Participant Observation Report Essay - 2096 Words

The class attended for my Participant Observation Assignment was a yoga class at the Recreation Center at State University. Such a class is for one session and is forty-five minutes in length. During this class, we covered beginning yoga moves at a slow pace so everyone felt comfortable. The nature of the class consisted of simple yoga moves, serine atmosphere, and relaxing music. Learning theories that were address, applied, and by the instructor wanted us to use were Skinner’s Operant Conditioning, Bandura’s Social Cognitive Theory, and Observational Learning. The instructor also taught using the Direct Instruction Approach and wanted the students to use Lave’s Situated Learning Theory. This particularly yoga class was taught by†¦show more content†¦A third objective was to use our balance and coordination to hold yoga poses. This was fulfilled by the use of Bandura’s Social Cognitive Theory and Observational Learning. Through out the class we did about twenty different yoga positions. Some of the positions were done for each side of the body. All positions were repeated between 5 and 8 times each depending on the pose. A few of the common beginner yoga poses were the mountain pose, downward facing dog, child’s pose, and cobra. The level that the class was created for was beginner yoga. Therefore, the positions were not very difficult for the average college student. It consisted of a lot of stretching and strength training using the body as resistance. The class had a good atmosphere that was quiet and serene. The instructor played low music in the background that was very slow and soothing. First, one learning theory that was used in this yoga class was B. F. Skinner’s Operant Conditioning. This theory involves the behavior of the student and what the teachers desired behaviors are for the students (Santrock 236). In operant conditioning, the teacher either gives a reinforcement or punishment. One gives reinforcement when they want the behavior to be repeated (Santrock 236). There are two kinds of reinforcement: positive and negative. An example of positive reinforcement is when the teacher gives praise to students when they have doneShow MoreRelatedParticipant Observation Advantages and Disadvantages Essay1505 Words   |  7 Pagesï » ¿Introduction All methods involve observation, but participant observation is characterized by the extent to which its advocates insist on observation and interpretation of a situation, informed by an understanding of the situation from the point of view of  the participants  rather than the observer. An attempt is made to avoid imposing categories from outside. Participant observation is the method of anthropology, although it is used in a wide range of sociological studies when the researcher has  becomeRead MoreThe Research Problem Using Qualitative Methodology1570 Words   |  7 Pagesresearch problem using a qualitative methodology. 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How to Write a Law Essay Free Essays

While writing a law essay means understanding many of the skills you need for writing other types of essay, law essays also have some unique features which you should master. This guide will help you understand how to write a law essay. For help on writing other types of essay and general essay-writing skills, see our other useful guides†¦ What Makes a Good Law Essay? A good law essay should†¦ Attend closely to the question asked Show a good knowledge of the area addressed and also the wider context Be accurate, make few errors and omit little of importance Identify the most relevant points of law Have a clear structure, argument and style Use supporting information and ideas well Use more than one line of argument Understand the theoretical context Present critical analysis The Structure of a Law Essay Like other forms of essay, a law essay generally has an introduction, main body and conclusion. We will write a custom essay sample on How to Write a Law Essay or any similar topic only for you Order Now It also frequently has appendices, and always has a bibliography. As is standard for all essay types, the introduction will set out the main points of the essay, and explain its overall structure. The main body is subdivided into sections and paragraphs, and headings are usually used. The conclusion summarises the main points. The bibliography may have three sections, for books, articles and other. Statutes and legislations, and cases, both divided by jurisdiction, are listed. Law essays are likely to have footnotes, numbered consecutively. Footnotes mean that superscripted numbers are inserted into the main text with full explanations given in notes at the foot of each page. Footnotes should be brief and to the point. Citation Citation for a law essay is markedly different from a standard essay. You need to know how to correctly cite cases, law reports, statues, statutory instruments, the constitution, EU legal sources as well as secondary material and electronic