HCM621-0804A-01 Ethics, Policy, and Law in Health Care Management - Essay - 4

HCM621-0804A-01 Ethics, Policy, and Law in Health Care Management - Phase 3 Discussion Board - Essay Example If there should arise an occurrence of Arizona v. Maricopa County Medical Society, 457 U.S. 332 (1982), the â€Å"Supreme Court held that these most extreme charge plans spoke to essentially unlawful value fixing agreements.† (Austen, 2008). The issues associated with restricting both patients’ decisions for suppliers and the other way around would be as far as an apparent trade off in quality and principles of human services arrangement since individualized customer consideration and observing would be lower in such cases. This is apparent in Government run social insurance communities where a solitary supplier is relegated to assume responsibility for enormous gathering of patients. In such cases the accompanying issues could emerge: Evidently, in endeavors to control the organization of (new) drugs, the Federal government may give injuries on the sort of medications doctors could recommend and the sort of medication stores which could apportion these medications. Control of these sorts may really be inconvenient to the interests of the two patients and suppliers since â€Å"they force one-size remedies in a region of science that is set apart by variety. Further, one might say that ...solutions to any of the human services issues that legislature is attempting to alleviate won't rest in Washingtons obliging fixes however with [medical organizations] working with offices to advance practice norms and wellbeing estimates that don't forfeit clinical independence and patient decision. (Kaiser, 2007). The Bill or Rights is a significant advance towards looking for social equity and reasonableness in clinical treatment. Under this it is workable for patients to â€Å"sue for injury coming about because of disavowal of care.† (Hashimoto, 2001). Be that as it may, much as this bill may appear to professs equity and ensure oppressed class interests, it neglects to obtain usage esteem since the more unfortunate areas are excluded since it doesn't cover the less fortunate segments of society who are secured under Medicaid. Consequently it is focusing on residents who look for private clinical consideration. Accordingly,

Price Discrimination Essay Example | Topics and Well Written Essays - 3750 words

Value Discrimination - Essay Example 0 B C A D Quantity In the above graph the flat pivot estimates amount in the vertical hub we measure ostensible cost and utility communicated as far as cash. KD is the negligible utility bend. The cost is given by OP. So E is the harmony point that complies with the two conditions (both essential and adequate). Presently we can intelligently clarify why E is the balance point Let us consider that the purchaser is expending 0B sum. For 0Bth unit the customer is happy to pay BL units of cash yet he entirely to pay BG units. His eagerness to pay is more noteworthy than his real installment. So he will raise the utilization and thus there will be a decrease in the eagerness to pay by the purchaser. At last at point E the ability to pay matches with the real installments. The minimal utility bend is the interest bend as it delineates the interest cost of the ware at each comparing degree of utilization. Then again at each degree of value the harmony interest for the product by the purchaser is dictated by the peripheral utility bend. In the above graph the absolute ability to pay is estimated by summarizing the eagerness to pay at each degree of q. Henceforth the complete ability to pay is given by the region of 0KEA and genuine installment is P.q. 0A*0P= 0PEA. Consequently the purchaser's overflow is given by the territory of KEP. Numerically we can show C.S as We guess that is the balance level of utilization which is given by 0A in the figure. As we realize that at that point Hence purchaser's excess can be communicated as The distinction between all out utility (eagerness to pay as far as cash) and the all out use on the merchandise expended. Graphically the...KD is the minor utility bend. The cost is given by OP. So E is the harmony point that complies with the two conditions (both fundamental and adequate). Let us consider that the purchaser is devouring 0B sum. For 0Bth unit the purchaser is eager to pay BL units of cash yet he very to pay BG units. His readiness to pay is more prominent than his genuine installment. So he will raise the utilization and therefore there will be a decrease in the eagerness to pay by the shopper. At last at point E the ability to pay matches with the genuine installments. The peripheral utility bend is the interest bend as it delineates the interest cost of the product at each relating degree of utilization. Then again at each degree of value the balance interest for the product by the customer is dictated by the minimal utility bend. In the above outline the all out ability to pay is estimated by summarizing the eagerness to pay at each degree of q. Subsequently the absolute readiness to pay is given by the region of 0KEA and genuine installment is P.q. The distinction between all out utility (readiness to pay as far as cash) and the absolute use on the merchandise devoured. Graphically the segment underneath the interest bend or more the value line speaks to buyer's excess. (Sen, 2002) The principal level of cost discr

