Show an understanding Essay Example for Free

Show an understanding Essay I could almost imagine Ophelia as a lump of clay, but its not Shakespeare that models her, he gives us a simple character at the beginning symbolized by few words. She is then molded in our minds by the other characters. The same can be said about the way she is brought up, she has no apparent mother figure. Gertrude is the closest she gets, but is an incestuous women who may or may not have had knowledge of or taken some part in the regicide. Is she a good example of a mother? I think not! Yet she is brought up in part by Gertrude and also by a father who is no saint himself. In the Kenneth Brannah film interpretation he is seen during the scene with Reynaldo to be with prostitutes, while telling his companion to spy on his son whom he suspects of doing something similar. If her father were her role model I think it is not hard to see why Ophelia is not the complete women we would expect her to be. It was Sigmund Freud that said that we learn certain social, life and relationship skills from our parents especially the parent of apposing sex to the child therefore Ophelia will have become more like her father naturally. Although there is no evidence in the text to support this, it is what you would expect to happen in this relationship. In contrast to this Hamlet seems to be the only man in the play she can truly look up to or admire. He is charming and kind, writes her beautiful poetry makes her feel like a woman in many ways. So can we blame her for falling in love with him? As she knows no better, could we blame her for sleeping with Hamlet before marriage? The answer for both may be found in the text, the signals for both are clear in Act4 Scene5. She sings Quoth she, before u tumbled me, You promised me to wed. He answers- So I would I ha done, by yonder sun, ` And thou hadst not come to my bed. The words tumbled me means basically had sex with me, so we can clearly see that there relationship was sexual, if she is referring to their relationship. If she is speaking the truth but did she make love to him with no feeling just because she could, or, because she was in love with a chance to wed the man she wanted? I strongly believe the later to be true, I dont believe she would commit to having sex with Hamlet without love. Therefore I believe she asked for, or, was offered marriage. This is similar to what happens to Romeo and Juliet, but, unlike Juliet, Ophelia has sex on the belief she is to be married, whereas Juliet waits till she is married. Her innocence is shown in agreeing to this with out realizing first that Hamlet might just be after sex. Did they have sex before old Hamlets death or after? The answer to this question will greatly affect the above point. I think Hamlet told Ophelia he would wed her honestly but this was before his own father died changing him. (How much did the death of Old Hamlet affect Hamlets love for Ophelia? ) But from Ophelias point of view the man she loves goes mad and rejects her saying I never loved you her father dies and her brother is away in France. She has now no restraints, it almost as if her family and Hamlet were her anchor holding her to the ground, now that the rope as been cut she is drifting of up into a state madness until she reaches heaven. So therefore part of the madness is simple honesty mixed with the tragedies that have been placed before her. Her death is also interesting; Gertrude is the one who retells Ophelias story. To me, it seems her death was not suicide, but the act of a mad women not knowing what she was doing. Gertrudes description appears almost romantic and mysterious, hence inspiring Millais to paint her floating peacefully in the river. Gertrudes explanation of events is very much similar, a peaceful almost poetic end. She could be lying covering up the truth putting a gloss on it for Leartes to hear, I think it is the truth but it wasnt as simple and elegant as she makes it out to be. There on the pendant boughs her cronet weeds Clambring to hang, an envious silver broke, When down her weedy trophies and herself Fell in the weeping Broke.. Till that her garments, heavy with their drink, Pulled the poor wretch from her melodious lay To muddy death. It was an accident her falling in, but she was mad, and too unaware of her situation to save her self. Shes not a madwomen who commits suicide but a women driven to madness ending in death. Her madness serves a purpose as well; we can use the different ways Shakespeare shows madness by comparing hers with Hamlets. When Hamlet is mad, or is faking madness, he is a comic character making sarcastic jokes using his intelligence and wit. Many critics have also defined hamlets behavior as melancholia. But Ophelia is truly mad singing and