Early diagnosis of autism and impact on prognosis Essay Example for Free

Early diagnosis of autism and impact on prognosis Essay Autism and IQ Introduction Early diagnosis of autism and impact on prognosis: a narrative review   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Fernell, Eriksson and Gillberg (2013) based the study of the individuals affected by ASD on the magnocellular theory. The theory’s main constructs include that the people suffering from the disorder will have impaired magnocellular transmission networks and that the impairment is the cause of their problems in the processing of information on movement and motion. The theory also explains the problem as one, where results from the abnormal nature of magnocellular neural networks and a variety of sensory systems, unlike in the case of other similar conditions like dyslexia. The main constructs of the theory used by the authors of the article are based on the malfunctioning nature of the networks that guarantee that the working of the human brain is effective and optimal. The main constructs explored under the theory incorporated into the study are related in a variety of ways.Theyinclude the neurodevelopment deficiencies found in the brains of these individuals are the main cause for the impairment of the individual’s social instinct.The article draws on the behaviors that are manifest from the nature of these individuals, to conclude that the impairment of brain networks lead to socially instinctual deficiencies, for example,slowness in flicker-pedestal evaluations. In real life situations, the individual is not able to indicate the appearance of the different squares.Fernell, Eriksson and Gillberg (2013) contended with the premise of the theory that the effects seen arise from physiological underdevelopment of the brain. They also offered the explanation that impaired development or underdevelopment is caused by a variety of medical deficiencies. Based on the research done in a five-year period, they highlighted that there is a wide variety of causes, including the developmental deficiencies, early detection and trials to correct the issue and the effects of treatment. The effects explored included the impairments seen in the social functionality of the child and the outcomes of the treatment plan. For example, one of the effects explained was that there is little evidence of effective results arising from early interventions (Fernell, Eriksson Gillberg, 2013). The article explored a variety of variables that are either moderating or mediating, depending on their nature and levels, including being epileptic and the fragility of the x syndrome. In the working out of the various constructs, the researchers controlled for the outside factors and variables, and reached the conclusion that there is littl e effectiveness in the early intervention models developed. From the study of the meta-analyses of the studies published by Pub Med in last five years. The researchers found some information showing that the adoption of early intensive treatment led to the successful correction of the problems found in children suffering from ASD. The interpretation of the findings was that more study was needed to explore the link between the impaired development of the networks and the intensity of behavioral corrections. Based on the article’s area of study as well as its findings, some information gaps were exposed, including those on whether the mediating variables of epilepsy among others could hold the key to the positive outcomes. The effects of the mediating factors should be explored further, so as to find out whether it will be necessary to develop a new theory incorporating them (Fernell, Eriksson Gillberg, 2013). The main constructs explored under the theory incorporated into the study are related in a variety of ways.Theyinclude the neurodevelopment deficiencies found in the brains of these individuals are the main cause for the impairment of the individual’s social instinct.The article draws on the behaviors that are manifest from the nature of these individuals, to conclude that the impairment of brain networks lead to socially instinctual deficiencies, for example,slowness in flicker-pedestal evaluations. In real life situations, the individual is not able to indicate the appearance of the different squares.Fernell, Eriksson and Gillberg (2013) contended with the premise of the theory that the effects seen arise from physiological underdevelopment of the brain. They also offered the explanation that impaired development or underdevelopment is caused by a variety of medical deficiencies. Based on the research done in a five-year period, they highlighted that there is a wide variety of causes, including the developmental deficiencies, early detection and trials to correct the issue and the effects of treatment. The effects explored included the impairments seen in the social functionality of the child and the outcomes of the treatment plan. For example, one of the effects explained was that there is little evidence of effective results arising from early interventions (Fernell, Eriksson Gillberg, 2013). The article explored a variety of variables that are either moderating or mediating, depending on their nature and levels, including being epileptic and the fragility of the x syndrome. In the working out of the various constructs, the researchers controlled for the outside factors and variables, and reached the conclusion that there is little effectiveness in the early intervention models developed. From the study of the meta-analyses of the studies published by Pub Med in last five years. The researchers found some information showing that the adoption of early intensive treatment led to the successful correction of the problems found in children suffering from ASD. The interpretation of the findings was that more study was needed to explore the link between the impaired development of the networks and the intensity of behavioral corrections. Based on the article’s area of study as well as its findings, some information gaps were exposed, including those on whether the mediating variables of epilepsy among others could hold the key to the positive outcomes. The effects of the mediating factors should be explored further, so as to find out whether it will be necessary to develop a new theory incorporating them (Fernell, Eriksson Gillberg, 2013).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dawson and colleagues (2010) did a randomized study exploring the effectiveness of the ESDM model of treatment. The ESDM is a developmental model of treatment based on behavioral interventions and is intended to lessen the severity of the effects of the toddlers suffering from ASD. The mediating and moderating areas explored through the study included the age of the children, which ranged from 18 to 30 months. The independent variables of the study included the delivery of ESDM model of treatment, and the dependent variable beingchecked towards theory development was the reduction in the severity of the ASD condition. The theory under exploration was the empathizing-systemizing theoretical model. The main position of the theory is that the children suffering from ASD get fewer scores in adaptive behaviors like empathy as compared to their peers (Dawson et al., 2010). The theory is based on the outlook that the effects of autism limit a chi ld’s ability to adapt to social situations and their environment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The main constructs of the theory include the systematized nature of social functionality, sensory manipulation, and the working of motor-based systems. The relationship of the constructs is that the impairment in the development of the brain leads to the reduced effectiveness of the autistic child. The cause of the phenomena includes the impairment in the development of the brain. The effects include the low levels of emotional ability (empathy), sensory manipulation including tapping; and motor manipulation like rocking. The mediating variables included the ages of the children and were not demonstrated to have any effect on the effectiveness of the treatment (Dawson et al., 2010). In the operationalization of the constructs, the study used a study group and a control group. The study split the sampled children of ages ranging from 18 to 30 monthsinto two groups (control and study).In addition, it delivered the ESDM treatment over a two-year period and demonstrated that the method yielded results.The study adopted a