A Dysfunctional Behavior Involving a Drunkard Parent

A Dysfunctional Behavior Involving a Drunkard Parent The following behavioral therapy plan has been designed to deal with a dysfunctional behavior involving a drunkard parent. The parent is a father of three who is a habitual drunkard and this habit is adversely affecting the finances of the family. He spends most of his free time, especially after work, at drinking joints.Advertising We will write a custom essay sample on A Dysfunctional Behavior Involving a Drunkard Parent specifically for you for only $16.05 $11/page Learn More The habit is also affecting the fatherly responsibility and expectations of the parent. However, no one among the family members is willing to talk about the habit which has seen family ties subsequently threatened and deteriorate due to fatherly negligence and irresponsibility. As a therapist, I would opt for conditioning and learning to help the father overcome this behavior. The most immediate response to the behavior will be a positive reinforcement of classical conditioning whic h refers to a method of learning where the conditioned response is supposed to initiate the occurrence of an unconditioned response. A person is thought to associate the occurrence of one signal with the automatic response of a second signal that will always follow the first one. In behavioral therapy, classical conditioning is used to change the unconditioned stimulus by successfully substituting it with another desired stimulus in order to overcome the dysfunctional habit. Initially, the person would have a certain dysfunctional habit that he or she has always associated with a certain uncontrolled stimulus. The desired unconditioned stimulus is gradually introduced while reducing the undesired one. In this case, the conditioned stimulus will be an alarm clock that goes on at exactly 4 pm signifying the end of working time. Thus, the father relates the alarm signal to free time and every time the alarm goes on, he knows he is free from duty and drives to his usual drinking joints. Hence, drinking is the unconditioned stimulus that should be done away with, while the big task is to identify another activity that will substitute visiting the drinking places. More so, the father has to be trained to always associate free time with the identified behavior. Through classical conditioning, he is introduced to golf as a game and subsequently as the unconditioned stimulus. He is gradually trained to associate the alarm clock with golf. Once it goes on, he is reminded of an appointment with the golf course and thus leaves the office to go and play golf. It is expected that with time, he will start to associate the alarm with the game and in the process he will shun drinking. Once done with classical conditioning, operant conditioning should follow. In operant or instrumental conditioning, a person is left to choose on the right action against the dysfunctional behavior according to its consequences. A person is made fully aware of the behavior they are engaging in, a nd the probable consequences. It is then left upon them to voluntarily make a decision over the same.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Operant conditioning may lead to punishment or reinforcement. Punishment occurs when the affected person takes up the new behavior less frequently while reinforcement occurs when the affected person goes on with the new behavior more frequently than before. Conditioning may be said to be extinct if the affected person shows no change following the introduction of a new trait. The case of a drunk and irresponsible father demands that he is reminded of the societal expectations. Effort should also be made to make him realize the negligence he has subjected the family to and the mismanagement of family finances. The father should also be briefed on the current consequences of his behavior as well as what might befall the family in the future as a result of his drinking habit and then the idea of engaging in golf as a game to help utilize free time should be introduced. This should be made to sound like the best option compared to drinking. A few merits of engaging in sports over drinking should convince the father. The father should also be explained to that that playing golf will not only help him manage free time but also slowly quit drinking. The father is then left to decide on his own on the best action to take with playing golf having been put as the best alternative. During this time, it is expected that he will evaluate the consequences of daily drinking on the family and compare the consequences should he opt to spend his free time doing something else. Observational learning should closely follow operant conditioning. Here, the affected person is left to act on his behavior through observing others. In behavioral therapy, the therapist identifies various personalities with outstanding character in society who act as role models. Some might be those who were once faced with a similar condition. The client is then allowed to observe their lifestyle, character, personality as well as the generalized behavior of such persons. He/she is most likely to be tempted to ape certain positive traits from such models. Hence, through observation and copying, the affected person may eventually drop the bad trait in an attempt to be like the role model. Once again, observational learning does not call for reinforcement but learning through observation just like little children do in the course of their behavioral development. Thus, the therapist will only be entitled to identifying the models and the whole task of observation is left to the client.Advertising We will write a custom essay sample on A Dysfunctional Behavior Involving a Drunkard Parent specifically for you for only $16.05 $11/page Learn More Referring to the client in this scenario, I need to identify a few examples of people who were once irresponsible drinkers who will serve as models. I will also sample out some parents with exemplary family set ups that I will use to persuade and encourage my client to keenly observe how such parents manage and raise their families. I will then allow my client to keep observing the families as I asses his progress. The client is advised to only watch out for positive traits that might help him quit drinking and not trying to copy the whole social lifestyle of the model. Having properly gone through classical conditioning and operant conditioning, I am convinced the client will eventually opt for golf after work over drinking. He might eventually quit drinking. In conclusion, behavioral therapy majorly depends on the client’s willingness to drop a certain behavior as well as the methods employed by the therapist. The three approaches explained above are however the best methods used to encourage behavioral change. Once somebody has an alternative for a certain behavior, he is given time to ponder on the consequences and make a decision. The same person is then encouraged to uphold the same decision by observing those who have excelled through the same way. In this manner, one is able to successfully go through dysfunctional behavior therapy and achieve behavioral transformation.

Monopolies and Monopoly Power (Definition)

Monopolies and Monopoly Power (Definition) The Economics Glossary defines monopoly as: If a certain firm is the only one that can produce a certain good, it has a monopoly in the market for that good. To understand what a monopoly is and how a monopoly operates, well have to delve deeper than this. What features do monopolies have, and how do they differ from those in oligopolies, markets with monopolistic competition and perfectly competitive markets? Features of a Monopoly When we discuss a monopoly, or oligopoly, etc. were discussing the market for a particular type of product, such as toasters or DVD players. In the textbook case of a monopoly, there is only one firm producing the good. In a real-world monopoly, such as the operating system monopoly, there is one firm that provides the overwhelming majority of sales (Microsoft), and a handful of small companies that have little or no impact on the dominant firm. Because there is only one firm (or essentially only one firm) in a monopoly, the monopolys firm demand curve is identical to the market demand curve, and the monopoly firm need not consider what its competitors are pricing at. Thus a monopolist will keep selling units so long as the extra amount he receives by selling an extra unit (the marginal revenue) is greater than the additional costs he faces in producing and selling an additional unit (the marginal cost). Thus the monopoly firm will always set their quantity at the level where marginal cost is equal to marginal revenue. Because of this lack of competition, monopoly firms will make an economic profit. This would normally cause other firms to enter the market. For this market to remain a monopolistic one, there must be some barrier to entry. A few common ones are: Legal Barriers to Entry - This is a situation where a law prevents other firms from entering the market to sell a product. In the United States, only the USPS can deliver first class mail, so this would be a legal barrier to entry. In many jurisdictions alcohol can only be sold by the government-run corporation, creating a legal barrier to entry in this market.Patents - Patents are a subclass of legal barriers to entry, but theyre important enough to be given their own section. A patent gives the inventor of a product a monopoly in producing and selling that product for a limited amount of time. Pfizer, inventors of the drug Viagra, have a patent on the drug, thus Pfizer is the only company that can produce and sell Viagra until the patent runs out. Patents are tools that governments use to promote innovation, as companies should be more willing to create new products if they know theyll have monopoly power over those products.Natural Barriers to Entry - In these type of monopolies, other firms cannot enter the market because either the startup costs are too high, or the cost structure of the market gives an advantage to the largest firm. Most public utilities would fall into this category. Economists generally refer to these monopolies as natural monopolies. Theres the need-to-know information on monopolies. Monopolies are unique relative to other market structures, as it only contains one firm, and thus a monopoly firm has far more power to set prices than firms in other market structures.

