Our Previous Samples

In both the tragedies of King Lear and Othello, the plot is affected by one character's malicious actions, which exacerbate any tensions that are already inherent in the relationships between the characters. Iago in Othello and Edmund in King Lear both feel as though they have been passed over in favor of someone whom they see as less deserving, and so their actions are driven by bitter resentment. With similar motivations, the two men also use similar techniques in their attempts to gain power by earning the trust of the other characters and using that trust as a tool in their exploits. Once their treachery is revealed at the end of the respective plays, however, Iago and Edmund display vastly different reactions, which will be examined later. Shakespeare's two villains demonstrate how evil exploits the weaknesses of human psychology, especially trust, and their actions sow seeds of destruction that inevitably result in death. Shakespeare also illustrates the different sources of evil as Iago and Edmund, after being unmasked, display two different reactions that reveal the complexities of motivated malignity.

Iago and Edmund profess their desire for revenge and power in their initial speeches. In the opening scene of Othello, Iago explains to Roderigo that Cassio who, "never set a squadron in the field," (Othello: I.i.22) was given the rank of Othello's lieutenant while Iago, who mentions his exploits at Rhodes and Cyprus, was given the meager position of Othello's ancient. From his first appearance, Iago has already established the fact that he feels cheated, which provides a motive for his insidious actions throughout the play. Roderigo understands Iago's being upset and states that if he were in the same position that he "would not follow (Othello)," (O: I.i.40) but Iago is more cunning than Roderigo and sees a chance to turn his position as ancient to his own advantage as he says, "I follow him to serve my turn upon him," (O: I.i.42). As Othello's ancient, Iago can gain the man's trust, and if Othello believes in Iago's honesty, then the villain's deceit can be all the more devastating. Iago comes right out and reveals the facade that he will hide behind for the rest of the play, "I am not what I am," (O: I2Ei.65). Edmund indicates his intention to follow a path similar to Iago's in his first speech.

After being insulted by his father in the first scene of the play, Edmund's precarious social standing as a bastard son is made evident, and the idea that he is not "legitimate" torments the young man. As he considers the social stigma associated with bastard children, Edmund loses control of his speech for a moment as he reiterates the first syllable of the ominous word, "Why brand they us/ With base? with baseness? bastardy? base, base?" (Lear: I.ii.10). While Iago's resentment stems from his lack of military promotion, Edmund's bitterness runs much deeper, because it is the product of his birth and social law. Edmund therefore decides that if society is against him, then he will obey the more fundamental laws of nature as he tells the abstract mother, "to thy law/ My services are bound," (L: I.ii.2). It is from this standpoint that Edmund launches his malicious campaign to pit his father against his legitimate brother Edgar.

The episode following Edmund's speech in Act I, Scene ii parallels almost directly the beginning of Act III, Scene iii in Othello. In Edmund's case, the object of importance is the concocted letter that implicates Edgar in a plot to kill his father, whereas the point of interest in Iago's case is Cassio's hasty parting from Desdemona. Both antagonists manipulate their situations in a similar manner. Edmund quickly pockets the letter in plain view of his father, while Iago calls Othello's attention to Cassio indirectly, "Hah? I like not that," (O: III.iii.34). When questioned as to the contents of the letter, Edmund simply states, "Nothing, my lord," (L: I.ii.31) just as Iago responds to Othello's questioning with the same response, "Nothing, my lord," (O: III.iii.36). These two men are smart enough to know that by trying to dismiss the respective inquiries they only peak the interest of their intended victim. Edmund and Iago are simply manipulating basic human curiosity while feigning disinterest.

Another parallel in the beginnings of their psychological manipulation lies in the fact that they claim to not want to implicate Cassio and Edgar. When Othello tells Iago to recount what happened between Cassio and Roderigo, Iago poses as the Lieutenant's friend as he says, "I had rather had this tongue cut from my mouth/ Than it should do offense to Michael Cassio," (O: II.iii.221). Edmund uses a similar ploy when Gloucester asks about the rebellious letter, "You know the character to be your brother's?" and he replies, "If the matter were good my lord, I durst say it were his; but in respect of that, I would fain think it were not... I hope his heart is not in the contents," (L: I.ii.62-68). By acting as reluctant accusers, Edmund and Iago add layers to their masks of honest morality, which they use as effective weapons. Othello sees "Honest Iago" as a loyal servant who is reluctant to denigrate his close associates, and Gloucester sees Edmund as a pious son who wishes to protect his father's safety but also does not have a vindictive desire to implicate his brother.

Behind a moral facade, Iago and Edmund take advantage of the trust that others place in them. Shakespeare's characterizations of Othello and Desdemona reveal them as being two honest individuals who share a mutual sense of compassion. Iago's keen mind perceives the natural morality of the two and exploits it as a weakness. In telling Cassio to plead to Desdemona for Othello's mercy, Iago is actually giving the Lieutenant good advice, because Desdemona is sympathetic and has influence over her husband, but the villain maliciously manipulates the situation,

"When devils will the blackest sins put on,

They do suggest at first with heavenly shows,

As I do now; for while this honest fool

Plies Desdemona to repair his fortune...

So will I turn her virtue into pitch." (O: II.iii.351-360)

Shakespeare also sets up Edgar and Gloucester as honorable characters. Gloucester's only indiscretion is his callous treatment of Edmund when he speaks to Kent in the first scene of the play, but he proves himself later with his steadfast support of Lear. Edmund is just as perceptive as Iago and is all too ready to exploit a human weakness when he sees it. After playing off of Edgar's trust in his fraternal loyalty, Edmund privately reflects on his real intentions,

"A credulous father and a brother noble,

Whose nature is so far from doing harms

That he suspects none; on whose foolish honesty

My practices ride easy." (L: I.ii.179-182)

Having already established themselves as innocent bystanders who are merely revealing the truth, Iago and Edmund use their facade of honesty to exploit the trust that others place in them. Both men have an uncanny knack for manipulating others, and they are both able to incite violence in their victims. Aside from ultimately driving Othello to violence, Iago is also able to goad Roderigo into a fight with Cassio. Similarly, Edmund sparks his father's wrath against Edgar as well as convincing Edgar to draw his sword in a mock fraternal duel in the first scene of Act II. While the malignity of these two men follows the same path through the majority of their respective plays, their very different personalities are revealed once their treachery is unveiled.

As soon as Iago's scheme is brought to light by Emilia's testimony, he immediately turns to violence as he first makes an attempt at killing his wife and then commits the murder. Iago shows absolutely no remorse for his malicious actions that resulted in at least five unnecessary deaths as his only response to Othello's questioning his motives is "Demand me nothing; what you know, you know: From this time forth I never will speak word," (O: V.ii.302). This callous response in the face of tragedy is what has earned Iago the concept of "motiveless malignity," but his motives have already been revealed at the beginning of the play. Iago is a hateful man, because he unconsciously questions his own worth after being passed over for promotion and having to serve under a person whom he considers to be inherently inferior. While his reasoning is irrational and immoral, it is not motiveless. Shakespeare has presented in the character of Iago a type of malignant person whose motives lie in what is essentially non-intellectual (Iago has a very sharp wit) ignorance as he is entirely conscienceless and cares for no one but himself. Edmund is another face of malignity that is more difficult to decipher.

After Edgar defeats Edmund in their final duel, Albany questions Goneril as to whether or not she knew of his deceit that is outlined in Edgar's letter. Goneril gives the Iago answer, "Ask me not what I know," (L: V.iii.162) but Edmund proves himself to be a more honorable man than Iago as he willingly confesses to the accusations as well as what he has not yet been accused of, "What you have charged me with, that I have done,/ And more, much more, the time will bring it out," (L: V.iii.164). Even though Edmund's actions throughout the play have been morally reprehensible, he demonstrates at the end that he does have a conscience and is able to consider others when he is not blinded by his own lust for power. Although his change of heart comes too late, Edmund is so moved by the tragedy that surrounds him that he reneges on his orders to have Lear and Cordelia executed, "I pant for life. Some good I mean to do,/ Despite of mine own nature," (L: V.iii.244). His mention of his "own nature" leads to the question of Edmund's motivations. It would be easy to simply say that Edmund was a victim of circumstance, who was plagued by the fact that he was born into a negative social stigma, which bred resentment within him, but that is only part of the answer. The notion of his inevitable bitterness runs contrary to Edmund's own examination of himself earlier in the play. Edmund harbors resentment for the stigma of his birthright, but he takes responsibility for his own actions and believes that others should as well,

"...when we are sick in fortune- often the surfeits of our own behavior- we make guilty of our disasters the sun, the moon, the stars, as if we were villains on necessity, fools by heavenly compulsion...Fut, I should have been that I am, had the maidenl'est star in the firmament twinkled on my bastardizing." (L: I.ii.119-133)

With Edmund then, Shakespeare has created a character whose actions are as deplorable as Iago's, but who is capable of remorse and has a sense of responsibility. Iago remains hateful and silent, while Edmund seeks forgiveness. Although motivated by a sense of resentment and bitterness similar to Iago's, when faced with the tragic consequences of his actions, Edmund sees the error of his ways, albeit too late to save Lear and Cordelia.

Keep in mind:
This is only a sample.

Get a custom paper now from our expert writers.

Malignance and malicious intent has always been a presence in human interactions, but it can manifest itself in many forms. As many of Shakespeare's works do, Othello and King Lear explore the human experience and delve deeply into the darker side of human nature. By placing the two antagonists Iago and Edmund side by side, Shakespeare presents what are essentially the two sides of evil. One is almost entirely inhuman and monstrous with no explanation for itself, while the other is equally destructive, but is capable of empathy once confronted with the results of its destructive behavior. Taken on its own, Othello provides a grim picture of human relations, but the final scene of Lear provides a balance to despair. Edmund's malicious actions inevitably resulted in tragedy, but the fact that he remained alive and demonstrated genuine remorse provides a small ray of hope in King Lear's bleak kingdom. Evil is ubiquitous and relentless, but it does not always maintain a tone of finality.

