Father-Child Relationships in Hamlet and Fences Essay

In both William Shakespeare’s Hamlet and August Wilson’s Fences, the emphasis placed on parent-child relationship is vital, as family plays an important role in developing a character’s values as well as his or her upbringing does. While Ophelia, Laertes, and Hamlet show loyalty to their fathers unconditionally, Cory, even though looks up Troy as a figure, eventually exhibits disrespect to him. The relationship that Ophelia shares with her father, Polonius, is rather dogmatic to say the least. Throughout Hamlet, Polonius demonstrates almost absolute control over Ophelia as if she were a tool with the sole purpose of serving Polonius. As a result of a weakness of mind caused by a lack of independent thought, Ophelia does not oppose Polonius; for instance when Polonius challenges Hamlet’s intentions with Ophelia, she can only say â€Å"I do not know, my lord, what I should think. † (I. iii). Ophelia allows herself to be controlled, even rebuffing her love for Hamlet simply because Polonius suggests her not to â€Å"give words or talk with the Lord Hamlet,† (I. v) which illustrates the importance Ophelia place on her familial obligations. The structure and guidance that Polonius provides for Ophelia, leads her to affirm that she â€Å"shall obey† him (I. iv). Ophelia is subservient to her father’s wishes and looks up to his patriarchal position. She listens to Polonius’ counsel. She places her father (and family) above other affairs. Polonius seems to be dominant and almost controlling. However, Ophelia is never rebellious. While Ophelia shows her faithfulness to her father dependently, Laertes consciously respect his father. Though they may not have the best relationship before Polonius is murdered, it was clear that Laertes feels it to be essential that he proves his love for his father after his father has passed. The question is, does Laertes always have a passion for his father, and if not, why does he feel that he has to take revenge for his father’s honor in the second half of the play? Polonius says to King Claudius before Laertes’s departure, â€Å"He hath, my lord, wrung from me my slow leave/ By laboursome petition, and at last/ Upon his will I sealed my hard consent. / I do beseech you give him leave to go. (I. ii). These lines show that Polonius is reluctant to let his son leave. When Laertes finally reaches France, it is discovered by us readers that Polonius still has little faith in his son to take care of himself. However, to keep an eye on his son, Polonius still orders his servant to France to secretly spy on Laertes and to make sure that he is doing alright. Polonius loves his son and daughter in a protective manner. That’s why he gains Laertes and Ophelia’s admiration. Similar to Laertes, Hamlet devotes his later life to an attempt of retribution to his father’s death. Hamlet looks up to his father because he feels that he is a great leader and the bravest man that he has known, as Hamlet mentions, â€Å"so excellent a king† (I. ii). These lines, â€Å"See, what a grace was seated on his brow:/ Hyperions curls, the front of Jove himself;/ An eye like Mars, to threaten or command;/ A station like the herald Mercury,† shows that Hamlet is willing to revenge for his father. His act of taking revenge may not completely come from love, but at least it represents the responsibility from a son to his father. In one of Aichinger’s essays about Hamlet, he points out that â€Å"Hamlet’s rejection of the moral standards of his society is crystallized by the events which follow his father’s death. † Hamlet is even obsessed to the idea of vengeance that remarkably transforms him from an average, responsible, young prince to an apparently mad, raging son intent upon avenging his father’s death. We see responsibility, obedience, and devotion in father-child relationships in Hamlet. But Troy-Cory relationship in Fences is not the case. Whether the cause is generational gap or Troy’s selfishness or Cory’s noncompliance, Troy never completely gains the love from his own son even after his death. Their relationship never blooms. Initially, Cory may innocently display his admiration to Troy because of his athletic ability and because of a simple reason: a love from a normal son to his father. Through Rose’s word, we know that Cory tries to do as best as he can to earn one compliment from his father, â€Å"Everything that boy do†¦ he do for you. He wants you to say â€Å"Good job, son. † That’s all. (I. iii). Unfortunately, there’s always a conflict in that relation. Cory asks his father, â€Å"How come you ain’t never liked me? † and Troy answers, â€Å"Liked you? Who the hell say I got to like you?†¦ / You eat everyday†¦ / Got a roof over your head†¦ / Got clothes on your back†¦ / What you think that is?†¦ / It’s my job. / It’s my responsibility! â€Å"(I. iii). This conversation between Cory and Troy clarifies everything. Troy doesn’t â€Å"like† his son. Troy takes care of his family including Cory because of his duty. Troy thinks he â€Å"owe† Cory. Of course, there must be some love from Troy to Cory, from a father to his son, but the bitter experiences Troy has in the past soon fence himself in to be a selfish, hostile man. In Wade Bradford’s analytical essay, he claims that † These set pieces will provide the literal and metaphoric activity of the play: building a fence around Troy’s property. † So, Cory is not Troy’s â€Å"property? † His selfishness seems large enough to overwhelm his love to the family, especially, to Cory. Troy subconsciously doesn’t want to see Cory’s success in sport which also means Troy is a failure. If there’s no whole-hearted love, duty becomes tiresome to Troy. The last fight between Troy and Cory is the straw that breaks the camel’s back. Cory says â€Å"I’m not going to Papa’s funeral,†(II. v). His refusal to participate in Troy’s funeral shows that the wound in their relationship would never be healed. Cory just cannot forgive his father. Their relationship is always bitter and tense. Cory never fulfils his obligation as a son to Troy. Father-child relationship dominates both Hamlet and Fences. It is the scaffold that constructs the storyline in Fences. While Hamlet also deals with other issues, the parental relationship is the cause influencing most of the characters’ actions and behaviors. The contrast in father-child relationship in both plays is obvious. In the theme of post-medieval time in Hamlet, those connections are more rightfully dogmatic and include the devotion of one’s life to another. In the near-modern setting, the relationship among people may contain barriers of egocentric that separate them from one to another even that is the relationship between a father and his child.

