The education system is meritocratic Essays

The education system is meritocratic Essays The education system is meritocratic Paper The education system is meritocratic Paper Essay Topic: Education The education system is viewed in many different ways by different sociologists. When talking about the education system sociologists are referring to forms of education where people experience secondary socialisation which is the relearning of the norms and values learned during primary socialisation in the family; it is also viewed as an agent of social control where children are taught to conform to societies expectations and they are taught this through the hidden curriculum which is lessons which arent part of the national curriculum which the government says are needed to be learnt but are lessons such as how to be obedient and who to be obedient to. The system of meritocracy the idea that the ones who do well are rewarded and the ones who not do well are not i. e. those who do the best get the best job. The meritocratic view of the education system means that the system is fair and supports all however, other sociologists discard this view as legitimising a system of inequality where some people dues to wealth/class do better than others. Functionalists believe that the education system is meritocratic. A meritocracy is the idea that those who work hard receive rewards this is the view the hardest working students get the best grades and go on to get the best jobs they believe that it is difference in cultural values that lead to differences in class results which have been seen throughout the years and were evident in the end of the recent academic year with children in the highest social classes doing better than those in the lowest social classes. Trough this system of meritocracy there is an equality of opportunity which is where school creates a system where all people can become equal no matter what class, gender or ethnicity everyone has the same opportunity to become a police officer or a doctor. This meritocracy is said to sift and sort perspective students into their correct positions as an adult in society. According to Parsons school is simply the bridge between the family or primary socialisation and entry to employment. He views the education system as a positive system of placing the best students at the top both in school and eventually the work place. This idea is supported by Davis and Moore (1945) who say that meritocracy is the system which social institutes (this includes school) use to sift and sort its members into different positions in this way they believe that school is meritocratic. They view meritocracy as allowing the principles of stratification to take place where individuals are place and motivated into different positions. Marxists criticise Davis and Moore for having extreme conservative views and being very class based. Functionalists view meritocracy as being evident in society and they use evidence such as the rise of working class children in universities as there has been a rise of working class children in higher education than in the fifties supporting the idea of a meritocracy. This view however like others comes up against scrutiny from Marxists who say the proof that is given isnt as conclusive as would be made out as the expansion of universities has largely benefited the bourgeoisie as there are more middle and upper class people in universities. They say that meritocracy is made yup in order to legitimise the system they view the few working class kids in universities as letting a few through to keep the rest quiet as it means people accept their positions as if I would have worked harder I could have achieved this. Marxists then due to this fact view the education as unfair and not meritocratic. They do however believe that there is a myth of meritocracy which was made up to legitimise the system of unfairness in which the bourgeoisie rule and the proletariat are exploited. The myth of meritocracy sets up a way of making the working class accept that they are working class and will always be working class this is where legitimising comes in they believe that the few working class kids that go to university make the rest of the working class think that its possible but they just didnt try hard enough to achieve the top positions and in this way as Althusser talks about a docile and obedient workforce is produced because the education system of a capitalist society passes on the belief through meritocracy that it is fair and the poor should accept their poverty as its their fault as they didnt try hard enough or they messed around. The myth of meritocracy is spoken about by Bowles and Gintis they said that school did allocate students into jobs but said this was not a positive concept but a negative one which was legitimised by the myth of meritocracy where there is an idea that meritocracy exists and this is fed through the hidden curriculum as children are told through school if you work hard you can achieve this but this doesnt exist its just said to not only to make sure there is not an uprising against the capitalist system but also reproduce the classes. Marxists criticise functionalists ideas behind meritocracy for numerous reasons. Functionalists say that the free education system is proof of fairness however, Marxists disagree and talk about the existence of grammar schools (whose students are mostly from the middle class) and private schools which are also very middle class institutions and public schools which are too expensive for anyone outside the upper class and because these schools exist and have better funding and more money they can afford the best things to help students do well. Marxists also believe that there are disadvantages for working class children before they even start school this through things such as material deprivation this is that working class kids cant afford things that others can such as tutors and in some cases computers this means that they have disadvantaged resources so they cant possibly have the same chance as others. Also Bourdieu though criticised for being culturally bias and suggesting the working class culture is a deprived one he picks up the point that teachers are middle class and so schools are middle institutions and for this reason the