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1.1 A story about young love
In Shakespeare’s play Romeo and Juliet are presented the two important families of Verona, the Capulets and the Montagues. Because of the feud between them , it is impossible for a servant of Capulet’s house to meet with a servant of the Montague’s house because every time a fight intervenes. In the first act of the play, the old lord Capulet organizes a pretentious dinner where he invites a lot of beautiful women and nobles. At this party everyone is allowed except the Montagues. Despite this rigorous rule, Romeo, the son of the old lord Montague goes to the party wearing a masque. He wants to see Rosaline there, the woman he loves. When Romeo arrives, he observes a gorgeous woman and instantly he falls in love with her. In the same evening, Juliet falls in love with Romeo. Although the two lovers don’t know each other’s name, they “have as yet no idea of their respective identities so that the inception of their love is not hindered by social considerations” but they find it out later that night. In the second act, Romeo doesn’t realize the danger he exposes to and goes to Juliet’s room, where they plan to marry secretly. The lovers are finally married the next day by Friar Laurence, a friend of Romeo. In the third act, after a conflict, Romeo kills Tybalt from Capulet family and prince Escalus exiles Romeo from Verona. In this time, Juliet’s father decides that it’s time for Juliet to marry Paris and also establishes the date of their wedding. Juliet doesn’t agree and she thinks that the only solution to escape from this unwanted marriage is to take her life. In the fourth act, Friar Laurence gives Juliet a potion to simulate her death. The young girl decides to drink the potion in the night before the wedding, so Romeo is able to kidnap her. When Paris arrives, the Capulets discover that Juliet is dead. Thus the wedding preparations turn into funerals. In last act, Romeo comes to Verona to see his beloved Juliet, but for the last time, because he knows nothing about Juliet’s plan. After he kills Paris, Romeo drinks a poison too, gives to Juliet a last kiss and dies. After the effect of the poison is gone, Juliet wakes up. When the girl sees that Romeo is dead, she kills herself for real this time.

As readers, what can we do is to admire their powerful love because in a world of darkness, they are each other’s light. Romeo and Juliet is a story of young love and presents the obstacles the two lovers have to overcome in order to fulfill their love. There is an isolation of the young lovers in this play. They have a different vision of the world as the rest of the people. Even if the old population rules in Verona, the young lovers want to change this perspective and do what their heart says. For Romeo, the isolation begins with the idea that he is an adolescent who fights with loneliness. The lovers want to eliminate the pressure of their surroundings, they want to be free to decide what to do and whom to love.
Romeo and Juliet has a huge impact in our days too because is the most admired love story and the culture celebrates this dramatization of young suicide which has a huge vibration for young people today.
1.2 Shakespeare’s sources of the play
The first performance of Romeo and Juliet is put into the scene in the autumn/winter of 1594 at the playhouse called Theatre.
The tragedy of Romeo and Juliet is one of the most famous writings of William Shakespeare. This love story travelled the entire world and transmitted to the spectators the most extraordinary emotions from the time of the audience till today. The melodrama spins around the premature death, the feud between the families and the power of love.
Romeo and Juliet is one of the most played plays written by the famous William Shakespeare. The story is so much appreciated that the lovers in the story, Romeo and Juliet became archetypal stereotypes. Shakespearian traits such as the alteration between tragedy and comedy, the multitude of backgrounds and characters make his writing a work of art. The story of Romeo and Juliet was on the screen as intense as it was on the stage. The costumes inspired by the Elizabethan period highlighted the scene and increased the dramatic emphasis and the effect of the lyrics.
The story of Romeo and Juliet is written by William Shakespeare between 1594-1595 in his early career. This story is similar to the comedies Love’s Labour’s Lost and A Midsummer Night’s Dream. The plays are grouped together because they share the same themes of love and marriage. They have in common also the convention of falling in love at first sight.
It is well known that William Shakespeare wasn’t fully original in his writings. In many of his stories he inspired from other author’s writings. He read a lot so he had the main idea in writing his own stories. Even if he inspired from other books, he improved very well his versions in his own characteristic style which proved to be the best. Thus he made the stories of the other authors known worldwide and they became popular very fast. It is the proof that Shakespeare was a master, he knew how to write in order to catch the interest of the audience and to be so loved by his readers. The story of Romeo and Juliet was very popular in Elizabethan England and it appeared in several collections in a multitude of forms.
There are theories which confirm the fact that the story of Romeo and Juliet exists and can be found even from the Antiquity, the story of the young lovers from Verona being no more than a copy of Ovid’s poem “Pyramus and Thisbe”. Shakespeare proves to be a good imitator who gets the material from Ovid’s Metamorphoses and fits the texts to his purpose.

