From Teacher To Facilitator Education Essay

As clip base on balls by many definitions have changed. In the educational scene a major function alteration has occurred. A instructor has been changed to facilitator. As our immature coevals is really smart there is no demand to learn them. Our major function is to ‘facilitate ‘ them to sail swimmingly around the universe, to acquire along with the people and understand the constructs. As the instructor preparation establishments are dawdling in transfiguring the instructor into facilitator the duties are with the schools to develop their instructors and to alter the instructors as to effectual instructors or facilitators. ‘The instructor is non an teacher or undertaking – Masterss ; he/she is a assistant and a usher. His/ her concern is to propose and non to enforce. He does non really develop the students head, he merely shows him how to hone his instruments of cognition and aid and encourages him in the procedure ‘ . Sri Aurobindo.EXPECTED QUALITIES OF A TEACHER:A instructor should play a dynamic function in cultivating a sense of International apprehension. It is extremely possible in schools as it is said that the immature bamboo can easy be dead set. For which a instructor must hold the undermentioned professional ethical values to go an effectual instructor. Preparation and professional growing ; A instructor must keep an unfastened head towards educational theories and methods of learning etc. He / she must seek to polish and better his/her method of instruction, rating and interaction etc. This can be attained by take parting sporadically in In service programmes. Relationship with students ; An ethical instructor must hold a just relationship with the pupils. He/she should cover the students in a spirit of kindness and democracy. Any spiritual, political or other private beliefs should non be imposed on students. The instructors should protect the rights of students. Relationship with parents and community ; Teachers should keep a affable relationship with the parents and community. Apart from go toing school responsibilities a instructor can take portion in any activity which is for the betterment of the community. They should non go to any of the activities which would harm their instruction efficiency. Relationship between instructors and school functionaries ; It should be really co secret agent, non to take any unjust or undue advantages of one ‘s public place. They should non go through any unfavorable remarks on any of their co-workers particularly in their absence.CODE OF CONDUCT:Every profession has its ain codification of behavior to be followed by the practicians. They are monitored by several professional organisations to safeguard the self-respect of the profession, like Bar council for Lawyers and Medical council for physicians. But there is no such professional organic structure to supervise the codification of behavior of instructors. Equally good as now a yearss there are some issues exposed by the Medias in such a manner that the full field of this profession becomes anti societal. This creates an unbarred feeling among the instructors which affects their efficiency a batch. So, this is the responsibility of the school directions to take attention of this and to supply comfort and religious support to the instructors to obtain maximal teaching efficiency.ROLE Model:‘Be the alteration what you want ‘ as the words of Mahatma the instructor 1 who wants to construct the values in the immature heads of his/her pupils must possess their ain personal values like ; Simplicity, Punctuality, Acting without prejudice, Being responsibility witting, Maintaining linguistic communication and frock codification, Helping the hapless and destitute etc. Harmonizing to Hawkins, ‘the psyche is non contained within the organic structure but outside, in the theater of committednesss. It is the relationships that one forms with those around them, determine the personality and character of an person ‘ . So, the instructor instruction institutes must take up the duty to instill the above values added to their course of study. When a facilitator is sort, emphathetic and gives importance to human values. He himself becomes a function theoretical account. There is no demand to ‘preach ‘ or ‘teach ‘ . He becomes the ‘pied piper ‘ who lures off pupils with his enchanted cognition.Class ROOM MANAGEMENT:‘Education is non make fulling a pail but illuming a fire ‘ W.B.Yeats. Research has shown us that instructors ‘ actions in their category suites have twice the impact on their pupils ‘ accomplishments as do school policies sing course of study, appraisal, staff congenialness and community engagement. The instructors should be able to sympathize with pupils, understand their universe and listen to them. They should be certain, decided and clear in the manner they communicate with pupils.Principles OF Teaching:Harmonizing to Sri Aurobindo the rules of learning are, ‘The first rule of true instruction is that nil can be taught. The 2nd rule is that the head has to be consulted in its growing. The 3rd rule is to work from the close to the far ; from that which is, to that which shall be ‘ . Any instructor who follows these rules can be an effectual instructor.BEST PRACTICES FOR TEACHING, LEARNING IMPROVEMENT:Each kid is alone. Educating the whole kid is the demand of the hr. Effective instructor will do a life altering difference for pupils, conform to effectual pattern and indispensable criterions. In USA, it was ab initio focused on the employment of ‘highly qualified ‘ instructors, and newer thought has upgraded to ‘highly effectual ‘ instructors as no kid should be left behind. The National Development Council of India in 2001 added this as one of the criterions for the professional development which will better the acquisition of pupils that every Teacher Training Institution should Concentrate on quality learning including content cognition and teaching method for staff development. A instructor may possess all the appropriate content and pedagogical background and be to the full licensed or certified to learn, but in world, may non be one whose makings make a difference in the schoolroom. In other words, being extremely qualified does non needfully intend that a instructor is extremely effectual in easing pupil larning. An effectual instructor is the 1 who is able to do kids understand the construct, larn it and put to death it. An effectual facilitator does non perplex on the pupils encephalon with excessively much information like an adept cook adds merely the indispensable sum of salt ( information ) to do the soup ( surveies ) tasty. In fact, recent research asserts that the instructor is the most of import factor impacting acquisition. The instructor is more of import than household background or environment, and, schoolroom resources or engineering.Teachers AS Facilitator:The Research Report at 7 major US Universities presented by Seymons and Hewitt ( 197 7 ) describes the undermentioned as necessities for learning effectivity. All the schools can follow them for the school betterment and therefore the national development. A method of measuring effectual instruction by supervising the pupils whether they are actively engaged, concentrating and interacting, express joying, finishing undertakings and expecting what comes following. The instructor should be knowing, enthusiastic, accessible and lovingness. The instructor should give constructive feedback and supports less able pupils, utilizing a broad assortment of learning methods. The instructor should be responsible hazard taker and willing to introduce. The instructor should appreciate the creativeness of the pupils and promote their thought ‘outside the box ‘ . The instructor should promote the oppugning attitude of the pupils. The focal point in the schoolroom is on how to larn instead than what to larn. The accomplishments of critical thought should be consciously thought instead than inquiring the pupils to compare and contrast. Finally, the instructor should assist the pupils to pattern the accomplishments.Sri Seshaas Teachers as Facilitators:We about follow all the stairss. In our school we provide a fear free schooling and the exact CCE ( uninterrupted and comprehensive rating ) is carried out. There is no fixed day of the month of test and tenseness to the pupils and so they enjoy their stay and acquisition in the school. The most indispensable standards for the assignment of instructors of our school is their attitude towards the kids and their profession and non their figure of grades they have. We have 10 % reserve in admittance for the particular kids. We do n't name them as less able but particular. A squad of our instructors under the leading of our adviser psychologist works difficult as responsible hazard takers. We name it ‘Punyabhadra ‘ . The pupils are encouraged in making their ain thoughts instead than feeding them with ours. Whenever they take portion in the outside competitions like scientific discipline exhibition etc. We do n't trouble oneself about the consequence but the pupils ‘ ain thoughts and active engagement are given importance. This freedom made them even at NASA Space School Learning Centre to win with their illumination theoretical accounts of Rocket and Rover. We adopt idiscoveri methodological analysis in which learning – acquisition is child centered. Our instructors ‘ occupation is to reply the pupils ‘ inquiries and non merely to complete the figure of subjects. Every twenty-four hours forenoon assembly is taken charge by the pupils. Almost every pupil is given a opportunity to take portion in it. It gives them a pride, encourages them to take duties. As they give the idea for the twenty-four hours etc. and address the assembly they get rid of their phase fright. It is practical that the of import incident of the twenty-four hours is let out for unfastened treatment and helps the kids to develop their critical thought. School is a fantastic platform to convey out the pupils knowledge, accomplishment and desire. In order to do our school kids rational and to carry through their aim we have 9 nines like literary nine, cooking nine etc. operation in our school. These nines facilitate each kid to happen, to pattern and to execute their accomplishments. It helps them in bettering their ego assurance. We have a programme called ‘Fancy Fete ‘ on every Republic twenty-four hours ( 26th Jan. ) . It ‘s a show semen gross revenues of trade plants made by our kids particularly with waste stuffs, for a baronial cause. Every twelvemonth they donate the full returns of this programme to a charitable place.Decision:An effectual instructor can hold a profound influence on larning so as to increase the pupil acquisition additions. School is an sphere where a pupil learns everything. This is a topographic point where a pupil learns everything. This is a topographic point where a kid is made to set his whole potency to raise his/her concealed thoughts. All our patterns are aimed at making good human existences and non any peculiar professionals. It might be a little measure for us but it ‘ll be a elephantine spring for the advanced instruction – learning field. If our motivation is good it ‘s certain that we can make admirations.RecognitionI, V.Minnalkodi, Principal of Sri Seshaas International Public School, Salem, Tamil Nadu, thank whole heartedly, the God Almighty for His approvals and for being ever with me. I unfeignedly thank my direction for their support and counsel particularly for my letter writer, Mrs.B.Amarjothi for her friendly attack. I wish to thank my co-workers and pupils who are the existent platform of my acquisition. I besides wish to thank my household members who are my moral protagonists.

