The Shakespeare Room :: Essays Papers

The Shakespeare Room The Life of Shakespeare William Shakespeare was conceived in 1564 to John Shakespeare and his better half, Mary Arden. His dad was weathly and held various civil workplaces. Shakespeare got decent instruction, yet he didn't go to the college the same number of different authors of his time did. A portion of these journalists disparaged him and his work along these lines. One such case of this disparagement is a pamplet that was distributed in 1592 by Robert Greene, an acclaimed dramatist. In this handout, Greene scrutinized Shakespeare and his work, an analysis that appears to come for the most part from jealosy. At the point when he was eighteen years of age, Shakespeare wedded Ann Hathaway. After five months, they had their first youngster, Suzanna. After two years, they had twins, Hamnet and Judith. It is obscure when Shakespeare showed up in London. Be that as it may, the pamphet distributed by Robert Greene demonstrates that he was in London by 1592. The next year, the performance centers were shut down because of a plague. By 1594, the performance centers were revived, and they before long started to ascend in ubiquity among the respectable class who requested a superior quality auditorium experience. It was right now that Shakespeare's performance center organization was framed. The organization played at Henslowe's Rose Theater until their rent ran out. They at that point moved over the waterway and assembled the new Globe Theater. Later on, in 1608, they moved into the Blackfriars Theater where they started delivering plays inside. These plays were in a misleadingly lit condition, while the Globe Theater had been outside, and stage conditions permitted more view and a large number of lighting impacts. In 1596, John Shakespeare was conceded an ensign. This entitled both he and William to be called by the title of respectable man. In 1597, Shakespeare purchased a domain at Stratford called New Place. He kept on securing property in Stratford. He composed his last play, The Tempest in 1611 and he passed on in 1616. Shakespeare's Plays Thirty-seven plays are normally ascribed to Shakespeare and they are commonly separated into four classes: the narratives, the comedies, the sentiments, and the disasters. The Histories There are ten history plays in all and they recount to the account of England from the fourteenth century through Henry VIII. They are: Henry VI, Parts I, II and III Henry IV, Parts I, and II Richard III Lord John Richard II Henry V Henry VIII

French Immigration Law through a European perspective. An analysis of Dissertation

French Immigration Law through an European point of view. An investigation of the option to free development of EU Nationals in France - Dissertation Example European citizenship will be presented upon any individual holding the nationality of a Member State and will be known as residents of the European Union anyway such citizenship will be extra to and not proposed to supplant national citizenship. Also, as EU residents, they will reserve the option to move and live uninhibitedly inside the domain of the Member States; the option to cast a ballot and to remain as applicants in decisions to the European Parliament and in city races in their Member State of living arrangement under indistinguishable conditions from nationals of that State; the option to appreciate the security of the discretionary and consular specialists of any Member State on indistinguishable conditions from the nationals of that State; and the option to appeal to the European Parliament, to apply to the European Ombudsman, and to address the organizations and warning assemblages of the Union in any of the Treaty dialects and to acquire an answer in a similar language. In consonance with the prior privileges of the EU residents, European Parliament and Council Directive 2004/38/EC of 29 April 2004 was given to administer the privilege of residents of the Union and their relatives to move and live uninhibitedly inside the domain of the Member States. It is the entrusted of this thesis to decide if the opportunity of development and habitation of EU residents inside the Member States is outright by introducing the national migration arrangements of a Member State which for this reason will be France. This exposition will try to determine whether the EU laws and orders on the free development and living arrangement are obligatory in character and in instances of offenses, the EU has the force and power to allot punishments or assents against the failing Member States. The French government rebuilt its movement framework by excellence of Act No. 2006-911 of 24 July 2006, also called the Immigration and Integration Law 2006. The recently established law executes an increasingly rigid migration arrangement against unlawful transients including EU residents having a place with the Roma people group. At the front line is France’s efficient crusade against the Roma people group by destroying its camps and extraditing them as a group seriously or envisioned infringement. Also, more terrible, the removals were actualized without consistence to considerable and procedural fair treatment. The Amnesty International (AI) and the United Nation Commission on Human Rights (UNCHR) have openly censured the unfair and racial wrongdoing against them by the French government. Rather than paying attention to the intrigue of the universal bodies, France supported its outrageous activity of the extraditing

Classical Conditioning Learn How to Create Habits for Success

Classical Conditioning Learn How to Create Habits for Success Don’t you know that there is science behind your cravings for your favorite restaurant food or sweets when you think about them?This science is also responsible for your excitement when you go out to work. It’s also the reason why you’re probably scared about the idea of hiking if you have fear of heights.It’s even responsible for people’s urge to smoke cigarettes or drink coffee if they are addicted to nicotine and/or caffeine, respectively. This science what we call as classical conditioning, and you will realize here that it’s actually a part of our everyday reactions. Classical conditioning is a type of learning that acquires new information and behavior based on associating a certain stimulation.Many experts believe that classical conditioning deals with our reaction based on our experience. It’s also believed that classical conditioning refers to a learning process based on a paired stimulus. It’s where a strong