Gay Marriage Is Nothing Different Than Straight Marriage Assignment

Gay Marriage Is Nothing Different Than Straight Marriage - Assignment Example The assignment "Gay Marriage Is Nothing Different Than Straight Marriage" analyzes gay marriages and proves that they are nothing different than straight marriages. Nowadays, homosexual marriages exist in 15 countries of the world, including most areas of the United States and several Mexican states, as well as Scotland, England and Wales. It is very important to distinguish between the notions of homosexual marriage and homosexual union. The second one presupposes mutual living and time spending, while the fact of registration of marriage provides various rights for a couple. It includes the right to joint property, inheritance rights, social and health insurance, tax rebates and credits, the right to a name, the right not to testify in court against a spouse. The other advantages include the right to speak on a trustee behalf of a spouse in case of his incapacity due to the health conditions, the right to share parenting and education of foster children and other advantages, unavai lable for unregistered couples. â€Å"Nine states and the District, encompassing about 15 percent of the U.S. population, have legalized gay marriage. This includes three states whose voters approved it on Nov. 6. Though it was opposed by a clear majority, 57 percent to 35 percent, in a 2001 Pew Research Center poll, gay marriage now enjoys a 48 percent plurality†. The legislation of the US refers the family law to the jurisdiction of the states, which put the issue of gay marriages entirely in the hands of state governments.

Business and Economics Statistic A Essay Example | Topics and Well Written Essays - 1000 words

Business and Economics Statistic A - Essay Example You are primarily interested in quantifying what factors could affect the household electricity consumption. The environmental group provided a data set that contained the information of 50 randomly selected households in Western Sydney. The data are recorded in an EXCEL file that is presented below. Q1a(8marks)   The leader of the environmental group suspects that homes (referred to as population 1) consume more electricity than units (referred to as population 2). Perform a hypothesis test to validate such suspicion. You must clearly state your null and alternative hypothesis, your conclusions, and the related output that lead to your conclusions. Use ?=0.05.   Q1a. (Answer) The homes in population 1 are thought to be using more electricity than the units in population 2. This thought of the leader of the environmental group is taken as an alternate hypothesis. Thus, recording the weekly values of electricity consumption it can be said that, Alternate hypothesis: Ha = HOUSES CO NSUME MORE ELECTRICITY THAN UNITS. Null hypothesis: H0 = HOUSES AND UNITS BOTH CONSUME EQUAL AMOUNTS OF ELECTRICITY. It can also be said that, H0 :  µ1 =  µ2 Ha :  µ1 >  µ2 Where, H0 – Null Hypothesis. Ha – Alternate Hypothesis.  µ1 – Mean Of Houses’ Electricity Consumption Value.  µ2 – Mean Of Units’ Electricity Consumption Value. It is given that, ? = 0.05. ... or two samples with unequal variances Consumption)    Population 1 Population 2 Mean 153.72 126.36 Variance 1431.46 1864.823333 Observations 25 25 Hypothesized Mean Difference 0 Df 47 t Stat 2.382724498 P(T

