Personal Narrative Hope All Is Well With And Zara.this

Hi. Patrick.I hope all is well with and Zara.This is a difficult letter to write. My apologies if I was the cause of the breakup of your family.It is disheartening to see the animosity the exist from Ken s entire family towards him twenty years later. When Ken and Ingrid marriage ended she quickly let everyone around known she was the victim of a marriage of infelidity. She used all the support she had in against Ken to support her efforts in setting herself up financially for life in the lifestyle she had been accomstomed to. In doinome I am writing, because of my own experiences, with my ex-husband, how much it has destroyed the relationship between myself and my children,by instilling in them hate,anger and resentment towards†¦show more content†¦My marriage ended when I refused to support an unmotivated /hot -tempered man,who spent five of the six years,that we were married in school at my expense.At the time my children were very young, with a10 hours work schedule as a manager for corporate catering company and child care took it s toll.When I insist he find a job or help around the house he refused to do so.He then took my children away, and quickly filed for divorce along with his entire racist family,whom was against the marriage supported him in court.They collectively work to establish to the court,I was and unfit parent,on the premise he would get to keep the children,home and child support.He came from a well to do family,who supported him financially,throughout the court battles against me.In the end he had won,children,home and child support,only if that was the end.He continues to humiliate, whenever the children would visit he would accuse me of being an unfit parent ,consequently had me in supervised access with my children.Meanwhile, he had taken up with an alcoholic woman,where the children would be left in her care,while he worked long work schedule,he also became very physical and mentally abusive to them.There lives became one of dysfunctional family. When I met Ken I was working as a bartender at the hotel he would stay on his commute.We met early in 1996,as I was working on a pilot license he had some advice.He said he was separated and was