Care planning for individual needs Essay

Care planning to meet the care needs of an individual (P4, M3, D2) What are the potential differences in Sally’s care needs at all the different life stages? Childhood: In Sally’s childhood, she grew up in mining town which may have been detrimental to her health due to the dust particles and other substance that could have been brought up from the mine, she has stated that when she was growing up, that there was ice on the inside of the window, that the house was cold and damp, and that she remembers having Bronchitis every year and having three weeks off in infant and junior school. Sally also said that she remember when she was little that she was told of for having the back door wide open because it was so hot she did not know why until a lot of years later when her mom said that she had measles which was very serious and that she could of died from it. She also states that when she was eleven, that she and her parents moved in to a house with central heating. Differences in Sally’s care: Not having central heating from an early age, she also contracted bronchitis and measles which could have been detrimental to her health. Adolescence: Sally has said that in her teens, she experienced really bad period pains and that she was taken out of education because of it, but she also says that she was prescribed with tablets that made her really drowsy and sleepy but she says that it took the pain away. Differences in sally’s care: Every girl in their teens will at some point start having periods, some girls will have really bad pains from it and some wont, in Sally’s case she would have needed medication to help relieve the pain and have a general practitioner that would be allowed to get prescribed her the medication. Adulthood: When Sally was twenty years old she said that she experienced a lot of burning in her throat, and that she could not eat properly, that’s she had to have a endoscopy (a camera put down her throat to determine what it was) and the surgeon found out that Sally had a relaxed muscle at the top of her oesophagus/gullet. This was because her stomach acid could escape in to her throat, she says that the doctor gave her some medication and that she would have to take it all her life, and that she had to be careful in bending down/over, and that she had to sleep on a slant which she says was very  uncomfortable, but she had to so that the stomach acid would not travel out of her stomach and in to her mouth. Sally also states that she had a miscarriage in her middle twenties and an ectopic pregnancy (when the embryo implants itself outside of the uterus) but she eventually had a baby and then two more. She then decided to go on to the contraceptive pill so that she could not have any more children. Difference in Sally’s care: Burning in her throat because of a relaxed muscle, having an endoscopy put down her throat – that’s would have been very weird for her and a bit scary as well. Having a miscarriage would make her a bit scared of having children in the future as it would for any women and then having an ectopic pregnancy as well but eventually she have her own children, 3 of them. Adulthood and Later Adulthood Sally says that when she was in her thirties, she was in a car accident and unfortunately her teeth were smashed on impact, Sally had to have some dental work and she had to have porcelain veneers, Sally really hated the fact that she has not got her own teeth as she states that she took great care of them. Sally is now 61 years of age and she says also that that she went through the menopause in her fifties and that she still suffers from night sweats and hot flushes now and again, she has to wear glasses as that her eye sight has weakened and that she also suffers from arthritis in her fingers. Difference in sally’s care: Being in a car accident, unfortunately this is quite common as that there are a lot of bad drivers out on the road but having all her teeth smashed well that’s not as common, this would have been another life experience for Sally having to lose all of her teeth and having fake ones. Going through menopause this generally happen to all women in the fifties and it can make women quite self-conscious about themselves, to make it even worst she still suffers from night sweats which will make her sweaty and she may be concerned that she smells when around others. Eye sight she has to wear glasses so that would be something new for her but again is quite common in elder age and so is arthritis.