acting insanely. Shakespeare presents her in this way so that we can see the true Hamlet we can see he is sane and is playing everyone for a fool. Hamlets antic disposition affects Ophelia greatly, whether he does it to protect her, or because he is simply cruel he pushes Ophelia away. Hamlets plan is to act mad to hide his knowledge of the regicide, using it as a cover. In doing so, he is partly responsible for Ophelias madness, killing Polonius, Rosencrantz and Guildenstern. If is behavior hadnt been seen as mad R and G would not have been called for, Polonius would not have been hiding where he was and he would not have treated Ophelia in the same cruel way. However more significantly people think less of him and use it against him. A good example of this is when Claudius sends him to England to be executed as a murderous madman. During his madness he has a very revealing scene (Act 3 Scene 2) with Ophelia where he brings out their secret relationship. He makes very rude jokes, which would only be funny and recognizable to an Elizabethan audience. Only on studying the text closer would a modern audience find the jokes humorous, and even then the most liberal society would still be shocked at what Shakespeare was suggesting. Imagine being in the Elizabethan period watching Hamlet and two of the lead characters flirting and using obscene jokes. They would find it initially funny in a vulgar sort of way. However their opinion of Ophelia, the daughter of a Lord, would be somewhat less than it should for apparently being able to understand such vulgarity. For them they would respond completely differently to a modern viewer, she would be instantly seen as a wanton whore as some critics such as Jeremy Collier suggests. But if we look at the scene does Ophelia understand Hamlet and play along or does she have her words twisted by a perverted young madman. Hamlet Lady, shall I lie in your lap? Ophelia No my lord. Hamlet I mean, my head upon your lap? Ophelia Ay my lord. Hamlet Did you think I meant count matters? Ophelia I think nothing my lord. Hamlet Thats a fair thought to lie between maids legs. Ophelia What is, my lord? Hamlet Nothing. Ophelia You are merry my lord. It is important to note that in the Elizabethan era the word nothing meant female genitalia, now is Hamlet meaning nothing simply as meaning nothing or is he referring to something much ruder. Does Ophelia understand him? Does she lead him on in this scene and flirt back? I would have to answer no to both questions. However in discussion with fellow students we have seen both sides. It is in some ways possible to see that they are openly flirting with each other, which would make you respond differently to Ophelia. I think what is most likely to be true is that she understands Hamlet, but she is too much of a lady to respond in the same way. What has become transparently clear from what has been written about Hamlet is that life in Elsinore castle is, to say the very least, strange or rotten. Ophelia has grown up with less than perfect role models and is in a very poor situation. The politics, which hold her in the castle, are intense. Enemies on all sides surround the country of Denmark. As a result both she and the rest of the residents are effectively, appear to be trapped or held within Elsinore. It comes across as being extremely claustrophobic; everyone knows each other private lives it appears. The only person that seems to get any space for himself is Hamlet. He has long soliloquies; these become more numerous as he fakes his madness. The point I am coming to is that Ophelia is set free when she dies, she escapes the repression and claustrophobia of Elsinore. Is Shakespeare making a comment about society? This is echoed in the history of Britain, at the end of Queen Elizabeths reign, she was set free and a new King came from the north to take the throne and set England on a whole new course. In conclusion Ophelia is a very simple character made complicated by others. She was an innocent young woman, to be eventually dragged up into women hood, to be used and eventually to death. This is a result of her environment-no mothers influence throughout, except for Gertrudes poor attempt, a father who is indifferent about his childrens welfare and a brother away. She falls in love with the crown prince of Denmark; he to loves her More than a hundred brothers. The madness within the castle reduces her to the same state and like Denmark itself dies. A case of innocence robbed? No a case of innocence mislead, but with out this innocence does she become a wanton whore? Im not sure what to think Im left wondering what Shakespeare intended. This Shakespeare play presents more questions than it answers and with out the answer I am still unsure on Ophelias intended character.

