Importance Of Teacher Student Interaction

Importance Of Teacher Student Interaction Teachers who have positive interaction with their students create classroom environments more helpful to learning and meet students developmental, emotional and educational needs. Teaching is a people profession that demands a large amount of time being dedicated to personal interaction. Positive teacher-student interaction has a very crucial role for effective teaching and learning to take place (Arthur, Gordon, Butterfield, 2003). There are many important factors including productive Teaching and learning. Positive teacher-student interaction can be defined by shared acceptance, understanding, affection, intimacy, trust, respect, care and cooperation (Krause, Bochner, Duchesne, 2006). The Teacher Student relationship depends on very large extent upon effort from both parties although the teacher plays a key role and in fact, the responsibility, to initiate positive interaction. The teacher who is practical in representation, recognition, understanding, intimacy, expectation, respect, care and cooperation towards his or her students not only works at initiating positive teacher-student relationships, but also increases the likelihood of building strong rela tionships that will endure over time (Barry King, 1993). Teacher-student interaction is important for many reasons. Teacher student interaction is highly influence a students skill to change to University, to do well at University, and to relate to peers (Pianta, 1999). Teachers who had positive and secure relationships with students reported that their students were less likely to stay away from school, appeared more independent, more supportive, and busy in learning (Birch Ladd, 1997; Klem Connell, 2004). Teacher-student Interaction has an impact on classroom management and affects learning and growth. According to developmental perspective, the establishment of a positive teacher-student relationship aids a students cognitive, social and emotional growth and enhances their mental well-being (Brazelton Greenspan, 2000). The teacher-student relationships impact productively on a students self-esteem and enhance their skills. Student-Teacher interactions are very important for the development of the students academic self-concept and enhancing their enthusiasm and success. Colleges and universities that actively promote close and frequent contact between their students and faculty members are more likely to reap a host of benefits from such initiatives. Faculty members taking an interest in their students academic progress could potentially make significant contributions in increasing their intellectual and professional development (Anaya Cole, 2001; Chickering, 1969; Chickering Reisser, 1993; Cokley, 2000; Terenzini Pascarella, 1980). There is evidence that students successful in knowing even one faculty member closely are likely to feel more satisfied with their college life and aspire to go further in their careers (Rosenthal et al., 2000). Although most interactions with faculty tend to occur w ithin the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning process (Thompson, 2001; Woodside, Wong, Weist, 1999). Informal interaction between students and faculty has been identified as a primary agent of college culture, and has an important influence on the attitudes, interests, and values of college students (Chickering Reisser, 1993; Lambert, Terinzini, Lattuca, 2007; Pascarella, 1980b; Pascarella Terenzini, 1991, 2005; Thompson, 2001). However, although previous research has established that student-faculty interactions are important, we still need to identify which aspects of student-faculty interactions are helpful and how these could significantly influence students to stay in college, increase their desire to work hard, stimulate them to enjoy learning, and encourage them to strive toward high achievement standards (Bean,1985). The current study addresses this gap in the li terature by examining eight specific types of student-faculty interactions as predictors of academic self-concept and three types of academic motivation, as well as academic achievement in a sample of college students from a medium-sized, public university located in the Midwestern United States. Interactions between students and faculty members are inevitable and personal connections that emerge through advisement and mentoring are highly valued (Light, 2001). In responding to several implicit, unspoken, and nonverbal cues, students are more likely to interact with faculty members perceived to be sociable, intelligent, showing leadership, supportive, and objective (Babad, Avni-Babad, Rosenthal, 2003; Furnham Chamorro-Premuzic, 2005). Faculty members allowing students to use their first names are perceived as higher in warmth, approachability, and respect in comparison to faculty members who are addressed by formal titles (McDowell Westman, 2005). Student-faculty interactions can be formal or informal, occurring either inside or outside instructional settings, with both playing an important role in determining students academic success (Jacobi, 1991). The most frequent type of contact that students have with faculty members typically include situations in which they are asking for information about a course or visiting after class (Kuh Hu, 2001). Faculty-student interactions could take on a more intense flavor in a tutorialstyle classroom, where a faculty member may meet with two students at a time for an hour, eventually interacting closely with about five such pairs of students per week (Smallwood, 2002). Such close, intense, interaction seems to enhance student learning and intellectual stimulation, with both students and faculty valuing the opportunity to know each other at an informal and personal level. Cox and Orehovec (2007) identified four major types of student-faculty interactions with the most important, functional interaction, referring to academic-related interactions outside the classroom. The other three types include personal interactions about some personal issues unrelated to academics, incidental contact maintained by occasional greetings, and finally disengagement, where there is minimal interaction with the faculty member inside the classroom and little or no interpersonal exchange. Even though faculty members may not always be aware of i t, their interactions can have a far-reaching influence on their students. Faculty member-student relations are a strong motivator and indicator of learning (Christensen Menzel, 1998). In particular, Decker, Dona, and Christenson (2007) note that the student-faculty member relationship is more important in predicting students social-emotional functioning than their academic performance. This implies that there is a support-seeking dimension in student-faculty member relationships that can be carefully nurtured to shape positive outcomes for students. Informal interactions with faculty members outside the classroom have been found to have an incremental effect on students motivation over and above the typical predictors of academic performance such as secondary school performance or academic aptitude (Pascarella Terinzini, 2005; Pascarella, Terenzini, Hibel, 1978). Informal discussions with faculty members about intellectual issues are associated with increases in students aspirations to achieve at a hi gher level than would be predicted by pre-enrollment characteristics. Initial interactions with faculty members are also very influential in increasing the value placed on high academic achievement and in compensating for the general student culture that does not typically value such achievement. Mentoring provided by faculty members as a sponsor, confidant, and protector seem to be relatively more important than even peer support, for students who are transitioning into college (Mann, 1992; Shore; 2003). Thus, faculty members seem to play an important role in the overall college experience for new and continuing students. Adolescents who model themselves after their teachers rather than their friends report higher levels of school adjustment (Ryan et al., 1994). Informal faculty-student contacts play a particularly crucial role during the first year in college because they allow students to integrate their academic and extracurricular experiences (Goodman Pascarella, 2006; Pascarell