The name Iago comes from Latin, "Iacobus," meaning "one who trips up another and takes his place." This name also belongs to the most important character in Shakespeare's Othello and one of the most wonderfully evil characters of all time. The character Iago is more than worthy of his name, for in the process of "tripping up" the character Cassio in order to gain Cassio's lieutenancy, Iago takes extreme measures to take revenge on Othello, the general who first deprived him of the lieutenancy. In taking these measures, Iago wreaks havoc on the lives of the characters and creates a reign of disorder. Thematically, this disorder is manifested in the juxtaposition of opposing sides: honesty versus deceit and appearance versus reality, black versus white and good versus evil, and God versus the Devil. Iago exemplifies the theme of opposition and contradiction and casts an aura over the play which reflects this theme with his paradoxical statement, "I am not what I am." (Act I; i)

This statement is significant in many ways, one being that it reflects the theme of contradiction within the play. It is also significant because it directly repeals God's statement to Moses in Exodus III: "I Am that I Am." By this God meant that He was All, the "I Am," the Ego, the complete and only Being and Power. By deliberately contradicting God's statement, Iago insinuates that he is the opposite of God, implying that he may be the devil. The idea of Iago as a representation of Satan will be discussed further on.

Iago's self-denying statement can also be used as a formula throughout the play - whenever he uses the words "I am," they can be replaced with the words "I am not," to produce a completely different meaning to what he says. This idea obviously coincides with the theme of opposition in that it deals with opposing meanings. For example, at one point Iago says to Roderigo, "I am for you." (Act I; ii) Plugging in the formula translates this statement to "I am not for you." This makes much more sense, because Iago is not "for" Roderigo at all - he is merely using Roderigo to carry out his schemes, and he greatly dislikes Roderigo, thinking him to be an idiot for his passive cooperation and his gullibility. A more important example of how this formula can be used is when Iago says "As honest as I am." (Act II; i) This is one of the many references made to Iago by himself and others as being "honest." He is, of course, not honest at all, which is why it makes sense to use the formula so that his statement says "As honest as I am not."

Iago appears to be honest but is really dishonest; this idea reflects the theme of opposition - in this case, the opposition of honesty and deceit as well as appearance and reality. Other elements of the play likewise reflect these ideas, such as the reality of Desdemona's innocence and the distortion of reality, her unfaithfulness, which Iago makes Othello believe to be real. Iago makes Desdemona and Cassio seem dishonest, while really Desdemona is chaste and loyal and Cassio is honorable. All of these contradictions arise from Iago's craftiness, and they are also related to Iago's "I am not what I am" statement - he is not what he is, and so he makes others seem to be not what they are.

The theme of opposing sides is also manifested in the ideas of black versus white and evil versus good. Othello, a Moor, contrasts greatly with the rest of the characters, who are all white. His coloring creates conflict in some areas, such as the way in which others view him. Brabantio, for example, is Desdemona's father, and he becomes angry when she elopes with Othello, mainly because Othello is black. He speaks harshly to Othello and accuses him of witchcraft, demanding of him why else his daughter would "run from her guardage to the sooty bosom of such a thing as thou - to fear, not to delight!" (Act i; ii) The conflict between black and white later becomes prominent as the dark Moor begins to oppose his fair-haired, blue-eyed wife due to his ever-growing suspicion, constantly fed by Iago's guile.

The theme of black and white is centered on at one point in a witty speech by Iago about women:

If she be fair and wise, fairness and wit,

The one's for use, the other useth it.

...If she be black, and thereto have a wit,

She'll find a white that shall her blackness hit.

...She never yet was foolish that was fair

For even her folly helped her to an heir.

(Act II, i)

This clever rhyme seems to favor fairness over blackness, which reflects Iago's hatred of Othello.

The theme of black versus white is a variation of the theme of evil versus good. Iago, of course, is evil, and he is in opposition with good, represented by Othello, especially, and by all the other characters. The irony of Iago versus Othello is that it creates a contradiction within a contradiction. The first contradiction is, once again, good versus evil. The second contradiction is that good is usually represented by white and evil by black, but in this case the colors are reversed.

Not only does the theme of opposing sides exist in the form of good versus evil, but it presents itself in the form of God versus the Devil. As mentioned before, Iago may be considered a representation of Satan because of his declaring himself the opposite of God with his "I am not what I am." Another time Iago implies that he represents the devil is when he describes how he deceives others with his appearance: "When devils will the blackest sins put on, / They do suggest at first with heavenly shows, As I do now." (Act II; iii) Also, the role of a destructor which he assumes directly opposes the idea of God as the Creator, so Iago must represent the opposite of God, the devil. Who, then, is the god against whom Iago is warring? According to Harold Bloom in Shakespeare, the Invention of the Human, Othello is Iago's god. Though this may not at first seem logical, one must consider the following ideas: Iago, being a representation of Satan, revels in his evil qualities and loves to wage war. In fact, war is his religion. Because Othello is a general of war, Iago worships him as a god. When Othello passes Iago over and gives the lieutenancy to Cassio, Iago becomes nothing, hence "I am not what I am." Because he is nothing, he must war against his god, Othello, who, like God in the Bible who is All, is everything to Iago because war is everything to Iago. Iago's love of war also reflects the theme of opposition in the play, because war is essentially about opposing sides.

Incidentally, Iago states at one point that, had Othello not passed him over, Iago never would have become "nothing." Iago conveys this idea to Roderigo in the words "It is as sure as you are Roderigo, Were I the Moor I would not be Iago." (Act I; i) Iago means to say that if he were as powerful as the Moor and he had received the lieutenancy, he would not have become the nothing that Iago is, the "I am not" which constitutes his being. He never would have experienced the emptiness of his soul, which led to his lack of morality and then his malicious pursuit of mischief. In fact, he never would have become the wonderfully evil character who is so esteemed in literature.

The meanings of names plays a small but significant role, as illustrated previously with the meaning of Iago's name. There are two more significant names, however, which have not yet been mentioned. The name Bianca, which belongs to Cassio's lover, means "white." This is a contradiction, because white is associated with purity, and Bianca is a prostitute, someone who is certainly far from being pure. Her name also coincides with the black and white theme. The name Desdemona, from Greek, "desdaimonia," means "of the devil." This is significant in two ways. Firstly, it reflects the theme of contradiction because Desdemona is completely pure and far from being "of the devil." It is also significant, however, that Othello comes to think the devil is in her because she is disloyal - at one point he even strikes her and says to her when she weeps: "O devil, devil! / If that the earth could teem with woman's tears, / Each drop she falls would prove a crocodile. / Out of my sight!" (Act IV; i) It is evident that Shakespeare's choice of names was anything but random.

Keep in mind:
This is only a sample.

Get a custom paper now from our expert writers.

When Othello's rejection of Iago sparks in Iago's empty soul the desire for revenge, Iago embarks on a journey which eventually ends with his defeat. Somewhere along the way, however, Iago ceases to have a motive for his causing murder and mayhem and begins to do it for pure pleasure, indulging in his passion for war-waging. In this way, his evil takes on a life of its own. Iago is able to succeed in his destruction of others for two main reasons. One idea belongs to Harold Bloom, that the absence of comedy allows for Iago's success. This is because comedy would mean wit, and the presence of wit, which is so strategically lacking in any other character but Iago, would mean his ruin. One reason that Iago succeeds in beguiling Othello, therefore, is because Othello has no wit and cannot see through Iago or outfox him. Another reason is the nature of Othello's character. Othello is entirely dependent on how others view him for the way in which he views himself. This is the reason that he marries Desdemona - he loves her only because she loves him for his greatness and valor. When Othello feels he is losing Desdemona, he begins to lose himself as well, because his identity is dependent on her and how she views him. Iago knows this and uses Othello's vulnerability against him, telling him Desdemona is untrue and shaking his confidence in himself until he cannot see clearly. Shakespeare's Othello certainly revolves around the character Iago, and not only because every other character is just a pawn in his game of war and revenge. The entire thematic structure of the play revolves around the contradiction and opposition which arises from the disorder caused by Iago, and which is manifested in Iago's ominous statement, "I am not what I am."

Iago’s isolation from humanity is ideological and emotional hermitry rather than physical solitariness: he detaches himself from social standards and practices, but continues to weave his diabolical influence as a player in the social scene, creating chaos and tragedy.

His moral isolation is seen early in the play. Iago repudiates Aristotelian virtue and Christian doctrines, adopting a utilitarian standard instead. He tells Roderigo, “Heaven is my judge, not I for love and duty,/ But seeming so for my peculiar end.” Love and duty, the touchstones of morality, are here reduced to mere facades for a self-serving utilitarian end. Cynicism may be the cause for this – an astute insight into human nature which reveals the inherent hypocrisies within these moral doctrines. “Many a duteous knee-crooking knave…wears out his time…for naught but provender, and when he’s old cashiered.” Iago recognizes that love and duty are apparently insufficient motives for a more compassionate treatment of a master’s followers; individuals cannot look to morality for felicity, they have to “keep yet their hearts attending on themselves,” safeguard their own welfare, and act based on the principle of utility. If Iago’s success lies in his ability to create “the net that shall enmesh them all,” then his moral isolation may be considered part of this success, for he would be little encumbered by moral scruples or, in Lady Macbeth’s words, “the milk of human kindness,” in achieving his desires.

After pushing for Cassio to “importune [Desdemona’s] help to put [Cassio] in [his] place again,” Iago begins a soliloquy with: “And what’s he then that says I play the villain,/ When this advice is free I give and honest,/ Probal to thinking, and indeed the course/ To win the Moor again?” Iago highlights the inadequacies of the moral standards by which he is judged, for he acts on the moral precept of giving advice which is reasonable (“probal to thinking”), “free” and “honest” whilst causing undesirable and indeed immoral consequences, making deliberate use of the law of double effect. Cassio’s innocuous plying of Desdemona becomes an insidious suggestion of adultery to Othello, who eventually kills Desdemona. By liberating himself from morality, Iago further aids Roderigo’s pursuit for Desdemona and helps to “satisfy” Othello’s need for proof of Desdemona’s infidelity, reducing moral rules to mere frivolity.

