Journey Through English Class - 2328 Words

Michael Statchen English 110 5/3/2010 Professor Finegan Capstone Project My Journey as an English Student When I signed up for this Introduction to Literature course I was not expecting it to be one of the most insightful and interesting classes that I have ever taken. Nevertheless, over the years I have learned to expect the unexpected and that truth held to it’s own with this course. After five years of avoiding any type of English Literature course I knew it was time to finally take one, as did my academic advisor. My expectation was that I would be sitting in class watching the clock tick or trying to text message friends to pass the time. Ergo I do not believe my cell phone left its holster all semester. From the very first day of†¦show more content†¦The line I liked the most from that story was the very last sentence, â€Å"When the doctors came they said she had died of heart disease-of joy that kills†. My reason for that was because it turned the whole story upside-down and made me realize and possibly even her realize that she really did love him. Our se cond essay was on â€Å"AP†, which was written by John Updike in 1961. The one mistake that I managed to make again in this essay was to simply introduce the work, a mistake I will not make again. I had an instant connection with the main character Sammy in this story because I too worked at a grocery store for my first job and also have had a weakness for beautiful girls as he did. My boss was also very uptight, sexiest and just not a happy person. This made the personal experience section of my paper very easy for me to relate to the story and I was able to talk about the way in which I had also decided to quit that horrible job, the only job I have ever left without two weeks notice. One part of this story that I thoroughly enjoyed was the great detail that Updike would go into. He tells us; â€Å"with a good tan and a sweet broad soft-looking can with those two crescents of white just under it, where the sun never seems to hit†(259 Kirszner), parts like this along with the reference to the word â€Å"chunky† several times do a great job of illustrating what the group of girls look like in ones head. The next reflective essay I wrote on was that of â€Å"TheShow MoreRelatedExodus : A Culturally Blended Anglo Saxon Britain1398 Words   |  6 PagesBrenna Hubschman Professor Jones English 4513 24 September 2017 â€Å"Exodus† in a Culturally Blended, Anglo Saxon Britain The Old English poem â€Å"Exodus† exemplifies the complex mixture of influencing forces within Anglo Saxon culture at the time of its writing. As discussed in class, sixth and seventh century (the time leading up to the creation of â€Å"Exodus†) Britain were periods of increased Christian missionary work. 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Causes And Treatment Of Sepsis - 896 Words

Introduction Sepsis is defined as the invasion of infection into the bloodstream (septicaemia) and start to affect other organs in the body (Foster, Whetsone, Prevost, S, 2012). Septic shock can cause multiple organ failure and also can cause blood clots to form thus compromising the vital organs with enough oxygen and nutrients .Sepsis can cause a decrease in tissue perfusion which results in systemic vascular dilation .In this essay progression of infection will be explained, stages of septic shock, major causes of septic shock and the effects on perfusion and microcirculation on major vital organs (Foster, Whetsone, Prevost, S, 2012). Progression of infection An infection is the invasion of the body microorganisms with pathogenic abilities such as bacteria, parasites and Viruses. Pathogens (Bacteria) invade the host cells, multiply greatly and secrete toxins that cause cellular damage or lysis that trigger an immune response that causes localised inflammation and activation of leukocytes to prevent the spread of pathogens to other areas of the body. Depending on the host’s immune system, sometimes the increase in the number of bacteria overwhelms the immune system causing the infection to spread to other parts of the body (Remick, Pathophysiology of sepsis, 2007). This is commonly attributed to gram positive and gram negative bacteria that usually cause severe infections that lead to an extreme inflammatory and immune response as a lot of cytokines are released as theShow MoreRelatedCauses And Treatment Of Sepsis1573 Words   |  7 Pages‘Sepsis’, a lame man might hear of this word and have no clue or whatsoever of wh at this is – but in the real world it’s not something to be happy about and has been a major issue in the medical field. Sepsis is a complex condition which doesn’t have a specific definition, diagnosis or treatment but one thing the medical practitioners are specific of is the origin. Sepsis is from a Greek word called â€Å"Sepo† which means â€Å"decay† idiomatically known as â€Å"Blood poisoning† (Steen C., 2009). The medicalRead MoreThe Causes And Treatment Of Sepsis2043 Words   |  9 PagesThe term â€Å"sepsis† has been around since prehistoric times. Hippocrates presented the word sepsis 2400 years ago to represent a condition where an overwhelming infection leads to tissue breakdown with rotting, foul odour, and disease. 