Shakespeare with Professor Ken Tomkins

In at least four plays of the Shakespeare Canon, A Midsummer Night's Dream, As You Like It, Richard II, and Romeo and Juliet, the function of class structure and economics governs the conduct of the characters and provides a central conflict that moves each story towards it's climax. Shakespeare wrote these plays with the social class system in mind. Audiences from all economic levels of society viewed these plays, which included characters from each social set as well. The economic fortunes of certain classes is influenced by life at court and the political and social commentaries which are imbedded in particular plays reflect the injustices which were common practice during those times. Dutiful daughters, regarded as second-class citizens, rebel against advantageous marriages, kingdoms are overthrown, commoners discuss royal figures with derision, and characters reject court life and tyranny. Economics is a fine web that supports different characters and the destinies they are to fulfill. One not born to an economically advantaged world cannot fulfill that destiny. 1 We, as audience, are invited to court to learn the mannerisms of the nobility and we experience banishment into the â€Å"green world†2 countryside, with its resulting restoration of social order. Audience Audience is one key to understanding the function of class and economics in William Shakespeare's plays. We generally understand that he wrote his plays for economic gain as well as for artistic expression; therefore, we cannot afford to overlook his audience, and the potential impact they had upon his writing style. His audience was comprised of the three-tiered social structure and there had to be something in each play to charm them all. Class and economics determined the set-up of the theaters in that time, so it is not an issue that could be ignored by this playwright; rather he echoes it in his works. Separation from the masses was assured by the seating arrangements. The top tiers were reserved for royalty and the middle areas were for the landed gentry, while the floor seats where the â€Å"groundlings† viewed the proceedings resemble our modern-day mosh pits. In that time, it would have been unthinkable for the lowest class to be seated in seats above the other social strata and it is interesting that this seating arrangement has shifted over the centuries. Shakespeare made sure to guarantee his patron base by appealing to the people who financed his plays. Frequently the most important roles were kings and queens or nobles. The acting out of the schemes that take place in court life was undoubtedly familiar and welcome to members of that class. Shakespeare targeted women as consumers because they are historically strong patrons of the arts, while men probably enjoyed gambling and carousing more. In that patriarchal society, class, and expectations restricted women's actions. As characters in Shakespeare's dramas, they challenged their long- accepted roles. The â€Å"groundlings† were satisfied because they, like our society today, liked to see the nobility in disarray. There is an entire sub-culture of gossip publications and news shows that deal exclusively with the nobility of our time, Hollywood actors, and sports personalities. Much interest was generated to the same end in Shakespeare's time. The peasant class thrived on scandal that involved the nobility. Shakespeare made sure to include as much court-inspired strife as was possible, without ostracizing that particular set of patrons. He was able to get away with it because the lords and ladies, the middle-class, enjoyed gossip even more that the plebeians did. In As You Like It, and Richard II, he portrays the usurpers in an unflattering light, while the true Duke and King respectively, gain the audiences pity. This is a very delicate matter, groundlings can enjoy watching nobility fall, and the nobility can watch the usurpers get their own back. The plays satisfy a variety of audiences. Class Conflict Class conflict is a function of Shakespeare's work because, without it, there is no conflict to be resolved. It is the driving force behind many of his plays. Conflicts always start in the court setting, and cannot be resolved until the natural order of each monarchy is reinforced or put back in place. There can be no subversion at the end. The role of class in Romeo and Juliet reflects royal determinations regarding the family rivalry between the Capulets and the Montagues. The play opens with an angered prince and closes with one. Apparently, with both families on the same higher social level, the fighting between them is not something that should happen at this altitude. They are playing out their feud at the street level, which is demeaning to both families. â€Å"From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. † (1. P. 5). The word, â€Å"unclean,† suggests that they have tarnished their images. The prince re-emphasizes this image in his admonishment, â€Å"Profaners of this neighbour-stained steel-â€Å"(1. 1. 82). The prince is a minor character in this tragedy; he has not many lines to speak. It is clear to all that he controls the social order in the following quote. â€Å"And then will I be general of your woes, And lead you even to death. â€Å"(5. 3. 