Free Essays on Malcom X

of Malcolm X shortly before he was gunned down February 21, 1965. An inspiration to millions, Malcolm X’s life provides an insight to how difficult life was in the mid-1900s for a penniless black man. His was a story of the powerful effect faith can have in transforming a once pitiful life into something meaningful. An advocate for civil rights, Malcolm X was one of the rare gems who spend their life devotedly dedicated towards a cause with no thought of personal gain, fame, wealth, or pride. He lived for his God, Allah, and until the betrayal of his lifetime, was the loyal servant of Elijah Muhammad. His was the story of the gradual evolution of a man and his struggle to make sense of those around him. Most importantly, it was his struggle to make sense of who he was and what he stood for. I believe that El-Hajj Malik El-Shabazz, as Malcolm X was commonly called after performing the obligatory pilgrimage to Mecca, was one of history’s most greatly misunderstood men. The Autobiography of Malcolm X sent a message of hope to its audience. Here was a chronology of the life of a black man struggling to first cope and then break away from the white world. Regarded as an extremist by critics for his earlier calls for voicing his then radical thoughts, Malcolm X’s life may help to account for such an opinion. This book and its theme were about the evolution of Malcolm throughout life and his responses to his circumstances. The theme dealt with the idea that no matter how bad life may be, no matter how bad it may seem for you, only you can dictate what life will do to you. Only you can decide what your self-worth is, no one e... Free Essays on Malcom X Free Essays on Malcom X A black militant, Malcolm X championed the rights of African Americans and urged them to develop racial unity. He was known for his association first with the Nation of Islam, sometimes known as the Black Muslims, and later with the Organization of Afro-American Unity, which he founded after breaking with the Nation of Islam. Malcolm Little was born in Omaha, Neb., on May 19, 1925, the seventh of eleven children. The family soon moved to Lansing, Mich. There they were harassed by whites who resented the black nationalist views of the father, Earl Little, an organizer for Marcus Garvey's "back-to-Africa" movement. When Malcolm was 6 his father was murdered. His mother later suffered a nervous breakdown, and the family was separated by welfare agencies. Later in his life Malcolm came to believe that white people had destroyed his family. Placed in a series of schools and boardinghouses, Malcolm became a fine student and dreamed of becoming a lawyer. A teacher, however, told him that b ecause he was black he should learn carpentry instead. Discouraged, he left school after the eighth grade to live with a relative in Boston, Mass.Malcolm shined shoes and worked at a soda fountain, in a restaurant, and on a railroad kitchen crew. In 1942 he moved to the black Harlem section of New York City. He lived as a hustler, cheating to make money. He was wary of the police. A pusher, he sold drugs and became an addict himself. Pursued by a rival hustler, he went back to Boston, where he organized a burglary ring. In 1946 he was sent to prison for burglary. While serving in prison Malcolm adopted the Islamic religion as practiced by a group that later became known as the Nation of Islam. They stressed ethical conduct with other African Americans but taught that white people were "devils." Released from prison in 1952, Malcolm joined his younger brother in Detroit, Mich., where, in Muslim fashion, he replaced his slave last name with an X to symbolize h... Free Essays on Malcom X Anything I do today, I regard as urgent. No man is given but so much time to accomplish whatever his life’s work†¦I am only facing the facts when I know that any moment of any day, of any night, could bring me death†¦I never have felt that I would live to become an old man.†(Page 385) These are the words of Malcolm X shortly before he was gunned down February 21, 1965. An inspiration to millions, Malcolm X’s life provides an insight to how difficult life was in the mid-1900s for a penniless black man. His was a story of the powerful effect faith can have in transforming a once pitiful life into something meaningful. An advocate for civil rights, Malcolm X was one of the rare gems who spend their life devotedly dedicated towards a cause with no thought of personal gain, fame, wealth, or pride. He lived for his God, Allah, and until the betrayal of his lifetime, was the loyal servant of Elijah Muhammad. His was the story of the gradual evolution of a man a nd his struggle to make sense of those around him. Most importantly, it was his struggle to make sense of who he was and what he stood for. I believe that El-Hajj Malik El-Shabazz, as Malcolm X was commonly called after performing the obligatory pilgrimage to Mecca, was one of history’s most greatly misunderstood men. The Autobiography of Malcolm X sent a message of hope to its audience. Here was a chronology of the life of a black man struggling to first cope and then break away from the white world. Regarded as an extremist by critics for his earlier calls for voicing his then radical thoughts, Malcolm X’s life may help to account for such an opinion. This book and its theme were about the evolution of Malcolm throughout life and his responses to his circumstances. The theme dealt with the idea that no matter how bad life may be, no matter how bad it may seem for you, only you can dictate what life will do to you. Only you can decide what your self-worth is, no one e... Free Essays on Malcom X During the 1960's civil rights protest took place. In particular two civil rights leaders stood out the mos,. Malcome X and Martian Luther King Jr. Although both fought for black freedom, each had different theories of getting it. Malcom X was born in Omaha, Nebraska 1925. While growing up Malcome moved to many of the United States major cities, a main effect of this was turning little Malcom into a hardened criminal. At the age of 20, he was arrested for burglary and served seven years in prison. While in prison Malcom found that the white society was oppressive to the black people. From then on Malcom started to preach for black power, he spoke at â€Å"non violent movements† saying he was becoming impatient because equity wasn’t coming fast enough. Malcom disagreed with all the early race protest saying they didn’t spread the black word out fast enough. In February 1965 Malcom X was shot dead in New York City during a rally. Martian Luther King Jr as Malcom X set his sights on stopping segregation that had been around for ages. Threw Matians life he felt the full fury of racism as a result of growing up in the deep south. Martian was arrested over 20 times for participating in many civil rights movements. In 1963 Martian along with others organized a march that would end up in front of the Lincoln monument at the heart of Washington, DC. This is where Martian made his powerful â€Å"I have a dream speech† which made him a part of history forever. Martian believed in non violent movements and said violence was not needed to spread the word of black freedom. In April 1968 at the age of 39 Martian was shot down and died shortly after. A man named James Earl Ray was convicted with Martian Luther King Jr, death. Martian Luther and Malcom although led short lives they significantly influenced this great land forever. Martian along with other Baptist clergymen started an organization (The Southern Chris...