Iago’s moral isolation works together with his emotional isolation. He shuns all emotional attachments and even casts Emilia, his wife, aside in antipathy. “’Tis in ourselves that we are thus or thus,” Iago claims, choosing to remain unaffected by emotions and passions and maintain “the power and corrigible authority…in our wills.” He torments Othello mercilessly without compunction, reeling in delight rather than horror when Othello falls into a trance out of pain and jealousy. Iago’s immediate words are “Work on,/ My medicine, work! Thus credulous fools are caught,” revealing his excitement in the successful dénouoément of his “monstrous birth” and his patent disregard for compassion or even gratitude toward his trusting benevolent master. Othello pines away later on, emotionally saturated with visceral repetitions (“yet the pity of it, Iago. O Iago, the pity of it, Iago!”) to an Iago who remains stoically indifferent. He replies, subtly manipulative, “If you are so fond over her iniquity, give her patent to offend,” suggesting that Othello kill Desdemona. Once again even as the audience watches the grand noble Othello sink into an equally impressive and profound sorrow, Iago considers only his plan – his story of vengeance and tragedy – and his refusal to be subjected to the caprices of the heart ultimately lead him to success as a villain.

Iago has to role-play to achieve emotional isolation and retain his social contact. “For when my outward action doth demonstrate/ The native act and figure of my heart/ In compliment extern, ’tis not long after/ But I will wear my heart upon my sleeve/ For daws to peck at” – Iago, with his utilitarian perspective and emotional detachment, thus plays the part of his plan as required. He ends the above speech with the line: “I am not what I am,” consciously acknowledging his role as a player on the stage of society. Iago disengages from humanity; he no longer interacts as an individual with his unique and valid identity, but rather as an actor or an experimenter who plays with other characters and directs his own story – his own choice of events and plots. He comforts Desdemona – “Do not weep, do not weep. Alas the day!” – playing the role of the concerned friend; acts as the Ancient, “full of love and honesty” and who “sees and knows more, much more, than he unfolds” to Othello; and also ingratiates himself into masculine camaraderie in order to get Cassio drunk.

Iago withdraws into isolation even further by rejecting the paradigmatic norms concerning the etiology of intention and action. Throughout the play readers are given the impression that Iago’s actions are detached from all intentions – he seems to act for the sake of action, with only a few negligible and flippant references to intention. Coleridge attributes the term “motiveless-malignity” to Iago, an idea which is largely supported by the text. Early on he cites as motive for causing Cassio’s fall a careless desire “to plume up my will in double knavery” immediately after a casual “let me see now.” Iago reveals here an aesthetic concern rather than a real motive – he appears to consider his actions as a means to an artistic end, entirely frivolous and perhaps non-committal. Iago’s assertions that he hates the Moor all seem parenthetical, and his isolation extends to isolation even from the audience, who remains with no satisfactory explanation regarding his motives. Iago’s initial bitterness against the Moor when Cassio was promoted instead of him was not at all alleviated after he assumed Cassio’s position in Act Three. Furthermore, the motives he gives later on such as “If Cassio do remain he hath a daily beauty in his life that makes me ugly” are so inconsequential and incidental that the audience is inevitably disinclined to accept them. The “daily beauty” Iago claims to resent is mentioned four acts after the initial “to plume up my will,” and given one line before yet another plausible motive, which is prefaced with the parenthetical “besides”: “Besides, the Moor may unfold me to [Cassio]; there stand I in much peril.” Iago seems to be pandering to the audience’s need for action to be contextualized in terms of intention, a framework wherein action is explained by intention. Iago, however, behaves like a director of a play who explores the “what-ifs” – the contingencies of the world, very much like Shakespeare himself. He reveals, “There are many events in the womb of time, which will be delivered,” and uses the words “engender” and “birth” to describe his actions, as if they were artistic creations. The dramatist in him is shown during several asides wherein he watches the actions of the other characters in the play as a member of the audience would. The scene from which he isolates himself also reveals to him dramatic potential – the “what-ifs” – which he capitalizes on. Watching Cassio and Desdemona perform the rituals of courtly niceties, Iago’s mind leaps to capture the potential of such a scene seen from the perspective of a jealousy-plagued lover, hence explaining his confidence in “With as little a web as this will I ensnare as great a fly as Cassio”.

Iago continues to push events on piecemeal in planting the seed of jealousy in Othello and encouraging Cassio to importune Desdemona for help. His dramatic genius is further seen when he confidently gets Othello to watch a scene he acts out with the unsuspecting Cassio. Iago turns the conversation immediately to Cassio’s prostitute, Bianca, knowing that he will speak of her disparagingly and sexually. Given Othello’s propensity toward jealousy, he interprets this scene to Iago’s benefit. The system of “what-ifs” works by introducing a series of actions that are motivated by various plausible motives. Just as Shakespeare tests whether Macbeth’s ambition leads to the dissolution of the state, so does Iago introduce elements of hatred and jealousy to explore the lives of the people around him. This is the reason for Iago’s motiveless-malignity: every action may be explained by a plausible action; Iago is concerned only with how the action causes the drama, for any facile intention may be attached to any action in an experiment on human relationships. What if someone had truly hated the Moor out of suspicion of having been cuckolded? What if this same person also hated Cassio? What if Othello’s grandeur and nobility is transposed to a rage and sorrow as profound and magnificent? Iago only needs to play out the corresponding actions in his experiment to create his art, with no need to refer to any of these plausible intentions. His success in his “sport” hence stems largely from his isolation from participating in the social scene, just as a director is detached from his play.

Iago’s detachment, however, needs to be partnered with a strong understanding of human nature. Without his intuition Iago would not have been able to direct his play and his liberation from moral, emotional and intellectual standards would remain sterile. But while his isolation is a main contributor to his success, it also leads to his downfall. Despite Iago’s complacence, he never has the sovereign security of a director. He needs to play his role constantly and, as a participant, he cannot achieve complete isolation. He fails to play the role of a caring husband to Emilia, especially in instances when his directorial needs become more imperious. He snatches the handkerchief from Emilia when she finds it with an imperious “Give it to me,” and his habitual maltreatment of her is a major factor contributing to her jaded, cynical attitude. Iago’s complacence is unfounded when he repeatedly calls her foolish: “to have a foolish wife”; “you are a fool”; etc. Emilia ominously declares, “let them [husbands] use us well; else let them know/ The ills we [wives] do, their ills instruct us so.”

Keep in mind:
This is only a sample.

Get a custom paper now from our expert writers.

Faithfully enough, Iago’s detachment from human standards is adapted, though not adopted, by Emilia at the end of the play when she announces her obedience to a higher moral center: “I will speak as liberal as the north,/ Let heaven, and men, and devils, let them all,/ All, all cry shame against me, yet I’ll speak.” Emilia has claimed the same freedom for herself, the same liberty from heaven (Christian moral precepts) and men (society). She condemns her husband by revealing his misdeeds and repudiates her role as wife and woman in society – “’Tis proper I obey him Iago, but not now. Perchance, Iago, I will ne’er go home.” She speaks freely, countering Iago’s plans and sacrificing her “home” – her life in society. Iago is undone, his downfall precipitated more by complacence than by isolation. He, unlike Shakespeare, is not given directorial immunity.

In his article “Redskins Forever?” Ian Crouch uses several techniques to successfully argue that the Washington Redskins should not be forced to change their nickname. This article was written for the online newspaper, Newyorker.com. Activists believe that the name of the NFL franchise should be forced to change because it is offensive and degrading towards Native Americans. Several colleges using Native Americans as their mascot have changed their name in recent history such as Stanford University evolving from Indians to Cardinal, St. John’s University changing from Redman to Red Storm, and Miami (Ohio) University switching from Redskins to Redhawks ("List of Schools That Changed Native American Nicknames" 1). However, the National Football League has yet to make the Redskins change their name. Ian Crouch constructs his very persuasive argument to convince by appealing to ethos, pathos, and logos and by arguing that the Washington Redskins should keep their name by referencing Native American opinion, historical influences, and the privatization of the organization.

I chose to analyze Ian Crouch’s article for a variety of reasons. I mainly chose this because I have always been a sports fan, and in recent years the topic of offensive mascot nicknames has become a highly debated topic in the sports community. I was first introduced to this topic when the University of Illinois Fighting Illini got rid of their “Chief” mascot sparking outrage and protests from several Fighting Illini students, fans, and alumni. I have followed the topic somewhat closely ever since. Initially, it was difficult for me to come to a conclusion about whether nicknames and mascots should be kept or changed because I did not know the extent of how the name negatively affected Native Americans. I was intrigued to investigate this battle between tradition and tolerance. The fact that this subject is an argument says that our culture is trying to erase any trace back to the days of racial discrimination and severe racism but some people are resilient to some aspects of this change. Of course, poor Native American treatment is a dark part of American history but this rhetorical article shows that past errors perhaps should not be corrected at the expense of sports mascots.

Throughout the article, Crouch builds a compelling argument to convince and the first tool he uses is referencing polls on American and specifically Native American opinions. This section of his argument is a definite appeal to logos because the polls provide evidence and statistics in order to get his point across to the readers of the article. Crouch includes the polls in his argument because numbers do not lie and cannot be easily disputed. The first poll referenced was an AP poll conducted in April 2013 in which general Americans were questioned concerning the Redskins nickname. The results were staggering because a mere eleven percent of respondents opposed the name and a whopping seventy-five percent were in favor of the name. Crouch included this poll to show that, in general, Americans are fond of this name and do not want to see it changed. Next, Crouch offers a more effective poll.

A 2004 Annenberg poll of strictly self-identified Native Americans reported that over ninety percent did not have an issue with Washington using Redskins as their name. This was necessary to show the opinion of the group of people that supposedly are offended by the name. The readers now, with little doubt, can conclude that an overwhelming majority of Americans and Native Americans are not offended because of the results. Some critics may argue the credibility of these polls, so Crouch brilliantly appeals to ethos and provides a statements from an active Native American chief of the Aleutian tribe. The chief, Stephen Dodson, states that Redskin was used by his people as a term of endearment and it is an honor to have a football team called that. This appeals to ethos because it solely establishes credibility because there is not a more valid and qualified Native American than a chief and no one better to voice the opinion of an entire tribe and Native American community as a whole. By including these polls and referencing Stephen Dodson he guided his audience through logos and ethos to believe that the majority of current Native Americans are not offended by the Washington Redskins’ name.