Human resources and Induction and Orientation

Human resources and Induction and Orientation Human resource management is the focal point of modern day organizations as they gear towards enhancing their competencies in a highly competitive environment. As such, organizations have had to contend with numerous challenges ranging from changing technology to the lack of adequately skilled workers. Strategies, which ensure that organizations perform at their very best are a high-end commodity and all professionals involved are hard at work in order to devise the most effective of them. As highlighted by Jackson and Mathis (2008:6), human capital is critical in enhancing an organizations core competency. Therefore, right from the initial stage of recruitment to full assimilation into the workplace, human resource departments ensure that human capital is developed efficiently. Inductions and orientations have become significant in human resource development and a constant feature in most training programs. As the words suggest, such programs serve to acquaint the employee with thei r new working environments and ensure that they adjust amicably. This paper seeks to evaluate induction and orientation, understand these concepts concerning their meanings, purpose, benefits, roles played by employers and employees, and provide an illustration of such a program. It has been a tendency for most organizations to plan for such programs and later on fail to implement them. However, organizations can no longer do this, as they cannot afford to lose employees nor have inept workers. Definitions Orientation/ Induction Jackson and Mathis (2008) define orientation as a planned process whereby newly recruited employees are introduced and familiarized with their new workplace. This includes meeting their co-workers and being acquainted with other aspects of the organization. In addition, orientation may include such simple topics as the location of a particular department and such complex issues like career development. Stirzaker (2004) asserts that induction, as a planned process is capable of benefiting entire organizations and specific individuals. This is so because it allows new employees to acclimatize to their new jobs and become fully committed and productive employees at a fast pace. In addition, Carrell, Elbert, Hatfield and Grobler et al, (2002) stipulate that induction is an integration process, which allows new employees to become part of an organization through learning and understanding their environment and responsibilities. On the other hand, Meyer (1999) adds the aspects of organizat ional goals, values, policies, and protocols as part of the factors addressed during the induction process. More often than not, these two terms are used together with orientation being reflected as the initial introductory stage and induction as the ongoing process of familiarization after orientation. Moreover, a distinction arises in the fact that orientation takes place within a short period contrary to induction, which is systematic, and spans throughout the employees first years of employment. Objectives and Purposes of Orientation/Induction Employers engage in long processes of employee recruitment and selection in search of individuals who are competent in their areas of specialization. As they do so, employers contemplate how the new recruits will serve their organization and realize high performance levels. It is important to note that getting the best value out of an employees abilities starts at their first encounter with the potential employer. Ideally, at this initial stage the employer must set them up for success. In order to do so, employers must put into consideration numerous aspects of human resource management, which, eventually serve as the objectives of the orientation and induction process. Orientation and induction aims at enhancing comfort in new employees by reducing any anxieties or unresolved negative emotions. Compton and Nankervis (2009:184) indicate that induction programs need to consider the feelings experienced by employees during their initial days in the new workplace. Indeed, employees often exhibit tendencies of fear and reluctance to engage fully in their duties during their first days due to various issues. For instance, it is likely that a new employee will be unaware of where a particular department or is within the organization. They may fail to ask for directions because they are afraid or anxious about other employees perceptions of them. Consequently, there is a likelihood that they will waste time dwelling on their state of discomfort or trying to locate the department. Organizations can plan to have new employees oriented with various locations in order to ease their discomfort. Furthermore, employers aim at creating an impression by appealing t o the employees psyche while assuring them of their remarkable competencies and abilities. In addition, orientations and inductions can involve having individual sessions with the new employees and instilling in them the organizational spirit of cooperation. This objective spills over to enhancing employee satisfaction and thus reducing turnover rates, absenteeism, and other hindrances to higher productivity. Orientation and induction not only allows new employees to adjust to their new workplace but it also offers tentative information about their duties and responsibilities. Abernathy and Bell (2010:3) highlight that induction provides employees with knowledge on the organizations structure and on how they can utilize different available resources in enhancing their performance. In gaining this knowledge, employees are able to develop reasonable expectations on their new roles. New employees often have limited knowledge on the organization and the induction process ensures that any existing gaps are addressed and as Evans and Verlander (2006:4) explain, emphasis is put on ensuring that employees understand the organization and its operations accordingly. At the end of the orientation and induction, new employees are fully socialized and have understood and accepted the values and systems found within the organization. This implies that they are able to communicate effectively with the m anagement, develop a sense of belonging and contentment with their new jobs and to gain high enthusiasm for hard work. Essentially, orientation and induction serves an informative and motivational role in enhancing employee productivity. Lawson (2007:19) emphasizes that orientation and induction processes need to incorporate cognitive, affective, and behavioral forms of learning. Cognitive learning will instill information about the organization; affective learning promotes the development of positive employee attitudes while behavioral learning serves to accentuate the employees skills and abilities. Employer and Employee Obligations Orientation and induction programs involve the participation of both the employer and new employees. From the initial stage of adjustment, these two players serve different roles. Carrell, Elbert, Hatfield and Grobler et al, (2002) showcase that at the orientation phase human resource managers are obligated to meet the new employees and provide them with descriptions of their duties and responsibilities. They also provide details on the organizations chain of command and information on employees supervisors and expected protocol. While they do this, managers give room for employees to