HISTORY Essay Example | Topics and Well Written Essays - 750 words

HISTORY - Essay Example Born on January 6, 1858 in New York city, he became the President of USA on September 14, 1901 and served the nation till March 4, 1909. He once again ran for Presidency in 1912, but while campaigning in Milwaukee, he was shot in the chest. Roosevelt recovered soon, but could not survive long enough and died in his sleep in 1919. He was awarded the Nobel Peace Prize in 1906, for negotiating the peace in the Russo-Japanese War. 2. The Ming-Qing dynasties: The Ming and Qing dynasties of China were two of the most successful dynasties in Chinese history. The Ming Dynasty came after the Yuan dynasty and existed during 1368-1644. Corruption was the main reason behind the demise of Ming dynasty. People rebelled against the Ming dynasty for being corrupt and efficient, thus paving the way for Qing dynasty in 1644. 3. The Industrial Revolution: Industrial revolution may be defined as the extensive use of power driven machinery in making products. It was not a sudden movement, but a gradual process and picked up momentum by the beginning of the eighteenth century in England when the manufacturing industries stared using machines in a big way. 4. Peter the Great: Born in 1672, Peter the Great was tsar of Russia during 1682-1725. He is credited with bringing Russia on the path of growth and development. Officially known as Peter I, he gave himself the title 'Peter the Great'. 5. The French Revolution: The French Revolution began in 1789 with the meeting of the States General in May. From October 1791 to Sept 1792, a Legislative Assembly was in session. In 1792 in the face of the advance of the allied armies of Austria, Holland, Prussia, and Sardinia, the assembly was replaced by the National Convention, which proclaimed the Republic. The King was brought to trial in December of 1792, and executed on January 21, 1793. 6. The Tokugawa Shogunate came to an official end in 1868, with the resignation of the 15th Tokugawa Shogun, Tokugawa Yoshinobu and the "restoration" (ssei fukko) of imperial rule. 7. The Scramble for Africa: The period of 1872 to 1912 is regarded as the period when the European powers started grabbing the territory and the resources in African continent. This caused tensions between European nations, which subsequently resulted in WW-I 8. The Mexican Revolution of 1911: The basic reason behind the Mexican revolution was the dictatorship of President President Porfirio Diaz, who ruled the country for 31 years. Francisco I. Madero was the man behind the move, which he initiated in October 1910, by calling the newly held elections as fraud. This move ultimately resulted in the collapse of President Diaz in March

Examining Alternatives to Globalization Essay Example | Topics and Well Written Essays - 750 words

Examining Alternatives to Globalization - Essay Example In this regard, most of the anti-globalization proponents establish certain degree of advocacy with relevant reforms that are capable of acquiring remedies for the aforementioned concerns. They agree on allowing the developing countries to gain free access to the industrialized agricultural markets under protection and to other consumer products and technologies that have typically become less affordable due to enhanced global competitions. Hence, the opponents of globalization tend to express contention against tight restrictions imposed upon intellectual property rights by trade agreement or global agreement on investment (Ehrke). Instead of granting WTO further liberalization, globalization opponents approve of realizing potentials through incorporation of democratic measures and control to be set up with social and environmental standards (Ehrke). This way, though most politicians or economists take the opposite perspective, the terms of globalization may be adjusted accordingly to meet the demands and interests of the greater majority whereas provision for debt relief (Ehrke) may be foreseen to enable developing countries to catch up on reviving the economy which consequently finds its way to treat poverty and hunger since there would be sufficient allocation to sustain the latter. Open markets may also constitute more flexible options to trade and when coupled with legalization of a democratic approach, an increased level of freedom to expose new knowledge and possibilities of exploring avenues of industrial and economic growth for all nations involved. Consumers who are unable to afford certain commodities due to irrationally strict policies that prevent some appropriate balance in the flow and distribution of goods, both internationally and locally, are very susceptible to experience inadequacy of nutrition leading to poor health. This vivid reflection of poverty eventually gives encouragement to the idea of immigration especially by the citizens of the third world countries. Consumerism, immigration, and nutrition thus at a point, are naturally placed in a cause-and-effect relationship. The most compelling perspective in the critique is the concern manifested by the