Themes Of Civilization In Jack Londons The Call Of The Wild

On Bucks journey to discovering what he truly wanted he learned many things. However, the most important thing was ‘One must live in hWho would expect an animal who loves both humans and his ancestor’s way of living to choose between? The first chapter in Jack Londons novel The Call of the Wild presents a dogs omniscient point of view of living with humans. Buck, the protagonist, is facing a dilemma, being pulled between civilization and the wild. Throughout the first few chapters in Jack Londons novel, In the novel, The Call of the Wild, the grim struggle between civilization and the instinctive call is shown throughout the perilous journey of Buck. The force that’s pulling Buck towards civilization is a strong one. At the beginning†¦show more content†¦When Francois and Perrault sold Buck, he fell into the hands of Hal and Mercedes. Owners who had no clue what they were doing and led themselves to countless tragedies that resulted in Buck meeting John Thornton, who vastly strengthened Bucks belief of civilization. â€Å" For Thornton however, his love seemed to grow and grow. Nothing was too great for Buck to do when John Thornton commanded.† (60). When Buck first met John he instantly felt love like no other hes felt towards him. He sacrificed his life in multiple perilous situations to save and emphasize his devotion to his new owner. He jumped off a cliff for him, broke three of his ribs when saving John from a river and in one instance, almost killed a man for pushing his beloved owner. These encounters influenced Buck and encouraged him to be with man. Throughout the novel, Buck was tempted to answer the call, the pull of the wild. His first experience with the wild occurs also in the beginning of the novel. The man in the red sweater makes Buck understand â€Å"A man with a club was a lawgiver He is introduced to the law of club and fang, the reign of primitive law. One must kill or be killed. â€Å"He was beaten (he knew that); but he was not broken. He saw, once and for all, that he stood no chance against a man with a club.† (16). After this encounter Buck changed his way of acting. He no longer was naive about men but instead became intelligent andShow MoreRelatedThe Naturalistic Ideals of Jack London Essay825 Words   |  4 PagesThe Naturalistic Ideals of Jack London As an adolescent, Jack London led an impoverished life and struggled to earn more money to support himself and his mother. In an attempt to find a small fortune, London joined the Klondike Gold Rush in 1897. Unfortunately, he returned home penniless. However, his adventures in the Yukon provided him the most epic experiences that guided him into writing some of his most famous, widely acclaimed literary works. His novels focus primarily on naturalism, a typeRead MoreA Analysis of Jack London Novels2925 Words   |  12 PagesA literary Analysis of Jack London three most recognized works, Sea Wolf; The Call of the Wild; and White Fang. Jack London lived a full life, even though he died at the young age of forty. In his life time he experienced many things, and I believe that these experiences were the catalyst of his novels. Jack London was an oyster pirate, a government patrolman in San Francisco Bay, a sailor and an agrarian reformer, a seal hunter in the North Pacific and a gold prospector in the frozenRead MoreJack Londons Naturalism5435 Words   |  22 PagesJack Londons Naturalism: The Example of The Call of the Wild by Earl J. Wilcox BOTH JACK LONDONS intentions and his accomplishments in The Call of the Wild account for the artistic success of the book. For the story which London intended to write—about a dog who merely reverts to the wild—developed into a full, 32,000 word novel. And the simplicity intended in the implicit atavism in the dogs reversion also became a more complex discussion than London apparently bargained for. But a fortuitousRead MoreEssay on Significance of the Dog in To Build a Fire1519 Words   |  7 PagesSignificance of the Dog in To Build a Fire nbsp; With regard to Jack Londons, To Build a Fire, I will attempt to analyze the significance of the dog, however in doing so I will need to discuss not only the dog, but the man and nature as well, because they all impact one another with equal significance.nbsp; It is my opinion that throughout most of the story the dog is to represent a living creatures innate instincts (although I was lead to question this at the end), the manRead More white fang Essay2142 Words   |  9 Pages During Jack London’s life he has written many great novels, perhaps the greatest was White Fang. In 1906 he wrote the legendary novel about a stray wolf reverting to domestication. The majority of this book concerns White Fangs’ struggles with savage nature, Indians, dogs and white men. However, we also see White Fang is tamed by love and turns from a savage wolf into a loving and domesticated dog. White Fang begins with two men traveling through the artic with a dog team and sled, followed by aRead MoreInto The Wild By Jon Krakauer3297 Words   |  14 PagesInto the Wild – RRS Title: Into the Wild Author: Jon Krakauer Publication Date: 1996 Nationality: American Author’s Birth/Death Date: April 12, 1954 – present Distinguishing Traits of Author: Jon Krakauer is an American writer known for his writings about the great outdoors. After being introduced to mountaineering as a child, Krakauer devoted much of his life to mountain climbing, leading up to his 1996 expedition to Mt. Everest. In his Into Thin Air, Krakauer recounts the dangerous journeyRead MoreInto The Wild By Jon Krakauer4187 Words   |  17 PagesInto the Wild – RRS Title: Into the Wild Publication Date: 1996 Author: Jon Krakauer Nationality: American Author’s Birth/Death Date: April 12, 1954 – Present Distinguishing Traits of the Author: Jon Krakauer is an American mountaineer before a writer. His passion for literature arose indirectly from a series of analyses he wrote for magazines regarding his daring exploits. Many of his works reflect his multiplex feelings regarding the topic of exploration and the dangers associatedRead More Visions of The Primitive in Langston Hughes’s The Big Sea Essay examples6201 Words   |  25 Pagesand fantasies through which the â€Å"primitive† or non-Western has been represented in art and literature. Yet his dramatic disavowal of his personal library seems to radically repudiate a central tradition of African American autobiography in which the themes of emancipation and literacy are indissolubly linked.2 Hughes himself records that his books symbolized â€Å"[t]he feeling of always being controlled by others...by some outer necessity not your own...I wanted to be a man on my own, control my own lifeRead MoreMonsanto: Better Living Through Genetic Engineering96204 Words   |  385 Pagesopportunities/threats) analysis. Pull together the earlier identiï ¬ cation of opportunities and threats (step 5) with the internal analysis you have done. This resources-based, theory-oriented system gives you a powerful vocabulary to describe what simpler systems call ‘strengths’, and the other elements of the system allow you to systematically identify other signiï ¬ cant factors in the mix. STEP 11 CURRENT S T R AT E G I E S Work out the ï ¬ rm’s current strategies. S T E P 1 2 S T R AT E G I E S Here you