Another persuasive technique that Crouch uses is the historical anecdote in which the Washington Redskins originally got their name. “As the story goes, in 1933, back when they were the Boston Braves, the team changed its name to Redskins to honor its coach, William Henry (Lone Star) Dietz, who claimed to be of Sioux Heritage” (Crouch 2). This story greatly contributes to his argument because it shows that the name was installed in order to honor the Native Americans, not to poke fun at their skin color. I think Crouch strategically included this particular story rather than an official statement made by the organization. This is because the anecdote involved Coach Deitz, who was an active member of the organization during the name change and showed no public opposition to the name. If Crouch chose to include a generic statement from the franchise regarding the intended meaning of the name, it would have been viewed skeptically and wouldn’t have had the same effect as the anecdote. Many people would question a statement’s authenticity and truthfulness, but this story involving a Native American coach is much more believable. By including this story, Crouch eliminates any doubt that the Redskins are or were at any point trying to offend the race.

Crouch also views the problem from the owner and leaders of the organization to let readers understand that it would not make much financial and practical sense to change the name. Not only will the name change bother fans, but could potentially hurt revenue. He states that the change of name will upset loyal fans and implies that this could hurt the financial state of the organization because these fans will feel betrayed and potentially become a fan of another team. This is important to his argument because most of Americans and probably the readers of this article too, are money oriented and driven. They would not expect the owners of the Redskins to risk revenue in order to make a few people happy. At the end of the day, it is a privately run and operated business, and Crouch helps the reader understand that no one should be able to force the private organization to operate a certain way. By putting the reader in the position of the owner, Crouch is able persuade the reader that changing the name strategically does not make sense for the organization.

Throughout his article “Redskins Forever?”, Ian Crouch brilliantly constructs an argument to convince regarding the Washington Redskins keeping their current nickname by using several appeals, referring to Native American opinion, and several other rhetorical techniques. Originally appearing on Newyorker.com, the author of this article did a great job making his argument by not only presenting all the facts on both opposing viewpoints, but also arguing assertively that the mascot nickname should stay the way it is. Lack of overwhelming Native American opposition and the fact that this particular organization is privately owned make up the basic structure of Crouch’s argument. He also does a great job of appealing to ethos, pathos, and logos on multiple occasions. Composing an excellent argument on a controversial topic is not a particularly easy thing to achieve, but Ian Crouch successfully does in his article “Redskins Forever?”

Table of contents

1. IBM Watson Health and the Watson Health Cloud
2. IBM Watson for Clinical Trial Matching
3.  Virtual Cancer Patient Health Advisor

IBM moved toward the long-standing exploration issue of open domain question replying (QA) through the TV diversion demonstrate Jeopardy! with a hugely parallel, probabilistic, proof based design known as Watson. The Watson venture shapes an excellent test in software engineering, expecting to show how the wide and developing openness of common dialect content and the reconciliation and progression of NLP, data recovery, machine learning, information portrayal and thinking, and enormously parallel calculation can drive open-space, programmed, QA innovation to a point where it plainly and reliably matches the best human execution. In perspective of its Jeopardy! accomplishment, IBM scientists and experts changed and passed on Watson as the primary financially open scholarly handling capacity, a limit that addresses another period in figuring. The system, passed on through the cloud, looks at high volumes of data, fathoms complex request exhibited in standard vernacular, and proposes verification based answers. Watson diligently gets the hang of, getting regard data after some time from each correspondence with a human.

IBM Watson Health and the Watson Health Cloud

IBM has worked together with different scholarly, research, and private establishments to apply Watson and intellectual processing in understanding the most difficult and squeezing issues in patient consideration. For instance, IBM is working with analysts, clinicians, and tumor organizations to apply Watson innovation to the information difficulties of malignancy treatment through associations with New York's Memorial Sloan-Kettering Cancer Center and the MD Anderson Cancer Center at the University of Texas, Austin. At Minnesota's Mayo Clinic, Watson is helping specialists coordinate patients to applicable clinical preliminaries, and 16 driving tumor organizations are working with Watson to enable specialists to make an interpretation of DNA bits of knowledge into customized treatment alternatives for patients. Analysts from Baylor College of Medicine in Texas are utilizing Watson to create answers for robotized speculation age. The American Diabetes Association and IBM Watson Health as of late declared a long haul coordinated effort to unite the subjective registering intensity of Watson and the affiliation's gigantic vault of clinical and research information. As a feature of the cooperation, Watson will be prepared to comprehend diabetes information with the goal that it can recognize potential hazard factors and make proof based, certainty ran ked proposals for a scope of human services choices.

IBM has also partnered with Apple, Johnson & Johnson, and Medtronic to make it easier for healthcare organizations to store and analyze patient data using Watson’s cognitive capabilities, creating new health-based offerings that leverage information collected from personal health, medical, and fitness devices to provide better insights, real-time feedback, and recommendations that can improve everything from personal health and wellness to acute and chronic care.

IBM Watson for Clinical Trial Matching

Clinical preliminaries are at the core of every single therapeutic development in forestalling, recognizing, and treating tumor. Be that as it may, no two individuals and no two growths are similar. The present procedure for preliminary coordinating is led by means of clinical facilitators who deal with patient records and match patients to a given report convention. Be that as it may, a given convention has, overall, 46 prerequisites. These criteria can incorporate a specific hereditary marker, age run, tumor organize, or potentially treatment history. The immense scope of information to be coordinated makes this an unpredictable and troublesome errand to lead without cutting edge investigation abilities. This is the place IBM Watson and abstract figuring can empower: a clinician to can exhibit a particular patient's prosperity information; by then, Watson looks at the patient's data against clinical primer databases and offers feedback to the specialist regarding the patient's capability for specific clinical examinations. The necessity for this philosophy will continue creating as primers dynamically factor in innate parts and redid sedate continues setting off to the cutting edge, which will require concentrating on specific and possibly little social events of patients who may have no typical association, for instance, those in vagrant ailment get-togethers.

Watson will fortify a more raised proportion of revamp relentless idea by drawing specifically thriving data to be safely associated with a monstrous swath of clinical essentials. Through exceedingly rectify arranging of more patients with suitable clinical preliminaries, Watson will bolster advance reliable exposure and along these lines the nature of entire frameworks. For instance, mental clinical basic arranging can engage specialists to convey more patients and scientists together with a genuine goal to speed the difference in new improvement meds and stretch out course of action to patients.

 Virtual Cancer Patient Health Advisor

More than 1. 6 million Americans are diagnosed with cancer each year, so the challenge of finding the right information for each person to manage his or her disease often presents a significant hurdle. Filtering countless health websites for relevant, accurate, and trustworthy information is daunting, and it becomes even more difficult to draw insights from multiple sources. This is where Watson’s cognitive capabilities may help.

Combining the depth and breadth of cancer information from American Cancer Society (ACS) data sources with the power of IBM Watson’s cognitive technology, the ACS and IBM are partnering to create a patient “virtual advisor. ” The virtual advisor will mine the ACS’s cancer. org website, which contains some 14, 000 pages of detailed information on more than 70 cancer topics, including healthy lifestyles, risk reduction, and early detection. Watson will also ingest the ACS National Cancer Information Center’s de-identified and aggregated patient data regarding self-management, support groups, health/wellness activities, and cancer education. Once developed, the advisor will anticipate the needs of people with different types of cancers, at different stages of disease, and at various points in treatment. It will be dynamic and become increasingly personalized as individuals engage with it, effectively becoming smarter each time it is used.

The ACS and IBM also envision incorporating Watson’s voice recognition and NLP technology, enabling users to ask questions and receive audible responses. For example, a person with breast cancer experiencing unusual levels of pain could ask what might be causing her pain. The virtual advisor will be designed to respond with information on symptoms and self-management options associated with her current and future phases of treatment, based on the experiences of women with similar characteristics. Because the virtual advisor learns from each engagement, a patient will receive customized options based on preferences Watson has learned, such as that a person prefers online peer support groups to telephone calls from a health coach.

'Ibsen's knowledge of humanity is nowhere more obvious than in his portrayal of women' (Joyce). Discuss and illustrate:

In his often quoted 'Notes for a Modern Society' Ibsen stated that, 'in practical life, woman is judged by masculine law, as though she weren't a woman but a man - a woman cannot be herself in modern society'. These thoughtful reflections attracted much positive acclaim from feminists at the turn of the century, despite Ibsen's emphatic declaration that 'I am not a member of the Women's Rights League' (McFarlane, p.90). The extent to which Ibsen did directly sympathize with the feminists is still debated today, but this is largely irrelevant when considering his portrayal of women. More engaging is the idea that Ibsen did indeed have a vivid insight into women's nature, and a fervent interest in the manner in which it was affected by contemporary society. This resulted in the creation of colorful female protagonists such as Nora Helmer and Hedda Gabler, whose character traits are not only entertaining for the purpose of the drama, but also remarkably well-observed. Ibsen's equally convincing portrayal of marital relationships should not be overlooked; his emphasis on the Victorian husband's attitude towards his wife is particularly telling.

The manner in which the behavior of married couples was dictated by society is explored by Ibsen in A Doll's House, partly through Torvald's blind determination to adhere to the right set of rules. David Thomas goes so far as to say that Torvald unthinkingly lives out his role as the authoritarian husband' as 'men were far more likely to be dominated by the social prejudices of their day . Ibsen highlights this notion by giving Torvald a dominant role over Nora which is sometimes almost comical in its intensity. He takes delight in perceiving his wife as a silly childlike figure, affectionately taunting her by referring to 'you and your frivolous ideas', and moaning in what is clearly an approving manner that she is 'just like a woman' . When she takes an interest in Dr. Rank's health matters, Torvald exclaims gleefully, 'Look at our little Nora talking about laboratory tests!' . He is not unlike a proud father, amused that his daughter has expressed naÔve curiosity regarding a matter of which she clearly understands nothing. This interpretation of Nora's words enhances his status of power and gives him the satisfaction that his wife is as unknowing as she should be. It could be argued that throughout the play Torvald is subconsciously deluding himself by understanding Nora's actions in this inaccurate way. He is certainly disgusted by the idea of her secret involvement with Krogstad's business matters, warning her that 'little song-birds must keep their pretty little beaks out of mischief' (p.31). This allegorical language is probably for his benefit as much as hers: he is reluctant to address directly the possibility that his wife is intrigued by matters which, under society's rules, should exclude her completely. When he discovers the extent of her deception, he is moved by his anger and fear by describing the situation as 'utterly squalid' , but upon realising that he is 'saved' his first inclination is to comfort 'poor little Nora' . Torvald is clearly anxious to return to the previous state of decorum in which his wife was simply his little pet, flattering himself that 'I wouldn't be a proper man if I didn't find a woman doubly attractive for being so obviously helpless' . Here Ibsen reminds the audience of Torvald's main aspiration: to live the life of 'a proper man'.