Terenzini, 1977; Pascarella Terenzini, 2005). Further, students reporting high and moderate levels of interactions with faculty members (relative to low interactions) rate their academic program as being more interesting, exciting, and enjoyable, as well as more relevant and necessary for their career. Finally, substantive student-faculty interactions have been found to have a positive impact on students vocational preparation and intellectual development (Kuh Hu, 2001).These findings suggest that student-facultyinteractions have a multidimensional influence on the cognitive and emotional needs of students, thus valida ting the importance of faculty members as role models. Some researchers have found that students who spoke more frequently with faculty outside class and received advice about their educational program reported significantly higher academic self-confidence (Plecha, 2002). This finding is congruent with Endo and Harpel (1982) and Astin (1999)s work showing that interacting frequently with faculty members is part of being academically engaged and students who are more involved do better in college. Similarly, Bjorkland, Parente, and Sathiyanathan (2002) note that students who are in more frequent contact with faculty members and receive more feedback on their performance show remarkable improvement in communicating in a group, competence in their specific field, awareness about their future occupation, and general problem-solving skills. Other reported benefits of such student-faculty relationships include greater satisfaction with academic life, lesser likelihood of dropping out, and feeling more intellectually driven (Hazler Carney, 1993). In support of Chickerings (1969) model, recent data suggest that students engaging in meaningful interactions with faculty members are more likely to have a sense of purpose and competence for succeeding in college (Martin, 2000). Further, students who perceive their faculty members to be caring and have positive informal interactions with them often report greater learning (Teven McCroskey, 1997) as well as satisfaction with college and enhanced intellectual and personal development (Lamport, 1993). When Pakistan was founded in 1947 as a result of the partition with India, the country had only one institution of higher education, the University of the Punjab. Over the next 20 years, many private and public schools and higher education institutions were established to help fuel the countrys socio-economic development. In the early 1970s, all of Pakistans educational institutions were nationalized under the government of Zulfikar Ali Bhutto, who was committed to the idea of Islamic Socialism. For the next decade, Pakistans entire system of education was state-run. However, the growing demand for higher education fast outpaced the establishment of new public universities. During that period, the system could accommodate only 25 percent of the high school graduates who applied to higher education institutions. The overcrowding prompted many wealthy Pakistanis to seek university degrees abroad in the United States, Great Britain and Australia, while others sought out private tutors at home or entered the job market without a degree. In 1979 a government commission reviewed the consequences of nationalization and concluded that in view of the poor participation rates at all levels of education, the public sector could no longer be the countrys sole provider of education. By the mid-1980s, private educational institutions were allowed to operate on the condition that they comply with government-recognized standards. Until 1991, there were only two recognized private universities in Pakistan: Aga Khan University established in 1983; and Lahore University of Management Sciences established in 1985. By 1997, however, there were 10 private universities and in 2001-2002, this number had doubled to 20. In 2003-2004 Pakistan had a total of 53 private degree granting institutions. The rapid expansion of private higher education is even more remarkable if we look at the number of institutions established on a year-by-year basis. In 1997, for instance, three private institutions were established; in 2001 eleven new private institutions were opened; and in 2002 a total of 29 private sector institutions sprung up. According to HEC, there are total 128 recognized Universites in Pakistan, 70 are public and 58 are private. PRIVATE VS. PUBLIC HIGHER EDUCATION While the quality of Pakistans private universities varies widely, they all share some common traits. Most of them have adopted the American model of higher education, which features a four-year bachelors degree and system of credits. Supporters of private higher education believe that non-government institutions can deliver higher quality education and do it far more efficiently than the public sector. They point to the fact that private schools rarely suffer the closures and class suspensions their public counterparts do, and that students enrolled at these schools are more apt to complete their degree programs on time. They also believe that private universities will introduce international standards of competence and accountability.

Why trade barriers need to be reduced

Why trade barriers need to be reduced Over the last thirty years, the environment in which international business operates has become subject to the forces of globalisation and increasing world integration. One might even say that globalisation is the buzzword of economics today. Consequently, to have the world as one, the need to reduce trade barriers between countries arises. To support this view, the WTOs Doha Development Agenda (also known as the Doha Round) states that the non-agricultural market access (NAMA) negotiating groups mandate is to reduce, or as appropriate, eliminate tariffs, including the reduction or elimination of tariff peaks, high tariffs, and tariff escalation, as well as non-tariff barriers, in particular on products of export interest to developing countries. The economic importance of non-tariff measures (NTMs) has thus, become the main concern of many countries around the world. Moreovever, with the steady decrease in worldwide tariffs accomplished in the various rounds of multilateral trade negotiations over the past several decades, the attention of both policy-makers and economists has turned to the role played by non-tariff methods of protection. Especially for the purpose of negotiations, it is important that the impacts of these NTMs be quantified. Yet this has proven difficult. Variation across countries in product prices is due to many factors of which NTMS are just one. In addition, there are many types of NTMs namely quotas, non-automatic licensing, bans, prior authorization for protection of human health, local content requirements, among others which defy the development of a simple uniform method to convert the effect of these quantity controls into tariff-equivalents. However, the World Trade Organisation (WTO) which is an international body with the purpose of promoting free trade by persuading countries to abolish import tariffs and other barriers, has played an important role in the setting up of the non-tariff measures. However, the mushrooming of non-tariff measures globally, may also have adverse effects on the economy of a country and the government has to take appropriate actions to protect trade. 1.0 World Trade Organisation 1.1 What is the WTO? The WTO is the only global international organisation dealing with the rules of trade between nations. At its heart are the WTO agreements, negotiated and signed by the bulk of the worlds trading nations and ratified in their parliaments. The goal is to help producers of goods and services, exporters and importers conduct their business, while allowing governments to meet social and environmental objectives. The systems overriding purpose is to help trade flow as freely as possible which partly means removing obstacles. 