Stereotypical kind Essay Example For Students

Stereotypical kind Essay The next character we meet is Torvald Noras husband and puppet master. Torvald is a very strong character and believes that Nora should obey his requests. This is because of an old tradition that a woman should honour her husband. Torvald is a very rich, helpful, ignorant, stereotypical kind of character because even though he thinks he loves Nora he knows love isnt what he feels. We can tell that by the way he treats her. I wouldnt have you any different. Dear little bird, little darling. But what is it? Theres something, isnt there? There is. We will write a custom essay on Stereotypical kind specifically for you for only $16.38 $13.9/page Order now There is alot of Irony between the couple due to the nature that Henrik Ibsen makes Torvald use throughout the play. For instance Henrik has Torvald compare Nora to squirrels, Skylarks, Singing birds all of which are flight mammals. They are free unlike Nora who is trapped in her own home. Torvalds rhythm of speech is very formal and business like because he sees himself as the leader of his family. He is the type of man that believes his family should be seen not heard but even though he is stern and strict he is also caring and hardworking. His rhythm remains constant throughout the play until the very end where his sentence lengths shorten and he becomes less dominant then Nora. I found this through the practical assessment I did in class I played the part of Helmer and I seen him as a broken man by the end of the play. I and my partner represented the less dominant Torvald by having Nora standing and Torvald sitting so he had to look up at Nora. For the first time at the very end of the play we see Torvald for what he really is, a caring man who was blinded by control. Tell me the miracle. I believe. Tell me. If we changed. If we-All of a sudden Torvald begins to treat Nora as an equal but she feels it is too late to amends. The third character we meet is Mrs Linde a friend of Nora. Mrs Linde is the exact opposite of Nora because Nora has been spoon fed everything her whole entire life whereas Mrs Linde has had to fight and work hard for everything she has achieved. Mrs Lindes language is very formal and mature throughout the play. The audience realises the reason Mrs Linde is played like this is because of what she has been through like losing her husband and being left nothing to live on. Mrs Linde then went into business for herself and has worked hard for everything she achieved. Mrs Linde like Torvald treats Nora as a child because of the way Nora acts but when she finds out about the loan Mrs Linde begins to realise how grown-up Nora is and starts to treat her equally. When Mrs Linde is talking to Krogstad she suddenly becomes all kind hearted and begins to see her life with him. I need someone to mother; your children need a mother; you and I need each other. I trust you, Nils, the man you really are. At first Krogstad thinks that Mrs Lindes kindness is an attempt of saving Noras relationship with Torvald but Mrs Linde genuinely still likes Krogstad and wants to rekindle what they had many years ago. Mrs Linde believes that Torvald must see the letter Krogstad wrote so that Nora and Torvald can understand each other. When Mrs Linde is talking to Krogstad her vocabulary is quite sophisticated but her sentence lengths are small. This is probably because she is trying to get straight to the point quickly but at the same time she doesnt want to say what she means to say all in one breathe. .u200a960051db8fb317d321f1782bbc38 , .u200a960051db8fb317d321f1782bbc38 .postImageUrl , .u200a960051db8fb317d321f1782bbc38 .centered-text-area { min-height: 80px; position: relative; } .u200a960051db8fb317d321f1782bbc38 , .u200a960051db8fb317d321f1782bbc38:hover , .u200a960051db8fb317d321f1782bbc38:visited , .u200a960051db8fb317d321f1782bbc38:active { border:0!important; } .u200a960051db8fb317d321f1782bbc38 .clearfix:after { content: ""; display: table; clear: both; } .u200a960051db8fb317d321f1782bbc38 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u200a960051db8fb317d321f1782bbc38:active , .u200a960051db8fb317d321f1782bbc38:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u200a960051db8fb317d321f1782bbc38 .centered-text-area { width: 100%; position: relative ; } .u200a960051db8fb317d321f1782bbc38 