Essay Example for Free

Essay Since being young, I was raised up and educated in a disciplined environment by my beloved father. Therefore, I have a habit of making detailed plans for things to do. My dream has always been studying abroad so that I would become a pharmacist. In the following sections, I will draw a picture about my dream school in terms of academic and career goals. Firstly, my primary academic goals include two periods. The undergraduate program (Bachelor of Science) commences in September, 2013. This is an ideal path that prepares students for the professional programs such as Medicine, Dentistry and Pharmacy. I have nurtured the dream of being a pharmacist since I was a 14 year-old girl. The next phase of studying is to win a seat to the Pharmacy program offered by the Faculty of Pharmacy and Pharmaceutical Sciences. Thus, completing a one-year program of general BS.c along with the completion of prerequisite requirements would give me an unrivalled chance of being admitted. Secondly, my career goals consist of two terms. In the short term, after completing my studies at the UofA, I would be confident to apply to an international pharmaceutical company in Vietnam and work conscientiously. In the long term, my another goal would be to keep ongoing learning to sharpen the skills of an good pharmacist. This would enable me to help others and positively contribute to the primary health-care in my rural community. Moreover, I want to devote myself to charity activities in local areas to help the poor and street children as my motto is Helping people first. In my research, University of Alberta is one of Canadas top teaching and research-based universities. By studying in modern facilities and an international environment, I do believe the University of Alberta could fully unleash my potentials.

Child Cognitive Development Observation Study

Child Cognitive Development Observation Study Childs Name: Allira Date: 17/03/2015 Childs age: 3 years 11 months Time: various Setting: outdoor setting Name of observer: Thi Pham (Sammi) Learning story: This morning Allira showed her interest in exploring a sand volcano- a natural phenomenon and feeling the rain during a physical activity. At 10 oclock, the weather was a little bit cloudy with gust of wind. Allira was still excited to engage in physical activity with her friends, they took turn to play the slide together. She held the ladder properly by her two hands. Then she put her right feet on the first stair, pushed her body forward then put her left feet on the next stair and climbed up to the slide. When Allira was on the top and ready to slide down, she stretched her wide arms, smiled happily and said Look! Im ready! yeah Then she ran quickly to the end of the line to wait for her turn. Suddenly, a strong wind blew her hair and it started to rain lightly. Its going to rain Allira said. Then she opened her palms to feel drops of rain touching her two little hands and her face. Together with other children, Allira was trying herself to put the raincoat on; she finished by doing a zipper skillfully. After that, she took a sand of bucket, ran to the sandpit to join the activity with others. One by one took turn to build a mound in the sand by shovels when it became bigger and higher. Look, its a volcano Allira said aloud. She looked like a scientist in a blue raincoat. They made a hole in the top and filled with water. All children were excited to see the water overflowing the hole. Allira pretended to be very scared, she opened her big eyes and yelled loudly Bum Bum Bum. Bum Bum Bum other children followed each other. Analysis: There is clear evidence in Alliras cognitive development when she showed her perceptual abilities via sensory experiences to explore the world. She felt and heard the sound of strong windy, touched the drops of rain and she know Its going to rain. She acknowledged cause and effect; the sound of volcano Bum Bum Bum during make-believe play. She get the information received from the environment to alter the way she interact and explore in the pretend play (Berk, 2013) There is a big process in Alliras physical development which has been seen clearly through this experience. Allira is able to keep balance to climb up the stairs with increasing agility and independently. Her fine gross motor skills have developed as she is able to use zipper herself; run confidently at speed to the sandpit with a heavy sand bucket without falling and build a volcano with a shovel. Her eye-body coordination was also addressed when she could coordinate her vision and body movement. Therefore, she has a strong sense of wellbeing Children take increasing responsibility for their own health and physical wellbeing (outcome 3, DEEWR, 2009, p.32) Allira has great sense of confidence in her physical ability; demonstrated a good social relationship when she was energetic to enjoy, take turn to play independently with others, (DEEWR, 2009, p.21). Future learning opportunities To develop Alliras gross- fine motor skills and mental health by engaging her in dancing, pushing cart, obstacle course, threading beads, tracing her name. To support her cognitive development and enlarge her knowledge about natural phenomenon by exploring a real volcano experience in sensory play To build positive social-emotional development with her friends and educators by creating a warm and trusting relationship by engaging in activity which she needs to take turn, share and contribute to help each other (outcome 1, DEEWR, 2009). Provision: Physical environment: safe outdoor playing area such as set up a challenging and fun physical activity: pushing cart, climbing or jumping Access intensive teaching and learning opportunities as well as equipment that facilitates social-emotional interaction. Sustainable materials/equipment: sand, flour, cooking oil, liquid detergent, baking soda and vinegar, water, wheelbarrow, cart, dough play, beads or play door equipment Responding to Alliras cues by asking her questions to express her ideas and give her opinion. References: Berk, L. (2013). Child development. Boston: Pearson. Department of Education, employment and workplace relation (DEEWR) (2009). Belonging, Being Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.

