Shakespeares King Lear Essay Example for Free

Shakespeares King Lear Essay In Shakespeares King Lear, Nature and Fortune governs the lives of all characters. Every character has his or her turning point where they either travel to the top or bottom of the wheel of fortune. In Act 5, scene 3, lines 153-179, Edgar appears in full Armour and challenges Edmund to a trial by combat after Albany accuses Edmund of treason. This takes place after the French forces was defeated by the English and after King Lear was sent to jail with Cordelia. During this passage, Edgar accuses Edmund of wicked deeds Edmund has committed throughout the play. Edgar fights Edmund and leaves him wounded; and this serves as a turning point for both Edgar and Edmund. For both characters, this fight is a symbol of the wheel of fortune, as Edgar climbs back up to the top while Edmund falls to the bottom. This passage serves as the turning point for Edmund because after this passage, he is wounded, and approaches death. For the first time in the play, Edmund shows signs of regret and goodness, he repents for his wicked deeds by doing some good before his death, that is, he tells the others about where he sent Cordelia and Lear. As for Edgar, his fortune changes because he transforms from a homeless beggar to an armored knight, challenging Edmund and regaining his titles and honor. The theme of order and chaos also dominates this passage. This was because, Edgar, the rightful inheritor of Gloucester was robbed of his titles and honor. And in this passage, he leaves the life of a beggar and comes back to reclaim his titles and honor. In Lines 156-158, Edgar shows his nobility and status as a knight, Behold, it is my privilege, the privilege of mine honors, my oath, and my profession. He finally reclaims his honor and status after losing his titles and rights to Edmund. Moreover, to show that Edgar has reclaimed his noble status, one may look at Edgars speech, his speech has changed, becoming more refined and fit for a noble then compared to when he was a beggar. Edgars nobility is again emphasized in lines 171-172, But since thy outside looks so fair and warlike, and that thy tongue some say of breeding breathes. This passage is an restoration of order because Edgar; a noble by blood who was stripped away from his titles, now gains back his titles and honor which were rightfully his according to the chain of being. Again, to show that this passage not only serves as a turning point for the characters, but also a restoration of order. Edmund was defeated and his plots were revealed, which lead to his titles being stripped away and given back to the proper owner, Edgar. As mentioned above, the passage showed the wheel of fortune turning. This is simply because Edmunds fortune is finally fading. Up to now, nobody has publicly accused Edmund for the treachery he has committed. In fact, he escaped blame from many deceitful acts up to now. However, the wheel has turned and Edmunds treacherous deeds are revealed publicly in this passage, lines 161-165, False to thy gods, thy brother, and thy father, Conspirant gainst this high illustrious prince, And from th extremest upward of thy head To the descent and dust below thy foot . This is a sign that Edmunds luck and success may finally come to an end, as he is being challenged for the first time. In conclusion, this passage is important because it acts as an turning point in the story, where the wheel of fortune begin to turn, stripping away luck from one to another. This passage is also a turning point for the characters, as Edgar begins to regain what is rightfully his and bring order back to the kingdom while Edmunds luck being to fade, heading towards the bottom of the wheel.

