Journal Article Analysis Essay Example for Free

Journal Article Analysis Essay Current views of the world, desires, dreams, goals, and the demands placed upon society are constantly transformed by present epistemological beliefs. Schommer-Aikens and Hutter (2002) investigated the relationship between an individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter, 2002). Using a study group of 174 adults ranging in age from 17 to 71, Schommer-Aikens and Hutter (2002) posed questions assessing beliefs of knowledge and the speed control of learning. Feldman addressed how assumptions become scientific knowledge by stating â€Å"Sometimes we know things by reasoning or inference. When we know some facts and see that those facts support some further fact, we can come to know that further fact. Scientific knowledge, for example, seems to arise from inferences from observational data† (Feldman, 2003, p. 3). Understanding how assumptions move into scientific knowledge it becomes apparent how these assumptions are qualified in research. The authors used regression analysis to quantify the assumptions of the participants as they relate to knowledge, learning, multiple perspectives, and ultimately the development of epistemological beliefs. This analysis will further identify philosophical assumptions underlying the research; explain the practical significance of these assumptions and their effect on its applicability to other authors and post-positive thinkers. Philosophical Assumptions Underlying the Research Feldman (2003) stated that epistemology, the theory of knowledge is a philosophy that looks into the questions about knowledge and rational. Epistemologist`s tend to focus or concentrate on questions of principal aspects involving knowledge and how those beliefs regulate coherent belief. Those within the field are less concerned about the validity of knowledge or  coherent belief, be it correct or incorrect but focus more on causes (Feldman, 2003, p. 1). To that extent Schommer-Aikens and Hutter (2002) conducted a survey of 174 participants, including 120 women and 54 men. The ages of the participants ranged from 17 to 71 years of age and included various personal and educational backgrounds. Through the Schommer epistemological questioner participants, including chemical engineers, clerks, homemakers, factory workers, pharmacists, and teachers of both genders. These participants were asked a number of questions that incorporated religious, educational, societal and personal belief s. Questions were ranked in a likert- type scale ranging from strongly disagrees to strongly agree (Schommer-Aiker, Hutter, 2002). Philosophical Assumptions Schommer-Aikens and Hutter state â€Å"The results coming from epistemological research suggest that individual`s beliefs about the nature of knowledge and learning are linked to their comprehension, metacomprehension, interpretation of information and persistence in working on difficult academic tasks† (Schommer-Aikens, Hutter, 2002, p. 6). The authors contend that individuals who believe knowledge is isolated into segmented bits and not taken as a sum total perform more poorly in the compression of mathematical, physiological, and medical textbooks (Schommer-Aikens, Hutter, 2002). This statement confirms that knowledge or epistemological commitments are a collection of data and understanding and not segmented or isolated bits of information. The assumption is those who tend to segregate knowledge and who do not attain a higher degree of education have difficulty in their own epistemological commitments. This is further evident in the writings of Quine and Kuhn as these authors beleive science is a continuation of common-sense (Delanty Strydom, 2003, p. 22). According to these authors common, everyday decisions made by the common man and woman play a significant role in the creation of science. Whereas the purpose of the epistemological study was to extend epistemological beliefs to an individual’s everyday life, it was also designed to reflect on academic studies. This particular article using the Schommer epistemological belief survey makes several assumptions. Those assumptions state those with a higher level of education are more likely to take on multiple perspectives,  withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). The inference is those who take knowledge as a collection of data, not as segmented bits along with the attaining of a higher level of education were equipped for complex or critical thinking. This enabled each to understand the complexity of life, make crucial decisions, understand varying viewpoints and able to adapt as understanding grew. These assumptions have a practical significance and affect research. The Practical Significance of Assumptions and Their Effect on Research Inferences and practical assumptions are drawn during the research of this article, and one could argue some of the assumptions made were drawn before the research study ever began. Through personal epistemological beliefs society has long held the conviction those who attain a higher level