working class cant fit in as well as the middle class who have cultural capital do the best which is proven year after year when GCSE and A-Level results are released. They are also disadvantaged in the way that they speak; Labov and Bernstein talk about speech codes and how these disadvantage the working class. Bernstein spoke about two different kinds of speech codes these are elaborated which are very descriptive this is a middle class way of speaking and what is needed in school and restricting which is colloquial and consists of slang words which create a view of a person not being as bright. Labov went on to say that we must be careful not to assume a restricted speech code means that a person is thick however, judgements are made based on the way people speak; because of these disadvantages the system can not be meritocratic as meritocracy is based on a system of fairness and depends on people being equal from the beginning. Interactionalists agree with Labov and Bernstein as they agree that people are labelled on how they look and sound so how can their be a meritocracy if people are treated differently according to aspects of their personality? The interactionalist approach is mostly against the idea of a meritocracy because they believe that teacher labelling exists and George Herbert Mead spoke about symbolic interactionalism where our behaviour is in part created by the way we are treated by those around us; in particular significant others which are people who have power and control in our lives such as parents, teachers, friends and partners. In particular the role of teachers in education is picked up upon as Jacobson and Rosenthal (1968) found that when a group of children came up from primary school all at the same level they told teachers that some did particularly well on a test they made which predicted future genius this was a fake test and they chose randomly who would be the intellectual bloomers after a term they went back and found those that were labelled as intellectual bloomers done a lot better than others this proves that meritocracy can not exist as teachers label and can change results so not every one gets a fair chance as if your labelled as bright youll do better and if your not you wont do as well. David Gillborn whos research is largely ethnographic and still continues to this day said in his book Racism and Education: Coincidence or Conspiracy published in 2008 that the system is not designed to promote equality but to maintain the achievement gap between the white pupils and those pupils of ethnic minorities by stating this he immediately rejects the idea of a meritocracy as meritocracy is about people having equality from the beginning and being judged upon hard work however, if people are judged upon by ethnicity fairness cannot exist. Evidence for this is that Gillborn found that there was race labelling in the Local education Authorities (LEA) who expected a rise in white pupils attainment of 40 percent but only a 17 percent rise in that of black pupils and because interactionalists believe that we are largely shaped by those around us if black pupils are not expected to do as well then they will not; this is the idea of a self fulfilling prophecy in which a child in continuously told that they will not do well so they do not do well. Stephan Ball (1981) also used ethnographic study in order to conduct his research. In his study Beachside Comprehensive he found that teachers treat pupils differently based on streaming which is where a person is put in one stream for all subjects (assuming a person who is bright at one subject is bright at all subjects) and setting which is when you have different sets for each subject (accepts pupils are bright at different things) and because of this difference in the way that people are treated there can not be a meritocracy as not everyone is treated the same and as teachers are considered as a significant other in the way we establish ourselves if they view us as not bright we will consider ourselves not bright. Social democrats look at class and attainment. Hasley (1960s) criticised the education system for wasting talent this is because streaming exists as if you are good at a particular subject but are placed in a lowest because you are not good at national curriculum subjects your talent at that subject is wasted because it may lead the child to think that they are not good at that subject so give up which wastes their talent and because of this equality of opportunity is not provided so therefore a system of meritocracy cant exist. The social democratic political time brought into play the comprehensive system as a way to try and make a meritocracy but they do not believe that it exists. The social democratic view is that of Gordon Brown and the Labour Party they believe in helping people to do well and not wasting talent but many social democrats believe this is not yet happening. Feminists believe that gender differences mean that the education system cannot be meritocratic because for good or for bad there are gender differences in attainment and because of such obvious differences they see that their cant be fairness. In the beginning of education girls werent doing as good as boys were and liberal feminists focused on law change and change in social attitudes to make the system and results more equal and stop gender stereotyped lessons being taught. Although after the introduction of the national curriculum girls tended to do better and this is put down to feminisation of the workplace and because there is still a difference between the sexes so there cant be a meritocracy while there are such obvious differences. These differences are proved by the results which are achieved by students each year at GCSE and A-Level data retrieved by DfES and UCAS found that there are 10% more girls achieving five or more A* to C grades and 8% more girls achieving A-B grades at A-Level and because of this factor there are 8% more girls being accepted into university degree courses. There are many different types of feminist though the main theme is gender difference and how this can not equate a meritocracy and although black feminists speak about ethnicity playing a role and Marxist feminists talk about economic factors playing a part in gender difference feminism