hamlet discovers that the male monarch has poisoned him and his female parent, and so he takes the poisoned nutrient and? wounds the male monarch? ( Stage way before 5.2.301 ) . Hamlet sees his opportunity to kill Claudius and does so fleetly. Hamlet? s fortunes stifle his otherwise resolute character. Hamlet agrees to stay in Denmark to pacify his female parent, and so contemplates adult male? s nature, and wishing that God had non made Torahs? ? gainst ego slaughter? ( 2.2.132 ) . King Hamlet? s decease causes Hamlet to of course drop in and out of depression, by no mistake of his ain, which sometimes delays his action. After Hamlet sees Claudius praying entirely he decides non to kill him, instead he will wait for when Claudius is? rummy, asleep, or in his fury? ( 3.3.89 ) . Hamlet knows that if he kills Claudius now, he will non hold avenged his male parent decently, Claudius will non confront the purgatory King Hamlet faces. Critic Stanley Copperman explains in? Shakespeare? s Anti-Hero: Hamlet and the Underground Man? that Hamlet has few options to demand retaliation. For illustration, ? a public charge would be unsafe? ( 53 ) . Hamlet has the will to move, but the critic sagely points out that Hamlet? s fortunes force him to demand retaliation in a close, circuitous manner, so we should non misidentify this for inactivity. Hamlet? s action is revenging his male parent prohibited entirely by his fortunes suggests that he would be an first-class male monarch. In add-on, after Laertes wounds Hamlet, in his deceasing breath he tells Horatio that Fortinbras has? [ his ] deceasing voice? ( 5.2.335 ) ; indorsement for the throne. Hamlet, even in decease, thinks of something higher than himself, the true grade of a male monarch. Fortinbras so arrives at tribunal, sees Hamlet dead and comments that Hamlet would? hold proved most royal? ( 5.2.348 ) had he survived. Even the enemy encroacher of Hamlet? s state positions him as a kingly adult male. Clearly, Hamlet has the repute of a great adult male. Critic Elmer Stoll observes in he try? Hamlet? s Fault, # 8221 ; that Hamlet receives? congratulations from his friends, fright and hatred from his enemies? ( 183 ) . Hamlet clearly acts as a male monarch should. He evokes regard either from love or hatred. Decisive and resolute actions characterize the kingly Hamlet. His fortunes are the lone thing that prohibits him from action. Hamlet proves that he is natural leader, a adult male who is determined, knows his bounds, the has the stature, and traits of a male monarch. Plants Cited Shakespeare, William. Hamlet. Hamlet: An Authoritative Text, Intellectual Backgrounds, Extracts from the Beginnings, Essaies in Criticism. Ed. Cyrus Hoy. 2nd Edition. New York: W.W. Norton and Company, 1992. 1-106. Cooperman, Stanley. ? Shakespeare? s Anti-Hero: Hamlet and the Underground Man. ? 37-63. Shakespeare Studies. Ed. J. Leeds Barroll Vol. 1, 1965. Bradley, A.C. ? Shakespeare? s Tragic Period # 8211 ; Hamlet. ? 13-21. Twentieth Century Interpretations of Hamlet. Ed. David Bevington. New Jersey: Prentice-Hall, Inc, 1968. Bradley, A.C. ? Hamlet. ? 89-128. Major Literary Fictional characters: Hamlet Ed. Harold Bloom. New York: Chelsea House Publishers, 1990. Swinburne, Algernon Charles. Major Literary Fictional characters: Hamlet. ( 1880 ) : 166-169. Ext. A Study of Shakespeare. Ed. Harold Bloom. New York: Chelsea House Publishers, 1990. Stoll, Elmer Edgar. ? Hamlet? s Fault. ? Ed. Cyrus Hoy. 181-184. Rpt. Hamlet: An Authoritative Text, Intellectual backgrounds, Infusions from the Beginnings, Essaies in Criticism. Ed. Cyrus Hoy. New York: W.W. Norton and Company, 1992.