of education are able to deal with the complexities of life. The practical significance of assumptions and their effect on the research conducted are visible in the work of Johnson and Duberley as they state â€Å"both within and outside of our organizations our behavior is internally motivated, and internally justified, by what we believe about â€Å"the World† (Johnson Duberley, 2000, p. 2). Often in preparing for such a survey the focus group of participants used along with the questions themselves distort the data and thus the results to achieve a desired result. While in this case the participants have diverse backgrounds and have achieved differing degrees of education, making such assertions could distort data. Assumptions and Research Methodology Kuhn preferred historical science and by building upon prior knowledge Kuhn (2012) believes this research and evidence was already available enabling that data to be tested using deferring mechanisms to either prove or disprove a current or prior theory. While not opposed to the empirical testing, it was his belief that details must be obtained for research. It is through this historical science and data that assumptions within society and within science about our understanding of epistemological belief have come into existence. Popper states the empirical method makes good use of a  criticized approach to the method (Delanty Strydom, 2003). The empirical method tests each system ensuring the best system moves forward after all methods have been tried, tested, and proved. Schommer-Aikens and Hutter (2000) used questions, including â€Å"You never know what a book means unless you know the intent of the author† and â€Å"Its a waste of time to work on problems which have no possibility of coming out with clear-cut and unambiguous answers† (Schommer-Aikens, Hutter, 2000). These answers along with others were used as a measurement in epistemological belief comparing their answers and their level of education to gauge how those answers compared with historical norms (Schommer-Aikens, Hutter, 2000). This data was then taken and a regression model developed to extract the stated research and ultimately assumptions made. Schommer-Aikens and Hutter (2000) in turn came to the same assumptions and epistemological commitments already held within social and physical science to date. The research quantified and validated the assumptions held by historical science that one’s epistemological beliefs are shaped and re-shaped by the ability to link through learning, multiple perspectives, and ultimately the development of epistemological beliefs. The ability for humans to use successfully address complex issues, attain paradigm shifts in their understanding of the world and develop are inevitably linked with thought processes and knowledge gained through high er education. Conclusion A person’s thoughts, feelings, emotion, and beliefs often shape ones decision-making process. Other components, including perception, memory, introspection, and reasoning also assist in the formation of opinions, shape our knowledge, and transform an individual’s viewpoint (Feldman, 2003, p. 3). Perception is how one sees the world around them, the sights, sounds, smells, and other senses creates an understanding of the external environment creating a mental image and often places an attachment to it. Through their research Schommer-Aikens and Hutter (2002) investigated the relationship between and individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter,2002). Using the regression model the authors quantified the beliefs and assumptions the conclusion of which is a culmination of historical science supported by this recent research. While  post-positive thinking like Kuhn, Quine, and Popper may differ in view about the empirical method, testing, and paradigm shifts as theories change over time the core belief of epistemological commitment remain comparable. A sentence sums up this article and the accompanying research as it pertains to epistemological belief. Those with a higher level of education are more likely to take on multiple perspectives, withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). References Delanty, G. Strydom, P. (Eds). (2003). Philosophies of Social Science: The Classic and Contemporary readings. Philadelphia, Pa: Mcgraw-Hill. https://ecampus.phoenix.edu/content/eBookLibrary2/content Feldman, R. (2003). Epistemology. Prentice Hall. The University of Phoenix. https://ecampus.phoenix.edu/content/eBookLibrary2/content. Kuhn, T. (2012). The Structure of Scientific Revolutions. Chicago, Il. University of Chicago Press .https://ecampus.phoenix.edu/content/eBookLibrary2/content. Schommer-Aikins, M., Hutter, R. (2002). Epistemological Beliefs and Thinking About Everyday Controversial Issues. Journal Of Psychology, 136(1), 5.https://ecampus.phoenix.edu/content/eBookLibrary2/content. Johnson, P. Duberley, J. (2000). Understanding Management Research: An Introduction to Epistemology. Thousand Oaks CA. Sage Publishing. Prentice Hall. https://ecampus.phoenix.edu/content/eBookLibrary2/content.