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u200a960051db8fb317d321f1782bbc38 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u200a960051db8fb317d321f1782bbc38 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u200a960051db8fb317d321f1782bbc38:hover .ctaButton { background-color: #34495E!important; } .u200a960051db8fb317d321f1782bbc38 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u200a960051db8fb317d321f1782bbc38 .u200a960051db8fb317d321f1782bbc38-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u200a960051db8fb317d321f1782bbc38:after { content: ""; display: block; clear: both; } READ: 1984 Analytical Journal EssayMrs Linde is quite a clever character as she knows what people want her to do like, Nora asking her to persuade Krogstad to take the letter back but, her intentions are exactly the opposite. This is because Mrs Linde is a caring character and sees things for what they really are, she feels not saying anything is a bad thing because then Nora gets to carry on living a lie and she will never see her true relationship with Torvald. Whereas if Torvald knew he would show his true colours towards Nora and she would figure out if her miracle could come true. The fourth character introduced is Dr. Rank; he is a very good friend of the Helmers who visits them daily. Dr. Rank is the opposite of Torvald as he treats Nora as an intelligent human being and she in return speaks more openly to him than she does to her husband. Dr Rank is dying. He refrains from telling Torvald of his death because it is too ugly an idea for Torvald to tolerate, but he does tell Nora, this shows a strong bond between them. He talks with her about his coming death in a code that excludes Torvald and protects him from harsh reality. However, Dr Rank is not entirely the straightforward truth-teller of dramatic tradition. His real motive for visiting the Helmers is that he is in love with Nora. However Nora isnt aware of this until Dr. Rank confesses to her. As Rank is a dr. His use of language is formal and direct when talking to anybody. He tries to keep his personal side professional especially when it comes to his friendship with Nora. However when he learns that he is going to die, he feels that he cant leave without admitting his true feelings. I swore Id tell you before I..went. Now. Nora, now you know. And you know that you can rely on me, as on no-one else. The only time we see Dr. Rank come out of his professional character and into a regular average everyday person is the scene in which he acts as a smitten teenager with Nora. This is a very flirtatious scene between them and it holds great lust between the pair. In this scene the audience begin to realise that Dr. Ranks feelings for Nora are more than just friendship by the way he speaks and behaves. Ive no possible way of telling! Tut tut you bad boy! The pair both act immaturely but at the same time they are both thinking different things will come of their carrying on with each other. The fifth character is Nils Krogstad. Krogstad is an employee at the bank which Torvald is made manager. Krogstad is a mean clever character who leant Nora the money to take Torvald to Italy to recover. He has committed an offence in the past involving a crime similar to Noras forging a signature on a document. Since then, he has struggled to regain and maintain his respectability in the eyes of society. His job at the bank is a major part of this respectability. So when Torvald, who sees Krogstad as an irresponsible repulsive man, decides to give his job to Mrs Linde, Krogstad then resorts to blackmailing Nora about the loan. Unless Nora persuades Torvald to keep Krogstad in his job and give him a promotion, he will tell Torvald about her loan and her forgery of her fathers signature. At first, Krogstad appears to be a grasping and vindictive villain. But as soon as Mrs Linde tells him that she has always loved him and asks him to resume their relationship, he reveals himself as a more loving, joyful and merciful character. .uf1e7a33a2784c016aa822efb5b21aa7b , .uf1e7a33a2784c016aa822efb5b21aa7b .postImageUrl , .uf1e7a33a2784c016aa822efb5b21aa7b .centered-text-area { min-height: 80px; position: relative; } .uf1e7a33a2784c016aa822efb5b21aa7b , .uf1e7a33a2784c016aa822efb5b21aa7b:hover , .uf1e7a33a2784c016aa822efb5b21aa7b:visited , .uf1e7a33a2784c016aa822efb5b21aa7b:active { border:0!important; } .uf1e7a33a2784c016aa822efb5b21aa7b .clearfix:after { content: ""; display: table; clear: both; } .uf1e7a33a2784c016aa822efb5b21aa7b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf1e7a33a2784c016aa822efb5b21aa7b:active , .uf1e7a33a2784c016aa822efb5b21aa7b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf1e7a33a2784c016aa822efb5b21aa7b .centered-text-area { width: 100%; position: relative ; } .uf1e7a33a2784c016aa822efb5b21aa7b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf1e7a33a2784c016aa822efb5b21aa7b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf1e7a33a2784c016aa822efb5b21aa7b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf1e7a33a2784c016aa822efb5b21aa7b:hover .ctaButton { background-color: #34495E!important; } .uf1e7a33a2784c016aa822efb5b21aa7b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf1e7a33a2784c016aa822efb5b21aa7b .uf1e7a33a2784c016aa822efb5b21aa7b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf1e7a33a2784c016aa822efb5b21aa7b:after { content: ""; display: block; clear: both; } READ: The Confessor as a failure EssayMrs Linde, unlike Torvald, believes that Krogstad can change for the better, and indeed, from this point on, his life appears to be set on a positive course. Krogstads use of questions throughout the play is mainly interrogation and cross examination questions. I left the date blank. Your father was to fill it in: the date he signed the document. You remember that, Mrs Helmer? Lets keep to the point, Mrs Helmer. That must have been a very difficult time for you. Krogstad is a very cunning and clever character he knows how to manipulate his opposition. Nora is the innocent victim which he chooses to blackmail because of her child like factor which is good at persuading Torvald to get Krogstad what he wants. It is all about control and whether or not he chooses to use the power he has over Nora or just give -up and build his respectability in society back-up from square one. Near the end Krogstad chooses to do exactly that with the help of Mrs Linde he realises his mistakes and his tone becomes alot softer and language simpler. The final character is Anne-Marie. Anne-Marie has brought up Nora since she was a young girl herself and is now helping to bring up Noras children. Having a child of her own with no help from her partner meant that she couldnt support her own child so she considers herself lucky to have been offered her job, even though she had to give up her own child in order to take up her position. Anne-Marie exemplifies the self-sacrificial role of women that Ibsen highlights in this play. Nora finally leaves her children in Anne-Maries care, believing that they will be better off with Anne-Marie than they would be with her. Anne-Marie is a very strong respectable woman who knows her place within the Helmers household. However Nora is the only one who sees her as more than a nanny she sees Anne-Marie as her motherly figure. Anne-Marie isnt a very main character in the play and only has one major scene which is between herself and Nora where there is alot of subtext present. Anne-Marie speaks to Nora quite casually whereas to every-one else she is formal and acts like a worker of the household where she is seen but not heard. Nora feels quite strongly for Anne-Marie and is entirely grateful for all she did for her when Nora was younger. Dear old Anne-Marie. You were such a good mother to me when I was little. The overall use of language within the play is quite formal the only child within the play is Nora who learns to grow up to a respectable woman. The sentence lengths are short and sweet at the beginning but by the end are long and explanative. This is to show the progression in complexity within the play. Nora, Torvald, Mrs Linde and Krogstad all grow as characters throughout the play and by the end come out being better and stronger people. Nora and Torvald mainly because of all the deceit and lies that are told and Mrs Linde and Krogstad through the love they still held for each other. The main Character who grew within this play is Nora as her short sentences became long ones. Her vocabulary went from simple to complex. Her speech pattern changed from unnatural to a constant natural pattern and finally her overall woman broke through her child like self changing her from a doll to a person.

