Bacteria and Food Poisoning

Bacteria and Food Poisoning The U.S. Centers for Disease Control and Prevention (CDC) estimates that around 80 million people a year in the U.S. alone contract food poisoning or other foodborne diseases. Foodborne illness is caused by eating or drinking food that contains disease causing agents. The most common causes of foodborne diseases are bacteria, viruses, and parasites. Foods containing toxic chemicals can cause foodborne diseases as well. Typically, our immune system fights off germs to prevent illness. However, some bacteria and viruses have developed ways of avoiding immune system defenses and causing sickness. These germs release proteins that help them avoid detection by white blood cells. In addition, antibiotic-resistant bacteria have become increasingly prevalent and a worldwide public health issue. Strains of resistant E. coli and MRSA have become increasingly proficient at causing infection and avoiding immune defenses. These germs can survive on everyday objects and cause disease. There are over two hundred types of bacteria, viruses, and parasites that can cause foodborne diseases. Reactions to these germs can range from mild gastric and digestive system discomfort to death. The easiest way to prevent foodborne illness is to properly handle and cook foods. This includes washing and drying your hands, washing utensils carefully, replacing kitchen sponges often, and cooking meat thoroughly. Below is a list of a few bacteria that cause foodborne diseases, along with the foods that are associated with them, as well as symptoms that are likely to develop from ingesting the contaminated foods. Bacteria That Cause Foodborne Illness Microbe - Aeromonas hydrophilaAffiliated Foods - Fish, Shellfish, Beef, Pork, Lamb, and PoultryDiseases - Gastroenteritis, SepticemiaSymptoms - Diarrhea, Blood and Mucus in Stool    Microbe - Bacillus cereu Affiliated Foods - Meats, Milk, Rice, Potato, and Cheese ProductsDiseases - B. cereus Food PoisoningSymptoms - Diarrhea, Abdominal Cramps, Nausea    Microbe - Campylobacter jejuni Affiliated Foods - Raw Chicken, Unpasteurized Milk, Non-chlorinated WaterDiseases - B. cereus CampylobacteriosisSymptoms - Diarrhea, Abdominal Cramps, Nausea and Fever, Headache and Muscle Pain    Microbe - Clostridium botulinum Affiliated Foods - Canned Foods Including: Vegetables, Meats, and SoupsDiseases - Foodborne BotulismSymptoms - Weakness, Double Vision and Vertigo, Difficulty in Speaking, Swallowing, and Breathing, Constipation    Microbe - Clostridium perfringens Affiliated Foods - Non-refrigerated Prepared Foods: Meats and Meat Products, GravyDiseases - Perfringens Food PoisoningSymptoms - Severe Abdominal Cramps, Diarrhea    Microbe - Escherichia coli O157:H7Affiliated Foods - Undercooked Meats, Raw Ground BeefDiseases - Hemorrhagic colitisSymptoms - Severe Abdominal Pain, Watery and Bloody Diarrhea, Vomiting    Microbe - Listeria monocytogenes Affiliated Foods - Dairy Products, Raw Vegetables, Raw Meats, Smoked FishDiseases - ListeriosisSymptoms - Flu-like Symptoms, Persistent Fever, Nausea and Vomiting, Diarrhea    Microbe - Salmonella spp. Affiliated Foods - Poultry and Eggs, Milk and Dairy Products, Raw Meats, Fish, Shrimp, Peanut ButterDiseases - SalmonellosisSymptoms - Nausea, Vomiting, Abdominal Pain, Fever, Headache, Diarrhea    Microbe - Shigella spp Affiliated Foods - Poultry, Milk and Dairy Products, Raw Vegetables, Fecally contaminated water, Salads: Potato, Chicken, Tuna, ShrimpDiseases - ShigellosisSymptoms - Diarrhea, Abdominal Pain, Fever, Vomiting, Blood or Mucus in Stool    Microbe - Staphylococcus aureus Affiliated Foods - Poultry and Egg Products, Meat Products, Dairy ProductsDiseases - Staphyloenterotoxicosis, StaphyloenterotoxemiaSymptoms - Abdominal Cramping, Nausea and Vomiting, Prostration    Microbe - Vibrio cholerae Affiliated Foods - Contaminated Water, ShellfishDiseases - CholeraSymptoms - Watery Diarrhea, Abdominal Pain, Dehydration, Vomiting, Shock For additional information on bacteria, food poisoning, and foodborne diseases, take a look at the Bad Bug Book. Again, the single most important thing you can do to prevent foodborne illness is to keep your environment clean when preparing food. This includes washing your hands with soap and water and sanitizing utensils and counter tops. In addition, it is vital that you cook meats thoroughly to ensure that germs are killed.

Geography of the Country of Belize - World Atlas

Geography of the Country of Belize - World Atlas Population: 314,522 (July 2010 estimate)Capital: BelmopanBordering Countries: Guatemala and MexicoLand Area: 8,867 square miles (22,966 sq km)Coastline: 320 miles (516 km)Highest Point: Doyles Delight at 3,805 feet (1,160 m)Belize is a country located in Central America and it is bordered to the north by Mexico, to the south and west by Guatemala and to the east by the Caribbean Sea. It is a diverse country with various cultures and languages. Belize also has the lowest population density in Central America with 35 people per square mile or 14 people per square kilometer. Belize is also known for its extreme biodiversity and distinctive ecosystems.History of BelizeThe first people to develop Belize were the Maya around 1500 B.C.E. As shown in archeological records, they established a number of settlements there. These include Caracol, Lamanai and Lubaantun. The first European contact with Belize occurred in 1502 when Christopher Columbus reached the areas coast. In 1638, the first Eu ropean settlement was established by England and for 150 years, many more English settlements were set up. In 1840, Belize became a Colony of British Honduras and in 1862, it became a crown colony. For one hundred years after that, Belize was a representative government of England but in January 1964, full self government with a ministerial system was granted. In 1973, the regions name was changed from British Honduras to Belize and on September 21, 1981, full independence was achieved.Government of BelizeToday, Belize is a parliamentary democracy within the British Commonwealth. It has an executive branch filled by Queen Elizabeth II as chief of state and a local head of government. Belize also has a bicameral National Assembly that is made up of the Senate and the House of Representatives. The Senate members are selected by appointment while the members of the House of Representatives are elected by direct popular votes every five years. Belizes judicial branch is comprised of the Summary Jurisdiction Courts, District Courts, the Supreme Court, Court of Appeal, the Privy Council in the U.K. and the Caribbean Court of Justice. Belize is divided into six districts (Belize, Cayo, Corozal, Orange Walk, Stann Creek and Toledo) for local administration.Economics and Land Use in BelizeTourism is the largest international revenue generator in Belize as its economy is very small and consists mainly of small private enterprises. Belize does export some agricultural products though - the largest of these include bananas, cacao, citrus, sugar, fish, cultured shrimp and lumber. The main industries in Belize are garment production, food processing, tourism, construction and oil. Tourism is large in Belize because it is a tropical, mainly undeveloped area with abundant recreation and Mayan historical sites. In addition, ecotourism is increasing in the country today.Geography, Climate and Biodiversity of BelizeBelize is a relatively small country with mainly flat terrain. On the coast it has a swampy coastal plain that is dominated by mangrove swamps and in the south and the interior there are hills and low mountains. Most of Belize is undeveloped and is forested with hardwoods. Belize is a part if the Mesoamerican biodiversity hotspot and it has many jungles, wildlife reserves, a large variety of different species of flora and fauna and the largest cave system in Central America. Some species of Belize include the black orchid, the mahogany tree, the toucan and tapirs.The climate of Belize is tropical and is therefore very hot and humid. It has a rainy season which lasts from May to November and a dry season lasting from February to May.More Facts about Belize Belize is the only country in Central America where English is the official language Regional languages of Belize are Kriol, Spanish, Garifuna, Maya and Plautdietsch Belize has one of the lowest population densities in the world The main religions in Belize are Roman Catholic, Anglican, Methodist, Mennonite, other Protestant, Muslim, Hindu and BuddhistTo learn more about Belize, visit the Belize section in Geography and Maps on this websit e. ReferencesCentral Intelligence Agency. (27 May 2010). CIA - The World Factbook - Belize. Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/bh.htmlInfoplease.com. (n.d.). Belize: History, Geography, Government, and Culture- Infoplease.com. Retrieved from: infoplease.com/ipa/A0107333.htmlUnited States Department of State. (9 April 2010). Belize. Retrieved from: state.gov/r/pa/ei/bgn/1955.htmWikipedia.com. (30 June 2010). Belize - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Belize

Critical analysis of petition Essay Example | Topics and Well Written Essays - 750 words

