Wednesday, October 30, 2019
Generalized anxiety disorder Essay Example | Topics and Well Written Essays - 750 words
Generalized anxiety disorder - Essay Example Prior to the conclusion, the researcher will provide some recommendations on how a person could avoid experiencing GAD. A generalized anxiety disorder is normally characterized with chronic anxiety or exaggerated worry or tension. (Haines, 2005) In the process, people who are going through GAD are normally restless, easily fatigue and irritable. (Medscape Medical News, 2003) In fact, most of these patients often expect serious problems to happen with regards to their health, money, family life including their work or school activities and performance. The problem with GAD is that patients are unable to control the degree of their worrying. In most cases, extreme worrying, fear and anxiety significantly affect the normal functioning of their everyday life. months. (Robins and Regier, 1991) Several studies also reveal that GAD can be triggered by a person’s genes (Kendler et al., 1992) or the abnormal level of neurotransmitters in the brain. (Stephens, 2005) Environmental factors such as the death of a loved one, divorce cases, losing or changing jobs or schools and any other traumatic and stressful situations like physical, mental or emotional abuse could trigger the presence of GAD. People who are suspected to experience GAD are normally diagnosed through questioning of their medical history combined with physical examination. (Haines, 2005) Basically, there is not laboratory test that could diagnose GAD. Instead, physicians normally base their diagnosis by looking for any signs of physical illness and the causes, duration, and seriousness of these symptoms. Among the common symtoms of GAD includes stiff muscle, inability to relax, irritability, insomia and other physical symtoms like fatigue, trembling, muscle tension, headache and irritability. (Stephens, 2005) GAD is commonly treated either through proper medication particularly the benzodiazepines or tranquilizers such as Valium, Ativan, Librium and Xanax. Other pharmacological drugs
Monday, October 28, 2019
Accident, Illness and Emergency Policy for Childminders Essay Example for Free
Accident, Illness and Emergency Policy for Childminders Essay The safety of children in my care is paramount and it is my policy to take necessary steps to keep children safe when they are in my care. I will promote good health, will prevent accidents and take steps to prevent the spread of illness and infection. I have a responsibility to all children in my care to ensure that a safe and healthy environment is provided at all times. I hold contact details of parents (or another appropriate person, such as grandparent) at all times, provided by parents and stored securely within the child’s records. I hold written permission from each of the children’s parents in the child’s record form files to enable me to seek emergency treatment for their child if it’s needed. As a registered childminder I am required to notify Ofsted of any serious accidents, illnesses or injuries of any child whilst in my care within 14 days of an incident occurring. I will ensure that my pets are safe to be around children and do not pose a health risk. ACCIDENT POLICY As a registered childminder, I am legally required to have a valid first aid certificate. This enables me to administer basic first aid treatment, and my first aid boxes are clearly labelled and easily accessible and are stored in the outside and inside play-room’s. Parents are asked to sign an accident book if injuries occur whilst in my care. Also if a child should come into my care with an injury of any kind, the parent will be asked to sign the book reporting the injury. Parent/guardian will be contacted immediately. I will use my best judgement as to how other children will be looked after. You would be consulted about this by phone. There is a parent ring round provision in the event of an emergency to inform all parents of children under my care. If an accident or incident involving a child in my care may result in an insurance claim I will contact my public liability insurance provider to discuss my case and be allocated a claim number. This may involve discussing details of the child in my care with a third party. ACCIDENT PROCEDURE In the event of an accident whilst the child is in my care, I will: †¢ deal with any minor accidents. †¢ record all information, including names of witness(es), in the accident book. †¢ request parents, on picking up the child / children, to sign the accident book and read the information regarding the incident. †¢If I am unable to get hold of parents or other named appropriate adult, he/she will immediately be taken to see a doctor at Bishops Waltham Health Centre – or hospital if necessary and I will stay until parent arrives In the event of an accident in the home: †¢ Parents must inform me of any accident at home and record it in the accident at home area of the accident book. Further observation of injury on a child which has