She Stoops to Conquer

————————————————- She stoops to conquer ————————————————- ————————————————- Characters * Charles Marlow  Ã¢â‚¬â€œ The central male character, who has set out to court the young attractive Kate Hardcastle. A well-educated man, â€Å"bred a scholar†, Marlow is brash and rude to Mr. Hardcastle, owner of â€Å"Liberty Hall† (a reference to another site in London), whom Marlow believes to be an innkeeper. Because Marlow's rudeness is comic, the audience is likely not to dislike him for it.Marlow is sophisticated and has travelled the world. Around lower-class women Marlow is a lecherous rogue, but around those of an upper-class card he is a ne rvous, bumbling fool. Thus, his interview with Kate exploits the man's fears, and convinces Miss Hardcastle she'll have to alter her persona drastically to make a relationship with the man possible. The character of Charles Marlow is very similar to the description of Goldsmith himself, as he too acted â€Å"sheepishly† around women of a higher class than himself, and amongst â€Å"creatures of another stamp† acted with the most confidence. George Hastings  Ã¢â‚¬â€œ A close friend of Charles Marlow and the admirer of Miss Constance Neville. Hastings is also an educated man who cares deeply about Constance, with the intention of fleeing to France with her. However the young woman makes it clear that she can't leave without her jewels, which are guarded by Mrs. Hardcastle, thus the pair and Tony collaborate to get hold of the jewels. When Hastings realises the Hardcastle house isn't an inn, he decides not to tell Marlow who would thus leave the premises immediately. * Tony Lumpkin  Ã¢â‚¬â€œ Son of Mrs.Hardcastle and stepson to Mr. Hardcastle, Tony is a mischievous, uneducated playboy. Mrs. Hardcastle has no authority over Tony, and their relationship contrasts with that between Hardcastle and Kate. He is promised in marriage to his cousin, Constance Neville, yet he despises her and thus goes to great effort to help her and Hastings in their plans to leave the country. He cannot reject the impending marriage with Neville, because he believes he's not of age. Tony takes an interest in horses, â€Å"Bet Bouncer† and especially the lehouse, where he joyfully sings with members of the lower-classes. It is Tony's initial deception of Marlow, for a joke, which sets up the plot. * Mr. Hardcastle  Ã¢â‚¬â€œ The father of Kate Hardcastle, who is mistaken by Marlow and Hastings as an innkeeper. Hardcastle is a level-headed countryman who loves â€Å"everything old† and hates the town and the â€Å"follies† that come with it. He is ve ry much occupied with the ‘old times' and likes nothing better than to tell his  war stories  and to drop names, such as the  Duke of Marlborough, into conversations.Hardcastle cares for his daughter Kate, but insists that she dress plainly in his presence. It is he who arranges for Marlow to come to the country to marry his daughter. Hardcastle is a man of manners and, despite being highly insulted by Marlow's treatment of him, manages to keep his temper with his guest until near the end of the play. Hardcastle also demonstrates a wealth of forgiveness as he not only forgives Marlow once he has realised Marlow's mistake, but also gives him consent to marry his daughter. * Mrs. Hardcastle  Ã¢â‚¬â€œ Wife to Mr.Hardcastle and mother to Tony, Mrs. Hardcastle is a corrupt and eccentric character. She is an over-protective  mother  to Tony, whom she loves, but fails to tell him he's of age so that he is eligible to receive ? 1,500 a year. Her behaviour is either over-th e-top or far-fetched, providing some of the play's comedy. She is also partly selfish, wanting Neville to marry her son to keep the jewels in the family; she's blissfully unaware however, that Tony and Neville despise each other, and that Constance is in fact planning to flee to France with Hastings. Mrs.Hardcastle is a contrast to her husband, which provides the humour in the play's opening. She loves the town, and is the only character who's not happy at the end of the play. * Miss Kate Hardcastle  Ã¢â‚¬â€œ Daughter to Mr. Hardcastle, and the play's stooping-to-conquer heroine. Kate respects her father, dressing plainly in his presence to please him. The formal and respectful relationship that she shares with her father, contrasts with that between Tony and Mrs. Hardcastle. Kate enjoys â€Å"French frippery† and the attributes of the town, much as her mother does.She is both calculating and scheming, posing as a maid and deceiving Marlow, causing him to fall in love with her. * Miss Constance Neville  Ã¢â‚¬â€œ Niece of Mrs. Hardcastle, she is the woman whom Hastings intends to court. Constance despises her cousin Tony, she is heir to a large fortune of jewels, hence her aunt wants her to remain in the family and marry Tony; she is secretly an admirer of George Hastings however. Neville schemes with Hastings and Tony to get the jewels so she can then flee to France with her admirer; this is essentially one of the sub-plots of  She Stoops to Conquer. Sir Charles Marlow  Ã¢â‚¬â€œ A minor character and father to Charles Marlow; he follows his son, a few hours behind. Unlike his son, he does not meet Tony Lumpkin in the Three Pigeons, and thus is not confused. He is an old friend of Mr. Hardcastle, both of them once having been in the British military, and is quite pleased with the union of his son and his friend's daughter. Sir Charles enjoys the follies of his son, but does not understand these initially. However, he is quite upset when his son t reats Kate as a maid. [1] ————————————————-Short summary of she stoops to conquer? Answer: She stoops to Conquer is a comedy by the Irish author Oliver Goldsmith. The play was initially titled as Mistakes of a Night and the events in the play, indeed, happen during the time frame of one night. Mr. Hardcastle, a rich countryman plans to marry his daughter Kate to the son of his old friend, Sir Charles Marlow. Hardcastle's second wife is determined in marrying her spoiled son, Tony Lumpkin to her niece, Constance Neville in order to keep her fortune, a casket of jewels within the family.But Miss Neville has plans to marry Hastings, a friend of young Marlow. While Hardcastle's family is eagerly awaiting the arrival of Marlow and his friend, Hastings, the friends stop at the village Inn to inquire their way. Tony Lumpkin, who is present there, realizes their identity and plays a joke by telling them that they are far away from their destination and asks them to stay at an inn, recommending Hardcastle house as the best Inn around there. Thus the friends arrive there and treat Mr. Hardcastle as mere Inn keeper.This enrages Mr. Hardcastle and is convinced that Marlow is not suitable for his daughter. On the other hand, Young Marlow who is nervous in the presence of ladies of his own social status, yet quite the quite opposite with lower-class women doesn't look properly at Kate on their first meeting. Kate realizes this and stoops to conquer him, by posing as bar maid and putting Marlow at his ease so that he falls for her in the process. However, he changes his mind when he realizes the truth behind Marlow's behaviour. The play concludes with Mr.Hardcastle realizing the truth behind Marlow's behaviour and changing his mind; Kate succeeding in her plan and getting engaged to Marlow; Tony Lumpkin discovering he is of age and receives his entitled money, whic h his mother hides from him. He refuses to marry Ms. Neville, who then gets her entitled jewels and gets engaged to Mr. Hastings. So all is well that ends well. Summary She Stoops to Conquer  opens with a prologue in which an actor mourns the death of the classical low comedy at the altar of sentimental, â€Å"mawkish† comedy.He hopes that Dr. Goldsmith can remedy this problem through the play about to be presented. Act I is full of set-up for the rest of the play. Mr. and Mrs. Hardcastle  live in an old house that resembles an inn, and they are waiting for the arrival of  Marlow, son of Mr. Hardcastle's old friend and a possible suitor to his daughter Kate. Kate is very close to her father, so much so that she dresses plainly in the evenings (to suit his conservative tastes) and fancifully in the mornings for her friends. Meanwhile,  Mrs.Hardcastle's niece Constance is in the old woman's care, and has her small inheritance (consisting of some valuable jewels) held un til she is married, hopefully to Mrs. Hardcastle's spoiled son from an earlier marriage,  Tony Lumpkin. The problem is that neither Tony nor Constance loves the other, and in fact Constance has a beloved, who will be traveling to the house that night with Marlow. Tony's problem is also that he is a drunk and a lover of low living, which he shows when the play shifts to a pub nearby.When Marlow and  Hastings  (Constance's beloved) arrive at the pub, lost on the way to Hardcastle's, Tony plays a practical joke by telling the two men that there is no room at the pub and that they can find lodging at the old inn down the road (which is of course Hardcastle's home). Act II sees the plot get complicated. When Marlow and Hastings arrive, they are impertinent and rude with Hardcastle, whom they think is a landlord and not a host (because of Tony's trick). Hardcastle expects Marlow to be a polite young man, and is shocked at the behavior. Constance finds Hastings, and reveals to him th at Tony must have played a trick.However, they decide to keep the truth from Marlow, because they think revealing it will upset him and ruin the trip. They decide they will try to get her jewels and elope together. Marlow has a bizarre tendency to speak with exaggerated timidity to â€Å"modest† women, while speaking in lively and hearty tones to women of low-class. When he has his first meeting with Kate, she is dressed well, and hence drives him into a debilitating stupor because of his inability to speak to modest women. She is nevertheless attracted to him, and decides to try and draw out his true character.Tony and Hastings decide together that Tony will steal the jewels for Hastings and Constance, so that he can be rid of his mother's pressure to marry Constance, whom he doesn't love. Act III opens with Hardcastle and Kate each confused with the side of Marlow they saw. Where Hardcastle is shocked at his impertinence, Kate is disappointed to have seen only modesty. Kate asks her father for the chance to show him that Marlow is more than both believe. Tony has stolen the jewels, but Constance doesn't know and continues to beg her aunt for them. Tony convinces Mrs.Hardcastle to pretend they were stolen to dissuade Constance, a plea she willingly accepts until she realizes they have actually been stolen. Meanwhile, Kate is now dressed in her plain dress and is mistaken by Marlow (who never looked her in the face in their earlier meeting) as a barmaid to whom he is attracted. She decides to play the part, and they have a lively, fun conversation that ends with him trying to embrace her, a move Mr. Hardcastle observes. Kate asks for the night to prove that he can be both respectful and lively. Act IV finds the plots almost falling apart.News has spread that  Sir Charles Marlow(Hardcastle's friend, and father to young Marlow) is on his way, which will reveal Hastings's identity as beloved of Constance and also force the question of whether Kate and Ma rlow are to marry. Hastings has sent the jewels in a casket to Marlow for safekeeping but Marlow, confused, has given them to Mrs. Hardcastle (whom he still believes is the landlady of the inn). When Hastings learns this, he realizes his plan to elope with wealth is over, and decides he must convince Constance to elope immediately.Meanwhile, Marlow's impertinence towards Hardcastle (whom he believes is the landlord) reaches its apex, and Hardcastle kicks him out of the house, during which altercation Marlow begins to realize what is actually happening. He finds Kate, who now pretends to be a poor relation to the Hardcastles, which would make her a proper match as far as class but not a good marriage as far as wealth. Marlow is starting to love her, but cannot pursue it because it would be unacceptable to his father because of her lack of weatlh, so he leaves her. Meanwhile, a letter from Hastings arrives that Mrs.Hardcastle intercepts, and she reads that he waits for Constance in th e garden, ready to elope. Angry, she insists that she will bring Constance far away, and makes plans for that. Marlow, Hastings and Tony confront one another, and the anger over all the deceit leads to a severe argument, resolved temporarily when Tony promises to solve the problem for Hastings. Act V finds the truth coming to light, and everyone happy. Sir Charles has arrived, and he and Hastings laugh together over the confusion young Marlow was in. Marlow arrives to apologize, and in the discussion over Kate, claims he barely talked to Kate.Hardcastle accuses him of lying, since Hardcastle saw him embrace Kate (but Marlow does not know that was indeed Kate). Kate arrives after Marlow leaves the room and convinces the older men she will reveal the full truth if they watch an interview between the two from a hidden vantage behind a screen. Meanwhile, Hastings waits in the garden, per Tony's instruction, and Tony arrives to tell him that he drove his mother and Constance all over in circles, so that they think they are lost far from home when in fact they have been left nearby.Mrs. Hardcastle, distraught, arrives and is convinced she must hide from a highwayman who is approaching. The â€Å"highwayman† proves to be Mr. Hardcastle, who scares her in her confusion for a while but ultimately discovers what is happening. Hastings and Constance, nearby, decide they will not elope but rather appeal to Mr. Hardcastle for mercy. Back at the house, the interview between Kate (playing the poor relation) and Marlow reveals his truly good character, and after some discussion, everyone agrees to the match.Hastings and Constance ask permission to marry and, since Tony is actually of age and therefore can of his own volition decide not to marry Constance, the permission is granted. All are happy (except for miserly Mrs. Hardcastle), and the â€Å"mistakes of a night† have been corrected. There are two epilogues generally printed to the play, one of which sketche s in metaphor Goldsmith's attempt to bring comedy back to its traditional roots, and the other of which suggests Tony Lumpkin has adventures yet to be realized. Suggested Essay Questions 1.Explain the meaning and significance of the title  She Stoops to Conquer. Even without reading the play, the irony of the title is obvious, since the â€Å"she† in question is lowering herself in order to prove herself superior. In context of the play, the title could be argued to refer both to Kate's plan to trap Marlow and to Goldsmith's purpose of using â€Å"low comedy† to convince his audience to embrace it. The former is a good description of the irony of Kate's plan: in order to convince herself she is a worthy match for Marlow, she has to first convince him she is of a low class.However, the title also describes Goldsmith's purpose: he wishes to convince an audience to embrace this â€Å"low† or â€Å"laughing† comedy, and by indulging in it, he might convince them that it is superior to â€Å"sentimental† comedy. Regardless of which description one uses, the irony of the title expresses Goldsmith's view of humanity: while we pretend to be of impeachable high class, we all have a â€Å"low,† base side that we should celebrate rather than try to ignore. 2. How is Kate an example of moderation?Explain how her personality stands as the way of life Goldsmith most recommends. The play is organized into a series of conflicting philosophies: high-bred aristocrats vs. low-bred common folk; city life vs. country life; wealth vs. poverty, etc. Much of the absurdity that fuels Goldsmith's comedy comes from exploiting the way most people engage in contradictions even when they pretend to be examples of virtue. The best example is Marlow, and his bizarre contradictory attitudes towards women depending on their class.Kate stands at the center of most of these, and as such is the best depiction of Goldsmith's message. As a country girl wh o has spent time in town, she is an example of what Marlow calls â€Å"refined simplicity,† and knowing as much as she does about humanity, is able to also enjoy and be amused by the contradictions rather than disgusted by them (as most of the elder characters are). 3. In what ways is Tony Lumpkin a hero in the play? Use historical/social detail to explain why this heroism is unconventional. Tony Lumpkin would traditionally have been considered nothing but comic relief.Consider most Shakespeare plays, where the poor, common characters might have wisdom, but are primarily used to comedic effect, and are rarely engaged in the main plots. Tony is presented this way initially in  She Stoops to Conquer, but we quickly see that there is a great wisdom to his lifestyle, which prizes enjoyment of life over heavy considerations of it. When his parents discuss the way to live in Act I, Tony takes off quickly for the Three Pigeons, where he sings a song that expresses a desire for tru e life rather than the hypocrisy of overly-educated or overly-religious lifestyles.Tony perhaps has more agency than any other character in the play, setting in motion the confusions that ultimately allow everyone to be happy. The message, of which Tony is the best representative, is that by engaging in the confusions and contradictions of human nature, we can find our best happiness. 4. For a comedy,  She Stoops to Conquer  has a serious vein of commentary of class. Explain. In a traditional sentimental comedy, money would ultimately be shown to be irrelevant in the face of true love, so as to stress the characters’ virtue.Of course, the characters would have almost all been high-bred and money not a serious issue in their lives. In this play, there are characters, like Tony or Constance, who really do need money if they want a strong future. Even in what is perhaps the most cliche romantic subplot – that between Constance and Hastings – money becomes an in escapable force, and in the end they turn to the virtue of asking Hardcastle's permission not because of some innate virtue, but because they acknowledge that they will need money.In another way, Marlow's class contradictions are certainly meant to be amusing, but there is a serious criticism in the way that a class system has led him to despise what he enjoys. He considers himself inferior for his love of unpretentious women, and assumes that he ought to love a â€Å"modest† woman. Part of the lesson Kate teaches him is that the substance of a person is what matters, and not the way one gauges her behavior as high or low class. 5. How does the device of dramatic irony facilitate the play's major themes and comedy?The play is a masterpiece of dramatic irony, which is a device where the audience has information and knowledge that the characters do not. From the moment Tony plays the practical joke on Marlow and Hastings, the audience learns secrets that will grow more complica ted and hence create confusion that leads to hilarious situations. The best example is perhaps the way Marlow and Hastings treat Hardcastle, because they think him a landlord. Because we understand the details of the confusions, we understand the jokes whereas the characters only grow more offended.However, the behavior wrought by the dramatic irony reveals much of Goldsmith's view on humanity and class. The same example listed above is funny, but also shows the cruelty that comes from a rich man's entitlement. Throughout the play, much of the class commentary derives from the behaviors people show when they don’t' realize they are being judged. Kate exploits this to try and find out what kind of person Marlow actually is. 6. In what ways are the characters of the play comic archetypes? How does Goldsmith deepen these stock characters?At the beginning of the play, it seems as though all the characters fall into traditional comic patterns. Hardcastle is the old curmudgeon who hates modern life, Mrs. Hardcastle a vain old lady, the young men are handsome heroes, Kate is the pretty young heroine, and Tony is the comic drunkard. Very quickly, Goldsmith explores the depth of class, money and human contradictions by putting those qualities in broader contexts. Hardcastle turns out to be not entirely incorrect about the impertinence of the young (which he discovers because of Tony's trick), but turns out to be forgiving.Mrs. Hardcastle is frankly never deepened, and stays who she is throughout. Hastings remains a valiant young man, but Marlow is obviously full of absurd contradictions very much connected to the very aristocratic virtue that seems to define him in the beginning. And Kate, of course, is perhaps the deepest and fullest character of all, not a simple heroine to be won by the young man. 7. Does the play's ending undercut Goldsmith's attempt to write a â€Å"low† and not â€Å"sentimental† comedy? Explain. Mrs.Hardcastle perhaps speaks to Goldsmith's own concern over the ending when she remarks that â€Å"this is all but the whining end of a modern novel. † It is clear from both the prologue and his â€Å"Essay on the Theatre† that he wishes to write a play that mocks vice rather than praises virtue. And yet the ending of the play finds not only all the characters ending up happy, but happy because of very clear-cut lessons. In a way, even the most grievous characters (like Marlow, whose contradictions lead him to some rather unsavory behavior) are forgiven for their vices.However, one can argue that Goldsmith provides an entertaining end for his audience while not diving fully into the conventions. For one, Constance and Hastings's realization about the necessity of money adds a pragmatic reality to the otherwise sentimental end. Further, the play's end does not suggest that the absurd contradictions of humanity will go away, which could lead to the belief that such problems will never go away, eve n if the play wraps up nicely within its five acts. 8. Define what â€Å"town† and â€Å"country† mean in the context of this play, using characters as examples.There is a strong conflict between town and country set up from the very opening of the play, when Mr. and Mrs. Hardcastle argue about the virtues and vices of town and country. The town is associated with several elements: wealth and pretension, education, style, and in the broadest sense, living life for itself. The country is associated with simplicity and a slower, more considered way of life. The characters who come from town are certainly to be admired, and would be by Goldsmith's audience.And yet they are shown to have serious faults, particularly in terms of their pretensions and cruelty towards Hardcastle when they think he is a landlord and not their host. Likewise, while the theatre audience at the time would probably consider the country characters to be overly simple, there is a great kindness reve aled in the way Hardcastle is willing to forgive everyone despite how he is treated. The best character overall is Kate, who shows a moderation in her way to find â€Å"refined simplicity† by embracing the best of both worlds. . Explain how much of Goldsmith's comedy relies on his ability to set-up a joke. Most of the comedy in  She Stoops to Conquer  comes from the deep dramatic irony wherein characters do not realize quite who one another are. However, for the audience to clearly understand all the complications, Goldsmith has to set up the details of the jokes to come. He does this masterfully in Act I. For instance, it is set up that the old Hardcastle home resembles an inn, important so that we believe Marlow and Hastings could believe as much.Further, the strange behavior whereby Kate dresses plainly in the evenings is important so as to understand Marlow's confusion over her class standing. Throughout the play, elements are introduced, or â€Å"set-up,† so t hat our expectations can be manipulated later. The use of the jewels, of Tony and his mother's relationship, and of who is lying to whom are all examples of set-ups that produce great comic dividends. 