Critical analysis of petition - Essay Example The college’s rationale into college algebra in the applicant’s curriculum is to satisfy the college’s minimum level mathematics competence into the course, to meet requirements for graduation, to develop an all round academic competence, and to be creative. Either the applicant meets the threshold for the reasons or the reasons are unrealistic to the applicant’s objectives and potential benefits to the society. The applicant’s experience that identify academic competence in algebra, professional application of mathematical concepts, potentials as an all round person, and the ability to outsource expertise in mathematics also justify the application for waiver. He records that he â€Å"already poses ample math skills,† and was â€Å"a machine and welding contractor† an area in which h applied algebra (Adams n.p.). A utilitarian perspective to the issue would consider the benefits that the college’s requirement for a college alge bra unit would offer to a student, the university, and the entire community that the college and the student will serve. For a student, inclusion of college algebra is justified if the unit is fundamental to the student’s profession or subsequent academic programs and if the student has not shown competence in the unit. Factors such as excellence in a similar unit and previous application of the unit’s concepts in the applicant’s profession and at advanced levels however mean that undertaking the course will not benefit the student. The requirement will also not benefit the school’s objective in the student because the student has already developed relevant competence to the college’s interest. This further means that the society derives no benefit from the requirement. The requirement also denies the applicant... The essay is related to an author, who is an Indian American and a student at the Arizona State University undertaking justice studies. His concern is that while the university requires him to take an algebra course, registering for the unit will require him to take one more semester in his current course and this will mean missing ASU College of Law entry in the fall 1993 and yet the course unit will not add value to his profession. This paper analyzes the submission and argues in its support. In the analysis of the essay, we go through the cons and pros of the situation. The pros would be that Adams’s plea for a waiver on the mathematics requirement is valid and his reasons justify this. The college’s rationale into college algebra in the applicant’s curriculum is to satisfy the college’s minimum level mathematics competence into the course, to meet requirements for graduation, to develop an all round academic competence, and to be creative. With cons, i t is however an alternative perspective regarding the waiver. The college has set its requirements for college algebra as a â€Å"minimum level of math competency† into the course and â€Å"to satisfy the university’s math requirement† for graduation and professionals agree to its existence (Adams n.p.). This means that it has been applicable to other learners and rule ethics as well as equality supports its application on the applicant. The conclusion of the essay tells us right away that Adams is an adult learner with work experience.

British Cultural Changes in the 1960s Essay Example | Topics and Well Written Essays - 1750 words

British Cultural Changes in the 1960s - Essay Example It is very certain that the experience of the World War II had a very severe impact and was the main reason that led to these changes. It is because of the Second World War that people wanted more. The British people demanded a higher level of equality and fairness (Gilbert, 1992, p. 67). It was after the World War 2 that the Britons realized that everyone had a part to play in social responsibility, and education was entitled to everyone. It was also a common belief in Britain that the British government could control the economy and ensure that their dreams were fulfilled. The British people went to great lengths to ensure that their dreams were fulfilled but still, they did not attain what they wanted. It is during the periods of the 1960s that attention was brought on the weakness of what the people wanted and strived to obtain. Many in Britain’s history consider the period of the 1960s as a watershed socially. It is also during this time that the idea of youth culture was fully developed and in action. The youth culture led to the greater rejection of the British culture together with other traditions. It is also during this period that individualism became more common and rampant (Harris, p. 228). Ideally, the British youth expressed greater dissatisfaction with the British political system, and they expressed it far more willingly (Tames, 1983, p. 231). The result for this is a greater individuality and withdrawal from the British culture. The changes of the 1960s set the pace for the following decades, and it can be agreed that Britain is still dealing with the fallout of the 1960s. So that one can understand the changes that took place in the 1960s, it will be valuable to know what took place in Britain during the world war and immediately after the world war.

Gang Violence in American Schools Essay Example for Free

Gang Violence in American Schools Essay Did you ever have to move because your kids were bullied at school? Is the community you are living in is unsafe with gang violence and you were afraid your kids will grow up to be a notorious gangster? You believe the ideal place to raise a family is in a higher income suburban area where the school system is better and your kids will be free from violence. You might want to think again. In fact, youth â€Å"gangs, now more violent than ever, are spreading to new locations† (Gaustad, 1 ) all across the country, including public schools. Gangs are moving suburban areas to recruit more members to expand their gang group. They are using new members to distribute drugs because it is appealing to young children and profitable. It is causing an increase in violence in schools because other gang group does not get along with another set of gang. Kids are scared to go to school because they are afraid they might get bullied and attack. The dropout rates has increase, more weapons are being brought to school endangering lives. School properties are being vandalized with school logos and teachers are getting injured from trying to intervene (Capozzoli and McVey, 81). Gang violence in school are getting worse that school officials, community members, and law enforcements are coming together to figure out solutions. The three solutions that seems to be showing a great impact in reducing gang violence in American schools are school uniforms, peer mediation programs, and after school programs. School uniforms are the first solution that will help cut back gang violence in American schools. Gangs use colors, certain types of clothing, and bandanas to symbolize what group they are from or associate themselves with. Students that are not involved in gangs are unable to walk down the school hallway without being accuse they are involve with a rival gang due to the color shirt he or she may be wearing. School uniforms are typically seen in private or foreign country’s schools to indicate a business-like atmosphere ( Skiba, 10). Now it is becoming more common in public schools because it keeps pupils in similar clothing. The typical school uniforms usually consist of khaki pants and collar shirts. Female pupils are sometimes in a skirt that goes down past their knees. The colors of the collar shirts vary depending on what schools students attend. School uniforms will end gang members from wearing clothing indicating what group they are from. This will help reduce violence between rival gangs because it will be difficult to point out what gang another student associate themselves with. Students will be able to concentrate more on learning than worrying about getting attack. Not only does uniform help reduce the violence but it also help schools bring unity together and help pupils who come from a family with financial difficulty feel less pressure to dress a certain way to fit in (Lopez, 4). The Long Beach Unified School District decided to establish a school uniform policy during the 1990’s to help pupils further their education in an elementary school. The school district had supports from parents who feared for their child’s safety while they were walking to school and mistaken to be a rival gang member due to the color clothing they were wearing. Violence has dropped 86% after the school uniform policy been established for 5 years (Lopez, 4). Murray states,† higher student ratings of the quality of school climate in schools with a uniform policy† after studies was done on two North Carolina schools (qtd. in Zero Tolerance, Zero Evidence, 10). The second solution are peer mediation programs. Peer mediation is a program that involves people who are chosen and educated to resolves issues between individuals that has dispute with one another. The program is used in schools, youth centers, and juvenile justice setting to help young people learn how to solve their conflict through talking it out instead of using violence. Peer mediation programs are used to help decrease lockdowns, suspensions, detentions, and to bring positive atmosphere. Instead of adults trying to diffuse the conflict between young people, the program gives students the ability to help their peer s figure out a solution to their conflict with one another. It also allows the disputers to be more open and able to express why they are conflicting with the other student. Young people tend to feel more comfortable and connect better with people their own age because they feel they won’t be judged. Students are the initiator of confrontations among other students. They have to be neutral and must go through training so they can understand the process. The process of peer mediation are broken down into six steps where the facilitator has to come up with rules that must be followed, hear both sides of the story, determine if it is the same issue causing the problem, suggest solutions that will fix the problem, make sure solution fits the goal of the outcome, and help dispute agree on a solution (Crawford and Bodine, 23). Classical high school in Lynn, Massachusetts has been using peer mediation program for 14 years now and feel that the program will help decrease violence in schools. The program is very important to the school that students have to put an application in and go through an interview process by the coordinator of the program, Miriam Markowitz to become a mediator. Student who have conflict dispute with one another are brought into a private room where the student mediator tries to resolve their issues by easing the pressure off the disputers to act a certain way if they were around their friends. Classical high school reported a â€Å"90 percent success rate† (Weber, 9). When school is out; kids can keep themselves occupied and out of trouble by going to an after school program. After school program is a safe place where kids are supervised, kept busy to drift them away from negative behaviors like gangs and drugs. A lot of the kids who goes to the after school programs lacks adult guidance, or come from a low income family that the parents are working a 12 hour shift and cannot be around to supervise their every move. The staffs at after school programs don’t just help kids with their homework but they build relationships with them and try to guide them in the right direction (after – school activities and clubs). After school programs are not just programs where kids come to do home works and activities, it is also a place where they learn about gang violence, how to prevent involvement. Council for Unity is an after school program located in Riverhead, New York that was developed by Riverhead high school. The program consist of students from different ethnic backgrounds that come together every Tuesdays, Wednesdays, and Thursdays to talk about what issues are going on in the community, ways to prevent the violence in their schools and to learn about gang violence prevention. The coordinator, Mr. Desenna ask special guest to come by to talk and educate the kids (Council for Unity). Another after school program that is a major success and has been around since 1988 is Roca located in Chelsea, Massachusetts. Roca is a nonprofit organization that works with young people from ages 14 to 24 to help them stay away from gang, teen pregnancy, being incarcerated and graduate high schools. Roca work very closely with young people who are involved in gangs. Staffs from Roca have a program that they call outreach that consist of them walking the streets and trying to build relationships with the gang members. Most of the staffs have gone through incarceration or is an ex-gang member that has turned their lives around and using their experience to influence youths in a positive way. The program â€Å"helped more than 15,000 young people make positive, profound changes in their lives† (rocain.org) Gang violence in American schools is not going to go away overnight but if efforts are put in like: establishing school uniforms, peer mediation programs and providing more free after school programs, it soon will not be an issue facing the school systems. Having positive young people trying to influence their peers will help tremendously. Works Cited Capozzoli, Thomas, and R. Steve. McVey. Gangs and Schools. Kids Killing Kids: Managing Violence and Gangs in Schools. Boca Raton, FL: St. Lucie, 2000. 81-82. Print. Council For Unity. Riverhead.net. Web. 5 Apr. 2011. http://www.riverhead.net/html/RHSnewscouncilunity.html. Crawford, Donna, and Richard Bodine. Conflict Resolution Education. Rep. Champaign,IL: Research, 1996. Print. Gaustad, Joan. Gangs.ERIC Digest. Ericdigests.org. 2005. Web. 29 Mar. 2011. http://www.ericdigests.org/pre-9216/gangs.htm. Lopez, Rebecca A. The Long Beach Unified School District Uniform Initiative: A Prevention-Strategy for Urban Schools. The Journal of Negro Education 72.4 (2003). The Long Beach Unified School District Uniform Initiative: A Prevention-Strategy for Urban Schools. Web. 31 Mar. 2011. http://elibrary.bigchalk.com.proxy6.noblenet.org/elibweb/elib/do/document. Project, – Key. Roca : Who We Are. Welcome to Roca. Web. 12 Apr. 2011. http://www.rocainc.org/about.php. Skiba, Russel J. Zero To lerance, Zero Evidence. Rep. 2000. Print. Weber, Gretchen. Peace among Peers. The Lynn Educator 2008. Print.