as a whole accepts that because these differences exist there cant be fairness and therefore there cant be a meritocracy. Sylvia Walby (1999) who is a post-modernist feminist found that equality could not occur in the education system today when she spoke about her triple systems theory in which equality will only occur when we take into consideration the triple impact of sex. Class and race on a persons life experiences and because these things can either act as advantages or disadvantages to a persons education their cant be a meritocracy which is based on all people being the same and doing well due to their own personal attempts. Heaton and Lawson also argue that even within the hidden curriculum there is a system of inequality which operates in 5 ways: books and text books were women are displayed as dependant on men and absent from science text books, female students being made to feel uncomfortable in certain subjects (e. g. woodwork which is considered a male profession), teachers who label and assign girls and boys different tasks such as asking boys to move furniture and girls to wash up, a patriarchal curriculum where boys are more recognised than girls in subjects such as PE, and lack of positive role models. This however at the time was applied to girls failing but can also be attributed to the system not being meritocratic as the encouragement of working class boys into wood work which would not necessarily be put to middle class boys sees the myth of meritocracy in place as they are not treated (boys and girls as well as working and middle class) the same. Post modern is a period of time which occurs after the 1970s the period between the industrial revolution and 1970 is known as the modern where things were new and things were changing the time which we live in now is after the modern so is known as the post modern society. Post modernist sociologists view society as diverse and they believe this is represented in the educational system with the array of qualifications such as BTEC, Diploma and Vocational as well as GCSEs and A-Levels. They talk about society in terms of a grand narrative this is that religion and science are nothing but a big story and because knowledge that we have is a story then teachers are story tellers and as narrative changes over time teachers can never really prepare you for life this proves according to them that a meritocratic education system can not exist as it is designed to sift and sort people into their roles in society and if society is always changing the education system is pointless as what job school prepares you to take may not exist. Moore and Hickox (1994) argue that because our world changes so much so quickly it is impossible to provide a national curriculum that fully prepares people for the world they will live in this is further support that sifting and sorting cant take place because jobs can exist one moment and not the next which means that the meritocratic system cant put the brightest at the top as the top is continuously changing. The New Right are a political v iew like the social democrats but they criticises the system in a different way. The New Right claim that schools and the whole educational system are too soft and easy as children are not encouraged to be independent and this is mostly due to the welfare state which is the introduction of free schooling, free healthcare, pensions and sick pay and this has made a dependant society which has a lack of responsibility and because of this new culture of dependency there has to be a lot of money spent by the government to keep society running. This is a very right wing view as they believe schools should be run like a business and increase competition between schools with the introduction of league tables and different types of school. This view is associated with the conservative party in government which initially between 1979 and 1997 was run by Margaret Thatcher but is now run by David Cameron. The view that the education system seems to be out weighed by the evidence against its existence however, it must be accepted that there are more working class people in university than in the fifties when people did what their parents did and this means that a meritocracy where people can move up and down the social ladder must exist as if it did not then their would be no working class kids in universities. However Marxists hold the view that because there is such a small number of working class people in university that they are just there in order to make meritocracy seem as though it exists and legitimise the myth. Interactionalists also hold the view that meritocracy doesnt exist and talk about labelling which matches in with the Marxist view put forward by Labov and Bernstein when they spoke about speech codes and interactionalists talk about the significance of when teachers pick this up. Feminists talk about gender differences which play a role in how well males and females do in education. Political views such as the social democratic and new right also hold the view that meritocracy doesnt exist because the system wastes talent or is wasteful of resources. Post modernists talk about how a meritocracy to make everyone equal cant exist because of the vast differences in society. When weighed up meritocracy appears to be a myth made in order to make society function well and for continuation of the classes as middle class people cant move down as they will inherit money from their parents so that means working class children need to go on and become working class adults. Although this concluding view is a very Marxist one it must be accepted that different schools of thought also have an input in the conclusion post modernism in particular as it sets out how different society is this means that there cant be a way to make everyone equal in order to have a meritocracy as things such as cultural capital advantage the middle class however, not all teachers are middle class which must be accepted but even despite this fact there is still the element of material deprivation which leaves the working class at a disadvantage because they cant afford the same things as the higher classes such as tutors. The education system therefore is not and can not be meritocratic as it meritocracy is influenced by many other factors.

