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Viola and Beatrice in Twelfth Night and Much Ado About...

Viola and Beatrice both take on mens roles, Viola that of a manservant and Beatrice that of the perpetual bachelor and the clown: I was born to speak all mirth and no matter, she says to Don Pedro [II.i.343-4]. They appear to be actors and manipulators, much more so than their female predecessors, who are mostly reactive and manipulated, such as Hermia, Helena, Titania, and Gertrude. None of these women seemed in charge of her own destiny, but tricked by the schemes of men and later scorned or humiliated as a result of male machinations. Viola and Beatrice, although they both seem fiercely independent and comfortable in a mans world, reveal themselves to have only the trappings of manhood, and not its full capacity for action.†¦show more content†¦Viola is disconcerted at being confused with Sebastian in Twelfth Nights final acts, but this confusion is not one plotted by men. She and Beatrice remain two of Shakespeares few undeceived women. Beatrice lives the jocular life of a bachelor man, but will not take on the mans office of killing Claudio. In the same way, Viola wishes to retain the freedom and anonymity that life as a man grants her, but balks when it comes to drawing swords. Both attempt rely on the subtler feminine tools at their disposal instead of steel, but in doing so confine themselves to the frailer role of woman. Beatrice maneuvers Benedick into promising to right Hero, and Viola attempts to talk her way out of a swordfight. Viola complains of womens frailty [II.ii.32-3] with respect to Olivia, but her own weakness also prevents her from taking direct action to undo the love triangle in which she has become a corner. She concludes the scene with, O time! thou must untangle this, not I; It is too hard a knot for me to untie! [41-2] Beatrice and Viola both have a hard time untying the knots they have made, although they are not the victims of manipulation in the same manner that Shakespeares other women have heretofore been. Viola does not wait for anyone to rescue her at the shipyard, but hatches her own scheme to go underground into the service of the Duke -- however, she does not plan through to the end. It is onlyShow MoreRelatedWilliam Shakespeare s Much Ado About Nothing 1240 Words   |  5 PagesTheater was built, he moved there and was a shareholder. During these times he wrote several plays for the theater. Some of these include Much Ado about Nothing, Twelfth Night, Love’s Labour’ s Lost, and A Midsummer s Night’s Dream. In the year 1600, Shakespeare wrote the play Much Ado about Nothing. Later the following year, in 1601, Shakespeare wrote a Twelfth Night. In many ways these two plays are similar with the aspects of the differences of power between the upper and lower class, betrayal betweenRead MoreTheme of Love in Much Ado and Twelfth Night1783 Words   |  8 PagesAS English Literature – Unit 2 (Coursework) EXPLORATIVE STUDY Shakespeare’s Twelfth Night is studied and his Much Ado About Nothing is used to explore the theme of love. Performances are referred to. Shakespeares romantic comedies explore love, the â€Å"divine passion†, in all its moods and intensities. Most characters in these two plays are in love, find love or seek it. Twelfth Night, reputedly the most mature of Shakespeare’s romantic comedies, weaves several such love stories into an intricateRead MoreThe Aspects of Love in Twelfth Night Essay633 Words   |  3 PagesThe Aspects of Love in Twelfth Night The main theme in Twelfth Night is love. It is announced at the beginning of the play ‘If music be the food of love play on’ and from this you know that love will be a main aspect in Twelfth Night. In Elizabethan time ‘love’ as we know it today was very different. You could not love anyone outside of your social status, marriages were almost always arranged on how the social status could improve the current standing of oneRead MoreOn the other hand, Shakespeare also maintains the feminine ideal through the use of disguise. In700 Words   |  3 PagesOn the other hand, Shakespeare also maintains the feminine ideal through the use of disguise. In Much Ado About Nothing Hero loses her feminine ideals through Claudio’s dishonour, however the use of concealment allows her to regain her ideals. Hero’s death is symbolic as it is seen as her ‘rebirth’, as it induces remorse in Claudio and cleanses her name of infamy ‘One Hero died defiled, but I do live.. and surely as I live, I am a maid’. Hero’s dishonour is paramount, as the destruction of a womenRead MoreThe Foolishness Of Love Is A Force That Exceeds Our Rational Judgment1440 Words   |  6 Pagesovercoming the characters’ rational selves than a source of ultimate fulfillment. Falling in love is often against our best interests, and no one is more aware of this than Beatrice and Benedick in Much Ado about Nothing. Both of them staunch bachelors, they know all too well that love makes people vulnerable and often miserable. Beatrice is sensitive to inequality inherent in marriage whereby a wife should subjugate herself to her husband. She calls men â€Å"pieces of valiant dust† and insists she does notRead MoreEssay about Film Versions of Shakespeare Comedies2208 Words   |  9 Pagesadaptations of Shakespeare’s comedies, Trevor Nunn’s Twelfth Night and Kenneth Branagh’s A Much Ado About Nothing [‘Much Ado’]. Although both films can to an extent be seen as comedies with serious, almost tragic aspects inherent throughout, Nunn’s film deals with these serious facets as central to the depiction, whereas Branagh, although not entirely ignoring the deeper issues, prefers a more light-hearted and visually attractiv e adaptation.   