Studies in drama Essay Example for Free

Studies in drama Essay Essay One It is human nature to want to secure a sense of personal dignity. Since the dawn of time, men have been striving to achieve this aspect of their lives, no matter what hardship comes their way. In response to Arthur Millers quote, the character of Willy Loman in Arthur Millers Death of a Salesman and Prince Hamlet in William Shakespeares Hamlet demonstrate how both the common man and royalty can be subjects for tragedy when they try to secure their sense of personal dignity. Arthur Millers Death of a Salesman is the tragic story of the patriarch of the Loman family. Willy Loman lives in fantasy, longing for wealth and success. He entertains delusions of what he desperately wants, but could not attain due to several faults, namely his personal dignity. At the end of the play, Willy commits suicide. Willy Loman in Death of a Salesman was a tragic character because he tried to pursue the American Dream. He tried to provide for this family, and went mad in the process. He tried to hang on to his personal dignity while he was lost in his delusions of being a successful salesman. For example, when Willy lost his job, his friend and neighbor, Charley, offers Willy a job. Willy turns it down; he replies that he has a job. Willy suddenly turns defensive; he is bent on letting Charley know that Willys job is a fine job (Miller 43; act 1). Another example of Willy trying to hold on to his personal dignity is when one night Willys shouting wakes Biff, his son, and Linda, his wife. They find him outside wandering, lost in his fantasies. Willys mental illness, according to Linda, is due to the loss of his salary. She explains that now he borrows fifty dollars from Charley a week and Willy pretends that it is his salary (Miller 52-56; act 1). Willys personal dignity forced him into delusions of a happy family life and a successful career as a salesman. These delusions due to personal dignity set Willy on a path to self destruction. For example, Willy sees his sons as great kids, as Titans bound for marvelous things. Willys pride is what keeps him from seeing that Biff cheats and steals and Happy is an unmotivated man with no dreams. When Biff steals footballs from school, Willy calls it initiative (Miller 29-30; act 1). Willy does not want to face the reality that his sons are failures. His dignity ultimately leads to his suicide. William Shakespeares Hamlet is the story of Prince Hamlet and his need to avenge his fathers death. Hamlet discovers that his uncle, Claudius, murdered his father in order to become king and marry Hamlets mother after Hamlet sees the ghost of his father, the King of Denmark. The ghost orders Hamlet to seek revenge on Claudius. Hamlet first determines Claudiuss guilt, then seeks to destroy him. Claudius fears for his life, and plots to kill Hamlet. At the end of the play, Hamlet is cut with a poisoned sword and dies, but not before exacting revenge on Claudius for his fathers murder. Prince Hamlet in Hamlet is also a tragic character due to his need to secure his personal dignity. Hamlet, throughout the play, strives to avenge his fathers death. His father, King Hamlet, was murdered by Hamlets uncle, Claudius, in order to secure the throne for Claudius. Because his fathers ghost ordered him to, Hamlet seeks revenge on his uncle. Hamlet is devoted to seeking revenge for his father, but is thoughtful to the point where Hamlet waits until the perfect time. For example, Hamlet decides to exact his revenge on Claudius after Hamlet put on a play that reenacted Claudiuss crime. Claudius jumped up and left the theater, and Hamlet took this as a sign of guilt. Hamlet was going to murder Claudius then, until Hamlet saw that Claudius was praying. Hamlet then decided that then was not the right time (Shakespeare 3. 2, 3. 3). As if Hamlets mission was not already personal, Claudius, fearing for his life at the hands of Hamlet, decides to murder Hamlet. This is when Hamlet shows no mercy. His personal dignity was at stake, therefore he exacted his revenge, murdering Claudius (Shakespeare 5. 2). Hamlet could not have died without avenging his fathers death, it would have been disgraceful. He willed himself to stay alive after being cut with a poisoned sword to murder his uncle. Both Willy Loman and Hamlet were slaves to their personal dignity, and both of their stories ended in tragedy. Arthur Millers quote that the common man can be as much of a subject for tragedy as king were is correct in the instances of Willy Loman and Hamlet. Willy Loman suffered because he wanted to believe himself to be a man with a happy family and a successful career, while Hamlet suffered because of the revenge he sought due to the murder of his father. These two instances proves that anyone, common man or king, can be the subject of tragedy.