Test Taking Tips for Parents to Help Your Kids

Test Taking Tips for Parents to Help Your Kids With increased emphasis on standardized tests in todays schools, helping a child navigate the demands of taking tests is a necessary task almost every parent has to face. It may be your child taking all the tests, but youre the one who needs to help him through it. Here are some test-taking tips for parents to help you get your child ready. Test Taking Tips For Children Tip #1: Make attendance a priority, especially on days that you know standardized testing will be administered or there is a test in the classroom. Though its important for your child to be in school as many days as possible, making sure hes there when the test is taken helps to ensure he wont lose more learning time because he has to make up a test during school. Tip #2: Make a note of test days on the calendar from spelling quizzes to big high-stakes tests. That way both you and your child know whats coming and will be prepared.​​ Tip #3: Look over your childs homework daily and check for understanding. Subjects like science, social studies and math often have cumulative exams at the end of units or chapters. If your child is struggling with something now, it wont be easy for her to have time to try again to learn it just before the test. Tip #4: Avoid pressuring your child and provide him with encouragement. Few children want to fail, and most will try their hardest to do well. Being afraid of your reaction to a bad test grade can increase anxiety, which makes careless mistakes more likely. Tip #5: Confirm that your child will be receiving any pre-determined accommodations during tests. These accommodations are detailed in his IEP or 504 plan. If he doesnt have one but needs some assistance, make sure youve communicated with his teacher about his needs. Tip #6: Set a reasonable bedtime and stick to it. Many parents underestimate the importance of a rested mind and body. Tired children have difficulty focusing and are easily flustered by challenges. Tip #7: Make sure your child has enough time to wake up fully before he has to go to school. Just as rest is important, so is having enough time to get his brain engaged and in gear. If his test is first thing in the morning, he cant afford to spend the first hour of school groggy and unfocused. Tip #8: Provide a high-protein, healthy, low-sugar breakfast for your child. Kids learn better on full stomachs, but if their stomachs are full of sugary, heavy foods that will make them sleepy or slightly queasy, its not much better than an empty stomach. Tip #9: Talk to your child about how the test went, what he did well and what he would have done differently. Think of it as a mini-debriefing or brainstorming session. You can talk about test-taking strategies after the fact as easily as beforehand. Tip #10: Go over the test with your child when he gets it back or when you receive the scores. Together you can look at any mistakes he made and correct them so he knows the information for the next test. After all, just because the test is done doesnt mean he can forget everything he learned! And perhaps most important, watch your child for signs of stress and anxiety, which is an all-too-common occurrence among children today. The stress can be caused not just by tests and test-taking, but by increased academic demands in elementary school as well as increased amounts of homework and decreased time spent on stress-relieving activities and recess. Parents can help by keeping a close eye on their children and stepping in when they see signs of stress.

Genes Assignment Example | Topics and Well Written Essays - 500 words

Genes - Assignment Example This alteration can be in the form of addition of new pairs, deletion or inversion of a section of the strand. Mutation results to alteration of the stored information in a gene. DNA is a polymer made up of nucleotides. Each of the monomer nucleotides consists of a 5-carbon deoxyribose, a nitrogen base and a phosphate group. The nucleotides are two purines (adenine and guanine) and two pyrimidine (cytosine and thymine). They differ in their nitrogen base. The DNA molecule a pair of polynucleotide strands held together by weak thermodynamic forces that connect the nucleotides from each of the strands making up a pair. The forces connecting the strand between alternating pairs vary making the pair coil around each other forming a helical structure. 3. Define the concept of â€Å"Central Dogma† in biology, and the concepts of transcription, translation, codon, and the redundancy nature of codons in gene expression? Draw a diagram showing how gene works. (4 points) The central dogma in genetics states that the coded information in the DNA is transcripted and transcribed into transportable units in messenger RNA (mRNA) which then programs them for synthesis of specific proteins. The messenger RNA carries the coded information to the ribosomes where the information is downloaded (transcription), translated and divided into codons each having three of the four base pairs. Transfer RNA then obtains a reflection of this information in a new strand in which the base pairs arrange themselves to become a reflection of the messenger RNA strand. Guanine on the m RNA translate to cytosine on the transfer RNA, and vice versa, thiamine and adenine too translate in the same