Absolute Beginner English Telling Time

Absolute Beginner English Telling Time Telling the time is a basic skill that most students will eagerly acquire. You will need to take some sort of clock into the room. The best clock is one that has been designed for teaching purposes, however, you can also just draw a clock face on the board and add various times as you go through the lesson. Many students might be used to a 24-hour clock in their native culture. To begin telling time, its a good idea to just go through the hours and make students aware of the fact that we use a twelve-hour clock in English. Write the numbers 1 - 24 on the board and the equivalent time in English, i.e. 1 - 12, 1 - 12. It is also best to leave out. a.m. and p.m. at this point. Teacher: (Take the clock and set it to a time on the hour, i.e. seven oclock) What time is it? Its seven oclock. (Model what time and oclock by emphasizing what time and oclock in the question and response. This use of accenting differing words with your intonation helps students learn that what time is used in the question form and oclock in the answer.) Teacher: What time is it? Its eight oclock. (Go through a number of different hours. Make sure to demonstrate that we use a 12-hour clock by pointing to a number above 12 such as 18 and saying Its six oclock.) Teacher: (Change the hour on the clock) Paolo, what time is it? Student(s): Its three oclock. Teacher: (Change the hour on the clock) Paolo, ask Susan a question. Student(s): What time is it? Student(s): Its four oclock. Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part II: Learning a Quarter to, Quarter Past and Half Past Teacher: (Set the clock to a quarter to an hour, i.e. quarter to three) What time is it? Its a quarter to three. (Model to by accenting to in the response. This use of accenting differing words with your intonation helps students learn that to is used to express time before the hour.) Teacher: (Repeat setting the clock to a number of different quarters to an hour, i.e. quarter to four, five, etc.) Teacher: (Set the clock to a quarter past an hour, i.e. a quarter past three) What time is it? Its a quarter past three. (Model past by accenting past in the response. This use of accenting differing words with your intonation helps students learn that past is used to express time past the hour.) Teacher: (Repeat setting the clock to a number of different quarters past an hour, i.e. quarter past four, five, etc.) Teacher: (Set the clock to half past an hour, i.e. half past three) What time is it? Its half past three. (Model past by accenting past in the response. This use of accenting differing words with your intonation helps students learn that past is used to express time past the hour, specifically that we say half past an hour rather than half to an hour as in some other languages.) Teacher: (Repeat setting the clock to a number of different halves past an hour, i.e. half past four, five, etc.) Teacher: (Change the hour on the clock) Paolo, what time is it? Student(s): Its half past three. Teacher: (Change the hour on the clock) Paolo, ask Susan a question. Student(s): What time is it? Student(s): Its a quarter to five. Continue this exercise around the room with each of the students. Watch out for students using oclock improperly. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part III: Including the Minutes Teacher: (Set the clock to a minutes to or minutes past the hour) What time is it? Its seventeen (minutes) past three. Teacher: (Change the hour on the clock) Paolo, ask Susan a question. Student(s): What time is it? Student(s): Its ten (minutes) to five. Continue this exercise around the room with each of the students. Watch out for students using oclock improperly. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer emphasizing what the student should have said.