Bilbo Baggins, a True Hero Essay -- Literary Analysis, J.R.R Tolkien

Bilbo Baggins, a True Hero â€Å"I wish I could be a hero!† Many adults in today’s society hear small children wishing they could become heroes. Children wish to be more like heroes for the reason that heroes are the type of people who risk their lives to help others. Throughout history, children have had a positive connotation with the word â€Å"hero.† The heroes many small children talk about are the fictional ones who protect cities from villains: Superman, Batman, Spiderman, and others. However, these are not the only types of heroes in today’s world. Firefighters and policemen are also considered heroes because they save the lives of those in danger. Many adults consider their inspirations to be heroes, such as Mahatma Gandhi, Martin Luther King Jr., and Michelle Obama. Heroes do not always have to be real; for instance, they can also be literary characters such as Atticus Finch, Jonas, and Odysseus. Heroes, fictional or not, only have one purpose, to help people in need. These motivating people are in the rare category of people who willingly spend their whole lives helping people achieve their dreams. Heroes are the people who unselfishly help people live their lives in a peaceful manner. Many children wish they could become heroes, such as Bilbo Baggins. In The Hobbit, J.R.R Tolkien explores how Bilbo Baggins matures and ultimately becomes a hero. A hero, as stated before, selflessly thinks about others’ well beings before his or her own. Bilbo Baggins, the hobbit who was enlisted to help the dwarves retrieve Thorin’s family treasure, does the same thing when he decides to take matters into his own hands, and end the fight between Thorin, the lake men, and the woodelves. Bilbo decides to give the Arkenstone, a p... ...s. Bilbo is the one that gives the precious Arkenstone to Bard to help stop a war from starting. If it was not for Bilbo’s courage, Thorin would still be fighting for the Arkenstone and might have also been hurt. Bilbo also helps the dwarves by being a good leader and helping them find a way out of Smaug’s lair. Without Bilbo, the dwarves would not have the audacity to try finding a way out of Smaug’s cave. Bilbo, like a real hero, always makes sure that he finishes the task he sets out to do. Without Bilbo, the dwarves would not be able to finish all the tasks that they want to finish. Bilbo is also the reason why the dwarves are still alive. Bilbo saves the dwarves from many different disasters. The disasters range from the spiders to Smaug. Through good or bad, Bilbo has been able to show the characteristics that a real hero should be able to show.

Research Paper on Plato

Abstract Many Philosophers made a difference in society but Plato is perhaps recognized as the most famous. His writings have had a profound effect on people, politics, and the philosophy throughout the centuries. He was a public figure and he made major contributions to society. Plato helped to lay the philosophical foundations of modern culture through his ideas and writings. One of the most philosophical thinkers of Western civilization, Plato is the only author from ancient Greek times whose writings survive intact. His collection consists of thirty-five dialogues and thirteen letters, though the authorship of some is contested.Plato was born in Athens, into a prosperous aristocratic family. His Father’s name was Ariston and his Mother’s name was Perictione. His relative named Glaucon was one of the best-known members of the Athenian nobility. Plato's name was Aristocles, his nickname Plato originates from wrestling circles, Plato means broad, and it probably refers either to his physical appearance or his wrestling style. â€Å"Plato is, by any reckoning, one of the most dazzling writers in the Western literary tradition and one of the most penetrating, wide-ranging, and influential authors in the history of philosophy,† (Kraut, 2009).Plato was born during the Golden Age of Athens’s which saw the birth of classical architecture, drama, arts and politics. However, as he was growing up he observed the decline of Athens as a cultural center. He witnessed instances of cruelty, disloyalty, and dishonesty and it was in clear violation of his values. It was also during this time that Plato fell under the influence of Socrates, who engaged the people of Athens in philosophical discussions. â€Å"It was into this bright, sly, worldly atmosphere that Socrates appeared, moving questioningly about the streets of Athens†. Plato 1984). In 339 Socrates was brought to trial and charged with having false Gods and corrupting the youth. Soc rates was found guilty on the charge and was sentenced to death. The execution of Socrates weighed heavily on Plato and he turned away from politics, he thought the behavior of the courts was unjust. He decided not to get involved in political life, instead he decided to leave Athens with other friends of Socrates to travel and study. During his travels he met with all kinds of people and studied not only philosophy but geometry, astronomy, and religious teachings.Socrates was extremely influential to Plato and he was the main character in numerous writings, he was also influenced by Heraclitus, Parmenides, and the Pythagoreans. One of the most important goals Plato set for himself was to keep the memory of Socrates alive by recording and bringing about the kind of impact that Socrates had on people. Nearly all of Plato’s work takes the structure of dialogues in which Socrates is usually the main character. One of the goals of a Plato’s dialogue is to engross the reade r in philosophical questions related to the ideas being discussed.The Socrates of the Platonic dialogues is modeled after the real Socrates but it is in part an imaginary character used to impart Platonic themes. Plato’s dialogues are divided into three groups, the early or Socratic dialogues; the dialogues of middle age; and the dialogues of old age. In the early dialogues, Socrates is the main character, but it is generally believed that Plato is expressing his own views. These are the only remaining dialogues of Socrates teachings hence; they are referred to as the Socratic dialogues. In The Apology Socrates was accused of having false gods and corrupting the youth.While on trial Socrates claimed that he was innocent and was not at all wise, â€Å"Men of Athens, I honor and love you; but I shall obey God rather than you, and while I have life and strength I shall never cease from the practice and teaching of philosophy†¦ Understand that I shall never alter my ways, n ot even if I have to die many times. † (Plato 1984). Middle Dialogues During Plato's middle period he wrote the following, Meno, Republic, Euthydemus, Menexenus, Cratylus, Phaedrus, Symposium and Phaedo. The most important difference between these writings and his earlier works is that he is establishing his own voice in philosophy.In the Meno Plato introduces us to the Socratic idea that no one knowingly does wrong, â€Å"Virtue is the desire of things honourable and the power of attaining them. † Plato (1984). In the Phaedo we become familiar with the platonic doctrine of the Forms; this is where Plato makes a claim as to the immortality of the soul. Plato's most influential work, The Republic, is part of the middle dialogues. It is a discussion of the virtues of justice, courage and wisdom. It addresses the question of how do humans approach living a good life. The dialogue finishes by looking at various forms of government and describing the ideal state.The allegory of the â€Å"Myth of the Cave† is also in The Republic it is an important writing because it contains the main points of his philosophy. It is intended to be a metaphor for education and it explains issues regarding the theory of knowledge. Plato believed one must explore the belief that a greater reality exists. It is through this belief that a person can gain greater insight into true reality and become enlightened. Without it we are like the prisoners of a cave who only see the shadows of objects and live in complete darkness. â€Å"And now, I said, let me show in a figure how far our nature is enlightened or unenlightened, behold!Human beings living in an underground den† (Plato 1927). It is only through philosophy that we can come out of the cave into the true world. â€Å"Who is best suited to rule the state – lovers of opinion or â€Å"true philosophers†? (Plato 1927) His final years at the Academy he wrote the later dialogues which included the Parmenides, Theatetus, Sophist, Statesmas, Timaeus, Critias, Philebus, and Laws. It should be noted that Socrates has a minor role in these writings. Plato examines his metaphysical theories through these dialogues. He discusses art, dance, music, poetry, drama, and ethics in connection to immortality and the mind.He also dedicates himself to the philosophy of mathematics, politics and religion. Plato argued that women were qualified to play a role in politics and philosophy. In The Republic, Socrates argued that women were as capable as men in pursuit of accomplishments. There is a suggestion that women should be educated for their roles in the class of guardians and possibly work next to men. A woman’s role could be significant in society, but different from a man’s role. Even though Plato believed that women were necessary in a working society, he did not mean he thought women were equals of men.Plato thought that women lacked the strength of men and that women were more suited for other responsibilities in life. â€Å"If women are expected to do the same work as men, we must teach them the same things. † (Plato 1927) The impact of Plato’s work cannot be measured or calculated. His writings had great influence on the entire intellectual development of Western civilization. Despite the fact that Plato did not leave a well-formed, rigid philosophical system he is considered the father for all forms of philosophical idealism and dualism. The object of education is to teach us to love what is beautiful. † (Plato 1984). After he died the Academy continued until AD 529, when it was closed due to its pagan teachings. Neo-Platonism, founded by the 3rd-century philosopher Plotinus, was an important development of Platonism. It was a philosophical system which was as a combination of Platonic, Pythagorean, and Aristotelian elements. Originally it was opposed to Christianity but later on it integrated it. It dominated European thought until the 13th century and re-emerged during the Renaissance.The most important Renaissance Neo-Platonist was â€Å"Marsilio Ficino† who developed significant ideas from Plato and Neo-Platonism. Ficino founded of the Academy in Firenze and was responsible for the circulation of Neo-Platonic ideas. Ficino is credited with translating all of Platos’ dialogues into Latin and produced a great work called Platonic Theology, in which he outlines Neo-Platonism. His philosophy is based on the doctrine that the human soul is the center of the cosmos. It is the only thing that sits between the world of ideas and the world is the soul.Neo-Platonism was revived in the 17th century by the Cambridge Platonists such as Cudworth and Smith. The school stressed the importance of reason, maintaining that faith and reason are not that different. Rene Descartes an 18th century philosopher and Neo-Platonist developed a method to achieve truths. If something is not recognized by the intelle ct or reason can be classified as knowledge. According to Descartes. These truths are gained â€Å"without any sensory experience† (Descartes). He argued that as a result of his method, reason alone determined knowledge and that this could be done independently of the senses. Cogito ergo sum, I think therefore I exist† (Descartes) Plato developed an absolutist ethical theory which is that there is a greater good toward which to aspire. He developed this theory to respond to the skepticism and the beliefs of the Sophists who Plato felt did not preach wisdom, but rather their opinions. Plato tried to protect the part of reasoning in human life though he had resistance from the ancient Greek preachers know as the Sophists. They came from different cities and proclaimed that they were able to impart knowledge to young men how to live prosperous lives.Even though the Sophists did not belong to a school and did not have a common creed, some opinions were typical of them as a group and were absolutely conflicting to the views of Plato. The Sophists were great communicators and skilled public speakers. Plato felt that the Sophists were more likely to appeal to emotions rather than to reason. According to Plato philosophers influence people’s souls not their bodies and Plato agreed with Socrates in thinking that the nurturing of the soul is more vital than the nurturing of the body.Furthermore, he also believed that true leaders need to have wisdom, and knowledge. Plato's influence has been monumental as one philosopher said the history of philosophy is simply â€Å"a series of footnotes to Plato. † (Whitehead) Plato's has been criticized down through the centuries for his philosophy of the forms. His ideas of the just life and an ideal state are complex. Plato tended to specifically ignores much of human nature. Plato did not think in the realm of the physical world, he was always looking to a different one where things exist only if he can prove there existence.References Kraut, R. (2009, Sept) Plato Stanford Encyclopedia of Philosophy. Retrieved from http://plato. stanford. edu/entries/plato; Plato. (1984) Great dialogues of Plato New York: Mentor Books trans. by Benjamin Jowett Blackburn, S. (1945) The republic of Plato. (45 ed. ). London: Oxford University Press, USA. trans. By Desmond Lee Descartes. Stanford Encyclopedia of Philosophy. Retrieved from http://plato. stanford. edu/entries/descartes-works; Alfred North Whitehead. Stanford Encyclopedia of Philosophy. Retrieved from http://plato. stanford. edu/entries/whitehead/