stimulus is paired with a neutral-level stimulus i n order to create a response.The basics of classical conditioning was discovered by Ivan Pavlov. Several factors which employ classical conditioning were soon discovered after he discovered it.These will be explained later on.Firstly, let us take a look at Ivan Pavlov’s life and how he was able to develop classical conditioning.IVAN PAVLOV THE FATHER OF CLASSICAL CONDITIONINGIvan Pavlov (September 14, 1849 February 27, 1936) was the physiologist who discovered the learning process.His childhood days in a church school in Ryazan showed a curiosity at a highly intellectual level that he calls his “instinct for research”. He got his ideas when he based Dmitry Pisarev and Ivan Sechenov’s ideals in physiology.As a result, Pavlov started to focus on science and physiology and left he church school to attend a natural science course at the University of Saint Petersburg.From this moment, until his discovery of classical conditioning, Pavlov was able to comfortably study his passi on to the point where he became known as one of the most successful physiologists of his time.Classical conditioning was actually his main focus throughout his career and he devoted his life in developing various theories about it.He was able to grab various rewards in his career, such as gold medals when he got his degree of Candidate of Natural Sciences in 2875. He even won a Nobel Prize for Physiology or Medicine in 1904; the first Russian to receive the Nobel prize.He is highly regarded and respected for his talents even up to this day.A Dog, a Bell and Some Food: The Discovery of Classical ConditioningPavlov’s discovery of classical conditioning occurred in the 1900s where he experimented with his dog Circa. Pavlov’s experiment was the foundation of the learning process as it shows the very basics of the study.The very first experiment undergone two phases. The first one was conducted by Pavlov when the dog was placed in a box with a harness. The dog was left alone in the b ox for a few hours. This procedure was repeated many times on different days.However, this phase didn’t prove much of the study. However, the second phase proved the most basic result of the experiment.It was conducted by observing how Circa will salivate based on two different but paired stimulus.A salivary gland was attached to the dog to measure the amount of saliva produced upon stimulation. Pavlov rang a bell (which he called as the neutral stimulus or NS) and then gave food (Pavlov called this as the unconditioned stimulus or UCS) to Circa afterwards.The process was repeated every time Circa receives food.At the first few days, the dog salivated (labeled initially as an unconditioned response or UCR only at the sight of the food.But when the experiment was repeated further for multiple days, the dog seemed to salivate (now called as the conditioned response or CR) at the sound of the ring without the food being seen.This caused the neutral stimulus (the ringing) to become a conditioned stimulus (CS) through the support of the unconditioned stimulus (the food). This caused the dog to instinctively think that the ringing of the bell means mealtime.Author’s Note: I also had the same scenario with my cats. When we first go them, they don’t respond on the sound of the plastic bag when I shake it before feeding them with the ca food in it. After a few months, they respond quickly and approach me whenever they hear the rusting of the plastic bag. They even meow for food when they hear us eat during mealtime because they got used to getting fed right after our meals. It just shows that classical conditioning is purely based on experience and instinct combined.“The graph below serves as the blueprint of the experiment and the very basic example of classical conditioning: Source: PsychstudyHUMANS HAVE INSTINCTS: CLASSICAL CONDITIONING ON HUMANSClassical conditioning’s was also found out to be applicable to humans, as classical conditioning is a form behavioral pattern.There are numerous proofs where classical conditioning is applied to our everyday lives.It has played an important role in generating various responses. The field of behavioral science has also accepted classical conditioning as a basis for numerous researches that studies mental health as well.More advanced conditioning studies such as fear conditioning and taste aversion learning also rooted from trials conducted from classical conditioning.According to Morsella (Psychological Review, 2005), people have the ability to suppress behaviors but cannot suppress the urges that connects the stimulus of their behaviors.Morsella also states that the circuits in the brain that conducts classical conditioning are different from the circuits that develop our conscious memories.She also stated th at classical conditioning is different from operant conditioning as it’s based on stimulating the person in exchange of a certain reward which she called as “voluntary” conditioning.On the other hand, Morsella dubs classical conditioning as “involuntary”. She also credited Pavlov for the development of her review.Daily experiences from any type of stimulation can be conducted to humans as well, such as what this scene from The Office shows: In the video shown above, Jim classically conditions Dwight by giving him some mints whenever Jim’s computer plays an error sound. Jim repeatedly did It to the point where Dwight is instinctively asking for the mints even if Jim doesn’t have any at the moment.The Little Albert Experiment: A Case Study In Developing Phobia One of the milestones that made classical conditioning more noticeable to humans is the Little Albert Experiment. It was done by John B. Watson and Rosalie Rayner on a 9 month old infant named Albert.He was tested on his reactions by introducing stimuli based on animal interaction.Albert was able to touch and see white rats and monkeys. He was also introduced to objects such as masks. The infant didn’t respond to the animals and objects.However, Little Albert began to cry when these objects and animals were shown, followed by a loud sound of a hammer hitting a steel bar. The noise startled Little Albert to tears.Two months later, Albert was conditioned to fearing the rat by presenting it in front of the baby, followed by the noise of the hammer striking the steel bar.This was done seven times within seven weeks, resulting in Albert crying all the time.Afterwards, physiologists observed that Little Albert starts to experience fear upon the sight of the white rat even if no hammer is stroke against