With Jorgen Tesman, Ibsen portrays a husband who succumbs less obviously to society's expectations of a good marriage, but who is nonetheless always quietly encouraging his wife to act more appropriately. Elizabeth Hardwick even suggests that 'Hedda's husband is much more of a girl than she is' (McFarlane, p.100), and it is true that he is fascinated by 'medieval domestic crafts . Perhaps he is subconsciously trying to make up for the lack of domestication within the household of a woman who is disgusted by the 'smells of lavender and pot-pourri . More obviously, Jorgen has a habit of constantly seeking Hedda's approval and attention, encouraging her to 'think of that, Hedda' three times in a few lines of text (p.182-3). Her mechanical response of 'yes, I'm thinking' to these appeals clearly reflects her disinterest, and yet poor Jorgen is never deterred from trying to obtain his wife's devotion. Similarly, his allusions to her suggested pregnancy are an almost pathetic endeavor to encourage discussion of the topic within the household. 'Isn't she blossoming?' , he asks Brack suggestively, trying to portray her as a healthy mother-to-be. This recalls Torvald's comment to Mrs. Linde as Nora greets the children, proclaiming contentedly that 'the place now becomes unbearable for anybody except mothers' (p.22). Like Jorgen, he revels in the idea of his wife being preoccupied by her maternal instinct, as in the eyes of society this is a perfect demonstration of the good wife's most essential quality.

Ibsen's understanding of different types of women is very apparent in his female characters' various attitudes towards pregnancy and motherhood. On the rare occasions when Nora refers to her children, she speaks of them as 'such sweet little things' , 'my sweet little darlings'  and 'my pretty little dollies' (p.22), suggesting that while she is not lacking maternal feeling, she sees her children primarily as toys to play with and show off when it suits her. Her final decision to leave because of her 'duty to herself' (p.82) is unhampered by feelings of true guilt towards her children, in striking contrast to the alternative German ending to the play when, 'trembling', she declares that 'I cannot leave them' . The fact that Ibsen dubbed this conclusion 'a barbaric outrage' (Thomas, p.74) shows that he specifically intended for Nora to be portrayed as a woman who was not exhaustively dedicated to family life: he knew that not all women share the same priorities and wanted to make society aware of this.

Ibsen's sensitivity concerning the thought process of women is made apparent with the contrast between the approaches of Hedda, Miss Tesman and Thea Elvsted to pregnancy. Jorgen's old aunt has devoted her life to raising him, asking insistently 'Isn't it the only joy I have in this world, to help you along your road, my darling boy?' (p.174). Her maternal instinct is never questioned, from the moment when she eagerly prompts Jorgen about the pregnancy, asking for news of 'any prospects' (p.172). As for Thea, her childlessness causes her to cling onto Lovborg's manuscript: Ibsen neatly demonstrates that some women will always need something to nurture. Her reaction to Lovborg's account of destroying the manuscript is striking, as she 'shrieks' and declares, 'For the rest of my life it'll be as though you'd killed a little child' (p.243). This dramatic reaction to the destruction of something which is not, after all, even human contrasts effectively with Hedda's cool detachment from the notion of pregnancy. She almost seems sickened by the idea, irritably begging Miss Tesman to 'leave me be'  when she is questioned about it. Her reaction to Brack's hints of a natural aptitude' for a certain 'vocation' which 'most other women'  possess is a similarly rankled 'Oh be quiet I say!' (p.209). Perhaps Hedda realises she is not like 'most other women' in this sense and at moments like these vents her frustration at being different and misunderstood.

Hedda Gabler is certainly one of Ibsen's most complex female characters. It seems clear that she is hungry for power, to such an extent that she wants Tesman to go into politics, simply 'because I'm bored' ; her fervent curiosity about a world that 'a young girl - isn't supposed to know about  explains her time spent with Lovborg. Her love for pistols is surely representative of her desire to be part of the man's world she has so little access to - the fact that at one point Brack has to 'ease the pistol out of her hand'  shows her reluctance to release this method of escapism (which is ultimately permanent) from her mundane life. She is very unsure of her own character, unable to explain her bitchiness towards Miss Tesman concerning the hat. 'These things just suddenly come over me. And then I can't resist them. Oh, I don't know myself how to explain it' . This confusion renders her less cruel, explaining her snappiness and making her a more sympathetic character. With this portrayal Ibsen demonstrates an understanding of the thought process behind women's actions: her behavior, although often rash, is never simply cruel or violent for the sake of it.

The depth of Nora's character is a final example of Ibsen's perception of the less obvious elements of a woman's personality. Her manipulative powers are almost admirable; she manages to make the most of her role as Torvald's frivolous doll wife to obtain certain rewards. For instance, she offers to 'wrap the money [which she is requesting] up in some pretty gilt paper' (p.4), knowing expertly how to make her ideas superficially more acceptable to Torvald, who soon agrees to hand over the money. Ibsen is clearly a sharp observer of women's coyness as is apparent in his stage directions which show Nora 'toying with her coat buttons, and without looking at Torvald' (p.4) ñ the playwright seems fully aware of the double sided nature of a woman's charm. One of her most impressive achievements, gaining enough money for her husband's recovery, arguably depicts her as a heroine who bravely takes the initiative when circumstances dictate it, despite her 'featherbrained' exterior.

Keep in mind:
This is only a sample.

Get a custom paper now from our expert writers.

'I believe that first and foremost I am an individual' is surely the most significant line in the play. Not only does it reflect Ibsen's admirable open-mindedness for his time, but also a real understanding of women and their desire to be seen as something other than half of a marriage. By portraying his male characters, especially Torvald and Jorgen, as rather dull conformists who do not (or will not) understand the potential of women, Ibsen makes his own perceptions particularly convincing and refreshing.

Henrik Ibsen's play 'A Doll's House' has caused controversy since it's first production in 1879 as it portrays 19th century society as an oppressive influence on the individual and their personal freedom. Victorian society emphasized Bourgeois respectability and moral code, which when defied caused the individual to be stigmatized and ostracized. The characters in Ibsen's play both expressed and rebelled against these ideals, sparking a debate on the conventions of society and allowing audiences to reflect critically upon their own families. This ability start conversation is what makes 'A Doll's House' relevant to this very day.

Freedom is a central running theory in the play, and an idea that the protagonist Nora is especially passionate about. As a woman in the Victorian era Nora would not have had the same freedoms as her male counterparts such as Helmer, Dr Rank or Krogstad. Patriarchal ideals were supported and reinforced by a social structure that women had little to no control in, they were still dependent on their husbands and fathers, as well as marriage and motherhood. Often women were still viewed as possessions of their husbands, Helmer represents this clearly with 'all the beauty that is mine, all my very own.' At the beginning of the play Nora's ideas of freedom still rely on these principles, referring to being 'Free. To be free. To spend time playing with the children. To have a clean and beautiful house, the way Torvald likes it.' In this way her freedom still supported the idea of being subservient to her husband and her role as a wife and mother. This is reiterated by Helmer towards the end of the play when he says 'first and foremost you are a mother' However by this point Nora's character has developed replying to Helmer 'That I don't believe anymore. I believe that first and foremost I am an individual, just as you are.' Therefore her ideas on freedom have changed from one that revolves around her husband to one that is centered on herself.

A motif of freedom for Nora could be the macaroons that first appear in Act One, here 'She takes a packet of macaroons from her pocket and eats one or two; then goes cautiously to her husband's door and listens.' The macaroons represent the little freedoms she chooses to take, this is significant as it is against Helmer as can be seen in the latter half of the quotation. The macaroons could also signify temptation, as in their second appearance when she offers one to Dr Rank, he replies 'Macaroons? Well! I thought those were forbidden in this house.' Helmer is shown to have shared his rule for Nora, disclosing their personal affairs to his friend Dr Rank. This shows Helmer's controlling nature, as he I able to limit Nora's actions despite not being there. The fact that Nora continues to eat them after this shows her rebellious nature. During a discussion of the forbidden macaroons Nora mentions to Mrs Linde that 'the fact is, he’s afraid they will ruin my teeth', this links to the idea of Helmer preserving his 'property', as it is suggested throughout the play that he married Nora for her looks, as in 'when I am no longer as pretty as I am now. Don't laugh at me! I mean, of course, when Torvald is no longer as devoted to me as he is now'. Contextually this would also make sense as women were often praised and valued for their beauty above all else. Therefore we can infer that Helmer is forbidding macaroon for selfish and shallow reasons rather than for worry over Nora's health. Overall Nora is shown to have very little freedom, as both her own husband and societal expectations oppress her.

Although freedom is shown to incredibly important in the play, the actions of many of the characters are limited and controlled by social respectability. The ending and Nora's departure in search of freedom suggests that for the individual, freedom really is the most important factor. Social Respectability plays a pivotal role in 'A Doll's House', many of the character are driven or limited by this. Even the Nurse who plays only a small part is shown to have suffered badly from the effect of social respectability, as she was forced to give up her child and become a nurse due becoming pregnant out of wedlock. Perhaps the most affected character is Helmer arguably his whole personality is defined by societal expectations. This is shown most clearly at the end when he says 'it must appear as if everything between us were just as before... but naturally only in the eyes of the world' and again when Nora is about to leave 'But can't we just live here like brother and sister?' Both times Helmer is scared of losing his social respectability and would like to put up a font in order to hide him and Nora's issues.

Another instance of Helmer's obsession with social respectability is his opinion of Krogstad, 'But this tactless fellowlays no restraint on himself when people are present' Here we see that Helmer puts great emphasis on how people present themselves in front of people. The most obvious representation of social respectability is Krogstad as all of his action revolve around his reputation, first losing it, 'but I can assure you that my one false step which lost me all my reputation...' Secondly he then uses social shame to blackmail Nora, 'have you forgotten that it is I who has the keeping of your reputation?' Due to the emphasis put on social respectability at the time Krogstad is able to control others actions, as Helmer says 'I am in the power of an unscrupulous man; he can do what he likes with me..' Without the fear of being ostracized by their community Krogstad would not have been able to blackmail his way back to a respectable position at the bank. When Nora tells Helmer she is leaving him one of his first reaction is 'And you don't consider what people will say', which again shows that his reputation is prioritized over his wife.

