Benefits of Ontology in Social Science

Benefits of Ontology in Social Science What is ontology? Why is it important for the social scientist to know about it? Speaking out of modest personal experience as a political science graduate, the issue of ontology as well as epistemology (and the consequent choices social sciences scientists make) has been always in an arena of confusion for most social sciences graduates. Students, all over the world, feel alienated and often misguided regarding the nature of these terms and thus are often relatively late in determining their stands in this crucially important and inescapable subject. Furthermore, a simple investigation of typical course offerings of social sciences degrees around the globe exposes a general lack of methodology courses at the undergraduate level. This issue adds to the general confusion of students on the issue. Often, not until students move to postgraduate level when they are adequately trained in methodology of research and consecutively become able to develop understanding of ontology and epistemology. Furlong and Marsh (2002) explain the issue brilliantly when they say: â₠¬Å"At First these issues (ontological and epistemological positions) seem difficult but our major point is that they are not issues that can be avoided. They are like a skin not a sweater: they cannot be put on and taken off whenever the researcher sees fit.† (Furlong and Mars, 2002, p.17). In this essay, we try to provide a general overview of ontology and shed light on its importance. What is ontology? If one is to define Ontology in Social sciences, it is important to step back to the philosophical origin. In philosophy, ontology is widely defined as a major branch of metaphysics, the study of the nature of reality. Encyclopaedia Britannica (2009) defines Ontology as the â€Å"philosophical study of being† and what generally prescribes to reality. Aristotle first called ontology â€Å"first philosophy†, and later the Latin term â€Å"ontologia† appeared after being invented by the German philosopher Lorhardus. Furlong, and Marsh (2002) explain ontology a â€Å"theory for being†, in other terms the main question of whether exists a reality that is autonomous from our understanding. To elaborate this idea in social sciences context, they give the example of gender identity and John Grays book â€Å" Men are from Mars and Women are from Venus†. The book argues that men and woman are fundemantaly different from each other and asserts that if it would be better if both would recognize this difference. That argument subscribes to a foundationalist (essentialist) ontological stand. On the other hand Furlond and Marsh (2002) assert that feminists would fiercly attack such a view as they link differences between men and women are â€Å"socially constructed†. This stand asserts an anti-foundationalist (constructivist) ontological position. Foundationalism and anti-foundationalism represent the two main ontological positions taken by scientists, and to understand ontology one should explain those main ontological positions. Importance Epistemological consequences The debate of who comes first, and the importance of Ontology in social research: Needless to say, a social researchers ontology can be understood as their view of social world. This have a consequence on choosing the ways the researcher will do his research, the methods, used, and theories put forth. Nevertheless by saying this we avoid hinting that ontology precedes or follows epistemology, an issue of debate among social scientists. According to Bares and Jekins (2007) learning of ontology (and epistemology) helps â€Å"differentiate and choose between competing theories and analytical traditions† Additionally they assert that many introductory texts to Ontology and Epistemology seems to sponsor a directional relationship that asserts that ontology precedes epistemology in social research. In their opinion this hinders the learning process as discretely favours certain theoretical choices. They further assert that ontology (and epistemology) are important in ontology. (2009). In Encyclopà ¦dia Britannica. Retrieved December 11, 2009, from Encyclopà ¦dia Britannica Online: http://www.britannica.com/EBchecked/topic/429409/ontology A Skin not a Sweater: Ontology and Epistemology in Political Science Furlong, Paul and Marsh, David (2002) A Skin not a Sweater: Ontology and Epistemology in Political Science. In: Theory and Methods in Political Science. Palgrave Macmillan, pp. 17-41. ISBN 0-333-94856-4

