UNICEF, UNESCO and MDGs

UNICEF, UNESCO and MDGs UNICEF The United Nations Childrens Fund (UNICEF) is a world organization that works to secure all Right of the Child. It counts to solve most of problems related to children such as poverty, education, violence, disease, and discrimination. Moreover, it also works to spread the Right of Child in many countries to ensure that every child can have proper life as other people. It has authority to effect every government to act on any problems related to children. UNICEF believes that their action can give all children the best start in lives so that they all can have better future. Some countries in the world still have bad culture that not allow girl go to school. In this case, UNICEF plays very important roles that help promote girls education to ensure that they can at least complete primary school. To help them can attend schools, they will be able to be better citizens, and better parents to their societies and families. It also works to protect children from getting common childhood dis ease so that they can enjoy living their lives longer. Furthermore, UNICEF works to prevent children from getting spreading disease HIV/AIDS. In doing so, children and their families can live happily. Also, it keeps children living in protective environment that they will not suffer from violence, abuse, and exploitation. Last but not least, UNICEF also acts to ensure that there will be no discrimination against women and girls. There will be gender balance in every work society and school. To sum up, UNICEF acts to ensure that all young people can live in proper lives and can prevent from any kinds of exploitation. UNESCO United Nation Educational, scientific and Cultural Organization (UNESCO) works to create the environment for discussion between society, cultures and peoples, based upon value for generally to share. Throughout this discussion the world can accomplish worldwide visions of sustainable development surrounding execution of human right, mutual respect and the improvement of poverty. The main objective of UNESCO is to make international society agree all the goals of development goals that include the Millennium Development Goals (MDGs). Also, the major programs of UNESCO to deal with are education, natural science, social and human science, culture, communication and information. It does not only act in these programs but there are still many special programs that it acts on. Moreover, the main mission of UNESCO is work to contribute to the building of peace, the alleviation of poverty, sustainable development and cross-cultural dialogue through the main programs of UNESCO. The global pr iorities that this organization focuses on are Africa and gender equality. The Millennium Development Goals The Millennium Development Goals (MDGs) is the response of the United Nation to deal with eight global issues the most developing countries meet nowadays. The MDGs is created to achieve eight anti-poverty goals by 2015 as the target. All member states of the United Nation must adopt the Millennium Development Goals to reduce poverty. Cambodia has adapted the MDGs since 2003 in believing that it could bring more development in the country. There are only eight anti-poverty goals but Cambodia has nine goals that include: eradicate the extreme hunger and poverty, achieve universal primary education, promote gender equality and empower women, reduce child mortality, improve maternal health, combat HIV/AIDS malaria and other diseases, ensue environmental, and de-mining, UXO, and victims assistance. II. Cause and Effect of Child who do not attend school Cambodia fell into the civil wars in a few decades that cause Cambodias society full of problems. Because Cambodia is still a developing country, there are still many problems with children and education. Actually, in the world of today, knowledge and education are really crucial for people in general as a concept to live in a fast-changing world. Therefore, school is the best place to educate them. Cause of Child not going to school Family Most Childs who do not complete school do so because of family problems. Some parents are not interested in education and do not support their children in studying. In addition, they use their childrens effort and value time to earn money to fill the family necessity. In this generation, children should be in school, not at work. To speak frankly, it is not the parents fault at all; sometimes this situation is compelled to occur owning to the poverty in the developing country; hence, they cannot afford money for children to go to school punctually. Concerning the family problem, it affects on their children decide not attend school. The other reason is work pressure. Some families are poor and need their children to work in order to increase the income. Anyway, some Childs are in charge of household chore. Every day they have to complete their duties in advance before coming to school. It looks pitiful that they do not have enough time to concentrate on their study. Society Society is also included as a source of not going to school of Childs. In some schools, there are still some corruptions that illegally charge money for registering for their studies. Also, some teachers charge too much money for extra classes that is the reason why some Childs cannot pay. Moreover, there are still not enough schools in Cambodia, especially in rural areas. Moreover, if there is a school in that area, there are still many families that live far away from that school; consequently, Childs who live far away from school still cannot attend school. Effect of Child not going to schools Childs themselves Even though some Childs skip school to do something good else, it still has bad effects on their lives. Firstly, they will lack of knowledge and a critical thinking to challenge in life. They will not be qualified to apply for a good job in the job market. If possible, they just take on hard work that cannot earn their own living properly. This kind of work not only offers a low wage but a hard working one, so they still survive under the poverty line. Additionally, they easily suffer from exploitation and trafficking by different ways. The other negative effect is that they will imitate a foreign culture unconsciously. Cambodia culture will face the losing of its own identity. Why so? In general, school is a place where they teach Childs to know and maintain those valuable cultures since Khmer ancestors made up many centuries ago. If Childs do not complete their obligation to attend school and are not interested in these, they will accept the foreign culture quickly. It is very dangerous that people in one nation dont know about their culture. Society Not going to school also has negative effects on society. Obviously, children who do not attend school usually become street children that could make the society disorder and messy. With regards to the not attending school children, Child themselves will become a low-educated person. The ignorance brings the society some disasters in the following. The social economic will fall down because of lack of human resources to work. Some people are easily cheated by foreigners and foreign culture may come into the society with no choice. Most significantly, identity of the country will be kept in one place and the whole country easily fall into a colony of foreigners. Ignorance also brings a disease and poverty to the country. It can be concluded that the ignorance from not going to school is a darkness covering everything and is a hindrance and a big danger to proceed with development of the country. III. Action of UNICEF, UNESCO, and the MDGs in Cambodia UNICEF is not working alone with children in Cambodia, but there is cooperation with the Royal Government of Cambodia (RGC) to create a program called the Country Program of Cooperation (CPC). The CPC deals with a broad range of issues affecting children such as child survival, early childhood care and development, formal and non-formal education for all ages, HIV/AIDS, and special protection issues. Through the CPC, UNICEF significantly contributes to policies in all major social factors, formulation of national legislation, especially child protection, health and education. The main program that UNICEF works on education of children in the field is known as Seth Koma (Rights of Child). This program has been enthusiastically taken up in 700 villages in six rural provinces across Cambodia. UNICEFs child rights program works with rural communities to build pre-schools that provide children with a safe learning environment and provide literacy classes mostly for young women, including access to clean water and latrines. Also, it is helping children to enroll in primary schools at appropriate ages. The support consisted in