Is It A Hero Or Hero - 954 Words

Most martyrs unfortunately didn’t decide to become a hero or heroine because of an ability or skills set as a public speaker, leader / negotiator or activist, solely to encounter injustice, inequality or racism. Most martyrs probably contemplated and agonize long and hard over their role and involvement in movements, protest and rallies, struggled with the weight of understanding and finally submitting to their destiny. The anguish of destiny: realizing the target they might become, agonizing over the ridicule and scrutiny by an antagonist(s), and they, themselves might or might not ever know. Almost assuredly, become the victim of threats carried out against them and their families. Ironically! Most heroes don t always feel settled in the position or role they may portray. Sometimes they feel inapt and inept for the position: somewhat awkward, uncomfortable, fearful and concealed pressures, unpreparedness, uninformed and position and mediator demands. This is so true! Someti mes working as a leader/ negotiator brings you to the table with more than one party, but often brings out multiple issues, problems and situations that need an answer. Everyone involved has an agenda, wanting their issues dealt with first and foremost, pushing for attention believed should be theirs. I understanding the fear of being thrust into leadership position; it’s was almost serendipitous in a way. While attending undergraduate at Jackson State University in Jackson Mississippi. I foundShow MoreRelatedThe Hero As A Hero1529 Words   |  7 PagesWhen the term â€Å"Hero† is brought up, many people will have a different definition of it. According to website dictionary.com, the real definition of a ‘hero’ is â€Å"a person noted for courageous acts or nobility of character; and a person who, in the opinion of others, has special achievements, abilities, or personal qualities and is regarded as a role model or ideal.† Nowadays, the word  "hero† can be associated with literally anyone. Heroism can be associated such as famous people, fictional charactersRead MoreA Hero As A Hero767 Words   |  4 Pagesdifferent people who have influenced me to do the precise thing and have made a tremendous impact on my life and where I am at today. A hero can be interpreted in a variety of unalike ways and by a various amount of people, but the single and most important person who I consider to be a hero to myself would be my grandfather, Theodore Brown. My grandfather was not only a hero to me, but an inspiration. To start, my grandfather taught me to be brave and to face my fears which have already come into playRead MoreThe Hero As A Hero1009 Words   |  5 PagesI could never fully understand what the title hero represents. It is very confusing thinking about a definition of the word hero. Growing up I had a lot of heroes. My favorites heroes changed as I was growing older. As a kid, Superman was my favorite hero. He could fly, stop bullets, he had laser eyes, and see through walls. It was exciting. When I grow older, John McClane was my hero. He will stop terrorist all by himself, risking everything that he got just to save the people he cares about. ItRead MoreThe Hero Of A Hero907 Words   |  4 Pagesexemplifying a hero developed into something everyone longed to do. This ambition remains today. However, obtaining a hero-like persona constitutes much more than saving a cat from a tree or helping an elderly woman cross the street. A hero not only affects the direct person in need of he lp, but the many around as well. In order to have the classification of a hero, one must adopt a courageous, determined, selfless, and inspiring attitude while also attaining an opportunity to show heroism. A hero must manifestRead MoreA Hero As A Hero889 Words   |  4 Pages Anyone can be a hero, even you! A hero does not have to be someone with powers or a costume. A hero is someone or something that you can look up to or admire. All heroes are not perfect, and they can make mistakes as would a regular human. There is a difference though because heroes have the enormous responsibility. They are always being signaled, and they are always expected to do the right thing. Heroes are many times forced to test their character which leads them to realize their potentialRead More: A Hero Is A Hero1414 Words   |  6 PagesPeople define the word â€Å"hero† differently. Some see them as a dragon slayer that has been tormenting the hero’s village, or someone who sneaks into a booby-trapped cave trying to retrieve a precious stone while simultaneously trying to stay alive. Others see them as someone that flies over their home city saving a baby from a bunch of armed burglars , fighting them with laser vision. Merriam Webster defines it as a â€Å"mythological or legendary figure often of divine descent endowed with great strengthRead MoreThe Hero Of A Hero926 Words   |  4 PagesThe ancient Greeks had strict and strong values on what it meant to be a hero in their society. Individuals who wanted to be seen as a hero had to follow this standard in order to become and be seen as a hero. Being a skilled warrior was not the only requirement, one had to respect authorizes, both governmental and religious. This code even goes on to state that hero’s mind must not be prideful and arrogant. These men had to be modest and humble. Honor of course also played an important role in theRead MoreA Hero As A Hero1010 Words   |  5 Pagessuperhero movies, Spiderman, Batman, Superman, and the list goes on. When the word hero comes to mind, one often thinks about someone with super heat vision. Someone with the ability to fly. someone who has super strength or someone who stops the villain and saves the day. Sometimes, if the hero if super enough, they win the girl too. However, why does a superhero have to have supernatural abilities to be considered a hero? Why can’t they simply be someone who puts the need of others before their ownRead MoreHero Essay : A Hero Is A True Hero805 Words   |  4 PagesReeve states, â€Å"A hero is an ordinary individual who finds the strength to preserve and endure in spite of overwhelming obstacles.† In other words, a hero is a everyday person that has the courage, bravery, and strength to overcome any challenge they are going through or as a challenge to help someone no matter what it takes. Even though there could be many struggles, a hero has to endure the strength to do anything to help in any way they can. Many people think they know what a hero is, but do theyRead MoreA Hero : The Characteristics Of A Hero820 Words   |  4 Pagesa firefighter and policemen can be a hero. Firefighters and policemen are strong and courageous. They risk their lives just to save and protect an everyday stranger. That is what a hero does. Being a hero does not require having super strength or need to read minds, but being a hero does require certain qualities that make a hero. One of those qualities is being a leader and also being courageous. Since leadership and courage are two necessary traits of a hero, heroes are usually not weak but strong

Jewish Concentration Camps And The Nazi War - 901 Words

Comprehending the life suffered by those forced into German concentration camps is inconceivable, for only those who experienced such trauma can understand. Authors such as Primo Levi present readers with a glimpse into the daily, sorrowful life of prisoners. Levi, an Italian Jew and chemist, was captured by the fascist army in December of 1943. At only twenty-four years of age, he admitted to his ignorance and inexperience which would fail to help him transition into Auschwitz. Levi’s time in Auschwitz compelled him to view humanity as self-interested men who lost sympathy for each other in the means of survival. During the deportation and arrival at camp, some men chose to be optimistic about their fate ensuring one day they would return home to their families. At such a naà ¯ve time, optimism was all these prisoners possessed. As time at Auschwitz continued, Levi became more pessimistic. One of his earliest discoveries included the prejudice against Italians which he felt were thought of as the stupidest people. When they asked a question they were completely ignored as if they did not exist. It was through this experience in which Levi learned about every mans own interest and unconcern about the condition of others, whether that interest laid in the Nazis and their plan to annihilate the Jews, or within the prisoners who sought every possibility to gain something to eat even if that meant stealing from somebody or deliberately lying and sabotaging. In such conditions,Show MoreRelatedThe Holocaust : The World War II1247 Words   |  5 Pages World War 2 brought upon a time of disappointment and the Jewish purgatory. This event caused millions of death to innocent people and disgrace to many Jewish families. This time period was ruled by the powerful leader of the Nazis as they were know for. He was the chancellor of Germany, he was Adolf Hitler he was known as the greatest leader to all the Nazi’s party. Hitler came into power in the year of 1933. This Nazi’s party planned to exterminate all the Jewish. This event was called the â€Å"FinalRead MoreThe Holocaust : The World s Perspective Essay1455 Words   |  6 Pagesdefeated the Nazis. The Nazis used the term the Final Solution to state to their plan to murder the Jewish people and people they called the â€Å"others†. Holocaust, originated from the Greek word holokauston and means sacrifice by fire, this refers to the Nazi s persecution and planned genocide of the Jewish people and many others. The Nazi’s targeted Jewish people, Gypsies, Homosexuals, Jehovah s Witnesses, twins and the disabled for torture and persecution, anyone who fought back the Nazis was sentRead MoreAtrocities of the Holocaust Essay1507 Words   |  7 PagesOf all the examples of injustice against humanity in history, the Jewish Holocaust is one of the most prominent. From 1933 to 1945, the Nazis waged a vicious war against Jews and other lesser races. This war came to a head with the Final Solution in 1938. One of the most horrific results of the Final Solution were the scores of concentration and death camps spread across Nazi Germany, Poland, and other parts of Nazi-controlled Europe. In the aftermath of the Holocaust, people around the worldRead MoreHolocaust Final Draft : Holocaust1495 Words   |  6 PagesAdolf Hitler became Germany’s dictator, and they started the organization called the Nazis. They started by terrorizing the Jewish community in Germany, then eventually put them all into concentration camps. In one of the bigger camps, they experimented and took newborn babies away from the nursing mothers and they were seeing how long they would survive without feeding. Between 1945 and 1985, about 5,000 Nazi war criminals were killed and 10,000 were imprisoned after being searched for and theyRead MoreThe Holocaust Of The Jewish Holocaust858 Words   |  4 PagesThe Jewish Holocaust is often described as the largest, most gruesome holocaust in history. It began in 1933 with the rise of Adolf Hitler and lasted nearly twelve years until the Nazi Party were defeated by the Allied powers in 1945. The expression â€Å"Holocaust† originated from Greece which is translated to â€Å"sacrifice by fire†. This is a very proper name considering the slaughter and carnage of Jewish people inflicted by the Nazis. In addition to the Jewish, Gypsies, Jehovah’s Witnesses, homosexualRead MoreThe Holocaust: One of the Darkest Times in Human History Essay760 Words   |  4 Pagesshouldn’t be covered up or hidden. Adolf Hitler thee leader of the Nazi Party was appointed the chancellor of Germany on January 30, 1933 during that time Ger many had a Jewish population of about 566,000. Hitler had a hatred for Jewish people, the roots of his anti Semitism are unclear. When Hitler came to power he almost immediately began to strip Jewish people of any kind of rights. Starting with creating a Law to strip Jewish immigrants from Poland of their German citizenship. Then moving onRead MoreThe Boy Who Dared By Susan Campbell Bartoletti1426 Words   |  6 Pagesthe Holocaust when the Nazis were rising to power in 1933. Helmuth was one of the very few young boys who tried to expose Hitler to the people of Germany. Hitler was torturing the Jews and declaring wars on countries just because he wanted war. He also ruined Jewish shops and destroyed their futures. The Boy Who Dared shows historical accuracy in many ways, especially as it focuses on Helmuth’s life, the persecution of Jewish people in Germany and Poland, and Hitler and the Nazi Party. One of the majorRead MoreHow The Holocaust Took away the Rights of Jewish People788 Words   |  4 PagesHow did The Holocaust take away the rights of Jewish people? Well, Jewish people had to be locked up in concentration camps, work hard labor, be poorly fed, get abused, and a lot more. Right before World War two the great depression had happened, leading into the holocaust. The Holocaust had started in 1933 Adolf Hitler had become chancellor of Germany. The Great Depression hit Germany. The Nazi officials were Adolf Hitler, Adolf Eichmann, August igruber, Joseph Goebbles, Amon Goeth, Herman GoringRead MoreThe Holocaust and Nazi Germany Essay1100 Words   |  5 Pagesand moving speeches. From this point forward, it was a goal for both Hitler and his Nazi Party to rid the world of deemed â€Å"inferior† groups of people (Holocaust Encyclopedia: Timeline of Events). Adolf Hitler rose to power in Germany in 1930, after running a strong political campaign during a devastating time in German history. Germany was suffering from a disastrous economic depression resulting from World War One, and Hitler used this to his advantage by using his political skills and risingRead MoreThe Boy Who Dared By Susan Campbell Bartoletti1426 Words   |  6 Pagesthe Holocaust when the Nazis were rising to power in 1933. Helmuth was one of the very few young boys who tried to expose Hitler to the people of Germany. Hitler was torturing the Jews and declaring wars on countries just because he wanted war. He also ruined Jewish shops and destroyed their futures. The Boy Who Dared shows historical accuracy in many ways, especially as it focuses on Helmuth’s life, the persecution of Jewish people in Germany and Poland, and Hitler and the Nazi Party. One of the major