219). The drama that occurs in his kingdom is subject to Royal will and dictates. A Midsummer Night's Dream starts in the human court and ends with the balance of power in the Fairy court. Social order always returns to whoever was the rightful owner. We can make an argument that in the end of Richard II, the wrong king is in power, but we must remember that Richard himself upset the divine right of succession by stealing away Bullingbrook's inheritance and name. Richard upset the class system, and he pays the price. It is interesting that these Henriad plays focus on placing the â€Å"Ideal Christian King† in power. Richard, while the object of pity in the end, obviously was not such a king because he was the catalyst for change, and he paved the way for the â€Å"New Man. â€Å"3 The fortunes of all in Richard II depend upon who is in power; indeed, the change of power changes not only the economics, but also the life status of the characters Bushy and Green. This theme is still prevalent today, the change in power structure extends down the power line, only now instead of losing one's life, administrative employees lose their positions, which in political life, is the death of one's career for a time. Class, Social Rank & Freedom Class serves the function of determining degrees of wealth and freedom in many plays. Mapped out, it looks something like the following: 1. Royalty & Nobility- (ruling-class) they enjoy great power and authority that is limited only by the expectations of their subjects. The magnificence of these offices is sadly linked to the loss of freedom. They are subject to the severe maxims that govern this class, which include their personal conduct, lines of succession, and ability to marry. The role that government fulfills also affects the economic stability of their subjects. When speaking to one another they use the more formal poetry, and when they speak to someone below their station, they tend to resort to a simpler prose form of speech. As rulers, they are also targets, everyone will come out of the woodwork to overthrow them or create stress for them. Duke Sr. in As You Like It, holds forth, † Hath not old custom made this life more sweet Than that of painted pomp? † Are not these woods More free from peril than the envious court? † (2. 1. 2-4). 2. Middle-ranks- (landed gentry and merchants) The survival of the middle ranks depends upon the survival of the highest ranks, that is changes in power are reflected at this level because they are the supporting class. As gentry, their lives can be forfeit or spared, their lands can be confiscated or returned, and their titles bestowed or revoked. As merchants or citizens, they can experience economic changes that can enhance or deplete their fortunes. Their speech patterns also vary according to their conversations, just as we use different language with our bosses than we do with our peers, so did they use prose when speaking with lower classes and poetry with those in the upper ranks. 3. Lower-ranks- (peasants and laborers)- This class of society â€Å"enjoys the most freedom and their lives are the least bruised† by whoever is in power, as they never alter their position in society. No matter who is in power, their privileges and fortunes do not change. They have the least expectations placed upon them and do not have to strive to impress any one outside of their social class other than the people who employ them (Reynolds). 4 In each of these plays, the complicating action starts in the court as the ruling classes that will affect the families and country around them, make catalytic decisions. Since Shakespeare introduces most of his characters in the first act, the complicating actions hinge upon the fact that the primary characters never resist the opportunity to make a better outcome for themselves. Luckily, they forge ahead on their ill-advised paths; otherwise, there would be no end to the first plateau of each play. In A Midsummer Night's Dream, we have two sets of Royals: the King and Queen of the fairies, and the Duke, Theseus and soon-to-be Duchess of Athens. Egeus needs permission to send his wayward daughter to a nunnery or her death, for her refusal to marry Demetrius. Her refusal is a blatant upset in the social order, mirrored in the fairy world by Tatania disobeying Oberon. Only when the conflict is resolved in the fairy world can it be resolved in the human world. 5 In this particular play, the Fairy King and Queen are the uppermost level of classes. Their actions are affecting those classes below. The decision made by the Duke forces the young characters departure from the court to the â€Å"green world. † The tension begins with his proclamation: â€Å"For you, fair Hermia, look you arm yourself To fit your fancies to your fathers will; Or else the law of Athens yields you up (Which by no means we may extenuate) To death or vow of single life. â€Å"(1. 1. 120). â€Å"Extenuate† is a very important word in this passage, as it explains the rules that the upper classes must live by. Theseus seems to care about Hermia, and almost appears to be pleading with her to make the right decision, because he cannot mitigate the rules. Bound by the traditions of his office, he cannot resolve the problem. Once the Fairy world is back in order, and the lovers are in love with their rightful partners, then only can Theseus pardon their behavior. It is an empty pardon, for the highest ruling class already resolved the conflict. Another line that reveals the importance of class is, â€Å"Know of your youth, examine well your blood. â€Å"(1. 