Theme Of Beowulf Essays (631 words) - Beowulf, Geats,

Topic of Beowulf Topic of Beowulf The Anglo-Saxons were the individuals from the Germanic people groups who attacked England, and were there at the hour of the Norman Conquest. They were individuals of their own time, language and culture. In the Anglo-Saxon experience filled story of Beowulf, the heron Beowulf was, at that point, thought about the cutting edge superman. His character embodies the Germanic legend, and thusly the Anglo-Saxon perfect: solid, valiant, intense, faithful, and aloof in his acknowledgment of destiny. With the nonattendance of quietude, however his significant job in the public eye and his beliefs of gallantry, Beowulf was the meaning of a saint time permitting. This epic builds up the topic that with respect towards valor and confidence in yourself, anything can be achieved. To be a saint in the Anglo-Saxon period, you substantiated yourself by doing great deeds,showing honor and representing fortitude. Be that as it may, with the entirety of his stunning qualities, Beowulf had a hard time demonstrating modesty. you're Beowulf, are you - the equivalent bombastic simpleton who battled a swimming match with Brecca, both of you brave and youthful and pleased, investigating the most profound oceans, taking a chance with your lives for reasons unknown however the threat? All more established and more shrewd heads cautioned you not to, however nobody could check such pride.(p.39, Beowulf). This statement best portrays Beowulf as a kid, loaded proudly and not that great at concealing it. I battled that brute's last fight, left it coasting dead in the ocean. (p.40 Beowulf). Another quote that indicated that in his more established age, he had no issue communicating how great he was. A Knight , a legend sooner rather than later, was not one to be as frank of his abilities as Beowulf, despite the fact that the two of them had similar jobs in the public arena and respect towards gallantry. Two characteristics that made Beowulf look much increasingly chivalrous, in contrast to his nonattendance of modesty. Beowulf's job in the public arena was practically indistinguishable to that of a Knight. Just, in contrast to the Knight, Beowulf settled on the decision to have this job in the public arena. He was viewed as the most grounded warrior around. He could battle anything, and would effectively battle for his King and nation. When King Hrothgar experienced difficulty in his fight corridor Herot, he requested Beowulf's help. With respect and pride, Beowulf readily acknowledged the Kings request for help. Many accepted he did so on the grounds that it was viewed as his job in society. In any case, he fended off the two brutes, Grendle and his mom, what's more, spared Herot. Beowulf Knew of his capacity and qualities and most likely considered this to be his job in the public arena, to serve and to ensure his nation and those out of luck. This respect gives a genuine case of Beowulf's gallantry. With any nature of Beowulf, valor was likely his generally conspicuous. On the off chance that anything , Beowulf had the up most regard for his King. He adored him and regarded him with his entire existence. Whenever inquired to do anything by the King, Beowulf would acknowledge proudly. At the point when the King kicked the bucket, it was Beowulf that was approached to dominate. However, with Beowulf's valor, he declined in light of the fact that the King's child was the legitimate beneficiary. With time, Beowulf became King, yet with his respect towards valor, he was turned upward to by the entirety of his kin. A great many people would have effortlessly acknowledged the seat whenever asked, however Beowulf was solid with his conviction towards gallantry. Indeed on the off chance that Beowulf didn't have lowliness, his job in the public eye and respect towards valor communicated his convictions and demonstrated his chivalry. The topic, with respect towards valor what's more, confidence in yourself, anything can be cultivated, is created in this novel. The Anglo-Saxon goals of being solid, courageous, strong and faithful were actually the characteristics that Beowulf conveyed with him. The goals of bravery fluctuate uniquely in contrast to age to age. Be that as it may, with modesty, jobs in the public arena, and gallantry, you will undoubtedly have likenesses with different saints. With Beowulf, his respect and pride made him a saint of his own time.

The Racial Ideology in the NBA Essay example -- Sports, Social Change

NBA (National Basketball Association) isn't about rivalry. The racial belief system has been available in the NBA. In NBA games, African American individuals are in plain view to engage for the most part white Americans. It helps individuals to remember an unseemly model, in the Colosseum, slaves bloodily battled among themselves or with creatures until one’s demise while the crowds saw it as a sort of diversion. Today, in any case, American culture doesn't endure any absolute partiality, and the NBA assists with building this racial belief system in a progressively present day and unpretentious way. The two advertisements and reporters are contributing variables to the development of this racial belief system which has socially formed the estimations of sports. By investigating the authentic occasions and social changes, individuals can get a more noteworthy comprehension on this racial belief system in the NBA. After the NBA was established in 1946, there was, â€Å"the move from inflexible to liquid serious gathering connection, changing circulations of intensity, declining level of obvious bias and new thoughts regarding absorption and pluralism† coming about because of a common right development of the 1950s and 1960s, the urban uproars and Black Power development of the 1960s, quickly, â€Å"the changes in dark white relations in the twentieth century† (Healey, 115-116). â€Å"Agricultural work turned out to be less work serious, and the need to keep up a huge, frail workforce declined†, henceforth the dark workers came out to urban regions, looking for circumstances (qtd. in Healey, 116). In the mean time sports as one of a few boundless fields that were opened for African Americans, earned more consideration arou nd the nations, particularly from the dark workers. Sage saw, â€Å"in the mid 1960s just about 20% NBA players were dark, yet in 1989 dark competitors compr... ...9). Some African Americans bargain to white individuals who are financially ruling and this marvel additionally delineates incomparable white culture, setting African Americans’ status under the white culture. Under the business framework and impact of the analysis, the racial philosophy in the NBA is secret. Nobody developed it intentionally, however a few unavoidable reasons got it going. Both the authentic reasons and customary generalizations make African Americans continually experience the ill effects of a racial chain of importance. For all intents and purposes, what is the most appropriate response to this racial issue? There couldn’t be a present moment and powerful way. By and by, with the expanding familiarity with the racial issues and the tide of humanities, this racial belief system can be at last eradicated. Much the same as what occurred previously, the subjugation which was profoundly established in people’s minds, has been annulled until the end of time.