Romeo and Juliet and Capulet free essay sample

Soon several member of both houses jump into the fight as well as citizens of Verona. Capulet calls for his sword. Then Montague tells his wife to let him go so he can attack Capulet. The fight is then broken up by the Prince stating that if the Capulets and Montagues get into a fight again, those responsible will be put to death. Everyone departs the scene save for Montague, Lady Montague, and Benvolio. Monntague asks who started the fight and Benvolio blames Tybalt. Then they speak about Montagues son Romeo who is currently sulking. Benvolio says he will find out what is bothering Romeo who appears in the scene. Benvolio then moves to speak with Romeo. Benvolio learns that Romeo is saddened over the rejection of Rosaline. Benvolio tells Romeo the best way to get over a woman is to find another one. Romeo disagrees and states that he will never love another. Benvolio promises he can make it happen Glossary 1. importune beg persistently and urgently BENVOLIO â€Å"Have you importuned him by any means? † 2. transgression in making lovers suffer so ROMEO â€Å"Why, such is loves transgression. † 3. â€Å"her store† Her store of wealth which consists of her beauty. She ill leave no beauty behind her in her offspring. ROMEO â€Å"That, when she dies, with beauty dies her store† Background Character I am the assistance. Sampson and Gregory, servants of the house of Capulet, go out looking for trouble. .  . .  Sampson and Gregory almost pick a fight with Abraham and Balthasar, servants of the house of Montague. .  . .  Seeing a Capulet kinsman, Sampson and Gregory start to fight with Abraham and Balthasar. Benvolio tries to stop the fight, but Tybalt enters and attacks Benvolio. The citizens of Verona attack both the Capulets and Montagues. Capulet and Montague try to join the fight, but are restrained by th eir wives.   . .  Prince Escalus stops the riot, threatens everyone with death, and takes Capulet with him, leaving Benvolio alone with Montague and Lady Montague. Lady Montague asks where Romeo is, and Benvolio answers that he was up before dawn, wandering in the woods. The Montagues say that Romeo is afflicted with strange sorrows, and Benvolio offers to find out whats wrong with him. .  . .  Seeing Romeo coming, Montague and Lady Montague leave Benvolio alone to speak with their son. Benvolio soon discovers that Romeos problem is that he loves a woman who doesnt return his love. Benvolio tries to get Romeo to say who it is he loves, but Romeo wont. Benvolio also tries to get Romeo to solve his problem by looking for another woman, but Romeo seems determined to love and suffer. Act one, Scene two Questions 1. Why does Capulet think it will be easy for Montague and him to keep the peace? -Because they would both not want the penalty of death. 2. What do Romeo and Benvolio decide to do -Go to the party. Notes It takes place in a street. Capulet and Paris enter speaking about Pariss desire to marry Capulets daughter Juliet. Capulet says that Paris may marry Juliet but he must first win her heart. He then invites Paris to a dinner party he is throwing that night. At the end of the conversation Capulet hands his servant a piece of paper with names on it and tasks the man to find them and invite them to his party that night. The servant stands alone on the street and states he does not know how to read. The servant asks Benvolio if he will read the list for him. Benvolio after a bit of teasing reads the list. It is a list full of names to be invited to Capulets party including Rosaline. Happy for their help the servant invites Benvolio and Romeo to the party as long as they are not Montagues. Benvolio points out that Rosaline will be there as well as several other beautiful women. Romeo agrees to go the party. Glossary 1. †bound† bound over to keep the peace CAPULET â€Å"But Montague is bound as well as I,† 2. The servant’s confusion is deliberately contrived by Shakespears:thus, SERVANT â€Å"shoemaker †:last, â€Å"tailor †:yard, â€Å"fisher †:nets, â€Å"painter †:pencil 3. †splendor of mine own† the splendid beauty of my own beloved RPMEO â€Å"I’ll go along, no such sight to be shown, But no rejoice in splendor of mine† Background Character I can see Paris asks Capulet for Juliets hand in marriage. Capulet thinks shes too young, but tells Paris to woo her, and invites him to a feast that night. Capulet sends the servant out to invite other guests to the feast. .  . .  Benvolio is still trying to talk Romeo into considering other ladies when they are interrupted by the Capulet servant, who asks Romeo to read something for him. It is a list of guests at Capulets feast that night. Thus Romeo discovers that Rosaline, his beloved, will be at the feast. Benvolio challenges Romeo to go to the feast and compare Rosaline with other beauties. Romeo says he will go, but only to rejoice that Rosaline is most beautiful of all. Act one, Scene Three Questions 1. How old is Juliet? * 13 going on 14 2. Following Juliet’s answer, what does Lady Capulet then tell Juliet? * She should try and like Paris after she meets him. Note It takes place in a room in the Capulet house. Lady Capulet asking for her daughter. Lady Capulet asks Juliet what she thinks about marriage. Juliet claims it is something she dreams of. Then Lady Capulet lets Juliet know that Paris desires to marry her. A servant informs Lady Capulet that guest have begun to arrive. Nurse and Juliet talk a bit and then exit the scene. Glossary 1. â€Å"wormblood† a plant with a bitter juice to make the child stop drinking mother’s milk NURSE â€Å"For i had then laid wormblood to my dug† 2. â€Å"Were not i thine only nurse† but since she is, to say so would be to prise herself NUSE â€Å"An honor? Were not i thine only nurse, Id say thou hadst sucked wisdom rom thy teat† 3. â€Å"But no fly† I will not go farther than your approve. JULIET â€Å"But no more deep will i endart mine eye than your consent gives strength to make it fly† Background Character Lady Capulet wants to have a serious conversation with Juliet, but the Nurse interrupts with a long reminiscence about Juliets weaning and what Juliet said about falling on her back. Lady Capulet tells Juliet that Paris wants to marry her, and urges her to look him over and see that he is the husband for her. Servants come to call everyone to the feast. Act one, Scene four Questions 1. What does Mercutio say about dreams? * They are nothing but fantasies of the brain. 2. What is Romeo’s mood at the end of this scene? * He is amused Note It takes place in a street. Mercutio, Benvolio and Romeo are wearing masks and are traveling with several other maskers and torchbearers. They speak amongst each other believing that not only will their masks keep them from being dedected as Montagues, but they also vow to stay for just one dance. Because Romeo is still pining for Rosaline, Mercutio teases him with the story of Queen Mab. Glossary 1. â€Å"cupid† a guest disguised as cupid as a spokesman to make their speech of apology BENVOLIO â€Å"We’ll have no cupid hoodwinked with a scarf† 2. â€Å"the game done† this is the best part of the proceedings, so i am giving up before worse comes. ROMEO â€Å"the game was ne’er so fair, and i am done† 3. â€Å"this wind you talk of† probably with the implication that ercutio is a windbag The wind you talk to blows us from ourselves Background Character Mercutio tries to persuade Romeo to dance at Capulets feast, but Romeo insists that he is too sadly love-lorn to do anything but hold a torch. Then Romeo says that its not wise to go to the feast at all, because of a dream he had. .  . .  Mercutio mocks Romeos belief in his dream by going on and on about Queen Mab, but Romeo is sure that some terrible fate awaits him. Nevertheless, he goes into the feast with his friends. Act one, Scene five Questions 1. What does Romeo think of Juliet the first time he sees her? * He thinks that she is the most beautiful thing that he has ever seen. 2. Explain what the conversation is about between Romeo and Juliet. * Romeo and Juliet are talking about how Juliet is so pureand like a saint and Romeo is a sinner. Note It takes place in a hall in Capulets House. It begins with a conversation between two servants. As they speak Capulet enters with Juliet and others of his house. Capulet addresses the guests and tells them to have a good time. Capulet converses with a cousin and during this time Romeo sees Juliet. He asks a servant who she is. The servant tells him he doesnt know. Romeo then luanches into a poetic description of Juliets beauty. Tybalt overhears this speech and recognizes Romeo as a Montague and moves to attack him. Tybalt is stopped by Capulet who asks him why he is upset. Tybalt tells him that he knows Romeo is in the house. Capulet tells Tybalt not to attack Romeo and after a brief argument Tybalt agrees but is angry about. Meanwhile Romeo has started to romance Juliet but then learns she is a Capulet and after a brief word with Benvolio everyone but Juliet. The Nurse and Juliet have a conversation and Juliet learns that Romeo is a Montague. Glossary 1. trencher† wooden platter 1stSERVINGMANâ€Å"He shift a trencher? He scrape a trencher! † 2. â€Å"set cock-a-hoop†Ã‚   start a riot CAPULET â€Å"You will set cock-a-hoop† 3. â€Å"pilgrim†Ã‚   Romeo was probably dressed as a pilgrim JULIET â€Å"Ay, pilgrim, lips that they must use in prayer† Background Character At Capulets house, Romeo and his friends enter as preparations are being made for the dancing. The musicians are tuning up, and the servants are hurrying to clear away the remains of the feast. .  . .  Capulet enters, greets the masked strangers, and invites them to dance. Romeo sees Juliet and says to himself that this is the first time hes seen true beauty. Tybalt recognizes Romeo and sends for his sword, but Capulet orders Tybalt to do nothing. Saying that hell make Romeo pay, Tybalt leaves. .  . .  Romeo holds Juliets hand, and begs a kiss, which she gives him. They kiss again, and then both are called away. As everyone is leaving, they each learn the name of the other, and they each exclaim upon the fate that has made each fall in love with his/her enemy. Act two, Scene one Questions 1. What does Mercutio say about â€Å"blind love†? * One loves with the heart, not the eyes. 2. Why does Romeo leave his friend? * he ditches his friends and hides out in the orchard behind the Capulet house Note Act II opens with a prologue that does two things. First it points out that Romeo and Juliets love will be hard because their families are enemies. Second it pokes fun at Romeo for so quickly falling in love with Juliet and completely getting over Rosaline. Scene 1 takes place in a lane by the wall of Caputlets orchard. Romeo jumps over the wall. Benvolio and Mercutio at first try to get Romeo to rejoin them. However, Benvolio knows that Romeo likes solitude and convinces Mercutio to leave him be. Glossary 1. (Line 6, Mercutio)   conjure:   call a spirit by magic 2. (Line 12, Mercutio)   purblind:   very blind . (Line 13, Mercutio)   Abraham Cupid:   Shakespeare may have meant Adam Cupid, an archer in an old ballad Background character On his way home from Capulets feast, Romeo turns back and jumps the wall of Capulets garden. Benvolio calls for Romeo and Mercutio bawdily conjures Romeo, but he will not appear, and his friends depart. Act two, Scene two Questions 1. When Juliet appears on her balcony, what does Romeo compare her to? * The sun 2. Juliet is going to send someone to Romeo on the following day for what purpose? * To arrange the marriage. Note Scene 2 takes place in Capulets Orchard. Romeo stating that his friends jest at him for something they dont understand. Suddenly Juliet appears in the window above. Romeo begins speaking about how beautiful she is. Then Juliet, not knowing Romeo is present, begins mourning over the fact that Romeo is a Montague and she is a Capulet. After listening Romeo reveals his presence and tells her that he loves her. During their expression of love for one another, Juliet is called by her nurse. After a brief moment with her Nurse, Juliet comes back and she and Romeo agree to marry. Juliet tells Romeo she will send him a message so that he can inform her of the wedding plans. Day begins to break over the orchard. Glossary 1. (Line 4, Romeo)   envious moon:   Diana, goddess of chastity 2. (Line 5, Romeo)   be not her maid:   hoping Juliet is unlike the virginal Diana 3. (Line 8, Romeo)   vestal:   virginal Background character In Capulets garden Romeo sees Juliet come to her window. He is entranced by her beauty and listens as she tells the night that she loves Romeo and wishes that he had another name. Romeo surprises her by offering to take another name for her love. At first, Juliet worries for Romeos safety and then she worries that he may be a deceiver, but he wins her over with passionate vows of love. They pledge their love to one another and then Juliet is called away by the Nurse. .  . .  Answering the call of the Nurse, Juliet goes into the house, then comes right back out and tells Romeo that the next day she will send a messenger to find out when and where she is to meet and marry him. Juliet is again called back into the house, and Romeo starts to leave, but Juliet again comes back out, to set a time that her messenger should go to Romeo. Romeo tells her that the messenger should come at nine in the morning. They say a long goodbye, and after Juliet is gone, Romeo says that he will go to the cell of Friar Laurence to get his help. Act two, Scene three Questions 1. What has Friar Laurence been out gathering in his basket? * Flowers. 