Peer Pressure in Gang Violence

Peer Pressure in Gang Violence One of the Gang Peer group pressure is a major problem for teens now days, caused by pressure require by others and their wanting to fit into certain groups. The negative peer group is being named by the society as gangs. Adolescents associated with these groups feel they gained prestige. Nevertheless, not all peer group pressure has negative influence, like academic and athletic achievement. (Ayres Nalebuff, 2005) Based on studies, most teens/adolescents think that joining a group gives them popularity with their peers. The average teen feels pressure either from the school, peers, or parents; thus enticing the need to belong to groups. Oftentimes, they get involved in violence, alcohol or drugs users, and sex. Studies will prove that high school students give more time with their friends than with parents or other influential adults. Teenagers who get involved with delinquent friends shun themselves away from good or straight kids and choose to fit in to their own kind. Nowadays, majority of families are headed by single parents, most of them mothers, who work extra jobs. Single parent are spending little time with their teens, thus leaving them victim to peer group pressure. Research shows that peer group pressure may lead to delinquent behavior among teenagers, which includes criminal acts such as motor vehicle theft, burglary, and robbery and others (Cabot, M. (2007). Peer pressure can manipulate a person into smoking, drinking, or doing drugs and other things that is harmful to his/her body. Nevertheless, peer pressure can also be supportive by influencing someone to do the right thing instead of wrong. For instance, a person can be a model to his/her friends and let them know he/she wants to do right and he/she wants to change how he/she acts or what he/she was like. Some people struggle because they are depressed by what they have done or what people done to hurt their feelings in the past (Healey, J. 2007). Peer Pressure is said to be responsible for teenagers behaviors starting from choice in clothing to drug usage. A study shows that the outcome of peer pressure on teenagers behavior may be highly overestimated. This study was published in Addiction (Vol. 91, No. 2), adds to a increasing body of research that implies peer pressure is a weaker factor in adolescent behavior than many had believed. Much emphasis is not given on peer pressure, dont discuss or do not look hard for evidence of other factors. Going back and try to critically examine the importance of peer pressure. Researchers did studies over a twenty year span to find that peer pressure was easily blamed for teenage behavior but never examined. Other issues such as family life, economic background, environment, and biological tendencies all may be as important as or even more important than peer pressure in determining behavior. Teenagers who smoke tends to choose peers who smoke as friends and children with the same habit s have a tendency to hang together. Peer pressure can be least factor in the use of drugs and other habits related to adolescent life, but nonetheless peer pressure is a factor that influences drug use among teenagers. From ages twelve to nineteen is a stage in a teenagers life that determines what kind of adult he or she will become. This stage of adolescence, known as the formative years, is the subject of deeper study and research to establish why adolescents are vulnerable to the phenomenon called peer pressure. Disturbing number of incidents of teenage drug use, pregnancy and teenage suicide is the best reason to fuel the need for such research. Probably because as children they are taught the importance of having and maintaining friends or maybe they dont feel that they can talk to their parents or teachers when problems arise. Or perhaps simple reason as wanting to rebel against the pressures placed on them as youths. Because adolescents spend their time either at home or in school, it is within these confines that the answers to adolescents behavior lay. In other words, family and school can sometimes cause adolescents to give in to peer pressure because of an overemphasis on the importance of social adjustment, a lack of interest or communication on the part of the parents and teachers, and the unrealistic expectations that these entities create. Even if the reason for attending school is to receive an education, it also gives children with a medium through which they can develop relationships with other children that eventually turn into friendships. Their capability in forming friendships can be traced back to even the pre-school years and its importance emphasized by eager parents who want their children to fit in at school. Interactions with friends or other peers are crucial for the development of a mature morality. Almost all would agree that social interaction is essential but at times parents are guilty of over-stressing this importance. For Example, the birthday parties where every child in the neighborhood was invited to come regardless of whether or not they were actual friends. The need to socialize children also happens in the classroom at school. The classroom represents not only an educational ground but a powerful social context in which the psychological adjustment of children and adolescents can be influence d. Teachers promote social interaction by assigning exercises that necessitate working in pairs or groups. Besides, when a teacher notice a child playing alone, they will persuade him or her to join the other children failing to notice the possibility that the child might have preferred to be alone. Therefore, from an early age, children are taught to value the importance of social interaction and this value remains in them as they move into the adolescent years. Result of which is that adolescents value their friendships deeply and in some cases more so than their relationships with family members. This accounts for the adolescent not being able to deny their friends for fear of losing the bonds that they have formed and is the cause of their greater vulnerability to peer pressure. Having experienced peer pressure, during my adolescent years in order to fit in, because