Overall it is clearly shown that the social respectability plays an important and significant role in the play. Often it has more significance than the wants and desires of an individual. However the want for freedom is shown to battle strongly against this idea, suggesting that in fact they may be equals in the larger scheme of things. Ibsen has deliberately set the ideas of freedom and social respectability against each other in a time where they were not considered in the way he as portrayed them. By showing that many of the characters in the play were controlled by social expectations he has allowed the audience to question their own influences, starting a debate on the importance of personal freedom both during the 19th century and to this day

Table of contents

1. Argument 1: Structure, Functional Groups, How Effects Mechanism of Action
2. Argument 2: Side Effects & Toxicity
3. Argument 3: Packaging & Production

Chronic inflammatory pain and disease are major worldwide health problems, which are responsible for three in five deaths, and has contributed to the global opioid epidemic (Pahwa & Jialal, 2018). Nonsteroidal anti-inflammatory drugs (NSAIDs), and in particular, Ibuprofen, are among the most frequently consumed drugs available for non-addictive treatment of mild inflammatory pain (Grosser, Ricciotti, & FitzGerald, 2017). NSAIDs generally have both analgesic and anti-inflammatory effects, making them particularly useful for the treatment of pain. Sometimes referred to as non-opioid analgesics, these drugs denote a divergent group of chemical compounds of which their mechanism of action generally implicates the inhibition of components of the inflammatory response system (Hersh & Dionne, 1998). Preceding the discovery of ibuprofen, inadequate analgesic NSAID drugs were available. Aspirin was relied on for treatment; however, gastric irritation at doses high enough to control symptoms limited the drug’s usefulness. Consequently, ibuprofen was industrialised directly subsequent to complications associated with the conventional NSAIDs at the time.

Readily accepted, the medication’s therapeutic efficacy was considered to compensate for the severity of its side effects (Busson, 1986). Ibuprofen was the first single-entity oral analgesic permitted by the FDA that showed greater or similar potency to that of aspirin. Discovered in the United Kingdom in the 1960s from a derivation of propionic acid in an attempt to find a safer alternative to aspirin to relieve symptoms of inflammatory pain, the medicine has numerous advantages over drugs designed to have similar effects in the human body such as paracetamol, its original: aspirin, and the opioid codeine. Despite their similarities, Ibuprofen is justifiably a drug of higher significance in everyday life due to the chemical structure of the drug known as RS-2-4-Isobutylphenyl propanoic acid, its low toxicity and limited side effects in comparison, and the environmentally friendly production process (National Center for Biotechnology Information, 2018).

Argument 1: Structure, Functional Groups, How Effects Mechanism of Action

Belonging to the class of organic complexes known as phenylpropanoic acids and molecular ring affixed to a propanoic acid, ibuprofen is comprised of a carboxylic acid functional group and alkane substituents (Purdue University, 2018). Essential to both the analgesic and anti-inflammation qualities the medicine possesses, the focal mechanism of action is the non-selective, reversible inhibition of the cyclooxygenase I and II, of which are enzymes concerned with prostaglandin synthesis, similarly to other NSAIDs, aspirin and acetaminophen (Bushra & Aslam, 2010). This subsequently blocks the group of fatty acid molecules, or lipids that are made at the site of tissue damage or infection, processing and releasing responses of inflammation, blood flow and the formation of blood clots (Ophardt, 2003). Of its properties, the optical activity of ibuprofen is thought to be particularly interesting. With the ability to exist as a pair of optical isomers that are non-superimposable mirror images of each other, the two isomers are identified as the R-enantiomer and S+Enantiomer. The medicine is administered as a racemic mixture, because of its single stereocentre, meaning it is a compound that has equal amounts on the left and right enantiomer of the chiral molecule. Through this, the R-ibuprofen endures extensive conversion to the S+ibuprofen in vivo in attempts to minimise side effects (Chen, et al., 1991). The isomers are identical in the properties of solubility and melting and boiling point; however, the S-enantiomer is the more pharmacologically active enantiomer due to its behaviour when interacting with prostaglandins. They are distinguished by their rotation of the plane of polarisation of polarised light in different directions: the S isomer rotates clockwise as the subject looks at the light, in comparison to the anticlockwise R isomer anticlockwise (Royal Society of Chemistry, 2007). Prior to the development of ibuprofen and further development of technology in the 1990s, there was suspicion, yet no empirical evidence of a second or third COX enzyme. Both ibuprofen and its original, aspirin, inhibit both COX I and II; but through different bonding. Ibuprofen binds non-covalently to the enzymes, thus competing with the enzyme’s natural counterpart, otherwise referred to as reversible inhibition. Conversely, aspirin forms covalent bonds to the serine residue in the enzyme, a bond which is unable to be broken, making it irreversible inhibition. This creates major issues in the context of side effects such as stomach ulcers and internal bleeding with aspirin, and thus the reasoning behind the wider use of ibuprofen. However, the new-found selective targeting of COX enzymes has created a challenge for a development of drugs that interact pharmacologically with specific enzymes and bonds (Autret, et al., 1997).

Argument 2: Side Effects & Toxicity

The abuse and misuse associated with painkillers and medicines of all kinds is one of the major issues facing society today. While there is no safe level of drug use due to the associated risks and unwanted side effects, ibuprofen is most certainly the preferred NSAID, and anti-inflammatory analgesic in general, based on its advantageous gastrointestinal and nephrotoxicity characteristics (Ungprasert, et al., 2012). Though the selection of the most appropriate kind of medicine for each patient is tailored to their medical background and the choice of a medical professional, ibuprofen is the least ulcerogenic NSAID. With multiple modes of action underlying the behaviour of the drug’s agents, the pharmacokinetics are linked with the toxicological and pharmacological effects. The rapid oral absorption of the two isomers leads to accumulation of the enantiomers in inflamed pathways and sites (Rainsford, 2015). Despite the lessened gastrointestinal irritation from aspirin, the competition between the R- and S+ isomers with active sites on the COX-1 enzyme may explain the still viable, but low ulcerogenicity. The significant inhibitory effect on leucocytes, or more commonly known white blood cells, affects their accumulation and activation at inflamed sites. However, of the relevant drugs available, the chronic gastrointestinal ulceration and effect of leucocytes are perceptibly lower than some more potent ulcerogens such as aspirin and naproxen, as according to data from a human study conducted by Cardoe in 1975 (Rainsford, 2015).

In terms of toxicity, the first fourteen years of ibuprofen’s availability as a prescription-only anti-inflammatory drug was rarely reported to have been taken in overdosage. However, once the drug was released as an over the counter analgesic, the prediction that it would consequent in more frequent overdoses. Not only was abundant evidence provided of this, and that analgesics, including ibuprofen, were most frequently encountered in an overdose, epidemiological evidence arose that in the United Kingdom, 50-76% of self-poisonings were of this type of drug (Rainsford, 2015). A statement from a July 1999 issue of the American Journal of Medicine stated that “approximately 107,000 patients are hospitalised annually for NSAID-related complications… at least 16,500 NSAID-related deaths occur each year among arthritis patients alone” (American Nutrition Association, 1999). The management of analgesic overdoses denotes a major healthcare issue, particularly with those of opioid-based medicines. These medications primarily generate a psychological addiction, in addition to the extent of their efficacy in comparison to an NSAID, such as ibuprofen, for the treatment of chronic pain not having been empirically proven. Likewise, common side effects of opioid administration include respiratory depression, nausea, physical dependence and addiction (Benyamin, et al., 2008). In contrast to these drugs, in addition to aspirin and paracetamol, ibuprofen does not seem to display an additional pathophysiological mechanism in overdose. Thus, any toxic effects are thought to be related to the inhibition of prostaglandin synthesis.

Argument 3: Packaging & Production

Finally, since the introduction of ibuprofen by the Boots Group, the drug has become one of the most common painkillers to date. Like other drugs of its class, it possesses analgesic, antipyretic and anti-inflammatory properties. However, though being a simple molecule, there is a structural complexity to the production of ibuprofen. Boots’ original method of the production of ibuprofen separated the compound 2-methylpropylbenzene from crude oil; producing a comparable frame to the structure of ibuprofen. Once the patent ran out in the mid-80s, a new company formed with a mission to develop a ‘green’ synthesis of ibuprofen. Developed in just three steps, with only acetic acid as a bi-product, the synthesis developed a greater atom economy; meaning the efficiency of chemical conversion from their singular forms, in terms of all atoms involved and the desired products produced became of better condition in regards to the proficiency and environmental impact of production (Royal Society of Chemistry, 2014). Overall, it can be seen that the steps taken to ensure the safety of the planet and those manufacturing the medicine has improved, making it not only a significant drug, but superior to others that aim to achieve the same or larger pain and inflammation alleviation, such as the use of opioids. This class of drugs are naturally found in the opium poppy in Southern Asia. While some prescriptions are made directly from the plant, others are made through the scientific development of an extremely similar chemical structure by adding specific chemicals to morphine (National Institute on Drug Abuse, 2018). A particular example of this is oxycodone, produced by pharmaceutical companies by adding hydrochloride (Alcohol and Drug Foundation, 2017).

Keep in mind:
This is only a sample.

Get a custom paper now from our expert writers.

Accumulatively, the analgesic, anti-inflammatory and antipyretic effects of ibuprofen are highly superior to alternatives such as opioids and paracetamol, of which aim to have similar medical effects. However, despite these similarities, ibuprofen has exceeded the qualities of other drugs since its discovery in the 1960s. The drugs’ focus on blocking the mechanism of prostaglandin through the non-selective reversible inhibition of cyclooxygenase I and II attributes to its effectiveness. Its non-covalent bond with the enzymes and administration as a racemic mixture due to its structure and chiral molecule lessens side effects inclusive of gastrointestinal complications and internal bleeding. Although still negative, in comparing ibuprofen to the high addiction rates of opioids and the high ulcerginicity of the original formula of aspirin, ibuprofen has far fewer side effects and lessened toxicity. Finally, the innovation and evolution of the production process of ibuprofen has a large effect on society through minimal environmental impacts. Ibuprofen in certainly the more superior drug in regards to pain relief and anti-inflammatory aspects based upon analysed evidence, it is recommended that ibuprofen be the first-choice analgesic rather than inferior and addictive products.