the steel bar.The conditioned response of fear is often conditionally stimulated by everything white from this point; even a white fur coat or a white dog scared the child.Watson and Rayner labele d this learning process as generalization, which is linked to various applications of classical conditioning in a human’s everyday life and activities.APPLICATIONS OF CLASSICAL CONDITIONING IN OUR EVERYDAY LIVESOur conditioned stimulus can come from different aspects of life that we have developed over the years.This is what Morsella has stated whenever we deal with involuntary reactions based on a certain stimuli that we expect or unexpectedly encounter in our everyday lives. Here are the following applications of classical conditioning that we may or may not be aware of in our daily lives:AdvertisingAdvertising techniques are also heavy associated with classical conditioning.Some businesses even conduct research with physiologists to observe the behavior of the people within their market. Companies employ different personalities for advertising.For example, animated character are often used as commercial models for kids’ products. On the other hand, beautiful women are often u sed for beauty product advertisements and apparels.The field of advertising can also use a certain daily scenario as a way to classically condition the market into purchasing their product. For example, a child or adult having a terrible cough is shown in commercials for cough medicines. In turn, the market to purchase on the company’s end when they suffer from a terrible cough.AddictionThe study of addiction to humans and its treatment was further advanced through the use of classical conditioning.Rehabilitation centers also employ classical conditioning to their treatments to drug and alcohol addicts.Addiction is an easy example of classical conditioning as people addicted to a certain substance can feel relaxed even before intaking what they crave for.For example, caffeine addicts may experience relaxation upon smelling or thinking about coffee.Author’s Note: I was addicted to cigarettes two years ago. When I first started to smoke in 2009, I suddenly adopted a trait where I suddenly crave for cigarettes just by smelling the smoke from other smokers. I even became conditioned to smoking whenever I feel stressed years later when I started working.Doctors also got help from physiologists when treating addiction. Smoking cessation can now be accomplished through medication.Varenicline is one of those products as it weakens a patient’s nicotinic receptor. This results in reduced cravings for nicotine and can decrease the satisfaction felt from smoking tobacco. Varencline’s notable side effect is nausea; it Is even induced when the patient starts smoking again.This is called as conditioned taste aversion an advanced form of classical conditioning in tasting food and substances. This also results the patient to instinctively remember themselves to intake Varencline whenever they feel the urge to smoke completely breaking the habit.Author’s Note: Classical conditioning is also applicable for breaking addiction without the need for drugs. However, it is through experience. I suffered from bronchitis two years ago, where I finally became a heavy smoker. Ever since I got cured from it, I always remembered that horrible experience whenever I think about smoking cigarettes prompting me to avoid it. It shows that you can conditionally become stimulated in quitting to smoke if you experienced something that negatively impacted you.Emotional ResponseThere are two types of emotional response that can be generated through classical conditioning: negative and positive responses.Negative responses such as fear can be stimulated by associating it with what the person hears. For example, if they are afraid of dogs, a nearby bark of the dog can make them nervous even if they can’t see the dog yet. Phobias such as fear of water can also occur to hydrophobic patients when they go to a beach resort or a swimming pool.Positive responses such as relaxation can also occur when a person thinks of traveling or a massage when they badly need one. Exc itement is also a response based on classical conditioning if you feel like something good’s going to happen soon, like a planned trip or a date.HungerCravings are one of the by-products of classical conditioning as they become hungry when they think about a dish they are craving, resulting in its immediate purchase or preparation.Their cravings happen as they were able to experience something satisfying when they ate the dish out of hunger in the past.Some people walking or driving around town can feel hungry after they spot a restaurant or a popular fast-food chain. This happens because people are conditioned with the fact that restaurants provide the food they want to eat.Past ExperiencesPeople can also associate anything with a past experience.A soundtrack that you listened during your travels might make you remember those relaxing moments whenever you hear the song again on the radio.The scent of a perfume similar to what you girlfriend worn during a memorable date can make y ou reminisce those sweet moments if you smell if again in the mall.Post-traumatic disorders is also a by-product of classical conditioning for people who experienced something traumatic such as a war or an accident.The anxiety produced by PTSD may occur if a soldier who returned from combat hears fireworks during Independence Day or New Year, even if they enjoyed it before experiencing combat. Some worse scenarios involve the soldier being enraged or hysterical when they hear fireworks.Classical Conditioning in School and WorkStrict teachers, bullying, and school policies can induce fear to children when they attend their classes.A strict teacher who hates noise can silence the whole class if she arrives inside the room. It’s because they might have experienced the teacher’s scolding or punishments when one or more of the students produced unnecessary noise during class.Workplaces can produce more disciplined employees by implementing strict compliance and attendance policies. F riendly work environments or a workmates close to you can induce a feeling or attraction and urge to become productive at work.Drug and Food IntakeDrugs can also cause a conditioned response to our bodies and minds depending on what we felt when we first tried the medicine.For example, a bad tasting medicine can induce vomiting the next time you take it again.Some extreme cases even induce vomiting when the patient hears the name of the drug. On a