Should Children Be Educated at Home or School Essay Example for Free

Should Children Be Educated at Home or School Essay I unequivocally accept that youngsters ought to be taught at school since mingling is a significant piece of life just as childhoods. In schools there are better offices and expertly prepared educators for every unique subject for instance a science lab and a dramatization studio. In the accompanying sections I’ll clarify the favorable circumstances and weaknesses of both school-tutoring and self-teaching. Going to class is currently effectively a general method of bearing for the network yet despite the fact that it is, a few guardians despite everything needs their kids to be self-taught in light of the fact that there are numerous focal points in it, for example, they get increasingly singular consideration from the instructor, possess progressively close to home energy for leisure activities and significantly more. School is a superior method of training for youngsters since it lets you associate with others and keeps you receptive with heaps of companions. At school individuals are shown obligation and order by expertly prepared educators who are represented considerable authority in a specific subject. Then again, a few people may state that you don’t need companions to help you as you are developing and to accomplish a high evaluation however companions are significant and it will be perhaps the best memory from your adolescence. There are likewise numerous favorable circumstances in self-teaching for instance, the understudy will get progressively singular consideration from the educator, they can learn in their own pace, allow for individual things like side interests and some more. In this manner they can learn in a tranquil and serene condition without any interruptions. As per the chart underneath, it shows that individuals who are self-taught accomplish higher evaluations at that point individuals who are open educated, in this manner this diagram discloses to you that individuals who are self-taught all the more regularly in getting higher evaluations and can accomplish ,mineral without the assistance of companions. Furthermore, we can demonstrate that school is better since it has better offices, for example, science labs and show studios. This is significant on the grounds that as you are learning you will have the option to utilize reasonable supplies to rehearse and learn. These are portions of the advantages of open tutoring on the grounds that at home you won’t have the option to bear the cost of such costly supplies like stage lights, science labs and considerably more therefore, school tutoring is far superior to self-teaching. Notwithstanding, at home you probably won't have such costly and large types of gear yet since you are distant from everyone else you will have no companion pressure. This is a bit of leeway in such a case that you don’t have peer pressure you will consistently believe in yourself and won’t need to stress over the evaluations and spots that you got in your group or year gathering. In any case, at times contending with others is acceptable in light of the fact that you can see your evaluations and results contrasted with others. By and large contending with others isn’t consistently a terrible thing.

The Bottom of Space free essay sample

†¦The rankling cold punctured my skin as a blade penetrates tissue. Regardless of the measure of defensive apparatus that I was wearing, I was unable to bolt the virus out. Never in my most out of this world fantasies did I envision that I could ever encounter so much torment. I kept on climbing, knowing up and down that the ascension may be my demise. The tempest was exacerbating. A cover of snow covered everything in white. Without the 80 MPH wind, it would have been a simpler consent. In any case, the breeze was there, and it transformed the snow into a weapon, billions of needles that entered my rigging and endeavored to crush me. Steve was not, at this point in sight; the main sign he was as yet alive was the strain on the ten foot rope that assembled us. I evaluated that we were around 27,000 feet high with still another 2,000 feet to go. This is the phase of the trip that we have prepared our lungs for, however never did we envision that our lungs would manage this lack of oxygen. We will compose a custom exposition test on The Bottom of Space or then again any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page At the point when we hit 28,000 feet, the tempest yielded. The sun punched through the mists, gradually warming our ice chomped faces. I out of nowhere went to the acknowledgment that we moved higher than the mists could fantasy about coming to. Steve at last got obvious before me, and glanced back at me with a grin. â€Å"One-thousand feet to go,† I shouted to him. His grin became more splendid and he turned, looking forward by and by. No words should have been traded, for the message was clear to the two of us. In another thousand feet, we would achieve the objective that we have envisioned since we initially started climbing. We entered a province of Nirvana, a degree of energy that solitary individuals who climbed this high could comprehend. After one more hour of strolling, we arrived at our objective, the culmination of Mount Everest. Without precedent for a quarter of a year since showing up at Base Camp One, we halted, amazement stricken by the sight before us. The splendid blue sky above us showed up as a cover for the world, encompassing it and keeping it warm. The sun was totally obvious at 29,029 feet above ocean level, and was high above us as a trophy of our achievement. This was a trophy that couple of men in history have held. Steve went to me and we grasped each other in o ur energy. â€Å"We did it!† Steve declared to me, â€Å"We arrived at the highest point of the world!† That expression negatively affected me. I didn't consider this to be as the zenith of our lives, however as just ticking off one of numerous on a not insignificant rundown of future achievements. It is at the highest point of this mountain that an individual understands that there is a significant sum still to achieve. For a few, it is to keep climbing. For other people, it is to settle down and have the quiet life we climbers have consistently imagined. There was a fork at the highest point of Mount Everest with a sign in the center. One way, the sign peruses the highest point of the world. The other way, the sign peruses the base of the universe. Steve was taking the street that read â€Å"the top of the world†, and I was taking the street that read the â€Å"bottom of the universe†. â€Å"Are you prepared to head back down?† Steve solicited as he broke my train from thought, â€Å"It has been a half hour as of now, and we need to make it back to Camp IV before the evening climate sets in.† â€Å"Alright, let’s go,† I answered. We made it down to 27,500 feet without trouble. Be that as it may, we had no real option except to walk directly into the tempest we looked during our consent. The evening climate strengthened the tempest exponentially. We were in a battle for our lives once again†¦

Sexuality Born or Taught free essay sample

This paper analyzes the requirement for parental sex instruction for small kids, and an investigation of how guardians will in general influence childrens sexuality. This paper presents a point by point conversation about whether guardians impact their childrens sexuality. The author utilizes a few sources to decide whether a childs sexuality is affected by guardians or if the kid is brought into the world inclined. The paper inspects how guardians should move toward the subject of sex with little youngsters, and how to set rules for what's to come. Our sexuality is a significant piece of what our identity is. As we develop and create we find what our sexuality is and how it benefits us all through our lifetimes. The impact that guardians have on their childs sexuality starts at a youthful age. The kinds of play that we support just as the sorts of toys that we give all work to impact the childs sexuality. We will compose a custom article test on Sexuality: Born or Taught? or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page As the kid develops we keep on having an effect by the direction they are given. Youthful teenagers who try different things with being a tease and physical warmth are finding out about their sexuality. How guardians respond to such investigation affects the proceeding with improvement of the sexuality parts for the high schooler. Indeed, even as grown-ups we proceed to develop and build up our sexuality yet everything starts as a child.