interact with their colleagues or team members. This interaction also allows them to learn the roles played by other employees within the organization. The employer also stipulates the organizations expectations of the new employee as well as the present conditions of work. This involves informing them of the organizations values, mission statement, and vision. Most importantly, they point out the signi ficance of employees aligning their individual objectives with those of the organization. In addition, they must ensure that they ease the new employees discomfort, peak their interests in the organization and work and provide any information regarding work. Furthermore, Bennet and Graham, (1990) indicate that human resource managers are also expected to acquaint the employees with the physical facilities within the organization by giving them a tour. Apart from these obligations, employers also need to inform new employees of any existing laws, regulations, and policies with respect to their jobs and conduct. Other issues that need to be addressed by employers include accommodation, transportation, and payment procedures among others. New employees must be acculturated from their very first day in the organization. Managers must ensure that the organizational culture is reflected in the orientation and induction in order to ensure that employees are a good fit for the organization. Benefits of Orientation/Induction On Employee According to Gibbs and Maxwell-Crawford (2003:4), research has indicated that well planned and implanted orientation and induction programs accrue major benefits. As the new employees are acquainted with their new roles, they are able to gain confidence in their new job. Enhanced familiarization allows for high productivity and peaked individual performance, as employees are able to work comfortably. This comfort reflects a lack of fear or anxiety and heightened positive attitudes towards work, colleagues, and managers. As employees gain knowledge on the organizations culture, they are able to assess their level of compatibility with the organization. Indeed, they manage to weigh the benefits of working for the organization with respect to such factors like career development. At this early stage, it is quite advantageous for an employee to acknowledge whether this organization will serve their needs. They establish whether there are training programs, promotion and other appraisal s trategies, which will foster their career development. If indeed an organization does not offer what they need, then they are able to cease progress and thus avoid future disappointments. Akdere and Schmidt (2007: 326), propose that orientation and induction programs are significant in nurturing employees views on leadership and vision. As they learn about the organizations goals, they understand the significance of these aspects. This allows them to develop working strategies, which aim at ensuring that the organizations vision is upheld. During orientation and induction, new employees are welcomed warmly and as the organization reinforces the employees significance, they develop a sense of worth and value. Consequently, they become more motivated and indeed decide to work there. Essentially as highlighted by Hamilton (2002), the new employees first impression of the employer plays a major role in their decisions to either progress with work or terminate their employment. On Employer Early turnover is a challenge, which plagues most modern organizations. Johnson and Westwood (2004:1) highlight that in the future, organizations will experience a scarcity of work force due to increased rates of employee turnover. It is at the orientation and induction stages that the risk of early turnover can be addressed. Indeed, studies have shown that beginning employees engaged in induction programs are less likely to terminate their current employment (Ingersoll and Smith, 2004). Orientation and induction fosters retention in numerous ways. First, when employees are provided with adequate knowledge on the organizations procedures and support systems, they are influenced by the ease with which they execute their daily duties. In addition, the socialization process, which occurs during such a program, promotes the development of individual and collective relationships amongst colleagues. This interaction builds a perception of team spirit and cordial working relationships, whic h eventually amount to high productivity and competent performance. These factors not only reduce early turnover, but they are also responsible for an earlier increase of employees productivity, commitment and work efficiency. Employers also avoid other negative effects, which often accompany early turnover. These costs include reduced revenue, and productivity, high recruitment costs, unfavorable publicity, and loss of competitive advantage. Orientation and induction programs serve as a platform for the employer to weigh an employees competence and behavior. Furthermore, as new employees are highly susceptible to taking on an organizations culture, employers are able to influence and observe the employees potential for assimilation into the company. Orientation is a stage for instilling value and laying an impeccable foundation for excellence, which will ensure that new employees utilize their abilities maximally. Sample of Orientation/Induction Program The orientation and induction program must be planned carefully in order to enhance its effectiveness. Prior to the beginning of the program, all necessary requirements should have been put in place for smooth implementation. This involves notifying current employees of the arrival of the new employees, setting up offices and relevant facilities among others. Complementary for Orientation Sample Orientation Checklist On their first day, new employees are expected to fill in forms stipulated in the processing-in checklist. Name of Employee: Department: Organization Policies and Procedure Company History Organization Chart Function of the Company Classification of Employees Insurance Benefits Life Insurance Workers Compensation Other Benefits Child Care Health Services Holidays Induction Kit The induction kit may comprise of participant materials and guides. Lawson (31) highlights the use of organization materials like policy guides and maps among others. Sample Orientation/Induction Program Time Activity 8:00- 9:00 a.m Processing-In 9:00- 10:00 a.m Welcome by Organization CEO 10:00- 11:00 a.m Meet with supervisor 11:00-11:30 a.m Tea 11:30-12:30 Tour of the premises and facilities 12:30: -1:00 p.m Introduction to team members and colleagues 1:00- 1:30 p.m Lunch 1:30- 2:30 p.m Providing mentors 2:30- 3:30 p.m Viewing the organizations documentary video 3:30- 4:30 p.m Questions and Answers Time Activity 8:00- 9:00 a.m Processing-In 9:00- 10:00 a.m Welcome by Organization CEO 10:00- 11:00 a.m Meet with supervisor 11:00-11:30 a.m Tea 11:30-12:30 Tour of the premises and facilities 12:30: -1:00 p.m Introduction to team members and colleagues 1:00- 1:30 p.m Lunch 1:30- 2:30 p.m Providing mentors 2:30- 3:30 p.m Viewing the organizations documentary video 3:30- 4:30 p.m Questions and AnswersSample Induction Course Time Course 8: 30 Organization Structure, Vision, Mission and Objectives 10: 30 Tea with Team members 11: 00 Ethical Regulations 12: 30 Lunch with Supervisor 13: 30 Conflict Resolution Procedures 14: 30 Group Interaction 16: 00 Discussion and Review