not been reported to me by the parent nor occurred whilst in my care, parents will be asked for information on the incident and instructed to write in the back of the accident book. In the event of me being subject to an accident: If I have an accident, I will get the nearest responsible adult to help, while my emergency back-up people are being contacted. I will do my best at all times to make sure the children in my care are safe, reassured and kept calm. ILLNESS POLICY I will do everything I can to take care of your child if they are feeling unwell by comforting them and giving them appropriate medicine you have approved and have signed a declaration permitting me to administer. If I am in need of support or advice regarding a serious illness or incident involving a child in my care I may contact National Childminding Association who will log information regarding the incident with regard to their safeguarding policy. A NCMA designated officer will be assigned to my case and all the information given to them will be kept confidentially unless their appear is to be a child protection issue which will be reported accordingly. ILLNESS PROCEDURE You must inform me if your child has been ill overnight or the previous day. I might have other children I am taking care of and need to ensure your child does not have an infectious illness. Medicines will be kept in a safe place and will be logged in the ‘medicine book’. However, if you child arrives ill, I will take a decision as to whether the child is fit to attend or not. If not, the parent will be asked to take the child home. If your child becomes ill whilst in my care, I will: 1.Contact you for agreement to administer ‘calpol’ (if appropriate and agreed) and if your child remains ill after one hour you will be asked to collect your child and make a doctors appointment. 2.You will be required to keep your child at home until they are recovered so that your child can be cared for on a one to one basis at home. 3.In the following circumstances children may be required to stay at home: Diarrhoea and/or vomiting, a rash, conjunctivitis. 4.If I am unable to get hold of parents or other named appropriate adult, he/she will immediately be taken to see a doctor at Bishops Waltham Health Centre – or hospital if necessary and I will stay until parent arrives Infectious illness: In the event of your child contracting chicken-pox, mumps, measles etc, or a fever or temperature of 101 degrees Fahrenheit, or 38 degrees centigrade or over your child will not be able to attend under my care and must remain at home. EMERGENCY POLICY Parent/guardian will be contacted immediately. In the event of an accident requiring hospital treatment, I will attempt to inform the parents immediately and take the child to hospital. I will stay with the child until the parents arrive. EMERGENCY PROCEDURE As a registered Child-Minder and trained paediatric first aider, I will ensure that the most appropriate treatment is given or acted upon for your child in my care; however if I have more than 1 child in my care, I will use my best judgement as to how other children will be cared for. Initial action will be reporting the incident to the parent by phone. We practice a parent ring round provision in the event of an emergency to inform all parents of children under my care. If parents do not arrive or I am unable to contact them, I will stay with the child until the appropriate treatment has been given and then return home where your child would be cared for until the arrival of the parent
Saturday, October 26, 2019
Oxymorons :: essays research papers
OXYMORONS A  ·Ã‚     Act naturally  ·Ã‚     Advanced BASIC  ·Ã‚     Almost exactly  ·Ã‚     Alone together  ·Ã‚     American English  ·Ã‚     Authentic replica  ·Ã‚     Awfully good B (Top)  ·Ã‚     Bad luck  ·Ã‚     Baked Alaska  ·Ã‚     Bittersweet  ·Ã‚     Black light  ·Ã‚     Blank expression  ·Ã‚     Business ethics  ·Ã‚     Butthead C (Top)  ·Ã‚     California expressway  ·Ã‚     Cardinal sin  ·Ã‚     Christian Scientist  ·Ã‚     Civil war  ·Ã‚     Classic novel  ·Ã‚     Classically modern  ·Ã‚     Clearly confused  ·Ã‚     Cold comfort  ·Ã‚     Communist leader  ·Ã‚     Conspicuous absence  ·Ã‚     Constant change  ·Ã‚     Cowardly lion  ·Ã‚     Criminal justice D (Top)  ·Ã‚     Deafening silence  ·Ã‚     Death benefits  ·Ã‚     Definite maybe  ·Ã‚     Deliberate thoughtlessness  ·Ã‚     Down escalator  ·Ã‚     Dry wine  ·Ã‚     Dynamic equilibrium E (Top)  ·Ã‚     Eloquent silence  ·Ã‚     European Community  ·Ã‚     Evaporated milk  ·Ã‚     Even odds  ·Ã‚     Exact estimate  ·Ã‚     Extensive briefing  ·Ã‚     Extinct life  ·Ã‚     Eyes Wide Shut G (Top)  ·Ã‚     Fairly dark  ·Ã‚     Famous Belgians  ·Ã‚     Feminine logic  ·Ã‚     Forgotten memories  ·Ã‚     Found missing  ·Ã‚     Free love  ·Ã‚     Freezer burn  ·Ã‚     Fresh-frozen  ·Ã‚     Friendly fire  ·Ã‚     Front end  ·Ã‚     Fun run  ·Ã‚     Fuzzy logic G (Top)  ·Ã‚     Genuine imitation  ·Ã‚     Good grief  ·Ã‚     Government organization  ·Ã‚     Government service  ·Ã‚     Great Britain  ·Ã‚     Great Depression  ·Ã‚     Guest host H (Top)  ·Ã‚     Hell's Angels  ·Ã‚     Highly underestimated  ·Ã‚     Holy war  ·Ã‚     Homeless shelter  ·Ã‚     Hopelessly optimistic I (Top)  ·Ã‚     Idiot savant  ·Ã‚     Ill health  ·Ã‚     Include me out  ·Ã‚     Industrial park  ·Ã‚     Instant classic  ·Ã‚     Intense apathy J (Top)  ·Ã‚     Job security  ·Ã‚     Jumbo shrimp L (Top)  ·Ã‚     Least favorite  ·Ã‚     Light heavyweight  ·Ã‚     Liquid gas  ·Ã‚     Little giant  ·Ã‚     Live recording  ·Ã‚     Living dead  ·Ã‚     Loosely packed  ·Ã‚     Loose tights M (Top)  ·Ã‚     Make haste slowly  ·Ã‚     Managed competition  ·Ã‚     Microsoft Works  ·Ã‚     Mild abrasive  ·Ã‚     Mild enthusiasm  ·Ã‚     Military intelligence  ·Ã‚     Minor crisis  ·Ã‚     Modern history N (Top)  ·Ã‚     Natural additives  ·Ã‚     Noble savage  ·Ã‚     Non-alcoholic beer  ·Ã‚     Non-working mother  ·Ã‚     Normal deviation  ·Ã‚     Nothing much  ·Ã‚     Numb feeling O (Top)  ·Ã‚     Oddly appropriate  ·Ã‚     Old news  ·Ã‚     Only choice  ·Ã‚     Open secret  ·Ã‚     Original copy P (Top)  ·Ã‚     Paid volunteer  ·Ã‚     Paperless ofice  ·Ã‚     Passive aggression  ·Ã‚     Peace force  ·Ã‚     Peace offensive  ·Ã‚     Peacekeeper missile  ·Ã‚     Plastic wood  ·Ã‚     Positively cynical  ·Ã‚     Press release  ·Ã‚     Pretty ugly  ·Ã‚     Pronounced silence R (Top)  ·Ã‚     Random order  ·Ã‚     Rap music  ·Ã‚     Real potential  ·Ã‚     Recorded live  ·Ã‚     Resident alien  ·Ã‚     Rock opera  ·Ã‚     Rolling stop S (Top)  ·Ã‚     Safe sex  ·Ã‚     Safety hazard
Thursday, October 24, 2019
Part Six Chapter I
Weaknesses of Voluntary Bodies 22.23 †¦ The main weaknesses of such bodies are that they are hard to launch, liable to disintegrate †¦ Charles Arnold-Baker Local Council Administration, Seventh Edition I Many, many times had Colin Wall imagined the police coming to his door. They arrived, at last, at dusk on Sunday evening: a woman and a man, not to arrest Colin, but to look for his son. A fatal accident and ‘Stuart, is it?' was a witness. ‘Is he at home?' ‘No,' said Tessa, ‘oh, dear God †¦ Robbie Weedon †¦ but he lives in the Fields †¦ why was he here?' The policewoman explained, kindly, what they believed to have happened. ‘The teenagers took their eye off him' was the phrase she used. Tessa thought she might faint. ‘You don't know where Stuart is?' asked the policeman. ‘No,' said Colin, gaunt and shadow-eyed. ‘Where was he last seen?' ‘When our colleague pulled up, Stuart seems to have, ah, run away.' ‘Oh, dear God,' said Tessa again. ‘He's not answering,' said Colin calmly; he had already dialled Fats on his mobile. ‘We'll need to go and look for him.' Colin had rehearsed for calamity all his life. He was ready. He took down his coat. ‘I'll try Arf,' said Tessa, running to the telephone. Isolated above the little town, no news of the calamities had yet reached Hilltop House. Andrew's mobile rang in the kitchen. †Lo,' he said, his mouth full of toast. ‘Andy, it's Tessa Wall. Is Stu with you?' ‘No,' he said. ‘Sorry.' But he was not at all sorry that Fats was not with him. ‘Something's happened, Andy. Stu was down at the river with Krystal Weedon, and she had her little brother with her, and the boy's drowned. Stu's run – run off somewhere. Can you think where he might be?' ‘No,' said Andrew automatically, because that was his and Fats' code. Never tell the parents. But the horror of what she had just told him crept through the phone like a clammy fog. Everything was suddenly less clear, less certain. She was about to hang up. ‘Wait, Mrs Wall,' he said. ‘I might know †¦ there's a place down by the river †¦' ‘I don't think he'd go near the river now,' said Tessa. Seconds flicked by, and Andrew was more and more convinced that Fats was in the Cubby Hole. ‘It's the only place I can think of,' he said. ‘Tell me where – ‘ ‘I'd have to show you.' ‘I'll be there in ten minutes,' she shouted. Colin was already patrolling the streets of Pagford on foot. Tessa drove the Nissan up the winding hill road, and found Andrew waiting for her on the corner, where he usually caught the bus. He directed her down through the town. The street lights were feeble by twilight. They parked by the trees where Andrew usually threw down Simon's racing bike. Tessa got out of the car and followed Andrew to the edge of the water, puzzled and frightened. ‘He's not here,' she said. ‘It's along there,' said Andrew, pointing at the sheer dark face of Pargetter Hill, running straight down to the river with barely a lip of bank before the rushing water. ‘What do you mean?' asked Tessa, horrified. Andrew had known from the first that she would not be able to come with him, short and dumpy as she was. ‘I'll go and see,' he said. ‘If you wait here.' ‘But it's too dangerous!' she cried over the roar of the powerful river. Ignoring her, he reached for the familiar hand and footholds. As he inched away along the tiny ledge, the same thought came to both of them; that Fats might have fallen, or jumped, into the river thundering