Weapons of War :: Essays Papers

Weapons of War â€Å"War on Iraq† and â€Å"sexual identity† showcase instructive new tactics for contemporary politics. If you can’t beat ‘em, join ‘em. In conventional warfare. The US military no longer needs nuclear weapons for its better-publicized outings when they’ve built a 10-ton conventional bomb and aren’t above firebombing civilian centers. At a moment when anti-militarist criticism had crystallized around activism against specialized forms of military machinery (the Bradley was too expensive, the School of the America’s too brutal, the nuke too indiscriminate), all such criticism can be blown with the broadcasted desert winds to the enemy and yanked on for leverage - thus permitting/demanding all the kinds of actions (with or without marked technologies) that were the initial object of criticism. Now it’s Iraq who has dangerous WMD’s, not the US (a country with a nuclear policy of first strike against non nuclear nations). What may once have been a criticism of military violence became one of the weapons themselves (Depleted Uranium Bullets, land mines, space weapons, ‘bunker-busters’), and now ‘we’ shall fight clean against an enemy who (gasp!) might not. Just as the crime becomes the criminal, Saddam becomes his weapons programs; he â€Å"is a homicidal dictator who is addicted to weapons of mass destruction" (Bush). Programs that are mostly despicable because they aren’t supposed to have these weapons (according to international agreements, and sometimes early 90’s US mandates, to which, of course, US policy and rhetoric always shows such commitment). The trick is simultaneous with, and analogous to, the more obvious game of peace versus threat. â€Å"We are resolved today, to confront every threat, from any source, that could bring sudden terror and suffering to America† (Bush), except threats from America, naturally. But, the weapon issue focuses on technologies in a way that makes the two rhetorical devices non-homologous and makes weapons more relevan t here, because the question is not just of representations but also of instruments. Such conditions are not governed by banker’s rules of an economy of power (we get some percent more, you get so much less), or by a monarchical power that runs roughshod over (innocent) individuals, trampling the green grass of knowledge. Rather, the banker’s rules matter in the bank, and work only if there is a commitment to the illusion of the bank. Go ahead, tell â€Å"Bush† he isn’t a good king, he isn’t using power responsibly.

Concepts of Developmental Psychology

General adaptation syndrome (GAS) and its stages (think of real-world examples) 8. Lazarus' primary and secondary appraisal (think of real-world examples) 9. Problem-focused and emotion-focused coping (think of real-world examples) 1 1 . Type A and Type B behavior pattern 12. Optimism 13. Sexually transmitted diseases CHAPTER 11 STUDY GUIDE (Define,'describe all terms) 1. Personality 2. Sigmund Freud and his emphasis on unconscious forces 3. Unconscious, preconscious, conscious 4. ‘d, ego, superego – what they are and what â€Å"principle† the operate with 5. Defense mechanisms – list and define 6.Psychosocial stages of development (see chart on page. 358) Know how to apply these! 7. Alfred Idler's individual psychology . Inferiority complex 9. Conditions of worth 10. Characteristics of self-actualization individuals 11. Unconditional positive regard 12. Trait theories 13. Cardinal and central traits 14. Raymond Chattel's source traits 15. Five-factor model 16. Extroversion and introversion 17. Reciprocal determinism 18. External and internal locus of control Please reproduce the pyramid and label the levels representing Mascots Hierarchy of Needs.The five questions that help determine whether behavior is abnormal 2. Definition of psychological disorder . Cognitive perspective 4. The category of disorders that is most prevalent in the U. S. 5. Panic disorder 6. Generalized anxiety disorder 7. Social phobia 8. Obsession 9. Compulsion 10. Major depressive disorder 11. Bipolar disorder 13. Risk factors for suicide 14. Psychosis 15. Schizophrenia 16. Delusion 17. Paranoid schizophrenia 18. Dissociation disorders (remember, this is NOT THE SAME THING as schizophrenia) 19.Dissociation identity disorder 20. Antisocial personality disorder (Define,'describe all terms) 1. Insight therapy 2. Psychodrama therapy 3. Techniques used in psychoanalysis 4. Carl Rogers, humanism, and person-centered therapy 5. Humanistic therapy 6. Person-centered the rapy 7. Types of relationship therapies 8. Behavioral therapy 9. Time out 10. Factors that increase the effectiveness of time out 1 1 . Systematic desensitizing 12. Flooding 13. Exposure and response prevention 14. Aversion therapy 15. Participant modeling and Bandanna's observational learning theory 16.

