Exploration of how Shakespeare creates dramatic effect and impact in the two fight scenes Essay Example

Exploration of how Shakespeare creates dramatic effect and impact in the two fight scenes Essay Shakespeares play Romeo and Juliet is a tragic story of conflict caused by contrasting emotions of love and hate between two feuding families (the Capulets and the Montagues), ending in violence and sorrow.Prologue:The Prologue, spoken before the play, reveals the main plot to the audience and prepares them for the themes in the play, as well as giving some background information to set the scene. It also introduces the characters and the scene of the play- two households, both alike in dignity, in fair Verona where we lay our scene. This introduces the two equally-noble families and the city where they live, and it goes on to say, from ancient grudge break to new mutiny. From this the audience learns that there has been a feud between the families for a long time, and that it remains a source of violent and bloody conflict- Where civil blood makes civil hands unclean.The next part of the Prologue introduces the two main characters in the play- from forth the fatal loins of these two foes, a pair of star-crossd lovers take their life. This part reveals that the star crossd lovers Romeo and Juliet are both from the two different conflicting families; Juliet is a Capulet and Romeo is a Montague. Star crossd refers to their destiny in the stars, providing a sense of definite fate. It also tells the audience that Romeo and Juliet die, before the play has even begun. This means the audience will be noticing the things that lead up to their terrible fate (which in the end brings peace to both houses).Act 1 Scene 1:The stage direction at the beginning of the first scene states that Capulet servants Sampson and Gregory are armed with sword and bucklers-this implies they are ready to fight at all times. It emphasizes that there is never a time when the two enemies are at peace with each other, and that anything could lead to a fight. The two servants are instantly shown to have vicious attitudes towards the Montagues, and will not hesitate to provoke violence. Sampson t alks casually about how he would fight with the Montagues and violate their women; I will show myself a tyrant: when I have fought with the men, I will be cruel with the maids: I will cut off their heads. They have no mercy for the opposing enemies, eager to see bloodshed of the Montagues.When Gregory and Sampson meet with Abram and another servant from the Montague household, the first sparks of hostility arise, and with the entrance of the hate-filled Capulet Tybalt, the quarrelling quickly escalates into brutal violence. Benvolio, a Montague (Romeos friend and cousin), enters at the same time as Tybalt, but instead protests to the fight, telling his fellow Montagues to part and asking Tybalt to help him keep the peace; put up thy sword, or manage it to part these men with me. At the thought of cooperation with the enemy, Tybalt denies Benvolio with loathing, saying What, drawn and talk of peace? I hate the word, as I hate hell, all Montagues and thee. Have at thee, coward. The sc ene introduces the two very contrasting characters of Benvolio (peaceful) and Tybalt (violent and aggressive) to the audience.The audience are quickly given a taste of the violence that occurs between these feuding families, as the action takes place after only a few minutes. This shows there is a very unpredictable and temperamental relationship between the two houses. It soon escalates as other citizens of Verona join in, angered with the two families as they destroy the peace of their streets; Down with the Capulets! Down with the Montagues!. Even the two high respectable heads of the houses, Lords Montague and Capulet, want to join the brawl. Lord Capulet shouts at his wife, bring me my long sword! though the wives disagree with their involvement, Lady Capulet replying, a crutch! A crutch! Why call you for a sword?The riot is soon ended when Prince Escalus, the Prince of Verona, enters the scene to interfere, ordering the people to stop. He describes the men as beasts, telling t hem to quench the fire of their pernicious rage. The audience is informed that the opposing families have fought like this several times before, when the Prince says three civil brawls, bred of an airy word, by thee, old Capulet, and Montague, have thrice disturbed the quiet of our streets. This also tells us that all the brawls have been provoked by airy word, meaning by teasing and subtle insults.The Prince goes on to threaten the families that if they show violence in the streets again, there will be fatal consequences; if ever you disturb our streets again, your lives shall pay the forfeit of the peace. The impending threat hanging over the two families creates a dramatic effect in creating a sense of tension, especially in the future when Romeo and Juliet, two members of opposing families, meet and fall in love. The audience know that many others in the families would strongly oppose this and it could lead to many brutal deaths as a consequence of people finding out. Violence is imminent.Romeo is not involved in the fight. The audience finds out that he is instead preoccupied with heartache and longing, but not, surprisingly, for Juliet. At the start of the play Romeo appears to be infatuated with Rosaline, a woman who does not share the feeling of love towards him, and may not even realise his existence. In a conversation with Benvolio, Lord Montague reveals that Romeo has been brooding and hiding himself away for days, in a black and portentous mood. When Benvolio goes to see Romeo, Romeo tells him how he is deeply in love with Rosaline, and how he is out of her favour, where I am in love.His language is full of exaggerated romantic language, such as alas that love whose view is muffled still; this shows that he knows shes not in love with him. Rosaline is in fact a Capulet, cousin of Tybalt, but Romeo, so apparently blinded by love, does not seem to care; O brawling love! O loving hate! (this is an example of an oxymoron). Romeo is convinced he will n ever find anyone more exceptionally beautiful than Rosaline, and he