Ã‚  Ã‚  Ã‚  Ã‚  Twelfth Night has been described as ‘like Hamlet in a comicRead MoreEssay on A Feminist Perspective of William Shakespeare1506 Words   |  7 Pagesconfront our own contemporary generalizations about gender, especially what it means to be female. In his own time, Shakespeare seems to have been raising questions about the standard images of males and females, about what the characteristics of each gender are, about what is defined as masculine and feminine, about how each gender possesses both masculine and feminine qualities and behaviors, about the nature and power of a hegemonic patriarchy, and about the roles women and men should play in actingRead MoreContext Taming of the Shrew1767 Words   |  8 PagesThe Taming of the Shrew is one of Shakespeare’s earliest comedies, and it shares many essential characteristics with his other romantic comedies, such as Much Ado About Nothing and A Midsummer Night’s Dream. These characteristics include light-hearted and slapstick humor, disguises and deception, and a happy ending in which most of the characters come out satisfied. The light-heartedness of these romantic comedies contrasts sharply with the darker humor and deeper characterization of Shakespeare’sRead MoreThe Renaissance and It’s Affect on William Shakespeare’s Works2369 Words   |  10 Pagesmovement spanning from the later 15th century until the early 17th century, it is associated with the Italian Renaissance which started in the 14th century. Like most of northern Europe, England did not get the full effect of the Renaissance until about a century later and the height of the English Renaissance is considered to be in the Elizabethan Era (1558–1603). The Renaissance was how all of Europe moved away from the Middle Ages and into the new world. The Renaissance was not only a rebirth of

The Effects of Drinking Behavior on College Students Free Essays

string(147) " attitudes toward school and eventually progressing to actual grade representation, allowed me to compare alcohol usage to behavior toward school\." The Effects of Drinking Behavior on College Students’ Academic Performance Abstract This study investigated the relationship between college students’ academic performance and their drinking behaviors. It was hypothesized that higher alcohol intake levels would be related to lower GPA. In the experiment, 28 Psychology students took an online survey which examined their level of alcohol intake in reference to their current grades. We will write a custom essay sample on The Effects of Drinking Behavior on College Students or any similar topic only for you Order Now Current grades were measured by GPA and alcohol intake was based upon self-reported drinking frequency. Previous research supports the idea that poor academic performance is related to high alcohol intake. Background research supports the proposed hypothesis; however, the results found that alcohol intake had no significant relationship with academic performance. The Effects of Drinking Behavior on College Students’ Academic Performance One who attends a college or university will at some point engage in the consumption of alcohol. It can be viewed as the college life, which is becoming a major issue on campuses. This is an issue because it is our country’s responsibility to ensure that undergraduate studies encourage increase knowledge and not discourage it. The environment of school in general may be too relaxed and peer behavior and pressures contribute to behavior that may be detrimental to one’s college career. Undergraduate studies should be a gateway to even higher learning and not a hindrance. The growing concern about this issue can be gauged by the national new media coverage of heavy drinking. Recent developments in government, higher education, and the public health community have led to greater public awareness and policies to address the problem (Lewis, 2005). It has been found that students; who participated in binge drinking drank or had a hangover more than once a week and had lower grade point averages (Taylor, Johnson, Voas Turrisi, 2006). In addition, it was noted that most students who did not enjoy learning or attending class; consumed alcohol at least once a month (Taylor, Johnson, Voas Turrisi, 2006). Previous research has supported the hypothesis that higher alcohol intake is correlated with poor academic support. This study is unique because I wanted to see if this was true on a smaller scale. I decided to conduct a study at Old Dominion University using a sample of Psychology students. Though it has been found that poor academic performance is related to large alcohol consumption, I wanted to explore this finding on the campus of Old Dominion. Several studies have examined the effect of drinking behaviors and how they may be detrimental to college academic life. A national survey of nearly 37,000 students at 66 four-year institutions revealed a strong negative relationship between alcohol consumption and grades. Students with an A average consumed a little more than three drink per week, B students had almost five drinks, C students more than six, and D or F students reported nine drinks (Taylor, Johnson, Voas