Management

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On dealing with the premiss that the practice of recruitment and selection is a long way

from the recommendations of personnel textbooks, distinction must be taken into account

between explicit recommendations and guidelines, on one hand, and, on the other, implicit

suggestions stemming from the author's own stance. The implications of distancing from, Help with essay on management

or identification with, such explicit recommendations and implicit suggestions will be

viewed in this paper as well as forms of overt and covert resistance, or adhesion, assumed

in actual practice. Also central to the argument is what the whole issue means in terms of

both existing problems and potential future problems for the employer and the candidate,

for organizational management, the labour market and macro-economic welfare and

progress in general. Employment decisions have traditionally been regarded as a privilege

exclusive to management. Many of the US personnel textbooks emphasize this aspect and

describe the process in terms of 'hurdles over which prospective employees have to try to

leap to avoid rejection' (Torrington and Hall, 118). In the UK recruitment and

selection is an issue which has in the past kept a low profile in personnel textbooks,

though the trend has changed (e.g., Torrington and Hall, 11, Keith Sisson, 14), which

appears to point out to an evolution from the paternalistic perspective according to which

recruitment tends to be dominantly viewed from the angle of providing candidates for the

selector to judge. Recommendations are being made with respect to the various stages of

the process of recruitment and selection, from approaching and seeking to interest

potential candidates to determining whether to appoint any of them. Codes of practice and

guidelines for their implementation have been produced with emphasis on different

aspects, e.g., on recruitment starting with a job description and person specification, by

IPM; on fair and efficient selection, by EOC (186); on avoidance of sex bias in selection

testing, by EOC (1); on avoidance of improper discrimination, by ACAS (181) and

negative bias against age, by IPM (1); on non-discriminatory advertising, by CRE and

EOC (177, 185); and on the use of cognitive and psychometric tests, by IPM and BPS

(1). 1. Moreover, legislation promoting equality of opportunity has underlined the

importance of using well-validated selection procedures (Torrington and Hall, 11), and

directives such as those issued by CRE (18) and EOC (185) emphasize the need to

comply with anti-discrimination legislation and this way enhance opportunities to

disadvantaged groups. Greater formality will both make the concealment of racial and

sexual discrimination more difficult and will permit more effective retrospective

surveillance by senior management and bodies such as the CRE (Jenkins, 18), thus to

some extent remedying the weakness of much of the EO literature in not frontally

addressing the different types of discriminatory decision, be it determinism, particularism,

patronage or rational-legality (Jewson & Mason, 186). As a counter-argument, however,

the definition of the employer's role as that of implementing and monitoring formal

procedures can be seen to absolve senior staff of the responsibility for further investigation

of the causes of continuing inequality (Webb & Liff, 188). In fact, case studies have

shown that such directives can be misused and their intention subverted as often happens

with respect to IPM's recommendations on job description and person specification

(Collinson et al., 10 6-108), and, furthermore, the legal definition of 'justifiability' is

sufficiently vague for the legislation to be ineffective; and the workforce can be

manipulated into becoming management's accomplice in discrimination (ibid. 70-71).

Some recommendations are, in themselves, not socially and politically neutral enough to

avoid ambiguity and, as such, encourage covert discrimination. Highlighting the causes

behind the problem, EOC points out that gender discrimination is embedded in 'myths'

(EOC, 186), while we are also reminded that motherhood still remains a stigma

(Curran, 188) as the general ideology of gender still associates feminity with nurturing,

and hence with servicing, which is translated directly into specific occupational terms

(Murgatroyd, 18). Accordingly - inspite of what has been achieved - women still face

'bottleneck' on the way to top jobs in personnel, a situation which has been aggravated by

a recent regression in the previous upward trend for women, the latest figures standing at

44% of all personnel managers but only .5% of personnel directors (PM Plus, 14).

Getting into the boardroom is not the same as getting into the 'club', a 'glass ceiling'

made difficult to shatter (BM, 14) by the club members themselves who may also try to

psychologically manipulate women into consenting and thus becoming accomplices of

their own fate. At least on their face value, for the past two decades personnel textbooks

have been recommending equal opportunities in recruitment and selection. Rodger's

'Seven Point Plan' (Rodger, 170) and Fraser's 'Five-Fold Framework' (Fraser, 171

64-80) are checklists which emphasize the need for a logical link between job description

and person specification. Yet, Rodger's headings 'circumstances' and 'acceptability' 'have

strong potential to be used as a cloak for improper discrimination' (Sisson, 1418). In

instances like this one the author of the personnel textbook is - consciously or

unconsciously, intentionally or unintentionally - an accomplice of reluctant management.

Recommendations become a vehicle of subversion of the proclaimed spirit. Even when

guidelines appear to be socially and politically sound, the identification of requirements

remains subjective when it comes to draft a job description as judgement greatly depends

on conclusions which are based on one's conceptualizations. The effect of prejudice and

bias is, therefore, difficult to control, and unfairness in shortlisting is difficult to restrain. .

Other main initial steps in the recruitment and selection process offer no guarantee of

fairness. Application forms, multi-purpose as advised by Edwards (1864), or not, may

become a tool of discrimination as they can easily incorporate a discriminatory bias within

their highly structured framework. Letters of application and CVs appear to be seen as of

little relevance as a measure of performance in manual jobs (Duxfield, 1846-7) but to

be regarded of great importance and possibly decisive on other kinds of placement

(Knollys, 18 6-8) where they are left to the assessor's subjective evaluation. It is

generally acknowledged that they are open to discriminatory use by the employer

(McIntosh and Smith, 174). Furthermore, the use of graphology, though controversial, is

being practised in Britain (PM,185). Inappropriate use of screening tests is another point

of concern. The use of cognitive and psychometric tests appears to be quite popular in the

UK, bearing in mind that the production of a personality questionnaire has been financed

by over fifty companies in this country (Saville and Holdsworth Ltd, 187). Discerning

and cautious use of psychological techniques of selection has been advocated by Rodger

(170; 171; 18) while Kline (1) is particularly concerned with 'reliability' and

'validity' as key requirements for selection methods to be technically sound as a measure

of both immediate suitability of a candidate and also of prediction of his/her future

performance, though the former function is more highly valued by Scholarios et al. (1).