Guns and Other Weapons in School Essays

Guns and Other Weapons in School Essays Guns and Other Weapons in School Essay Guns and Other Weapons in School Essay 08 Dec. 2013. Web. 08 Dec. 2013 Obama Memorial Service for Victims of Sandy Hook: youtube. com/watch? USA Today. Garnett, N. D web 08 Dec. 2013 Watts, Catherine E. Shoichet. Amanda, Wolf Blitzer, Jason Hanna, and Karan Olson. Nevada School Shooting: Teacher Killed, Two Students Wounded. CNN. Cable News Network, 01 Jan. 1970. web. 05 Dec. 2013.

The Growth of Rome - Ancient History

The Growth of Rome - Ancient History At first, Rome was just one, small city-state in an area of Latin-speaking people (called Latium), on the west side of Italys peninsula. Rome, as a monarchy (founded, according to legend, in 753 B.C.), couldnt even keep foreign powers from ruling it. It started gaining strength from about 510 B.C. (when the Romans threw out their last king) until the middle of the 3rd century B.C. During this the early Republican period, Rome made and broke strategic treaties with neighboring groups in order to help her conquer other city-states. In the end, after revising her battle tactics, weapons, and legions, Rome emerged as the undisputed leader of Italy. This quick look at the growth of Rome names the events leading to Romes domination over the peninsula. Early RomeLegendary Founding of Rome Etruscan and Italic Kings of Rome In the legendary beginning of its history, Rome was ruled by 7 kings. The first was Romulus, whose ancestry is traced to Trojan (War) prince Aeneas.The next king was a Sabine (a region of Latium northeast of Rome), Numa Pompilius.The third king was a Roman, Tullus Hostilius, who welcomed the Albans into Rome.The fourth king was Numas grandson, Ancus Martius.After him came the 3 Etruscan kings,Tarquinius Priscus,his son-in-law Servius Tullius, andTarquins son, the last king of Rome, known as Tarquinius Superbus or Tarquin the Proud. The Etruscans were based in Etruria, a large area of the Italic peninsula to the north of Rome. 7 Kings of RomeGeography of Rome The Growth of Rome Starts Latin Alliances The Romans expelled their Etruscan king and his relatives peacefully, but soon thereafter they had to fight to keep them out. By the time the Romans had defeated the Etruscan Porsenna, at Aricia, even the threat of Etruscan rule of the Romans had reached its end. Then the Latin city-states, but excluding Rome, banded together in an alliance against Rome. While they battled each other, the Latin allies suffered attacks from the mountain tribes. These tribes lived east of the Apennines, a long mountain range that separates Italy into an eastern and western side. The mountain tribes are presumed to have been attacking because they needed more arable land. Rome and the Latins Make Treaties The Latins had no extra land to give the mountain tribes, so, in about 493 B.C., the Latins this time including Rome signed a mutual defense treaty that is called foedus Cassianum, which is Latin for Cassian Treaty. A few years later, in about 486 B.C., the Romans made a treaty with one of the mountain peoples, the Hernici, who lived between the Volsci and the Aequi, who were other eastern mountain tribes. Bound to Rome by separate treaties, the league of Latin city-states, the Hernici, and Rome defeated the Volsci. Rome then settled Latins and Romans as farmer/landowners in the territory. Growth of Rome Rome Expands Into Veii In 405 B.C., the Romans began an unprovoked 10-year struggle to annex the Etruscan city of Veii. The other Etruscan cities failed to rally to the defense of Veii in a timely manner. By the time some of the Etruscan league of cities came, they were blocked. Camillus led the Roman and allied troops into victory in Veii, where they slaughtered some Etruscans, sold others into slavery, and added land to the Roman territory (ager publicus) , much of it given to Romes plebeian poor. Latin LeagueVeientine WarsBattle of Lake RegillusCoriolanus Temporary Setback to the Growth of Rome The Sack of the Gauls In the 4th century B.C., Italy was invaded by the Gauls. Although Rome survived, thanks in part to the noisily famous Capitoline geese, the Romans defeat at the Battle of the Allia remained a sore spot throughout Romes history. The Gauls left Rome only after they were given vast quantities of gold. Then they gradually settled down, and some (the Senones) made alliances with Rome. Rome Dominates Central Italy Romes defeat made other Italic cities more confident, but the Romans didnt just sit back. They learned from their mistakes, improved their military, and fought off Etruscans, Aequi, and Volsci during the decade between 390 and 380. In 360, the Hernici (Romes former non-Latin league ally who had helped defeat the Volsci), and the cities of Praeneste and Tibur allied themselves against Rome, unsuccessfully: Rome added them to its territory. Rome forced a new treaty on her Latin allies making Rome dominant. The Latin League, with Rome at its head, then defeated the league of Etruscan cities. In the middle of the 4th century B.C., Rome turned towards the south, to Campania (where Pompeii, Mt. Vesuvius and Naples are located) and the Samnites. Although it took until the beginning of the third century, Rome did defeat the Samnites and annexed the rest of central Italy.​ Rome Annexes Southern Italy Finally Rome looked to Magna Graecia in southern Italy and fought King Pyrrhus of Epirus. While Pyrrhus won 2 battles, both sides fared badly. Rome had an almost inexhaustible supply of manpower (because it demanded troops of its allies and conquered territories). Pyrrhus pretty much only had those men he had brought with him from Epirus, so the Pyrrhic victory turned out to be worse for the victor than the defeated. When Pyrrhus lost his third battle against Rome, he left Italy, leaving southern Italy to Rome. Rome was then recognized as supreme and entered into international treaties. King Pyrrhus of EpirusTarentum and the Pyrrhic Wars The next step was to go beyond the Italic peninsula.   Source: Cary and Scullard.