believes he is deeply in love, until he meets Juliet.Benvolio, unhappy at Romeos depression, persuades him to go to (gatecrash) a Capulet party, and tells him that he will see so many more beautiful women that he will forget Rosaline. Benvolio says, be ruled by me, forget to think of her, to which Romeo replies, o, teach me how I should forget to think, and Benvolio says, by giving liberty unto thine eyes; examine other beauties. He wants Romeo to forget Rosaline and move on instead of longing after a woman he will never get.When Romeo hears of the earlier brawl he says, heres much to do with hate, but more with love. This shows he is connecting his feelings to the remains of the brawl. From this, he concludes that although their fight was partly because of the hate between the two families, it is more about the love within each family that caused them to fight against each other.Act 3 Scene 1:In this scene the tens ion is a lot higher, with the audience knowing that Romeo and Juliet have fallen in love and have been secretly married, defying their families (which would cause terrible consequences if anyone from their families found out). This is an example of dramatic irony, where the audience knows about Romeo and Juliets secret love, but some of the characters on stage do not. So the audience can understand more about what the events mean for the characters.Benvolio says to Mercutio at the beginning of the scene, I pray thee, good Mercutio, lets retire: the day is hot, the Capulets abroad, and, if we meet, we shall not scape a brawl; for now, these hot days, is the mad blood stirring. This is a warning suggesting that if they stay out, they will not avoid a fight with the Capulets; the heat of the day causes tempers to fray.Mercutio, who is in a dangerously overconfident, mocking mood, chooses to ignore Benvolios cautious comments, seemingly unworried by the prospect of a fight, but rather a nticipating one. Benvolio is the opposite, concerned about the prospect of confrontation between them and the Capulets.When Tybalt enters the scene with an aggressive manner, demanding to see Romeo, the tension increases. Tybalt wants to confront Romeo about the night he crashed the Capulet ball (he is angry at having been forced to endure Romeos presence there by Lord Capulet). When Tybalt asks to have a word with one of them, Mercutio teases him by replying with, couple it with something; make it a word and a blow. This is said to provoke Tybalt, daring him to start a fight. Tybalt responds as Mercutio anticipates, arguing back, but Romeo enters the scene and he turns his attention onto him; well, peace be with you sir: here comes my man.The tension here increases with the likely prospect of a fight. Tybalt, filled with hate for Romeo, calls him a villain, but Romeo does not allow himself to be angered by this insult, knowing that Tybalt is now family after his secret marriage to Juliet. Tybalt only wants to fight Romeo, but when prompted Romeo peacefully refuses to fight Tybalt, saying he has reason to love him, and that until Tybalt knows the reason for this love, he will not fight him; And so, good Capulet, -whose name I tender as dearly as my own,-be satisfied. Tybalt, oblivious to fact that he is indeed now related to Romeo, perceives Romeos tone as mocking, and is furious that he will not fight.Mercutio however, disgusted at Romeos apparent weakness with his refusal to stand up to Tybalt, draws his sword and challenges Tybalt. They fight, and Romeo, attempting to return the peace, throws himself between them. However, Romeo is more of a burden to Mercutio, and seizing his chance, Tybalt stabs Mercutio under Romeos arm whilst Mercutio could not defend himself, then with his men hurries away.Mercutio, injured, turns on Romeo, blaming him for coming between them and inadvertently causing Mercutios downfall (Why the devil came you between us? I was hurt un der your arm). Just before he dies Mercutio curses both the Capulets and the Montagues, changing the mood of the scene to a much more serious and menacing one; A plague o both your houses! Mercutios death and ominous curse emphasizes the feeling of fate in the play; the audience know the future of both Romeo and Juliet will be affected. There is a sense of doom hanging over both families.Romeo is overcome with anger and guilt, saying, O sweet Juliet, thy beauty hath made me effeminate, showing how close love and hate really are.Romeo, seeing it as his destiny and blinded by hate and anger, takes revenge and kills Tybalt, saying thus days black fate on more days doth depend; this but begins the woe, others must end. Romeo fears that the evil outcomes or black fate of Mercutios death lies in the future. The misfortune and grief will not end today with Mercutios death, but will have further consequences in the future. This foretells the tragedies that occur in the play. Romeo is saying this is just the beginning, which is true. O, I am fortunes fool!He has a despairing realisation of inevitable fate looming over him, as if he cannot stop the events which will secure his fate O, I am fortunes fool! This emphasizes the feeling of impending fate. He knows (as well as the audience, who would be fearful for the future and happiness of Romeo and Juliet after this terrible event), that what he has done will have great consequences, and curses himself for being so foolish, and not fighting Tybalt when Mercutio did. It seems Romeo is powerless to do anything but follow his destiny, a victim of fate.Throughout this scene the tension increases and climaxes with the deaths of Mercutio, and then Tybalt, creating great anxiety as well as tension for the audience.After Romeo has killed Tybalt, Benvolio urges him to escape, fearing that if caught by the Prince, it will end with Romeos death.When the Prince arrives Romeo has already gone, and he declares Romeos punishment; comple te banishment from Verona. Again there is dramatic irony, as only the audience know that this will have a devastating effect on Romeo and Juliet, who have only that day been married in secret.This is a crucial point in the play-this is the point that will change the entire course of the story and the future of Romeo and Juliets lives together.

