Walter Elias Disney s Life - 1693 Words

Walter Elias Disney was born in December 5, 1901 in Hermosa, Illinois. Walt Disney was born to his two parents Elias Disney, who was an Irish Canadian, and Flora Call Disney, who was a German American. His siblings are Roy O. Disney, Raymond Arnold Disney, Herbert Arthur Disney, and Ruth Flora Disney. For most of his childhood, he grew up in Marceline, Missouri. As a child, Walt would sell his drawings, painting, and pictures to his neighbors and family friends. In 1911, he moved to Kansas City, when he developed a love for trains. His uncle Martin was a train engineer who worked the route between Fort Madison, Iowa and Marceline, Missouri. That summer Walt worked a summer job with a railroad selling snacks and newspapers to all travelers. Walt moved, once again, attending the McKinley High School in Chicago. In his new school, he took photography and drawing classes and was the cartoonist for his school’s paper. During the night, he took classes at the Chicago Art Institute. At 16, Walt dropped out of high school to join the Army, but was rejected for being underage. After being rejected, he joined Red Cross and was sent to France for a year, where he drove an ambulance. In 1919, Walt returned to America, where he moved back to Kansas City to pursue a career as a newspaper artist. Roy Disney, Walt’s brother, was working at Persmen-Rubin Art Studio, where he met cartoonist Ubbe Eert Iwerks. From there, Walt worked at Kansas City Film Ad Company, where he made commercialsShow MoreRelatedWalter Elias Disney s Life1216 Words   |  5 PagesWalter Elias Disney was born on December 5, 1901, in Chicago, Illinois. His father was Elias Disney, an Irish-Canadian, who was a building contractor, and his mother, Flora Call Disney, was German-American, who was a public school teacher. Walt was one of five children, four boys and a girl. He lived most of his youth in Marceline, Missouri, where he began painting, drawing, and selling pictures to neighbors and family friends. In 1911, his family moved to Kansas City, where Walt acquired a loveRead MoreAnalysis Of Walt Disney s The Great Gatsby 1660 Words   |  7 Pages This.Is. Walt. Disney *que cartoon* Walt Disney’s Steamboat Willie, the first of many other Mickey Mouse cartoons, was a great hit all over the world. But it took a difficult and long journey to be where his legacy is today. Lets look back to where it all began†¦. Walter Elias Disney was born on December 5, 1901 in Chicago, Illinois. His parents were Elias and Flora Disney. He was born into the family with three siblings: Herbert, Raymond, and Roy. By the age of four Walter moved to MissouriRead MoreWalt Disney s Leadership Qualities1412 Words   |  6 PagesWalt Disney. Although, the journey to success was changing and overwhelming, at times. Walt Disney’s legacy has sustained to be held in high regard by many people today in leadership positions. Thus, Mr. Disney had animating jobs before developing his company, which revolved around the infamous Mickey Mouse, he was even forced back into animation after failing in the Television scene. However, the success of Disney’s legacy was built upon many failures and disappointments, along with, life lessonsRead MoreAnalysis Of Walt Disney s Magical Disney 1414 Words   |  6 Pages Pruitt 1 Will Pruitt Mrs. Walters English 17, February 2016 â€Å"Magical Disney† Can there be a world without Walt Disney? The answer is no, because he has transformed the way of the television and theme park industry that consists in our world today. Walt also brought great teachings and inspirations such as the ability to dream. Walt said,† If you can dream it you can do it. Walt Disney is a wonderful and patriotic man whoRead MoreEntrepreneurship Is The Finding Of An Idea And Building It Into Action Essay1460 Words   |  6 Pageshigher the profits. Entrepreneurs break away from tradition through their unique offerings of new goods and services and indirectly support freedom by reducing dependence on obsolete systems and technologies. This results in an improved quality of life, greater morale and economic freedom Entrepreneurs, like Bill Gates, have used their money to finance good causes, from education to public health. The qualities that make one an entrepreneur are the same qualities that motivate entrepreneurs to payRead MoreWalt Disney And The American History1044 Words   |  5 Pagesthings, or get something going.† (LeeBron) Disney stated that when he realized that he wanted to make a difference in people’s lives. Disney never wanted to be boring or be known as the man who did not have a childhood and was always pushed around by his father. Disney wanted to be successful in life, he wanted the name ‘Walt Disney’ to be remembered, and it will be forever. Disney has achieved many important and exciting accomplishments within his life. He created â€Å"full length animated films, shortRead MoreWalt Disney: A Key to Childhood Hearts2466 Words   |  10 Pagesliving room, and you hear the famous Disney music coming from the television that your child is placed in front of. You start to wonder where did your favorite Disney movies come from and how were they created? What was Walt Disney’s childhood like when he was younger that made him want to animate and put together cartoons and movies? Where did his career start off from and how did he get to such a place? But the important question, who took over after Walt Disney passed? These are some questions thatRead MoreThe Life And Accomplishments Of Walt Disney1934 Words   |  8 PagesWalter Elias Disney was always seen as a very imaginative and outgoing person at any point in his life. Walt loved life and would make appearances at Disneyland all the time to make sure employees were being kind and courteous to the guests while managing to talk and ride rides with children that looked up to him. Never in his life would Walt give up on something, which made him very stubborn at times, but a good businessman with the guidance of his brother, Roy. All of these traits made Walt DisneyRea d MoreWalt Disney : An American Motion Picture1226 Words   |  5 PagesWalter Elias Disney, also known as Walt Disney, was an American motion-picture and television producer, famous as the creator of cartoon films and Disneyland. His relentless aspiration and determination drove Walt Disney to pour in each ounce of innovativeness into his work. In my opinion, Walt Disney was important because of his creation of Disneyland in order to have an educational as well as amusement value and to entertain adults and their children and his influence on American culture throughRead MoreWalt Disney : A Pioneer Of Cartoon Films And As The Founder Of The Disney Company957 Words   |  4 Pagesimagination ¨ (Disney, 2014). Walter Elias  ¨Walt ¨ Disney is famous as a pioneer of cartoon films and as the founder of The Walt Disney Company. He was an American motion-picture producer, television producer, and a showman. Disney came from humble beginnings but ended up transforming the entertai nment industry. Walt Disney had a challenging childhood, grew up and chose a career that would liven up his life, achieved many accomplishments, and left a legacy for years to come. Childhood Walt Disney was born