statistically comparative study of the children’s standardized scores. The study showed that the treatment was effective, and the study contributed to the advancement of the theory that the developmental effects can be reduced. The results of the study could widen the scope of the theory among others as many have maintained the position that treatment does not yield results(Dawson et al., 2010). Systematic Review of Early Intensive Intervention for Autism Spectrum Disorders   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Warren and colleagues (2011)based their study on the theory of applied behavioral evaluation. The main constructs of the theory include that the principle that child learning can be utilized to improve the affected behavioral areas, through behavioral learning. The implications of the principle are that, despite that it may be impossible to solve the problems completely; it is possible to reduce the severity and develop behaviors that reduce their adversity. The relationship between the constructs is based on the outlook that behaviors are learned and that the impaired behavioral areas can be improved through specificallytargeted learning. The learning that is effective for different individuals is often different, depending on the severity of the ASD in the different areas of underdevelopment. The causes in a relationship include the impairments of the children’s brains, and the effects of behavioral training. The mediating factors explored in the study include the outlook of the behavioral training and its effectiveness. The aspects taken into account as determinants of the effectiveness of the process include the team that administers the behavioral training. In the operationalization of the constructs, the study explored the study explored the modeling based on the early start Denver system. The study entailed the review of the literature that explored the field during the years spanning from 2000 and 2010. The study was mainly a literature review of the studies done, in the past, in the area. The study did not apply any statistical analyzes, due to its nature. The findings of the study included that the Lovaas-based model of treatment, among a few other early intensive training for behavioral development, improved skills like language, cognitive abilities, and social behaviors. The interpretation of the results was that early interventionism is useful in countering or lessening the severity of the impacts of ASD. Autism spectrum disorders: an overview of diagnosis andtreatment   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Brentani and colleagues (2013) based their exploration of the problem of ASD and the corrective measures employed to address it, on the developmental milestones of children aged between 0 and 3.The article started by exploring the wide array of developmental impairments that resemble ASD, including a Heller’s syndrome.It emphasized that they all result from the faulty or compromised working of the child’s brain systems(Brentani et al., 2013). The effects of ASD explored include the abnormality of social engagement, creative play, and language skills. The major constructions explored by the authors in the review included the diagnostic models used, main areas of evaluation, the scales and tools for evaluating the problem and the information generated through epidemiological treatment models. In exploring the wide array of constructs, the authors reviewed the studies exploring ASD and the different variables. The relationship b etween the constructs includes that some contribute to the development of ASD The relationship between the constructs includes that some contribute to the development of ASD andothers are the outcomes(Brentani et al., 2013). The causes covered by the study include drugs administered for symptom control and the scales used to evaluate the problem and their effects on the management of the problem. There are no mediating or moderating constructs, but the dependent constructs include the change of the symptoms of ASD. The study was mainly a review of theliterature; therefore, it did not employ any research methods. Using the outcomes of the study, there was no information reported on the recovery of the subjects covered by the study after they were subjected to the corrective and management-based treatments. Further, the study gave the impression that it is necessary to develop multi-professional teams in the exploration of the problem of ASD. In addition to its engagement with management or treatment models (Brentani et al., 2013). Autistic spectrum disorders: Diagnostic and Therapeutic challenges in Mexico   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Marquez-Caraveo and Albores-Gallo (2011)explored the nature of ASD, which are developmental impairments that affect three areas, including the skills of communication, interactive skills in social settings and motor movements. The study explored in the article is based on the developmental theory of mind blindness. The theoretic model that emphasizes the blindness of the mind, is based on the concept that the autism of a child is initially noticed by parents. Among the other people within the social circle of the child as early as when they are as young as 12 months of age.The theory highlights that the areas of cognitive and interactive development that are impaired include the child’s ability to observe the behavior of another and then adjust in response. One example of real-life experience that demonstrates this area of weakness is that you will find the autistic child looking outside the window, but they will notice little on th e view outside the window. In exploring the theory, the researchers highlighted that less than 38% of families seek medical advice, even after noticing the developmental deficiencies that give evidence of ASD. The researchers also highlighted the necessity of training health and educational service providers, on the developmental course of social communication and interactions as well as language acquisition. By developing the experience and the knowledge needed to discover the problems of the children, they will report the condition before it escalates to levels that are more adverse. The theory highlights that the areas of cognitive and interactive development that are impaired include the child’s ability to observe the behavior of another and then adjust in response. One example of real-life experience that demonstrates this area of weakness is that you will find the autistic child looking outside the window, but they will notice little on the view outside the window. In exploring the theory, the researchers highlighted that less than 38% of families seek medical advice, even after noticing the developmental deficiencies that give evidence of ASD. The researchers also highlighted the necessity of training health and educational service providers, on the developmental course of social communication and interactions as well as language acquisition. By developing the experience and the knowledge needed to discover the problems of the children, they will report the condition before it escalates to levels that are more adverse.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The major constructs explored in the study included the discovery of the symptoms of autism, the instruments for assessing the problem, and the psychosocial treatments that can be used to address the problem. The relationship between the various constructs is one that demonstrates a continuum model.This is where the observation of symptoms should lead to the use of dedicated tools to study the problem and initiating psychosocial treatment to reduce the severity of the problem.The cause variable is the symptoms of ASD. The mediating and in some case moderating variable is the evaluation of the problem using dedicated tools. The dependent variable is initiating psychosocial treatment, which leads to the reduction of the problem. The constructs were mainly explored as a continuum of events, and not operationalized as cause-effect based phenomena. The study was mainly a literature review exploring the literature developed about ASD, its treatm ent and the course of discovery. The article led to questions on the importance of training/ teaching parents on ASD, so that they can detect ASD early and initiate psychosocial development for better outcomes. The mediating and in some case moderating variable is the evaluation of the problem using dedicated tools. The dependent variable is initiating psychosocial