A Commentary on the Travel Writing of Pierre Jean Grosley and Ramond de

A Commentary on the Travel Writing of Pierre Jean Grosley and Ramond de Carbonnià ¨res Each summer, for the past five years, I have traveled to Savary Island, B.C. to "repose my wearied spirit" on the mountains, the ocean, and especially on the absence of civilization and the regular amenities thereof. The island is divided: the western half submits to residents who wish for large homes and tennis courts while the eastern half (Indian Point) supports those who want to escape from those very things. There are only a handful of permanent residents on the eastern half and they have built their homes and gardens with a respect and reverence for nature that is rarely found in the city, or Savary Shores (the western half). The visitors to the island fit, generally, into the same western and eastern categories; all escaping the city, but only some willing to leave the city behind. It is a modern distinction between the tourist and the traveler. It is impossible to engage with nature without engaging with the people on Savary Island. I have found that encounters with both visi tors and residents, negative or positive, have influenced my experience of nature and, in turn, knowledge of myself. Therefore, the effects of our Romantic Travelers' encounters with people (tourists, travelers or native residents) on their experience of nature have interested me greatly. Pierre Jean Grosley and Ramond de Carbonnià ¨res' travel writing provides two perspectives (the tourist and the traveler) of both nature and its human inhabitants. How each man engages with the people he meets mirrors the way he engages with his natural surroundings. My desire to blend in with the residents of Indian Point place my traveling experiences on par with de Carbonnià ¨res... ...gages with nature beyond his initial scientific attempts. He accesses nature, and in turn increases his knowledge of self by engaging with the people he encounters, specifically the shepherds of the Pyrenees. I find I am able to relate my own experiences on Savary Island with both of these travelers, although more so with Ramond de Carbonnià ¨res. Works Cited de Carbonnià ¨res, Ramond. Travels in the Pyrenees; containing a description of the principal summits, passes, and vallies. Trans. F. Gold. London: Longman, Hurst, Rees, Orme, and Browne, 1813. (Original work: Observations faites dans les Pyreneà ©s, 1789) Grosley, Pierre Jean. New Observations of Italy and its Inhabitants. Trans. Thomas Nugent. London: L.Davis and C. Reymers, 1769. Vol.1 Noyes, Russell. English Romantic Poetry and Prose. Oxford: Oxford University Press, 1956. Introduction, xxii.

How Slavery Affected the New World

How Slavery Affected the New World Amanda Maldonado 9/11/2012 Unit 1: Essay When we think of slavery we cannot help to think of mistreated people. Slaves are responsible for making the New World succeed in the enlightenment of civilization, and the production of wealth. Without slave labor economy would not be working today. Slavery teaches us that after suffering there comes reward. At the same time however, slavery is the definition of anguish and torment. The separation of loved ones to service a stranger is erroneous.Slave labor feeds the master’s family, but distresses the laborer’s family. Slavery brings us new traditions and diversity to the New World. In her book, The Origins of American Slavery, Betty Wood explains her point of view of how slavery came to be and I will be referring to her book. Slave labor is a topic that is very important, because slaves are used to serve others, without being paid. They are used as objects and treated as so. The owner has pow er over the slave’s life, and liberty, â€Å"†¦loss of humanity; that the slave was no longer a person, a man or a woman, but an animal. (Origins10) Slaves are treated this way, even though they harvest the corn we eat. The clothes that the master wears are made by the slave, and with cotton that the slave picked. The land that is being used to harvest by the English, and the Europeans, belongs to the Native slaves, and yet they are being disconnected from their own rightful property. The foreigners are taking advantage of the people, to make themselves wealthy. They are greedy and want all the riches for themselves and no one else. The Europeans and the English fight over land, however that land belongs neither.They came and took over without the permission of the people who were there first. The slaves are moving economy forward, because their labor produces money. Money goes into the economy, and there is the start to a strong New World. Agriculture and trading make it easy for people to live in the New World, and persuades people to come. This also persuades slaves, because they believe that someday they will be free and also gain wealth. The slaves bring new customs to the New World. They bring new ways of cooking, strategies to grow crops, and they bring ideas to the Europeans and English.However the