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Pyramus and Thisbe are two lovers from Asiria. Their neighboring families, which are divided by a wall, were enemies. The lovers’ relatives oppose the union of Pyramus and Thisbe through marriage. One day, Pyramus and Thisbe agree to meet during the night at the tomb of King Ninus even if Thisbe’s father opposes to their relationship. The girl arrives earlier at the meeting place but she runs because a lioness with the mouth full of blood is following her. Thisbe runs so fast and she drops her scarf close to the savage animal. When Pyramus arrives at the meeting place and finds the bloody scarf of his love, he thinks that the lioness killed Thisbe. He is filled with despair and kills himself with his sword. When Thisbe comes back to Ninus’ tomb, she discovers the breathless body of her lover. Thisbe is shocked by this irrecoverable loss, she cries at Pyramus’ head and commits suicide using the same sword. The parents of the two lovers buried them in that place, putting their ashes in the same urn.

Also A Midsummer Night’s Dream is influenced by Ovid’s Metamorphoses. The third scene includes a parody of the two lovers, Pyramus and Thisbe. Shakespeare locates a tragedy of love in which two lovers end up dead through mistake, within a comedy, and uses it as the play within the play. He shows the readers the fact that love in a comedy can bring pain and makes us experiment huge emotions. The tragedy is transformed in a ridiculous comedy. The characters have serious things to deal with but the outcome becomes ridiculous just because workmen chose to perform the play. As a craftsman, Shakespeare demonstrates again that he can easily transform even a tragedy in a comedy if he wants to.

The earlier sources of William Shakespeare for Romeo and Juliet comes to him through Arthur Brooke’s poem The Tragicall History of Romeus and Juliet since 1562. We find out that Brooke’s poem is a translation of Matteo Bandello’s poem Giulietta e Romeo written in 1554. So nor Shakespeare either Bandello are original in their stories. There always exists a source of inspiration used by writers. Five years later, in 1559 Pierre Boaistua translates Bandello’s version into French in his Histoires Tragiques. Luigi da Porto’s story was an inspiration for the authors cited above. He put the story of the two Italian lovers as the basis for his Historia novellamente ritrovata di due amanti. He sets it in Verona and introduces the two feuding families, the Montecchi and the Capelletti. The characters in love are called Romeus and Giulietta. The difference between Shakespeare’s version and Luigi da Porto’s version is that in Luigi’s there is no sleeping potion. But the entire literary production of that time is shaped by imitation, not originality. This was the criterion to follow. So it was not Luigi da Porto who records officially the legend of Romeo and Juliet. Here comes the idea that Luigi da Porto also uses imitation, he is not original at all. In his turn, he takes inspiration in writing his love story from Masuccio Saternitano and changes characters’ names from Mariotto and Gianozza in Romeus and Giulietta, places the action in Verona while in Masuccio’s version the action takes place in Siene and introduces modern elements which can be found in Shakespeare’s drama.

Even though the story of the two lovers was for a long time part of European literature before Shakespeare improves it and gives it to England audience, nor Luigi da Porto, neither Arthur Brooke makes it known worldwide and appreciated so much, but Shakespeare. In pushing his own limits, Shakespeare develops stories whose plots are very expanded and discussed even in our days. His plays are the most read and performed on the stage.
The names of the two feuding families Montecchi and Cappelletti are present also in the fourteenth century in the well known comedy written by Dante Alighieri “Divine Comedy”. They appear in a passage in Purgatorio, “where Dante laments the collapse of civil order in the Italian lands of the former Roman Empire.” Italy suffers in the thirteenth and fourteenth centuries after the disfunctionality of these families. Even if he has an affinity for Italian stories, Shakespeare, however, didn’t know about Dante or the Divine Comedy when he wrote Romeo and Juliet.