History based on the life of the original Macbeth Essay

Eleventh century Scotland was a violent and troubled country. Family and supposedly loyal friends rebelled against one another for trading and territory purposes. The threats of an enemy invasion or an attack on fortresses were extremely common. Rampant Vikings and local Scottish men raided constantly to weaken and more importantly drive out the stubborn opposing forces that lay in their way. Macbeth was born into this dangerous environment in 1005, son of the victorious family that stamped its authority on ‘Moray’ and ‘Ross’ [significant areas in Scotland]. The family itself betrayed themselves as being loving and caring to one another, however, internally they were scarred mentally, as a consequence of their father’s death who was evidently murdered by his cousins. Macbeth obviously emotionally distracted by his father’s death, concentrated his thoughts on leading a comparatively normal life, supported by ‘Brauch’ his new partner [granddaughter to a ‘High King of Scotland’]. Subsequently they had no children of their own. The present ruler of Scotland was Duncan, an ineffectual and seemingly unpopular person amidst the civil problems. Not surprisingly someone assassinated him at the age of thirty-eight. Historians believe that it may have actually been Macbeth, but there is no conclusive evidence to confirm their theories. Macbeth seized this unique opportunity, and was elected ‘High King of Scotland’ in 1040; he ruled for seventeen years. As predecessor of the reviled Duncan, his first priority during his initial ten years in power, was to bring peace and relative stability to his problematic kingdom, notably he was fairly successful at doing-so; he became a reforming King accordingly. He managed to balance out and annihilate the majority of the negative feelings amongst the population. Unfortunately for him, his greatest and most fatal hurdle materialized in the form Duncan’s son Malcolm, who was absolutely determined to take control of Scotland. He ingeniously invaded the region in 1054, aided by the English King ‘Edward the Confessor’. Macbeth himself was brutally exterminated on the 15th of August 1057 at ‘Peel Ring Lumphanan’ in ‘Mar’. He was buried at Iona, respectively; the sacred burial place of the Kings of Scotland. Was this epic period of Scottish History the basis for Shakespeare ‘Macbeth’? Shakespeare was a talented playwright, not a historian. However, the past provides an excellent source for basing a flourishing play. It is exciting factual material with which [if one is intellectually sound], can modify and adapt to conjure up maximum dramatic effect and a truly brilliant and entertaining ‘stage production’. Historical evidence bestows writers with a fruitful background; an imaginative base on which one can construct a sophisticated plot that entices the audience’s mind, body and soul. For Shakespeare this would have been incredibly difficult to originate, hence the gathering below the rostrum; that were either damn right rude or absolutely sloshed. Indeed, it is true to say that some of his dramas were not as appreciated or dominant, fortunately Macbeth proved different, and would be a prevailing theatrical production for hundreds of years. Shakespeare was an independent character, one who thrived on his own personal achievement, and one who was not afraid to alter and develop certain features regarding a story to accomplish ultimate dramatic effect. The epicentre of Macbeth pivoted around the eleventh century ancestors; he obviously acknowledged the great potential in these characters. He evidently thought it necessary to convert, invent and abolish particular characteristics surrounding the events of eleventh century Scotland. He established ‘Lady Macbeth’s’ sleepwalking and death, the banquet scene and Banquo’s ghost, and most of the cauldron scene. With a little imagination and adaptation he reversed King Duncan’s nasty personality into a loved and greatly appreciated ‘role model’. He also eliminated Macbeth’s ten years of good rule to make the scenario and atmosphere more effective; everything he purposely altered was in the interest of the play. Interestingly, King James I was in power, when Shakespeare first presented Macbeth in 1603. I personally find this rather intriguing, because the actual storyline consists of many of King James’s personal comforts and interests. It is obvious that King James was a superior influence on the outcome of the play; he helps to conjure up some fruitful inspiration for Shakespeare; this, and the colourful Scottish pass times, provides a feast of information and ideas for Shakespeare to weave his magic upon. He gratefully accepted this priceless gift, and transformed it into one of the greatest tragedies this world has literally ever experienced. What message is Shakespeare trying to get across? I feel it important for one and me to understand that the play is meaningfully founded on the ‘corruption of power’. Although the supernatural, fascinating individuals and mysterious undertakings create a unique atmosphere to the play, the nucleus consists off events that revolve around the abuse of power. It is true to say that this is present and happening in our modern society, take ‘Hitler’ for example. He was a dictator who possessed a lethal amount of power, he used it to brainwash people, so that he could do what he wanted. He started by wiping out an entire race, known as the ‘Jews’; he and his fixation to be in control was a major factor in triggering the Second World War. A comparison can be made between him and Macbeth, both of which abused their authority. Shakespeare is trying to get this eminent message across to his viewers. Witchcraft and Murderous Schemes. If one is familiar with the tragedy, one will know that Shakespeare wrote and directed it, at a time in which murders and witchcraft were everyday issues. In fact, the majority of the general public seriously believed and feared the paranormal universe, so much so, individuals who were thought to be actual witches were tried, tested and eventually killed. During this time, ‘witch mania’ reached terrifying proportions; hundreds of innocent people [usually women] were condemned to immediate execution, without an adequate assessment. As anticipated, a small minority were against this mass persecution, but they and their justifiable opinions were suffocated without due consideration by the bulk of the general public. Essay Targets. Macbeth has complicated plots that comprise of numerous acts and scenes. I am attempting to devise an essay focusing on three specific scenes. The essay is to be written in a ‘director’s point of view’ – as if I was to direct these three selected scenes: Act I, Scene 3. Act I, Scene 5. Act 5, Scene 5. I feel that these three scenes collectively describe the basic tale and downfall of Macbeth himself. Act I, Scene 3 – meets the witches, which influences his decision to kill the king. Act I, Scene 5 – Lady Macbeth plots to kill Duncan herself and confides her thoughts in Macbeth. Act 5, Scene 5 – As a consequence of his murders, everything has come back to haunt him. He is about to be attacked by the English army, and inevitably faces the decisive punishment for his sins†¦ Death!!! I deem each scene to be off substantial importance, all independently help to develop and illustrate the overall narrative too. Unquestionably, each one has to be directed appropriately, to attain the audiences’ concentration, and to merely get them philosophizing about the story. An enthralling location is also absolutely necessary, the audience needs to be encapsulated by the setting and circumstances. The following essay denotes each scene autonomously, and expresses my feelings and points of view on how I should direct and conduct all three scenes to achieve a stunning atmosphere to mesmerize and amaze the spectators. My main objective is to manipulate selected characters and transform their personality and temperament to improve the play and exaggerate the horror theme. The fact that Shakespeare himself, left no stage directions leaves the doorway open for any willing direct to interpret the actual play, as he/she wants. Over the centuries, several producers have devised their own technique and developed the plot to create their own translation of the enigmatic ventures of the Scottish hierarchy. I have committed my play and essay to a ‘film production’. I have chosen to adopt this particular method, because I feel that it would fit perfectly into a modern day movie, which has the funds and technology to support graphic and suitable special effects. I have observed a modern day interpretation of the play; it was staged on a rough Birmingham estate. For some bizarre reason though, the actors referred to the direct text, but conveyed them in a ‘Brummie’ accent; this was literally diabolical. It simply did not complement Shakespeare’s’ erratic language, the pronunciation was awful- quite positively negative. I on the other hand deem it more appropriate to compose the epic tale of Macbeth’s downfall in its indigenous and traditional generation. Director’s point of view for Act I, Scene 3. Summary of scene: Macbeth and Banquo meet the witches, Macbeth is returning from the battle with his gallant companion and hearty Scottish nobleman, Banquo. Their journey back to the King’s camp takes them over a deserted heath. Here, the witches lie in wait for them, talking as they generally do about an evil spell they have cast upon one unfortunate person. The mist clears Macbeth and Banquo unexpectedly see the witches. They demand that these creatures: ‘so wither’d and so wild in their attire’, explain who they are. When the witches speak, they greet Macbeth as ‘Thane of Cawdor’ and predict that he’ll become king. To Banquo they foretell ‘Your heirs will be kings, although you will not’, they then disappear, before a bewildered and perplexed Macbeth can inquire about their prophecies. I feel it compulsory to point out that this scene is the penultimate in the opening trio, therefore a lot of planning and thought has gone into directing it, hence the fact it’s considerably longer than the other two scenes. Uncharacteristically, I have chosen to direct the third scene instead of the first. Respectively both are of great significance to the outcome of the play, but the third introduces the witches, their first apparition, Macbeth and Banquo. Like the opening scene, this one needs to be just as effective to conquer the audiences’ awareness. In this scene the witches encourage Macbeth to believe that he is invulnerable and indestructible. The intereference of the witches influence Macbeth’s actions; he immediately considers to commit ‘regicide’ against King Duncan ‘ If good, why do I yield to that suggestion/ Whose horrid image doth unfix my hair/ And make my seated heart knock at my ribs/ Against the use of nature’? These four sentences help to describe Macbeth’s feelings, he is basically thinking about the proposed murder, he does this by making references to certain features on his body. For example, your heart pounds when you’re excited or nervous. Macbeth having possession of all the confidence in the world as a consequence of the witches’ predictions and the recent victory in the exasperating battle fears no one. I find it hard to appreciate the reliance and dependence confined in the witches and their prophecies by Macbeth; after all they are absolute strangers. This is why I’ve chosen to portray the witches as attractive housewives, hopefully this will make the scene more believable, because men are easily dominated and controlled by beautiful, seductive mistresses. This needs to apprehend the audience’s interest, so that they can acknowledge the circumstances and understand what’s actually happening. I will set the play on a desolate, open stretch of countryside. It will be nighttime with a low and eerie fog making visibility poor. This will intensify the atmosphere, because the audience will instinctively be weary of the surroundings and the mysterious environment. The witches, Macbeth and Banquo are all dominant and important characters, thus meaning they need to be familiarized and introduced, so the audience recognizes who they are later on in the film. The scene will get underway with Macbeth and Banquo strolling over the motionless fields, discussing the eventful battle, although you will not be able to hear them, because only a sinister genre of music will be heard. They are going to be dressed in war-like clothes; therefore the audience will directly associate them with a battle of some description. In the near distance a lonely farm building will stand [the audience obviously noticing this, should already be imagining what’s in it and are Macbeth and Banquo going to go there]? The interior of the barn will be exceptionally gloomy, but in the far corner three ugly hags are going to be highlighted by specifically positioned lightning. The witches are severely deformed, to leave the audience feeling astonished and expectantly physically sick! The witches will speak in macabre tone of voice, whilst speaking to one another. Their wicked conversations will consist off evil material e.g. ‘Killing swine/ and like a rat without a tail/ Here I have a pilot’s thumb, wrecked as homeward he did come’. The presence of the witches and their repulsive words is a created stimulus that makes the play a great deal more engaging, therefore the overall production benefits and improves considerably. Their physical appearance and cursed lines keep the audience hooked, simultaneously the supernatural element increases the suspense with every scary sound and disgusting illustration produced or described by the witches. Macbeth and Banquo feeling exhausted from their tiresome day will seek deserved refuge beneath the suspicious looking dwelling. The tension and suspense will certainly be enhanced amongst the audience obviously fearing the couplets safety as they cautiously enter. However, they will be treated to a pleasant surprise, this is due to the sexy figures gathered in the corner of the room. Using contemporary technology and realistic special effects, the hideous threesome will magically be converted into gorgeous bitches! The transformed witches disguised as randy and bored housewives will [without doubt], outstand and