Calvinism Was Founded By John Calvin Religion Essay

Calvinism Was Founded By John Calvin Religion Essay Calvinism was founded by a man named John Calvin (Theopedia, par. 1). John Calvin was born on July 10, 1509 in France and died on May 27, 1564 at the age of 54 (Rieske, par. 1). John Calvin was brought up Roman Catholic by his mother, Jeanne Le Franc (Rieske, par. 1). John Calvins father, Gerard, was an attorney, raised by seafaring men (Rieske, par. 1). At the age of eighteen, Johns education process was complete (Rieske, par. 2). After John Calvins education and studies were complete, John became a humanist and a reformer, instead of following Roman Catholicism (Rieske, par. 2). To know about a religion or a denomination, one should study also about the founder and the background to his or her life, so that we can know where they came from and where the process of their doctrine beliefs came from. The five main points to Calvinism are: Total Depravity, Unconditional Election (Predestination), Limited Atonement, Irrisistable Grace, and also the Perseverance of the Saints (Humphreys, par. 13). The First of the five points of Calvinism is Total Depravity (Calvinism, par. 4). Every man deserves Hell and is worthless without the presence of God in their lives (Calvinism, par. 4). Adam and Eve and everyone after them were censured by a just God because of original sin (Calvinism, par. 4). The second point is Unconditional Election or Predestination (Humphreys, par. 13). God felt sorry for mankind and sent Jesus to save some sinners, but not all (Calvinism, par. 5). These are known as the Elect and their fate was decided by God before they were born (Calvinism, par. 5). This is not a matter of choice, for the person, but a decision of God (Calvinism, par. 5). Calvinist seem to determine among themselves who is likely to be elected by a persons behavior (Calvinism, par. 6). The points of Limited Atonement and Irrisistable Grace fall with this as well (Humphreys, par. 14-18). The point of Perseverance of the Saints means that once God saves someone, they will always be saved (Humphreys, par. 19). Calvinism teaches that believers dont need priests (Calvinism, par. 8). Calvinists observe both communion and baptism (Calvinism, par. 8). Our God does not need to check the time for anything because He knows when, where, and how everything will happen (Theopedia, par. 5). God keeps himself hidden from non-believers but reveals Himself to those who already know Him, or will know Him (Theopedia, par.5). In the later history of Calvinism, people have modified John Calvins teachings to serve their own purposes and the beliefs of the Reformed Tradition of Protestant Christianity, which Calvinism was the most prominent in (Theopedia, par. 5). When Calvinism first started it suddenly became very popular all around the world (Calvinism, par. 3). John Calvin and many more of his co-pastors were originally from France but left because of their religion, so they moved to Geneva which became a trading city of about 10,000 people (Grell, par. 8). The Old Testament is mainly where Calvin got his inspirations from (Grell, par. 10). Calvinism is not comprehensible without remembering the persecution of Christians (Grell, par. 10). Som e people thought that the idea of Predestination produced anxiety from asceticism and capitalism (German, par. 11). Calvinism was a large part of the Great Awakening Movement in American History, which influenced American culture and disinterested benevolence (German, par. 4). People could give to others without sacrifice (German, par. 4). Jonathan Edwards was the main teacher of this view (German, par. 4). It also included caring for the needs of the many instead of the individual (German, par. 6). Calvinists share many beliefs with Baptists, but they hold some beliefs that we do not share (Humphreys, par. 2). God determines all things in detail, including who will, and who will not be saved (Humphreys, par. 2). Most of the founders of the Southern Baptist Convention were Calvinists, but today most Southern Baptists are not (Humphreys, par. 7). Calvinists believe that mankind is completely corrupt (Theopedia, par. 6). Calvinists also teach that Christ died for a lot of people, but not for everyone (Theopedia, par. 8). Calvinists differed from Lutheranism in that Luther taught a salvation based on faith of the individual and disputed Calvins idea of Predestination (Calvinism, par. 9). However, they do share a belief that we can depend on Gods word (Calvinism, par. 9). In his song, Wholly Yours, David Crowder sings I am full of earth/You are heavens worth/I am stained with dirt/Prone to depravity (Van Biema, par. 1). Songs like this are becoming more and more popular as Calvinism makes a comeback (Burek, par. 6). This comeback challenges Prosperity Gospel that has been so popular in recent years by renewing a focus on God first (Burek, par. 6). More than ten percent of Southern Baptist pastors call themselves Calvinists (Burek, par. 7). Calvinist pastors like John Piper and Mark Dever are at the forefront of the movement, which is especially with young professional people (Burek, par. 8). They point to John Calvin as one of the minds that created our modern culture and the culture of America in general (Burek, par. 18). American ideals of democracy, our open market economy, and equal opportunity all came from John Calvin (Burek, par. 18). The New Calvinism is an effort to put focus back on God and off of ourself (Burek, par. 28). These young people have grown up in an immoral culture and want more than a God who will just be their buddy (Van Biema, par. 5). They want a God who is God (Van Biema, par. 5). They want a God who is bigger and better than they are (Burek, par. 36). These people would rebuke the idea that the Jesus wants to be our friend approach (Burek, par. 13). On the surface, one would think that Calvinism would not be accepted in todays culture (Burek, par. 20). Much of Christianity today concerns a Prosperity Gospel that is centered around the individual (Burek, par. 20). Consider a recent Barna Group survey to determine how many Americans believe that the Bible is completely true, and in salvation by works and not grace (Burek, par. 21). Only nine percent of people surveyed, believed in salvation by grace and among eighteen to twenty-three year olds, it was less than one percent (Burek, par. 22). Many Christians say that they pick and choose from their churchs teachings what they themselves want to believe (Burek, par. 23). This by necessity seems to reveal the need for people to believe that God is God and that He is over everything (Burek, par. 28). They need to know not that man can be improved, but that God is praised (Burek, par. 28). John Calvins teachings had wide exceptance over his lifetime and the centuries to come (Bouwsma, par. 3). People from every cultural background and economic status, were drawn to Calvinism (Bouwsma, par. 3). Calvinisms attraction then, as it is now, comes from how it seemingly explains social problems existing in culture and how it encourages its followers to do good works in Christs name (Bouwsma, par. 3). Calvinism is expertly illustrated in the comic strip Calvin and Hobbes (Fact-Index, par. 4). In fact, the character Calvin is named for John Calvin, and the character Hobbes is named after Thomas Hobbes, who was a seventeenth century philosopher who had what the strips creator called a dim view of human nature (Fact-Index, par. 4). Their witty banter satirizes Calvinisms world view in a fresh and appealing way (Fact-Index, par. 3). The strip, and the teachings of pastors such as John Piper, have wide appeal to people who are searching for meaning in todays world (Burek, par. 8). I t is important that one would show grace towards those that do not agree with ones doctrinal views, but that one would teach and share that the salvation God offers is for everyone, not just Calvins chosen elect.

