Suicide in A Perfect Day for Bananafish by J. D. Salinger Essay

A Perfect Day for Bananafish follows the events leading up to the eventual suicide of Seymour Glass. In the story, Seymour is described as a lost spirit who sees himself as being fundamentally different from his social environment following his wartime experience; he leaves the war â€Å"seeing-more† and as a result, awakens to find that he has lost touch with the material world. Salinger uses the story’s dialog as the medium for conveying Seymour’s struggle; he establishes the shallow nature of the environment Seymour is exposed to using the dialog between Muriel and her Mother while simultaneously giving clues about Seymour’s character from the perspectives of the two women in his life. Seymour’s character is built upon further in the second half of the story during the scene in which he converses with Sybil, and also when Seymour is in the elevator moments before he commits suicide. The subtle clues Salinger weaves into the dialog suggest that Se ymour commits suicide to escape the dilemma of either conforming to the materialistic world and sacrificing his spirituality, or choosing not to conform and consequently live estranged from his own wife and the society in which he lives. The opening of the story serves to create the precedent that Muriel is shallow. The first passage describes how Muriel â€Å"uses† her two and a half hour waiting period before her mother’s call. She accomplishes multiple tasks such as painting her toenails, reading a women’s pocket-size magazine article, brushing her hair, and removing a stain from a skirt. Salinger describes Muriel as â€Å"a girl who for a ringing phone dropped exactly nothing.† The references to Muriel as â€Å"a girl† are repeated throughout the story to signify her immaturity; her concern for trivial... ...nd his own life. Many of these clues can be found in the story’s dialog. They suggest that Seymour’s suicide is the manifestation of an awakening gained through his war experience; he is separated from the shallow environment he lives in and can find no other escape. Perhaps Seymour commits suicide in an attempt to break through the barrier that separates him from Muriel and the rest of society. Or maybe Seymour’s mental faculties were damaged by his wartime experience, leaving him disturbed and unstable. The text can be read many ways; however, there is no single interpretation that captures the complexity of Salinger’s short story. While the clues that Salinger leaves throughout the story influence the reader’s perspective on Seymour Glass, ultimately the meaning and justification of Seymour’s suicide depends on the reader’s personal connection to the protagonist.

Renaissance Drama in England

Renaissance Drama in England From Medieval to Renaissance Drama ? Mystery plays -> ? Historical (chronicle) ? Miracle plays -> plays ? Tragedies ? Comedies ? Morality plays -> ? Interludes -> Other public â€Å"spectacles†Ã¢â‚¬ ¦ The Elizabethan Drama ? The Elizabethan era saw a great flourishing of literature, especially in the field of drama. ? The Italian Renaissance had rediscovered the ancient Greek and Roman theatre, and this was instrumental in the development of the new drama, which was then beginning to evolve apart from the old mystery and miracle plays of the Middle Ages. The Italians were particularly inspired by Seneca (a major tragic playwright and philosopher) and Plautus (comic cliches, especially that of the boasting soldier had a powerful influence on the Renaissance and after). ? However, the Italian tragedies embraced a principle contrary to Seneca's ethics: showing blood and violence on the stage. It is also true that the Elizabethan Era was a very violent age. As a result, representing that kind of violence on the stage in scenes of high ? physical realism? was probably more cathartic for the Elizabethan spectator. Lady Macbeth by John Singer Sargent,1889Elizabethan Drama and Acting – Main Features ? ? ? ? ? ? ? ? ? ? The plays had 5 acts; Physical realism; Issues borrowed from the ancient Greek drama (the chorus); Allegorical characters borrowed from the Medieval moralities; Issues borrowed from the Italian drama (the pantomime); Exaggerated feelings (love, hatred, revenge); Props and settings were simple; Costumes were rich and in accordance with the fashion of the time; There was no curtain; Women were not allowed to perform. Spanish Tragedy by Thomas Kyd ? Examples: Gorboduc (or Ferrex and Porrex) by Sackville ; Norton, TheThe Elizabethan Playhouse ? The establishment of large and profitable public theatres was an essential enabling factor in the success of English Renaissance drama—once they were in op eration, drama could become a fixed and permanent rather than a transitory phenomenon. The crucial initiating development was the building of The Theatre by James Burbage, in Shoreditch in 1576. The Theatre was rapidly followed by the nearby Curtain Theatre (1577), the Rose (1587), the Swan (1595), the Globe (1599), the Fortune (1600), and the Red Bull (1604).The Elizabethan Playhouse ? The public theatres were three stories high, and built around an open space at the centre. ? Usually polygonal in plan to give an overall rounded effect (though the Red Bull and the first Fortune were square), the three levels of inwardfacing galleries overlooked the open center, into which jutted the stage— essentially a platform surrounded on three sides by the audience, only the rear being restricted for the entrances and exits of the actors and seating for the musicians. The upper level behind the stage could be used as a balcony. Usually built of timber and plaster and with thatched roofs , the early theatres were vulnerable to fire, and were replaced (when necessary) with stronger structures. When the Globe burned down in June 1613, it was rebuilt with a tile roof. The English Renaissance Drama ? 1. The early tragedies ? 2. The early comedies ? 3. The plays of the ? University Wits? ? 4. William Shakespeare’s plays the â€Å"university wits† The decade of the 1590s, just before Shakespeare started his career, saw a radical transformation in popular drama. A group of welleducated men chose to write for the public stage, taking over native traditions.They brought new coherence in structure, and real wit and poetic power to the language. They are known collectively as the â€Å"University Wits,† though they did not always work as a group, and indeed wrangled with each other at times. ? ? ? ? ? ? ? John Lyly (1554-1606) Thomas Lodge (c. 1558-1625) Christopher Marlowe (1564-1593) Robert Greene (1560-1592) Thomas Nashe (1567-1601) George Peele Thomas Kyd Thomas Kyd (1558 –1594) ? ? ? Th. Kyd was the author of The Spanish Tragedy, and one of the most important figures in the development of Elizabethan drama.The Spanish Tragedie was probably written in the mid to late 1580s. The earliest surviving edition was printed in 1592; the full title being, The Spanish Tragedie, Containing the lamentable end of Don Horatio, and Bel-imperia: with the pittifull death of olde