opponents of globalization with how reforms bear impact on consumerism primarily. With the liberty to have the secured markets available for the multitude of consumers around the world, such move entails higher probability of choosing from product alternatives with larger range of values or modifiable costs that could raise affordability levels for the general mass particularly the one within the marginalized sectors. One would essentially notice the humanitarian side of the advocacy in this respect while anti-globalization supporters also find a great deal of favor at intensifying attention on properly regulating international financial systems as applied through improved monitoring or supervision of banks, stock markets, as well as the system of taxation (Ehrke). Mo reover, because globalization varies directly with the generation of issues that burden the environment with risks or factors correspondingly affecting human health and the

Boiler and Auxiliaries Identification

Boiler and Auxiliaries Identification OBJECTIVES To identify all major external components associated with gas fired boilers. To describe the function of all major components. THE FIVE MAJOR EXTERNAL COMPONENTS OF A GAS FIRED BOILER FEED-WATER SYSTEM Water supply and backflow preventer: The water supply comes direct from the city, and then finally into the boiler. A backflow preventer is a device used to prevent backflow. It does this through an air gap used to provide a barrier to the backflow. Water softener system: Water softeners are for pre-treatment equipment for boiler feed water, cooling towers, entire water supply and various types of process water. Feed-water tank: The feed water is put in to the steam drum from a feed pump. In the steam drum the feed water is then turned into steam from the heat. After the steam is used it is then dumped to the main condenser. From the condenser it is then pumped to the feed tank. Feed-water tank drain valves: It provides a connection for water to enter the water tank, a connection for the tank drain, a connection for a tank pressure relief valve, a connection for an air inlet valve or a water pressure gauge, and a connection for water to leave the tank to enter the buildings water piping system. Feed-water tank sight glass: A sight glass is a transparent tube through which the operator of a tank or boiler can observe the level of liquid contained within. Feed-water tank temperature indication: The feed-water tank temperature indication enables the plant operator to monitor/control feed-water heater levels and decrease their plants heat rate. Feed-water tank temperature control valve and sensor: This helps to control scaling, corrosion, and eventually hot spots and tube failures. Chemical pumps and sampling system: The chemical pumps feed systems treat feed-water and condition blowdown sludge against corrosion and scaling Boiler 1 2 feed-water pump: The pump 1 2 are used to pump feed-water into a steam boiler. The water that is supplied or returning condensate produced as a result of the condensation of the steam produced by the boilers. BOILER SYSTEMS A boiler system is simply a process used to heat up water by the means of a gas or oil-fired burner which then converts the water into steam. The steam travels through various pipes to the convectors and then generates heat used to warm the room. After a while the steam cools by condensing into water, and returns to the boiler to be heated again. BOILER AIR / FUEL SYSTEMS The boiler fuel system comprise of various units that is used create steam by applying heat energy to water. The fuel source releases its energy in the form of combustion taking place inside the boiler furnace for the boiler to convert water to steam. Main fuel line: Supplies the fuel gas from outside the plant to the boiler Fuel metering and regulation system: Regulates the quantity of fuel gas that is been supplied into the boiler. Main fuel shutoff valves: As fuel enters through the main fuel line, the valves allow for easy shut-off of fuel flow to the boiler. Main burner pressure regulators: If natural gas and air are inside the boiler when the burner is lit, the boiler can explode. Therefore, boiler steam pressure and water level are monitored and controlled by means of burner pressure regulator. Low and high pressure switches: For sensing fluid pressure. The pressure-sensing element are arranged to respond to the difference of two pressures. Blower motors: Power the fans that distribute heat throughout the boiler. Air Dampers: Controls the flow of air through the boiler. Igniters: Converts the fuel that is being fed into the boiler through the main fuel line into heat by lighting a connected burner. Flame scanners: Monitor the boiler fires and detect the presence or absence of flame in a boiler. STEAM SYSTEM, EXHAUST STEAM AND CONDENSATE: STEAM SYSTEM As the boiler heats up the water that generates steam, the steam travels at a very high pressure through various valves, a low pressure turbine, and is then exhausted into the condenser. The valves are used to maintain a set pressure in other to protect