its not easy being the only one doing something different. Oftentimes, I feel worried Ill be picked on if I dont go with the crowd, or I lose my friends. Other times I do stuff because I think my friends will like me more, or because my gangs are doing it, so it seems normal. Both close friendships and wider friendship groups have provided opportunities for me to join them, and that was to smoking. Until I realized that I was into smoking for a longer period of time and hard to quit. But I asked myself if I was doing what I really think is right or just giving in to my peers pressure to impress my friends and my gang. But as I grow older, I was faced with some challenging decisions. Some of them dont have a clear right or wrong answer. Meaning I dont really know if what I was doing was really good for me. I realized that making decisions on my own was hard enough, but when people got involved and tried to pressure me one way or another, it was even harder. People, who were my age, like classmates and gangs. They tried to influence how I act, to get me to do something I do not really want to do. But because I want to stay in the gang, I was pressured to do things and sometimes overdo them to impress my gang. The peer pressure during my adolescent years was really something I had to deal with, maybe even adults too. I underwent a peer mentoring program, which matches older youths with younger ones. The former provide the latter with guidance, advice, and all forms of support I need to be able to meet challengers of my adolescent life. The older youth do not only serve as mentors but as role models to the younger ones like me. They were not perfect but having been through the same stage and most likely, the same problems, predicaments, and challenges in their homes, school and community; they are in the position to provide friendly advice, positive influences, attention and moral support to me and other younger teens. I learned to choose my friends wisely. Focus on developing firm friendships with people with the same values and ideas like me. Even having one friend who will back me up when I want to go against the group will help. I learned to be strong and just go with what I know is right. Good friends respect my individuality and I stood up for what I believe in and learned to respect myself more. Giving in to peer pressure tapers off later in life. If adolescents realize that social interaction is important but only to a certain point, then they will have the strength to say no to their friends. Similarly, if parents and teachers somehow found a way to better communicate with their children and students respectively, these adolescents would most likely come to share their feelings with them and not rely so much on their peers for feedback. (Havelin, K. 2000) And lastly, if parents and teachers became aware of the unrealistic expectations they place on teenagers, the result would be a decrease in conflict as well as a decrease in the number of adolescents who feel the need to rebel through conformity to peer pressure. In other words, examining the ways in which family and school cause adolescents to give in to peer pressure leads to a resolution of the causes. What is the overall result? Adolescents have a healthier sense of the meaning of friendships, they have an alternative other than peers to whom they can turn to and they are freed from any unrealistic expectations that they themselves cant understand. But most importantly, they become less susceptible to the traps of peer pressure, thereby, giving in to peer pressure is narrow (Kaplan, 1983). Learning about human development should give you a deeper understanding of the many different pathways humans can take as they grown and develop through the lifespan. It is important to understand child life from the childs point of view. This means understanding how the way we see and make sense of the world is affected by cognitive-developmental factors. The same applies to understanding adolescents and adults or all ages. Physical, cognitive and social capacities are intertwined. A change in how we understand the world has implications for how we interact with others which in turn has an impact on physical development. Conversely, playing games provides experiences with groups that foster new understandings about the physical and social universe. Development is profoundly affected by social context (culture and social institutions). Our beliefs about the nature of development what is normal and what is not normal are anchored in a particular social, historical and cultural conte xt. Understanding human development can help you better understand your own life experiences and life course. It can foster enhanced self-understanding and personal growth. Beneficial societal change is possible and individuals and groups can change social institutions and policies for the better. Understanding human development deeply and in context can help us better appreciate human wisdom and human fallibility. This, in turn, can help us become more creative, innovative and effective teachers. Peer pressure can be described as a positive or negative reaction that occurs when one is influenced by certain people or peers. Peer pressure is constantly surrounding us. One can first be introduced to peer pressure at a very young age and young people can be influenced easier then mature adults. I believe family members, friends and religious institutions have the strongest influence of peer pressure on society. But from past experiences, friends have the strongest influence on teenagers. With the proper guidance and right choice of friends, one will not have any trouble with lifes difficult decisions, and will hopefully, do the right thing. Ayres, I., Nalebuff, B. (2005). Peer Pressure. FORBES. 175 (7), 118-118. Cabot, M. (2007). Pants on fire. New York: HarperTeen. Havelin, K. (2000). Peer pressure: how can I say no? Perspectives on relationships. Mankato, Minn: LifeMatters Healey, J. (2007). Peer pressure. Thirroul, N.S.W.: Spinney Press. Kaplan, L. S. (1983). Coping with peer pressure. New York: Rosen Pub. Group. Hersch, P. (1998). A tribe apart: a journey into the heart of American adolescence. New York: Fawcett Columbine.