The English language plays one of the most important roles in the process of globalization and knowledge explosion. It is the most common means of communication throughout the globe. This is why it is termed as Link language, Global language and also called as Lingua Franca. In the Indian context it is also considerd as ESL (English as a Second Language).English not only helps one in learning but also in earning. The means of teaching and learning English are very traditional,, less interesting and ineffective. there arises a need to use modern approaches and tools of ICT (Information and Communication Technology) to develop better understanding and acquisition of basic skills i.e. LSRW (Listening, Speaking, Reading and Writing) of the English language.

ICT has in numerous ways contributed to the teaching learning community for the enhancement of their vocabulary and improvement of the English language skills.

Some of these approaches, facilities and tools are:

- CAL ( Computer Assisted Learning), CALA (Computer Assisted Language Assessment)

- CALI ( Computer Assisted Language Instruction)

- CALL (Computer Assisted Language Learning)

- MALL (Mobile Assisted Language Learning)

- TELL (Technology Enhanced Language Learning)

- Blogs, Wiki, e-mail facility, Digital libraries, multimedia, mobile learning, free and open source software and social media, MOOCs, Virtual classrooms, documentaries, Digital storytelling, Mobile Applications, i-Pads, Digital Notebooks, Tablets, Smart Phones, Recorded audio- video materials, Online spoken tutorials, Digital pronunciation dictionaries etc.

These facilities have enabled in the learning process and paved a path for the freedom of learning according to the learner's need and convenience.Proper steps to inculcate ICT in the field of ELT would ensure that the students become versed in English language skills.

Great scholars say that history often works in circles. Some twenty years ago, there were discussions about the need to introduce computers and the Internet into schools. For today’s children, Internet is not a option, they are born with it. They seem to be permanently attached to a device of some kind. There is a computer in almost every school room. Yet many teachers even at well-equipped modern schools never use ICT at their lessons.

There is nothing negative in the traditional means of teaching and learning. After all, if the power goes down, the only “tool” to be used is the teacher. For example,a teacher shares on how her fifth graders had to memorize a lot of data on cardio-vascular diseases, balanced diets and the problems of ageing. the teacher happened to jus note the important words and then framed various exercises which recycled the new vocabulary, new conversation games using these words were taken from the internet, and a two-minute cartoon clip. the students were asked to prepare little monologues, dialogues and sketches in groups and make small presentations on the subject with the help of online pictures from home.. students came back to school with PPTs which they made at home, probably with their parents’ help. Everybody was given a chance to show their work to the class and the teacher was surprised to see that their imagery was much more colourful and inventive.Some used every colour of the rainbow in their short texts; others found funny pictures and sound tracks to go with their PPT. There were borders, shadings and backgrounds.the teacher soon realized that actually this phenomenon was not new, that was the way children saw the world.

ICT (Information and Communication Technology) has been used in almost all fields of life, including education.The utilization of ICT in education has recently started to appeal the potential and significant progress in language learning. It has become a major issue in education world and has been used from preschool through to university that could facilitate students and teacher in teaching and learning process. ICT has been publicized as potentially powerful enabling tools for educational change and reform. The computers play significant role in the learning process especially in learning language.

As Hartoyo (2008) stated in his book, a computer is a tool and medium that facilitates people in learning a language.The need of technological innovation has brought the communication revolution and rapid development of technological application in teaching and learning. Every school has used the ICT to facilitate the teacher to teach the students in the classroom. Many kinds of application that they use in the classroom improved and enhanced the better lesson.

The integration of ICT in the field of language learning is inevitable known that the ICT and language learning are two aspects which support each other like two sides of the coin inseparable (Hartoyo, 2010). Fortunately, the use of Computer Assisted-Learning language (CALL) has increased noticeably by English teachers. Consideration of Computer Assisted Language Learning is using computer. This tool is flexible, rich and interactive. It is flexible in the term of time and place.This is due to the computer’s ability to present material is more diverse ways than either book or video does. In addition, CALL is able to generate interaction and improve communicative competence, including providing authentic material to the class or self – learning. The method focuses in computer utilization to enhance language learning.

The use of ICT in education is absolutely required. ICT is also used in terms of finding learning materials from original source. In finding articles from international journals, the students can get it just by sitting in front of computers connected to the Internet network Learning materials that have been obtained and copied and transferred to the USB, it can also be printed directly so that it can be used as learning materials. At the recent time teaching and learning are facilitated by computer has been the demand.

According to Kent “ICT in education point of view refers to “information and communication Technology (ICT) such as computers, communications facilities and features that variously support teaching, learning and a range of activities in education (QCA Schemes of Work for ICT in Kent Country Council. 2004). Moreover, the term information and Communications Technologies includes technologies in which the computer plays a central role, i.e. Computer Assisted Language Learning (CALL), the internet, and variety of generic computer application (Fitzparick and Davies, 2002) The development of information technology, the Internet, directs the history of educational technology in the new groove. Online services can be composed of various stages of the process of educational programs such as: registration, test entry, payment, learning, case assignments, case discussions, exams, assessments, discussions, and announcements.

Electronic Books Electronic book or e-book is one that utilizes computer technology to deliver multimedia information in the form of a compact and dynamic. In an” e-book can be integrated impressions” sound, graphics, images, animations, and” movie” so that the information presented is richer than conventional books. Type e-book of the simplest is a mere transfer of conventional books into electronic form displayed by the computer. With this technology, hundreds of books can be stored in a single piece of solid disc / CD” or” compact disk (capacity of about 700MB), DVD or digital versatile disc”” (capacity 4.7 to 8.5 GB) and ‘ ‘flash” (currently available capacity up to 16 GB). A more complex and require more rigorous designs such as the Encyclopedia Britannica and Microsoft Encarta encyclopaedia which is in multimedia format. Multimedia format allows e-book provides not only written information but also sound, images, movies and other multimedia elements. A description of the type of music, for example, can be accompanied by footage of the sound of music so that the user can clearly understand what is meant by the renderer.

E-learning Various definitions can be found for the” e-learning”. Victoria L. Tinio, for example, states that” e-learning” includes learning at all levels, formal and informal, which uses a computer network (intranet and extranet) for the delivery of teaching materials, interaction, and / or facilitation. For most of the process of learning that takes place with the help of the Internet is often referred to as online learning. Broader definition proposed in the working paper Seamolec, the e-learning is learning through electronic services. Although a variety of definitions but basically agreed that the e-learning is learning by using electronic technology as a means of presenting and distributing information. Included in the definition of educational television and radio broadcasts is a form of e-learning.

Although radio and television education is a form of e-learning, it is generally agreed that e-learning reaches peak form after synergize with internet technology. Internet-based learning or web-based learning in its simplest form is the” website” are used to present learning materials. This method enables learners to access learning resources provided by the speakers or facilitators whenever desired. If it is necessary that may also be provided mailing list specifically for the learning website that serves as a forum for discussion. E-learning facility” complete” provided by a special software called software or learning management LMS (learning management system). Current running LMS-based Internet technology so it can be accessed from anywhere over the available access to the internet. Facilities provided include the management of students or learners, learning materials management, learning management, including management of learning evaluation and management of communication between learners with facilitators.

This facility enables the learning activities are managed in the absence of face-to-face between the parties involved (administrators, facilitators, learners or learners). ‘Presence’ the parties involved are represented by e-mail, chat channel, or via video conference. In today’s era where information and communication technology is rapidly developed and turns to be a lifestyle for people throughout ages and places, its literacy has undoubtedly become a prior necessity. The sensitivity of the technology helps one in attending a more important task and in attaining a higher achievement in the area of education, professional career, and social relationship at which its literacy is a major requisite. ICT which stands for Information and Communication and Technology, is elaborated as follows.

ICT covers any product that will store, retrieve, manipulate, transmit or receiving information electronically in a digital form. For example, personal computers, digital television, email, robots. So ICT is concerned with the storage, retrieval, manipulation, transmission or receipt of digital data. Importantly, it is also concerned with the way these different uses can work with each other. Information Information means the processed data in a meaningful and purposeful form according to Shore in Hartoyo (2012:2) Communication According to Potts, communication is defined as a process by which we assign and convey meaning in an attempt to create shared understanding. Brown (2011) stated communication is transfer of information from one person to another,whether or not it elicits confidence. But the information transferred must be understandable to the receiver.

Technology derived from the word ‘techno’ which means technique, art or skill, and ‘logos’ which means science. Therefore, technology can be defined as a scientific knowledge of art or skill. Based on the definitions of the three components, ICT as a whole can be described as the utility of technology to support the effort of conveying information and communication particularly in the area of education. The technique includes digital technologies mostly of electronic information – processing technologies, such as computers, internet, mobile phones, networks, broadband, and so on.

The benefits of ICT in general ICT is found to be advantageous in several ways as mentioned by Herington (2002)

- (1) technology facilitates exposure to authentic language;

- (2) technology provides the access to wider sources of information and varieties of language;

- (3) technology gives the opportunity to people to communicate with the world outside;

- (4) technology allows a learner – centered approach;

- (5) technology develops learner’s autonomy. ICT help people in order to get information and to communicate each other in wider range.

ICT Tools in Language Context

There are some kinds of technologies classified into information and communication technology commonly used in language context, such as: Interactive multimedia Interactive media is the integration of digital media including combinations of electronic text, graphics, moving images, and sound, into a structured digital computerized environment that allows people to interact with the data for appropriate purposes. The digital environment can include the Internet, telecoms and interactive digital television. (Finney, 2011:2)Computer can be utilized with other multimedia learning devices or it can stand alone (a standard PC) and still serves its basic purpose as an electronic medium of language learning. (Hartoyo, 2012:29). Computer is an electronic device which is capable of receiving information (data) and performing a sequence of logical operations in accordance with a predetermined but variable set of procedural instruction (program) to produce results in the form of information or signals based on Oxford dictionary. It is consist of CPU, monitor, keyboard and some other apparatus.

Audio devices can be used with other media to form an interactive multimedia. However, it can also be utilized separately as independent tool. Audio devices include speaker, earphone, CD, and etc. Internet Internet can be used as a medium of language learning through email, www (world wide web), text, audio and video conferencing. Television According to Oxford dictionary, television is a system for converting visual images (with sound) into electrical signals, transmitting them by radio or other means, and displaying them electronically on a screen.