so close to Andrew's feet. Tessa remained at the water's edge until she could not make Andrew out any longer, then turned away, trying not to cry in case Stuart was there, and she needed to talk to him calmly. For the first time, she wondered where Krystal was. The police had not said, and her terror for Fats had obliterated every other concern †¦ Please God, let me find Stuart, she prayed. Let me find Stuart, please, God. Then she pulled her mobile from her cardigan pocket and called Kay Bawden. ‘I don't know whether you've heard,' she shouted, over the rushing water, and she told Kay the story. ‘But I'm not her social worker any more,' said Kay. Twenty feet away, Andrew had reached the Cubby Hole. It was pitch black; he had never been here this late. He swung himself inside. ‘Fats?' He heard something move at the back of the hole. ‘Fats? You there?' ‘Got a light, Arf?' said an unrecognizable voice. ‘I dropped my bloody matches.' Andrew thought of shouting out to Tessa, but she did not know how long it took to reach the Cubby Hole. She could wait a few more moments. He passed over his lighter. By its flickering flame, Andrew saw that his friend's appearance was almost as changed as his voice. Fats' eyes were swollen; his whole face looked puffy. The flame went out. Fats' cigarette tip glowed bright in the darkness. ‘Is he dead? Her brother?' Andrew had not realized that Fats did not know. ‘Yeah,' he said, and then he added, ‘I think so. That's what I – what I heard.' There was a silence, and then a soft, piglet-like squeal reached him through the darkness. ‘Mrs Wall,' yelled Andrew, sticking his head out of the hole as far as it would go, so that he could not hear Fats' sobs over the sound of the river. ‘Mrs Wall, he's here!'
Wednesday, October 23, 2019
Explore the presentation of revenge in ‘Hamlet’ Essay
Revenge is a key theme in Hamlet. It is not only essential to understanding Hamlet’s character, it forms the structure for the whole play, supporting and overlapping other important themes that arise. Though it is Hamlets revenge that forms the basis for the story, tied into this is the vengeance of Laertes and Fortinbras, whose situations in many ways mirror Hamlets’ own. By juxtaposing these avengers, Shakespeare draws attention to their different approaches to the problem of revenge and how they resolve these. see more:theme of revenge in hamlet The idea of revenge is first introduced by the appearance of the ghost in act 1 Scene 5, and linked to this is the theme of hell and the afterlife. At the end of this scene, Hamlet is irreversibly bound to revenge for the duration of the play, ‘speak, I am bound to hear’ ‘So art thou to revenge’. The ghost appears with the sole aim of using his son to obtain revenge on his brother, and so every word he speaks is designed to enrage Hamlet and stir in him a desire for vengeance. He uses very emotive language to exaggerate the enormity of the crime, and he concentrates Hamlet’s attention on the treachery of Claudius. His description of the murder itself demonises Claudius and contains many references to original sin, ‘the serpent that did sting thy fathers life now wears his crown. ‘ Hamlet, who has been brought up with absolute notions of good and evil, is susceptible to these religious references, ‘o all you host of heaven! O earth! And shall I couple hell? ‘ It is ironic that the ghost refers to his own torment, trapped in purgatory, in order to demonstrate to Hamlet the injustice of the situation, yet this serves only to warn Hamlet of the possible consequences of revenge. Instead of enraging him, Hamlet is now wary of acting rashly or without proof as it could place him in a similar situation to his father. The other revengers in the play do not have this wariness, they act immediately without considering the spiritual consequences and it is unclear whether Hamlet would have had a similar attitude had he not been inadvertently alerted to this danger by old Hamlet’s ghost. Though Hamlet’s immediate reaction to news of his father’s murder is one of anger and a desire for action, by the end of the scene his desire for revenge is already blunted, for a number of reasons. Unlike Laertes and Fortinbras, Hamlet receives the information of his father’s murder from a secret and unreliable source, which means that not only is he unsure of the truth, he is forced to act out his revenge in secret. Throughout the play, Hamlet frustrates the audience with his lack of action, especially as all around him his contemporaries are visibly taking their own revenge. Fortinbras is in a similar situation to Hamlet, as his father had been murdered by old Hamlet and his land taken. The land itself is worthless and Fortinbras stands to lose more than he can gain; yet like Hamlet it is a matter of honour. Both are exacting revenge for something that nobody else cares for or remembers; a dead king for whom nobody grieves and a patch of worthless land. Part of Hamlet’s dilemma is the moral question of whether his desire for revenge is worth disrupting and endangering the lives