Healthcare Care Access Disparities in Appalachia - 2544 Words

Health Care Access and Disparities within the Appalachian Region Sherri Drake PIMA Medical Institute Health Care Access and Disparities within the Appalachian Region (NIH, 2002-2006) Health disparities are defined as â€Å"differences in the incidence, prevalence, mortality, and burden of diseases and other adverse health conditions that exist among specific population groups in the United States†. Health care access is the ability of a person to receive health care services as a function of access to medical personnel, supplies and the ability to pay for those services. The Appalachian region consists of thirteen states and 420 counties, in which the entire state of West Virginia is in Appalachia, along with the mountainous portions of†¦show more content†¦The 18% poverty level of 2008 is improved from the 33% level of the 1960’s, this decrease is attributable to an increase in educational attainment and income, resulting in lower levels of poverty. Borak, Salipante-Zaidel, Slade Fields (2012) state the following Education is also strongly linked with health status; limited education is regarded as a â€Å"precursor to poor health†Ã¢â‚¬ ¦In general, the counties with lowest educational attainment were â€Å"concentrated in central Appalachia, especially in the mining regions,† where health status is generally worst. Even with some improvements in the region, Appalachia continues to linger below the U.S. average. (Halverson Bischak, 2008) Suggests that two socioeconomic factors stand out when evaluating health disparity among mortality rates and those are poverty levels and the percentage of persons who do not have health insurance coverage. Behavioral risk factors in the region have a higher prevalence of obesity, smoking, lack of exercise and poor use of cancer screenings available than the U.S. national average. Again, the central subregion of Appalachia is among the most affected as this area tends to be more geographically rural. Nutrition is a major issue and low income levels often dictate poor food choices. Some areas may have only one small grocer with limited selections available. Exercise becomes more difficult for people who become obese, which often leadsShow MoreRelatedEvaluation Of Leininger s Theory Of Culture Care Diversity And Universality1275 Words   |  6 Pages Evaluation of Leininger’s Theory of Culture Care Diversity and Universality Camille E. Dantzler Simmons College of Nursing â€Æ' Though not presently practicing, my long term goal is to provide primary care to the underserved rural population in my home state of West Virginia. Due to health disparities, this population is plagued by preventable disease. West Virginia is commonly referred to as the fattest state in the country. Along with Mississippi, it ranks number one for obesityRead MoreRural Areas Across The United States1140 Words   |  5 Pagesspecialists available to care for them. Rural adults also face barriers due to distance and lack of transportation (Bennett, Lopes, Spencer, Hecke, 2013). Disparities between rural and urban areas show that rural residents have lower health status overall. Specifically, rural women have fewer accesses to health care than women of urban areas, which have lead to worse health outcomes. Many rural areas across the United States lack women’s health providers, primary and specialty care, screening servicesRead MoreProviding Health Care For A Rural Village1762 Words   |  8 Pages1 Providing Health Care in a Rural Setting Brigitte Tampon-Aragon and AJ Alcover W.R. Farrington High School January 30, 2015 2 Table of Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......†¦..Page 3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦....Page 3 Factors that should be considered†¦ A. Income/ Support.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦.†¦Ã¢â‚¬ ¦.†¦.†¦..Page 4 B. Location†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦Page 5 C. Culture†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Page 6 D. Education (Communication barriers, language barriersRead MoreRural Veterans Face A Special And Alarming Set Of Social Justice Issues Essay2348 Words   |  10 Pagesof social justice issues related to healthcare. Overall, there are 5.3 million veterans residing in rural communities (Office of Rural Health, 2016). A total of 44 percent of those who enlist to serve in the military hail from rural areas of the United States (Gale Heady, 2013). Regardless of their bravery, upon returning to civilian life these honorable men and women are met with social justice issues and limitations when attempting to access proper healthcare. As the veterans who served in recentRead MoreVulnerability And Risk Of Poor Health3488 Words   |  14 Pagesfew apply a model of vulnerability to rural populations. The purpose of this paper is to critically analyze Flaskerud Winslow’s vulnerable populations conceptual framework in order to explain the existing health disparity and vulnerability a mong rural communities. POPULATION AND DISPARITY Farming, ranching, logging, and mining as well as places of beautiful scenery, relaxation, and recreation are often equated with rural life. The word rural brings to mind images of Midwestern farming communities