Still with respect to psychological testing, Brotherton has drawn a distinction between

measures of 'organizational performance' and 'job performance' and emphasized that

successful non-discriminatory selection requires validation based on the latter (Brotherton,

180). Low validity interviewing is yet another point of concern. Evidence suggests that

the single interviewer tends to be the generalized practice with respect to manual workers

(Mackay and Torrington, 186 8-40), while in the case of non-manual employees the

general practice is the line manager and a personnel specialist to be involved, though this

results, in practice, in one-person interviewing as personnel specialists prefer a purely

advisory role (Collinson et al., 10). The final decision tends to be made by one

individual - usually a white middle-aged male -, which provides open ground for abuse

(Wanous, 180; Honey, 184; and Collinson et al., 10) and shortlisted prospective

appointees are let down at the final interview. Not just the outcome but the way interviews

are conducted can be arbitrary, and applicants may be subjected to invasion of privacy

with questions such as on their personal life and family background or on their political

beliefs. Another aspect to consider is that, on the other hand, interviews - particularly on a

one-to-one basis - may give the applicant the opportunity to impress beyond fact. In a

study of a university milk round candidates admitted to being far from truthfull in their

statements (Keenan, 180). The need to promote ethical awareness in the practice of

interviewing has been highlighted not only in order to improve selectors' fairness but also

to control dubious honesty from applicants (Pocock, 18). Recommendations on the

issue of internal or external recruitment cannot be universally suitable. Courtis (18515)

does not give priority to internal recruitment which in itself presents the double advantage

of being economical and encouraging career development. However, as a

counter-argument, internal recruitment can also result in a delimitating effect for the

company and injustice to the supply side of the labour market. With respect to methods

used when aiming to interest potential candidates, deviation from . guide-lines and

supporting legislation can prove to be fruitful as in the case of the US-style 'head-hunting'

and search consultancy, a practice at first hindered by UK legislation - or its interpretation

-, but recently expanding to over eight hundred recruitment and search consultants

operating in this country (Clark, 11). High fees result in it being used mainly at rather

senior levels, thus offering the possibility of being a means of neutralizing the tendency for

females and certain other sectors of population being met with a career ceiling at middle

management level. In principle, beneficial to both interested parties in the labour market,

brokerage between them can have double-edged consequencies such as employers falling

victim to consultants who both both exploit their privileged access to knowledge of the

company's needs and reuse candidates after they have remained with the firm for an

agreed period of time. A defensive stance against the prescriptions of textbooks is taken

by line managers who defend that recruitment can not be scientific but that it is a mixture

of what they define as gut and objectivity, as contradictory in terms as this may be. They

also stress how they are aiming in the selection process to gauge future job performance.

In other words, underlying the practices defended by line managers are certain principles

which seem to link to the organization's culture and overall corporate strategy (Wood,

186). Acceptability criteria thus prevail over suitability criteria. As an excuse for arbitrary

selection, the formalization of the process of selection advocated by IPM, CBI, EOC and

CRE with a view to rendering recruitment more efficient, meritocratic, consistent and

accountable, is demeaned by general line managers as being bureaucratic encumbrance

(Collinson, 187) as an excuse for arbitrary selection. It is significant, though, that

conviction usually appears to be lacking in that the key to competitive advantage is to get

the best person for the job, who may be a woman, but the same argument gained

credibility in employer-led Opportunity 000 launched by Prime Minister John Major in

the early 10s (Liff, 15). Line managers prefer informal sources of recruitment such as

word-of-mouth recommendations or purchasing people's names off the Professional and

Executive Register and contacting them directly. This enables autonomy and

unaccountability over the choice of successful applicant, and the stereotyped ideal recruit

is white, male, aged 0 to 40, and married, i.e. with wife, children and mortgage. This

state of affairs is difficult to change, as line managers are patriarchally elevated as the

'providers', the organization's 'breadwinners', thus mirroring the gendered domestic

division of labour, while personnel managers and personnel advisers are equated to the

'unproductive' female welfare and administrative role (Collinson, 187). This

downgrading and devaluation of the sex-typed 'female' role (Legge, 187) relegates

personnel managers and advisers within the organizational culture to a peripheral position

and little or no authority (Wood, 186). The devolution of responsibility for human

resources from personnel specialists to line managers seems a rather negative

development, but even here it is possible to envisage favourable circumstances inasmuch,

as if line managers take responsibility for human resources issues, then EO has a better

chance of being treated more seriously (Liff, 15). This situation emerges against a

macro-economic background in which the dominant trends point to an increasingly more

intense competition in a global market-place. In the UK home labour market, the 180s

period of easy recruitment due to high levels of unemployment has given place to

recruitment difficulties with current skill shortages and 4. forecasts of a significant drop in

the number of young entrants and of at least a 50% female workforce. This situation looks

bleak for those employers who fail to adopt non-traditional methods of recruitment

(Curnow, 18), for a more proactive recruitment strategy is required as a source of

competitive advantage through a quality workforce (Torrington & Hall, 11), with a

move towards a focus on expected outcomes rather than procedures (Liff, 18). In other

words, EO is not just a problem of implementation, but, in contrast, important parts of the

process still need to be better understood, particularly at the organizational level

(Aitkenhead, 11 6). However, not just at organizational level. What EO initiatives

take place within organizations depends crucially upon how the concept is understood by

its members, and when organizational policy is translated into operational procedures it

has implications for a person's activities and hence for his or her cognitive world, and the

relationship between organizational procedures and individual cognitive world is two-way

(Ibid 5-41). With respect to conceptualization, a positive trend can be found in voices

which value diversity (e.g. Copeland, 18) and managing diversity (e.g. Greenslade,

11, Jackson, 1) inasmuch as this stresses positive aspects of difference with respect

to ethnicity or with respect to gender (Rosener, 10), which suggests a favourable

change of perspective in industrial relations (Liff, 15). In conclusion, the past few

decades have seen the development of recommendations on recruitment and selection

which challenge the traditional outlook of employment matters as a prerogative of

management decision and the prospective employee as a relatively passive object of

employer's judgement. Personnel textbooks, codes of practice and anti-discriminatory

legislation have put the focus on EO for women, ethnic and other disadvantaged groups.