English and the Europeans believe that they are descents of Ham a sinner that is punished with servitude. The slaves are put to work because they are believed to be servants of servants. The appearance of the Africans and their culture comes off as different to the Europeans, and English. However slaves are human beings, whether or not they are said to be descendents of Ham. The first slaves are the Native Americans according to Betty Wood. The reason is because the Natives are already here when the English and the Europeans come.The Natives are lured into slavery, because when the Europeans come, they come with smiles. Not knowing, the Natives get taken advantage of. The Europeans want everything that the Natives have. The Natives eventually become slaves. However, the Europeans bring diseases, and wipe out many of the Natives. It is not only Africans and Natives that are slaves though. Some English and some Europeans are put to work as well, but a conclusion is drawn, that white skin is too weak for labor outside. So that is when they bring the Africans.The Africans also die of diseases, but become immune eventually. Their skin is not weak, and they are known to be the best slaves to have. The Europeans and the English want to civilize the African slaves, because they feel that the way they dress and their lack of intelligence is shocking. However, each culture is different, and it is unfair to change their culture, because changing their culture changes their tradition. And, tradition is not tradition if it is changed. The irony of this is the fact that Africans are traded by their own people in Africa.They are traded t o the Europeans for gold and other objects. They tear these families apart just to be self-centered and greedy. All these things, and yet the slaves keep going. Some try to escape, and get away, but others find death or punishment. Life as a slave is a terrible experience, and only they know what it really feels like to be one. All we can do is read about them and feel appalled and impotent. The Europeans and the English gain power by being leeches. They suck out all the power from the slaves, while they live the life of kings and queens. Luckily, this comes to n end eventually; it only took more than two-hundred years. But, today we are free, because they fight for our freedom. Slavery built the nation that we are today. They are responsible for our freedom and for the nation we are today. At the time they did not know it, but thanks to them today we can be free without chains. We can live life peacefully, and independently. We can walk outside and breathe fresh air without being a fraid. Slavery brought traditions, customs, and most of all diversity. We do not have to worry about being separated from our families.And, most of all we do not have to be afraid. The New World is made of immigrants. Whether brought by force or by choice, this country we are today is made of people from different countries. We made the New World, but we owe most of it to the slaves. They are the ones who work hard and experience torment so that today we can be free. Slaves make the New World succeed, economically and culturally. We are now equal to each other, no more anguish. Work Cited Wood, Betty. The Origins of American Slavery: Freedom and Bondage in the English Colonies. New York: Hill and Wang, 1998. Print.

Using the 2 Simple Past Tenses of Spanish

English has one simple past tense, but Spanish has two: the preterite and the imperfect. The two past tenses refer in different ways to what has happened. They are called the simple past tenses to distinguish them from verb forms that use an auxiliary verb, such as has left in English and ha salido in Spanish. In other words, the simple past tenses use a single word. Although the English past in a sentence such as he ate can be conveyed in Spanish using either the preterite (comià ³) or the imperfect indicative (comà ­a), the two tenses dont mean the same thing. In general, the preterite is used when speaking of completed action, indicating the verbs action had a clear end. The imperfect is used to refer to an action that doesnt have a specific ending. Here are some more specific uses to clarify the differences between the two tenses. Note that the imperfect is frequently translated in ways other than the English simple past. Key Takeaways: Spanish Simple Past Tense Although English has one simple (single-word) past tense, Spanish has two, and they usually arent interchangeable.In general, the preterite tense is used for actions that took place over a clear period of time.In general, the imperfect tense is used for actions whose conclusion isnt irrelevant or unspecified. Uses for the Preterite Tense The preterite (often spelled preterite) is used to tell of something that happened once: Fuimos ayer a la playa. (We went to the beach yesterday.)Escribà ­ la carta. (I wrote the letter.)Compramos un coche azul.  (We bought a blue car.) It can also tell of something that happened more than once but with a specific end: Fui ayer seis veces a la tienda. (I went to the store six times yesterday.)Leyà ³ el libro cinco veces. (He read the book five times.) Finally, the preterite can indicate the beginning or end of a process: Tuvo frà ­o. (He got cold.)El huracà ¡n se terminà ³ a las ocho. (The hurricane was finished at 8.) Uses for the Imperfect Tense On the other hand, the imperfect tells of past habitual or repeated actions where theres no definite end specified. It is often translated as used to verb, would verb, or was/were verb -ing. Iba a la tienda. (I used to go to the store. Note that it is possible that the verbs action continues today.)Leà ­amos los libros. (We would read the books. The English would is sometimes used for the imperfect, as it is here, but it also is sometimes used for the conditional tense.)Lavaban las manos. (They were washing their hands.)Escribà ­a muchas cartas. (I wrote many letters.) The imperfect can describe a condition, mental state, or state of being from the past: Habà ­a una casa aquà ­. (There used to be a house here.)Era està ºpido. (He was stupid.)No te conocà ­a. (I didnt know you.)Querà ­a estar feliz. (He wanted to be happy.)Tenà ­a frà ­o. (He was cold.) To describe an action that occurred over an unspecified time: Se pondrà ­a la ropa de deporte. (She was putting on her athletic clothing.)Cuando Josà © tocaba el piano, Marà ­a comà ­a. (While Josà © was playing the piano, Marà ­a was eating.) To indicate time or age in the past: Era la una de la tarde. (It was 1 p.m.)Tenà ­a 43 aà ±os. (She was 43 years old.) Other Distinctions Between the Past Tenses The imperfect is frequently used to provide the background for an event that is described using the preterite. Era [imperfect] la una de la tarde cuando comià ³ [preterite]. (It was 1 p.m. when she ate.)Yo escribà ­a [imperfect] cuando llegaste [preterite]. (I was writing when you arrived.) Because of the way the two tenses are used, some verbs can be translated using differing words in English depending on the tense in Spanish. This is especially true when the preterite is used to indicate the beginning or end of a process. Conocà ­ [preterite] al presidente. (I met the president.) Conocà ­a [imperfect] al presidente. (I knew the president.)Tuvo [preterite]  frà ­o. (He got cold.) Tenà ­a [imperfect] frà ­o. (He was cold.)Supe [preterite] escuchar. (I found out how to listen.) Sabà ­a [imperfect] escuchar. (I knew how to listen.) Some of the sentences in this lesson could be stated in either tense with a slight change of meaning. For example, while Escribà ­a muchas cartas would be the typical way of saying I wrote many letters, as that is something that typically would take place over an unspecified period of time, one also might say Escribà ­ muchas cartas. But the meaning of the sentence, not readily translatable without a context to English, would change to indicate that the speaker was referring to a specific point in time. For example, if you were talking about writing many letters while you were on a particular trip, you might use the preterite form.

Lincoln Movie Review Essay - 628 Words

Conor R-S Period 6. Lincoln Review Lincoln The movie Lincoln, directed by the infamous Steven Spielberg, is based on the life of Abraham Lincoln and his efforts to pass the Thirteenth Amendment to the United States Constitution, which would abolish slavery completely. With the assumption that the Civil War would end in one month, however, Abraham feels it it is imperative to pass the amendment by the end of January, thus removing any possibility that slaves who have already been freed may be re-enslaved. Radical Republicans believe the amendment will be defeated, due to the support of it not being completely assured, since they prioritize the issue of ending the war. Even if all of them are ultimately brought on board, the†¦show more content†¦Since those members also will soon be in need of employment and Lincoln will have many federal jobs to fill as he begins his second term, he sees this as a tool he can use to his advantage. Though Lincoln and Seward are unwilling to offer direct monetary bribes to the Democrats , they authorize other agents to quietly go about contacting Democratic congressmen with offers of federal jobs in exchange for their voting in favor of the amendment. All though it was very dry at times, and could easily be classified as a uninteresting political movie about America’s most important historical moments, I enjoyed the film overall. Instead of focusing the movie on the life of Abraham Lincoln, it does focus on his passionate leadership in the final four months of his presidency. I soon began to sweat and clench my fists as the month of January continued in the movie, time crunching down and down as the Republican agents tried to gain more and more Democratic favor on the passing of the amendment. It felt like a fast-paced, parkour chase. I felt Lincoln wasn’t completely politically minded, constantly telling stories to many men and women who he comes in contact