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Each and every one of the students need to say whether the acknowledged result can truly be connected in theirRead MoreIntroduction Sepsis is a critical condition caused by an overreacting immune response to an700 Words   |  3 PagesIntroduction Sepsis is a critical condition caused by an overreacting immune response to an infection. Most of the time, such infection are caused by bacteria. When a person is being infected, chemicals are released into the bloodstream to fight off infection. This may result in multiples inflammation found within the body. Inflammation can trigger a cascade of event which may cause multiple organ damage, leading to multiple failure of organs where the body is unable to function normally. In worstRead MoreCauses And Consequences Of Sepsis1574 Words   |  7 PagesSepsis, also referred to as blood poisoning is a potentially life threatening complication that results from an infection. These infections, typically caused by bacteria cause chemicals to be released in to the bloodstream in order to fight the infection. As a result, this triggers an inflammatory response throughout the body, which in turn may cause a cascade of changes, which may damage organ systems, causing them to fail. The in fection present in the blood in this case becomes systemic, spreadingRead MoreSymptoms And Treatment Of Sepsis1426 Words   |  6 PagesIntroduction Sepsis is a common cause of mortality and morbidity worldwide and the tenth leading cause of death. The mortality rate of sepsis exceeds myocardial infarction, cardiovascular disease, and trauma by 20-50%. However once the disease reaches septic shock the mortality rate increases to 50-80% and will continue to rise if antibiotics aren’t administered. Sepsis costs 24 billion dollars a year to treat and one of the most costly diseases to cure. 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Duties of a Student free essay sample

The Institute shall be open to all students who are qualified according to its admission standards, barring no one on the basis of race, color, religion, sex, pregnancy, sexual orientation, gender identity, gender expression, age, Efforts shall be made to seek out and admit students of diverse socioeconomic backgrounds whose potential could be reached through a Rensselaer education. Prospective students may, before entering the Institute, request Institute regulations, contractual rights, obligations and responsibilities. Section B: The facilities and services which are normally available to students under the rules and regulations of the Institute shall be open to all of its students without regard to race, color, religion, sex, predisposition, page 3 STATEMENT OF ADOPTION BY THE TRUSTEES The Rensselaer Polytechnic Institute Student Bill Of Rights has been considered by the Trustees. In order to safeguard the rights of all members of the Institute community, certain specific rules and regulations are necessary.Recognition of the Student Bill of Rights as herein expressed is not intended to limit or restrict the ultimate responsibility and authority of the Board of Trustees to promulgate and enforce rules and regulations reasonably consistent with the general principles set forth in the Student Bill of Rights, which the Board of Trustees deems necessary and appropriate to the Rensselaer community. By its very nature, the Student Bill of Rights cannot be successful without corresponding student responsibilities and obligations which, although they have not been spelled out in the document, must of necessity be considered a part of it and ithout which it cannot succeed.In adopting the document in principle, the Trustees wish to make clear to all concerned that their primary obligation, duty and concern is in the best interest of Rensselaer Polytechnic Institute as an educational institution and that this document, like all other policy statements and decisions concerning the Institute, is subject to the continuing paramount control of the Board of Trustees. Under no circumstances shall student fees or other Institute funds be used to promote, prosecute, initiate, or defend an adversary proceeding against the Institute without written consent of the Institute. omestic violence victim, or any other basis prohibited by law. Age or year in school shall not be used arbitrarily as a basis for discrimination, but there may be valid reasons for differential access based on educational goals or allocation of resources. The Institute shall endeavor to secure equal access for all students to public facilities in the local community.Section C: Every prospective student shall have the right to a written explanation of the basis of eligibility for financial aid, and the requirements for continuation. In addition, recipients of such aid shall be provided an explanation of the easons for change in financial aid that may occur in subsequent years. ARTICLE Ill: STUDENT-TEACHER RELATIONSHIP section A: The professor in the classroom and in conference shall encourage free discussion, inquiry, and expression. Students shall be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion. Section B: Students shall have the right to learn from and be informed by the instructor about the procedures and standards by which they are to be graded.Student performance in course work shall be valuated on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students shall have protection through orderly procedures against prejudiced or capricious evaluation. Section C: Information about student activities, views, beliefs, and political associations which professors acquire in the course oftheir work as instructors, advisors, and counselors shall be considered confidential. Persons who provide confidential statements or written judgments of ability and character in connection with an application in which the student gives express permission or the release of such information are responsible August 201 0 to the recipient and to the subject equally to be honest and fair in their judgment.ARTICLE CONFIDENTIALITY OF STUDENT RECORDS The Institute shall publish an explicit policy statement as to the information which is a part of a students permanent official educational record and the conditions of its disclosure. To minimize the risk of improper disclosure, academic, financial, disciplinary, and medical records shall be separate, and the co nditions of access to each shall be published in an