2. Friar Laurence agrees to perform the marriage ceremony for Romeo and Juliet for what reason? * He thinks it will bring the Capulets amp; Montagues together. Note Scene 3 takes place in Friar Laurences cell. The scene begins with Friar Laurence with a basket in hand and speaking of the qualities of various flowers and herbs. Romeo tells the friar that he wants to marry Juliet. The fryer is surprised at how quickly Romeo has gone from loving Rosaline to loving Juliet. Eventually the Fryer agrees to marry Romeo and Juliet because he thinks it will cause the two families to come closer together. Glossary 1. Line 54: intercession- a petition 2. Line 54: steads- helps, is of use to 3. Line 81: chidst- rebuked Background character At dawn Friar Laurence gathers herbs and comments on how in both plants and people everything has some good, and every good can be abused and turned to evil. .  . .  Romeo appears and tells Friar Laurence that he has fallen in love with Juliet and wants him to marry them. The Friar criticizes Romeo for jumping so quickly from love of Rosaline to love of Juliet, but grees to perform the ceremony because he thinks that the marriage may end the hatred between the Capulets and Montagues. Act two, Scene four Questions 1. According to Mercutio, what kind of man is Tybalt? * Fiery,bull-headed amp; very prejudiced. 2. How is Juliet to arrange to meet Romeo? * She sends the nurse to him with a message. Note Scene 4 takes place i n a Street. The scene begins with Benvolio and Mercution wondering where Romeo is. During this conversation it is learned that Tybalt has challenged Romeo to a duel. Benvolio and Mercutio discuss the duel and Tybalts talent as a duelist. Romeo and Mercutio tease each other. Mercutio teases the Nurse for a bit but leaves with Benvolio after Romeo asks them too. Alone with the nurse he tells her to tell Juliet to meet him at the Fryers at two that afternoon. He also instructs the nurse to bring a rope ladder so that he can visit Juliet later that night after they have been married. Glossary 1. Line 25: first and second cause- cause according to the code of dueling that would oblige one to seek satisfaction of ones honor 2. Line 26: passado! †¦punto reversion! †¦hay! forward thrust, backhanded stroke, thrust through 3. Lines 28-29: phantasimes- fantastically dressed or mannered Background character Mercutio wonders where Romeo is. Benvolio says that Tybalt has sent a challenge to Romeo, and Mercutio scornfully describes Tybalt as an conceited killer. .  . .  Mercutio kids Romeo about love, and Romeo joins in the bawdy repartee. .  . .  Mercutio bawdily mocks the Nurse, who tells Romeo that she wants a word in private with him. .  . .  The Nurse complains about Mercutio, receives from Romeo the information about time and place of the wedding, then chatters on about how sweet Juliet is. Act two, Scene five Questions . The nurse is supposed to be gone only a half hour, but she is actually gone for how long? * Hour amp; a half. 2. How is the nurse behaving that is frustrating to Juliet? * She wont tell Juliet what Romeo said amp; is dragging the moment out. Note Scene 5 takes place in Capulets Orchard. The scene begins with Juliet worrying about how the day is passing without word from Rome o. Her Nurse begins to tease Juliet. For a while this teasing goes on until Juliet is very close to hysterics. Finally the Nurse relents and tells her that she is to marry Romeo at the church later that afternoon. The Nurse leaves to get the rope ladder that Romeo requested. Glossary 1. Line 7: Love- a reference to Venus, whose chariot was drawn by swift-winged doves 2. Line 51: Beshrew- to curse Background character Juliet impatiently awaits the return of the Nurse with news from Romeo. .  . .  The Nurse teases Juliet by finding all kinds of ways to not deliver the joyful news, but finally tells her that she is to go Friar Laurences cell to be married to Romeo. Act two, Scene six Questions 1. What does Friar Laurence mean when he says, â€Å"Therefore, love moderately; long love doth so†? Love should be a warming glow within the heart, not an uncontrollable fire that eventually destroys everything in its path. 2. What follows after Romeo, Juliet, and Friar Laurence exit from the stage? * They get married Note Scene 6 takes place in Friar Laurences cell. Friar Laurence and Romeo come with the fryer telling Romeo marrying so quickly is a mistake. Romeo casts this advice aside. Juliet then after a brief conversation. the fryer marry the two young lovers. Glossary 1. Line 74: ratcatcher- one whose business it is to catch rats; another allusion to Tybalt as king of cats 2. Line 113: effeminate- weak, like a woman; unmanly, enervated, self-indulged, delicate, over-refined 3. Line 189: amerce- to punish by fines; to exact something from Background character Just before the wedding, Friar Laurence advises Romeo to love moderately. .  . .  Romeo and Juliet tell each other how much they love one another, and Friar Laurence leads them off to be married. Act three, Scene one Questions 1. Why won’t Romeo fight Tybalt? * Because he says, he has a reason to love Tybalt now because they are family because of his marriage to Juliet 2. What is Romeo’s punishment for killing Tybalt? Romeos punishment, is that he is banished from the city of Verona Note Scene 1 takes place in a public place. Mercutio, Benvolio enter with a page and several servants. Benvolio is complaining about the heat of the day and Mercutio teases him for it. As they talk Tybalt followed by a couple of servants enters the scene. He asks Benvolio and Mercutio if they have seen Ro meo. As Benvolio and Mercutio tease Tybalt, Tybalt challenges Romeo to a duel, but Rome refuses because Tybalt is now his family Mercutio takes Romeos refusal as a sign of cowardice and challenges Tybalt in Romeos stead. Tybalt and Mercutio start to fight. Romeo tries to stop the fight, then as he steps between the two Tybalt stabs Mercutio under Romeos arm dealing him a mortal blow and then runs away. Romeo attempts to comfort Mercutio who dispatches his page to find a doctor. Romeo tries to encourage Mercutio but it is obvious he will die. Eventually Benvolio helps Mercution off the street and the two exit the scene. Romeo is by himself for a short time while he speaks about being angry with Tybalt, then Benvolio enters the scene again to let Romeo know Mercutio is dead. Tybalt comes back into the scene and Romeo challenges him to a fight. The two fight and Romeo kills Tybalt. Benvolio tells Romeo to run away as several citizens have seen the fight and are upset. A short time later the Prince, both Lord Montague and Lord Capulet, and several citizens come. Benvolio tells the prince what happens. The Prince, instead of sentencing Romeo to death, instead decided to banish him and fine both families. Glossary 1. Line 74: ratcatcher- one whose business it is to catch rats; another allusion to Tybalt as king of cats 2. Line 113: effeminate- weak, like a woman; unmanly, enervated, self-indulged, delicate, over-refined 3. Line 189: amerce- to punish by fines; to exact something from Background character On the streets of Verona Benvolio tries to persuade Mercutio that its best to stay out of the way of the Capulets and a quarrel, but Mercutio jokingly claims that Benvolio is as much of a quarreler as anyone. .  . .  Tybalt, looking for Romeo, is challenged to a fight by Mercutio, but then Romeo appears. .  . .  Tybalt challenges Romeo to fight. Romeo refuses, but Mercutio steps forward and fights Tybalt. As Romeo is trying to stop the fight, Tybalt gives Mercutio a wound, then runs away. Mercutio dies. Romeo is ashamed of himself for letting Mercutio do the fighting, and when Tybalt returns, Romeo kills him. Benvolio has a hard time getting the dazed Romeo to leave the scene. .  . .  Benvolio tells the Prince what happened. Lady Capulet wants Romeos life, but the Prince levies fines and exiles Romeo. Act three, Scene two Questions 1. Why is Juliet so impatient for the nurse to return? * Because she wants Romeo to come make their marriage official and she is waiting to see what news the Nurse has for her 2. What piece of news has upset Juliet the most? * The piece of news that upsets Juliet the most is that Romeo killed Tybalt. Note Scene 2 takes place in Capulets Orchard. Juliet worrying about the fact that Romeo has yet to arrive. The Nurse tells Juliet of Tybalts death. Juliet fears this means that Romeo is dead. The Nurse informs Juliet that Romeo is not dead but banished and is currently hiding in the fryers cell. Juliet asks the Nurse to go to Romeo and have him give her a farewell visit that night. Glossary 1. Line 2: Phoebus- a name of Apollo as the sun god; associated with the sun god, Helios 2. Line 3: Phaethon- son of the sun god; a rash character who was known for bringing the day to an abrupt end 3. Line 47: cockatrice- identified with Basilisk: a mythical serpent fabled to kill with its glance Background character Juliet longs for the coming of night and Romeo. .  . .  The Nurse appears; she has seen Tybalts corpse and heard that Romeo has been banished. The Nurse is so overwrought that her words first make Juliet think that Romeo is dead. When the Nurse finally makes it clear that Tybalt is dead and Romeo is banished, Juliet first turns against Romeo for killing her cousin, then defends him for killing the man who would have killed him. Then Juliet remembers that the Nurse said Romeo has been banished, which drives her to despair. The Nurse promises Juliet that shell make arrangements for Romeo to come that night for a farewell visit. Act three, Scene three Questions 1. Explain Romeo’s reaction to the news of his banishment. * He wants to kill himself. 2. What does the nurse give to Romeo? * Rope ladder Note Scene 3 takes place in Friar Laurnces cell. Friar Laurence bidding Romeo to come out of hiding. Romeo comes out and the Friar tells him that Romeo is banished. Romeo bemoans his fate because being banished is like a living death. There is a knock at the door and it is Juliets Nurse. The Nurse informs Rome and the Friar that Juliet is very distraught over the news of Romeos banishment. Romeo tries to kill himself but is stopped by the Friar and the Nurse. The Friar tells Romeo to go and visit Juliet that night and leave for Mantua in the morning. He also tells Romeo that while Romeo is in Mantua, the Friar will find a way to make Romeo and Juliets marriage public and gain Romeo a pardon. Glossary 1. Line 4: doom- judgement 2. Line 9: doomsday- another reference to the Day of Judgement, death 3. Line 143: mishav`ed- misbehaved Background character Learning from the Friar that he is to be banished, Romeo declares that the Friar is torturing him to death, then throws himself on the floor, moaning and weeping. .  . .  The Nurse brings news that Juliet is in just as bad shape as Romeo. Romeo, wild with guilt at the pain he has caused Juliet, tries to stab himself. Friar Laurence lectures Romeo and tells him what to do go to Juliet, then to Mantua until the Prince can be persuaded to pardon him. The Nurse gives Romeo the ring that Juliet asked her to take to him. These things put Romeo into a better frame of mind and he leaves Friar Laurences cell to go to Juliet. Act three, Scene four Questions 1. What does Capulet tell his wife to say to Juliet * Capulet tells his wife to tell Juliet that she will be marrying Paris on Thursday morning. 2. Why is paris happy? * Capulet tells Paris that he will command Juliet to marry him Note Scene 4 takes place in a room on the Capulets house. Capulet, the Lady Capulet, and Paris discussing Juliets sorrow at the death of Tybalt. Paris complains that her mourning is stopping him from courting her. Capulet tells Paris that he will command Juliet to marry him. Paris is happy with this. Capulet tells his wife to inform Juliet of her betrothal. Glossary 1. Line 17: mark you me- pay attention . Line 23: keep no great ado- make no big fuss 3. Line 35: by and by- soon Background character On a sudden impulse, Capulet promises Paris that Juliet will marry him the day after tomorrow. Act three, Scene five Questions 1. After Lady Capulet breaks the news about Paris, what is Juliet’s response? * Juliet says, she doesnt want to marry b ecause she is not ready yet. 2. What â€Å"scheme† does Juliet devise to get rid of the nurse and to get out of the house? * She tells the Nurse that she will agree to marry Paris so she will go to Friar Laurence to make confession, and clear all of her sins before she gets married to Paris. Note Scene 5 takes place in Capulets Orchard. Romeo and Juliet wishing that the morning was not upon them. For a brief minute they try to pretend that it is evening and not morning, but eventually they face the reality of Romeos banishment. After Romeo exits, Juliet begins to cry and her mother, Lady Capulet mistakes Juliets sorrow to be caused by the death of Tybalt and tells her that she plans to have Romeo poisoned. Then Lady Capulet tells Juliet that her father has arranged for her to marry Paris. Juliet of course refuses to marry Paris and argues with her mother until Lord Capulet arrives. Juliet argues her marriage with Paris to her father. Eventually he grows tired of her arguing with him and tells Juliet that she will obey his command then leaves the scene. Lady Capulet tells her daughter not to speak to her for a while and leaves. Alone with her Nurse Juliet decides to go speak with Friar Laurence for advice. Glossary 1. Line 129: conduit- a fountain 2. Line 149: chopped logic- a shallow and sophistical argument 3. Line 156: greensickness- an anemic disease that causes a pale, greenish color; an ailment of young unmarried women; suggests Juliets paleness Background character Just before dawn Romeo is preparing to leave, but Juliet declares that its still night, so he can stay. Romeo offers to stay and die, but Juliet urges him to leave. .  . .  The Nurse hurries in with the news that Juliets mother is coming. Romeo kisses Juliet and leaps out the window. Juliet asks if they will ever see each other again; Romeo is sure they will, but Juliet is full of foreboding. .  . .  Lady Capulet, assuming that Juliet is weeping for Tybalt, tells her that shes grieving too much, then decides that Juliet must be weeping because revenge has not been taken upon Romeo. Lady Capulet expresses her hatred of Romeo and Juliet appears to agree with her, though what she really means is that she loves Romeo. Lady Capulet then delivers news which she thinks ought to cheer up Juliet she is to be married to Paris. Juliet declares that she will not. Lady Capulet replies that Juliets father is coming, so Juliet ought to tell him that she wont marry Paris, if she dares. .  . .  Lady Capulet tells Capulet that Juliet has refused to marry Paris. Enraged, Capulet threatens to throw her out of the house if she doesnt change her mind. Juliet pleads with her mother to intervene, but Lady Capulet refuses.   . .  Juliet asks the Nurse for advice, and she tells Juliet that she ought to marry Paris because Romeo can never come back and Paris is better looking, anyway. Juliet pretends to accept the Nurses advice but decides that she will go to Friar Laurence for his advice. If he cant help her, she will kill herself. Act four, Scene one Questions 1. Is there anyt hing actually wrong with Paris? * Paris has kidney stones 2. Does it seem as though Paris would be a good husband? * Very much so. Hes a bit vain, but other than that, he has a great job. Avocado salesmen were rich and had zero competition back then. Note Scene 1 takes place in the Friars cell. Friar Laurence and Paris discussing Pariss upcoming wedding. Friar Laurence tries to convince Paris to take longer than the two days. Juliet cleverly pushes aside Pariss attempts to speak of the wedding. Juliet tells the Friar that she has no wish to marry Paris and would rather kill herself. The Friar then suggests that Juliet take a potion that will make hear appear dead and that he will let Romeo know of the plan. Glossary 1. Line 39   pensive:   sorrowful 2. Line 48   may prorogue:   can delay 3. Line 57   label:   strip attached to a deed to carry he seal; hence, conformation, seal Background character As Paris is making arrangements with Friar Laurence to perform the wedding ceremony between himself and Juliet, she appears. Paris tries to tease some sign of affection out of Juliet and reminds her that they are to be married on Thursday. .  . .  Juliet says that she will kill herself rather than marry Paris, and the Fr iar comes up with the plan for her to take the drug which will make her appear dead for 42 hours, so that the wedding will be called off and Romeo can come and take her to Mantua. Act four, Scene two Questions 1. How does Juliet please Capulet in this scene? * She apologizes for her disobedience. 2. What does Capulet’s reaction to Juliet’s apology tell you about him? * It tells us he’s very jealous and controlling Note Scene 2 takes place in the Hall of the Capulets House. Capulet, Lady Capulet, the Nurse, and two servants discussing serving plans. Juliet tells her father that she has decided she is happy to marry Paris. This makes Capulet very happy and he decides to move the wedding up a day. Lady Capulet complains that moving the wedding up a day will not give her enough time to prepare for the wedding. Capulet says everything will be fine. Glossary 1. Line 16   gadding:   wandering 2. Line 33   closet:   chamber 3. Line 43   huswife:   housewife Background character Capulet is making arrangements for the wedding feast when Juliet appears, begs her fathers pardon, and tells him that she will marry Paris. This makes Capulet so happy that he moves the wedding up to the very next day, Wednesday. Act four, Scene three Questions 1. How does Juliet rid herself of Nurse and her mother? * So that she can be alone to take the friars potion, Juliet tells her nurse that she is going to pray before her wedding. She just asks her mother to leave her alone 2. What other fears does Juliet have? * She fears that either it might not work and shell have to marry Paris the next morning, and that it might be a poison and she might die. Note Scene 3 takes place in Juliets chamber. Juliet and her Nurse discuss the upcoming wedding. The Nurse and Lady Capulet leave. Juliet then considers killing herself with her dagger, but instead decides to take the friars potion hoping that his plan works. She takes the potion and falls asleep. Glossary 1. Line 42   green:   new, freshly 2. Line 47   mandrakes:   (The root of the mandragora or   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   mandrake resembled the human form;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the plant was fabled to utter a   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   shriek when torn from the ground. ) 3. Line 57   Stay:   stop Background character Juliet persuades her mother and the Nurse to leave her alone. She agonizes over everything that could go wrong, is terrified by visions of the grave, and drinks to Romeo. Act four, Scene four Questions 1. Where is the scene take place? * Capulet’s house 2. What is lord capulet overseeing * The finishing touches Note Scene 4 takes place in a hall in the Capulet house. Wedding decorations are everywhere and Lord Capulet is overseeing the finishing touches. Lady Capulet and the Nurse enter the scene and Lord Capulet tells the Nurse to go wake up Juliet. Glossary 1. Line 11   mouse-hunt:   i. e. , hunter of women 2. Line 20   whoreson:   i. e. , fellow. (An abusive term used   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   familiarly. ) 3. Line 21   loggerhead:(1) put in charge of getting logs (2) a blockhead Background character The Capulets and their servants are busily preparing for the wedding. Paris musicians are heard, and Capulet sends the Nurse to awaken Juliet. Act four, Scene five Questions 1. How is Friar Laurences remark The woman is best married who dies a young bride ironic? * His idea is that its better to die before love fades, but it seems a strange thing for him to say. Its rather cold comfort to offer the grieving parents, and the Friar is the only one who knows that Juliet is actually married. 2. Explain the dramatic irony in the remarks and beliefs of Capulet and Lady Capulet. * Dramatic irony occurs when the audience knows something that the characters onstage do not know. Note Scene 5 takes place in Juliets chamber. The Nurse enters the chamber and attempts to wake Juliet. After being unsuccessful the Nurse believes Juliet to be dead. She alerts the household and over the course of the scene Lord Capulet, Lady Capulet, and Paris arrive to find out that Juliet is dead. Lord Capulet orders that the wedding decorations be changed to funeral directions. Glossary 1. Line 130 Catling:   (A catling was a small lutestring made   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   of catgut. ) 2. Line 133 Rebeck:   (A rebeck was a fiddle with three strings. ) 3. Line 136 Soundpost:   (A soundpost is the pillar or peg that   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   supports the sounding board of a   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   stringed instrument. ) Background character The Nurse tries to awaken Juliet, but finds that she is (apparently) dead. Lady Capulet and Capulet come running, then lament their daughters death. .  . .  The rest of the wedding party arrives, only to find that Juliet is dead and hear the clamor of lamentation. Capulet, Lady Capulet, Paris, and the Nurse go nearly wild with grief, but Friar Laurence takes command of the situation by reminding everyone that Juliet is now in a better place, and telling them proceed with her funeral. .  . .  As the musicians are starting to leave, Peter rushes in and demands that they play a sad song to cheer him up. They refuse, Peter insults them with a riddle, and they all leave to wait for lunch. Act five, Scene one Questions 1. What news does Balthasar bring to Romeo? * He tells romeo juliet is doomed to marry paris. 2. What actions does Balthasar’s news prompt Romeo to do? * Romeo prepares to return. Note Scene 1 takes place in a street of Mantua. Romeo reminiscing about a dream which he believes portends his reuniting with Juliet. Balthasar informs Romeo that Juliet has died. Romeo purchases poison from an apothecary that he plans to use to kill himself and then leaves for Verona. Glossary 1. Line 40   simples:   medicinal herbs 2. Line 59   ducats:   gold coins 3. Line 85   cordial:   restorative for the heart Background character Romeo expects good news from Verona, but receives the news that Juliet is dead. He buys poison of an apothocary and says that he intends to return to Verona and join Juliet in death. Act five, Scene two Questions 1. What does Friar John tell Friar Lawrence? Juliet has the fake sleeping potion. 2. After hearing this news from Friar John, what does Friar Lawrence intend to do? * Lawrence plans to tell Romeo about the fake plan. Note Scene 2 takes place in Friar Laurances cell. Friar John calling out to Friar Laurance. Friar Laurance asks Friar John of his trip to Mantua. Friar John informs Friar Laurance that he was unable to travel to Mantua because of an outbreak of the plaque. Friar Laurance realizes that this could cause his plan to have problems and that Juliet will be leaving soon so he leaves knowing that Juliet will awaken from her potion soon. Glossary 1. Line 8  Ã‚   searchers of the town:   town officials charged   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   with public health 2. Line 21   crow:   crowbar Background character Friar John explains to Friar Laurence why he was unable to deliver Friar Laurences letter to Romeo. Friar Laurence sends Friar John to get a crowbar and makes plans to be there when Juliet awakes, write again to Romeo in Mantua, and hide Juliet in his cell until Romeo arrives. Act five, Scene three Questions 1. Why is Paris at Juliet’s grave? * These may be out of rder, sorry. Pari is there to pay tribute 2. What information does Romeo’s letter give? * this letter doth basically, as the prince reads it, as handed to him by Balthazar, it detaisl teh lovers and friar Lawrences plans. Note Scene 3 takes place in a churchyard; in it a tomb belonging to the Capulets. Paris comes with Paige who is bearing a flower and a torch. Paris tells his Page to keep watch for other people. The pag then whistles letting Paris know someone is approaching. Paris hides and sees Romeo and Balthasar. Romeo tells Balthasar to leave, Blthatsar pretends to obey but hides. Paris who has been watching from hiding thinks that Romeo intends to desecrate the tomb and moves to stop him. Romeo tries to tell Paris that he has no intention of descrating the tomb but Paris does not believe him and the two fight. Romeo kills Paris who in his dying breath requests to be laid next to Juliet. Romeo agrees and lays Pariss body next to Juliets. After laying Pariss body next to Juliets Romeo takes the poison he bought from the apothecary and dies. Friar Laurence arrives and meets Balthasar who tells the friar that Romeo has gone into the tomb. Friar Laurence enters the tomb and finds Romeo dead. Soon afterward Juliet awakens and finds Romeo dead. Destroyed Juliet tells the friar to leave. Juliet tries first to drink the poison, when she finds it empty she tries to kiss Romeos lips to poison herself. When this does not work Juliet stabs herself in the heart and dies. Shortly after her suicide a watchman arrives having been alerted by Pariss Page. Once the watchman arrives, the Prince, Lord and Lady Capulet, the Nurse, Lord Montague and others arrive and find the bodies of Romeo, Juliet, and Paris. Eventually Friar Laurence arrives and explains everything. The Prince then fines both the houses and tells everyone that the death of Romeo and Juliet should be a lesson to all that peace has brought to heavy of a price. Glossary 1. Line 90   lightening:   exhilaration (supposed to occur   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   just before death. ) 2. Line 115 engrossing:   monopolizing, taking all; also,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   drawing up the contract 3. Line 121 be my speed:   prosper me Background character Paris comes to Juliets grave to strew flowers and weep. He sends his Page a ways off, to act as a look-out. Paris promises to visit Juliets grave every night, then the Page whistles to warn him that someone is coming. Paris sees a torch and withdraws into the darkness to see who else has come to Juliets grave. .  . .  Romeo sends Balthasar away with a letter for Romeos father, and starts to open the tomb. Paris comes forward and tries to arrest Romeo. They fight, and Romeo kills Paris. As he is dying, Paris asks to be laid next to Juliet. Romeo does this, pledges his love to Juliet, takes the poison, and dies. .  .   Friar Laurence comes and finds Romeo and Paris dead. Juliet awakes and Friar Laurence tries to persuade her to come out of the grave, but being afraid of being found there by the watchmen, he runs away. Juliet kills herself with Romeos dagger. .  . .  Paris Page brings the watchmen to the monument of the Capulets. Watchmen find Balthasar and Friar Laurence. P rince Escalus arrives, then Capulet, Lady Capulet, and Montague. Friar Laurence tells his story, which is confirmed by Balthasar, Paris Page, and the letter from Romeo to his father. Montague promises to build a golden statue of Juliet, and Capulet promises to build one of Romeo.