Are data and sales publishings driving forces

Are data and sales publishings driving forces Are data and sales publishing's driving forces? Reedsy was at The Frankfurt Book Fair this year. The conferences from the self-publishing program were interesting, but often too short to really dig into details. Luckily, I had registered ahead of time for a panel that went almost unnoticed thanks to poor programming; by Saturday morning, most of the trade visitors had either left or were too exhausted to reflect on the state of the industry with any wit or coherence.Porter Anderson, journalist for The Bookseller’s Futurebook and Thought Catalog; Orna Ross, â€Å"indie† author and founder of ALLi; and Marcello Vena, founder of All Brain, a publishing consultancy, convened to answer one brilliant, pertinent question: Is it all about sales?The dissection of a publisher by Marcello VenaPorter opened, putting the question to the panel. First up was Marcello Vena with a 15-minute dissection of a publishing company. Marcello didn’t try to be elaborate or- heaven forbid- present us with another blueprint of how to â⠂¬Å"disrupt† the publishing industry. Rather, he drew a clear, structured picture of what publishing should be about, going back to the fundamentals.Here’s what I took away from Marcello’s contribution: Yes, publishing is a business. The biggest publishers are owned by multinationals and are under the pressure of the markets. And the markets care about sales. Whether this should be its philosophy or not, a publishing company is always there to make money, because else it cannot be sustained. It’s that simple.However- and this is where the beautiful twist comes in- even though sales are just as important to Penguin as to Pampers, selling books isn’t like selling diapers. Publishing is a creative industry. Sales depend on two different capabilities: first,  acquisition (luring the best authors who write the best books, and developing their careers), and second,  marketing (i.e. ensuring that the books get into the hands of their target audience).T his is what makes publishing such a puzzle, an industry resistant to standard strategies of â€Å"disruption†: you have to compete both for content and distribution.When both are done together, and done well, that equals†¦ sales.When the balance is not respected†¦Good debate needs common ground- something we can all agree on. Now that we know how a publisher should work, we can identify what is going wrong (if, indeed, something is going wrong).And no one better than Orna to help with that. You can read her story here. Orna’s publisher didn’t respect the necessary balance between acquisition and marketing. Her publisher took her book about â€Å"strong women rising above their inherited circumstances† and turned it into a love story with a neon-pink cover. â€Å"For the mass market,† she was told.This is not the first â€Å"horror story† (Polly Courtney has a similar one), nor will it be the last. They always follow the same classi c plot: author takes book to publisher, publisher uses book as raw material for making something more â€Å"marketable,† author feels like giving up.To widen the debate: a reflection on data and creative industriesThis is when Porter kicked in with a comparison to the news industry. Before the data-era, the power in newspapers and magazines resided with the editorial team. Journalists wrote what they wanted, how they wanted - and this often resulted in well-written, in-depth pieces on critical subjects.Now, power has shifted to the advertisers. Journalists are not supposed to write what they think is â€Å"good† or relevant; they have to write what data shows will be read and clicked on.This comparison led the audience to a crucial question in this debate: is data compatible with creative industries?Data-driven strategies are all about testing and iteration, repeating what works. Obviously, Marcello points out, big publishers do other things too. If they didn’t, we’d be drowning in a sea of erotica right now. But things might be moving that way, just like they have for journalism.Trying to be iterative in a creative industry is problematic because it stops publishers from finding the next â€Å"big hit†. Big hits are almost always books that uncover a market that either didn’t exist or looked dead (exempli gratia: Harry Potter, Fifty Shades of Grey). Sometimes the acquisition team of a publisher has to take a leap of faith- a leap unsupported by data- and marketing has to trust it.Closing remarksThe balance between editorial and marketing is maybe only one of the challenges facing publishing companies nowadays, but it might be the most important. The balance is at once about publishing itself, what it means, what it does.As Porter has repeatedly pointed out in his articles for The Bookseller or Thought Catalog, we often forget that the big shift happening in the publishing industry is a relatively recent one.   We ar e in this industry and this makes us impatient to see progress and adaptation to change, but we must not forget that no other industry would have reacted quicker or better to such a paradigm shift. It’s not exactly the most comforting of thoughts, but it’s true.Nevertheless, hopefully when I’m in Frankfurt this time next year we’ll have started to see some sort of response to all this kind of thing.Thanks for reading.RicardoCOO, ReedsyIf you enjoyed Ricardo’s thoughts on the business of publishing, you might want to check out some of these posts†¦Patience: The Modern Author’s Lost VirtueAuthorpreneurs VC PublishersUncommon Author - An Interview with Eliot Peper

Executive Summary on Vegan Restaurant in New York City Research Paper

