Hamlet s Treatment Towards Gertrude - 994 Words

Hamlet’s treatment towards Gertrude (mother) is not unreasonable but the way Hamlet treats Ophelia is a little harsh in the beginning when she is completely innocent. Further along through the play Hamlet’s treatment towards Ophelia can be considered reasonable since she basically decided to side with Claudius and Polonius. The way in which Hamlet treats Gertrude and Ophelia doesn’t seem to be a part of the misogyny in the culture. Hamlet does seem to possess a great hatred for women, especially the women in his close circle of peers. The hatred he has for women is strong and visible to readers. The way Hamlet treats Gertrude is completely just. Hamlet feels his mother has betrayed him because she married his father’s murderer shortly after his father was killed. Hamlet expected his mother, the loving wife of his deceased father, to grieve and never marry again or at least not after two months but Gertrude did. Also, by Gertrude marrying a bad man such as Claudius has caused Hamlet to believe that Gertrude is a bad person and she is not to be trusted. Hamlet thinks that his mother may have been a part of his father’s murder. Hamlet treats her just as he treats Claudius because Hamlet feels Gertrude is no better. Hamlet has the right to be angry and expresses it the way he seems fit and his mother deserves such treatment. Gertrude did move rather quickly after Hamlet’s father passed and she didn’t seem to be fazed by his father’s death anymore. If the readers were inShow MoreRelatedHamlet s Attitude And Treatment Of His Mother1522 Words   |  7 PagesModern folklore suggests women look at a man s relationship with his mother to predict how they will treat other women in their life. Hamlet is a good example of a son s treatment of his mother reflecting how he will treat the woman he loves because when considering Hamlet s attitude and treatment of the Ophelia in William Shakespeare s play, Hamlet, one mu st first consider how Hamlet treated his mother. A characteristic of Hamlet s personality is to make broad, sweeping generalizations andRead MoreConflict Between Hamlet And Laerte By William Shakespeare1564 Words   |  7 PagesThroughout Hamlet, several characters die. For most, this happens through combat, such as the duel between Hamlet and Laerte, which kills them both. In the play, however, two characters die in quick, seemingly careless ways. The first, the fair Ophelia, is killed by her own madness in what seems to be suicide. The other, Gertrude, dies due to the carelessness of her husband, who accidentally poisons her. In both of these cases, their deaths, and the events that led to them, represent a differenceRead MoreHamlet, By William Shakespeare Essay1580 Words   |  7 PagesIn the play Hamlet by William Shakespeare, it is clear that Hamlet’s character is truly a puzzled one. It is no secret that Hamlet is displeased with his life and the relationships around him. William Shakespeare in evaluating Hamlet’s relationship with his mother Gertrude and lover Ophelia creates an interesting love-hate relationship. Gertrude and Ophelia both deeply care for Hamlet but he does not seem to recognize that love and is instead blinded by his father’s revenge. Throughout the play,Read MoreThe Role Of Women Throughout Shakespeare s Hamlet 1173 Words   |  5 PagesThe Role of Women in Hamlet In today’s society, women have many rights and freedom to make their own decisions and have their own say towards their own issues and role. However, years ago it was considered normal for women to be oppressed and how no choices but obey men in their lives. The roles of women in Hamlet by Shakespeare are simply weak since they are dependent on the male models in their lives, allow them to make their decisions and they do not have strong voices within the play’s societyRead MoreThe Lady Of Shalott, By William Shakespeare1709 Words   |  7 PagesWilliam Shakespeare’s play Hamlet, has become a staple in contemporary society. Apart from the multitude of ingenious in this play, the character of Ophelia particularly places great importance on modern day woman. Ophelia’s importance throughout the play has been many times viewed as only her relation to Hamlet and the effect she has on him. Ophelia is important not just in this sense, but in respect of what she tells the reader about the society she lived in, in contrast to the society one livesRead More The Love Of Hamlet For Ophelia in Shakespeares Hamlet Essay1537 Words   |  7 PagesThe Love Of Hamlet For Ophelia in Shakespeares Hamlet Hamlet is without any reservations, one of Shakespeares most mystifying plays. Although the play has a concise story, it is filled with many uncertainties relating to different issues behind the plot. The reader is left with many uncertainties about the true feelings of prince Hamlet. One question in particular is, did Hamlet really love Ophelia? This dispute can be reinforced either way, however I believe Hamlet was truly in love withRead MoreVillage Is With No Reservations, One Of ShakespeareS Most1636 Words   |  7 Pageswith no reservations, one of Shakespeare s most perplexing plays. In spite of the fact that the play has a succinct story, it is loaded with numerous instabilities identifying with various issues behind I think Shakespeare made it an indicate be for conflicting to add to the numerous riddles of Hamlet s character and in addition enable perusers to identify with Hamlet?s complex personality. That is the thing that makes a play so intriguing to a reader?s mind?whe n one can put themselves in the shoesRead MoreHamlet As A Nihilism1566 