Friday, January 24, 2020
Middle Child :: essays research papers
The Art of the Middle Child à à à à à What if you had the opportunity to see something you had never seen before. Would you take a camera? Would you go? Would you give it a thought? This is what goes through the mind of a person like me. More specifically a middle child, they put way too much thought into things. I am Josh, and I am a middle child. Iââ¬â¢ve said it once and one more time wont hurt, being a middle child was hard let me tell you about me. à à à à à Wouldnââ¬â¢t it be funny if we were taught from the top down, makes as much sense as building a house starting with the roof and ending with the foundations? Sometimes is done like this quite often, as a result we have a distinct variety of people known as ââ¬Å"Middle Child Syndrome.â⬠Middle Child Syndrome is not something that occurs often in a family, usually only once but it may happen more than once, I would pick up a book on the subject sometime if you are still curious after reading this. There are a lot of qualities that go into the recipe of making the middle child. Lets go into describing them in terms of myself. à à à à à I have fought to keep an image of myself that I believe should be maintained. When something has come along in the past I have done what I could to keep what I could. A famous speaker once said: ââ¬Å"I believe in coming out and being plain and honest with that which should be made public, and in keeping yourselves that which should be kept. If you have your weaknesses, keep them hid from your brethren as much as you can. You never hear me ask the people to tell their folliesâ⬠¦ do not tell our nonsensical conduct that nobody knows of but yourselves.â⬠Look at the third from last line, ââ¬Å"â⬠¦If you have your weaknesses, keep them hid from your brethren,â⬠--keep them hid. I have pride in my honesty but I have made my mistakes. When I was the age of 11, approximately, I had taken my sister out for a walk. She was about 6 years old and had to be watched like a hawk. I had not got along wither for quite sometime and would blame things on her when we had disputes; everyone in my family had known that. Every time that something happened, I would find a way to pin the situation on my little sister.
Thursday, January 16, 2020
Protestant Reformation and Hamlet S Character
To Do or Not To Do? How many times does one find themselves shirking responsibilities they accepted, or avoiding promises they made? One who often finds himself in such situations, will most likely be able to relate with William Shakespeareââ¬â¢s character, Hamlet. In Hamlet, Hamlet is commanded by his fatherââ¬â¢s ghost to avenge his murder. Whenever Hamlet is presented with an opportunity to do so, he delays his action. Hamletââ¬â¢s inability to act is a product of the time period during which the play was written. Shakespeare wrote Hamlet during the 1600s in Elizabethan England, during the time of the Renaissance and the Reformation. The Renaissance and Reformationââ¬â¢s belief in ghosts, ways of thinking, views on revenge, and doubts about the afterlife cause Hamletââ¬â¢s inability to act on his fatherââ¬â¢s request. The effects of the Renaissance and the Reformation on Hamletââ¬â¢s character, are manifest even before he meets the ghost. Formal mourning was taken seriously during the Renaissance, and most had people heeded a custom (which was usually upheld by a law) which forbade a widow to remarry earlier than a year following the death of her husband. In the start of the play, following his fatherââ¬â¢s death and his motherââ¬â¢s hasty remarriage, Hamlet enters with his suit of black, complete with mourning cloak and hood. At this point, Hamlet is already established as a Renaissance figure. Furthermore, Hamlet asks Gertrude and Claudius if he can return to university. Gertrude replies ââ¬Å"go not to Wittenbergâ⬠(1. 2. 119). Hamlet studied at Wittenberg, a center of the Reformation. Hamletââ¬â¢s past behavior gives evidence that he is affected by the Renaissance and the Reformation. The effect that the Renaissance and Reformation have on his actions is most apparent in his inability to avenge his fatherââ¬â¢s murder. Hamlet learns from the ghost of his father that his death had been a murder, and that ââ¬Å"the serpent that did sting thy father's life now wears his crownâ⬠(1. 5. 46-47). The ghost asks Hamlet to ââ¬Å"Avenge his foul and most unnatural murderâ⬠(1. 5. 26). Hamlet is eager to undertake this responsibility, and says ââ¬Å"Haste me to knowââ¬â¢t, that I, with wings as swift / As mediation or the thoughts of love / May sweep to my revengeâ⬠(1. 5. 30-32). But in actuality, Hamlet rethinks his commitment, and procrastinates. One instance of Hamlet procrastination is when he decides that he will not kill Claudius until he has actual proof of Claudiusââ¬â¢s crime. Hamlet presents Claudius with a play. One sene of the play ââ¬Å"comes near the circumstance,â⬠(3. 2. 76) itââ¬â¢s plot is similar to Old Hamletââ¬â¢s murder. Hamlet tells Horatio to ââ¬Å"Observe mine uncle. If his occulted guilt / do not itself unkennel in one speechâ⬠(3. 2. 