of all those around him, ‘whether ’tis nobler in the mind to suffer the slings and arrows of outrageous fortune, or take arms against a sea of troubles and by opposing end them’ However, unlike Hamlet Fortinbras does not pause to contemplate the idea of revenge; he acts on it, ‘sharked up a list of lawless resolutes’ and marched on Denmark. The difference in their characters is obvious; Fortinbras’ character matches his name, ‘strong in arm’. He is a man of action, not of words, he has a strong presence and a commanding attitude which demands obedience, ‘Go captain, from me greet the Danish king’ ‘I will do’t my lord’. Fortinbras’ situation is infinitely less complex than Hamlet’s own; the boundaries between good and evil, personal and public, right and wrong, are for him, clearly defined. He is able to act openly, uninfluenced by friends and family. Hamlet on the other hand is surrounded by people who have obligations to both himself and the king, and is therefore unsure of whom to trust. Hamlets dilemma is founded on this; that any action he takes carries with it risks and possible consequences which could destroy the foundation of his very existence, so he hesitates and does nothing, all the while hating himself for his inaction, ‘makes us rather bear those ills we have than fly to others that we know not of’. The problem for Hamlet is that the murder is too close to home, so he is unable to define the boundaries between personal and public. He cannot publicly confront Claudius without proof because he risks losing his claim to the thrown, alienating his friends and family and being exiled from Denmark, as it would be seen as an attempt by the prince to regain the throne, rather than a son avenging his fathers murder. On top of this Hamlet hopes to avoid jeopardising his relationship with his mother, but at the same time he wants revenge on her for her betrayal. In order to fully understand Hamlet’s psyche and therefore the reasoning behind his actions, it is important to understand how religion affected all aspects of life in Elizabethan times. It was believed that a person who was able to confess his sins before death would be absolved and therefore go to heaven, but if a person were unable to do this their soul would be condemned to purgatory until they were able to confess and repent. Old Hamlet’s soul is in purgatory and Hamlet wants Claudius to suffer the same fate, ‘a villain kills my father and for that, I his sole son do this same villain send to heaven. Why, this is hire and salary not revenge. ‘ For this reason Hamlet has to wait for the opportune moment to kill Claudius, ‘when he is drunk asleep, or in his rage, at game, a-swearing or about some act that has no relish of salvation in it’. However, the other problem which religion creates is that of Hamlets own afterlife. If murder for revenge is wrong then by killing Claudius, Hamlet condemns his own soul along with that of Claudius’. On the other hand, Hamlet is honour bound to exact revenge for his father’s murder, and the consequences of not doing so could be even more drastic. Even suicide offers no solution, as ‘the dread of something after death, the undiscovered country from whose bourn no traveller returns, puzzles the will, and makes us rather bear those ills we have than fly to others we know not of’. Hamlets indecisiveness is not just a result of his uncertainty about the consequences his actions will have. He is in emotional turmoil at this point in the play, and is feeling betrayed and rejected by those whom he had relied on so far in his life. His anger and frustration at his mother’s behaviour is amplified by her lack of grief, and his desire for revenge at the start of the play is mainly fuelled by his own grief and a sense of injustice. His anger towards Claudius diminishes, as he is distracted form revenge by more immediate concerns, such as his relationships with Ophelia and with his mother. Part of Hamlets feelings of isolation stem from what he sees as betrayal by his friends, Rosencrantz and Guildenstern, and his lover Ophelia. Hamlets critical relationship with Claudius forces all three to take sides, and decide to whom they owe the strongest allegiance. Ophelia’s father Polonious, Claudius’ right hand man, instructs her to shun Hamlet and, as his dependant she is forced to obey him. Women were viewed as property during Shakespearian times, and without a male protector her future prospects were slim. Also, the emphasis placed on family duty and loyalty was far greater, so to disobey her father would be tantamount to treason. Rosencrantz and Guildenstern were given a direct order from their king, so to disobey would actually have been treason. Added to this was their ignorance of Hamlets situation due to both Hamlet and Claudius’ deceit, which meant that they were unsympathetic with Hamlets mental instability and obsession with old Hamlets death. Hamlet refuses to recognise the impossible situation his friends were placed in, and resents them for abandoning him when he needs them most, even though it is his