Mourning and Grief Essay -- Psychology

Sigmund Freud, born on May 8th, 1856, was the founder of psychoanalysis. Psychoanalysts believed that human behavior, experience, and cognition were largely determined by irrational drives which were mostly unconscious. Freud further developed the mechanisms of repression and established a clinical method for treating psychopathology through dialogue between a patient and their respective psychoanalyst. Though psychoanalysts are not very common in our current day, other forms of psychotherapy have developed that employs diverging ideas, originating from Freud’s original thoughts and approach to studying the mind (Boeree). Freud went on to later synthesize a theory of what he believed happened during grief. According to his theory, we become emotionally attached to our loved ones by investing libido, or physical energy, in them. When these loved ones pass, we have a sense that we lost this energy, which he believes accounts for changes in our sensitivity. Under Freud’s theory, grieving consists of severing these emotional attachments by withdrawing our energetic investments (Watson). Though Freud’s view on death was fashioned centuries ago, it can still be clearly seen in various aspects/locations in modern time. Freud’s ideas which have become the backbone to the ‘six reconciliation needs for mourning’ are currently used as the basis for ritualistic tendencies of funerals, self-help books that are utilized within Hospice units in Hospitals, and self-help groups. The initial need to help the family acknowledge the reality of the death of a loved one is commonly carried out by funeral homes. Typically, death is acknowledged in two phases, the first dealing with acceptance in our mind and then within our hearts. Sigmund Freud b... ...e are supposed to do. Self-help groups attempt to fill bereaved ones lives with activities that may interest them in the hopes that these activates will either get their mind off the recent death or aid in helping the individual reinvent themselves. Works Cited Boeree, C. George. "Sigmund Freud." My Webspace Files. 2009. Web. . Smith, Melinda, and Jeanne Segal. "Supporting a Grieving Person." : Helping Others Through Grief and Loss. Jan. 2012. Web. . Watson, Donald E. "Apperception Theory of Grieving." Don Watson's Home Page. 12 Feb. 2005. Web. . Wolfelt, Alan D. "Why Is the Funeral Ritual Important?" 2007. Web.

Financial Accounting Essay -- Business and Management Studies:

Financial Accounting Financial accounting or ‘book-keeping’ is the process of recording financial transactions from the day-to-day operation of a business. The sale of goods to a customer and the subsequent settlement of the debt are two examples of financial transactions. Sales Accounting When credit sales are made to customers, a record needs to be kept of amounts owing and paid. Payment is normally requested with an invoice. An invoice usually gives details of goods supplied, quantities, prices and VAT. Credit sales are usually made on weekly a basis, which means that the customer has to pay within that period to obtain the discounts, if any offered. Overdue payments need to be chased, so sales accounting systems normally produce reports analysing the indebtedness of different customers. Debt control is vital to business profitability and computerised systems can produce prompt and up-to-date reports as a by-product of the main application. Human Resources --------------- The human resources (personnel) function is responsible for the selection (usually by interview), recruitment, training and development of staff. Personnel records on employees will store all the information needed by Salaries and Wages to make the correct payments to employees; this will include details of, for example, gross salary, tax code, statutory sick pay and holiday entitlement. Depending on the size of the organisation, information may also be held concerning: qualifications, courses attended; and career development plans. Design ------ The design function is present where an organisation develops its own products and services; a trader who simply buys and sells goods has no need of a design team unless designing logo’s etc which maybe carried out by another firm. Design is part of the research and development (R&D) function, which is vital to organisations wishing to radically develop their product range. The nature of design teams depends on the product or service being designed. The skills and talents of a car design team are clearly very different from those of a team designing a cover for a magazine. Production Markets for a business’s products should ideally, drive the production function. In other words, it should be geared to produce the necessary mix and quantities of products required by customers. If goods ar... ...ons need specialist staff to develop, introduce, maintain and update the various systems that make use of information technology. The responsibilities of ICT Services are much broader than those traditional held by wholly centralised computer services or data processing departments because communication is a larger part of IT with the introduction of the internet and E-mail amongst other things.. The development of cheaper and more powerful microcomputer systems has resulted in computer facilities being distributed more widely. For this reason, ICT Services needs to provide a much more flexible service and support user systems at the point of use. For example, uses of network workstations need support when equipment, such as a shared printer, breaks down or they may require help in the use of software on the network. This contrasts with a centralised department, which holds all the computer equipment, carries out all computer processing and restricts user access to specialised applications, run through dedicated terminals. ICT Services may be known variously as Computer Services, Management Information Services or less commonly now, the Data Processing Department.