1.3 Family constraints
Romeo and Juliet is a narrative that shapes the relation between the young people with their parents and relatives.The two lovers are permanently implied in an endless conflict with the world of the adults and despite their attempt to integrate the passion between them in the society, they fail. In this authoritarian space they live, dominated by social conventions, there is no open space for a love like theirs. For the Capulets and Montagues, this love which is not allowed by them but continued by Romeo and Juliet in secret, is no more than a betrayal from their children’s part. Romeo and Juliet endure a huge pressure from the parents’ part because they always have to hide their feelings for each other, their meetings happen just in secret and the marriage is also an enormous thing to keep secret. The parents don’t stop to exploit the innocence of their children and the beauty of their young souls which are now in love, a feeling so pure. They just profit from these period of adolescence which is so fragile, ruining from the beginning their hopes and future. The play focuses on the relationship between Juliet and her father. She has little interaction with her parents throughout the play because just a minuscule interaction provokes misunderstandings. Juliet is not 14 when Paris asks his hand from the authoritarian father. In Capulets opinion, marriage is a fact that can be decided just by a father who has good interests in order to make his daughter happy for life and Paris can do this just because he is a young nobleman and a relative of the prince of Verona. Even if he seems very protective with her daughter, the idea that Paris, a nobleman wants to marry Juliet, makes him accept the proposal for his daughter to be a wife with a respected name. In Shakespeare’s time, daughters expect that their fathers decide for them because they know better and they have enough experience of life. This allows the audience see that women in a patriarchal society, are subordinated to men, they have to do what men say and to agree with them. With his prudence, the father chooses the best future husband, but no way a boy from the rival family, who, in the paternal view, has nothing to offer to his educated and beautiful daughter. Thus is such a pity that the two young lovers are born in Verona where names have a colossal importance. That’s why Juliet chooses to stand against her father’s decision to marry her with Paris. But the moment when Romeo kills Tybalt, Juliet’s cousin and also a Capulet, lord Capulet hurries the wedding of his daughter with Paris. Even if the family sees Juliet crying and suffering, she doesn’t really suffer because of her cousin’s death but for Romeo. Thus Juliet is not announced that she will marry sooner than she imagined and gets angry. This sentiment of anger makes her become rebellious and think to a better solution for her love with the son of her father’s enemy and they marry in secret. Juliet never gives up she always “remains true to her conscience and inner desires.”
Despite her parents’ opinions, Juliet is not concerned at all that he breaks her family’s rules, on the contrary she is decided not to stress on the restrictions which include her interactional possibility, and to do whatever her heart says. Even if her father thinks that his pride leads his personality, he is not flexible in decisions concerning his daughter because he is a fair man and he cannot be changed nor by his daughter’s prayers neither by her youth which can sometimes melt parents’ heart. Thus, at the end, Juliet will be the sacrifice of her father “in a contest with death for the power to be in control of events.” But it is not the case in the Veronese society. Romeo too encounters difficulties, his relationship with his father lacks in communication. He does not exteriorize his experiences, and wears an inner struggle. So his father tries to find out what happens with his son and talks with Romeo’s friend, Benvolio. Even if the parents don’t realize, their authority transforms Romeo and Juliet into a sacrifice given to the gods. The only person in front of whom Juliet opens her heart is the nurse. It is normal for a 14 years old girl to have a maternal figure to talk to so the nurse was the person who raised her and Juliet trusts her more than she trusts her mother. The nurse hopes that Juliet will finally be happy with Romeo but she is devastated when she sees to what led this love. The fights and tensions between parents and children are part of the culture, and in patriarchal families the pressure is very intense and kills some children not necessarily physically but psychically. Relationships between parents and their children always become boring and children choose to interiorize themselves or to choose a friend to talk what should be talked with parents. That’s why they take extreme decisions which sometimes cost their own lives. First of all the children stop to exteriorize in front of their parents, so here appears the lack of communication, they hide and do things which are not allowed to do just because they are very stressed and scared of the consequences. Secondly, they think a lot about how to escape from this world full of constraints, they make a solid plan that has to function but at the end, as in Romeo and Juliet they finish death and all their plans to live a free life fail and bring them all into the tomb with their young and innocent hearts.