Hieronimo. However, the play was usually known simply as â€Å"Hieronimo†, after the protagonist. Kyd is more generally accepted to have been the author of a Hamlet, the precursor of the Shakespearean play (Ur-Hamlet). Christopher Marlowe(1564 –1593) ? ? ? ? ? ? ? ? ? ?The foremost Elizabethan tragedian before William Shakespeare, he is known for his magnificent blank verse, his overreaching protagonists, and his own untimely death. Marlowe’s most important plays in which he created his tytanic characters are: Dido, Queen of Carthage (c. 1586) (possibly co-written with Thomas Nashe) Tamburlaine, part 1 (c. 1587) Tamburlaine, part 2 (c. 1587-1588) The Jew of Malta (c. 1589) Doctor Faustus (c. 1589, or, c. 1593) Edward II (c. 1592) The Massacre at Paris (c. 1593) Marlowe is often alleged to have been a government spy killed upon the orders of the Queen.William Shakespeare and His Contemporaries ? According to some critics of his time, Shakespeare was vulgar, provincial and overrated. ? Robert Greene (1558 –1592) is most familiar to Shakespeare scholars for his pamphlet Greene's Groats-Worth of Wit (full title: Greene's Groats-worth of Wit bought with a Million of Repentance), which most scholars agree contains the earliest known mention of Shakespeare as a member of the London dramatic community. In it, Greene disparages Shakespeare, for being an actor who has the temerity to write plays, and for committing plagiarism. ? â€Å"†¦ or there is an upstart Crow, beautified with our feathers, that with his Tygers ha rt wrapt in a Players hyde, supposes he is as well able to bombast out a blanke verse as the best of you: and being an absolute Johannes fac totum, is in his owne conceit the onely Shake-scene in a countrey†. William Shakespeare and His Contemporaries ? ? Francis Meres, one year younger than Shakespeare, described himself as â€Å"Maister of Arte of both Universities†; in 1598 Meres published a work which has proven most valuable in dating Shakespeare's plays, for he mentions many of them, and in the most laudatory terms.In Palladis Tamia, Wits Treasury, Meres begins by praising Shakespeare's poetry the two narrative poems, Venus and Adonis and The Rape of Lucrece, and the Sonnets – then compares Shakespeare to Plautus in comedy and to Seneca in tragedy: Shakespeare was â€Å"not of an age, but for all time. † ? These are the words of Shakespeare's great friend and contemporary, Ben Jonson. The quotation comes from Jonson's poem, To the memory of my belove d, found in the First Folio of Shakespeare's works, published in 1623. Ben Jonson (1572-1637) William Shakespeare (1564 – 1616) ? There is no simple explanation forShakespeare’s unrivaled popularity, but he remains our greatest entertainer and perhaps our most profound thinker. He had a remarkable knowledge of human behavior, which he was able to communicate through his portrayal of a wide variety of characters. ? His mastery of poetic language and of the techniques of drama enabled him to combine these multiple viewpoints, human motives, and actions to produce a uniquely compelling theatrical experience. SHAKESPEARE’S EARLY YEARS English playwright William Shakespeare was born in a small house on Henley Street in Stratford-uponAvon in April 1564.The third of eight children, William Shakespeare was the eldest son of John Shakespeare, a locally prominent glove-maker and wool merchant, and Mary Arden, the daughter of a well-to-do landowner in the nearby village of Wilmcote. The young Shakespeare probably attended the Stratford grammar school, the King’s New School. Shakespeare’s Birthplace Stratford upon Avon On November 27, 1582, a license was issued to permit Shakespeare’s marriage, at the age of 18, to Anne Hathaway, aged 26 and the daughter of a Warwickshire farmer.The couple’s first daughter, Susanna, was born on May 26, 1583, and twins Hamnet and Judith who were named for their godparents, neighbors Hamnet and Judith Sadler followed on February 2, 1585. Anne Hathaway? s Cottage Charlecote Park, Sir Thomas Lucy? s Property Sometime after the birth of the twins, Shakespeare apparently left Stratford, but no records have turned up to reveal his activity between their birth and his presence in London in 1592, when he was already at work in the theater. Shakespeare? s biographers sometimes refer to the years between 1585 and 1592 as â€Å"the lost years. Speculations about this period abound. An unsubstantiated report claims Shakespeare left Stratford after he was caught poaching in the deer park of Sir Thomas Lucy, a local justice of the peace. Another theory has him leaving for London with a theater troupe that had performed in Stratford in 1587. SHAKESPEARE IN LONDON ? Shakespeare seems to have arrived in London about 1588, and by 1592 he had attained sufficient success as an actor and a playwright to attract the venom of Greene, an anxious rival. SOME OF SHAKESPEARE’S CONTEMPORARIES HENRY WRIOTHESLEY RICHARD BURBAGE WILLIAM KEMPECRISTOPHER MARLOWE ? In 1594 Shakespeare became the member of Lord Chamberlain’s men and was active in the formation of famous theatre, the Globe. London – The Globe Theater (rebuilt in 1997) London – The Globe Theater (rebuilt in 1997) Shakespeare’s Last Years Shakespeare's company erected the storied Globe Theatre circa 1598 in London's Bankside district. It was one of four major theatres in the area, along with the Swan, th e Rose, and the Hope. After about 1608 Shakespeare began to write fewer plays. In 1613 fire destroyed the Globe Theatre during a performance of Henry VIII.Although the Globe was quickly rebuilt, Shakespeare? s association with it – and probably with the company – had ended. Around the time of the fire, Shakespeare retired to Stratford, where he had established his family and become a prominent citizen. Shakespeare? s daughter Susanna had married John Hall, a doctor with a thriving practice in Stratford, in 1607. His younger daughter, Judith, married a Stratford winemaker, Thomas Quiney, in 1616. ? Shakespeare died on April 23, 1616 – the month and day traditionally assigned to his birth – and was buried in Stratford’s Holy Trinity Church.He had made his will the previous month, ? in perfect health and memory.? The cause of his death is not known, though a report from the Holy Trinity’s vicar in the 1660s claims that he ? died of a fever â₠¬ ¦ contracted after a night of drinking with Ben Jonson and Michael Drayton, friends and fellow writers?. ? England’s greatest playwright, William Shakespeare was buried in the Holy Trinity Church in Stratford-upon-Avon, Warwickshire. His epitaph reads: ? Good frend for Iesvs sake forbeare, ? To digg the dvst encloased heare. ? Blest be ye man yt spares thes stones, ? And cvrst be he yt moves my bones.Trinity Church – Stratford-upon-Avon Shakespeare Authorship Debate ? The Shakespeare authorship debate continues to rage unabated. ? The traditional camp (Stratfordian's) maintain that the famous Bard was indeed a poet, playwright and an actor. ? Critics known as â€Å"Oxfordian? s† argue that a more likely contender may have been Edward De Vere (1550-1604), Christopher Marlowe, Sir Francis Bacon, Derby or even Queen Elizabeth herself! Shakespeare’s Works and their chronology (apud Halliday) ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 1589-1590 1. Henry VI 15 90 – 1591 – 2.Henry VI 1592 – 1593 Richard III Titus Andronicus Venus and Adonis 1592 – 1598 Sonnets 1593 – 1594 The Comedy of Errors The Taming of the Shrew The Rape of Lucrece 1594 – 1595 The Two gentlemen of Verona Love? s Labours Lost 1595 – 1596 Romeo and Juliet Richard II A Midsummer Night? s Dream 1596 – 1597 King John The Merchant of Venice 1597 – 1598 1 Henry IV 2 Henry IV 1598 – 1599 Much ado About Nothing Henry V The Merry Wives of Windsor ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 1599 – 1600 Julius Caesar As You Like It Twelfth Night 1600 – 1601 Hamlet 1601 – 1602 Troilus and Cressida 1602 – 1603 All? Well that Ends Well Othello 1603 – 1604 Measure for measure 1604 – 1605 Timon of Athens 1605 – 1606 King Lear Macbeth 1606 – 1607 Antony and Cleopatra 1607 – 1608 Coriolanus 1608 – 1609 Pericles, Prince of Tyre 1609 – 1610 Cymbeline 1610 – 1611 The Winter? s Tale 1611 – 1612 The Tempest 1612 – 1613 Henry VIII (1613 – 1614) The Two Noble Kinsmen The First Folio ? The â€Å"First Folio† is of major importance to William Shakespeare as it is the first collected edition of Shakespeare's plays. The copperengraving picture of William Shakespeare is signed Martin Droeshout on the title-page of the „First Folio? 1623). Famous Quotes ? Juliet: â€Å"What's in a name? That which we call a rose By any other name would smell as sweet. † Romeo and Juliet (II, ii, 1-2) Juliet or The Blue Necklace (1898) by John William Waterhouse Famous Quotes ? Hamlet: There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy. Hamlet Act 1, scene 5, 159–167 Ophelia (1894) – John William Waterhouse Famous Quotes Hamlet: What a piece of work is a man, how noble in reason, how infinite in faculties, in form and moving how express and admirable, in act ion how like an angel, in apprehension how like a god! he beauty of the world, the paragon of animals – and yet, to me, what is this quintessence of dust? Man delights not me nor woman neither, though by your smiling you seem to say so. Rosencrantz: My lord, there was no such stuff in my thoughts. Hamlet Act 2, scene 2, 303–312 John William Waterhouse Ophelia – blue dress (1905) Famous Quotes ? Jaques: All the world's a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts, His acts being seven ages. ? As You Like It Act 2, scene 7, 139–143John William Waterhouse Gather Ye Rosebuds While Ye May (1909) Famous Quotes Macbeth: ? To-morrow, and to-morrow, and to-morrow, Creeps in this petty pace from day to day, To the last syllable of recorded time; And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life's but a walking shadow, a poor player, That struts and frets his hour upon the stage, And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing. Macbeth Act 5, scene 5, 19–28 John William Waterhouse The Magic Circle (study) (1886) Famous QuotesProspero: ? †¦We are such stuff As dreams are made on; and our little life Is rounded with a sleep. ? The Tempest Act 4, scene 1, 148–158 John William Waterhouse Miranda – The Tempest (1916) Famous Quotes Hamlet: ? To be, or not to be, that is the question: Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles And by opposing end them. To die—to sleep, No more; and by a sleep to say we end The heart-ache and the thousand natural shocks That flesh is heir to: 'tis a consummation Devoutly to be wish'd.To die, to sleep; To sleep, perchance to dream—ay, there's the rub: For in that sleep of death what dreams may come, When we hav e shuffled off this mortal coil, Must give us pause—there's the respect That makes calamity of so long life†¦ Hamlet Act 3, scene 1, 55–87 Sir Laurence Olivier (1907 – 1989) as Hamlet Shakespeare, Our Contemporary Hamlet's Soliloquy ? Since first performed in the early 1600s, the title role in William Shakespeare's Hamlet has remained a favorite of many actors because of the emotional complexity of Hamlet's personality. Nowhere is this complexity more apparent than in Hamlet's famous soliloquy in Act III, Scene 1.The soliloquy is a monologue in which a character reveals inner thoughts, motivations, and feelings. Shakespeare used the technique often, and his soliloquies are poetic and rich in imagery. In Hamlet, a play about a man whose mind may be his fatal flaw, the form reaches its highest level. The Structure of Shakespearean Tragedy as devised by Andrew Cecil Bradley ? Andrew Cecil Bradley (1851–1935) was an English literary scholar, best remembe red for his work on Shakespeare ? The outcome of his five years as Professor of Poetry at Oxford University were A. C.Bradley’s two major works, Shakespearean Tragedy (1904), and Oxford Lectures on Poetry (1909). Bradley's pedagogical manner and his self-confidence made him a real guide for many students to the meaning of Shakespeare. His influence on Shakespearean criticism was so great that the following anonymous poem appeared: I dreamt last night that Shakespeare’s Ghost Sat for a civil service post. The English paper for that year Had several questions on King Lear Which Shakespeare answered very badly Because he hadn’t read his Bradley. (Hawkes 1986 as cited in Taylor 2001: 46)CONSTRUCTION IN SHAKESPEARE'S TRAGEDIES ? As a Shakespearean tragedy represents a conflict which terminates in a catastrophe, any such tragedy may roughly be divided into three parts. ? A. The first of these sets forth or expounds the situation, or state of affairs, out of which the conflict arises; and it may, therefore, be called the exposition. ? B. The second deals with the definite beginning, the growth and the vicissitudes of the conflict. It forms accordingly the bulk of the play, comprising the Second, Third and Fourth Acts, and usually a part of the First and a part of the Fifth. ? C.The final section of the tragedy shows the issue of the conflict in a catastrophe. ? The application of this scheme of division is naturally more or less arbitrary. The first part glides into the second, and the second into the third, and there may often be difficulty in drawing the lines between them. A. The Exposition ? ? ? The role of the exposition is to introduce us into a little world of persons; to show us their positions in life, their circumstances, their relations to one another, and perhaps something of their characters; and to leave us keenly interested in the question of what will come out of this condition of things.We are left thus expectant. This situation is not one of conflict, but it threatens conflict. For example, in â€Å"Romeo and Juliet† we see first the hatred of the Montagues and Capulets; and then we see Romeo ready to fall violently in love; and then we hear talk of a marriage between Juliet and Paris; but the exposition is not complete, and the conflict has not definitely begun to arise, till, in the last scene of the First Act, Romeo the Montague sees Juliet the Capulet and falls in love with her.Sir