training volunteer teachers, providing teaching materials and controlling by technical staff from the provincial and district level. Supported by UNICEF, the primary school in rural areas, where girls had achieved a pass rate of 91 percents in 2008 is a good result of UNICEFs work. Seth Koma is empowering communities to build better lives for their children. Since this program has implemented in Cambodia, it has assisted about 900 pre-schools in six provinces in rural areas that could help bringing early education to about 20,000 children. Similarly, UNESCO is not working directly in the field of education in Cambodia. Most programs of UNESCO are directly executed by different ministry and government agencies such as Ministry of Education, Youth, and Sports. In the field of education, UNESCO works as Deputy Chair of the Education Sector Working Group (ESWG) in donor coordination to maximize the donor to support all basic programs in Cambodia that provides technical assistance to the MoEYS to identify strategies and resources to help achieve the Education for All. Moreover, UNESCO has taken active role to support all areas of education with special objectives on Early Childhood Care and Education, Basic Education, Teacher quality and Status improving, Literacy and Non-formal Education. In addition, UNESCO has contributed to the on-going education reform by identifying and adapting actions to the local needs. This capacity has been processed to enhance the use of Information and Communication Technologies in second and h igher education to reform the Technical and Vocational Education and Training which can reduce the gap of youth and the labor market. With the support of UNESCO, there has been initial progress for improving access all levels of education. It helps to reduce the percentages of incomplete schools from 21 percents in school year 2007/2008 to 18 percents in school year 2008/2009 and helps to deploy 95 percents of newly trained teacher to under staffed schools and in remote areas. The total enrolments of pre-school grew from 72,224 children (35,929 girls) in school year 2003/2004 to 79,585 children (40,013 girls) in school year 2007/2008. According to UNESO Institute of Statistic, primary enrolment increased by 15 percents. MoEYS has been getting about 350,000 children into school every year that they are mostly girls in rural areas and children from poor families; consequently, primary school net has increased from 77.8 percents in 1997/1998 to 83.8 percents in 2000/2001 and to 93.3 pe rcents in 2007/2008 which shows that children are really encouraged to attend school both boys and girls. For secondary schools, the net enrolment has grown from 27 percents in 2000/2001 to 63.6 percent in 2007/2008. While the Cambodia Millennium Development Goals have to reach a target at 2015, the target of education is the most important one that it is a foundation for all other development goals. However, recent statistics illustrates that for every 100 boys out of school, there are still 117 girls in the same situation. Also, millions of children will continue to die needlessly, which keeps the rest of the process of development of other goals at risk. If Cambodia can meet the Education Goal, the other goals will booth process toward every other Millennium Goal. By educating children helps the level of poverty reduce and promote gender equality. It is linked to Goal 3, gender parity, as the primary education by definition requires gender parity. Furthermore, free primary school for all children is a high commitment of the governments under the 1989 Convention of the Rights of the Child. IV. Challenges To improve the education sector in Cambodia, UNICEF, UNESCO, and royal government of Cambodia have cooperated intensively. However, there are many challenges that the education sector cannot improve much. First, the challenge is because of the Cambodia governance. The education system in Cambodia is very poor that is absence of education quality and trained staff, corruption, and lack of moral of low-wages teachers. The low wage of teaching have forced teachers who lack of moral to create informal classes or extra classes that require students to pay more for those classes, and it is a burden for all poor students. Moreover, students who cannot afford to study in informal classes may face to fail their examinations in classes, repeat grades, or drop out of schools. Although the Ministry of Education, Youth, and Sports forbidden teachers to form informal classes for own fees, we can still see the practice of collecting fees from students. According to the Times Higher Education Supple ment said that, Cambodian students have long admitted that examinations go hand in hand with money. It still costs around US $2,000 or $3,000 for someone to get into a school of law. Hence, there is high corruption in education in Cambodia from the low level. Because of the growing corruption in education, there are many concerns about student who do not know anything can pass exams to enter universities. Although the figure point out that, students who enroll for universities increase, we still cannot guarantee that the education system in Cambodia has improved. This is the main point that the government should deal as soon as possible. Second, the government is worried whether Cambodia can achieve the CMDGs by 2015. According to the government of Cambodia said, Cambodia will not be able to achieve the CMDGs by 2015 unless its national efforts are strengthened all support. Then Cambodia would fall far behind other developing countries in Asia and Africa that can be widening social and economic disparities in the region. Hence, it is very important to work out to address Cambodias challenges. Another major concern of Cambodia government towards CMDGs is the existing of high percentage of over-aged children stuck up in the primary level, and the issue of reducing the gap between boys and girls in basic education since the performance in 2006 show big shortfalls of the target, especially in lower secondary education. Another challenge is that, since the country is poor; hence, the physical infrastructure is also poor that make it more difficult to build schools in remote areas and border areas. Furthermore, they only offer a macro level perspective which does not reflect the much lower enrolment rates that are reported in remote areas among disadvantages groups, including children with disabilities, the very poor and ethnic minorities, said the government. In short, there are many obstacles that Cambodia faces in dealing with the improvement of education system. V. Conclusion As the previous parts already mentioned about what are role of UNICEF, UNESCO, and the MDGs in Cambodia, we all know the benefits of these organizations and this policy to Cambodia. Since Cambodia is still a poor country, the government does have enough capacities to provide education to all people and to all levels of education. Talking about UNICEF, without it, perhaps most of young Cambodians who live in rural or remote areas still cannot have chance to attend school. As mentioned, the main program of UNICEF in Cambodia is Seth Koma that provide schools with safe environment in about 700 villages of six provinces. Because of building schools and the encouragement of this organization make more students enroll for education in both early age and teenagers. And the numbers of students enroll for education is increasing dramatically in the provinces that UNICEF has taken action in. Similarly, with the help from UNESCO, Cambodia enables to improve education system. This organization w orks as useful tool for Cambodia in finding budget to support the Ministry of Education, Youth, and Sports to provide education to all Cambodia. Moreover, it brings advance technology to education in second and higher education that can make more children clear about study and work. By doing this, it helps to reduce the gaps of youth and labor markets. The actions of this organization are very necessary to Cambodia that it can motivate more students to complete the education degree and can push up the numbers of students enroll for education in all levels. Surprisingly, the numbers of female students is also increasing significantly, not only male students. Talking the MDGs in Cambodia, with the help of UNESCO in finding fund to support the MDGs in Cambodia, the government of Cambodia will enable to meet the requirements by 2015 as they have planned. Even though there are many challenges that these organization faced, the action of them still provide a lot of benefit to education se ctor in Cambodia. Compare to without the actions of these organizations, the education sector will not be improved that fast. All in all, UNICEF, UNESCO, the MDGs provide many advantages to Cambodian society.