Recycling Leaflet free essay sample

A Vodafone guide to mobile communications equipment recycling Recycle with Vodafone and help protect the environment There are more mobile phones than people in the UK and increasingly weve come to rely on a whole range of mobile equipment. Theres no doubt about how useful we find our communications devices. How can we make sure they go on being useful when weve finished with them? WEEE Regulations: whats expected of us The I-JK Waste Electrical and Electronic Equipment (WEEE) Regulations place an nvironmental responsibility and a duty of care on the producers and distributors of electronic equipment. They cover a range of household and business appliances including IT and telecommunications equipment and oblige distributors to make sure there is a scheme in place to take back the equipment at the end of its life for reuse or recycling. For Vodafone, that means anything we sell to you mobile phones, laptops or netbooks, [emailprotected] devices, chargers and other accessories. We will write a custom essay sample on Recycling Leaflet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page How does our scheme work? When you come into our store to buy something new we take back the equivalent old mobile equipment that you are replacing on a one-for-one basis. Most of our stores have recycling bins. In smaller stores staff will be able to give you a freepost envelope to send your handset back. If youre not planning to be in store and you want to recycle an old mobile handset, you can send it to us free of charge at Freepost Vodafone Recycling. The equipment we take back from you is sent on to our specialist recycling partner. Like all electronic goods, mobile equipment contains materials that, while harmless to start with, begin to degrade and pollute the environment if they end up in landfill. So our objective is to give this equipment another lease of useful life. First of all, our recycling partner assesses the equipment to see if it can be refurbished and reused perhaps in a developing country where the cost of new equipment is prohibitive and landlines scarce. If the equipment is not suitable for reuse, the small amounts of precious metals gold and silver and base metals such s copper and iron are removed and go back into productive use. Batteries, chargers, installation CDs, manuals and handsfree headsets are also recycled. The wheelie bin symbol Look out for the crossed through wheelie bin symbol. Youll find this on all new phones, mobile equipment and on a range of other household and business appliances. Its there to remind us not to throw the product in the bin where it will end up in landfill and cause damage to environment and to make sure its recycled safely.

Much Ado About Nothing Essays (985 words) - English-language Films

Much Ado About Nothing Much Ado About Nothing is one of William Shakespeare's many comedy plays. Much Ado About Nothing differs from most of the other comedies in that it has "naturalized" the romantic materials. There are not any fairy kingdoms, as in Midsummer to help the story flow better. Even the language does not have the quality of Shakespeare's other writings. It is closer to ordinary speech. William Shakespeare was very well know for his for his poetry from about 1587 up to the present date. Many of his writings are being interpreted into movies today. Claudio, Don Pedro, Bene*censored*, Hero and Beatrice are the five main characters in Much Ado About Nothing. Throughout this whole play everyone in the story is trying to accomplish something without telling others all the information. In this romantic comedy two sets of lovers share the spotlight. Most of the plot's action is devoted to Claudio and Hero, who eventually come together despite the different problems. In the first part of this play, Claudio's best friend Don Pedro volunteers to bring Claudio to Hero's attention, but before he has finished Don Pedro's brother, Don John, spreads rumors that Don Pedro has made Hero fall for him. Claudio finds out that he was only hearing rumors and Don Pedro brings Hero and Claudio together. Meanwhile, Beatrice and Bene*censored* amuse the others. Tricks are played on Beatrice and Bene*censored* so they think that they like each other. Later one of Don John's friends pretends to make love with Hero while Don Pedro and Claudio witness from a hiding place. Claudio and Hero arrive at their wedding and before they are married Claudio denounces Hero as unfaithful. Hero's father believes this false information and curses her. She swears to him that is untrue and the Friar gives advice to say that Hero died of grief and, then, to hope the truth will come out. Don John's friend is captured and he admits to pretending to be with Hero that night. Claudio then finds out and tells Hero's father that he will take the hand of his "niece" in marriage. This is where Claudio realizes his true love for Hero. He is full of sorrow and does not think anything could change the way he feels about Hero. He is deeply in love with her but it is too late because he has killed her. The play ends with the return of Hero, masked as Hero's father's "niece." Hero and Claudio reunite. Bene*censored* and Beatrice also join hands. Don John is punished in the end for all of his problem causing. Claudio is introduced as a young lord of Florence, a soldier and a loyal friend. He is, however, one who is easily carried away by romantic ideas and tends to let his emotions be ruled by traditional attitudes. Shakespeare makes it seem that there is also something of a self-seeking protective character in his love affair. He has "love" of some sort for Hero yet he decides this only after seeing her. He falls in love with the outside of her and assumes that her personality is just as great as the outside. Claudio may seem bad but he also is a very remorseful man. He is truly sorry for his error, is willing to do anything for Hero's father and sticks with his deal. Don Pedro, the Prince of Arragon, is a noble, frank, genial and a well-tempered man. He can be a bit hasty to jump to conclusions. He has been successful in putting down the rebellion acts of his brother and has graciously pardoned him. He is not only a lord but also a close friend to his followers Claudio and Bene*censored*. He obviously wishes to enjoy his stay in Messina, and his offer to help Hero fall for Claudio seems to be encouraged by the pleasure of amusing and challenging him to help his friend. He welcomes the opportunity to bringing Bene*censored* and Beatrice together. This shows his love for different challenges. Bene*censored* is a young lord of Padua. He is confused by the how he should approach Beatrice with his feelings for her. After his friends play a trick on him and he finds out that Beatrice likes him he falls deeply in love with her. He expresses his love for her through a letter that Claudio steals from him and gives to Beatrice. In the end of the story they represent " the perfect match." Hero is the beautiful daughter of Leonato who is loved by

