English Literature Essays Shakespeares Much Ado About Nothing

English Literature Essays Shakespeares Much Ado About Nothing Explore the different types of love presented in Shakespeares Much Ado About Nothing, considering how our views of love differ from those of an Elizabethan audience. Refer to at least two extracts in your answer. Love is a common theme in Shakespeares comedies, with the action of the play often following a similar pattern: love is declared, is challenged in some way and is finally reasserted in the act of marriage. Much Ado About Nothing is no exception and presents this plot structure through the pairings of Claudio and Hero, and Benedick and Beatrice. These couples illustrate two different types of love, and their portrayed experiences are revealing of Elizabethan attitudes and beliefs regarding love. Claudio and Hero provide us with an example of a swiftly progressing love which culminates in marriage little more than a few weeks after they have first met. For an Elizabethan audience the concept of love at first sight would have been widely regarded as a valid possibility in life. The speed with which the two young characters move from strangers to husband and wife allows Shakespeare to present the courting process within the society of nobility. Such a rapid progression is commented on by Claudio as he explains his newfound love I would have salvd it with a longer treatise (I.i.289). However, it seems that once the first pangs of love occur, the action moves onto the next stage in the process. There are many rules and regulations when it comes to expressing love for another. This can be seen in Claudios consequent actions; rather than approach Hero himself, it is preferable for his friend to woo her on his behalf, in the words of Don Pedro, I will break with her and with her fa ther (I.i.283). In todays society the procedure of asking permission from the father of a prospective wife is often seen as old-fashioned and is nowhere near as common a practice as in Shakespeares day. Through speech an Elizabethan nobleman would be expected to demonstrate intelligence and wit with the impression of spontaneity. In the same way, when attracting a woman he would be expected to impress with lavish and clever language. Much importance is placed on the language of love expected from a suitor within the play. Shakespeares narration reflects the qualities of such language by switching from prose to iambic pentameter, a rhythmical form more fitting for descriptions of love. Don Pedro reminds Claudio of the power of a lovers words as they discuss his intentions towards Hero, Thou wilt be like a lover presently, / And tire the hearer with a book of words (I.i.280-1). As a young, inexperienced man, Claudio clearly needs the help of his friend and is naturally grateful to have gained an ally in his endeavours. Don Pedros role in the relationship of Claudio and Hero brings attention to the importance placed on the intervention of a third person. Again, this is a practice not p articularly common in modern society, at least not with any successful results. Benedick and Beatrices relationship differs from that of Claudio and Hero in the history the two have between them. There is a reference to a previous courtship in which Beatrice feels she was treated badly. This history between them results in the portrayal of a more mature relationship and a love that is formed through similarities in characters and mutual beliefs. Before the two characters fall in love they share the attitude of adversity towards the idea of marriage and falling in love, Beatrice claims that she would rather hear my dog bark at a crow than a man swear he loves me'(I.i.107-108). As a result they are constantly rebuked and made fun of for holding such a low opinion of marriage. The reaction of other characters towards the two cynics suggests that marriage is the ultimate symbol of love and should be the goal to which all aspire to, a belief that is reinforced when Benedick and Beatrice are eventually proved wrong and succumb to the powers of love themselves. In Shak espeares time marriage would have been the only way for women to better themselves financially and socially. Men would also have gained status by marrying and thus providing heirs to any property and wealth. With this in mind, there seems less emphasis on the love aspect of marriage than the idealistic impressions of marriage in the play would have us believe. To return to the relation of Shakespeares portrayal of love to a modern society, marriage as a representation of love no longer has such significance, with equal respect given to single and married individuals. The power of Cupid is frequently referred to in relation to both couples. This power is often transferred to a third party that intervenes to aid the progression of love. Don Pedro is at the forefront of this matchmaking when he decides to bring together Benedick and Beatrice, If we can do this, Cupid is no longer an archer; his glory shall be ours, for we are the only love-gods (II.i.355-357). By tricking each character with lies about the other, they are manipulated into falling in love. Far from the natural concept of falling in love uncontrollably, Don Pedro and Hero command the feelings of Benedick and Beatrice through created scenarios. It is the power of calculated words that actually take effect, as noted by Hero as she discusses the plot with Ursula, Of this matter / Is Cupids crafty arrow made, / That only wounds by hearsay (III.i.21-23). This level of secrecy seems characteristic of court society at the time, a level of intervention which ultimately helps or hinders. The reactions and descriptions of people in love within the play suggest a darker side of love, often characterised by physical symptoms. For example, Hero collapses at the very thought of being accused of infidelity. Also, Don Pedro and Hero both refer to the supposed noticeable difference in appearance of their lovesick friends. On proposing not to tell Beatrice of Benedicks love for her, she concludes that he will consume away in sighs, waste inwardly (III.i.78). Strangely, Benedick and Beatrice seem drawn to the idea of the other suffering from the pain of an unrequited love. The image of Benedick wasting away clearly has a powerful impression on Beatrice who almost immediately falls in love with him. Having overheard talk of Benedicks anguish (as well as his excellent qualities as a gentleman and soldier) she begins to think of marriage, To bind our loves up in a holy band (III.i.114). She also mentions the taming of her wild heart (III.i.112) as a result of Benedicks love, a ph rase that brings to mind the later play of The Taming of the Shrew. In both plays, it seems that the love of a man is able to tame an outspoken shrewish character, a belief that many in an Elizabethan audience would have shared. Much Ado About Nothing presents us with two pairings of lover that demonstrate two different experiences of love, both governed by societal codes of conduct that no longer have significance in modern society. In contrast, Claudio and Hero show a speedy, formal process of courting, while Benedick and Beatrice represent a more drawn out, resisting relationship. While both couplings suffer the consequences of intervention of others, the latter marry purely as a result of meddling friends. It seems that love in the play is concerned more with superficial appearances and falsely created scenarios than actual feelings. Views of love in the play clearly differ from modern day opinion, but this is not to say that we cannot relate to the play because we are not part of an Elizabethan audience; our codes of conduct in dating and matchmaking have merely evolved to suit todays society. Bibliography The Norton Shakespeare, Stephen Greenblatt (Oxford University Press, 1997) Extracts I.i.271-302 III.i.72-116