treatment, which leads to the reduction of the problem. The constructs were mainly explored as a continuum of events, and not operationalized as cause-effect based phenomena. The study was mainly a literature review exploring the literature developed about ASD, its treatment and the course of discovery. The article led to questions on the importance of training/ teaching parents on ASD, so that they can detect ASD early and initiate psychosocial development for better outcomes. The mediating and in some case moderating variable is the evaluation of the problem using dedicated tools. The dependent variable is initiating psychosocial treatment, which leads to the reduction of the problem. The constructs were mainly explored as a continuum of events, and not operationalized as cause-effect based phenomena. The study was mainly a literature review exploring the literature developed about ASD, its treatment and the course of discovery. The article led to questions on the importance of training/ teaching parents on ASD, so that they can detect ASD early and initiate psychosocial development for better outcomes. References Brentani, H., de Paula, C., Bordini, D., Rolim, D.,  Sato, F.,  Portolese, J., Pacifico, M.,  McCracken, J. (2013). Autism spectrum disorders: an overview of diagnosis and treatment.Rev. Bras. Psiquiatr.   35 (Supl. 1), S62-72. Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model.Pediatrics, 125 (1), e17-23. Fernell, E., Eriksson, M., Gillberg, C. (2013). Early diagnosis of autism and impact on prognosis: a narrative review. Clin Epidemiol, 5, 33-43. Marquez-Caraveo, M., Albores-Gallo, L. (2011). Autistic spectrum disorders: Diagnostic and Therapeutic challenges in Mexico. Salud Mental, 34, 435-441. Warren, Z., McPheeters, M., Sathe, N., Foss-Feig, J., Glasser, A., Veenstra-VanderWeele, J.A. (2011). Systematic Review of Early Intensive Intervention for Autism Spectrum Disorders. Pediatrics,127(5), e1303-e1311. Source document

Effective Leadership Strategies in the NHS

Effective Leadership Strategies in the NHS The emphasis on leadership in the National Health Service (NHS) Plan has been one of the most important priorities for nurses and their health professional colleagues. Leadership throughout organisation and across the whole health economy is viewed fundamental for implementing and sustaining change (Department of Health (DH 2002).The NHS Plan clearly articulates the need to modernise the healthcare service with the intention to improve publics health (DH 2000). The goal of public health is to fulfil societys interest in assuring conditions in which population can be healthy through organised efforts and informed choice. To achieve this, the NHS requires dynamic intelligent leaders at all levels of the organisation. The following paragraphs attempts to critically discuss how effective leadership strategies can contribute to the delivery of high quality health within contemporary public health through health protection in combating infectious diseases. Additionally, the paper presents a definition of public health, health protection, and leadership. Some leadership contemporary theories are examined before considering which theory is relevant to health protection and provides a rationale for choice. Key leadership competencies such as vision, communication and creating the environment will be outlined and discussed. The term Public health is defined as the science and art of preventing diseases, prolong life and promoting good health and well being through organised efforts and effective leadership skills (Rowitz 2009). The concept is concerned with the health of the population rather than individuals. It has been stated, that public health is not just dealing with illness, and looks at the impact on health of social, economic, political and environmental factors but also acknowledges human behaviour. Public health correlates with health protection. Both concepts play an integral role in protecting health of general public through effective leadership strategy such as prevention and emergency planning. As a consequent, reducing potential threats to health which includes infectious diseases both communicable or non communicable diseases, and environmental hazards such as chemical or radiation exposures. Furthermore, protecting the health of the public has emerged as a distinct area of practice as well as top priority on the government agenda (Reference). WHAT IS LEADERSHIP Leadership is imperative for the NHS to sustain success in Public health. Leadership is a very complex multidimensional concept and has been defined in various ways. The concept leadership and what makes an effective leader has evoked strong debates in the late 1970s and 1980s (Tamkin et al 2010). In addition, it was at this time that theorists started to defined leadership. From the wealth of available literature there appeared to be several common features central to the phenomenon of leadership. Leadership is a process (Bass 1990), involves influence, occurs within group context, involves goal attainment and leadership exist at all level (Northouse 2001). In other words leadership is seen as unifying people around values, constructing the social world for others around those values and helping people to mobilise change (Stanley 2009). Management and leadership Cook (2004) has found that leadership and management are two concepts that are used interchangeably. However, these words describe two different concepts (Day 2001). Leadership is a process which is similar to management. Both functions involve working with people. While management have to do with providing order and consistency in organisations; leadership produces change. On the other hand, Cannella and Monroe (1997) argued the difference distinction between leaders and manager are narrowing. Emotional intelligence In order to demonstrate and maintain effective leadership characteristics an individual has to utilise emotional intelligence. Furthermore research on emotion intelligence has confirmed that this concept is what differentiate the good from outstanding leader Goleman (2000) thinks that leaders who developed emotional intelligence becomes aware of the emotions of others and are more likely to promote a healthy working environment. Gould (2000), further argued that leaders who show characteristics associated with emotional intelligence are more likely to have a positive impact on staffs. Thus this will contribute to the delivery of high quality public health which could improve organisation outcomes. There are several types contemporary theories of leadership such as the trait theories style theories and contingency theories. The trait theory developed from the great man theory assumes that effective leaders are born not made. This derives from the belief that there is a common set of trait of successful leaders. This theory provides foundation for considering the traits require of a leader. This theory is likely to be rejected by many people. Shaw (2007) argued that the trait approach is limited because the context in which leadership take place is not acknowledge. In contrast, the contingency theory which is based on situational theory argues that the effectiveness of leadership style depends on the particular situation and that leaders are more effective when they are able to change their style to adapt to different situations (Bolden et al 2003). The essence that underpinning this theory is that there is no single best style of leadership approach and that different situation will require different style of leadership (Bolden et al 2003) which is important in todays health service. For instant should an emergency situation arise, the leader would demonstrate autocratic leadership skill rather that participative. Effectiveness correlates with transactional and transformational leadership. Transformational leaders use transactional leadership strategies as well to be effective and this combination corresponds closely to ideal leadership (Lowe, Kroeck Sivasubramaniam, 1996). Transactional theories Also, emotional intelligence has a strong connection with transformational leadership. Transformation leaders are well suited to todays fast changing health care environment where adaptation is extremely important. Within this leadership theory there is an emphasis on empowerment and the development of potential for the achievement of long term goals (Shaw 2007), through mobilisation in order to make change (Bolden et al 2003). Recent research states that transformational