Free Essays on Death Of A Salesman Female Roles

Women in today’s society have a variety of roles to perform throughout their lives. To become a complete woman, one must embrace each role as a vital piece of her own individuality. As the expectations of society changed with feminist movement, women recognized these new aged standards. Which in turn combined the roles of women into one conflicted model, each of our main roles contradict one an other, but the fundamental intent of each role has not been altered throughout generations. â€Å"Arthur Miller† has revealed the diversity of women’s roles in â€Å"Death of a Salesman† by individualizing each female role in this playwright. The sympathetic, and tenderhearted behavior of Linda Lawman has placed her in the task of a thoughtful mother figure. Sexual female roles are also dramatized throughout this play, for instance â€Å"The Woman†, who is Willy’s mistress. As well Miss Forsythe and Letta are illustrated as ladies of the evening. Jenny is a secretary, who does not receive respect she is entitled to as a workingwoman. Every one of these roles is essential to women as a whole; being devoid of any of these characteristics would create a perfect woman within expectations of today’s society. Throughout history the fondness of a woman’s attention has been a spirited pursuit for men, women’s sexually has always been used to caress males confidence. The Lowman men use women to boost their egos right through the play. Happy and Biff both believe that intercourse is directly associated to ones own self-confidence, as well that using woman for sex is completely appropriate way to treat women, â€Å"I’ve got to see that old confidence again. Do you want her? She’s on call.† Willy is no more exceptional at the art of courting a woman then his sons are. The most important incentive for the affair is Willy’s personal self-worth; â€Å"The Wom... Free Essays on Death Of A Salesman Female Roles Free Essays on Death Of A Salesman Female Roles Women in today’s society have a variety of roles to perform throughout their lives. To become a complete woman, one must embrace each role as a vital piece of her own individuality. As the expectations of society changed with feminist movement, women recognized these new aged standards. Which in turn combined the roles of women into one conflicted model, each of our main roles contradict one an other, but the fundamental intent of each role has not been altered throughout generations. â€Å"Arthur Miller† has revealed the diversity of women’s roles in â€Å"Death of a Salesman† by individualizing each female role in this playwright. The sympathetic, and tenderhearted behavior of Linda Lawman has placed her in the task of a thoughtful mother figure. Sexual female roles are also dramatized throughout this play, for instance â€Å"The Woman†, who is Willy’s mistress. As well Miss Forsythe and Letta are illustrated as ladies of the evening. Jenny is a secretary, who does not receive respect she is entitled to as a workingwoman. Every one of these roles is essential to women as a whole; being devoid of any of these characteristics would create a perfect woman within expectations of today’s society. Throughout history the fondness of a woman’s attention has been a spirited pursuit for men, women’s sexually has always been used to caress males confidence. The Lowman men use women to boost their egos right through the play. Happy and Biff both believe that intercourse is directly associated to ones own self-confidence, as well that using woman for sex is completely appropriate way to treat women, â€Å"I’ve got to see that old confidence again. Do you want her? She’s on call.† Willy is no more exceptional at the art of courting a woman then his sons are. The most important incentive for the affair is Willy’s personal self-worth; â€Å"The Wom...