Who Is Jesus Christ and What Is His Missions to the World free essay sample

Jesus Christ was the human form of God, that came to Earth to perform miracles, teach people his people about God, our Holy Father, and our savior. Although he was born In Bethlehem, on December 25th, unto Mary and Joseph. Jesus Christ is the Son of God! For God so loved the world that he gave his only begotten Son, that whosoever believe In him should not parish, but have ever lasting life.John 3:16 Christ was a many things to the people of his time, such as: a husband, a father, and a carpenter. Essays are written to explain a process, examine something, or argue for or against a point. The opening paragraph of your essay should contain a thesis statement, as well as capture your readers attention and interest. Remember the adage, Youll never get another chance to make a good first impression. State the main idea or topic of the paragraph in a single sentence if you can. We will write a custom essay sample on Who Is Jesus Christ? and What Is His Missions to the World? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Include at least two ideas that support your topic sentence. Provide specific and interesting details about the topic. If you need more than one paragraph to develop your topic, be sure to begin each new paragraph with a transition phrase or sentence. Your closing paragraph should connect the important points of your essay. You can either answer any remaining questions not previously covered, or you may want to leave your readers with a thought to ponder on their own!

Software Piracy Essays (748 words) - File Sharing,

Software Piracy Software Piracy - Are We Doing Enough? Introduction Imagine that a person offered to break into a software store, turn off all the alarms, and hold the doors open, and allow you to take whatever you wanted from the store. This situation is faced by most computer owners everyday, not necessarily in this form, but in the form of software piracy. Software piracy is the unauthorised duplication and or distribution of copyrighted programs. There would only be select group who would not be tempted by the prospect of basically free software, most of those who are offered these kind of goods either accept them, or are unaware that they are not legitimate. No matter how this crime is being conducted, it has been estimated that this sort of crime is costing the world approximately 13 billion dollars annually. Beginnings Software piracy became popular through the use of Bulletin Boards, which allowed people to dial into other an ?underground? archive of pirated software. Around this time, 31/2 Inch discs were also a popular medium for pirated software. Popularity The reason behind the widespread popularity of software piracy lies in the cost. Why pay $80 dollars for a piece of software, when you could get it for the price of a blank CD. Software piracy has boomed over recent years, which can most likely be attributed to the drop in price of CD Writers, which allow the user to copy from one CD to another in less than an hour. During the beginnings of software piracy, the floppy disc was the only feasible method of tangible transportation, and because of the size of most software, many floppy discs were required for storage. This problem has also been eliminated by the CD-writer and CD, which can copy and store approximately 700 megabytes of information, as apposed to 1.44 megabytes. What's the Problem? This is a question asked by many people, who do not know the damage caused by software piracy. The initial problem lies in the producers of the piece of software, and to make up for the cost of production, they must sell thousands of copies. However, software piracy has caused the widespread loss of sales, which in turn reduces the amount of money received by the makers of the program. Ultimately, this result in the producers being forced to increase the price of their product, which again, encourages the use of cheap pirated software. This can be described as a piracy cycle. What Are We Doing About It? Considering the cost of software piracy to the entire world, the action taken against it has been minimal. It has been estimated that the complete elimination of software piracy would boost worldwide revenue, by more that 30 billion dollars. However, even this incentive has not been enough to spark more than a few over-glorified ?sting? operations on isolated software pirates. More action must be taken, if the creation of software is to continue, for if this enormous amount of money is being lost, most prospective software producers will be turned away by the lack of profit. What can we do about ? This is not an easy problem to fully eliminate, because of the diversity in its participants, from large-scale companies, to people operating private CD-writers, however steps can be taken to reduce the amount of pirated software being bought and used. Software piracy has been likened to jaywalking, in that it is common, but not punished often. This must change. Software piracy should incur immediate prosecution, and swift punishment. This way, prospective software pirates will be discouraged from involving themselves. Also, control of the medium, in which modern software pirates most commonly buy and sell in, would reduce the amount piracy. This means controlling the sale of CD-writers and blank CD's. Conclusion To conclude all of the above statements, it can be said that software piracy is a growing problem that is costing the world exorbitant amounts of money. The amount of action taken to stem the spread of piracy around the world needs to be extended, in order to bring about an end to this expensive problem. This action would include harsher and swifter punishment, and control of CD-writers and CD's. Bibliography Protecting Against Software Piracy. http://www.microsoft.com/piracy/ 2000. ?Software Information Industry Association? http://www.siia.net/piracy/default 2000. ?Combating Software

Thank You, God Quotes Express Appreciation

Thank You, God Quotes Express Appreciation If you are grateful for your lifes blessings and want to thank God for them, you can express your thanks in prayers and deeds. Spend a few moments every night to say a small thank you to God: not just for your successes; offer your thanks even when you fail. Failures are the stepping stones to success. Ask God to guide you through your difficulties so that you emerge strong. Find your inner strength by focusing your energies on your goal. These thank you, God quotes are more than expressions of gratitude. They inspire you to have humility and sincerity. They remind you that you are lucky to have your desires fulfilled and that you should not take your blessings for granted. Many others, though not as lucky as you, have overcome their difficulties and continued on their path. Fortune favors the brave, but dont let your achievements make you overconfident or ungrateful. Stay humble; a small mistake can wipe out your fortunes. Mitt Romney Our worldly successes cannot be guaranteed, but our ability to achieve spiritual success is entirely up to us, thanks to the grace of God. The best advice I know is to give those worldly things your best but never your all- reserve the ultimate hope for the only one who can grant it. Joseph Hall What I have done is worthy of nothing but silence and forgetfulness, but what God has done for me is worthy of everlasting and thankful memory. Rosie Cash Just a thank you is a mighty powerful prayer. Says it all. Ben Stein I thought that all of the sacrifices and blessings of the whole history of mankind have devolved upon me. Thank you, God. White Eagle Happiness is the realization of God in the heart. Happiness is the result of praise and thanksgiving, of faith, of acceptance; a quiet tranquil realization of the love of God. e.e cummings I thank you, God, for this most amazing day, for the leaping greenly spirits of trees, and for the blue dream of sky and for everything which is natural, which is infinite, which is yes. William Arthur Ward God gave you a gift of 86,400 seconds today. Have you used one to say thank you? James Russell Lowell Thank God every morning when you get up that you have something to do that day, which must be done, whether you like it or not. A.W. Tozer Perhaps it takes a purer faith to praise God for unrealized blessings than for those we once enjoyed or those we enjoy now. Jean Ingelow I have lived to thank God that all my prayers have not been answered. Henry David Thoreau Thank God men cannot fly and lay waste the sky as well as the Earth. Thomas Goodwin Those blessings are sweetest that are won with prayer and worn with thanks. John Milton Gratitude bestows reverence changing forever how we experience life and the world. Steven Cojocaru Thank you to all for your prayers and good wishes. It gave me the strength to persevere and warmed my heart. Meister Eckhart If the only prayer you ever say in your entire life is thank you, it will be enough. Garrison Keillor Thank you, dear God, for this good life and forgive us if we do not love it enough. Thank you for the rain. And for the chance to wake up in three hours and go fishing: I thank you for that now, because I wont feel so thankful then. Fritz Scholder I give thanks every day that Ive been able to take my craziness and make it work for me. Israelmore Ayivor Ingratitude to God does not rely only on our refusal to give the verbal Thanksgiving due to him but also resides in our inability to appreciate his gifts and potentials in us by leaving them untapped. Sarah Ban Breathnach â€Å"Every time we remember to say thank you, we experience nothing less than heaven on Earth.†

Mahatma Gandhi Coursework Example | Topics and Well Written Essays - 3000 words

Mahatma Gandhi - Coursework Example Mohandas Karamchand Gandhi is usually addressed as Mahatma Gandhi, "Mahatma" meaning "Great soul". He led India through its struggle to independence and has been rightfully called the "Father of the nation" or "Bapu, meaning Father" in India. He was a great visionary and in his thoughts and actions were far ahead of his times. He lived his life for his principles of simple living and high thinking. He wanted to follow "satya" or truth and ahimsa or non-violence. In a world of crimes and death rows, he showed that spirituality and a deep concern for his fellow beings a can achieve a lot through the toughest of odds. In the Times Magazine, year 2000 Johanna McGreary, writes that, "In an age of empire and military might, he proved that the powerless had power and that force of arms would not forever prevail against force of spirit." Times magazine had nominated him as the runner up for the "Person of the Century". Gandhiji's autobiography, "The Story of My Experiments with Truth" makes gripping reading and one cannot but be amazed at the humble beginnings and simple circumstances which has led to the shaping of this great soul who served as a documented inspiration for celebrities like Martin Luther King, Nelson Mandela, Lech Walesa, and Aung San Suu Kyi. Set in the time frame of the mid 1800's to the mid 1900's it targets multiple audiences, which are riveted towards it for the different facets it presents. It walks us through his innocence childhood, youthful discrepancies and an emerging maturity as he sees the world and takes in the sufferings and the steeled principles, which eventually sees him, triumph. He is never at a loss for words because it's just a narration of the happenings in his life, his inspirations, both people and events, and a will to impart his education and knowledge to the readers. His autobiography is very simply written and starts honest account of what how his life began. He was born in Porbunder in 1869 on October 2nd. He was the youngest of three brothers. He was born in to a traditional, religious "Vaishnavite " family meaning a particular caste bound by specific religious beliefs and cultural codes. His father was a strict but very well respected "Divan" or official in the administration and was young Gandhi's role model. His mom is portrayed as a very religious person who put herself through fasts and saintly austerities and accepted every hardship as a will of god and did not flinch when things didn't go according to plan. Young Gandhi states that two of the most inspiring events in his life happened during his childhood.One of his first memories is the reading of a book about 'Sharvan", a son who stuck to taking care of his parents with unerring devotion and care. He was enamored by this fact and the proof that he imbibed it well is that when his father is bed ridden later in his life he was one of the prime nursing aides: even in his young age, he is supposed to have forgone time at the gym in order that he rushes home to be at his father's side. But at the same time, he also feels very badly when he spends time with his