If Animals Were Human :: Pets Love Family Essays

If Animals Were Human Going home on the weekends, automatically the family is happy you’re home, having been gone for so long. Mom is prepared to fix a hot, home cooked meal, dad has a project for you and him ready to go, and the sister is anxious to tell you about her life in high school and get her big sibling’s advice. The one who is often forgotten is the dog. The most faithful one, who is most anxious to see you, stands in the yard jumping up and down, barking, and running, starving for attention. He is forgotten in the sense that you notice him when he barks, when he nudges your hand to be pet, or doing something too distracting or agitating. Even then, he is let outside when he barks, he gets pet for a little while when he nudges your hand, only until you become bored with him, and when he becomes a distraction he is told to go away and lie down. When the dog experiences these things, the dog constructs feelings within him. Of course, the dog has feelings, but it’s never taken into consideration how deep they are. This notion is presented in the excerpt, â€Å"Am I Blue?† by Alice Walker. (Forest of Voices) In the beginning, she rents a house, which has neighbors within the view of her front windows. The neighbors have a beautiful horse in the meadow behind the house and Alice watches, during the day, this beautiful creature they call, Blue. She notices that the children there pay little attention to the horse, riding him hard for 15 minutes or so and then simply becoming bored and going back into their house to disappear for another month or so. Alice goes to see the horse and befriends it by feeding it apples. At first he liked the apples because it was a good treat while the grass was becoming dry because of the season. Then the horse came to expect the apples. Blue would wait by the fence, signaling by stomping or whinnying, for someone to come and give him an apple. All the while, when she was feeding Blue the apples she was befriending the horse. Not only did the horse like the apples, but also he liked the attention, which is sometimes hard to comprehend when you think of