Executive Summary on Vegan Restaurant in New York City - Research Paper Example Whereas the restaurant is highly sensitive to market trends and can face many issues due to the change in market. The strengths of the restaurant are Strong market research, internal management system, Focused team, affordable prices, Location, Restaurant ambiance, Quick service, and Quality of food. Whereas the weaknesses are new in the market, time\cost, lack of experience, Lack of strong backward integration and not so highly educated customer services staff. The opportunities available for the restaurant are growing vegetarian food industry, growing modern life style, rising awareness of meat related diseases, rising awareness of global warming through the production processes of meat products, political influence on healthy environment and speedy growth in tourism at New York City. As the restaurant going to be located in New York City, the direct competitors are restaurant and cafes which are offering variety of veggie food, whereas the indirect competitors are ready to eat and tin pack veggie foods which are much cheaper. Our Vegan restaurant is intended to provide wide variety of customized veggie food at one roof, so people from different cultures can come and enjoy the food according to their tastes and preferences. The target market consists of local inhabitants, immigrants in New York and tourist. Last year witnessed 50.6 million domestic and international tourists, whereas immigrants to NYC make up 40% of population in the city whereas remaining 60% are locals (NYC statistics, 2010).). Customization is basic strategy to meet the expectations of target market and social networks, magazines, newspapers, coupons, billboards and brochures contributes to healthy media mix for this restaurant to flourish. The restaurant is positioned to be known for its healthy delicious customized veggie-food, delightful ambiance and quick delivery service all over the city and to sustain the image this restaurant will conduct informal research and surveys. Final step o f marketing plan is to check return on investment of each media channel and re-allocate the budget if needed. Also revise the budget allocated for human resource in terms of their productivity. In the last check controls on performance and market trends, than implement the plan successfully. 2.0 Situation Analysis Macro environmental risk analysis In recent years, competition in catering industry has become intense and large international food enterprises have captured a prominent share in the market. In vegan food chain, presences of Chinese and big popular vegetarian restaurants seize the market share in US food market. Our vegan restaurant would be largely impacted by these macro economic factors. Management risk analysis The restaurant industry needs an internal management system to manage all its operations as the quality of employers is not that high in comparison to other industries because of the educational factor therefore to cope up with low performance risk, presence of internal management system is very important. Market risk analysis Market trends changes with time, competition and consumer preferences which may impact the product life cycle of companies (Lehmann, 1985). Therefore the market risk of the restaurant would be: In the start up phase, presence of homogenous restaurants would

Tort Law Essay Example | Topics and Well Written Essays - 500 words - 1

Tort Law - Essay Example Because of the combined efforts of the county hospital staff, and Dr. Andrews the disability that will make Bobby’s life more difficult now will be doubly worse. Ace Sports might argue that Bobby shares comparative negligence because he should not have dunked the ball. However, had it not been Bobby who cut up his wrists dunking a ball, it would have eventually happened to some kid with the metal dangerously positioned as it was. Ace Sports had a contractual agreement with the school and a social duty to install a safe product. Gary Owen defines the five components of negligence as duty, breach, cause in fact, proximate cause and harm. Duty involves choices. â€Å"Negligence law assesses human choices to engage in harmful conduct as proper or improper. . . .Serving in this manner as the foundational element of a negligence claim, duty provides the front door to recovery for the principal cause of action in the law of torts† (Owen, 2010, p. 1674). Ace Sports had a duty to install a safe basketball hoop and breached that duty by leaving harmful metal sticking out around the rim. Bobby just happened to be the first to encounter the piece s of jagged metal. The school, of course, shares no liability because they relied on the competency of the people they hired to install the rims and presumably had no knowledge of the sharp rims. The first hospital, City General, where Rachel took Bobby, has some responsibility in Bobby’s hands being amputated. Their staff had a duty to treat Bobby at least to a point where no further damage would have been caused by a delay. Obviously, from City General’s point of view, they could have treated Bobby and then not been paid because he had no insurance. Their policy implies they had the right to refuse service based on a patient’s uninsured status and therefore his ability to pay for treatment. Paul H. Rubin calls medical care a commodity, specifically an â€Å"ambiguous product.† Rubin

Including children with autism in early childhood settings

Including children with autism in early childhood settings There is no denial that children with autism can be challenging for early childhood educators. Educators might feel perplexed, frustrated or even hurt in spite of their concerted efforts. This essay sets out to discuss the prevalence of autism in New Zealand/Aotearoa, its manifestation and identification, and some basic strategies for educators to successfully include children with autism in the early childhood settings. What is autism? Autism is short for Autism Spectrum Disorders. Autism New Zealand Inc. (2005) gives the following definition: An Autism Spectrum Disorders is a life-long developmental disability affecting social and communication skills. It is defined by New Mexico Public Education Department [NMPED] (2004) as a neurobehavioral syndrome characterized by onset prior to age 3. Characteristics include severe differences in interaction with other people, communication deficits, as well as restricted and stereotyped patterns of interest and