The love between Romeo and Juliet functions like an infection, they are from the beginning “cut off from the world, and the symbolism may count for more than the plot machinery” so this marginalization from world makes the two lovers find a fast solution which lead to their death.

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1.1 Different methods of communication are used in the business environment to ensure communication is effective. When communication is effective, a business will run smoothly. Various methods of communication have vastly different benefits and drawbacks that effect how effective communication is achieved. The sender (the business) and the receiver (the client) will only obtain the correct information when communication is effective. Methods of communication have to be chosen to suit the situation, otherwise communication will not be effective.
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1.2 The methods of communication a business uses need to be adapted to suit the situation and target audience. By considering the various requirements that need to be catered for, age, gender, special needs, for example, the communication style that would be most effective can be determined. Some people may have difficulty reading, whether that be due to a language barrier or a medical issue such as dyslexia, may benefit more from verbal communication rather than non-verbal communication.
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1.3 Using correct grammar ensures that what is written can be correctly understood. It is important to check for grammatical errors to ensure that the intended message is received. This also holds true for using punctuation correctly. Punctuation is essential so the recipient can easily understand a document or email. Sentence structure is essential in business communications. Using a variety of structures ensures documents are not entirely the same and that documents have a higher readability rating. Incorrect spelling can cause misinterpretation in communication. This means using correct spelling makes content easy to understand. Convections ensure writing is in a format the reader can understand easily. Convections are the accumulation of spelling, punctuation, grammar, capitilisation and paragraphing in one text. This prevents the reader from having to figure out the intended message of the content.
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1.4 Non-verbal communication makes up a large chunk of what people pay attention to during face-to-face interaction. This can be expressed through your tone of voice or body language. Body language portrays subconscious messages during communication, and is understood instinctively. Tone of voice used can affect the meaning of a sentence through volume and emphasis. If there is emphasis on words that should not have it in a certain context, the entire message can be misinterpreted.

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1. Discuss the significance of the essay’s title

In “A Homemade Education” by Malcolm X. Malcolm X was an African American who was

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Sent to prison. To get him threw his Sentencing; he had educated himself to and eighth grade

Level so he could understand Civil Rights of the African Americans. While his was prison he

Had Made friends with a guy named Bimbi he was more educated more than Malcolm was.

Malc0lmwas teaching himself to read and write him first thing he read was a dictionary and he

Had copied all by hand so He could Learn Better. He learned a lot about history. He also had

Learned in his reading history of the Blackman. He found out how terrible white man can treat

Black men and all races .Malcolm had and import Quote. “In fact up to then i had never been so

Truly free in my life.” Because of his Good ability to. He had himself with a new light to

Understanding the world as it is. Malcolm did go on to be the major figure in the fight with

Racism in the US. He has become a dynamic Spokesperson for Muslims. He was eager to

Learn.

2. What details make clear his passion for learning
In the essay of “A Homemade Education”, How Malcolm X talked how he had learned to read.
With his experiences of learning to write and finding that passion to read. Malcolm x express in
Words that he began writing words from the dictionary; was an amazing experience for
Malcolm X. he said he learned word that he didn’t ever knew existed. Malcolm spend many
Hours a day Reading learning an writing. Extensive reading every book he could get a hold of.
He read all of History and genetics and all about black history. He would read day and night with
only getting a Few hours of sleep a day, after lights out in prison Malcolm had to read by the
Glow of a light in The hallway of his prison cell. Malcolm X simply responded “Books”. He said
That he would Read Every chance he got. Because he was so eager he would find any chance to
Read as much as He could an to learn from his reading