HCM477-0802A-01 Finance in Health Care - Phase 2 Discussion Board 2 Essay

HCM477-0802A-01 Finance in Health Care - Phase 2 Discussion Board 2 - Essay Example Departmental budgets are pieces of budgets that individuals and/or groups (departments) of an organization are responsible for (Oliver 2000). Total facilities budget, on the other hand, is the total, final budget prepared by an organization chairperson. Clearly, the relationship between them is that departmental budgets are parts of the total facilities budget. That is, the total facilities budget is made up of the departmental budgets; hence, it is dependent on them. The business transactions that take place in an organizational budget are all expected income and expected expenses for the year. The first one is reported as budget income transactions and the second as budget expense transactions. Furthermore, the start of year Class balances are identified and accounted for as an accessible source of income. Therefore, the budget formula is: The three stages involved in preparing a total budget are: (1) Budget Preparation (2) Budget Execution and (3) Budget Evaluation. The first one requires program and budget planning and funds procurement. The decisions, therefore, that need to be made at this stage involves how to estimate costs, where to get funds from, communicating with members of the organization so as to make planning effective, etc. The second stage engages in fiscal management so decision problems that could affect the relationship between departmental budgets and total facility budgets could be how to locate internal funds, whether projection of variances by the departments were right, whether management of cash flow was effective. Lastly, the third stage requires budget cycling and performance assessments and audits. The decision problems here could be about reporting to external constituencies, maybe program re-planning or continuing with the budget. (http://www.socwel.ku.edu/marke//Total%20Budgeting.ppt). Each department is responsible for managing within the constraints of the fiscal year. Each departmental budget

In the United States, many states Essay Example for Free

In the United States, many states Essay The rescue game, a joint social responsibility, must be approached with a lot of tact and undying resilience. With mortality rates on the high and visible evidences of the cause stirring us in the face, we are left with but one question, just one: who is the real killer? The very undeniable frequent recurrence of death through heart disease has been on the high for long stretches of time, which earlier was solely traceable to tobacco. The earlier discovery though incomplete has led the Government of the United States to impose heavy taxes on the tobacco manufacturing companies. Much of the funds realized from such taxes have helped to project billboards and campaigns against tobacco use. However, of late a more devastating killer of mankind was sighted. This, which had stayed so closely to the bosom of humans and even lured many until it became a delight, suddenly brings out its silent pistol carting the lives of many away. Who may have realized how potentially harmful a seeming sumptuous high-fat diet would have turned out? The facts are however showing by the day in alarming numbers of the heart disease even in non-smokers. I hereby use this medium to vigorously alert the Government to the incumbent dangers and threat to life these die hard life stealer have been and therewith request urgently that a bill be passed to levy high-fat fast food producers with heavy tax duties as was with the tobacco, seeing now this high fat foods even kills more and faster than other possible causes of heart failure. Such funds can then be re-channeled to educate the still ignorant many through the use of advance multimedia projections on lighted digital boards, billboard, newspaper and television.