The Thin Red Line

Essay on †The Red Line† by Charles Higson Society contains a vast majority of different types of people, and all of them look, act, and think differently. How we as individuals do these things, are greatly influenced by the people around us, as our differences makes us judge others. In creating our own identity, our reliance on others is consequently grand, which can be either a fine or a dreadful matter. For some, the prejudice in the perceptions of others can cause the truth to be exceedingly twisted. It can be disturbed to such a degree, that the image of others is completely opposite of how it is in reality.This is what each character in Higson’s short story The Red Line experiences. Higson questions and plays with the role identity have in our postmodern society by using irony in the characterization and by the use of a dynamic point of view. Berto and the nameless man each have contradictory personalities and looks. This is seen because the reader and the cha racters are introduced to different sides of the people in the story. As the reader gets a sense of the characters looks, personalities and thoughts, the persons in the story only get to see each other from the outside.Denise’s descriptions of the two men could not be more wrong, and therefore displays the contradictories perfectly. She sees the nameless man as someone innocent, child-like and defenseless, and she sees Berto as one who has â€Å"the look of a hunter. Cold, superior, in charge. †[1] She thinks Berto will hurt her, but he is actually the one who assumes fondly of her and the nameless man in reality dislikes her. None of that is played out though as the characters do not interact with each other, as their narrow-mindedness stop them.The characters are prejudiced towards each other, which prove to be wrong, making the situation ironic. Denise’s thoughts of the two indicates the dramatic irony in the story, because we as readers know that Berto is th e naive and innocent one, while the nameless man is the hunter, who kills Berto in the end. Berto sees the nameless man as someone harmless, but as he kills him, it creates situational irony. He had hoped that the man would have helped him find his way around London, and in a way he does, since Berto’s blood trail reminds him that he needed to take the red line – It was ot the preferable outcome Berto could have hoped for though, of course, as he dies. The nameless man deems very negative of the two, mostly Berto that is so contrary himself, both in appearance and personality. The nameless man considers Berto to be iniquitous, while we as readers know the opposite is true. He also supposes that Berto and Denise are â€Å"eyeing each other up across the aisle†[2], but none of the two has romantic interest in each other, and Denise even ends up running from the former.The reader must question each character, based on their view on the others and how this changes t heir persona, and how each one of them is considered by our selves. The point of view shifts in a way that it both creates suspense, and plays with our impression of personality. With each chapter, titled by a train station name, we follow a different character’s day. In Goodge Street, a chapter towards the end, the characters stories intertwine, but the shifting continues. The composition is therefore not linear, which is typical of postmodern literature, as it creates suspense.There is dynamic and a sense of reflection in the story, which are also postmodern traits. Differing at all times, the point of view creates a sense that nothing is settled, especially because of the conflicting information we obtain of the characters. We must therefore reconsider the story and the characters all the time, thus forcing us to reconsider the personas constantly. The role identity plays in the story is a reflection of how it functions in postmodern society. This is part of the authorâ₠¬â„¢s intention, as Higson wants us to question what we see, as not everyone/everything is what it seems.He also questions and makes us think about our own prejudices towards others, and how we view each other. He plays with the role appearance have in our society, and how important it can be. Berto gets murdered solely because of the way he looks. Higson also critiques the emphasis society puts on perception of others, as too much prejudice can kill the ingenuous and righteousness in life. The nameless man is also extremely narcissitic, as he â€Å"took to staying in, standing in front of the mirror for hours on end, shaving and looking at his reflection†[3], thus he is an archetype of someone in society Higson critiques.Alas, appearance plays an incredibly important role, as Denise run away from Berto and the nameless man kills the latter because of it, even though we as readers know Berto is a respectable guy. The situation in the story is of course extreme, but Higson doe s this to get the point across more clearly and create irony. The contradictions are solar clear and the prejudices have serious consequences for the characters. It goes gravely wrong for the guy the reader sees as kind of a protagonist, and the characters see the antagonist as the innocent and harmless one.We get different impressions of Denise, Berto and the nameless man based on their thoughts on each other and their life situation. These are obtained in a dynamic way, because the point of view shifts and the composition is not linear. Thus, we must reconsider the story at all times, and sense how we ourselves perceive each other. As Higson questions the concept of identity, he also makes us question ourselves, how we view others, and on what grounds we judge each other by. ———————– [1] Higson, Charles. The Thin Red Line, p. 69 l. 4 [2] Ibid. p. 69, l. 25 [3] Ibid. p. 66, l. 30-31