Defining The Right Stuff Essay Example | Topics and Well Written Essays - 750 words

Defining The Right Stuff - Essay Example The right stuff is built around courage, yet also holds a simple humility to the dangers they face on a daily basis. The willingness to take a space flight to the edges of science while remaining coldly in control placed these men into a unique club, a fraternity where trust was not just to the program, but to themselves as individuals. When added up, these qualities become an air of confidence that demonstrates the trust they have in their own abilities as well as the ability of the equipment and ground crews. "The Right Stuff" is the selfless sacrifice that a man can make to risk his life for the advancement of his country with a simple and uncomplicated perseverance. The courage is demonstrated throughout the book with tales of space flights at the brink of human understanding and at speeds never before tested. When Gordon Cooper was landing a spacecraft, it seemed as if everything that could fail had failed. Electrical malfunctions and oxygen problems were staring at Cooper when he announces, "'Well... things are beginning to stack up a little,' said Gordo. It was the same old sod hut drawl" (408). In the face of impending disaster, Cooper was able to maintain his simple southern composure and as Wolfe says, "... Ol' Gordo had shown the world the pure and righteous stuff" (409). The men that possessed the right stuff we in an elite fraternity with men who also had the stuff. Never defined and never mentioned, it was an unspoken quality that bound the men together. Wolfe writes of these qualities that transcended rank and position when he says, "No, herein the world was divided into those that had it and those that did not. This quality, this it, was never named, however, nor was it talked about in any way" (24). It was a club that required special credentials yet were undefined outside the minds of the men. When speaking of the right stuff, confidence naturally comes to mind. Yet, it was not the over boasted confidence of a prizefighter. These men held confidence in reserve to be demonstrated. John Glenn, the midwestern rock of stability in the program, was subdued yet as Wolfe explains, "When he got his back up, he was formidable. He was not to be trifled with. In his eyes burned four centuries of Dissenting Protestant fervor, nailed down by two million laps that his legs had pounded around the BBQ driveway" (171). Glenn has the confidence that he needed to convince himself that he could succeed. He felt no desire to flaunt it or cheapen its value. The long hours of commitment to the program, the isolation, the hard work and grueling routine required sacrifice. Publicity had sacrificed their privacy and the program placed them in a position to sacrifice their life. With unfaltering selflessness, time and again they would expose themselves to grave danger. Alan Shepard's original foray into space was highlighted by a string of previous rocket failures. The suspense of the outcome was magnified by publicity and Shepard offered up his entire life to pull the flight off. He turned over complete control as if a sacrificial lamb, and as Wolfe recounts, "And then he had gone through with it. He let them light the fuse. He hadn't resigned. He hadn't even panicked" (269). Wolfe's book has forever etched the right stuff into the fabric of American bravery. It is

Research design exercise on Domestic burglary Literature review

Research design exercise on Domestic burglary - Literature review Example In handling burglary situations, these facts need to be examined in relation to the facts of the context at hand (Tilley, 1993). When applied to the case at hand, we can identify the increase in assets in the buildings motivates offenders. The increase in student occupancy increases the vulnerable target group drastically. And also, the ease of burglars slipping through the back of the houses makes the student households vulnerable targets. In attempt to deal with these burgaries, Mayhew et al (1976) recommend that there is the need to reduce access and increase risk detection. This therefore forms the framework for the prevention of these student burglaries. In operationalising the research, there is the need to formulate hypotheses. A hypothesis is a tentative statement that is tested for its truthfulness or falsity (Kothari, 2005). So for the ease of doing this research, the objectives will be translated to the following hypotheses: The research will therefore seek to accept or refute these hypotheses. This will form the basis for a choice of either the fixing of gates in the alleyways to impede the escape of burglars and their detection or run a campaign to enable the residents to identify signs of theft and take necessary actions through better security systems like alarms and more secure windows. This will be complemented by data on the total number of residents. This will aid in comparison. Also, the frequency of burglaries must be known. This should show the general picture and also the frequency amongst student households. This data on the numbers of people living in each housing unit can be collected from the housing authorities in the area. Data on burglaries and their frequencies can be attained from the police archives. The next set of data to be collected should be the number of assets each household possesses. This will be complemented

Effects of Traumatic Experience on Child Behaviour