Wednesday, December 4, 2019

Satisfaction and Their Diversity Perceptions

Question: Discuss about the International Students Study Satisfaction and Their Diversity Perceptions. Answer: Introduction International Students Study Satisfaction and Their Diversity Perceptions The study of cultural diversity helps learners become responsible and respective of diverse cultures of different people while interacting with various environments. Knowledge of the cultural diversity significantly reduces students rate of racial prejudice and discrimination. Through engagements and participation in diversity, education creates a setting over which efficient transfer of sound reasoning about other people's differences is enhanced (Zeichner, 2012). Students perceptions on the demographic compositions and motivational tools of the other students contribute a lot to the establishment of an environment for academic excellence. When there is a mutual feeling of satisfaction from all students on the nature of cultural diversity within an institution enriches growth of new cultures and unique demographics. This study seeks to demonstrate the importance and effects of international students study satisfaction and their diversity perceptions on Queensland Australia, University of Queensland. Real cultural diversity within the university creates a feeling of satisfaction for all international students. The study employs the use quantitative research approaches basically by use of feedbacks obtained from questionnaires filled by the international students. Robbins Judge, (2012) argues that the use of questionnaires give a variety of responses from the students over which the researcher may obtain concrete information to drive valid conclusions and recommendations regarding the research topic. Research Objectives and Questions The study of international students satisfaction and their diversity perceptions remains a significant topic of research based on diversity, engagements, and participation. In particular, this problem is studied primarily on the feedbacks obtained from international students studying at the University of Queesnsland. The main research aims and objectives include: To explore the student's satisfaction and their perceptions of diversity. To explore the motivational factors of students in the Universiy of Queensland. To find out the demographic factors of students at the University of Queensland. To evaluate international students engagement and participation in the Universitys cultural events. The study aims to answer various questions, some of which include: What is the level of satisfaction and diversity perceptions for international students in Australia? What are the factors that motivate international students in the university? What are the demographic factors composing students at the University of Queensland? How do international students participate or get engaged in cultural diversity events within the college? Students Satisfaction and Diversity Perceptions The culture of the University of Queensland values all the cultural aspects of students from different ethnic communities and races. The students are educated that people's opinions, ideas, and perceptions differ from what they look externally (Reynolds, Sneva, Beehler, 2010). The university provides a culture off of learning from one another in that the international students are enabled to acquire new cultures from the Australian students who come from different cultures. The university has established a wide range of classroom activities that assist foreign students in recognizing the essential humanity and the core value of various races of people. There is freedom of interaction and socialization that enable both the local and international students share stories of their cultures, beliefs, practices, and diversity perceptions to other communities cultures (Banks, 2015). Through this excellent approach by the university leadership, the student's satisfaction and diversity perce ptions are enhanced. Further, the administration of the University of Queensland has established the use of one common language that is mainly utilized by the tutors when giving lectures to their students. However, the international students are not satisfied with this approach and recommend the use of more than one primary languages to educate them. Every student has a positive perception of diversity and feel that diversity brings creativity and energy to the established culture (Barbatis, 2010). The university requires that all the international students studying in the school should leave their cultural differences at home and conform to the general standards at the course work. The international students get motivated and more productive when they have a positive perception that the university values and accepts their contribution to the growth and development of academic culture (Museus, 2014). Increasing the school diversity has improved the quality of interrelationships within the institution. Motivational Factors Students need different types of motivation as per their age. The most primary factor that motivates students is the ability to set a goal and striving hard to ensure that the purpose is realized (Bednarz, Schim, Doorenbos, 2010). International students studying at the University of Queensland, Australia come from different kinds of racial backgrounds, and this affects what kind of motivation assists them to excel in the institution. Most international students are interested in learning new ways of life and languages from the others. However, some of the students are full of cultural prejudice, and a superiority interest believes that their culture is the best. The leadership of the university advocates for the use of unique tones of communication while addressing their students and telling them the importances of cultural diversity. As per the findings of the research feedback on the questionnaire, most students are motivated to study different cultural aspects of communities and that they feel stimulated, excited, and