most of the steam components which is used to rotate the turbine. The stop valve is used to stop the steam as it flows into the turbine in case of any problem that could damage the turbine. The check valve is used to control the amount of steam which flows into the turbine thereby controls the speed of the turbine when it is connected to the grid used to generate electricity by the help of an attached generator. CONDENSATE The final place for the steam that is produced in the boiler is the condenser. In the condenser, the steam turns back into water by means of a heat exchanger which condenses the steam into liquid by cooling. EXHAUST STEAM: The exhaust steam is used to release the steam that no longer has enough heat energy after it has being used. BLOW-DOWN SYSTEM During the process of the steam generated, if any impurity carry over with the steam it would cause overheating in the superheater tubes. The blowdown system is used to prevent deposit of impurities into other surface like the turbine blades. DISCUSSIONS What did you learn about the equipment or technique? In this lab experiment, I have learnt about the five major external components of a gas fired boiler. How each stages is essential for generating steam. It is important to thoroughly understand the need for boiler to generate steam can also be catastrophic when no proper care is put in place. What problems were encountered? The few problems that could be encountered are as follow: If there is no safety valves installed on top of the boiler to protect the steam system components from over pressure, As fuel enters through the main fuel line, the valves that allow for easy shut-off of fuel flow to the boiler is broken causing fuel leakage that could cause fire outbreak. How this equipment or technique could be applied to chemical production? In chemical production, the equipment or technique could be applied to chemical production for the following reasons: As water heats up and converts to steam, the steam is used to power or rotate the blades of the turbines for generating electric which provides the voltage and current used to power other electrical equipment for the chemical production. The steam could be used for processing chemical products by means of sterilization. The steam could be used to power heating and air conditioning units in the chemical production plant. CONCLUSION The Process flow and P ID diagram gave me the opportunities to have a broader understanding a boiler system and how each components work to generate steam. REFERENCES Boiler: power generation. Retrieved from: Wikipedia https://en.wikipedia.org/wiki/Boile (power_generation) Main steam supply and Feedwater system. Retrieved from: Candu https://canteach.candu.org/Content%20Library/19930205.pdf

A Comparison of the Carbon Footprint of Retail Stores Patagonia, H&M, and The Wardrobe :: Global Warming Climate Change Carbon Emissions

Are you worried about global climate change? Have you ever wondered how you contribute to this problem? What about the impact of the clothes you buy? We have put together estimated information from three different types of stores to help you realize options you have as consumers to be more green. Patagonia is an example of an environmentally conscious and globally active store. The same is true for H&M but it aims to provide affordable, fashionable clothing at the same time. The Wardrobe in Davis, California is an example of a local store, community built and owned. It is important to consider the environmental impact of the stores you support and the clothes you buy. Local stores have the lowest impact because their transportation needs are less than those of stores part of a chain. However, although larger stores may emit more carbon simply because they are bigger, some are committed to cutting down on their carbon footprint. CARBON FOOTPRINTS Patagonia 303.66 tons CO2/yr H&M 261,376.75 tons CO2/yr The Wardrobe 54.13 tons CO2/yr Patagonia Patagonia's Carbon footprint of 303.66 tons of CO2 per year was calculated from estimating the lights in each store to 40.89 tons of CO2 (13%) from the electricity for 47 energy saver bulbs, and 182.85 tons of CO2 (61%) from electricity for 100 fluorescent tube lights, 71 tons of CO2 (23%) from the fuels burned for shipping to the stores from the distribution center, 8.23 tons of CO2 (3%) from the fuels burned for shipping clothes from the distribution center to the European stores by sea freight, and 1.3 tons of CO2 ( H&M H&M calculated it emitted 73,593.61 tons of CO2 to power its buildings (28%), 161,273.66 tons of CO2 for transportation of its clothing (62%), 23,517.81 tons of CO2 for business travel (9%), and 2,991.67 tons for fuel for its company cars (1%). The Wardrobe The Wardrobes footprint of 54.13 tons of CO2 per year was calculated using the 4.81 tons of CO2 (9%) from electricity for their four desktop computers, 0.99 tons CO2 (2%) from electricity for the 11 show lights kept lit 24 hours a day, everyday, 1.31 tons of CO2 (2%) from electricity for the 47 lights turned on during store hours equalling 52 hours a week, 6.