Such prescriptions appear to be seen by the employer as a conflict of interests with his

managerial strategy and a threat to his established position of authority and privilege. This

has been the reaction of the white male manager. Some of the prescriptions themselves

have been informed by the cognitive framework of the white male culture and thus,

intentionally or unintentionally, rendered less efficient in their formulation. Others have

been, and continue to be, subverted in practice by false compliance. In either case EO

principles are defeated, and a self-reproducing phenomenon persists of acceptability over

suitability in the recruitment and selection process. This status quo poses a complex

problem which affects, more immediately, both the recruiter and the candidate and, at a

larger scale, the whole economic scene. Mainly preoccupied with repressing change, the

employer appears to be reluctant to consider that this same change can be to his own

advantage, inasmuch as it will promote a recruitment and selection approach which could

contribute not only to a fairer but also to a more cost-effective decision making. As far as

the employer is concerned, the felt problem appears to be the outside pressure put on him

to change, while the real problem appears to be his difficulty in evolving cognitively.

Managerial refusal in a more effective staffing will have far-reaching consequencies as it

will render organizations inadequate to compete in an increasingly global market, a

problem of major repercussions, if a proactive response is not given to the need for a

quality workforce that will guarantee competitiveness through quality goods and services.

5. On the supply side of the labour market the problem of discrimination has been felt so

acutely as to prompt the overall awareness that led to the recommendations in question. A

foreseable demographic change seems to favour the previously excluded groups so far as

it may result in more of a seller's market for labour which should, in turn, encourage the

labour buyer to concentrate on outcomes rather than on procedure; and this shift away

from the focus on procedure may help reduce antagonism and elusive compliance.

Another opening can be seen in the fact that literature has become possible on diversity as

a positive asset to be profitably managed, a development which remains, however,

problematic so far as it may also be perceived and resisted as a social issue. It is

nevertheless a landmark in industrial relations evolution in what it represents of a two-way

interaction between the cognitive world of both assessors and assessed, on one side, and,

on the other, textbook recommendations and related formal directives. However,

ambiguity and ambivalence persist at each stage of evolution and progress towards a more

just and effective management of human resources, and evidence presented above - as in

the case of Opportunity 000 - suggests that, paradoxically and dangerously, the

promotion of objective recruitment and selection on merit is resorting, for credibility, to

being implemented within the traditional recruiter's framework of conceptualization

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nº 6. London Advisory, Conciliation and Arbitration Service. Aitkenhead, M. & Liff, S.

(11) The Effectiveness of Equal Opportunity Policies. In Firth-Cozens, J. & West, M

A. (eds) Women at Work, Psychological and Organizational Perspectives. Milton Keynes

Open University Press. BM 14, The Glass Ceiling. Business Matters video Series. In

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(180) Paradigms of Selection Validation. Journal of Occupational Psychology, 5,

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Collinson D., Knights, D. & Collinson, M (10) Managing to Discriminate. London

Routledge. Copeland, L. (188) Making the Most of Cultural Differences at the

Workplace. Personnel, June, 5-60. Courtis, J. (185) The IPM Guide to Cost-effective

Recruitment, nd ed. London Institute of Personnel Management. Curnow, B. (18)

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Handbook, rd edn. Aldershot Gower, 46-6. Fraser, J. M. (171) Introduction to

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15, . Word Count 86

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Ghandi - Courage is necessarey to win a war

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Courage is necessary to win a war.

The definition of courage is the state or quality of mind or spirit that enables one to face danger, fear, or vicissitudes with self-possession, confidence, and resolution. Gandhi had great courage all through his life and used it to win wars. The way Gandhi won these wars was through Satyagraha, which means truth-force. This truth-force required that Gandhi and his followers announce their aims, then take action without violence and finally negotiate with their opponents. Satyagraha, which has also been called non-violent resistance only broke a law or took action when something was unjust. Gandhi showed his courage by using this method of protest and in the end gave India its independence.

Gandhi's use of Satyagraha began in South Africa, where he had gone to take on a job as a lawyer for disputing shipping companies. Africa at this time was a part of the British Empire and had the British system of law, but the Indian minority was often denied the rights of British subjects by English officials. After Gandhi had finished his business in Africa, he stayed there and focused his energy on fighting for Indian rights. The Indians in Africa were required to have passes that showed their Indian status, while the British did not have to carry any similar passes. Gandhi decided that the way to eliminate this difference was by burning the passes. The British warned Gandhi and his followers that they would be arrested if they burned the passes that were government property. The passes were burned anyway and Gandhi was beaten even though he did not resist arrest. This showed great courage on Gandhi's part; he was not afraid to be beaten or arrested just to eliminate the boundaries between the British and Indians in Africa.

Another incident in South Africa was when contracted mine laborers walked out on their job with Gandhi. The owner of the mine warned them and asked to stop their walkout. Gandhi told the owner that when their comrades were freed from jail they would go back to work. Even though Gandhi and his followers were warned, they continued marching and when charging cavalry came their way they all lay down on the ground and none of them were hurt. The cavalry backed off and they marched on. This showed enormous courage for Gandhi and his followers; they kept on going even though danger was on the way.

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After his accomplishments in South Africa, Gandhi went back to his homeland of India. Over the next few years Gandhi provoked the British Empire by boycotting British goods and trying to prove that India was ready for this independence. But the British did not stand down and Gandhi was arrested and sent to jail for six years for spreading anti-government propaganda. When he came back from jail, India was in a bad state. The Muslims and Hindus were at each other's throats and were not backing down. Gandhi's solution to this hatred was an extreme form of Satyagraha; he would fast for three weeks. This worked for the time being. Hindu's and Muslims made an attempt to be friendly to each other, yet this problem was so deep that not even Gandhi could solve it completely. This incident showed that Gandhi gave up his well being so that the people of India would act as brothers and not as enemies.

Another important incident in the quest for an independent India was the Salt March. The British government had made it illegal for Indians to make their own salt, and to many this symbolized Indians depending on the British, just as they depend on salt, for life. Gandhi planned to march 40 miles from his home to the sea to make salt, and thousand of people walked with him. After the Salt march reached it's destination everyone started to make their own salt, and it was being sold on the streets. During this time 0,000 to 100,000 people were arrested and Gandhi was one of them. While all these people were in jail, more of Gandhi's followers take salt from a saltworks. Soliders lined up outside the gate to the saltworks and as each man came up they would beat them and the woman would carry that man away. This incident went on for many hours and many people were injured but not one fought back. This courage to stand up for what they believe in and not fight back was absolutely amazing. The people who tried to get into the saltworks gave up their physical well being to prove a point.

Gandhi and his followers showed great courage in all the protests they made. Without this courage India may have never of gotten its Independence at that time. So all in all, "Courage is necessary to win a war."

