Romeo and Juliet Essay Example for Free

Romeo and Juliet Essay â€Å"Wisely and slow, they run fast† Haste is described perfectly with that one quote. People don’t take into considerations the consequences of their actions. In William Shakespeare’s play Romeo and Juliet adolescents who lack the wisdom obtained from life experience and react with dramatic haste, failing to contemplate the possible risks consequences of their actions is revealed. Through this tale of love there are many events leading to the tragic endings of his two main characters, Shakespeare shows how if rationality and patience is not used it will lead to downfall. Many teenagers, four hundred years ago and to this day are like Romeo and Juliet; impulsive and do things with too much haste. First of all, the fact that their entire relationship was five days long goes to show this haste. They fell out and in of love very quickly, at the beginning of the play, Romeo says he is desperately in love with a girl who goes by the name of Rosaline. His friends decide to prove to him how ridiculous his love for Rosaline is, by bringing him to a party. Upon laying eyes on Juliet, Romeo’s obsession over Rosaline is instantly replaced with a new one for Juliet. He asks himself, â€Å"Did my heart love till now? . This ironic sentence reveals exactly how Romeo allows himself to be dominated by his passion. Instead of having Juliet as some kind of example of how little he actually loved Rosaline, he allows himself to fall into deeper love. So we question our selves is it really love, or just lust, or maybe an obsession. In the balcony scene, before saying goodnight to Juliet, Romeo asks her for an â€Å"exchange of thy love’s faithful vow for mine†. Romeo asked Juliet to vow eternal love to him in return for his, after less than an hour of knowing her, this is in no way a rational action and is too spontaneous to be a wise decision to make. Romeo kills Tybalt in Act 3 Scene 1; he does so out of fury, another type of passion. Moments before, he had been willing to stop his best friend Mercutio to protect his new cousin-in-law; however, after seeing his friend killed under Tybalt’s arm, Romeo is enveloped by rage and the need to avenge him. Romeo, unaware of the plan Juliet and the Friar had arranged, later sees Juliet’s seemingly lifeless body. Seeking relief from the pain of thinking he had lost Juliet, Romeo pronounces these final words: â€Å"Here’s to my love! [Drinks. ] O true apothecary! / Thy drugs are quick. Thus with a kiss I die. [Falls. ] â€Å" . Romeo impulsively chooses to buy and drink poison, and this decision permanently solves the problem of his grief. Had Romeo thought about the whole situation a little longer and not been hasty, he could have saved himself and Juliet from suicide. Secondly, many of these hasty actions have been caused by a feud. Romeo and Juliet had many choices to make and if taken differently they could have not lead to deaths, but they chose not to follow the expectations they knew everyone had of them and instead decided to pursue their love for each other. The horrid feud between the Capulet and Montague families is a big part of Romeo and Juliet’s lives. The citizens around them expect the two families to hate each other and to spill each other’s blood, and do not expect them to be friends, let alone to marry a member of the other family. In Act 2 Scene 3, Romeo asks Friar Lawrence to marry him and Juliet. â€Å" Then plainly know my hearts dear love is set on the fair daughter of rich Capulet: as mine on hers, so hers is set on mine; and all combined, save what thou must combine by holy marriage: when and where and how we met, we wood and made exchange of vow, Ill tell thee as we pass; but this I pray, that thou consent to marry us to-day. Romeo is a Montague and Juliet is a Capulet; because of their two families’ continuous feud, their society would never approve of their choice to fall in love and get married. Neither Romeo nor Juliet hesitate to think about what they are doing and so demonstrate their adolescent haste. Friar Laurence’s action to marry the kids was very hasty as well, he thought if he married them quickly and secretly it could help bring an end to the family fights, but as we all know it did nothing but make things worse. On the other hand, the feud can be caused by those hasty actions. No one would have died if there was no sign of Romeo falling in love with Juliet so quickly. Tybalt, Mercutio, Paris, Lady Capulet could be alive. These people dying cause the Montague’s and Capulet’s to be even madder at each other, they blamed each other for the deaths. Thirdly, all the haste threw out this entire play has made many consequences