Implementation of the IOM Future of Nursing Report Essay - 3

Implementation of the IOM Future of Nursing Report - Essay Example the RWJF and IOM is very helpful in evaluating the challenges experienced by the nursing professionals and laying the foundation for future development of the nursing profession (Robert Wood Johnson Foundation et al, 2011). In essence, the two institutions form the primary structures on which strategies to develop the health sector can be based. The report identifies the various challenges encountered in the nursing profession. In this regard, the report provides a guide on how the government can intervene in resolving the various problems facing professional nurses and the entire health sector. Moreover, the report provides an overview of the various alternative means of offsetting the many problems facing the nursing profession. Therefore, it can be observed that the report is a crucial milestone in the transformation of the health sector. Apparently, solving the problems facing the entire nursing profession is the basic step for transformation and, therefore, the report serves as the major catalyst for transformation. The study identifies that the nurses should utilize their education and training optimally to boost the quality of services and level of reliability. The government spends enormous resources to facilitate effective training of the nursing professionals. In this regard, the nurses should fully utilize the skills acquired to avoid wastage of valuable resources. In essence,  partial employment of the skills acquired during the training period might result in poor performance and thereby tarnish the image of the nursing profession. The report establishes that partnership between the various professionals in the health sector is a major transformational tool. In this regard, it can be identified that the nurses should form workplace relationship with medical professionals in the various areas of occupation. However, the government should establish structures that facilitate smooth interaction of nurses and other medical partners (Leininger, 2005).