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Royal

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In America today one of the pre-eminent adjectives describing families is dysfunctional. Your family is somehow out of a normative grouping if in fact they are "functional". That ideology is one of the issues emphasized in Wes Anderson's The Royal Tenenbaums. I suppose I need to ask about the incorporation of humor into such an investigation, particularly in regards to how campy or over-the-top some of the characterizations become. But aside from that, or rather hidden somewhere underneath all of that is a poignancy and a sense of salvation or redemption that is oftentimes never realized on Maury or Rikki or Jerry. I guess my question is or questions are how are we supposed to take or juxtapose any single aspect of family emphasized in the film with our own pre-conceived notions of family, or rationalize the togetherness of any or all of these conflicting themes? Is it believable, realisticwhy or why not? Pay close attention to specific characters and their interfacing with other characters.

Here are the possible paper topics I am putting forth. I like to provide a choice so that you feel you have options in choosing a subject to write about, and I have diversity in the grading of the papers. However, despite these suggestions, do not feel limited by them. If there is some other angle from which you wish to approach this unit, talk to me, and we will work something out.

1. In an age predominated by massive technological advancement coupled with estrangement of individuals in a familydue to both parents working, children's after school activities, less nuclear families, or a plethora of other reasonshow large a role does technology play in any given family, either in positive or negative ways? And what are the ramifications of this?

. In America, a country in many respects, still living off of the power and the ideologies of the golden age of the 150's, how important is the concept of family as it relates to or is representative of something inveterately "American"? In other words in a society where just about everything is scrutinized or used for advertising purposes, is there something still undefiled about the American concept of family? And if so at what cost will that be defended?

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. In diametric opposition to the preceding question, is dysfunction the norm for the typical American concept of family today? Are there more examples of dysfunctional than "typical" families represented in mass media today? Is it just because the dysfunctional families tend to be funnier? Is it an indictment of something deeper in our culture? Or is it because FOX really had nothing else to put on the air?

4. And lastly, how would you deconstruct and classify your own family? How do they match up to the concepts of family we have discussed this unit? Why or why not? Does it matter to you? Or would you like to forge something different in the familial fires of this country once you are old enough, or wise enough, or economically dependent enough to do so?

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The right to independance

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washintong dissgreded with all of the folloing in this lifetime he felt, that if a boy had a tree mother than he wouldnt of shoped downthe cherry tree. he thought that if he did it it would not be lie. so her told george senior that he did not chop down the cherry tree and there fore he used it as a part of his politicl campagin in which it was a thought that he was such a honest person that he would not ell a lie. this got the public to becuase that he would not tell them a lie. this was a mjor part in the winning in the 178 election . an he became the first president in the united states and one of the best in american history. also the seond predient of the united states of america was andrew jackson he thought it was nessacry to forclose the bank of the united staes becuase he was condsdered the common man. this was partial true becuase he was the first person to be a president that was not born into wealth he was born a orphan to his mother who died from illenss. he thoguht that he could move the indians out of florida in to orgon after the war of 181. this was sonn called the trail of tear. he was dramitcally ciritized for these actions with his ooponets party the whigs. they called his king andrew becuase of his lack of respect to the contitiution.washintong dissgreded with all of the folloing in this lifetime he felt, that if a boy had a tree mother than he wouldnt of shoped downthe cherry tree. he thought that if he did it it would not be lie. so her told george senior that he did not chop down the cherry tree and there fore he used it as a part of his politicl campagin in which it was a thought that he was such a honest person that he would not ell a lie. this got the public to becuase that he would not tell them a lie. this was a mjor part in the winning in the 178 election . an he became the first president in the united states and one of the best in american history. also the seond predient of the united states of america was andrew jackson he thought it was nessacry to forclose the bank of the united staes becuase he was condsdered the common man. this was partial true becuase he was the first person to be a president that was not born into wealth he was born a orphan to his mother who died from illenss. he thoguht that he could move the indians out of florida in to orgon after the war of 181. this was sonn called the trail of tear. he was dramitcally ciritized for these actions with his ooponets party the whigs. they called his king andrew becuase of his lack of respect to the contitiution. i think that this is sufficent information to make a sata based rosultionon the emphises that andews jacion and washington were made to be presidentswashintong dissgreded with all of the folloing in this lifetime he felt, that if a boy had a tree mother than he wouldnt of shoped downthe cherry tree. he thought that if he did it it would not be lie. so her told george senior that he did not chop down the cherry tree and there fore he

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Variuos

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... Greek and Medieval ideology of hierarchies - where one being is higher on the scale than others. Indeed this scale is known as The Great Chain of Being, where every entity was placed on a scale with God (an entity that exists necessarily, and which is the creator of all other entities) at the top and non-existence at the bottom. The higher up the scale an entity is the more perfections it was thought it have, God being at the top has all perfections. The definition of perfection therefore indicates that existence is a perfection by definition. Those at the bottom of the scale, have no perfections, the first living entity will moreover have one thing that those on the bottom do not, clearly existence. God being at the top of the chain has all perfections, those that are apparent in the lowest forms of life to those a rung below him.

The ontological argument has received considerable criticism from some of the worlds leading philosophers. Thomas Aquinas opposed Anslems idea that God exist based on the unproved knowledge that this entity was perfect. He claimed that Anslem could not claim to know the characterises of God before proving a God existed, the personality of this entity should and would come after the existence of the entity had been confirmed and validated. He suggested that the existence of ...

refore you have described it all e.g. instead of explaining the existence of the world, you explain everything in it, thus explaining the world. This therefore means that if the question of God seems to be something which you cant explain all you need do is d ne, which emphasis the Christian believing in Jesus as saviour and Lord. This service brings Christs followers together in unity. The Lords Super is a way of saying that Christians unite and obey what Jesus said at the Last Supper. The Roman Catholic Chuch uses the name The Mass. It is Latin and means ended or finished. To Christians the word Mass symbolises the special meaning given by the Roman Catholic Church to its central act of worship.

Some Christians dont celebrate the Eucharist very often. Jehovahs Witnesses celebrate it once a year. Presbyterians Churches used to hold the service about four times a year and Congregational Churches twice a month, but after the joined form of the United Reformed Church they asjusted the amount of times of the service.