Appearance Vs. Reality :: essays research papers

Appearance vs. Reality in Hamlet   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To Be or Not to Be?   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Shakespeare’s Hamlet is the tale of a young prince determined to uncover the truth about his father’s recent death. Hamlet’s uncle (and also the deceased king’s brother), Claudius, marries his mother the queen, and therefore, takes the throne. In the beginning of the story, Hamlet is told by the apparition of his dead father that it was Claudius who in fact murdered him. The theme that remains consistent throughout the tragedy is appearance versus reality. The characters introduced to us throughout the play appear to be pure and honest, but in reality are infested with evil. They deceitfully hide behind a mask of integrity. Four main dishonest characters which are found to be disguised with righteousness are Polonius, Rosencrantz, Guildenstern, and the freshly crowned king Claudius. The first impression presented by these characters are ones of truth, honor, and morality; they are all plagued by evilness and lies in reality. Their appearances serve as obstacles for Hamlet as he struggles to discover the hidden truth.   Ã‚  Ã‚  Ã‚  Ã‚  The king’s royal assistant, Polonius, has a great preoccupation with appearance. He continually gives the impression of being an affectionate and caring person. He is introduced as a father who deeply cares for his son, Laertes. Polonius speaks to Laertes with advice which sounds sincere, yet in truth, is rehearsed, empty, and without feeling. He gives the advice to make others believe he is a strong, loving, role-model type of a father. He is similar to a politician. He speaks strong, influential words, but does not actually mean what he is saying sincerely in the least. Polonius grants his son his blessing to leave Denmark:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"And borrowing dulls the edge of husbandry. This above all: to thine own self be true,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  And it must follow, as the night the day, Thou canst not then be false to any man.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Farewell; my blessing season this in thee!† (Hamlet 46). Within his speech to Laertes, Polonius advises him to not borrow from others, to remain true to himself, and not to lie. Polonius appears to be a caring and trusting father when in fact he sends a spy after Laertes to follow and keep an eye on him. This demonstrates his distrust for his son. He is not the confident father in which he is shown to be. His speech was rehearsed to give the effect that he actually cares and is trustworthy of his son.   Ã‚  Ã‚  Ã‚  Ã‚  Polonius further adds to the theme of appearance versus reality when he orders his Appearance Vs. Reality :: essays research papers Appearance vs. Reality in Hamlet   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To Be or Not to Be?   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Shakespeare’s Hamlet is the tale of a young prince determined to uncover the truth about his father’s recent death. Hamlet’s uncle (and also the deceased king’s brother), Claudius, marries his mother the queen, and therefore, takes the throne. In the beginning of the story, Hamlet is told by the apparition of his dead father that it was Claudius who in fact murdered him. The theme that remains consistent throughout the tragedy is appearance versus reality. The characters introduced to us throughout the play appear to be pure and honest, but in reality are infested with evil. They deceitfully hide behind a mask of integrity. Four main dishonest characters which are found to be disguised with righteousness are Polonius, Rosencrantz, Guildenstern, and the freshly crowned king Claudius. The first impression presented by these characters are ones of truth, honor, and morality; they are all plagued by evilness and lies in reality. Their appearances serve as obstacles for Hamlet as he struggles to discover the hidden truth.   Ã‚  Ã‚  Ã‚  Ã‚  The king’s royal assistant, Polonius, has a great preoccupation with appearance. He continually gives the impression of being an affectionate and caring person. He is introduced as a father who deeply cares for his son, Laertes. Polonius speaks to Laertes with advice which sounds sincere, yet in truth, is rehearsed, empty, and without feeling. He gives the advice to make others believe he is a strong, loving, role-model type of a father. He is similar to a politician. He speaks strong, influential words, but does not actually mean what he is saying sincerely in the least. Polonius grants his son his blessing to leave Denmark:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"And borrowing dulls the edge of husbandry. This above all: to thine own self be true,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  And it must follow, as the night the day, Thou canst not then be false to any man.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Farewell; my blessing season this in thee!† (Hamlet 46). Within his speech to Laertes, Polonius advises him to not borrow from others, to remain true to himself, and not to lie. Polonius appears to be a caring and trusting father when in fact he sends a spy after Laertes to follow and keep an eye on him. This demonstrates his distrust for his son. He is not the confident father in which he is shown to be. His speech was rehearsed to give the effect that he actually cares and is trustworthy of his son.   Ã‚  Ã‚  Ã‚  Ã‚  Polonius further adds to the theme of appearance versus reality when he orders his