Unity in Shakespeares Tragedies - Literature Essay Samples

Separating qualities common to one set or type of Shakespeares plays which are not common to the plays as a whole is a difficult task: it would no doubt be possible to find evidence of any feature uniting the Tragedies within any of Shakespeares plays, if one looked hard enough. This is not surprising if one considers that the one thing above all others that unites Shakespeares plays is that they portray human life, and the nature of human life does not change. Thus the basis for each and every play is the same: only the circumstances change. Furthermore, all cases of tragedy are, paradoxically, unique and also very similar to everyday events (albeit extreme examples of them), and both parts of this paradox are necessary for the tragedy to work. If the tragic events were not set apart and special in some way, they would be dismissed as everyday occurrences, and if they were not close to common experience the audience would not empathise with the characters. Either way the element of tragedy would be lost. I firmly believe that what Shakespeare was interested in exploring in his plays was the way in which people react to different situations, both psychologically and through actions. This is borne out by the fact that Shakespeare only invented one of his plots himself ? The Tempest ? while for all his other plays he adapted tales of folklore, other writers work and, in the case of the Histories, historical events themselves. This is in no way a shortcoming in Shakespeares talent or something which detracts from his plays, for Shakespeare was not interested in simply telling stories: he wanted to put the very nature of human life on the stage. As Joseph Conrad said, Imagination, not invention, is the supreme master of art, as of life.Thus rather than having a distinct set of uniting features, certain features are more prominent in the tragedies than in other plays. The tragedies are, more than any other of Shakespeares plays, detailed studies of the psychology of one character, the tragic hero. That the plays are generally named after the main protagonist supports this theory: in Antony and Cleopatra and Romeo and Juliet, the presence of two tragic heroes indicates a wider study ? these two plays are more concerned with the workings of society and the characters interactions with that society than other plays. This wider concern is also shown by the lack of soliloquies in the two plays. The Comedies are given more general titles, for example Twelfth Night or Measure for Measure: they explore even more general problems in society, and are less concerned with the individual characters reactions than the situation as a whole. That is not to say that the tragedies are unconcerned with society ? many of the tragic heroes are rulers or become rulers during the play, and we see that their situation affects the working of the entire kingdom, for example the storms in Macbeth and King Lear which symbolise the disruption of the natural order when a k ing is deposed unlawfully.This focus on the tragic hero means that the success of a tragic play hinges around the audiences reaction that character. The very basis of tragedy lies in the audiences reaction to a situation where the fundamentally virtuous or just protagonist experiences misfortunes disproportionate to his culpability: misfortunes which he has in part brought upon himself ? not through depravity or vice but by an error of judgement. We must see in the lead character a reflection, however small, of ourselves, and a representation of human limitations ? we feel pity for a man who does not deserve his misfortunes, and we fear for someone like ourselves . If the audience does not like the protagonist then it will not sympathise with his fate and the tragic nature is lost because the complex mix of excitement and terror ultimately leading to catharsis will be replaced by indifference or even pleasure at the heros downfall and death. This is why some people have a problem wi th Othello ? the ease with which Iago dupes Othello into being jealous suggests that he is actually rather stupid and can lead the audience to a contemptuous reaction rather than a sympathetic one. Similarly it is important that the protagonist has a measure of culpability in his own misfortune ? if he does not then the situation is not tragic but merely unfortunate, and the hero simply unlucky to be caught up in circumstances beyond his control.Each of Shakespeares tragic heroes is blinded in some way by a character flaw which affects their judgement and causes them to react differently in the heat of the moment from the way in which they might otherwise. The flaw is generally one of temperament which allows the heros passions to get the better of him and overrule reason. Shakespeare studies characters reactions to extremes of emotion outside the normal sphere of experience and as a result of extraordinary events and thus the audience can forgive the characters judgement being a li ttle wayward ? the tragedy comes in the crushing and disproportionate consequences which follow the error, and which turn the audiences reaction from pity to the deepest sympathy.Macbeth is blinded by vaulting ambition, which oerleaps itself (I.vii.27), an ambition that he cannot prevent himself from pursuing, even though he knows the dreadful consequences which will befall him, and the mental anguish which it will cause: Macbeth is perhaps the most purely psychological of the tragedies, showing as it does the inner turmoil of Macbeth and his wife, and their gradual descent into madness. Macbeths famous soliloquy at the beginning of I.vii brilliantly shows the torment that he is going through ? he knows that if he acts upon his ambition it will destroy him, yet he cannot resist doing it anyway, and laments his imminent downfall, wishing If it were done when tis done, then twere well it were done quicklythat but this blow might be the be-all and end-all! (lines 1-5) But he knows that Bloody instructionsbeing taught, return / To plague the inventor (9-10) ? he cannot jump the life to come, but must have judgement