positive note, some patients may feel relaxed when they are about to intake a medicine that relieved the symptoms of their illness.The same conditional response also goes for food. A person who hates vegetables may feel disgusted upon seeing or even hearing it. But cravings and hunger may occur to a person when they hear about their favorite dish.There are numerous examples of classical conditioning used in our daily lives. The following mentioned above are the most commonly experienced events. For sure this will keep you conscious about c lassical conditioning whenever you experience one of the following applications.HOW CAN CLASSICAL CONDITIONING IMPROVE OUR LIVESClassical conditioning can impact our lives positively or negatively.But that doesn’t mean that we don’t have a choice in improving our lives using classical conditioning.Here are some nice tips that you can follow if you want to improve your life using the learning procedure:Breaking Bad HabitsYou can use classical conditioning in reversing your bad habits.For example, you can quit from smoking by diverting the way you spend cigarette smoking into saving money.So instead of going to a convenience store to purchase a pack, you will just place it on a piggy bank. If you condition yourself in saving money whenever you feel the urge to smoke, you may turn that into a saving habit whenever you have spare change on your wallet.Facing Your FearsFacing your fears can be temporarily or permanently be done when you have to face your fear often.A lot of experienc ed hikers say that mountain climbing can be the ultimate way to remove your fear of heights.At first, you just have to think about the fact that you need to go up and down the mountain because your hiking buddies are going to leave you behind. If you always think about that, you will focus more on the goal rather than your fears.With enough traveling to the mountains, you will soon realize that you’re more oriented towards your goals while not minding your fears anymore as your mind is finally conditioned in catching up with your buddies.Teaching Children The Right MannersEducating children the right manners nowadays is very crucial. Kids are growing smarter nowadays, and some of them can reason out with their parents.Conditioning your children by portraying good manners in exchange of your comfort and attention can be a good way. At first, your children will always comply just to get your attention and the rewards behind it.But eventually as they grow up, they will start performi ng good manners even if you occasionally give them rewards. It’s because your kids will start to think that doing the right manners grants them proper approach from other people.Training Your PetYou can train your pet in classical conditioning to perform a wide variety of tasks. Even pet tricks can be learned through classical conditioning.You just have to use the neutral stimulus as the objective or the task/trick that you want to train to your pet. Use food as the unconditioned stimulus just like what Pavlov did to his experiment.Do this for a few days to the point where your pet can perform the task just by ordering them to do it even without the food. To maintain the skill that you trained them to do, be sure to occasionally reward them with food.Becoming Good At WorkIf you’re a lazy person and you want to change for the best in your career life, classical conditioning can be your ally in becoming a committed professional.Use your drive to work as the neutral stimulus over a long-term goal that you want to attain (which will be the unconditioned stimulus).Short term goals are not applicable as it might give you the risk of inconsistency at being a good professional that will keep you from working hard for a long time until you become a hardworking person even if your goal is already accomplished.Now that’s a good mindset to consider!CLASSICAL CONDITIONING IS OUR EXPERIENCEWe should be thankful for Pavlov’s discovery as it helped us notice about the different responses that we can make based on certain scenarios. We can use this as an evolutionary tool in predicting the outcome of our actions.It can also be used as a way to treat negative traits such as addiction. Fears can also be analyzed by observing the neutral and unconditioned stimuli of our fear so then we can come with a solution to overcome it.If we can’t do it, always remember that physiologists are also there to aid us, especially now that you have an idea how classical conditioning wor ks.Classical conditioning isn’t just something that physiologists should understand. Even commoners who aren’t versed in the field of behavioral studies should understand the simply basics of this learning procedure. It’s one of the many things that helps us respond in the many events that can impact our lives.That’s why it’s worth learning about.

The Scientific Possibilities of Time Travel

Stories regarding travel into the past and the future have long captured our imagination, but the question of whether time travel is possible is a thorny one that gets right to the heart of understanding what physicists mean when they use the word time.   Modern physics teaches us that time is one of the most mysterious aspects of our universe, though it may at first seem straightforward. Einstein revolutionized our understanding of the concept, but even with this revised understanding, some scientists still ponder the question of whether or not ​time actually exists or whether it is a mere stubbornly persistent illusion (as Einstein once called it). Whatever time is, though, physicists (and fiction writers) have found some interesting ways to manipulate it to consider traversing it in unorthodox ways. Time and Relativity Though referenced in H.G. Wells The Time Machine (1895), the actual science of time travel didnt come into being until well into the twentieth century, as a side-effect of Albert Einsteins theory of general relativity (developed in 1915). Relativity describes the physical fabric of the universe in terms of a 4-dimensional spacetime, which includes three spatial dimensions (up/down, left/right, and front/back) along with one time dimension. Under this theory, which has been proven by numerous experiments over the last century, gravity is a result of the bending of this spacetime in response to the presence of matter. In other words, given a certain configuration of matter, the actual spacetime fabric of the universe can be altered in significant ways. One of the amazing consequences of relativity is that movement can result in a difference in the