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1.1 TOPIC
GRADE 12 LEARNERS POOR DISCIPLINE DURING ECONOMICS PERIOD IN LEPHOLA HIGH SCHOOL
1.2 INTRODUCTION
Poor learners discipline is always a key issue to address for effective teaching and learning to take place in a classroom. This is my first year as economics teacher at Lephola High,however my first experience have turned out to be a disaster for me since I couldn’t manage the classes well because of learners poor discipline in a class that led into ineffective teaching and learning. Learners always misbehaved in different ways that drained my energy and teaching time. I decided to take a more proactive approach i.e. making changes to improve something before problems happen, rather than reacting to problems and then changing things.
1.3 BACKGROUND OF THE STUDY
Learners misbehaviours such as disruptive talking, persistent avoidance of work, interfering with teaching instructionsand activities, harassing classmates, verbal insults, rudeness to teacher, ranging from rare to frequent, moderate to severe, is a thorny difficulty in daily classroom activities. Educators oftencomplain about learner’s misbehaviour in the classroom and they had to spend a wonderful deal of time and strength to control the classroom. Obviously, learner’s misbehaviours reduces the smoothness and effectiveness of quality teaching, and also deprive learner from their learning opportunities. Moreover, lookup findings have proven that school misbehaviour not only escalated with time but also diminished educational fulfilment and elevated delinquent conduct (Wheldall and Merrett 2011). To lessen these on the spot and gradual adverse consequences of learner’s misbehaviour, it is importantly to identify what exactly are these internal classroom misbehaviours.
In the literature, exceptional phrases have been used to describe troublesome behaviours of learners. For instance, (Stewart 2010) referred to learner’smisconduct as disciplinary violations in school, for instance, tardiness, vandalism, fighting, stealing, and drinking at school. When there are clear guidelines and regulations in school and classroom, violation of these is curiously a “misbehaviour or misconduct or self-discipline problem.” Nevertheless, a specific behaviour is viewed as problematic, and may also not always be rule breaking. For instance, daydreaming in class, not finishing homework, disrupting class, bullying, and rudeness to teachers are named as “problem behaviours, or “disruptive behaviours”. These behaviours referred to “an activity that causes distress for teachers, interrupts the mastering system and that leads educators to make persistent remarks to learners”, or “the myriad things to do which disrupt and impede the teaching-learning process”. Noting that faculty misconduct is one of the manifests of the problem behaviours syndrome, the term “problem behaviours” was used to refer to all externalizing behaviours that violate express guidelines or implicit norms, disturb the classroom order, and irritate the process of teaching and mastering in this study.
Several scales have been developed to measure teachers’ perceptions of school room problem behaviours. For instance, in the United Kingdom, (Wheldall and Merrett 2011) used ten items, such as eating, nonverbal noise, disobedience, idleness/slowness, unpunctuality, hindering others, physical aggression, untidiness, and out of seat, to measure conduct issues among essential school students. (Houghton 2010) also used these behaviours to measure secondary school learners’ conduct problems.

Rights and responsibilities: Learners’ rights are entrenched among the Bill of Rights, The study on Education, the Children’s Bill of Rights (Sonn:2013). With these rights go responsibilities. At the beginning of this scientific research every collaborating professional person asked the learners what their rights were. When a discussion of those rights, the learners listed the responsibilities that associate with every right. Let’s say, if learners have the correct to education, they even have the responsibility to confirm that alternative learners receive education. The professional person stressed the actual fact that the professional person conjointlyhas rights and responsibilities and therefore the learners ought to embody them in their discussion. The issue of rights and responsibilities offer a useful focus because:
• It permits expectations of behaviour to be connected to the values of the college that successively outline the attribute of the college.
• It permits the behaviour policy and therefore the syllabus to become interlinked at the room level.
• It provides a basis for learner involvement.
• It permits for a system of rules or expectations that has logical coherence.

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Educators ought to perceive that complete freedom of alternative isn’t useful to learners (Galvin, 2010). Total freedom isn’t fascinating for developing adolescents, and therefore the professional person ought to strike a balance between permitting total freedom and giving a guiding hand to the learners.

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