Vygotsky and Piaget Pedagogy Essays

Vygotsky and Piaget Pedagogy Essays Vygotsky and Piaget Pedagogy Essay Vygotsky and Piaget Pedagogy Essay Jean Piaget’s theory of cognitive development and Len Vygotsky’s sociocultural perspective have played critical roles in educational psychology. Both of these major frameworks will be analyzed and compared. From these two different standpoints, it will be illustated how a particular concept or cognitive skill can be taught. Russian psychologist Len Semenovich Vygotsky (1896-1934) was a fundamental figure in the exploration of â€Å"the sociocultural theory. † His ideas played crucial roles in the pedagogical framework of children and education. Thoroughly, he examined the sociocultural theory which emphasizes the role in development of cooperative dialogues between children and more knowledgeable members of society. Children learn their culture (ways of thinking and behaving) through these interactions (Berk Winsler 19). Vygotsky believed that our mental structures and processes can be traced back to our interactions with others (Berk Winsler 12-15). Social interactions not only have an influence on our cognitive development, they actually create our cognitive structures and thinking process (Woolfolk 39). During shared activities between the child and another person, higher mental processes are first co-constructed. This is a social process in which people interact and negotiate (usually verbally) to create an understanding or solve a problem (Woolfolk 39). The processes are then internalized by the child and become part of the child’s cognitive development. The final product is shaped by all participants (Berk Winsler 15). For example (Tharp Gallimore 14): A six-year-old has lost a toy and asks her father for help. The father asks her where she last saw the toy; the child says â€Å"I can’t remember. He asks a series of questions- did you have it in your room? Outside? Next door? To each question, the child answers, â€Å"no. † When he says â€Å"in the car? † She says â€Å"I think so† and goes to retrieve the toy. Vygotsky once stated that â€Å"ever function in a child’s development appears twice: first on the social level and then lat er on the individual level; first between people ‘interpsychological’ and then inside the child ‘intrapsychological’ (Berk Winsler 12. )† For instance, the strategy for finding the toy was initially co-constructed by both- the child and the adult. The next time that child loses a toy it is probable that he/she may have internalized a strategy on how to find the toy (by recalling all the previous places that the toy was last seen). This adult guidance provides early support while students build the understanding necessary to solve problems (Woolfolk 59). Eventually the child will be capable of functioning independently in the process of problem solving. In this scenario, perhaps the child may be capable of finding the toy with no help the next time this problem arises. Vygotsky emphasized the importance of cultural tools, which enables the transfer of cognition from the social to the individual plane (Berk Winsler 21). Cultural tools include material tools such as: computers, scales Internet, rulers, ect. On the other hand, psychological tools include: symbol systems, numbers, language, graphs, maps, codes, languages, ect. These tools allow people in society to communicate, think, solve problems, and create knowledge (Woolfolk 41). These tools are used in daily activities by the child in formal and informal settings, with the help from an adult. An example of using a psychological tool to aid in the advancement of development would be the construction of a map. In this scenario, collaboration would occur between the child and the teacher on how to represent the concepts of people and spaces. In return, these co-constructed ideas are internalized within the child and development occurs. â€Å"Learning leads development (Wood 101). † These tools are fundamental in development because they support thinking, which results in the construction of the child’s understanding of the social and physical world (Berk Winsler 23). Vygotsky emphasized the tool of language as a critical factor in development. Initially, speech serves as a regulative communication function (Wood 29). In time, children develop language as the build on other cognitive abilities by trying to make sense in what they hear. Self talk guides the child’s cognitive thinking. This external tool slows down the thought process, allowing concepts, thoughts, or ideas to be more comprehensible- resulting in problem solving. It transforms the way children, learn, think, and understand (Wood 29). Vygotsky believed that thinking is