Poverty in America Essay

Destitution in America appears to gaze at us in each town and significant city. Being a culture of realism and monetary achievement, you would envision that we would have enough thriving to see that everybody has a decent amount of lodging, human services and cash to satisfy their fundamental needs. In any case, as assortment plates and pledge drives of our houses of worship keep on soliciting increasingly more from us, it some of the time feels as though the requirement for a noble cause will never stop. Truth be told, in Deuteronomy 15:11 we read that, â€Å"The penniless will never be inadequate in the land; that is the reason I order you to open your hand to your poor and destitute brother in your nation. † With this is as a primary concern, we as Christians can recall that cause is a work of God, not a commitment put upon us by our very own locale. Later in the New Testament we read of Jesus saying, â€Å"The poor you will consistently have with you; however you won't generally have me. † This announcement again certifies the requirement for a noble cause will consistently proceed. Furthermore, legitimately, as our populace develops while our assets become increasingly constrained, this announcement plainly bodes well. However, with the entirety of the neediness we see, we likewise see the same amount of corporate voracity and unnecessary spending. On the off chance that you’ve ever watched MTV Cribs, you wonder how one film or sports star can legitimize resting around evening time in a bed that cost in excess of an a large portion of a years lease for certain families. In all actuality, we may not generally have the famous people here on earth, however would it be a good idea for us to give them as much love as Jesus, and legitimize their expanding uses? The hole existing between the money related boundaries is by all accounts everlastingly developing as opposed to decreasing. In spite of the fact that the Bible scolds that we ought to be giving of good cause; in today’s culture this may mean removing a further advance and abandoning our veneration for amusement. Rather than purchasing a pass to the football match-up for a few hundred dollars, we may consider purchasing two months worth the nourishment for the neighborhood nourishment wash room to achieve this objective. We may not dispense with destitution, however maybe stop the development of the hole between the two limits. Works Cited The New American Bible For Catholics. (1986). South Bend: Greenlawn Press.

The Reality of Unrealistic MBA Goals

Business school candidates (depending on career stage) will often look to advanced graduate degrees for one of three reasons: (a) to accelerate in their current career, (b) to make a career switch, or (c) to start a business. Whatever the reason, it’s important that the adcom know exactly what it is that you want to do post-programme so they can understand whether their school can support those aims. After all, they want to see students who will achieve both academic and professional success, and ultimately become successful alumni. So it’s crucial that, as an applicant, you’re providing a clear understanding of your career goals, and how the programme will help you achieve them. Failure to do so, regardless of your stats or profile, could lead to an unfavourable application outcome. During my time as Admissions Director for Early Career Programmes at London Business School, I saw this regularly, and I recall one particular case where vague or nonexistent goals l ed straight to rejection. Case study: Matthew and his unconvincing post-MBA goal Matthew looked good on paper – above average GMAT, good undergraduate marks in a liberal arts degree from one of the top universities in his home country, and experience at his family’s logistics company. Matthew stated in his application that he was interested in pursuing consulting, with a focus on the top tier strategy consultancies for the fairly standard reasons of wanting a role with a steep learning curve and the opportunity to gain exposure to a variety of sectors. While his rationale didn’t seem particularly developed nor his motivation clear, he was invited to interview to probe this reasoning in more detail. The interview is a chance to convince – to convince of your calibre, to convince of your fit, to convince of your drive, and to convince you have what it takes to succeed. Matthew failed to convince on these latter two points. During the interview, Matthew was unable to demonstrate any real understanding of his intended goal of consulting. When probed, he could not articulate why he felt this was a realistic path taking into consideration his experience, skills, and longer-term aims, nor could he accurately discuss the role of a consultant. While his lack of consulting knowledge was a concern, it didn’t necessarily mean the end of the road for Matthew; he would have learned about the industry during his time in the programme, both through career support and through networking with students and alumni with relevant experience. What was a concern was the fact that he did not seem motivated to conduct any research to help him understand what would be an important next step in his career journey. Through further probing at the interview it became clear that, in addition to a lack of drive, he didn’t appear to have any plan B or C. It was MBB or nothing. The interviewer tried to impart advice that could help in his situation – alternate short-term goals that could lead to consulting in the future, other companies, different roles that would give him the work diversity and challenge he was seeking. This advice fell on deaf ears, much to the interviewer’s disappointment. By the end of the interview, it became clear that Matthew’s career goals were not steeped in reality. At the same time, being grounded should not preclude aspiration or dreams. Your goals should be ambitious. They should allow you to stretch yourself, and hopefully provide you with a (positive) professional challenge. Given your mature, demonstrated understanding of your existing skills, educations, strengths, weaknesses, and experience, business studies can help you attain the skills, knowledge, network, and support to make your ambitions a reality. Reality, being the key word here. Unfortunately, this now was the end of the road for Matthew. The concern for myself and the rest of the adcom at this point became the candidate’s apparent lack of self-awareness and ability to listen, behaviours that would be concerning should he become a student. 4 factors in realistic b-school goals So, what can you do to avoid Mathew’s fate? Don’t let your profile give you a false sense of confidence. Having a great GMAT and strong brands on your CV is a good start, but they are not a free pass to admission. Show you’re motivated to act on your career journey. Of course, the programme will develop your knowledge and skills and help to map out your recruitment plan, but at the end of the day, you and only you will be responsible for writing those job applications, attending those networking events, and acing those interviews. Demonstrate you’re prepared to take the onus for your career, and that you have the drive to self-start. Use the application as an opportunity to reflect on your goals. Think about how the programme will connect the dots from your past to your future aims (it should go without saying research, research, research both the academic and non-academic course elements that will help you achieve your aims). And if you find this needs to be further thought through, give yourself the time to do so. Don’t just write what you think the adcom wants to hear. Just because you’re applying to Wharton doesn’t mean you have to say you’re interested in finance if you’re not. Be honest as they’ll be able to read/see through any untruths. Demonstrate key qualification: Commitment Commitment is an important qualification to the adcom – they want to see you’re committed to your studies, committed to your community, and committed to achieving your goals. The application process gives you a chance to demonstrate these attributes, so make the most of your opportunity to show you’ve got the interest and drive to achieve your realistic and still ambitious goals. Do you need help demonstrating your post-MBA goal in your b-school application? Work with an experienced advisor who will guide you through the process of identifying, defining, and outlining your goal and then successfully convincing the adcom that you have the drive and commitment to make it happen. Explore our MBA Admissions Consulting Editing Services for more information. Jamie Wright has more than eight years of recruitment and admissions experience at London Business School, and is the former Admissions Director for Early Career Programmes at LBS. Originally from the U.S., Jamie is now based in London.  Want Jamie to help you get accepted?  Click here to get in touch with Jamie Wright. Related Resources: †¢ Best MBA Programs, a free guide to selecting the right one for you †¢ The Importance of Defining Your MBA Goal †¢ Why Do You Need an MBA? [MBA Interview Questions Series]