explicit policy statement. Transcripts f academic records shall contain only information about academic status, and the student and his or her adviser shall have the right to see these records at any time. Information from student records shall be available only to authorized persons as determined by the Institute or legal regulations. Other persons, both on campus and off, shall have access to such records only with the express permission of the student.No educational records shall be kept which reflect as such the political activities or beliefs of students. Provisions shall also be made for periodic destruction of inactive non- academic and non-financial records. The student shall have the right to view and contest the contents of his or her official Institute records, except those relating to his or her admissions application and all records of the psychological counseling and medical services, regardless of where such records may be physically located. ARTICLE V: FREEDOM IN STUDENT LIFE Section A: (1) Students shall be free to organize and join lawful associations to promote their common interests.The policies and actions of a student organization will be determined by the membership within the limits established by the Rensselaer union (Institute student body) and other ppropriate bodies within the Institute . Affiliation with an extramural organization shall not of itself disqualify a student organization from recognition by the Rensselaer Union. In order to receive Rensselaer union recognition, Page 4 student organizations may be required to submit a statement of purpose, criteria for membership, rules of procedure, and a current list of officers. All Rensselaer Union organizations, including those affiliated with an extra-mural organization, shall be open to all eligible students without discrimination.Recognition shall not imply approval or disapproval of an organizations aims, bjectives, or policies. (2) The denial of access to facilities or reduction of funds shall not be used by the Institute or the Rensselaer Union as a means Of censorship or suppression Of any lawful activity. Rensselaer Union building facilities shall be available for the use of all members of the Institute community. Section B: (1) Students and student groups shall be free to examine and discuss all questions of interest to them and to express opinions publicly and privately. They shall be free to support causes by orderly means, including peaceful assembly, which do not disrupt the normal operation of he Institute. nless otherwise authorized, students and student groups speak only for themselves in their public expressions or demonstrations. (2) Students and student groups shall be allowed to invite and to hear any person of their own choosing. Such students and groups shall have an affirmative obligation to comply with Institute procedures which are designed to ensure that for such an event there is adequate preparation and security, and that such an event is conducted in a manner appropriate to an academic community. The sponsors Of any event shall make clear to the academic and t-large communities that such sponsorship does not necessarily imply approval or endorsements of the views expressed, either by the sponsoring group or by the Institute.Section C: In the delegation of editorial responsibility to individual students, the Rensselaer Union shall provide sufficient editorial freedom for the student publications and other media to maintain their integrity of purpose as vehicles for respon sible free August expression in an academic community. To this end, the Rensselaer union shall provide written clarification of the role of student media, the standards o be used in their evaluation, and the limitations on control of their operation. Editors and managers of student media shall be free from arbitrary suspension or removal because of student, faculty, administrative, or public disapproval of editorial policy or content. Only for proper and stated causes shall editors and managers be subject to removal and then only by orderly and prescribed procedures as established by the Rensselaer Union. All Rensselaer Union published and financed student media shall explicitly state on the editorial or in other appropriate fashion that the opinions xpressed there are not necessarily those of the Institute or student body. Section D: Students shall be free, individually and collectively, to express their views on issues of institutional policy and on matters of general interest to the student body. The student body shall have a means of providing input on institutional policy affecting academic and student affairs.The role of student government and both its general and specific responsibilities shall be made explicit, and the actions of the student government within the areas of its jurisdiction shall be reviewed through orderly prescribed procedures. ARTICLE VI: OFF-CAMPUS FREEDOM OF STUDENTS Section A: The Inst itutes students are both citizens of the nation at large and members of the academic community. As citizens, offcampus, students shall enjoy the same freedom Of speech, peaceful assembly, and right Of petition that other citizens enjoy. Section B: When the activities of students result in apparent violation of the law, staff from the Division of Student Life, the Rensselaer union, Public Safety, and other appropriate administrative offices, shall be available to apprise the students of sources of legal counsel and other sources of assistance.Students who violate the law may incur Page 5 penalties prescribed by civil authorities but Institute authority shall not attempt to duplicate the function of public authority. No students status at Rensselaer shall be altered on the basis of pending legal action or conviction for any crime, except when the presence of such student could constitute a danger to