sources. Legal sources are often divided into primary and secondary sources. Primary sources are original material (statutes, official publications, law reports for example). Secondary sources include books, articles and comments. Your university is likely to specify the system of citation you should use, for example the Oxford Standard for the Citation of Legal Authorities (OSCOLA) The following link summarises the latest version of OSCOLA: denning.law.ox.ac.uk/published/oscola.shtml The CLEO method The CLEO method is one approach you can use to write your law essay. It involves four steps and focuses on problem questions, but can also be used to tackle discussion and practice questions. The four steps are as follows: C – identify the claim. This involves the ability to spot legal issues, construct arguments and respond to questions. L – present the appropriate law. This involves an awareness of a range of legal issues, and reasoning skills E – evaluate the facts in light of what is presented at step 2. This involves analysis and persuasion O – identification of the outcome of the argument. This involves balancing the different themes which have been introduced and relating them to relevant theory. Bibliography University of Stirling School of Law (2010) ‘Law Student Skills Handbook’, [online] (cited 13th February 2013) available from http://www.law.stir.ac.uk/documents/LawStudentsSkillsBooklet.pdf University of Leicester School of Law (2009) ‘‘Writing Guide 1: Writing an Assessed Essay ’, [online] (cited 13th February 2013) available from http://www2.le.ac.uk/departments/law/current/writing-guide/Writing_Guide_Assessed_Essay_2009.pdf Oxford University Press ‘A guide to writing law essays’ [online] (cited 13th February 2013) available from http://fds.oup.com/www.oup.com/pdf/13/9780199533572_chapter1.pdf How to cite How to Write a Law Essay, Essay examples

Hamlet Prejudice free essay sample

Hamlet, In spite of a prejudice current in certain circles that if now produced for the first time it would fail, is the most popular play in our language. ~ G. H. Lewes. The distinctive concerns of a time and place construct the foundation and shape meaning in a text. The Shakespearean play of Hamlet is an enduring play as the themes introduced in the play by Shakespeare are closely parallel and touch on with the intricacies of human conditions. Shakespeare’s Hamlet is complex play where numeral themes are intertwined. These themes reinforce the development of a revenge tragedy. Without any doubt, the most essential theme present in Hamlet is revenge. Revenge is a frightening bloodthirsty emotion which forces individuals to act blindly. This aspect of revenge is explored through the play by Shakespeare creating the idea in which Hamlet seeks to avenge the murder of his father, King Hamlet, by Claudius. In a typical revenge tragedy, a revenger craves and takes his revenge, leaving himself in a vicious cycle of ongoing revenge. However Hamlet is quite different, â€Å"prompted to my revenge by heaven and hell, / must like a whore unpack my heart with words† As instead of taking revenge he talks about it.William Shakespeare very effectively uses soliloquies to accentuate character traits and to reinforce specific themes in his play. A soliloquy spoken by hamlet in act 3 clearly portrays his character flaws and reinforces the theme of revenge. This soliloquy presents the audience a glimpse into Hamlet’s psyche. He is so depressed and grieved by his father’s death, that he too wishes to be dead and even considers attempting suicide. However as the catholic church states, one cannot take his own life which was a necessity from the Jacobean audience’s eyes.The aforementioned notion of revenge leads to the idea of action vs. inaction. Hamlet who seeks revenge, delays in taking action for some reasons after reason, some being unclear to the audience. This constant delay leads to some critics classifying hamlet as an â€Å"indecisive† person, who thinks too much and acts too little. However, hamlets character is far more complex and interesting then this simple analysis. This delay could be due to hamlets fear of what will occur afterwards, since for every action, there’s an upcoming inaction.However at end this debate resolves by the deeply cynical suggestion that there is only one result of both action and inaction—death. The notion of Fate is greatly apparent in the fact that Hamlet is always discussing† To be or not to be†, and trying to question wether he can change his fate. The issue of death, disease and violence is very prevalent through the play. Shakespeare’s use of this theme was essential as the audience of the time were well adapted to such violent scenes and â€Å"loss† was part of their life. Various types of language techniques are also present in Hamlet such as simile and imagery. Fie on‘t, ah fie! ‘Tis an unweeded garden that grows to seed. Things rank and gross in nature possess it merely† is an example of simile used by Shakespeare. In this quote Hamlet refers to his â€Å"pointless