Are Violent Video Games Bad for the Youth

In recent discussions of violent video games, a controversial issue has been whether violent video games are bad for youth or not. On one hand, some argue that video games do not affect the youth at all. On the other hand, however, others argue that violent video games affect the youth tremendously. According to media violence researcher Craig Anderson, Chair of Iowa State University’s Department of Psychology, â€Å"in a violent video game, you rehearse the entire aggression sequence from beginning to end† (Hoerrner & Hoerrner 2). According to [his] view, he is saying that â€Å"you have to be vigilant, looking for enemies, looking for potential threats; you have to decide how to deal with the threat, what weapon to use, and how to use it; and then you take physical action to behave aggressively within the game† (Hoerrner & Hoerrner 4). The issue is whether violent video games are bad for eight, nine, or even ten year olds. My own view is that violent video games are indeed bad for young children. Though I concede that whether a child’s parents choose to allow their children to play these violent games is up to them, I still maintain my view that violent games are bad. A perfect example reassuring a parent that their child is not participating in playing these violent games is to check the ratings on the video games to make sure there is no violence in them. Although it might be objected that parents do not have time to check the ratings on their kid’s games, I reply that it is, once again, an option guaranteeing their children are not being exposed to violence. All in all, the issue is important because these violent video games are affecting children’s behavior, making them more aggressive, as well as more violent. Allowing kids to play violent video games changes the way they act towards their peers by causing them to become more aggressive. They no longer seem to have compassion towards one another, but instead coldness towards each other. This was proven when the American Psychological Association concluded that â€Å"playing a lot of violent video games is related to having more aggressive thoughts, feelings, and behaviors. Furthermore, playing violent games is also related to children being less willing to be caring and helpful toward their peers† (Junior Scholastic 1). Therefore, when children experience more aggression, they are going to feel that their aggressive manner is fine. This age group is not going to take a second look at their negative actions since they see it as â€Å"just fun and games† (Junior Scholastic 1). In essence, by allowing kids to play what they want and not setting boundaries for the kids, parents are not doing any justice to their offspring; instead, parents are saying that it is alright to treat others in an aggressive manner as long as it is just in fun and games. Another perfect example of how violent video games cause children to become more aggressive towards their peers would be the afterschool program I work for — LA’s Best. There I see how these games affect the kids due to how they act towards each other. They are always play-fighting with each other and having fun in their eyes, that is, until someone comes to me or my other staff members crying. When we ask them why they were play-fighting to begin with, they all have the same similar respond-‘that’s how they fight in Mortal Kombat. ’ Mortal Kombat is a popular series of fighting games that contain high levels of blood and gore. So to see our kids reenact what they see on their video games is upsetting because it shows us, the staff, that our kids version of playing together is hitting and tumbling around with each other until someone gets hurt. The eight to ten year olds no longer see playing together as participating in a friendly game of soccer, but instead, a vicious way to kick those who they despise. Therefore, by allowing our kids to involve themselves in these vicious games, changes their definition of the meaning of ‘fun’. They now see fun as hitting and kicking each other until someone is down in pain since they see this type of act of violence in their video game. Lastly, not only do kids experience aggressive behavior through video games, but also criminal violent behavior. This is due to the high rating of violence in the kid’s games. These games make it seem okay to shoot and kill people because the young children can always restart the game and play again. However, in reality, the only thing that these games do for children is actively train them to kill. Take for instance, Retired Lt. Col. Dave Grossman who â€Å"argues that children learn to use weapons and become sharp shooters through simulated games the same way soldiers use simulations to improve their shooting precision. Just as children can improve their phonics with Learn to Read with Winnie the Pooh, they can learn to shoot with deadly accuracy, playing Doom, Splinter Cell, Hitman, and other first-person shooter games† (Hoerrner & Hoerrner 2). Although many would question what Grossman is saying, it actually was proven to be accurate â€Å"in [the] 1997's high school shootings [in] Paducah, Kentucky, [when] the 14-year-old who opened fire on a before school prayer group landed eight out of eight shots on eight different targets. Five of those were headshots† (Hoerrner & Hoerrner 2). Keep in mind the â€Å"teenage shooter had never held a real gun before his shooting rampage†¦ however, spent long hours playing first-person shooter games that simulated killing with the same weapon he used that morning† (Hoerrner & Hoerrner 2). To sum it up, the violence in video games does lead to violent behavior. Video game interaction leads kids to think that using violence is acceptable, causing them to choose their fist over rationality. In conclusion, violent games do indeed lead to aggressive and violent behavior. Not only do these games cause children to be aggressive towards one another, but they also lead to the physical pain of others due to the high content of violence. This is due to children having the entire aggression sequence from beginning to end imprinted in their mind. This therefore, leads them having to seek potential threats while having to figure out which physical action will have the best outcome. This is why every parent should watch the levels of violence in video games as well as set boundaries to what their children can and cannot play.