Frank Dicksee – Romeo And Juliet, 1884 Some Shakespearean â€Å"Tricks† ? ? ? When Shakespeare begins his exposition he generally at first makes people talk about the hero, but keeps the hero himself for some time out of sight, so that we await his entrance with curiosity and sometimes with anxiety. On the other hand, if the play opens with a quiet conversation, this is usually brief, and then at once the hero enters and takes action of some decided kind. For instance, compare the beginning of Macbeth to that of King Lear.In the latter the tone is so low that the conversation between Kent, Gloster and Edmund is written in prose (although they are of noble extraction). At the thirty-fourth line it is broken off by the entrance of Lear and his court, and without delay the King proceeds to his fatal division of the kingdom. William Dyce – King Lear and the Fool in the Storm (c. 1851) ? This tragedy illustrates another practice of Shakespeare's. King Lear has a secondary plot, that which concerns Glouchester and his two sons.To make the beginning of this plot quite clear, and to mark it off from the main action, Shakespeare gives it a separate exposition. ? In Hamlet, though the plot is single, there is a little group of characters possessing a certain independent interest, – Polonius, his son, and his daughter; and so the third scene is devoted wholly to them. B. The Conflict ? The construction of a Shaksepearean tragedy is based on the fight between two opposing sides i n the conflict. They are of almost equal strength and it is difficult to guess which of them is to win.They are victorious in turn, until the conflict reaches its climax. In some tragedies the opposing forces can be identified with opposing persons or groups. So it is in â€Å"Romeo and Juliet† and â€Å"Macbeth†. But it is not always so. The love of Othello may be said to contend with another force, as the love of Romeo does; but Othello cannot be said to contend with Iago as Romeo contends with the representatives of the hatred of the houses, or as Macbeth contends with Malcolm and Macduff. ? Thomas Stothard, The Meeting of Othello and Desdemona (c. 1799)Ups, downs and suspense ? ? ? There is, all through the tragedy, a constant alternation of rises and falls in this tension or in the emotional pitch of the work, a regular sequence of more exciting and less exciting sections. The sequence of events within the conflict, is also based on the principle of alternation. L et us call the two sides in the conflict A and B. All through the conflict we shall find a regular alternation of smaller advances and withdrawals; first A seeming to win some ground, and then the counteraction of B being shown.And since we always more or less decidedly prefer A to B or B to A, the result of this oscillating movement is a constant alternation of hope and fear, causing suspense. Dagnan-Bouveret Hamlet and the Gravediggers ? ? ? ? ? ? ? In Hamlet the conflict begins with the hero's feigning to be insane from disappointment in love, and we are shown his immediate success in convincing Polonius. Let us call this an advance of A. The next scene shows the King's great uneasiness about Hamlet's melancholy, and his skepticism as to Polonius's explanation of its cause: advance of B.Hamlet completely baffles Rosencrantz and Guildenstern, who have been sent to discover his secret, and he arranges for the test of the play scene: advance of A. But immediately before the play sce ne his soliloquy on suicide fills us with misgiving; and his words to Ophelia, overheard, so convince the King that love is not the cause of his nephew's strange behavior, that he determines to get rid of him by sending him to England: advance of B. The play scene proves a complete success: decided advance of A.Directly after it Hamlet spares the King at prayer, and in an interview with his mother kills Polonius, and so gives his enemy a perfect excuse for sending him away (to be executed): decided advance of B, a. s. o. This oscillating movement can be traced without difficulty in any of the tragedies. C. The Catastrophe ? The oscillating movement continues right up to the catastrophe. ? There is a critical point in the action, which proves also to be a turning point.It is critical sometimes in the sense that, until it is reached, the conflict is not, so to speak, clenched; one of the two sets of forces might subside, or a reconciliation might somehow be effected; while, as soon as it is reached, we feel this can no longer be. It is critical also because the advancing force has apparently asserted itself victoriously, gaining, if not all it could wish, still a very substantial advantage; whereas really it is on the point of turning downward toward its fall. This crisis, as a rule, comes somewhere near the middle of the play. ?Alexandre-Marie Colin. The Three Witches from â€Å"Macbeth,† 1827. This movement is most clear in Julius Caesar and Macbeth. In the former the fortunes of the conspiracy rise with vicissitudes up to the crisis of the assassination (III. i. ); they then sink with vicissitudes to the catastrophe, where Brutus and Cassius perish. In the latter, Macbeth, hurrying, in spite of much inward resistance, to the murder of Duncan, attains the crown, the upward movement being extraordinarily rapid, and the crisis arriving early: his cause then turns slowly downward, and soon hastens to ruin.In both these tragedies the simplicity of the const ructional effect depends on the fact that the contending forces may be identified with certain persons, and on the fact that the defeat of one side is the victory of the other. Octavius and Antony, Malcolm and Macduff, are left standing over the bodies of their foes. ? Life's but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more: it is a tale Told by an idiot, full of sound and fury, Signifying nothing.Charles Kean and his wife as Macbeth and Lady Macbeth, in costumes aiming to be historically accurate (1858). ? This is not so in Romeo and Juliet and Hamlet, because here, although the hero perishes, the side opposed to him, being the more faulty or evil, cannot be allowed to triumph when he falls. Otherwise the type of construction is the same. The fortunes of Romeo and Juliet rise and culminate in their marriage (II. vi. ), and then begin to decline before the opposition of their houses, which, aided by accidents, produces a cat astrophe, but is thereupon converted into a remorseful reconciliation.Hamlet's cause reaches its zenith in the success of the play-scene (III. ii. ). Thereafter the reaction makes way, and he perishes through the plot of the King and Laertes. But they are not allowed to survive their success. Frederick Leighton – The Reconciliation of the Montagues and Capulets over the Dead Bodies of Romeo and Juliet, 1853-5 The Play Scene in Hamlet by Daniel Maclise (1806-70) ? http://elizabethan. org/compendium/home. html ? http://www. elizabethan-era. org. uk/elizabethan-england. htm ? http://www. britainexpress. com/History/Elizabethan_life. htm

Elements of University Composition and Communication !