The History Of Oxygen Therapy Nursing Essay

The History Of Oxygen Therapy Nursing Essay The nursing process, which is an organized approach of planning, delivering, and evaluating individualized care for clients in any state of health or illness was not followed in this case. Kamila, after moving the patient from the bed to the commode should of assess the oxygen saturation of the client since the client was on 2 L via nasal cannula. The nursing process is recurrent with each steps depend on the accuracy of the previous one. With the nursing process being decisive, the goal is to provide outstanding, individualized, client-centered care. I found it vital to know the baseline assessment of my patient. As soon as Melissa informed me about the status of my patient; I assessed the patient, vital signs were within the normal range and I failed to report it to either the nurse or my team leader. Although during report the ongoing nurse failed to mention the patient was on 2 L via nasal cannula, as the student nurse assigned to that patient I should of report the incidence and my assessment to the nurse to prevent future escalation of the patient condition. This assessment of the patient being short of Breath on exertion could be helpful in the development of the care plan of the patient in response to actual or potential health conditions or needs. Excellent communication between the healthcare team is fundamentally imperative in taking care of a client. Constant follow up is important in comparing the baseline assessments and the actual findings to determine if the outcomes are met. In this case I didnt communicate it to nurse nor the team leader who could of reported to our clinical instructor. I was in the receiving end, and didnt take it further. This kind of poor communication is not beneficial toward the patient outcomes or a modification in the plan of care. As patient advocate, in taking care of a patient we need to critically think about the outcomes we want to achieve in planning care. Because Critically thinking is an intelligently well-organized process of actively and competently conceptualizing, applying, analyzing, synthesizing, or evaluating information collected from, or created by, observation, experience, reflection, reasoning, or communication, as a pilot to confidence and action. I failed to critically think in taking care of my patient by not anticipate that the nurse contact the healthcare provider, to ask for an order foe oxygen which is at this point very important in the plan care of this patient. Oxygen therapy is a medical intervention, which involves administration of oxygen in both acute and chronic care. Oxygenation of body tissues is vital for cell metabolism and subsequent physiological functioning of the body (PLoS Medicine, 2008). According to Bailley (2010), continuous oxygen therapy is often prescribed for patients with severe Hypoxemia and Chronic Obstructive Pulmonary Disease (COPD). There are three common modes for oxygen administration. These include; compressed gas, liquid gas and oxygen concentrators. Physicians need to be extra vigilant to ensure that patients with Chronic Obstructive Pulmonary Disease receive continuous and long-term oxygen therapy. There is significant evidence that proves administration of long-term and continuous oxygen therapy increases survival of patients with severe hypoxemia but not nocturnal desaturation (Bailley, 2010). When subjected to long-term oxygen therapy for 24 months, the mortality rate of patients with a PaO2 not exceeding 58 mm Hg reduced significantly as compared to nocturnal therapy. In a separate experiment, patients with a PaO2 ranging between 40 and 60 mm Hg on long-term oxygen therapy increased their survival rate by 5 years as compared to patients under placebo (NNT, five) (Bailley, 2010). Bailley (2010) also notes that other nursing interventions found effective in COPD treatment include inhaled corticosteroids, anti-cholinergic agents, long-acting beta2 agonists and pulmonary rehabilitation. However, choice of any intervention depends on the stage of the disease. Ranchord (2009) notes that although most clinicians understand the hazards of oxygen therapy in chronic pulmonary disease and hypoxemia-induced respiratory drive patients, there is little appreciation that exposure to higher than normal physiological levels of oxygen (a condition called Hypoxemia) is associated with detrimental effects in patients with ischemic heart condition. According to Ranchord (2009), in the past years, clinicians were made to believe that inhaled oxygen increased oxygen in the arteries during acute myocardial infarctions, however; this