Suicidal mind :: Essays Papers

Suicidal mind I haven’t read any books on suicide before. So I thought this book was pretty interesting and it gave me a lot of good information on suicide. This book made me realize that there are many â€Å"commonalities† between suicidal people. The states that the common emotion in suicide is hopelessness-helplessness. Dr. Shneidman concludes that the best way to understanding suicide is not through the study of the brain structure, nor study of social statistics and mental disease, but through the study of human emotions. Dr. Shneidman believes that those persons who commit suicide do so to either put a side or to stop unbearable psychological pain, due to the constant frustration for important psychological needs. The psychological needs that Dr. Shneidam mentions, were first described by Henry A Murray in Explorations in Personality (1938). According to Dr. Shneidman, suicides are partially part to one of the five number of frustrated psychological needs: (1) prevented love, acceptance, and belonging: (2) fractured control, and predictability: (3) assaulted self-image and avoidance or shame: (4) ruptured key relationships and attendant grief: (5) excessive anger, rage and hostility. Suicide isn’t so much a factor of the psychological needs but frustration caused by basic needs for that person to function. In general a therapist’s or psychotherapist’s goal. Is to recognize a suicidal patients needs. So the therapist can help the patient see the other alternatives instead of suicide. Dr. Shneidman uses three cases from the files of a UCLA thanatologist. That showed, that killing ones self is not easy. The first case is about a lady called Ariel Wilson, who chose self-immolation, but survived with really bad burns on her body. Ariel’s central need was succorance, the need to be taken care of, loved and succored. In the second case is a lady called Beatrice, who wrote out her life story while she was Dr. Shneidman’s patient. Her method of suicide was knives and starvation. She was a very different case to Ariel Wilson. Beatrice had a great need for order, sanctuary, and a world that she could depend on, but what mostly showed of her intense need was how she was born with fear and anxiety.

Pathology Arises Out Fo The Ex Essay -- essays research papers

Concepts of pathology, as treated by the traditions of clinical psychology and psychiatry, define what is ‘normal’ and ‘abnormal’ in human behaviour. Various psychological paradigms exist today, each emphasising diverse ways of defining and treating psyopathology. Most commonly utilised is the medical model which is limited in many respects, criticised for reducing patients problems to a list of pathological symptoms that have a primarily biological base and which are to be treated behaviourally or pharmacologically (Schwartz & Wiggins 1999). Such reductionistic positivist ways of viewing the individual maintain the medical discourse of ‘borderline personality’, schizoid’, ‘paranoid’ or ‘clinically depressed’, often failing to address the wider socio- ltural environment of the individual. Pilgrim (1992) suggests that such diagnostic pidgeon-holing does not enhance humanity, nor aid those who are dealing with the distressed individual to find meaning. It also neglects to consider life beyond the physical, failing to address the more philosophical questions that abound from our very existence. Existential psychiatry and psychology arose in Europe in the 1940’s and 1950’s as a direct response to the dissatisfaction with prevailing efforts to gain scientific understanding in psychiatry (Binswanger 1963). Existentialism is the title of a set of philosophical ideas that emphasise the existence of the human being, the lack of meaning and purpose in life and the solitude of human existence. Existentialism stresses the jeopardy of life, the voidness of human reality and admits that the human being thrown into the world, a world in which pain, frustration, sickness, contempt, malaise and death dominates (Barnes 1962). How one positions oneself in that world becomes the focus for existential notions of pathology, a responsibility that is present for every human being, not one confined to the ‘mentally ill’. In this sense the human being is ‘response-able’ to the existential predicament that is life and the necessary struggles that arise through negotiating these conditions in every lived moment. In this essay I will give a brief outline of the history of existential thinkers, then discuss how t... ...  Lowrie). Princeton: Princton University Press Laing, R. D. (1960). The Divided Self. Harmondsworth: Penguin Lewis, C. S. (1943). The Abolition of Man. Oxford: Oxford University Press May, R. (1969). Love and Will. New York: Norton. May, R. & Yalom, I. (1984). Existential Psychotherapy. In Corsini, R. J. (ed.), Current  Ã‚  Ã‚  Ã‚  Ã‚  Psychotherapies. Itasca Illinois: Peacock Owen, I. R. (1994). Introducing an existential-phenomenological approach: basic   Ã‚  Ã‚  Ã‚  Ã‚  phenomenological theory and research- Part 1. Counselling Psychology   Ã‚  Ã‚  Ã‚  Ã‚  Quarterly, 7, (3) 261-273 Pilgrim, D. (1992). Psychotherapy and Political Evasions. In Dryden, W. & Feltham,C. (Eds.) Psychotherapy and It’s Discontents. Buckingham: Open University Press Satre, J. P. (1951). Being and Nothingness. (Trans. H. Barnes) Methuen: London Schwartz, M. A. & Wiggins, O. P. (1999). The Crisis of Present-Day Psychiatry:   Ã‚  Ã‚  Ã‚  Ã‚  Regaining the Personal. Psychiatric Times, 16, 9. Yalom, I. (1989). Love’s Executioner: And Other Tales of Psychotherapy. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Harper Collins

French Revolution :: essays research papers

Napoleon’s return to an autocratic government saved the French revolution, and all it stood for; and saving France from a near potentially anarchic situation. Napoleon although an autocratic dictator, was nothing like his predecessors (nor was he like king Louis XVI). Napoleon was in touch with all French men and worked for the good of all French people, and introduced new reforms and change. Napoleon’s autocratic government made many important decisions that were duly welcomed by many French people. Napoleon changed the way of life for many French people, which placed increased confidence in French government and leadership; by instituting the destruction of the corrupt directory(or also known as the Coup d’etat). France’s political changes and restructure, paved the way for radical social changes in many areas of French society (e.g. personal rights & freedom, education, roads, public works and laws etc). Increased territory to the France (on napoleons command) meant further glory to France, and inturn meant increased wealth for the French government. The most important of all Napoleons achievements was the formation of the Bank of France; this generated positive interest in the French economy and encouraged investment in France.   Ã‚  Ã‚  Ã‚  Ã‚   The coup d'etat was an act by Napoleon and Emmanuel Sieyes to overthrow the Directory. The Directory was a new form of government that was established in 1795. It consisted of five members that were elected by both houses of the legislature. This form of government was proved even less effective than the Legislative Assembly and the national convention. Within the Directory there was incompetence and corruption that was putting France in a major debt. It didn't do much to solve the financial problems and military problems in France.   Ã‚  Ã‚  Ã‚  Ã‚  Attacks on the republic and other conservatives increased. Rising prices and disrupted production drove some groups in France to armed protests. And foreign hostility to France continued. Then when Napoleon, Sieyes, and their followers got their chance they executed the coup d'etat. Armed soldiers forced legislators from their chambers, and abolished the directory. France proclaimed a new form of government that Napoleon called the Consulate. Three consuls headed it, and Napoleon was the first consul. Being first consuls mean that Napoleon assumed practically most power. Napoleons power allowed him to do the things that needed to be done, and even allowed him to become consul for life, later to become emperor of France. Napoleon them reorganized almost everything in France, and made way for a better French society.