the safety of person or property on the premises of the Institute. If a student incidentally violates Institute regulations in the course of his or her off-campus activity, such as those relating to class attendance; he or she shall e subjected to no greater penalty within the Institute than would normally be imposed. Ins titutional action shall be independent of community pressure.ARTICLE Vik PROCEDURAL STANDARDS IN DISCIPLINARY PROCEEDINGS Section A: The administration of discipline shall provide procedural fairness to an accused student. Thus, each Institute regulation shall be as clear and specific as possible. The Institute shall initiate disciplinary action for conduct including that which could be a threat to the personal safety of members of the academic community, conduct that endangers property, and/or conduct hat is disruptive to the educational and administrative processes of the Institute. Disciplinary procedures shall take into account the case circumstances in particular, and each accused student shall be entitled to an individual inquiry/hearing if requested.The jurisdiction of campus judicial bodies, the disciplinary responsibilities of institutional officials, and the disciplinary procedures, including the students right to appeal a decision, shall be clearly formulated and available in advance. Penalties shall be imposed or assessed under prescribed procedures. Section B: The student hall be informed of the nature of the charges against him or her and shall be given a fair opportunity to refute them. Neither the Institute nor any of its judicial bodies shall be arbitrary in its actions and there shall be provisions for the appeal of the initial decision. Except in extraordinary August 2010 circumstances, standards of conduct will be formulated with student input and published in advance through such means as a student handbook or a generally available body of institutional rules. Section C: Premises occupied by, and personal property of, students shall not be searched (as distinguished rom ordinary maintenance activities) or seized without an externally issued search warrant or its internally issued equivalent based on comparable standards, or without the students knowledge and approval of the search, except in cases where Institute officials have a reasonable basis for believing that safety is involved. For premises not controlled by the Institute, the ordinary requirements for lawful search shall be followed. Section D: Students detected or charged in the course of serious violation of institutional regulations or infractions of ordinary law shall be informed of their rights. No form of harassment shall be used by Institute representatives to coerce admissions of guilt or information about conduct or about other suspected persons.Section E: Upon verbal or written notification of charges, a student may be placed on an emergency suspension pending the hearing and determination thereof, when the continued presence of such student could constitute a danger to the safety of person or property on the premises of the Institute. In the event of such a suspension, the student, upon written request, shall have the right to a hearing before the appropriate Institute udiciary within five Institute business days after said request. STUDENT RIGHTS IN THE CLASSROOM Students have the right to be informed about the content and educational intent of a course, and about the procedures and standards by which they are to be evaluated. Accordingly, at the beginning of each course, students should be provided with: 1 . A syllabus of the course including content and objectives as appropriate. Page 6 2. The policies which govern various factors used in the evaluation process along with a description of the method by which the final grade will be etermined. Factors to consider include homework, examinations, projects, papers, laboratory work, and attendance. Should changes in the content, procedures, or standards become necessary, the reasons for these changes should be explained to the class. 3. A statement of definition of academic dishonesty where such may be open to question.Particular attention should be paid to collaboration on out-of-class assignments. The official policy, with regard to academic dishonesty, can be found in this handbook. STUDENT CONDUCT FOR INDIVIDUALS AND GROUPS When people gather together in ommunities their rights as individuals may not be exercised in the same fashion as they might otherwise. Individuals rights impinge upon each other and laws are established in the larger society to govern in such cases. At Rensselaer Polytechnic Institute, these regulations are set forth so that individuals will be aware of their responsibilities and be able to exercise their rights individually and collectively as stated in the Student Bill of Rights.Out of concern for individuality and respect for student privacy, Rensselaer does not seek to impose a common morality on all students. At the same time, the Institute has the responsibility to establish certain standards of conduct within the campus community. In general, Institute regulations are concerned with conduct on the campus, but students must recognize that whether on campus or off campus, they are subject to local, state, and federal laws. Their responsibilities as citizens require that they conform to these laws, realizing that Rensselaer will not make any effort to protect students who violate their citizenship obligations from the consequences.At the same time, the Institute is concerned with the students rights as a itizen with equal protection under the law. Any invasion of individual rights of privacy or activity that causes suffering or extreme physical exhaustion, or grave personal offense, or that interferes with scholastic work, or that constitutes any danger to person or property is strictly forbidden. Off-campus