The Methodist Church has a Sunday Service which allows the sacrament with or without the sacred meal. The Church of England celebrates once a week. The Roman Catholic Church and Orthodox Church celebrate daily. The different was that Christians celebrate the Eucharist depends on the way they understand the meal. Different names they have tend to hint what the emphasis that is given.

Churches that have altar-centred worship, have a priest or minister, to carry out the service. In some churches onl ...

otestant model of biblical interpretation. In this sense Goldmans research lacked validity, lacked depth and was one sided, it is important to remember that Piagets work had its own criticisms and weaknesses as well which Goldman did not consider. In Goldmans research it is unclear whether the concept of stages is intended to function primarily as a descriptive device or whether it is intended to have some explanatory role. No account is given in his research of how development from one stage to the next takes place, yet this is crucial if the stage concept is to have and significance.

There are also problems with Goldmans interviews design and content analysis. The interview design is problematic because of its selectivity and subjectivity. Goldmans interview design can be criticized also due to the nature of the stories and the questions that he used. Mathews (166) and Godin (168) suggest that the three biblical stories used by Goldman were particularly difficult narratives and that they were not representative texts from which you can make generalisations about religious thinking. Another problem is that Goldman modified the narratives for his own use in the interviews and by doing this he decontextualised the stories and shifted the emphasis of the biblical texts.

Goldman in his research calls attention to both the wasteful effort of teaching the Bible too early and also the difficulties this makes for children of limited development. He does not however believe that no Bible teaching should occur before the age of twelve - this is a widespread misconception of Goldmans work. What he actually believes is that before the age of twelve there should be a dramatic reduction of biblical material in syllabuses and he believes that the way the material is used is paramount. Goldman regards the Bible as the major source of Christianity for adults, he says that it is written by adults for adults, it is plainly not a childrens book. He believes that by inviting children to become familiar with the Bible too early results in boredom and confusion. Instead he thinks we should try to help chil ...

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Professional Development

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INTRODUCTION

The Oxford Concise Medical Dictionary (18) defines a nurse as a person trained and experienced in nursing matters and entrusted with the care of the sick and the carrying out of medical and surgical routines. In reality, however, nursing is much more than the physical and medical areas of health care it is also about the more emotional and psychological areas. One of the main objectives of this assignment will be to demonstrate the wide variety of skills and characteristics required to work in the caring profession.

Much research has been done in to the foundations of nursing practice. As a result many ideas on how optimum nursing care can be achieved have been put forward and guidelines produced taking these in to account. During the course of this assignment we will address the theories behind these ideas and how things are most productively learnt.

Recognise and demonstrate the importance and implications of cultural diversity for professional practice

Write your Professional Development research paper

Due to the increasing numbers of ethnic minority families in Britain today the country has become one of multiculturalism, made up of many different cultures and therefore many different cultural practices, beliefs and values. The modern system of health care needs to reflect these differences in order to provide equality of care to all.

This quote is taken from an article published in Focal Point, a national bulletin published by the Research and Training Centre on Family Support and Childrens Mental Health. Although this is an American charity I feel that their guidelines are applicable to any health care system.

WHAT IS A CULTURALLY COMPETENT HEALTH CARE SYSTEM?

It is a system that acknowledges the importance of culture and incorporates the following into its daily operations

• The assessment of cross-cultural relations

• Vigilance towards the dynamics of cultural differences

• Expansion of cultural knowledge

• Adaptation to meet the unique needs of our patients

(Smith, 18)

In order to achieve the points above and therefore the proposed equality of care the health service needs to inspire co-operation between all professions of the multidisciplinary team. In our problem based learning work groups we were given a problem which consisted of an unspecified clinician working in an inner city community setting who was very obvious about his views on certain issues. As a group we discussed stereotyping, prejudice and discrimination and this led on to how this clinicians behaviour could affect his or her patients and their health care. Practitioners exercise considerable power and discretion, their attitudes towards patients in terms of age, gender, ability or ethnicity do matter...Ideological, professional and personal prejudices can, and do, lead to discriminatory outcomes. Ideas about belonging and distinctiveness influence practitioners judgement of individual and group rights to state welfare

(Petersen and Waddell, 18)

If a practitioner holds certain views about a person and/or their situation or background then, as the quote above suggests, it is likely to affect the quality of care or treatment that is given.

Ahmad et al (11) and Wright (18) both conducted research into how ethnic minorities were viewed by health professionals. Both reports described negative attitudes held by General Practitioners towards Asian patients. They found evidence of many common stereotypes including fussing over trivial complaints, inappropriate consultations, lack of care over own health and abuse of services.

Ahmad continued his research in 1 looking at a similar topic area. This piece further commented on his previous work by claiming that medical professionals are often willing to accept explanations for many medical conditions which place the blame on culture. According to Ahmad many illnesses and diseases including Rickets, Poorer birth outcome and Tuberculosis have all been explained by criticising cultural practices and deeming them harmful. Although many pieces of research have concluded that ethnic background can be a big determinant of health this is only in certain circumstances and should not be used to generalise. All of the fore mentioned medical conditions have a wide range of causes any of which could be responsible, by simply blaming culture and ethnicity the real cause could be being ignored and this could, in turn, lead to further problems.

I was particularly interested in the affect that practitioners views could have on health care and have to admit that it was not something I had considered before. In my college work we looked at the inequality of health and how certain illnesses are more prevalent amongst certain races and ethnic backgrounds, for example higher prevalence of diabetes in the Asian community, however we never looked at the psychological aspects of belonging to a minority group and how this might affect health as looked at in this assignment.

Outline the professional, legal and ethical principles underpinning confidentiality, consent and professional codes of conduct

As we have said nursing is evolving and as a part of this evolution the responsibilities are increasing and the legality and ethics of health are becoming more and more prominent in nursing. As well as a duty to provide equality of care, as talked about in the previous section, the main areas of legal and ethical practice in health care are the practices of confidentiality and consent.

Confidentiality is, according to the Brockhampton Reference Dictionary and Thesaurus (15), the quality or state of being confidential In terms of health care it refers to the act of keeping all patient information, whether it be big or small, confidential unless specified by the patient. Confidentiality is a very difficult issue as its boundaries are unclear for example the depth of information shared in one circumstance may not be appropriate in another.

Section five of the Nursing and Midwifery Council (NMC) Code of professional conduct (00) states You must treat information about patients and clients as confidential and use it only for the purposes for which it was given.