life† as being like a garden that no one takes care of and that’s growing wild. Following this, Hamlet delves into the causes of his melancholy about how futile the world seems to him. As he says â€Å"How weary, stale, flat and unprofitable. † The listing of such intense words more deepens the atmosphere, revealing Hamlets true feelings.These feelings are also relevant to modern audiences as depression and anger tends to make people feel the same way. Hamlet then uses the metaphor of an â€Å"unweeded garden† about the world, further reinforcing the fact that he dislikes everything around him. It is sensible to believe that some of Hamlet’s audience, possibly even a majority, would have believed in the existence of ghosts to a degree. Their fear of God and the believing of supernatural events widened Shakespeare’s hand to use numeral themes such as â€Å"Fate and Destiny†, â€Å"Action vs.Inaction† and â€Å"Death†. The notion of Fate is greatly apparent in the fact that Hamlet is always discussing† To be or not to be†, and trying to question wether he can change his fate. The concept of Death is also a major theme greatly appreciated by the Elizabethan audience. Shakespeare has created the scene where the ghost is approaching Hamlet not only to encourage and add interest to the play, but to also to adopt the accepted view of death from Jacobean audience. The ghost is unable to proceed until his earthy business has been done.One of the main elements in the play which rises argument between old and modern audiences is the outdated theme of â€Å"revenge† throughout the play. Hamlet is often seen as a â€Å"revenger†. However, Hamlet’s personality and attitude allow for different interpretations of his actions and intentions. For example beside numerous views on Hamlets character, German poet Goethe though Hamlet a sensitive soul who could not commit such an abominable act. It is easy to derive from Hamlet’s words in Act I Scene II (â€Å"A little more than kin, and less than kind†) that he is resentful and, therefore, vengeful towards his uncle, the King.This bitterness is more intensified through the soliloquy in which Hamlet compares his father to his uncle, â€Å"My father’s brother: but no more like my father, Than I to Hercules†. On the other hand, Hamlet remains a shocking and graphic play. Of great historical importance (Hamlet is often cited as the most famous English play ever written) and with themes still considered controversial in the 21st century, there is no doubting that Hamlet is still of huge educational and cultural interest in this modern era. This is reflected in the successful transfers of the play onto modern stages, and into films and television.The fact that people still want to watch Shakespeare’s most famous play in the modern media is testament to the longevity of the play and its principle themes, and also to its lasting popularity. As such, different interpretation can be derived from the same play of Hamlet. The characters of the play are so strongly individualized that their actions can be interpreted many different ways, like the actions of real people, whose motives we can never fully understand. As a result, there is no one interpretation, no permanently fixed point of vi ew to a play like Hamlet; its beauty is bound up with the fact that it can mean so many ifferent things to people and be understood in so many different ways. ‘Hamlet’ is a play, which adheres to the modern society motivated by a desire to learn more about others and ourselves. A famous philosopher once said ‘To know ones self is to see oneself in others’. The key interests in ‘Hamlet’ for a modern audience is the various characterisation and development of individuals. The change of Hamlet from deeply grieved to being revengeful as he finds out about his father’s ‘murder most foul’ is fascinating to follow.The contemporary audience is engrossed in being able to understand the change in Hamlet’s character. The change is also reflected in Gertrude as she also finds out how her new husband murdered her previous ‘As kill a king?. This intimacy and desire in knowing character’s motivation is also found in the relationship between mother and son. A modern audience can feel more emotionally involved and understand their lack of closeness as a result of the father’s death. This was not understood and reflected in the period audience as a result of the male casting as Gertrude.This strong intensity between mother and son is resonated in the relationship between Paul and his Mother in ‘Sons and Lovers’. Shakespeare also adheres to the modern audience’s interest in the development of characters through their language. Individual character’s personas are created through their different types of language, for example, Polonius. Polonius’s language is distinctive by its lumbering wordy nature ‘Beware of entrance to a quarrel, but being in bear’t that th’opposed may beware of thee’. This is in much contrast to Horatio’s short speeches that are neutral and close to the point, ‘Half a share’.