Summary Assignment free essay sample

Discuss the political events and sociological factors that made the Classical Period such a time of violent upheaval. (1 point) The years 1750 to 1820 were characterized by the Seven Years’ War, the American and French Revolutions, and the Napoleonic Wars. These political events coupled with the drastic social change proven by the shift of power from the aristocracy and church to the middle class, as well as the increase in social mobility. Every accepted idea was being put into question and reevaluated. 4. Write a paragraph that includes the characteristics of music in the Classical Period music.(4 points) Classical Period music was characterized by variety and contrast of mood, which means that a piece will fluctuate in theme as well as within a single theme. This change may occur steadily or abruptly, but the classical composer is always in control. Variety is achieved through a flexible rhythm, including unexpected pauses, syncopations, and a frequent movement from long to short notes. Classical music has a usually homophonic texture; however, it can easily shift textures, whether it is smooth or sudden. Classical melodies are tuneful and easy to remember. Their themes tend to have a folk or popular flavor, whether borrowed or original. Their structure is usually two phrases of equal length, making the melody balanced and symmetrical. The second phrase begins like first, but ends conclusively. Rather than shifting dynamics abruptly, composers made use of crescendo and decrescendo. The piano replaced the harpsichord in order to accomplish the gradual dynamic change; a pianist could play loudly or softly by varying their finger pressure on the keys. The basso continuo was gradually abandoned because music written for amateurs didn’t require improvisation. The music was written for amateurs because composers wanted more control rather than trusting the improviser. 5. What were the new developments in the classical orchestra? (1 point) There were four groupings: Strings (1st violins, 2d violins, violas, cellos, double basses), Woodwinds (2 flutes, 2 oboes, 2 clarinets, 2 bassoons), Brass (2 French horns, 2 trumpets), and Percussion (2 timpani). A Classical Orchestra has a larger number of musicians. Classical composers exploited the individual tone colors of orchestral instruments. A classical piece has greater variety—and more rapid changes—of tone color. A theme might begin in the full orchestra, shift to the strings, and then continue in the woodwinds. The strings were the most important; first violins had the melody, along with clarinet melodic solos, while the lower strings accompanied. The brass filled out the harmony, but did not play the main melody. Timpani were used for rhythmic bite and emphasis. 6. Name and describe each of the movements in the standard four-movement pattern in classical forms? (2 points) Fast movement: The opening movement is usually in sonata form and stresses an exciting development of short motives. It is vigorous and dramatic. Slow movement: The second movement, not usually in the tonic key, is either in sonata form, A B A form, or theme-and –variations form. It is lyrical and slow. Dance-related movement: The third movement is usually a minuet and trio, which may be in a moderate of fairly quick tempo. It varies in character from a courtly dance to a peasant romp or a vigorous piece that is hardly dancelike. Fast movement: The fourth movement, either in sonata or sonata-rondo form, is fast, lively, and brilliant, but somewhat lighter in mood than the opening movement. It can also be more triumphant and heroic in character and sometimes meant as the climax of the whole symphony. 7. Describe the intellectual climate of the â€Å"age of enlightenment. † (1 point) The â€Å"age of enlightenment† intellectuals believed in progress, holding that reason, not custom or tradition was the best guide for human conduct. Their attacks on the privileges of the aristocracy and clergy reflected the outlook of the middle class, which was struggling for its rights. 8. Discuss in detail several meanings attached to the term classical. (1 point) The term classical may  refer to Greek or Roman Antiquity, or it may be used for any supreme accomplishment of lasting appeal. It can also mean any type of music that isn’t jazz, rock, folk, or mainstream music. Music historians use the term classical from art history. 