feud with Claudius that has forced them to into it. Feeling betrayed, he has no compunctions in using them to further his own gains. All three are, ultimately, fatalities of Hamlets vendetta against Claudius, as Hamlet brings about the deaths of Rosencrantz and Guildenstern and drives Ophelia to madness and suicide. Ophelia especially is very much a victim, as in obeying her father she loses Hamlet, and when Hamlet kills Polonious she loses him as well. With Laertes away, she has no-one left to protect her and is very much alone. In many ways, Hamlet himself is a victim of revenge, as he used as a tool by his father, to instigate revenge against old Hamlets killer. By placing this obligation on Hamlet, on top of all his emotional instability, Old Hamlet effectively pushes his son over the edge and renders him incapable of decisiveness. It is unsurprising that Hamlet is unable to take revenge or in fact make any significant decisions, as he is under considerable emotional and mental strain. Laertes is in a similar situation, as Hamlet his friend has murdered his father and driven his sister to madness. His vulnerable state of mind makes it easy for Claudius to use him as a tool against Hamlet, so the two friends become instruments in the power struggle between the two brothers, a struggle which crosses the divide between life and death. Laertes’ situation resembles Hamlet in other ways. They are joined by their love for Ophelia, Hamlet as a lover and Laertes as a brother. When Laertes returns to find his father murdered, he faces the same dilemma that Hamlet originally had in that, as far as he knew, the king of Denmark had murdered his father. Unlike Hamlet who promptly chose to employ deceit in order to combat Claudius’s deceit, when Laertes discovers this he immediately confronts Claudius. By doing this he achieves his revenge far sooner than Hamlet, but consequently becomes a tool for Claudius against Hamlet. These two revengers differ in their approach to revenge, but ultimately they come to the same end. They both fall victim to the corruption that surrounds the court of Denmark, with Claudius at the centre. Claudius’ use of deceit throughout the play hides the truth under a veil of dishonesty. Claudius uses other people as tools to achieve his aims, so if they fail he escapes the brunt. He uses Polonious, he uses the king of Norway against Fortinbras, and finally he uses Laertes against Hamlet himself. His corrupting influence means that nobody in Denmarck knows the truth, and Hamlets only attempt to break this veil of deceit causes the death of Polonious instead of Claudius. In act 3 scene 3, Shakespeare uses the curtain concealing Polonious as a metaphor for the corruption surrounding Denmark, making it impossible for Hamlet to take revenge as he is unaware of the truth. Though Hamlet tries to cut through the curtain, he fails and ends up killing the wrong man. This shows him that it is no good trying to confront the problem, he must remove the cloak of deceit and reveal Claudius for what he truly is before he can take his revenge. Though Hamlet tries to get around this problem by being deceitful himself, and Laertes tries to confront the problem face on, both end up being used as weapons in a fight that kills them both. The ending of the play is very satisfying despite, or perhaps because of, the deaths of nearly all the characters. For a neat ending, it was necessary that all the characters achieve their revenge, and as there were so many intertwining strands of revenge, it was inevitable that a large proportion of characters would be killed. The play ends with a new beginning, as the corruption at the heart of Denmark dies with Claudius and Hamlet. Hamlet succeeded in taking revenge on Claudius and revealing the truth about his character, and Laertes succeeded in killing Hamlet but died in the process. All this clears the way for Fortinbras, who we see is far more suited to leadership than the indecisive Hamlet. Fortinbras was more successful in his revenge than Hamlet and Laertes for a number of reasons. He is not held back by the dilemma that freezes Hamlet; of having to choose between betraying his fathers trust or losing the throne and alienating everyone he loves. Hamlet is held back by his proximity to Claudius and the situation, whereas Fortinbras is free to act uninfluenced by the people around him. Another factor in Fortinbras’ favour is that, unlike both Hamlet and Laertes, Fortinbras made the decision to take revenge alone, so it was entirely his responsibility. Revenge has to be nurtured in Hamlet and Laertes, and both are used as tools in the ongoing feud between the two brothers. Fortinbras is a man of action, and doesn’t waste time pondering the philosophy behind the revenge mentality, as Hamlet does. And unlike Laertes, he plans and organises his revenge, he doesn’t rush straight into confrontation unprepared. In fact, he represents the best qualities of both of them, so it is fitting that it is he who emerges with not only his life, but the throne of Denmark to go with it.