How to jump out of an airplane and live

How to jump out of an airplane and live Hello again from out in the real world!  Its been a little more than a year since Ive graduated and Im happy to report that real life isnt as difficult as I thought it would be. Just pay your rent on time and dont spend more money than you make and things tend to work out. Unfortunately, Ive picked up a new hobby that makes that second rule a little more difficult. In the summer between sophomore and junior year at MIT I did my first tandem skydive while I was back home in Oregon.  I didnt tell my parents, I just went with a bunch of friends, shelled out the cash, got strapped to a skydiver, and was pushed out of a plane.  It was AWESOME!  I didnt even mind that there was a malfunction on our main parachute and we had to cutaway and deploy our reserve, I was too busy being on sensory overload :)  My parents werent really excited that Id gone skydiving but they were glad that Id had fun and were also glad that I was still alive. I did some checking that semester and discovered that MIT had a skydiving club!  More checking revealed that the drop zone (standard name for the airport you skydive at) was about an hour away and accessible only by car.  My research also revealed that getting your skydiving license costs about $3.3k.  I decided that due to time and money and because of a lack of vehicle I should probably hold off on skydiving for a while. Fast forward to, oh, about 2 months ago.  As I sat in my apartment watching South Park I thought to myself Why am I not skydiving?  Whats stopping me from just going ahead and getting my license?  As it turns out, nothing was, so I called the DZ, asked a few questions (how many jumps does it take, how much does it cost, is it self-paced, etc etc) and registered for the 6 hour ground training.  A week later I found myself sitting in a classroom with 4 other guys learning the finer points of how to not die when jumping out of an aircraft. We used some pretty high-tech training tools I was really surprised by the layers of safety and redundancy built in to the skydiving gear you wear.  Not only is there a reserve parachute, but theres also a little line that connects your main to your reserve so when you cutaway your main your reserve is automatically deployed.  Theres also a little electronic device that automatically detects if you fall too fast below a minimum altitude and automatically deploys your reserve. I was also curious about how they were going to teach me to recognize and react to various malfunctions that could happen.  The solution was pretty clever.  They have point-of-view photos printed onto big sheets that they hold above your head while you wear a practice harness.  You look up, recognize the malfunction, and then have to react appropriately.  We did this over and over, to the point that theoretically I wont even hesitate if I look up and see a big ball of snot flapping around above my head. We practiced body position, exit procedure, pull priorities, malfunction recognition, altitude awareness, and all sorts of other things.  By the end of it I was ready and anxious to actually jump out of an airplane which I did. I got all dressed up in a student jumpsuit (bright purple, lovely), helmet, clipped a radio to my chest, was gear checked a million times, and made my way to the airplane with the two instructors who would be jumping with me and holding on to me during freefall.  Thats right, your first skydive towards your license isnt a tandem, you jump out all by yourself and are responsible for pulling your own chute.  The instructors just hold on to you and give you hand signals to help correct body position during freefall. The ride up to 13.5k feet was awesome I went over the jump verbally and in my head, touched all of my handles to help record their placement into muscle memory, and then made my way to the door when the red light came on.  Up the door went and we checked our spot by looking out the door. I can see my house from here!  See the little red light?  That means look, but dont jump. The light turned green, I climbed into the door, got nods from my instructors, and then WOOOOOOOSH!  GAAAHHHHH!!!!!!!!  Freefall, guys, is AWESOME!  I did all of my jump requirements, followed the hand signals given to me by my instructors, pulled my chute at the correct altitude, and soon I was drifting pleasantly under a big orange parachute :) The radio on my chest crackled to life and gave me instructions on where to go and what to do, gradually talking my down and helping me land. The next 25 jumps blurred by. WEEEEEEEEEEEEEE! Soon I was jumping with just one instructor holding on, then one instructor who didnt hold on, then by myself, then from a low altitude.  Some jumps went great, others not so much, but all were extremely fun. What exactly happens on a jump thats not so great? you may ask?  Well, I happen to have a nice series of pictures that shows you.  Heres what happened:  When you pull your chute you are supposed to be stable and falling with your back facing upwards.  This allows the parachute to come out of its container and inflate above you.  During one jump, as we neared our pull altitude, I went a bit unstable and instead of taking a deep breath, stabilizing, and then pulling, I decided to pull regardless of stability.  Technically, this was the right decision, because the priorities during freefall are 1) Pull, 2) Pull at the correct altitude, 3) Pull while stable.  Anyway, I pulled, and I knew I was unstable so I mentally prepared myself for whatever nightmare might occur.  I felt something bump into my left foot and almost knock my shoe off and then, before I knew it , I was upright and under canopy.  No crisis, no injury, no nothing, YAY! On the ground I got debriefed by my coach.  Apparently I pulled while facing straight down in a dive.  That thing I felt bouncing off my foot was the bag that holds the canopy.  