Piaget Essay -- essays research papers

Piaget's Theory of Cognitive Development During the 1920s, a biologist named Jean Piaget proposed a theory of cognitive development of children. He caused a new revolution in thinking about how thinking develops. In 1984, Piaget observed that children understand concepts and reason differently at different stages. Piaget stated children's cognitive strategies which are used to solve problems, reflect an interaction BETWEEN THE CHILD'S CURRENT DEVELOPMENTAL STAGE AND experience in the world. Research on cognitive development has provided science educators with constructive information regarding student capacities for meeting science curricular goals. Students which demonstrate concrete operational thinking on Piagetian tasks seem to function only at that level and not at the formal operational level in science. Students which give evidence of formal operational thinking on Piagetian tasks often function at the concrete operational level in science, thus leading researchers to conclude that the majority of adolescents function at the concrete operational level on their understanding of science subject matter. In a study by the National Foundation of subjects in Piaget's Balance Task were rated as being operational with respect to proportional thought development. In addition, seventy-one percent of subjects did not achieve complete understanding of the material studied in a laboratory unit related to chemical solubility. The unit delt with primary ratios and proportions, and when overall physical science achievement was considered, about forty-three percent of the formal operational studies were not able to give simple examples of the problem that were correctly solved on the paper and pencil exam (Inhelder & Piaget, 1958, p. 104). Piaget was primarily concerned with the developmental factors that characterize the changes in the child's explanations of the world around him or her. Piaget's early research showed three parallel lines of development. First, from an initial adualism or confusion of result of the subject's own activity with objective changes to reality to a differentiation between subject and object. Second, from a phenomenological interpretation of the world to one which is based on objective causality. Third, from a unconscious focusing on one's own point of view to a decentration which allocates the subject a place in the world alongside... ...ater extent than at the present. Science teachers who are chiefly concerned about themselves in relation to their teaching role or about their adequacy as a teacher, will be unable to focus on the intellectual capabilities of their students, in spite of the importance and impact which this has been proven to have on student's learning. Therefore, it can be stated that Piaget's theories of cognitive development have, and will continue to have a great effect on the manner in which teaching is done. References Athey, I., & Rubandeau, D. (1970). Educational implications of piaget's theory. Waltham, Mass.: Ginn-Blaisdell. Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books. Inhelder, B., & Piaget, J. (1971). Mental imagery in the child. London: Routledge and Kegan Paul. Inhelder, B., & Sinclair, H. (1974). Learning and development of cognition. Cambridge, Mass.: Harvard University Press. Philips, D. (1976, February). Piagetian perspectives on science teaching. The science teacher. vol. 43, No. 2. Piaget, J. (1973). To understand is to invent: the future of education. New York: Grossman Publication. Piaget Essay -- essays research papers Piaget's Theory of Cognitive Development During the 1920s, a biologist named Jean Piaget proposed a theory of cognitive development of children. He caused a new revolution in thinking about how thinking develops. In 1984, Piaget observed that children understand concepts and reason differently at different stages. Piaget stated children's cognitive strategies which are used to solve problems, reflect an interaction BETWEEN THE CHILD'S CURRENT DEVELOPMENTAL STAGE AND experience in the world. Research on cognitive development has provided science educators with constructive information regarding student capacities for meeting science curricular goals. Students which demonstrate concrete operational thinking on Piagetian tasks seem to function only at that level and not at the formal operational level in science. Students which give evidence of formal operational thinking on Piagetian tasks often function at the concrete operational level in science, thus leading researchers to conclude that the majority of adolescents function at the concrete operational level on their understanding of science subject matter. In a study by the National Foundation of subjects in Piaget's Balance Task were rated as being operational with respect to proportional thought development. In addition, seventy-one percent of subjects did not achieve complete understanding of the material studied in a laboratory unit related to chemical solubility. The unit delt with primary ratios and proportions, and when overall physical science achievement was considered, about forty-three percent of the formal operational studies were not able to give simple examples of the problem that were correctly solved on the paper and pencil exam (Inhelder & Piaget, 1958, p. 104). Piaget was primarily concerned with the developmental factors that characterize the changes in the child's explanations of the world around him or her. Piaget's early research showed three parallel lines of development. First, from an initial adualism or confusion of result of the subject's own activity with objective changes to reality to a differentiation between subject and object. Second, from a phenomenological interpretation of the world to one which is based on objective causality. Third, from a unconscious focusing on one's own point of view to a decentration which allocates the subject a place in the world alongside... ...ater extent than at the present. Science teachers who are chiefly concerned about themselves in relation to their teaching role or about their adequacy as a teacher, will be unable to focus on the intellectual capabilities of their students, in spite of the importance and impact which this has been proven to have on student's learning. Therefore, it can be stated that Piaget's theories of cognitive development have, and will continue to have a great effect on the manner in which teaching is done. References Athey, I., & Rubandeau, D. (1970). Educational implications of piaget's theory. Waltham, Mass.: Ginn-Blaisdell. Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books. Inhelder, B., & Piaget, J. (1971). Mental imagery in the child. London: Routledge and Kegan Paul. Inhelder, B., & Sinclair, H. (1974). Learning and development of cognition. Cambridge, Mass.: Harvard University Press. Philips, D. (1976, February). Piagetian perspectives on science teaching. The science teacher. vol. 43, No. 2. Piaget, J. (1973). To understand is to invent: the future of education. New York: Grossman Publication.