arouse the audience together with Macbeth and Banquo. This is known as ‘dramatic irony’, when the watchers know something that the characters don’t. The witches dressed in a low, red cut top [showing an outrageous amount of cleavage] will immediately greet the dazed Macbeth and Banquo with verses of factual information and weird prophecies. The amorous ladies will speak in a confident, persuasive, but somewhat devious tone of voice, thus causing the men in the room to absorb these queer predictions. The audience would accept the witches’ original nature and accept the fact that beautiful seductive women are able to force gullible/intelligent men to believe in them and their words. Obviously, Macbeth and Banquo will be confused and amazed, but in some sense enthusiastic about the apparition. As they attempt to verbally challenge the witches, the room will suddenly become silenced, with them both pondering their recent experience, the atmosphere again changes though, as Ross and Angus storm into the equation. Ross and Angus stunned to find their chums under these certain circumstances try to regurgitate the report sent by the king. Gradually, as Ross explains the situation to Macbeth and Banquo [regarding the former ‘Thane of Cawdor’ and him being sentenced to death for treason against the king], the witches’ prophecy is beginning to unfold. Therefore Macbeth needs to act in an astounded manner, altering his body language and facial expressions accordingly best shows this. Macbeth has chosen to renovate his character, and so he keeps his feelings and thoughts to himself. This is aptly shown as he speaks to the audience alone [aside]. His soliloquy refers to and describes his ambition. The prophecy that was revealed by the witches brings a broad temptation to Macbeth that had been his secret all along for being a king, for example: ‘ My thought, whose murder yet is but fanastical’. This purely indicates Macbeth’s great ambition, he is already thinking about killing Duncan. If the audience is reasonably clever, they will detect this too. Another distinctive line is ‘Nothing is, but what is not’. He is referring to the recent events, commenting on the sensational proceedings. During this scene the plot is potentially discovered, it helps to entangle and trigger off the storyline. Although the words are enormously imperative, the characters and their actions are equally significant, in conjunction with one another, the audience understand what’s going on. The scene will end with Macbeth and Banquo standing side by side, contemplating their prosperous future. The camera will zoom in on Macbeth and his cunning visions of murdering Duncan. Unlike Banquo, who is triumphantly imaging his sons being crowned, with him in the background looking on proudly, crying sweet tears of joy? Director’s point of view for Act I, Scene 5. Brief summary of scene: In this scene Lady Macbeth plans a murder. She lives at home in there castle at Inverness. Lady Macbeth has received a letter from her husband; in it he tells her about the witches prophecies. She is interrupted as a messenger arrives telling her of the king’s visit. She realises that this is the golden opportunity to kill Duncan, the king. Her treacherous thoughts are kept to herself, unlike Macbeth who suppresses them. She makes her mind up that the murder must be committed that night. When Macbeth arrives at the castle ahead of the king, she exclaims convincingly that she has arranged everything. Lady Macbeth is the second most dominant influence on Macbeth. As soon as Lady Macbeth learns of the words spoken by the weird sisters, she instantaneously analyses Macbeth’s future i.e. if Duncan were killed, Macbeth and her could acquire Scotland. She vigorously studies the letter and assesses the situation, considering the best and most suitable option to chose, in order to bring her eagerly awaited success. If I were to direct this scene, I would set it in Lady Macbeth’s chamber; this is because bedrooms tend to be a solemn place of privacy and security. The bedroom is to be very grand and ornate, with elaborate walls, preferably in a blood-red colour, this is to emphasis the theme of blood that runs throughout the play. Lady Macbeth dressed in her sexy, soft; silky nighttime gown will try to interpret the epistle relaxing on her mahogany ‘four poster bed’. Under a quiet, pleasant piece of music, Lady Macbeth’s voice is to be sounded above the music, reading out the letter to herself, she will also over exaggerate particular words and phrases, which depict Macbeth’s thoughts. Whilst peacefully examining the letter, succeeding in comprehending it, she will act in a attentive fashion. As the production is a film, I have decided to include visual images of Lady Macbeth’s perceptions of the letter. When reading it, there will be metaphors of Lady Macbeth conjuring up pictures of her and Macbeth sitting gloriously on the throne, with hundreds of spectators gathered below, robustly singing their praises. To accompany this ceremony, a victorious composition will engulf it, however, these false celebrations will be disrupted as she resumes normality awoken by an attendant. Things could just not get any better for Lady Macbeth; the attendant brings delightful news concerning Macbeth’s and Duncan’s arrival. The supernatural is again underlined and called upon, this time by Lady Macbeth. She forms an imaginary conversation with the evil spirits, asking them to assist her murderous plans: ‘Come you spirits that tend on mortal thoughts, unsex me here’. When the conversation commences, Lady Macbeth is going to gaze up at the ceiling and perform actions with her hands where appropriate e.g. ‘Come to my woman’s breasts’ she will be clenching her bosoms as she speaks. Again, faded scenes of wicked witches will corrupt her mind, these will then turn into vivid images of her viciously stabbing Duncan to death with a decorative candlestick, as he sleeps. You will then he totally horrified by her face speckled with distinctive spots of blood. Another will then immediately follow this bloodcurdling incident; her menacing eyes will stare at you, threatening you, frightening you!!! With an ounce of luck, the audience will be completely petrified, thus achieving maximum dramatic effect. Over pictures of gruesome violence, a terrorizing sample of music will be heard. During Lady Macbeth’s deceitful outburst, many references to blood, light and dark and hell are made e.g. ‘Come thick night, and pull these in the durnest smoke of HELL’. All of these factors exaggerate the horror theme and atmosphere. Macbeth then enters the bedroom, instantly Lady Macbeth [being the scheming bovine she is], craftily asks her partner [when he claims that Duncan is coming] ‘and when goes hence?’ In other words when is he going, so I know when to conduct his brutal surcease? Being a woman in all, she is able to change nature and personality whenever she feels it obligatory to fool or persuade Macbeth. Subsequently, she goes on, to subtly describe about disguise: ‘To beguile the time, look like the time/ look like the innocent flower, but be the serpent under’t’. She is relating these lines to the killing of Duncan, in such away that the audience and Macbeth cannot really appreciate or indeed realize. I would instruct Lady Macbeth to deliver these disloyal words in a convincing way, almost as if she’s reassuring Macbeth about the murder. Macbeth does actually distinguish Lady Macbeth’s words, but he fails to comment on them, instead he ignores her, and demands to talk at a later date. By this time, the murder is already almost complete. Directors point of view for Act 5, Scene 5. Brief summary of scene: Macbeth prepares for battle, is busy setting up defenses all around Dunsinane Castle. Most of his noblemen and soldiers have rebelled and joined the other side, but he is certain he cannot be beaten or not until ‘Birnam Forest’ comes to ‘Dunsinane’ [as a consequence of the witches new appairitions]. What he does not know is that his enemies have agreed to meet at ‘Birnam Wood’. When the soldiers gather there, each one is given the branch of a tree to camouflage them as they move forward to launch an attack. As he is organizing for the battle, he thinks how meaningless life is. Just then, a messenger announces that Birnam wood appears to move. After the initial murder of Duncan, Macbeth persists in his violent actions and continues to kill more, in an attempt to become ruler of everyone and everything north of the border. Once the first the killing took place, the ball started rolling and unfortunately did not stop, that is up till now. Macbeth is facing unavoidable death, the ultimate punishment for his many sins; his castle at Dunsinane is surrounded with him at the epicentre amongst the entire calamity, but yet he still have faith in the witches predictions, and why not? The witches prophecies and apparitions have so far proved correct, significantly, the prediction concerning Macbeth’s mortality: ‘No man on earth shall harm him’, is about to prove incorrect. However, the arrogant Macbeth seriously supposes himself imperishable, consequently fearing no one. He is undisputedly emotionless this is shown in line 9: ‘I have almost forgot the taste of fears’, clearly his mental state is severely befuddled, his aspiration has got him where he is and under these particular state of affairs, he cannot turn back the clock, he simply has to face the penalty of his slaughterous actions. Remarkably, he does not sense any guilt either; instead he concentrates his efforts on the seemingly impossible encounter ahead. Even when is once loved wife dies, he fails to physically react, he simply gathers his thoughts and feelings and distributes them into a touching paragraph; yes, even the audience cannot help to feel for the desolate Macbeth. He once walked upon lifeless stretches of open countryside accompanied by his dearest friend Banquo, now he is the dirt on which his predecessors and countless enemies tread. This scene resembles Macbeth’s uncomfortable position, and his feelings; it needs to be incredibly effective to achieve the right atmosphere and tension. A more suitable location could not have been selected; the castle at Dunsinane is the perfect setting under such awkward circumstances. With the castle encircled and the defeated, lonesome, loathed figure stranded at the centre, the scene is an awesome opportunity for a willing director like myself to challenge. The scene will commence with an aerial view of the castle and the environment engulfing it, the audience will now understand Macbeth’s situation. Thousands of infantry will be advancing towards the castle under the natural camouflage off tree branches, a strong drum beat intentionally heard by the audience, will encourage the soldiers to move forwards. Meanwhile, Macbeth seeking what he considers to be relative safety in the castle will burst onto the scene in an aggressive manner. A room sited at the top of the castle [overlooking their boundaries], will suddenly be animated as the door flies open with a terrific thud, followed by a apprehensive Macbeth, Seyton and three rather nervously looking soldiers. A window foreseeing the countryside ahead and the moving woodland will be an important feature in the room, this is because Macbeth will stand in front of it [with his back against the opening], facing the anxious congregation organized below. Macbeth dressed in his gleaming armour tries to rally his troops by expressing valiant words of defiance: ‘Our castle’s strength will laugh a siege to scorn; here let them lie till famine and the ague eat them up.’ This successfully illustrates his current state of mind, he is positive and thinks that he and their stronghold will hold out against the enemy, the audience should sense this by listening to the tone in which he conveys his words; he will do so in a self-assured and powerful manner. During his defiant speech, a high-pitched squeal will be heard, immediately the audience and Macbeth will demand to know what it actually was. Seyton acknowledges that it was a cry of women. Macbeth reflects in a ‘sorry’ tone, his emotions; the way in which he delivers these might effect the audiences opinion of him. The audience realizes that he was once a good fellow, who fought bravely and cared for ones close, they should almost feel a bit of sympathy towards him, but then they compare him to the coward he has become, one who deserves everything coming his way [that is in the form of an entire army, seeking revenge for the futile murders he has committed]. Seyton informs Macbeth that it was his wife ‘Lady Macbeth’. Once more Macbeth expresses his thoughts on the matter, almost as if he is looking back and regretting his actions. The audience will be able to identify the real Macbeth again, as he comments upon ones’ life, comparing it to ‘Lady Macbeth’s’ and his. The atmosphere at this point will be depressive, due to Macbeth’s sorrowful words. However, the mood will revolutionize on the arrival of a messenger bringing shocking, but inevitable news. I will instruct the messenger to act in a stunned manner; he will also find it increasingly more difficult to tell Macbeth of the moving forest, approaching them at a rapid pace. Macbeth purposely rejects this news: ‘Liar and slave!’ even though he knows full well that there true, because the witches told him so. At this meticulous moment, a flashback will occur, this will consist of haunted reminiscences of the raunchy women retelling the third apparition stating: ‘Macbeth shall never vanquished be until Great Birnam Wood to high Dunsinane hill shall come against him.’ In other words, you will never be hurt or even destroyed until Birnam Wood moves towards Dunsinane [this will help to remind the audience about the apparition]. When Macbeth resumes regularity, he will again, persist in not believing the messengers words of truth, perhaps he does not want to believe them, because he knows that the end is near. Regardless of this, he has come too far, and so he will fight to the very last second. At the conclusion of his final dialogue in the scene, he will turn to observe the view outside, noticing an entire wood gradually moving closer, this signifying that his death is exceptionally near, a vacant expression on his countenance will demonstrate this completely.