Managing diverse workforce Essay

Workforce diversity includes the obvious differences we see when we look around: race, gender, national origin, sexual orientation, age, religion and ethnicity. But it’s also the less obvious traits, the subtle differences that often register with us unconsciously, such as socioeconomic status, marital status, educational background, language, accent and appearance. We all have something that makes us unique, some special talent or ability that we bring to the table that differentiates us from our colleagues. That’s diversity at its best. Sourcing and managing people from a diverse background have become a critical part of an employment and management strategy. Workers who vary in age, gender, ability, sexual orientation, socioeconomic background or culture, ethnicity and language, make a positive contribution to an organization’s workforce — they’re an asset to organization culture and the bottom line as companies and managers are realizing every day that passes. There is a common belief that a diverse workforce brings innovative and creative solutions to an organization from ‘outside the box’. An effective corporate diversity program is a powerful way to gain a competitive advantage and stand apart from competition. It can’t be overstated that diverse workforce brings real bottom-line value to any organization. Diverse workforce allows organizations to break barriers, attract new customers and build customer-base and help form strategic alliances with partners across the globe by having better knowledge of the target markets and establishing better communication capabilities and having ability to communicate in a variety of languages including understanding of cultural differences. Just over half of the employers polled in Canada said they anticipate a shortage of quali? ed workers in the next ? ve years and approximately 67% believe they currently have a more diverse workforce than 5 years ago. These forward-thinking companies are not only placing an emphasis on making a positive contribution to their workforce – but on their bottom line. Source:Randstad Despite Workforce diversity is becoming common phenomenon across Canada, managers of today are increasingly facing the challenges of handling a diverse workforce and being sensitive to this diversity (Tjosvold, 1985). The rationale behind this research is to understand challenges organizations are facing as a result of managing diverse workforce. Additionally the research would try to look into various ways managers can overcome these challenges and make managing diverse workforce a real success. The concept of managing diversity originated in America following the growing need to manage cross-cultural and individual differences in an increasingly diverse demographic workforce (Cox & Blake, 1991). In Canada, immigration and large numbers of women entering the workforce promoted diversity management efforts since the 1990s, although the workplace composition differs from that in the USA (Miller & A. Rowney, 1999). Experts (Fernandez, 1993; Rice, 1994; Carnevale and Stone, 1994) indicate that business owners and managers who hope to create and manage an effective, harmonious multicultural workforce should remember the importance of the following: Setting a good example: This basic tool can be particularly valuable for small business owners who hope to establish a healthy environment for people of different cultural backgrounds. This is because they are generally able to wield significant control over the business basic outlook and atmosphere. The leaders must exhibit strong commitment to addressing issues like myths, stereotypes, and real cultural differences, as well as organizational barriers that interfere with the full contribution of all employees. Communicate in Writing: Organization policies that explicitly forbid prejudice and discriminatory behavior should be included in employee manual, mission statement and other written communications. Diversity should be a super-ordinate goal instead of a goal assigned to individual group. Training Programs: Awareness and skill building training programs provides information on cultural norms of different groups and how they may affect work behavior. New employee orientation programs are ideal for introducing workers to organization’s expectation regarding treatment of fellow workers irrespective of their cultural or ethnic background. Recognize individual differences: There are number of dimensions around human relationships. These include but not limited to: acceptance of power equality, desire for orderliness and structure; the need to belong to a wider group etc. Difference should not be assumed to be cultural. Other sources are personality, aptitude or competence ( Goffee, 1997). Actively seek input from Minority workers: Seeking opinions of minority groups and their involvement on important matters is beneficial not only because of the contributions they can make but also as it sends a message that they are valued by the organization. Revamp reward system: An organizations performance appraisal and reward system should encourage and reinforce effective diversity management. Flexible Work environment: Cox (1994) indicated that flexible work environment could be highly beneficial for and to people of non-traditional cultural background because their approaches to problems are more likely to be different from past norms. Continuous Monitoring: Experts recommend that business owners and managers establish and maintain systems and routines that can continually monitor the organization’s policies and practices to ensure that it continues to be a good environment for all employees. Periodic surveys should be conducted by management to understand employee’s needs (Jorgensen, 1993). Impact of Diversity on Organizational Culture: Hill and Jones defined organizational culture as those set of norms, values, and attitude that defined the way the employees of an organization behaved and interacted with each other and with others outside their organization (Hill and Jones, 2001). Organizational culture has been seen as instrumental in impacting individual employees in an organization. A positive organizational culture promotes diversity by taking advantage of diverse talent pool as well as intellectual capital whereas a negative organizational culture will stifle and discriminate against diversity and thus affect the work environment and consequently the employee productivity (Chatman and Spataro, 2005). Thomas identified that organizational culture is responsible for the systematic and planned way in which a diverse workforce is managed in an organization and their skill sets are put to use for the benefit of the business (Thomas, 1992). With dramatic adoption of diversity as a value-add across number of organizations, it’s become important to make sure organizational culture promotes workplace diversity. It means extensively analyzing a organization’s current culture and changing those parts that limit cultural diversity. Also, it means recruiting new employees for the skills they can bring to the organization rather than their cultural homogeneity. Lastly, it means working with a management team to help them understand that cultural diversity is a business issue, and their own careers will benefit from enabling their employees to reach their full potential (â€Å"Managing Diversity†, 1999). Diversity management contains three (3) components: 1. Equal Employment Opportunity/Affirmative Action programs direct attention to laws that guide recruitment and promotion. 2. Valuing differences centers on interpersonal qualities that shape management’s relationships with their employees. 3. Managing diversity focuses on the diverse quality of employees’ work-life needs such as childcare, family leave, and flexible holiday schedules. It requires setting policies and procedures that empowers managers to meet employees’ needs (Galagan, 1999; Jenner, 1994; Wilkinson, 1999). â€Å"Managing diversity is managing human resource needs,† says Ben Harrison. ( Jenner, 1994). Human resource personnel alone can’t do the work of managing diversity. All levels of managers should implement programs designed to heighten awareness of cultural differences, foster appreciation for these differences, and identify the commonalties among the various ethnic groups. Managing diversity is an effort that will involve all members of the organization In order to reap the fruits of diversity. The process should start by including managing diversity into the overall strategy, this will promote cultural synergy and effectively integrating the better elements associated with multiple cultures. This tactic will help in aiding of identifying and implementing of new practices in companies with diverse units. Steps to be taken to begin managing diversity are: 1. Assess your organization’s needs by conducting an organizational audit to determine which diversity problems exist. The audit should consist of surveys, interviews, focus groups, or a combination of these. 2. One should learn all s(he) can by exposing him/herself to different types of people, for this can reduce Stereotyping. 3. Strengthen top management’s  commitment level. White males control the resources and feel most of the fear; therefore, they should be informed of the importance of their involvement, for this can reduce if not eliminate their fear. 4. Develop new selection criteria that include personality characteristics. Promote cultural synergy by effectively integrating the better elements associated with multiple cultures. 5. Invest in communication training to reduce prejudice and develop 6. Choose solutions that balance strategy to achieve the organization’s goals. 7. Build diversity into your leadership team: You must plan for the development and promotion of your employees. 8. Look for ways to adjust your organization to your workers. This means the organization’s culture should be employee oriented. Instituting flexible management systems to accommodate diverse workers can do this. This includes job sharing, flextime, and separate reward and benefit systems. (â€Å"Managing Diversity†, 1999,Galagan, 1999;Nelton, 2000) Conclusion At the end of the day appreciating diversity in people means recognizing, accepting, and supporting their differences. In addition, properly managing diversity means creating an environment that takes advantage of the different characteristics of everyone, which is in the best interest of the organization and the employee. The concept of managing diversity was developed as a result of the changing demographics of workforces, imperfections of Affirmative Action programs, and discrimination laws. Managing diversity involves consumption of all program and resources to building systems and a culture that unite different people in a common pursuit without undermining their diversity. It differs from solely using from Affirmative Action programs or other of its kind, because it creates an environment where all individuals can contribute to their maximum potential. Attaining support from top management is the most important implementing step in the process, which is necessary to ensure success. Additionally, it reduces the fears of the dominant group. Through the use of all valuing diversity, managing diversity and affirmative action companies create a qualified, diverse work force that appropriately reflects the demographics of its communities.