1.2 Brief History of the WTO The World Trade Organisation became operational in 1995. One of the youngest of the international organisations, the WTO is the successor to the General Agreement on Tariffs and Trade (GATT) established after World War II. GATT and the WTO have helped to create a strong and prosperous trading system contributing to unprecedented growth. The exceptional growth in world trade during the past 50 years is as follows: Merchandise exports grew on average by 6% annually and total trade has increased 22 times from 1950 till 2000. The WTO developed after several rounds of negotiations under GATT. The first rounds dealt mainly with tariff reductions but later, negotiations included other areas such as anti-dumping and non-tariff measures. The last round which led to the WTOs creation was the Uruguay Round. The following table illustrates the different round which took place and the issues which were discussed. 1.3 Functions of the WTO The WTO can be viewed from different angles. Apart from being an organisation for trade liberalisation, it is a forum for governments to negotiate trade agreements. The WTO is also a place for settlement of trade disputes which is rules-based. Hence, the main functions of the WTO are described below: 1.3.1 Administering WTO trade agreements 1.3.2 Forum for trade negotiations The core activity of the WTO is to negotiate between the members on how to decrease trade barriers worldwide. Thus, the WTO provides the forum for negotiations among its members concerning their multilateral trade relations in matters dealt with under the agreements and a framework for the implementation of the results of such negotiations, as may be decided by the Ministerial Conference. However, it is must be note that although the main objectives of the WTO is to reduce trade barriers between countries and liberalise trade, the WTO will maintain the trade barriers in circumstances like protection of consumers and prevention of diseases. 1.3.3 Handling trade disputes Handling trade disputes is the third important aspect of the work of the WTO. Even trade agreements which have been meticulously negotiated may create conflicts between governments. Hence, the best way to settle these differences is through some neutral procedures based upon a legal framework. This is the reason for which WTO agreements exist. 1.3.4 Monitoring trade policies The WTO agreements are negotiated and signed by the worlds trading nations. These documents provide the legal aspects of international trading. They are mainly contracts, binding governments to keep their trade policies within the agreed limits. Although these agreements are negotiated and signed by governments, the aim is to help producers of goods and services, exporters, and importers conduct their business while also allowing governments to meet social and environmental objectives. The main purpose of this system is to help easy flow of trade and prevent side effects. This is important so as to provide a better economic development of a country. Moreover, these rules need to be transparent and predictable. 1.3.5 Technical assistance and training for developing countries The WTO provides guidance to countries on complex issues. It also provides support and training to developing countries in order to help them to fully integrate the system. 1.3.6 Cooperation with other international organisations Along with other international firms and organiations, the WTO is constantly looking for new measures about how to reduce tariffs and promote equal trading rights among all nations. 2.0 Non-tariff measures It is widely recognised that non-tariff measures (NTMs) are more economically harmful to the world trading system and individual countries than tariffs (Bosworth, 1999). While tariffs have been reduced through multilateral trade negotiations, NTMs have emerged as alternative measures to protect domestic industries, particularly in the 1970s and 1980s in response to the drastic tariff reductions in developed countries. Tariff reduction or elimination would become no doubt worthless if alternative trade impeding measures prevent trade liberalisation and deteriorate social welfare. In fact, the WTO is actively identifying and analysing non-tariff measures (NTMs) which are the less apparent restrictions on the free flow of trade. Although the identification and analysis of NTMs has significantly evolved, understanding their nature and trade effects remains a challenge for analysts and policymakers. Moreover, it is important to highlight that the OECD has engaged itself to use the available information in trying to increase free flow trade and implement policies in reducing tariff measures. 2.1 Definition of NTMs Despite increasing concerns on NTM issues becoming a serious impediment to international trade, there is no consensus on a definition of the explicit range of NTMs. NTMs are composed of whichever measures other than tariffs that distort international trade, regardless of whether they are border or internal types of measures. NTMs are defined as policy measures, other than ordinary customs tariffs, that can potentially have an economic effect on international trade in goods, changing quantities traded, or prices or both. The term NTM has been widely used in the GATT and the UNCTAD. Baldwin (1970) defines NTMs as any measure (public or private) that causes internationally traded goods and services, or resources devoted to the production of these goods and services, to be allocated in such a way as to reduce potential real world income. The East African Communitys working definition of NTMs is quantitative restrictions and specific limitations that act as obstacles to trade (World Bank 2008: iii). NTM definitions are generally residually defined: any trade barrier that is not a tariff is a non-tariff barrier. This creates two problems: the rationale for trade barriers is not discussed; and the number of NTMs becomes very high and their nature diverse.Based upon Laird and Vossenaar (1991), NTMs are classified according to the instant impact of the measure. The measures identified are listed below: Measures to control the volume of imports. Measures to control the price of imported goods. Monitoring measures, for example price and volume investigations and surveillance. Production and export measures. Technical barriers. NTMs may serve legitimate social objectives or they may be instruments of protectionism. These two options may even be mixed as a NTM may be designed to serve a legitimate objective, but vested interest may influence to policy process to affect either the design or the implementation of the NTM to their advantage. Import quotas function much like tariffs and are an example of an illegitimate NTM. Food safety standards are an example of a potentially legitimate NTM. The standards are set to safeguard public health and if that is their true function they are legitimate. They may, however, be misused, for instance, by requiring costly test procedures for imports. In that case, they are illegitimate and should be either removed or redesigned or be implemented in a non-discriminatory way. 2.2 Non-tariff measures in WTO trade policies reviews Regulations and other non-tariff barriers are rapidly overtaking tariffs as the main obstacle to trade. The WTO has a unique instrument that could be used to shed much needed light on these measures. The WTO secretariats trade policy reviews (TPRs) contain long sections on the tariffs, subsidies and anti-dumping duties in place in the country under scrutiny. Dealing with these instruments is a gratifying since it is relatively easy to calculate average tariffs, add up subsidies and count anti-dumping measures. Any protectionist intent or harmful effects for the economy are immediately understood by most readers. The WTOs TPRs give short shrift to regulatory trade barriers. Their treatment is generally short, superficial and unsystematic. This take-it-easy approach is becoming increasingly problematic. Tariffs and subsidies are on a long-term downward trajectory (despite the current crisis), whereas non-trade regulation with serious effects on trade is abounding. It is time for the TPRs address this challenge. A starting point would be a well-organised and comprehensive overview of the regulations in place and future legislative intentions. In order to permit comparison across time and countries, this should be complemented with such quantitative and standardised descriptions of regulatory barriers as can be assembled at reasonable cost. If reliable analysis of trade and welfare effects of regulatory barriers is available, it should also be included in the TPRs. The most important aspect, however, should be a thorough and critical examination of policy-making