A lot of things could have gone seriously wrong BUT, nothing did and it was a great learning experience.  Smiles all around! After 25 jumps I did my check dive to get my license.  I had to jump out, locate my instructor, go up to them, grab their wrists, back off, spin 360 degrees, do a front flip, and then pull while stable.  I did all of those things and had a pleasant and uneventful canopy ride back to earth.  Thats when I got nervous.  Ty, one of the coaches, comes up to me as Im headed back to the tent for debrief, comes up to me and says Dude, Nadya (the instructor on that jump) is really upset with you.  You landed fast and easily could have broken a leg.  You need to give her some time to calm down before going to see her. crap. I turned left and started walking dejectedly to the hanger in order to put my gear away.  I made it about halfway there when I heard yelling behind me.  It was a joke!  Come back here!  Then there was all sorts of cheering and congratulations I passed!!! And then I got pied. Its tasty at first.  Then it smells like spoiled baby poop :( Now I can jump all by myself!  I also get to buy my own gear and do whatever I want, no coaches or radio necessary :)  Ive been spending a lot of time at the DZ and soon realized that the MIT skydiving club is alive and well.  Id completely forgotten about it, but one day I realized that half a dozen jumpers were all sitting around and I was hearing key words that clued me in on their MIT ties.  . . . Course 3 . . . 3d printer . . . Central . . . all-nighter.  Apparently the club fell apart for a while but in March it was re-established and is now going strong again, which is awesome!  Technically Im not a grad student.  Actually, no technically about it, Im just not a grad student, but I like to think of myself as an honorary member of the MIT Skydiving club now since I at least went to MIT and now skydive.  Their facebook page claims that Club membership is open to all MIT students, staff, faculty, and affiliates, as well as to members of the Cambridge and Boston community so there you go, Im in!  And you could be too! I spend most of my weekends now jumping out of airplanes and learning more and more about how to control myself during freefall.  Its an awesome hobby and if you are at all interested and think youll have the time/money/transportation, definitely check out the skydiving club.  Also feel free to ask questions in the comments, Id be more than happy to answer them.  If youre here over the summer and have the cash then its really easy because you arent worried about PSETs and such.  You can slam through the 25 jumps needed for your license in about two months if you just go on weekends and the weather cooperates. No more purple jumpsuit, yay!  And, a fancy full-face helmet.  Movin on up! About to push some friends out of the plane I kept seeing all of these blog entries about How to . . . and wanted to contribute one of my own (even though Im not discovering pulsars), so here you are!  How to skydive: just go do it!  A bunch of prefrosh on the MIT 2016 Facebook group bought tandem tickets and you should too!  Were making a trip in September to the DZ and were all going to go have fun jumping out of planes.  We jump at Skydive Pepperell, shoot me an email if you want to come and Ill make sure you know when it happens.  Also, remember, during MIT and even after MIT, you arent in high school anymore and the freedom to do whatever you want on a whim is a freedom you shouldnt ignore!  Want to go eat hamburgers for breakfast?  Go ahead.  Want to take a bus to NYC and spend a Saturday there?  Go ahead.  Want to join a skydiving club?  Do it! Taking advantage of the freedom youre afforded in college is one of the coolest things youll experience.  I remember one day I skipped 18.02 lecture and just cooked (and ate) bacon.  Why?  Because I wanted to!  Awesome. Another time I found a pool noodle so I dressed it up with googly eyes, a nose, and a santa hat.  I then bought a clay pot and some potting soil, planted the noodle in the pot, and put it on Susan Hockfields front porch.  Why?  Because. One day I took a bus to NYC to be a part of an improv everywhere mission, which was one of the best memories I have from senior year. Dont restrict yourself from doing things that seem silly or different just because youve never done them or because theyre out of the ordinary.  Nows the time to do those things! Do your work and keep up in your classes, but dont be afraid to do something just to do it.  As Ms. Frizzle would say, take chances, make mistakes, get messy! #next_pages_container { width: 5px; hight: 5px; position: absolute; top: -100px; left: -100px; z-index: 2147483647 !important; }

Jubal Early Confederate General in the Civil War

Jubal Anderson Early was born November 3, 1816, in Franklin County, Virginia. The son of Joab and Ruth Early, he was educated locally before receiving an appointment to West Point in 1833. Enrolling, he proved to be an able student. During his time at the academy, he was involved in a dispute with Lewis Armistead which led to the latter breaking a plate over his head. Graduating in 1837, Early ranked 18th in a class of 50. Assigned to the US 2nd Artillery as a second lieutenant, Early traveled to Florida and took part in operations during the Second Seminole War. Not finding the military life to his liking, Early resigned from the US Army in 1838, and returned to Virginia and trained to be a lawyer. Successful in this new field, Early was elected to the Virginia House of Delegates in 1841. Defeated in his re-election bid, Early received an appointment as prosecutor for Franklin and Floyd Counties. With the outbreak of the Mexican-American War, he returned to military service as a major in the Virginia volunteers. Though his men were ordered to Mexico, they largely performed garrison duty. During this period, Early briefly served as the military governor of Monterrey. The Civil War Approaches Returning