10. How can one make a Freudian analysis of this play?Though it is folly to suggest an explicitly Freudian intent in this play (since it was written so much earlier than Freud's day), the same could be said about  Oedipus Rex  or  Hamlet, both of which stand as seminal texts in Freud's theories. There are definitely Freudian undercurrents in the Oedipal complex suggested as existing between Tony and Mrs. Hardcastle, and more implicitly between Marlow and his mother. The former is expressed in Tony's professed hatred of his mother, though it is a hatred that makes him insistent on constantly waging war with her.If he truly despised her, he could simply blow her off, but he takes too much pleasure in wickedly tormenting her through his tricks and behavior. Many characters remark on how they spoil one another, which parallels a sort of destructive romantic relationship, all of which can be interpreted through a Freudian lens. In terms of Marlow, his strange behavior can be linked to a self-hatred, an inability to appreciate his own love of â€Å"immodest† woman and inability to speak to â€Å"modest† woman whom he feels he ought to appreciate.At one point, he mentions that his mother was the only â€Å"modest† woman he could ever speak to, which could suggest that their relationship has polluted him somewhat, led him to compare other women to her and hence to grow into a bumbler when attempting to woo them romantically. Quotes and Analysis 1. â€Å"Let school-masters puzzle their brain, With grammar, and nonsense, and learning; Good liquor, I stoutly maintain, Gives genius a better discerning. † Tony Lumpkin's song, Act I, pg. 6 This opening to Tony's song helps to establish one of Goldsmith's aims – to properly appreciate â €Å"low† behavior.Here, Tony sets two different lifestyles in opposition: proper life versus base life. While the play has a conservative streak that keeps it from entirely embracing baseness as the key to life, it does propose that moderation ought accept that a life of â€Å"good liquor† can grant us a perspective into human absurdity and folly, whereas a life solely dedicated to proper education would not provide such insight. 2. â€Å"So I find this fellow's civilities begin to grow troublesome. But who can be angry at those assiduities which are meant to please him! † Hastings, about Hardcastle, Act II, p. 8 Hastings speaks this to himself about Hardcastle, whom Hastings still thinks is the landlord. Hardcastle's attempts to speak with Hastings and Marlow are annoying the latter two. To some extent, the quote is a great indication of the dramatic irony that gives most of the weight to the play's comedy. However, it also touches on the confusion of class, be havior, and expectation that is central to the play's themes. What Hastings asks could be argued to be true of all aristocratic folk who are particular and picky about what is â€Å"acceptable† to their standard of living.Goldsmith suggests a view of humanity that is far more complex, contradictory, and nuanced, and finds amusing and absurd the nature of humankind that leads high-class folk to look down upon the fun part of life that is meant to please them. 3. â€Å"Pardon me madam. I was always willing to be amused. The folly of most people is rather an object of mirth than uneasiness. † Marlow, to Kate, Act II, pg. 20 Marlow speaks this in his first meeting with Kate, the conversation in which he cannot look her in the eye.This quote is very much a statement of Goldsmith's perspective on the world, and a defense of his purpose in vaulting â€Å"laughing comedy† above â€Å"sentimental comedy. † Part of what both defines Goldsmith's perspective and mark s Kate as the heroine is the ability to laugh at folly, rather than judging harshly a person's lapse from virtue. 4. â€Å"True madam; those who have most virtue in their mouths, have least of it in their bosom. † Marlow to Kate, Act II, pg. 22 Marlow speaks this in his first meeting with Kate, the conversation in which he cannot look her in the eye.It is a straightforward yet profound declaration about the hypocrisy and contradictions of people. While Goldsmith finds these contradictions and the absurdity engendered by them amusing (consider Marlow's different behaviors and how so much comedy comes from them), he equally finds the hypocrisy of sanctimony unattractive. It is this sanctimony that offends him about sentimental comedy, and which also infects his â€Å"high†' characters. The truth is that Marlow and Hastings love pub food over more refined fare, or that Mrs. Hardcastle's virtue hides greed for her son. . â€Å"It's very odd, I can read the outside of my l etters, where my own name is, well enough. But when I come to open it, it's all – buzz. That's hard, very hard; for the inside of the letter is always the cream of the correspondence. † Tony, about the letter that's arrived from Hastings, Act IV, pg. 45 Tony cannot read the letter that arrives from Hastings (bearing the news that Hastings is waiting for him in the garden). However, this quote produces a great symbol for one the play's themes: the absurd contradictions that truly define people.Where high-minded folks (and the sentimental comedy Goldsmith believes they prefer) tries to praise their superficial virtue, he believes that people deep down are actually full of contradictions and attractions to more â€Å"low† interests. In the same way that the outside of the letter is recognizable and suggests an easy identity, while the inside is more complicated and harder to read, so it is that the characters in Goldsmith's play are recognizable comic types at first but far more complex when investigated. 6. â€Å"Ha, ha, ha, I understand; you took them in a round, while they supposed themselves going forward.And so you have at last brought them home again. † Hasting, to Tony, Act V, pg. 53 Literally, the quote concerns the way Tony drove Mrs. Hardcastle and Constance around haphazardly so that they wouldn't be too far from the Hardcastle home. However, it is a great symbol for the structure of the play as well. At the beginning, everyone's goal is clear: Marlow and Kate are meeting to judge each other as potential mates; Hastings wants to see his beloved; and the parents are interested in securing favorable matches for their children.The one exception is Tony, whose conception of life is that fun and liveliness are the guiding principles. However, Goldsmith wishes us to see that such a philosophy is more than just hedonism, but rather can lead to greater happiness and truth. Because of Tony's tricks (the biggest of which is that which he plays on Marlow and Hastings), everyone has a crazy night of mistakes but ends up â€Å"home† again, grounded and happier than they otherwise would have been. 7. â€Å"Prudence once more comes to my relief, and I will obey its dictates. In the moment of passion, fortune may be despised, but it ever produces a lasting repentance.I'm resolved to apply to Mr. Hardcastle's compassion and justice for redress. † Constance, to Hastings, Act V, pg. 56 In Constance's idea of how she and her beloved should proceed, we get a glimpse of the pragmatism that keeps Goldsmith's play from ever veering into cliche sentimental territory even if the ending is somewhat a conventional â€Å"happy ending. † The truth is that, while in plays and entertainments lovers will happily choose one another at the expense of money, Goldsmith wishes us to see that in real life, fortune cannot be so easily written off for those who lack sufficient income.Constance cannot run off into the sunse t with Hastings – life requires money – and so she must apply to Hardcastle for help. It's a pragmatic truth that colors and deepens the play. 8. â€Å"I have lived, indeed, in the world, madam; but I have kept little company. I have been but an observer upon life, madam, while others were enjoying it. † Marlow, to Kate, Act II, pg. 20 Marlow speaks this in his first meeting with Kate, the conversation in which he cannot look her in the eye.Though Marlow is stammering, he touches upon one of the central questions of the play: whether it is better to stay removed from life, judging it, or to live in all of its complexity and absurdity? Obviously, Goldsmith answers with the latter option, though his full response values moderation more than a simple choice. The best option is to live life but also to be able to judge and laugh at it. Kate is able to do this because she appreciates both the country and the city way of life, whereas most other characters pay for vee ring too strongly in one or the other direction. . â€Å"Ask me no questions, and I'll tell you no fibs. I procured them by the rule of thumb. If I had not a key to every drawer in mother's bureau, how could I go to the alehouse so often as I do? An honest man may rob himself of his own at any time. † Tony, to Hastings, Act III, pg. 29 Literally, Tony is explaining to Hastings how he was able to steal the jewels he passes on to them. But this quote further illustrates his philosophy of life, which espouses a more complex idea of virtue and vice than that assumed by the high-class characters.For Tony, a man is allowed to â€Å"rob himself,† which could mean more than just taking money or jewels, but also engaging in baseness for oneself (such as he does at the alehouse). In fact, to engage in our baser nature is not only acceptable but preferable since it acknowledges a truth of who we are. He would not go so far as to harm or â€Å"rob† others, as he says, meani ng he engages in such behavior not to harm anyone else, but just to enjoy his own life. Many of the characters play around with this theme, in coming towards their acceptance of their real human, base natures.Tony stands as the central proponent of this philosophy. 10. â€Å"Pshaw, pshaw! This is all but the whining end of a modern novel. † Mrs. Hardcastle, Act V, p. 59 Mrs. Hardcastle snidely makes this observation as both couples are arranging their happiness in the play's final moments. It is a useful observation to consider, since it also serves as a bit of commentary on the play itself, perhaps sculpted by Goldsmith to provide awareness that his play is veering into the very territory he professed it would eschew: that of the sentimental comedy that praises virtue rather than mocking folly.Whether or not his play is guilty of the trespasses it seeks to condemn is open to interpretation, but the fact that Goldsmith is deliberately confronting these questions of how to cra ft an entertaining, satisfying work while trying not to undercut his message and theme is undeniable, as this quote shows. He is aware that the end could be construed that way, and is attempting to address it. Having this complaint come from the least discerning character in the play shows that Goldsmith might believe a more discerning audience would see his ending is not quite so sentimental. She Stoops to Conquer is a master piece in using dramatic irony . Explain? The play is a masterpiece of dramatic irony, which is a device where the audience has information and knowledge that the characters do not. From the moment Tony plays the practical joke on Marlow and Hastings, the audience learns secrets that will grow more complicated and hence create confusion that leads to hilarious situations. The best example is perhaps the way Marlow and Hastings treat Hardcastle, because they think him a landlord.Because we understand the details of the confusions, we understand the jokes whereas the characters only grow more offended. However, the behavior wrought by the dramatic irony reveals much of Goldsmith's view on humanity and class. The same example listed above is funny, but also shows the cruelty that comes from a rich man's entitlement. Throughout the play, much of the class commentary derives from the behaviors people show when they don’t' realize they are being judged. Kate exploits this to try and find out what kind of person Marlow actually is. 2. discuss humor in she stoops to conquer The second play of Goldsmith ‘She Stoops to Conquer' was produced in 1771. This play marks a departure from the first play and practically introduces the reign of humour in comedy. The entire play with its fun and humour, its intrigues and sparkling dialogues, its mischievous tricks and roguish attempts by Tony Lumpkin deals a direct blow on the sentimental comedy. A piquant observation, elements of ingenious and new realism, a welling froth of pleasantry that nev er dries up, bathe even the rare movements when emotion could rise all go to make this charming comedy an unalloyed source of amusement.The principal characters of this comedy are Mr. Hardcastle who loves everything that is old; old friends, old times, old manners, old books, old wine etc. Mrs Hardcastle and Miss Hardcastle their daughter; Mrs Hardcastle’s son by a former marriage, Tony Lumpkin, a frequenter of ‘The Three Pigeons’, idle and ignorant, but cunning and mischievous, and doted on by his mother; and young Marlow, one of the most bashful and reserved young fellows in the world except with barmaids and servant-girls.Marlow’s father, Sir Charles Marlow has proposed a match between young Marlow and Miss Hardcastle and the young man and his friend, Hastings accordingly travel down to pay the Hardcastles a visit. Losing their way they arrive at night at ‘The Three Pigeons’, where Tony Lumpkin decides to play a prank on them. He directs th em to a neighbouring inn, which is in reality the Hardcastle’s House. The fun of the play arises largely from the resulting misunderstanding, Marlow treating Mr Harcastle as the Landlord of the supposed inn and making violent love to Miss Hardcastle, whom he takes for on of his servants.This contrasts with his bashful attitude when presented to her in real character. The arrival of Sir Charles Marlow clears up the misconception and all ends well, including the subsidiary love affair between Hastings and Miss Hardcastle’s cousin, Miss Neville, whom Mrs Harcastle destines for Tony Lumpkin. The play is a charming one in which the rough edges of the world are ground smooth, in which faults turn out to be virtues and mistakes to be blessings. Its characters are particularly delightful. Tony Lumpkin is a genuine child of the soil and is said to be a monitor.Tony Lumpkin is loved by the readers of the comedy for his pleasant fun and nice jokes. Mr Hardcastle is another charac ter whom we all like because he loves everything that is old. Mrs Hardcastle who appears more like a sentimental mother becomes pathetic because of the way in which she is treated by her son, Tony Lumpkin. Young Marlow and Miss Hardcastle come out as fine lovers and this pair of lovers is well matched by Hastings and Miss Hardcastle’s cousin. In ‘She Stoops to Conquer’ Goldsmith succeeds in introducing the humour of the finest type.The plot also is well-knitted and the characters have everything of comedy about them. The old mawkish sentimentality is driven out and sense of pathos is supplanted by mirth and delight. Tony’s treatment of his mother, particularly when he drives her round and round the house, would have been extremely pathetic. Goldsmith drives out pathos from the scene and makes it truly comic. Thus everywhere in ‘She Stoops to Conquer’ Goldsmith introduces the qualities of a true comedy. 3. She stoops to conquer is a comedy of m anners. DiscussThough it is only explicitly referred to in the prologue, an understanding of Goldsmith's play in context shows his desire to reintroduce his audience to the â€Å"laughing comedy† that derived from a long history of comedy that mocks human vice. This type of comedy stands in contrast to the then-popular â€Å"sentimental comedy† that praised virtues and reinforced bourgeois mentality. Understanding Goldsmith's love of the former helps to clarify several elements of the play: the low scene in the Three Pigeons; the mockery of baseness in even the most high-bred characters; and the celebration of absurdity as a fact of human life. . Compare between Marlow and Hasting? Marlow is a shy young man, who has a hard time communicating with ladies. He's a gentleman and considered to be honorable, but when put to the task of proposing to a young woman of quality†¦.. he becomes tongue tied and unable to speak. Note†¦.. he has no trouble speaking to those he believes are not up to his own standards. Hasting, on the other hand, is a confidant and well-spoken young man, no matter who he speaks with. He could charm just about any woman of any class†¦Ã¢â‚¬ ¦. he might want to give marlow some lessons. Major ThemesClass While the play is not explicitly a tract on class, the theme is central to it. The decisions the characters make and their perspectives on one another, are all largely based on what class they are a part of. Where Tony openly loves low-class people like the drunks in the Three Pigeons, Marlow must hide his love of low-class women from his father and â€Å"society. † His dynamic relationship with Kate (and the way he treats her) is defined by who he thinks she is at the time – from high-class Kate to a poor barmaid to a woman from good family but with no fortune.Hastings’ and Marlow’s reaction to Hardcastle is also a great example of the importance of class—they find him impudent and absurd, because they believe him to be of low class, but his behavior would be perfectly reasonable and expected from a member of the upper class, as he truly is. Money One of the factors that keeps the play pragmatic even when it veers close to contrivance and sentiment is the unavoidable importance of money. While some of the characters, like Marlow and Hardcastle, are mostly unconcerned with questions of money, there are several characters whose lives are largely defined by a lack of access to it.Constance cannot run away with Hastings because she worries about a life without her inheritance. When Marlow thinks Kate is a poor relation of the Hardcastles, he cannot get himself to propose because of her lack of dowry. And Tony seems to live a life unconcerned with wealth, although the implicit truth is that his dalliances are facilitated by having access to wealth. Behavior/Appearance One of the elements Goldsmith most skewers in his play's satirical moments is the aristocratic emp hasis on behavior as a gauge of character.Even though we today believe that one's behavior – in terms of â€Å"low† versus â€Å"high† class behavior – does not necessarily indicate who someone is, many characters in the play are often blinded to a character's behavior because of an assumption. For instance, Marlow and Hastings treat Hardcastle cruelly because they think him the landlord of an inn, and are confused by his behavior, which seems forward. The same behavior would have seemed appropriately high-class if they hadn't been fooled by Tony.Throughout the play, characters (especially Marlow) assume they understand someone's behavior when what truly guides them is their assumption of the other character's class. Moderation Throughout the play runs a conflict between the refined attitudes of town and the simple behaviors of the country. The importance of this theme is underscored by the fact that it is the crux of the opening disagreement between Hard castle and his wife. Where country characters like Hardcastle see town manners as pretentious, town characters like Marlow see country manners as bumpkinish.The best course of action is proposed through Kate, who is praised by Marlow as having a â€Å"refined simplicity. † Having lived in town, she is able to appreciate the values of both sides of life and can find happiness in appreciating the contradictions that exist between them. Contradiction Most characters in the play want others to be simple to understand. This in many ways mirrors the expectations of an audience that Goldsmith wishes to mock. Where his characters are initially presented as comic types, he spends time throughout the play complicating them all by showing their contradictions.Most clear are the contradictions within Marlow, who is both refined and base. The final happy ending comes when the two oldest men – Hardcastle and Sir Charles – decide to accept the contradictions in their children. In a sense, this theme helps to understand Goldsmith's purpose in the play, reminding us that all people are worthy of being mocked because of their silly, base natures, and no one is above reproach. Comedy Though it is only explicitly referred to in the prologue, an understanding ofGoldsmith's play in context shows his desire to reintroduce his audience to the â€Å"laughing comedy† that derived from a long history of comedy that mocks human vice. This type of comedy stands in contrast to the then-popular â€Å"sentimental comedy† that praised virtues and reinforced bourgeois mentality. Understanding Goldsmith's love of the former helps to clarify several elements of the play: the low scene in the Three Pigeons; the mockery of baseness in even the most high-bred characters; and the celebration of absurdity as a fact of human life. Deceit/Trickery Much of this play's comedy comes from the trickery played by various characters.The most important deceits come from Tony, including his lie about Hardcastle's home and his scheme of driving his mother and Constance around in circles. However, deceit also touches to the center of the play's more major themes. In a sense, the only reason anyone learns anything about their deep assumptions about class and behavior is because they are duped into seeing characters in different ways. This truth is most clear with Marlow and his shifting perspective on Kate, but it also is true for the Hardcastles and Sir Charles, who are able to see the contradictions in others because of what trickery engenders.