How Does Individualism-Collectivism Influence the Sales of Mobile Essay

How Does Individualism-Collectivism Influence the Sales of Mobile Phones in China - Essay Example Whereas, collectivism can be defined as a working culture where people work in groups, form relationships among teams and prioritise the team’s goal before their individual goals (Aldulaimi & Zedan, 2012). It is in this context that marketing strategies are designed based on the culture of a country where the product is to be positioned. Hence, collectivism culture of a target market can be effective for marketing brand with names which are preferred more than the product itself. Consumers who consider other’s opinion to rely on a product can be influenced by the collective marketing strategy such as word of mouth. Whereas, in the individualistic culture, the consumers do not rely on other’s information, rather make choices according to their individual likings. Advertising, packaging and promotions can be some of the factors that influence a change from collectivism culture to individualism culture such as the quality of group of people using the product (Ekeret e, 2001). For instance, the culture that the Chinese people follow to a large extent is collectivism and thus prefer to work in groups with due consideration to the team goal rather than their individual objectives (Hofstede, n.d.). This particular notion of the Chinese culture is observed to create a vast impact over their buying behaviour which can certainly influence mobile phone selling in the economy. The objective of the proposal will be to provide a brief description to the research process intended to be performed focused on the influence created by individualism and collectivism on the sales of mobile phones in China. The evaluations will be reviewed through reviewing literatures and relate them with the cultural marketing strategy adopted by mobile phone companies of China. 2.0. Literature Review 2.1. Individualism and Collectivism According to Markus & Kitayama (1991), individualism and collectivism can de differentiated within a group by the independence and interdepende nce style of working culture. In an individualistic culture, people work as independent targeting their individual goals whereas in collectivistic culture people are interdependent to each other within the group and aim to fulfil the group’s target ahead of their personal targets. As observed by Goncalo & Staw (2004), people in individualistic culture often describes themselves as ‘I’ when using any abstract but in the collectivistic culture people uses the abstract of ‘We’ to describe themselves. According to Bond & Smith (1996), a study demonstrated that Asians tend to conform more to their superiors than the Americans. Conformity prevails more to the collectivistic culture where people abide to certain guidelines that have been drawn by either the team or their superiors. However, in an individualistic culture, conformity is often treated as negative and only the organisations guidelines are being followed. As observed by Davidson & et. al. (1976) , a person’s behaviour is closely linked with the group in collectivistic culture where the goal of the people should not be regarded as solely independent and different from others’, but to encourage the interests of the group. In disparity, the people’s identity in individualisti

Russia's Most Important Economic Sectors Essay Example | Topics and Well Written Essays - 1250 words

Russia's Most Important Economic Sectors - Essay Example Shortly after liberty, the new Russian government announced a much more determined program of political and economic reformation. The agenda included an alteration of the financial system from the values of state planning which is the basic and administrative direction to the well agreed market-based economics. As result â€Å"The economic decline bottomed out in mid-2009 and the economy began to grow in the third quarter of 2009† (Economy – Overview n.d.). On the other side, Russia’s financial growth was still focused mainly in a few sectors. The advantages of growth were not widely dispersed throughout the society. Over one-third of the people of the Russian Federation sustained to live below the poverty line. According to some study it is very clear that Russia’s long term challenges are inadequate workplace, corruption, complexity in accessing capital for smaller – non energy companies, and deprived infrastructure in need of huge investments. Ru ssia ranks ninth as the largest economy of the world: it contributes to the sixth place by purchasing power. The country has abundance of the petroleum, oil and natural gas. The country is also the store house of rare and precious metals. Despite the setbacks faced by the other countries in the erstwhile Soviet Union, Russia managed to be in a good position in the world’s economy. The main sectors of the Russian economy are energy, natural resources, agriculture, industry and manufacturing. Energy Sector: One error of the energy business is its construction, which is subjected by government-backed monopoly and distinguished by inequity next to private businesses, small family operators and global players. State-owned company such as Gazprom or Rosneft, as well as several confidential companies with close links to the supporting leadership such as Gennady Timchenko’s Novatek, has privileged admission to licences, upstream assets, tax exception etc. Foreign investors are able to function in Russia only if they set up good functioning relationships with member of the controlling clans. The quickest way to be honored projects and contract in Russia is to present those clans stake in reputable international companies. The energy sector also endures from poor value of administration. Since the rein of Vladimir Putin and his associates to power in 2000, activities to important positions in the Russian establishment, as well as the energy industry, have been made according to certain criterion: individual loyalty and the capability to manage cash flows Natural Resources Including Coal, Gas, Oil, Timber and Metals Sectors: Russia may contain as much as 35% of the world's supply of natural gas. It has proven reserves nearly twice that of Iran, the number two spot holder. Its reserves of oil are debated, but the US Geologic Survey estimates that they may be as high as 25% of the world's oil. The US Department of Energy states: "Russia is also the world's la rgest exporter of natural gas, the second largest oil exporter, and the third largest energy consumer" (Russian Resources 2010). The vast gas, oil, coal, and timber raw materials of Siberia and the Russian Far East create Russia rich in mineral deposits. On the other hand, most such resources are positioned in remote and climatically adverse