1. 68). Said by Theseus to Hermia, it is telling that bloodlines are important and come with a specific set of expectations that must be fulfilled. Hermia and Juliet struggle from the dictums of their class, they are pre-destined to execute their duty under the patriarchal system, and they go to extreme measures to escape their restrictive environments. Juliet blithely wishes that Romeo would deny his name and fate, because she wants to eat her cake and still have it. If he were to refuse his name, she could avoid the â€Å"dutiful daughter† restraints, and retain her true love. Montague wishes his daughter to have a few more years on the planet before she is married off, but he submits to Paris' request because of the social climbing nature of society. Both he and his wife wish to make the most advantageous match for their daughter, and would marry her off immediately after the death of a kinsman no matter how socially unseemly it is. The nurse character in Romeo & Juliet appears strangely unbound by the traditions of this level of society. Her place in the family is assured, as she has raised Juliet. Her place in the class system is as a â€Å"Natural†. She speaks of sex and practical matters and is viewed as a â€Å"bawdy character,† according to Tomkins. 6 Lady Montague seems to have a bit of trouble deciding weather or not this woman is worthy of joining in on family discussions of Juliet's future, but the nurse feels confident enough to meddle in their affairs. Expectations of this character are mixed according to the players on the stage. Tatania also strays from the expectations of fairy society by taking a clown with an Asses head as lover, but this was not by choice, but rather by trickery. This is a blatant upset of social order. Bottom represents the lower human kingdom, the lower class, and the lowest of all possible levels, an animal used for the most menial tasks. Bottom, while not the lowest class of human, but close to it, is affected by the decisions of King Oberon and for a brief while enjoys being pampered, cosseted and loved by the Fairy Queen. As an actor, Bottom's economic fortune is dependant upon the Duke picking the play of â€Å"Pyramus and Thisby† to view as his wedding's entertainment. We never find out if the rustics are paid for their work, but it is suggested that they gain something of value for being chosen. Banishment Romeo is destroyed by his banishment from Verona; it represents his banishment from his economic base as well as his social milieu. He equates banishment with death, â€Å"And world's exile is death; then banished Is death misterm'd. (3. 3. 21). Banishment suggests rustication, or the stripping away of all economic and family scaffolding, typically in a country setting. In Shakespeare, all of important society lives in cities, certainly not in the country. 7 In As You Like It, not only is the Duke exiled from his duchy, he is exiled from comfort and he is leading the life of a different social order. Shakespeare, by his choice of speeches, shows us that court life is truly preferable in terms of creature comforts. Orlando complains of his treatment by his brother Oliver, † For my part, he keeps me rustically at home, † and â€Å"Stays me here at home unkept; for call you that keeping for a gentleman of my birth, that differs not from the stalling of an Ox? â€Å"(1. 1. 7-11). Duke Sr. complains in a roundabout way, † Here feel we not the penalty of Adam, The seasons difference, as the icy fang And churlish chiding of the winter's wind-â€Å"(2. 1. 7). The symbols of office are of important economic importance in Richard II and represent something of a crisis to Bullingbrook. Without the symbols of office, he is not truly king. He needs to secure those symbols because without them his character is still one exiled from his country and disinherited from his family line. He is a man without any social class at all without that crown (4. 1. 175-80). The young gentry in A Midsummer Night's Dream act strangely once they are out of the court setting. They, under the spell of the fairy kingdom, fight and act rudely towards one another. Lysander said, â€Å"Get you gone you dwarf; You minimus, of hind'ring knot-grass made; You bead, you acorn. It appears that with the removal of the trappings of court, or higher society, former members of high society experience a breakdown of manners and class characteristics (3. 2. 327-9). The four plays that are discussed in this essay have countless references to the expectations of social class; however, it would take a much longer document to include them all. For our purposes, it is clear from the examples above, that Shakespeare deliberately used social class and economics as a function to move story lines along and to satisfy the needs of his audience. According to Tomkins, â€Å"Silliness is not a class thing, it crosses gender and nobility lines. 8 The role that the ruling class played is most important, because it usually establishes the outcome of all the players in each performance. In the end, each character fulfills their own personal destiny according to the dictums of their identifiable economic sphere. It is also clear that Shakespeare's audience was aware of, and possible approved the preference of the court over the â€Å"green world. † If the â€Å"green world† were a preferable locale, story lines would end in that vicinity.

Is There Nowhere Else Where We Can Meet ?