Inclusive School Communities Essay example -- Inclusion Education Clas

Inclusive School Communities One of the most significant and controversial trends in education today is the inclusion of children and youth with disabilities into general education classrooms. Inclusion refers to the practice of educating all students regardless of disability in the same classroom as students without disabilities. Though the term is relatively new, the underlying principle is not, and reflects the belief that students with disabilities should be educated in the least restrictive environment (LRE), or as close to the mainstream of general education as possible. The LRE principle is one of the key components of federal special education law. Advocates of inclusion believe that in most cases, if not all, the LRE for students with disabilities should be the general education classroom, not only for students with mild disabilities but for all students, regardless of the severity of the disability. Inclusion supporters contend that education in the general education classroom will result not only in superior educational outcomes for students with disabilities but also other positive developmental outcomes such as increased socialization (Hunt and Goetz, 1997). Additionally, many advocates of inclusion believe that inclusion not only benefits students with disabilities, but also students without disabilities (Staub, 1995). While proponents of inclusion have often focused on the social benefits for children and youth with disabilities, especially the idea that it promotes social interactions between students with and without disabilities, critics have pointed to the possible disruption that inclusion may have on the overall quality of education for students without disabilities. However, there is litt... ...arson/Allyn and Bacon. Stainback, W. C., & Stainback, S. (1990). Support Networks for Inclusive Schooling: Interdependent Integrated Education. Baltimore, MD: Paul H. Brookes Staub, D. (1995). Qualitative research on school inclusion: What do we know? What do we need to find out? Paper presented at the Annual Conference of the Association for Persons with Severe Handicaps, San Fransisco, CA, November 30-December 2, 1995) Staub, D., & Peck, C. A. (1994-1995). What are the outcomes for nondisabled students? Educational Leadership, 52, 36-40. Voeltz, L. M., & Brennan, J. (1983). Analysis of the interactions between nonhandicapped and severely handicapped peers using multiple measures. In Perspectives and Progress in Mental Retardation, ChapterVI: Social Psychology and Educational Aspects, edited by J. M. Berg. Baltimore, MD: University Park Press.

Home Education Essay -- essays research papers fc

Education is a major concern in our society, and there is good reason for this concern. Many of these problems revolve directly around the public education system and include problems with peer pressure, lack of individual attention from the teachers, problems socializing or â€Å"fitting in† with other students, and various others. Although there is no real solution to all of these problems, there are many different ways of solving them. Private schools as well as tutors are a great way to give kids the individual attention that they need, however these methods can be very costly. Something that has grown in popularity over the last decade is home schooling. This system has been around for generations; children learn at home while helping their parents out around the house. Many great men including Patrick Henry, John Quincy Adams, and Thomas Edison were schooled at home (Talbot, 2). Home schooling definitely does not solve all the problems that are brought about by educatio n, in fact it brings about its own chain of problems, but it does have a great deal of advantages. Parents are the most important influences in their child’s education next to their teacher. â€Å"†¦research shows conclusively that parents’ involvement in their children’s education confers great benefits, both intellectual and emotional, on their children† (Coleman, 1). This is why it is so important for parents to get involved in their children’s lives at an early age. Home schooling is a wonderful way to be involved. One of the main