Turrisi, 2006) Vaisman-Tzachor, R. , Lai, J. (2008). According to the results of the research conducted, these students were unable to maintain higher GPAs because of the amount of regular alcohol consumption. In the current study, we explored the relationship between drinking behavior and academic performance. It was hypothesized that students who participated in drinking activities on a regular basis would not receive satisfactory grades. Participants were asked to complete an online survey that was administered via www. surveygizmo. com. Each participant was expected to answer truthfully to each question in order to determine the amount of alcohol usage in relation to their academic performance. In study conducted by Croom and colleagues, it was found that prior knowledge regarding alcohol was not found to have a significant effect on alcohol related behaviors. In this study the control group, college freshman, were given a survey and knowledge test during the summer prior to the start of college. The experimental group received the survey in addition to an online course, and final exam (Croom et al. , 2009). In another study, it was found that a positive correlation existed between personality and alcohol use. Personality characteristics that were considered included: openness, agreeableness, conscientiousness, and neuroticism. In addition, the study also found that there was a negative relationship between alcohol use and grade point average. As alcohol use increased the grade point averages of student’s decreased (Musgrave, Bromley, Dalley, 1997). A study by Robert Crosnoe found that alcohol use increased with the failure of a course. Course failure was a greater predictor of alcohol use then was alcohol use a predictor of later course failure (Crosnoe, 2006). Method Participants Twenty-seven Psychology students from Old Dominion University participated in this study. Participants were awarded extra credit for their participation. Materials A self-developed survey was used to study continuous drinking behavior and to monitor how much one drinks in comparison to his/her current academic achievement. The goal of the measure of the study was to determine the relationship between regular alcohol consumption and academic performance. The measure of the relationship was based upon the survey containing questions such as, â€Å"Have you ever had a hangover? † and â€Å"Do you enjoy learning? The survey was administered through online survey host website www. surveygizmo. com. The goal was to ask students indirectly about alcohol consumption in relation to their grades without telling them exactly what the survey was about. Alcohol intake was measured by the self-reported amount of drinks and drinking frequency. There were 19 questions altogether. Most questi ons were based upon a one to five scale, with one being the least in agreement and five being the most in agreement. Some questions required yes or no responses and others had fill-in-the-blank options. Some of the ideas that I wanted the participants to explore were their true drinking behaviors, frequencies, and habits. I wanted to present the questions in such a way that the participant would voluntarily describe their habits without holding anything back. My overall goal was to observe through answers the amount of alcohol consumption in respect to grades. Asking about attitudes toward school and eventually progressing to actual grade representation, allowed me to compare alcohol usage to behavior toward school. You read "The Effects of Drinking Behavior on College Students" in category "Essay examples" Everything regarding school including but not limited to attitude toward it, grades while attending college, and immediate past test score should have either been parallel with consumption or negatively correlated. Procedure Each participant was responsible for taking a 19 question survey. The survey’s overall level of difficulty was easy. It did not require anyone to participate longer than 5 minutes. They were asked a series of multiple choice and fill in the blank answers. Each participant was expected to answer truthfully. All 28 students were required to answer each question because it was mandatory. Before participation began everyone had to consent to participation, and afterward everyone was thanked and given extra credit by the participating professor. Results A Pearson’s Product-Moment correlation was used to determine the relationship between current grades (M = 3. 44) and drinking frequency (M = 3. 07). Results of this analysis showed that there was not a significant relationship between the two variables (r = . 