The story begins with a clever prophetic metaphor, ‘reversal of elements' where the white sky is blackened by smoke. This speaks of the role reversal that is about to take place between the races of the boy and the girl. It warns us that there is going to be meeting and it won't be a particularly pleasant one. The title itself incurs thoughts of a romantic meeting, similar to the title of a Hollywood film. This gives the reader a clue that there is a sexual theme in this story.II)an initiation story1) Little red riding hood : journey/ hostile nature / sexual threat / big bad wolf Particular attention should be drawn to smells, they play vital role inthis story. e.g. the strong smell of old sweat burned at her nostrils, a filthy rag,a dusty green scent, he was clean, unhuman, the smell of him choked her.2) A regression process : turning into an idiot (absence of speech)3) Balance and imbalanceViolence is contained by fear.III) (south-african white) girl meets (black) boy : a tale of racial, spacial, sexual, social segregation :1) Irrational instinctive reaction on the girl's part2) Sense of place/displacement3) Fear of the UnknownThe story gets complicated with every minute, the heroine sees some red eyes, she does not knowwhether they belong to a dog or to a person. These red eyes evoke fear andsome interest, her hurt starts beating faster and faster. The author on purpose did not give any names because she wanted to generalize thatsituation and foreground some oppositions: white and black ( racial  context ), educated – uneducated, civilization – veld.

Character Comparison in Tim OBriens The Things They...

The central theme of the story is the age-old conflict of life and death. On a more personal level with First Lieutenant Jimmy Cross, the round character and protagonist of The Things They Carried, it is a conflict of love, his antagonist and of war. The author, Tim OBrien, is writing about an experience of a tour in the Vietnam conflict. This short story deals with inner conflicts of some individual soldiers and how they chose to deal with the realities of the Vietnam conflict, each in their own individual way as men, as soldiers. There were certain items or supplies that each soldier needed to possess that aided in their survival. Other items were discretionary or optional, not entirely important for the†¦show more content†¦The only distinct change that he goes through is a change from being alive to being dead. He does not know he has changed. I believe that this is a form of dramatic irony. The feeling of being scared to die is Lavenders antagonist. Kiowa, it would seem was Indian, conceivably, Kiowa. He carried an illustrated New Testament, given to him by his father, a Sunday school teacher. On night missions he carried moccasins, for silence. He also carried his grandfathers feathered hatchet and his grandmothers distrust of the white man. Kiowa was also a very religious Baptist. I think that Kiowa would be defined as a stock character. I, maybe wrong, but I believe that is stereotypical to correlate Indians with hatchets, war, feathers, moccasins and the dislike or distrust of the white man. I do not think it is in distaste when Indians are described like this. Perhaps it is done out of respect or with awe, for a culture with warrior pride, traditions and beliefs. Perhaps this is why Kiowa could not feel for Lavender the same way that Lt. Cross seemed to be grieving for him. As a warrior, Kiowa knows that life is fragile and death is to be met. Maybe seeing Lavender die, while zipping up was an eye opener for the Native, showing him that death can be lurking around the corner, not only in combat but anywhere. I do not see any antagonists for Kiowa. He may be described as one of the strongest characters in the story. Oppositely,Show MoreRelatedHeroism In Tim OBriens The Things They Carried1684 Words   |  7 PagesRyan and American Sniper. However, the glorified heroism that is depicted in these films is far from the reality that is war. A more realistic rendition of war is seen in Tim O’Brien’s short story, The Things They Carried. Throughout the story, O’Brien uses metafictional characters to portray the physical and emotional burdens carried by American soldiers who were forced to conform to societal expectations upon being drafted for the Vietnam War. 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New Questions About Ielts Essay Task 2 Samples Answered and Why You Must Read Every Word of This Report

New Questions About Ielts Essay Task 2 Samples Answered and Why You Must Read Every Word of This Report Finding Ielts Essay Task 2 Samples Online Adding a number of the winning elements from the sample essays below will supply you with the additional marks you will need to be a high-scorer on the IELTS. No matter what kind of essay you're writing. Ultimately, writing a brief essay will enable you to return and repair any errors you have made. A well-structured essay has a fantastic introduction, body paragraphs that are simple to follow and connect together, and a great conclusion. The major body of the essay ought to be separated into three paragraphs. There was a massive gender disparity between faculties of distinct departments. An important distinction as you will notice below. The main reason why IELTS was made in the very first place was supposed to test the capability of a man or woman concerning the English language. The other thing, it is going to be helpful if you'll avoid informal means of writing like the use of abbreviations etc.. Knowing the common topics are able to help you get ready for the test better. Attempt to use the synonyms for the exact same instead, if you have to use the very same word. Before beginning writing, it helps to note down a couple critical words of vocabulary to help save you trouble later. You need to make certain you use the right verb tense and the proper aspect simple or continuous based on what you would like to say. The classical techniques of teaching always centered on the lecture format and examination. While planning you generate ideas and if you're well conscious of IELTS writing task 2 types, you can choose the appropriate structure