behaviours. (p.8). Due to the different severity and manifestation, autism is used to describe all the diagnosis sharing the common characteristics of autism, including Asperger syndrome (difficulty in understanding non-verbal signal but might with normal language development and cognitive development) (Autism New Zealand Inc., 2005). In Aotearoa, 1 person in 100 has autism, including Asperger syndrome. That is an estimation population of 40,000 people. Boys are more likely to have autism 4 times than girls (Autism New Zealand Inc., 2005). Large-scale survey conducted in United States and England suggests autism affect 4.5 out of 1,000 children. Recent estimation even goes up to as high as  ¼% to  ½% of the population. According to epidemiological survey, the latest figure for people with autism worldwide is 1 in every 150 children and 1 in every 83 boys (Autism-world, 2007). Despite the prevalence of autism, its cause remains much unknown. Current research worldwide has identified biological or neurological differences in the brain for the cause of autism, but has not found the explanation for such differences yet (NMPED, 2004). In some cases, the various conditions affecting the brains such as maternal rubella, tuberous sclerosis and encephalitis cause the autism (Autism New Zealand Inc., 2005). However, it is 100 % certain that autism is not caused by bad parenting, mental illness, or poorly behaved children (NMPED, 2004, p.8), nor family income, lifestyle and educational levels (Massachusetts Department of Education [MDoE], 1998). More and more researches have attested to the effectiveness of intensive early intervention for the children with autism (Dawson Osterling, 1997, cited in Woods Wetherby, 2003). It is indicated by researches worldwide that intervention provided in the first three years are most effective (Harris Handleman, 2000, cited in Woods Weatherby, 2003). As more and more children are attending early childhood services, it is imperative for early childhood educators to identify the early signs for autism in children and refer them to special services for thorough and comprehensive diagnosis (NWPED, 2004). Most children with autism have significant social communication/ language delays (NWPED, 2004). Early childhood educators are to be aware of the following early warning signs in the communication areas: no babbling, pointing or gesturing by 12 months; no single words by 16 months; no 2 word spontaneous phrases by 24 months; no response to name; ANY loss of language or social skills at any age (NWPED, 2004; Woods Wetherby, 2003). It is strongly suggested by a multidisciplinary consensus panel endorsed by the American Academy of Neurology and Child Neurology Society and nine professional organisations (Filipek et al., 1999, cited in Woods Wetherby, 2003) that educators resort to immediate further evaluation if they notice any of the mentioned signs in children. Wetherby et al. (2000, cited in Woods Wetherby, 2003)) suggest that parents and professionals need to be conscious especially when children seem to show deficits in joint attention and symbolic communication. Deficits in joint attention means children have difficulties in coordinating attention between people and objects. Signs to look for are identified as below: children have problem in responding to a social partner; children cant shift gaze between people and objects; there is no sharing of affect or emotions with other people; children fail to follow others gaze, point or draw others attention to share experiences. Deficits in symbolic use are characterised by problems in (a) using conventional gestures, (b) understanding and using conventional meanings for words, and (c) using objects functionally and in symbolic play (Woods Wetherby, 2003, p. 181). Children with autism dont use much of conventional gestures, such as waving, showing or pointing as discussed in the deficits of joint attention, nor symbolic gestures like head nodding or miming actions. Instead, idiosyncratic, unconventional or inappropriate behaviours might be detected in them, such as they might be aggressive and throwing tantrums all the time or they might hurt themselves. Children with autism are found to use significantly more syllables with atypical phonation, such as squeals, growls, and yells (Sheinkopf, Mundy, Oller, Steffens, 2000, cited in Woods Wetherby, 2003). For those children with autism who does learn to talk, echolalia that is imitating others speech is often found. Children with autism also show noticeable deficits in make-believe and functional play (Woods Wetherby, 2003). It should be noted children with autism are characterised by a constellation of the above mentioned symptoms: impairments in social and communication skills, limited or lack of joint attention and symbol use. Due to the different developmental ability of each child, the symptoms or diagnostic features might be different from one another. Most importantly, these signs are only significant indicators rather than the decisive factor for the diagnosis (Woods Wetherby, 2003; NWPED, 2004). By now, there is no medical test to diagnose autism, but referral should be made to a paediatrician, a child development service, or specialised early intervention service provider (Ministries of Health and Education, 2008) by the concerned educators after gaining parental consent (New Zealand Tertiary College, 2010). To successfully engage children with autism in early childhood settings, it is pivotal for educators to acknowledge their rights to be included in a supportive environment where they can grow and learn side by side with their peers (Vakil, Welton, OConnor, Kline, 2009, p.322). On the legislation and policy level, Education Act 1989 and Human Rights Act 1993 mandate equal rights for all children with diverse needs, and make it unlawful to discriminate or treat unfairly the children with diverse needs because of their varied needs. In the early childhood sector, it is clearly expressed and stressed in the curriculum framework Te WhÄ riki (Ministry of Education [MoE], 1996) and Quality in