9. Describe the characteristic formal plans and content usually found in a classical symphony. (1 point) A typical sequence is (1) a vig orous, dramatic fast movement; (2) a lyrical slow movement; (3) a dancelike movement (minuet or scherzo); and (4) a brilliant or heroic fast movement. The opening movement is usually in sonata form and stresses an exciting development of short motives. The second movement, not usually in the tonic key, is either in sonata form, A B A form, or theme-and –variations form. The third movement is usually a minuet and trio, which may be in a moderate of fairly quick tempo. It varies in character from a courtly dance to a peasant romp or a vigorous piece that is hardly dancelike. The fourth movement, either in sonata or sonata-rondo form, is fast, lively, and brilliant, but somewhat lighter in mood than the opening movement. It can also be more triumphant and heroic in character and sometimes meant as the climax of the whole symphony.  10. Define the roles of soloist and orchestra in a classical concerto. (1 point) The soloist is very much the star, and all of his or her musical talents are needed in this challenging dialogue. Between the soloist and orchestra, theres interplay of melodic lines and a spirit of give-and-take. One moment the soloist plays the melody while the orchestra accompanies. Then the woodwinds may unfold the main theme against rippling arpeggios (broken chords) played by the soloist. 11. Define the nature and function of the cadenza in a classical concerto. MM(1 point) The cadenza is an unaccompanied section of virtuoso display for the soloist in a concerto, usually appearing near the end of the first movement and sometimes in the last movement. In the classical era, the soloist, who was often the composer, generally improvised the cadenzas. 12. Compare and contrast the first movements of a classical concerto and symphony. (1 point) The first movement in both a classical symphony and concerto are in sonata form, but classical symphony does not have two expositions or a soloist. 13. Describe in detail each of the following new forms in Classical music: (. 5 each) A. Sonata form (include exposition, development, recapitulation, and coda) – Form of a single movement. The opening fast movement of a classical symphony, sonata, or string quartet is usually in sonata form. This form is also used in slow movements and in fast concluding movements: Exposition – First section of a sonata-form movement, which sets up a strong conflict between the tonic key; and between the first theme (or group of themes) and the second theme (or group of themes). Development – Second section of a sonata-form movement, in which themes from the exposition are developed and the music moves through several different keys. Recapitulation – Third section of a sonata-form movement, in which the first theme, bridge, second theme, and concluding section are presented more or less as they were in the exposition, with one crucial difference: all the principal material is now in the tonic key. Coda – In a sonata-form movement, a concluding section following the recapitulation and rounding off the movement by repeating themes or developing them further. B. Minuet and trio – Compositional form – derived from a dance – in three parts: minuet (A), trio (B), minuet (A). Often used as the third movement of the classical symphonies, string quartets, and other works, it is in triple meter and usually in a moderate tempo. C. Rondo Compositional form featuring a main theme (A) that returns several times in alternation with other themes, such as A B A C A and A B A C A B A. Rondo is often the form of the last movement in classical symphonies, string quartets, and sonatas. D. Theme and variations Form in which a basic musical idea (the theme) is repeated over and over and is changed each time in melody, rhythm, harmony, dynamics, or tone color. Used either as an independent piece or as one movement of a larger work. 14. Write a definition for each of the following terms: (. 5 points each) A. Serenade – Instrumental composition, light in mood, usually meant for evening entertainment. B. Chamber music – Music using a small group of musicians, with one player to a part. C. String quartet – Composition for two violins, a viola, and a cello; usually consisting of four movements. (Also, the four instrumentalists. ) D. Da capo – From the beginning; an indication usually meaning that the opening section of a piece is to be repeated after the middle section.