11, p05). Discussion The research conducted has verified the null hypothesis which concluded drinking does not have negative effect on academics. Most students who willingly participated in the survey responded that drinking at a high frequency or binged drinking did not adversely affect their grades. These findings are contrary to most acceptable research on alcohol being a negative correlate of academic failure. A survey was administered with questions requiring honesty about drinking habitats and academic performance. Questions were related directly to the topic and others were field questions. Mandatory questions were asked such as GPA and alcohol consumption on a monthly or daily basis. These key questions played a vital role in the outcome of the study. In the hypothesis it was proposed that drinking would have a negative effect on academics. In previous research, the correlation of drinking and class attendance had been shown to be to be within the realms of the stated hypothesis. When students consume alcohol it was related to negative academic performance. However, the outcome of the survey resulted in information that was quite opposite to the research conducted in the given survey. According to the survey used in the current study, there was no significant relationship between alcohol consumption and acquired GPA. Most students who willingly participated in the survey responded that drinking at a high frequency or binge drinking did not adversely affect their grades. These findings are contrary to most acceptable research on alcohol being a negative correlate of academic failure. Previous research showed that students at four year collegiate universities are likely to consume alcohol. A national survey of 37,000 students at sixty-six four year institutions hypothesized that there would be a strong negative relationship between alcohol consumption and grades. In this study, students were asked to report drinking behaviors, and reported a significant amount of alcohol use. The study found that there was no significant relationship between alcohol use and grades (Jackson, 2006). This conclusion is similar to that of McAloon (1994), that higher levels of drinking were correlated with negative consequences, such as high rates of reported hangovers, driving under the influence, nausea or vomiting, suicide risk, and sexual assault. There was no significant relationship between drinking frequency and academic performance and one of the major confounds of this study was the sample itself. There were a plethora of issues surrounding the sample’s size and characteristics which could have led to results that turned out to be opposite of the hypothesis and previous background research studies that supported the hypothesis. There were only 28 participants in the study. There was not much diversity regarding the students’ demography. These 28 students were not randomly selected; rather, they were students working for the incentive of extra credit in the same class. It is very important to have diversity perspective in data because data can cover a wide variety of subjects. Diversity-centered research addresses different ethnicity, culture, sexuality, gender, age, disability, or a wide range of other perspectives (Lumby Morrison, 2010). Information such as this would lead the average researcher to wonder if the results were skewed because of the lack of participation and the lack of diversity among the participants. Considering the idea that only observing one group of individuals (psychology majors) may distort results is enough to say that the results could have been different. Not having any participants outside of the major, with one exception, could lead one to believe that maybe Psychology students are just different. Maybe they are the exception to all of the previous background research. An assumption such as this could be considered a bit absurd, but there would be no way to assume anything contrary to this belief. The study did not include many others outside of the major. It would be safe to conclude that either Psychology students are the exception, or the researcher should have examined more students outside of the major to verify that this is no exception. Previous research suggests that alcohol and academia have a negative correlation. For example, college students who participated in the research study conducted by researchers in the Southwestern region of the United States found this statement and accurate depiction of the correlation between alcohol and academia. The study conducted found that most students who engaged in the consumption of alcohol had poor reflections when their grades were assessed and a high number engaged in drinking because of the collateral effects of having close people also engaging in this behavior. Hagman, Cohn, Noel, Clifford, 2010). When there is a study performed that is disproving the above, it is important to make sure that there is no room for error or doubt. Examining only Psychology students and one Criminal Justice student was a large mistake. All but five of the participants were college seniors, and the remaining participants were fellow upperclassmen. Classification does not define level of m aturation; however, it is possible that since the participants of this study were all upperclassmen they may be able to correctly conduct themselves in a manner that is not harmful to their everyday lives. Drinking frequency may have a larger effect on someone who is less mature about it and not willing to drink responsibly (Crosnoe, 2006). Lack of diversity among classification combined with participants’ ages being above the age of 21, contribute to the possibility that both may play a role in the idea that academic performance may not be in jeopardy due to alcohol intake after a certain point in life. Self-Report was also another major limitation of the study. As a researcher, no one should rely solely on the self-report of those participating in their study because level of accuracy is key. For instance, in the study done by a handful of researchers was conducted on the premises that students would be honest about their drinking habits when they enrolled in an alcohol awareness and preparation course. They discovered that