here. The audience has great sympathy for him, as he is a great man, highly intelligent and fiercely loyal up to this point, and although he says he has no spur / To prick the sides of [his] intent, one could argue that he was greatly insulted in I.iv when Duncan, having said to Macbeth that More is [his] due than more than all can pay, names Malcolm as Prince of Cumberland and not Macbeth less than twenty lines later! This is less than politically shrewd as Malcolm is nowhere near as impressive as Macbeth, and downright rude given Duncans previous debt of thanks to Macbeth. This slight, combined with the witches cryptic promises and Duncans ill-timed visit to Macbeths castle, conspires to produce an opportunity well out-of-the-ordinary and a huge temptation for Macbeth. This is where the difference lies between Macbeth and the character of Edmund in K ing Lear, who has a similar all-consuming ambition ? Edmunds rise is all of his own making, he knows exactly what he is doing, it is cool and calculated whereas Macbeths is a crime of passion and opportunism, and Edmund does not care one bit what is right or wrong ? his very aim is to subvert the accepted way of life. Like an Elizabethan version of Conrads Mr Kurtz, Macbeth [lacks] restraint in the gratification of his various lusts: if it is in his power to do something, he cannot but do it. It is Macbeths and Kurtzs brilliance which is their downfall ? as Marlow says in Heart of Darkness, no fool ever made a bargain for his soul with the devil.Othello is blinded by jealousy so strong / That judgement cannot cure (II:i:300-1), an overpowering insecurity which causes him to be suspicious at the slightest encouragement from Iago, who allows Othellos imagination to do most of the work. The ease with which Iago persuades Othello that his wife and his most trusted officer are deceiving him is alarming, indeed there is almost eagerness in the speed with which he changes from devoted love to absolute hate: in barely more than three hundred lines Othello turns from professing that when I love [Desdemona] not, / Chaos is come again (III:iii:92-3) to Ill tear her all to pieces! (III.iii.428). Although he tries to maintain that he is confident of his position and his wifes loyalty, saying exchange me for a goat, / When I shall turn the business of my soul / To such exsufflicate and blown surmises (III.iii.178-180), the very fact that he does not immediately send Iago away in disgrace shows he is not as sure as he says. Very soon after he has given himself up so fully to trifles light as air (III.iii.319) that only a herd would do. This startling reversal suggests to me a predisposition to suspicion; that Othello expects to be treated differently from and less equally than other men because [he is] black / And [has] not those soft parts of conversation / That chamberers have (III.iii.260-2), and because he is declined / Into the vale of years (III.iii.292-3). This is not something to condemn him for in itself, as for a Moor to be in his position of success was unheard of, and no doubt he had other unseen enemies besides Iago (Desdemonas father, for example, of whom it is said [Desdemonas] match was mortal to him (V.ii.204) ). The fault comes in his judgement of character ? with tragic irony Othello turns on those who most respect and love him for the man that he is, while he trusts the racist who hates him for superficial reasons: as he says himself, he loved not wisely, but too well (V.ii.340). Iago really has to do very little: as with Macbeth and the Wyrd Sisters the roots are there from the start, and need only a little nurturing to flourish. I do not suggest that Othellos motivation is in any way similar to Macbeths: the latter rejects conventional morality in return for absolute power, while Othello is merely misled by the amoral Iago but ret ains his innate virtuosity. However I believe that the element of tragedy is increased if some of the blame for Othellos duping is attributed to the protagonist himself, not for stupidity but for presupposing the guilt of Desdemona and Cassio, and for his weakness in not holding to his demand for proof. The errors of judgement that Othello makes while under the influence of his jealousy are grave, but the main part of the fault lies with Iago and we forgive Othello his misdirected passion ? he at least maintains the same moral code throughout, and as he says at the end, naught did I in hate, but all in honour (V.ii.292).Othellos problems stem from a common mistake among the tragic heroes: he mixes his personal affairs with his public ones and his role as a leader when he allows Desdemona to accompany him to Cyprus. As shown in Richard II by Richards failing as a king, the personal life and the role of a leader should be kept separate, and the personality and intelligence of a leader are not necessarily indicators of how he will perform at his job ? Henry V was a great King, but had many failings as a man. Lear mixes the two worlds when he holds a public trial for what should be intensely private declarations of love, and Macbeth lets his own personal ambitions completely obscure any thought of actually governing for the good of the wider kingdom. The most striking examples of private and public concerns overlapping come in Antony and Cleopatra and Romeo and Juliet. In the former love is very much something for the public arena, with grand gestures the only way to demonstrate genuine feelings: Octavius Caesar is shocked when his sister arrives without a grand entrance, saying You come not / Like Caesars sister. The wife of Antony / Should have an army for an usher, and the neighs of horse to tell of her approach / Long ere she did appear. Moreover, the crux of the play lies in Antonys balancing of his private pleasures and his public duties. It seems that he ha s returned to the Antony of Julius Caesar when he brings about peace with Pompey and marries Octavia to pacify her brother Octavius, but gradually he gives in to his lust again, culminating in his retreat during the sea battle, when he abandons thoughts of fighting and blindly follows the Cleopatras retreating vessel, which turns