Effects of Traumatic Experience on Child Behaviour How can a traumatic experience influence childrens behaviour? A literature review Introduction The issues surrounding childrens behaviour after a traumatic experience are complex, multifactorial and often hugely controversial. Having considered the literature on the subject, one could be forgiven for believing that there are as many opinions on the issues as there are people considering the issues. In this review we have attempted to cover as many of the major areas as possible in order to present a reasonably comprehensive overview of the subject. The definition of a traumatic experience is subjective from both the point of view of the child concerned and also form the observer. Some commentators have suggested that the only workable definition of a traumatic experience is one that, by definition, produces demonstrable psychological sequelae. (Abikoff 1987) This may be the case, but as other commentators observe, some psychological sequelae may not surface for years, if at all. This does not mean that the original triggering episode was not traumatic. There is also the view that that the worst kind, or most extreme type of trauma may be the most likely to be actively suppressed at either a conscious or subconscious level. (Haddad Garralda. 1992) Literature Review With an area of literature as vast as the one that we are considering here, it is often difficult to find a place to start. In this instance we will consider the paper by Prof. Harry Zetlin (1995) who starts with a short monograph on the screening of a television programme which dealt with arguably the most catastrophic of stresses to befall a child, that of the loss of a parent through murder or violence. He makes several thought provoking comments which are worthy of consideration as they are germinal to the thrust of this article. The first is a plea that the diagnostic label of post-traumatic stress should not be a â€Å"catch-all basket† for all emotional and behavioural problems that can occur after a traumatic experience. (Gorcey et al.1986) The second is the realisation that in the particular circumstances portrayed on the television where a parent is murdered have two consequences. The first is the obvious catastrophic trauma that the child experiences with the violent loss of a parent, but the second is the much less obvious fact that the child has, at a stroke, also lost a valuable, and normally available resource, of the protective family environment, which is often one of the most useful therapeutic tools available to the therapist. He adds to this two further insights. The first is that the surviving parent has their own trauma to deal with and that is invariably transmitted to the child and that, because such events are mercifully comparatively rare, only a comparatively few professionals are ever able to build up any significant expertise and experience on the subject. The main issue of the piece is, however, the very relevant point that considering the apparent obsession of the media with intrusive â€Å"fly-on-the-wall† documentaries and the almost equally insatiable public hunger for sensation, the very fact that such a programme is made at all, almost inevitably adds to the trauma felt by the victims. (Koss et al 1989) One could argue that actually confronting and talking about such issues is part of the healing process. Such considerations may be of value in the adult who is more able to rationalise the concepts involved, but to the child this may be very much more difficult and being forced to relive the episodes in a very public and unfamiliar arena, may do little more than add to the psychological stresses and damage already caused. (Mayall Gold 1995) This paper offers a wise and considered plea for sense and moderation, not to mention reservation and decency. It is written in calm and considered moderate tones which makes the impact of its message all the more powerful. The next few papers that we would like to analyse deal with the thorny issue of Attention deficit hyperactivity disorder (ADHD) in children. It has to be commented that there is a considerable body of literature which argues on both sides of the debate about whether ADHD is the result of childhood trauma. One side is presented, quite forcibly, by Bramble (et al. 1998). The authors cite Kewley (1998) as stating that the prime aetiology of ADHD is a genetic neuro-developmental one. They challenge the expressed views that it is a manifestation of early childhood abuse or trauma which can have occurred at some time previously with the words: â€Å"†¦..early abuse and trauma later manifest as symptoms and that the detection of these symptoms in children clearly illustrates early trauma is a prime example of the logical fallacy that underpins all psychoanalytical theory and practice.† The authors argue that to state â€Å"because psychotherapy is often effective it must reflect the fact that a traumatic episode must have been responsible because it addresses directly the original emotional trauma† (Follette et al.1996), is completely unsound. The natural progression of this argument, they assert, is the reason why many parents of children with ADHD have such difficulty in finding child psychiatrists who can actually help them rather than the many who would seek to blame them for the child’s behaviour in the first place. (Breire 1992) The authors take the view that the reason that psychoanalytical practitioners have held so much influence on the profession over the years is that it is only recently that the glare of evidence based medicine has fallen on their discipline. The authors argue that far from using psychotherapeutic tools to try to achieve resolution, the evidence suggests that psycho-stimulant treatment is far more effective (Abikoff 1987) if only because it enhances