most were not truthful and results were skewed and unreliable (Lewis, Marchell, Lesser, Reyna, Kubicki-Bedford, 2009). One cannot assume that a person will not lie, forget, or make up what they need or want a researcher to believe. Unfortunately, the deception of the study was probably not enough to fool people into admitting exactly what their current rades were. Based upon previous research administered by Musgrave-Marquart, Bromley, and Daley (1997) it is unlikely to have â€Å"mostly A’s† and be intoxicated at least 3 times a week. The institution restriction and topic of discussion also served as confounds within the study. The use of only students from Old Dominion University from one specific classroom was a barrier to the results needed to prove the hypothesis. The topic of discussion can also be considered a sort of taboo. No one really wants to admit that they drink alcohol on a level that is not socially acceptable. Who really wants to say, â€Å"I’m an alcoholic. †? Not too many people are comfortable admitting that they are alcoholics to their selves, let alone complete strangers. At times, the topic can be difficult to speak about, and this could be a contribution to the results not being up to par with past research. Those who identified themselves as having a high tolerance for alcohol and abnormally frequent drinking behaviors still did not idenitfy themselves as alcoholics. These individuals skewed the survey and  showed that they could not  admit to what society thinks of as unacceptable (2003). Finally, the content of measure of the study made it more difficult to find results parallel to the hypothesis. One of the larger confounds of the study was gathering information through a self-reported survey only. My determinant was a 19 question survey with questions that were not of good quality. Some of the questions were too definitive and did not leave room for individuality. Sometimes it can be harder for a person to identify with such specific categories if there is room for another category that is not listed. Results become an issue when a question from the content of measure (the survey) is mandatory but does not necessarily fully apply to the participant. If a participant happens to fall in between two options such as drinking once a week or more than three times a week, but the option is not available, that person will be forced to answer to the best of their ability instead of with the whole truth. This person may drink twice a week but because that is not an option, they will report drinking more or less than they actually do according to the study offering skewed results. The study cannot fulfill its true objective because of the lack of quality within the questions. This source explains how social drinking can turn into a lifestyle and the longitudinal survey collected data on drinking from August 2004 through November 2007. The longitudinal survey data that was collected can cover a large amount of data versus short-term data (Fromme, Wertherill, Neal, 2010). For future directions, I would suggest that anyone conducting a study that is related to the relationship between alcohol and academic performance use a study that is longitudinal for the desired results to prove such a hypothesis. Most of the background research on this particular study has been performed over long periods of time with many diverse groups. There should be a more diverse sample with people attempting to find accurate results about such a topic. Different forms of administration would most certainly help researchers with correct findings. Researchers could use interviews, assessments, or even an evaluation to gather information about Researchers must not restrict themselves to only one form of administration of their tests. There are other ways to gather personal information in an ethical manner. Instead of using a survey to cover all of the information, maybe researchers could use a questionnaire that screens alcohol usage only and then ask students to submit their grades. The questions that were asked were very vague and broad. For example, â€Å"What are your currents grades like? † could have been more useful if the options were more specific instead of â€Å"Mostly A’s† or â€Å"Mostly B’s†. A future researcher should focus on the questions’ style content and quality vs. quantity. I would also suggest that when conducting such a study in the future that there is a better measure of honesty. A researcher could find an ethical way to verify grades such as report cards or a transcript. There are many ways to verify concrete information such as current grades. Progress reports or past report cards (if applicable) can be considered verification of some of the answers provided in such a study. The benefit of using a progress report or a transcript to report concrete information is that there is no room for error report. It could also increase the willingness to report truthful drinking behavior if the participant is not asked any questions about their personal performance and personal lifestyle simultaneously. The most important thing that should be considered if this study were to be repeated would be the content of measure. Accurate research results often require more than one content of measure. One cannot possibly know all there is to discover about a relationship between two factors if there is only one definitive determining factor. It would be beneficial for there to be more than one