Words   |  7 Pages William Shakespeare s Hamlet portrays as multitude of ideas, meanings and interpretations. In this essay, I will focus on analyzing Hamlet through the post-modern existential lens of nihilism. Nihilism has five main types; political, moral, epistemological, cosmic, and existential. Throughout the course of the play, Hamlet shows many characteristics that showcase these principles , such as apathy and despair. Hamlet is a nihilist character because through his actions of mania and despair heRead MoreElizabethan England - The Period Of William Shakespeare1801 Words   |  8 Pageswere socially degraded and taught they were inferior to men. In his play, Hamlet, Shakespeare s perception is thoroughly displayed as women are victimized and presented as inferiors; objects that assist or hinder the action of men. Specifically, Gertrude and Ophelia are displayed as instruments of deceit, fragil e-minded women with a dependence on men, and the cause for their own source of maltreatment and degradation. Gertrude almost immediately falls under the emotional spell of Claudius and allowsRead MoreThe Sexism Of Women And Women s Power, Possibilities, And Fair Treatment2045 Words   |  9 Pages The sexism in Shakespearean time against women limited the women s power, possibilities, and fair treatment. The play Hamlet written by William Shakespeare illustrated the gender inequality and the affects it has on the two female characters in the play Ophelia and Gertrude. The social and legal roles and rules for women mere a major impact on how the women lived and what was expected of them. Religion has limited women in regards to their position to men, making them inferior

The Once And Future King s Lasting Lessons Essay

Maral Khoyazim Ms. Churchill English 2 Honors, Period 5 28 September 2016 The Once and Future King’s Lasting Lessons In times of crisis, people must rely on their morals and wisdom to come to a solution. Often times, people do not have enough knowledge stored in their minds to make a wise decision. However, if people would read between the lines of books, they would come to the realization that there are many life lessons to learn from the wise words of authors. Throughout the novel The Once and Future King, three major themes are presented. These themes include war is destructive, people should not try to alter their destiny, and family is not always loyal. All three of these themes are presented multiple times and three different characters enforce each one. War is synonymous with destruction. Humanity has dealt with war since the beginning of time, yet people continue to start it, despite the bloodshed and trauma. It isn’t until thousands of lives are lost that people begin to wonder if the war they’ve been fighting is truly worth i t. In The Once and Future King, King Arthur was exposed to the consequences of war as a young boy when Merlyn transformed him into an ant. He saw the horrors of being around bloodthirsty, ruthless beings. Right before the ants were about to fight, Arthur had a moment of reflection, â€Å"The time for war came soon enough. The preparations were in order, the soldiers were drilled to the last ounce, the walls of the nest had patriotic slogansShow MoreRelatedMy Manifesto By Dr. Martin Luther King799 Words   |  4 Pagesindividuals have genuine hatred and anger toward others who have done them wrong. In life, many individuals are allowing this hatred and anger to cause additional problems. This can all be prevented if we allow ourselves to forgive. Dr. Martin Luther King once said â€Å"We must develop and maintain the capacity to forgive. He who is devoid of the power to forgive is devoid of the power to love. There is some good in the worst of us and some evil in the best of us. W hen we discover this, we are less prone toRead MoreMovie Review : The Guilty Prison Essay1488 Words   |  6 Pagesbecause I am passionate about this film and how they make it seem so real and the lessons you can lessons you can learn from them. My purpose of this film review is to persuade people that this is an amazing film and a lot of life lessons that come with it. Title: The Guilty Prison Displacement The Shawshank redemption is drama film directed by Frank Darabont set in the Shawshank State Prison through the 1930’s to the 1940’s time period in the USA. Director Darabont has been nominated for multiple academyRead MoreComparison Of Braveheart And Ahmad Ibn Fadlan From The 13th Warrior1855 Words   |  8 Pagesmission and improve the organization†. This essay will analyze two different leaders, William Wallace from Braveheart and Ahmad ibn Fadlan from The 13th Warrior. After analyzing each leader, this essay will transition to compare the leadership lessons, concepts, perspectives, and styles I observed. Then this essay will suggest how Army leaders can employ the aforementioned perceptions to motivate others to accomplish missions and improve their organizations. Additionally, this essay will recommendRead MoreThe Iran Iraq War1566 Words   |  7 Pages1980 to August 1998, which made it the longest conventional war of the 20th century. The consequence of the war cost billions of dollars and millions of lives. The result of the war, although stalemate would be a critical factor that would shape the future of the Middle East. The historical deep-rooted hostile relationship that emanated from the ethnic Arab-Persian and religious Sunni- Shi’ite tensions between the two neighbouring countries contributed to the conditions necessary for war. Although manyRead MoreMarie Antoinette The Journey By Antonia Fraser1957 Words   |  8 PagesAntoinette s time in France was tainted. Her failures were great, and her verdict was deadly betrayal. Marie Antoinette The Journey, written by Antonia Fraser sheds light on Marie Antoinette’s failures and achievements throughout her short existence. As Antonia Fraser presses deeper into the life of the ill-fated Queen, she reveals the innermost personality of Marie Antoinette s sincere intentions surrounding her life as a lonely queen, neglected wife, and loving mother. 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Edp250 Pt 4 Free Essays

