Empowerment of Women in Much Ado About Nothing, As You Like It, and The Taming of the Shrew :: comparison compare contrast essays

Empowerment of Women in Much Ado About Nothing, As You Like It, and The Taming of the Shrew  Ã‚     Ã‚   In Shakespeare’s comedies, many – possibly even most - of the female characters are portrayed as being manipulated, if not controlled outright, by the men in their lives: fathers, uncles, suitors, husbands.   And yet, there are women inhabiting Shakespeare’s comedic world who seem to enjoy a greater degree of autonomy and personal power than one would expect in a patriarchal society.   Superficially, therefore, Shakespeare’s comedies appear to send mixed signals regarding the notion of female empowerment.   Some women are strong and independent, others are completely submissive, and the behavior of either seems to be influenced more by theme or plot than by any qualities within the characters themselves. A closer look, though, should make it evident that this is not the case; as in many of Shakespeare’s plays, appearances can be deceiving.   In some cases, the exterior behavior is a deliberate faà §ade to mask the character’s real feelings; in others, it is an acculturated veneer that is burned away as a result of the play’s events.   Despite their outward appearances, though, most of these comedic women belong to one of two opposing archetypes.   An examination of these archetypes allows the reader to see past such deceptions to the real personality beneath.    The â€Å"Daughter† and â€Å"Niece† Archetypes Within Shakespeare’s comedies, many of the female characters are portrayed as submissive and easily controlled.   Like dutiful daughters, these women submit to patriarchal repression with little complaint. Perhaps the best example of a â€Å"daughter† character in Shakespearean comedy is the role of Hero in Much Ado About Nothing.   Hero is completely under the control of her father Leonato, especially with regard to courtship.   When, in Act Two, Leonato believes that Don Pedro may seek Hero’s hand in marriage, he orders Hero to welcome the prince’s advances despite the difference in their ages: â€Å"Daughter, remember what I told you.   If the Prince do solicit you in that kind, you know your answer† (II.i.61-3).   Thus we see that Leonato controls not only Hero’s actions, but even her words as well. In fact, Hero is so thoroughly repressed by the male-dominated society in which she lives that she submits not only to her father’s will, but to that of nearly every other man in the play.   She is easily wooed and won by Don Pedro posing as Claudio (II.