Action: Implementing the Revised Statement of Desirable Objectives and Practices (MoE, 1998) that there should be equal learning opportunities for all children irrespective of their ability. In 2000, New Zealand government developed Special Education 2000 to advocate inclusion of children with diverse needs and increasing opportunities for them in the early childhood and school sector (NZTC, 2010). On the personal level, it is the educators responsibility to meet different childrens varied needs when choosing to work with children. To successfully include children with autism begins with educators commitments to inclusion. Children with autism deserve and have the same right as every other child to be included in the early childhood settings. When acknowledging children with autisms rights to be included in the early childhood settings, it is also essential to recognise the challenges and difficulties faced by the educators. Some basic strategies are suggested here to help educators to successfully engage children with autism in their centres. First and foremost, it is crucial for educators to learn about autism and how it affects the childrens thinking, behaviour and learning (Mells, 2002). Children with autism think differently from most of other children. Due to limited comprehension skills, they might find it hard to adjust to changes of environment or activity as they cant predict what might happen next. To enable children with autism to cope with change, educators can devise a set of rules about how things happen focusing on a piece of detail information rather than focusing on the bigger picture (Mells, 2002). Children with autism have greater skills in visual processing than auditory (Friend, 2008, cited in Vakil et al., 2009). Educators can better inform and support them with visual cues (Ganz Flores, 2010). Different children with autism have different intolerable things, or even different intolerable levels to the same thing. Some of them might be highly sensitive to the scrap sound of the chair or the smell of lunch box. It is pivotal for educators to follow childrens leads, get to know them in person and tune in to their individual needs. Educators can find out more about the children with autism referring to the books, relevant guidelines, and websites. It is also wise practice to talk to family and carer who already know a great deal about the individual childs preferences (Mells, 2002; NMPED, 2004). Working in teams and parental involvement are fundamental to the success of the inclusion. Educators need to work in teams with anyone who contribute to the childs programme, such as family/whanau, specialist teachers, specialist service providers (e.g. MoE/GSE staff, special needs specialists), speech-language therapist, occupational therapist, physiotherapist and the teacher aide to share each others expertise and apply consistent strategies for the childs best benefit. The Individual Educational Plan meeting is a great resource for educators. During the meetings, educators can have access to the other specialists information about the individual child and helpful strategies to interact with him/her successfully. Educators can also express his/her concerns and get them sorted out within the team. Meanwhile, educators can share how the child is doing in the early childhood setting to facilitate decision-making within the team (Moltzen, 2005). Another essential element in the success ful inclusion is to work in collaboration with parents/ caregivers, and whanau. It is highly stressed by Mells (2002), Fraser (2005) and Vakil et al., (2009) the importance of parental involvement for the best outcomes of the child. To work in collaboration with parents and family/whanau, educators are to understand and respect their feelings, and to value their voices and choices. Parents go through a range of emotions when they learn about the childs special needs: shock, denial, anger, sadness, detachment, reorganisation and adaptation (Fraser, 2005, p.134). It is important to acknowledge and show understandings to their feelings. Collaboration with parents enables mutual exchange of support and information about the child between educators and parents (Fraser, 2005). Vakil et al., (2009) indicate that educators need to apply family-centred practices: familys concerns, preferences should be valued and attended to; familys involvement should be secured and actively seek to. When interacting with children with autism, it is advocated that educators apply evidence- based practices and developmentally appropriate practices (Vakil et. al., 2009). Evidence-based practices are practices that have been attested by research and can better inform educators what to do to achieve desired outcomes, such as Universal Design for Learning, informal and formal assessments relating to learning, differentiated instruction, and direct explicit instruction (Dunst, Trivett, Cutspec, 2002, cited in Vakil et al., 2009). To successfully engage children with autism, educators need to provide accommodation and modifications, merging special education and general practices to adjust to their needs. It is also vital to apply developmental appropriate practices to make the children feel accepted, cared for, and supported. Children with autism are characterised by triad of impairment in ability to communicate, socialise and think or imagine (Mells, 2002). Irrespective of their ability, children with autism deserve the same right to be included in the early childhood setting with the educators support. Educators need to be aware of the early signs and symptoms, and refer them to relevant services for a thorough and comprehensive diagnosis after discussing the concern with parents. To successfully include children with autism, educators need to commit to inclusive teaching, work in collaboration with other professionals, parents and whanau. Most importantly, educators need to learn about the child in person, and to proactively learn more about effective practice to include the child referring to relevant helpful resources on the ongoing basis.