from Mexico, Early resumed his law practice. As the secession crisis began in the weeks after Abraham Lincolns election in November 1860, Early vocally called for Virginia to remain in the Union. A devout Whig, Early was elected to the Virginia secession convention in early 1861. Though resisting calls for secession, Early began to change his mind following Lincolns call for 75,000 volunteers to suppress the rebellion in April. Electing to remain loyal to his state, he accepted a commission as a brigadier general in the Virginia militia after it left the Union in late May. First Campaigns Ordered to Lynchburg, Early worked to raise three regiments for the cause. Given command of one, the 24th Virginia Infantry, he was transferred to the Confederate Army with the rank of colonel. In this role, he took part in the First Battle of Bull Run on July 21, 1861. Performing well, his actions were noted by army commander Brigadier General P.G.T. Beauregard. As a result, Early soon received a promotion to brigadier general. The following spring, Early and his brigade took part in actions against Major General George B. McClellan during the Peninsula Campaign. At the Battle of Williamsburg on May 5, 1862, Early was wounded while leading a charge. Taken from the field, he recovered at his home in Rocky Mount, VA before returning to the army. Assigned to command a brigade under Major General Thomas Stonewall Jackson, Early took part in the Confederate defeat at the Battle of Malvern Hill. His role in this action proved minimal as he became lost while leading his men forward. With McClellan no longer a threat, Earlys brigade moved north with Jackson and fought in the victory at Cedar Mountain on August 9. Lees Bad Old Man A few weeks later, Earlys men aided in holding the Confederate line at the Second Battle of Manassas. Following the victory, Early moved north as part of General Robert E. Lees invasion of the north. At the resulting Battle of Antietam on September 17, Early ascended to division command when Brigadier General Alexander Lawton was severely wounded. Turning in a strong performance, Lee and Jackson elected to give him command of the division permanently. This proved wise as Early delivered a decisive counterattack at the Battle of Fredericksburg on December 13 which sealed a gap in Jacksons lines. Through 1862, Early had become one of the more dependable commanders in Lees Army of Northern Virginia. Known for his short temper, Early earned the nickname Bad Old Man from Lee and was referred to as Old Jube by his men. As a reward for his battlefield actions, Early was promoted to major general on January 17, 1863. That May, he was tasked with holding the Confederate position at Fredericksburg, while Lee and Jackson moved west to defeat Major General Joseph Hooker at the Battle of Chancellorsville. Assaulted by Union forces, Early was able to slow the Union advance until reinforcements arrived. With Jacksons death at Chancellorsville, Earlys division was moved to a new corps led by Lieutenant General Richard Ewell. Moving north as Lee invaded Pennsylvania, Earlys men were at the vanguard of the army and captured York before reaching the banks of the Susquehanna River. Recalled on June 30, Early moved to rejoin the army as Lee concentrated his forces at Gettysburg. The next day, Earlys division played a key role in overwhelming the Union XI Corps during the opening actions of the Battle of Gettysburg. The next day his men were turned back when they assaulted Union positions on East Cemetery Hill. Independent Command Following the Confederate defeat at Gettysburg, Earlys men aided in covering the armys retreat to Virginia. After spending the winter of 1863-1864 in the Shenandoah Valley, Early rejoined Lee prior to the beginning of Union Lieutenant General Ulysses S. Grants Overland Campaign in May. Seeing action at the Battle of the Wilderness, he later fought at the Battle of Spotsylvania Court House. With Ewell ailing, Lee ordered Early to take command of the corps with the rank of lieutenant general, as the Battle of Cold Harbor was beginning on May 31. As Union and Confederate forces began the Battle of Petersburg in mid-June, Early and his corps were detached to deal with Union forces in the Shenandoah Valley. By having Early advance down the Valley and threaten Washington, DC, Lee hoped to draw away Union troops from Petersburg. Reaching Lynchburg, Early drove off a Union force before moving north. Entering Maryland, Early was delayed at the Battle of Monocacy on June 9. This allowed Grant to shift troops north aid in defending Washington. Reaching the Union capital, Earlys small command fought a minor battle at Fort Stevens but lacked the strength to penetrate the citys defenses. Withdrawing back to the Shenandoah, Early was soon pursued by a large Union force led by Major General Philip Sheridan. Through September and October, Sheridan inflicted heavy defeats on Earlys smaller command at Winchester, Fishers Hill, and Cedar Creek. While most of his men were ordered back the lines around Petersburg in December, Lee directed Early to remain in the Shenandoah with a small force. On May 2, 1865, this force was routed at the Battle of Waynesboro and Early was nearly captured. Not believing that Early could recruit a new force, Lee relieved him of command. Postwar With the Confederate surrender at Appomattox on April 9, 1865, Early escaped south to Texas in hopes of finding a Confederate force to join. Unable to do so, he crossed into Mexico before sailing for Canada. Pardoned by President Andrew Johnson in 1868, he returned to Virginia the following year and resumed his law practice. A vocal advocate of the Lost Cause movement, Early repeatedly attacked Lieutenant General James Longstreet for his performance at Gettysburg. An un-reconstructed rebel to the end, Early died on March 2, 1894, after falling down a set of stairs. He was buried at Spring Hill Cemetery in Lynchburg, VA.