Youth Work & Poverty (REACTION PAPER) Research Paper

Youth Work & Poverty (REACTION ) - Research Paper Example I agree with this contention because education empowers individuals with knowledge and skills that help them to exploit new opportunities of personal and professional growth. It also ensures that they are better equipped to make decisions based on informed choices which enhance their scope of employment. The increasing poverty forces the youth to abandon their studies in favor of work that is necessary for human survival. Moreover, while 16% youth is unemployed, by the age of 23 years, 41% of them end up being arrested at least once for something other than minor traffic violation (dol). This is hugely pertinent fact because it reveals the subtle trend in the current generation towards criminal acts and unlawful activities. The problems of the youth and the deteriorating level of education have emerged as crucial social factors that adversely impact the socio-economic development of the nation (Doob, 38; Conger & Donnellan, 179). It not only deprives the future of the nation with their dreams but also considerably adds to the burden of public welfare plans. One of the interesting questions that it raises is why one of the richest and the most developed nation of the world has not been able to motivate its youth for higher education as two out of every three unemployed youths have high school certificate or less (dol). Their lack of education either makes them jobless or earn much less than their peer group who are better qualified. It often results in low esteem and tendency towards unlawful activities for enjoying the lifestyle that they believe they are entitled for! (Abramsky, 29). Thus education becomes vital tool for the young people to ensure that they are better equipped with skills and qualifications to avail new opportunities of work and contribute to the development of the nation. The educational level has emerged as key element that significantly widens the scope of getting good jobs. It cuts across the divide of

Are reason and emotion equally necessary in justifying moral decisions Essay

Are reason and emotion equally necessary in justifying moral decisions Theory of Knowledge - Essay Example 2006). The fact about reason and emotion being the same, there have been various questions involving the nature of the two concepts, one pertinent being "are reason and emotion equally necessary in justifying moral decisions" Only a meticulously analyzed study and discussion of the question may find an exact answer to this. Therefore, the most focal thrust of this discussion has been the question in the backdrop of the issues of abortion and ethnic cleansing. Abortion which is "the removal of a fetus from the body of its host (a pregnant woman) which typically results in the death of the fetus" (What is abortion 2004) and ethnic cleansing, "the attempt to create ethnically homogeneous geographic areas through the deportation or forcible displacement of persons belonging to particular ethnic groups," (Ethnic Cleansing. 2008) are the most obvious present issues which magnetize our rational and emotional deliberation of the issues in arriving at moral decisions. Consequently, in this discussion, we try to find out the magnitude of both the philosophical concepts in our moral decisions. "Everything human is part emotion and part reason All domains of knowledge lie somewhere between these two end points; with music being the end of the line at emotion and mathematics being at the end of the line at reason" (Human Essence is Pattern! 2006). A comprehensive analysis of the issues of abortion and ethnic cleansing clarifies why emotion gives you musical effect and reason mathematical. On the one hand, these issues are to be looked at and comprehended on the basis of emotion so as to side with the suffering, the affected, and the neglected. It is necessary to see things in this direction so that the moral considerations are given due attention. When we discuss the consequences of abortion and ethnic cleansing, we need to identify the moral factors that make the people miserable and victimized. In this sense, emotion has a wider relevance and scope in moral issues concerning humanity. As the Bhagavad Gita establishes, it "has the advantage of being open to all, the weak and the lowly, the illiterate and the scholar. It is seen to be as efficacious as any other method and is sometimes said to be stronger than the others, since it is its own fruition, while other methods are means to some other ends" (Diploma Program, Theory of knowledge Guide. 2008). However, on the other hand, moral decisions cannot always be arrived at by considering emotion alone as it would be a thoughtful activity. The basic characteristic of human beings, as may be by far identified, is that they are rational beings and therefore we need to use our reason as well as emotion in taking moral conclusions. "David Hume wrote that reason is a "slave to the emotions." But new research suggests that in our moral decision-making, reason and emotion duke it out within the mind" (Shea 2006). For a better understanding of the concepts, let us consider the issues of abortion and ethnic clearance and analyze the role of emotion and reason in arriving at the right moral conclusions. First we will examine the role of emotion and reason in making a moral decision on the significant and often discussed issue of abortion. Abortion is a topic of common discussions and most