Shadow of a Doubt

Plot consists of â€Å"everything visibly and audibly present† shown on the screen which Is also known as mils-en-scene (Borrowed & Thompson, 2010, p. 80). This includes Endicott materials, such as a series of shots that are presented outside the narration (e. G a flashback) and also music, that does not affect the characters in the film as they cannot hear or see them. What is the benefit of making a distinction between story and plot? The distinction between story and plot occurs because the plot consists only of explicitly presented events.Off-screen activity Is not a part of the film's plot – this content belongs to the story alone. From this we can see hat explicitly presented events are common to both the story and the plot. However, plot can present Endicott material such as images and sound, can further assist the viewer in developing an understanding of the plot and therefore the story. For example, in Shadow of a Doubt the repeated images of a dance scene set to the Merry Widows Waltz, is neither heard nor seen by the characters in the film.It is intellect. This distinction gives us the tools to analysis what the narrative is doing with time, specifically order (chronology, flashbacks, flash forwards), duration (length f time) and the frequency (how often event Is revisited In the plot). What Is the relationship between the story and the plot in this film? What does the difference between them tell us? How are order, duration and frequency used in the narrative to manipulate time? In Shadow off Doubt the events are organized in chronological order.The story begins in Philadelphia and then travels to Santa Rosa where it remains for the duration of the film. The opening scene puts the viewer In the middle of the action but deliberately keeps them In the dark about the Vat' and Why of the scene. Information presented in the plot is deliberate to give the audience enough information to guess the beginning of the story. Only the Endicott mate rial, the images of the dancers are presented to us out of sequence. These images may be a flashback to uncle Charlie's life or they may be purely Endicott.The viewer is never told If there is any physical connection with these and Uncle Charlie, however the viewer can conclude that from the evidence presented that this Is where the most recent murder took place. The duration of the film Is separated Into three segments; the story duration, the plot duration and the screen duration. The duration for the story and the plot in Shadow of a Doubt are quite different. The story takes place over several months or possibly several years. There are a range of inferred events which the viewer never witnesses.The murders of the wealthy widows occur earlier in the story, before we first meet uncle Charlie; however they incrimination of Uncle Charlie by his niece. Out of this week, only portions are shown to make up the total screen duration which lasts 108 minutes. 2. Opening and Closing Scene s What expectations are set up in the opening scene of this film? How is character established? Shadow of a doubt opens with the credits rolling over a ballroom scene which will play an important role throughout the film.The audience is brought into the story Just as a series of events is initiated, to create interest. The audience expectations are set from the opening scenes. Whilst relaxing, Uncle Charlie is informed that two men are looking for him. Proving to be quick witted he gives them the slip, before arranging to leave town. At this point the audience expects that Uncle Charlie might have been wrongly accused of a crime and is being chased by police. Uncle Charlie, as a character, creates a rather smooth enigma to which the audience is drawn, making them hesitant to incriminate him.So far his main goal appears to be escaping the two men. The reaction from young Charlie and her family to her uncle coming to visit is very positive, setting the expectation that this visit is g oing to be a wonderful break from the humdrum everyday life. How are characters established in the opening scene? This opening scene establishes Uncle Charlie as an inscrutable character. He first appears lying in a rather Drachma like position on his bed in what can be described as lower-class surroundings. The appearance and bearing rather out of place with his working-class setting.The miss-en-scene adds to his mysterious enigma, particularly the lighting, with the shadows from the windows resembling prison bars. The discarded notes scattered on the floor and nightstand carries certain contempt for money whilst his violent reaction to the news that he is being followed, raises the question that he may belong to the criminal underworld. Young Charlie is introduced lying on her bed in the same manner; however her settings could not be more different. The camera shots of her house and suburb, place her in an upper middle class setting.The lighting is brighter and the quaint girlishn ess of the room's dcord implies a young innocent girl, lost in the world of wishful thinking. Her posture is more open and thoughtful, with her mind being rather taken with the idea of idealistic world that Uncle Charlie would help create. Her thoughts seem to mirror Uncle Charlie's when she shows contempt for money. Looking at the closing scene, how have the elements established in the opening scene been transformed into a new or different situation?The development of the characters from the opening scene is cleverly played with Uncle Charlie's figure developing from mysterious business man into a full blown murdering sociopath. This darker side of him is triggered through the actions of Young Charlie who, through a series of events, finds out the truth about her beloved uncle. Throughout the movie we see less and less from Uncle Charlie's point of view, narrowing his knowledge of occurring events. His dangerous side edges closer to the surface as he loses control over his persona. As Young Charlie dissolves the enigma around her uncle she realizes that her idealistic roll does not exist, as everyone has a dark side including her. This said it is easy to see that young Charlie and Uncle Charlie are portrayed as total opposites. The closing scene is an expansion on this with Uncle Charlie and Young Charlie ironically transformation is exceptionally clear in young Charlie from a naive, idealistic girl to a more sensible intelligent woman. 3. Range and Depth of Information How does narration function in terms of range and depth of information in your film?The narration of this film is arranged so that the plot implies the events that occurred t the beginning of the story. The range of knowledge given is mainly restricted to young Charlie and what she sees, hears and feels. This is done to engage the audience and to ensure they care about her, so a bigger impact is created when something happens to her. Some times the audience knows something before young Charlie, for example when Uncle Charlie gives her an engraved ring, the dance scene follows, leading the viewer to infer that it belonged to one of the dancing ladies, possibly murdered by Uncle Charlie.The film also goes into the depths of the characters psychological states. We learn that young Charlie does not want the truth about her uncle to come out because of the effect it might have on her mother. Also Uncle Charlie's mental state is linked back to a childhood accident, and leaves that audience wondering if it was the reason that he is a sociopath. In general do you consider the plot to be withholding information for the sake of curiosity or surprise, or supplying information in such a way as to increase suspense (or, perhaps, both)?In Shadow of a Doubt the plot both withholds information for the sake of curiosity and supplies certain information to increase suspense. For example, when Uncle Charlie rips out a newspaper article we do not see what it is that he is trying to hide. It