processes. TPRs should report on a list of key policy-making characteristics and compare them to best practice standards. The reviews should, for instance, offer a clear description of how countries arrive at sanitary and phytosanitary (SPS) measures. This could be done by focusing on the procedural provisions that WTO Members take to implement their obligations under the SPS Agreement. In sum, TPRs could be an important tool for tackling excessive trade barriers arising from non-tariff measures without having to go through dispute settlement. It could harness the power of transparency triggering international and domestic pressure to remove unjustifiable barriers and to improve decision-making procedures so that inappropriate measures are not taken in the first place. But this would require giving more authority and resources to the WTO secretariat. Ideally, TPRs on non-tariff measures would be published as a separate report. If the WTO addresses the transparency challenge, it can facilitate unilateral liberalisation and prepare a better starting ground for future multilateral negotiations. While enhanced treatment of non-tariff measures needs special attention, a broader change is required. TPRs should be transformed from a diplomatic exercise in Geneva into a transparency instrument that involves the stakeholders in the country under review. This implies that the process of writing reviews should become open to public scrutiny and allow for improved stakeholder participation. Such changes would facilitate greater analytical depth and critical rigour, and they would instil a sense of domestic ownership. A further step would be to present and discuss the TPRs in the country under review. Success with this enabling long-term agenda could give meaning and energy to the WTO. It might even go some way in compensating for the damage to the prestige of the WTO resulting from the Doha quagmire. 3.0 Classification of Non-Tariffs measures There are several types of non-tariff measures imposed by trading countries. According to the typology of NTMs drawn up by the United Nations Conference on Trade and Development (UNCTAD), these include non-tariff charges, quantitative restrictions, government participation in trade and similar restrictive policies, customs procedures and administrative policies, and finally, technical standards (UNCTAD 1994). These measures increase the cost of production for companies serving in foreign markets, raising entry barriers with higher up-front costs and diminishing the ability of firms to compete in the process. The costs depend on the stringency of measures adopted, the required speed of implementation, the nature of the supply chain and the technical measures already in place in the exporters domestic market (OECD 2001). Thus, middle-income developing countries that already have relatively stringent technical and health standards, for example, might not experience a very high cost of adjustment vis-Ã  -vis the NTMs adopted in developed export markets. Studies that examine the extent of NTM application in different countries often employ a classification system to distinguish among the myriad measures. One classification is the UNCTADs Coding System of Trade Control Measures. This system segregates NTMs into: price control measures; finance measures; automatic licensing measures; quantity control measures; monopolistic measures; and technical measures. Sanitary and phytosanitary standards (SPS), as well as technical barriers to trade (TBT), fall under the last group (technical measures), and are often found under the subcategories on product characteristics requirements and testing, and inspection and quarantine requirements. The World Trade Organization (WTO), for its part, maintains the Negotiating Group on Market Access for Non-agricultural Products (NAMA) Inventory of Non-tariff Measures. This list groups NTMs into: government participation in trade and restrictive practices tolerated by the government; customs and administrative entry procedures; technical barriers to trade; sanitary and phytosanitary measures; specific limitations; and charges on imports. The final source for the core NTMs Database is the World Trade Organizations TPR. Measures are compiled from those mentioned in the Trade Policies and Practices by Measure section of the TPR. Within this section, most nontariff measures are summarised in the introduction followed by a more detailed description of the types of measures and the products affected. Donnelly and Manifold (2006) examined the United States Trade Representatives National Trade Estimate Report on Foreign Trade Barriers, the European Unions Market Access Database, and the WTOs Trade Policy Reviews to compile a list of non-tariff measures reported by 53 countries. Because these three sources do not use a standard classification system, the authors made their own list of 15 categories. These are: anticompetitive practices/competition policy; intellectual property rights; corruption; investment-related measures; customs procedures; sanitary and phytosanitary measures; export-related measures; services; standards, testing, certification and labeling; government procurement; import licensing; state-trading; import prohibitions; taxes; and import quotas. 3.1 Analysis of the NTMs 3.1.1 Anticompetitive practices/competition policy These measures allocate exclusive or special preferences or privileges to one or more limited group of economic operators. Hence, certain agencies may benefits from the exclusive importation of a range of products. An example will be the importation of salt and tobacco which are reserved for the respective state trading companies. Another example is that crude petroleum is imported exclusively be the government. Moreover, for some products, the imported need to transact with the national service as some product need to insured by the government and it should also require the use of national transport like ships, etc. 3.1.2 Measures to increase price of imports Measures used to implement the control of prices of imported articles in order to support the domestic price of certain products when the import price of these goods are lower; establish the domestic price of certain products because of price fluctuation in domestic markets, or price instability in a foreign market; and counteract the damage resulting from the occurrence of unfair foreign trade practices. It includes the use of reference price mechanisms, variable levies, antidumping duties and countervailing measures. Tariff-type measures such as tariff quotas and seasonal tariffs also are usually intended to increase import prices under given circumstances. Voluntary export price restraints fall under this broad category of intent. Important components under this heading are mainly: Administrative pricing Voluntary export price restraints Variable charges Antidumping measures Countervailing measures Safeguard duties Seasonal duties 3.1.3 Import prohibitions Quantity control measures are aimed at restraining the quantity of goods that can be imported, regardless of whether they come from different sources or one specific supplier. These measures can take the form of restrictive licensing, fixing of a predetermined quota or through prohibitions The export restraint agreements consist of voluntary export restraints. This mainly covers the measure employed for the administration of bilateral agreements under the Multi- Fibre Arrangement and, more recently, the WTO Agreement on Textiles and Clothing and it also promotes an Orderly Marketing Agreements. An import licence is not granted automatically. The licence may either be issued on a discretionary basis or may require specific criteria to be met before it is granted. The uses of the products need also to be specified. E.g. Licence to import steel is granted only if it is used for the construction of a bridge. Non economic licences can also be granted for religious, moral, cultural or even political reasons. E.g. Imports of alcoholic beverages are permitted only by hotels and restaurants. A quota is a restriction of importation of specified products through the setting of a maximum quantity or value authorized for import. We have different types of quotas; Global quota Global Quotas are established on the basis of the total quantity or value of imports of specific products. It is