leadership style is positively associated with higher employee satisfaction and better performance thus would improve public health. According to Taylor (2009) it is possible to use transformation leadership skills within a transaction setting. On the other hand, transactional leadership is concerned with influencing others to achieve goals through rules corrective actions, and contingent rewards (Burn 1978 and Bass 1999). Transactional leader avoids risks, is result focused, not flexible and adaptive to situations. It could be said that the environment in which the NHS operates lends itself to transactional leadership for the achievement of targets, performance management and impact of competency or outcomes. Whereas, transformational leaders are creative, innovative, takes risks and influences and inspires others.. For this reason, many theorists in leadership theory advocate transformational approach in organisation to enable people and organisation to achieve their fullest potential. Leadership styles Theorist have indentified many different leadership styles. Firstly the trait theory as known as great man theory identifies characteristic that such as intellect, personality and class. The can be considered as genetic influences. Tamkin agrees that it is very difficult to teach people the traits they need but says that some of these can be learned. Some forms of management training, an example of this is psychometric profiling as this will give staffs an insight into what they are like and what might be areas for improvement Discussion health work environment As the shortage of nurses increases and resources remain limited leadership in the NHS setting has become a topical point for discussion. Thus organisations are searching for ways to create a healthy work environment in attempt to recruit and more importantly retain staff. Tamkin et al (2010) argued in their report that outstanding leaders are also able to see things holistically. Tamkin et al 2010 adds. outstanding leaders act in a way that makes a difference to the immediate recipient and they also think about how this will impact on the organization; that is to say, creating a good atmosphere in the workplace will not only affect staff but feed through to the public. This can be achieved through flexibility, trust and respect. Support, consideration and motivation are also some of the characteristics of an effective leader which correlate with transformational leadership. Furthermore Tamkin et al (2010) confirms that flexibility trust and respect are the corner stone of effective leadership. Such leadership characteristics are the key thus, can result in positive outcomes and therefore a healthier work environment. Communication Many of the problems that occur in an organization are the direct result of people failing to communicate. Leadership has its corner stone, the ability to communicate.ÂÂ   When theÂÂ   word communicate used, it is referring not only to the words one uses to transferÂÂ   factual information to others, but also to other messages that are sent andÂÂ   received.ÂÂ   The purpose of communication in an organisation is to make agreements on what action is going to be taken to achieve the desired outcomes to create results of shared vision. The NHS need to create an effective communication cultures within it organisation to sustain success. In fact Tamkins et al (2010) points out that, listening may be the single most powerful skill of communication because it is an act of respect and valuing others. Being a good listener enables individuals to understand where each team members are coming from and analyze how each individual thinks. Communication correlates with pro ductivity, profitability, public satisfaction and employee retention. Effective communication is a key to bring confidence and trust among employee. Effective communication skills are therefore essential. Effective communication needs to be straightforward in order to aid and understanding (Tamkin et al 2010). Tamkin et al (2010) illustrates some essential aspects of communication, slowing the thoughts processes, increasing understanding, testing conclusion, listening constructively, getting to the essence of things and exploring areas of disagreement. This indicates that, to be an effective leader one has to understand all the factors that influences communication which transform into effective message in order to address current public health issues such as infectious diseases (Rowitz 2009). Conclusion Effective leadership is essential if the health service is to modernise and provide improvement through health protection and public health. The leadership qualities required in modern health care service derive from transformational leadership theory and include the ability to motive and influence others to produce change to provide high standard of care for patients and a harmonious working environment for staff. Leadership provides vision and mobilisation to achieve goal. In essence, for organisation to run effectively including the NHS there need to be leadership and management. While leaders develop and articulate strategic vision to produce change and move organisations forward managers co ordinates to ensure that the job gets done. One thing that is certain is that change will always be a part of the NHS and learning how to work within this culture to the benefit of the public will remain a priority. Leadership describes the ability to influence, motivate and enable members of an organisation to contribute to the effectiveness and success of the organisation. Leadership is valued in the healthcare setting, especially when it helps to achieve goals that are beneficial to protecting health, such as the enactment of effective preventive- health policies. Most importantly, individuals with effective leadership qualities can foster a culture of cooperation which may improve public health. Thus, it is evident that meaning of leadership and management are noticably different. Indeed some managers may dislike the distinction, because it illustrates that managers are not leaders, however leaders are actual managers (Machie1987). Seeing the bigger picture Outstanding leaders recognise the interconnected nature of their organisations and act accordingly. Understanding that talk is work Outstanding leaders talk to staff to find out what motivates them and how they can boost enthusiasm. Giving time and space to others Outstanding leaders allow people more freedom and influence over the work they do. Growing through performance Outstanding leaders invest in their workforce and use challenges presented to encourage growth, learning and engagement. Putting we before me Outstanding leaders work hard on team spirit, shared decision-making, collaborative working and forming strong bonds between teams. In short leadership should be trustworthy.

artful dublin Essay -- essays research papers

Someone has crafted a dense, human-size spider web in a 17th-century baroque chapel. At the center of the swarming thread, a longhaired woman lies in a hospital bed, sheet to her chin. Silence, light filtering from stained glass, and her stillness trapped in the maze reminds the viewer of some old dada wisdom -- any work of art that can be completely understood is the product of a journalist. Down the hall, in a large room, a young German is rushing around in a white jumpsuit. He alternately plays with toy airplanes and bakes cakes in a microwave, which every hour on the hour he blows up. These exhilarating works of art from Chiharu Shiotta and Frank Werner were at the Irish Museum of Modern Art in Dublin recently, part of a show called "Marking the Territory." The images were compelling enough, but the real strangeness was that they were happening in Dublin at all. For centuries, the visual arts in Ireland ran a distant second due to the superiority of the Word. But no longer. "This is an ideal place for an artist to be," Paolo Canevari said. The young Roman was represented at IMMA by "Differences," seven people on a bench on whose foreheads he methodically rubber-stamped religious denominations. "The Irish aren't jaded. There's no boredom with art." Even Dublin's stinging humor, a style that is distinguished by an urchin's allergy to the sentimental and a duty to bring everything down to street level, has softened toward the public art of the city. The statue of the River Liffey, personified as a woman in a fountain, is still known as "The Floozy in the Jacuzzi," and a realistic sculpture of two middle-age women taking