The relationship between occupation and health

The relationship between occupation and health Discuss the relationship between occupation and health, and recognise factors which facilitate occupational performance. In the context of this essay â€Å"occupation† is taken to encompass care of self, leisure and employment (American Occupational Therapy Association: Uniform Terminology, 1994) whereby the person interacts with the environment. These areas are not mutually exclusive. It is the â€Å"ordinary and familiar things that people do every day† (American Occupational Therapy Association Commission on Practice Home Health Task Force: Guidelines, 1995). Performance components include the necessary skills for the task and the temporal and environmental performance context. Occupational performance is important; people identify who they are by what they do. Relation between occupation and healthOccupation is important in maintaining health but certain occupations may actually cause ill health. Ill health may lower occupational performance. The relationship is further complicated by poor performance contributing to ill health which further lowers performance. An example would be someone performing poorly in paid employment and becoming depressed as an indirect result (perhaps because of redeployment) and performing even more poorly as a result of the depression. A goal of occupational therapy is to use appropriate occupation therapeutically to counteract the effects of disability and to promote well being. The effect of some disease processes on performance will now be explored. Certain pathological conditions will have a typical effect on performance for instance a cerebrovascular accident, a not uncommon cause of occupational dysfunction, will affect sensation and motor skills in a fairly predictable way. The degree of impairment is variable depending on the aetiology, severity and location of the cerebral injury. The effects may be profound. Laterality is important since one side of the brain has a major impact on language and the other motor skills. Which side of the brain is dominant for various functions depends on whether or not the individual is right handed. Occupational performance is affected by sensorimotor deficit and subsequent musculosketal affects for instance significant sensorimotor deficit commonly affects the shoulder joint with its innate dependence on good muscular tone of the rotator cuff from which the joint largely derives its stability. Disruption of cognitive function and emotional liability are factors commonly involved in severe cerebrovascular accidents to the further detriment of performance. Of the musculoskeletal group of disorders Rheumatoid arthritis is important since it is so common. In addition to affecting movement by joint deformity, sensorineural and neuromuscular effects the individual may suffer psychological effects such as depression further limiting performance (Deyo 1982). Temporal effects are important in this condition, typically the symptoms and performance being significantly worse in the morning and improving as the day progresses. Schizophrenia is an example of a psychiatric illness which can become chronic and disabling. The effects on occupational performance can get really complex here. Not only are there varying manifestations of the illness with exacerbations sometimes accompanied by ultimate deterioration over time but there is often effects of the medication, substance abuse and disordered living arrangements. Chronic pain may affect occupational performance by limitation of physical components of the activity in question. Some conditions appear resistant to clear diagnosis. For instance following accidents such as whiplash or back pain following lifting during paid employment there may be long drawn out background litigation and this coupled with difficulties returning to work may have significant effects on occupational performance. Because affected individuals may be young, in paid employment and with families to look after despite the fact that the physical disability may be relatively minor there may be major effects on the activities of daily living, leisure and employment. Factors facilitating performanceOccupational performance can be split into a number of components: sensorimotor, cognitive integration, cognitive, psychosocial and psychological. In addition the performance cannot be taken out of context. The individual’s personal characteristics will affect quality of