Introduction The purpose of this easy is to compare and contrast two art lessons in relation to authentic arts learning and integration. The lessons will be sourced from the internet and both will be examples of using objects in the natural environment to create a painting. The lessons were designed for students in grades two to six. We will write a custom essay sample on Edp250 Pt 4 or any similar topic only for you Order Now Discussion Authentic arts is as noted by Dinham,(2011) arts that incorporates learning involving integration necessitates, making connections across the curriculum between subject areas or disciplines and providing opportunities for students to witness and engage the relationships, transfer their knowledge and apply their learning through these connections. To make this happen there needs to be a move to prepare classroom teachers to become aware of art, and ways of delivering a successful lesson. Smilan and Marzilli miraglia (2009) notes, that â€Å"teachers need clarification about what art integration is and what it entails. We believe that true authentic art- integrated learning places visual arts content at the centre of teaching and learning (p. 39)†. Meaning every teacher must continue to up skill their own knowledge of art and understands the elements to delivering an authentic art lesson requires(Dinham,2011). Art is more than painting, drawing and play dough; it is not merely a time filler at school, so teacher can have a break, or a bit of fun. Dinham, (2011) suggest that teachers need to understand what art gives their students, and how art provides a connectedness to society and their own identity and meaning. Art provides students the opportunities to problem solve, express their needs and emotion, be creative, try new experience and more importantly teachers need to appreciate authentic arts programmes as a significant importance in the curriculum. Lessons Lesson one demonstrates a well prepared art lesson and in lesson two, many elements of creating an effective authentic arts lesson are missing. Both lesson one and two require students to use natural items found in the environment to create a painting. Both lessons would be suited for students in grades two to six, and comprises elements of authentic arts. Below is a table that show what elements of authentic arts are essential when delivering an arts class. Required characteristics| Example| 1. Has connections across the curriculum| Lessons makes links to other curriculum such as maths, history etc. | 2. Uses understanding of multiple intelligences and different learning styles| Such as Howard Gardner concepts of multiple intelligence. | 3. Is themed and examines the theme in different areas| Such as dinosaurs, outdoor garden, countries. 4. Uses different modes of learning incorporated into different areas| Such as reading, singing, creating, comparing, contrasting, discussing. | 5. Lessons relate to real life tasks, that draw on a range of knowledge and skills across the curriculum| Lesson would encourage students to use prior knowledge of the task at hand. | 6. Learning’s provide opportunity for students to see relationsh ips, transfer and apply learning and make connections across the curriculum| The lesson has been enriched with elements of real life experience and understanding. | 7. Activities are Instrumental and/or intrinsic| Instrumental, lessons that extend beyond the immediate lesson. Intrinsic lessons relates to the learning gained through the lesson Dinham,(2011). | Table is adapted from PowerPoint presentation Integration. Curtin University, (2012). Using this table as a guide the below lessons well be corresponded with the number from the above table showing which part of the lesson address each charatritcs. Lesson one: Retrieved from http://contemporaryartscenter. org/images/lessonplans/mughal-miniatures_natural-beauty. pdf Mughal Miniature Paintings: Natural Beauty Grades: 2nd-7th Visual Arts Developed By: Kristen M. Woods Lesson Description: Mughal miniature painting originated during the 16th century in the Mughal Empire which spanned what are now India, Bangladesh, Nepal, and Pakistan. This art form is marked by careful attention of small detail, lush jewel tones, epic subject matter, and miniature scale. All of the Miniature artists that are participating in the Contemporary Arts Center’s exhibition Realms of Intimacy have studied at the National College of Arts (NCA) in Lahore, Pakistan. The NCA is renowned for its program dedicated to the centuriesold tradition of Mughal miniature painting which flourished from 1526 to 1857. The extremely selective school takes only a dozen of its accepted students to pursue the intensive major of miniature painting. This major at the NCA mimics a traditional eight year apprenticeship in two years of schooling. The meticulous technique begins with the posture of the students. The students are required to be seated on the floor for hours a day, hold their papers close to their eyes and brace their painting arms against their body. Their posture is essential to mastering