Nature of Love in “A Midsummer Night’s Dream”

Love is a universal theme for many art forms.   More often than not, it is love that is spoken of, whether in songs or films.   This fact holds most true for literature. Countless poems, short stories, novels and plays revolve around the concept of love.   One notable piece of literature that thoroughly deals with love and its nature is A Midsummer Night's Dream by William Shakespeare. The story features four types of love through its characters: forced love, parental love, romantic love, and love between friends.   This essay aims to analyze all the aforementioned types of love in the play and how they are portrayed.Love has multiple dimensions; it comes in many forms. The play is a testament to that, as Shakespeare explores the various types of love within the story.   The play begins with the first type of love, which is forced love between Theseus and Hippolyta.   The story starts with both characters speaking of their upcoming marriage and how soon it will come (Shak espeare).   However, the duke and his bride will marry not because they fell in love with each other.   The union existed because Hippolyta was betrothed to Theseus.   In the play, Theseus said: â€Å"I woo'd thee with my sword,/ And won thy love, doing thee injuries;/ But I will wed thee in another key† (Shakespeare).Love formed through betrothal is considered forced because it was prompted by circumstance to exist.   One does not love another upon such imposition.   Rather, one learns to love the other.   Love is spontaneous; if love is to be learned, it means that one has to force himself/herself in loving the other.   In the play, Theseus and Hippolyta did not seem to have any problems with such arrangement.   Both were minor characters, so the details of their relation were not exactly revealed in the play.   In the past, betrothals are common and the arrangement did not seem to be problematic at that time.   However, in essence, forced love is not re ally love.   Love is a spontaneous emotion that is evoked, as opposed to one that is merely forced.The second type of love is the parental kind, as exhibited by the relationship of Egeus to his daughter Hermia.   In the play, Egeus complains to Theseus that while he had given consent to Demetrius to marry Hermia, it is she who seeks to disobey for her love of Lysander (Shakespeare).   Egeus warns that her disobedience may result in death, while Theseus presents another option which is becoming a nun (Shakespeare).Parental love is that which is received upon birth, a love expressed by parents to their children (Hammack 2).   Among all kinds of love, parental love is most continuous; it is the secure kind of love that remains throughout one's life.   There is nothing more fulfilling than being loved by and having a strong close relationship with the family.   However, this kind of love is not without fault.   Parents may have a negative effect on their children when the former force their will or decisions on the latter.For instance, in the play, Egeus believes that Demetrius is the one most fit to marry Hermia; in his resolve, he discards the feelings of his own daughter for his decision. Thinking his daughter’s life is not hers but his, Egeus says, â€Å"And she is mine, and all my right of her/ I do estate unto Demetrius† (Shakespeare).   As Hermia's father, Egeus acts like he owned her and made decisions with her in mind. Egeus may have preferred Demetrius to be Hermia's husband because he thought that was what was best for her.   Nonetheless, it was Lysander whom Hermia loved, and they did end up together eventually.The third kind of love featured in the play was romantic love.   In the story, two couples demonstrated this kind of love: Hermia and Lysander, and Helena and Demetrius.   In the case of Hermia and Lysander, the feeling was mutual.   They reciprocated each other's love, and it caused them to defy Athenian la w by eloping (Shakespeare).This is the typical concept of romantic love.   It is characterized by the fervent desire to have that special someone in one's life (Hammack 3).   It is also marked by a compromise, in which both shared and carried the load that came with the relationship. Lysander knew that his relationship with Hermia was in danger due to Egeus and Demetrius.   Not wanting to part from his beloved, Lysander suggested that they elope to a place in which the Athenian law cannot hinder their love (Shakespeare).Hermia complied, and together they struggled to overcome the obstacle in their relationship.   Such bold action can only be done by people experiencing romantic love.   One becomes willing to face hardships for the sake of the other, as there is a strong need to be with the beloved and make him or her happy (Hammack 3).The case of Helena and Demetrius is different because even if it still falls under romantic love, it initially involved unrequited love.   Helena is in love with Demetrius, but Demetrius has only eyes for Helena's friend Hermia (Shakespeare).   Hermia informs Helena of their elopement, hoping that she would keep it a secret.   She did not; instead, she thought of Demetrius' welfare and told him of Hermia and Lysander's plans.   She did betray her friend's trust, but she simply wanted to win Demetrius.   Despite the fact that he did not love her, she still wanted him to be happy.   That is why she told him of Hermia's plans.   Helena's love is a romantic one because she sought to make her beloved happy, even if it was at her own expense (Shakespeare).One aspect of romantic love is the desire to look after the happiness of the beloved (Hammack 3).   Helena did that to Demetrius; she knew he loved Hermia, so she told him her whereabouts.   Another aspect of romantic love, as was mentioned earlier, is the need to be with the beloved (Hammack 3).   