Tuesday, October 22, 2019
Difference Between French and American Revolution Essays
Difference Between French and American Revolution Essays Difference Between French and American Revolution Essay Difference Between French and American Revolution Essay While there are quite a few striking similarities between the French and American Revolutions, there are equally as many differences. Both the French and the American Revolution stem from ideals of Enlightenment, wherein the public wanted to be free from oppressive and tyrannical rulers, and put power back into the hands of the people. The French revolution was a result of lower classes fighting to overthrow a government within their own country out of a need for welfare and financial security. The people of France were starving as taxes kept rising in order to keep aristocrats in the lap of luxury. The American Revolution started because of the need to feel justice, fairness and equality; America already had a large degree of self government. Britain treated the America’s as a territory instead of an extension of their land and their people which resulted in Americans fighting an overseas king to become and independent nation breaking away from British rule. Both the American and the French Revolution had key leaders, impacting the direction each countries Revolution would take. Both the American and the French leaders had a huge impact on how violent each war would turn out to be. American’s had Thomas Jefferson and George Washington who helped shape the country, the government, and the people in a positive and significant way; leading to an almost non violent transition. France had leaders who, although are an crucial part of history, didn’t have a constructive impact on the country or the people. Unlike the leaders of America, the leaders of France caused more destruction and harm than good. The French people looked to these leaders for help in deciding which kind of government would be most advantageous for them. Debatably, one of the most prevalent leaders of France was Maximillien Robespierre, who demanded a republic; his demands were met when the monarchy was overthrown, and King Louis XVI was executed. Maximillien Robespierre brought about was the â€Å"rein of terror†killing anyone who was in support of a monarchy or tyrannical type government, where up to as many as forty thousand people were killed by guillotine. In the French Revolution, people were fairly split on what they wanted to happen resulting in a radical change of goals throughout the war; which later led to a civil war. The American people sent a Declaration of Independence stating our intention to break away from British rule and become our own independent country. The goals of the American people remained nearly the same from start to finish. The Americans were never violent towards supporters of British monarchy, like the French were. In conclusion, The American and French Revolution were started on the same basic fundamentals such as leaders, enlightenment, and ideology. The French people looked toward America as an example of what they sought for their own country; however, because of the difference in leaders and ideals, each country’s Revolution took a fundamentally different turn, but having almost the same conclusion. In France, leaders such as Robespierre and Napoleon with their eventual dictatorship helped France rid itself of a monarchy indefinitely, leading to a democracy. In America Leaders such as George Washington and Thomas Jefferson also helped America evolve into a democratic government.
Monday, October 21, 2019
Standardized Testing vs Portfolio Assessment
Standardized Testing vs Portfolio Assessment Free Online Research Papers Portfolios and standardized testing are two ways of assessing individual progress. Portfolios can be used to assess students on an individual basis, but this type of assessment may be difficult to use to compare one student to another. To make it standardized across large groups of people in a meaningful way could be too subjective. Standardized tests like ACT and SAT are generally better at comparing one student to another because they minimize the subjectivity. Standardized testing can be used as a system to assess students from different schools. Different methods of assessing students are useful in a variety of settings and for an assortment of purposes. David Boyanton (2009) and a group of educators conducted a study to determine if the emotions felt by a student could affect the outcome of the student’s learning. Although emotion usually is not considered in assessing learning, this study showed that emotion played a significant role in the learning process. Emotions are used during the procedure of learning, and as a result of learning. â€Å"When a student is truly engaged in learning, he will naturally produce some emotion during or at the end of the class. Further, this emotional involvement does not have to be always positive. Rather, it can be either positive or negative†(Boyanton, 2009, p. 67). The study encompassed a type of learning system that students engaged in. The students were then assessed using portfolios based upon this system, known as CES. â€Å"CES proposes that student learning can be inferred through three student characteristics: cognitive continuity, emotional involvement, and social harm ony†(Boyanton, 2009, p.69). Most students engage in conversations or communicate with each other outside of the classroom. Cognitive continuity refers to this type of interaction. A display of strong emotion, either negative or positive, incorporates the emotional involvement component. Social develops when students feel a sense of belonging and the students feel a connection to each other (Boyanton, 2009). According to the study, these three characteristics are reliable indicators of classroom learning. Traditional assessments judge the students’ performance by comparing them to others (norm-referenced testing) or by criterion-referenced testing which uses certain standards (Boyanton, 2009). CES examines learning on an individual level by observing changes made by each student. These changes are compared and assessed to determine growth. The CES model evaluates student learning inside of the classroom as well as behavior outside the classroom (Boyanton, 2009). Learning takes on many forms and constantly changes. The perspective of an individual differs from one person to the next. Common learning assessment tools generally look at learning as stable and within a whole group. CES takes the approach to learning as a changing, individualized, and building experience (Boyanton, 2009). â€Å"CES was to provide a model for instructors to determine how well the students have learned, it does not indicate what the students have learned, how much they have learned, or how wel l they are able to apply what they have learned†(Boyanton, 