the therapeutic effect of other forms of treatment such as family therapy and special educational provision. The converse argument, or perhaps an extension of the argument, is presented by Thambirajah (1998) who takes the view that many papers on ADHD (and by inference he is referring to the one reviewed above), regard the syndrome as being a diagnosis made simply by â€Å"checking an appropriate number of boxes on a check-list†. He asserts that factors such as biopsychological circumstances should be weighed equally strongly as the symptom cluster of impulsivity, inattention or hyperactivity. (Tannock 1998) In direct contrast to the preceding paper he states that early traumatic experiences, current abuse or even depression of the mother may all be contributory factors in the aetiology of the condition. He argues that taking no account of these factors is to ignore much of the accumulated evidence and wisdom on the subject. He also makes a very valid point that to ignore these factors and only to use the check-list approach means that here is an over-reliance on the significance of these symptoms and, as a direct result, this leads to an overestimation of prevalence. He points to the obviously erroneous estimate of a study that was based exclusively on check list symptomatology, of 15% (although the study is not quoted). The author makes the very valid point that most psychiatrists would agree that the hyperkinetic disorder is a small sub-group within the ADHD syndrome and that these children may need treatment with stimulants but only after other aetiologies have been excluded. He makes the rather apt comparison of treating all children with ADHD the same way as calling all four legged animals with a tail donkeys. There are a great many more papers on this issue which we could usefully review but we must explore other areas of trauma in a child’s life in order to try to give a representative overview. With the possible exception of the situation outlined in the first paper reviewed, there can be few experiences more traumatising to a child than to me made homeless as a refugee in a time of war. The paper by Hodes (et al. 2001) is both heart rending and informative as it explores the health needs of refugees arriving in the UK. Although the paper catalogues all of the health needs (that need not concern us in this article) of the refugees, it does not overlook the psychosocial trauma aspects of the children’s plight. They point to the fact that one way that a child’s psychological trauma can be minimised is by being accepted into a peer group such as a school. While this may indeed be true, the problem is that refugee children are seldom seen by their peers as â€Å"belonging† and are therefore seldom completely accepted. (Lewis 1998) This is either aggravated or caused by the fact that they already have twice the rate of psychiatric disorder as found in control groups of children. (Tousignant et al. 1999). It is therefore important to be aware of these problems as they are often very amenable to psychiatric intervention (O’Shea et al. 2000). The authors quote a paper by Burnett and Peel (2001) who appear to be particularly pessimistic about making a diagnosis of post-traumatic stress disorder in children from a fundamentally different culture, as their recovery is thought to be secondary to the reconstruction of their support networks, which may prove particularly difficult in a different or even alien, cultural environment. They point to studies of the children who fled to the USA to escape the Pol Pot regime, who had post-traumatic stress in childhood, and even when followed up 12 years later they quote 35% as still having post traumatic stress and 14% had active depression. (Sack et al. 1999). This may be a reflection of the difficulty in getting appropriate treatment for a condition in a different culture. But, in distinct relevance to our considerations here, the authors comment that even exposure to a single stressor may result in a surprisingly persistent post traumatic stress reaction. (Richards Lovell 1999) The last article that we are going to consider here is a paper by Papineni (2003). This paper has been selected partly because of it’s direct relevance to our consideration, but also because on a human level, it is a riveting piece of writing. It is entitled â€Å"Children of bad memories† and opens with the quote â€Å"Every time there is a war there is a rape† (Stiglmayer 1994). The whole article is a collection of war-related rape stories and the resultant psychopathology that ensued. The author specifically explores the issues relating to childhood rape and its aftermath. She also considers a related issue and that is how the effect of maternal shame shapes a child’s perception of themselves (with heartrending consequences), how the shame felt by the mother is often externalised to affect the child who is the visible symbol of the physical act. (Carpenter 2000) The catalogue of emotion and reaction described in this article by some of the subjects, would almost make an authoritative text book on the consequences of a traumatic experience in childhood. It would be almost impossible to quantify a single negative emotion that was neither articulated nor experienced by the victims, not only of the act of rape, but also of the stigma and aftermath of the act which was often described as the worst aspect of the whole thing. A constant theme that runs trough the paper is the realisation that the presence of a child conceived by a rape is a potent reminder of the trauma and therefore is, in itself a bar to psychological healing. The author also points to the fact that another, almost