Understanding Your Role As A Teacher Essay Example for Free

Understanding Your Role As A Teacher Essay I have been asked to critically examine and discuss the work of three selected authors and to compare and contrast their views. I will link this theory to my experience of working with children, and give my own views and how this has developed my understanding in my role as a trainee teacher. The readings I have chosen to discuss and compare are: An Introduction to Children’s Learning (Ray Potter), The Significance of Young Children’s Personal, Social and Emotional Development (Dowling M) and How Children Learn (Curtis A, O’Hagan M). Potter discusses how behaviourism and cognitive development are the two most widely regarded theories in the approaches to learning and how these theories have implications for teaching. ‘Behaviourism is a theory of learning focusing on observable behaviours and discounting any mental activity.’ (Pritchard 2008:6). He discusses several theorists and how their theories help children learn, and how teachers manage learning more effectively in the classroom. He talks about behaviourism and how children learn from life experiences. ‘Behaviourist claims that we are what we are, not because of innate intelligence or genetic factors, but solely due to our life experiences’. Potter (cited in Jacques et al 2004:63). Skinner, a pioneer in behaviourism, believed that behaviour could be controlled through ‘conditioning’, the act of rewarding desired behaviour (positive reinforcement) and ignoring undesired behaviour (negative reinforcement). Many of Skinner’s theories branch from his animal experiments, whereby he would reward with food and punish when saw unacceptable behaviour. This is highlighted in An Introduction to Children’s Learning (Potter), as to how this theory has been adapted in today’s schools. â€Å"Conditioning occurs in many schools in the morning when the children first arrive in the playground. They will be playing and talking to each other when they see their teacher come into the playground. The children will immediately line up in front of their teacher ready to go in to school†. This I observe everyday in my school setting. In the Introduction to Children’s Learning (Ray Potter) it states that children achieve well through the â€Å"behaviourist psychology which goes back many years to Pavlov and Skinner, thus children learn by listening carefully to get the correct stimulus and through the repeated reinforcement of correct responses†. This is evident in schools today, whereby teachers encourage children to chant and repeat facts across the curriculum. This is in the hope that repetition will result in the information becoming innate, consequently allowing the children to regurgitate at the drop of a hat, but it could argued do the children lose the meaning. One has to ask however, how successful is this for all children? Biggs (cited in Leask 2009:89) ‘A pupil’s motivation influences the learning strategies they adopt. A pupil with an instrumental motivation is likely to adopt reproducing or rote learning strategies.’ Do children retain this knowledge? We know now after many years of research that not all children benefit from the dated ‘talk and chalk’ style of teaching. The philosopher Confucius cited in Ray Potter’s In the Introduction to Children’s Learning, pondered the theory â€Å"I do and I understand†, this was later developed by Piaget who based his cognitive theories and ‘emphasis on doing, activity and experience children learn through interaction with their environment’. (Kitsen et al 1997:2) ‘Piaget was actually keenly aware of the importance of social factors in children’s learning.’ Bruner believed that children think through three modes, enactive (actions), iconic (pictures), and symbolic (words and numbers). Providing the information is presented in an appropriate way and the information is appropriate to the child’s age, then the child will be able to understand and learn from it. Bruner’s theory is that children’s learning is active and they base concepts on their previous knowledge. The past knowledge helps the learner to process the new information to support decisions in the form of cognitive development. This allows the child to build on past experience and develop further the information given. Like, Vygotsky, Bruner also believed that social interaction and culture played a big role in cognitive development. ‘Bruner felt that children were organised according to their experiences and that they are active in their learning’ (Tassoni, 2005:197). Potter also discusses cognitive theories and how the next generation theorist such as Piaget, Vygostsky and Bruner believe that memory, understanding and thinking are vital in children’s learning. ‘But these are the very stuff of the next generation of theorists, the cognitivists.’ Potter, (cited in Jacques et al 2004:66). The role of social interaction is based on theories from Vygotsky and Bruner. To put the role of social interaction into place at school the pupil and teacher need to work together by the teacher helping to create meaning, rather than dictating what is to be learned. Learning through social interaction does not always occur in school. Children also learn through social interaction with their peers, parents and other adults. A prime example of this social impact that is used in many schools today is the use of the school council. Children regardless of age, economical background, race and gender can voice their views and have their views challenged in a safe environment. ‘Social interaction (particularly those which take place between themselves) may facilitate the course of development by exposing a child to other points of view and to conflicting ideas which may encourage him to re-think or review his ideas’ (Wood 1998:17). Piaget’s theory maintains that children need to overcome a sequence of stages in development. These stages are complex and appear in four main categories. The sensory-motor stage begins from birth to two years, the child learns through sensory experiences and movement. The pre-operational stage from approximately two to seven years of age, when the child begins to develop the skill of using symbols and how things look, yet they are unable to direct logical thinking. By the age of seven to eleven or twelve children have begun to make connections by thinking logically and associating their thoughts to concrete situations, Piaget describes this as the concrete-operational stage. At approximately eleven or twelve the formal operational stage falls into place, by this age to adulthood we begin to use more sophisticated levels of abstract and logical thinking. He believes the development of stages from childhood to adulthood is a consequence of the individual’s experience with the environment around them. They are learnt through assimilation, accommodation and adaptation. ‘Every living thing must adapt to its environment if it is to survive.’ Vygotsky focused on language and communication as a support to a child’s cognitive development. He looked at how children interact with their peers and adults and how it influences their communication and language on a social level. This form of social interaction does not always have to be verbal, gesture and body language is communication learned though peers or adults. Another aspect of Vygotsky’s theory is the zone of proximal development. This is when development is gained through social behaviour. The skills of social interaction can be developed further with guidance from adults and peers. We as facilitators can support learners by scaffolding, gradually reducing support so the child becomes capable of independently completing a task. ‘The ‘zone of proximal development’ seems a vital idea for teachers to have in mind when talking to individual children. Could it be applied to pairs? Or to small groups? Or to a whole class?’ (Kitson et al, 1997:154). Dowling discusses how children’s personal, social and emotional development has a significant factor in children’s learning. Dowling explains that three themes often occur in any debate about early childhood issues, which are -context, continuity and controversy. An ideal example of this in practise is a well managed Foundation Stage classroom. Being an unqualified Reception teacher for the past two years, I have observed and experienced this environmental situation of context, continuity and controversy. For example role play areas are set in line with the topic e.g. Healthy Eating- setting up a restaurant. However the theory of constructivism being the idea that things are the way they are, is socially constructed e.g., boys play with cars, girls play with dolls. This is an integral part of everyday life. Toys are being marketed gender specifically. Children often arrive in a school setting with premeditated views coming from the way they have been brought up and through media advertisement. This can counteract the good practise that is trying to be initiated in foundation Stage settings of today. Cultural assumptions, according to Richardson, the ‘nature’ of girls’ and boys’ behaviour reproduce rather than expose inequality and work against young women in schools while supporting gendered stereotypes in society.’ (1997:25). When the children immerse themselves in the theme, their personal, social and emotional development thrives and their creativity blossoms. The current way the Foundation Stage is run nationally has been very successful in that funding has been given to early year’s education to allow schools to be successful in their early years teaching and development. However the new government has controversially pulled all of this funding and at present we are unsure as educators of which directive we will be undertaking. In contrast Dowling explains that in China children who attend Kindergartens receive homework in literacy and numeracy. The focus is on academic achievement rather than personal, social and emotional development. Therefore it has been found that these children rarely gain these skills in later life. Dowling (2000:17) ‘Asian education methods have valued academic development while damaging other aspects of children’s growth, which help them to live and achieve in society.’ It is similar to the theories of Piaget, Bruner and Skinner but I believe the actual concept that is being modelled is wrong if we are to educate young people to live successfully in today’s society. Similarly Curtis and O’Hagan discuss how factors can affect learning. They introduce the chapter by focusing on ‘What is learning? They discuss several ways children learn and factors which can affect this. These are development, environmental factors, and periods of learning, memory, concentration, cognitive styles, and intelligence. They believe children construct their knowledge and understanding through their experience with the environment, and that learning is active and experience based. They agree that children are not less knowledgeable than adults, that children just see the world differently at their level. In my classroom adults often celebrate when they have learnt something new, especially when the learning has been imparted from the child to an adult. The child just prioritises their learning differently from the adult. Children need this scaffolding in order to develop in many ways. This lending itself to Vygotsky’s theory. (Pollard 1994:13) ‘’they are thus seen as intelligent social actors who, although their knowledge base may be limited in absolute terms, are capable in many ways.’ In conclusion to the theories looked at, are all based around children’s learning and similar in view.. It is possible to learn from each of them and use the theory in practice in a classroom. As a teacher I would be more inclined towards Vygotsky’s theory. This is mainly due to the fact that we can challenge children to go beyond what they already know in our school environment. (Curtis et al 2005:36) ‘Educators began to realise that a stimulating environment could increase intelligence.’ For children to experience a broad and balanced curriculum we as facilitators need to be able to challenge and help children develop further. In order to help them do this we need to scaffold their learning by gradually withdrawing support and guidance so that the child can perform the task independently. I feel scaffolding is a skill that will develop overtime with experience promoting desired behaviour. (Corrie, 2002:174) ‘Teachers scaffold children’s learn ing when they help them to achieve something that they, could not do without the teachers assistance.’ The ability to judge how much and how little support is a difficult notion and varies from child to child. From Piaget, I have learned that for children to work independently and solve problems they need to build on their past experiences. Despite this I believe that with the guidance of a more knowledgeable peer or adult the child can learn through social interaction. Through social interaction a child might learn today what might take them weeks to learn if left to explore individually. I would suggest that if we can help and challenge children to go beyond what they know, they would continuously be learning new knowledge. I am also aware from working in inner city school; social factors have a huge influence in children’s learning. I understand how important it is to promote positive role modelling and give children first hand experiences in order to learn. ‘The context of the school can make a significant difference to children’s behaviour, self concept and self esteem as these accounts testify.’ (Rogers, 2009:13). Bibliography Jacques, K. Hyland, R. (2004) Professional Studies: Primary Phase, London: Learning Matters Ltd. Kitson, N. Merry, R. (1997)Teaching in the Primary School, London: Routledge. Leask, M (2009) Supporting Teaching and Learning in Schools. Oxon: Routledge. Llleris, K. (2007) How We Learn: learning and non learning in school and beyond. London: Routledge Pollard, A. Bourne, J. (1994) Teaching and Learning in the Primary School. London: Sage. Prichard, A. (2008) Ways of Learning: Learning theories and Learning Styles in the Classroom. Oxon: Routledge. Richardson, V (1997) Constructivist Teacher Education: Building New Understandings. Great Britain: Biddles Ltd Rogers, B (2009) Manage Children’s Challenging Behaviour London: Sage Tassoni, P. (2005) Diploma in Child Care and Education. Oxford: Reed Educational Professional Publishing Ltd. Thornton, S. (2008) Understanding Human Development. London: Pelgrave Macmillan Wood , D. (1998) How Children Think and Learn, 2nd ed. Oxford: Blackwell Publishing.