Confucianism Term Paper Example | Topics and Well Written Essays - 750 words

Confucianism - Term Paper Example Confucianism is a corner stone of Chinese life, and has been for thousands of years, yet during the Mao years, there was a stringent purging of this learned man’s teachings. For the people of China, Mao’s ferocious campaign against the teachings of Confucius are bewildering to say the least. However, when one reads the teachings of Confucius, it is not surprising that Mao thought all Confucian scholars were counter revolutionaries. Mao admired the political philosophy of Legalism, expounded by Han Fei, a rival of Confucius. Mao’s derision of the teachings of Confucius was because they clashed with the teachings of Han Fei. An authoritarian government like Mao’s would emphasize the absolute power of the state over its subjects, punishing everyone except for the ruler, and would consider law as a tool to keep its people under control. During the period of the cultural revolution, Mao wanted complete control. Absolutism was the way he saw for China to go forw ard. Mao believed that the government was all powerful and people were there to serve the government. This however was not what Confucius taught. Although Confucius believed that the Government was important, his view was that the government existed for the good of the people. An authoritarian system of governance believes that the system of severe punishments is necessary in order to run the state and avoid chaos, where Confucius believed in benevolence, humanity and tolerance. The political philosophy of Confucius is rooted in his belief that a ruler should learn self-discipline, and should lead by example treating his people with love and concern. â€Å"The relation between superiors and inferiors is like that between the wind and the grass. The grass must bend, when the wind blows across it." (The Analects By Confucius Section 3 Part 12) Confucius believed that what characterized a good ruler was the possession of de or ‘virtue† which was a kind of moral power that attracted followers without the need to resort to force. "He who exercises government by means of his virtue may be compared to the north polar star, which keeps its place and all the stars turn towards it.†(The Analects By Confucius Section 1 Part 2) These beliefs are totally opposite to what an authoritarian regime believes , hence would not be possible for governments such as Mao’s to adopt. Another dimension of the teachings of Confucius relate to education. He does not believe in intuition and adheres to the principle that the only way to really understand a subject is to study it minutely. He said, "Learning without thought is labor lost; thought without learning is perilous." (The Analects By Confucius Section 1 Part 2) Confucius also emphasizes the importance of integrity and disparages sycophancy. The Mao years in China, bred a contempt for intellectuals and a dislike for learning. Mao’s Red Guards were ordered to destroy all old habits customs and think ing in society. Hence the wise teachings of Confucius were buried till the time was ripe to resurrect them once again. As China stands at the crossroads today, there is a conscious effort to reverse the effect of Mao’s hatred of intellectuals and his contempt for traditional forms of learning. The sudden turnaround in China’s policy of restoration of Confucian philosophy hint at both domestic as well as international reasons. In its effort to make the nation richer, Chinese people are being encouraged to focus on education. The number of Chinese students enrolled in universities the world over is a telling example of how China is reverting to the teachings of

Supply Chain Management Essay Example | Topics and Well Written Essays - 1500 words - 5

Supply Chain Management - Essay Example Supply chain management also helps to improve customer service, thus increasing effectiveness. Supply chain management is an important aspect of operation management as it has profound effects on the successful functioning of an organization. Proper supply chain management can be used to eliminate redundancy and remove barriers arising from poor communication, by monitoring, controlling and coordinating the various processes within an organization. "Identifying the components of the supply chain, facilitating better decision-making, creating improved communication, and identifying weak links in the chain causing bottlenecks in an organization are crucial to supply chain integration. There are three principle elements of supply chain integration: management of information and financial flows, inventory management, and management of relationships of trading partners." (Power, 2005) According to Czinkota, Ronkainen and Moffett, supply chain management is the integration of three concepts; they are the systems concept, the total cost concept and the trade off concept. These concepts are also important to the business logistics. The system concept is based on the notion that materials- flow activities within and outside of the firm are so extensive and complex that they can be considered only in the context of their interaction. The system concept intends to provide the firm, its suppliers and its customers both domestic and foreign, with the benefits of synergism expected from the coordinated application of size. To get the system concept works, information flows and partnership trust are instrumental. Logistics capability is highly information dependent, since information availability is key in planning and to process implementation. (http://www.oppapers.com/topics/supply-chain-concepts/0) This paper discusses how the benefits reducing cost and profits can be achieved by utilizing information systems and information technology. I will also examine the supply chain processes between sellers and buyers. Due to continuous advancement in the field of information systems technology, it is possible for supply chain partners to coordinate more effectively to optimize the performance of their various organisations. Also, information sharing is a requisite in this coordination, and information sharing has been facilitated quite a lot by these advances in the field of information technology.According to Banavar et al, "Modern businesses are dynamic in nature and to stay competitive (organizations) need to optimize their business processes by understanding and reacting to the rapid changes in their environment" (Banavar, Black, Caceres, Ebling, et al, 2005) Serious use of supply chain management started in the 1980s. "It is to describe the range of activities coordinated by an organisation in order to procure and manage their supplies." (Oliver and Webber, 1982)Inventory control is a very essential part of the supply chain process of any organization, because inventory control has to do with reducing the cost of inventory. There are 3 major factors involved in the inventory control decision-making process. These are: The cost of shortage, i.e., what is lost if the stock is insufficient to meet all demand The cost of holding the stock The