reasons that so many people are attempting to home school their children is because of the freedoms offered by it. These freedoms include religious freedom and the freedom to choose the curriculum for starters. Compared to 1985 in which there were only about 50,000 children home schooling nationwide, there are now anywhere from 1.5 to 1.9 million. Their population is growing by as much as 15-20 percent a year according to Florida’s annual survey of home schoolers (Talbot, 1). This poses an interesting qu estion. Why is home schooling so much better? It can not be just because of the religious freedoms that the students are allowed. The students are also allowed many more freedoms than regular children are. Home schoolers can choose when they want to do their studies, take a few days off when they want to, go on a field trip, etc. This makes it much more appealing for... ...ood. Home schooling opens many doors for both the parent and the student and will be a great experience if they are willing to put their time and effort into it. Works Cited Eco, Umberto. â€Å"The Future of Literacy.† Literacies and Technologies. Ed. Robert Yagelski. Addison Wesley Longman: New York, 2001. Talbot, Margaret. â€Å"The New Counterculture.† The Atlantic Monthly. Nov. 2001: 136- 143. United States. Missouri Department of Elementary and Secondary Education. Home Schooling Information. 5 Nov. 2001. http://www.dese.state.mo.us/schoollaw/HomeSch/homeschool.htm Coleman, James. Parental Involvement in Education. Washington, D.C.: June 1991. Hancock, Roger. â€Å"Building Home-School Liaison Into Classroom Practice: A Need To Understand the Nature of a Teacher’s Working Day.† British Educational Research Journal. Sep. 1998: 399-415. Beresford, Emma; Botcherby, Sue; Hustler, David; McNamara, Olwen; Rodrigo, Marta; Stronach, Ian. â€Å"Room to Manoeuvre: Movilising the ‘Active Partner’ in Home- School Relations.† British Educational Research Journal. Sep. 2000: 473-500. Maiers, Angela; Nistler, Robert. â€Å"Exploring Home-School Connections.† Education & Urban Society. Nov. 1999: 3-18.

Stereotyping in Society :: essays research papers

Stereotyping in Society I think it is pretty hard to go through a week without experiencing at least two or three incidents where someone or a group of people is being sterotyped. Whether it comes from jokes, television, comics, or just hearing people talk about other people, stereotyping is around all the time. The first example of stereotyping that I witnessed comes from the television show "That 70s Show." At least every episode the "crew," or group of friends always hang out, and they have a foreign exchange student for a friend. They don't know what country he's from but they always make fun of foreigners on the show. They crack jokes about him floating over on a raft to the United States and always make references to him being from different countries that he's not from just because his skin is dark. The jokes are funny and they aren't supposed to hurt the character's feelings, but they are very stereotypical. I saw a commercial the other day that was an advertisement for using protection during sex to help the fight against the spread of AIDS. The commercial starts out talking about how African Americans represent the leaders of sports because they have the best basketball players, leaders in baseball, and have the fastest track runners. Then at the end of the commercial they say that they are also leading the population of the United States in being diagnosed with the AIDS virus. When I saw the commercial I didn't really know where it was going and it is good that it ended with a serious message, but I didn't really agree with the way they presented it. It is probably true that African Americans make up most of some sports, but they didn't have to make it sounds like African Americans are superior to white people when it comes to sports. The third example that I witnessed was from the show Seinfeld. It was the episode where the character Elaine met a new boyfriend and she didn't know what race he was. The guy was slightly dark complected and a different race than white was expected so Elaine kept on taking him to different restaurants trying to figure out what race he was.