Physics of Sea Ice :: physice ice sea

Sea ice is frozen sea water. Salt ions in the water complicate the growth of ice crystals, and makes sea ice much more dynamic than freshwater ice. Sea ice covers nearly 7% of the Earth's surface, has a huge effect on global climate, and is one of the largest, single biomes on Earth. Ice is the solid, crystalline form of water, which solidifies at 0Â ºC. Roughly 9 polymorphs of ice are defined, only one, however, occurs naturally on Earth. This common form of ice is known as ice 1h, and its lattice displays six-fold rotational symmetry. The incorporation of sea salt or other ions in the crystal lattice of ice faces both size and charge restrictions, thus the salt and water do not form solid solution. This means that as the ice grows, the ions are rejected and most of them are returned to the water. Some, however, are retained within the ice matrix as liquid inclusions; creating a network of channels through with this brine travels. The network of channels and associated brine inclusions greatly contribute to what makes sea ice different from freshwater ice. These inclusions change the deformational, thermal, and optical properties of ice; making sea ice unique in several different ways. Growth of Sea Ice * The latent heat of freezing, or the enthalpy of freezing, for the phase transition from water to ice is 334J/g for pure water and just slightly lower for sea water. * The energy (heat) released from the freezing layer of water is conducted through the ice and released into the atmosphere. * The thermal properties of the ice and snow cover, as well as the energy balance at the top and bottom of the growing ice sheet determine the rate at which heat can be pushed out. * For an ice surface that is in thermal equilibrium with the atmosphere, conservation of energy mandates that the heat must flux in and out of the ice . * This can be expressed mathematically, and using calculus techniques the thickness to which an ice sheet can grow can be predicted for given surface temperature conditions. Motion * Sea ice does not float freely on the polar oceans , but rather is moved around, tossed about, and deformed as a result of several forces which act on the ice pack.