Personal Narrative - A Hole In My Left Shoe :: Personal Narrative Writing

A Hole In My Left Shoe I have a hole in my left shoe. It’s on the inside of my left shoe, and it’s been there since the first week I had these shoes. It doesn’t grow or change, because the circumstances that begot it do not grow or change. It’s there because when I sword fight I drag that foot as part of my footwork. This hole in my shoe is a constant thing in my life. Even when I get a new pair of shoes it will still be back there within a week. Look closely at this hole and you can see into it, into me. You can see a story that begins several years ago. I can see him coming from a distance; we stand in a wide expanse of grassy field in the upper reaches of the North Carolina mountains. The boy is a friend of mine; his name is Lucuse, and I’ve known him for a week and already we have the makings of life long friends. But right now we are enemies of the most mortal kind. We circle each other, a stick in each hand, our sabers, and weapons of choice. We size one another up. He is much bigger than me in all aspects except our height, which I take him by scant inches. I’m faster, and he knows it, but if we should get into a lock and are forced to rely on force he knows he will win. Our plans formulated we begin, a slash, a stab. The world around us blurs; it’s still there, but only as a memory. All that exists is a fog, a fog and my opponent. I see him in his entirety, I see the way his body moves, how each piece of him works to form his bid for my demise. I’m aware of myself; I can sense every movement that wo uld at one time have been taken for granted. Now each step is a chapter in a novel that I can’t put down till the end. The adrenalin pounds in my mind as my opponent strikes at me trying to find a hole in my defense. It is in this feeling that I find true happiness for the first time in my young life. That was then and this is now, and I’m a different person now than I was then. Personal Narrative - A Hole In My Left Shoe :: Personal Narrative Writing A Hole In My Left Shoe I have a hole in my left shoe. It’s on the inside of my left shoe, and it’s been there since the first week I had these shoes. It doesn’t grow or change, because the circumstances that begot it do not grow or change. It’s there because when I sword fight I drag that foot as part of my footwork. This hole in my shoe is a constant thing in my life. Even when I get a new pair of shoes it will still be back there within a week. Look closely at this hole and you can see into it, into me. You can see a story that begins several years ago. I can see him coming from a distance; we stand in a wide expanse of grassy field in the upper reaches of the North Carolina mountains. The boy is a friend of mine; his name is Lucuse, and I’ve known him for a week and already we have the makings of life long friends. But right now we are enemies of the most mortal kind. We circle each other, a stick in each hand, our sabers, and weapons of choice. We size one another up. He is much bigger than me in all aspects except our height, which I take him by scant inches. I’m faster, and he knows it, but if we should get into a lock and are forced to rely on force he knows he will win. Our plans formulated we begin, a slash, a stab. The world around us blurs; it’s still there, but only as a memory. All that exists is a fog, a fog and my opponent. I see him in his entirety, I see the way his body moves, how each piece of him works to form his bid for my demise. I’m aware of myself; I can sense every movement that wo uld at one time have been taken for granted. Now each step is a chapter in a novel that I can’t put down till the end. The adrenalin pounds in my mind as my opponent strikes at me trying to find a hole in my defense. It is in this feeling that I find true happiness for the first time in my young life. That was then and this is now, and I’m a different person now than I was then.

Argentina and Bose Corporation :: GCSE Business Marketing Coursework Essays

Argentina and Bose Corporation Bose Corporation has had products of audio system, called â€Å"Home Theater System†. It’s a perfect audio system, just like or even better than the sound we can hear from movie theaters. On the system, there is a music center, which is connected to all input and output cables and a big amplifier, which controls the bass and treble. For your information, in music center, you can both enjoy the CD player and radio for basic functions; and outputs for surrounding sound quality for video watching, and tape listening. Categories: LifeStyle 30 & 25 & 20 & 12 & 8 & 5 & 3 *Below is the Picture of Bose LifeStyle 25 Home Theater System 1. Driving global forces: a) Market needs and wants: Many people may think that in Argentina, the economic may not be that well since it is between underdeveloped and developing country. However, after I talked to my friends, who has ever lived in Argentina for a while, I know that in Argentina, there are still many people who are rich. The situation in Argentina may be extreme disparity between the rich and the poor, however, that doesn’t means that people there does not have marketing needs and wants. I believe that for those rich people, they might want to have the best quality of music and sound. Besides, the restaurant and disco club owners may want to have a better sound quality in order to attract more guests and customers. I guess most of people would know that most of Argentines love music, and they think music is one of the most important thing in their lives. Therefore, I believe marketing needs and wants is one of the forces. We may see from the following article that I picked up from the web that how Argentina accepts business of imports and exports of electronics: â€Å"Argentine companies involved in the appliance and electronics industries produce primarily for the domestic market. Exports are shipped mostly to Mercosur countries. Products include refrigerators, washing machines, dishwashers, air conditioners, television sets, radios, and video cassette recorders (VCRs). In recent years production of refrigerators and washing machines has been about 700,000 units each. Little Argentine production is exported outside Mercosur, although certain niche markets are served by high quality Argentine manufacturers. These include specialty high-fidelity equipment designed for audiophiles willing to pay in the range of US$10,000 for equipment and for concert halls, theaters, and other buildings in need of high quality