possible victory to certain defeat. This is Antonys blindness: he cannot maintain the balance between his public and private affairs, and lets each one affect the other. In Romeo and Juliet, the couple fight an ongoing battle to keep their very private feelings of love from the constraints that the social and religious institutions seek to impose on them. They meet at night and marry in secret, the opposite of Antony and Cleopatras public show. Eventually the only way the couple can defeat the public forces which threaten to destroy their love is to commit suicide: it is a final assertion of their private rights, their ultimate night.Romeo and Juliet does n ot follow the general trend of most of the tragedies in that it has two main protagonists, neither of whom conforms to the exact definition of the tragic hero as someone who brings about their own downfall by a failing of character. Indeed we are told in the prologue exactly what will happen to the star-crossd lovers ? they must die to end their families feud. It would be easy, after this beginning, to write off the events of the play as the mere sport of wanton fate, as Gloucester says in King Lear, but I think that this opening scene is loaded with irony and Shakespeare is in fact subtly sending up the widespread fatalistic views of his time. The play has more in common with its tragic peers than it would first appear ? the couple are blinded, just as the tragic heroes of other plays are, because when they fall into a love as boundless as the sea (II.ii.133), a love so strong that it overcomes fear and reason, their subsequent judgements are affected and they make choices which th ey otherwise would not have made. Their love is something which, once kindled, is beyond their direct control to a large extent ? one cannot control its ebb and flow ? but which undeniably originates from within them. Because of this duality, when their love brings them into conflict with their families, the social institutions and their religion we not only feel pity, but we recognise that they have a choice, however difficult, and could save their earthly bodies if they were willing to compromise their purity. This element of choice evokes a great deal of pathos and transforms our pity into deep sympathy.Tragically, the other choice that the couple has is to end itself by death (Gloucester in King Lear IV.vi.63) ? it is the only way that they can be together without compromising themselves and the purity of their love. Suicide is mans final personal choice, the only way of absolutely and irreversibly taking control of life: in ending it. This is why Gloucester laments that even th is last right has been denied him ? when suicide has failed he truly has nothing to live for, for human life is meaningless without the ability to choose: it becomes an absurdity. Hamlet agonises over whether to kill himself in order to escape the iniquity of the world, but shies away from committing the act, initially because the Everlasting had fixd / His canon gainst self slaughter (I.ii.131-2), but later the religious imagery fades away and is replaced by a fear of the undiscovered country. Hamlet concludes that it is only this dread of something after death that makes man bear the whips and scorns of time (III.i.70) ? if deaths country was charted territory, everyone would commit suicide. This theory is key when considering Romeo and Juliets suicides: they do not fear unsubstantial death (V.iii.103) but rather welcome it as a certainty after the uncertainty of life . There is a mixture of Christian and pagan imagery, for while there is an emphasis on earthly physical pleasures that will be given up in death, there is also a strong sense of a belief in some sort of timeless state after death in phrases such as everlasting rest, dateless bargain and Juliets timeless end. Above all Romeo and Juliets double suicide is a defiant denial of predestined fate and their status as star crossd ? instead they show that it is always possible to take control and shake the yoke of inauspicious stars (V.iii.111). That such a pure incarnation of love was not allowed to exist and they must kill themselves to take control is a damning indictment of their society.Romeo and Juliets transcendent love is both their blessing and their curse: it is the quality which makes the audience like them and that which sets them apart from ordinary people; but it is simultaneously the very thing which leads to their downfall and deaths, precisely because of its transcendent nature ? if their love had not been so intense or so beautiful, they would not have died to save it. This duality of innocence is a common feature in many of the tragedies ? often the tragic heros fault is linked to, or actually is, that trait which makes us like them in the first place. In this way, innocence can often achieve evil. David Daiches compares it to Eves temptation in Miltons Paradise Lost:If Satan, in the form of the serpent, had been telling the truth, then Eve would have done right to believe him and eat of the fatal fruit. Eves real fault was lack of sophistication; she was unsuspicious of what the serpent told her; she was, to use an American slang term, a sucker and swallowed his story. But is it morally wrong to be a sucker ? as Eve was with respect to the serpent, as Othello was with respect to Iago, as Brutus was with respect to such sophisticates as Antony, as Hamlet was, we might almost say, with respect to life? Shakespeare does not give an answer to this problem of the morality of innocence, though he examines it in many of the tragedies. We can conclude, however, that th e practical man is far from the peak of human success in Shakespeares eyes. Figures such as Benvolio in Romeo and Juliet, Octavius Caesar in Antony and Cleaopatra and Malcolm in Macbeth are portrayed as cold and uninteresting, being unmoved by the great passions which bring the rise and fall of the tragic heroes. They put me in mind of Tennysons phrase Tis better to have loved and lost / Than never to have loved at all. Truly these practical men have never loved, and thus are monochrome sketches in comparison to the glorious