Tragic Hero and Macbeth free essay sample

In one of Shakespeare’s most tragic plays, Macbeth is the protagonist who journeys from a brave hero to his downfall becoming a hated tyrant. Shakespeare shows that Macbeth is responsible for his own downfall through the exploration of ambition. He explores this theme through the use of character contrast, symbolism and the setting of the play. The way that Shakespeare begins the play, is the foundation to his development of the idea that Macbeth was entirely responsible for his own downfall. Shakespeare deliberately opens the play the way he does to introduce both a fascinating and uneasy theme to the reader. Witchcraft and the supernatural are concepts that are completely foreign to the natural world of the other characters. At first there is confusion and uncertainty for the reader as to the extent of the power that the witches have. The Thane of Glamis could very well be a puppet to â€Å"the instruments of darkness†. We will write a custom essay sample on Tragic Hero and Macbeth or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The witches’ prophesize Macbeth becoming Thane of Cawdor and King of Scotland. Judgement can be made by the audience that the witches are never in control of Macbeth’s actions. While it can be argued that without the prophecy Macbeth would never have been alerted to the evil potential of his own ambition, this is not so. It is well known that fate does not determine the outcome of our lives because Macbeth, like everyone, has free will. He is fully aware that he is in control of his actions before he commits the evil betrayal of Duncan. Macbeth privately confesses that â€Å"Now o’er the one half world/Nature seems dead†. He has convinced himself to follow through with the murder and attain himself success in his current life, only to willingly condemn himself to go to hell in the next. The contrast that Shakespeare uses to juxtapose Macbeth with Banquo is another technique that effectively shows the reader why Macbeth is responsible for his own downfall. Macbeth and Banquo are indirectly introduced to us as equals. Nothing is to say that one is more superior to the other as they are both characterized as brave and â€Å"worthy gentleman† who both †smack of honour†. Banquo and Macbeth are together when the witches deliver their first prophecy to the two but the way each man reacts to the predictions is what sets them so far apart. Banquo immediately rejects the witches’ comments, showing anger toward the suggestion of such events happening. However, Macbeth contemplates them and the prophecy triggered some of his â€Å"black and deep desires† to become active possibilities. Banquo instantly recognizes this, questioning Macbeth â€Å"Good sir, why do you start; and seem to fear. Things that do sound so fair? † Banquo’s decision to ignore the â€Å"weird sisters† words is contrasted with Macbeth’s choice to probe for further information and believe the prophecy which promises him such great future success. Shakespeare employs this character contrast to reinforce the ever-looming idea of freewill versus fate and to validate Macbeth’s responsibility for his own downfall. In many ways prior to the first prophecy, Banquo and Macbeth are near identical. However after their first encounter with the witches they are revealed to be polar opposites. Banquo is â€Å"Lesser than Macbeth, and greater†. Banquo remains a loyal, honourable man while Macbeth’s tragic flaw, ambition, drives him to commit the murders and attain the fortune the prophecy foreshadows. Macbeth attains success by embracing evil, whereas Banquo resists it and is ultimately perceived as a greater hero. Shakespeare uses the technique of symbolism to great effect to show Macbeth’s responsibility for his own downfall. Darkness is an obvious symbol that is employed to represent the occurrence of evil. When Macbeth is informed that The Prince of Cumberland is the heir to the throne, he says â€Å"Stars, hide your fires! Let not light see my black and deep desires†. This direct reference to the cover of darkness is so his actions go unseen. The reader knows that the darkness will result in an evil act taking place. But Macbeth calling for darkness also means that he doesn’t want anyone, including himself, to know of the unthinkable crime he has committed. Macbeth develops an extremely guilty conscious because of his evil thoughts and the evil actions he takes. Before and after he murders Duncan, Macbeth is struck by hallucinations that can be clearly linked to the guilt he is feeling. Macbeth knows what he has done is completely â€Å"against the use of nature† and it meddles with his state of mind. Macbeth refers to the dagger that appears in the hallway as a â€Å"dagger of the mind†. This perfectly preludes Macbeth’s downfall as it is an object that he will use to kill Duncan, setting in motion further unnecessary murders to protect him. The dagger of the mind also demonstrates Macbeth’s last chance to make a different decision, the chance to stop and live out his life so that it doesn’t end up â€Å"signifying nothing. † But by his own freewill and his â€Å"vaulting ambition† Macbeth is driven to commit regicide and condemn himself to a life of emptiness without friends, love or the noble qualities that he had previously acquired respect through. Shakespeare utilises a range of techniques to explore ambition in the play, and ultimately display why Macbeth is responsible for his own downfall. Through the use of character contrast, vivid symbolism and a convoluted setting, Shakespeare takes Macbeth from a brave hero to a murderous tyrant. Shakespeare’s ability to show the impact that a tragic character flaw can cause is one of the core messages that he delivers in many of his plays, and he does so in Macbeth to undoubtedly show that it is Macbeth who is responsible for his actions and his downfall.