The Pencil Box :: essays research papers

THE PENCIL BOX   Ã‚  Ã‚  Ã‚  Ã‚  Nobody liked Jane. As soon as Emily Sweet found that copy of Anne of Green Gables—a three-hundred-page-long book! —in Jane's faded purple kindergarten backpack, that was it. Any hope Jane had for a normal life, for swing on the swings, for making a life long friend, someone to share secrets and giggles with, someone to teeter totter with, was over, because nobody likes the smart girl. Nobody likes someone who totes a three hundred page long book to read on the bus. That is the jungle gym's unwritten rule.   Ã‚  Ã‚  Ã‚  Ã‚  Well, maybe it's not totally accurate to say that nobody liked Jane. That's not an entirely true statement. Teachers liked Jane. Teachers loved Jane, even though Jane thought they had a funny way of showing it, giving her another worksheet to do when she finished the assigned worksheet fifteen minutes before the rest of the class, telling her parents that Jane was a special child, maybe they should move her to a higher grade and her parents always saying no, we want our daughter to have a normal childhood. It became quite normal for them to have these conversations while Jane sat outside the door wit ha garage sale, dog eared copy of Gone With the Wind—a five-hundred-page-long book! —swinging her patent leather Mary Jane shoes because they didn't reach the ground and she had to do something to keep her attention through the first twenty pages, pages she always found sub-standard to an otherwise exhilarating book. Yes, supposedly teachers just loved Jan e. That's what all the other children accused them of, love, favoritism, unfair grading, and things like that. They just loved Jane, even though they showed it weird ways.   Ã‚  Ã‚  Ã‚  Ã‚  It took Jane's second grade teacher, Mrs. Terada to really show some Jane some love. Jane thought Mrs. Terada was an absolute nitwit, with her long skinny arms and legs, looking down at all the children through a tiny pair of glasses perched on the end of her nose. And oh, it took all the acting Jane could muster to smile and nod, to not roll her eyes and stick out her tongue when Mrs. Terada presented her with the box. The box sat next to the rattling heat register (that always seemed to work in September, never in December). Under its hot pink cover were rows and rows of manila files, each containing a set of math worksheets, maybe a short story with comprehension questions at the end.

Yawning: Anthropology and Healthy Functional Person

Ryan Casey Anthropology in the News Contagious Yawning Contagious yawning is something you can’t control. Infants after 11 weeks after birth start yawning and study’s say that around the age of four, children start to develop â€Å"contagious yawning†. Doctors use this to see if the child has a disorder such as autism. What the doctors would do is see if the child response to someone else’s yawn. If the child does respond then they would know if the child’s brain is functioning right. This is a good way for doctors of even parents to pick up if there kid has something wrong.The contagious yawning theory would be part of the social and cultural subfield of anthropology. Contagious yawning would represent social anthropology because it shows the way in which the body works and how it response to certain moves and actions that other people makes. Also, it would prove to be in the cultural subfield because it shows a pattern in the human body. Humans ar e not the only species that yawn. Study’s shown that all vertebrates yawn such as snakes and lizards. But only humans, chimpanzees and sometimes dogs had shown that they respond to other people yawning, known as contagious yawning.People have been yawning for as long as humans have been around. This shows that yawing and contagious yawning is in the human culture, and a sign of social bonding. Contagious yawning would be more proven in human biology because it is a reaction of the body when the brain recognize someone else yawn, it sets off a trigger in your brain that makes someone looking at someone yawning also yawn. Anthropology provides vital knowledge and information in this case of contagious yawning.This is shown in the story when they mention how the body develops overtime and when young infants at an early age of four show signs of contagious yawning. Also, it tells us how some primates and all vertebrates also devolve the theory contagious yawning. Contagious yawni ng is a shown is something that a healthy functional person cannot control. It is shown in the social and cultural subfields of anthropology and shows facts to support human culture, human biology and human history. Anthropology provides facts and knowledge about contagious yawning.