a rest from shopping will forever be "The Hags With the Bags." And what else could a giant metal spike proposed for the north side be called but "The Stiletto in the Ghetto?" These days, however, all street titles are said with affection and pride. Every nation prizes creativity. But countries such as Ireland, which for so long had little but creativity, revere it. It is now museums, galleries and artistic work that are embraced, and not just the theater, pub wit and the writer. One of the engines of Dublin's artistic boom is IMMA, only 10 years old yet housed in one of the most magnificent 17th-century buildings in the world, the Royal Hospital, Kilmainham. Formerl... ...ight to $1,725 for the penthouse suite. Full service, excellent restaurant and a great bar for people watching. The Pembroke Townhouse (90 Pembroke Rd., telephone 011-353-1-660-0277,www.pembroketownhouse.ie) is a marvelous, immaculate Georgian house in Ballsbridge, close to everything on the south side, with a cheerful and efficient staff. Rates run from about $90 to $120 per night. WHERE TO EAT: Restaurant Patrick Guilbaud (21 Upper Merrion St.) has spectacular art on display along with the best French cuisine in Dublin. Appetizers run from $14 to $30, entrees from $35. Trocadero (3 St. Andrew's St.) -- "the Troc," near Temple Bar -- is a great old-time theater restaurant, with late suppers and superior bar food until midnight. It's recently been refurbished and crisped up, but they left the sense of fun intact. Two can have a memorable Italian meal and a bottle of red for about $60. INFORMATION: For more information, contact the Irish Tourist Board, 800-223-6470, www.ireland.travel.ie; or, in Dublin, the Bord Failte (Gaelic for "board of welcome"), Baggot Street Bridge, telephone 011-353-1-602-4000. -- Ambrose Clancy  © 2002 The Washington Post Company

Use of Biblical Imagery in Margaret Laurences The Stone Angel :: Stone Angel Essays

Use of Biblical Imagery in Margaret Laurence's The Stone Angel In the novel The Stone Angel, Margaret Laurence introduces a character who seems to evolve her life around biblical imagery. Hagar Shipley, a ninety year-old woman, does not accept things easily, like life. Hagar is recognized as a biblical imagery because of her name. "Hagar" is introduced and recognized in the Old Testament as the Egyptian hand-maiden of Sarah, the wife of Abraham. By reason Sarah was unable to provide offsprings for Abraham. Since Sarah could not concieve, she gave her servant, Hagar, to her husband, so she can produce heir under Abraham's name. And Sarah said unto Abraham, Behold now, the Lord that restained me from bearing: I pray thee, go in unto my maid; it may be that i may obtain children by her. And Abraham hearkened unto the voice of Sarah... And he went in unto Hagar, and she conceieved, her mistress was aespised in her eyes". (Genesis 16, 2-4) Symbolically, Hargar Shipley became a house keeper in her younger years. Hagar has always felt that she was to take care, nurture, serve others, it bacame her natural positon. Hagar saw herself as the "chatelaine," or possibly an outcast when she was married to Bram. The Shipley house was square and frame, two-storied, the furniture shoddy and second-hand, the kitchen reeking and stale, for no one had scoured properly there since Clara died. Yet seeing it, I wasn't troubled in the slightest, still thinking of myself as a chatelaine. I wonder who I imagined would do the work? I thought of Polacks and Galicians from the mountains, half-breeds from the river valley of the Wachawa, or the daughters and spinster aunts of the poor, forgetting that Bram's own daughters had hired out whenever they could be spared, until they married very young and gained a permanent employment." (p. 50-51) Hagar is feeling like a prisoner in her own habitat, that she is not "free" in spirit; "I was alone, never anything else, and never free, for I carried my chains wihin me, and they spread out from me and shackled all I touched" (pp. 292). The imagery that Hagar is enslaved like the prisoners in the early era's, B.C.-A.C., she became a slave of her own emotions which is strugggling within her. Also noted, Hagar also was seen and explained as "a creature of wilderness". Like the pharaoh's daugheter, she left the security of her father and went to explore the wilderness.

Potiki And The Art Of Telling Stories :: essays research papers

This is an explorative essay on the theme in Patricia Grace’s novel Potiki that ‘telling and retelling stories is an important and valuable part of being human’. An important theme in Potiki is the enduring idea that creating and sharing stories as a central part of being human is important. It is a significant theme because the novel is heavily imbued with Maori culture, in which the stories and spoken teachings are given prominence, and also because it is a popular belief that people need narratives to give meaning, structure and value to their lives. This theme is displayed resolutely and poignantly in Potiki’s plot, characters, setting and symbolism, as the people of a small rural New Zealand community rediscover themselves through stories spoken and found in Maori carvings. The idea that humans need narratives is the core theme in Potiki, and it is used also to link other themes and aspects of the novel; it is in this way that we know the idea of storytelling is an intrinsic part of the novel’s structure. The idea that ‘creating and sharing stories is important as a central part of being human’ is shown in Potiki’s plot and characters when the mother of the main family in the book, Roimata, decides to let two of her children learn at home instead of at school. Instead of teaching them herself in the style of a traditional European education system, both Roimata and the children learn naturally from stories and histories which are shown as being part of everyone's life. For example, Roimata says, â€Å"It was a new discovery to find that these stories were, after all, about our own lives, were not distant, that there was no past or future that all time is now-time, centred in the being.† (Pp39.) In this way Roimata and the children are essentially learning in a way in which all people learn to some extent: by sharing stories. The idea that the telling and retelling of stories sustains, enlarges and defines our view of the world is shown in Potiki when Roimata continues, â€Å"They were not new stories to us, except that stories are always new, or else there is always something new in stories.† (Pp132.) The character is emphasising the moral and educational value of stories in human development and understanding by saying that there is always something to learn from stories, even when they are retold repeatedly.

Communication channels Essay

1. Introduction Report subject is Formal and informal channels of communication in organizations. Communication is an important part of management in any organization. An organization is created by people working together. Communication becomes a necessary condition to ensure specific individual coordinated action. â€Å"It follows that all organizations must have effective formal methods, mechanisms and processes of communication, and suitable and effective means of making sure that what they wish to say is transmitted effectively† (R.Pettinger, 2006). The aim of this report is to compare and explain significance of formal and informal channels of communication in organizations. The methods used are analysis, diagrams that describe forms and types of communication and reflection. 2. Essentials of communication Communication is an exchange of information between two or more people, providing mutual understanding. Management specialist J.P.Louis believes that the person who speaks is responsible for successful communication. Communication happens when an idea that has arisen in human mind reaches another person’s consciousness in a way that ensures the understanding and use of it. Communication occurs when feedback is formed. If a person has not reached an understanding with a person whom he seeks to contact or pass on the information, it can be assumed that communication has not happened. 