An analysis of hamlets philosophy of life and death in William Shakespeares Hamlet Essay

Dylan Thomas once wrote â€Å"And death shall have no dominion†. William Shakespeare’s tragedy, Hamlet, is a provocative play that portrays how a young prince struggles with his philosophy of life and death after the death of his father. Hamlet, the prince, has trouble overcoming his father’s passing as he also has to deal with its aftermath. The first problem Hamlet has to deal with is his mother Gertrude’s marriage to the newly appointed king, Hamlet’s uncle Claudius. Hamlet is disgusted by this, seeing it as â€Å"incestuous†(Shakespeare 1. 2.162) and begins to contemplate suicide as an alternative to dealing with his problems. His strong angst toward the newly weds grows even more acute when Hamlet is visited by his father’s ghost and becomes aware that Claudius murdered his father. With this, he continues to struggle, asking himself which is easier, â€Å"to be or not to be†(3. 1. 64). After this, Hamlet’s outlook on life and death is continually changing due to a series of events until he comes to the conclusion that people should â€Å"let be†(5. 2. 238) because â€Å"there’s a divinity that shapes our ends†(5. 2.11). Thus, through Hamlet, Shakespeare presents the idea that there is a greater power shaping everyone’s lives and no matter what life throws at people, they must persevere and let events play out as fate is in control. Hamlet has a very bleak outlook on life at the beginning of the play. He is very emotional about his father’s death and feels as though his mother and uncle’s marriage is â€Å"less than kind†(1. 2. 67). Hamlet finds the death of his father very personal and is greatly bothered by the fact that everyone is faking their sadness instead of mourning properly. Furthermore, not only are others not mourning, Gertrude and Claudius have the audacity to tell Hamlet to stop mourning as â€Å"all that lives must die†(1. 2. 74). This is the first issue that leads Hamlet to debate if suicide would â€Å"resolve†(1. 2. 134) the problems he is dealing with. He sees death as a way to relieve himself from his earthly problems, but realizes he will be damned to hell if he commits suicide, as it is a mortal sin. Thus, Hamlet is discouraged by all the untimely events that seem to come another the other and they seem to overwhelm hi. Hamlet’s pessimistic view on life is again seen the night that he and his friend Horatio go to find the ghost of Hamlet’s father. As they are waiting, Hamlet tells Horatio how he believes everyone is born with a â€Å"vicious mole of nature†(1. 4. 27) that with â€Å"o’ergrowth†(1. 4. 30) causes people to be victims of fate. Even if a person is genuinely â€Å"pure†(1. 4. 36), if their tragic flaw is unchecked, even the smallest amount of blemish the will cause them to lose their â€Å"reason†(1. 4. 31) and corrupt all their other virtues. This short, but rich passage again display’s his pessimistic view on life, as he believes that a person’s fate is unavoidable. Hamlet’s ideas on life and death appear to become less pessimistic after he encounters his father’s ghost. At first, Hamlet is troubled as to whether the ghost is Satan or actually his father’s â€Å"spirit†(1. 4. 44), but follows he the ghost anyways. He does this because he wants to believe it is his â€Å"father’(1. 4. 50) and does not think following will risk his life or cause any harm to his â€Å"soul†(1. 4. 74). Hamlet not wanting to risk his life displays how even though he wants to disappear, he still values his life. After Hamlet decides to â€Å"follow†(1. 4. 97) the ghost, the spirit reveals that he is the dead kind and he is in purgatory because Claudius murdered him. This means that Hamlet has to avenge his father’s death and so he makes an oath of vengeance, that he will kill Claudius to right his father’s murder. This new goal gives Hamlet a reason to live, but because he believes he was â€Å"born to set it right†(1. 5. 