Final Assignment Antonio J. Velazquez Ayala University Of Phoenix Elements Of University Composition And Communication I 24/January/2011 Prof. Wendell Villanueva Abstract The final work of Comm-170 will bring you some insight one different programs and ways to see how University of Phoenix and out professor Wendell Villanueva has and will help us throughout out college experience. Knowing how to work resources in the University of Phoenix web site and learning the different parts of writing and speech we can attain the progress we need in our professional and personal life. Part I A lot of people don’t have wills. Everyone needs a will, but not all people have one.†¦show more content†¦Part III The Writepoint program was really useful in understanding and assimilating my missed used conjunction and sentence fabrication skills in writing in the language of English. For me it was a great tool, and the quickness to give the correction to the student is unremarkable. Now I think this program lacks a bit of words and vocabulary issues. Sometime it spots the problem in your writing but it doesn’t help you get the correct word you need for the paragraph. I had lots of problems trying to find other types of verbs, adverbs, conjunctions, nouns and pronouns for the one I missed used in the paragraph. It would be more easy for the student if this type of program had some type of dictionary applied to it so it becomes more accessible to students are not that dominant of the English vocabulary. But in conclusion it is a great asset to have when writing essays or any casual writing you are tying to do in a language that is not your native or you dominate. Part IV The different elements that are used to make paragraphs,essays and thesis are really important to know and master when pursuing an university level education. Its common to see college students not have a great dominance of writing technique at the first year of college. 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Studio arts and music has been integrated in manyRead MoreDefending the Arts Essay907 Words   |  4 Pagessuch as painting, music, literature, and dance. The elements of the composition of the art are used to arrange or organize the components in a way that is pleasing to the artist and, hopefully, the viewer. It helps give structure to the layout and the way the subject is presented. It also encourages or leads the viewers eye to wander around the whole painting, taking in everything and ultimately coming back to rest on the point. These elements are considered to be unit, balance, rhythm, focus, contrastRead MoreMusic and sounds have the power to effect one’s thoughts and emotions. Certain tones, pitches,1300 Words   |  6 Pagesproviding an outlet for expression of feelings. (AMTA, 2014). This support and interaction can make all of the difference in a patient. There exists an inherent association between songs and human contact since lyrics represent melodic verbal communication. Thus, the use of songs in music therapy can have naturally meaningful applications. Music therapy is not just about classical music, or soft lyrical content. The use of nature sounds can also help in music therapy. In a study done with cardiacRead MoreAnalysis Of Protecting Freedom Of Expression On The Campus1066 Words   |  5 PagesDavis Composition 9 September 2017 An Analysis of â€Å"Protecting Freedom of Expression on the Campus† Former president of Harvard University, Derek Bok, in his essay, â€Å"Protecting Freedom of Expression on the Campus† published in the Boston Globe, addresses the topic of protection and regulation of freedom of expression on college campuses and argues that rather than prohibiting the expression of offensive speech, it would be better to ignore it. He fails to support his claim by dismissing the emotionalRead MoreAnalysis Of John Cage s Song Books 1567 Words   |  7 Pageslike he was trying to make it more complicated for them. Michael Hicks, in his work John Cage s studies with Schoenberg., writes that during one of the composition classes, Schoenberg told the students that his goal in teaching them was to make it impossible for you to write music. At this Cage renewed his vow to devote his life to composition; but from that moment on, he recalls, he began to revolt against Schoenberg s methods, if not against the man himself. After discontinuing his studies with

Free Inference Worksheets and Exercises

Analysis Of Fyodor Dostoevsky s Crime And Punishment

Tyler Bui Mr. Favero/Mr. Sanchez English/World History 19 October 2017 Culture of Russia Everywhere in the world all countries go through different cultural changes, and Russia during the 19th century was no exception. Many cultural changing reforms were passed during Alexander the Seconds rule. The reforms impacted not only the culture of the time, but also the writing of many authors. Fyodor Dostoevsky was one of those authors. His book Crime and Punishment describes how life was like in the lower classes. The culture of Russia during the years 1855 to 1881 was shaped by its tsarist autocracy while the literature of Fyodor Dostoevsky evinces its cultural connection. Alex II established type of government was a monarchy. In a monarchy,†¦show more content†¦Along with the lack of land, water rights were nonexistent which kept the wealthy in a technical form of power. Since the wealthy still controlled the water, they could threaten to restrict water access and force the serfs to work once more. Another important reform was started by the emancipation of the serf s; was the formation of the zemstvos. Since Russia was very large there wasn’t much control away from the capital, and with the all newly freed serfs the rules and authority had to be stricter . So, Alexander developed the zemstvo which were implemented within each province and district. This reform took care of the newly freed serfs by providing for their basic needs. Which helped the freed serfs with their basic needs ranging from health to education. Before the creation of the zemstvos the entire judicial system was controlled by the Russian government. The accused were rarely given a fair trial. After the formation of the zemstvos â€Å"The judiciary became an independent branch of government and a single unified system†(Smitha). The government couldn’t wield court decisions as it pleased anymore. The judicial branch was officially independent from the rest of the Russian government, which gave the accused a fair trial. Dostoevsky’s book Crime and Punishment was writtenShow MoreRelatedThe Ethics Of Care : An Argument Against Mill s Utilitarianism922 Words   |  4 PagesIn Support of Held’s Ethics of Care: An Argument Against Mill’s Utilitarianism in Crime and Punishment by Fyodor Dostoevsky This ethics study will define the problem of utilitarianism in the â€Å"ethics of care proposed by Virginia Held (2006) within the literary context of Crime and Punishment by Fyodor Dostoevsky. Held (2006) defines the problem of utilitarian ethics as an abstraction of emotions in moral issues, which alienates the individual in the care process. This method denies the premiseRead MoreLife Is Like A Beach And Its Sand1314 Words   |  6 Pagesthroughout history and will continue to do so until our race is extinct. The passages above show two translations of the same verse.They are from the story of Cain and Abel. Speaking to Cain after he has murdered his brother, God explains Cain’s punishment. In the American Standard Version, God commands Cain to rule over sin, while in the King James Version, God promises Cain that he will surely triumph over sin. These are two very different quotes from the same verse. To look further into this, oneRead More Dostoevsky was an Anti-Semite2271 Words   |  10 PagesDostoevsky was an Anti-Semite Literary anti-Semitism is as old as Western culture itself. A full listing of writers who have expressed hostility toward Jews and/or Judaism--from Shakespeare to T.S. Eliot, from Pushkin to Pasternak, etc.