Teacher Education As A Teacher - 752 Words

Teacher education is another factor in teacher attrition. Researchers report that the best and brightest among newcomers appear to be those most likely to leave due to the lack of support from institutions of higher learning (Curtis, 2012). By increasing the number of foundations courses may facilitate a smoother transition from college to the classroom (Schaefer, Long, Clandinin, 2012). Administrative support is also a factor in teacher attrition. Administrative allowing novice teachers to be mentored by experienced teachers, provide time for peer observations, common planning times with other teachers in their subject, and creating networking opportunities for new and experienced teachers were found to help beginning teacher better manage the transition into the classroom. The opportunity to collaborate with other teachers and the support of the administration fosters teacher retention (Schaefer, Long, Clandinin, 2012). One of the biggest challenges the United States educati onal system face is the miseducation of students of color. Students of color consistently underperform, when compared to their white counterparts on nearly every marker of student achievement (The National Assessment of Educational Progress, 2010). According to Watlington, Shockley, Guglielmino, Felsher (2010) teacher attrition problems have been documented to have a negative impact on students that are at-risk, as well as schools districts that are labeled as low performing. SchoolsShow MoreRelatedThe Importance Of Teacher Education802 Words   |  4 PagesIntroduction â€Å"One of the most damaging myths prevailing in American education is the notion that good teachers are born and not made† (Darling-Hammond, 2012, p. ix). This seems to imply that teaching teachers is simply an identification process. 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The special education teacher interviewed, did not expect to teach special education when she graduated college. She got a job helping at a personal home with children ages 5-6 years old with some disabilities. After her experience with this first job she loved it, and began to seek positions in Elementary special education. However she was only able to obtain a position in a High School special education classroomRead MoreSpecial Education Teacher Essay1193 Words   |  5 PagesTo be a Special Education Teacher, you must be able to work with children and youths that have a variety of disabilities. The reason I chose this career path is because I want to help improve the quality of life for those special needs students. In November of 2014, a little boy came into my life. This little boy was my cousin Lance he wasn’t supposed to survive birth, but he was a miracle and proved all the doctors wrong. Lance was born with Dandy-Walker Syndrome a rare congenital malformation

Romeo Juliet Free Essays

William Shakespeare’s Romeo and Juliet was believed to be written and performed in 1954 or 1955, the Elizabethan era. The play was about two young â€Å"star-cross’d lovers† that live in Verona, whose deaths ultimately unite their feuding families. Both families are known to one another by their surnames, Montague’s Capulet’s. We will write a custom essay sample on Romeo Juliet or any similar topic only for you Order Now Romeo is the son of the Lord Montague, he is the patriarch of the house of Montague and Juliet is the daughter of Lord Capulet, he is the patriarch of the house of Capulet. The two teenagers meet at the Capulet’s party, where Romeo, Mercutio and Benvolio was not meant to be. Romeo first caught glimpse of Juliet when he noticed the fish tank in the men’s toilets and whilst looking at the fish, Juliet appeared on the other side of the tank, a few moments after they seen each other, they shared a kiss in the elevator until Juliet’s nurse pulled her away and then told her that Romeo was a Montague. After the party, Romeo jumps out of Mercutio’s car to climb up a vine to Juliet’s balcony, this is known as the famous balcony scene and also the part in the tale where Romeo asks Juliet to marry him the day after they met, Juliet happily agrees. The next day Romeo visits the Friar, who does marry them with the help of Juliet’s nurse. That following evening Romeo comes to cross paths with Tybalt, Juliet’s cousin, who is also a Capulet. Mercutio retaliates to Tybalt’s insults but Tybalt has no interest in Mercutio, he wants Romeo. When Romeo turns down a brawl, Tybalt becomes angry, he wants to inflict pain on Romeo but then things erupt into disaster when Romeo tells Tybalt that he and Juliet are now married and that he wants to call a truce and Tybalt turns physically brutal, beating on Romeo. Mercutio then steps in to help Romeo and fights Tybalt, then when Mercutio is getting the best of the fight, Romeo stops Mercutio from seriously hurting Tybalt but whilst they both rest, Tybalt picks up a piece of broken glass, aiming to stab Romeo but Mercutio throws him out of the way and Mercutio is stabbed. Mercutio’s last words was to curse both houses, the Montague’ and Capulet’s. After seeing his bestfriend die to save his own life, Romeo takes revenge and shoots Tybalt dead in the fountain, in the streets of Verona. Romeo becomes banished from Verona and leaves. Juliet then fakes her own death so that she can write a letter for her and Romeo to runaway together but Romeo doesn’t receive the letter that tells him about her drinking a potion that knocks her out for 42 hours. He believes that Juliet is actually deceased, so he takes his own life by drinking poison that kills