the tiny brushstrokes needed to create pieces with such fine details. They spend their first year and a half copying historical works and learning to make their own tools. Only in the final half year are they allowed to explore their own creative devices. There is an extreme mental discipline that goes along with every aspect of being a miniature painter. The style is based on old traditions. One brush is still composed of a single squirrel hair. Mussel shells are used as mixing bowls for their organic paints. These natural paints are made from raw materials like vegetables, fruits, oil, soil, lime, indigo and lapis lazuli and on occasion eggs, gold powder, and silver foil. Through this program students must master ultra-fine figure drawing and brushwork, tea staining of page borders and burnishing of paper surfaces; all essential to practices that were used centuries ago. For this project, students will explore natural materials that can be used to dye paper and make paints then use their homemade materials to make their own versions of Mughal miniature paintings Objectives: ? Use problem solving to figure out natural materials they can use and combine to make paints and also dye paper Learn about the process that Mughal miniature painters go through when creating a piece Create their own composition based on Mughal miniature paintings Materials and Resources: Watercolor paper Tea, coffee, and cranberry juice Lard, Butter, Solid and liquid vegetable oil Spices, mustard, dirt, grass, fru its and vegetables, and other natural materials that can stain Paint brushes Small containers with lids (paint storage) Aprons/paint shirts Links and Books on natural paint mixing and Mughal Miniatures; http://www. hyoomik. com/images/egg. html http://www. sairawasim. com/ http://www. ambreenbutt. com/web/home. php http://www. ambreenbutt. com/web/works. php Whiles, Virginia. (2010). Art and Polemic in Pakistan: Cultural Politics and Tradition in Contemporary Miniature Painting. Edwards, Lynn. (2003). The Natural Paint Book. Critical Questions: How are cultural practices and traditions passed down and continued over time? Why are they important? Is process important in relation to product? What if miniaturist painters used synthetic materials? Would it change the look of the work? The Emotion? Activities: Preliminary Discussion: Discuss process with students; how artists begin a piece as opposed to showing them the finished product first. Then look through some images of contemporary Mughal Miniaturist paintings by Ambreen Butt and Saira Wasim whom still use tea staining and hand mixed pigments from natural materials. Discuss briefly the imagery and subject used in the works and the meanings behind them. With older students you may be able to get them to discuss some of the political satire seen in Saira Wasim’s work Art Activity: Start the project by dying paper. Using tea, coffee, or even fruit juice; have students dip a piece of watercolor paper into a large container full of the liquid of their choosing. Leave the paper in the liquid for at least 15 minutes and check on how well the liquid is dying the paper (don’t leave the paper in for too long because it will start disintegrating). Once the paper has a nice color all around, take it out and leave it to dry for about 24 hours. Next, have students mix their paints. Find some things either outside or maybe in the refrigerator that can stain. Things like grass, dirt, berries, flowers, mustard, and spices would work well. Have students use lard, solid or liquid vegetable oil, or butter to grind and mix their natural materials together making a thick paint. Have each student make at least three different color paints. They may share paints when it’s time to use them. Have students use a paint brush with their homemade paints to create their own miniature painting on their dyed paper. This project is more about process and nderstanding materials so the composition can be very simple especially with younger students. You might suggest they do a composition showcasing the natural materials they use to make their materials like flowers, fruit, etc. Assessment: Students have dyed a piece of paper using tea, coffee, or fruit juice Students have mixed their own paints using fat and natural materials Student s have used their paints and dyed paper to create their own miniature paintings Lesson two: Retrieved from http://www. kinderart. com/painting/plantdye. shtml PLANT DYE PAINTS Grade: 2-6    †¢    Age: 6-12 †¢Ã‚   Written by: Kim Swanger [Kim is a K-3 art teacher at Lakeview and Central Elementary Schools in Council Bluffs, Iowa. ] | Objectives: Students will learn that plants are a source of natural dyes and paints. This is a good lesson to show how pioneers or early civilizations may have used plant dyes to color cloth. What You Need: * crock pots * beets * spinach or kale * black walnuts in the shell * dry onion skins * paint brushes * paper What You Do: 1. Discuss with the students that before we had synthetic dyes, people had to make their own paints and dyes using plants and other resources available. Show the students the nuts and vegetables you have and ask how the pioneers may have used these materials. 2. The night before the painting lesson, place beets, spinach or kale, walnuts, and onion skins in separate crock pots with enough water to barely cover them. Cook all night. The following morning, the water in each of these pots should have turned into natural dyes. The beet water will be magenta, the onion water will be amber, the spinach or kale water will be a light green and the black walnut water will be brown. 