Hamlet - Revenge Was Not An Act Of The Self Essays -

Hamlet - Revenge Was Not an Act of The Self In Hamlet, Shakespeare uses revenge as a major theme present throughout the work. Revenge plays a crucial role in the development of Fortinbras, Prince of Norway, Hamlet, Prince of Denmark, and Laertes, son of Polonius. All three men seek revenge for the murder of their fathers. Revenge can be interpreted as a separate character in Hamlet. Revenge is set to overcome anyone who seeks it. Initially, after each of the murders, every son had a definite course of action to obtain vengeance. Or in Hamlet's case the choice was to seek no vengeance. As the play unfolds, each young man approaches the desire for revenge and chooses a different path towards gaining it based on the guidance of another character in the play. Fortinbras' good decisions and self-control, as well as, Hamlet and Laertes' bad decisions can be attributed to the outside guidance they receive. Fortinbras, son of the slain King of Norway, is the first to seek revenge. Although King Hamlet, the now deceased King of Denmark, held sole responsibility for the death of King Fortinbras, young Prince Fortinbras seeks vengeance toward the entire country of Denmark. Horatio, a friend of Hamlet's, said, ?As it doth well appear unto our state, but to recover of us by strong hand and terms compulsatory, those foresaid lands so by his father lost (I.i.101-104). By this, Horatio is saying Fortinbras plans to forcefully regain the land King Hamlet took from King Fortinbras. Fortunately, King Claudius, the new King of Denmark, intervenes and sends two courtiers, Cornelius and Voltemand, to Norway in hopes of convincing the new King of Norway, Fortinbras' uncle, to prevent the attack. Upon hearing the message, Fortinbras' uncle vetoes Fortinbras' plan to wage war on Denmark. However, he encourages Fortinbras ?to employ his anger, against the Polack? in order to vent his rage (II.ii.74-75 ). After taking the advice of his uncle, Fortinbras additionally ?makes vow before his uncle never more to have th' assay of arms against your majesty,? (II.ii.70-71). This intervention could be what saves Fortinbras' life. With the counseling of his uncle, Fortinbras is able to put aside his longing to settle the score for his father's murder. In the end, he is greatly rewarded. Because of his persistent doubt of whether Claudius did, in fact, kill his father Hamlet defers making plans to act out his revenge. Hamlet is the hardest of the three sons to be influenced to act vengefully. Although deeply sorrowed by his father's death, he did not consider payback as an option until he meets with the ghost of his father. The ghost tells Hamlet King Claudius, his own brother, murdered him. The ghost then tells Hamlet ?to revenge his foul and most unnatural murder? (I.v.25). Although murder was an acceptable form of revenge in Hamlet's time he is uncertain about killing Claudius. However, upon his father's command, Hamlet reluctantly swears to retaliate against Claudius. Hamlet does this not because he wants to, but because his father makes it clear that it is his duty as a son. Hamlet promises to prove his love and duty by killing Claudius. Hamlet, unlike Fortinbras and Laertes, did not follow what his advisor told him without questioning why he should take the advice. As time passes, Hamlet still has not acted out the revenge he promised his father. Out of disgust for his irreverence for his father he says, ?why, what an ass am I! This is most brave, that I, the son of a dear father murdered, prompted to my revenge by heaven and hell, must like a whore, unpack my heart with words and fall a-cursing like a very drab? (II.ii.594-598). This statement prompts one to believe Hamlet has been convinced by his father's words to act, but does not want to do so hastily. Hamlet questions the validity of his revenge by devising a plan to provide evidence of King Claudius' guilt. Hamlet took advantage of his position at the local theater by instructing his actors to perform a play, which reenacts a murder similar to his father's. Then based on Claudius' response to the play, Hamlet could conclude his guilt or innocence.