too. It's wise that you go for a persuasive language as a way to communicate with the reader as it is an amazing convincing tool. The Ultimate Ielts Essay Task 2 Samples Trick If you're more interested in the end result of the action, then use the easy aspect. Planning and preparation reveal that you're deliberate about what you would like. If you would like to concentrate on the continuity of the action, utilize the continuous aspect. The info you make it from the Requirements can help you to better strategize. Ielts Essay Task 2 Samples Help! Certainly, money is a significant role in our lives. Certainly, it plays a n important part in our lives. So, for many, it may appear appropriate to marry for money as opposed to love. To a lot of men and women, it's appropriate to marry for money instead of love. Secondly, Facebook also has social groups that offer individuals an opportunity to meet and take part in discussions with those who share common interests. Find somebody who will supply you with accurate and beneficial feedback on your work. These steps would help you to get ready for the test in a more systematic and effective method. Thinking of good ideas is among the most difficult regions of the test for a number of people. If you wish to discuss general things which you do regularly, then you will need the current simple. Folks attend colleges or universities for a great deal of different factors. IELTS is among the most recognized examinations around the world. You may take my online IELTS Writing Practice Test anywhere on earth and find a score, corrections, and feedback in only two days. Below you'll find all you will need to accomplish a high score in IELTS Writing Task 2. My online IELTS Writing Practice Test will demonstrate how to improve by an entire band score in only two days. Writing requires a large academic vocabulary. Studying hard is excellent, but don't neglect to study smart. Train every one of the 4 regions of the exam (Speaking, Reading, Listening and Writing), even if you're excellent at a number of them. For that reason, it's better to think while writing too, not merely afterwards.

Health Assessment Essay - 4586 Words

Abstract Throughout this complete health assessment, I will approach my patient, a 49 years old, female, married patient, and perform a head to toe examination. Starting with the gathering of information, I will start with biographic data, reason for seeking care, present illness, past health history, family history, functional assessment, perception of health, head to toe examination, and baseline measurements. The subjective data will be collected first, where the patient will provide necessary information about every organ system for further examination while the objective data will be amassed in every system based on my findings. This assignment serves as an opportunity to establish a nurse-client interpersonal relationship that†¦show more content†¦Stopped after 6 months because of drowsiness. 1990: Diagnosed with peptic ulcer disease, which resolved after three months on cimetidine. She describes no history of cancer, lung disease or previous heart disease. Allergy: Penicillin; experienced rash and hives in 1985. Social History Alcohol use: 1 or 2 beers each weekend; 1 glass of wine once a week with dinner. Tobacco use: None. Medications: No prescription or illegal drug use. Occasional OTC ibuprofen (Advil) for headache (QOD). Accidents or Injuries: No automobile accident. Immunizations: Childhood immunizations up to date. Last influenza, â€Å"probably 2 years ago†. No TB skin test. Last Examinations: Last examination 2 weeks ago, general check up, told â€Å"normal†. Yearly clinical breast examination (CBE), mammography, told â€Å"normal†. Yearly Pap smear, last performed January last year, 2010. Last visit to oncologist, 2008, told â€Å"normal†. Current medications: Prescribed Antacids, Nexium, q24h, or when pain is severe, Tylenol 500 mg, PO, q12h. ------------------------------------------------- Family History R.M is the first youngest child, two sisters, healthy, parents married, father had chronic alcoholism, mother remains in perfect general health, not known disease or condition. Grandmother on father’s side T.E, died at age 78, from cardiac arrest; Grandfather on father’s side, R.M, died at age 45, from automobile accident; Grandmother on mother’s side, L.S, suffered from Parkinson, died at age 79,Show MoreRelatedAssessment Of A Nursing Health Assessment1895 Words   |  8 PagesWhat is assessment? Assessment in nursing has been influenced by the problem-solving framework of the nursing process and nursing models. Assessment of need is fundamental to the care process and has received much attention in correspondence to the establishment of eligibility criteria for long-term care (RCN, 2004). 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As time progresses, we seem to find that some of the pieces may â€Å"fit† very well into place, but we also find that some of the pieces are hard to â€Å"fit† into place, even when we try to force the piece in its place. In fact, some may say that when we try to force pieces into our personalRead MorePersonal Health Assessment3441 Words   |  14 PagesPersonal Health Assessment and Health Promotion Plan Abstract The purpose of this assignment is to gain a greater understanding of the health promotion concepts through self reflection. I plan to do this by identifying three self-assessment tools; a food journal, exercise log and sleep log, along with providing rationale for the chosen instruments. I will also address the Transtheoretical Model (TM), which stages I have gone through and which stage I am currently in. These tools and stages

Teen Credit Cards free essay sample