Technicolor of the heroes ? brilliant and flawed is superior to ordinary and consistent.Inevitability is important in Shakespeares tragedies, both as a dramatic device and as a tool in conveying the plays message. A feeling of inevitability keeps the audience enthralled as it watches apparently hopeful events in the knowledge that there is an inexorable downturn sometime in the near future. This leads the audience to sympathise more with the tragic hero, as one caught up in circumstances which he initiated but which have spiralled out of his control, as is the case in Macbeth, where once the hero has murdered Duncan it is inevitable that his reign of tyranny will escalate until he himself is destroyed. There is an important difference between inevitability and predictability, however: if the events are predictable, the audience will quickly become bored and the tragic effect will be lost, whereas incidents arousing pathos have a greater effect when they occur unexpectedly, but at the same time as a direct consequence of one another. An example of this is at the end of King Lear, when Lear enters carrying Cordelia dead in his arms, as the stage direction says. This event could not have been foreseen, especially as in the preceding lines there has been a sense of hope building for the first time in the play, but there is a sense of inevitability to it, and it is as a consequence of Edmunds evil. I believe that the play would be incomplete a nd far less powerful if it did not contain this final hammer blow to hope. If Cordelia were to survive, it would contradict all that the play has been saying up to this point about the injustice and the futility of life; Lears death on its own would not have been enough, because there would have been with it a sense of fulfilment and justice, as he has been reconciled with Cordelia and would thus die a happy man. The tragedy is multiplied vastly by this denial of Lears contentment, and he consequently dies confused and wondering what all the pain and destruction and loss has been for. One of the greatest tragedies in the play, and there are many, is that Lear dies without finding an answer to his question, Why should a dog, a horse, a rat, have life, / And thou no breath at all? Cordelia does not in any way deserve the fate that she receives ? she is only in England because of her selfless love for her father ? but one could argue that she precipitated the tragedy through her egoism in refusing to take part in her fathers love trial. However, her suffering is completely disproportionate to the magnitude of her crime, which accentuates the tragedy even further.The death of Cordelia, the one glimmer of hope and purity in a play full of injustice and suffering, gives a deeper meaning to Edmunds The wheel has come full circle (V.iii.174) ? it destroys any sense of progress that has been achieved through Cordelias transformation from rampant egoist to selfless altruist and thus any sense that anything has been learnt or gained from all the pain and death. If one wishes to find hope at the end of King Lear then it must lie in Edgar, for one must assume that he will take up the post of King. It could be argued that Edgar has experienced madness without being mad through adopting the role of Poor Tom, and has learnt what it is to be unaccommodated man before without having to pay the ultimate price for his discovery, and therefore can avoid making the mistakes that Le ar made. However, I would contest the notion that Edgar has learnt anything much: the stupidity he shows at the beginning by his unquestioning acceptance of Edmunds frankly not very clever trick is still present at the end. He effectively allows Cordelias death when he is again fooled by Edmund, the latter encouraging Edgar to waste time by saying This speech of yours hath moved me, / And shall perchance do good. But speak you on; / You look as you had something more to say. Edgar has four times as many lines as Edmund, and if he had not wasted so much time then perhaps there would have been time to save Cordelia. If we put these events down to Edgars innocence rather than downright stupidity they are perhaps more tragic, being akin to Iagos deception of Othello, but nevertheless the fact remains that Edgar has not learnt from his original mistake. If he is so easily deceived, whether through innocence or stupidity, he will not make a very good ruler and the consequences of his bein g deceived will be far more serious when he is in power than when only affects himself. Furthermore, Edgars treatment of his father, in keeping him alive and prolonging his misery anonymously when all he need do to halt the old mans suffering is to reveal his identity. The sole aim of this seems to be to punish Gloucester for his sins and make him repentant, which is gratuitous when Gloucester has already endured the pain of having his eyes plucked out and believing he has lost his son, not to mention that he has already admitted his mistakes, saying I stumbled when I saw. This, combined with Edgars highly disturbing speech to the fallen Edmund in which he asserts, The gods are just, and of our pleasant vices / Make instruments to plague us: / The dark and vicious place where he [Gloucester] thee got / Cost him his eyes suggests a disturbingly vigilante Puritanism which is in conflict with the enlightened Lears speech in IV.vi where he asks why humans should be punished for adultery since The wren goes to t, and the small gilded fly / Does lecher in my sight. (IV.vi.111-112) I would therefore assert that far from being a promising candidate for King, he has a dangerous combination of naà ¯Ã‚ ¶Ã‚ ¥tà ©Ã‚  Ã‚ ¡nd disgust at the human condition, which suggests that the events of the play could well repeat themselves. As Macbeth says, better be with the dead (III.ii.19).This cyclical nature is another common feature of the tragedies: too often nobody has learnt anything from the events of the play and thus there is no reason why they should not repeat themselves. Any hope, as with Edgar in King Lear, must reside in the characters left alive at the end of the play, and specifically in the character