performance. There must be a good fit between the individual’s knowledge, skills and attitudes, the task must be appropriate, contributing to well-being and the environment must be conducive with regard to physical, cultural and social aspects; (Hagedorn, 2001). Context is important (Dunn 1994) for instance it is easy to speak with friends but public speaking is another matter entirely performance nearly always suffering substantially and yet the basics of the task are the same. The following factors are associated with occupational dysfunction (Hogedorn, 2001) thus their avoidance may enhance performance: Deprivation of occupation Occupation alienation (the task seeming pointless) Occupational imbalance focussing on one aspect to the exclusion of others Difficulties with relationships and participation Lack of resources Negative self-image; expectation or fear of failure Poor ability to adapt to different roles The performance itself may be adequate in its component parts but be poor overall since it takes too long to complete. Ottenbacher describes in Crepeau, 2003 to optimise performance requires an appreciation of the dicstinctions between body systems, impairment, activity and participation defined by the WHO 2001. To facilitate performance various compensation mechanisms can be utilised. Training in compensatory movements can occur alongside provision of adaptative equipment and environmental adaptation. An enhancing factor is the purpose and meaning of the task for the participant. This is to the extent that intervention will be more effective in achieving the desired improvement or other goal if the individual is active in setting the goal at the onset. Goal directed action and pure exercise showed the advantage of the former for retaraining movement following stroke (Trombly, 1999). Full utilisation can be made of the inherent adaptatbility of human beharioural (both physical and psychological) mechanisms. The ability to learn and improve occupational performance is improved by practice, repitition and feedback at an appropriate rate. In providing occupational therapy care it is important to appreciate the state at which the individual is at; acute and not stabilised, inpatient, outpatient, extended (Crepeau, 2003). It is important to look at the overall task and its purpose before concentration on the components of the activity. Evidence base is accumulating and should guide the interventional approach chosen. ConclusionOccupational health promotes well-being from engaging individuals in relevant occupation. Improving the underlying capacities of sensorimotor skills, memory and mental outlook is only part of the whole process of facilitation of occupational performance. Bibliography BooksCrepeau E, Cohn E Schell B 2003 Willard Spackman’s Occupational therapy. 10th edition. Lippincott, weilliams Wilkins London Hagedorn R 2001 Foundations for Practice in Occupational Therapy. London. 3rd edition. Churchill Livingstone. Hansen RA Atchison 2000 Conditions in Occupational Therapy Effect on occupational performance 2nd edition Lippincott Williams Wilkins Baltimore Pedretti LW Early M B Occupational therapy Prcatice skills for Physical Dysfunction 5th Edition. Mosby. Missouri ArticlesAmerican Occupational Therapy Association: Uniform terminology, 1994 ed 3 Am J Occup Ther 48 1047-1054, 1994 American Occupational Therapy Association: Position Paper: occupation, Am J Occup Ther 49:1015-1018, 1995 Deyo RA et al 1982 Physical and psychosocial function in rheumatoid arthritis. Arch intern Med 142:879-82. Dunn W Brown C McGuigan A 1994 Ecology of human performance: A framework for considering the effect of context. Am J Occup Ther 48(7):95-607 Trombly CA Wu C (1999) Effect of rehabilitation tasks on organisation of movement after stroke. American Journal of Occupational Therapy 53 333-4. Other resources World health Organization (2001) International classification of functioning, disability and health (ICF) Geneva.

Ap World Syllabus