This telephone medium has not been widely used for language teaching because of the poor quality of analogue transmissions. However, there is new invent of digital quality and lower connection cost which potential for conference calls.Mobile gadgets such as cell phone and smart phone which are equipped with programs like computer, which enable it to perform as mini personal computer. By using this gadget and its internet connection, everybody could enjoy chatting, browsing, and discuss each other with the wider range. The advancement of science and technology makes the size and price of those gadgets are getting cheaper and reachable.

This media provides facility or example that enables an interaction between human and computer. People set up more interaction with computer in a more intuitive way with less effort-through writing, voice, touch, eye movements, and other gestures. (Hartoyo,2012:34) This technology serves as the milestone of the recent development of interactive multimedia, audio-graphic computer teleconference, and interactive television via satellite (National Broadband of Employment, Education and Training, 1993:5).

An interactive whiteboard or IWB, is a large interactive display (such as a touch screen monitor) which is connected to a computer and projector. A projector projects the computers’ desktop onto the board’s surface, where users control the computer using a pen, finger or other devices.

Current application of ICT in English language teaching and learning

ICT defined as technology which the function is to support the process of conveying information and communication. The ways of conveying information doesn’t have to be carried out directly between the communicator and the communicant. The development of ICT makes the process of communication between the communicator and the communicant can be conveys in easy ways. They can communicate through telephone, internet, e-mail, satellite, television, video conference and so on.

The process of those communications applies in language learning.

In language learning, there is a communication between teacher and student. The process of learning is not always carried out by subjecting teacher and students in the certain room or a certain place directly. As the example, teacher can use internet as the medium to give lessons, assignments, or other information to their students.

In context of language learning, ICT has an important role as the “media” bridging and enabling the learning process, or direct communication between students and teacher although they are not present in the same room or place in certain time. Language learning program can be created to enable students to learn the lessons with guidance, instruction, information or further explanation. ICT in language learning used as a reference-book. Computer can store unlimited lessons or references, which can be accessed anytime, anywhere and accurately.

Fitzpatrick and Davies (2002) in Hartoyo (2012) sets out the seven ways in which ICT used in language learning:

a) Presentation Some material of language learning such as text-based materials, audio-video needs to present to the learners. Presentation helps learners in understanding the learning material well.

b) Practice Some of different exercises types are possible to be provided with ICT, incorporating the presentation stimuli in varying combinations of text, audio and video format. ICT also offers the possibility of the analyzing learners’ responses with appropriate feedback.(Hartoyo, 2012:40)

c) Authoring In applying ICT in language learning, teacher can either purchase ready-made materials or create their own exercise materials using a variety of authoring tools based on Hartoyo (2012:40).

d) Computer-Aided Assessment (CAA) Computer-Aided Assessment (CAA) is playing an increasingly important role in foreign language teaching and learning. This media used to testing and assessing students understanding after learning some courses.

e) Publishing ICT tools exist to help teachers and learners or students to publishing or linked in their work in a local area network. ICT may use by the teacher and learners to help them publish their work in these ways: Word – processors and Desk Top Publishing (DTP) software Doing audio recording and editing tools to record interview, discussions, learning material and etc Using digital camera and camcorder to record presentations, drama, role play, and so on Power point can be used as the medium to publish presentations Web pages using web authoring tools

f) Communications Technology can help learners and teachers to communicate with another.

Some ICT tools which can use as the medium of information are:

1) Email, which allows language learners to communicate with ‘web pals’ in other countries;

2) Tandem learning;

3) computer mediated discussion;

4) we-based learning environment;

5) audio conferencing;

6) Video Conferencing.

The computer can act as a stimulus which generates analysis, critical thinking, discussion and writing. Program which include simulations are especially effective as stimuli. Examples of language learning tasks which ‘simulate’ real world tasks are :

1) Web Quest;

2) Action Mazes;

3) Adventure games;

4) Sunpower;

5) Expodisc;

6) “Real-life” simulations;

7) video conference.

ICT appears to give both advantages and disadvantages. ICT in language learning reduces the intimacy of students – teacher relationship that it may negatively contributes to students affective feelings in the process of learning. However, ICT appears as a ‘bridge’ to break the distance and ‘survive’ the learning. In case of distance, teachers can use ICT through video conference to enable them teach or monitor the students learning process. Therefore, the development of ICT is seen as a better way of teaching and learning a certain language compared to the existing methods. Through the internet, teacher or learners can obtain as many as possible sources related to the learned – language; such as text, songs, stories, etc. Those sources can contribute as models of the learned – language use in the real context and in a proper manner. In addition, computer can also be used as a more interactive aid to support the learning of language compared to that of tape recorder, or chalk and blackboard.

However, you can see that many of the technology solutions available in the world of education can lead to confusion among the teachers on how to choose the right ICT technology solutions. Let’s take a look at the advantages and disadvantages of ICT tools for education and finding a suitable ICT education solution for the needs of the school. Advantages: The information required will be more quickly and easily accessible for educational purposes Progress of ICT will also allow the development of virtual classroom or classroom-based teleconference that does not require the educator and learners to be in the same room.

System administration in an institution will be more easily and smoothly manageable because of the application of ICT systems. Disadvantages: Progress of ICT will lead to the violation of Intellectual Property Rights (IPR) for the easy access to the data . Although the system of the administration of an educational institution like a system without a gap, but if there is a recklessness in running the system would be dangerous. One of the negative impact of television is to train children to think short and survive concentrated in a short time (short span of attention). ICT is a form of advanced science technology must be optimized function, especially in the implementation of learning. ICT provides opportunities for students in the era of global competition needs to obtain adequate supplies. through innovative ICT-based learning can provide vast opportunities for students to have competence on an international scale.

Keep in mind:
This is only a sample.

Get a custom paper now from our expert writers.

On the other hand, mental attitude and self-reliance in accessing any information necessary learning independently influence the value teaching student’s character it does not always depends with others. Mastering current tick is necessity for every human being inedible age. as well as in education, innovative learning, especially learning can be done by using the Internet to generate device-based learning ICT.

Information and communication technology is the strength of this new era. ICT has enriched our abilities to turn over the data into useful information. Bangladesh is doing a lot of improvement in the field of ICT. Government mission is to make a digitalized Bangladesh which is named as vision2021. People in Bangladesh are showing a huge amount of interest in the field of ICT. A lot of Government and non-government organizations are working behind the opening of ICT training institutes. People from every district in Bangladesh are getting this advantage due to this kind of initiatives by these organizations. People are improving their financial status through it. The demand in ICT sector is creating day by day but many problems are being faced. Government and many organizations are trying to fix these problems which are resulting curing from these problems.

Problems Faced of ICT Industry

ICT is developing fast in Bangladesh. But ICT industry is facing a lot of problem during this development. The problems that ICT industry are facing are given below:

• Load shedding: ICT is mainly dependent on electricity whereas there occurs a lot of load shedding in Bangladesh. This resists the development of ICT industry.
• Illiteracy: It is a main problem. Especially rural people are not aware of literacy. To work on ICT terms people should be educate themselves. Otherwise they will not be able to understand a lot of terms about it.
• Cost: Most of the people of Bangladesh are middle and low class. Mainly Rural people lead miserable life whereas cost of ICT related products are very high. So, that high price is unbearable to the maximum people.
• Rural People: Above 65% people of Bangladesh lives in villages. Most of them hardly earn their livelihood. In these circumstances, they even don’t want to know about the effect of technology that can bear good result to them and their kids. This huge amount of people should be the targeted area of ICT industry.
• Hardware sector: In Bangladesh there is not any reliable hardware company. Uses of technology are increasing but no one is concentrating on it. Maximum hardware parts are imported from abroad like China, Japan etc.
• Software sector: There is no such software developing company in Bangladesh that is working well in this sector. Maximum applications we use are created by foreign countries. If they can produce such application so why not we. The people working on it are not giving their effort that way.
• Lack of applied knowledge: In ICT, applied knowledge is given first priority comparing theoretical knowledge. But in Bangladesh people are not able to get that much practical knowledge. Different training institutes are just imposing theoretical knowledge to the students.
• Lack of applied sector: There is a few applied sector of ICT where students can learn practically. If students can not apply their theoretical knowledge in practical life, the knowledge has no value. One can learn better about ICT practically than theoretically.
• Politics: It is a huge problem in Bangladesh. There remains clash between the ruling party and opponent party always. Again the leaders are not sincere enough to their respective places. Due to different political violations ICT industries are not being able to stand up perfectly.
• Building Factory: To build enough resource and enriched ICT company a huge land is needed. But being a land shorted country it is facing impracticability to build so.

Initiatives To Take

ICT industry should take some initiatives to provide technology easily to the people. The initiatives are described below:

• They should provide internet at a cheaper rate. This will increase people of the using internet. At present SIM companies are doing very unfair with the customers serving internet. They are taking high amount of money in terms of internet. Most of the people are out of taking the advantages of ICT due to high price of internet.
• Network quality must be improved. The bad quality of network is nothing but distressing people. It is very annoying. There is a lot of area in Bangladesh where hardly get 2G mobile network.
• The teaching curriculum of Bangladesh is not practical enough. That’s why student can’t do well in solving practical problems. So, the teaching curriculum should be more practical which will help the students in working period.
• Expanding freelancing is necessary. The number of unemployed people in our country is increasing day by day. Nowadays, people can earn online staying at home through freelancing. This will help to become self-reliant. Expanding freelancing will reduce unemployment problem in Bangladesh in a huge number.
• A lot of skilled and professional Bangladeshis in the field of ICT are working in foreign countries. They did not get enough proper demand of them here. ICT industry should give them proper space, treat them well and encourage them to work in Bangladesh.
• To make ICT park. Government has already created ICT Park named HI-TECH ICT Park which has increased the status of technology. Such ICT park can create a revolutionary change in technology development.
• Professional training course is important. Creating different training institutes is mandatory.
• Government along with ICT industry should be concern about village people of Bangladesh. If they are able to pull the rural people toward ICT sector obviously this will create a good impact.
• ICT industry should request government to reduce the electricity problem. Due to the electricity problem correct use of technology can’t be done. In many villages of Bangladesh there is no electricity and if there is electricity load shedding occurs in no time. So this problem should be fixed immediately.