3. Forms of communication 3.1. Verbal communication Verbal or oral communication is a way of communication, which provides exchange of verbal communication expressions (face to face conversations, telephone conversations, group discussions). Research and experience shows that, despite the technological progress, people in organizations widely use direct verbal communication. It provides immediate feedback between sender and receiver; it is very simple and requires no previous long-term preparation. Disadvantage of this communication is that it requires immediate perception. Verbal communication can be used, if the sent information: is addressed to several people; is short in volume; is relatively simple in its content. Information receiver hears only one part of the conversation, translates it, then adds own assessment and avoids what the person does not want to hear. It may be something that does not fit in the system of knowledge, or something that is too disturbing to accommodate. Somehow the message gets affected and the information recipient replies and comments. 3.2. Non-verbal communication Written communication is a form of communication, which provides exchange of information in written expression. For example, orders, notices, articles and letters. The benefits as checking particulate details before sending the information are considered and are very important for major decisions. Written information is often a rule (annual reports, conclusion on the financial situation) which can not be provided by verbal communication. Written communication is recommended in cases where the sent information is: intensive in amount; relatively complex in its content. Written communication is a way of communication, which provides exchange of fixed information in a written form. This information’s medium is documents. Comparative table of the communication types is shown in Appendix 1: 4. Communication types 4.1. Formal communication Communication in the organization can be formal (official) and informal (unofficial). Formal communications are mostly written, although they may now also include formal presentations, newsletters, legal advisories, invitations, awards. Non-written formal communication devices are in-person communications in the forms of departmental meetings, telephone calls, conferences and special interviews. Formal communication depends on the organizational structure, thus it may be vertical and horizontal. The purposes of formal communication are to command, to instruct, and to finalize matters through the application of regulations. Essential for managers is to think about the communication function in two directions. At first, it increases respect for a manager. Secondly, with a two way communication the manager is able to check staff understanding and also motivation and concerns. If it does not happen, then manager has to stay in uncertainty of what co-workers think and feel. After that it is difficult to direct and influence the results. Vertical communication means channelling the flow of information up and down (between the different levels of managers and subordinates) in accordance with the established organizational structure. There is a vertical communication, which is moving down, and one that is moving up. See Appendix 2. Downward communication directs information from a manager to subordinates. Analyzed communication can be divided into five categories: †¢ Instructions and guidance. They are required to initiate action, to inform employees about their tasks and to determine the execution time; †¢ The information is intended to increase individually or in departments to understand other organizational tasks; †¢ Information about the organization’s strategy, action and practice events. It is important to form other ideas and activities and get some coherence of organizational practices; †¢ Information about the execution, which is used to inform subordinates on how well they are operating; †¢ Information about the organization’s objectives to increase the understanding of the subordinate organization’s purpose and character. Upward communication provides feedback channelling through which the sender returns to certain information. Such upward information can be divided into three categories: †¢ Information about employees, their activities and problems; †¢ Information about other group members, their activities and problems; †¢ Information on what needs to be done and how to do it. Upward flow of information is understood as information for the highest levels to ensure control. The second formal (official) way of communication is horizontal communication. Its mission is to increase the coordination of the activities. Horizontal communication is the advancement of information flow aside, allowing the individual units to collaborate without the need to follow up and down the existing communications. Horizontal communication is possible between middle-level managers, as well as – between lower-level managers and staff. Therefore the individual units would be able to work together. In contrast, vertical communication exists between the different levels of managers and their subordinates according to established organizational structure. Horizontal communication has the meaning of information flow guiding one level within the structure. 4.2. Informal communication Informal communication in the organization satisfies a variety of social and emotional needs and is not based on the positions within the organization. The purposes of informal communication are to educate through information sharing, to motivate through personal contacts, and to resolve conflicts through participation and friendship. It seeks to involve workers in organizational matters as a means of maintaining their enthusiasm, loyalty, and commitment. As a result, the communication is not managed or planned in any organized fashion. It is more relaxed and casual. Informal communication is seen on a person-to-person basis, in a face-to-face manner. Other ways to communicate in an informal manner may include texting, post-it notes, an informal visit to another person, or a quick and spontaneous meeting. One of the informal communication channel type is called â€Å"grapevine†. The use of the organizational grapevine as an informal communication channel often results when employees feel threatened, vulnerable, or when the organization is experiencing change and when communication from management is restricted and not forthcoming. Informal communication also may take a non-verbal form as facial expressions, sign language, and manner of dress. When used with thought and planning, however, there are several advantages of grapevine communication. It can: spread information quickly throughout an organization serve a social purpose reduce stress and anxiety can be used to identify problems or lack of satisfaction in the organization Informal communication is used to help people feel more relaxed. This can be seen in an interview situation where an interviewer makes a little small talk to help get clients to relax, feel welcome and open up verbally. The use of informal language is far more prevalent in society than the use of formal language. Advantages and disadvantages of formal/informal communication are displayed in Appendix 3. 5. Examples of effective formal communication channels Formal presentations – this could be an update of the organization’s performance in the previous period of time. An evidence for this is an annual staff meeting in hotel â€Å"Cumberland†. On a set day all the staff were gathered in a meeting room with everyone present from all levels, both managers and workers. In the meeting high level managers from departments were effectively presenting materials about last the organization’s last year’s performance, achieved goals, needs for improvement and future plans using graphs, diagrams and presentation software. Newsletters – these are newspapers, magazines, online resources which provide the information about the organization’s current standings, performance and products being developed. This can be seen in many electronic manufacturing companies, for example, â€Å"Apple†, â€Å"Sony†, â€Å"LG†, and â€Å"Samsung†. â€Å"Sony† has designed a newsletter for staff that keeps information up to date and involves staff in company’s function. Awards – wealthy organizations award best workers in  each department every year, some of them organize banquets for award events in luxury banqueting halls. Recently the organization – â€Å"FIFA† organized notable banqueting event in Grosvenor square â€Å"Marriott† banqueting hall. Awards are meant to motivate workers to work harder and increase their performance. 