Much Ado About Nothing Essay

In the play, Much Ado About Nothing, by William Shakespeare, Shakespeare introduces the character Claudio. Count Claudio is characterized as a gullible, naive and immature. Throughout the play, Claudio is placed in situations which reveal his level of maturity. By the end of the play, he is still a carefree, foolish boy who has not come to terms with his own faults-such as almost ruining Hero’s reputation. From the beginning to the end of the play, Claudio exhibits childish behavior, which does not change. Through his depiction of Claudio’s interaction with Hero, Leonato and Benedick, Shakespeare criticizes that in reality, even for people as naive as Claudio, people get what they want because of their status. In the beginning of the play, Don John and Barachio tell Claudio that Hero is being wooed by Don Pedro, and his immediate reaction is to believe that it is true. As Don Pedro agrees to woo Hero for Claudio, it seems to Claudio that Don Pedro is pleading for himself. â€Å"The Prince woos for himself,† he says (2. 1, 172). For Claudio, â€Å"friendship is constant in all other things save in office and affairs of love† (2. 1, 173-174). The nature of â€Å"all is fair in love and war† should warn the reader that Claudio thinks with an old nature about male competition for women. The misunderstanding is soon forgotten when Don Pedro assures Claudio that he was truly wooing Hero for Claudio and not for himself. Claudio takes Hero back and says, â€Å"lady you are mine, I am yours† (2. 1, 301-303). Claudio easily forgives and forgets and makes himself look foolish by taking her back so quickly. His immaturity is revealed by the speed of forgiveness. Shakespeare mocks reality in a sense that even though he acts like a child, a woman like Hero will still â€Å"love† him. However, Claudio does not learn from his rash judgement of Don Pedro. When Don John later accuses Hero for sleeping with another man, Claudio is again quick to think that worst of Hero. Claudio tells Leonato that Hero is a â€Å"rotten orange† (4. 1, 32). By referring to Hero as a piece of rotten fruit, Claudio implies that what was once sweet and pure is now spoiled and lustful. Just as Eve was tempted by fruit in the Garden of Eden that turned out to be evil, Claudio was first attracted and then forced away by the crude Hero. After slandering his daughter, Leonato is more angered at Hero than at Claudio. Even after being so idiotic and stupid, Claudio wins the woman of his dreams: a woman who he scolds and takes him back. At first and before considering other possibilities, Leonato seams to point his finger at Hero for being the one who ruin everything; not Claudio. Considering what happens, it can be inferred that Shakespeare is mocking the idea that men with a status such as Claudio get what they want, even if they make a big mistake such as insulting and ruining a girl’s life. Claudio not only slanders Hero, but Leonato, too. To Leonato’s face, Claudio makes a big show of respecting his age, but it’s clear from this comment that Claudio does not understand what it means to have great respect for someone. Claudio says, â€Å"We had like to have had out two noses snapped off with two old men without teeth† (5. 1, 128-129). Age doesn’t seem to command respect for Claudio; he approaches it more as a weakness than a reason for reverence, which is immature of him. It’s another strike against Claudio’s character, and Shakespeare does this to portray that even when he shows disrespect to someone of high standards, he still gets what he wants in the end. After Claudio slanders Hero, he joins the conversation between Leonato and Leonato’s brother. Claudio immediately insults Leonato by â€Å"fleer[ing] and jest[ing] at [him]† (5. 1, 65). Though Claudio claims that he â€Å"never lay[s] [his] hand upon [his] sword,† Leonato claims that he is â€Å"under privilege of age to brag† (5. 1, 60; 67). By reaching for his sword, Claudio is attempting to intimidate and undermine Leonato to reveal that he is more powerful and a better man than Leonato. However, Leonato knows that it is not true, and he tells Claudio to stop being a fool. The undercut actions of Claudio towards Leonato is a direct way in which Shakespeare reveals his immaturity and disrespect towards his elders. Even though he is disrespectful and cruel to both Leonato and Hero, Leonato allows Claudio to marry his daughter. Claudio’s events with Benedick are also a way in which Shakespeare depicts Claudio to be an immature boy. When Benedick challenges Claudio, he thinks that it is a joke. Benedick tells Claudio that he wants to fight him in a dull, and says to Don Pedro that he should â€Å"give [Benedick] another staff† because â€Å"the last one was broke ‘cross† (5. 1, 151-152). Claudio makes fun of Benedick for looking so angry and for seemingly having lost his ability to wittily reply to his jests. The immaturity among the men by Claudio is to insult the ways of men, and how status is the only thing that matters because, in the end, Claudio gets Beatrice for himself. Benedick finally thanks Don Pedro and informs him that Don John has fled Messina. He then turns to Claudio and tells him they will meet soon to fight. Don Pedro remarks that Benedick â€Å"is in earnest† about his challenge (5. 1, 206). Claudio sarcastically replies that it is â€Å"for the love of Beatrice† (5. , 208). Even after having someone as highly ranked as Don Pedro telling him that Benedick is serious about the dull, and that Don John is responsible for Hero’s â€Å"death,† Claudio makes a sarcastic remark back claiming that he is only fighting for Beatrice and does not think to mention what Benedick says about Don John. His inconsiderate remarks and vagueness of his awareness are both ways of Shakespeare mocking men. The childish antics in Shakespearean times is caused by the young age that men and women are forced to be married at. Claudio, at this point, still has not grown up. Shakespeare uses Claudio to mock that in reality, because of his status and the fact that he is a male, he gets is allowed to marry Hero, without any confrontation of Benedick. Throughout the play, Claudio makes immature mistakes that are used to criticize that in reality, men as stupid as Claudio still get what they want based on status. In life, men tend to have a better status than most women because people base status on sex. Claudio had better treatment than Hero throughout the play with both Leonato and Don Pedro, Prince of Argon. In the end, none of his events with Hero, Benedick, or Leonato come out. The three people also decide to leave him alone without another confrontation. Today, men and women get married at a later age, when they are mature enough to be married. Even so, status definitely plays a major role in society today in a sense that the higher a person’s status, the more likely they will get what they want. That is what Shakespeare is trying to reveal; that in reality, even as long ago as his time, men and women get what they want based on their status in the world.