way to find out information. More specific questions and verified responses should be created for participants and researchers alike to ensure that the most accurate results are produced. In this study the relationship between alcohol intake and academic performance was measured by administration of a survey which asked about whether or not drinking habits had any significant behavior on academic performance. The survey asked questions about students’ typical drinking behavior and current and cumulative grades to define the relationship between the two. It was expected that we would find patterns for people who drink more to have lower grades, and the people who drank less were expected to have higher grades. The results found that there was no significant relationship between drinking frequency and academic performance. Previous research suggests that there is a strong negative relationship between the two. It appears that in this study we may have a false null hypothesis. The study did not find the desired results, but if performed correctly on another occasion, there should be no doubt that the results will support the hypothesis. It appears that colleges may have to implement harsher sanctions for students who cannot remain up to par academically. This may serve as motivation for these students not to attend college for the wrong reasons. Although the results of this particular study do not demonstrate the idea that drinking alcohol has an adverse effect on academia, previous research suggests otherwise. Maybe if the atmosphere of college and the stereotype of college was not surrounded by the idea of alcohol, students would be more reluctant to pursue higher education without responsible attitudes. I would suggest that all universities place guidelines on the amount of partying for at least the first few years of students’ college careers. I would suggest that these colleges keep a close watch on the younger students specifically. Based upon the study, I would suggest that stricter guidelines be placed on college students who are not excelling in academics because of personal behavior. References Bingham, C. , Barretto, A. , Walton, M. , Bryant, C. , Shope, J. , Raghunathan, T. (2010). Efficacy of a web-based, tailored, alcohol prevention/intervention program for college students: Initial findings. Journal of American College Health,  58(4), 349-356. Retrieved from Academic Search Complete database. Croom, K. , Lewis, D. , Marchell, T. , Lesser, M. , Reyna, V. , Kubicki-Bedford, L. , et al. (2009). Impact of an Online Alcohol Education Course on Behavior and Harm for Incoming first-Year College Students: Short-Term Evaluation of a Randomized Trial. Journal of American College Health,  57(4), 445-454. Retrieved from Psychology and Behavioral sciences Collection database. Crosnoe, R. (2006). The Connection Between Academic Failure and Adolescent Drinking in secondary School. Sociology of Education,  79(1), 44-60. Retrieved from Academic search Complete database. Fromme, K. Wetherill, R. R. , Neal, D. J. (2010). Turning 21 and the Associated Changes in drinking and Driving after Drinking among College Students. Journal of American college Health, 59(1), 21-27. Retrieved from EBSCOhost. Hagman, B. , Cohn, A. , Noel, N. , Clifford, P. (2010). Collateral Informant Assessment in alcohol Use Research Involving College Students. Journal of American College health,  59(2), 82-90. Retrieved from Academic Search Complete database. Jackson, K. M. , Sher, K. J. , Park, A. (2006). Drinking among college students: consumption and consequences. In:  Galanter  M, ed. Recent Developments in Alcoholism: Research  on alcohol Problems in Adolescents and Young Adults. 2nd ed. New York: Springer; 2006;17:85-117. Lamis, D. , Ellis, J. , Chumney, F. , Dula, C. (2009). Reasons for Living and Alcohol Use among College Students. Death Studies,  33(3), 277-286. doi:10. 1080/07481180802672017. Lewis, T. (2005). Readiness to Change, Social Norms, and Alcohol Involvement Among College students. Journal of Addictions Offender Counseling,  26(1), 22-37. Retrieved from legal Collection database. Logan, D. , Kilmer, J. , Marlatt, G. 2010). The Virtuous Drinker: Character Virtues as correlates and Moderators of College Student Drinking and Consequences. Journal of American College Health,  58(4), 317-324. Retrieved from Academic Search Complete database. Lumby, J. , Morrison, M. (2010). Leadership and Diversity: Theory and Research. School Leadership Management, 30(1), 3-17. Retrieved from EBSCOhost. McAloon, D. (1994). The eff ect of alcohol abuse on academic achievement on two-year campuses. Community College Review,  22(1), 12. Retrieved from Academic Search complete database. Musgrave-Marquart, D. Bromley, S. , Dalley, M. (1997). Personality, Academic Attribution, and Substance Use as Predictors of Academic Achievement in College Students. Journal of Social Behavior Personality,  12(2), 501-511. Retrieved from Academic Search complete database. NATIONAL SURVEY OF DRINKING AND DRIVING ATTITUDES ANDBEHAVIOURS, 2001. (2003). Chronicle of the American Driver Traffic Safety Education Association, 7. Retrieved from EBSCOhost. Osain, M. , Alekseevic, V. (2010). The effect of alcohol use on academic performance of university students. Annals of General Psychiatry,  91. oi:10. 