Slave Narrative Essay -- Comparative, Brown, Douglass, Jacobs 1

The purpose of a slave narrative during the American abolition movement was to directly address the violent truth of slavery. But to what effect did the truth of their autobiographical stories have on readers at the time? Within this essay, I am going to explore themes such as truth, motherhood and religion, and how they interact as narrative strategies throughout. In order to support the analyses, my primary authors will be William Wells Brown, Frederick Douglass and Harriet Jacobs 1. The primary texts stated are written in a voice which is antebellum of the American Civil War (1861-65), so it is interesting to see the that the two male authors use their own identity to title their work despite the risks involved, unlike Jacobs who uses pseudonyms to portray her story. Throughout all three texts, there is a familiar structure. Olney comments on how this is 'a sense not of uniqueness but of overwhelming sameness' 2. He continues to state how slave narratives follow a 'chronological, episodic narrative beginning with an assertion of existence' 3. This can be seen in my primary texts, for example, 'I was born in Tuckahoe' (Douglass, Narrative, p.2072) and 'I was born a slave' (Jacobs, Incidents, p.1809). On the other hand, Heermance disagrees, stating that the 'specifically personal, [†¦] unique and exotic, nature [...] made each narrative intriguingly different from its brethren' 4. This quote supports the individuality of each slave, and their reactions and representations of the different forms of violence they were subjected to. However, Andrews justifies the similarity of structures within slave narratives; 'The ex-slave narrators and their sponsors had learned that [...] facts plotted in certain kinds of story structures... ... this analyse of strategies to a close, I believe that the theme of religion creates a greater impact in narratives. This because even without being religious, the scripture is known, thus quotations are relatable. Not only this, the narrators themselves were a huge part of the abolition movement, especially Douglass who wrote and delivered many speeches; 'Morality and religion were one and the same thing for Frederick Douglass, and it should come as no surprise that [...] (Matthew 7:12) would become the perfect embodiment of human equality for him' 15. This concludes how religion within narratives, exposed slave owners' misconception of scripture, and their unholy violence based on those wrong interpretations. The narratives tactfully show the true and fair intentions intended by God for all of humanity, and no doubt this helped the abolition movement dramatically.