left in charge. In Othello, we have already seen Cassios weakness when, despite knowing well that he [has] very poor and unhappy brains for drinking, he nevertheless allows Iago to get him drunk. In Hamlet, the future success of the nation depends upon Fortinbras, who has been absent from the proceedings and so has not been able to learn from the mistakes that have been made, and in Romeo and Juliet I dont believe that the newfound reconciliation of the two families will last long, given the centuries of feuding beforehand, and so everything will return to how it was at the beginning of the play ? the social and religious practices that made it necessary for Romeo and Juliet to kill themselves to preserve their love have not been changed so nothing has been achieved. Thus the fundamental theme that is presented in tragedy is one of waste, both the waste of life and of potential. Cordelia, Desdemona and Ophelia are virtuous, pure and largely innocent casualties of the tragic machinations (Cordelia is more culpable than the other two, but is redeemed by sacrificing herself for the good of her father), while the tragic heroes themselves are a great waste because relatively minor character flaws negate their huge potential for good. The most devastat ing revelation, however, is that this waste is a consequence of human nature, and not only are the incidences recurring; they are inevitable.Bibliography1. Shakespeares Tragedies, ed. Laurence Lerner, Penguin Books, 19632. Shakespeares Tragic Practice, Bertrand Evans, Oxford University Press, 1979

American History Essay - 938 Words

Question 1 Prior to the arrival of Europeans, the Iroquois developed a confederation to: control violence that may have occurred over territory conflicts. Question 2 The religious dissatisfaction, that ultimately played a factor in the colonization of the New World by Separatists, began in 1517 when which of the following men publically protested the Catholic Church? Martin Luther Question 3 Refer to the map entitled Indian Groups in the Areas of First Contact (Map 1.4) in your textbook. Which of the following groups was not considered a group of the Southwest? Natchez Question 4 Which is NOT viewed as a result of the fur trade? Answer An increase in the number of African slaves†¦show more content†¦Answer Roanoke Island Question 14 Prior to European colonization, warfare was common amongst farming communities as a method to gain additional __________. land Question 15 __________ was the French explorer whose voyages served to claim Canada for France. Jacques Cartier Question 16 The Spanish, French, and English all explored America and left a lasting mark on the New World’s development. Compare and contrast the colonization methods used by each. Be sure to discuss the goals, characteristics, and lasting effects of each power’s methods. According to the text, in the sixteenth century the Spanish invaded the Caribbean’s in order to conquer North and South America. The French and English invaded the Atlantic coast in the seventeenth century (Faragher, Buhle, Czitrom, Armitage, 2009, p. 32). The goals of the Spanish were to over throw the Aztec empire and Indian people. Due to disease, which was known as their secret weapon, explained their success in conquest. Their characteristics were violent and the cruelties caused the death of millions of Indians. The lasting effects of the Spanish are that they were able to build a rich and powerful empire and most law and policy came from them as well. In regards to the French, their goal was to create settlements along the coast of Brazil and Florida. In addition to establishing a religious refuge in the New World for Huguenots. Some lasting effects that theShow MoreRelatedEssay Interpretations of American History600 Words   |  3 PagesInterpretations of American History The world is full of rich culture, diversity and experiences unique to each individual. When determining the validity of historic accounts we must factor in that particular historian’s point of view, which should be characterized by ethnicity, idealogy, theoretical or methodological preference. With these factors views of the past often vary from person to person. In this essay I will be discussing the four different stages that shaped the writing of American history over theRead MoreA Study Of Latin American History1308 Words   |  6 PagesIV. 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Red Badge of Courage Book Report. - 1765 Words

The Red Badge of Courage is a fictional story of a young soldier named Henry Fleming, who finds himself by overcoming his inner fears in a series of events during the Civil War. Henry is an average farm boy from New York, who dreams of being a true war hero. He has enlisted in the 304th New York regiment, which fights for the Unionist forces. The rising action for this novel is of Henry trying to overcome his struggle with courage. This changes when a dear friend, Jim, dies right before his eyes. He obtains a â€Å"red badge of courage† by accident when another soldier strikes him in the head with his rifle. Henry gains the confidence to return to his regiment and redeem himself. He develops a close relationship with the loud soldier, Wilson,†¦show more content†¦it was the religion of peace.† This is an example of imagery as Crane describes the area around the battlefield. †¢ â€Å"There was a silence safe for the chanting chorus of the trees.† T his is another example of imagery. Crane describes the atmosphere between shots on the battlefield. †¢ The color red symbolized blood, danger, and things that may seem to be scary. â€Å"They were going to look at war, the red animal –war, the blood-swollen god and â€Å"He wished that he, too, had a wound, a red badge of courage are some examples of this. †¢ The title â€Å"Red Badge of Courage† symbolizes a wound that is received in fighting for one’s country. †¢ Writing Style: Crane’s style was short and simple. His sentences were not very long or difficult to comprehend. He doesn’t use as much figurative language as does some other authors. His style is unique and shows his individuality. For example, he is grammatically incorrect several times throughout the novel on purpose. Doubts and he were struggling is one example of this. He also overblew his descriptions. When he said â€Å"angry shot,† it makes you wonder if someone can calmly fight for their lives when they shoot. He also said, â€Å"suddenly lurched forward† but is there another way to lurch other than suddenly? Another thing he said was â€Å"persistant woods† but are there even such thing as those? 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Insight in to Jean Watsons Caring Theory free essay sample