1186/1744-859X-9-S1-S215. Sullivan, M. , Risler, E. (2002). Understanding College Alcohol Abuse and Academic performance: Selecting Appropriate Intervention Strategies. Journal of College counseling,  5(2), 114. Retrieved fro m Academic Search Complete database. Taylor, D. , Johnson, M. , Voas, R. , Turrisi, R. (2006). Demographic and Academic Trends in drinking Patterns and Alcohol-Related Problems on Dry College Campuses. Journal of alcohol Drug Education,50(4), 35-54. Retrieved from Academic Search Complete database. Vaisman-Tzachor, R. , Lai, J. (2008). The Effects of College Tenure, Gender, and Social involvement on Alcohol Drinking and Alcoholism in College Students. Annals of the american Psychotherapy Association,  11(4), 18-24. Retrieved from Academic Search complete database. Welcome, M. , Pereverzeva, E. , Pereverzev, V. (2010). A novel psychophysiological model of the effect of alcohol use on academic performance of male medical students of belarusian State Medical University. International Journal of Collaborative Research on Internal Medicine Public Health (IJCRIMPH),  2(6), 183-197. Retrieved from academic Search Complete database. How to cite The Effects of Drinking Behavior on College Students, Essay examples

A Detailed Consideration of Act3 Scene 5 in Romeo and Juliet Essay Example For Students

A Detailed Consideration of Act3 Scene 5 in Romeo and Juliet Essay This scene is in fact the last time that Romeo and Juliet meet and talk. It is an important scene, which highlights a number of key issues and themes in the play. The scene begins at dawn on Tuesday morning in Juliets bedroom after the nuptial night. The lovers are having a playful argument about whether or not it is dawn, and time for Romeo to flee to Mantua. The Montague and Capulet battles were getting out of hand and the Prince of Verona, Escalus, stated that if there were another brawl between the two households the punishment would be the execution of either Montague or Capulet. Tybalt, a Capulet, murdered Mercutio, Romeos best friend; therefore Romeo was extremely angry and sought revenge. He chased after Tybalt and gained his revenge by killing him. Prince Escalus hears of this news and instead of sentencing a Montague to death he banishes Romeo to Mantua. The language used in the conversation, between Romeo and Juliet, is very romantic, for instance when Juliet says It is not yet near day. It was the nightingale, and not the lark This shows that Juliet does not want Romeo to leave and she is trying to persuade him that it is still night and not dawn because Romeo should be in Mantua before dawn. Let me be taen, let me be put to death This quote illustrates how much Romeo loves Juliet. This quote is also extremely ironic because we know that later on in the play Romeo does die because of his love for Juliet. Romeo says that he would rather be dead than have to leave Juliet and flee to Mantua. It is ironic that Romeo jokes come death and welcome as if he is prepared to die for love. We, the audience, realise that this is exactly what fate leads him to. It is his love for Juliet that eventually leads to this tragedy. Another example of the romantic language used is when Romeo says More light and light, more dark and dark our woes. This quote, said by Romeo, shows that the lighter the day gets the darker his and Juliets lives will be because they are apart. A point to note is that there is a continuous light-dark imagery throughout the conversation between Romeo and Juliet. An example of this is, Yon light is not daylight And light thee on thy way to Mantua. This is continued to the end of the conversation where it ends with More light and light, more dark and dark our woes. It is interesting to make the point that, in this case, the light happens to be bad and the dark good because the dark means Romeo can stay with Juliet and the light, on the other hand, means that Romeo has to leave. The Elizabethans were firm believers in fate and destiny. Juliet goes on to say that fate is fickle, which is changeable and untrustworthy. The wheel of fortune plays a role in the play, it means that at one moment you might be the happiest person alive and then all of a sudden be at the lowest point of your life. Lady Capulet then enters the room and observes Juliet weeping. Lady Capulet thinks that these tears are for the death of her cousin, Tybalt. This dialogue between the two is ambiguous in many ways. Juliet is actually weeping over the fact that Romeo has been banished. Lady Capulet describes Romeo as a villain and then Juliet says, aside, to herself God pardon him; I do with all my heart; .uc45ebf079a370083947769d03536a264 , .uc45ebf079a370083947769d03536a264 .postImageUrl , .uc45ebf079a370083947769d03536a264 .centered-text-area { min-height: 80px; position: relative; } .uc45ebf079a370083947769d03536a264 , .uc45ebf079a370083947769d03536a264:hover , .uc45ebf079a370083947769d03536a264:visited , .uc45ebf079a370083947769d03536a264:active { border:0!important; } .uc45ebf079a370083947769d03536a264 .clearfix:after { content: ""; display: table; clear: both; } .uc45ebf079a370083947769d03536a264 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc45ebf079a370083947769d03536a264:active , .uc45ebf079a370083947769d03536a264:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc45ebf079a370083947769d03536a264 .centered-text-area { width: 100%; position: relative ; } .uc45ebf079a370083947769d03536a264 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc45ebf079a370083947769d03536a264 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc45ebf079a370083947769d03536a264 