Quantitative Research Proposal Restrain and Aggression - Free Essay Example

Sample details Pages: 6 Words: 1770 Downloads: 6 Date added: 2019/10/10 Did you like this example? The Safety of Nurses in a Ward Setting when Restraining Aggressive Patients The Research Problem In psychiatry, professionals are also at risk of aggression and violence which involves the risks of being verbal assault and physically assaulted.   These negative conducts of patients may include different forms of violence. Nurses are the professions that are more prone to this aggression because they are an immediate relationship with the patients in a psychiatric ward. The nurses also have a closer relationship with the patients, and therefore cases of violence are inevitable (Draper, 2015) .In this study, violence and aggression have been considered as a range of conduct or behaviour which can result to hurt, injury or harming another individual. Don’t waste time! Our writers will create an original "Quantitative Research Proposal Restrain and Aggression" essay for you Create order Violence and aggression include both physical and verbal expression or physical harm which is experienced by one person from another. The definition of these terms also involves a combination of an immoral or inappropriate behaviour, hurt, damage, intentions to dominate other people, anger, behaviour that are protective and even non-verbal gestures. Most of the injuries that are sustained by nurses that serve in the mental health units have turned to a global challenge. There is a worldwide concern for the security of the nurses. The major objective of nurses is to increase the health of patients, the safety of the people that nurse these patients and also the occupational health, which need to be protected and promoted (Baillie, 2015). Most cases of nurses being assaulted by their patient end up in emotional response which includes anxiousness, anger, helplessness, increased irritability and loss of control. Some cases of these form of assault have resulted to physical injuries to the nurses. The physical injuries may take a relatively short period to heal, but the major problem is experienced in the emotional assault which takes long time to heal and which affects the service delivery of the nurse (Botti Endacott, 2008). This study is developed to identify different ways which can be effected to reduce the injuries and assaul t that the nurses experience when restraining aggressive patients. This is with the aim of promoting mental and physical health for the nurses while on duty. The Aims of the Study The main aim of this research proposal is to describe the injuries and patterns that can be sustained by the nurses when restraining patients that are aggressive. The study aims to outline the factors in the process of restraining, which can be modified to increase the safety of nurses in their service delivery while restraining patients. The study also has specific objectives which include: To outline the injuries and patterns which nurses can sustain during the procedure of restraining aggressive patients. To examine the perceptions of nurses which is associated with the injuries that they can sustain while restraining patients. To examine the perception of nurses on the ways that can be implemented to improve their safety in the procedure of restraining patients. To increase the awareness of the nurses concerning the issues of aggression and violence in the psychiatric  ward and To increase the confidence of the nurses in the process of handling aggressive patients in a psychiatric ward. Hypothesis and Review of the Study This study will investigate two hypothesis; Hypothesis 1: The exposure of nurses to aggressive conditions in a psychiatric ward is the main challenge in their service delivery. Hypothesis 2: The exposure of nurses to aggressive patients during the process of restraining is related to the negative attitude of the nurses. Justification of the Study The exposure of nurses in aggressive conditions during the process of restraining patients may have more negative effects to the emotional health of the nurse than their physical health. This is what facilitates this study to investigate the mitigating factors that can be implemented to improve the safety of the nurses in their process of service delivery. Although extensive research has been done in relation to this study, there is scanty information that has been presented concerning the factors that can be implemented to improve the safety of nurses while restraining patients that are aggressive. The study is also expected to extend the knowledge of frontiers to the future researchers which may be interested in carrying their research in this topic. Restrain and Aggression in a Psychiatric Ward The most manual technique in the management of aggression is the restraining the patient. This technique has existed in a mainstream of psychiatry for a bout fifteen years although there is scarse research that has been conducted with regards to the safety and effectiveness of the procedure. There are four components that are used in the use of physical restrain which are the restriction of the movement of limbs through the use of some form of holding the subject (Bloomfield et al., 2010). The immobilization of the subject is also done through the use of body strength and body weight. The subject can be kept in an off-balance by position and the fourth one involves the use of reasonable force. These methods are mostly used in many psychiatric wards to in the control of patients. In order to describe the patterns of