Making Collaboration Work in Inclusive High School Classrooms Essay

The author uses a fictional case study chronicling a team in an inclusive high school setting. The team consists of the principal (administrator), the general education teacher, the special education teacher, the physical therapist, and the speech pathologist. Throughout the paper she creates a fictional case study that moves the group from contention through collaboration to ultimate success in sustaining an inclusion program at the fictional high school. The limitations to this approach is first, that it is fictional. Second, it does not account for external factors such as program funding or the presence of other educational initiatives that may change dynamics such as teacher availability (in terms of work hours) classroom methods such as those designed to facilitate state and district demands under the No Child Left Behind initiative. Although the fictional case study imposes limitations, Hines successfully demonstrates four guiding principals or best practices for successful collaboration – open communication, sharing leadership, developing goals, and resolving conflicts. By breaking the case study into four sections, she poses the questions – what is the challenge to successful collaboration and what factors are impeding a successful inclusion program. Following each portion of case narrative she answer the questions and provides a framework for solving each challenge and implementing those solutions into the inclusion framework. Critical Analysis – Findings and Opinions Collaboration is the key to making the inclusive classroom setting work. Effective facilitation is the key to making the collaborative effort work. The school principal is the primary facilitator. This paper describes one principal working with one team, but a principal or administrator can modify Hines’ best practices to work in multiple team settings. This paper can be read in any of three ways. First, what is collaboration and how does it assist in developing an inclusive classroom setting. Second, given the existence of an inclusive classroom setting, how can collaboration be used to solve problems that arise in sustaining a school’s inclusion program. Third, what framework should an administrator use to develop a successful collaborative effort. Conclusion Joy Hines outlines methods that principals can use for making the collaborative approach work. This case study applies laser like focus to applying principals of collaboration. Teachers and principals can use this paper to envision their roles, as well as the role of their peers, superiors, and subordinates, in the collaborative process. Finally, Hines makes clear that the team approach and proper facilitation from a leader, the principal, are key elements in making the collaborative effort work. Reference Hines, J. T. (May 2008). Making Collaboration Work in Inclusive High School Classrooms: Recommendations for Principals. Intervention in School and Clinic, 43(5), 277-282.

How Diversity Relates to Education Essay

In the general education system, it is very important that there is a wide array of diverse groups in the classroom. â€Å"It is important to have a diverse student body, not only to create a realistic setting but also to encourage people to grow outside their boundaries and learn something new about a culture they may not be familiar with. (Pendulum 1) I believe diversity is an important part of the educational system. It is something positive, and not something one should fear. I also believe that diversity I crucial to a growing child. In this essay, I will address how diversity relates to education in general and how it relates to me as a future teacher. Diversity and education in America is an important topic in today’s education system. Inclusion is a key factor in the classroom; it helps bring diversity in to the lives of many children all over the world. By having diversity in the classroom students can learn about peoples differences that make them special and unique. Through my time in taking this diversity class I have come to realize how important it is to teach children that everyone is different and special in their own way. As the student population in American schools becomes increasingly diverse, educators must respond with school reform efforts that meet the needs of all students. In order to do so, teachers need to be prepared to take on the diverse student population. Going through the school of education and this diversity class, I am able to understand now that teachers must develop a culturally sensitive curriculum that integrates multicultural viewpoints and histories, to apply instructional strategies that encourage all students to achieve, and review school and district policies related to educational equity. From my educational background so far I know that teachers must become adept at choosing printed, electronic, and audiovisual materials, and in selecting topics and assignments that value the wide variety of perspectives and interests that exist among the students in any given classroom. The concept of diversity encompasses acceptance and respect, it means understanding each student in the classroom is unique and recognizing their individual differences. â€Å"Children exposed to diverse cultures in the classroom learn to understand different points of view, which is an important part of education† (Canadian Teachers 1). Children learn to celebrate differences and learn how to work together to be successful. If teachers are accepting of students differences they will be able to look at students for their potential instead of with a bias in mind, and this will help them teach more successfully. As a future teacher, I think it is important to create a tolerant, accepting and caring classroom atmosphere and here are a couple things one can do as a teacher to incorporate diversity in the classroom. By discussing diversity, and why it is a positive thing, creating lesson plans that discuss the cultures of my students and cultures of the community I teach in, by discussing religious beliefs of the community, and by speaking to students about disabilities and at risk students will help children in my class realize that these differences do not make someone less than them. I would also teach students about socioeconomic issues and how they affect students, and will teach the differences in gender and about gender stereotypes. I will teach these stereotypes but allow both boys and girls in my classroom the same equal opportunities. I believe discussing these issues to today’s youth will help show students that all people have needs, and I would emphasize that it is important for students to accept and help each other in order to benefit themselves and the world around them. I think that by teaching lessons that incorporate diversity students can identify and overcome biases, and as a teacher I will also learn about my biases from the students in my care. As a teacher it is important to make sure the classroom atmosphere is comfortable in order to ensure productivity. Teaching students that differences are a good thing and those differences can be learned from and valued is a way to help ensure a positive classroom environment. As a teacher I will help my students understand biases, and I will help them be able to accept differences and treat people fairly by educating them about the differences of the people around them. I believe there are many ways a teacher can incorporate diversity lessons into the classroom. Overall, I believe that teaching students to respect each other despite their differences will benefit the students, the teachers, and the rest of the world. Diversity is an important topic today because everyone is different and unique; as a teacher I understand that I will never be in a school that is not a diverse teaching environment. I think that by taking this diversity class, it has helped me to realize and understand the importance diversity in the classroom and the community has to offer.