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Neiman Marcus - Case Study Example The strength of Neiman Marcus lies in the department and specialty stores of its product lines. It should heavily focus upon expanding its emerging business segments such as that of shoe through its specialized business forms. Finding large areas for store openings all over the world should be undertaken. Large areas with separate segments for men, women and children can be generated. Visual merchandizing in various parts of the world is perhaps the best pathway that would lead the company towards achievement of its long-term strategic goals. For enhancing performance, NM should undertake massive research on the tastes and preferences of consumers in the selected global markets. Through the research, NM would be in a position to target several segments of the market offering each segment with wide ranges of products. The most important consideration would be, however, to strive towards finding out ways of offering the varied ranges of products under a single roof. On the other hand, the company should also analyze that the new business move gives rise to its financial performance enhancement as well. Thus, merchandizing would provide an effective pathway for the enhancement of business performance. The action plan being provided within this segment of the case analysis would enhance performance of the business and would also make them strive for sustainable growth opportunities. The position statement of the case induces upon the necessity for developing and implementing corporate strategies for growing both in the short-term as well as in the long-term. Identification of competitors’ core areas of strength has led towards the urge for developing sustainable competitive strategies. Identification and implementation of various practices and developments are thus essential. The most effective decision for Neiman Marcus at this stage would be to generate and evaluate opportunities for expanding globally. Groups holding potential for effective merchandizing in various parts of the world are required to be approached. Along with merchandizing, the company should also look for opportunities of leading joint venture businesses. Opportunities within the success of present businesses should be recognized.  