energized to learn more about cultural diversity (Bhabha, 2012). The driving force and motivator of learning cultural diversity remain to be the desire to gain a vast knowledge of the cultures of different people from different nations. Motivation enables students to excel in their academics. Most international students are always motivated to study in a foreign country and therefore, prepared and ready to learn new cultures through the interaction with other students from that country. To begin with, demonstrating to the student's different photos of people of different ethnicities, sizes, and shapes motivate them to aspire to have an experience of individuals who look entirely different from themselves. The desire to interact with people from different cultures, tribes, and cultural norms motivates international students to go and study abroad (Dogra, Reitmanova, Carter-Pokras, 2010). International students are driven by the lessons taught at the University of Queensland about multicultural role models for this equips them with the abilities to understand gender, ethnic, and appearance perspectives of different people. Teaching students the majority rules continuously contributes to overall cultural growth and so und reasoning when making political decisions. Demographic Factors Recently, the population trends and implementation of policies allowing freedom of education have led to a significant in the number of international students who study in Australia. Despite the fact that the University of Queensland enrolls diverse body of students every year, recent research claims that these students do not experience similar university studying environment like the one encountered by the local students. There was a lack of support and unconducive studying climate from the University, but recently the school's administration has employed race equity measures that ensure that both the domestic and international students are treated the same with equity and without discrimination (Emerson, Fretz, Shaw, 2011). Apart from the formerly existed different experiences, research suggests that international students from diverse ethnic and racial compositions surprisingly had varying perspectives regarding campus life mainly based on cultural perspectives Reynolds, Sneva, Beehler, 2010). The Australian students perceive the international students, in particular from Africa as racial segregation while the other students from America are seen to be valuable and learned in that they can easily get consulted to provide support academically. Demographic factors affecting the cultural diversity in Queensland also involve discrimination, prejudice, and criticism of particular people from some continents. The feedbacks obtained suggest that ethnic or racial compositions within the University of Queensland, attitudes of prejudgment and prejudice on one's course, and discriminating a particular race within the classwork affects students studies (Muethel, Gehrlein, Hoegl, 2012). Some of the international students prejudice the faculties being undertaken by some students arguing that such courses or degrees are not marketable, this creates a mental stress and torture for the affected students. Further, other students view the diversity of degree programs as establishing a multidimensional platform under which every student is allowed to study a subject of his or her passion (Davis, 2014). The leadership of the university should discourage discriminatory experiences over the ethnic and race composts of the student's body. Participation and Engagement Involvement and participation involve the degree by which both the international and local students within the campus spend their time in classwork and engaging in the cultural events. Recent research suggests that students averagely spend their time equitably on study and leisure activities with our culture oriented. The University of Queensland, Australia adopts an inclusive culture that seeks to engage diverse ideas, students, and opinions so as to establish a vigilant learning environment (Gay, 2010). Under the department of sociology and culture, the institution has transformed campus culture to the extent that the entire university collectively benefits from the engagement into diversity. The participation and engagement of international students into the university's career events has transformed culture diversity and created a sense of belonging as well as respect for both the staff and the student's fraternity (Robbins Judge, 2012). Further, the university recommends that t he students should form culturally several clubs and societies whose agenda is to educate and equip fellow learners with new perceptions and skills of professional excellence. The department of culture, history, and diversity establishes lectures, tutorials, and group assignments examination modes for the students studying all subjects as a standard university unit. Research show that most of the international students put more efforts in completing assessments as compared to the local students from Australia. Further, all the international students studying in the campus keep up to date with their studies and regularly consult the lectures on some cultural aspects which seem to be challenging for them to understand (Biggs, 2011). However, other researchers show that the international students are lazier in attending classes as compared to the Australian students as the former spent much of their time in leisure activities other than attending lectures and tutorials (Mertens, 2014). As a result, the university's department of sports and science include more international students in cultural shows than the local ones, an aspect which is viewed to be discri minatory by the Australian students. In future, the leadership of the university should emphasize the importance of balancing time as well as the importance of fairness and equity amongst different students from varying nations with different cultures and race. Research Design This is the strategy employed by the