classified in 2 sub section; i.e. Unallocated quotas which uses the system of fist come first serve (e.g. Imports of wheat is subject to a maximum limit of 20 million tons per year from any country) and Quotas allocated to exporting countries whereby the quotas are pre-allocated among exporters (e.g. Imports of wheat is subject to a maximum limit of 20 million tons per year allocated to exporting countries according to the average export performance of the past three years). Bilateral quotas Bilateral quotas are for a specific exporting country. E.g. a maximum of 10 million tons of sugar may be imported from a certain Country. Seasonal quotas Seasonal quotas are established for a given period of the year, usually set for certain agricultural goods when domestic harvest is in abundance. An example will be quota for import of strawberries is established for imports from March to June each year. Quotas linked with purchase of local goods It is the percentages bought by the local importer. Quotas for non-economic reasons Non economic quotas enclose religious, moral or cultural and political aspects of the quota. Tariff Rate Quotas It is a system of multiple tariff rates applicable to a same product: the lower rates apply up to a certain value or volume of imports, and the higher rates are charged on imports which exceed this amount. Quotas linked with domestic production Compulsory linkage of imports (of materials or parts) with local production Example: Import of coal is limited to the amount used in the previous year in the production of electricity. Other criteria like prohibition, suspension and different types agreement of certain products are also included under this heading. 3.1.4 Taxes other than customs tariff Tax Measures, other than tariffs measures that increase the cost of imports in a similar manner, i.e. by fixed percentage or by a fixed amount. Customs Surcharges, Service charges like (Custom inspection, processing and servicing fees and Merchandise handling or storing fees), and additional taxes are the different types of tax that a certain type of products need to abide. 3.1.5 Finance measures Financial measures are intended to regulate the access to and cost of foreign exchange for imports and define the terms of payment. They can also contribute to increase import cost just like tariff measure. Advance payment whereby a sum of money is paid at the time the deal has been sealed and multiple exchange rate falls under this category. 3.1.6 Trade-related investment measures This section can be divided into Local content measures and trade balancing measures. Local content measures Requirement to use certain minimum levels of locally made component, restricting the level of imported components. E.g. Imports of clothing is allowed only if more than 50% of the materials used are originating from the importing country. Trade balancing measures Measures limiting the purchase or use of imported products by an enterprise to an amount related to the volume or value of local products that it exports. E.g. A company may import materials and other products only up to 80% of its export earning of the previous year. 3.1.7 Export related measures Subsidies may be directly applied to output or value added, or they may be indirectly applied, i.e. paid to material or other inputs into the production process. They may arise from payments or the non-collection of taxes that would otherwise be due. Restrictions by mean of taxes or prohibitions may also be imposed on production or exports. 4.0 Consequences of NTMs 4.1 Problems caused by the mushrooming of NTMs Bora (2003) identified three main consequences of the mushrooming the NTMs. The overall level of trade is lower than it should have been. Internationally prices are not at the levels dictated by the law of one price. The elasticity of trade flows to price changes is dampened. The first two points are basic to the economists rationale for trade, namely increasing efficiency. The last point, namely the dampened responsiveness of trade flows to price changes, is of major interest. Three issues have been identified and there are: The first issue is that, our global economy today has external imbalances of unprecedented size in absolute terms. The preferred means to resolve these imbalances is through exchange rate flexibility. At the same time, it is commonly observed that exchange rates tend to overshoot as the adjustment process unfolds. A dampening of trade elasticities would logically work to slow or weaken the adjustment of external imbalances. Accordingly, imbalances might persist for longer periods and potentially reach larger dimensions while the exchange rate swings needed to correct those imbalances would be of even greater amplitude. Turning the argument around, increasing the responsiveness of trade flows to prices would cause more rapid external adjustment of imbalances to exchange rate corrections and thus reduce the chance of large imbalances arising in the first place. Without going so far as to make judgments concerning the quantitative significance of NTMs in the current problems of global a djustment, a proliferation of such measures might well be a contributing factor. Second, a slower response of trade flows to prices is effectively the same as a reduction in similarity of domestic and foreign goods and services. That is, there is an implicit reduction of the cross-price elasticity of imports vis-Ã  -vis domestically produced goods. In turn, this means that price competition from imports is lower than it otherwise would be. NTMs that reduce the elasticity of imports thus not only convey protection to domestic producers from imports, they create increased monopolistic pricing power domestically, with implications for domestic policy. For example, in response to trade liberalization, governments appear to have been willing to see greater domestic industrial consolidation in the belief this would promote export competitiveness, implicitly counting on competition in the domestic market being provided by trade. But if proliferating NTMs reduce the competition flowing from trade, we get the worst of all worlds which are limited domestic competition and ineffective trade competition. This is perhaps one of the factors prompting civil society response to globalization which targets growing corporate power. The third issue is that the gains from trade liberalization derive from the responsiveness of imports to changes in relative prices through tariff reductions, a dampened price response will lead to disappointing results from trade liberalization compared to expectations which are calibrated according to assumed stronger responses. 4.2 Consequence of UNCTAD and WTO decisions on NTMs It is inevitable that there is a certain arbitrariness in such a classification. For example, most measures, including technical barriers, have price and quantity effects. A glossary of individual non-tariff measures, derived from Laird and Yeats (1990), and based on the above five broad categories of NTMs. OECD (1994), dealing only with agriculture, lists some 150 measures or bodies administering country-specific schemes. In the UNCTAD classification these would fall within the more limited, but more general, list of individual measures, since many are simply national descriptions for a widely used basic measure. Typically, the objectives or motives for using NTMs range from the long-term desire to promote certain social and economic objectives, including broad economic, industrial or regional development, to shorter term purposes such as balance of payments (BOP) support or action to protect a specific sector from import surges or from dumped or subsidized imports. Price or volume control measures or subsidies have been used In any type of liberalization simulation, it may be important to look realistically at the likelihood of such measures being removed. It is unlikely that Governments will remove permanent controls on technical barriers to trade or on trade in arms, drugs, pornography and so forth, although technical barriers may become more harmonized. However, support for industrial development can be achieved in more open economies supported by improved macroeconomic management and realistic exchange rates. Furthermore, Governments seem attached to support for specific sectors (sometimes in key political constituencies) by means of hidden subsidies through government procurement and technology development (e.g. aircraft), but so far international disciplines on the use of such measures remain relatively weak. As a consequence, even after the Uruguay Round, there are still important peaks in sectoral protection in most countries, sometimes in the same sector, for example textiles and clothing. It is important to realize that GATT (including GATT 1994, negotiated in the Uruguay Round) does not ban the use of all NTMs. Laird and Vossenaar (1991) argue that after the Preamble and the first three articles of the GATT, which deal with the overall objectives of GATT, most-favoured-nation (MFN) treatment, tariff reductions and national treatment, one enters the realm of exceptions and sets of rules which deal at least as much with how and when protection may be imposed, especially by means of non-tariff measures, as they do with liberalization. The Tokyo Round and Uruguay Round Agreements are a further extension of this idea, although the Uruguay Round results should see a reduction in the use of some important NTMs. For example, ERAs, the MFA, export subsidies and farm production support. 