inevitable consequence of forcible rape, is difficulty with relationships and intimacy which can devastate a child’s social development. (Human Rights Watch.1996). Such a child may not only have this burden to bear for its life, but the stigma forced upon it by society may also have untold consequences. The author quotes a child born from the Rwandan conflict, describing itself by different names which bear witness to society’s perception, and more accurately and inevitably, the child’s perception of itself: â€Å"children of hate, enfants non-desirà ©s (unwanted children), or enfants mauvais souvenir (children of bad memories)† The author describes how such psychological trauma may never be successfully treated and ends with the very perceptive comment â€Å"There cannot be peace without justice, and unless the international community recognises all rape in conflict situations as crimes against humanity, there will be no peace for the victims of such atrocities.† Conclusion It is clearly a forlorn hope to cover all of the aspects of trauma and its potential impact on a child’s life in one short article. We hope that, by being selective, we have been able to provide the reader with an authoritative insight into some on the problems associated with the subject. References Abikoff H. 1987 An evaluation of cognitive behavior therapy for hyperactive children. Adv Clin Child Psychol 1987; 10: 171-216. Bramble, Anne Klassen, Parminder Raina, Anton Miller, Shoo Lee, M S Thambirajah, Andrew Weaver, and Geoffrey D Kewley 1998 Attention deficit hyperactivity disorder in children BMJ, Oct 1998; 317: 1250. Briere J. 1992 Methodological issues in the study of sexual abuse effects. J Consult Clin Psychol 1992; 60: 196-203. Burnett A, 2001 Peel M. Health needs of asylum seekers and refugees. BMJ 2001; 322: 544-547 Carpenter RC. 2000 Surfacing children: limitations of genocidal rape discourse. Human Rights Quarterly 2000; 22: 428-477 Follette VM, Polusny MA, Bechtle AE, Naugle AE. 1996 Cumulative trauma: the impact of child sexual abuse, adult sexual assault, and spouse abuse. J Trauma Stress 1996; 9: 25-35. Gorcey M, Santiago JM, McCall-Perez F. 1986 Psychological consequences for women sexually abused in childhood. Soc Psychiatry 1986; 21: 129-133. 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In: Gilbert P and Andrews B, Editors, Shame: interpersonal behaviour, psychopathology, and culture, Oxford University Press, Oxford (1998). Mayall A, Gold SR. 1995 Definitional issues and mediating variables in the sexual revictimisation of women sexually abused as children. J Interpersonal Violence 1995; 10: 26-42 OShea B, Hodes M, Down G, Bramley J. 2000 A school based mental health service for distressed refugee children. Clin Child Psychol Psychiatry 2000; 5: 189-201 Papineni 2003 Children of bad memories The Lancet 2003; 362:825-826 Richards D, Lovell K. 1999 Behavioural and cognitive behavioural interventions in the treatment of PTSD. In: Yule W, ed. Post-traumatic stress disorders. Concepts and therapy. Chichester: John Wiley, 1999:239-266. Sack WH, Him C, Dickason D. 1999 Twelve-year follow-up study of Khmer youths who suffered massive war trauma as children. 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Conflict in William Shakespeares Hamlet Essays -- William Shakespeare

An individual’s response to conditions of internal and external conflict is explored throughout literature. In his play, Hamlet, Shakespeare delves into the themes of appearance versus reality, lies versus deceit, rejection versus self doubt and tragedy, and in doing so attacks the frivolous state of humanity in contemporary society. In order to explore these themes, however, he uses several forms of conflict to project his opinions and expand his ideas relating to the themes of the play. Internal conflict, as well as external conflict are dominant features of his works, and in Hamlet are made evident through a succession of dire events which can attack and destroy someone. However perhaps the most captivating form of conflict Shakespeare uses to expand and explore the ideas presented within the text is the conflict between the self and the universe. Old Hamlet is killed by his brother Claudius. Only two months after her husband’s death a vulnerable Gertrude marries her husband’s brother Claudius. Gertrude’s weakness opens the door for Claudius to take the throne as the king of Denmark. Hamlet is outraged by this, he loses respect for his mother as he feels that she has rejected him and has taken no time to mourn her own husband’s death. One night old Hamlets ghost appears to prince Hamlet and tells him how he was poisoned by his own brother. Up until this point the kingdom of Denmark believed that old Hamlet had died of natural causes. As it was custom, prince Hamlet sought to avenge his father’s death. This leads Hamlet, the main character into a state of internal conflict as he agonises over what action and when to take it as to avenge his father’s death. Shakespeare’s play presents the reader with various forms of conflict which plague his characters. He explores these conflict s through the use of soliloquies, recurring motifs, structure and mirror plotting. Shakespeare uses external conflict in order to explore the theme of consequence, action and reaction in reaction in relation to consequence. Using the idea of external conflict, the playwright is able to demonstrate the aftermath of a difficult decision, leading to personal moral dilemma. This is made evident to the viewer when Hamlet kills Claudius. External conflict is used to explore Shakespeare’s view that man is a complex individual and that all actions have a