and one benefit. The first consequence is a sword fight that leads to death. Romeo does not want to fight tybalt because he is in love with Juliet and just married her, and Tybalt is the nephew of the Capulet’s. Tybalt takes no sympathy and fight with Romeo and Mercutio who gets a scratch. O Romeo, Romeo, brave Mercutio dead! † Benvolio brings that horrid news to Romeo. After the announcement Romeo is very hurt and upset so he kills Tybalt. Two deaths from a simple marriage. If Romeo would have thought threw his actions of killing tybalt he might have not been banished from Verona, now he cannot see Juliet. Another consequence would be the fact that from all this quick love and haste Romeo and Juliet did not even get to really know one another or start a life together. Upon awakening from the induced coma Juliet had been put in by the Friar’s potion she sees Romeo dead next to her. She immediately decides to kill herself for real. Her last words are: â€Å"O happy dagger! [Snatches Romeos dagger. ] This is thy sheath[ Stabs herself]; there rust, and let me die[Falls on Romeo’s body, and dies]† . Deciding to end her life immediately is an extreme example of how Juliet acts with much haste, blinded by her passion to be with Romeo, dead or alive. All in all, there was one single benefit of all this nasty hast; the Montague and Capulet’s have ended their feud; it ended by their children’s death. â€Å"O brother Montague, give me thy hand. This is my daughter’s jointure, for no more can I demande† Capulet says to Montague at the end of the play, there we see the end of that nasty feud. In conclusion, we can all say hasty actions, are truly a waste. It kills the loved ones around you, frustrates everyone, and just in all gives many consequences towards yourself and the others around you. Romeo and Juliet proved to us that most teenagers for ages now still take decisions without thinking and get them self caught in a big knot. All though a love story, Shakespeare play turns into quite the ironic tragedy relating to one main thing; Haste.

Dipole Moment of 5- Fluorouracil Molecule

Dipole Moment of 5- Fluorouracil Molecule Computational Term Paper: Theoretical studies on 5- fluorouracil to calculate its dipole moment, and how the values compare with other pyrimidine analog (namely uracil and thymine) and that of literature. Name: Farzana Nushin Rezvi Abstract: In this experiment, the dipole moment of 5- Fluorouracil molecule was determined using the Gaussian software, and compared with literature values. The dipole moments of other pyrimidine analogs, namely Thymine and Uracil, were also calculated and compared with literature values. The experiment gave insight to typical dipole moment values of uracil derivatives, and how the dipole moment of aromatic molecules can be influenced in the presence of –F, or -CH3 substituent. Introduction: The purpose of this experiment is to calculate the dipole moment of the anticancer drug, 5- Fluorouracil, and compare the numerical value with that of two other pyrimidines, Thymine and Uracil. Fig 1: Molecular structure of 5- Fluoro uracil (drawn by ChemBioDraw). 5- Fluorouracil is apyrimidine analog (nucleoside analogs that mimic the molecular structure of pyrimidines) of uracil molecule that functions as an anti-cancer drug; it is used in the treatment of several types of cancer, including that of rectum, colon, head and neck cancer.10 5- Fluorouracil belongs to the family of drugs called theantimetabolites. Antimetabolite drugs function by impeding vital biosynthetic processes or by being assimilated into macromolecules, and inhibiting their normal functioning. The fluoro pyrimidine drug, 5-fluorouracil (5-FU) does both.9Cancer cells often use more uracil than normal cells, which indicates that uracil metabolism is a potential target for antimetabolite chemotherapy.9 â€Å"The mechanism of cytotoxicity of 5-FU has been ascribed to the misincorporation of fluoronucleotides into RNA and DNA and to the inhibition of the nucleotide synthetic enzyme thymidylate synthase.†9 Thymidylate synthase is an enzyme that catalyzes the conversion o f deoxyuridine monophosphate (dUMP) to deoxythymidine monophosphate (dTMP). dTMP is one of the three nucleotides (dTMP, dTTP, and dTDP) that eventually produce a thymine molecule. With inhibition of Thymidylate synthase, an imbalance of nucleotides results and increased levels of dUTP arise. Both of these factors cause DNA damage, therefore ultimately inhibiting cell replication. 