Ohm’s Law Investigation Essay

Hypothesis: Because I am using copper wire as a resistor, when I increase the length of the wire the resistance should work how resistors in series work. This means that when I increase the length of wire (or add a piece in a series circuit) the resistance should increase too. Due to the increase in the number of atoms and ions between the two terminals it takes the electrons longer to get from one side to the other. For example if I double the length of the wire the resistance will double and the current will halve. My graph at the end should look something like this: The length of wire and resistance should be directly proportional to each other. Equipment: -2 1. 5V cells -Metre ruler -Copper wire -Voltmeter -Ammeter -Wiring -Crocodile clips Method: First I decided upon the type of wire I was going to use (copper), I made sure it was the same thickness each time I took readings because as aforementioned, if the cross sectional area is not kept constant, it will definitely affect the resistance and thus make my results inaccurate. Then I measured it to 100cm by laying it across a metre ruler, because this way I can be accurate to the millimetre. I then hooked the 2 cells up to the copper wire stretched across the metre ruler using my wires and crocodile clips. I connected the two terminals on the metre ruler 40cm apart. For this experiment I will take readings for p. d (potential difference) and the resistance using an ammeter and a voltmeter at distances ranging from 40cm to 100cm – I will take measurements in 5cm intervals (i. e. take measurements from 40cm, 45 cm and so on so forth). I made sure that the voltmeter and ammeter were set up in PARALLEL not series as this would damage them. Below is a diagram of my apparatus and how I set it up: And the (simple) schematic of the circuit: In this experiment I will keep all things constant (apart from the length of wire). I will keep do all my measurements in one day in a short space of time in the same room away from the windows (out of the sun) so the temperature does not change noticeably while I am carrying out the experiment, as this would affect my results and make them inaccurate. Also, when charge flows through the wire and there is resistance, it generates heat in the wire. I will keep the power on the wire for the least amount of time and take my readings quickly so the temperature does not affect my results. In addition to this I will also wait a minute after each reading so that the wire cools to room temperature again and my results are accurate. In theory the graph-line should be straight – if it isn’t then it indicates that there is another variable. The other constant is the cross sectional area of my wire – this is fairly easy to keep constant – just use the same piece of wire. I have to keep this the same because cross sectional area of wire is proportional to the resistance – if I do not keep it the same it will also make my results inaccurate. I will take readings from each distance 3 times and take the average of those, so I can greatly decrease the chances of getting an anomalous result. Results: Here is the results table followed by a graph representing each of the 3 – p. d, Current and then resistance. Length of Wire (cm) Potential Difference (V) Current (A) Resistance (? ). And finally, to calculate the resistance I used the ohm’s law formula of R=V/I. Analysis: My experiment was very successful and the results I got proved to be quite accurate and precise. Therefore my graphs and result tables provide me with a base to understand just why length affects the resistance. My prediction was that â€Å"when I increase the length of wire the resistance should increase too†; my prediction is supported by my results – and appears to be correct. The graphs and tables prove that the longer the copper wire, the higher the resistance. Resistance is also linked to charge flow, if I change the charge flow it will have an affect on the equation I = Q/t. If the current is changed then this will have an affect on the resistance. So with the help of the formulae I=Q/t and R=V/I, I now know that if I increase the charge flow, the current increases and the resistance decreases. Consequently if I double the length of wire the equation I = Q / t will be halved (due to the time increasing) causing the current to be halved and the resistance to be doubled. I can see one anomalous result in the ‘Current’ graph, which is at a length of 80cm – it appears to be at a slightly lower current than it should be in relation to the others. Evaluation: Using my results and my graphs I can clearly tell that my experiment was successful, I can tell this because, generally, none of my results have any inconsistent results and my graphs show straight lines. Even after repeating my experiment many times my graphs still remained just as precise and the graph showing the average results of the experiment is a perfect straight line. The fact that I got the similar results each time I did the experiment suggests that is was successful and also reliable, thus I must have carried out the experiment well. The way in which I conducted the experiment was good because I made sure that the voltage supplied to the wire was equal each time, the cross sectional area of the wire remained the same, and also that the wire cooled down between each result. The use of mm instead of cm made sure that the length was exact and not longer or shorter. Therefore my results were successful and reliable for us to work from. However this did not mean that the way in which I did the experiment couldn’t have been improved. Having to secure the wire so as to measure the length meant that it was difficult to attach the crocodile clips to exactly the end of the wire. I could not be sure that as I left the wire to cool it was not at a different temperature each time I begun again; this could have affected my results if it had been vastly different. In my experiment, I could also have investigated a number of other things, such as the effect of cross sectional area or temperature on the resistance. If I had looked at the effect that the cross sectional area had on resistance I would probably discover that as the wire doubled in cross sectional area the resistance would halve. This would be due to there being twice as many electrons – the current would travel a lot quicker and thus decrease the resistance. If I looked at how temperature affected resistance I would probably find that as the temperature of the wire increases, the particles within begin to vibrate much more because they have some extra energy, therefore it is much harder for the electrons to move through and thus the resistance will rise. So instead of just investigating how length affected the resistance of a piece of wire I could also have investigated the affect of temperature or cross sectional area on the piece of wire Adam Burclaff Page 1 of 10 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Linguistic Theories Essay - 1626 Words

In the past, the study of grammar has been investigated for centuries, it was also significantly role in language teaching and learning. The reasons for teaching and learning are different in each period. In some eras, a major aim of teaching and learning was making learners to be able to communicate. In others, it was essentially taught for the purposes of reading and writing. For these reasons, the studies of two linguistic theories, the traditional grammar and the structuralism were created. They can be viewed differences by views on language, language learning and teaching as well as strengths and weaknesses as follows. Traditional grammar is one of the most significant grammar teaching, this kind of grammar was influenced by the†¦show more content†¦Traditional grammar was dissatisfied by the early modern linguists by reason of its inconsistency. Analyzing feature of language as parts of speech cannot clarify by their meaning. For example, in a sentence He runs home. Not only home is the name of a place, but it also modifies runs. Confusion occurs when the two classification of noun and adverb overlap. Hence, structural linguistics were constructed. It analyzes language by dividing a sentence into the smallest part, called immediate constituents (IC analysis) or slot and filler. This process analyzes the sentence in paradigmatic way. In order to find the beginning of structuralism, this kind of grammar came from the work of Ferdinand de Saussure. He was the first linguist who perceived that each language should be analyzed its own structure. The early modern linguists observed that linguistics ought to be an empirical science. It can be proved not from sentiment or attitude. For instance, it might be judge from score or performance. Due to the notion of structural linguistics all of languages have different structure and system. They observed that language is unique. Then, contrastive analysis was explored to this opinion. 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