History Of Why Learn Japanese English Language Essay

History Of Why Learn Japanese English Language Essay In todays world where so many activities, both national and personal, occur on a global scale, the study of a language in school and beyond develops the students intercultural competence. It enables them to enter into a challenging intercultural exchange to broaden their perspective, to deepen their capacity to understand and ultimately to deal with the unfamiliar and the unexpected. With over 130 million native speakers and a growing number of non-native speakers, Japanese is the 10th most spoken. Many believe that mastering the Japanese language is the key to engaging with the country. For students who have never been exposed to non-Western cultures, the study of Japanese opens the door to Asia. For students, it is a venue in which to understand their cultural heritage. Japan has the 2nd largest economy in the world. Just by learning Japanese can bring you many business opportunities. A key in winning their business might be being able to communicate with potential customers in their own language. Understanding the Japanese work ethic, their business etiquette, and knowing which cultural faux pas to avoid can often make or break an important business deal. Also to get a better understanding of the Asian market. In addition, when learning Japanese, you become not only proficient in the language but also gain an insider view of the culture. There is an explosion of the many cultural exports that can be found in Japan. From anime to food, karaoke to kimonos, Japanese culture is rich with both contemporary and traditional cultural ways. This unique culture determines the way they interact, react and behave in their daily lives. A knowledge of the language will give you direct access to Japanese film, animations, and comic books, give you insight into the special terminology used in your favourite martial art, and develop your ability to order sashimi like a native at your favourite Japanese restaurant! In addition to what they learn of the language and culture, they will also acquire basic language learning strategies, higher thinking skills, and broader perspectives from their Japanese studies. The benefits for students of learning Japanese can be considered in both the short term and the long term. In the short term, students can look forward to unique activities relating to a completely different culture from their own. They can enjoy fun activities in class, or even hosting a Japanese exchange student. There is always the motivation and pleasure of learning something new and different in Japanese. Furthermore, learning any foreign language, especially Japanese, teaches a student new learning skills, such as ways to increase concentration, memorization, and listening. Studies have shown that these new cognitive skills often improve students performance in other subjects as well. Finally, learning such a unique and special language often gives children a sense of self-confidence and pride they may not have had before. In the long term, a student learns many other important things through the study of Japanese. The value of persistence and respect for other cultures are two of the most important long-term benefits. Learning any foreign language, especially one as different from English as Japanese, helps one to look more critically at ones native language and understand it at a deeper level. Similarly, because it leads to the acquisition of critical communication skills, learning one foreign language is often a jumping-off point for people to learn other languages within their lifetime. Opportunity is possibly the most important long-term benefit of learning Japanese. A child can make lifelong friends and increase his or her opportunity to see Japan in a way most others cannot. In the global community we now live in, having the ability to speak Japanese not only opens doors in higher education and in employment in Japan-related fields, but shows employers that one is intelligent, unique, and globally conscious. The newest opportunity that has arisen for students of Japanese is, of course, a chance to get ahead in college through AP Japanese. In todays competitive collegiate environment, having taken AP courses and passed AP Exams can be a big help in getting into a better college or university. Most colleges and universities treat having passed an AP Exam as college credit, a policy that lightens students course loads and allows them to concentrate on other courses, earn double majors, or simply graduate in less time. Studying Japanese means learning a language that is so different from English that it will make you rethink your most basic assumptions about the way language works. It means learning to conjugate your verbs according not just to tense but also to politeness. It means getting used to the idea that adjectives can have a past tense. It means doing without plurals, choosing among dozens of different words for I, and learning to wait for the verb until the very end of the sentence. Japanese is difficult in ways that European languages are not, but it is also surprisingly easy in ways that they can be difficult. There is no subjunctive mood to worry about, no grammatical gender, no definite or indefinite articles, and no complex conjugations according to person. It is also extremely easy to pronounce Japanese. The Japanese language has a number of dialects, some of which are mutually unintelligible. Thanks to the development of mass communications and the governments directive to establish a common language, however, most people now speak a common tongue. Learning Japanese can and will open many door for you in the future. You just have try your best and have a goal and strive towards it.