5 FU is also seldom found in skin creams used for other conditions. However, it should be used in moderate/regulated amounts since the side effects of unregulated exposure can be severe.10 5-Fluorouracil is a derivative of Uracil. Another structural analog of Uracil is Thymine. As can be seen from the figure below, the molecules only differ in what substituent each has on C-5. Fig 2: Molecular structures of Uracil, 5-Fluorouracil, and Thymine. Thymine is one of the four nucleobases of DNA. Uracil is the RNA analogue of Thymine. Unlike Fluorouracil, these bases are regularly used by a healthy cell to construct new nucleotides (for multiplication, repair, etc.) The dipole moment is considered to be an elementary physiochemical property of a molecule. Interpretation of dipole moments by electronic charge distribution contributes to the understanding the molecular electronic structure and helps us gain deeper insight. The numerical values of the dipole moments also help us in evaluating the quantum mechanical calculations of electronic charge distribution, particularly in a series of homologous compounds, as in our experiment. Our experiment helps us understand the effects of substituents at C5 dipole moment of uracil. The dipole moment is a of these three molecules is an interesting study because in each case, the dipole moment is primarily influenced by the presence of electronegative atoms. The dipole moment of a molecule influences many of its properties and features (such as its colligtaive properties, how it interacts with other molecules, its behavior in compounds, etc.) In the molecules under consideration, the dipole moment(s) work as in the following figure (the dipole moment of uracil directed inbetween N3 and C4, with the substituent ‘X’ either strengthening, or weakening the dipole in the illustrated vectors)6: Fig 3: Vector scheme of dipole moments in uracil and in its derivatives6 (reproduced using ChemBioDraw) Experimental: For this Lab, the Gaussian software was used in calculating the dipole moment. At first, the molecule of concern was drawn using the software. Then ‘Edit’ option is selected to ‘Symmetrize’ our subject molecule. After that is done, we perform Gaussian Calculation Setup, by selecting Job Type as ‘Energy’, and under Methods changing the Basis set. The numerical value of the dipole moment is obtained from the ‘Results’ of the .chk file. The Gaussian calculation is repeated by selecting other Basis sets. The whole process is repeated for the molecules Thymine and Uracil. The molecule is drawn using Gaussian, and the Gaussian calculations repeated by selecting different ‘job types’ and ‘basis sets’. Results: The results obtained are represented in tabular form. The screenshots of the molecules as drawn in the Gaussian software are also given. Tables: Table 1: The theoretical and Literature values of 5-Fluorouracil dipole moment Table 2: The theoretical and Literature values of Uracil dipole moment Table 3: The theoretical and Literature values of Thymine dipole moment. Images obtained from Gaussian: 5-Fluorouracil Fig 4: Image of 5-Fluorouracil molecule as drawn using Gaussian software Uracil: Fig 5: Image of uracil molecule as drawn using Gaussian software Thymine: Fig 6: Image of thymine molecule as drawn using Gaussian software Discussion: The purpose of this experiment was to calculate the numerical values of dipole moments of the anticancer drug, 5- fluorouracil, and two other pyrimidines, thymine and uracil, and compare the obtained values with that of literature values. The dipole moment of a bond is defined as the mathematical product of the magnitude of the charges and distance between atoms under consideration11. The numerical value of the dipole moment can be calculated for each bond, as well as for the entire molecule. In this experiment, we use the Gaussian software for the calculation of dipole moments. The calculation of dipole moment is based on the allocation of atomic charges to the atoms in the molecule in a reasonable way.4 In the hands on experiment, this consists of assigning electronegativity values to the atoms and experimental structural information of the bonds. Topological methods, however, do not take in information about the molecular geometry or the conformational status of the molecule. The topological method currently in use is the Gasteiger-Hà ¼ckelmethod, which has the disadvantage of omitting the validation procedure. This renders the study impractical.11 The method of computation of partial charges employed in this experiment is based on the quantum mechanical calculation of wavefunction.11 For this report, wavefunctions were obtained using the ab initio method. Ab initio means based on first principles, these methods are based on quantum mechanics and attempt to solve the Schrà ¶dinger equation. â€Å"Ab initio methods use no experimental parameters in their calculations, although they use some mathematical approximations. The major disadvantage of Ab Initio quantum chemistry is the heavy demands on computer power.