radically transformed when children become capable of linguistic communication. â€Å"At the least, sounds, meanings, words and sequence of words, volume, voice tone, inflection, and turn-taking rule must all be coordinated before a child can communicate effectively in conversation (Woolfield 51). † Because a child’s self-directed talk aids in the thinking and problem solving process, it helps develops child’s self regulation. (Berk Winsler106-108) This is the process of activating and sustaining thoughts, behaviors, and emotions in order to reach goals (Woolfield 621). An example would be the â€Å"taking turn rule,† during a conversation. The child must sustain the behavior of talking while another person is talking in order to have a successful conversation. On the other hand, Swiss psychologist Jean Piaget (1896-1980) developed the theory of cognitive development, which is based on the assumption that people try to make sense of the world and actively create knowledge through direct experience with objects, people, and ideas (Wood 22). Unlike Vygotsky, Piaget believed that the individual construct their own understanding of the work. The child’s development first occurs on the individual level then on the social level. Because we are constantly trying to make sense of the world in which we live, our thinking process change drastically from birth until maturity. Piaget thought that a major influence on the way we perceive and make sense of the world, is through the process of maturation, which is the genetically programmed, naturally occurring changes over time (Wood 21). More specifically, Piaget believed that young people go through four stages as they develop: sensorimotor, preoperational, concrete-operational, and formal operational (Woolfield 57). Conversely, Vygotsky did not believe there was a set stage for development. In the first stage through the exploration of motor activity, infants in the sesorimotor stage (approximately between the ages of 0-2 years) gradually work towards mastering object permanence as well as performing goal-directed activities. Object permanence is â€Å"the understanding that objects exist in an environment whether they perceive them or not (Woolfolk 30. )† For instance, if you take a certain toy away from away from a young infant, they will not acknowledge that that toy exists. Out of sight, out of mind (Woolfolk. )† On the other hand, if an older child sees a package of enticing cookies laying on the table and starts crying for one, even if the adult moves the cookies in the cabinet (clearly out of sight from the child) the child will still know that even though he physically cannot see the cookies- they still exist. The child will begin to make use of imitation, memory, and though t. An example of imitation would be a baby copying the gestures of â€Å"peek-a-boo† with an adult. The preoperational stage occurs between 2-7 years of age. Symbolic thinking gradually begins to develops. For instance, if there is not a toy phone, a child may pick up a block and pretend that that is the phone. During this stage, the child may have a difficult time seeing another person’s point of view. Their concept of space â€Å"is subjective and centered on their own body (Wood 67). † For example, during an experiment, three mountains were placed together. The children were supplied with pictures on how the mountains would look from different positions when observing. They then were asked how another person would view the model from different positions. In most cases, children in this stage are most likely to choose the mountain from the position in which they view the mountain (Wood 67). The concrete-operational stage occurs during the age of 7-11 years (Woolfield 32). The child achieves the principle of conservation during this time. A 5 year old is shown two identical glasses that are wide and short. Both are holding the same exact amount of water, and the child agrees with that notion. The experimenter then pours one of the cups of water into a taller, narrower glass. When the child is asked which glass has more water the second time around, the child declares the taller glass does, â€Å"because it goes up higher (Wood). † Piget believes the child at the concrete-operational stage would have the ability to acknowledge the difference. Also, the child at this stage developes reversible thinking, which is the ability to think from the end to the beginning (Woolfield 31). The last stage is the formal operation stage that occurs from 11 years of age to adulthood. Piaget believed that an individual during this time could become more scientific in thinking, had the ability to solve problems in a logical fashion, and developes concerns regarding