211), he implies that after he does the deed, his life will be complete and he will die. Hamlet’s new philosophy is guided by the oath of vengeance, as it gives him a purpose in life, but a self-destructive one. Although Hamlet finds a new purpose in his life, Shakespeare continues to show how Hamlet’s outlook on life is far from positive. While talking to two old friends, Rosencrantz and Guildenstern, Hamlet acknowledges that he feels like he is in â€Å"prison†(2. 2. 267). In the literal sense, Hamlet feels trapped in his home with Claudius, being the murderer of his father, and his mother abandoning him for that â€Å"adulterate beast†(1.5. 53). On a deeper level, Hamlet is trapped within his own thoughts, as he is constantly struggling with suicidal thoughts and is also burdened with figuring out how to avenge his father. He continues to see the world as a â€Å"foul†(2. 2. 326) place and finds others â€Å"a piece of work†(2. 2. 327). This shows how Hamlet’s pessimistic view of the world is still overwhelming, despite his newfound reason to live. Hamlet’s fatalistic view on life develops even further as he seriously contemplates suicide once again. The â€Å"question†(3. 1. 64) he ponders is whether it is more noble to â€Å"suffer†(3. 1. 65) through life or to end life’s hardships by killing oneself. He comes to the conclusion that he wants â€Å"to die†(3. 1. 72), but realizes that just like â€Å"sleep†(3. 1. 72), death is not the end of all hardships. Hamlet is aware that suicide leads to damnation. It is this and the uncertainty of what comes â€Å"after death†(3. 1. 86) that scares Hamlet and makes him less enthusiastic about death. Furthermore, he observes that the more he thinks about death, the more cowardly he becomes and the less he wants to kill himself. Therefore, Hamlet’s desire to kill himself is not great enough for him to follow through with it, as the thoughts to what comes after death scares him too much. Even though Hamlet chooses life over death, he still does not find life pleasant and wishes he could just disappear. Hamlet started off with a very bleak look on life and a skeptical view on death, but when Hamlet is talking to Horatio, readers can see him start to change his outlook to be less pessimistic. He has seriously contemplated the worth of living twice and even though he has found new meaning to his life, he still wants to cease to exist. It is all of this that leads Hamlet to anticipate his death during a conversation he has with Horatio. It is here that Hamlet thanks Horatio from the bottom of his â€Å"heart†(3. 2. 78) for being so loyal to him. This moment between the two characters, shows that Hamlet is anticipating his own demise and wants to make sure he Horatio knows that he was appreciated by Hamlet. The fact that Hamlet is expecting to die, shows readers that the implication Hamlet makes when taking the oath of vengeance is correct. He is convinced that his life will come to an end after he avenges his father’s murder. This shows how Hamlet is beginning to think about how people cannot control our lives, but that everyone has a certain fate. This theme is further developed through Hamlet’s actions later on in the play. Even though Hamlet’s view on life and death is still quite pessimistic, Shakespeare exposes Hamlet to the idea that humans may not be in control of their fate. Shakespeare does so through â€Å"The Murder of Gonzago†(2. 2. 564) the play Hamlet puts on, as Hamlet is aware that â€Å"the purpose of playing†(3. 2. 21) is to mirror reality. With this in mind, Hamlet adds â€Å"some dozen or sixteen lines†(2. 2.567-568) to create a mirror image of his father’s murder within the play. Hamlet does this to see if his uncle really killed his father, and determines that he does do to his reaction. The play discusses how people live their lives â€Å"determine[s] oft we break†(3. 2. 210). This idea connects back to Hamlet’s discussion with Horatio about people’s â€Å"vicious mole of nature†(1. 4. 