Free Essays on Humanism In Antigone And Art

According to the dictionary humanism is a system of thought that centers on humans and their values, capacities, and worth. Relating to this definition, Ancient Greece and their people proved they could express humanism throughout their lives, especially in art. Great pieces of art, such a sculptures, paintings, murals and even the written art continue to exemplify humanism, even today, at times when Greek art is still appreciated and continue to be a mystery. This is why people of any age, race, and idea continue to visit exhibits and museums to be intrigued by this mystery of humanism. In the play of Antigone, Antigone is a young girl who is willing to risk her life in order to give her brother a proper burial. She is a woman of passion who is â€Å"in love† with love and, in a way, death. In the first stasimon of Antigone she gives a great speech to her sister. She explains to her sister and audience of the grief and pain their father left for them. She complains Zeus will not help every pain and grief that they have been through. Her and her family has already gone through so much pain and now this unwritten law by Creon is announced. She feels as if there is no reason to be alive. She’s been through so much and now even her own brother cannot have a proper burial. Antigone expresses how she feels, not even her stepfather does not respect her value of life and family. She views her self-value is no longer mattered. Why wouldn’t she attempt this risky action? She is a human and feels love for her brother. Love causes humans to do crazy, u nexplainable things. She is ready and willing to accept death in order to follow what her heart wants. Humanism at it’s best. Historians throughout time have and continue to interpret and examine ancient Greek art. One particular subject discussed in the Greek images of the Gods. For example, the sculpture of the Head of Zeus discussed in the lecture. The sculpture is a very detailed... Free Essays on Humanism In Antigone And Art Free Essays on Humanism In Antigone And Art According to the dictionary humanism is a system of thought that centers on humans and their values, capacities, and worth. Relating to this definition, Ancient Greece and their people proved they could express humanism throughout their lives, especially in art. Great pieces of art, such a sculptures, paintings, murals and even the written art continue to exemplify humanism, even today, at times when Greek art is still appreciated and continue to be a mystery. This is why people of any age, race, and idea continue to visit exhibits and museums to be intrigued by this mystery of humanism. In the play of Antigone, Antigone is a young girl who is willing to risk her life in order to give her brother a proper burial. She is a woman of passion who is â€Å"in love† with love and, in a way, death. In the first stasimon of Antigone she gives a great speech to her sister. She explains to her sister and audience of the grief and pain their father left for them. She complains Zeus will not help every pain and grief that they have been through. Her and her family has already gone through so much pain and now this unwritten law by Creon is announced. She feels as if there is no reason to be alive. She’s been through so much and now even her own brother cannot have a proper burial. Antigone expresses how she feels, not even her stepfather does not respect her value of life and family. She views her self-value is no longer mattered. Why wouldn’t she attempt this risky action? She is a human and feels love for her brother. Love causes humans to do crazy, u nexplainable things. She is ready and willing to accept death in order to follow what her heart wants. Humanism at it’s best. Historians throughout time have and continue to interpret and examine ancient Greek art. One particular subject discussed in the Greek images of the Gods. For example, the sculpture of the Head of Zeus discussed in the lecture. The sculpture is a very detailed...

Complete Guide to Harvard Recommendation Letters

Complete Guide to Harvard Recommendation Letters SAT / ACT Prep Online Guides and Tips Are you applying to Harvard, or writing a letter of recommendation for someone who is? To get into Harvard or another Ivy League school, your letter of recommendation, like with all the other parts of your application, must be outstanding. Even if your grades, test scores, and other achievements are stellar, you don't want to downplay the importance of recommendation letters in the admissions decision. Read on to find out just how important rec letters are to the Harvard admissions committee, along with how exactly they can provide powerful support for an applicant. How Important Are Recommendation Letters in Harvard Admissions? To answer this question, let's go straight to thedeanhimself. Dean of admissions and financial aid, William R. Fitzsimmons, says, "Recommendation from secondary school teachers and counselors are extremely important at Harvard." Admissions committees read the recommendations "with great care, often commenting on them in writing on 'read sheets' in each application." If that doesn't give you a sense of how much attention is paid to reference letters, consider this: they often project the recommendations onto large screens so all members of the admissions committee can read them at once, both when they meet in smaller groups and all together for final review processes in February and March. With all eyes literally on your recommendations, they are looking intently at what it has to say. Why? Getting ready* to read your rec letter...no pressure!*(Not an actual representation of what it's like at all.) What's the Purpose of Letters of Recommendation? To consult the dean again, Fitzsimmons says, "Recommendations can help us to see well beyond test scores and grades and other credentials and canilluminate such personal qualities as character and leadership, as well as intellectual curiosity, creativity, and love of learning." Additionally, recommendation letters "offer evidence of an applicant's potential to make a significant difference to a college community and beyond." As discussed in Allen Cheng's detailedguide to getting into Harvard, Harvard wants candidates who are going to achieve great things at college and beyond. In this way, they are creating value in the world as a top university. Framed in this way, Fitzsimmons' last comment about a student's "potential to make a significant difference" is a very important one. Recommendation letters should express confidence in, and, in a way, serve as proof that a student's past achievements and personal qualities predict her future success, both in the "college community and beyond." Apart from that, the recommendation letters present a full, holistic picture of an applicant. While a student's transcript, test scores, involvements, and personal essay speak to her achievements and goals, the recommendation letter both complements and adds to the application. They add dimension to who a student is, her intellectual, personal, and social qualities, and how she expresses herself with others. Harvard is an extremely competitive and selective school, and they are looking for a diverse and dynamic class oftop achieverswho are going to work well with one another and their professors. Recommendation letters attest to a student's merits, speak to her ability to thrive in an academically rigorous environment, and share a vision of her future accomplishments. Considering letters of recommendation must be outstanding and powerful documents on a student's behalf, who should write them? Make sure your recommender is happy to recommend you, like these people. Who Should Write Your Letters of Recommendation for Harvard? Harvard requires two letters of recommendation from teachers and one from your school counselor. You probably don't have much choice with the counselor recommendation, since most students have the same counselor throughout their four years of high school. What you can control is trying to connect with your counselor, getting to know her, and sharing important information that she needs to write you a strong recommendation. Where you have an important decision to make is with the teacher recommendations. Who should you ask? Who's going to write you the best recommendation letter that will most impress Harvard admissions officers? First, I would suggest asking someone who knows you well. The best letters are personal, insightful, and reveal something about your character. Someone who barely knows you won't be able to accomplish that or write about you in a meaningful way. Apart from who you know well, you should choose someone in whose class you excelled (like, really excelled. This is the H, people!). Beyond impressive grades and test scores, did you go above and beyond to take on an independent project or research an area of interest? Did you join your teacher's after school club and show your interest in physics or writing outside of the classroom? If you demonstrated subject mastery, outstanding participation, or extra involvement in teacher's class, then she can speak about your exceptional efforts and achievement in her Harvard rec letter. If you're highlighting your passion for medical research, writing, or math in your application, then you should ask a teacher in that subject who can give evidence of your talent and passion. If you're not focusing on a particular academic field, then you should still ask teachers from core classes. Junior year teachers are generally best, as they had you recently and for a whole year. If the teacher had you for more than one class, all the better. Just as long as they can write deeply about who you are and what you'd bring to Harvard. It also doesn't hurt if they think you're the best thing since sliced bread. Again, this is the H! So what content is included in an exceptional recommendation letter? Besides choosing your recommenders wisely, is there anything else you can do to ensure the high quality of your letter? What Makes a Great Letter of Recommendation for Harvard? As Fitzsimmons said, a great letter doesn't just list data or repeat a student's resume. It provides a mutli-dimensional view of the applicant, including her academic skills, impressive personal qualities, and potential for future success. For Harvard, the best letters are customized both to the student and the school. Your recommender should understand Harvard's academic demands and attest to your capacity to thrive there. So how exactly can a recommendation letter accomplish all this? What do the most memorable letters say and do? They Use Anecdotes The best recommendation letters describe an observation, story, or example that illustrates something meaningful about who you are, what you value, and what motivates you to act. Stories back up what the recommender is saying about you. They also help to differentiate you from other students with similar credentials (a lot of qualified students applying to Harvard), and stick out as memorable in readers' minds. Finally, stories prove that your recommender knows you on a personal level and is therefore qualified to assess you. Consider the difference in these two sentences. Caitlin is a motivated student. When two of our writers were out sick on the day of their