Examination Is Good or Bad for Students Essay

The news that mid-term exams have been cancelled in some primary schools recently has sparked quite a few controversies. Some people regard it as a big step in educational reform, while others question whether it is on the right track. Parents, teachers and students, the three parts involved, have all reacted a little bit pessimistically toward the new policy. Parents, always busy working to support their families, feel that they are losing an important quantified judgment for their children’s behaviour or performance at school and are more worried than relaxed about their children’s increased spare time. Most of them, I believe, prefer bookworms to idlers or addicts. Some parents have decided to pay more for after-school classes. Teachers, whose feet have been bound for a long time in teaching children, are beginning to lose their last control over the already spoilt students. How to check the teaching and learning effect? How to communicate with parents? How to keep students working hard to get good marks in the later, more important exams? Furthermore, maintaining their full work load, they are required to squeeze more of their meagre spare time to prepare additional lessons for â€Å"quality education†. On the other hand, the suddenly liberated students have to find ways to fill their time. They delay homework and sometimes become addicted to computer games or just wander the streets. Adopting a bad habit is much easier than forming a good one. Objectively, the exam itself is not bad. It is a most effective measure of a student’s knowledge, performance and ability. But people have made it into a disaster. Since when was our education caught in such a vicious circle? Textbooks have remained unchanged for many years and have become purely ornamental, while exam questions are changed from year to year. The only way to do this is to use more and more tricky questions. In fact, what we test our students on is much more difficult than what textbooks teach. To satisfy real needs, both teachers and students choose to be drowned in a sea of exercises and exams. On the other hand, years of cramming miscellaneous rules, formulae and information may have strengthened our students’ ability to imitate, memorize and take exams, but at the cost of their initiative and creativity, two of the most important qualities that a student should possess. That may well answer the question why there is no Nobel-prize winner in China. I interpret the purposes of abandoning these exams as follows: First, it is to answer the call of reducing students’ heavy burdens in their studies and return to them their happy childhood. For years, we have been appealing for students to be freed from mountains of homework and extra classes, to no avail. Students have to do that! Only through immersion in all kinds of exercises and classes can most of them get comparatively satisfying results in various exams. Therefore, the cancellation of exams is intended to remove a root cause of students’ toil and give them more play time. Second, it is to help relieve students of great pressure and protect their self-esteem. In fact, what frightens students are not exams, but the tremendous strain and high expectations behind them. Exams divide students into â€Å"good† and â€Å"bad†, leading some of them to a paradise of beautiful flowers and sweet compliments and others to a hell of bitter criticisms and severe punishments. Exams often bring parents ecstasy or plunge them into the abyss of misery. Exams determine students’ futures and are a crystallization of a single person’s success or failure and a whole family’s hope or disillusionment. Since their first school day, students have been preparing for a diversified exam. For that reason, the cancellation of exams seems to save most families from suffering. But I doubt whether the benefits could be realized – mid-term exams in primary schools are only one minor link in a whole chain of exams. Will all these exams, eg. inal-term exams, Secondary School Entrance Exams, College Entrance Exams, and broad after-school exams for certificates in social achievement be called off too? If not, students dare not shrug away their shackles and their fragile self-esteem will not last for long and their happiness is doomed to be temporary. On the other hand, if a student’s self-esteem totally depends on the cancellation of exams, it would be too weak to protect. Our society is neither an ivory tower nor a haven of peace. It is full of competition and struggles. Setbacks are inevitable and we need them to temper ourselves. Don’t be misunderstanding. I am not an exam advocator. The exam-oriented education stifles teachers as it does students. What I mean is that we cannot solve a problem by taking only a stopgap measure. The root cause lies not in exams, but in the whole educational system. The first thing we should do is to change our inherent educational ideas of talent cultivation and create an active, healthy environment of teaching and learning. It will be a long way. What we need is not the cancellation of a single exam, but an earthquake in our education.