with, seeming humble and wise, always trying to give perspective with the moral of the story. Once the votes were tallied, and the amendment passed, my friend and I couldn’t help but stand up and throw a fist into the air, feeling fulfilled just as Lincoln felt hearing the bells ofShow MoreRelatedFinal Four Months Of Abolishing Slavery1517 Words   |  7 PagesMonths of Abolishing Slavery. I am not a big fan of history movies; I didn’t watch the movie Lincoln when the teacher played it in class. I had to play it at home and pay close attention to be able to write a review about it. I ended up watching it twice for about five hours, and I don’t regret it at all; First, I watched it with a friend of mine and second time on my own; several incidents grabbed my attention. 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Genetic Factors and Criminal Behavior Essay - 709 Words

In this article the two authors research the connection between genetic factors and criminal behavior. They look at the causes that make someone act in a criminal way. There are several factors looked at in connection to the cause such as social factors and environmental variables. The social factors being the more examined of the two. They hypothesized that other factors in performance or alone with environmental variables would lead to better understanding of why some people become criminal. The genetic factor of influence due to mental disorders was posed to have a slight role in affecting people to show criminal behavior. Another cause looked at was the combination of genetic and environmental factors, with a possible result of having†¦show more content†¦Looking at the relationship between biological, adoptive parents, and children (some twins, others not) and the results of being separated from biological parents at birth or soon after were the main purposes of these s tudies. The studies were conducted in three different countries, with an attempt to see if these factors related to the children’s criminal offenses both early in life and later on. The authors looked at if there is a genetic liability to violence and if there is a genetic link between violence and alcoholism. Other researchers expanded and reanalyzed on the findings of the earlier tests to come at their results. They were trying to see if violent offending might be heritable. One study looked at severe mental illness and it’s possible genetic relationship to violence. Once again they were compared based on their biological, adoptive parents, and adoption situations. These studies concentrating more on the biological parents and their responsibilities for the outcomes. These authors examine the nature vs. nurture issue in this article. The nature concept being the genetic connection, and the nurture concept being the social (environmental) influence. 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Are they born to be a natural born killer, is it in their genes, or is it a learned behavior? There are multiple factors resulting in criminal behavior, from genes to environmental factors. Although it is said and believed that criminal behavior is biologically determined there are even more learned or environmental factors that play a role in criminal behavior. There are four top social risk factors believed for the involvement of crime. Parental behavior plays a largeRead MoreEssay Genetics and Criminality1255 Words   |  6 PagesThere have been and still are many debates about how a person’s genotype can be a significant factor in the development of your personality, but more relating to criminality. It is very hard to say that your genetic make-up is not a factor in who you become as a person, but I fully believe that the environment also is a factor as well. 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There are soRead MoreEssay Biological Explanations of Criminal Behaviour1357 Words   |  6 Pagesmisunderstood phenomenon with no concrete evidence when it comes to human behavior. Throughout time there have been endless amounts of crime theories, few of which revolve around biological explanations. We have Cesare Lombroso and the Positive School who thought that criminals were genetically different from the rest of the general population, that they were biologically aggressive, had criminal traits and/or born as criminals. There is also William Sheldon’s theory of body types, called the somatotypeRead MoreThe Research Theories Of Biosocial Criminology1177 Words   |  5 Pages There are numerous different criminological theories thought to identify and explain the behaviors of criminals. The factors that distinguish each theory are as unique as they are the same. Each individual theory takes on a different side of the same factors but the current criminological theories don’t carry much merit due to the lack of criminality predictability, crime explanation, and to the inconsistencies within the theories themselves. Unlike other areas of scientific research, criminologyRead MoreBiological Explanations of Criminal Behavior1430 Words   |  6 PagesBiological Explanations of Criminal Behavior Nature and nurture contribute to the way a person behaves. This can be applied to the behaviors of criminals. According to Fishbein (1990, pg.37), â€Å"behavior [is] primarily attributed to inherited predispositions and genetic influences.