2009, p. 70). Furthermore, CES does not consider whether the knowledge will be retained, whether student behavior will be influenced or whether students will be able to generalize the information they learned (Boyanton, 2009). Motivation can be a powerful emotion as related to learning. The relationship between student’s motivation to read and their performance on standardized testing is one factor to consider in assessment (Mucherah, 2008). Students who are motivated in some way to read at school or at home, often score higher on certain standardized tests (Mucherah, 2008). â€Å"Students who had high self-efficacy in reading, enjoyed reading challenging material, and who enjoyed reading different kinds of literary material [are the ones who] performed better†(Mucherah, 2008, p. 229). However, those who were motivated to read more for social reasons did not do as well on the test. Mucherah (2008) points out that reading motivation itself does not necessarily predict performance on a standardized test in reading. While reading for personal interest does not improve performance on standardized tests, reading challenging materials and different types of books does have a positive effect on reading tests (Mucherah, 2008). Even though motivation to read might increase achievement, students should not always be rewarded for reading. Teachers may want to increase intrinsic motivation by varying the ways students are rewarded. â€Å"Further understanding of middle school students’ reading motivation will contribute to the design of classroom and school contexts that expand and strengthen readers’ intrinsic reading motivation and the benefits it provides†(Mucherah, 2008, p. 230). Some critics believe there are several faults with standardized testing. Often these tests mainly assess â€Å"rote memorization and dead facts†(Eisner, 1999, p. 568). Eisner believes that it can be difficult for standardized tests to assess a student’s ability to think critically or problem solve. This type of testing only tells how well the students can store and retrieve information, but not apply the information to different settings (Eisner, 1999). Because of these limitations, a learning assessment model based on learning experiences and projects in the classroom may reflect a more individualized assessment. Other critics of criterion referenced testing, such as Dr. Douglas Reeves, believe that such testing can be detrimental. During the assessment and evaluation symposium Dr. Reeves delivered a presentation titled, â€Å"Toxic Grading Practices.†In the presentation, he described how zeros, big final exam, and using an average for a final grade are harmful to students. Dr. Reeves (2008) strongly advocated teachers to make students accountable by making them complete the assignment rather than giving a zero for the missed work. Jay McClain, principal at Bailey’s Elementary School in Fairfax County, Virginia has similar opinions. In a podcast on PBS.org he explained, â€Å"Data is dangerous if it’s not data that is built on what you feel is important to look at†(2008). When students take a test and you get the results back later, it does not help the teacher to go back and retest. The education reform bill known as No Child Left Behind (NCLB), has int ensified accountability for teachers. The focus should be on the whole child rather than on what the child has been taught. McClain believes that NCLB is too restrictive and does not allow for individual expression (Renaud, 2006). Throughout history, there have been many different ways to educate students. Progressive Education philosophers include John Dewey and William Heard Kilpatrick (Gutek, 2009). Both Dewey and Kilpatrick believed that education should be more than textbooks. Students should be engaged in learning and teachers should consider different aspects of the individual child. Kilpatrick was a strong advocate for a project-based learning environment. Students had hands-on opportunities and developed important skills such as cooperation and analytical thinking (Gutek, 2009). The teaching method developed by John Dewey incorporated some similar concepts. Dewey believed that students learned best through the scientific method and experiences within their environment (Gutek, 2009). Both philosophers seem to embrace a portfolio type of assessment that would more accurately reflect individual learning. Because progressive education ideas center on being engaged, portfolio assessment would clos ely fit with these ideals. Accountability has become an increasingly integral part of education. Most states in the United States embrace a system of accountability for teachers and schools. As the accountability system increases, standardized and norm-referenced testing seems to be the assessments of choice for data collection. This method is generally better for collecting data that compares one student to another or one school to another. Many aspect of education are tied to the results of testing. Funding for schools and teacher salary is often a large component of the data results. Freedom of expression and individualism appear to be lost when schools embrace numerical growth rather than student growth. Each assessment method has a purpose and a specific use. Finding the right balance can be difficult, but is important in order to accurately reflect progress and individual growth. References Boyanton, D. (2009, March). How Do You Know They Are Learning: Introducing the CES Classroom Learning Assessment Model. International Journal of Learning, 15(12), 67- 77. Retrieved June 30, 2009, from Education Research Complete database. Eisner, E. W. (1999). The uses and limits of performance assessment. Phi Delta Kappan, 80(9), 658-660. Retrieved June 30, 2009, from Education Research Complete database. Gutek, G. (2009). New Perspectives on Philosophy and Education., New Jersey: Pearson Education. Mucherah, W., Yoder, A. (2008, May). Motivation for Reading and Middle School Students Performance on Standardized Testing in Reading. Reading Psychology, 29(3), 214-235. Retrieved July 1, 2009, doi:10.1080/02702710801982159 Reeves. D. (2008, Jan.). Toxic Grading Practices. retrieved June 30, 2009 from teachertube.com/members Renaud, J., Merrow, J. (producers). (2006, Oct.). Daily, Weekly, Monthly. Podcast retrieved June 30, 2009 from pbs.org/merrow/rss/media/88.mp3. Research Papers on Standardized Testing vs Portfolio AssessmentStandardized TestingThe Relationship Between Delinquency and Drug UseResearch Process Part OneIncorporating Risk and Uncertainty Factor in CapitalThree Concepts of PsychodynamicArguments for Physician-Assisted Suicide (PAS)Assess the importance of Nationalism 1815-1850 EuropeEffects of Television Violence on ChildrenRelationship between Media Coverage and Social andInfluences of Socio-Economic Status of Married Males
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