Definition and Examples of Aspect in English Grammar

In English grammar, aspect is a verb form (or category) that indicates time-related characteristics, such as the completion, duration, or repetition of an action. (Compare and contrast with tense.) When used as an adjective, its  aspectual. The word comes from Latin, meaning how [something] looks The two primary aspects in English are the perfect (sometimes called perfective) and the progressive (also known as the continuous form). As illustrated below, these two aspects may be combined to form the perfect progressive. In English, aspect is expressed by means of particles, separate verbs, and verb phrases. Examples and Observations Perfect AspectThe perfect aspect describes events occurring in the past but linked to a later time, usually the present. The perfect aspect is formed with has, have, or had the past participle. It occurs in two forms:​ Perfect Aspect, Present Tense:History has remembered the kings and warriors, because they destroyed; art has remembered the people, because they created.(William Morris, The Water of the Wondrous Isles, 1897)​ Perfect Aspect, Past Tense:At fifteen life had taught me undeniably that surrender, in its place, was as honorable as resistance, especially if one had no choice. (Maya Angelou, I Know Why the Caged Bird Sings, 1969) Progressive AspectThe progressive aspect usually describes an event that takes place during a limited time period. The progressive aspect is made up of a form of be the -ing form of the main verb.​ Progressive Aspect, Present Tense:Shes loyal and is trying to wear her thin flippy hair in cornrows.(Carolyn Ferrell, Proper Library, 1994) Progressive Aspect, Past Tense:I was reading the dictionary. I thought it was a poem about everything. (Steven Wright) The Difference Between Tense and AspectTraditionally . . . both aspects [perfect and progressive] are treated as part of the tense system in English, and mention is made of tenses such as the present progressive (e.g. We are waiting), the present perfect progressive (e.g. We have been waiting), and the past perfect progressive (e.g. We had been waiting), with the latter two combining two aspects. There is a distinction to be made, however, between tense and aspect. Tense is concerned with how time is encoded in the grammar of English, and is often based on morphological form (e.g. write, writes, wrote); aspect is concerned with the unfolding of a situation, and in English is a matter of syntax, using the verb be to form the progressive, and the verb have to form the perfect. For this reason combinations like those above are nowadays referred to as constructions (e.g. the progressive construction, the present perfect progressive construction). (Bas Aarts, Sylvia Chalker, and Edmund Weiner, Oxford Dictionary of English Grammar, 2nd ed. Oxford University Press, 2014) present perfect progressive: God knows how long Ive been doing it. Have I been talking out loud? past perfect progressive: He had been keeping it in a safety deposit box at the Bank of America. For months she had been waiting for that particular corner location. Present Perfect Progressive and Past Perfect ProgressiveThe perfect aspect most often describes events or states taking place during a preceding time. The progressive aspect describes an event or state of affairs in progress or continuing. Perfect and progressive aspect can be combined with either present or past tense...Verb phrases can be marked for both aspects (perfect and progressive) at the same time: The perfect progressive aspect is rare, occurring usually in the past tense in fiction. It combines the meaning of the perfect and the progressive, referring to a past situation or activity that was in progress for a period of time. (Douglas Biber, Susan Conrad, and Geoffrey Leech, Longman Student Grammar of Spoken and Written English. Longman, 2002)