the injuries sustained by the in the ward, the restrain process can be categorized into three stages. These stages include the initiation of restrain, where the nurse goes towards the patient being restrained. The second stage involves holding, where the nurse makes efforts to maintain the patient in a state that is immobilized by the use of special hold which is referred to as a lock. The third stage is the exist, where the nurse loosen themselves from the holds of their patients and move away from them. Patterns of Injuries of Nurse During Restrain Injuries for the medical staff, especially the nurses is a common experience in many psychiatric wards. However, the prevalence of these cases varies from one institution to another depending with factors such as the training and experience of the nurses and the available facilities in the wards (Coopey et al., 2006). It is estimated that about sixteen percent of the cases results to the abrasions with either the staff or the patients themselves. In this case, nurses are the ones that are likely to sustain injuries during the process of containment. In the most cases of aggression and injuries, there are common factors which are involved in causing injuries to the nurses. Some of the staff may not be adequately trained to handle cases of aggression and restraining the patients (Botti Endacott, 2008). The cases are as a result of poor techniques of restraining the patients which results to the injuries of the nurses and even patients themselves. Means of Mitigating Injuries Nurse During Restrain Some of the means which can be provided to help mitigate the incidences of injuries to nurses during the process of restrain includes the provision of adequate training to the nurses. They can be provided with seminars on the prevention of violence against and in the management of violence in the process of restraining the patients. The nursing profession can introduce policies to endorse non- tolerance to occupational violence and aggression to all the members. The policy can help in the prevention of injuries to the nurses since it does not allow any form of violence to the professions in this field (Endacott, 2007). Methodology This study will make the use of two methods of data collection. The first phase will involve the analysis of incidents reports where violence has been experienced in the process of restrain. The second phase will involve a questionnaire to collect information on perception of nurses to the process of restrain and aggression. The data and patterns of injuries that nurses have experienced over a specified period of time will be retrieved through the process of incident reports. This information will be retrieved from the hospital reports and data base (Baillie, 2015). The items of data which will be expected to be collected will involve the time of injury, the type of injury, gender of the victim, the cause of the injury, the stage of the restraining process when the incident was reported. In this method of data collection, the reports incidents will be re-identified to ensure the privacy and anonymity of the patients and nurses. Questionnaire A set of a questionnaire will be administered to collect the data concerning the perceptions of nurses with their sustained injuries, ways of improving their safety during the restraining process and the most common types of injuries to the nurses. The questionnaires and consent forms will be distributed to the nurses to fill at their most preferred time. In this method of data collection, the anonymity and privacy of the respondents will also be observed. Setting the sample size The study will be conducted in a psychiatric ward. The two eligible criteria that will be used for participation in this study will be: being a nurse in the psychiatric ward and being eligible to restrain patients that are aggressive. All the nurses who work in this ward will be provided with a detailed plan of the study since they are eligible to participate in the study. The population of the study is relatively small because sampling a larger population would result to sampling errors and also prone to selection bias (Endacott Botti, 2007). The potential respondents are expected to be both male and female of the age between twenty and sixty- five. After the identification of the respondents, a series of meeting will be conducted between them and the researcher to offer them with adequate training. The information and questionnaires will be administered during the meetings. Reliability and Validity of the Study The method of incident reports is recognized globally and a valid and reliable means of data collection. This method has been used for many years in medical research to produce injury surveillance data (Gerrish et al., 2015). The information obtained from this method of data collection includes the injuries to nurses and patients in most medical institutions. A pilot study will be carried out to a group of ten students in the school in ordered to establish the validity and reliability of the questionnaires that will be administered. Data Analysis The data collected will be analyzed by the use of the statistical package Stata. The description statistics will also be used in analysis of the data. The Fishers exact examination will be used to assess the relationship between the variables (Bloomfield et al. 2010). In this study, a significance level of p 0.05 will also be used to ascertain the reliability of the data collected. In the analysis of the questionnaire, a content analysis technique will be used to determine the qualitative response.