--would add up to a Whos Who of Western literature.1 Undoubtedly, Dostoevsky follows in this tradition. It is disparaging, however, that as the true novelist of ideas and Christian love, Dostoevsky could harbor such ill will towards the Jews. Does this notRead More The Pathological Protagonist of Dostoevsky’s Notes from the Underground2598 Words   |  11 Pagestortured; it is no wonder that many have viewed his work as prophetic of the 20th century. However, though Dostoevsky, in his unflinching portrayal of depravity, gives the Devil some of his best arguments, the Gospel often triumphs. Ivan Karamazov is at least offered the possibility of repentance when kissed by his saintly brother Alyosha. Raskolnikov, the nihilistic antihero of Crime and Punishment, is eventually redeemed through the love of the pure prostitute Sonja. Notes from the Underground,Read More Prohibition Essay1362 Words   |  6 Pagesineffective and caused more corruption in America with the rise of organized crime and the increase in alcohol consumption. nbsp;nbsp;nbsp;nbsp;nbsp;Prohibition had many different purposes; one was to reduce the consumption of alcohol by Americans. This was going to fail no matter what because if you are told not to do something only going to want to do it more. That is just human nature. It also focused on reducing crime, corruption, poverty, death rates, solve social problems, reduce the tax burdenRead MoreLiterature and Politics the Impact of Dostoevsky9582 Words   |  39 PagesLITERATURE AND POLITICS: THE IMPACT OF FYODOR DOSTOEVSKY Dostoevsky and the Legend of the Grand Inquisitor, by Vasily Rozanov. Translated and with an Afterword by Spencer E. Roberts. Ithaca and London: Cornell University Press, 1972. Pp. xi. 232. $12.50. Political Apocalypse. A Study of Dostoevskys Grand Inquisitor, by Ellis Sandoz. Baton Rouge: Louisiana State University Press, 1971, Pp. xviii. 263. $13.50.* ostoevskys great novels have spawned a vast library of critical 1/literatureRead MoreExistentialism vs Essentialism23287 Words   |  94 PagesThe philosophy that encompasses the absurd is referred to as  absurdism. While absurdism may be considered a branch of existentialism, it is a specific idea that is not necessary to an existentialist view. * It s easy to highlight the absurdity of the human quest for purpose. It s common to assume that everything must have a purpose, a higher reason for existence. However, if one thing has a higher purpose, what is the reason for that purpose? Each new height must then be validated by a higher

Social Resources Promotes Adaptation †Free Samples to Students

Question: Discuss about the Social Resources Promotes Adaptation. Answer: Introduction: It has often been observed that the survivors of a natural disaster show signs of post-traumatic stress disorder. Disaster is defined as a sudden environmental change that affects a large mass of people. While it is not illogical to understand why do they reflect these signs, there are deep rooted psychological aspects to these behaviors, which present interesting case for scholars. In most of these cases, the survivors also manage to recover from these signs of PTSD. Background self-efficacy is one of the most important behavioral traits that help individuals to recover from the shock they obtain from a sudden natural disaster. Disaster strikes suddenly and completely unexpectedly, which makes the shock from them even more compound and particularly horrifying to those who are directly affected by them (Herman, 2015). Lives, and often behavioral patterns, change radically after natural disasters and in most cases, mind sets changes irreversibly. The factors that help the survivors to recover from the state of perpetual shock would be even more useful if in depth knowledge about those factors are gained, which would present handy insights regarding how to efficiently use those knowledge and factors to quicken up the recovery process. Self-efficacy is one such factor to help the survivors of natural disasters to recover quickly from their trauma (Hung, Wang Yarnal, 2016). Self-efficacy is broadly defined as an individuals ability, or perceived ability, which enables the person to achieve a desired outcome. Self-efficacy uses a persons actively adaptive coping strategies to recover from stress reactions. This lets the person not to submit to the internal stress, and even if the trauma is set, self-efficacy makes sure that coming out of that condition will gradually happen. Effectively adapting to traumatic situations or post-traumatic stress have many other components, which involve dynamic coping process as well as managing the original traumatic experience. Coping self-efficacy (CSE) refers to the perceived capability of an individual to manage both the internal and external demands which facilitate in the post-traumatic recovery. Positive self-efficacy is of paramount necessity in order to adapt to the traumatic experience, because it provides the individual with a sense of control over the entire situation boosting adaptive coping. The initial response that individuals show during the traumatic event is referred to as Acute Stress Response (ASR), which is defined as the emotional, physical and dissociative reaction during a traumatic event. ASR has been observed to be highly predictive in terms of the ability to recover from PTSD, and although there are a number of factors which contribute to the predictability of ASR, the factors which play an active role in mediating the ASR and psychological distress are unknown still. CSE is one such potential mediator, which evidently play an effective role. Perceptions and insights about the CSE helps to provide intervention plans that are used to bring an individual out of the terrible zone of post-traumatic stress caused by natural disasters (Abramson et al. 2015). CSE does not just help to recover from traumatic experiences due to natural disasters, but also helps individuals