Social, Political, And Economic Institutions During The...

1. Discuss social, political, and economic institutions in play during the civil rights movement. In America, the civil rights movement has become one of the most well-known social movements in the world today. African Americans strived for full civil rights and better equality, and refused to quit fighting until their wishes were granted. The blacks protested the white supremacy in every way possible, from strikes to legal challenges in the court systems. The civil rights movement affected the everyday life of these citizens who should have had all of the same rights as the white men and women who brought about these movements. Many public places targeted African Americans and would fight until the police would arrest and haul them off to†¦show more content†¦In politics, civil rights leaders sought to effectively mobilize black voters and also oppose the gerrymandering of political districts that decreased the power of the black vote. (Tuck, 2004) The Congress of Racial Equality used a nonviolent and direct-action approach to politics, endorsing Freedom Rides to challe nge segregated transportation and sit-ins in the south to protest discrimination. (Baldwin, 2011) In revolt to the discrimination within the public transportation systems, the black church and social groups organized a one-day boycott in where all black would avoid using busses and public transportation to show the disapproval of actions and hatred being taken towards them all because of their color. Situations grew to be extremely violent against the blacks, leading to protesting in the streets, but they too refused to back down. Continuing to present acts of nonviolence, the African Americans were demonstrating their desire to overcome the struggles and prove that they were not as harsh as everyone was making them out to be. They believed that actions spoke louder than words, and by acting violently they would only be proving to people across the nation that this is in fact why they were segregated from everyone else in the first place. This

The play Hamlet, by William Shakespeare, was written in the early 17th century, during the Elizabethan era Essay Example For Students