Multi-faceted character Essay

In Shakespeare’s â€Å"The Tempest†, Prospero has been represented variously as a good, caring man or as a manipulating, devious â€Å"puppeteer†. Compare and contrast how he has been represented and make your conclusion as to what kind of character Prospero actually is. A-Prospero, the protagonist of Shakespeare’s â€Å"Tempest†, has been variously presented as a kind, wise man as well as an uncaring, power hungry tyrant. A very real and multifaceted character with plenty of grey shades, Prospero has been seen as some as a manifestation of the play writer himself. I believe that, although Prospero has his faults, all his seemingly callous actions are directed towards a happy ending for every one. The best side of his personality is reserved for his daughter, Miranda. Though he is, at times, domineering towards her – (â€Å"Hence! Hang not on my garments! â€Å") – he loves her deeply. He tells her that he done ‘nothing but in care of her’, and all his actions are for her benefit ad to secure her future. He calls her a ‘cherubin’ and uses various terms of endearment for her – ‘wench’ – which bring out his love for her. However, Prospero also ‘meddles’ a lot with his daughter’s emotions. She is led to fall in love with Ferdinand, and Prospero’s comments, â€Å"It goes on, I see† shows that the relationship is all part of his master plan. He spies on her clandestine meeting with Ferdinand, and he is, often, a puppet master and she is his puppet, docile and obedient. This underlines the control he has over her, and his lust for power, but he is redeemed by the fact that he is doing it all for her good, after all, ‘the end justifies the means’. His test for Ferdinand is because Elizabethan romantic convention holds that a man’s love must be proved to be true through feats of tests. Towards his estranged brother, Antonio, and his companions, Prospero is less kind. He subjects them to mental torture by conjuring a violent tempest, leading them to believe they are ship wrecked. He is portrayed as a master puppeteer manipulating his puppets as he watches the company blunder about the island. But however sinister his attitude was, the fact remained that Prospero instructed Ariel to keep them ‘unharmed’. His frequent praise of Gonzalo, ‘honest old lord’ shows the audience that he does not really intend any malice. He did not want to use physical violence, even though it could be justified by the cruel actions of Antonio. Even though Antonio is a thoroughly ‘bad’ character, Prospero’s lack of violence redeems him to the audience. At the end of the play, Prospero forgives all his misdeed that had taken place and it is this forgiveness that labels him as a kind wise man. The only time Prospero shows a truly ugly side to his character is when he deals with Caliban. He hurls epithets such as ‘tortoise’ and ‘earth’ to him and inflicts him with ‘cramps’ and ‘side stitches’. Caliban terror on seeing Stephano shows the fear instilled in him by Prospero’s spirits. Prospero’s actions towards Caliban are also, however, justified. Caliban’s attempted rape of Miranda and his repulsive desire to ‘people the island with Calibans’ rightly earns a harsh punishment from Prospero. The only unjustified act of Prospero is that he seems to put too much stock by Caliban’s birth and appearance. He calls him a ‘freckled whelp’, ‘hag born’. But even here, the prevailing Elizabethan belief was that anyone so misshapen was evil and deserved to be treated as such. Towards his other servant, the ‘airy’ and ‘light’ Ariel, Prospero is much kinder. He frequently calls her a ‘brave spirit’ and ‘my tricksy Ariel’, using possessive pronouns to signal acceptance and pride. The only time he is angry with Ariel is when the spirit demand its freedom, just when Prospero’s master plan is about to unfold. He is understandably angry: she is the key to a plan he has waited twelve years to operate and it is an opportunity not be given again. Prospero is a man who is multi-faceted and perhaps that is why he is so human. Though he has shades of grey, he is essentially a good man, who has been usurped of his dukedom. Shakespeare realised that Prospero was dealing with great evil, and could not afford to be too good and therefore nai ve. He had to be written as a firm, stern man who knew what he wanted and how to achieve it. Prospero may have manipulated his daughter, but only to restore her future and her status. He is callous to Ariel, but promises to set it free. He leads the company all over the island, but reunites them in the end. ‘All’s well that ends well’ and Prospero delivers, restoring his dukedom, marrying the lovers and ensuring happy endings.