† Nurture is the environmental influence that shape human behavior (Fishbein, 1990, pg.37). Human genetics and environmental factors contribute to the uniqueness to a person’s behavior. However, there are underlyingRead MoreGenetic Epidemiology of Antisocial Behavior Essay693 Words   |  3 PagesGenetic Epidemiology of Antisocial Behavior Ty A. Ridenour What exactly causes anti-social behavior in individuals, and how can it be prevented are questions proposed in Ty A. Ridenour‘s Genetic Epidemiology of Antisocial Behavior. Ridenours contention is that biological factors and genes play a role in the development of anti-social criminal behavior in individuals. Familial aggregation which Ridenour explains is the tendency for criminal and antisocial behavior to run in families

Essay on How Love Is Represented in Romeo and Juliet free essay sample

Comparing noughts and crosses by Malorie Blackman to Romeo and Juliet Noughts and Crosses is reminiscent of Shakespeares Romeo and Juliet. Noughts amp; Crosses is a modern-day tale set in an alternative world where you are either a Cross with dark skin or a nought with white skin. It is a book about race, power and truth. In this book Sephy (Persephone) is a cross and Callum her best friend and soon to be lover Callum is a nought In some ways the book is very similar to Romeo and Juliet. For example Sephy (Persephone) has a close relationship with her mother’s secretary Sarah. This links with Romeo and Juliet because Juliet had a close bond with her nurse and in some ways Sarah is like a nurse to her. One scene that really emphasises this is when Callum sneaks into Sephy’s room and they sleep together. We will write a custom essay sample on Essay on How Love Is Represented in Romeo and Juliet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the morning Sarah covers for her by kicking Callum’s trainers under the bed and out of her mother’s sight. She generally knew what she was doing because she said â€Å"get Callum dressed and out of here†. In Romeo and Juliet the nurse covers for Juliet when the same scenario occurs in the play. Juliets relationship with the nurse is very warm. It is the nurse who cares for Juliet when she is sick, who sits on her bed and holds her hand when Juliet is afraid, who helps her get dressed for parties. Sarah although maybe not quite as close as Juliet and her nurse has a very similar relationship with Sephy in Noughts and Crosses. Another example is how noughts and crosses are perceived as such rivals. In accordance to Romeo and Juliet with the Capulet’s and Montages the same rivalry occurs. Being in love with someone from the other side is seen as unfeasible. What also is interesting is that both books/plays and both sets of main characters choose to go against this and as a consequence end up paying a harsh price for their mistakes. In more detail this means that Callum was eventually hung for his love for Sephy and because the courts were convinced he had raped her. In Romeo and Juliet they both end up dying. Romeo drinks poison and Juliet stabs herself with a dagger. Another example is how Juliet loves her mother in a dutiful daughter way but they do not have a warm, close relationship. She respects her mother, and wants to live up to her mothers expectations. This is like Sephy’s relationship with her mother. Because her mother is a raging alcoholic she admired her as a mother but never really felt that emotionally connected with her. Another example is Lord Capulets response to Juliets disobedience is so violently harsh that I began to see him as a bit of a tyrant. We see the physical aggression most prominently in the big, confrontational scene with Juliet over whether or not she will marry Paris. When Juliet refuses, Capulet screams, Out you baggage, you tallow face My fingers itch when Juliet stands up, which suggests that hes prone to physical violence. He also lashes out against the nurse and his wife. This behaviour towards Juliet is similar to Sephy’s dad when she is adamant that she wants to keep her baby. She states that his immediate reaction was to slap her across the face. This shows he is a frustrated violent person because he did not manage to get what he wanted to get. Which was to save his reputation as prime minister). He then continued to abuse her with words by calling her a â€Å"blanker’s slut†. Blanker is a bad word for nought and so implies that he no longer favours her as his loving daughter but a neglected child that threatens to ruin his career. In both stories the father is demanding an expectation from their daughters and they both do not obey. This makes these stories very similar because of the relationships with the parents which are both so detached and strained.