Philip Island Essay Example | Topics and Well Written Essays - 1000 words

Philip Island - Essay Example Enroute to the Philip Island the Cranbourne, Richmond, Tooradin and San Remo cities were also superficially studied to examine the impact of urbanization as well as tourism on these cities. I. Cranbourne: Melbourne, on its south east seemed to be rapidly expanding into the agricultural estates of Cranbourne. The transition of agricultural lands to residential plots as an answer to the growing needs of people daily commuting to city was clearly evident. The houses were usually single storeyed made up of bricks and tiles of medium blocks separated from each other. It provided space for business like news agencies, bakery and hardware stores. However agricultural practice and agricultural products were still evident. III. Tooradin: Tooradin is a rural area with rich darker clay sand where agriculture is the main occupation. But recent trend is that it supports tourism for holiday lovers who wish to spend quiet holidays and enjoy fishing. IV. San Remo: San Remo a former fishing village is well connected to Philip Island through the bridge. San Remo provides a better lodging and boarding facility at reasonable prices with excellent beach activities like fishing for tourists who visit Philip Island. The impacts from inappropriate changes due to urbanization such as conversion of agricultural land for residential purpose, deforestation, soil erosion, over population, transportation and other related problems could be resolved by implementing proper land use planning, construction practice, engineering, architecture, and design processes. Attractions in Philip Island V. Cape Woolamai Faunal Park: Cape Woolamai is the home to the short-tailed shearwaters on Philip Island. The sand dunes reveal the perfect interaction between the lithosphere-the sand and rock, the atmosphere-the wind, and the biosphere components- marram grass and the spinifers. The vegetation is completely covered by the dunes due to winds. Sand for the beach of Woolamai mainly comes from the erosion of cliff coast present towards the east of coast of cape Woolamai. Attempts are being such as car not allowed on sand dunes, making exclusive car parking facility, people not allowed to walk on vegetation, regulations to impose fines if violated etc., are made to prevent erosion of sand dunes which formed due to long shore drifts. VI. Cowes: Cowes is the principal township of Philip Island lying on the northern side facing French Island and Western Port Bay. The Cowes have safe beaches with fine sand caused by the deposition of waves. Waves are small and not too wild providing a safe zone for beach swimming and boating. Piers have been constructed on the shores. The waves are harsher near the rocks, eroding them. VII. The Nobbies: The Nobbies are at the western most end of the Philip Island. It is a strong volcanic rock which is more resistant to erosion. It is a popular tourist destination with a blowhole, a spectacular sea cave that thunders during big southern swells. The Nobbies boardwalk

British market for chocolate Essay Example | Topics and Well Written Essays - 1500 words

British market for chocolate - Essay Example The international as well as the national brand owners of chocolates in Britain are hugely concerned with tailoring their brands for local markets; and to meet the customer needs and desires. The customers in Britain market have a hard time describing their needs and desires regarding their choice and understanding for chocolateThere is just an imagination and desirable understanding to meet their needs by various chocolate brands. But various brands say that they’ve formulated the chocolate to suit the palate of British public which is more used to milk chocolates. Chocolate customers in Britain have started understanding of too much vegetable fat and sugar content in chocolates. Also, various manufacturers in other European countries have always been scathing of British chocolates for containing too little cocoa and too much vegetable fat. And the consumption is also slowing down as health and diet concerns are impacting sales. According to a market analyst Datamonitor the c ustomers now desire for low or â€Å"sugar-free and low carbohydrate products† and now the pace of growth in chocolate consumption is slated down. And the major players in the field – â€Å"Cadbury Schweppes, Masterfoods, and Nestle† have increasingly launched new low carbohydrate and sugar-free products. Customers of chocolate in Britain used to consider it as one of the â€Å"guilty pleasures†. But now it is no more considered so. ... (3) Now one of three British consumers (36%) want chocolates with health benefits and have understood the heath related issues connected to chocolate consumption. As per the European Consumer Survey conducted by Barry Callebaut - 'Predict Fast - Growing Demand for Healthy Chocolate', "38% consumers want chocolate with naturally reduced sugar". They also believe that chocolates can have positive psychological and physical influences on their well being - "6% of British consumers think it to be good for the memory", "23% think these boosts the morale and vitalises(20%) you", "15% think it is good for memory" and 7% consumers think that "it is good for the heart and the cardiovascular system." (4) Brand or Product Positioning of Chocolates in British Market In today's market, brands and their positioning has become the major issue. Brands are now increasingly thought to be powerful weapons to attract consumers and to make them loyal customers. Recently conducted survey by U.K's Centre for Brand Analysis (CBA) in July, 2008 proved a great flight of Green & Black brand and the drop down of many others as Mars which "fell out of the top 100, dropping 117 places to 175". Cadbury slid from 10th position to 19th whereas Lindt and Thornton's both rose up with Thornton's moving to 18th position. And it has been concluded by CBA that the brands which want to remain fighting in the field of chocolate should firmly possess the most valuable asset - the dark chocolate, but fairly sweet and of low sugar for British consumers. Mintel, the analyst stated that, "even though people are still cutting back on the amount of chocolate they eat, sales in the two years to 2007 saw no less than 10 percent increase in

Changes to Irish Historiography and Historical Debate

Changes to Irish Historiography and Historical Debate Discuss the growth of Irish historiography and historical debate since the 1960s with specific reference to at least two of the following areas: women’s history, social history, labour history, economic history, local history, the history of the diaspora. There has been without a doubt a growth in Irish historiography and historical debate since the 1960’s. The following will discuss and examine the reasons for the growth of Irish historiography and historical debate. Irish historiography had tended to focus on the relationship between England (and later Britain) and Ireland with its consequences for both countries’ developments and history. Irish historiography also highlighted key events that proved pivotal in shaping the Irish nation. Such events include the English invasions from the 12th century, the reformation, the plantations of Ulster, the consequences of the English Civil War and the Glorious Revolution. Further defining moments were also the development of Irish Republicanism that was shown by the 1798 rebellion and the emergence of the Fenian Brotherhood during the 19th century. The potato famine of the 1840’s would prove disastrous to the Irish population whilst encouraging immigration to Britain, the United States and Australia. Such immigration will as examined lead to the development of the diaspora. The way in which Ireland was partitioned to account for the two versions of Irish nationalism has become the central theme of historical debate. The Civil Rights Movement within the Roman Catholic community of Northern Ireland which inadvertently led to the troubles will be evaluated as to whether that is the prime motivator of changes in Irish historiography and historical debate. Prior to the English involvement Ireland was an independent if divided country. One historical debate is whether the English were good or bad for Ireland. It had been influenced by mainly Celtic, Anglo-Saxon and Viking settlements.[1] Irish culture was Gaelic and Christian in character. The English that came to Ireland were descendants of the Normans that ruthlessly conquered England a century before. In contrast to William the Conqueror these Anglo-Norman invaders did not intend to stay and were invited to cross the Irish Sea to join in with a conflict between Gaelic chieftains. For the Irish the involvement the Anglo-Norman in their affairs was a monumental change in their destiny. From Henry II English Kings came to regard stability in Ireland as in important part of their security. The accident of geography was to lead to the inter relationship between the English, Welsh, Scottish and Irish that has brought both benefits and disasters to all concerned. There are people who believ e that the English or British brought benefits to the Irish will tend to stress the good consequences of their involvement rather than the bad. Those who have an anti-English outlook stress the harmful consequences, [2] Henry II himself was not in a hurry to invade Ireland; his possessions in France and England took priority. However once the English arrived in 1172 they would not be removed by the Irish for centuries, and even then not from the whole of Ireland.[3] English control of Ireland was never complete and centred around Dublin. The amount of control fluctuated depending on the power and interest of the King. Strong Kings such as Edward IV and Henry VII attempted to increase their power in Ireland. It was to be Henry VIII that would alter the shape of Irish history as much as he changed that of England. Henry VIII was a man of great ambition, in 1541 he proclaimed himself King of Ireland, thus showing the intention of gaining greater control of Ireland.[4] The Tudors made their control of Ireland effective if not complete yet at the cost of sowing future conflict over religion, politics and the status of Ireland. Henry VIII had already attempted to gain the loyalty of the Irish nobility and gain control over the Irish church. After the break from Rome, Henry was determined to introduce the Church of England to his Irish subjects as well as his English subjects. The Reformation would further complicate the relationship between the Irish and English. The Reformation was slow to take root in Ireland; the Roman Catholic Church maintained its strength in the majority of the island, especially in rural areas. Whilst the Irish parliament faithfully followed the religious legislation roller coaster ride seen in England the Irish did not follow suit. Ironically it was the Roman Catholic, Mary I that came up with the strategy that would change Irish society and economy as profoundly as it affected its politics and religion, the plantations.[5] The Irish did not accept those changes without resisting. The most serious threat to the Tudor hold on Ireland came with the Earl of Tyrone’s rebellion of the 1590’s that was not finally put down until 1604.[6] Despite that rebellion James VI of Scotland inherited Ireland under the crown’s control when he gained the English throne.[7] James I greatly expanded the plantations in particular to the Irish province of Ulster. The protestant settlers gained land off of the Irish population of Ulster in return for their loyalty to Britain. The settlers would be given social and economic advantages by the government that persisted into the 20th century and was deeply resented by the Roman Catholic communities. That resentment contributed to the rebellion of 1641 that attacked the plantations. Irish nationalists and republicans regard the plantations as a prime example of British imperialism whilst Unionists regard them as the foundation of their communities.[8] The rebel lion in Ireland sparked off the English Civil War, there was in effect Civil Wars in England, Scotland and Ireland that would result in much bloodshed and the removal of Charles I. The situation in Ireland was complicated; there were those that supported the English parliament and those that wished to use the Civil Wars as an opportunity to gain independence. All Irish opposition to the English parliament was ruthlessly suppressed by Oliver Cromwell and resulted in the massacre of Drogheda. Oliver Cromwell remains associated with bloody repression and the use of terror to this day, the paradox of an English republican with Imperial policies.[9] The Irish Catholic community would remain loyal to James II who lost his Irish kingdom after his English and Scottish ones. The victory of William of Orange only reinforced the British bias in favour of the Ulster Protestants. The Protestants liked to show their loyalty to Britain through their Orange orders and apprentice boys’ marche s, a source of sectarian friction for more than three centuries. Whilst the Unionists see these as symbols of their British nationality, the Catholic communities see them as symbols of their continued rule from Britain. [10] The consequences of these events were two rival senses of nationalism developed in Ireland. There were many of the Irish population that remained overwhelmingly poor, rural and Roman Catholic wishing for independence from Britain or at least autonomy. The other form of nationalism was that centred on the Ulster Protestants that saw themselves as British and did not want independence and would only accept more autonomy if their special status were maintained. Some of these Protestants were also poor but regarded themselves as better than their Catholic peers. There was an upsurge in Irish nationalism following in the wake of the American War of Independence and the French Revolution that culminated in the rebellion of 1798. The French had done their best to cause trouble in Ireland yet proved incapable of supporting the rebellion. The failure of that rebellion led to rebels such as Wolfe Tone joining the Diaspora and the union of Ireland with Great Britain. The population of Ireland g rew rapidly especially with the introduction of the potato. The economy started to develop especially in Belfast and other parts of Ulster that produced linen and ships. Dublin and Belfast also grew to rapid urbanisation.[11] Potato blight brought famine to Ireland drastically reduced the population through starvation and immigration whilst showing the British government as inept during the crisis.[12] There have certainly been many debates around the Potato Famine, which centred on those that did not wish to become too involved in describing the consequences and the revisionists that its consequences could not be overemphasised. Perhaps one of the most important revisionist works was Cecil Woodham-Smith’s ‘The Great Hunger’ written in 1962 and tried to examine if the famine could have been averted or at least alleviated. The main debate concerns who was to blame for the famine, the British government on its own or others either singly or in various combinations.[13] The Potato Famine of 1845-47 would lead to demands for Home Rule and Land Reform whilst it also convinced Irish Catholics that the British government did not care about them. There had been earlier famines, for instance th at of 1739-41, yet none became as notorious as the one of 1845-47.[14] On balance most historians now seem to edge their bets when apportioning blame for the famine. However at the time many in Ireland blamed the British government for not acting quickly enough. Perceptions can often be more powerful than fact, the image of British indifference has been far more enduring than the countless number of British individuals that attempted to help the Irish.[15] The emigration from Ireland that followed was remarkable, between the start of the potato famine and partition four million Irish left for the United States, Australia and Britain. The Irish –American communities can assert great political influence in the United States which is why Irish Republicans, Ulster Unionists, Irish and British governments will try to influence American policy towards Ireland.[16] Concession from the British government over Land Reform were gained with relative ease which many poor labourers across the country at limited expense to absentee landlords. It was to be the campaigns for and against Home Rule that caused much controversy then much later amongst historians. Home Rule was campaigned for by Irish MPs spearheaded with great skill by Charles Stewart Parnell The Liberal governments led by Gladstone favoured Home Rule yet were unable to make headway against the Conservatives and Liberal backbenchers opposed to it or the Ulster Protestants. Home Rule caused some of Gladstone’s least successful moments. However it was the Asquith government that actually passed Home Rule legislation in the face of almost insurrectionists Unionist opposition only to have it delayed by the First World War.[17] That war saw the majority of Irish back the British war effort. However, it gave the IRA chance to launch the Easter Rising in 1916. The Easter Rising was put dow n by the British Army but gave the Irish Republican Movement martyrs.[18] The war the IRA waged using the tactics of Michael Collins forced the British government to peace talks and the partition of Ireland. The British called the IRA terrorists whilst the Republicans referred to them as freedom fighters. The IRA did not gain independence for all of Ireland just 26 counties. The Ulster Protestants in Northern Ireland remained part of the United Kingdom whilst Civil War broke out in the Irish Free State leading to the deaths of Michael Collins and Arthur Griffiths amongst others. Despite public statements to the contrary even hard-line republicans such as Eamon de Valera accepted the partition.[19] The partition of 1921 showed that neither the British or the Irish Republicans could gain total victory. The Ulster Protestants were content with having Home Rule in Northern Ireland and denying Roman Catholics their civil rights and any real political influence. The Roman Catholic minority in Northern Ireland felt let down by the Republic of Ireland for not fighting for a united Ireland and uninterested in a state they did not want to belong to and did nothing to protect their rights.[20] Despite making a claim to aim towards a united Ireland in its constitution, the Irish Republic left Northern Ireland alone. As for the Republican campaigns of the 1930’s, 1940’s and 1950’s they were ineffective. The harsh economic climate of the depression of the 1930’s did more to set off sectarian violence than radicalism.[21] The 1960’s were to witness a change of attitude amongst the nationalist and republican communities that resulted in the civil rights move ments, a violent backlash from the Unionists. The British Army was brought in to stop sectarian violence yet provided the Provincial IRA with a reason to launch a long running armed struggle. In part the civil rights movement had been encouraged by the attempted political, social and economic reforms of Northern Irish Prime Minister O’Neill, with similar aims of ending discrimination against Catholics. The events of 1969 seemed to catch all sides by surprise.[22] The emergence of the troubles in Northern Ireland did lead to a change in the historiography of Ireland. That occurred either to justify the actions of one faction against the others yet also by others as a means of explaining the conflict. Republicans justified their actions by maintaining that Irish history was dominated by the struggle to be free of British rule. They were merely carrying on the struggle that Wolfe Tone and Michael Collins had given their lives for. More moderate nationalist opinion could point to trying to achieve their objectives through peaceful means, following the sample set by the moderate campaigners for Home Rule of the previous century and the more recent civil rights movement.[23] The Unionists defended the existence of Northern Ireland arguing that it was a just and pragmatic partition of Ireland that maintained their right to remain within the United Kingdom, a right that was theirs as they were formed the majority of the Northern Irish population.[24] Another impact of the Troubles was that it led to a renewed interest in studying the Anglo-Irish War and the subsequent partition of Ireland. Republican opinion had often seen the agreement to the partition as a great betrayal rather than the IRA military leadership getting the best deal it could. However there was the opposing perspective of the British and the Ulster Unionists that partitioning Ireland had been the only viable option as neither the British nor the IRA could decisively defeat the other. Perhaps one important perspective that the Provisional IRA and Sinn Fein missed was that circumstances surrounding the Anglo-Irish War were uniquely favourable. The Easter Rising had strengthened the resolve to gain independence whilst the human and financial costs of the First World War meant that the British government did not want a long war in Ireland.[25] Therefore Irish historical debate and historiography has changed as a result of the troubles in Northern Ireland. That was partly due to different sides trying to justify their cause and to historians trying to explain the causes of the troubles and the Irish problem. As explained the roots of the Irish problem can be traced back to the first English invasions of the 12th century. Those who support the Unionist perspective emphasise the positive aspects of British involvement pointing out that Ireland would have been poorer and less civilised without it. Those that examine Irish history from a nationalist or republican perspective tend to blame the British for everything that has gone wrong in Ireland and that there would not have been an Irish problem without British interference. Traditional historical debate usually tried to argue in favour of one perspective rather than another, whilst revisionists have tried to look at all factors involved without apportioning blame or praise to any sole actor in Irish history. Some also tried to look at Irish history from a Marxist perspective. This approach has been most popular with republicans as justification for their struggle against the British. Bibliography Ardagh, J (1994) Ireland and the Irish – Portrait of a Changing Society, Hamish Hamilton Ltd, London Fitzpatrick, D (1998) The Two Irelands 1912-1939, Oxford University Press, Oxford Gardiner J Wenborn N (1995) The History Today Companion to British History, Collins Brown, London Hobsbawm E (1975) the Age of Capital 1848-1875, Weidenfeld and Nicholson, London Moody T W Martin F X, (2001) The Course of Irish History, Mercier Press, Cork and Dublin Morgan K O (1989) The Oxford Mini History of Britain Volume II – The Middle Ages, Oxford University Press, Oxford Schama S (2000) A History of Britain 1 – at the edge of the world 3000 BC – 1603, BBC Worldwide, London Schama S (2001) A History of Britain 2 – The British Wars 1603 –1776, BBC Worldwide, London Stewart A T Q (2001) The Shape of Irish History, The Blackstaff Press, Belfast Footnotes [1] Moody Martin, 2001, p.95 [2] Stewart, 2001, p.26 [3] Morgan, 1989, p.24 [4] Moody Martin, 2001, p.139 [5] Gardiner Wenborn, 1995, p.417 [6] Schama, 2000, p.389 [7] Moody Martin, 2001, p.139 [8] Lockyer, 1989, p.302 [9] Schama, 2001, p. 203 [10] Kennedy-Pipe 1998 p.9 [11] Hobsbawm 1975 p. 209 [12] Kinealy 1997 p. 5 [13] Kinealy, 1197, pp.6-7 [14] Stewart, 2001, p.106 [15] Stewart, 2001 p. 153 [16] Ardagh, 1994, p. 305 [17] Kennedy-Pipe, 1998 p. 13 [18] Fitzpatrick,1998 p.59 [19] Fitzpatrick 1998 p. 35 [20] Stewart, 2001 p. 174 [21] Moody Martin 2001 p. 269 [22] Kennedy – Pipe 1998 p. 37 [23] Moody Martin 2001 p. 291 [24] Gardiner Wenborn 1995 p.767 [25] Stewart 2001 p. 171