way time passes, a process known as time dilation. This is most dramatically manifested in the classic Twin Paradox. In this method of time travel, you can move into the future faster than normal, but theres not really any way back. (Theres a slight exception, but more on that later in the article.) Early Time Travel In 1937, Scottish physicist W. J. van Stockum first applied general relativity in a way that opened the door for time travel. By applying the equation of general relativity to a situation with an infinitely long, extremely dense rotating cylinder (kind of like an endless barbershop pole). The rotation of such a massive object actually creates a phenomenon known as frame dragging, which is that it actually drags spacetime along with it. Van Stockum found that in this situation, you could create a path in 4-dimensional spacetime which began and ended at the same point - something called a closed timelike curve - which is the physical result that allows time travel. You can set off in a space ship and travel a path which brings you back to the exact same moment you started out at. Though an intriguing result, this was a fairly contrived situation, so there wasnt really much concern about it taking place. A new interpretation was about to come along, however, which was much more controversial. In 1949, the mathematician Kurt Godel - a friend of Einsteins and a colleague at Princeton Universitys Institute for Advanced Study - decided to tackle a situation where the whole universe is rotating. In Godels solutions, time travel was actually allowed by the equations if the universe were rotating. A rotating universe could itself function as a time machine. Now, if the universe were rotating, there would be ways to detect it (light beams would bend, for example, if the whole universe were rotating), and so far the evidence is overwhelmingly strong that there is no sort of universal rotation. So again, time travel is ruled out by this particular set of results. But the fact is that things in the universe do rotate, and that again opens up the possibility. Time Travel and Black Holes In 1963, New Zealand mathematician Roy Kerr used the field equations to analyze a rotating black hole, called a Kerr black hole, and found that the results allowed a path through a wormhole in the black hole, missing the singularity at the center, and make it out the other end. This scenario also allows for closed timelike curves, as theoretical physicist Kip Thorne realized years later. In the early 1980s, while Carl Sagan worked on his 1985 novel Contact, he approached Kip Thorne with a question about the physics of time travel, which inspired Thorne to examine the concept of using a black hole as a means of time travel. Together with the physicist Sung-Won Kim, Thorne realized that you could (in theory) have a black hole with a wormhole connecting it to another point in space held open by some form of negative energy. But just because you have a wormhole doesnt mean that you have a time machine. Now, lets assume that you could move one end of the wormhole (the movable end). You place the movable end on a spaceship, shooting it off into space at nearly the speed of light. Time dilation kicks in, and the time experienced by the movable end is much less than the time experienced by the fixed end. Lets assume that you move the movable end 5,000 years into the future of the Earth, but the movable end only ages 5 years. So you leave in 2010 AD, say, and arrive in 7010 AD. However, if you travel through the movable end, you will actually pop out of the fixed end in 2015 AD (since 5 years have passed back on Earth). What? How does this work? Well, the fact is that the two ends of the wormhole are connected. No matter how far apart they are, in spacetime, theyre still basically near each other. Since the movable end is only five years older than when it left, going through it will send you back to the related point on the fixed wormhole. And if someone from 2015 AD Earth steps through the fixed wormhole, theyd come out in 7010 AD from the movable wormhole. (If someone stepped through the wormhole in 2012 AD, theyd end up on the spaceship somewhere in the middle of the trip and so on.) Though this is the most physically reasonable description of a time machine, there are still problems. No one knows if wormholes or negative energy exist, nor how to put them together in this way if they do exist. But it is (in theory) possible.

John Milton s Paradise Lost - 2283 Words

The world’s history has been a topic that has interested millions over the years. The desire to know and understand the cultures and events of the past has been a one that many societies in the past and present have had. An effective way to access the heart of a culture’s history, traditions, and beliefs is to look into the stories they tell, the legends and myths they pass down to their young. This is because storytelling has been a tradition of humanity since time immemorial, and has been the only way of passing culture on to future generations for millennia. From this tradition, the Epic arose, tales of mighty heroes, gods, and monsters, told in the form of poems to convey ideals, beliefs, and traditions. Hundreds of Epics have been written, and among them, many stand out, especially Virgil’s The Aeneid, Beowulf, and John Milton’s Paradise Lost, as they prove to be impactful and useful in the analysis of changes in the relationship between divinity, def ined as of or relating to a god, celestial, religious, or sacred (dictionary.com), and mankind, as well as the idea of fate as it relates to mankind. The Aeneid, being a classical Greco-Roman Epic, shows an earlier age of humanity, one vastly different from the present one, showcases some of the roots of modern storytelling and the â€Å"hero’s quest.