Advanced Placement World History Course Syllabus 2012-2013 Ms. Rebecca Layton Friendly High School Fort Washington, MD 20744 301-449-4900 Rebecca. [email  protected] org Course Description: The Advanced Placement World History (APWH) course is an intensive, year long, examination of global history from the period of 8000 B. C. E. to the present. The purpose of APWH is to develop a greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies.The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. This course also builds an understanding of cultural, institutional and technological precedents that, along with geography, set the human stage. The course is broken down into five major periods of study. They are: ? Foundations: 8000 B. C. E. to 600 C. E. ? 600 C. E. to 1450 ? 1450 to 1750 ? 1750 to 1914 ? 1914 to the present A PWH Course Themes: The APWH course is guided by six themes which will receive equal attention throughout the course: . The dynamics of change and continuity across the world history periods covered in this course, and the causes and processes involved in major changes of these dynamics. 2. Patterns and effects of interaction among societies and regions: trade, war, diplomacy and international organizations. 3. The effects of technology, economics and demography on people and the environment (population growth and decline, disease, labor systems, manufacturing, migrations agriculture and weaponry. ) 4. Systems of social structure and gender structure (comparing major features ithin and among societies, and assessing change and continuity). 5. Cultural, intellectual and religious developments, including interactions among and within societies. 6. Changes in functions and structures of states and attitudes towards states and political identities (political culture), including the emerg ence of nation-state (types of political organization). APWH Habits of Mind or Skills: The APWH course addresses habits of mind or skills in two categories: (1) those addressed by any rigorous history course, and (2) those addressed by a world history course.Four habits of mind are in the first category: ? Constructing and evaluating arguments: using evidence to make plausible arguments. ? Using documents and other primary data: developing the skills necessary to analyze point of view, context and bias and to understand and interpret information. ? Assessing issues of change and continuity over time, including the capacity to deal with changes as a process and with questions of causation. ? Understanding diversity of interpretations through analysis of context, point of view and frame of reference.Three habits of mind belong in the second category: ? Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through le vels of generalization from the global to the particular. ? Comparing within and among societies, including comparing societies’ reactions to global process. ? Being aware of human commonalities and differences while assessing claims of universal standards, and understanding culturally diverse ideas and values in historical context. Required Materials: ? Bentley, J. and Ziegler, H. 2003). Traditions and Encounters: A Global Perspective on the Past. (3rd Ed. ). Boston: McGraw-Hill. ? Andrea, A. and Overfield, J. (2005). The Human Record: Sources of Global History, Volume I: to 1700. (5th Ed. ). Boston: Houghton Mifflin Company. ? Andrea, A. and Overfield, J. (2005). The Human Record: Sources of Global History, Volume II: Since 1500. (5th Ed. ). Boston: Houghton Mifflin Company. ? Laden, J. and Whelan, P. (2009). Kaplan AP World History . Kaplan Publishing Grading Criteria: Quarter grades will be computed according to the following factors: ?Tests/Quizzes/Essays/Projects50% ? H omework25% ? Classwork/Participation25% Conduct: Students are expected to follow all rules in this class that correspond to those stated in the Prince George’s County Code of Student Conduct. Punctuality is a necessity and tardiness to class will result in loss of participation points. Work missed because of an unexcused absence may not be made up. Work missed because of an excused absence must be made up within the week the student returns to school. It is the responsibility of the student to arrange for make up work.All assignments must be handed in on time; late work will not be accepted. Methodology: This course is conducted using a variety of methods: lecture/discussion, simulations, cooperative learning activities, presentations and independent study/research. All students are responsible for reading the assignments before coming to class so that they may actively participate. A variety of film clips and videos are also used throughout the course. Unit I: Foundations 80 00 B. C. E. to 600 C. E. Week One Topics: Agricultural Revolution World Geography Geographic Determinism- Jared Diamond Discussion/DebateReadings: Course Introductions/Overview, Chapter 1 (Bentley) Major Assignments: Comparative Graphic Organizer: Early Civilization Assessments: Quiz: Chapter 