One Flew Over the Cuckoo’s Nest and I Know Why the Caged Bird Sings Ess

One Flew Over the Cuckoo’s Nest and I Know Why the Caged Bird Sings While we can view One Flew over the Cuckoo’s Nest, from a literal perspective, as a classic story of rebellion and deliverance, we must also view it as a metaphor for one man’s triumph over of â€Å"the establishment.† The old saying, â€Å"You can’t fight city hall† is challenged, which is represented by the patients rebelling against the hospital staff. Liberals are likely to view this novel as a powerful tale that glorifies the human spirit. Conservatives are more likely to perceive it as an advertisement for social disorder and chaos. I personally thought the book’s most powerful message was that human differences should be celebrated; not censured I drew similar conclusions from Maya Angelou’s I Know Why the Caged Bird Sings. From beginning to end, this autobiography is laden with issues of racial prejudice that perpetuate self-doubt and insecurity. As early as the second page, Maya explains how she wished that she would wake up in a white world, with blond hair and blue eyes, claiming that being black was a living nightmare. There are blatant instances of racial tension throughout almost every adventure Maya experiences, including one in which â€Å" the po' white trash children† confronted Momma in front of her store. This scene culminates with Maya’s insightful realization that in spite of the disparity of power between the po'white trash and Momma, Momma had triumphed by maintaining her dignity. Eric Foner is able to dissect racial issues from an historical perspective, and show how these issues remained at the heart of the controversy surrounding the period of Reconstruction. By blending historical fact with such emotionally charged issues as race and polit... ...ess wise than true, Who thee abroad expos'd to public view..." Although part of the Puritan doctrine enforces a deep reverence for responsibility and honesty, at this point in the poem, Anne is solely blaming societal influences for her child's shortcomings. Joann Robinson faced similar personal struggles and triumphs in a more modern time. A professor at the all-black Alabama State College, Robinson was active in every level of the Civil Rights movement, even before it had officially gotten off the ground. Subsequent to her distressing experience on the bus in 1949, she tried to start a protest but was shocked and disappointed when other members of the Women's Political Council to which she belonged brushed off the incident as "a fact of life in Montgomery." Fortunately, Robinson did not feel defeated by this insipid attitude, she felt inspired by it instead.