Helena followed Demetrius in the woods, and even though h e made it clear that he did not want to be with her, she still pursued (Shakespeare).   If Oberon did not take pity on her and if Puck did not put the potion on Demetrius' eyes, Helena would have continued to suffer.   In the end, everything went well, with Demetrius declaring â€Å"The object and the pleasure of mine eye/Is only Helena† (Shakespeare).The last type of love portrayed in the play is a love that is shared by sisters, a love grounded on friendship.   Hermia and Helena shared a special friendship that was almost destroyed by Puck's error (Shakespeare).   Because of Puck, both Lysander and Demetrius fell in love with Helena.   This made Hermia think ill about her friend, making them argue in the process (Shakespeare).The love shared between friends is marked by concern for the welfare of the other (Helm).   This stems from the fact that it involves an extent of intimacy, which in part plays a crucial role in one's personal development.   Love between friends is also characterized by caring for one another (Helm).In the play, after Puck had committed the mistake, Helena thought that the declarations of love from Lysander and Demetrius were mere mockery (Shakespeare).   She also thought that Hermia was also involved.   That is the reason why she spoke about their friendship in detail.   Helena narrates that she and Hermia had a vow of sisterhood; for all the times they spent together, they were like two entities with a single heart.   Their friendship originated from childhood, and continued until their days in school.   That is why Helena was hurt when she thought that Hermia was also mocking her (Shakespeare).Hermia and Helena are bound by love that unites friends.   They are already like sisters. Because they have been together for a long time, they have developed a level of intimacy that they cannot share with others.   Their relationship which began as early as childhood made them responsible for each other's gr owth.   Because there is caring involved between friends, to be mocked by a friend would surely hurt.   Hermia's anger toward Helena when the former thought that the latter stole her lover away was out of the sense of betrayal she felt as a friend.Love indeed comes in many forms, and has numerous different variations. In the playA Midsummer Night's Dream alone, there are four types of love that Shakespeare openly explored: forced love, parental love, romantic love and love between friends.   All these are simply part and parcel of the universal concept that is love.Works CitedHammack, GS. â€Å"Different Types of Love.† Associated Content. 12 June 2006.   12 May 2008 ;https://www.yahoo.com/?err=404;err_url=https%3a%2f%2fwww.yahoo.com%2farticle%2f37378%2fdifferent_types_of_love.html%3fpage%3d3%26cat%3d41;.Helm, Bennett. â€Å"Friendship.† Stanford Encyclopedia of Philosophy. 17 May 2005. 12 May 2008 ;https://plato.stanford.edu/entries/friendship/;.Shakespeare, W illiam. A Midsummer Night's Dream. 13 November 2000.   12 May 2008 . Nature of Love in â€Å"A Midsummer Night’s Dream† Love is a universal theme for many art forms.   More often than not, it is love that is spoken of, whether in songs or films.   This fact holds most true for literature. Countless poems, short stories, novels and plays revolve around the concept of love.   One notable piece of literature that thoroughly deals with love and its nature is A Midsummer Night's Dream by William Shakespeare. The story features four types of love through its characters: forced love, parental love, romantic love, and love between friends.   This essay aims to analyze all the aforementioned types of love in the play and how they are portrayed.Love has multiple dimensions; it comes in many forms. The play is a testament to that, as Shakespeare explores the various types of love within the story.   The play begins with the first type of love, which is forced love between Theseus and Hippolyta.   The story starts with both characters speaking of their upcoming marriage and how soon it will come (Shak espeare).   However, the duke and his bride will marry not because they fell in love with each other.   The union existed because Hippolyta was betrothed to Theseus.   In the play, Theseus said: â€Å"I woo'd thee with my sword,/ And won thy love, doing thee injuries;/ But I will wed thee in another key† (Shakespeare).Love formed through betrothal is considered forced because it was prompted by circumstance to exist.   One does not love another upon such imposition.   Rather, one learns to love the other.   Love is spontaneous; if love is to be learned, it means that one has to force himself/herself in loving the other.   In the play, Theseus and Hippolyta did not seem to have any problems with such arrangement.   Both were minor characters, so the details of their relation were not exactly revealed in the play.   In the past, betrothals are common and the arrangement did not seem to be problematic at that time.   However, in essence, forced love is not re ally love.   Love is a spontaneous emotion that is evoked, as opposed to one that is merely forced.The second type of love is the parental kind, as exhibited by the relationship of Egeus to his daughter Hermia.   In the play, Egeus complains to Theseus that while he had given consent to Demetrius to marry Hermia, it is she who seeks to disobey for her love of Lysander (Shakespeare).   Egeus warns that her disobedience may result in death, while Theseus presents another option which is becoming a nun (Shakespeare).Parental love is that which is received upon birth, a love expressed by parents to their children (Hammack 2).   Among all kinds of love, parental love is most continuous; it is the secure kind of love that remains throughout one's life.   There is nothing more fulfilling than being loved by and having a strong close relationship with the family.   