The Impeachment Process in American Politics Essay

The Impeachment Process in American Politics - Essay Example The essay "The Impeachment Process in American Politics" discusses the position of the President of the United States of America. Though with all the extensive powers of this position the President can single-handedly wage war on terrorism with the military without Congressional oversight, only if we were living before 1973. The President is accountable only to his country, in his political character and to his conscience. However, even if the present Constitution makes the president commander-in-chief of the US armed forces, the president’s authority to deploy forces on his own initiative is regulated by Congress under Article I, Section 8, which reserves to Congress the power to declare war, and under provisions of the War Powers Resolution of 1973. This resolution was the result of many instances when the President had totally gone too far in using this so-called inherent power. Today, the system of Checks and balances is applied by the American government which is guarante ed by the constitution; whereby branch of the government has some measure of influence over the other branches and may choose to block procedures of other branches, like the Congress for instance. Checks and balances prevent anyone branch from accumulating too much power – like the executive branch where the President belongs - and encourage cooperation between branches – like the executive branch and the legislative branch (where Congress belongs) - as well as engage in a comprehensive debate on controversial policy issues.

MAT201 - Basic Statistics Speech or Presentation

MAT201 - Basic Statistics - Speech or Presentation Example I purposely chose the number of phone calls received and not phone calls made in order to avoid any possible bias, which might arise out of conscious and purposeful dialing of the phone. The observation collected was based on randomly taken data for 10 chosen days and the nature of this dataset is time series. The data was collected such that a single day’s call would not stimulate any received call for the following days. This was consciously done in order to avoid bias. Median value corresponds to observation=(n+1)/2, again if the number of observation is odd then we choose the middle value after arranging the observations in increasing order. Whereas if we have even number of observations as we have here, we take the mean of the two middle observations and it yields the median. The mean value of 13.7 calls (14 approx) is much more than what I expected. The busy schedule usually cuts down the number of phone calls to 10 per day. The average should have been somewhere around 10 or 11. The standard deviation is usually used to find the spread of the distribution of the available data set; here the number of phone calls in 10 days. It can also be said that it is a measure of variability. Square root of variance gives standard deviation. To find out whether the given data set follows normal distribution or not we plot the frequency as we may see that we do not get a symmetrical curve, so our inference is that the data do not follow Normal distribution. As it can be observed that the obtained frequency curve is not symmetrical, and hence we infer that the distribution is not Normal because the Normal distribution is a continuous distribution whereas the number of phone calls in 10 days is off course a discrete variable. Hence the most likely distribution that might be used is the Poisson distribution. Now we continue collecting the data on the number of phone calls for five more days. Our basic question in this context would be whether this changes the

The Obama Administrations approach to the Democratic Revolution in Research Paper

The Obama Administrations approach to the Democratic Revolution in Egypt - Research Paper Example Albeit most historical literatures are inclined to cut the genocide and bondage that is attributed to the European series of invasion that comprises the North American continent, hardly any have any delusions regarding the real motives of Rome, Great Britain, Spain and other nations regal escapades. Correspondingly, when prospective learners of history study about the assignment that the US government has undertaken to proliferate democracy at the tail-end of the 21st century, they will likewise realize its real motivations way better than the thinkers and political analysts who oftentimes being seen on television nowadays. Not so long ago, a chaotic military and political demonstration took place in Egypt that desires the downfall of Mubarak from power. â€Å"Security forces and military police, swinging batons, firing birdshot and driving armoured personnel carriers, stormed the square late Sunday afternoon, chasing out protesters and burning tents.† (Fleishman & Hassan, â€Å"Frustrated Egyptians Come Out in Force†). The latest democratic revolution in Egypt delivers numerous visions into the margin between the United States governments apparent and genuine dedications to democracy in the continental regions of North Africa and in the Western Asia. â€Å"An alternative interpretation of Washington’s response to the Egyptian revolution, however, suggests that US officials have no desire to see democracy establish itself in the North Africa or West Asia, their public pronouncements---repeated endlessly by the major news media---notwithstanding.† (Napoletano, â€Å"The Egyp tian Revolution and Democracy†). Concurring to the most accurate versions of the media, the Obama Administrations interest for the democratic revolution was strengthened by its craving for stability and constancy in these regions. Particularly, some United States officials, concurring to this outlining of the revolutionary end, desired to

Nurse Leader Interviews Essay Example | Topics and Well Written Essays - 1000 words

Nurse Leader Interviews - Essay Example Again the Director of Surgical Services reflected a participative leadership approach while dealing with the subordinates in the organization. Finally as for the Director of Employee Assistance the leadership style reflected a transformational approach. Thus it is found that the different nursing leaders reflect different types of leadership styles in their conducts within the organization. It is found that the Chief Nursing Officer acting on the Servant Leadership approach aims to build trust and confidence in the minds of the subordinates so that they easily communicate with the upper hierarchy and share their feelings and problems. Again acting on such leadership approach helps the Chief Nursing Officer in understanding the areas where the people fall short in their professional pursuits. Thereby such leaders help enabling both resources and opportunities to help them develop their professional traits and conducts in serving the concern (Ebener, 2010, p.11-12). This leader was chosen on account that the leader takes care in hearing to the problems and queries of the nurses working in the organization and renders commitment to help the nurses develop their potential to render quality healthcare through rendering institutional help. The Director of Surgical Services reflects a participative leadership style while going about in the organizational conducts. Such participative style reflected by the director is done by involving and empowering the employees and sub-ordinate groups working in the concern in decision making activities. This leadership style helped the leader to gain the views of the subordinates in the decision making ventures and thus helped to avoid conflicts. Hence such leadership trait reflected by the director is held to bring success in managing the employees by the leader (Walsh, 2009, p.75). Finally the Director of Employee Assistance is found

Explain the reasons for the rise of Fascism Essay Example for Free

Explain the reasons for the rise of Fascism Essay Fascism appealed to the Italian public for various reasons. Many Italians regarded the existing system under the Liberal government as weak and corrupt and Fascism promised a strong government. During the war the divisions between neutralists and interventionists were so severe that they couldn’t work together against a common enemy. Elections were ‘managed’, especially in the South. All governments were short-lived coalitions, because proportional representation and universal male suffrage meant that it was next to impossible to get a majority. In 1921 the Fascists were included in the Giolitti’s list of election candidates which gave them more respectability. Fascist ideology was vague, promising something for everyone; it seemed to offer an end to class divisions. Some liked its anti-socialism and others liked its revolutionary syndicalism. Young people especially were attracted by the emphasis on change. The Fascists also had the support of influential people and groups, such as the King. The King was disillusioned with parliamentary leadership and feared a left-wing coup. Mussolini’s participation in government would have provided welcome strength against the left wing threat. In addition, the King doubted the loyalty of the army if it were called upon to challenge the Fascists. He was cowardly and pessimistic. Mussolini also had to foster good relations with the Roman Catholic Church simply because, regardless of his dictatorship, the Roman Catholic Church was such a powerful institution in Italy. The church feared communism and were attracted to Mussolini’s promises to restore law and order to Italy. In 1921 Mussolini publically announced his opposition to divorce and promised to heal the rift between church and state – the Roman Question. Pope Pius XI was friendly with Mussolini and as bishop of Milan allowed Fascist banners in a church. He urged the need for peaceful settlement. Finally, the March on Rome was the ultimate display of Fascist power. The Fascist squads were organised into militia and plans were drawn up to seize the main towns and cities of northern and central Italy. Around 30,000 Fascists would then converge on the capital and install themselves in power. On the night 27th October, Fascist squads seized town halls, telephone exchanges and railway stations throughout northern Italy. The King refused to allow martial law that would have sanctioned the use of force against the Fascists. This would prove to be a fateful decision: it was a sign the King lacked confidence in his government. On hearing the King’s refusal, Facta’s government resigned. The King approached Salandra, a veteran conservative Liberal, and asked him to form a new government. Salandra attempted to negotiate with the Fascists, offering them a few cabinet posts, but it soon became apparent that Mussolini would accept nothing less than Prime Minister. With other liberal leaders opposed to Salandra, the King realised he needed a different man. In the absence of any other viable candidate Mussolini was asked on the 29th October to become Prime Minister of Italy.