is not until Charlie goes to the library that it is revealed to be about the Merry Widow Murderer's latest victim. This drawn-out event maintains the curiosity of the viewer by withholding information. The plot also supplies information to create suspense. The audience sees Uncle Charlie turning on the motor and taking the key of the car.Then when he sends Young Charlie to the garage and locks her in, we see her struggle to turn of the motor before succumbing to the fumes, whilst in the souse Uncle Charlie is delaying the departure of the family. To increase suspense, we do not see what is happening to young Charlie until she is rescued. Where does the film sit in terms of the continuum between unrestricted and restricted narration? The style of the film leans more towards restricted narration. Before Uncle Charlie arrives in Santa Rosa we get a few shots into his previous activity but the scenes concentrate particularly on the family and in particular young Charlie.At this point th e audience knows a bit more about her uncle than she does. For example, we suspect that he possibly being chased by the police but we do not know what they are investigating. Later Uncle Charlie hides a newspaper story but we do not see what it was about until young Charlie, curious about his odd behavior, finds it. Thereafter, the narration is restricted to young Charlie, limiting the audience to what she finds out. An exception to this is the garage scene where we see Uncle Charlie starting the car and taking the key, making the audience aware of the trap to create suspense.Where does the depth of story information sit in terms of the continuum teen objectivity and subjectivity? Shadow of a Doubt uses subjectivity with great affect concerning the depth of story information supplied. One particular scene is where the camera slowly zooms in on Uncle Charlie's face during his rant about greedy widows. The camera is positioned from young Charlie's point of view so we point Young Charl ie interjects off screen, at which Uncle Charlie turns and speaks straight into the camera. Hitchcock purpose here was to engage the audience's minds and emotions to further draw them to the story.Uncle Charlie is treated with objectivity to create a more intense enigma. We do not find out why he feels hatred towards rich widows, nor do we experience anything from his point of view. This objectivity is to encourage the viewers to side with young Charlie. 4. Causality How does causality (cause and effect) operate in two or three other scenes (besides the Opening and Closing scenes discussed earlier) in your film? The transformation of Charlie as she realizes her uncle is a sociopath, is initiated from the moment the detective tells her that Uncle Charlie may be a murderer. One of young Charlie's raids is noticing things no one else does.She notes Uncle Charlie's hiding of the news story and also the engagement inside the ring. Seemingly insignificant at the time, the ring links throu gh a series of scenes to determine the finale out come of the movie. Young Charlie's transformation from naive child in to knowledgeable women directly affects the motive of the narrative. This change begins and ends with the detective, Jack, who first plants the seeds of suspicion in her mind. Thinking through earlier events young Charlie concludes that all is not right with her uncle, therefore tenting a chain of events in motion.She finds the newspaper article and links it to the engagement on her ring convincing her that Uncle Charlie is the murderer. This leads to her outburst at her uncle, who, realizing he has been discovered, takes back the ring. He then threatens and attempts to kill his niece to hide his secret. After his second failed attempt at killing young Charlie, she retrieves the ring. In a clever shot by Hitchcock, young Charlie enters down a staircase as her uncle is making a toast. He stops, taken aback and the camera tracks in on the ring on young Charlie's fing er. Shadow of a Doubt Plot consists of â€Å"everything visibly and audibly present† shown on the screen which Is also known as mils-en-scene (Borrowed & Thompson, 2010, p. 80). This includes Endicott materials, such as a series of shots that are presented outside the narration (e. G a flashback) and also music, that does not affect the characters in the film as they cannot hear or see them. What is the benefit of making a distinction between story and plot? The distinction between story and plot occurs because the plot consists only of explicitly presented events.Off-screen activity Is not a part of the film's plot – this content belongs to the story alone. From this we can see hat explicitly presented events are common to both the story and the plot. However, plot can present Endicott material such as images and sound, can further assist the viewer in developing an understanding of the plot and therefore the story. For example, in Shadow of a Doubt the repeated images of a dance scene set to the Merry Widows Waltz, is neither heard nor seen by the characters in the film.It is intellect. This distinction gives us the tools to analysis what the narrative is doing with time, specifically order (chronology, flashbacks, flash forwards), duration (length f time) and the frequency (how often event Is revisited In the plot). What Is the relationship between the story and the plot in this film? What does the difference between them tell us? How are order, duration and frequency used in the narrative to manipulate time? In Shadow off Doubt the events are organized in chronological order.The story begins in Philadelphia and then travels to Santa Rosa where it remains for the duration of the film. The opening scene puts the viewer In the middle of the action but deliberately keeps them In the dark about the Vat' and Why of the scene. Information presented in the plot is deliberate to give the audience enough information to guess the beginning of the story. Only the Endicott mate rial, the images of the dancers are presented to us out of sequence. These images may be a flashback to uncle Charlie's life or they may be purely Endicott.The viewer is never told If there is any physical connection with these and Uncle Charlie, however the viewer can conclude that from the evidence presented that this Is where the most recent murder took place. The duration of the film Is separated Into three segments; the story duration, the plot duration and the screen duration. The duration for the story and the plot in Shadow of a Doubt are quite different. The story takes place over several months or possibly several years. There are a range of inferred events which the viewer never witnesses.The murders of the wealthy widows occur earlier in the story, before we first meet uncle Charlie; however they incrimination of Uncle Charlie by his niece. Out of this week, only portions are shown to make up the total screen duration which lasts 108 minutes. 