Adolescent Sex Offenders and Social Workers Role

One of the most significant problems of the Western world is sexual assaults which rank among the societies’ illness that connects to other crimes such as nonsexual crime, spread of infectious diseases, substance abuse and environmental damage.Victims of sexual assaults are increasing on a large scale basis according to the 1987 surveys using stratified random samples of selected population.Sexual assaults during the past decades have shown that one half of the number of women interviewed say they experienced sexual victimization before reaching the age of 14 while one in four of the adult female respondents say they were sexually abused before the age of 18. Although most of these assaults were committed by adults, male juvenile sex offenders are beginning to take the limelight in committing sex offenses more than any other records we had decades ago.Male sex offenders are those persons convicted in court of sexual crimes that include rape, sexual intent such as molestations and sexual component which include rape with murder. Categorically there are two types of sex offenders and these are the adult and adolescent offenders.While the adult sex offenders are fully sanctioned by the law, juvenile or adolescent sex offenders are treated differently because they are still under the age covered by juvenile criminal justice system which separate them from adult system.In the criminal justice system, the court considers a young person a sex offender when he or she cannot be responsible for the criminal behavior because of his or her age. In American jurisdictions, when a person is younger than 12 years old, he or she is considered a child so they cannot be convicted of sexual crime because sexual crime covers only those who are 13 years and above.Juvenile or adolescent sex offenders, however, have ages of 12 up to 18 therefore they are within the juvenile court system and consider them as juvenile sex offenders. They can be held liable for sexual offense beca use according to the court they can be criminally responsible for the crime because of their capability to distinguish sexual offense.According to the US statistical data, from 1985 to 2000, 91.8% of sexual offenses were committed by young males with ages 12 to 17.In a study conducted in 1983 by Ageton, he estimated that approximately around 20% of all rapes and child molestations were caused by adolescent male offenders. One of the most recognizable characteristics of adolescent sex offender is their deviant sexual behavior.This behavior includes sexual behavior on child molestation, pedophilia and fetishism. Sexual deviation is often interpreted as â€Å"sexual perversion† or â€Å"paraphilia†.   Paraphilia is defined in the medical or behavioral science as a behavioral condition that refers to sexual deviation, sexual anomaly, sexual perversion or a disorder of sexual preference.Adolescent sex offenders suffering from Paraphilias are mostly males who develop this condition during their early puberty and may suffer from it until the age of 20 (Barbaree & Marshall, 2008).In 1994, the American Academy of Pediatrics has published its last policy statement that includes information on rape and sexual assault by adolescents, victims of these assaults and the perception of these adolescents about sexual assault or sexual offense. Sexual assault or sexual offence may vary in definitions.It may connote rape, acquaintance, date rape, molestation, statutory rape, treatment and management of the victim. In sexual offense, there is usually sexual contact with or without penetration that occur either with the use of psychological coercion or by physical force. It can also include touching the person that violates his or her persona or touching the person’s sexual or body parts or even touching the clothing that covers the intimate parts of the person.There is molestation even when there is non-coital sexual activity between a child, an adolescent o r an adult. Molestation which is one form of sexual offense can also include encouraging a child in viewing pornographic materials, fondling of the genitals or breasts or through oral-genital contact.According to the national data, victims of adolescent sexual offense are mainly composed of adolescents themselves. Although adolescent sexual offenders may victimize any age group, according to the 1998 record of the US Department of Justice out of the 1000 males and female victims of sexual assault annually, 3.5 % are of ages 12 through 15 years of age and 5 % are of 16 to 19 years of ages.These are only conservative data because accordingly cases are not all reported due to the fact that the assailants are of their acquaintance or relative of the victims.Usually the persons involved in the treatment of these victims are pediatricians who are responsible in the management of children and the well being of the adolescents. This is because they are trained to conduct forensic procedures that are necessary for documentation and evidence collection which the pediatrician must refer to an emergency department or rape crisis center when there is the case of adolescent rape.Rape cases may involve Colposcopic procedures that will allow examiners to check on genital trauma as seen in rape cases. Pediatricians who are tasked to treat sexually abused or assaulted patients must be aware of the legal requirements which include the completion of the needed forms, documentation and reporting