social issues and identity (Woolfield 30). Piaget’s theory places action and self-directed problem solving at the heart of learning and development. Learning and development are separate entites. By acting on the world, the learner comes to discover how to control it. Development must be constructed on the basis of knowledge. On the opposite side of the spectrum, Vygotsky believe that they learning and behavior are not separate entities because learning leads development. * * * Piaget puts less emphasis on social experiences and inter-personal behavior as an crucial part of development opposed to Vygotsky. Piaget believed that since the individual construct their own understanding of the work, the child’s development first occurs on the individual level then on the social level. He believed that social facilitation may aid in development because the child is exposed to other points of views, which in return may cause him/her to re-think his individual ideas (Wood 17). However, social facilitation will only be benefital to the child if they are at the â€Å"appropriate state of readiness for change (Wood 17). † (The state of readiness is theâ€Å"stage of development† that was discussed in the previous section. ) Most likely Piaget would not pair two student together to work collaboratively if they were on different levels of development. On the contrary, Vygotsky would most likely pair two students together of different levels so that the students could co-constuct eachothers learning. In my classroom, I would adovate students of different abilities to work together. Both students would benefit in the exchange explanations and questions that each has to offer. In both perspectives, the role of the teacher is to facilitate and guide the students. Both psychologist placed a different emphasis on the importance of instruction. Vygotsky placed instruction in the heart of learning. Instruction is a mayor contribution to children’s growing consiousness and regulation of their own thought processm it prompts a shift to a higher level of cognitive activity (Berk Winsler 106). † The teacher would partake in guided participation, such as walking the students through a complicated problem. For example, if a student was still hesitant on how to solve a math problem, they may do part of the problem and remind the st udent of the proper steps to take to solve it. The teacher should allow revision from the student, offer the student feedback and ask questions. For example, if the students finishs a long division math problem- ask the student to explain what the remainder is. Vygotsky would also encourage a â€Å"think out loud† to assist in learning. For example, if I were teaching a class reading comprehension: first I would read a book aloud, then I would read the same book again only this time modeling my thought process out loud. I would elaborate on the connections I made to the text and to myself. This would demonstrate to the students the revisions and choices a learner undergoes. To scaffold learning in a classroom there are many different approaches such as clues, reminders, encouragements, and breaking down problems into steps and providing examples (Woolfield 49). On the other hand, Piaget believed that instruction can refine and improve structures that have already emerged, but it cannot lead to the development of concepts as Vygotsky believed (Berk Winsler 108). In this case, I would introduce a topic to a group of students together, then I would have them work on follow up activitites to match their learning needs. When devising lesson plans, the teacher would have to be conscious of restructing prior knowledge. To accomplish this, the teacher’s role would be to make connections to what the students already know. For instance, if I were to teach a lesson on the holocaust, if I had previously read â€Å"Number the Stars† by Louis Lowry (a journal of a girl hidden in a attic durning the holocaust), I would first discuss the book before introducing new ideas. In conclusion, Jean Piaget’s theory of cognitive development and Len Vygotsky’s sociocultural perspective have played critical roles in educational psychology. Their framework has provided us with insightful theories regarding learning and development and ways particular concepts or cognitives skill can be taught from these standpoints. Berk, Laura Winsler, Adam(1995). Scaffolding Children’s Learning: Vygotsky and Early Childhood Education. Tharp, R. G. , Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press. Pg 14. Wood, David. (1988). How Children Learn and Think: Second Edition. Blackwell Publishing. Woolfolk, Anita. (2007). Educational Psychology: Tenth Edition. Pearson Education. Boston.