deadlines, editor-in-chief Caitlin sprang into action, delegating articles to other writers and staying up well into the night writing any missing content herself. Under her determined leadership, the school paper was ready for print by morning. The story proves her motivation and determination, as well as paints a picture of a driven Caitlin writing stories late into the night. Maybe she'll do the same for The Harvard Crimson once on campus. In addition to making the student come alive for readers, stories make the letter overall more interesting, personal, and lively. That's something that admissions officers will remember. They'll know that the student had motivated teachers and counselors on her side to spend time crafting a strong and insightful letter. The best letters also speak to a student's singular commitment or passion, a quality that impresses admissions officers and points to future achievement. "Katniss shows an unmatched commitment to archery and leading revolutions." They Highlight a Specific Commitment or Unusual Skill Harvard isn't necessarily looking for well-rounded students. Their overall class can be well-rounded, by including students with deep achievement in specific areas, like designing apps, publishing creative writing, or winning national math competitions. If this sounds like you, then you've surely told this story in the rest of your application. Your recommendation can complement this story, while adding new anecdotes and observations about you from your recommender's perspective. Maybe you've done scientific research at a local college, had your poetry published in literary magazines, or composed and performed songs for school concerts. Your recommenders can speak to how you contribute excellence to your school community and will continue to inspire and collaborate with people at Harvard. Besides corroborating and adding to your "spikes" in achievement, your recommender can rave about you with a statement of high ranking. They Give an Outstanding Ranking If your recommender considers you one of the top students she's ever had, then this statement could go a long way, as Harvard is looking for the best of the best. Saying you're "one of the top, most insightful, most creative, most talented students" she's ever taught is a remarkable statement, especially if she's taught at the school for many years. On the other hand, a lukewarm statement, like calling you "well above average," could be a red flag to admissions officers. Elitist as it may sound, Harvard isn't looking for average. They expect exceptional. Especially if they contain the letters J, Q, or Z. Or is that Scrabble points? They Use Powerful Language Besides giving a powerful ranking, the best letters are well-crafted and use impactful language. They show that your recommender took time to provide a thoughtul and well-written letter. Your letters aren't being graded, of course, but to serve their purpose they must make an impression. Weak or generic words, like a subpar ranking, could suggest mediocrity. In choosing your recommender, you may ask your counselor for advice or keep an ear to the ground for who writes good letters. A short or cliche letter definitely won't fly with the Harvard admissions committee. Check out these two examples: Sara is a great student. She is motivated and a hard worker. Sara goes above and beyond and always shoots for the stars. Sara has continuously impressed me with her innovative and creative approach to problem-solving. When she joined our school's Robotics Club in freshman year, she introduced the other students and myself to a type of programming that took our creations to the next level and resulted in our first place prize at the state competition. The second example uses more specific, powerful wording to describe specifically what's so impressive about Sara. Plus, it uses an example to prove its point. The first, well, uses the phrase "shoots for the stars." Yikes. They Are Organized Finally, the most impressive letters are well organized. They include all the pertinent information, like how the recommender knows the student and what makes her qualified to assess the student. In their introduction, they give an enthusiastic endorsement, and assess the candidate in two to three paragraphs. Finally, their conclusion reiterates the recommendation, provides a vision of the student at college and after, and invites admissions committees to follow up with any questions. For more on structure, check out our thorough guide to writing recommendation letters. Now that you have a clearer sense of what goes into a strong, Harvard-worthy recommendation letter, is there anything you can to ensure you get three great letters for your application? Student team assemble! Consider this your call to action. What Can You Do to Get Strong Letters of Recommendation? If Harvard is in your sights, then you've likely laid the groundwork for strong recommendation letters. You've shown commitment to learning, academic excellence, and a love of learning. Since the best letters come from teachers who know you well, you should push yourself to participate in class, take on an extra project, or lead the club of which your potential recommender is an advisor. Take advantage of and create opportunities to connect with your teachers and counselor and demonstrate your passions and drive to go above and beyond (didn't I just say not to use cliches? Woops). Apart from having a good relationship with your recommenders, you should provide them with a thorough and insightful "brag sheet." These documents often prompt you to answer questions like, What personal qualities do you value in yourself? What are one or two experiences that shaped your outlook or sense of identity? What do you consider to be your greatest strengths? Weaknesses? Where do you see yourself in five years? What's a significant challenge you've had to overcome and what did you learn from it? If you noticed these are similar to the Common Application essay prompts, you'd be right. Both your recommenders and admissions officers want to see your capacity for self-reflection and get a sense of how you make meaning of your experiences. Not all students are experienced at this kind of self-examination, or communicating aspects of their identities to others. Take the time to really think about these questions and give thorough answers. You can even have conversations with those close to you or ask for their input (often parents will write on these brag sheets, too). Not only will this sheet further show your recommenders who you are, but they'll also help them out with valuable material. By writing about significant experiences or challenges, you might give or remind them of stories and examples they can use in their letters. Once they have the raw material and inspiration, your recommenders will be bursting with things to say about you. There is one glaring gap in what I've been writing all this time about the importance of having recommenders who know you well. What if you simply don't have teachers or, more commonly, counselors who you know you very well? What do you do then? Friend them! But in real life. What If You Don't Have Teachers or a Counselor Who Knows You Well? Schools vary widely in terms of class sizes and counselor to student ratios. Some schools have a college counseling department, while others have school counselors balancing both students' college planning and their social-emotional needs, not to mention school-wide curricula. The national average public school counselor to student ratio is 477 to 1. In California, it's an outrageous 945 to 1! With ratios this large, it's understandable if you've have a hard time getting to know your counselor at all. Dean Fitzsimmons recognizes this: "There is nothing close to a level playing field when it comes to the availability of college counseling in American high schools." In addition to the "stunningly high counselee to counselor ratios," he speaks about the "unmanageable class sizes that make it nearly impossible [for teachers] to know students well enough to write an informed recommendation." If this sounds like your school, don't despair. First, Harvard admissions officers should be familiar with the various high schools from which their students are applying. They have to account for differences in grading systems, curriculum, and stats like teacher and counselor to student ratio. They may call your counselor for more information, or simply put more weight on the other parts of your application. Something else you can do to make up for uninformed teacher recs is to provide a supplemental letter of rec from someone who knows you better, like a supervisor, coach, religious leader, summer program coordinator, or someone from the community. Dean Fitzsimmons said "one of the best letters we ever received" was from the school's custodian. He spoke about how his recommendee was a positive presence who "always made everyone around him better."At the same time, Harvard advises against sending too much supplemental material, especially if your teachers and counselor have already written effectively for you. Something else you can do to improve your letter is to set up meetings with your teachers and counselor. Talk to them about your goals and how much you want to get into Harvard. (If this feels daunting, it's good practice for your Harvard interview!) Share your detailed brag sheet and make time to discuss it together. Maybe this feels like you're telling them what to write, but if you need to, so be it. Take control of your application, and let them know what you want to go into your letter (politely, of course). Before wrapping up, let's go over the key takeaways for obtaining a great recommendation letter that will impress Harvard readers. Key Takeaways for Harvard Recommendation Letters Listen to Dean Fitzsimmons when he says that recommendation letters are "extremely important" and put as much thought and care into them as you do the rest of your application. How? By choosing your recommenders wisely, pushing yourself to get to know them well, and providing detailed self-reflections to help them as they write. What if you sense your teacher isn't used to writing recommendation letters for Harvard? It would be ideal if you could ask a seasoned writer with a reputation for helping students get into competitive schools. If that's not a possibility, perhaps you can share resources like this one with your recommender. It's up to you to feel out whether this would helpful or could unintentionally cause offense. You certainly don't want to insult the person you're hoping will sing your praises. As a driven and conscientious student with your sights set on the Ivy League, you're definitely capable of doing everything you can to ensure three strong recommendation letters. Good luck! What's Next? Not only should you be thoughtful about who you ask, you should also have a plan forhow you ask for your recommender for this important letter. Read all about how to request a letter of recommendation here. Any chance you're also applying to Dartmouth? They require an unusual recommendation - one from a peer. Read all about peer recommendations and how to get a great one for Dartmouth. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Role as a Mentor Essay Example | Topics and Well Written Essays - 1000 words