4.3 NTM problems faced by Indonesian Exporters Indonesia may face NTM problems with countries like US, Japan and European countries, which are their main destination for trading. The products selected will be: Agricultural product (mainly palm oil and fisheries) Textile and garment product Wood product (mainly plywood) Electronic (parts) Exporting to the US Footwear and garment product, Furniture Parts thereof; Electronics and Parts and Natural Rubber Latex; among other are the most common commodities exported to the US. However the Indonasian exporters have been facing major problem due to the non tariff measure. In 2002, the US restricted the import of shrimps as the argued that not the proper method of harvesting was used and the sanction was imposed against the background of sea turtle conservation and shrimp import. In the year 2004, Several Asian countries shrimp commodities had been charged with US antidumping regulation. In steel and rubber products, the US government to collect antidumping fine from foreign competitors and disburse them to the affected US firms. This was protested by Indonesia and other countries in WTO panel meeting in 2002. Indonesia assumed that such trade policy

I Hate Cell Phones :: Personal Narrative Writing

I Hate Cell Phones Let me come right out and say it: You chronic cell phone users, I’m thoroughly sick of you. I’m sick of having to listen to your dumb conversations as I walk down the street or sit in the park or anywhere people used sit in peace. I’m sick of having to be wary of you while you chat away in a car too close to me, especially you vapid girls and young women with your attention far away from moving several tons of metal along a road. I’m sick of having to maneuver my shopping cart around you while you talk to someone at the other end about the goddamn freshness of the cantaloupe or whether to buy Cheerios or Wheaties. I’m sick of hearing your one-sided chit chat while I’m trying to enjoy a meal in a restaurant. Hey, I don’t want to hear about your romantic problems, your job woes, your vasectomies or your yeast infections. I’m sick of the various sounds of your phones’ â€Å"ringing,† all those sounds engineered just for you. I’ve lately preferred the whine of the dentist drill as I wait for my name to be called. Those of you who don’t turn off your cell phones while in a movie and then actually take the call—if you’re not a surgeon waiting to do a kidney transplant, I think you should be taken out into the street and beaten up by six bikers juiced on amphetamines. Those of you taking classes, try very hard to remember to turn off your cell phones because someday your professor is not going to be able to control himself and is going to take your chirping little device and is going to stomp it into little pieces, then throw sixty dollars at you in three 20s. Those of you who call me on cell phones, let me be frank and say I don’t like it. Unless it’s an extreme emergency or you’re in some quiet place where other people can’t hear you—because it bugs me that those people might be like me and not appreciate having to become privy to a conversation that has nothing to do with them—please wait until you get to a â€Å"land line† to call me. And those of you who call me on your cell phone, if at all possible, make sure your batteries are new or your reception is perfect or, if not, that you only call to tell me some simple, brief thing, because trying to hold a normal conversation while your voice comes and goes is pretty irritating to me.

Reader Response Essay - Joyce Carol Oatess Where Are You Going, Where

Reader Response Essay - Joyce Carol Oates's Where Are You Going, Where Have You Been? As I began reading â€Å"Where are you going, where have you been?† by Joyce Carol Oates I found myself relating the experiences of Connie, the girl in the story, to my own personal experiences. She spoke of going to a friend’s house and having her friend’s father drive them to the shopping mall so that they could walk around and socialize or go see a movie. I found that this related very closely with my own experiences of being fifteen years old because it was always someone else’s parents driving my friends and I to the movies or to the mall. However, as I continued to read the story I began to wonder if maybe Connie’s life was not in any way parallel to my own. I have a younger sister where she has an older sister, but that is where the similarities end. Her mother is always telling her that she should be more like June, her older sister. It seemed to me that June living with her parents at her age was unusual, but the fact that she seemed to enjoy this and was always doing things to h...

Leper Lepelliers Functions As A Minor Character :: essays research papers

Upon returning to his school fifteen years after graduating, Gene Forrester, recalled his days at the Devon School in a surreal sense. In his own words, â€Å"In the deep, tacit way in which feeling becomes stronger than thought, I had always felt that the Devon School came into existence the day I entered it, was vibrantly real while I was a student there, and then blinked out like a candle the day I left.† Helping embellish this reality were his friends, including Leper Lepellier, who appeared in only five scenes in A Separate Peace. Elwin â€Å"Leper† Lepellier’s role as a minor character was vital to the story, although not nearly as visible as Gene’s or Finny’s. His appearances stole the attention of the reader, altered each character’s own perceptions of the war, and forced the main character to act and think in ways he would not have otherwise. Chapter Ten’s journey to Leper’s Christmas location is a trip away from Devon both physically and emotionally. Leper steals the scene by inviting Gene to his home, proceeding to unsettle the reader to the extent that he cannot concentrate on the other characters. Quiet and subdued, Leper spent much of his time outdoors, sketching snails and trees, photographing beaver dams. He was what Brinker so scornfully called a naturalist. This gentle hobby extracted virtually no interest from the reader, besides a knowledge of Leper’s eccentric and lonely personality. Because he predictably behaved this way, reading the few tortured pages of his hallucinations in the army elicits strong emotion and reader interest; Finny and the Devon group of friends were insignificant compared to the horrific images Leper conjured in the reader’s mind. Gene felt the same emotions as the reader: â€Å"Don’t tell me who’s got me and who hasn’t got me. Who do you think you’re talking to? Stick to your snails, Lepellier.† Shocked at what his friend has become, Gene mentions his naturalistic manner, hoping to straighten him out. At this point, the reader is as helpless as Gene, wondering why Leper has changed, what the hallucinations mean, and most importantly, what will happen to between them in the pages to come. Leper also directs the reader back to Finny’s accident, pointing a guilty finger at Gene when he says he and everyone he knew were all â€Å"savages underneath.† When Gene finally runs out of Vermont and away from Leper’s insanity, the reader now has another view on Finny’s accident.