Hamlet And The Theories Of Tragedy

Hamlet And The Theories Of Tragedy Shakespeares Hamlet includes various theories and elements of tragedy, of which two will be discussed in this essay. Shakespeare addresses Aristotles theory of tragedy, but he challenges the theory in many aspects through setting, plot, and character. Shakespeare seems to heavily incorporate the wheel of fortune theory of tragedy, mostly through the character Hamlet. Aristotle, who is concerned with formal presentation of tragic plays, defines tragedy as: a representation of an action that is worth serious attention, complete in itself, and of some amplitude; in language enriched by a variety of artistic devices appropriate to the several parts of the play; presented in the form of action, not narration; by means of pity and fear bringing about the purgation of such emotion. (Aristotle 38 9) Shakespeare employs character and plot in order to create an atmosphere that is unsettling and dark, which instead of conjuring fear and pity instead sets up an atmosphere rank with revenge. In this way, Hamlet does not follow Aristotles definition of tragedy. Another of the ways Aristotle characterizes tragedy is through The noble actions and the doings of noble persons (Aristotle 35). According to Aristotle, Hamlet should be a noble person committing noble actions. This is best represented in the scene where Hamlet refuses to kill Claudius during prayer. T his becomes the turning point for Hamlet, where he truly becomes an ignoble person, saying he wants Claudius Soul may be damned and black/ As hell, whereto it goes. Hamlet truly wants Claudius to suffer in the worst possible manner, and in doing so Hamlet falls from nobility. Aristotle also believed heroes are First and foremost good (Aristotle 51). Hamlet does contemplate good and evil frequently, but ultimately Hamlet fall from the path of goodness. Fortinbras may have been the kind of hero Aristotle characterizes, but Fortinbras is not a tragic character. The plot events with which Aristotle disagrees give meaning to Hamlets theme. Shakespeare intentionally portrays many characters unheroic. For example, Hamlet does not treat Ophelia well, but at the same time Ophelias unwavering loyalty to her father causes her to treat Hamlet badly. Both characters invoke disgust from the reader from their ignoble actions. The only characters who act somewhat heroic are Horatio and Fortinbras. Interestingly, these are the only two characters who survive, so Shakespeare may be making some kind of commentary on Aristotles tragic hero. Another theory of tragedy has to do with the wheel of fortune. This kind of Tragedy was perceived as a reversal of fortune, a fall from a high position. This view of tragedy derives from the Medieval concept of fortune, which was personified as Dame Fortune, a blindfolded woman who turned a wheel at whim; men were stationed at various places on the wheelthe top of the wheel represented the best fortune, being under the wheel the worst fortune. However, the wheel could turn suddenly and the man on top could suddenly be under the wheel, without warning. (Landmarks of Literature) There are many instances where Shakespeare incorporates these elements of tragedy into Hamlet. At the beginning of the play, Horatio cries out to the Ghost, Speak to me: If thou art privy to thy countrys fate, / Which, happily, foreknowing may avoid, / O, speak! Horatios outburst suggests that fate isnt inevitable, but earlier Horatio indicates that the Ghost is a bad omen, just like in Rome before the mightiest Julius fell and the graves stood tenantless and the sheeted dead/ Did squeak and gibber in the Roman streets. Horatios conception of fate embodies the fate of the the entire country, not the individual. In response to a comment about how mens faults can ruin reputations, Hamlet responds by saying, Carrying, I say, the stamp of one defect/ Being natures livery or fortunes star/ Their virtues else- be they pure as grace/ As infinite as man may undergo/ Shall in the general censure take corruption/ From that particular fault. Hamlet establishes his view of fate and bad character with this claim; he thinks you are either born with bad qualities or you acquire them through the environment (through no device of your own), but its not something that a person is in control of; rather it is something that simply happens to a person, and there is no way to avoid it. Later in this scene Hamlet exclaims, My fate cries out, / And makes each petty artery in this body / As hardy as the Nemean lions nerve. Hamlet believes it is his fate to follow the ghost, and because it is his fate he is given the strength and vigor with which to do it. Hamlet asks Rosencrantz and Guildenstern how they are, and Guildenstern answers, Happy, in that we are not over-happy, on fortunes cap we are not the very button. This is a joke that implies that Guildenstern and Rosencrantz live in Fortunes privates; This joke implies that Fortune is a whore. Later in the same scene, the idea that Fortune is a whore comes up again in a more serious tone. During a play, Hamlet asks the First Player to recite the piece of the death of Priam. Afterwards, the player comments: Out, out, thou strumpet, Fortune! All you gods, In general synod take away her power; Break all the spokes and fellies from her wheel, And bowl the round nave down the hill of heaven, As low as to the fiends! (2.2.493-497) The player is asking the gods to break Fortunes wheel and roll her down to hell. The idea is that our destinies are merely random, when people try to climb on top of the wheel it may simply move and the person on top becomes the one being crushed by the wheel. The First Players speech calls for a fate ruled by something other than Fortune. Hamlets third soliloquy suggests that fortune is simply out to hurt you and questioning whether it is even worth it to challenge the wheel of fortune: To be, or not to be: that is the question: / Whether tis nobler in the mind to suffer / The slings and arrows of outrageous fortune, / Or to take arms against a sea of troubles, / And by opposing end them? Before the play The Murder of Gonzago, Hamlet stands alone with Horatio and commends him as A man that Fortunes buffets and rewards / Hast taen with equal thanks. Hamlet goes on to praise Horatio for not becoming a pipe for Fortunes finger to play; Hamlet appears envious of Horatio, praising him for a quality that Hamlet himself lacks. Hamlet sees himself as passions slave, a person who cannot maintain a stable identity or sense of self. In The Murder of Gonzago the Player King tells his wife that he hopes when he dies she will find a good man and remarry. The wife promises vehemently she will not find another husband after his death, to which the king responds: This world is not for aye, nor tis not strange / That even our loves should with our fortunes change. The king points out that a man who has been favored by fortune could just as easily lose his fortune, and with it his friends, money, wife, etc. The king doesnt address it as though it is something to be deplored, but simply the way of life and something that needs to be accepted, because Our wills and fates do so contrary run / That our devices still are overthrown; / Our thoughts are ours, their ends none of our own. In the end, the king is right, and the wife quickly remarries after the kings death. After Polonius has been stabbed, Hamlet says to the body, take thy fortune; / Thou findst to be too busy is some danger. Hamlet believes Polonius fortune was not simply bad luck; Hamlet believes Polonius brought his own bad luck upon himself and had earned his own death. Later in the same scene, Hamlet says, For this same lord, / I do repent: but heaven hath pleased it so, / To punish me with this and this with me, / That I must be their scourge and minister. According to this view of things, Polonius death is not an accident at all, but part of a divine plan. In the last scene of the play, Hamlet writes to Horatio about how he found his own death warrant. Hamlet said he was sneaking around and told Horatio, let us know, / Our indiscretion sometimes serves us well, / When our deep plots do pall: and that should teach us / Theres a divinity that shapes our ends, / Rough-hew them how we will. Hamlet suggests that even though something may look random it could be part of a plan that will turn out for the better. Then, later, Hamlet repeats the concept; Horatio asks how Hamlet could have possibly sealed a new warrant with the kings seal. Hamlet replies, Why, even in that was heaven ordinant and explains that Hamlet had his fathers signet by chance and used it to make the seal. Even later in the scene, right before the final fencing duel, Hamlet says that everything is ill in his heart. He doesnt hint that this feeling is prophetic of his own death in any way, but when Horatio offers to call off the fencing match, Hamlet speaks as though he kno ws hes about to die: Not a whit, we defy augury: theres a special providence in the fall of a sparrow. If it be now, tis not to come; if it be not to come, it will be now; if it be not now, yet it will come: the readiness is all: since no man has aught of what he leaves, what ist to leave betimes? Let be. In another view of this revenge tragedy, Hamlet is the player of a Senecan tragedy. He is involved in a sensational murder scene, commanded by a Senecan ghost desiring revenge, and after hampered by court intrigue, resorts to feigned madness. Since apparitions are known to tell half-truths to deceive people, Hamlet is given instruction without a resolute plan. For majority of the play, he acts with passion and indecision and he proceeds with the ghosts wishes as his adversary allows. And, for the most part, only Claudius, Hamlet, and Horatio know the action of revenge. (Landmarks of Literature) Word Count: 1837