27) causing them to be a victim of fate and builds upon that concept. The play also considers how, what someone wants to happen and what actually happens, are totally different; people have no control over their lives. Thus, the play builds upon the concept that no matter what people do, their efforts will be overthrown, as they cannot control fate. This exposes Hamlet once again to this idea putting it in his sub-conscience to be seen further on in the play. Hamlet has now been exposed to the idea of fate controlling people’s lives, but has not come to realize this for himself yet. This is seen when Hamlet accidentally murders Polonius and still accepts responsibility for it even though Polonius was killed due to his tragic flaw, being nosy and arrogant. Polonius is killed after giving away his location while â€Å"intruding†(3. 4. 38) on Hamlet and Gertrude talking. Since this is how he is killed, it could be expected that Hamlet would try to rationalize Polonius’s murder as it was his fate to die in that manner. Instead of doing this, Hamlet’s sense of responsibility for the death of Polonius is at odds with his cynical view that people are a victim of their fate. This reveals that Hamlet is just beginning to grasp the concept presented in the play. Rather than rationalizing Polonius’s death as something uncontrollable, he believes that he is an agent of divine retribution and it was his duty to kill Polonius. Thus, Hamlet twisted the words of the play and came to a different conclusion than what the play presented. Either way, Hamlet’s philosophy on life and death comes closer to his final conclusion as he is beginning to realize that people have no control over their lives. Hamlet’s philosophy on death is refined even further when he is confronted with the idea that death may not be as big a deal as he makes it seem. He is faced with this idea when he comes across troops led by â€Å"Fortinbras†(4. 4. 15) going to â€Å"Poland†(4. 4. 16) to fight to â€Å"gain a little patch of ground†(4. 4. 19) that is useless to the troops. This puzzles Hamlet because he sees it as illogical, as the men are fighting without a â€Å"cause†(4. 4. 29). He does not comprehend how so many people are willing to die for nothing, when for him dying is a very hard thing to come to terms with. Shakespeare uses this scene to show Hamlet that death is not as significant as he makes it seem, but rather insignificant in the big scheme of things. Although he does not grasp this concept right away, it is important in shaping his overall view on life and death at the end of the play. Thus, Hamlet is once again exposed to an outlook on life and death that contrasts his own and leads him to a new understanding about life and death. The outlook Hamlet has on life and death becomes more optimistic as he has finally come to terms with death. Horatio has just fetched Hamlet from a pirate ship bringing him back from his journey to England and they are in a graveyard near the castle. They stumble upon a gravedigger and his friends and when the gravedigger digs up a â€Å"skull†(5. 1. 77) Hamlet reveals he is now amused by death, rather than scared of it. He jests about what the skull may be and reveals he now grasps that life is a â€Å"fine revolution†(5. 1. 92). This shows how Hamlet has come to terms with the fact that everyone dies and are all reduced to just â€Å"bones†(5. 1. 93). Instead of being bothered by this and constantly fighting death, Hamlet has become allies with it, a kind of fatalism. Despite this, Hamlet is not fully unaffected by death, as he is still emotionally touched by it when it is personal. This is seen when the skull of â€Å"Yorick†(5. 1. 191), the old jester, is dug up. After seeing this, Hamlet beings again to conceptualize how everyone is equal in death as even â€Å"Alexander†(5. 1. 216) and â€Å"Imperious Caesar†(5. 1. 220) â€Å"returneth to dust†(5. 1. 217). Although Hamlet tries to rationalize Yorick’s death, when he finds out that the grave being dug is for Ophelia, he cannot control his emotions any longer. Once again death affects Hamlet and he is overcome by â€Å"sorrow†(5. 1. 268) and â€Å"grief†(5. 1. 267). Thus, Hamlet has a new fatalism about him, but death still moves him when it is personal, which is continually seen through to the end of the play. Hamlet’s once pessimistic view on life and death takes a final turn when he takes everything that has happened and comes to believe that â€Å"providence†(5. 2. 