misconduct will not typically be the basis for disciplinary action by the Institu te. However, when such conduct may constitute a threat to person or property within the Rensselaer community or under other circumstances, it may result in disciplinary review and/or action. Rensselaer assumes the esponsibility to regulate the private conduct of its students when such conduct could constitute a hazard to or an infringement on the rights of others, a violation of the law, or a disruption of the legitimate academic and administrative processes of the Institute. Student organizations sanctioned or recognized by the Institute are subject to the same regulations as individual students. Institute recognition means that such groups accept corporate responsibility to protect members of the Rensselaer community and their guests from any violation of their rights in group activities and in activities of ndividual members. Such organizations are generally required to designate officers, but such action in no way diminishes the groups corporate responsibility.Failure of the officers, when acting in their official capacity, to protect the rights of members of the community and to uphold policy shall be considered behavior also subject to individual disciplinary actio n. Rensselaer accepts its responsibility to protect the mem bers of the community against any infringement of their rights by exercising its discretion to subject to disciplinary action any student who violates the rights of others. Authority for the administration of student Page 7 disciplinary and judicial processes at Rensselaer is vested exclusively in the Dean of Students Office, by delegation from the President. These policies are based first on the recognition that institutional existence is a privilege granted by public trust, subject to the sanctions and responsibilities defined by the society of which the Institute is a part.

How does act one scene one provide an effective opening to Romeo and Juliet Essay Example

How does act one scene one provide an effective opening to Romeo and Juliet? Essay In Shakespeares romeo and juliet, the first scene provides an effective opening scene. This essay shows how and what effected the audience in act one, scene one in the classical 1594 play. The factors that will be explored are how the actors play their roles, how action can be manipulated to have a greater effect upon the audience, the effect of a character and dramatic devices and how those factors added effect to the audience in 1595 (when it was first preformed). The effects of a character can also be added in when the characters are not there. For instance the fact that Romeo and Juliet dont appear has an effect on the audience. The first thing that happens in Romeo and Juliet is two Capulets appear. This in itself is effective. It is because the audience would expect two of the main characters to appear, so when the play pushes two nobodies out onto the first scene, the audience then know that when the main characters do appear itll be more interesting rather then just letting them go in the first second of the play. The audience would want Romeo and Juliet to appear because of the title (The Lamentable Tragedy of Romeo and Juliet), humans including the audience want to see if the two characters are worthy of being giving the play title (they wouldnt call it Romeo and Juliet because they are two boring characters). They do this because they want to judge, ever since the beginning of time humans have wanted to judge, this play lets them do that however Shakespeare deprives them of there desperate judging in this first scene. This creates an effect where the audience are so eagerly awaiting the arrival of Romeo and Juliet that they dont want to take there eyes of the play. In a way it creates suspense, the audience want it but are being made to wait for it. Its like keeping a child from Christmas but they have paid to be deprived which makes it worse and has a greater effect. We will write a custom essay sample on How does act one scene one provide an effective opening to Romeo and Juliet? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How does act one scene one provide an effective opening to Romeo and Juliet? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How does act one scene one provide an effective opening to Romeo and Juliet? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer However one could say that they do not appear in the first scene because the first scene is so full of hate that the writer wanted to show that the two main characters are not part of this hatred. What, drawn, and talk of peace? I hate the word, as I hate hell is what Tybalt says; it foreshadows the whole scene (and maybe the whole play) and shows that the scene will be violent which means that Romeo and Juliet will not appear. I think that the writer used the scene to show that Romeo and Juliet are not part of the hatred because it engages the audience more, meaning that it will have a greater effect on the audience. An effect where the audience will it will keep the audience fixed onto the stage because they want to see the moment where Romeo and Juliet do appear so it can let them to fulfil there need to judge. The effects of action are also used in Romeo and Juliet. In the first scene there is a fight scene. This can build up suspense. It can do this by differing who is in a more domineering position, so it could show Benvoilio wining in one bit and Tybalt wining in the other. This has an effect where the audience dont know who is going to win and will keep watching to see who wins this fight. However the director could use the element of surprise on the audience. This is where the director shows one of the two fighters winning through out the whole fight and then right at the last minute give the loser all the power. This