† Beowulf also shows some of these roots, but additionally tells of a shift in culture brought on by time and location. John Milton’s Paradise Lost, the most recent of these threeShow MoreRelatedJohn Milton s Paradise Lost985 Words   |  4 PagesJohn Milton’s Paradise Lost is a paradox of morality and character definitions. After reading multiple articles, the largest concerning topic was the hero status of an inherently evil character. The issue lies within defining what a hero is and is not in terms of epic poetry. John Milton’s refusal to clarify a hero shows this paradox he has created is a some thing that he meant to achieve. According to Mary Nyquist in The Father s Word/Satan s Wrath, â€Å"The text seems here not just to invite, butRead MoreJohn Milton s Paradise Lost1636 Words   |  7 Pagessense to the readers, but would also influence how the readers understood those topics. John Milton’s, Paradise Lost, is a series of twelve Books that tell the story of creation and the world’s first sin, and he relates that to the political distress that was occurring in the seventeenth century and his political agenda in trying to advocate a Parliamentary system versus a monarchy. Throughout his novel, Milton focuses a great deal of time creating a backstory for Satan, who is the protagonist. AdamRead MoreJohn Milton s Paradise Lost1738 Words   |  7 PagesJohn Milton sought to a very ambitious thing with his greatest work, Paradise Lost. He boldly asserted himself to the epic tradition, the most difficult genre. Further, the goal of his writing was perhaps the hardest topic a human being can engage with, the problem of evil. At the risk of being cliche, the old adage, â€Å"If you lose your faith over anything less than the problem of evil, you are simply not thinking.† seems fitting. Milton seems at least, whatever his faults, to understand the weightRead MoreAnalysis Of John Milton s Paradise Lost1442 Words   |  6 Pages(Name) (Instructor) (Course) (Date) Heroism in John Milton’s Paradise Lost There are many definitions of a hero, and establishing the hero in John Milton’s Paradise Lost has been object to scholarly debate. One definition of a hero is that by Aristotle, who defined a hero as a person who is divine and superhuman. However, other definitions encompass the aspect of virtue in heroism. Despite all the definitions for a hero, it remains factual that a hero would be someone that the readers would delightRead MoreAnalysis Of John Milton s Paradise Lost 1071 Words   |  5 Pages Writing AP Exam Essays Advanced Placement English Literature Composition Name Juan Linares Major Work Data Page Paradise Lost Writer/Nationality John Milton/ UK 1608-1674 Theme/Meanings of the work as a whole Disobedience plays a key role in the unfolding of Milton’s poem. Satan disobeys God because God gave him free will, and causes Eve to disobey Adam, to disobey God. Justification of God. Death must happen to the world but because of the Son, DeathRead MoreAnalysis Of John Milton s Paradise Lost 1852 Words   |  8 Pagesnot merely summarize the plot. (2010 AP Literature and Composition) Disobedience and Exile an Analysis of Satan from Milton’s Paradise Lost John Milton’s epic poem, Paradise Lost, has been the subject of criticism and interpretation through many years; these interpretations concur in that Adam and Eve are the sufferers of the poem, and it is their blight to lose Paradise because of their disobedience; however, their exile is merely a plight brought by Satan, and it is he who suffers exile beforeRead MoreJohn Milton s Paradise Lost 1328 Words   |  6 PagesRobert Mezian Professor Mylander English 589 14 November 2016 Paradise Lost Essay In his epic poem titled Paradise Lost, John Milton describes his work as a process to justify â€Å"the ways of God to men†. In terms of the personal and individual, Milton’s main concern was between a man’s relationship and God. With this, comes the very idea of free will itself. One can define free will as the ability and freedom to choose between different possible courses of action. Not only is free will portrayed inRead MoreJohn Milton s Paradise Lost1528 Words   |  7 Pagesfree world. God judges no one and forgives all for his or her sins. God is an honest being. The last statement might not be the case in John Milton’s Paradise Lost. The fall of Adam and Eve is truly a tragic tale. Some suggest that their fall could have been prevented. However, after close examination, one can believe that it might not be that simple in Paradise Lost. God displays some questionable actions in the process that eventually leads to the fall. While not the popular opinion to some, God isRead MoreJohn Milton s Paradise Lost921 Words   |  4 PagesJohn Milton’s Paradise Lost continues the epic tradition developed by the ancient Greek and Roman poets. Composed in exact imitation of its predecessors, the work depicts all characteristics of a traditional epic poem—including the epic hero, a powerful embodiment of societal values. Milton presents his hero in a most unpredictable form: Satan. Despite the unorthodox oddity, the former archangel exhibits the conventions of an epic hero. Milton’s forced perception of Satan as the hero of the poemRead MoreJohn Milton s Paradise Lost1686 Words   |  7 Pagesand bled into the writing it produced. John Milton’s Paradise Lost is no exception to this, as it explores human sexuality and gender roles. It has been argued that when Adam and Eve are described as â€Å"Two of far nobler shape erect and tall,/ Godlike erect† (4.288-289) there is no distinction between the two , and that they are being portrayed, even by Satan, as equal. This is the reader’s first introduction to Eve who, based on these two lines from Paradise Lost, is Adam’s equivalent in power and in

Health risk appraisal Free Essays

1. What areas of information are missing from this appraisal that would be helpful to you as a clinician? Though the appraisal was quite thorough, it did lack appropriate information regarding patient and family medical history (Chowdhury et al., 2002). We will write a custom essay sample on Health risk appraisal or any similar topic only for you Order Now While the patient’s lifestyle has an undisputed influence on any health problems he or she might be experiencing, insight into medical history has the potential to reveal genetic propensities that might weigh heavily on the patient’s health (2002). Also missing from this appraisal form is information regarding medications currently being taken by the patient. This is also useful to the clinician as it gives an idea of previous/existing conditions as well as the possibilities for side-effects, allergies, and interference with the drugs that might be presently prescribed for the patient (Nordenberg, 2000). 