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc45ebf079a370083947769d03536a264:hover .ctaButton { background-color: #34495E!important; } .uc45ebf079a370083947769d03536a264 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc45ebf079a370083947769d03536a264 .uc45ebf079a370083947769d03536a264-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc45ebf079a370083947769d03536a264:after { content: ""; display: block; clear: both; } READ: Romeo and Juliet coursework EssayJuliet then agrees with her mother but secretly she doesnt. A example of this ambiguity is Indeed I never shall be satisfied with Romeo, till I behold him-dead-is my poor heart so for a kinsman vexed Lady Capulet takes Juliet to mean: I never shall be satisfied with Romeo till I behold him dead. My poor heart is vexed for a kinsman (Tybalt). What she actually means is: I never shall be satisfied with Romeo till I behold him. My poor heart is so vexed for a kinsman (Romeo) that is dead. Of course Romeo is now a kinsman to the Capulets because he married Juliet but Lady Capulet doesnt know this so she doesnt suspect that Juliet can be meanin g something else. In the original quote there is a hyphen, which signifies a pause. This pause is quite important because it shows the reader that Juliet is talking about Romeo. She says I never shall be satisfied with Romeo till I behold him (pause) dead The theme of violence, revenge and hatred of the opposing families runs throughout the entire play but in this case Lady Capulet is taking it to another level. She doesnt just hate Romeo she despises him and the rest of the Montagues. She despises him so much that she wants to hire somebody to slaughter him. She says to Juliet Find thou the means, and Ill find such a man (To kill him) At this stage it is the older, supposedly more experienced characters that are keeping the hostility alive. Romeo and Juliet are the ones that are trying to put the past behind them and to live happily. Juliets reaction to the proposed marriage to Paris is negative. She rebels against her parents and refuses to marry Paris. At the beginning of the play, Juliets views on marriage are quite the opposite. At the ball she is looking at all the men and seeing which of them would make a fit husband. Juliet is unhappy about the wedding because it is to be held at the same place as she married Romeo. She cant remarry there because she is married to Romeo and the Elizabethans view on the holiness of marriage vows was very strong. They believed that the consequence of breaking those vows would be that you would go to hell and your soul would be cursed. Capulet was extremely angry when he found out that Juliet had refused to marry Paris. He got progressively more and more angry. He was so angry that he threatened to disown Juliet if she didnt marry Paris. Juliet still refused and sought comfort from her mother but received nothing. In the Elizabethan era the male head of the household was a domineering leader. His word was taken without question. There was a very rigid social hierarchy. Women didnt really carry much status in society. Capulet wanted Juliet to marry Paris because he was kinsman to Prince Escalus and therefore had power and money. Capulet can be a very violent man. An example of this is when he is shouting at Juliet when she refuses to marry Paris. Out you green-sickness carrion, out you baggage, you tallow face! When Capulet tells the nurse peace you mumbling fool he is correct because earlier on before actually speaking to Capulet she says God in heaven bless her. She was mumbling to herself and God so therefore Capulet is correct. Capulet threatens to disown and throw Juliet out if she defies him. Hang thee young baggage disobedient wretch! I tell thee what, get thee to the church on Thursday, or never after look me in the face The nurse advises Juliet to forget about Romeo and to marry Paris as her parents wish. Juliet says that she accepts the advice but after the nurse has gone expresses her true feelings about the nurses treachery. .u2f0c3d9d9ae83ad86418f4cbe6f7f912 , .u2f0c3d9d9ae83ad86418f4cbe6f7f912 .postImageUrl , .u2f0c3d9d9ae83ad86418f4cbe6f7f912 .centered-text-area { min-height: 80px; position: relative; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912 , .u2f0c3d9d9ae83ad86418f4cbe6f7f912:hover , .u2f0c3d9d9ae83ad86418f4cbe6f7f912:visited , .u2f0c3d9d9ae83ad86418f4cbe6f7f912:active { border:0!important; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912 .clearfix:after { content: ""; display: table; clear: both; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912:active , .u2f0c3d9d9ae83ad86418f4cbe6f7f912:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912 .centered-text-area { width: 100%; position: relative ; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912:hover .ctaButton { background-color: #34495E!important; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912 .u2f0c3d9d9ae83ad86418f4cbe6f7f912-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2f0c3d9d9ae83ad86418f4cbe6f7f912:after { content: ""; display: block; clear: both; } READ: Blood brother unit 2 in drama EssayOverall I found that Romeo and Juliet was an excellent play, which was written with deep emotion. During the play you experience many different feelings of hatred, love and sadness. Its a thrilling story that captures the readers thoughts and shows how sometimes children can be more mature than adults.