Historical Background of the 1987 Constitution Essay

The history of the 1987 Constitution began on 11 April 1899, the date when the Treaty of Paris between the United and Spain of 10 December 1898 became effective upon the exchange of instruments of ratification of both countries. But the sources of the 1987 Constitution are (i) McKinley’s Instructions to the Second Philippine Commission; (ii) Spooner Amendment; (iii) Philippine Bill of 1902; (iv) Jones Law of 1916, otherwise known as the Philippine Autonomy Act; (v) 1935 Constitution; (vi) 1973 Constitution and (vi) Freedom Constitution of 1986 and its implementing orders. Treaty of Paris Under the Treaty of Paris, the Philippines was ceded by Spain to the United States. Spain relinquished its sovereignty over the Philippine Islands, and with this, all laws of a political nature were automatically abrogated. The Treaty provided that the civil and political status of all inhabitants of the islands was to be determined by the US Congress. The Philippines in turn, was not given the status of an â€Å"incorporated territory† (as to make it a candidate for statehood) and so ex proprio vigore, the US Constitution did not apply to the Philippines unless the US Congress expressly enacted its provisions. McKinley’s Instructions President McKinley, legislating as Commander-in-Chief, issued on 7 April 1900 his â€Å"Letter of Instruction to the Second Philippine Commission † under Taft. It set up a â€Å"divided civil and military government† with the existing Military governor as the Executive, and a Philippine Commission, created on 1 September 1900, as the Legislative, both representing the US President as Commander-in-Chief. It also extended to the Philippines all the rights in the Bill of Rights of the US Federal Constitution, except the right to bear arms (because the country was in rebellion) and the right to a trial by jury (because the Americans distrusted the Filipinos capacity to be a just judge of his peers). The right to jury trial of an American charged with a crime in the Philippines was denied by the courts in US v Dorr, 2 Phil 332 (1903) by virtue of the Letter of Instruction. This was the first Organic Act (a law which establishes the structure and limitations of the government) of the Philippines. What it lacked, as a constitution, were the ratification by the people, and the right of amendment (which was reserved solely to the US President). The judiciary was subsequently established on 11 June 1901, with a Supreme Court, Courts of First Instance, and Justice of Peace Courts. Spooner Amendment On 4 July 1901, the Spooner Amendment, which was actually a rider to the â€Å"Army and Navy Appropriations Act,† changed the then â€Å"divided, military and civil government† into a fully civil government, under the US Congress. All acts of the Philippine Commission would now begin: â€Å"Be it enacted by the authority of the US government,† and no longer by authority of the US President. Philippine Bill of 1902 The US Congress now in control of the Philippines, ratified all the organic acts of the President, in order to prevent disruption of government, and on 1 July 1900, passed the Philippine Bill of 1902, which was to be organic act of the Philippines from 1902 to 1906. The organic act introduced significant provisions to constitutional history. The Philippine Commission was the upper house. It was under the Governor-General who retained all the executive power, including the power to suspend the writ of habeas corpus upon recommendation of the Philippine Commission. It established an elective lower house called the Philippine Assembly, composed entirely of Filipinos. It called for the first election in the Philippines to fill up, the membership in the lower house, as soon as the Philippine insurrection stopped and there was a condition of general peace, except in the Moro and Non-Christian provinces. A census was taken and completed on 28 March 1903 and with a certification of peace and of Filipino acceptance of the US government made by the Philippine Commission on 29 March 1907, the election for the Philippine Assembly was conducted on 10 July 1907, with Osmena as speaker. The Bill also defined for the first time who the citizens of the Philippines were. They were all the inhabitants of the Philippine islands who were subjects of Spain as of 11 April 1899, who continued to reside therein, and all the children born subsequent thereto. This definition is still good law today. Jones Law On 29 August 1916, the US Congress passed the Jones Law, otherwise known as the Philippine Autonomy Act. It established a tripartite government with real separation of powers; this was the prototype of our present set-up. The executive power was in the hands of an American Governor-General, who was independent of the Legislature, and who was given the power to suspend the writ of habeas corpus and impose martial law without the recommendation of the Legislature. The Legislature was composed of the Senate and the House of Representatives, all composed of Filipinos. The judiciary continued to be made up of the Supreme Court, the CFIs and Justice of Peace Courts. Under this set-up, while the Filipinos has all the legislative power, the Americans had all the executive power and thus, also the control of the government. Thus, in the Board of Control (National Coal Corporation) cases, the US Supreme Court ruled, despite the dissent of Holmes and Brandeis, that the President of the Senate and the Speaker of the House could not vote the stocks of the NCC and elect its directors because this was a political function. Only the Governor-General could vote the government shares, said the court. The definition of who were citizens of the Philippines first enunciated in the Philippine Bill of 1902, was carried over by the Jones Law. Tydings-McDuffie Law Although this was not an organic act, it is important in the constitutional history of the Philippines because it was to be the enabling statute, providing the mechanism whereby the constitution of an independent Philippines could be adopted. The law, upon its acceptance by the Senate and House of Representatives of the Philippines, provided for (i) the calling of a Constitutional Convention to draft a Constitution for the Philippines, (ii) the adoption of a Constitution that established a republican government, with a Bill of Rights, and a separation of church and state, (iii) the submission of the draft to the US President for certification that the Constitution was in conformity with the conditions set by the Tydings-McDuffie Law, and (iv) its ratification by the people in a plebiscite. Complete independence was to take place ten (10) years after its effectivity. 1935 Constitution Accordingly, on 30 July 1934, an election was held to choose the delegates to the Constitutional Convention. Claro M. Recto was elected President of the Convention. On 8 February 1935, the Concon approved the draft. On 23 March 1935, the draft was certified by the President, Franklin Delano Roosevelt as conforming to the Tydings-McDuffie Law. On 14 May 1935, it was ratified by the people in a plebiscite, with the provisions on the qualifications of the President, Vice-President and members of Congress taking effect upon ratification. In September 1935, the first election under the 1935 Constitution was conducted with Manuel Luis Quezon as President and Sergio Osmena as Vice- President. On 15 November 1935, upon the inauguration of the Commonwealth, the 1935 Constitution took effect. This Constitution was to serve as the charter of the Commonwealth, and upon withdrawal of US sovereignty, of the Republic. The Constitution provides for a tripartite government, with the executive lodged in the President who had a six-year term, the legislative in a unicameral National Assembly, and the judiciary in a Supreme Court, CFIs and Justice of Peace Courts as before. In 1940, it was amended to provide for (a) a bicameral Congress with a Senate and a House of Representatives; (b) a term of four years for the President, but with re-election and (c) the establishment of an independent constitutional body known as the Commission on Elections. War ensued, and the Philippines was so devastated that the declaration of its independence, due 15 November 1945 had to be postponed. At any rate, on 23 April 1946, the election of the first officials of the Philippine Republic was held, and on 4 July 1946, the Republic was inaugurated and the Philippines became â€Å"politically† independent of the US. Theoretically, to an extent that sovereignty is never granted to a people but is earned by them as they assert their political will, then it is a misnomer to say that 4 July 1946 was the day US granted independence to the Philippines. More appropriately, it was the day when the US withdrew its sovereignty over the Philippines, thus giving the Filipino people an occasion to assert their own independence. But not â€Å"economically†. On 30 April 1946, one week after the election, the US Congress passed the Bell Trade Act which would grant Philippine prime exports entry to the US free of customs duties from 1946 to 1954, and a gradual increase in duties from 1954 to 1974 (Laurel-Langley agreement), provided that the Philippines would grant US citizens and corporations the same privileges, and in addition, the right to explore natural resources of the Philippines in parity with the Filipinos, and to operate public utilities. This must be accepted by Congress, embodied in an Executive Agreement, and reflected as an amendment in the Constitution. The Senate approval of this bill gave rise to the case of Vera v Avelino, 77 Phil 192 (1946). The Senate then had 11 Nacionalistas and 13 Liberals. Three Nacionalista Senators-elect (Vera, Diokno and Romero), known to be against the Bell Trade Act, were prevented by the rest of the Senate, in what is known as â€Å"exclusion proceedings,† on grounds that their elections were marred with fraud. The political motivation was clear but the SC was conned into lifting the injunction it issued for the withholding of the suspension, because of the unfulfilled promise that the Senate would not carry out the suspension. With the balance of