Sensitive Periods in Summary and Implication for Montessori Teachers

SENSITIVE PERIODS IN SUMMARY AND IMPLICATION FOR MONTESSORI TEACHERS SENSITIVE PERIOD FOR MOVEMENT †¢Movement is tied to intelligence KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHATMovement/Activity (sitting, crawling, cruising etc) WHEN DOES IT APPEAR PEAK DISAPPEARS It appears at pre-birth (0 month) 1-2 years At death and cessation of movement (paralysis) DEVELOPMENTAL AIM- To enable the child to explore his own environment – To perfect himself and his personality through work with his hands INNER WORK TAKING PLACE1. The horme drives his need to develop coordinated movement 2.The child’s attention is focused on learning to move and balance, and then unite this function (i. e. the child moves to learn) 3. Physical and movement of the mind i. e. the mind controls the physical 4. For the child walking is like a second birth. The child is no longer helpless but active. SIGNS WE SEE1. We notice each milestone in the child’s development of motor skills. 2. The child has an overwhelming need to manipulate and handle objects. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child is joyful and content. 2. The child shows no tiredness from working. 3. The child is more satisfied in doing the work than the end result.BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child will be unhappy, fretful, tearful and fearful because he would sometimes be ignored. 2. Death of the child’s spirit, if the child is constantly ignored. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The child has to be given opportunities and space to move around and explore his environment. 2. They have to understand the child’s desperate need to move, to handle and manipulate objects. 3. The child needs to see adults who model, precise, careful movement so that he can see how it is done. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1.The child needs opportunities and encouragement to work with HIS hands by HIMSELF. 2. The child needs INTERESTING and PURPOSEFUL activities that will refine his movement. 3. The child needs time to work at his own PACE, to practice and repeat as long as he has to or wants to. 4. The child needs activities that would refine his gross & fine motor skills stimulation. 5. The child needs adults who model precise, careful and economical movement for the child to copy- so that the child does not dissipate energy WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Education for the young child must be founded on movement. . Trainee teacher must understand the child must move and explore to live. 3. The trainee teacher must prepare an adequate environment and activities to encourage fine &gross motor movement. 4. You must plan routines for children, to involve not only seating and listening but also doing (participate, be active in the exercise) SENSITIVE PERIOD FOR ORDER For the child, order is a necessity for him to develop. He therefore needs to orientate himself. KEYWORDSADDITIONAL IDEAS S ENSITIVE TO WHAT1. Physically- controls his movement (i. e. sitting, crawling etc, perfect the skills 2.Emotionally – the child can only build trust if there is consistency 3. Intellectually- intelligence and logical thinking is dependent on outer order, the physical order balance out his internal order which helps his intelligence. WHEN DOES IT APPEAR PEAK DISAPPEARS It appears from the first few months of life It peaks at 2years It begins to disappear at 4years DEVELOPMENTAL AIM- To develop the child’s ability to think clearly and logically; and also to help with the ability to make well thought decisions. – It helps the child to make sense of the world, by seeing and understanding how things relate to each other. It helps the child to understand where he/she fits into what he experiences. – For the child outer order is equal to inner order. INNER WORK TAKING PLACEOrder needs to be absorbed from the order at home, in the classroom and the people around the child (i. e. order is like a cycle) SIGNS WE SEE1. The child’s determination to order & coordinate his movement 2. The child is content in an environment that is ordered and with people who are trustworthy. 3. The child will set things in order within the environment; he places objects where they belong. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1.There is joy and contentment in the child. 2. He shows joy in working. 3. The child works independently. 4. The child works in an orderly cycle of activities- he completes his work cycle all the time. 5. He begins to think logically and makes careful decisions. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child works chaotically 2. He does not complete his work cycle 3. The child exhibits some form of disruption to others while working. 4. The child is generally unhappy and cries a lot 5. The child may show disharmony â€Å"naughty† or aggressive behavior WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME3.The child needs a precise environment for every room the child uses 2. Parents can avoid tantrums if they are aware of this sensitivity and respond appropriately 3. The child needs trustworthy and consistent adults 4. The parents need to provide the child with limited resources to develop logical thinking, WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. Trustworthy and consistent adults. 2. The child needs a precise and prepared environment 3. The child needs adults who are knowledgeable and understanding (trained and spiritually prepared. . Provide the child with opportunities to make decision i. e. freedom of choice 5. Keep consistency in work and behavior WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Without the outer order provided for, the child will suffer by not developing an inner order and would therefore not develop an orderly way of thinking even as an adult. SENSITIVE PERIOD FOR INTEREST IN SMALL OBJECTS For the child it is as if a special time has been set aside for exploring and appreciating the mysteries of creation and nature which would be overlooked by the busy adult.The child needs the time and the means to explore his work. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. He focuses his attention on details in every aspect of his life – his body, surroundings, work, and people around him. 2. He notices and he is extraordinarily interested in very small objects and fine details in tiny objects, pictures, precise movements, gestures, sounds and languages. WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears at about 1year Peaks about 11/2 years Disappears from 4years DEVELOPMENTAL AIM1. To develop the child’s faculty of attention and concentration. 2.By controlling attention, the child can concentrate on sounds, precise movements, subtle social gestures and detail in objects to help gain a clear impression of size, shape and colour. INNER WORK TAKING PLACE1. Through the absorbent mind and the force of this sensitive period the child unconsciously adapts to her culture & society and promotes her own development. 2. The child will see with â€Å"new eyes† and get clearer impressions to help to order his mind aright. SIGNS WE SEE1. The child is joyful when in contemplating small insects and tiny objects. 2. The child is very observant of fine details and would sometimes point it out. . The child notices a chip/defect in materials and in effect would not use it. 4. If the child puts on a clothing whose button is lost and it is replaced, if the button does not match the child will become distressed. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child would be joyful in contemplation – happily doing his work 2. The child is joyful and content. 3. The child develops concentration. 4. The child loves to explore indoor and outdoor world. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child will show some signs of frustration if he is not allowed time to examine and if he is watched. . H e may throw tantrums, if he is taken away from his examination of something. 3. He loses interest in exploring and been observant. 4. The child stops concentrating and focusing his attention. 5. He jumps erratically from one activity to the next. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The adult must respect the child’s need to examine minutely. 2. The child needs to be given time to look and be attentive. 3. The child should be allowed time to stop and explore when working with an adult. 4. The child should be provided with objects and images with details. 5.The child should be protected from disturbance when he is concentrating. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The very small child who has this sensitive period fulfilled will continue to be acutely absorbent of fine details and thereby focuses his attention easily. 2. Activities that will give the child opportunities in classroom & outdoor environment should encourage this â €“ THE CHILD WHO CANNOT CONCENTRATE CANNOT LEARN. TO-DO: 1. Set an example and be a good role model for the child especially in our attitude, life values, speech, cultural behavior and consideration for others. . Give d child a clear understanding of what is acceptable and unacceptable behaviours (i. e. ground rules in class) 3. In the Montessori approach it is fundamental to aid the child’s development of concentration through purposeful and interesting work with an orderly sequence, protection from disturbances, time to explore, exposure to different sounds in words, materials to refine his senses, exposure to socially acceptable behaviours, we must respect the child’s need of sensitivity to fine details.WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Parents and teachers must respect the child’s need for time to explore and contemplate and encourage the child’s observant nature. 2. Provide an environment and opportunities that encourage observatio n and exploration for the child. 3. We must keep an orderly and precise environment so that the child can focus his attention 4. You must note that concentration is the key to learning; therefore a precise and orderly environment is a condition for concentration to develop.SENSITIVE PERIOD FOR SOCIAL ASPECT OF LIFE – GRACE& COURTESY The child attempts to learn the manners and culture of his/her environment and serve others as well as himself or herself. It is therefore good to involve the child in your daily life as much as possible. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHATThe child is intensely interested in the customs, habits and culture of his/her own community WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears between ages 2yrs – 2 1/2 years (mothers always recognize the child’s need for wider social experiences). It is at this age the child usually starts or attends daycare center.It peaks at about 4years. It disappears at about 5 ? years DEVELOPMENTAL AIM1. To entirely adapt to his/her own culture and circumstances 2. To be integrated and identifiable in his/her own society INNER WORK TAKING PLACE1. All the work of the unconscious absorbent mind which takes in all impressions equally, know differentiation between positive or negative social values and customs to form the child’s personality and traits for life typical of his/her culture. 2. The child is acutely observant of his/her social group especially his/her family unit – he/she takes in their verbal & non- verbal behaviour and fixes them for life, good & bad. . Remember that the child is also sensitive to fine details at the same time, this sensitive period is like an extra spot light on the details of his/her family and social experiences SIGNS WE SEE1. The child stands and watches a lot – observes all aspects of social life such as greetings, courtesy, respect, how people treat one another, how they dress, eat etc. Their habits and beliefs, people’s way of talking and gesturing, people’s attitude and outlooks on life. 2. The child tries to imitate what he or she sees and hears. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1.The child exudes confidence and positive self-esteem. 2. Begins to join in the community life of the pre-school- first watches, stands at the edge and later accepts invitation to join in. 3. The child is joyful and content. 4. Learning and working is easy. 5. The child is interested in and repeats activities of grace and courtesy. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLEDIf the child has had poor models of social attitudes, values and behaviours he/she would emulate them and they will become fixed for life as in; 1. Poor table manners. 2. The child exhibits discourteous behaviour (very rude and unruly). . The child id tolerant of some people’s behaviour and intolerant of others (mood swings). 4. The child is disrespectful of others space, possession and values. 5. The child exhibits aggressiv e and disturbing behaviour. 6. Because of his behaviour he is shunned by other children he is either distressed by the shunning or he is full of bravado (I don’t care attitude) 7. The child is not integrated and identifiable in his/her society. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOMEParents needs to; 1. Understand how the child’s mind works and absorbs everything. . Parents need to set an example and be good role model for the child especially in attitude, life values, speech, cultural behaviour and consideration for others. 3. Give the child a clear understanding of what is good and what is evil, what is acceptable and not acceptable behaviour to them. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The Montessori Pre-school needs to create a sense of community within the pre-school. 2. We need to allow the time to observe before joining in and contributing to the pre-school community. 3.The development of community life in the Montesso ri pre-school involves each member taking responsibility for himself or herself and the environment. The child has to learn how to put away activities for the next person to be able to use it and clean up after he had made a mess. These are ground rules for acceptable behaviours and younger ones will follow suit. 4. The development of community life is dependent on mixed abilities and ages and the opportunity for the child to teach one another the lesson, he/she has learnt. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1.If the child is exposed to disrespectful attitudes towards himself/ herself and his/her needs, he/she will grow up to be a disrespectful member of the society. 2. Care givers have the responsibility of informing parents and their communities about the work of the child absorbent mind and the need for positive role models in the child’s life. SENSITIVE PERIOD FOR REFINEMENT OF SENSES KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. The need to see, touch, taste, s mell, hear and manipulate everything around him. 2. The child is in active pursuit of sensorial stimuli, he is now trying to move, in order to learn.WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears at pre-birth. The child touches, feels and hears while still in the womb. It peaks between 2years- 5 1/2 years DEVELOPMENTAL AIM1. He is learning – the only way a child learns is through his senses and personal experiences (hands on). 2. The child tries to gain information about his environment. 3. To order the impression gathered so far. 4. The child tries to pair and classify – this is the function of sensorial curriculum. 5. Helps the child to look for fine distinctions i. e. grading or categorizing 6. Consolidation of knowledge. Sensorial Curriculum is designed to help the child to sort out, clarify and classify all of the impression he gathers from his environment. INNER WORK TAKING PLACEAll the inner work is achieved by the absorbent mind and the child’s developmen t of coordinated movement so that he can work with his hands. SIGNS WE SEE1. The child is first to touch and manipulate everything in his reach. 2. The child has an overwhelming interest in colour, shapes, size and the feel of objects. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. Joyful learning. 2. The child works actively and explores through his senses. . The child does not get tired by work. 4. The child is eager for more experiences. 5. The child has an increased awareness of the outside world 6. The child has love and care for the world and people BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child cannot develop because he does not have the full function of all of his senses. 2. The child will become apathetic (not happy, angry towards everyone) 3. The child shows certain behaviours such as been noisy, displaced/disturbed. 4. The child will not sit still to listen nor will he want to listen.WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The adult attitude shou ld change allow the child to touch, explore and experience as much as possible. 2. The adult should respect the child’s need to repeat activities. 3. The adult must understand that manipulation is vital to his development. 4. The household must be rearranged willingly to suit these needs. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The adult must provide sensorial keys to each sense through the sensorial curriculum. 2. Isolation of stimulus (i. e. only one sense is attended to with an activity. . We work from concrete to abstract, because the child works with the real thing before he begins to abstract. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. The refinement of sensorial impression lays a firm foundation for future learning, so the children should be provided with an adequate environment with sensorial activities and experiences. 2. The teacher should note that education in the school must be sensorial based if not the children cannot develop int elligence and would not love life and learning Note: Sensorial is the KEYS to the child’s universe.Chinese Proverb: I see I forget, I hear I remember, I do I understand. Whatever a child does becomes part of the child because the child has participated and his/her hands have touched the materials or activity. It therefore becomes a part of him/her. SENSITIVE PERIOD FOR LANGUAGE KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. The human voice 2. The rhythm and flow of the sounds of words without necessarily understanding what they mean. WHEN DOES IT APPEAR PEAK DISAPPEARS It appears from birth It peaks at about 2years and explosion into speechIt disappears at about 5 years DEVELOPMENTAL AIM1. To adapt the child to his/her own culture and circumstances 2. To fulfill his/her tendencies and need to be socially integrated 3. To be able to express his/her own personality and spirit 4. To be able to think and develop his/her reasoning intelligence INNER WORK TAKING PLACEInner working pr ecedes every outer signs SIGNS WE SEE1. Each milestone in the child’s development of language such as babbling, cooing etc. 2. The child’s love for song, stories and poems. 3. Listen to sounds and tries to copy them. 4.Learn new words easily (Note: PLEASE USE CORRECT LANGUAGE WITH THE CHILDREN AND NOT BABY TALK) as it is an obsolete language. 5. The child practices â€Å"writing† long before he/she starts/has the skills to write. 6. Tries to â€Å"read† long before he/she knows the sounds and sand paper letter. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child expresses joy and contentment. 2. Love to talk and talks all time. 3. Contributes in group activities. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child is withdrawn and unhappy. 2. Does not join in activities. 3. Cannot settle to work and concentrate. . The child cries a lot and he is fretful because he cannot express his needs and he is often misunderstood. 5. The child can get very frustrated and may result to aggressive behaviour such as biting, kicking, crying etc. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. A rich exposure to language, he needs to see adults enjoying talking, singing, writing & reading. 2. He needs to see exaggerated movement of the mouth so he can see how sounds are made. 3. The child needs to hear correct pronunciations; so that he hears the individual sounds of words he is trying to make. 4. The hild needs to hear variety of word from a broad vocabulary that is the only way he can increase his vocabulary. 5. The child needs to hear correct, precise language from whoever is speaks whatever language to the child. 6. The child needs to hear correct sentence construction. 7. The child needs to be listened to with full attention. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. Provide an atmosphere and have the attitude that encourages the child to talk, be an amiable approachable teacher. 2. Find time to chat wi th individual children and show them that you care and you are interested in them. . Find time to listen to individual children. 4. Find time to listen patiently to the child whose language is slow. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAININGAll the elements of language including grammar should be learnt while the child is in his/her sensitive period for language and as he/she learns it so effortlessly and easily; but if he/she learns it later then it would be hard and full of errors – he/she would have to be taught, it would develop spontaneously if not given the right opportunities and encouragement at the right time.To Do’s To be knowledgeable about the development of language and to know which; 1. To know which activities to prepare, to promote a firm foundation in spoken language. 2. Activities to prepare the child’s hand for writing (i. e. indirect preparation for writing). 3. Activities that would prepare the child to read (indirect preparation for rea ding). Note: if the teacher does not do these, the child’s learning will be hard, schooling a negative experience.