One of the main legislation regarding confidentiality is the Data Protection Act (18). This act gives individuals certain rights in relation to computer held personal data. Under this act an individual has the right to know whether a data holder is using personal information and the right to access to this information. Individuals can also claim compensation if the information held is inaccurate and have the right to have it corrected all personal data held must be registered on the Data Protection Registrar.

There are also two acts designed particularly for confidentiality in health care the Access to Health Records Act (10) and the Access to Medical Records Act (188). The Access to Health Records Act establishes the right of access to health records by individuals to whom they relate and other authorised persons. It allows the correction of inaccurate health records and the avoidance of certain contractual obligations. The Access to Medical Records Act is much more detailed. A full description of this act along with the Access to Personal Files Act (187) is included as Appendix One .

My younger brother has cerebral palsy and as a result is mentally impaired and unable to give consent or be responsible for his own health. It is important therefore that my parents are given all the information they need in order to make the right decisions on his behalf. However this does not mean that he is not entitled to the same right to confidentiality and consent. At the end of last year he went in to hospital to have an operation where medical professionals seemed to negate these rights by feeling it appropriate to use him as an example to other parents considering the operation for their child.

The term consent is defined as meaning to agree; give approval or permission (Brockhampton Reference Dictionary and Thesaurus, 15) As technology progresses medicine follows allowing doctors to develop increasing numbers and complex treatments and procedures. The increasing number of developments along with patients increasing confidence in pursuing complaints has resulted in even more importance being put on obtaining consent. There are several guidelines on consent and the boundaries are much more defined than confidentiality. The NMC Code of Professional Conduct (00) also goes in to detail providing eleven different points, all of which are included in full as Appendix Two.

As a future nursing professional it is important that I embrace these concepts in my nursing practice in order to ensure the utmost holistic care for my patients. By this I mean that it is important that I consider not only the physical consequences of my actions such as exposure to treatments with out full knowledge of the risks but also the emotional consequences such as pressure and worry from other family members etc.

Use self evaluation and portfolio development as tools in the management of learning

A professional portfolio is a record of goals, growth, achievement and professional attributes developed over time and in collaboration with others

(Windsor, 18)

In nursing a professional portfolio is a collection of visible documentation of credentials and contributions to the practice of nursing. A professional portfolio is an arrangement of materials and accomplishments that communicates achievements both inside and outside the nursing vocation. A portfolio serves to demonstrate all of the elements in the quote above in order to demonstrate that a nurse is still competent to practice and in order to facilitate Continuing Professional Development

Many professional sources recommend approaching the portfolio development as if it were a step-by-step process consisting of six successive steps. These being

Self evaluation

The development and continuous development of a portfolio involves a lot of focus on self evaluation. In this step the nurse or nursing student needs to consider their own qualifications, characteristics and talents and which of these are needed in the nursing profession.

Selection of evidence

In the second step they then need to think about how they can represent or prove that they have these qualifications, characteristics and talents this could be through certification, awards and evaluations.

Reasoning behind everything included

In the third step the nurse or nursing student must develop some kind of reasoning behind all of the inclusions therefore all inclusions must represent a specific characteristic, qualification or talent and each qualification, characteristic or talent claimed must be proven.

Goal setting

The forth step involves setting personal goals, looking at goals already achieved and how these can be built upon and reflecting on how these achievements and goals have lead to either personal or professional development or both.

Creation of a less detailed portfolio for show

A portfolio demonstrates both professional and personal development and though some personal development may be suitable to show other people some is not. The fifth step therefore is to create a less in-depth portfolio which shows only main achievements and is less personal and more professional. This portfolio is the one taken to interviews.

Portfolio development throughout career

One of the most challenging thing about nursing and healthcare in general is that it is always changing new treatments and medications are being introduced all the time and, due to a rapidly changing society, so are legislations. It is essential that nurses remain up to date on all changes this means that qualifications are becoming defunct, new ones are being introduced and nurses are constantly building on them. Portfolios must also be up to date and reflect these changes and this is the sixth and final step.

The University of Birmingham School of Health Sciences Professional Portfolio requires people to follow all of these steps but is also very tailored to provide maximum enhancement of these steps. In the process of self evaluation, for example, the portfolio not only requires us to come to our own conclusions about our qualities but also promotes the use of evaluation tools such as learning styles which will covered in more detail under the next outcome.

The Professional portfolio is also very much centred on the process of reflection providing many opportunities for reflective statements in all sections. Continuing reflective practice is, like self evaluation, an essential part of portfolio development and professional development and it is through this practice that continuing professional development is achieved.

Use the principles of experiential learning and reflective practice

Learning styles are described as the different ways in which children and adults think and learn (Litzinger et al (1))

Much research has been done into learning styles and many people have tried to demonstrate the wide range of learning styles however perhaps the most well known is Kolbs Theory of Learning Styles, Experiential Learning. In this theory he first separated learning into two parts perception and processing. Perception of information, according to Kolb, was acquired either through relevant senses (i.e. touch, sight, or hearing) or through visual or psychological images and concepts. In his theory processing was achieved either by actually doing or alternatively by thinking about. Through these ideas he developed four different learning dimensions which built on these ideas, perception through Concrete experience or Abstract Conceptualisation and Processing by Active experimentation or Reflective Observation.

Concrete experience is based on the idea of perception through senses but extends to cover social experiences and relationships with other people. Abstract conceptualisation also relates to experience but more in the aspect of learning from past experiences and how these affect how we perceive things in the present.

Though the two types of perception are very closely related the two types of processing are very much two ends of a spectrum whilst Active experimentation means doing things and taking risks without thinking about it Reflective observation puts much emphasis on thinking and involves seeing things from all angles and looking at things in-depth before acting.

Kolbs experiential learning theory is often linked to reflective practice professional practice guided by structured reflection on feelings, experience and empathy in order to make practice robust and enhance learning (Hogston and Simpson, 00)

Reflective practice is based on Gibbs Reflective Cycle, show in the diagram below, which outlines six stages of reflection.

(http//www.nursesnetwork.co.uk, accessed on th Dec)

This cycle allows the reflector to become aware of his or her own actions and the experiences and consequences of these actions during the first stages of the cycle. The second part of the cycle allows the reflector to look at this experiences in more depth and what can be learnt from them hence its relationship with experiential learning. In the final stages the reflector considers what they, now having learnt from the experience, would do if a similar situation arose. It is important that I as both a student and future nurse reflect on all experiences both good and bad in order to replicate or rectify them in a similar situation. It is also important that I inspire other people, such as patients, to do the same as this can be and sometimes is an important part of treatment.