power offset, the Bell Trade Act was passed. Subsequently, the SC had to dismiss the petition on the ground that the principle of separation of powers, it could not order a co-equal branch to reinstate a member. The Senate authorized President Roxas to enter into an Executive Agreement, which he did on 3 July 1946, the eve of the declaration of Philippine Independence. Then came the amendment of the Constitution in order to include the Parity Rights Agreement, which gave rise to the case of Mabanag v Lopez Vito, 78 Phil 1 (1947). Under the Amendatory Provisions of the 1935 Constitution, Congress, acting as constituent body, needed 3/4 vote to propose an amendment to the Constitution. But with the three Senators still suspended, only the 21 remaining were used as the basis for computing the 3/4 requirement. When this was raised in court, it begged off from ruling on the ground that it was a political question. It also used the Enrolled Bill Theory. So with the amendment proposed, it was subsequently ratified on 5 March 1947. The third time the Constitution was amended (1940, 1947) was in 1967. A Resolution of both houses provided for (a) the amendment of the Constitution by a Convention, (b) the increase of seats in the House of Representatives to make the Concon sufficiently representative, and (c) allowing members of the House as delegates without forfeiting their seats. The first was approved, the second and third were rejected. This became the subject matter of Gonzales v COMELEC. Election of delegates to the Concon took place on 10 November 1970. Then the ConCon met on 1 June 1971. Before it finished its work, it came up with a resolution calling for an amendment to the 1935 Constitution reducing the voting age from 21 to 18, so that a wider base could vote in the ratification of the Constitution then being drafted. A plebiscite was set by the COMELEC for 8 November 1971 but this was enjoined by the SC in the case of Tolentino v COMELEC, the court ruling that a piece-meal amendment was not allowed by the 1935 Constitution since it provided that the amendments were to be ratified at â€Å"an election† which meant only one election. The Court upheld its jurisdiction over the ConCon by arguing that since the Concon derived its power from the Constitution, it was thus limited by the Constitution. But it was subsequently overtaken by Martial Law. On 30 November 1972, the Convention submitted its â€Å"draft† to the President, who called on a plebiscite to ratify the Constitution. This was questioned in the case of Planas v COMELEC, 49 SCRA 105 (1973) on the ground that there can be no freedom of expression under Martial Law. But the case was rendered moot and academic when the President cancelled the plebiscite and instead held a citizens’ assembly on 10 to 15 January, 1973. On 17 January 1973, the President came up with a proclamation that the Constitution had come to full force and effect after its overwhelming ratification by the people in a viva voce vote. 1973 Constitution The validity of the ratification process was questioned in the case of Javellana v Executive Secretary, 50 SCRA 30 (1973) but the failure of the SC to come up with the necessary votes to declare the act as unconstitutional forced it into the conclusion that â€Å"there are no further obstacles to considering the constitution in force and effect.† The 1973 Constitution was amended four times. The first, in 1976, gave the President, legislative powers even if the Interim Batasang Pambansa was already operating. The second, in 1980 was not significant. It merely raised the retirement of justices of the SC from 65 to 70 as to keep Fernando for five more years. The third, in 1980 changed the form of government from Parliamentary to Presidential. The fourth, in 1984, responded to the succession problem by providing for a Vice-President. The start of the end of the Marcos years, of course, could be treated as early as 21 August 1983. But its immediate precursor was the Snap Election which the President was forced to call and set on 7 February 1986 to respond to the clamor for popular mandate. The validity of the â€Å"Snap Election Law† called by the Batasang Pambansa was raised in the case of Philippine Bar Association v COMELEC, 140 SCRA 455 (1985). The issue was raised because of the conditional letter of resignation sent by Mr. Marcos to the Batasan, making his resignation effective only upon (i) the holding of a Presidential election, (ii) the proclamation of a winner, (iii) the assumption into office by the winning candidate. It was contended that a conditional resignation was not allowed under the 1973 Constitution, for it did not create a vacancy, and without a vacancy, there was no reason to call for an election. But the SC failed to issue a preliminary injunction to enjoin the COMELEC from preparing for the election, thus making â€Å"the initially legal question into a political one.† In the meantime, the political parties have started campaigning and the people were so involved in the election that to stop it on legal grounds would frustrate their very will. And so, failing to come up with the majority to hold the Snap Election Law unconstitutional, the SC could not issue the injunction prayed for. The election went ahead. The rest is history. The results of the election were proclaimed by the Batasan, naming Marcos and Tolentino as the winners. But the February 2 to 25, 1986, EDSA revolution took place. On 25 February, Marcos was proclaimed in Malacanang by Makasiar, while Aquino was proclaimed in Club Filipino by Teehankee. Later that evening, Marcos fled to Hawaii. A. The February 1986 Revolution and the Proclamation of Provisional Constitution. Freedom Constitution What was the basis of the Aquino government? Did it assume power pursuant to the 1973 Constitution, or was it a revolutionary government? Proclamation No. 1, 25 February 1986 (Provisional government).– But Proclamation No. 3 which announced the Provisional Constitution, seemed to suggest that it was a revolutionary government, since in one of its whereases it announced that the â€Å"new government was installed, through a direct exercise of the power of the Filipino people assisted by units of the New Armed Forces,† referring to the EDSA revolution. The better view is the latter view. The Aquino government was not an offshoot of the 1973 Constitution for under that Constitution, a procedure was given for the election of the President — proclamation by the Batasan — and the candidate Batasan proclaimed was Marcos. Lawyers League v Aquino (GR Nos. 73748, 73972 & 73990, May 22, 1986).– This view was affirmed in Lawyers League v Aquino where the legitimacy of the Aquino government is questioned on the ground that it was not established pursuant to the 1973 Constitution. The SC ruled that petitioners had no personality to sue and their petition states no cause of action. â€Å"For the legitimacy of the Aquino government is not a justiciable matter. It belongs to the realm of politics where only the people of the Philippines are the judge. And the people have made the judgment; they have accepted the government of President Aquino which is in effective control of the entire country so that it is not merely a de facto government but in fact and law a de jure government. Moreover, the community of nations has recognized the legitimacy of the present government. All the eleven members of this Court as reorganized, have sworn to uphold the fundamental law of the Republic under her government.† The Aquino government was a result of a â€Å"direct state action.† It was not as if a small group revolted and succeeded in wresting power in the end. Rather, the entire state revolted and overthrew the government, so that right from the beginning, the installation was already lawful and the government was at all times de jure. In this regard, it must be noted that there is no such thing as a constitutional right of revolution. A revolution, from the point of view of a State, is always lawful since a State can never go wrong; it can change its government in whatever way the sovereign sees fit. But this right of revolution, inherent in sovereignty, cannot be recognized in a Constitution, for this would be self-destructive. The nature of a Constitution is to set-up a government and provide for an orderly way to change this government. A revolution contradicts this nature. Proclamation No. 3, March 25, 1986 (Provisional Constitution).– At any rate, the Provisional Constitution or Freedom Constitution was adopted on 25 March 1986 through Proclamation No. 3. It abrogated the legislative provisions of the 1973 Constitution, modified the provisions regarding the executive department, and totally reorganized the government. (Its use of the 1973 Constitution, however, is not be to construed that it was a continuation thereof.) Then it provided for the calling of a Constitutional Commission, composed of 30 to 50 members appointed by the President within 60 days. (In our history, all major constitutions — Malolos, 1935, 1971 — were drafted by elected delegates.) The President appointed 48 Commissioners, who worked on the Constitution from 1 June to 15 October 1986. The draft was submitted to the people in a referendum on 2 February 1987. On 11 February 1987, the President, through Proclamation No. 58, announced its overwhelming ratification by the people and that, therefore, it had come into force and effect. In Re: Saturnino Bermudez (145 SCRA 160)(1960).– In the case of In Re: Saturnino Bermudez , the SC held, quoting the previous case of Lawyers League v Aquino, that: [T]he legitimacy of the Aquino government is not a justiciable matter. It belongs to the realm of politics where only the people of the Philippines are the judge. And the people have made the judgment; they have accepted the government of President Aquino which is in effective control of the entire country so that it is not merely a de facto government but in fact and law a de jure government. Moreover, the community of nations has recognized the legitimacy of the present government. All the eleven members of this Court as reorganized, have sworn to uphold the fundamental law of the Republic under her government.