may reduce the cardiac output, increase blood pressure and resistance to blood flow. This incident had lead to some potential negative outcomes like the patient being short of breath. If Melissa didnt go to the room to do her initial assessment, patient could of gone to respiratory arrest. One of the probable cause of respiratory arrest is decrease respiratory drive. If respiratory arrest is prolonged, cardiac arrest rapidly follows because continuing hypoxia damages cardiac system, harmful effect is brain damage cause by lack of oxygen to the brain and death. Evidence-based practice is the reliable and thoughtful use of recent best indication to improve the quality care of the patients. It is important for me to provide safe and accurate patient care to avoid any negative outcome that could lead to deterioration of the patient condition. (Issel, 2010) identify patient safety has freedom from accidental injury, It has become established as a foundation of quality care for acute care institutions and, subsequently, for other health care settings in which direct care is provided. As healthcare professional I need to be vigilant in providing the safest care and anticipate that the best current evidence is use in making decisions about patient care.

Constructivism in the classroom Essay -- essays research papers

Constructivism represents a paradigm shift form education based on cognitive theories. This concept assumes that learners construct their own knowledge on the basis of interaction with their environment. (Gagnon & Collay, 200?) The role of the teacher as a constructor of the learning experience to ensure authentic curriculum and assessment which is responsive to the skills, needs and experiences of the learner, within established curriculum framework and with the reference to the achievement of literacy, numeracy, retention and attainment of outcomes. Krause, Bochner and Duchesne (p.157) comment that â€Å"as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.† Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students ) build on their understandings of the world by providing appropriate learning experience plans. This practise of effective teaching and learning has relatively new in classrooms but has already made a great difference in the students’ abilities and interests both in and out of their studies. Constructivist teaching recognises and validates the student’s point of view rather then the necessity of a correct answer. The child is then able to reassess their knowledge and understandings, which in turn boosts self-esteem and confidence. It also encourages children to be involved in classroom activities by self-questioning, seeking answers, comparing situations and establishing links between different ideas. This is possible as constructive learning is transferable between different ideas. (Tutorial Notes, 28th July, 2004) Jean Piaget (1896 – 1980), a Swiss psychologist, portrayed the child as a ‘lone scientist’, creating their own sense of the world. Their knowledge of relationships among ideas, objects and events is constructed by the active processes of internal assimilation, accommodation and equilibration. (Hughes, 2001). He also believed that we must understand the child’s understandings of the world, and this should guide the teaching practises and evaluation. The fundamental basis of learning was discovery. To understand is reconstruct by discovery, and such conditions must be compiled... ...n essentials that teachers should undertake to help maintain a healthy constructivist classroom. It is important to hold a belief that learning is restructuring of thought rather than an increase in content, and reconstruction or recall will reflect that particular ‘schema’ of the child. They also believe that the use of cognitive conflict promotes the consolidation of concepts. The use of ‘wrong’ answers also helps students analyse their thinking in order to retain the correct elements and revise their misconceptions. Promoting social interaction, peer friendships and co-operation, also increases their interest and comprehension in learning, as well as improve the child’s conflict resolution skills. Teachers continually learn about ways people learn – the processes of learning and how individuals learn best. They learn about their students and individuals, and learn with as well as from their students when they seek knowledge together. (Principles of effective learning and teaching, 1994). Through continually discovering new and exciting ways to help mould a constructivist classroom, the students will be able to achieve their outcomes with great ease and learn to enjoy education.