and whilst the poison was taking effect, Juliet awoke and picked up Romeos gun and shot herself in the head. Romeo and Juliet can be considered a tragedy because the protagonists – the young lovers – are faced with a momentous obstacle that results in a horrible and fatal conclusion. This is the structure of all Shakespeare’s tragedies. In the dictionary tragedy is defined as a dramatic composition, often in verse, dealing with a serious or somber theme, typically that of a great person destined through a flaw of character or conflict with some overpowering force, as fate or society, to downfall or destruction. My theory of tragedy is when there is a happy moment between people but is short lived because of death or a severe accident. I do think that Romeo and Juliet is in some way a divine tragedy because when they both die they are reunited in heaven. There are many themes in the play, one of the themes is hate. Hatred plays an important role in Romeo and Juliet, the hatred between the Montague’s and Capulet’s ends up killing their only two children, and what was this hate for? Nothing. It was just an ancient feud that no one bothered ending and If the two families had just stopped feuding earlier, the lives of the two lovers could have been saved. Hatred never leads up to anything good. Shakespeare tells us that it is senseless in fighting with someone just for the sake of fighting, this is an everlasting lesson. Although you see lots of violence, the main theme is love. You first see the role of love, when Romeo reminisces about his love interest Rosaline and then the second sighting is when Romeo first meets Juliet at the party and then when he serenades her in the Capulet’s swimming pool and on her balcony, and from then on you witness a lots of love scenes and even a few intimate scenes. Act 3 scene 1 is the climax of the whole play, Mercutio and Tybalt both die and this adds to the families ongoing feud, the role of hatred really shines in this scene because you see how vindictive and manipulative it can be with a human mind. Also love is shown during this scene because you see Mercutio risk his own life for his best friend (Romeo) and also you see Romeo taking Tybalt’s life to avenge the murder of Mercutio, Romeo didn’t want his best friend to die in vain. From this scene, you can tell that the worst isn’t over just yet and that the tragedy has just begun. Background on Italy: Verona: Verona is located in northern Italy near the border, somewhat east of Venice. During the fourteenth century, Verona was a thriving trade city that was extremely successful, but violence was not uncommon. The reasons for that violence are cited below: The Roman Empire maintained control of Italy through 400 AD, when it split into two distinct halves. The governmental faction established its capital in Constantinople and regarded the emperor as its supreme authority. The spiritual faction (often called ‘Christendom’), centered in Rome and was ruled by the pope. By the fourteenth century, the division between supporters of the emperor and supporters of the pope was firmly established. As in other Italian city-states, a fierce rivalry existed in Verona between the two sides. They fought deadly battles over the most petty of differences: blood was spilled over such trivial issues as the proper method of eating garlic and the viability of wearing a feather on the left rather than the right side of the cap. Astrology: Astrology was an integral part of Italian society and culture. Virtually every noble family in Italy had horoscopes drawn for their children upon birth, and most government leaders employed courtly astrologers to advise them on important issues of state. Many people believed that the conjunction of certain planets gave rise to different religions, and most believed that the stars dictated the outcome of wars. Throughout Romeo and Juliet, references are made to supernatural forces at work, and suggestions are continually put forward that Fate is inextricably linked to the stars. † Shakespeare was clearly aware of Italian custom in regard to astrology. The power of the stars in determining the Fate of the characters can be found numerous times in the play. Bubonic Plague: The plague decimated Europe in 1348 killing approximately one-third of the population. Famine and epidemics ensued. Overcrowding in city-states like Venice and Verona led to â€Å"fierce competition for few natural resources, further igniting the turmoil that already raged because of political and religious differences. † These conflicts are evident in Romeo and Juliet. Boethius, Tragedy, God and Fortune: In sixth century Rome, a statesman named Boethius wrote The Consolation of Philosophy; a work which attempted to explain why tragedy is a part of life. He proposed that life is governed by both God and Fortune, with Fortune serving as a sort of agent carrying out God’s master plan for the universe. He further asserted that good and bad Fortune occur randomly. This explanation allowed the later readers, during the Dark Ages and the Renaissance, to explain the misfortune they experienced because of the plague and violent conflicts. Boethius’s concepts of God, Fate, and Fortune†¦even went so far as to claim that misfortune was a greater teacher than good fortune. † Romeo and Juliet clearly â€Å"reflects fourteenth-century notions of God and Fortune as figures that work to control the fate of human beings. Background on Elizabethan England: Queen Elizabeth I: Elizabeth was the third Tudor monarch and ruled England at the height of its prosperity and affluence. In 1588 the