will have an effect where the audience are put in a false state of security and omniscience but then dropped from the omniscient chair at full speed. This way the effect will hit them harder because they themselves have lost something, and that something is omniscience. I think the one that will engage and affect the audience the most is the one where the two fighters are constantly changing positions of who is winning. I think this because with the other idea, there is a risk of the audience getting bored. A huge amount of effect can come from how the actors are playing their roles. For instance, Tybalt is already an angry person from the way he talks but the way he moves can offer the audience a chance to see how violent he is. By showing that Tybalt is a violent person, the audience will be thinking that he might be responsible for the deaths of the two lovers. This has an effect where the audience want to see if they are right, the audience want to be right but at the same time want something different to happen so they can be shocked, so as they wait to see if they are right or wrong, Shakespeare has got exactly what he wanted: the audiences attention. The director can do all that simply making Tybalt a hasty character that moves around a lot, the kind that makes a lot of sudden movements. This will show the audience that he is a violent person. Tybalt can also be perceived as violent by saying things as though his life depends on it. This will make it look like that he is truly pa ssionate about what he says. What drawn and talk of peace? I hate the word, just as I hate hell is what Tybalt says during a fight between him and Benvolio. If Tybalt was to say that with passion and while he was moving around (because he would be so discomforted by the word peace), it would have an effect where the audience would think that they know that Tybalt is responsible for the death (which they were informed on in the prologue) but want to see that he is so they can have the glory of being right. Romeo and Juliet also have a lot of ways it can affect the audience through dramatic devices such as dramatic irony. Dramatic irony is used in Romeo and Juliet in the prologue; it says that two lovers will die to mend the two families of the ongoing fight. The audience know that two people will die (which is more than the characters) however they do not know when they will die. Which is exactly why it effects the audience in act one, scene one. The audience are eager to see the two lovers, the lovers that are bound to die. It creates an effective opening scene because it deprives the audience of seeing the future-dead. The audience want to see them, so they can help them. By this I mean the audience are already so lost in the play that they want to shout out to the lovers and tell them of their incomplete death. They want to be messianic; they want to be the lovers saviour. However you could say that the audience are told of the death because, Shakespeare wants them to focus more on the first scene. So as the audience are looking for the living dead, Shakespeare can throw a fight scene. This will have an effect where the audience are still thinking about something else and watching this suspenseful fight between Benvolio and Tybalt. The effect of sexual innuendos is also used. Sexual innuendos are used in a comedic way but are also relevant to the audience at the time. They are relevant to the audience because at the time, things were a lot more conservative and closed (words such as sex would be the equivalent of the f word). So not only would the audience be laughing at it, theyd also be shocked. In act one, scene one, there is one sexual innuendo that sticks out. My naked weapon is out is what Sampson says, it sticks in peoples minds because it is so outrageously out there that the audience want more of it, they want to be liberated from the conservative boundaries. Although one could say that the sexual innuendos are there to give cheap thrills just boost the audiences interest in the play. By simply renewing the audiences interest Shakespeare can effectively show something even more effective. The audience for the first time actually know by giving them a cheap thrill that itll lead to something better which has a double meaning. Shakespeare wants to subliminally tell the audience to keep there interest but by simply doing that action, the audience are aware that something good is about to happen, which is the effect Shakespeare had gotten them to take more interest. My naked tool is out is a sexual innuendo that eventually leads up to a fight. This proves the point about sexual innuendos being there to renew the audiences interest so it can show something more effective such as a fight. There is also another idea that Shakespeare put those sexual innuendos in the play because the people who use to go to them were not that clever (during the 1590s to be educated would be very rare), so they were easily amused. So really he was just making his play entertaining for all types of people. I think Shakespeare used the idea that the more educated audience members would recognize this as an attempt to gain the un-educated members interest which would also get their interest. The educated people thought he wants their interest, why? this made the educated ones pay more attention. So in this situation, Shakespeare uses an effect so it is effective to all the audience grabbing everyones interest so he can show them something much more effective such as a fight. Shakespeare used many ways to create an effective opening scene; people may say how differently he did them but one thing is sure. He did create a good and effective opening scene; I know he did this because through me simply reading it I can imagine the audiences reaction. If I can see the effectiveness on a page, itll be much better on a stage.