Tori Amos :: essays papers

Tori Amos body: Tori Amos And Her Archetypes The lyrics of Tori Amos are some of the most complicated in music today. They remain the primary focus of her dedicated fans, as well as her detractors, despite the media's fixation on her past history of rape and abuse. They are complicated on many levels, and Tori Amos' lyrics demand a mythological approach to scratch the surface of her artistic vision. In several interviews, she has admitted to being much influenced by numerous books of symbology and others of Jungian psychology and their archetypal insights. "I don't fall in love much. I mean, I fall in love every five seconds with something but I don't go from boy to boy. I go from archetype to archetype" (Rogers 33). Most dominantly, her lyrics rely on concept of the archetypal woman in all of her aspects. Motifs of creation and destruction are also represented in her work. Her ideals of balance for herself and femininity in general have propelled her into stardom; her uses of archetypes have led the way. The allusions to Christian mythology and obscure references in "Father Lucifer" delve deeper than the casual listener may recognize. Even Toriphiles, her avid fans like to affectionately refer to themselves in this way, are pushed to the edge of their comprehension in attempting to come up with a meaning for every image. Applying a critical mythological approach works best with "Father Lucifer's" imagery because the archetypes lurk just below the surface. The title of this song aids the audience in being able to place the situation -as does the song's tranquil melody; the speaker treats the Lucifer character with compassion and appreciation. Lucifer represents more than just the idea of the Christian Devil; he is the Jungian shadow. "The shadow is the invisible saurian tail that man still drags behind him" (Guerin 180). He is not unlike other symbolic representations of this archetype in literature, namely Milton's Satan. "Father Lucifer" begins with questions and infe! rences from the speaker that seem encouraging: "Tell me that you're still in love with that Milkmaid/ how's the Lizzies/ how's your Jesus Christ been hanging" (Amos, Boys for Pele). Toriphiles and new listeners alike might concede that picking out who or what "the Lizzies" are is a daunting task. It is clear that they represent something and that their connection is more than likely appropriate, however, the reference is just not available. Who "the Milkmaid" may be remains another reference on the same cryptic plane. We might just be able to expect that the Milkmaid was simply a

My life in time :: essays research papers

Today I am an old women. My life is nearly over I am 95 life was hard as a youngster in my days but in the end I always made it out of the hard times. I have gone through a lot in my life I have seen my parents pass and my friends but I will never forgot the times we spent together because it always made us stronger. When I was a little girl my momma would always tell me. Love never fails and that is true no matter the drama or the hardships as long as you have love it never will fail. In my long life I have learned all of that. I had a strong family and we always made it out of our hard times at the age of 4 my father walked out on our family. I always had hate for my father for leaving my 3 siblings and I with a single mother. My mom always made it through the hard times she was a strong women. This shaped my life I never was able to trust or to give my heart out until I met my best friend Nadine. We shared a lot of memories together and we were the best of friends she was the one I would cry to and tell all my feelings to. She would always listen to me and I wouldn’t be judged because she had a love that never failed. As I recall I remember one time Nadine running to me in the middle of the night crying her eyes out he parents were murdered. I cried all night with her and washed her tears away I was afraid with her and didn’t know what to do I scared. My mom took her in as her child so not only was Nadine my best friend but she was also my sister. My mother met a man name sam he was the best man my mom could have ever found. He took me in as his own child and I loved him dearly. He was the father that I always wanted. We had many happy days together but in the mid- 1800's all this would change and my life would have another bump and dramatically changed my life forever. Chase 2 There was a thousand of us who were going to make the long journey from Missouri to Oregon.