2. How can this tool be used to create a plan of care? This tool could be used to create a lifestyle change care-plan. The tool probes a wide variety of life-style areas and has the potential to reveal areas in which the patient has compromised his or her health by making and perpetuating bad lifestyle choices. Dietary assessments can be made and regimens created to improve the patient’s nutrition. Physical activity level is also made very accessible by this tool, and exercise plans can be created and modified for the patient starting with the assessment made using this tool. 3. What areas of the appraisal had you not considered previously in your assessments that you now recognize as being beneficial? The safety issues and the environmental issues were areas I had not previously considered in my assessments. I do see the necessity of these factors now, as decisions made regarding safety and environment can contribute as much to the well-being of a patient as diet and exercise. If, for example, a patient is routinely involved in mixing drinking with driving, then life expectancy will likely be reduced, even in the presence of regular exercise, proper diet, and good family medical history. 4. Would you use this appraisal with all assessments? Because of the nature of the lifestyle questions, which seem to be better suited for certain demographics, I would not use this appraisal with all assessments. If not, which aggregates or situations would you implement it with? I believe that the nature of the lifestyle questions dictate that the appraisal in its entirety is best suited for a healthy young population. The aged and aging might be able to relate to the dietary and safety questions, but will likely not be able to relate to those areas concerning strenuous physical activity. If you do not implement it with all clients, what measures will you include in order not to miss at-risk persons? I will incorporate many of the questions but not all of the sections. For example, the physical activity sections might be modified to accommodate lower levels of strain for geriatric patients. Furthermore, since falling is a hazard for older patients, balancing activities may also be included in that section. The dietary section could also be modified to include some of the areas necessary for geriatric patients, such as increased consumption of protein, calcium, and other minerals that deplete with aging. 5. What two things would you suggest to improve this health risk appraisal tool? In order to improve the tool, I would include measures of such lifestyle areas as stress levels and the patients’ financial capabilities. These too have the potential to increase the risk of illness in patients or to preclude their ability to properly care for their illnesses. 6. How could this tool be adapted to meet the time constraints of the nurse yet be comprehensive at the same time? One way to expedite time in the process of collecting the information would be to distribute the assessment to the patients prior to their meeting with the nurse. This way, the patients will be granted the time to fill it out at their leisure before bringing it in at the time of consultation. 7. How can the nurse use information gained from this appraisal to encourage or motivate others to change their behavior or lifestyle? The point system that the test utilizes has the potential to motivate patients, as higher scores boost morale and lower ones demonstrate that greater efforts would improve the patients’ lives. The breakdown of the test into areas also allows the patient to pinpoint the areas where changes would be appropriate. Therefore, stressing the benefits of behavior and lifestyle change in those areas would also encourage the patient to do what is necessary to get these desirable results. 8. How can the nurse ensure honest responses for the client in answering personal questions? In order to promote honesty, the nurse would ensure the confidentiality of the consultation as well as of the results of the assessment. Meeting in a private area would emphasize this, as would the use of envelopes as containers for the completed questionnaires. The nurse should also formally assure the patient of the confidentiality with which the information provided will be treated, and see to it that all other workers adhere to privacy guidelines. References Chowdury,   M. V. Chongsuvivatwong, A. F. Geater, H. H. Akhter, T. Winn (2002). â€Å"Taking a medical history and using a colour scale during clinical examination of pallor improves   Ã‚  Ã‚   detection of anaemia.† Tropical Medicine International Health 7 (2), 133–139. Nordenberg, T. (2000). â€Å"Make no mistake: medical errors can be deadly serious.† FDA    Consumer Magazine. U.S. Food and Drug Administration. Retrieved on March from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.fda.gov/fdac/features/2000/500_err.html How to cite Health risk appraisal, Essay examples

Young Peoples Development from Birth to 19 Years free essay sample

Startle reflex- when babies hear a sudden sound or see a bright light, they move their arms outwards, and clenching their fists Walking and standing- when babies are held upright with their feet on a firm surface, they usually make stepping movements Falling reflex- babies will stretch out arms suddenly and clasp inwards if they feel they are falling Babies start to develop strong bonds with primary carers Baby stares at mother when feeding 1 month; Maybe appearing less curled up and more relaxed, starting to settle into a pattern. Sleeping a lot but gradually starting to spend more time awake Cry to communicate Babies learning about parents or carers, may stop crying when they hear their soothing voices Babies may stop crying when picked up, but start crying when put down Relaxing at bath time and when nappies are changed Fleeting smiles when babies are asleep Coos when babies are content 3 months; Babies at 3 months are growing in height and weight Some babies may have learned the difference between day and night and are able to sleep through the night Babies are crying less , sleeping less during the day and being more alert Smiling quite often, and bodies are developing; lifting head up and look about when they are put on their tummies Excitement when it is time to be fed Interested in their fingers and toes Smiling back when they are seeing a smiling face Starting to notice objects and mobiles around them 6 months; Babies at 6 months are learning and have learned many skills, they are very alert and turn their heads to see what is happening. We will write a custom essay sample on Young Peoples Development from Birth to 19 Years or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They enjoy playing and show it by smiling and squealing. They can now reach out and grab a toy and move it from one hand to another. They are exploring objects and materials they find interesting. Babies will start to try and communicate with you. They enjoy their food and may try to feed themselves by grabbing a spoon. They might be getting their first teeth so will be chewing on different objects. Babies are getting stronger, they can sit up with support and are able to roll over. They can push themselves up with their hands if they lie on their fronts. Enjoyment when simple games/songs are repeated Arms lifting to show a parent or carer they want to be picked up Curiosity as babies are looking to see what is happening Babbling and laughing , and different cries according to whether the baby is tired, bored or hungry 9 months; Trying to stay near their parent or carer Strings of babbling Using fingers to feed Exploring objects using hands and mouth Passing objects from one hand to another Reaching over to pick up an object Crawling or rolling Sitting up with no support They are learning what some key words mean, they may get excited when they hear words like drink and dinner. 