234) controls life and death. After the graveyard, Hamlet tells Horatio how he escaped the ship taking him to â€Å"England†(5. 2. 44) to be killed, by authority of Claudius. The ship was under attack by pirates and before jumping ship he wrote letters to have Rosencrantz and Guildenstern, who were taking him to England, killed instead of him. This huge escape, along with all the events prior enable Hamlet to realize how insignificant everyone is in life. Hamlet now believes that regardless of what a person does, it will not matter because â€Å"there [is] a divinity that shapes our ends†(5. 2. 11). This is seen when Hamlet admits that the deaths of â€Å"Guildenstern and Rosencrantz†(5. 2. 63) are â€Å"not near [his] conscience†(5. 2. 65). He rationalizes their deaths because they died in the process of ingratiating themselves to the â€Å"King†(5. 2. 43), their tragic flaw, and since providence is always in control, their deaths are out of Hamlet’s hands. This contrasts Polonius’s death when even though he died due to his â€Å"vicious mole of nature†(1. 4. 27), Hamlet still felt responsible since he did not yet believe fate controls everything. Furthermore, Hamlet answers his own question â€Å"to be or not to be†(3. 1. 64) with â€Å"let be†(5. 2. 238). He recognizes that people cannot live their lives scared of dying because â€Å"providence†(5. 2.234) has a hand in the smallest of things. This philosophical look on life and death reveals that Hamlet has accepted his fate and is now ready to die. Hamlet’s philosophical look on life continues until his dying moments. Since he has accepted his fate, he stops thinking about his actions and lives with the â€Å"readiness†(5. 2. 237) to die. He goes into a fencing match with Laertes who is there to avenge Polonius’s death, knowing he may â€Å"lose†(5. 2. 223) but does so anyways. Little does he know, Claudius and Laertes have made a plan to poison him with the sword or with a poisoned â€Å"chalice†(4.7. 183). Hamlet is struck by the poisoned sword and is told that he only has â€Å"half an hour’s life†(5. 2. 346). It is with this that readers see Hamlet’s philosophical outlook prevail again. After killing Claudius, the leader of this plan, he acknowledges that he only has a few moments to live and takes control. He is not scared but rather calm and tells Horatio to â€Å"let it be†(5. 2. 370) and to live his life and â€Å"tell [his] story†(5. 2. 384). Lastly, Hamlet passes on the kingdom to â€Å"Fortinbras†(5. 2. 393) and recognizes that â€Å"the rest is silence†(5.2. 395); Hamlet’s life is over. Thus, Hamlet’s philosophical look on life and death goes hand in hand with his death, as he does not fight it and he is well aware that he is dying and stays calm. This is a major contrast to how the play starts off when Hamlet is terrified to die, as he is scared of damnation. Now, Hamlet is ready to die and is okay with dying â€Å"now†(5. 2. 236). Thus, Hamlet’s philosophy on life and death has come full circle, as he started off very pessimistic and ended up with a reflective view on life and death. Shakespeare presents the concept that life and death are out of people’s control and are shaped by â€Å"providence†(5. 2. 324) through the character of Hamlet. Hamlet believes that life cannot be controlled by people but rather, it is controlled by God and fate. He realizes that he should not live his life in fear of death and many events lead him to be convinced that no matter what people do, the way they die will still be controlled by a â€Å"divinity†(5. 2. 11). Although God plays some part in everyone’s lives, people cannot depend solely on him to shape their lives. How a person lives does â€Å"determine†(3. 2. 210) how they die, but only that person can shape their own future. Every new generation is told that the future is in their hands and this is very true. Everyone can make their life what they want it to be and no-one has to succumb to fate, but anyone can choose that path. People need to be aware that even though fate and destiny may be considered real, everyone has the power to shape their own life. Bibliography: Shakespeare, William. Hamlet. Eds. B. A. Mowat, P. Werstine. New York: Folger Shakespeare Library, 1992.