1998 DBQ

1998 DBQ The perception that Federalists were loose constructionists and that Jeffersonian Republicans were very strict constructionists was very well founded, but not accurate 100% of the time. The presidency of Thomas Jefferson mainly supported the theory that the Jeffersonian Republicans were strict constructionists. James Madison's presidency supported that theory as well. Both presidents, however, made exceptions to their general policies when an issue was just too big to fit inside the tiny box of their shared school of thought.Jefferson proved himself a constructionist most of the time he was in office. In August of 1800, Jefferson's first year in office, he sent a letter to Gideon Granger (document A) stating his support for the constitution and its basic principles, and also stating that Federalists opposed those principles by their loose interpretation of the document. He implies that loose interpretation leads to change, and in this case, that will create a strong national governme nt that resembles a monarchy and doesn't adhere to the rights of states as guaranteed by the Constitution.Jefferson MonumentIn another letter, this time to Samuel Miller (document B) during his last year holding office, Jefferson reinforces the image of strict constructionism by stating that he intends to break the precedent established by his predecessors to better adhere to the Constitution's policy on separation of church and state. Jefferson's widely known philosophy that the National Bank should not be established because the Constitution didn't say that it could was another example of his strict constructionism (Blum). Blum also mentions that even in his first speech to Congress, Jefferson put the constraint on the ideas he presented them with that everything had to be done "within the limits of their Constitutional powers".Madison, also being a Democratic-Republican, supported the same principles as Jefferson. Speaking for President Madison, Daniel Webster (document...

Rosa Parks Research Paper Example | Topics and Well Written Essays - 1000 words

Rosa Parks - Research Paper Example She is that unforgettable and historically epic woman who laid the foundation for the freedom movement in the United States of America (USA). People across the globe irrevocably fall in love for the daring action of defiance taken by Parks, which ignited the blazing fire of civil rights movement that could not be suppressed and which was further potentiated by Martin Luther King, who was assisted by Parks to rise to national prominence in a very short span of time. This paper is basically an effort to present the majorly important facts and discussions related to the myriad daring accomplishments made by Parks in an order to suppress the discriminations faced by the black people in the then largely conservative and white people-dominated society. How a black woman single-handedly organized the scattered civil rights leaders across USA and motivated them to stand united against the overwhelming discriminatory system, is a larger-than-life phenomenon that still leaves many people in ut ter awe and amazement. Rosa Parks, who lived from 1913 to 2005, was a vigorous civil rights activist, who achieved such prestigious and distinguished titles from the US Congress as â€Å"the first lady of civil rights† and â€Å"the mother of the freedom movement†, along with receiving many other honors from the government as well, as a result of her mind-blowing and phenomenal freedom movements. (Junaidi). What is absolutely riveting about Rosa Parks is that a single incident in her life initiated a massive and historical civil rights movement. She became a worldwide international emblem of resistance to racial segregation. What could definitely have restricted many other black people, made Parks bold enough to stand against it with her head held high and dignity making an absolute aura around her. Those days, racial segregation and ethnic biases formed a dominant feature of the American society. Prejudice was so prevalent in the American society that black people had to suffer majorly both in their social and professional lives. The pattern of refusing jobs to the eligible black people, who even presented remarkable academic achievements, was nothing new in USA at that time. Unemployment rate and social disgrace was so prevalent among the black people that it led to devastating consequences for them and their families. What aggravated the situation was the fact the white Americans were so heavily supported by the authorities that the black people just could not gather enough courage to stand up against the society fraught with racial segregation and unjustified prejudices. This much needed courage and boldness was at last gathered by a black woman Rosa Parks, aged 42 in 1955 in Alabama, who was not largely known at that time and had not become an international icon yet. (The Obama Diary). Parks straight-off refused to obey the highly unjustified order of the bus driver to empty her seat for a white passenger. This order of the bus driver was fr aught with racial discrimination, a concept that was phenomenally common in those days. What was ordered by the bus driver was a requirement that any other black person would have readily fulfilled owing to the paralyzing fear of the dominant white society. But, with Rosa Parks, this just could