researcher in the integration of various components of the research in a logical manner and enables the researcher to effectively address the research question (Levy Lemeshow, 2013). Practical research design constitutes of data collection, measurement, and analysis. In the study of the international student's education satisfaction and their diversity perceptions, quantitative research design is primarily used in the collection, measurement, and analysis of data. Study population The study population in this study is the students both internationally and locally studying in Australia. Sampling method The study uses simple random sampling method whereby every student within the university has the same chance of being selected to give his or her opinions as per the questionnaire. Sample size The student population at the University of Queensland is 1500 students, who should fill the questionnaires are respondents individually. Data collection method Secondary data collection method is used. Secondary data information is highly reliable in this study as the filled questionnaires, and other sources of information are allowed to be used in gathering sufficient and appropriate data for the proposal. Quantitative research design This is a formal, objective, and a systematic process of gathering quantifiable information about a population, it describes tests relationships, examines the cause and effect relationships, and enables the researcher to present information through questionnaires (Creswell, 2013). In our case, the availability of a questionnaire to be filled by the students allows a researcher to use the feedbacks obtained from the students in determining their diversity perceptions, engagements, motivation, and demographic factors. Advantages of Quantitative design Quantitative research design enables the researcher to measure any analyze the relevant data in the study effectively. There is an excellent and detailed study of the relationship between the independent and dependent variables. Enables the researcher to test the hypothesis in individual experiments due to its ability to measure data and use statistical information. Allows the researcher to minimize and eliminate the subjectivity of judgment of results and feedback obtained from the interviewers. Suitability of Quantitative approach Research questionnaires filled by both the sample populations of the international and local students assists the researcher to have no difficulties in making a decision over the underlying challenges. Further, the quantitative research design is suitable for this study since there is no necessity for an in-depth examination of the respondent's opinions from the questionnaires in respect to their areas of interest (Smith Osborn, 2009). The research design has enabled the researcher to collect sufficient data through questionnaires filled by different students from various countries who study at the University of Queensland, Australia. Ethical issues The ethical issues surrounding this study are discrimination, racism, and ethnic issues. There are strong aspects of discrimination to some international students studying in Australia by the school administration and the tutors. Also, the element of racist has dipped itself seriously in the university whereby some of the students consider themselves more superior than the other (Andrews Herzberg, 2012). This is basically between the whites and the black students. Further, there are ethnic issues in the organization, whereby while English is still considered as the common language that should be used by all students, other students still have a feeling that their other languages should be utilized instead. Options for solving ethical issues Moral issues establish conflicts within the campus and should, therefore, get kicked out with immediate effect. The following approaches should be used to address these problems. Initiate programs for educating the importance of fairness and equity to all students, lectures, and stakeholders of the institution. Educate students on the importance of cultural diversity within an organization, as well as the dangers of racism. Design strategies and programs for cultural events where every racial and ethnic composition is given a chance to express their culture. Timeline This part shows schedule and tasks needed to be completed for the study to make it a success, they are presented in a table as below: Tasks Timeline (Months) Create items for the study 3 Review items with experts 5 assistance. Pre- test the data with a representative 4 a sample of the students Do programming of the chosen 9 software to analyze the survey Preparation of study site 9 Hire, train, and develop research 8 assistants Employ 1500 subjects and administer 18 the study of all departments Analysis of data 22 Prepare the manual scripts to peer 24 reviewed journals. Conclusion Education is the key to success. Most people prefer doing their undergraduate and postgraduate education outside their country of birth. International students face various challenges in an attempt to cope and tolerate foreign cultures and learning climates. However, this exposure equips them with new approaches to understanding the importance of cultural diversity as well as valuing the participation and engagement in campus cultural events. Given the importances of studying abroad, students should look forward to going to study there so as to gain professional skills, communities cultures, and book studies. Therefore, the international student's satisfaction and perception of diversity enable them to appreciate its importance and as a result, educate the other students on how to enhance effective interpersonal relations within the campus even if people come from different nations. References Andrews, D. F., Herzberg, A. M. (2012).Data: a collection of problems from many fields for the student and research worker. Springer Science Business Media. Banks, J. A. (2015).Cultural diversity and education. Routledge. 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