6. Examples of effective informal communication channels Texting is very common and quick method of informal communication between staff and management. It is quick and easy way to assign the next order of work or any changes and updates. Evidence for this is â€Å"All purpose cleaning† organization’s manager who communicates with co-workers in friendly and relaxed manner sending messages about work projects or even feedback from customers. Quick and spontaneous meetings are frequent in public sector where good customer service is essential. The company â€Å"Sainsbury’s† regularly gather staff to discuss important daily matters to increase productivity and improve customer satisfaction. After work activities are very necessary to get to know each other better, share experience, thoughts and new ideas in personal and work relevant matter. Example for this is â€Å"St. Pancras Renaissance Hotel† where everyone after work joined an all staff barbecue in their casual look in a free and unrestricted environment which was fun and memorable experience. 7. Conclusion Management functions can not be realized without communication. Correct choice of communication approach is an important condition for the organization’s productivity. Access to human resource communication is the most effective approach to the organization to enhance productivity. Employee concerns are not only heard but also are used to improve the organization’s activities. The main point for effective communication creation is a two-way communication and the development of various communication channels. It is recommended to use both formal and informal communication styles. People who have learned and know how to use their knowledge in the art of communication achieve better results. In other words, those are people who can communicate with anyone in a way to attract attention to their personality and ideas. An effective organization consists of employees who are able to interact and follow a talented leader, so they need to communicate with each other to succeed in their performance. 8. Recommendations Effective communication is essential throughout the economy, government and military organizations, business, customer service or family, wherever people come into mutual contact. Communication between people form opinions of each another. Over time, the gained and practiced types and quality of communication determine productivity of communication and the basis for successful cooperation. â€Å"Communication is at its most effective when it is delivered face to face, allowing for discussions and questions† (R.Pettinger, 2006). There are several options for improving the efficiency of communication which are divided into: †¢ the improvement of information transmission and reception period; †¢ provision of repeating information and returning it to the sender; †¢ improving the organizational structure. One of the ways to improve the transmission and reception is to avoid extensive, imaginative descriptions. It is important to formulate information laconically and specifically, so that words do not loose their importance. It should be noted that the repetition and returning information to the sender is an effective way of improving communication. Information returning to the sender improves both the sender and the recipient’s communication skills. One of the key ways to improve communication is related to the organizational structure. It is important to ensure a clear flow of information, as well as the correct allocation of duties and responsibilities. It is stated that it is desirable to have minimal communication channel length to minimize the probability of distortion. References 1. Pettinger, R. (2006). Introduction to Management 4th edition. Basingstoke: MacMillan. 2. Buchanan, D & Huczynski, A. (2007). Organisational Behaviour. An Introductory text. 6th edition. Harlow: Pearson. 3. Boddy, D. (2008). Management an Introduction. 4th edition. Harlow: Prentice Hall. 4. Forauds  I. VadÄ «tÄ js un vadÄ «Ã… ¡ana. (2002). – R: Kamene. 5. PavloviÄ a A., Praude V.(2003). MenedÃ… ¾ments. R: Latvijas UzņēmÄ“jdarbÄ «bas un menedÃ… ¾menta akadÄ“mija: RÄ «gas Komercskolas TÄ lmÄ cÄ «bas nodaÄ ¼a. 6. Ruskule S., Ivans U. (2004 ).VadÄ «Ã… ¡ana. Jelgava: LLU EF. Appendix 1 Communication between people Communication forms Advantages Disadvantages Verbal Promotes exchange of information Is not always precise and carefully thought out. Simple in use. It is not possible to use regular entries. Non-verbal Tends to be more precise and carefully thought out. Does not contribute to the exchange of information. Is used in regular records of performance. Difficult and sometimes time-consuming. Appendix 2 Communication types in organizations Appendix 3

Polonius has sometimes been presented Essay

There has been much debate amongst critics and directors alike on the depth of Polonius’s character, and his purpose in the play. There are those, such as critic Myron Taylor, who view him as a more sinister persona, arguing ‘his ineffectuality does not excuse his moral deviousness. Appearance has become his reality’, thus implying he is used for menacing dramatic effect. However others take a more sympathetic view, for example Elkin Calhoun Wilson; ‘that dotage repeatedly amuses us in his fondness for lecturing and giving advice, however sound, to his meandering young;’, therefore interpreting him as a more bumbling and comical element to an otherwise serious play. Despite understanding both these views I still, like Hamlet, see Polonius as a ‘rash, intruding fool’ [Act. 3Scene. 4 line33]and believe anything done that may appear enigmatic or ominous can only have occurred unintentionally (in the script) or through exaggeration in directing. Similarly to Wilson, I can see how Polonius would add light-hearted, comic relief to the play, especially when paired with quick-witted Hamlet, highlighting the cracks in Polonius’s delusional ‘wise’ role he has adopted. Polonius has traditionally been played as a sinister character, with exaggerations on his spying and sneaking around castles, as is portrayed in Franco Zeffirelli’s version, though many productions in the 20th Century have instead portrayed him as older and more bumbling to bring a comic element to the play. There are two sides of Polonius shown in Act 1 Scene 3 and Act 2 Scene 1. These focus on his relationships with Ophelia and Laertes, and to me portray him as foolish again, though not unintelligent. He appears authoritative ‘Look to’t I charge you; come your ways’ [Scene3 line. 135 to Ophelia] and gives further instructions to Laertes ‘Aboard, aboard.. neither a borrower nor a lender be’ [lines55+75]. This particular line enforces the idea he is comical/foolish; advising Laertes to leave else he’ll miss his crossing, yet proceeding to bombard him with a lengthy advisory speech that states what is obvious. It does seem that he is rambling here as well, as of course Laertes is returning to university, not just starting, making the well-meant advice effectively knowledge that Laertes already has. Both his offspring create an impression of having to be patient with him, replying in just short sentences as if to make up for time lost ‘Most humbly do I take leave my lord’ [Laertes line 81]. The audience’s knowledge that he isn’t as respected as he thinks himself to be can be humorous, developing an almost ‘bumbling’ man who is held in higher esteem by himself than even his long-suffering, and in the case of Ophelia, oppressed, children. With Ophelia, there is a significant difference their relationship than that with Laertes; Polonius seems highly insensitive to her feelings, and Ophelia’s replies become more restrained and subservient. When speaking to Ophelia, for example, Polonius advises her on her relationship with Hamlet ‘Do not believe his vows, for they are brokers’ [Act 1 sc. 3 line 127]; in Kenneth Branagh’s production of the play, Ophelia has already slept with Hamlet, and Branagh makes use of flashbacks in Ophelia’s mind of their sexual relations as she listens absent-mindedly to her father. This helps back up an image of Polonius as rather ignorant, especially as Ophelia’s reply is so submissive, building an impression of an advisor of little use to anybody, which in turn strengthens his role as a comic. However, this display of likeability could be argued to be compromised in Act 2 Scene 1 as Polonius plots to send spies after Laertes ‘put on him What forgeries you please,’ [Act 2 sc. 1 lines19+20], potentially revealing a darker side to him, yet for me this is ruined later on in dialogue ‘And then, sir, does’a this-he does-what was I about to say? ‘ suggesting he puts on an act whilst playing up his deviousness, as the inconsistency in language, dashes and