to the authorities.In case there is diagnosis and management of Sexually Transmitted Diseases (STDs) blood and tissue specimens should be obtained and checked as most of the victims of adolescent sex offenders may suffer from these kinds of diseases and infection (Kaufman, 2008).But what causes male adolescent sexual offense and what are the treatments? According to studies adolescent sexual behavior develop during childhood. Because of exposure to non-profound sexual values and absence of bonding with their families, the young mind of a child learned to trust no one.They may be exposed to sexual behavior and values that victimize people or live in a very complex family setting where they see their parents getting involved with other partners. Because of the lack of stability and consistency in mind, the children’s confused world affects their sexual identity.Since they lack psychological support from their families, what they have in their environment confuse them to the point of getting confused by his own sexual identity. As they grow up, they cannot categorize what is right from wrong when it comes to having relationship particularly sexual relationship.Psychiatrists can be able to see this abnormal behavior based from the adolescent’s background. They can also see the difference between normal boys and young sex offenders. A normal boy is usually self-absorbed but also much aware of other people and his surroundings while a boy with adolescent sex offender tendencies is usually motivated in satisfying his own needs with no regards for others.In the case of a normal adolescent male, as puberty sets in he will take interest with the opposite sex. Although this is also true with an adolescent male sex offender, the problem is he can both become attracted to males and females but this attraction is not based on respect but with manipulative and opportunistic desire that involves inappropriate sexual fantasies.While the normal adolescent boy begins to seek friendship with his peers, the offender will only wish for sexual relationships. Because of this unusual personality, the opposite sex may find him unsuitable for friendship and avoid his companionship. In view of this the offender may just commit sexual gratification by other means and to what satisfies him regardless of consequences.Since this condition may become too emotionally deep, extensive study of the offender’s background and psychiatric test must be provided to prevent re-offending. Treatment must be applied and people in charge of the treatment must start with orienting the offender of his condition to prevent the status of denial and begin to process individual motivations, detect the signals to offending, monitor emotional responses and pattern of offense.The offender must be taught to assume responsibility of his own behavior and must be told that his deeds make him to act antisocially. This process will enable the adolescent to understand his condition and can motivate himself to seek help to prevent future conflicts. This usual therapy can help in making the offender analyze and acknowledge his offenses so that he can have room for potential change.Some important treatments that are involved to alter abnormal sexual behavior is altering the deviant sexual fantasies of the offenders and stop the habit of masturbation, improving the development of conscience and feelings of empathy. Patients subjected to group therapy experience faste r treatment and this is where the value of the social workers comes into place.The social workers can significantly assist treatment and therapy to enable the patients to coordinate events, thoughts and feelings that trigger his offending behavior. In case they bypasses boundaries of good morals, the social workers will reorganize and restructure their thoughts by teaching them re-routing their energies to legitimate leisure activities to prevent immersing themselves to boredom which can trigger offensive behaviors.One of the most important aspects of treating an adolescent sex offender particularly in males is abandoning the objectification of people specifically of those sex partners so that he will learn social skills and attracting a person to a commitment of a true, loving and committed relationship. Getting him exposed to be moral is the main objective of therapy and treatment.Truly, it takes a lot of effort to make an offender get on the right track because as we have said, h is mind and abnormal behavior developed during his younger years of mental formation that is why treatments sometimes seem to be overwhelming.There are different forms of treatment and therapy with this condition and they take in many forms. Social workers, however, does not rely on drugs or other forms of treatment that uses chemicals in enhancing treatment but instead they condition the mind of the offenders through the use of lectures, discussions, exercises, movies, instructional videos, role playing, oral treatment plan assignments and so on.Usually social workers rely on the use of role models that are once adolescent sex offenders and can serve as rich source of experiences. Social workers are especially trained to share personal anecdotes in teaching the fundamentals of responsibility, sexuality, morality, social skills and communication, preventing relapse and emotionality.They encourage their subjects in watching television shows and news programs that offer rich sources o f discussion that provokes moral interpretations and judgments.As have been mentioned before, group therapy can be the most significant treatment of all the choices provided by the social workers because a group mobilizes peer pressure and can be a powerful motivator for change and it presses confession and conformation as well. Counseling is also done to individual inpatients and outpatients on a weekly basis (Lakey, 1994).  