to cope with a myriad of other issues as well. Victims of childhood abuse, sexual abuse, terrorism attacks, physical injuries, natural calamity have all recognized CSE as one of the most important factor and tool to have helped them out of the traumatizing experience and lead a normal life once again. Despite these evidences, there have been very few studies which pertain to the correlation of natural disaster induced trauma and CSE, which make it difficult to comprehend the relationship between the two, let alone drawing concrete conclusions. CSE has shown to be a huge mediator between three factors of recovery process (optimistic lookout, social support and lost resources) and a deep rooted psychological distress. CSE is negatively correlated to distress level. Higher levels of coping self-efficacy among disaster survivors have shown results that have better post-trauma tic recovery rates. The relationship between CSE and post-traumatic stress reaction wears off over time: it has been observed to be much higher 3 to 6 months after the disaster than rates reflected three years after the occurrence of the disaster. But these initial times are crucial jump start the recovery process. Traumatic experiences alter otherwise normal behavioral and psychological traits. Studies have shown that exposure to traumatic events can also alter neuroticism traits as well. This result may yield results that can show that self-efficacy itself can change after being exposed to traumatic situations and may be inversely related to experiences of natural disaster. A high level of CSE in a post-disaster situation may act as a projection for a lower level of exposure to disaster. This means an already existing CSE may not always play a role in the recovery process from a distressed situation, rather, it may be the fact that the distress level is low itself in the first place. Higher the level of CSE, the lower are the levels of post-traumatic stress reactions. This means that PTSD shocks are easier to cope with if the CSE levels are high for an individual. A person with a high CSE will find it easier to come out of a post-traumatic stressful situation. People use methods and ways to obtain, maintain and protect the resources that help them to cope with post-disaster stress in a successful manner. Personality characteristics are the most visible and important thing that helps individuals who have been exposed to traumatic disasters to cope with the sudden shock and psychological stress that they are faced with. Exposure to natural disaster drastically alters the behavioral traits of humans. They experience sudden and radical mood changes after a natural shock. Self-coping efficacy is quite possible the only thing that can bring them back to a normal behavioral patter because it is their own perceptions about their own capabilities to overcome the trauma. If a person cannot fathom the idea that she or he can overcome the stress they experience, no one else can make them feel that way either. The level of distress can be directly or indirectly influenced by moderating the links between stress and potential psychopathology. Personality characteristics such as optimism, perceived self control, self-esteem all provide with the required personality traits that are needed to influence the stress levels and reverse the damages done by natural disasters. Self-efficacy highlights on the belief of an individual regarding his or her ability to overcome any stressful situation. However, an individual will be motivated through self-efficacy. Posttraumatic Stress Disorder or PTSD is the mental health issue that affects the mind of the people. In order to recover the effect PTSD that is occurred due to the natural disaster, self-efficacy is the best way for the individuals. According to the statistical data approx, 2 million people have been affected by the natural disaster in every year, which leads them to face mental stress due to loss of financial and other resources. CSE or coping self-efficacy allows the people to recover the effect of PTSD (Dahlgren et al., 2017). Disaster victims often face PTSD due to the loss of resources and such losses are often immediate. According to the Social Cognitive Theory or SCT that human being is self-reflective in nature and involve in a self-evaluating method to achieve their desired pursuits in terms of recovery of the resources that are lost due to the natural disaster (Tandfonline.com.ezproxy.lib.monash.edu.au, 2017). It has been received that Self-evaluation of the individuals arises from the coping abilities that influence psychological distress occurs from the disaster. However, loss of the resources leaves a negative impact on the perception of CSE. Hence, losses related to the natural disaster develops a pressure that leads the human being to show coping responses. Such coping responses are the part of self-efficacy that reduces the effects of such losses. According to the Conservation Of Resources or COR theory generally, the coping behavior of the individuals occur after such type of severe loss in t he natural disaster. Global self-efficacy reduces the psychological distress or PTSD. Low CSE is associated with the greater PTSD symptoms that occur from the natural disaster. However, CSE is crucial to tackle the emotion of the individuals. On the other hand, trauma-specific CSE is directly associated with the coping need during the psychological stress. Self-esteem enables the individuals to gain confidence; as a result, they are able to accept the loss. This will be effective to recover the psychological stress or PTSD. In the August 1999 earthquake occurs in Marmara that destroys many lives approx 18,000 people died in this disaster and the survivors were facing PTSD due to the severity of such disaster (Onlinelibrary.wiley.com.ezproxy.lib.monash.edu.au, 2017). Hence, COR theory is helpful for this condition to understand the coping behavior of the people in this particular situation. How to coping the stress can be identified by COR model. Application of the COR model enables the people to motivated that leads them to protect, retain and valued socially. Therefo re, they congruent the resources and achieve success by coping with the psychological stress. Self-efficacy enables the people to reduce the effect of loss and to maximize their resources under the critical environment. However, self-esteem and personal control help the individuals to cope with the stress by enhancing their confidence level. Therefore, through moderating the connection between the psychopathology and the stress PTSD can be reduced. Hence, it has been received that self-efficacy is a vital approach to minimize the effect of PTSD that usually occurs due to a natural disaster. Natural disasters like earthquakes, hurricanes, volcanic eruptions are uncontrollable, sudden and unpredictable. An individual with high self-esteem can much better cope with stress than a person who does not possess