1 year; Standing up and holding onto furniture Waving goodbye and hello Fingers pointing to objects to draw an adults attention to them Tuneful babbling that sounds like talking Small objects being picked up and handled Repetitive play as the babies enjoy doing something over and over again Babies start to recognise routines of the day, for example, becoming excited when they hear the bath water being put on or have bibs on. Babies are able to feed themselves with their fingers 18 months; Children are walking up and down stairs with adult help Less babbling and more recognisable words, for example no, come, go, drink, bye etc.. Signs of temper and frustration Eagerness for independence- trying to feed themselves with a spoon Enjoyment of pop up and posting toys Sitting and pushing off with their legs on sit and ride toys Determines to try things by themselves Interest in other children Awareness of where their parents are and what they are doing 2 years; Enjoying songs and dancing to music Pointing to pictures of familiar objects and naming them Anger and frustration if they cannot do what they want to do Delight and happiness when they are enjoying something Keen to show things to adults Playing on sit and ride toys Running and climbing Building with bricks, doing simple jigsaw puzzles Some children moving out of nappies Likely to have around two hundred words in their vocabulary Starting to enjoy pretend play, taking an empty cup and drinking from it or giving a teddy a hug They are showing individuality They know what they want to do, touch and hold They can move confidently and enjoy doing things for themselves Terrible twos- frustration 2 1/2 years; Still keen to be independent, and they may find it hard to wait and understand why they cannot always have what they see or do what they want. Language is starting to develop more quickly, and some children are starting to use sentences while others are putting two words together to express ideas Childrens developing physical skills combined with their determination can mean they will go to extremes to get hold of an object, ie; standing on tables, moving chairs etc.. Playing more with other children of their own age, or playing alongside others Pretend playing and play with small words becomes popular, along with tricycles, slides and climbing frames Still wanting adult attention and enjoy snuggling up for cuddles, and helping adults Separation from parents can still be difficult unless they know who they are staying with Toilet training may start, and with the children who are ready, they can be out of nappies within a few days Copying other childrens actions Turning pages in books and pointing out objects 3 years; Able to use the toilet Enjoy dressing up and playing with small world toys Keen to help and copy adults Interested in other children and some co-operative play Able to walk on alternate feet Interested in mark making, painting and books Enjoyment in sand and water play Speech that adults who do not know the child can understand 4 years; Children who are settled into a routine of a setting are able to separate from their parents easily Co-operative play between children along with squabbles and arguments Responding well to adult praise and recognition Seeking out particular playmates Asking questions and enjoying talking Speech and pretend play that models adult life Riding on tricycles, climbing and enjoying simple ball games Drawings that have meaning for the child and are recognisable Skilful use of the hands to do activities such as threading, pouring and using scissors Concentration when an activity has caught their interest Enjoy singing and knowing some nursery rhymes 5-6 years; Enjoyment of jokes Beginning to work out some words they see often Keen to understand and use rules, for example that the child has to wait for his or her turn Some friendship preferences Ability to kick and control a ball Better formed handwriting and increased fine manipulative movements 7-9 years; Clear differences in play activities that interest boys and girls Co-operative play with children having stable friendships Verbal arguments, persuasion and negotiation Telling jokes and enjoying chatting Play that involves turn taking Enjoyment of playing and making up games with rules Understanding of rules and consequences Children who tell others the rules and are keen to point out when the rules have been broken Skilful, precise and confident hand movements, for example detailed drawing, colouring and making models Co-ordinated physical moments including aiming and throwing a ball Beginning to read books silently Writing short stories and text with less adult help required Painting, drawing and making models independently Enjoyment of stories, imaginative play and small world play 9-11 years; Detailed and representational pictures where children enjoy drawing Stories and writing that shows imagination well Problem solving Strong and consistent play preferences Enthusiasm when given areas of responsibility 11-13 years Enjoyment when with their friends Growth and changes to their bodies More confidence around the hoe and in familiar situations Arguments with the parents as children start to become independent Times when children are frown up and times when they enjoy childish activities, for example; sitting on a swing, watching cartoons, playing games 13-16 years; Confidence and enjoyment when with friends Thoughts and ideas that are different to their parents Uncertainty about themselves High level of skill in some subjects; for example drawing and painting, using computers Mood swings 16-19 years; Adulthood Choices to make with regards to future/ colleges Stress with school, GCSES Big fall outs with family Getting peer pressured to have a boyfriend and do drugs, alcohol, sex etc.. Mood swings