Most commonly Kolbs theory of experiential learning is seen as a diagram which is a lot more complex than this description with the introduction of four new terms accommodators, divergers, convergers and assimilators. A copy of this diagram along with my own explanations of the four terms is included as Appendix Three

Kolbs learning styles is also combined with four new terms Activist, Reflector, Theorist and Pragmatist in Honey and Mumfords Typology of learners a diagram of which I have included as Appendix Four.

According to Kolbs theory of learning styles I would be a diverger I often have problems coming to a conclusion about ethical issues because I can see the strengths and weaknesses of all arguments. I also have problems sometimes with essays because I tend to be too enthusiastic when it comes to data collection and end up with so much information that I dont know what to do with it. In terms of concepts I need to see them done in order to understand fully but would much rather watch someone doing it than do it myself. There are several other ways of finding your ideal learning style including the VAK (Visual, Auditory and Kinaesthetic) learning style questionnaire which I have completed and included as Appendix Five. I have also completed a Index of Learning Styles Questionnaire which I have included as Appendix Six.

Relate organisational theory to the structure, culture and functioning of the NHS

When the NHS was first introduced in 148 it was designed as a universal system providing equality of care for all regardless of any social or physical circumstances. Though there have been many changes to the organisation in the last 55 years this ideology of equality of care has remained central to the continuing culture and functioning of the NHS.

The diagram below outlines the structure of the NHS in England since April 00.

(http//www.oheschools.org.uk, accessed on th Dec)

As a part of this structure it is important that I understand how it works and the ideological aims of the organisation. Appendix Seven is an explanation of how Druckers theory on the structure of an organisation fits in to the NHS which I feel it does very well. However Druckers theory is not classed as an organisational theory which I will now go on to explain. Organisational theory refers to how organisations are structured, how they are managed and the culture adopted within them. It attempts to explain how organisations work by defining the common features that organisations or groups of organisations share.

There are four main types of organisational theory classical theory, systems theory, contingency theory and human relations theory.

Classical theory was the first published theory of management and has a very scientific and traditional basis focusing on the structure and mechanics of an organisation. As with all organisations the NHS is very dependant on its hierarchical structure without which it would not function effectively however classical management theory is very basic and, as I will show in the rest of this section, the NHS is a complex organisation which is better explained by a more complex organisational theory. Classical theory ignores the effect that individuals, groups of individuals and systems have on an organisation.

Systems theory suggests that all organisations are made up of many different but interrelated systems all with a common objective that is the function of the organisation. Therefore all actions of individuals in one system directly affect the actions of individuals in other systems.

In the context of health care an example of a common objective would be the efficient care of patients. In order for this common objective to be met we not only need the co-operation of the medical multidisciplinary team but also the co-operation of the senior management team in order to allocate resources and the estate team in order to provide a safe and comfortable environment for that care.

Contingency theory also considers the different parts of an organisations but rather than systems within the organisation looks at the various factors which make up an organisation. This involves factors such as size, structure and the individual requirements of the environment which that organisation is in. Like systems theory contingency theory views that an organisation cannot function without interdependence of all these factors.

The contingency theory is particularly relevant to the organisation of the NHS in that it is centred around the perception that there is no one best or appropriate way to organise and that organisations are diverse and therefore need diverse and particular designs. The NHS is a unique and unparalleled organisation and as a result has very different needs to any other organisation, it therefore needs a very different structure to that of any other organisation.

The final theory, human relations theory, takes in to account human behaviour and looks in particular at the relationship between employer and employee. It considers issues such as leadership and motivation which will also be looked at under the next outcome.

The Human relations theory becomes very pertinent when applying management theory to the NHS due to the organisations immense dependence on people, both patients and staff. The NHS cannot run without specifically trained staff and therefore in order to run an effective service it needs to listen to the wants and needs of these people. It also needs to listen to the wants and needs of the service users without whom there would be no justification for the service.

Apply an understanding of motivation theories to your working practice as an individual and as a member of a caring profession

Extensive research has been carried out to try to understand people and why they behave in a certain way. The most well known and often referred to area of this research was conducted by Abraham H. Maslow (14) who suggested that there were five groups of needs that drove us onwards

(http//www.normemma.com, accessed on 1st Dec)

According to this theory, once the lower needs are satisfied, the next level needs become the motivators. For example if you have enough food, water and air more will not motivate you. You will only be motivated by the next level of needs, safety needs. However, should the lower level needs become unsatisfied, for any reason; then they, once again, become the motivators Only in the moments when all of the first four levels of needs are met do people move on to self actualisation, and direct their energy into becoming the best that they can be, that is realising their full potential. It is important to remember that the level of satisfaction varies from person to person depending on previous experience, environment and expectations. In other words what one person might see as satisfying a need one person will not.

When applying Maslows theory to my understanding of the work place and being a part of a multidisciplinary caring team it is important to remember the differences in peoples perceptions of satisfactions. In terms of patient care in the NHS people will be entering the hospital setting from all walks of life and with many different medical and emotional conditions as a result they will, invariably, all have different views on what satisfies a need. To a homeless man a simple meal would quite easily satisfy their physiological needs to others a more complex nutritional meal is needed. To a man who has not been able to walk for months after a car accident taking just one step will fulfil his esteem needs however to a man who has full use of his legs one step is nothing. Maslows hierarchy applies not only to patients in the health care system but also the staff who need things such as money in order to motivate them.

Another theorist, Fredrick Herzberg adapted Maslows hierarchy in order to further apply to the staff of an organisation which he called the relationship of needs to work. In this Herzberg divided peoples needs into two factors hygiene factors, such as wages, job security, fair treatment, safe working environment and motivation factors, such as challenging work, responsibility, self improvement opportunities. Herzberg claimed that effective management of hygiene factors ensured minimum job dissatisfaction whilst effective management of motivation factors ensured maximum job satisfaction. He claimed that hygiene factors on their own would not lead to motivation but would inspire an environment in which motivation factors could occur.

Please note that this sample paper on Professional Development is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Professional Development, we are here to assist you. Your persuasive essay on Professional Development will be written from scratch, so you do not have to worry about its originality.

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Romeo and Juliet

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Romeo and Juliet. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Romeo and Juliet paper right on time.