Role as a Mentor - Essay Example Mentoring is a concept and practice that is associated with providing professional learning in health care. This practice has changed since 1970 significantly and was officially implemented in nursing in 1980. There are different tittles that are used in connection with the role of mentoring. Role of Mentors Mentoring activities are aimed at providing safe and effective skills for students in health care practice. It helps professionals provide informed guidance to students while they are in a practical situation (Martin and Mackinnon, 2007, 41). Mentors should have the knowledge and skills to hold up learners and offer secure surroundings for learning. There are roles within mentorship that overlap, even though there are distinctions between these roles. When these roles change, a clear distinction between mentoring and coaching is established. The term ‘mentor’ has changed to signify a person who guides individuals during their developmental years to progress and achieve their identity (Martin and Mackinnon, 2007, 41). The term is implemented in nursing education for students to achieve safe and effective clinical skills during their practice. The role of a mentor is to support learning in the practice situation. There are overlapping roles of a mentor; thus, he is expected to show certain characteristics during a practical situation. There are different roles of a mentor and a lecturer in that a mentor focuses on individual students in practice while a lecturer focuses on learning environment. In nursing practice, the word ‘mentor’ is defined as a midwifery or health visitor who supervises students in clinic situations. Mentors also help in facilitating learning in clinical settings. Mentors have different roles that include nurturing, role modeling, functioning, and sustaining a caring relations hip over time. Mentors should have good communication skills for them to understand the principles of adult education. The role of mentors is widely utilized, and it may appear as an obvious aspect offered to learners. Students need mentors to ensure they have safe practices. Mentors also ensure that students acquire competence in their fields of learning. In nursing and health profession mentors guide, support and act as role models to their students. It is the responsibility of a mentor to structure a working environment for learning, hence facilitating constructive and honest feedback. A mentor ought to be friendly and encourage the students while they are in a learning situation. Students who have been on placement can take advantage of mentoring by applying for that post after qualification. Mentorship enables students to attain competent practice as long as it is established on a supportive basis. It is suggested that people might benefit from having a mentor in their lives. B oth parties select this role, and the mentor can be a parent, friend, or a senior peer. Students select mentors for guidance and counseling. However, mentors identify different reasons for mentoring roles. Research has identified different roles for mentors such as guidance and counseling. Aspects for Change The mentoring process combines various factors that are effective and essential for learning. Mentors need to create an environment for learning and display leadership skills for students to emulate. The mentoring process should emphasize assessment and accountability. Establishing an effective learning environment is significant because it contributes to sufficient clinical experience. This relationship assists the mentor and students in