Metaphor, Tone and Antithesis in “Legal Alien” Essay

â€Å"Legal Alien,† a collection from â€Å"Chants,† is a short free versed poem written by Pat Mora. The poem explores the lives of Mexican-Americans and the cultural tension they have to face. The poet discusses a bi-cultural person whose parents are from Mexico but the person was born and raised in America and is an American citizen by law. Although he can speak fluent English and Spanish, he still has a hard time being accepted by both or one race. Mora’s use of poetic techniques such as metaphor, tone and antithesis emphasizes her concerns in regards to the issue. Mora uses metaphor to highlight how a bi-cultural individual feels like not being acknowledged by both races. â€Å"a handy token† (line 16) informs the readers that a bi-cultural individual is like a handy instrument that can easily slide from back to forth, from English to Spanish (vice-versa). The person can also adapt very quickly, quicker than those who has only one culture. â€Å"between the fringes of both worlds† (line 18) notify the readers that although the speaker’s race is Mexican and his nationality is American the speaker isn’t fully accepted by both races. Mexicans view the speaker as an alien (line 10) while American view him as exotic, inferior and definitely different (lines 9-10). In this situation, the speaker feels lost in both races thus having an identity crisis. Using tone shapes the ideas of the poem and expresses the poet’s aggravation towards cultural tension. â€Å"able to slip from, â€Å"How’s life?† to â€Å"_Me’stanvolviendo loca†_ (lines 2-3) this line informs the readers that while the speaker can speak both languages fluently she isn’t accepted by both races entirely and the speaker is frustrated, this is evident when she said â€Å"_Me’stanvolviendo loca†_(line 3) this means † they are driving me crazy† in English. â€Å"By smiling by masking the discomfort of being pre-judged Bi-laterally† (lines 19-22) the speaker is unease and sad because she is not accepted by both  races. The speaker smiles to conceal his discomfort of being pre-judged immediately without knowing him first. Mora capitalizes â€Å"Bi-laterally† (line 22) and adds a hyphen to draw attention to the readers that the speaker is being judged by both of his heritage. Mora uses antithesis to make the readers more mindful of the opposition. Antitheses is almost visible in every line of the poem where the speaker is describing two different races, Mexican and American, side-by-side with each other but are complete opposites. Examples are â€Å"How’s life? To _Me’stanvolviendo loca†_ (lines 2-3), â€Å"Drafting memos in smooth English, able to order in fluent Spanish at a Mexican restaurant† (lines 5-7), â€Å"Viewed by Anglos as perhaps exotic, perhaps inferior, definitely different, viewed by Mexicans as alien† (lines 9-11), â€Å"An American to Mexicans/ A Mexican to Americans† (lines 14- 15). These lines of antithesis draw attention to the cultural tension between Mexican and American in an individual’s knowledge. Pat Mora uses poetic techniques such as metaphor, tone and antithesis to show discomfort and frustration of fitting in and being accepted by both races. The readers is predicted to fathom that bi-cultural individuals don’t have it so easy fitting in and being accepted by both races even though they can speak both languages, both of their race still don’t accept them utterly. That leaves them having an identity crisis thus being called a â€Å"legal alien†, a person who belongs however is not entirely acknowledged by the community.

The Professor Is a Dropout by Beth Johnson

The Professor is a Dropout â€Å"The Professor is a Dropout† by Beth Johnson is about a woman who was told she was retarded and her journey of becoming Dr. Lupe Quintanilla. Lupe, a Mexican native came to America young where in school she would be deemed as un-learnable (retarded), she dropped out of school in the first grade. Lupe continued her life, marrying and eventually started a family. When her children were deemed un-learnable as well she quickly took action to ensure they didn’t endure a similar fate.A very persistent Lupe was able to enroll in college; where she earned her doctoral degree. In Chapter seven of our textbooks we focus on purpose and tone. The reason for a particular passage is called the purpose. There are three common purposes; which are to inform, persuade or entertain. Figuring out the purpose of a passage can help the reader better determine the author’s reasoning for writing. Tone is the writer’s feelings towards the subject he or she is writing about. Simply put tone is the writer’s attitude.The purpose for â€Å"The Professor is a Dropout† is to inform and the tone is determined. I really enjoyed reading this story, because it’s very inspirational. I think Lupe is and was a very determined individual who would no longer accept what people told her all of her life. After reading this story it makes me want to work harder to lead by example. I believe that everyone is a capable of doing anything as long as they put forth an honest effort. Lupe in this story is prime examples that if you work hard, never give up and believe in yourself anything is possible.