79-80). Hamlet wants Horatio to detect any sign of Claudiusââ¬â¢s remorse or guilt. Why does Hamlet suddenly begin to doubt the reality of the ghost? Hamletââ¬â¢s uncertainty is due to his protestant upbringing. ââ¬Å"[Hamlet] attended Wittenberg, a Protestant school . . . and Protestants did not believe in ghostsâ⬠(Neuman). The Reformation had given rise to a new faction of the Church, the Protestants. Hamlet was educated by Protestants, who didnââ¬â¢t believe in ghosts, therefore he is reluctant to accept the ghostââ¬â¢s message. Hamletââ¬â¢s hesitation to believe the ghost can also be related to Renaissance skepticism. Renaissance humanism and individualism, emphasized the belief in human reason, and Humanists started challenging and questioning the world around them. Hamlet is affected by Renaissance skepticism, and therefore is suspicious of the ghostââ¬â¢s reality. Another obstacle that stood in the way of Hamlets revenge was the opposition of the church and state, of Renaissance English, to taking revenge. The state viewed revenge as taking the law into oneââ¬â¢s one hands and undermining the political authority of the state. They felt that the right and correct response to the original crime would be to allow the legal system to take over. The church disproved of revenge because they considered it disgraceful and a result of jealousy and hatred. In their opinion, God was the ultimate avenger. Hamletââ¬â¢s struggles between societyââ¬â¢s opposition to revenge and his own personal desire to avenge his fatherââ¬â¢s death. The belief of the afterlife is another cause for Hamletââ¬â¢s inaction, lies in. The Protestant Reformation caused many debates about the existence of Purgatory and the road to Heaven. Catholics believe that ââ¬Å"how we behave ââ¬â will determine where in the afterlife you will eventually end upâ⬠(Zammit). One who dies in ââ¬Å"Godââ¬â¢s grace and friendship and [is] perfectly purified, live[s] forever in [heaven]. â⬠If one dies and is still ââ¬Å"imperfectly purified,â⬠he will ââ¬Å"undergo purificationâ⬠(biblehistory) in Purgatory. If one dies ââ¬Å"in a state of mortal sin, [he will] descend into hellâ⬠(Catechism of the Catholic Church). On the other hand, Protestants believe that anyone who accepts Jesus, receives him by faith and repents will go to Heaven. Those who reject God are sent to Hell, a place of torment and separation from God. Purgatory is never explicitly mentioned in the bible, therefore Protestants reject the Roman Catholic teaching that there is also a transitional place or process of purification of the soal. According to the Protestants, there is no Purgatory. Hamlet is unsure about the afterlife. At times he accepts the Catholic view, and at other times he trusts the Protestant view. Hamlet is presented with a perfect opportunity to kill Claudius. He approaches a kneeling, praying Claudius, but ââ¬Å"he is consumed with the Christian notion of the afterlife. The conception that if one died while in prayer, they would automatically go to heavenâ⬠(A Christian Excuse for Cruelty). Hamlet wants to kill Claudius ââ¬Å"when he is drunk asleep, or in his rage,/ Or in th'incestuous pleasure of his bed,/ At gaming, swearing, or about some act/ That has no relish of salvation in'tâ⬠(3. 3. 89) so that Claudius will go to Hell. Although in the pervious instance, Hamlet leans towards the Catholic approach, he later discusses his uncertainty about the afterlife. Hamlet feels that if he cannot act, he can at least kill himself to escape his situation. But, in his ââ¬Å"To be or not to beâ⬠soliloquy, Hamlet dismisses his suicidal plans because of his doubts about the afterlife. As Smith points out, at one point in his soliloquy, Hamlet ââ¬Å"thinks for a moment that [death] may be like a deep sleep,â⬠which seems like a fairly pleasant situation. But then, Hamlet wonders, ââ¬Å"To sleep: Perchance to dream: ay thereââ¬â¢s the rub; / For in that sleep of death what dreams may comeâ⬠(3. 1). Hamlet is afraid of the dreams of the after life, the ââ¬Å"pains that the afterlife might bringâ⬠(Smith). Hamlet continues to discuss the ââ¬Å"dread of something after death,â⬠and comes to reject his plans of committing suicide because of his dubiousness of the afterlife. Hamletââ¬â¢s inability to act is largely a byproduct of the time period during which he lived. Hamlet was influenced by societyââ¬â¢s views, doubts and beliefs. Even today, peopleââ¬â¢s actions are largely effected by the characteristics of the time period, and by society's pressures.
Wednesday, January 8, 2020
Asynchronous Environment of FLEXnet Orientation Classroom
FLEXnet Orientation Classroom and Asynchronous Environment Objective The objective of this study is to examine the conduction of a FLEXnet orientation classroom in which the students participation the remainder of the time in an asynchronous environment. Program outcomes include identifying patient confidentiality issues including HIPAA. There are five students enrolled in the class including: (1) Maria Sanchez: Maria is fluent in both Spanish and English and has prior health care work experience; (2) Olga Bartold: Olga is 50 years old and new to the United States. Having come from Germany, she has limited English proficiency and is fluent in German. Olga does not have any experience working in a health care environment; (3) Dr. Ranzin: Dr. Ranzin is from India and speaks fluent English and has several years of experience working in a health care environment; (4) Joe Antone: Joe is a member of the Pima Indian Community. This is Joes first experience working in a health care environment; and (5) Martha Scott: Martha is from the Midwest and has several years of experience working in a health care environment. This study will identify which model would be the most effective to respond to this situation based on the analysis and will answer as to what alternative assessment can be used to evaluate student learning. Introduction The FLEXnet learning model is such that blends the scheduling flexibility of online classes with the face-to-face oral interaction and
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