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Film Analysis Of Romeo and Juliet

Romeo and Juliet, filmed in 17, directed by Baz Luhrmann. A good production, like many by this director. Camera techniques at the maximum, excellent soundtrack and well cast actors in its corresponding characters. Like I said a good filming production, even though its not an outstanding characterisation of the Shakespearean play. For me there are some little details that dont let this film be equivalent to the play. The language and some actors are two of the factors that may be included in this list. But after all the movie itself is a creative piece of art, how Luhrmann plays with all camera effects its unbelievable. So finally I can say that this "Romeo and Juliet" movie can be used to teach the same play, but after studying it deeply and totally.

This "Shakespearean" movie is summarised very easily as obviously has the same plot as the play. Two households, the Capulets and the Montagues, both alike in dignity in fair Verona. From years they've hated each other , heat that will take a pair of star-crossed lovers take their lives; death that made bury their parents rage against each other. There are three main differences between the movie and the play. First of all and the most commercial one is the change of real Italians into immigrant ones into the USA. This is a commercial hint, because with the change of scenery younger audience will like to see the movie. Then there is the fact of the balcony scene which is crucial for the development of the movie. The movie shows this balcony scene from a pool, this different type of scenery is because of all the symbols that Luhrmann plays with, in this one, water. The final and more emotional is the death of Romeo and Juliet. In the play Romeo kills himself before realising Juliet is still alive, while in the movie he doesn't . Romeo drinks the poison when Juliet touches his cheek, because of the instant reaction. These three elements show how Luhrmann can move around the play without changing the course of it and making it better.

The actors in this marvellous piece of art are very low in the fame ambit. First of all there is Leonardo Di Caprio ( Romeo). He is maybe the most popular actor in these days, but the acting represented by him is not convincing. First of all Di Caprio does not complete the expectations that someone could have about Romeo, romantic and immature, maybe because of a lack in the study of the character. The thing he develops very well is the love that Romeo has to Juliet. Claire Danes ( Juliet) is an actress that gives a better impression of his work in his character. First, and equally as Di Caprio, gives a really nice idea of the love towards Romeo, even though he does not fulfils the audience expectations of the immaturity that Juliet has in the play. But Danes does a very good job, she is an excellent actress that won't let herself down by this important role, taking in account her low popularity and experience before this movie. Last but not least, an important role in the play and in the movie is Friar Lawrence ( Pete Pastlethwaite ). This character is very different in the play than in the movie, a totally different personality. In the new movie this character is newly developed to form a different Friar Lawrence, with a tormented mind and a radical life. All these new aspects are taken into account to make an agreeable critic of Pastlewaite's job. He finishes a fantastic renewed character with a huge amount of artistic doses. So in general the acting is good and really makes the difference between the contrast of the movie and the play. The only thing that didn't work in all this field is the use of the ancient language that Shakespeare wrote the play in. This language doesn't fit in teh modern times and scenes developed in the movie.Buy cheap Romeo and Juliet term paper

The camera techniques and sound are incredibly utilised by Luhrmann to create tension, stress, happiness or maybe even love. These technical characteristics make you get more involved in the movie, without letting you even breath for missing a shot. This movie can be divided and analysed into three main scenes, the first fight, the encounter of Romeo and Juliet and finally the death of both. In this first scene the camera action is crucial to make an idea for the audience to understand what's happening. The camera actions become fast and slow, provoking a lot of stress by seeing it, and a lot of fun also if you have the time to reach a point where you can start seeing the movie for fun, not for visual delight. In this scene you also have lots mid-shots and close ups to the Montagues and the Capulets to have a sense of what they really are. The sound in this scene is crucial for the differential matter of the movie, first of all come the Montagues with a score that is king of "little boy" stuff, they just want to have fun. Then a totally opposite score is used for the Capulets, they are taken as the "tough boy" kind of thing, a more mature personality. Then in a second scene the camera techniques go down a bit. These techniques are more constant among the scene, the only thing that can be noticed is that they represent Juliet in medium shots and Romeo in close ups and that they also hurry and slow the camera action. This second statement is showed when they first talk with each other, they are in the middle of the room where nobody notices them, and all around them is totally fast. The sound effects in this scene are much more delicate than in the first one here we have a mute part, important for the realisation of the speech of Romeo to Juliet. We also have three different scores for the whole scene, the first one is the meeting where charming and happy music is played, then the time when Romeo discovers Juliet is a Capulet, the music is sad, with a great disappointment tune. Finally the balcony scene where a coherent type of hope music, knowing how the movie develops, is played. The last scene has an increase in the camera techniques that are greatly used to have a spectacular ending. Two subjective shots are used in this final scene, one from the eyes of Romeo, when seeing Juliet's tomb, and one from the same tomb, when Romeo enters the graveyard. Another amazing effect is the high angle camera used when Romeo hugs Juliet after seeing her, showing the point of view of God, knowing that this is going to end in a bad way, but its going to solve problems. The score in this scene gives the idea of this horrifying death, a score that represents the impotency to stop the tragedy that will happen.

The movie addresses incredibly well the part of the themes of the play, prohibited, rushed love and writing your own faith, because it doesnt escape a lot from the central part of the play. First of all Romeo and Juliet, as well as in the play, rush an amorous ambient that was totally prohibited because of their names. Like when they first meet, they kissed each other immediately. Then also in the play, Romeo starts his own fatal faith by killing Tybalt. The figures used in the movie are not even mentioned in the original play, in the movie water, Jesus, fire, all have a different meaning in the whole movie. First the symbolism of water, this symbol represents the land of the dead. When they first meet, they do it looking each other against a water tank. In this scene each one of them sees the other like a reflection, making an allusion of what's going to happen later, they'll never be together for real. Another symbol used in the movie that's not in the play is Jesus Christ. The Capulets and the Montagues hate each other, and Jesus is always present in their lives, you can extract at the end that Jesus and God are the only ones that by the death of Romeo and Juliet, can unite this two families.

Romeo and Juliet, directed by Baz Luhrmann, one of the most beautiful and entertaining pieces of art I've ever seen. The cameras make you finish with a beautiful headache because of all they have, this may be the only souvenir you can get from this wonderful movie, apart from the tears and the thought of how huge love can be. But I insist, if you're studying the play, don't limit your Shakespearean boundaries by reading only the play, watch the movie to realise how Shakespeare can move from time to time without losing it's popularity. But first as I said, study the play completely and deeply.

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