faltering punctuation portray an inconsistent mind that runs away too easily and is not to be taken seriously; quite like the character itself: not intended to be a serious one. With relevance to Claudius, when both in a scene, Polonius can either be argued to be more devious or even more of a fool. The former view could have been picked up on because of the spying and meddling that occurs between the two of them, such as in Act 3 Sc. 1 ‘Her father and myself, lawful espials, Will so bestow ourselves†¦ ‘ [ lines 32+33] and to some may show a more sinister shade to his persona. In Branagh’s full-length version, Polonius is shown to be slyer, with the including of his (spying) scene with Reynaldo; a scene some directors cut out to enhance their own, more positive view of the character, due to his scheming. Polonius is in a superior position in the court, which has been argued to be deliberate to use his status power to a menacingly-inclined advantage, but is this because of his wisdom (as critic Harry Levin believes â€Å"[Polonius is] quotable because of the wisdom of his comments†), or because Claudius just needs a friend? There is a theory which might explain his position, interpreting him as someone who once had a great mind, but is now losing control of it. This is Polonius in a more tragic light, though Claudius evidently still relies on him and trusts him, as he follows Polonius’s advice regarding spying, but also agreeing to a meeting between Hamlet and the Queen before Hamlet is sent to England. The latter theory is the viewpoint that perhaps Claudius and Gertrude see him as a fool. When Polonius in Act 2 Sc. 2 gets carried away in his own wordiness â€Å"Why day is day, night night†¦ † [line 88] unintentionally, he is opposing himself to the idea of his speech â€Å"brevity is the soul of wit† [line 90], and Gertrude even remarks â€Å"More matter with less art. † [line 95], in other words, bluntly pointing out that Polonius’s act as a wise advisor is conjured by himself; that he is not the mind he thinks himself to be. Act 3 Scene 1 reconfirms my original theory, as Polonius guesses-incorrectly and slightly hypocritically-that the cause of Hamlet’s madness is down to Ophelia’s rejection, again giving Hamlet, and the audience, the upper hand ‘yet do I believe The origin and commencement of his grief/ Sprung from neglected love’. Even when it is confirmed that hamlet’s madness has nothing to do with Ophelia, Polonius sticks to his theory despite all evidence pointing to the contrary. Far from appearing sinister then, the two (Claudius and Polonius) together appear foolish, like puppets with Hamlet as their master, manipulating and playing their minds. This is demonstrated earlier in the play, as Polonius tells Ophelia not to believe his vows â€Å"for they are brokers† [Act 1 sc. 3 line 127], yet here, he himself is taken in by Hamlet’s performance. It is also worth noting that Polonius had previously told Ophelia ‘Affection? Pooh, you speak like a green girl’ [Act 1 Sc. 3, lines 127, + 101], showing he is proving to be stubborn on a matter he previously disagreed with-and seemed so ready to persuade Ophelia likewise of- himself. Polonius is often contrasted with Hamlet. It could be argued his place in the play is to emphasise Hamlet’s quick-wittedness and intelligent nature. He seems not to understand the Prince is teasing him conversationally; ‘I did enact Julius Caesar, I was killed I’ th’ Capitol; Brutus killed me’ [Polonius Act 3 Sc. 2lines 105+106] ‘It was a brute part of him to kill so capitol a calf there’ [Hamlet lines 107+8]. Scenes like this also help to contrast Hamlet’s sharp dialogue with Polonius’s slow, lengthy style of speech, particularly when he is with the King or Queen and uses it to impress: as Elkin Calhoun Wilson has noticed ‘†¦ and over-elaborating it [his ‘wisdom’] in speech with the King and Queen’. Hamlet further makes Polonius the butt of his jokes in Act 3 Scene 2 ‘By th’ mass and ’tis, like a camel indeed’ [Polonius line 375] ‘Methinks it is like a weasel’ [Hamlet line 376] and has more fun at the old diplomat’s expense. It also quite blatantly makes a joke out of Polonius, the laughs in the audience this time actually being against him, as he remains too involved in the sound of his own voice to properly register what Hamlet is saying, establishing him unarguably as a comic character. Hamlet is a character with an excellent command over language in the play though, and is naturally clever without striving to be, whereas Polonius speaks in dragging, slow bouts and wants to be considered wise. There is clearly little respect towards Polonius from Hamlet (â€Å"you are a fishmonger† [Act.2 Sc. 2 line 174], and, as he is the protagonist of the play, this sways the audience’s opinion towards him. He is almost too cruel towards him at some points though, e. g. â€Å"old men have grey beards†¦ they have a plentiful lack of wit† [Act. 2 Sc. 2 lines 197-201], clearly describing Polonius, and so perhaps enforcing the idea of him as a tragic character. Right until the end, Hamlet still treats Polonius as a second-class person; showing no remorse at his death and branding him a ‘rash, intruding fool’ [Act 3 Scene 4 line 33] which of course he was. The words ‘intruding’ convey a completely different meaning to ‘cleverly inquisitive’ and ‘rash’ doesn’t invite the praise ‘spontaneous’ would. He was then labelled a fool during his time in the play, and labelled a fool again upon his exit. It is ironic Polonius’s death should be so unceremonious [Act 3 Scene 4, stage directions ‘Exit Hamlet dragging in Polonius’ line 219] given that his persona in the play was one of elaboration and false grandeur. This is almost like a last, bittersweet laugh against him, exactly the opposite of how he would have liked to have exited, the word ‘dragged’ being of particular importance, as when performed on stage this would have been so undignified as to have crossed slightly into black humour territory, depending on the director (â€Å"I’ll lug the guts into the neighbour room†, Hamlet, Act. 3 Scene. 4, line 213)It is also exposing that Polonius should have been killed from behind the arras, and in a foolish way too. It would have been wiser to remain hidden, and so by shouting, symbolically, perhaps Polonius was revealing the shallowness there was to his ‘sinister’ persona. Hamlet’s reaction is one of brevity and disrespect ‘I took thee for thy better’ [line 134]. However, his death does act as a catalyst for the race towards the ending of the play; Hamlet is sent to England to meet his death, though Rosencrantz and Guildenstern are killed instead. This proceeds to him finally taking revenge on Claudius, and results in the murders of Gertrude, Hamlet, Laertes and Claudius. Whether this increases his worth or not in the play is open to interpretation. Elkin Calhoun Wilson decides ‘Polonius has a minor tragic dimension as well as a major comic’ boasting ‘[my] eyes catch a more embracive view of him than Hamlet’s possibly can’ and with this I can, to an extent, agree. It is tragic he should be cast off in such a way, and in him there was not just the ‘doddering old fool’, but also, as Elkin writes, a ‘comic appendage’. Overall then, looking at various views and studying the text thoroughly, I can stick by my judgement of Polonius as a foolish, though comic, character. Although considered unimportant by those in the play, I believe him to bring a welcome relief from the drama and tragedy entangled in the plot which would otherwise make for a very depressing production. Of course, it is down to personal interpretation how a director would present the character, but to me the lengthy and self-important dialogue is unavoidable, and the undignified death inevitable, making Polonius -arguably- doomed to lack credible menace void of irony and humour, and therefore set firmly as a foolish ‘prating’ character. 1999 words Sophie Mayall. Bibliography: Websites used:http://www. metroactive. com/papers/metro/02. 20. 97/branagh-9708. html http://en. wikipedia. org/wiki/Polonius www. jstor. org- Studies in English Literature 1500-1900: Vol. 8, No. 2, Elizabethan and Jacobean England www. jstor. org- Shakespeare Quarterly: Vol. 9, No. 1 (Winter 1958), pp. 83-85 Films: Kenneth Branagh’s film version Hamlet: 1996 Franco Zeffirelli’s film version Hamlet: 1990 Copies of the text: Cambridge School Shakespeare First Edition, published 1994 Heinemann Advanced Shakespeare, published 2000 Journals: Shakespeare Quarterly: Vol. 9 (winter 2005), Vol. 8 No. 2 (spring 1968).