Globalization Theory on Welfare Provision

Globalization Theory on Welfare Provision Globalization theory implies that the nation has little autonomy in organizing its  welfare provision. Evaluate this statement, referring to at least two welfare regimes. At first glance this statement appears to be true when applied to the welfare states of both Germany and Sweden. For nearly a century the Swedish welfare system was the world’s pre-eminent example of the ‘social-democratic’ model of welfare provision; likewise Germany’s welfare regime was a classic instance of the ‘Conservative’ model. Yet in the late 1980’s and early 1990’s both models were aggressively assailed by serious economic difficulties. These difficulties have been attributed to the effects of globalization and they have been cited as evidence that idiosyncratic and distinctive national welfare schemes cannot resist world economic and social forces. Economic evidence appears to uphold this statement. Sweden’s unemployment figures rose for instance from less that 1% in the late 1980’s to over 12.5% in 1993. In Germany workers contributed 26% of their income to welfare in 1970 and over 40% by 1990. Faced with such figures Swedish and German governments have felt massive pressure to cut back on systems of benefits that their accustomed citizens have deemed essential for more than fifty years. Authors such as Esping Anderson argue however that – at least in the case of Sweden and other ‘social-democracies’ – the present economic difficulties of these systems are temporary phenomenon made more severe by a combination of unfortunate events in the world economy in the 1990’s. These pressures are ephemeral and when they pass away it will be possible to maintain the universal level of welfare guaranteed by the social-democratic model. Less optimism can be expressed for the German model which faces the enormous difficulties with its ageing population, rising tax-burdens and assimilation of East Germany. The term ‘globalization’ has become something of a bloated monster with many different heads each meaning for the people who use them slightly or considerably different things from the others. Even a casual glance at the literature will show that the term is associated with the spread of each of the following: internationalization, liberalization, universalization, westernization, modernization or deterritorialization (Held, 1999). There is little space in this essay to discuss these terms in depth, and so it is best here to give a consensus definition that draws from each of them. When referred to welfare regimes globalization signifies an economic and social compression and condensing of the world whereby financial and social interaction between states is intensified. The World Bank for example defines globalization as the â€Å"Freedom and ability of individuals and firms to initiate voluntary economic transactions with residents of other countries†[1]. Globali zation means that there is a greater flow of commodities and influence across the borders of countries. Economically, this means that free trade, migration, capital and technology have a far greater power to influence individual states and nations than they had before. National economies and institutions (such as welfare systems) are more susceptible to international pressures and are often forced to conform or modify themselves so as to be competitive with these general trends. In social terms, globalization imposes upon individual nations the need to conform to international attitudes, for instance, towards the rights of women. Acceptance of such impositions often requires profound changes to the structure of traditional national institutions or ways of life. Authors on globalization have been equally vociferous in their support and condemnation of the movement. Noam Chomsky, for instance, is publicly critical of the tendency of globalization to remove freedom and choice from the individual and to transfer it to transnational corporations. Chomsky argues that global organizations such as the Bretton Wood institutions, the IMF and the World Bank, have promoted the ‘Washington Consensus’ whereby poor countries have to reduce welfare provisions to meet debt payments to richer nations (Chomsky, 1999). Accordingly, the WTO, GATT and NAFTA are agencies that seek to acquire privileges for elites rather than those of the third-world. In contrast, those who promote globalization, such as the leaders of the institutions listed above, argue that globalization means a golden opportunity to build a platform for worldwide and universal democracy, healthcare, pension provision and all of the other basic rights expected by citizens of Western welfare regimes. Esping Anderson’s The Three Worlds of Welfare Capitalism (Esping-Anderson, 1990) is a seminal text in the literature of welfare states. As its title suggest, Esping’s book divides the various kinds of welfare regimes in developed nations into three types: Liberal, Conservative (Corporate), and Social Democratic. Examples of countries with Liberal welfare regimes are the United States, Canada and Australia. These systems support means-measured-assistance that issue benefits for mainly the poor or those incapable of self-assistance. Government intervention in the welfare system is limited since government institutions are seen as unsuited for the dispersal of benefits; private welfare initiatives are as such much encouraged. The liberal model is predominantly individualistic and market-orientated. Examples of the Conservative type include Germany, France and Italy. In this model welfare benefits are related to social position and employment status. This model depends heav ily upon the work of the Church which is intimately linked to the distribution of welfare – particularly provision for the poor. So too the family is a vital source welfare. Sweden, Denmark and Norway are examples of countries that practice the Social Democratic model of welfare provision. Referred to also as the ‘Scandinavian Model’ or the ‘Swedish Model’, this type of provision demands the intimate public involvement of its citizens in the economy and society of the nation. In such models the welfare state is an umbrella that protects the whole nation. For instance, education is universally free (or very cheap) and of such a uniformly excellent level that it is unnecessary to maintain private schools. Healthcare, childcare allowances and old-age pensions are available to all citizens. The philosophy of the social democratic model is that its institutions should be egalitarian whereby the standard of living for the whole nation is leveled as much as possible. Esping’s model has been highly influential upon the thought of scholars writing about the welfare state and upon practitioners within it. Esping’s work is also significant because he suggests that the social-democratic model may be able to weather the difficulties it has undergone by globalization since the early 1990’s. These ideas are now discussed with reference to the particular welfare regimes of Sweden and Germany. The German welfare regime is a classic example of the conservative model of welfare provision. Originating with Chancellor Otto von Bismarck during the 1880’s the German welfare regime gradually established compulsory insurance schemes for healthcare, accidents, disability and old-age. After Bismarck the German welfare state was further expanded during the years of the Weimar Republic and the Nazi dictatorship. In 1957 Chancellor Adenauer passed the Pension Reform Law which aimed to distribute on an egalitarian basis the wealth of the ‘economic miracle’ that Germany was experiencing at the time. This was a momentous and controversial decision that would lead to successive German chancellor’s competing to offer better and better – and more unrealistic and more unrealistic! – welfare provisions and retirement packages to German workers. Adenauer replaced Bismarck’s limited system of helping only the elderly or desperately poor with pensio n schemes linked to wages referred to as ‘pay-as-you-go’ (Beck, 1995). These schemes were highly successful during the boom times of the 1950’s and 1960’s and up until the 1970’s. The 1980’s and 1990’s however saw the beginning of a series of serious economic challenges to the German welfare model: the German economy began to slow, the re-unification of East Germany meant huge extra burdens for the system and the German population was ageing quickly. In these years pension contributions for German workers went up from 26% in 1970 to 40% in 1990 (Crew, 1998). German politicians failed to see and so prepare for these events. Chancellors Helmut Schmidt and Helmut Kohl sought to improve things by extravagant pensions promises that they knew they could not could not fulfill. Chancellor Kohl for instance famously claimed in his 1990 Unity Campaign that ‘When I say that we will not increase taxes, it means we will not increase taxesâ₠¬â„¢ (Bleses, 2004). Within a year gasoline, tobacco and insurance taxes had been raised as well as the solidarity surcharge added. Globalization became a major problem for the German welfare system in the early 1990’s when the world-recession hit Germany’s economy hard and made it difficult for her to sustain her generous welfare provision. Germany initially responded to the pressures of globalization by raising taxes steeply. Chancellor Gerhard Schroeder’s has recently sought to introduce comprehensive reforms of the welfare system – Hartz 1V[2] for instance to respond to globalization. German trade unions are intractably opposed to such reforms and have staged huge street protests against them. The ‘Swedish model’ of welfare provision is a classic example of the social-democratic type. The history of the Swedish model is closely bound to the aims of the Swedish Social Democratic Party which was founded in 1889. The SDP was set up by industrial workers who aimed to guarantee every Swedish worker (and later every Swede) medical insurance, pensions in old-age, redundancy protection and various other benefits that guarded them against poverty and hunger. The SDP based the Swedish welfare system upon very high taxation (as it remains today) and Swedes pay up to 60% of their total income to the government. 90% of businesses in Sweden are privately owned and pay large corporate taxes to the government also. The SDP’s interpretation of the welfare state was based upon high taxation and was referred to as the ‘People’s Home’. The SDP became the dominant political force in Sweden in the 1930’s (lasting in power for sixty years) and in 19 37 the Riksdag (Swedish parliament) passed a pensions scheme for the elderly that continues to the present. After World War II the SDP extensively enlarged the welfare regime. This extension included mandatory health insurance, dental insurance, child-care subsidies, five-week vacation periods and so on. Thus by the 1970’s the dream of the ‘People’s Home’ had been substantially realized. Nearly sixty years of near blissful conditions in Sweden’s welfare system were seriously threatened in the 1990’s by a series of economic difficulties which were attributed to globalization and adduced as evidence that individual national monetary policies cannot survive the effects of globalization (Rydenfelt, 1981). Sweden is the classic example of the social-democratic model ‘third-way’ between conservatism and laissez-faire and so if Sweden fails to protect its distinctive system then all others of this type are likely to fail also. Globalization is seen to have forced Sweden to reduce full-employment provisions and to slash benefits in its welfare regime. The electoral defeat of the SDP for the first time in sixty years was seen as further evidence of the ability of globalization to affect well-rooted national institutions. Evidence for the crisis caused by globalization appears convincing. Between 1990-1995 national growth was viscous at 0.4% GDP, une mployment soared from 1.6% in 1990 to 12.5% in 1993. Government expenditure measured in GDP climbed from 60% in 1989 to 74.1% in 1993 (Crew, 1993). These events had three principal causes. Firstly, the volatility of Swedish currency internationally in expectation of the finalization of the European Single Market and also the act of Sweden’s joining the EU. Second, the far-stretched depression of the early 1990’s that reached globally. Thirdly, the difficulties of maintaining the level of the Krona next to the Deutschmark after competitive devaluations were ditched in the 1980’s. This evidence can be interpreted in two ways. Some argue that the Swedish crisis is an inevitable consequence of lavish public spending and impossibly high welfare provisions. The other school, represented by Esping-Anderson for instance, argues that the Swedish crisis is temporary and that its welfare state is capable of surviving present economic difficulties. Events for this school ar e conjunctural (Esping-Anderson, 1990). Sweden is not the victim of globalization, but of a particularly unlucky set of economic coincidences. Finally it must be said that neither Sweden nor Germany has yet determined with certainty whether they will be able to resist the pressure of globalization to modify or replace their idiosyncratic national welfare models. Sweden and Germany face pressure from within and without. Globalization from the outside, and the absolute demand of their citizens for a continuation of the present generosity of their respective welfare systems. If Esping Anderson is right, Sweden may weather the storm and preserve its social-democratic model. For Germany the external pressures are greater and the rescue of its conservative model far less certain. Bibliography Beck, H. (1995) The Origins of the Authoritarian Welfare State in Prussia. Ann Arbor,  University of Michigan Press. Bleses, P. (2004) The Dual Transformation of the German Welfare State. Palgrave Macmillan,  Basingstoke. Castells, M. (1996). Information Technology and Global Capitalism’ in W. Hutton A.  Giddens (eds.) On the Edge: Living with Global Capitalism. Vintage, London. Crew, D. F. (1998). Germans on Welfare. Oxford University Press, Oxford. Chomsky, N. (2003). Hegemony or Survival. Metropolitan Books, New York. Chomsky, N. (1999). Profit Over People. Seven Stories Press, New York. Chossudovsky, M. (1997). The Globalization of Poverty. Impacts of the IMF and World Bank   Reforms. Zed Books, London. Esping-Anderson, G. (1990). The Three Worlds of Welfare Capitalism. Polity Press,  Cambridge. Hajighasemi, A. N. (2002). The Transformation of the Swedish Welfare System: Fact or   Fiction? University of Durham, Durham. Held, D (et al.). (1999). Global Transformations – Politics, Economics and Culture. Polity  Press, Cambridge. Kelner, D. (1997). Globalization and the Postmodern Turn. UCLA, Los Angeles. Kuttner, R. (2002). Globalization and Poverty. The American Prospect Online.  www.prospect.org./print/V13/1/global-intro.html/ Liebfried, S. (2003). Limits to Globalization: Welfare States and the World Economy. Polity  Press, Cambridge. Rydenfelt, S. (1981). The Rise and Decline of the Swedish Welfare State. Lund University  Press, Lund. Rydenfelt, S. (1980). The Limits of Taxation: Lessons from the Swedish Welfare State. Lund  University Press, Lund. [1] www.worldbank.org/globalization/definition [2] Hartz IV, Federal Agency for Labour: a law that offers reduced unemployment benefits at different levels in East and West Germany.