1 Timed Writing: Comparative Essays on Early Civilizations Jared Diamond Take-Home Essay Weeks Two and Three Topics: Civilization Discussion/Debate Early Civilizations (Complex Societies) Economic Specialization/Trade Bantu/Aryan Migration Religion Readings: Chapter 2 (Bentley) Chapter 3 (Bentley) Chapter 4 (Bentley) Chapter 5 (Bentley) Chapter 6 (Bentley) Major Assignments: Annotated Timeline/Companion Essay Vocabulary Building Exercises (Ancient Civilizations)Assessments: Quiz: Chapters 2-5 Foundation Exam, Part 1: Chapters 1-6 Weeks Four and Five Topics: Classical Societies/Empires Economic Specialization/Development of Long Distance Trade Belief Systems (Religions of Salvation) Readings: Ch apter 7 (Bentley) Chapter 8 (Bentley) Chapter 9 (Bentley) Chapter 10 (Bentley) Chapter 11 (Bentley) Major Assignments: Annotated Map: Greek/Roman Mediterranean Comparative Graphic Organizer: Classical Societies/Empires Comparative Graphic Organizer: Belief Systems Assessments: Quiz Chapters 7-11 Timed Writing: Document Based Question: Buddhism Weeks Six and SevenTopics: Cross-Cultural Interactions/Migrations Long Distance Trade Spread/Diffusion of Religion Spread/Diffusion of Disease Collapse of the Classical Societies/Empires Readings : Chapter 12 (Bentley) 1. 1-1. 15 (Andrea/Overfield, Vol. I) 1. 46-1. 54 (Andrea/Overfield, Vol. I) 1. 18-142 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Annotated Timeline (AP Themes) Assessments: Foundations Exam, Part II: Chapters 7-12 Unit II: 600 C. E. to 1450 Week 8 Topics: Byzantium: A Survivor Society Islam: Rise and Expansion Economy and Society: Urbanization, Hemispheric Trade Readings: Chapter 13 (Bentley)Chapter 14 (Bentley ) Major Assignments: Map Activity: Dar al Islam Vocabulary Building Exercises: Byzantine and Islam Assessments: Quiz: Chapter 13-14 Week 9 Topics: Restoration of Imperial Rule in China Islamic and Hindu Kingdoms Economic Development and Trade Culture and Society Readings: Chapter 15 (Bentley) Chapter 16 (Bentley) Major Assignments: Continuity-Change Over Time Graphic Organizer: Chinese Dynasties Assessments: Quiz: Chapters 15-16 Timed Writing: DBQ-The Silk Roads Week 10 Topics: Political Stability Economy and Society The Papacy Regional States and Expansion The CrusadesReadings: Chapter 17 (Bentley) Chapter 20 (Bentley) Major Assignments: Comparative Graphic Organizer: European and Japanese Feudalism Mini-DBQ: The Crusades Assessments: Quiz: Chapter 17 and 20 Unit II Exam, Part I: Chapters 13-17 and 20 Week 11 Topics: Turkish Migrations and Expansion Mongol Expansion and Empire Building Readings: Chapter 18 (Bentley) Major Assignments: Annotated Timeline (AP Themes) Vocabulary Build ing Exercises: Asia/Middle East Map Building Exercise: Turkish/Mongol Assessments: Quiz: Chapter 18 Timed Writing: CCOT Essay: The Mongols Weeks 12 and 13 Topics: West African Kingdoms/EmpiresIslamic Kingdoms/Empires Long Distance Trade: Trans-Saharan Trade/ Indian Ocean Trade Culture and Society Mesoamerican Empires Readings: Chapter 19 (Bentley) Chapter 21 (Bentley) Major Assignments: Persuasive Essay: Why/ Why Not Build Long Distance Trade Routes? Presentation: Empire Building Assessments: Quiz: Chapter 19 and Chapter 21 Quiz: Vocabulary/Map Week 14 Topics: Cross-Cultural Interactions Long-Distance Trade Crisis and Recovery Exploration and Colonization Readings: Chapter 22 (Bentley) 1. 55-1. 113 (Andrea/Overfield, Vol. I) Major Assignments: ASPIRE Chart Annotated Timeline (AP Themes)Assessments: Quiz: Chapter 22 Unit II Exam, Part II: Chapters 18-22 (Excluding Chapter 20) Unit III: 1450 to 1750 Week 15 Topics: Exploration: Navigation and Motivation Colonization: Europeans to the Americas/South Asia Exchange: Transoceanic Trade Readings: Chapter 23 (Bentley) Major Assignments: Map Activity Vocabulary Building Exercises Annotated Timeline/Corresponding Essay (AP Themes) Assessments: Quiz: Chapter 23 Quiz: Vocabulary/Map Skills (Renaissance Europe) Week 16 Topics: Reformation/Counter Reformation Revival of Empire Capitalism-Expansion of Trade-Labor SystemsReadings: Chapter 24 (Bentley) Major Assignments: Vocabulary Building Exercises (Reformation) Essay: Transformation of Europe Assessments: Quiz: Chapter 24 Timed Writing: DBQ-Christian and Muslim Attitudes Towards Trade Week 17 Topics: The Spanish in the Americas Colonial Society European Expansion into the Pacific Readings: Chapter 25 (Bentley) Major Assignments: Annotated Timeline Colonization Map Assessments: Quiz: Chapter 25 Timed Writing: Comparative Essay on Labor Systems Week 18 Topics: Labor Systems in the New World-Triangular Trade African Diaspora (Demographic Impact) Abolition of SlaveryReadings: C hapter 26 (Bentley) Major Assignments: Essay: The Growth of Plantations Assessments: Quiz: Chapter 26 Timed Writing: DBQ on the Abolition of Slavery Week 19 Topics: Political Stability in China (Post Mongols) Economic and Social Changes â€Å"New† Cultural Influences/Traditions Unification of Japan Readings: Chapter 28 (Bentley) Major Assignments: Comparison Graphic Organizer: Japanese and Chinese Social/Political Changes Vocabulary Building Exercises: East Asia Map Activity: East Asia Assessments: Quiz: Chapter 27 Quiz: Vocabulary/Map: East Asia Week 20 Topics: Islamic Empires Islamic SocietyEmpires in Transition Readings: Chapter 28 (Bentley) 2. 3-2. 58 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Annotated Timeline Middle East Map Activity Assessments: Quiz: Chapter 28 Unit III Exam, Chapters 23-26 Unit IV: 1750 to 1914 Week 21 Topics: Enlightenment and Revolution (American/French) Impact of Revolution – Latin America – Abolitionism – Wo men’s Rights Nationalism and the Formation of National States (Italy/Germany) Readings: Chapter 29 (Bentley) Major Assignments: Vocabulary Building Exercises: Political Upheaval Comparative Graphic Organizer: American/French RevolutionsComparative Graphic Organizer: Italian/German Nation Building Assessments: Quiz: Chapter 29 Quiz: Vocabulary Week 22 Topics: Industrialization Changing Industrial Society-Urbanization and Migration Global Impact Readings: Chapter 30 (Bentley) Major Assignments: Annotated Timeline Assessments: Quiz: Chapter 30 Timed Writing: CCOT Essay on the Roles of Women in East Asia, Latina America, Sub-Saharan Africa and Western Europe, 1750-1914 Week 23 Topics: The Americas State Building Economic Development Society and Culture Readings: Chapter 31 (Bentley) Major Assignments: Annotated Timeline Map Activity: U. S. GrowthAssessments: Quiz: Chapter 31 Essay: Immigration and Change in the Americas Week 24 Topics: Declining Empires Ottoman’s -Russian- China Readings: Chapter 32 (Bentley) Major Assignments: Map Activity: Russia Annotated Timeline/Companion Essay: Growth and Change of Russia Assessments: Quiz: Chapter 32 Weeks 25-26 Topics: Imperialism: Building of Global Empires Motives for Empire The Scramble (Africa and Asia) New Imperial Powers Impact of Imperialism Readings: Chapter 33 (Bentley) Major Assignments: Map Activity: Imperialism Comparison Graphic Organizer: European Imperialism Assessments: Quiz: Chapter 33Week 27 Topics: Review/Reflect/Recover Readings: 2. 40-2. 80 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Vocabulary Building Exercises: Imperialism Assessments: Timed Writing: DBQ- Asian Indentured Labor in the 19th Century Unit IV Exam, Chapters 29-33 Unit V: 1914 to Present Week 28 Topics: World War I Global War Total War Impact of Versailles Readings: Chapter 34 (Bentley) Major Assignments: Map Activity: Europe WWI Annotated Timeline/Companion Essay: Causes, Impact and Fall Out of WWI Assessmen ts: Quiz: Chapter 34 Weeks 29 and 30 Topics: Global Depression and Political ChallengesRise of Totalitarian Movements (Fascism, Communism, National Socialism Nationalism and Political Identity –Asian Autonomy –Colonial Africa Latin America Readings: Chapter 35 (Bentley) Chapter 36 (Bentley) Major Assignments: Comparative Graphic Organizer: Totalitarian Movements Comparative Graphic Organizer: Asia/Africa/Latin America Vocabulary Building Exercises: Political Systems Assessments: Quiz: Chapters 35-36 Timed Writing: CCOT Essay on Attitudes Towards Political Structures Week 31 Topics: World War II Causes and Consequences Total War Holocaust Atomic Bomb Readings: Chapter 37 (Bentley)Major Assignments: Annotated Timeline/Companion Essay: Causes, Impact and Fall Out of WWII Map Activity: Europe WWII/Asia Holocaust Writing Perspective Assessments: Quiz: Chapter 37 Week 32 Topics: The Cold War Emergence of Super Powers Hot Spots: Korea/Cuba/Vietnam End of Cold War Readings: Ch apter 38 (Bentley) Major Assignments: Comparative Graphic Organizers: Hot Spots Annotated Timeline: Cold War Vocabulary Building Exercises: Post War Map Activity: South East Asia Assessments: Quiz: Chapter 38 Quiz: Vocabulary/Map Week 33 Topics: De-Colonization Asia-Africa-Latin America Readings: Chapter 39 (Bentley)Major Assignments: Map Activity: Africa Map Activity: Latin America Comparison Graphic Organizer: Independence Africa/Asia/Latin America Assessments: Quiz: Chapter 39 Timed Writing: DBQ-Nationalism Among Muslim Leaders Week 34 Topics: The Global Economy Cross-Cultural Exchanges and Communication Global Problems-Demography and Environment Readings: Chapter 40 (Bentley) 2. 100-2. 123, 2. 87-2. 98 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Presentation: Global Economy, Cultural Interactions, Global Threats, Rights of Women or Migration Assessments: Quiz: Chapter 40 Unit V Exam, Chapters 34-40