†12 The choice of basis set is one of the most important aspects of this computation, as our results depend vastly on the basis set employed. Basis sets are quantum chemical units of energy; basis set contains mathematical functions that can be used to determine the dipole moment, energy, and other quantum mechanical properties of an atom/molecule of study. Basis sets are considered to represent the wavefunctions of the electrons in the species.12 On the basis of atomic point charges, a molecular dipole moment can be calculated in a quite simple and fast way, and compared with literature values. To get reliable results using this method, one must select small and rigid structures.11 As the dipole moment is a property defined by quantum mechanics, wavefunctions can be used to directly calculate its values. Results derived with large basis sets (such as those reported in this paper) are in good agreement with experimental values. As we can see, our calculated values of the dipole moment align quite closely with the experimental values. One fact, however, stands out: the values of dipole moment get closer to the ‘literature values’ as the basis set is increased. However, quantum mechanical methods are not very useful when obtaining information about larger molecules.11 The dipole moments of uracil, as well as of its respective derivatives are listed in Table 1, Table 2 and Table 3. First of all, it can be noticed that all these molecules have pretty high values for dipole moments, compared to other aromatic molecules.4 This increase seems to be mainly due to the large electronegativity of the O atoms (resulting in large numerical values of the dipole moments of carbonyl groups) which amount to 4 Debye units in thiouracils, according to Schneider and Halverstadt 13 This value can be contributed to the relatively high polarity of the secondary amide carbonyl group in these compounds, as compared with the generally observed value of 2.23 Debye units.4 A pronounced change in the dipole moment is observed only upon the introduction of a substituent of a different polarity, such as Fluorine and Methyl group. In order to examine the effects of substituent on C5 on the electronic charge distribution in greater detail, many factors have to be taken into consideration. The first is that of electronegativity. Halogens are famously electronegative, with F atom being the most. The electronegativity of Fluorine atom pulls away electrons towards itself (and away from the ring) (Refer to Fig 3). As the dipole moment direction of –F atom is directed towards itself, it somewhat cancels the dipole moment of N3. This explains why 5-Fluorouracil has a lower overall dipole moment compared to uracil. Thymine differs from uracil in having a methyl group (-CH3) on C5. The main chemistry to understand here is that of the inductive and mesomeric effect. â€Å"Methylation at C5 and C6 mainly causes changes in the polarity of the C5C6 bond by way of increasing the ~-electronic charge on the atom at which substitution takes place.†6 Due to the positive inductive effect of the –CH3 group, electrons are pushed towards the aromatic ring. This adds to the ‘electron pull’ of N3 and contributes to the overall polarity of the molecule. It can be noted that substitution at C5 does not alter the dipole moment of uracil as much as a substituent on C6 would. (Since the substituents at C5 and C6 are differently oriented). For uracil, the dipole moment is directed in the N atom inbetween the carbonyl groups (as shown in Fig 3). However, the dipole moment is a more complicated calculation than can be inferred from a diagram as simple, lots of other data (such as bond angles) also have to be taken into account. Conclusion: The purpose of this experiment is to calculate the dipole moment of the anticancer drug, 5- fluorouracil, and compare its value with that of literature, and two other pyrimidines, thymine and uracil. Based on the data obtained with 5 FU, the experiment can be deemed to be successful, as it contains about 1-2 % error with respect to literature. In summary, we have demonstrated that these Gaussian calculations is an easy and convenient way to determine many physical and spectroscopic properties of these molecules in solution and can give an additional insight into their in vivo properties.1 Citations: Theoretical DFT and experimental NMR studies on uracil and 5- fluorouracil , B. Blicharska, T. Kupka / Journal of Molecular Structure 613 (2002) 153–166 Frisch, M. J.et al. Gaussian Development Version, Revision