However, this kind of love is not without fault.   Parents may have a negative effect on their children when the former force their will or decisions on the latter.   For instance, in the play, Egeus believes that Demetrius is the one most fit to marry Hermia; in his resolve, he discards the feelings of his own daughter for his decision.Thinking his daughter’s life is not hers but his, Egeus says, â€Å"And she is mine, and all my right of her/ I do estate unto Demetrius† (Shakespeare).   As Hermia's father, Egeus acts like he owned her and made decisions with her in mind. Egeus may have preferred Demetrius to be Hermia's husband because he thought that was what was best for her.   Nonetheless, it was Lysander whom Hermia loved, and they did end up together eventually.The third kind of love featured in the play was romantic love.   In the story, two couples demonstrated this kind of love: Hermia and Lysander, and Helena and Demetrius.   In the case of Hermia and Lysander, the feeling was mutual.   They reciprocated each other's love, and it caused them to defy Athenia n law by eloping (Shakespeare).This is the typical concept of romantic love.   It is characterized by the fervent desire to have that special someone in one's life (Hammack 3).   It is also marked by a compromise, in which both shared and carried the load that came with the relationship. Lysander knew that his relationship with Hermia was in danger due to Egeus and Demetrius.   Not wanting to part from his beloved, Lysander suggested that they elope to a place in which the Athenian law cannot hinder their love (Shakespeare). Hermia complied, and together they struggled to overcome the obstacle in their relationship.   Such bold action can only be done by people experiencing romantic love.   One becomes willing to face hardships for the sake of the other, as there is a strong need to be with the beloved and make him or her happy (Hammack 3).The case of Helena and Demetrius is different because even if it still falls under romantic love, it initially involved unrequited love .   Helena is in love with Demetrius, but Demetrius has only eyes for Helena's friend Hermia (Shakespeare).   Hermia informs Helena of their elopement, hoping that she would keep it a secret.   She did not; instead, she thought of Demetrius' welfare and told him of Hermia and Lysander's plans.   She did betray her friend's trust, but she simply wanted to win Demetrius.   Despite the fact that he did not love her, she still wanted him to be happy.   That is why she told him of Hermia's plans.   Helena's love is a romantic one because she sought to make her beloved happy, even if it was at her own expense (Shakespeare).One aspect of romantic love is the desire to look after the happiness of the beloved (Hammack 3).   Helena did that to Demetrius; she knew he loved Hermia, so she told him her whereabouts.   Another aspect of romantic love, as was mentioned earlier, is the need to be with the beloved (Hammack 3).   Helena followed Demetrius in the woods, and even tho ugh he made it clear that he did not want to be with her, she still pursued (Shakespeare).   If Oberon did not take pity on her and if Puck did not put the potion on Demetrius' eyes, Helena would have continued to suffer.   In the end, everything went well, with Demetrius declaring â€Å"The object and the pleasure of mine eye/Is only Helena† (Shakespeare).The last type of love portrayed in the play is a love that is shared by sisters, a love grounded on friendship.   Hermia and Helena shared a special friendship that was almost destroyed by Puck's error (Shakespeare).   Because of Puck, both Lysander and Demetrius fell in love with Helena.   This made Hermia think ill about her friend, making them argue in the process (Shakespeare).The love shared between friends is marked by concern for the welfare of the other (Helm).   This stems from the fact that it involves an extent of intimacy, which in part plays a crucial role in one's personal development.   Love bet ween friends is also characterized by caring for one another (Helm).In the play, after Puck had committed the mistake, Helena thought that the declarations of love from Lysander and Demetrius were mere mockery (Shakespeare).   She also thought that Hermia was also involved.   That is the reason why she spoke about their friendship in detail.   Helena narrates that she and Hermia had a vow of sisterhood; for all the times they spent together, they were like two entities with a single heart.   Their friendship originated from childhood, and continued until their days in school.   That is why Helena was hurt when she thought that Hermia was also mocking her (Shakespeare).Hermia and Helena are bound by love that unites friends.   They are already like sisters. Because they have been together for a long time, they have developed a level of intimacy that they cannot share with others.   Their relationship which began as early as childhood made them responsible for each other 's growth.   Because there is caring involved between friends, to be mocked by a friend would surely hurt.   Hermia's anger toward Helena when the former thought that the latter stole her lover away was out of the sense of betrayal she felt as a friend.Love indeed comes in many forms, and has numerous different variations. In the playA Midsummer Night's Dream alone, there are four types of love that Shakespeare openly explored: forced love, parental love, romantic love and love between friends.   All these are simply part and parcel of the universal concept that is love.Works CitedHammack, GS. â€Å"Different Types of Love.† Associated Content. 12 June 2006.   12 May 2008 .Helm, Bennett. â€Å"Friendship.† Stanford Encyclopedia of Philosophy. 17 May 2005. 12 May 2008 .Shakespeare, William. A Midsummer Night's Dream. 13 November 2000.   12 May 2008 .

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