Getting the Best Essay Samples on Social Work Master Program

Getting the Best Essay Samples on Social Work Master Program The One Thing to Do for Essay Samples on Social Work Master Program Clients arrive in with immediate, presenting issues that will need to get managed. If you're not comfortable handling an assortment of situations, Social Work may not possibly be the profession for you. Social Work may be one of the most rewarding fields to begin a career in. It is one of the professions which have some unique aspects dissimilar to other jobs. Graduate programs are interested in learners who will add to the learning atmosphere. Students lead busy lives and frequently forget about a coming deadline. Up in Arms About Essay Samples on Social Work Master Program? All the folks who like to take part in social activities have an intrinsic skill of communication, and take part in social events with no benefit. In addition, they should keep in mind that being educated comes with a certain amount of societal responsibility. Social work isn't only a job, it's a passion that tests the character and intelligence of somebody, and requires immense dedication. What's more, you will realize that social work jobs are positions that can provide you a feeling of accomplishment and immense pride. Moreover, another language can be quite beneficial. Theories in social work are simply an effort to explain situations and societal relationships. Understanding my former responsibilities with respect to theory and learn to turn new theorie s into practice is a process I can't wait to start. Just take a crucial approach to theory. Social workers have to do more to convince medical insurance providers and employers of the value of supplying time off, and covering the expense of rehabilitation. Violence has many faces as soon as it comes to children. The main function of a professional social worker is to cope with various groups and sorts of individuals dwelling in a society, and understanding their problems. 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The Character of Claudio in William Shakespeares Much Ado...

The Character of Claudio in William Shakespeares Much Ado About Nothing Much Ado about Nothing is not unlike other Shakespearean comedies. These stories usually deal with the main idea of young people who are in love with each other. They encounter difficulties which they have to deal with so that they can both live together, happily ever after. In Much Ado about Nothing, Claudio and Hero are the young characters in the play, who along with other characters struggle through their difficulties to make their lives better. Claudio, the main figure in Much Ado about Nothing is more of a romantic hero in the play. He, like other heroes in Shakespearian comedies, has a fault in his character. This†¦show more content†¦Also the mention of young by Don John further emphasises Claudios youth. In short, he has been described by critics as an adolescent with an adolescents contradictory strong points and weak points for instance, naivety, innocence, inconsiderateness, inexperience, over-reaction, egotism, uncertainty, impulsiveness, idealism and even mo re. Claudios impulsiveness and idealism comes to light immediately on his arrival on stage, his first words were didst thou note the daughter of Signor Leonato? This sentence shows us that he falls for Hero at first sight. Indeed, love at first sight is very idealistic and naÃÆ' ¯ve view of falling in love as opposed to mature people who want to court and get to know each other better before they get married. Claudio then seeks Benedicks judgment on his idealistic view on Hero but then fails to see the value of Benedicks critical answers. He conveniently ignores Benedicks not-so-subtle warning about moving too fast into a relationship. This just goes to show that he was a some what ignorant. He also said in Act1 Scene1that he would scarcely trust himself to become Heros husband, though he had sworn the contrary, if Hero