Spanish Armada was soundly defeated during an invasion attempt. This caused England’s national pride to grow, and Elizabeth was quite popular as a result. Elizabeth was greatly touted for her â€Å"political shrewdness† and many English households were built in an â€Å"E† shape to honor her. Shakespeare also wished to please the Queen. He often wrote, in the hope that the Queen, who was a patron of the theater and arts, would enjoy his work. However, many wished to dethrone the â€Å"Virgin Queen† because she would not wed. In addition, Elizabeth was a Protestant and was constantly challenged by the Catholic Stuarts and the Puritan reformers; however, she managed to hold the throne until her death. The Danverses and the Longs: Another well-known feud of Shakespeare’s time involved the Danvers and Long families of England. Some scholars have speculated that this rivalry might have been yet another source of inspiration† for Romeo and Juliet. The feud allegedly began when â€Å"Charles and Henry Danvers killed their neighbor Henry Long. † The incident was well known throughout the country and could have been an influence on Shakespeare’s writing. How to cite Romeo Juliet, Essay examples Romeo Juliet Free Essays The Nurse and Friar Lawrence are admirable characters because they are respectively stronger parental figures to Romeo and Juliet than their actual parents. This seems to be evident because Romeo and Juliet’s parents are nasty to them, so actually pretty much anybody would be considered stronger parental figures. This is also true because both Romeo and Juliet are comfortable talking to The Nurse and Friar Lawrence about anything and they care for Romeo and Juliet as well. We will write a custom essay sample on Romeo Juliet or any similar topic only for you Order Now And finally, this is accurate because Romeo and Juliet are able to share their secrets with The Nurse and Friar Lawrence; in particular their secret marriage. Thus, the Nurse and Friar Lawrence are stronger parental figures to Romeo and Juliet than their actual parents. Romeo and Juliet do not share a close relationship with their parents, nor do their parents know them very well. At the beginning of the play, when Romeo is moping over Rosaline, his father is worried about him but he actually does nothing about it. Juliet’s parents are nasty to her, especially her father, who is particularly horrible when she says she wants to marry for love. He tells her that he has lined up a suitable husband, meaning a wealthy one, and that is that. If she doesn’t marry Paris she will be thrown out of the house, to fend for herself. What a father does not know is that his only daughter, who he is supposed to be so concerned about, is already married to the son of his enemy, Montague. He really doesn’t communicate with his Juliet at all. Obviously she has not spoken to him about it. She cannot even share her secret about the most important moment in her life with her mother. Meanwhile, The Nurse and Friar Lawrence continue to remain strong parental figures to Romeo and Juliet. The only person who truly knows Juliet is The Nurse, who helps to arrange everything, the way a mother should. Juliet’s nurse has been with her since birth and brought her up like her own daughter. The Nurse is more of a mother figure to Juliet than her actual mother. Even though she is a servant in the Capulet household, she does love Juliet. â€Å"Thou wast the prettiest babe that e’er I nursed. And I might live to see thee married once, I have my wish. † (A1,s3,61-63). This passage also shows that The Nurse breast fed Juliet. This was because The Nurse had just lost her child, so she took care of Juliet as the child that she never had. Likewise, Friar Lawrence is the only person that truly knows Romeo. He depends on the Friar for fatherly advice. In this way the Friar is a father figure to Romeo. â€Å"That’s my good son; but where hast thou been then? † (A2,s3,48-49). This passage shows that Friar Lawrence cares for Romeo enough to ask where he was been. Friar Lawrence also came up with a plan to bring Romeo and Juliet together in Mantua, away from Verona. This was because Friar knew Romeo well enough to know that we couldn’t live without Juliet. Very few people were informed about Romeo and Juliet’s marriage. This was because word travelled very quickly in Verona, and they knew that their families would not have approved of each other because they were marrying someone who came from the family which they had despised due to countless years of feud. As a result, neither Romeo nor Juliet’s parents were informed about this marriage of theirs. Still, both The Nurse and Friar Lawrence were trusted enough by Romeo and Juliet and were both informed about their secret. The Nurse and Friar Lawrence continued to prove their trust and loyalty to Romeo and Juliet after Romeo had been banished from Verona. Friar Lawrence also came up with a plan to bring Romeo and Juliet together in Mantua, away from Verona. The Nurse and Friar Lawrence are great parental figures because they know and understand Romeo and Juliet better and they don’t protest Romeo and Juliet’s love. In essence, The Nurse and Friar Lawrence are stronger parental figures to Romeo and Juliet than their actual parents. How to cite Romeo Juliet, Papers

Terror and Repression in Nazi Germany free essay sample