Don’t you think life would’ve been easier if you had a credit card when you were younger? Most people wouldn’t think, but you more than likely would have had a better future. Given a credit card and proper instruction, college bound teens would more than likely know how to better prepare for debt. It’s likely that learning about credit cards at an earlier age, maybe 14 or 15, would help in the long run. You don’t even really need to have one, just learn about the risks and benefits. Maybe you’re down in your luck, stuck on the endless rollercoaster of credit card debt. But maybe this wasn’t always inevitable. It’s likely that if your parents allowed you and taught you how to own a credit card when you were younger, you would know how to act in a debt situation. Many parents should, â€Å"Consider starting your teen off with a credit card tied to your account. Not only will your teen inherit your good credit rating, but it will also allow you to see how much they are spending. Consider having your teen only use the credit card for emergencies to start with, and then encourage only charging what can be paid off in-full when the bill arrives. This hopefully will curb your teen from taking advantage of the credit card, as it is very easy to let charging get out of control†(Tips for your). But you probably won’t actually have to own a credit card if you don’t believe you’re ready. Maybe all you need is an understanding. † What’s funny is that it would be great if, by the time you get to college, you actually already had a background in what credit cards are, how they really work, what they want you to do, what they don’t want you to do, and the truthful role that they play in your future finances. It’s one thing to establish a FICO Score, which everybody needs. It’s another thing, however, to emerge from college with a bad FICO Score, which most students do today. Because students don’t nderstand that when they get one of these credit cards, if they go over their credit limit, if they are not on-time in paying their credit card bills, that in fact that’s reported to the credit bureau†¦One of the easiest ways to establish credit, believe it or not, is when you are younger, when you are 12, 13, 14, if your parents have good FICO scores, if your parents are responsible, if your parents simply added you on †“ at that time – to all of their cards as an authorized user, they don’t have to give you a card, they don’t have to let you know that they did that, then their FICO scores would become your FICO scores. You would establish credit based on their history† (Orman). So parents, that means at early ages, a teens credit card is partly your responsibility, and the teen has to learn everything from you. Having a credit card isn’t just about money and learning money management, even though that’s what it seems like. It’s also about teaching life lessons like responsibility. â€Å"Many parents choose to give their teenager a credit card because it increases their sense of responsibility and because it helps to educate them about handling money. Issuing credit cards for teens is a safe and convenient way for kids to learn about credit cards, budgeting, and general finances. Learning proper money management is a big advantage for a teenager and will be useful in the future† (Garrett). Not only does having a credit card give a sense of responsibility, but also a small amount of debt can have positive influences in a teen’s self-esteem and self-view. Researchers have had two competing views of how debt might affect people’s self-concept, Dwyer said. Some have said debt should have positive effects because it helps people invest in their future† (Grabmeier). So even with debt, owning a credit card is a rewarding experience. Even though giving younger teens a credit card to help them would be a great idea on paper, sometimes it can be risky because teens probably won’t know everything, and might end up in a tight spot. Say, for instance, there is a teen that believes they should get whatever they want, no matter what it costs, like a $300 t-shirt, â€Å"That type of behavior goes into college, where she’s now given a credit card, and she now starts to rebel and she buys everything and anything she wants on that credit card because she wants to look like the other kids, she wants to feel like the other kids. The truth of the matter is you have to think beyond that†¦ think beyond this one sweater or this one, cool deal on eBay, or on Amazon, and that you’re saving money. It’s not. Are you saving money? † It’s, â€Å"Is this a need? Or is this a want? † Because when you graduate college, when you are on your own, as life goes further on, you may be the one responsible for the student loan debt that you’ve created (Orman). Not only is irresponsibility sometimes a big issue with credit, but there are also many other dangers, such as identity theft. à ¢â‚¬Å"Young people, 18-29 years of age, are the number one target for identity thieves, according to Quest, a communications company that is working to raise awareness of the issue (Schonberger). Identity theft can happen at any time, and any place, and some teens might not know how to handle it if it ever happens. However, if a teen is taught early by their parents that everything that they do will have an impact on their future, and that the credit card isn’t just a piece of plastic that hands out free money with no strings attached, then teens would have a much smaller chance of forcing themselves into debt and may be more cautious with their credit card safety. The key†¦ is the involvement of parents in teaching children how to use both credit and debit cards—and in monitoring their childrens use of plastic. You dont give a child a musical instrument and say, ‘Plunk around on this for a while a see if you can learn to play,’ she said. ‘The act of giving kids a credit card or a debit card isnt going to give them good money-management habits. There has to be teaching and practicing’† (Levine). Parents always play an importa nt role in their teen’s education; why stop with school, when you can teach something useful. Younger people should get credit cards or at least an education in them, because it would apply necessary life lessons and prepare them for their future. Sending a teen headfirst into life without help or guidance probably isn’t the best idea. If you don’t think your teen is ready for a credit card, play it safe and set them up with a secured credit card. Secured credit cards, where you or your children (or both) deposit a certain amount into an account, and your children can learn how to manage money the way most adults do.