Research Paper on Plato

Abstract Many Philosophers made a difference in society but Plato is perhaps recognized as the most famous. His writings have had a profound effect on people, politics, and the philosophy throughout the centuries. He was a public figure and he made major contributions to society. Plato helped to lay the philosophical foundations of modern culture through his ideas and writings. One of the most philosophical thinkers of Western civilization, Plato is the only author from ancient Greek times whose writings survive intact. His collection consists of thirty-five dialogues and thirteen letters, though the authorship of some is contested.Plato was born in Athens, into a prosperous aristocratic family. His Father’s name was Ariston and his Mother’s name was Perictione. His relative named Glaucon was one of the best-known members of the Athenian nobility. Plato's name was Aristocles, his nickname Plato originates from wrestling circles, Plato means broad, and it probably refers either to his physical appearance or his wrestling style. â€Å"Plato is, by any reckoning, one of the most dazzling writers in the Western literary tradition and one of the most penetrating, wide-ranging, and influential authors in the history of philosophy,† (Kraut, 2009).Plato was born during the Golden Age of Athens’s which saw the birth of classical architecture, drama, arts and politics. However, as he was growing up he observed the decline of Athens as a cultural center. He witnessed instances of cruelty, disloyalty, and dishonesty and it was in clear violation of his values. It was also during this time that Plato fell under the influence of Socrates, who engaged the people of Athens in philosophical discussions. â€Å"It was into this bright, sly, worldly atmosphere that Socrates appeared, moving questioningly about the streets of Athens†. Plato 1984). In 339 Socrates was brought to trial and charged with having false Gods and corrupting the youth. Soc rates was found guilty on the charge and was sentenced to death. The execution of Socrates weighed heavily on Plato and he turned away from politics, he thought the behavior of the courts was unjust. He decided not to get involved in political life, instead he decided to leave Athens with other friends of Socrates to travel and study. During his travels he met with all kinds of people and studied not only philosophy but geometry, astronomy, and religious teachings.Socrates was extremely influential to Plato and he was the main character in numerous writings, he was also influenced by Heraclitus, Parmenides, and the Pythagoreans. One of the most important goals Plato set for himself was to keep the memory of Socrates alive by recording and bringing about the kind of impact that Socrates had on people. Nearly all of Plato’s work takes the structure of dialogues in which Socrates is usually the main character. One of the goals of a Plato’s dialogue is to engross the reade r in philosophical questions related to the ideas being discussed.The Socrates of the Platonic dialogues is modeled after the real Socrates but it is in part an imaginary character used to impart Platonic themes. Plato’s dialogues are divided into three groups, the early or Socratic dialogues; the dialogues of middle age; and the dialogues of old age. In the early dialogues, Socrates is the main character, but it is generally believed that Plato is expressing his own views. These are the only remaining dialogues of Socrates teachings hence; they are referred to as the Socratic dialogues. In The Apology Socrates was accused of having false gods and corrupting the youth.While on trial Socrates claimed that he was innocent and was not at all wise, â€Å"Men of Athens, I honor and love you; but I shall obey God rather than you, and while I have life and strength I shall never cease from the practice and teaching of philosophy†¦ Understand that I shall never alter my ways, n ot even if I have to die many times. † (Plato 1984). Middle Dialogues During Plato's middle period he wrote the following, Meno, Republic, Euthydemus, Menexenus, Cratylus, Phaedrus, Symposium and Phaedo. The most important difference between these writings and his earlier works is that he is establishing his own voice in philosophy.In the Meno Plato introduces us to the Socratic idea that no one knowingly does wrong, â€Å"Virtue is the desire of things honourable and the power of attaining them. † Plato (1984). In the Phaedo we become familiar with the platonic doctrine of the Forms; this is where Plato makes a claim as to the immortality of the soul. Plato's most influential work, The Republic, is part of the middle dialogues. It is a discussion of the virtues of justice, courage and wisdom. It addresses the question of how do humans approach living a good life. The dialogue finishes by looking at various forms of government and describing the ideal state.The allegory of the â€Å"Myth of the Cave† is also in The Republic it is an important writing because it contains the main points of his philosophy. It is intended to be a metaphor for education and it explains issues regarding the theory of knowledge. Plato believed one must explore the belief that a greater reality exists. It is through this belief that a person can gain greater insight into true reality and become enlightened. Without it we are like the prisoners of a cave who only see the shadows of objects and live in complete darkness. â€Å"And now, I said, let me show in a figure how far our nature is enlightened or unenlightened, behold!Human beings living in an underground den† (Plato 1927). It is only through philosophy that we can come out of the cave into the true world. â€Å"Who is best suited to rule the state – lovers of opinion or â€Å"true philosophers†? (Plato 1927) His final years at the Academy he wrote the later dialogues which included the Parmenides, Theatetus, Sophist, Statesmas, Timaeus, Critias, Philebus, and Laws. It should be noted that Socrates has a minor role in these writings. Plato examines his metaphysical theories through these dialogues. He discusses art, dance, music, poetry, drama, and ethics in connection to immortality and the mind.He also dedicates himself to the philosophy of mathematics, politics and religion. Plato argued that women were qualified to play a role in politics and philosophy. In The Republic, Socrates argued that women were as capable as men in pursuit of accomplishments. There is a suggestion that women should be educated for their roles in the class of guardians and possibly work next to men. A woman’s role could be significant in society, but different from a man’s role. Even though Plato believed that women were necessary in a working society, he did not mean he thought women were equals of men.Plato thought that women lacked the strength of men and that women were more suited for other responsibilities in life. â€Å"If women are expected to do the same work as men, we must teach them the same things. † (Plato 1927) The impact of Plato’s work cannot be measured or calculated. His writings had great influence on the entire intellectual development of Western civilization. Despite the fact that Plato did not leave a well-formed, rigid philosophical system he is considered the father for all forms of philosophical idealism and dualism. The object of education is to teach us to love what is beautiful. † (Plato 1984). After he died the Academy continued until AD 529, when it was closed due to its pagan teachings. Neo-Platonism, founded by the 3rd-century philosopher Plotinus, was an important development of Platonism. It was a philosophical system which was as a combination of Platonic, Pythagorean, and Aristotelian elements. Originally it was opposed to Christianity but later on it integrated it. It dominated European thought until the 13th century and re-emerged during the Renaissance.The most important Renaissance Neo-Platonist was â€Å"Marsilio Ficino† who developed significant ideas from Plato and Neo-Platonism. Ficino founded of the Academy in Firenze and was responsible for the circulation of Neo-Platonic ideas. Ficino is credited with translating all of Platos’ dialogues into Latin and produced a great work called Platonic Theology, in which he outlines Neo-Platonism. His philosophy is based on the doctrine that the human soul is the center of the cosmos. It is the only thing that sits between the world of ideas and the world is the soul.Neo-Platonism was revived in the 17th century by the Cambridge Platonists such as Cudworth and Smith. The school stressed the importance of reason, maintaining that faith and reason are not that different. Rene Descartes an 18th century philosopher and Neo-Platonist developed a method to achieve truths. If something is not recognized by the intelle ct or reason can be classified as knowledge. According to Descartes. These truths are gained â€Å"without any sensory experience† (Descartes). He argued that as a result of his method, reason alone determined knowledge and that this could be done independently of the senses. Cogito ergo sum, I think therefore I exist† (Descartes) Plato developed an absolutist ethical theory which is that there is a greater good toward which to aspire. He developed this theory to respond to the skepticism and the beliefs of the Sophists who Plato felt did not preach wisdom, but rather their opinions. Plato tried to protect the part of reasoning in human life though he had resistance from the ancient Greek preachers know as the Sophists. They came from different cities and proclaimed that they were able to impart knowledge to young men how to live prosperous lives.Even though the Sophists did not belong to a school and did not have a common creed, some opinions were typical of them as a group and were absolutely conflicting to the views of Plato. The Sophists were great communicators and skilled public speakers. Plato felt that the Sophists were more likely to appeal to emotions rather than to reason. According to Plato philosophers influence people’s souls not their bodies and Plato agreed with Socrates in thinking that the nurturing of the soul is more vital than the nurturing of the body.Furthermore, he also believed that true leaders need to have wisdom, and knowledge. Plato's influence has been monumental as one philosopher said the history of philosophy is simply â€Å"a series of footnotes to Plato. † (Whitehead) Plato's has been criticized down through the centuries for his philosophy of the forms. His ideas of the just life and an ideal state are complex. Plato tended to specifically ignores much of human nature. Plato did not think in the realm of the physical world, he was always looking to a different one where things exist only if he can prove there existence.References Kraut, R. (2009, Sept) Plato Stanford Encyclopedia of Philosophy. Retrieved from http://plato. stanford. edu/entries/plato; Plato. (1984) Great dialogues of Plato New York: Mentor Books trans. by Benjamin Jowett Blackburn, S. (1945) The republic of Plato. (45 ed. ). London: Oxford University Press, USA. trans. By Desmond Lee Descartes. Stanford Encyclopedia of Philosophy. Retrieved from http://plato. stanford. edu/entries/descartes-works; Alfred North Whitehead. Stanford Encyclopedia of Philosophy. Retrieved from http://plato. stanford. edu/entries/whitehead/

How does Shakespeare introduce themes in these acts both verbally and visually?