2. Opening and Closing Scene s What expectations are set up in the opening scene of this film? How is character established? Shadow of a doubt opens with the credits rolling over a ballroom scene which will play an important role throughout the film.The audience is brought into the story Just as a series of events is initiated, to create interest. The audience expectations are set from the opening scenes. Whilst relaxing, Uncle Charlie is informed that two men are looking for him. Proving to be quick witted he gives them the slip, before arranging to leave town. At this point the audience expects that Uncle Charlie might have been wrongly accused of a crime and is being chased by police. Uncle Charlie, as a character, creates a rather smooth enigma to which the audience is drawn, making them hesitant to incriminate him.So far his main goal appears to be escaping the two men. The reaction from young Charlie and her family to her uncle coming to visit is very positive, setting the expectation that this visit is g oing to be a wonderful break from the humdrum everyday life. How are characters established in the opening scene? This opening scene establishes Uncle Charlie as an inscrutable character. He first appears lying in a rather Drachma like position on his bed in what can be described as lower-class surroundings. The appearance and bearing rather out of place with his working-class setting.The miss-en-scene adds to his mysterious enigma, particularly the lighting, with the shadows from the windows resembling prison bars. The discarded notes scattered on the floor and nightstand carries certain contempt for money whilst his violent reaction to the news that he is being followed, raises the question that he may belong to the criminal underworld. Young Charlie is introduced lying on her bed in the same manner; however her settings could not be more different. The camera shots of her house and suburb, place her in an upper middle class setting.The lighting is brighter and the quaint girlishn ess of the room's dcord implies a young innocent girl, lost in the world of wishful thinking. Her posture is more open and thoughtful, with her mind being rather taken with the idea of idealistic world that Uncle Charlie would help create. Her thoughts seem to mirror Uncle Charlie's when she shows contempt for money. Looking at the closing scene, how have the elements established in the opening scene been transformed into a new or different situation?The development of the characters from the opening scene is cleverly played with Uncle Charlie's figure developing from mysterious business man into a full blown murdering sociopath. This darker side of him is triggered through the actions of Young Charlie who, through a series of events, finds out the truth about her beloved uncle. Throughout the movie we see less and less from Uncle Charlie's point of view, narrowing his knowledge of occurring events. His dangerous side edges closer to the surface as he loses control over his persona. As Young Charlie dissolves the enigma around her uncle she realizes that her idealistic roll does not exist, as everyone has a dark side including her. This said it is easy to see that young Charlie and Uncle Charlie are portrayed as total opposites. The closing scene is an expansion on this with Uncle Charlie and Young Charlie ironically transformation is exceptionally clear in young Charlie from a naive, idealistic girl to a more sensible intelligent woman. 3. Range and Depth of Information How does narration function in terms of range and depth of information in your film?The narration of this film is arranged so that the plot implies the events that occurred t the beginning of the story. The range of knowledge given is mainly restricted to young Charlie and what she sees, hears and feels. This is done to engage the audience and to ensure they care about her, so a bigger impact is created when something happens to her. Some times the audience knows something before young Charlie, for example when Uncle Charlie gives her an engraved ring, the dance scene follows, leading the viewer to infer that it belonged to one of the dancing ladies, possibly murdered by Uncle Charlie.The film also goes into the depths of the characters psychological states. We learn that young Charlie does not want the truth about her uncle to come out because of the effect it might have on her mother. Also Uncle Charlie's mental state is linked back to a childhood accident, and leaves that audience wondering if it was the reason that he is a sociopath. In general do you consider the plot to be withholding information for the sake of curiosity or surprise, or supplying information in such a way as to increase suspense (or, perhaps, both)?In Shadow of a Doubt the plot both withholds information for the sake of curiosity and supplies certain information to increase suspense. For example, when Uncle Charlie rips out a newspaper article we do not see what it is that he is trying to hide. It is not until Charlie goes to the library that it is revealed to be about the Merry Widow Murderer's latest victim. This drawn-out event maintains the curiosity of the viewer by withholding information. The plot also supplies information to create suspense. The audience sees Uncle Charlie turning on the motor and taking the key of the car.Then when he sends Young Charlie to the garage and locks her in, we see her struggle to turn of the motor before succumbing to the fumes, whilst in the souse Uncle Charlie is delaying the departure of the family. To increase suspense, we do not see what is happening to young Charlie until she is rescued. Where does the film sit in terms of the continuum between unrestricted and restricted narration? The style of the film leans more towards restricted narration. Before Uncle Charlie arrives in Santa Rosa we get a few shots into his previous activity but the scenes concentrate particularly on the family and in particular young Charlie.At this point th e audience knows a bit more about her uncle than she does. For example, we suspect that he possibly being chased by the police but we do not know what they are investigating. Later Uncle Charlie hides a newspaper story but we do not see what it was about until young Charlie, curious about his odd behavior, finds it. Thereafter, the narration is restricted to young Charlie, limiting the audience to what she finds out. An exception to this is the garage scene where we see Uncle Charlie starting the car and taking the key, making the audience aware of the trap to create suspense.Where does the depth of story information sit in terms of the continuum teen objectivity and subjectivity? Shadow of a Doubt uses subjectivity with great affect concerning the depth of story information supplied. One particular scene is where the camera slowly zooms in on Uncle Charlie's face during his rant about greedy widows. The camera is positioned from young Charlie's point of view so we point Young Charl ie interjects off screen, at which Uncle Charlie turns and speaks straight into the camera. Hitchcock purpose here was to engage the audience's minds and emotions to further draw them to the story.Uncle Charlie is treated with objectivity to create a more intense enigma. We do not find out why he feels hatred towards rich widows, nor do we experience anything from his point of view. This objectivity is to encourage the viewers to side with young Charlie. 4. Causality How does causality (cause and effect) operate in two or three other scenes (besides the Opening and Closing scenes discussed earlier) in your film? The transformation of Charlie as she realizes her uncle is a sociopath, is initiated from the moment the detective tells her that Uncle Charlie may be a murderer. One of young Charlie's raids is noticing things no one else does.She notes Uncle Charlie's hiding of the news story and also the engagement inside the ring. Seemingly insignificant at the time, the ring links throu gh a series of scenes to determine the finale out come of the movie. Young Charlie's transformation from naive child in to knowledgeable women directly affects the motive of the narrative. This change begins and ends with the detective, Jack, who first plants the seeds of suspicion in her mind. Thinking through earlier events young Charlie concludes that all is not right with her uncle, therefore tenting a chain of events in motion.She finds the newspaper article and links it to the engagement on her ring convincing her that Uncle Charlie is the murderer. This leads to her outburst at her uncle, who, realizing he has been discovered, takes back the ring. He then threatens and attempts to kill his niece to hide his secret. After his second failed attempt at killing young Charlie, she retrieves the ring. In a clever shot by Hitchcock, young Charlie enters down a staircase as her uncle is making a toast. He stops, taken aback and the camera tracks in on the ring on young Charlie's fing er.