World View and Citizenship Essay -- Citizenship

The Preamble to the United States Constitution states: â€Å"We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this constitution for the United States of America† (U.S. Const. pmbl.). While the United States Constitution was created in order to form a more perfect union, it is up to us, as citizens of the United States, to uphold all that has been established within this union. In order to do that, we all must fulfill our responsibilities as citizens. For me, citizenship is an entitlement that everyone is obliged to uphold; therefore, I try to follow through on my responsibilities as a citizen of my community, country, and world. Being a citizen of the United States has many responsibilities, and it is my duty to follow through with these responsibilities. In order to do this, I must employ my rights and act dutifully. To fulfill my responsibilities as a citizen, there are many things that I do. First, I exercise my right to vote. This right to vote is one that requires me to pay attention to my government, for a citizen’s time and attention to the government is necessary in order for a democracy to function properly. Furthermore, I make sure to obey the laws that the government has created. These laws play an important role in upholding the ideals that were stated in the Preamble of the United States Constitution. Finally, another important responsibility that I oblige to as a United States citizen is paying my taxes. Taxes allow this country to function successfully; therefore, it is important for me to fulf... ... a good citizen, to do more than your share under it is noble† (â€Å"Betterworld.net†). In order for me to enjoy the privileges that I have been given through citizenship, I must honor my contract with society by putting citizenship first. If I continue to take part in community service and to treat others in the same manner that I desire to be treated, I can continue to honor my contract with society while remaining a good citizen of my community, country, and world. Works Cited "Better World Quotes - Citizenship." BetterWorld.net - The BetterWorld Factory. Web. 17 Jan. 2011. . Franklin, Benjamin. The Autobiography of Benjamin Franklin. New York: Dover Publications, 1996. Print. Palmer, Parker J. Let Your Life Speak: Listening for the Voice of Vocation. San Francisco: Jossey-Bass, 2000. Print.

Element of Drama Essay

Accordingly, elements of drama consist of literary, technical and performance elements. In Hamlet, it can be said that the elements of drama for each category are quite obvious. The first element to consider is the characters. It can be said that most dramas composes of the major and minor characters and in line with Hamlet, The major characters include Hamlet and Claudius and the minor include Marcellus which serves a specific purpose of informing the lead character of the appearance of the his father’s ghost. There is also protagonist antagonist and in the case of Hamlet, the protagonist is Hamlet and the antagonist. Another type of character is the stereotype and the role of Hamlet also shows how such s stereotype has been modified. The theme of Hamlet is commonly stated as the failure’s of the youth of poetic temperament to adjust with different situations which demand action. The plot lies on the struggles of Hamlet and how she cope or not cope with the situation that challenges her. It can be said that Hamlet has been able to achieve artistic maturity through the opposing struggles of the people in the drama the moral integrity that it implies with the audiences. In terms of technical side, it can be said that drama plays have been able to produce a sense of hatred and revenge to the audience with how they perform the drama. For instance, the settings show a heavy feeling in the part of Hamlet because of the death of his father. The musical scores alike provide revengeful music as they try to make the people feel the tension among characters. The actors and actresses of the play has been very effective in making the audience feels the wrath of Hamlet because of what happened to his father (Bradley, 51). It can be said that Hamlet was written with poetic diction that uses eloquent words as well as phrases and the performance have shown in their actions how this drama has been able to create and keep tensions and suspense throughout the play. All in all, it can be said that this drama has been able to use different elements integrated to establish a tragedy. Reference Bradley, A. C. Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear & Macbeth. New York: Penguin, 1991.

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