6th January in Shakespeare's day, this was a day of comedy where people swapped roles and dressed up for the day before going back to normal life. The play name can be related to this Twelfth Night. The play is developed as you go in many ways and information is given to add to previous or past moments. The play starts as a shipwreck and twins are torn apart for each other by the brutal sea. The female of the twins is rescued and is left on her own not knowing if her brother be dead or alive she is left to take care of herself. In this essay I will be focusing on who I think are the main characters and in what ways they contribute to the themes in the first 2 acts both visually and verbally. The audience will be able to pin point easily where and what the humour means but there are more jokes which need to thought about deeply to get them. Love that is a theme and that is what is being developed first to give the audience a better understanding of events to come. Orsino who is deeply enthused by Olivia the ‘Fair, cruel maid' will do what ever it takes to get his love. Orsino is a pertrachan as well is Olivia he will spare nothing to get what he wants. Orsino likes his music ‘ If music be the food of love play on, give me excess of it. ‘ But he gets bored of the tune as fast as he ordered it. Orsino is also enticed when he hears that Olivia refuses to entertain his messenger he just gets more passionate about getting her. Orsino sees himself as the perfect lover but really just fancies himself being in love. The theme further develops because Viola needs a job and the only way she can get one is by disguising herself as a man. Her new name being Cesario. The audience know Viola is in costume but Orsino doesn't. This is now where the play is further developed because no one can get what they want all the characters have different obstacles to overcome. Viola then realises she likes Orsino ‘ I'll do my best to woo your lady. [Aside] Yet, a barful strife! Whoe'er I woo, myself would be his wife. ‘ Meaning she wants to be his wife this is love in disguise. ‘I am not what I am. ‘ Viola says this and this is true she no longer is Viola she is Cesario. Which we would expect because 12th Night is about dressing up and deceiving others. Disguise is a massive part of the theme in 12th Night, why? Because everybody is hiding behind a mask or costume. Olivia mourning her brother always behind a veil, Viola trying to fit in and Feste the jester who alas is wise and considerably aware of the situation is always changing his attitude and his costume. The audience know by now the danger that is brewing from the disguises and know both personalities of one person. Feste the fool who is no fool at all is responsible for a lot of verbal wit and more. The proof of this is that he exposes Olivia for mourning her brother. ‘I think his soul is in hell, Madonna. ‘ Olivia-‘I know his soul is in heaven, fool,' ‘The more fool you Madonna to mourn for your brothers soul being in heaven. Feste has tricked her exposing in the process. The he uncovers the disguise of Viola saying ‘Jove in his next commodity of hair send thee a beard. ‘ The songs that Feste sing come from the heart and this helps to reveal his character he speaks the truth in the words that he sings. He also fools with Sir Toby and Andrew. There is falseness in other characters like Sir Toby and Sir Andrew. These two characters are not what they seem for behind closed doors they are like children in an adult world. Sir Toby when in company is a gentlemen a person of dignity and power but his behaviour does not show this. He likes to drink a lot and is far from quiet. He likes to sing and dance not sit and be formal he likes to be different. ‘ To hear by the nose, it is dulcet in contagion. But we make welkin dance indeed? Shall we rouse the night owl in a catch that we will draw three souls out of one weaver? Shall we do that? ‘ (Drink until the sky spins round). This is not what a formal intellectual would do. Malvolio woken up in the night by their drunkenness announces ‘My masters are ye mad or what are you' Malvolio is not pleased him being a man of normality. Sir Andrew too is one for drink but without a brain likes to have fun and be too as loud as Toby. All of this is visual appearance and Shakespeare wants you to notice this. Malvolio is also one for deception but he is only deceiving himself. Malvolio is a steward and nothing more and has ideas way above his station as Toby points out. The plot to fool him is well deserved for his arrogance, but we wait to see where it ends. Olivia clearly states, he is ‘Sick of self love' and cannot relax in any situation. The next theme developed is that if bewilderment or foolishness. This theme is not particularly big in the early stages of the play but from what is happening you can tell it will be a main theme later to come. People in the play are not what they seem nor what they truly are, and then an element is developing chaos. We the reader or audience knows who is who at the moment but the actors do not for example no body knows that Cesario is actually viola in disguise although Feste has his suspicions but that is the whole point the element of surprise the day of trading places 12th night that is what is meant by the name. The audience also know that her twin brother Sebastian is still alive and has not perished and even more surprising he is in the land as her. You can guess what might happen there. The potential to confuse between these two people is massive, as they look so similar. This is a big visual aid as we wait for their paths to cross. Shakespeare's whole point in the play is to provide visual or verbal jokes whether they are slapstick comedy for less intellectual or complicated situations that look like trouble. The whole Shakespeare motive is not funny, comical nor fun. It is drama and sadness. Shakespeare is setting a drama through comedy the play is set around trust, who can you trust. No one in the play every person has there own little secret. Disguise is treacherous as viola points out, ‘Disguise through art a wickedness wherein the pregnant enemy does much. ‘ Therefore comedy is not what it seems it itself is a disguise for a much darker side to life a much bleaker and unimaginable side nothing we could have thought of.