Money Is the Root of Evil Essay

Money is the root of evil It could be said that money is one of the greatest inventions of mankind, which affects and changes wide and deep whole human society. It occurred when people had demand to exchange merchandise. Together with the process of development of society, money changed from too simple to complex and sophisticated forms to meet people’s needs in settlement. In its dawn, money was very simple things such as shells, fur and salt etc. When metal was discovered; iron, bronze, silver and gold were used in turn as the role of money. And now, we can use coins, note, card, and check and letter of credit etc. to buy goods in supermarket, pay water, electricity bills or even to settle imports. Money – even of its forms – this is a general parity object, does the role as means in settlement of merchandise and services. Doing the role of intermediary instrument in settlement, money contributes to the development of human society quickly in two aspects: economy and culture. As we know, money made exchange of goods more quickly and conveniently than any direct exchange way; since then trading industry came out into society and developed. In cultural aspect, the most typical features of an ethnic group or a nation will be chosen to make signs on money so by regarding money; we can see the basic features of an ethnic group or a nation. Specially, in our global time, money can be moved very easily between almost nations, it makes cultural exchange more advantageous. How do people think about money? There is a truth that many people value money too high, they think money is all and believe that â€Å"money is a passport to anything†. So they can do anything, even immoral and illegal things in order to have money. Robbers are ready to kill others cruelly for some tens of thousands of dong. Traders are ready to cheat in commerce to appropriate more money. Officials, who have large power and influence on society, themselves trample on their honor, others’ interests, their nation’s future etc. to take dirty money. With those evil acts, they make people believe that money is a cause of evil. Although there are many bad acts related to money; I always think that money couldn’t be the root of evil, money is just a victim of some people’s greed. Some people, with cruel and greedy character, did anything to have money; but is it true that their purpose is only about money? No, I don’t think so. I believe that their last aim is about things money can bring to them. So the deep reason of evil in society is cruelty and greed. It means people must bear full responsibility for their evil and they can’t blame anyone or anything. Until now, money is just a means in settlement.

Find out How Many People Were Born on Your Birthday

Birthdays tend to be a special day for every individual, but every so often one encounters a person with the same birthday as them. This might seem relatively unlikely but, for some birthdays more than others, its quite the opposite. If youve ever wondered how many people share your birthday, look no further. What Are the Odds? When it comes down to it, if your birthday falls on any day other than February 29, the odds of sharing your birthday with anyone you meet should be approximately 1/365 in any population (0.274%). Since the world population is estimated at nearly seven and a half billion, you should, in theory, share your birthday with over 20 million people (~20,438,356). However, if you were born on the leap day February 29, you should share your birthday with just 1/1461 of the population as 366 365 365 365 is equal to 1461. Because this day only comes around once every four years, a mere 0.068% of people worldwide claim it as their birthday—thats only 5,072,800 people! Why Some Days Are More Popular Than Others Even though logically the odds of being born on any given date seem like they should be about one in 365.25, birth rates dont follow an even distribution—a lot of things affect when babies are born. In the American tradition, for example, a high percentage of marriages take place in June and this leads to many babies born between February and March. It also seems likely that people conceive children when theyre rested and relaxed and/or when options for leisure are most limited. Random natural and unnatural events such as blackouts, snowstorms, and flooding tend to keep people inside and, therefore, increase rates of conception. Holidays known for inspiring warm feelings, like Valentines Day and Thanksgiving, are also known for skyrocketing pregnancies. In addition, a mothers health greatly affects her fertility, so it makes sense that environmental stresses make conception less likely. Since the 1990s, several scientific studies have shown that there are seasonal fluctuations in conception rates. Birth rates in the northern hemisphere, for example, typically peak between March and May and are at their lowest between October and December. Those numbers, of course, vary widely according to the age, education, socioeconomic status, and marital status of parents. Crunching the Numbers In 2006, The New York Times published a data table titled How Common is Your Birthday? This table, compiled by Amitabh Chandra of Harvard University, provided data on how often babies are born in the United States on each day from January 1 to December 31. According to this piece, children are far more likely to be born in the summer than any other season, followed by fall, spring, and winter respectively. Early to mid-September features the most common birthdays, though the top most popular day moves slightly from year to year. Right now, this day is September 9. Unsurprisingly, February 29th is—and probably always will be—the least common or one of the least common birthdays. Outside of that rare day, the 10 most unpopular days reported in this study were holidays: the 4th of July, late November (days near and including Thanksgiving), over Christmas (December 24-26), and New Years (December 29 and January 1-3), in particular. Some might suggest that these low popularity birthdays mean that mothers have some say in when their baby is born and prefer not to deliver on holidays. Since this study, more recent data has emerged to confirm that holidays maintain the lowest birth rates and the first ten days in September the highest. Sources Bobak, Martin, and Arjan Gjonca. â€Å"The Seasonality of Live Birth Is Strongly Influenced by Socio-Demographic Factors.†Ã‚  Human Reproduction, vol. 16, no. 7, 1 July 2001, pp. 1512–1517.  Oxford Academic.Bronson, F. H. â€Å"The Quarterly Review of Biology.†Ã‚  Seasonal Variation in Human Reproduction: Environmental Factors, vol. 70, no. 2, June 1995.Chandra, Amitabh. â€Å"How Common Is Your Birthday?†Ã‚  Business Day, The New York Times, 19 Dec. 2006.