In this paper, I will apply Watson’s theory to one specific nurse-patient interaction, which I encountered during my experience as a nurse. I will also describe how Watson’s carative factors were utilized in the transpersonal relationship. I will also give a personal reflection on my professional experience that is basis of this paper. The term theory has many definitions, but generally it refers to a group of related concepts, definitions, and statements that propose a view of nursing phenomena from which to describe, explain, or predict outcomes (Chitty, 2005). Theories are important because it help guide nurses in the direction to provide the best care to patients’. A benefit of having a defined body of theory in nursing allow the nurse to provide efficient patient care, promote nursing status as a professional, improved communication amongst caregivers and patients, and guidance for nurses to engage in research to further their education . Dr. Jean Watson is an American nursing scholar born in West Virginia. Dr. Watson attended the University of Colorado where she earned her Bachelor’s of Science degree in nursing and psychology. Watson later earned her master’s degree in psychiatric-mental health nursing and continued to earn her Ph. D in education psychology and counseling (Chantal, 2003). In 1979, Dr. Watson’s theory of science of caring was first published in Nursing: The Philosophy and Science of Caring. In the publication, she issued a call for a return to the earlier values of nursing and emphasized the caring aspects nursing. Watson’s work addresses the philosophical question of the nature of nursing when viewed as a human-human relationship (Chitty, 2005). There are three major concept of Watson’s theory: a) the carative factors, b) the transpersonal caring relationship, and c) the caring occasion/caring moment. The carative factors provide a focus for nursing phenomena. Carative factors specify the meaning of the relationship of the nurse and patient as human beings. Transpersonal caring relationships describe how the nurse goes beyond an objective assessment, showing concerns towards the person’s subjective and meaning regarding their health care situation. The goal of transpersonal caring relationship is to protect, enhance, and preserve the person’s dignity, humanity, wholeness, and inner harmony(Cara, 2003). Caring occasion/caring moment occurs whenever the nurse and another come together in a given moment for human-to-human interaction. Watson believes that both nurse and patient can be influenced by caring moments depending on their action and choice within the relationship. Dr. Watson’s carative factors consist of 10 elements: 1. The formation of a humanistic-altruistic system of values. 2. Instillation of faith-hope. . The development of a helping-trusting, human care relationship. 4. The cultivation of sensitivity to one’s self and to other’s 5. The promotion and acceptance of the expression of positive and negative feelings 6. Creative problem solving caring process 7. The promotion of transpersonal teaching and learning 8. The provision for a supportive, protective and/or corrective mental, physical , socio-cultural and spiritual environment. 9. Assistance with the gratification of human needs 10. The allowance for existential-phenomenological forces. (Cara, 2003, p. 52). As Watson continued to develop her theory, she developed clinical caritas processes, which replaced the carative factors. Clinical caritas processes were: 1. Practice of loving kindness within context of caring consciousness. 2. Being authentically present, and enabling and sustaining the deep belief system and subjective life world of self and one-being-cared for. 3. Cultivation of one’s own spiritual practices and transpersonal self, going beyond ego self, opening to others with sensitivity and compassion. 4. Developing and sustaining a helping-trusting caring relationship. . Being supportive of, the expression of positive and negative feelings to connect with a deeper spirit of one self. 6. Creative use of self and all ways of knowing as part of the caring process; to engage in artistry of caring-healing practices 7. Participate in genuine teaching-learning experience that promote unity of being and meaning, attempting to stay within others; frames of reference. 8. Creating an environment that is conductive to healing at every level, subtle environment, which potentiates the ability to sustain or develop dignity, comfort, and peace. . Ensuring basic needs are met, with a caring conscious, providing â€Å"human care essentials†, which tends to the individual’s mindbodyspirit. 10. Allowing the expression one’s spirituality and attending to spiritual needs as it relates to ( Cara, 2003). According to Suliman, Welmann, Omer, and Thomas (2009), transpersonal relationship depends on the nurse moral commitment in protecting and enhancing human dignity. It also depends on the nurses’ caring conscious communicated to preserve and honor the embodied spirit. The nurse caring conscious and human-to-human relationship potentiates a healing process that is based on the nurses’ intentional connection, perception, and experience. Dr. Watson’s carative factors can be utilized in the transpersonal relationship in the clinical setting in many ways. When developing a nurse-patient relationship, it is very import to establish a helping-trusting, human care relationship with the patient. Establishing a relationship that is genuine in nature, which goes beyond working nurse-patient relationship is necessary to build a transpersonal