3. Pour a small amount of paint into bowls and ask students to smell them. Discuss which vegetable made which paint. 4. Provide brushes and paper (plain or coloring pages) and permit students to paint using the natural dyes. 5. After the painting experience, ask students what other natural materials might make dyes the pioneers could have used. Experiment with student suggestions. Note: If black walnuts are not available, VERY STRONG coffee or tea makes an adequate brown dye. Berries can also be used to make colorful dyes. Currently, red dye is commonly made from a parasite that lives on cacti. Both lessons are similar in terms of requiring students to use natural objects to create a painting; However a teacher using lesson one, their students would gain a deeper understanding of authentic art, and acquire skills that they can use across curriculum, as it demonstrates modes of learning and teaching strategies which enables each students to expression and understand what is required. It also uses scaffold learning, which enable students to see examples of what they could achieve, but also gives the history and reasoning behind why they are required to do this activity. This enables students to take an educational value from the lesson, rather than doing it just for merely fun (Dinham,2011). Although lesson two also has real world connection and can be intergraded into other curriculums it is its lack of depth to which it can do this that makes it the inferior of the two lessons. Lesson two can link to history whereas lesson one can relate to multiple curriculums, making this a more intergraded lesson to benefit student learning’s (Dinham, 2011). Lesson one has provided more elements of real life experience for students that they can compare contrast between a variety of objects they have used from the environment, from vegetables to plants and so forth. Whereas lesson two only focuses on one element. Both lesson one and two are instrumental meaning that they extend beyond the immediate arts experience (Dinham,2011) but again it would be lesson one that take this experience further as it looks at the impact the lesson has upon students learning as a whole. Overall, lesson two does not tick the boxes for authentic arts integrated learning in the way that lesson one does. Lesson one provides a real and authentic learning experience that incorpatres connections to other areas of the curriculum, using modes of learning and teaching strategies which encourage and support every learner in the classroom regardless of skill or ability, all essential fact in delivering an authentic arts experience. References Curtin University, (2012). Course Notes. PP2 Integration. Retrieved fromhttps://lms. curtin. edu. au/webapps/portal/frameset. jsp? tab_tab_group_id=_4_1url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_47595_1%26url%3D Dinham, J. (2011). Delivering authentic arts education. South Melbourne, Victoria: Cengage Learning. How to cite Edp250 Pt 4, Essay examples

Psy 240 the Nature-Nurture Issue free essay sample

The Nature-Nurture Issue The nature versus nurture perspectives have been have been argued for centuries. The pro-nature perspective follows the theory that genetics and biological inheritance determine behavior, internal forces or stimuli; the pro-nurture perspective follows the belief or theory that experience and environment determine behavior, external forces or external stimuli. The psychology field known as biopsychology researches the aspects of both perspectives using critical thinking and research practices to determine the effects of both of these perspectives on human behavior; the control groups used in experimentation can be human or non-human subjects of a similar species. (Pinel. (2009)). The flaw in attempting to determine what degree of behavior is attributed to nature and what degree is attributed to nurture is that both of these perspectives play a role in how and why a behavior is exhibited. Some of the behaviors which individuals exhibit can be linked to animal or primal instinct, these are behaviors based on nature; however, we must consider that the primal fears we have as children such as fear of the dark, often no longer exhibited in the individual as an adult. We will write a custom essay sample on Psy 240 the Nature-Nurture Issue or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This change in the behavior can be attributed to experience over time, the nurture perspective agrees with experience’s influence in behavior. (Pinel. (2009)). The brain is the central focus of the study of biopsychology, and researchers have determined that the brain’s functions are responsible for human behavior; research has determined the neuroplasticity theory of the brain changing based on both genetics and experience. The neuroplasticity of the human brain can be used as an example of why it is important to consider how much of behavior is based on genetics and how much is based on environment; however, it would be difficult if not impossible to determine what portion of behavior is nature or nurture because both effect behavior based on the neuroplasticity theory There are genetic factors that can affect behavior; however, experience and nurturing can assist in controlling some behaviors based on learning or the xpectations set for an individual. This idea makes sense that both genetics (nature) and environment (nurture) play important roles in behavior, the behavior of an individual may change over the course of a lifetime. (Pinel. (2009)). Reference Pinel, J. P. J. (2009). Biopsychology. Boston, MA: Pearson.