Luther and Calvin essays

Luther and Calvin essays A Comparison Between Luther and Calvins Beliefs The Reformation began by Martin Luther was sweeping religious mass movement that divided the Christian world and led to the birth of Protestantism. The Protestant movement, however, could not have been kindled to the extent of which it had been if it were not for the teachings of John Calvin. Martin Luther and John Calvin each shared their own Protestant beliefs and philosophies for which many people are thankful. The philosophical attitudes expressed by each of these men had similar attributes and also differing characteristics toward political authority and social order. Luther and Calvin had many similar traits in their philosophies. Calvinism, of course, being derived from Protestantism had many beliefs based on the guidelines that Luther had taught. The connection between the two philosophies was in the basic religious theories that were the foundation of Protestantism under Luther. These religious theories such as the superiority of faith over good works, the Bible as the basis for all Christian teachings, and the universal priesthood of all believers proclaimed much of Luther and Calvins attitudes toward social order. Because Luther and Calvins teachings were similar in the respects before stated, the societies based upon the teachings of these two men were also similar in those respects. Luthers basic religious theories were the similarities between Luther and Calvins attitudes toward social order. There are, however, many differences between Calvin and Luthers views on social order and especially on political authority. Luther believed that in spite God being the sole importance in a mans life one should always be obedient to authority. Luther also feared anarchy and believed that people should accept their place along the hierarchy in the social order. Calvinists, however, were allowed much more disobedience and they ev...

Equilibrium Constant and Reaction Quotient Example

Equilibrium Constant and Reaction Quotient Example In chemistry, the reaction quotient Q relates the amounts of products and reactants in a chemical reaction at a given point in time. If the reaction quotient is compared with the equilibrium constant, the direction of the reaction may be known. This example problem demonstrates how to use the reaction quotient to predict the direction of a chemical reaction towards equilibrium.Problem:Hydrogen and Iodine gas react together to form hydrogen iodide gas. The equation for this reaction isH2(g) I2(g) ↔ 2HI(g)The equilibrium constant for this reaction is 7.1 x 102 at 25 Â °C. If the current concentration of gases are[H2]0 0.81 M[I2]0 0.44 M[HI]0 0.58 Mwhat direction will the reaction shift to reach equilibrium?SolutionTo predict the direction of equilibrium of a reaction, the reaction quotient is used. The reaction quotient, Q, is calculated in the same way as the equilibrium constant, K. Q uses the current or initial concentrations instead of the equilibrium concentrations use d to calculate K. Once found, the reaction quotient is compared to the equilibrium constant. If Q K, there there are more reactants present that at equilibrium and reaction will shift to the right.If Q K, then there are more products present than equilibrium and the reaction will need to produce more reactants shifting the reaction to the left.If Q K, then the reaction is already at equilibrium and there will be no shift. Step 1 - Find QQ [HI]02/[H2]0Â ·[I2]0Q (0.58 M)2/(0.81 M)(0.44 M)Q 0.34/.35Q 0.94Step 2 - Compare Q to KK 7.1 x 102 or 710 Q 0.94 Q is less than K Answer:The reaction will shift to the right to produce more hydrogen iodide gas to reach equilibrium.

Luhrmann's William Shakespeare's Romeo and Juliet Being a Major Movie Review

Luhrmann's William Shakespeare's Romeo and Juliet Being a Major Departure from Shakespeare's Original Work - Movie Review Example Innovation is presented for a more marketable modern audience while retaining the old Shakespearean themes, such as love versus hate, youth versus age, and destiny versus determination. Despite its tremendous success, critiques ranged from admiration to disgust (â€Å"Romeo and Juliet: Of its Time and of Ours†). Nevertheless, Luhrmann has ultimately given the audience what is possibly the most dedicated of all film adaptations in upholding the persona of both Shakespeare and his play. As Shakespeare probably projected, all succeeding adaptations would be free-spirited and packed with the younger generation’s impulsivity; a challenge to power; and a rebellion. The boldness and extremism of Luhrmann's wild editing, spectacular art direction and humor rebel against authority and sensibility and likewise matched the bravado of the lead characters, Romeo and Juliet (â€Å"Romeo and Juliet: Of its Time and of Ours†). ... The director shot scenes at great angles and always-moving camera effects and used unusual shooting memos such as "macro slam zoom" and "distorted out-of-focus close-up," to provide a more or less frenzied energy. Rap, modern hip-hop, rock, electric guitar, Western sound themes and Latin chants throughout the movie give a characteristically teenaged attitude (â€Å"Romeo and Juliet: Of its Time and of Ours†). Shakespeare, according to Luhrmann, used every musical variety and poetry to satisfy the much diversified viewers in the Globe Theater. In the 1996 adaptation, Luhrmann echoes this in his film, informs the public against the foolishness of meaningless family disputes and cleverly revises it for the 20th century, however, preserving its crucial ethical fight as it relates easily to the young audiences (Gibbs). â€Å"Poetry is the most effective means of instruction, as poetry can â€Å"teach†¦not only by delivering forth his very being, his causes and effects, but a lso by making known his enemy, vice, which must be destroyed, and his cumbersome servant, passion, which much be mastered† (Duncan-Jones 220). Although much of the Shakespearean poetry is lost in Luhrmann’s film due to cuts, the plot remains unharmed. This dismayed several critics but quite a few intellectuals sided with Luhrmann, revealing that Shakespeare’s language and script are intended to be used as a starting ground for his stories, rather than just being a stationary writing (â€Å"Romeo and Juliet: Of its Time and of Ours†). Dissimilarities are aplenty between Shakespeare’s original and the outrageously lively Luhrmann version. Whereas in the play, sex is an acceptable expression of love, particularly for the young;