However since this discussion is primarily pointing at what are the causes and treatment of adolescent sex offense it must also be noted that prevention must be considered to altogether stop or spread the cases of this clinical condition.We all know that 95% of the time, sex is rooted out in our childhood because as children, we have an inborn curiosity about everything including sex. A child who starts to mingle with other children accelerates this curiosity to an astonishing degree and therefore this is where the guidance of his family must come to play.Onc e the child begins to notice the opposite sex it means his curiosity starts to accelerate removing himself to his confinement with his toys and playthings. However if the child cannot get from his parents the information of what he is curious about, his tendency is to run to his peers or other adults for the answers. Unfortunately, pedophiles are most aware in this factor and may use their advantage to gain the trust of children.The result of the curiosity of the child may be disastrous in this manner. That is why sex education at home should begin the earliest possible time or when the child starts to ask questions about sexuality. Male child may ask about simple things but the parent must answer the child with very basic answers that do not need to talk about pure sex.The parents must also correct misinformation that deals with sex contributed to him by his peers, classmates or other adults. Remember that everything that the child ask and see becomes imprinted in his young mind an d will carry and lead him to other aspects related to what he learned during his developing years.When the child starts to enter his adolescence he begins to experience confusion and will try to discover his true identity. Inadequate learning from his family or misinformation given to him by other people may confuse him deeply which can affect his personality and his view toward sex may become abnormal.Being in the stage of budding adolescence is where the role of his family becomes critical because he will see that something different takes place on his body and at the same time notice that opposite sex attracts him. If misguided and the adolescent has no one to talk about the changes he feels, depression may result and he can have a puzzled adolescent life (Prendergast, 2003).No man has desired to be a sex offender but unfortunately we cannot always direct our lives due to the fact that there are many influences that may put our child at risk. However, the US government is very an xious about this and so every US state are encouraged to put up their adolescent prevention program to put a hold on the growing criminality caused by the offending youths.According to The Safer Society Foundation, in 1986 there were about 346 programs in the U.S. treating adolescent sex offenders with ages ranging from 12-17. In 2002 these programs rose to 937. But with the rising offenses during that period around 410 programs were also established for children under the age of 12 due to the rising trends of younger offenders.Government programs were the result of these data because suddenly there was the need for establishing programs for juvenile treatment as referred by state courts (â€Å"Juvenile Probation and Court Services Department,† 2006)For the conclusion of this discussion, checking on the data plus the concern that affects some of our youth, there is a point indeed for concern for the need to answer the growing problem of adolescent sex offense. Through the yea rs, this information tells us that not only adolescents are affected by this conditions but even younger males.There are now researches to back-up the need for rehabilitation of the offenders because of the massive data that have been supported by studies and information from the US National Statistics and other government programs. Giving hope to these children through treatments encouraged by different programs is the only recourse we could do because we want to prevent further debilitation of culture and future of our youth.eferences:Barbaree, H., & Marshall, W. L. (2008). The Juvenile Sex Offender, Second Edition (2 ed.): Guilford Press (book)Juvenile Probation and Court Services Department.   (2006). Retrieved from http://www.cookcountycourt.org/services/programs/juvenile/innovations.html#jsoKaufman, M. (2008). Care of the Adolescent Sexual Assault Victim. Pediatrics (Journal), 107, 1476-1479.Lakey, J. F. (1994). The Profile and Treatment of Male Adolescent Sex Offenders. Ado lescence (Journal), 29(116), 755-761.Prendergast, W. E. (2003). Treating Sex Offenders (2nd ed. Vol. 1): Haworth Press. (book)

Marital Destruction Out of Dysfunctional Marriage