consequence. The conseque... ...proach; via another character. Shakespeare uses conflict in Hamlet as a way of exploring ideas. He does this thorough the internal and external conflict that his characters face within the kingdom of Denmark. The conflict that follows is an outcome of lies and deceit which brings about tragedy. From this play we learn of the difficulty associated with taking a life as Hamlet agonises as to how and when he should kill Claudius and furthermore whether he should take his own life. Hamlet being a logical thinker undergoes major moral dilemma as he struggles to make accurate choices. From the internal conflict that the playwright expresses to us it is evident that it can kill someone, firstly mentally then physically. The idea of tragedy is explored in great detail through conflict where the playwright’s main message is brought across to the audience; Shakespeare stresses to his audience the point that conflict be it internal or external it can bring upon the downfall of great people and in turn have them suffer a tragic fate. It is Shakespeare’s aim to show us the complexity of man and that moral decisions are not easily made. Source Cited http://www.enotes.com/hamlet-text

Pollution Summary Essay

What is Air Pollution? The air we breathe supplies the oxygen that sustains life. Humans need oxygen to survive, and plants and animals need oxygen to survive. Our air supply has become contaminated by human activity. We have created machinery that has produced smog and acid rain. We have created a green house effect and have made holes in our ozone layer. Each of these acts can cause serious health problems for humans and animals, and can cause grave harm to our vegetation and ecosystems. There are seven main types of air pollutants. Raven (2008) describes them as particulate matter, nitrogen oxides, sulfur oxides, hydrocarbons, ozone, air toxics, and carbon oxides. Particulate matter can come from dust, soil, soot, and asbestos Nitrogen oxides come from gasses that are produced by chemical interactions between atmospheric nitrogen and oxygen. Sulfur oxides come from chemical interactions between sulfur and oxygen. Hydrocarbons come from chemical interactions between hydrogen and carbon. Ozone comes in two forms; (1) oxygen’s reaction with UV radiation in the stratosphere and, (2) oxygen reaction in the troposphere what creates smog. Air toxics can be radioactive substances, fluorides, and hydrochloric acid, and carbon oxides are carbon monoxide and dioxide. Causes of Air Pollution Chemicals, human sources, and natural sources contribute to air pollution. Air pollution can be traced all the way back to Ancient Roman times. â€Å"Every day, the average person inhales about 20,000 liters of air. Every time we breathe, we risk inhaling dangerous chemicals that have found their way into the air. † (Caroline, David, Michael, Mindy, Neil, and Vikas, 1999, The Environment: A Global Challenge. Air Pollution). Air pollution occurs in the atmosphere and can move easily from one location to another, it is a global concern. Air pollution is a problem both outdoors and inside homes. Chemicals There are seven main types of air pollutants according to a regulatory perspective. These are: particulate matter, nitrogen oxides, sulfur oxides, carbon oxides, hydrocarbons, ozone, and air toxics. Particulate matter is made of thousands of solid and liquid particles hanging in the atmosphere. Solid particulate matter is commonly known as dust; whereas as liquid articulate matter is known as mist. Particulate matter includes the following pollutants: soot, lead, asbestos, soil particles, sea salt, and sulfuric acid droplets. Nitrogen oxides are gases produced as a result of interaction between nitrogen and oxygen involves a supply of energy such as combustion of fuels resulting in high temperatures. Sulfur oxides are gases. These gases are a result of a chemical interaction between sulfur and oxygen. When combined with water, the result is sulfuric acid. Carbon oxides consist of carbon monoxide and carbon dioxide. Carbon monoxide has no color, smell, or taste and is second as an air pollutant only to carbon dioxide. Carbon dioxide is also does not have color, smell, or taste and is a greenhouse gas. Hydrocarbons consist are a varied collection of organic compounds including hydrogen and carbon. Small hydrogen molecules are gaseous at room temperature. Hydrocarbons include methane (colorless and odorless gas principally included in natural gas), benzene (which is a liquid at room temperature), and paraffin (which is a solid at room temperature). Ozone is a form of oxygen that is a pollutant in one area of the atmosphere but essential in another area of the atmosphere. Hazardous air pollutants (HAPS) consist of hundreds of other air pollutants such as chlorine, lead, hydrochloric acid, formaldehyde, radioactive substances, and fluorides. Humans Many chemicals that cause air pollution exist naturally in our world. These chemicals are harmful in both their natural form; however, become even more harmful when burned by humans for fuel, heat, or electricity. The two main causes of air pollutants in urban areas are transportation and fuel combustion from stationary sources. The stationary sources are heating and cooling for buildings and coal-burning power plants. Vehicles such as cars, trains, heavy-duty trucks, and airplanes, produce high amounts of carbon dioxide while fuel combustion produces high amounts of sulfur dioxide. Chlorofluorocarbons (CFCs) â€Å"are man-made compounds that were originally developed in 1930 as a safer alternative to the refrigerants then in use such as sulfur dioxide and ammonia.