would be my wife. He is unsure of himself and his love for Hero, He is also seems the kind of boy who could swear his word and come back on it. As the play unfolds, Claudio declares his love for Hero to BenedickShow MoreRelated Much Ado About Nothing Essay: The Character of Don John1112 Words   |  5 PagesThe Character of Don John in Much Ado About Nothing  Ã‚     Ã‚   William Shakespeares Much Ado About Nothing is a comedy in which he uses one of his more peculiar villains. The antagonist in this play is Don John, the bastard brother of Don Pedro. In this paper I will discuss the role of Don John as well as his motives and the character himself. I will also delve into Shakespeares use of Don John as the antagonist. I will be comparing Don John to other characters in the play as well as to otherRead MorePlot Development in Shakespeares Plays Essay505 Words   |  3 PagesShakespeares plays can be very much alike, but can also be very different when it comes to the plot. In many of his plays he has many of the main characters die in a tragic death at the end. In some of his plays he has them live and there is a romantic ending. In Romeo and Juliet there is a ending that has both of these scenarios. As said by Snider from J.T. Jones and Company, The Tragic and the Comic fade into each other by almost insensible gradations, and the greate st beauty of a poeticalRead MoreAn Understanding Evil in Shakespeare ´s Much Ado About Nothing753 Words   |  4 PagesAn Understanding Evil Several of William Shakespeare’s plays focus on the presence of a characters public appearance in the eyes of spectatorship and observation, and the problems that result from misunderstandings. 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Shakespeare depicts different kinds of loving relationships- romantic love, familyRead More Borachio in William Shakespeares Much Ado about Nothing Essay999 Words   |  4 PagesMinor characters, by simple definition, are characters who do not play a major role in a work of literature. However, every character serves a purpose. Simply because a character does not have many lines or appear in many sc enes does not mean that he does not play a major part in the development of the plot. One such character is Borachio in William Shakespeares Much Ado about Nothing. While Borachio appears in only six scenes, he is very important to the entire play. As a minor character, BorachioRead MoreA Comparison Between the Plots of King Lear and Much Ado about Nothing910 Words   |  4 Pages It is no revolutionary statement to say that William Shakespeare wrote some of the greatest plays of all time. This is accepted by everyone from high schoolers to experts as fact. But everyone is always wondering, what makes them great? Well, at the heart of every great Shakespeare play is a well written plot. But how can one man churn out all these plays he’s written, and still have new content in each one? Aren’t they all the same story to some extent? As Lindsay Smith writes, â€Å"Many ShakespeareRead MoreEssay on Compare and Contrast: Claudio and Benedick1375 Words   |  6 PagesFairbairn Shakespeare: Then and Now Compare and Contrast: Claudio and Benedick Shakespeare’s comedy, Much Ado About Nothing, is a play that follows a small group of friends from a high-class society in Massina. Two of this group are friends are Claudio and Benedick. In the beginning of the play they are seemingly similar, in that they both are of an upper-class upbringing and do their best to maintain their social reputation. 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The way in which each character embraces the emotion shows a great deal about who they are, as well as the time in which they lived. Love, as defined by Shakespeares characters, differs greatly from my own definition. However, the changeable nature of the emotion itself is what allows Claudio, Hero, Bene*censored*, and Beatrice toRead MoreEssay on Inconstancy in Shakespeares Much Ado About Nothing 1099 Words   |  5 PagesInconstancy in Shakespeare’s Much Ado About Nothing The Oxford English Dictionary (OED) explains inconstancy as the recurrent and generally unexpected or impulsive change from one condition to another. It is the state or quality of being inconstant and unfaithful by virtue of being undependable or deceitful. Set in Messina, Sicily, Shakespeare’s Much Ado About Nothing is a very popular play generally viewed as one of his happiest comedies and is often performed in theatres. However, the playfulness