Place of Perfect Content free essay sample

The sun rises at 5:30 over the San Bernardino Mountains. The sky shifts from total darkness, to an array of pinks and oranges, to a final stage of staggering blue. The sky shines as a backlight on the rolling hills of redwood trees. Deer frolic in the morning dew. The world begins anew atop the mountain I love. The mountain is home to many adventures, from amazing wildlife scenes, to science camps, to summer camp. The latter of the three shapes my life. As a counselor, I had only the time to work for six one-week sessions before returning to school. And this was the final day of my last session. On my final day, I chose to take the time to absorb just how great the world is. I wake up on my final morning at 4:30 am. I finish my packing in the dark. I silently move about the room in an attempt to not wake any of my sleeping campers. We will write a custom essay sample on Place of Perfect Content or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I pack, and then I venture outside to watch my final Pali Mountain sunrise of the year. This final sunrise marked the end of my summer camp work for the year. My adventure for the summer was over, however, my life will forever reflect my outstanding experiences on that mountain. The characters that I called my coworkers shaped my world. These people all came to the mountain for the same reason, to give each camper the best summer of his or her life. Even on my final day, they never fail to make me smile. My day begins flashy and adventurous. I choose to sabotage anyone I please with water balloons or shaving cream as I make my way to the large wooden rustic dining hall. As I enter the dining hall, trendy music is blasting as three hundred other counselors and campers sing along. I voyage through the hall in bliss, for I am who I choose to be, and I am accepted. I am loud. I sing. I dance. I dress vividly. I am happy. My friends are happy too. We are constantly dressing in odd costumes and talking with strange accents. We promote fun with an emphasis on safety. As I sit at my table amongst my Cabin of 10 smiling campers, I work to make sure every camper is ready and excited for his day. I sat on the edge of my chair that morning, expecting the unexpected. Ready to pounce out of my chair and dance in the aisle. I wait patiently as I hear the iPod changing to â€Å"The Cupid Shuffle.† I jump full force out of my seat and into the aisle to perform the associated dance with my co-counselors. The kids cheer. I hear sounds of joy coming from different campers as they see us do what might ordinarily be considered embarrassing. I smile knowing that I have some of my very greatest friends by my side. Every activity we do is considered strange to some level. This camp is a place of freedom and self-expression. When I finally return to my seat, I sit anticipating for the ultimate camp song to play, à ¢â‚¬Å"Living on a Prayer.† To this song, the entire camp stands on their chairs and sings at the top of their lungs. Every day I know this song is going to play, but I am enthusiastic nonetheless. I love the glisten in my campers’ eyes as I come up with a new dance move in my final breakfast. I grin from ear to ear. This world around me grinned too. Every moment was full of excitement. This world has given me the self-esteem to know that I will be loved for being who I am. I mustn’t conform to what our society expects. If I want to lip-sync to Rihanna, I will lip sync to Rihanna. I make every moment of my day an adventure. And I will live the rest of my days as I lived at camp, cheerful and grinning. My main goal in life is to serve others, as I have served my campers at camp. I plan to make people happy and healthy so they can live their lives to the extent that they choose. I love seeing joy in others and plan to spread joy as far as possible.