One of the key proponents of Nazi ideology was a promise to birth a new Germany. This promise of national rebirth resonated strongly in the early 1930s, when the Weimar Republic was shaken to the core by economic and political crisis. At the centre of the Nazi vision stood the ‘national community’, depicted as the polar opposite to the conflict- ridden Weimar society. In a speech witnessed by the nation in January 1932, one year before his appointment as German chancellor, Adolf Hitler concluded that the resurrection of Germany depended on the creation of a ‘healthy, national, and strong’ community. But Hitler made clear that not everyone would be allowed to join: those who endangered the ‘body of the people’ had to be ruthlessly excluded. This was no joke. Hitler and other Nazi leaders had talked for years about the need to ‘cleanse’ Germany of various ‘community aliens’ (Gemeinschaftsfremde). Only by removing from society all that was alien, sick, and dangerous, they claimed, could the uniform ‘national community’ emerge. Nazi leaders had no complete plan for the execution of their devastating vision. But it was clear that they envisaged, from early on, a fierce campaign of repression, targeting three groups in particular: political opponents (predominately left), social outcasts, and ‘racial aliens’ (Jews). Well before they gained power, the Nazis believed that an extensive policy of exclusion was needed for national salvation: their dream of a brighter future for Germany was always a dream of terror and destruction for those unfortunate enough to stand in the way. After Adolf Hitler was appointed chancellor of Germany on January 30, 1933, he took every opportunity to turn Germany into a one-party dictatorship. He also strategized carefully to arrange the police power necessary to implement his long-term policies of racial purification and European conquest both inside and outside the legalities of the German constitution. On the night of February 27-28, 1933, a mentally disabled Dutch citizen set fire to the German parliament building, the Reichstag. Hitler and his propaganda minister, Joseph Goebbels, presented the incident as the prelude to an armed Communist uprising and persuaded the then President Paul von Hindenburg to establish what became a permanent state of emergency. This decree, known as the Reichstag Fire Decree, suspended the provisions of the German constitution that protected basic individual rights, including freedom of the press, freedom of speech, and freedom of assembly. The decree also allowed increased state and police intervention into private life, allowing officials to censor mail, listen in on phone conversations, and search private homes without a warrant or need to show reasonable cause. Essentially, the lives of all German citizens were controlled, and repression was vehemently practiced. Under the state of emergency established by the decree, the Nazi regime could seize and detain citizens without reason and without restrictions on the length of imprisonment. Nazi policy against those on the borders of society involved various forms of discrimination. Social outcasts were excluded from an ever increasing number of benefits—from marriage loans to social housing—and those still on welfare had their benefits cut dramatically. Numerous cities established special ‘colonies’ where ‘anti-social’ and ‘degenerate’ families, were forced to live in a strictly controlled environment. On top of this, regional and national centers were set up to collect data on suspected individuals, such as abortionists and homosexuals. This was not just about keeping an eye on them. It was also supposed to aid their detention, and inject even more terror into a country stricken with it. Hitler and the Nazi regime also resorted to simple and extra-legal terror to intimidate opponents (in a political sense). Nazi paramilitary formations, such as the Sturmabteilungen or SA, more commonly known as Storm Troopers and the Protection Squads (Schutzstaffel or SS), had been established during the 1920s to terrorize political opponents and to protect Nazi leaders. After the Nazis came to power, many members of these units were recruited as auxiliary policemen and given license to beat or kill persons at any given time, who they deemed to be opponents. Gleichschaltung was a word made up by the Nazis to describe their plans to establish totalitarian control over German political, economic and social life. By 1934, almost 1 million Germans gathered around the nation to declare a personal oath of loyalty to Hitler. For those who were not so enthusiastic, the Nazi reign of terror began almost immediately. Following their assumption of power, the Nazisswayed the state via propaganda, legal exclusion, intimidation, imprisonment and murder to eliminate any opposition to their revolution. After the Reichstag fire, socialists, communists and Democrats were taken to Dachau, one of the first Nazi concentration camps. The brutal reputation of Himmler’s secret police ensured that people who did not actively support the Nazis were too frightened to oppose them. While Gleichschaltung was used to describe the legal measures taken by Hitler and the Nazis from 1933 to 1934, this process continued until all aspects of German society were under Nazi control. By 1937, the Nazis controlled Germans’ political, cultural and social lives to an unprecedented degree. â€Å"The period from 1933 to around 1937 was characterized by the systematic elimination of non-Nazi organizations that could potentially influence people, such as trade unions and political parties. The regime also challenged the influence of the churches, for example by instituting the Ministry of Ecclesiastical Affairs under Hanns Kerrl. Organizations that the administration could not eliminate, such as the schools, came under its direct control. †