Giving Advice on How “Actors Should Play Their Role in Act 3 Scene 1 of Romeo and Juliet Essay

You are going to write in role as Gregory Doran, the new artistic director of the Royal Shakespeare Company. You are going to give a lecture to the actors you have chosen to plsy Romeo, Benvolio and Mercutio. What advice would you give them about how and why they should act in Act 3 Scene 1? In Act 3 Scene 1 of Romeo & Juliet, Shakespeare raises the excitement and the tension throughout the scene by using dramatic tension between the characters, provocative and threatening dialogue, strong language effects, and sharp vital violence.The sudden, fatal violence in the first scene of Act 3, as well as the buildup to the fighting, serves as a reminder that, for all its emphasis on love, beauty, and romance, Romeo and Juliet still takes place in a masculine world in which notions of honor, pride, and status are prone to erupt in a fury of conflict. The viciousness and dangers of the play’s social environment are dramatic tools that Shakespeare employs to make the lovers’ romance seem even more precious and fragile—their relationship is the audience’s only respite from the brutal world pressing against their love. The scene begins with Mercutio continuously brushing off Benvolio’s advice as a peacekeeper to keep calm and he instead accuses Ben volio of being a hypocrite. This implies that Mercutio is very obstinate and is quick to cast suspicions and false accusations on others without much thinking. Mercutio accuses that Benvolio is just as violent and hot headed as him, â€Å"Come, come, thou art as hot a Jack in thy mood as any in Italy†, without any proof. This implies that Mercutio is the type of character to jump in head first and rarely listens to others’ advice. Later on in the scene, Benvolio exclaims ‘By my head here come the Capulets’ upon Tybalt’s arrival, and to this Mercutio replies â€Å"By my heel I care not†. The phrase ‘I care not’ notions that Mercutio does not see any problem in Tybalt’s arrival, which in turn means that he is intending on provoking a fight which accentuates that Clearly Mercutio is in an aggressive mood. Tybalt addresses Mercutio and Benvolio. â€Å" ‘Gentlemen, good den, a word with one of you’ † Up to this point, Tybalt is courteous – his quarrel is with Romeo, not with Benvolio or Mercutio. However Mercutio is extremely provocatice and he responds to Ty balt, asking a word with one of them with, â€Å"Make it a word and a blow.† The audience feels there is a fight in prospect. Which achieves Shakespeare’s purpose and intended effect. Mercutio is clearly being very confrontational in this scene, therefore, the actor should deliver his lines imposingly, loud and clear in a tone of anger. When Tybalt appears, he should spit his words and when provoking Tybalt, the actor should increase their volume and have a very irritated and aggressive facial expression by grinding his teeth. However, when imitating Tybalt and making a mockery out of him, his actions should be over the top. His movements at the beginning of the scene should reflect his provocative behaviour and therefore he should walk with big strides and a fast pace. As he is ignoring Benvolio’s advice, eye contact should be avoided up until the point that Mercutio accuses him. When this happens, the actor playing Mercution should suddenly stop to build up tension then turn around and point at Benvolio. Mercutio’s costume should be a r ed sleeveless shirt as red reflects aggression , with tattered and ripped pants if possible to emphasis his wild nature. Another option for the top is a leather jacket and piercings and metal studs as accessories to clearly showcase his obstinate and hot-headed personality. Romeo, by contrast, is as passionate about love as Tybalt and Mercutio are about hostility. Romeo appears, cheerful and contented with having wed Juliet only hours before, and unaware that he’s even been challenged to a duel. Until Mercutio dies, Romeo remains emotionally distinct from the other characters in the scene. Romeo walks atop his euphoric cloud buoyed by blissful thoughts of marriage to Juliet, peace, unity, and harmony. In response to Tybalt’s attempts to initiate a fight, Romeo tells Tybalt that he loves â€Å"thee better than thou canst devise.† Ironically, Romeo’s refusal to duel with Tybalt brings about the very acceleration of violence he sought to prevent. When Romeo enters the scene, Tybalt and Mercutio are in the middle of a scuffle, he immediately tries to not be drawn into the fiery atmosphere and tries to keep calm. â€Å"Doth much excuses the appertaining rage to such a greeting.† The word ‘excuse; was deliberately used by Shakespeare to convince the audience that Romeo is not interested in violence but rather peace and wellbeing of all are his best interests. While talking, â€Å"Romeo† should be very soft-spoken and not provocative in anyway. Eye contact should be avoided and eyes should be averted to the feet to show timidness and reluctance to fight. When Mercutio and Tybalt are about to fight, he even tries to persuade Mercutio to â€Å"put thy rapier up†. The fact that he asks his best friend to stop fighting instead of the opposing side shows that he is completely passive in violence and displays his desperation for peace. During the conflict, the actor playing Romeo should never retaliate but instead tolerate all hits or simply avoid them to depict his passive and peaceful nature. However, after Mercutio is injured and dies, his attitude should change completely and resemble that of Mercutio’s. â€Å"Romeo’s† behaviour should then be similar to Mercutio’s. While challenging Tybalt and fighting with him, the actor playing Romeo should show no hint compassion, a stern face and and clenched fi sts with a to reflect his change demeanor as stated in the book, â€Å"And fire-eyed fury be my conduct now†. After Tybalt’s death by his hands, Romeo should then retreat into confusion, reflecting on what he has done. â€Å"Oh I am fortune’s fool!† The word ‘fool’ suggests that Romeo admits that he was overwhelmed by anger and blind fury at that point in time and regrets being unable to control himself. Romeo’s costume should be very sophisticated after returning from his wedding with Juliet and therefore he should be well-groomed. During his battle with Tybalt, his clothes should then be torned and messy to symbolise his transition from a peaceful person into a murderer full of vengeance. Benvolio still maintains his status as a peacekeeper throughout the entire play, however, unlike romeo he totally does not involves himself in any conflict and always prefers to just watch form the side, and this can be interpreted in theatrical set-up to advice the actor playing Benvolio to never be the centre of attention on stage and to position himself either d ownstage, or centre stage right, but never centre stage. At the beginning of the scene he advices Mercutio to stop wandering around as to avoid a conflict, â€Å"The day is hot and the Capels are abroad, And if we meet, we shall not ‘scape a brawl.† The phrase â€Å"not ‘scape† conveys the impression that Benvolio does not like to attract much attention and be drawn into violent combat. This characteristic can be interpreted as cowardice, but also wisdom. Benvolio knows that if another brawl occurs between the two families, someone will be killed and therefore tries to plan in advance, trying to omit all possibilities of a fight happening. Benvolio is also not offended when Mercutio makes advances on him and accuses him of being a hypocrite which portrays him as a matured character. Benvolio replies with â€Å"And what to?† to Mercutio’s statement and this presupposes that he pays no heed to Mercutio because he thinks of him as a child but is only worried that he will start a fight which explains his concern on Mercutio’s hot-headed behaviour. While trying to convince Mercutio to stop with his combative and warlike behaviour, the Benvolio’s actor should be very insistent that Mercutio calm down but indifferent towards his insults to reflect his maturity. When Tybalt enters the stage, Benvolio plays a smaller part and should move away from the center-stage in the moments that lead up to the fight to indicate his cowardice and reluctance to participate in combat. Once he starts explaining to the Prince what had happened, Benvolio should still maintain his composure and calmly explain the situation because in Shakespeare’s original version of Romeo and Juliet, his explanation is long, but still contains the key details of the event, â€Å"Tybalt, here slain, whose Romeo’s hand did slay†¦Ã¢â‚¬ ¦Ã¢â‚¬  Benvolio should wear a green shirt, as green resembles peace and is the colour of nature, hence life which is an accurate symbol of Benvolio’s tendency to avoid brawls and conflicts. I have picked out and analysed single words from Act 3 Scene 1, I have commented on how Shakespeare get’s his message across and have started to develop an appreciation for the techniques that he uses. I have also given out advice on how the actors should deliver their lines, their facial expressions as well as physical gestures and their costumes.