The play Hamlet, by William Shakespeare, was written in the early 17th century, during the Elizabethan era Essay The play Hamlet, by William Shakespeare, was written in the early 17th century, during the Elizabethan era. In this time period, women were expected to marry at a young age and have children to carry on the family name; this was to be their only role in life. Women were not believed to be rational and intelligent human beings. For centuries, women have been imprisoned within this box, constricted and restrained by the male view of what womens role in life is. They are mothers, daughters, girlfriends, and wives but never philosophers, business people, investors, owners, doctors or lawyers; they were thought to not be capable in such occupations. In Hamlet, Shakespeare uses this age-old idea and because of that the role of women is minimized to that of a mother, daughter, and wife. However, Shakespeare does cast a very sexual light on the role of women within this play. The female characters within the play Hamlet play a very minimal role and only serve to further develop the character s of the men within the play. Gertrude is both a mother and a wife within this play and she helps to motivate Hamlet further in gaining his revenge on Claudius. Hamlet states: And yet, within a month à ¢Ã¢â€š ¬Ã¢â‚¬Å" / Let me not think on it à ¢Ã¢â€š ¬Ã¢â‚¬Å" Frailty, thy name is woman à ¢Ã¢â€š ¬Ã¢â‚¬Å" / A little month, or ere those shoes were old/ With which she followed my poor fathers body, / Like Niobe, all tears à ¢Ã¢â€š ¬Ã¢â‚¬Å" why she, even she à ¢Ã¢â€š ¬Ã¢â‚¬Å" / à ¢Ã¢â€š ¬Ã‚ ¦ Would have mourned longer à ¢Ã¢â€š ¬Ã¢â‚¬Å" married with my uncle, / à ¢Ã¢â€š ¬Ã‚ ¦ Within a month, / Ere yet the salt of most unrighteous tears / Had left the flushing in her galled eyes, / She married. I.ii.ll 147-158. Hamlet speaks of Gertrudes sudden marriage to Claudius after the death of Old Hamlet. In the second line of the above quote, Hamlet uses the world frail to describe women, meaning that women are weak and not in control of their emotions. Shakespeare also does nothing to develop Gertrudes character any further; we learn very little about her thoughts and feelings towards Old Hamlet, her marriage to his brother, and even Claudius himself. Ophelia also serves to motivate Laertes to further his revenge against Hamlet. By heaven, thy madness shall be paid by weight/ Till our scale turn the beam IV.v.ll 167-168. Yet, neither of these women were the original motivation; they only served to further motivate both Hamlet and Laertes. Both Ophelia and Gertrude are portrayed as weak females with virtually no independence. An example of this is Ophelia obeying her father when he commands her to stop seeing Hamlet. I shall obey, my lord I.i.ll 141. As a daughter, she immediately surrenders to her father and brothers will. Ophelia is further characterized as weak when she goes insane. When compared to Hamlet, we see that Hamlet managed to overcome his fathers death and plot revenge on his fathers murderer. Ophelia, on the  other hand, succumbs to the distress and shock and goes insane instead. This is saying that men are strong and dont let their emotions overcome them, unlike women. Even Gertrude moves instinctively towards the safer choices given to her. An example of this is when she seeks out Claudius right after her confrontation with Hamlet. Bestow this place on us a little while. Ah, my good lord, what have I seen to-night! IV.i.ll 4-5. She does not stop to even think about her situation or what has happened. Gertrude is completely reliant on the men in her life and only seems to be able to think for herself in social situations. .u895175f3608aa2eaaa140e9d098228f5 , .u895175f3608aa2eaaa140e9d098228f5 .postImageUrl , .u895175f3608aa2eaaa140e9d098228f5 .centered-text-area { min-height: 80px; position: relative; } .u895175f3608aa2eaaa140e9d098228f5 , .u895175f3608aa2eaaa140e9d098228f5:hover , .u895175f3608aa2eaaa140e9d098228f5:visited , .u895175f3608aa2eaaa140e9d098228f5:active { border:0!important; } .u895175f3608aa2eaaa140e9d098228f5 .clearfix:after { content: ""; display: table; clear: both; } .u895175f3608aa2eaaa140e9d098228f5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u895175f3608aa2eaaa140e9d098228f5:active , .u895175f3608aa2eaaa140e9d098228f5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u895175f3608aa2eaaa140e9d098228f5 .centered-text-area { width: 100%; position: relative ; } .u895175f3608aa2eaaa140e9d098228f5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u895175f3608aa2eaaa140e9d098228f5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u895175f3608aa2eaaa140e9d098228f5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u895175f3608aa2eaaa140e9d098228f5:hover .ctaButton { background-color: #34495E!important; } .u895175f3608aa2eaaa140e9d098228f5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u895175f3608aa2eaaa140e9d098228f5 .u895175f3608aa2eaaa140e9d098228f5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u895175f3608aa2eaaa140e9d098228f5:after { content: ""; display: block; clear: both; } READ: How does Shakespeare make the Balcony Scene and the Death Scene in Romeo Juliet Dramatically Effective? EssayGertrude states: Good gentlemen, he hath much talked of you, / And sure I am, two men there are not living / To whom he more adheres. If it will please you/ To show us so much gentry and good will/ As to expend your time with us awhile, / For the supply and profit of our hope, / Your visitation shall receive such thanks/ As fits a kings remembrance. II.ii.ll 19-26. Gertrude is in control of herself here