relationship. Transpersonal relationship can develop from the nurse-patient incorporating spiritual matters in the healing process. The nurse ability to instill hope and faith to patients who are in distress, exhibit a sense of the nurse caring conscious. Promoting hope when modern medicine have nothing else to offer, the nurse can continue to give faith-hope to provide a sense of well-being through belief’s which are meaningful to the individual (Holland Wade, amp; Kasper, (2006). Assisting with the gratification of human needs could also be utilized in the transpersonal relationship. When developing a transpersonal relationship one must remember to protect the dignity of the patient at all times. Assisting the patient with basic needs with intentional caring consciousness, while administering â€Å" human care essentials,† which potentiate alignment of mindbodyspirit and unity of being in all aspect of care (Cara, 2003). The promotion of transpersonal teaching and learning is also useful in the development of transpersonal relationships. Engaging in meaningful and intentional caring process allows the nurse to establish transpersonal relationship with the patient. This encounter also allows the nurse and patient to communicate in a way where each one’s perspectives are evaluated for understanding. Understanding the person’s perception of the situation can assist the nurse to prepare a cognitive plan. This interaction promotes mutuality between both nurse and patient, which is essential in developing a meaningful relationship. Dr. Watson define the person as a being-in-the-world who holds three spheres of being-mind, body, and spirit that are influenced by the concept of self and who is unique and free to make choices (Cara, 2003). Dr. Watson’s assumption of caring as it relate to the person states â€Å" †¦a caring person is that the person is somehow responsive to another person as a unique individual, perceives the other’s feelings, and sets one person apart from other†. Dr. Watson’s believes that a person’s health is subjective. Health corresponds to the person’s harmony, or balance, within the mind, body, and spirit. Dr. Watson’s assumption of health states that caring promotes health more than curing and effective caring promotes health to an individual as well as family growth (Cara, 2003). According to Dr. Watson nursing is defined as a â€Å"human science of persons and human health-illness experiences that are mediated by professional, personal, scientific, aesthetic, and ethical human care transactions† (2008a, p. 54). Dr. Watson’s assumption as it pertains to nursing states that human caring in nursing is not just an emotion, concern, attitude, or benevolent desire, but rather a personal response (Cara, 2003). Dr. Watson believe the person’s environment could expand awareness and consciousness, while promoting the healing of the, mind, body, and spirit. Dr. Watson’s assumption of caring as it relates to the environment states that â€Å"a caring environment offers the development of potential while allowing the person to choose the best action for the self at a given point in time† (Alligood, 2010, p. 109). To better understand Dr. Watson’s theory, I will apply her theory to a specific nurse-patient encounter. When using clinical caritas process (CCP), I will also attach the corresponding numbers to denote its use within my clinical story. While working in Post Anesthesia Care Unit (PACU), I was assigned a patient by the name of Ms. Anderson. Ms. Anderson was 1 day post-op of having a vaginal hysterectomy. Upon getting report regarding Ms. Anderson’s condition, I was informed that the patient was â€Å"very needy† and didn’t want to go home†. When I went into Ms. Anderson’s room, I introduced myself and told her that I will be her nurse for the day. I proceeded to ask Ms. Anderson if there is anything I could do for her at that time. She told me that see just want the lights off and the curtains closed. After an hour I went back into Ms. Anderson’s room informing her that she will be discharged that day. She appeared very anxious and apprehensive. I held her hand as I asked â€Å"Ms. Anderson you seem a little upset is there a reason you do not want to go home’’(CCP#4). Ms. Anderson began to cry and I assured her that everything will be ok, but she had to believe that I was there to try to help her (CCP#2). Ms. Anderson proceeded to tell me that she does not live in this state and she thought that she would be hospitalized for at least three days. Ms. Anderson said she had a train ticket back to her home state of Atlanta, but the train ticket was for the following day. I acknowledged Ms. Anderson’s concerns and informed her that she need not to worry (CCP#5). I informed Ms. Anderson’s doctor and notified the hospital social worker regarding her situation (CCP#6). After collaborating with the doctor and social worker, we were able to accommodate Ms. Anderson for another night. I inform Ms. Anderson that she could stay in the unit and I will continue to assist in any way until her departure the following day (CCP#1). Allowing Ms. Anderson to stay in the hospital an additional night, eliminated her anxiety. Dr. Watson’s theory has personally expanded my perception regarding how patients’ should be managed as a whole. When using Watson’s theory in practice, it allows me to place focus mainly on the patients needs by the use of having a caring conscious rather the use of technology or medication. In conclusion, Watson’s caring theory provides a guide for nurses to practice nursing by way of having a caring conscious. Nursing theories provide a guide for nurses to administer evidence-base nursing to provide best care to patients’. The major concepts of Watson’s theory, which are carative factors, transpersonal relationships, and caring moment allow the nurse to provide a foundation for nurses to use within the clinical setting. Dr. Watson’s theory assumptions provide a guide for nurses’ to establish human-to-human relationships, which could be applied during a caring moment. The nurse ability to establish a caring relationship with the patient is the focal point of Watson’s theory.