Praising Children Essay examples - 1679 Words

Praising Children Yaren D Obando Introduction to Psychology I Praising Children The field of behaviorism has always lacked agreement and will always be a debatable subject. Nonetheless, we find ourselves in the middle of one. Whether is bad or not to praise, or frequently use positive reinforcement in our children, and its consequences of doing so or not doing so is the issue at stake here. Both perspectives, both positions, and both sides have been well represented by the authors of each article. The fact that positive reinforcement indeed strengthens all behaviors wanted will never be proved wrong, but what I intent to do in this integrative analysis is to prove the fact that praising children, and the misuse of positive†¦show more content†¦On this idea, they don’t argue that children should take pleasure in their accomplishments, but the fact of how they should take pride in those. In fact, is positive reinforcement the primary key in which children learn to take pride in them, and how positive reinforcement it is promotin g the importance of children engaging in self-evaluation. For the authors in this article the â€Å"goody† is positive child outcomes, and positive reinforcement has effectively met theses ends. Also that this reinforcement increases behaviors, not decrease as Kohn suggested. They rebute the idea that good job functions decreases the behaviors that are intended to increase, since positive reinforcement only strengthens behaviors wanted. Strain and Joseph conclude their response by summarizing all of Kohns’ ideas, right away refuting all of their most important contrary ideas, and giving us food for thought. A Double Take Without aShow MoreRelatedEssay about Unit 1 Cache Level 3 in Childcare and Education5214 Words   |  21 Pagestypes of settings which provide care and education for children in the Birmingham area Primary School A primary school is a statutory sector which is funded by the government through payment of taxes. By law, this service must be made available to young children in the UK. The targeted age of children that attend Primary school ranges from 5 to 11 years of age. A Primary school is a structured environment which helps support young children to develop and perfect basic skills needed in life; someRead MoreMagnificence by Estrella Alfon5402 Words   |  22 Pagestable, their eyes bright in the bright light, and watch him come fully into the light, a dark little man with protuberant lips, his eyes glinting in the light, but his voice soft, his manner slow. 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William Shakespeare s The Tempest - 1267 Words

Government legislation has always been a social topic throughout the years. Thus, the bond in which a government creates with its people is vital in order to create a functioning society. This has led many scholars to provide social commentary on government legislature, allowing complex issues to be portrayed in different mediums, generating a greater audience. During the Enlightenment Era, William Shakespeare’s writing were a form of social commentary on the English Government. Endorsed by the king, Shakespeare’s works told tales of tragedy and whimsy, incorporating both fiction and nonfiction elements. One trademark of Shakespeare s plays were the subtle allusions to the concurrent events in the English government. This is evident in†¦show more content†¦The purpose of revealing its metaphorical nature is to display the true purpose and meaning of Shakespeare’s famous final play. The play attributes supernatural powers to the Prospero, the protagonist, allowing him to be able to convey his actions and regain his lost dukedom. In The Tempest, there are various tricks and illusions that unravel on the island. In context to the era, magic and witchcraft were slowly displacing itself from the mainstream practices. Nonetheless, Shakespeare attributes this characteristic to Prospero. These conjurations all stem back to Prospero and his goal to returning things back to the natural order. In his time on the island, Prospero uses magic to bully the island and its inhabitants. These actions are abusive to nature. Prospero’s character contrasts that of other Shakespearean roles because his actions and intentions are selfish and controlling in nature. This is because his character is modeled after a selfish monarch. As previously stated, Prospero uses his power to manipulate people and events on the island. These acts of magic could relate those powers given to governmental legislation. Governments have always possessed the ability t o prevent social disorder through surveying and policing the public. Social commentary around the abuse of these powers root back to their origin. Similarly, Prospero appears as a king ruling over the island. Although merely illusions, these actions creates an unstable relationship with