Course: College English 2 Date: 12/4/12 Marital destruction out of dysfunctional marriage and Othello’s characters William Shakespeare is(1564-1616) widely regarded as the greatest writer in the history of English literature and the most pre-eminent dramatist around the world. Among all his works, many literary critics regard Othello as the peak of his tragedies. Othello is not only a tragedy of family, but also a tragedy of love. Jealous psychology of the characters ultimately leads to the marital tragedy. Iago was jealous of Cassio and Othello, so he slandered and entrapped Cassio and Desdemona, which directly brought about the tragedy.Othello’s true love to Desdemona was utilized by Iago who had an ulterior motive. Driven by jealousy, Othello readily believed Iago, and personally killed his own wife, and eventually drew his sword to cut his own throat. Therefore, the tragedy in Othello’s marriage is largely rooted in jealous psychology. We analyze the reason e ffect this tragedy of marriage by following the premarital objective situation and the subjective married life. Othello and Desdemona’s marriage is doomed and dysfunctional from the beginning because of acute differences in marriage and due to Othello’s flaw of characters.We analyze the reasons which affect this tragedy of marriage by following the premarital situation then Othello’s characters in married life. To pave the way for detailed analysis, it is necessary to know about two types of marriages at that time. Jessica Tvordi says in â€Å"In quarter and in Terms like Bride and Groom†: Reconfiguring Marriage, Friendship, and Alliance in Othello â€Å"In its treatment of marriage, Othello introduces and creates tensions between two models of marriage: the dynastic or lineal marriage and the â€Å"companionate† or affective marriage. The traditional discourse of dynastic marriage reflects large concerns regarding the necessary of marriage which means â€Å"long term objectives of linear family† which is defined by Lisa Jardine. Jessica Tvordi says â€Å"†¦the discourse of affective marriage emphasizes the importance of companionship in marriage rather than political and economic gains†. About play Othello, Othello is a Moorish general of Venice. Othello is described by Iago as â€Å"Barbary horse† (105 line, Scene1, Act1). However, Desdemona is a beautiful girl who is the daughter of Venetian senator Brabantio.Brabantio is a traditional noble person, his mind obeys and follows the dynastic marriage rule. As Desdemona’s father, depend on the different races and different status, Brabantio certainly fight against with the marriage between Othello and his daughter. In other words, Othello lacks the â€Å"required conveniences† for Brabantio’s family which is pointed out by Iago. Moreover, similar like the two types of marriages affective marriage and the dynastic marriage are not only occurred in England, but also happened in other country.For example, when people marriage in China, they follow â€Å"be matched for marriage†. Because in Chinese culture, marriage is not only two people’s combination but also two families’ unite. So â€Å"match† means two families’ economic conditions, social status, and members of family should be equivalent. Apparently, Othello and Desdemona have a big gap in economic conditions and social status. Here, we can find out that Othello and Desdemona’s marriage doomed from the start, at least, their marriage is not benedictory.However, Desdemona and Othello are against the dynastic marriage rule, they start a clandestine marriage which seemed as a misalliance. Iago reveals their marriage to Brabantio, emphasizing the nature of Desdemona’s actions as disruptive of lineal conventions. Seeming, Desdemona and Othello aspire a kind of affective marriage which is presented by Jessica Tv ordi â€Å"a more equal partnership between husband and wife†. In fact, â€Å"Desdemona and Othello represent their feelings for one another within the Protestant paradigm of companionship and affection, which at its most elevated usually downplays strictly lineal concerns. As point out by Jessica Tvordi. When Othello is asked about the match, he explains that Desdemona loves him because of Desdemona’s admiration and pity, she thank'd me, And bade me, if I had a friend that loved her, I should but teach him how to tell my story. And that would woo her. Upon this hint I spake: She loved me for the dangers I had pass'd, And I loved her that she did pity them. This only is the witchcraft I have used(3. 3. 90) Desdemona also confirms her promise and says: My noble father, I do perceive here a divided duty: To you I am bound for life and education; My life and education both do learn me How to respect you; you are the lord of duty; I am hitherto your daughter: but here's m y husband, And so much duty as my mother show'd To you, preferring you before her father, So much I challenge that I may profess Due to the Moor my lord. †(180 line, Scene 3, Act 3) Desdemona and Othello’s representation certify that they will have an affective marriage and the love between them is true love.Although their premarital condition is not being unpromising, they believe that this affective marriage carrying their true love will have a happy ending. But at the end of the play, this kind of affective marriage change into a tragedy. The reason result in tragedy is Othello’s character emerges in the married life. In Othello’s character, he has a fatal weakness which is jealousy. On the battlefield, Othello is an all-power hero. However, he is made use of by Iago, giving rise to the credulity tragedy of murder his wife and suicide.The tragic results are not only coming from treacherous Iago who is full of jealousy and great ambition but also comes f rom Othello’s jealousy. Moreover, the jealousy consists of inferiority complex and being credulous. First, Othello always