Hamlet Essays - Characters In Hamlet, Prince Hamlet, King Claudius

Hamlet Essays - Characters In Hamlet, Prince Hamlet, King Claudius Hamlet In the first three acts of the play Hamlet, King Claudius go through a subtle, but defined change in character. Claudius role in the play begins as the newly corrinated king of Denmark. The former king, King Hamlet, was poisoned by his brother, Claudius, while he was asleep. Claudius, however, made it known to everyone that the king died of a snakebite in the garden, and thus no one knew of the murder that had just taken place making his murder the perfect crime. The only problem that Claudius must deal with now is his conscience. After Claudius commits the deed of killing King Hamlet, he almost immediately marries Hamlet's wife, Queen Gertrude. Claudius also gains a new son, his former nephew Hamlet, the son of King Hamlet. Young Hamlet is very displeased with his mother's hasty marriage of Claudius and is angered by this incest. Hamlet has a deep attraction for his mother which goes beyond the traditional, mother-son relationship. At this point in the play, Hamlet does not know that Claudius has murdered his father, but he dislikes him anyway. Claudius is not a bad king, which is demonstrated by his handling of the situation between Young Fortinbras and Denmark, but he is not extremely popular with the people and has brought back the obnoxious custom of firing the cannons whenever the king takes a drink. Claudius' conscience, here is non-existent. After the ghost of the dead King Hamlet tells Hamlet to avenge his murder, Hamlet has a reason to truly hate Claudius. From this point on in the play, there is definitely friction between the two. When Claudius offers Hamlet the throne after he dies, Hamlet acts apathetic as if the rule of Denmark was, but a mere trifle. Hamlet enters a deep depression which the king and others, see as madness. First they think that Hamlet is lovesick over Polonius' daughter, Ophelia, but after the king spies on Hamlet and Ophelia in conversation, he comes to the conclusion that Hamlet is mad, a threat to his rule, and must be sent to England to be executed. This is a sign of the king's uneasiness over the mettle of Hamlet's anger which is directed towards him. The last thing that Claudius wants is for Hamlet to be unhappy with him, in fear that Hamlet will overthrow him, discover the murder, or possibly kill him. The king becomes increasingly nervous as time passes, making him a bit paranoid over Hamlet. By the beginning of Act III, Hamlet is almost ready to kill Claudius, but he still needs more proof that Claudius killed his father, and he also wants to put off the murder because he is a bit of a coward. Claudius is beginning to lose his composure. Hamlet decides to set a trap for him in the form of a play. The subject of the play is the murder of a king by his brother who, in turn, marries the king's wife. The plot of the play is strikingly similar to the circumstances of King Hamlet's murder, which strikes a disharmonious chord in the conscience of Claudius. In the middle of the play during the murder scene, Claudius gets up and begs for the play to stop so that he can get some air. Hamlet is very angered by this because it confirms that Claudius did kill his father. Later that night, Claudius prays to god to forgive him for his sins, but he is not ready to give up his new crown and his new wife. Guilt has begun to cloud over Claudius' thoughts, and it will indeed drive him to the brink of insanity and beyond. Hamlet spies Claudius, praying with his back turned and on his knees, but he passes up the opportunity to kill the monarch with the excuse of not wanting to accidentally send Claudius to Heaven. The development of Claudius' guilt is a gradual transformation. This metamorphosis will come to a head later in the play. The guilt though, has already begun to affect the actions of Claudius in his everyday life, by transforming a normal night out to the theater into a devastating insight into his own life. Hamlet, although he

World History from 1800 Essay Example | Topics and Well Written Essays - 1000 words

World History from 1800 - Essay Example As a result, the Indian public was seeking to oust the British from the country as early as possible. 2. At the time, the Indian National Congress, though still restricted to the elites of society, had already achieved widespread success and popularity as a forum for voicing dissent against the British government. 3. It was also in the same year that the â€Å"Surat Split† took place. The Surat Split i.e. the official rift between the Moderates and the Radicals was a culmination of a long history of differences in ideologies. The Moderates, who believed that the British government essentially worked for the welfare of the Indians, preferred Constitutional methods or passive resistance to show their disapproval. The Radicals or Extremists, on the other hand, wanted the British government to leave immediately and hand over the governing of the nation to the Indians. They practised what is now termed as militant nationalism. Differences in opinions and clashes finally led to the official breaking up of the Congress in 1907, into two distinct groups. 4. In 1906, the Liberal Party of Britain came to power. This gave a major impetus to the Indian National Movements, as the Liberals were sympathetic to the grievances of the Indians. They introduced major reforms, such as the â€Å"Morley-Minto Reforms† which encouraged nationalist leaders of that time. The speech reflects the popular sentiments of the Indians at the time. The term â€Å"alien government† clearly spells out that the British reign in India was now considered as something foreign and unwanted, as opposed to the previous notion of the â€Å"benign British influence.† The invaders who had come to India before, such as the Aryans or the Mughals, established their empires which were largely marked by prosperity and peace. There were huge developments in Trade