those qualities. Individuals with low self-control and self-esteem are prone to many psychological problems after experiencing natural disasters, depression being the most observed emotion observed in individuals who have experienced trauma (Ferreira Figley, 2015). Natural disasters cause a number of problems to humans, including loss of property, money, loss in the sense of a community and a massive loss of resources. These losses, in a combined and cumulative way, impacts humans in a significant way which causes them to experience post-traumatic stress. Even human induced calamity, like the Chernobyl disaster or the Bhopal gas leak in India, can have lasting and significant psychological impact on human behavior and mentality. The bigger issue with these human created disasters are that they adversely affect the environment, which in turn, may result in natural disasters themselves, making the whole process a cyclical pattern and a chain reaction is induced. Traumatic CSE is significantly and negatively related to worry and depression. Affirmation is one of the best ways to enhance self-efficacy. People with levels of personal resources show higher levels of CSE, which help to keep the distress levels at a lower range. Optimism and self-esteem are the two most important tenets of CSE, which mediates the links between general distress and personal resources. However, perceiving g a high threat level during the times of a disaster can make individuals vulnerable to thinking in an intrusive way and enhances the levels of general distress. But these aspects apparently do not have any effects on CSE. Self-efficacy can be the most important reason behind both developing a distressed mindset when exposed to a traumatic situation, as well as helping individuals, who have been suffering from post-traumatic distress, to come out of it. Optimism, self-control and self-esteem are the most influential in this aspect of recovery. Interestingly, it has been seen that individuals with a low level of CSE have intrusive thoughts even in situations with low threat levels (Paton Johnston, 2017). Humans keep continuously re-evaluating their abilities to cope with traumatic situations. Individuals who have a high level of CSE always try to turn situations with high threat levels into something more manageable. Their own self-esteem prompts them to take actions, which they think they can handle more efficiently. In a way, CSE does not only help individuals to cope with distress and natural disaster induced trauma, but it also helps them to take necessary actions that reduce the impact of the envi ronmental disasters in the first place. These steps help to be more mentally prepared even if there is a natural disaster. References Abramson, D. M., Grattan, L. M., Mayer, B., Colten, C. E., Arosemena, F. A., Bedimo-Rung, A., Lichtveld, M. (2015). The resilience activation framework: a conceptual model of how access to social resources promotes adaptation and rapid recovery in post-disaster settings.The journal of behavioral health services research,42(1), 42-57. Dahlgren, M. K., Laifer, L. M., VanElzakker, M. B., Offringa, R., Hughes, K. C., Staples-Bradley, L. K., ... Pitman, R. K. (2017). Diminished medial prefrontal cortex activation during the recollection of stressful events is an acquired characteristic of PTSD.Psychological Medicine, 1-13. Ferreira, R. J., Figley, C. R. (2015). Longer-term mental health needs of disaster survivors. InHandbook of public health in natural disasters: Nutrition, food, remediation and preparation(pp. 215-229). Wageningen Academic Publishers. Herman, J. L. (2015).Trauma and recovery: The aftermath of violence--from domestic abuse to political terror. Hachette UK. Hung, L. S., Wang, C., Yarnal, B. (2016). Vulnerability of families and households to natural hazards: A case study of storm surge flooding in Sarasota County, Florida.Applied geography,76, 184-197. Onlinelibrary.wiley.com.ezproxy.lib.monash.edu.au. (2017). Personal Resources, Coping Self-Efficacy, and QuakeExposure as Predictors of Psychological DistressFollowing the 1999 Earthquake in Turkey.Retrieved 10 October 2017, from https://onlinelibrary.wiley.com.ezproxy.lib.monash.edu.au/doi/10.1002/jts.20032/epdf Paton, D., Johnston, D. (2017).Disaster resilience: an integrated approach. Charles C Thomas Publisher. Tandfonline.com.ezproxy.lib.monash.edu.au. (2017).Conservation of resources and coping self-efficacy predicting distress following a natural disaster: A causal model analysis where the environment meets the mind. Retrieved 10 October 2017, from https://www.tandfonline.com.ezproxy.lib.monash.edu.au/doi/pdf/10.1080/10615809908248325?needAccess=true

Movie Summary Chocolat Essay Example

Movie Summary Chocolat Essay When you live in a village that doesn’t encourage to be yourself and express your own true feelings, secrets start to form and traditions begin to fall. In the film â€Å"chocolat† (2000) directed by Lasse Hallstrom the opening scene portrays to the viewer that it is hard to be true to yourself, when you are encouraged to follow otherwise. This is shown through in the film with the use of techniques such as; voiceover, dialogue, and props. Firstly, the atmosphere of the french village ‘Lasquenet’ is expressed through the voiceover in the opening scenes, stating many things about the village, one being â€Å"you understood what was expected of you† showing that the villagers had to adapt their behaviours to fit the tradition created in the village. This brings in the idea of not being able to express your true feelings, due to encouragement of other ways. Not being able to stay true to yourself and what you love, causes rebellion instead of consent. We seem to fall out of control when we can’t show our true emotions, due to the overrule of power pressed upon us to follow our traditions. The statement â€Å"You knew your place in the scheme of things† spoken in the voiceover also contributes to the atmosphere of the village implying that everyone had a reputation, and if you somehow devalued that standing you were automatically judged for being different and not meeting the standards of the village. This is when the hierarchy system evolves and people at the lower end are made to feel in disvalue and not welcome in the village. As normal human beings we are made to start trends, have values and create a certain mind set. However that doesn’t mean it can’t be changed. We tend to interact with the world as we know it, and are frightened of change. Often, change happens just like that. It’s sudden, it’s quick and it disrupts our balance we have in life. It’s frightening, because one way we survive is by being able to predict We will write a custom essay sample on Movie Summary Chocolat specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Movie Summary Chocolat specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Movie Summary Chocolat specifically for you FOR ONLY $16.38 $13.9/page Hire Writer