and doesnt, at any point, look to Claudius for assistance as she normally does. The one time that Gertrude does try and show some independence is when she drinks from the poisoned cup. I will, my lord, I pray you, pardon me V.ii.ll 302. The message being given here is that without the guidance of men, women cannot function because if Gertrude had listened to Claudius, she would not have drank and survived. Throughout the entire play Hamlet, both Ophelia and Gertrude were controlled by the men in their lives; they are not in control of their surrounding at any time. Ophelias immediate obedience to Polonius when he orders to stop seeing Hamlet is an example of this. I would not, in plain terms, from this time forth, / Have you so slander any moment leisure, / As to give words or talk with the Lord Hamlet. / Look to it, I charge you. Come your ways I.iii.ll 137-140. Polonius tells Ophelia what she has to do and doesnt allow her to think for herself. Each action that is done by either woman is the result of an earlier action done by one of the male characters. Ophelia goes crazy and then dies because of Polonius death and Hamlets rejection of her. O, this is the poison of deep grief. It springs/ all from her fathers death IV.v.ll 74-75. Another example is when Polonius plans to use Ophelia as bait to figure out the cause of Hamlets madness; he is controlling what she does and says here. At such a time Ill loose my daughter to him, / Be you and I behind an arras then, / mark the encounter II.ii.ll 175-177. Ophelia, walk you here. à ¢Ã¢â€š ¬Ã¢â‚¬Å" Gracious, so please you, / Well bestow ourselves. à ¢Ã¢â€š ¬Ã¢â‚¬Å" / Read on this book, / That show of  such an exercise may colour/ Your loneliness III.i.ll 48-52. They are completely dominated by the male figures in their lives. The role of women in Hamlet is also very sexually oriented. There are many references to prostitutes, sexual favors, incest and sex itself. There are also many comparisons between objects and emotions to sexual objects or people. An example of this is when Claudius compares the guilt he is feeling to a prostitute. How smart a lash that speech doth give my conscience! / The harlots cheek, beautied with plastering art, / Is not more ugly to the thing that helps it/ Than is my deed to my most painted word III.i.ll 57-60. Each negative feeling or emotion, such as guilt, is compared to women, as if they are somehow similar. In Hamlets confrontation with Ophelia, he tells her many times to go to a brothel where she belongs, as she acts much like a whore does. Get thee to a nunnery. Why wouldst thou be a/ breeder of sinners? III.i.ll 131-132. Hamlet also speaks of womens attitude and how they pretend to be innocent and beautiful but are really not. Hamlet states: I have heard of your paintings too, well enough. / God hath given you one face, and you make yourselves/ another. You jig and amble, and you lisp, and nick-/ name Gods creatures, and make your wantonness/ your ignorance. Go to, Ill no more on it. It hath made/ me mad. I say, we will have no more marriages. Those/ that are married already, all but one, shall live. The rest/ shall keep as they are. To a nunnery, go. .udb6c808ab75e9e696af2b1d6e0cb6da1 , .udb6c808ab75e9e696af2b1d6e0cb6da1 .postImageUrl , .udb6c808ab75e9e696af2b1d6e0cb6da1 .centered-text-area { min-height: 80px; position: relative; } .udb6c808ab75e9e696af2b1d6e0cb6da1 , .udb6c808ab75e9e696af2b1d6e0cb6da1:hover , .udb6c808ab75e9e696af2b1d6e0cb6da1:visited , .udb6c808ab75e9e696af2b1d6e0cb6da1:active { border:0!important; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .clearfix:after { content: ""; display: table; clear: both; } .udb6c808ab75e9e696af2b1d6e0cb6da1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udb6c808ab75e9e696af2b1d6e0cb6da1:active , .udb6c808ab75e9e696af2b1d6e0cb6da1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .centered-text-area { width: 100%; position: relative ; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udb6c808ab75e9e696af2b1d6e0cb6da1:hover .ctaButton { background-color: #34495E!important; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .udb6c808ab75e9e696af2b1d6e0cb6da1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udb6c808ab75e9e696af2b1d6e0cb6da1:after { content: ""; display: block; clear: both; } READ: To what extent is Act III Scene ii pivotal to Hamlet? Essay PaperIII.I.ll 154-161. During the play performed by the Players, Hamlet speaks to Ophelia with heavy sexual connotations behind his words. Do you think I meant country matters? III.ii.l 115. Thats a fair thought to lie between maids legs III.ii.l 117. Ophelia is a noblewoman and yet, she is subject to embarrassing conversations that a servant woman would normally endure. This is saying that all women are alike and they have no class distinctions between them as men do. Even when Hamlet speaks with Gertrude in her room, he makes many references to her incestuous bed. Nay, but to live/ In the rank sweat of an enseamed bed, / Stewed in corruption, honeying and making love/ Over the nasty sty! III.iv.ll 102-105. Women are subject to whatever faults men place on them instead of themselves. Within the play Hamlet, the role of women is very negative; they are sexual objects, weak, and not independent. Shakespeare has used a model of the women of his time and put them into this play, Hamlet. Though time has passed and views have changed on women, Hamlet remains the same, stuck in the 17th century. The role of women in Hamlet remains very minimal and only serves to further enhance and characterize the male characters within the play.