has an inferiority complex because of his black race. His fragile mind has never disappeared although he has been promoted as a noble general. When he hears from Iago about his wife has love affairs with Cassio, he said, â€Å"Haply, for I am black And have not those soft parts of conversation That chamberers have, or for I am declined Into the vale of years,—yet that's not much—She's gone.I am abused; and my relief Must be to loathe her. † (line262 Scene 3, Act 3) If he is not inferior, he would not judge and suspect his wife based on several pieces of provocation. He is inferior in color and age. In practice, he feels that he is not worthy of Desdemona. He feels inferior to Cassio so that he had an indefinable fear. Second, Othello is too credulous of Iago. He cannot imagine Iago is such an evil who envies Desdemona’s beauty a nd is very angry and hates him due to a promotion.Therefore, to achieve his revenge, Iago deliberately spread rumors, which Othello did not perceive. I do beseech you—Though I perchance am vicious in my guess, As, I confess, it is my nature's plague To spy into abuses, and oft my jealousy Shapes faults that are not—that your wisdom yet, From one that so imperfectly conceits, Would take no notice, nor build yourself a trouble Out of his scattering and unsure observance. It were not for your quiet nor your good, Nor for my manhood, honesty, or wisdom, To let you know my thoughts. 145 line, Scene 3, Act 3) On the contrary, Othello thought Iago is an honest man since Iago behaved in a hesitant way to expose the truth to him, seems like a righteous man from the heart. In addition, Othello has another character which is male chauvinism. When he is provoked by Iago, he begins to doubt his honesty of Desdemona. It is rather his male chauvinism than so much trust in Iago. In hi s view, Desdemona’s derailment is shameful, heinous, hurting his big man’s self-esteem. Even if it is only a rumor, he also cannot wait to ask to find evidence.I’ll see before I doubt, when I doubt, prove, And on the proof there is no more but this:Away at once with love or jealousy! (195 line, Scene 3, Act 3) When he finds that his handkerchief which is used as engagement pledge in Cassio’s room and suspected his wife’s infidelity, it is understandable and justifiable based on his male chauvinism. Another drawback of Othello’s character is his violent personality and impulsiveness, which finally causes the tragedy. Othello looks like a tamed lion after marriage. However he still has the lion’s nature. When he is stimulated, he would fly into a rage.In â€Å"Marriage, the Violent Traverse from Two to One in the Taming of the Sbrew and Othello†, the author Unhae Langis says â€Å"The seeds of disaster are sown in the characters of Othello and Desdemona themselves: as Heraclitus once noted, â€Å"Man’s character is his fate [daimon]. † Unhae Langis analysis the relationship between Othello and Desdemona based on the Othello’s character like that: â€Å"Othello inexorably enacting upon Desdemona the disaster of his marital state and the violent liberalization of the male headship in the smothering of his wife.Ironically, it is their very passion for virtue that induces their ruin. Contrary to the common focus of criticism, it is sameness rather difference that brings on the debacle. † Just like Unhae Langis says, Othello’s violent personality makes his marriage tend to tragedy. Consequently, we can say Othello’s violent personality and impulsiveness is the reason leading to the destruction. We believe it is a true love between Desdemona and Othello. But the result of their marriage is a tragedy. The tragedy is rooted in the objective marriage model and the subjectiv e Othello’s character.At that time, dynastic marriage is the common marriage model. Affective marriage which Othello and Desdemona follow is not receptive at that time. Apparently, their races, social status and family condition are not match. Therefore, Othello and Desdemona’s marriage doomed from the start because of their differences. Furthermore, by Othello’s characters, which are violent personality, jealousy and male chauvinism, although they start this heavy marriage based on their true love, they cannot keep this marriage for a long time. Finally, their marriage is destroyed by Othello’s character and social environment.Shen, Good effort in the first draft! The thesis is clear and you have followed good research to show that the Othello-Desdemona marriage was doomed from the beginning. The biggest drawback in this paper was the use of research—you have too many quotes, without explaining what they mean and how they are being used in the spe cific paragraph or context of your argument. You also need to focus on MLA citations in the second draft. The paper requires 4 sources and so far you have two critics cited. The Works Cited page also should be formatted correctly. Good effort overall!Citation 1. Shakespeare, William. Othello. Literature Reading Fiction, Poetry, and Drama. Ed. Robert, Diyanni. New York: McGraw Hill 2007. Print 2. Langis, Unhae. â€Å"Journal of the Wooden O Symposium. † Marriage, the Violent Traverse from Two to One in the Taming of the Sbrew and Othello 8 (2008): 45-63. Academic Search Complete. Web. 4 Dec. 2012. 3. Jessica, Tvordi. â€Å"Journal of the Wooden O Symposium. † In Quarter and in Terms like Bride and Groom†: Reconfiguring Marriage, Friendship, and Alliance in Othello 8 (2008): 85-101. Academic Search Complete. Web. 4 Dec. 2012.