D.02. In Gaussian Development Version, Revision D.02; Gaussian, Inc.: Wallingford CT, 2005 5-Fluorouracil and thymine form a crystalline solid solution, Sarah A. Barnett, Ashley T. Hulme* and Derek A. Tocher, Acta Crystallographica Section CVolume 62, Issue 7, Article first published online: 10 JUL 2006 L.A. Curtiss, M.S. Gordon Computational Material Chemistry: Methods and Applications, Kluwer Academic Publishers, 2004 Structures of the Molecular Components in DNA and RNA with Bond Lengths Interpreted as Sums of Atomic Covalent Radii Institute of Biophysics of the Academy of Sciences of the Czech Republic, Krà ¡lovopolskà ¡ 135, 61265 Brno, Czech Republic. Dipole moments of 2,4-diketopyrimidines: Part II: Uracil, thymine and their derivatives I. Kulakowskaa, M. Gellerb, B. Lesyngb, K.L. Wierzchowskia, Biochimica et Biophysica Acta (BBA) Nucleic Acids and Protein Synthesis Volume 361, Issue 2, 29 August 1974, Pages 119–130 Chapter chemotherapy cancer http://www.oncoprof.net/Generale2000/g09_Chimiotherapie/Complements/g09_comp11.php (accessed Nov 19, 2014) Cole Parmer http://www.coleparmer.com/Product/5_Fluorouracil_99_5g/EW-88244-97 (accessed Nov 19, 2014) 5-Fluorouracil: mechanisms of action and clinical strategies, Daniel B. Longley1, D. Paul Harkin1 Patrick G. Johnston, Nature Reviews Cancer 3, 330-338 (May 2003) Wikipedia http://en.wikipedia.org/wiki/Fluorouracil (accessed 3rd December 2014) Hans-Dieter Hà ¶ltje, Gerd Folker, Molecular Modeling: Basic Principles and Applications, VCH Publishers, 1997 Vol. 5 Samakhvalov A, Lab Manual for Physical Chemistry I, Rutgers University Camden 2014 Schneider, W.C. and Halverstadt, I.F. (1948) J. Am. Chem. Soc. 70, 262626 1

Six History Shaping Beverages History Essay

Six History Shaping Beverages History Essay Tom Standage states in A History of the World in Six Glasses that the course of human history has been shaped by six beverages that are commonplace today. The roles of these beverages beer, wine, spirits, coffee, tea, and Coca-Cola are explained in roughly chronological in the book. Although all of these drinks have helped advance culture, some were more important than others in this respect. In order of importance, the arrangement of the drinks would be quite different. Beer, the most important, was discovered long before the emergence of civilization, when people lived as hunter-gatherers. The transition to farming was a major step towards civilization, and while the reason for it is still controversial, beer seems to have been a factor. One theory suggests that the popularity of beer necessitated a steady supply of grain, which was required to make beer, and brought about the cultivation of it. Because beer was drunk prehistorically while still fermenting and rich in protein and vitamins, it allowed farmers to consume less meat, thus assisting the switch to farming. Furthermore, the Ancient Mesopotamians and Egyptians regarded beer as a drink given by gods, which contributed to the conversion of storehouses for surplus food into temples where offerings were made to these gods. Beer was a crucial factor contributing to the conversion to farming, and as a result, the beginning of civilization; it was undoubtedly a major catalyst for advancing cultur e. Coca-Cola, often associated with commercialization and globalization, is the second most important catalyst, especially since globalization is viewed today as an indicator of a high degree of advancement. The beverage evolved from being a strictly American product to its now internationally famous status in just over a century. As its popularity spread throughout the world, it brought many American values, such as liberty, with it. In fact, Coca-Cola was the very embodiment of these values in World War II, during which the Axis countries of Japan and Germany used the drink to portray the United States and the Allies negatively, denouncing the concepts associated with it. Bottles of Coca-Cola contained more than a soft drink; they contained complex ideas that entire governments have been based upon. Next in importance in the line of beverages that influenced history is coffee. Coffee originated in the Arab world, but it had a much greater impact on Europe. More important than the drink, itself was the place that it was often served in: a coffeehouse. In coffeehouses throughout Europe, discussion and debate, as well as gossip, took place. Many people learned of current events in coffeehouses, and others made scientific advancements after academic discussions occurred there. Inevitably, political ideas were also spread in coffeehouses, as in the case of France, in which a revolutionary war for fair rights started at a cafà ©. Coffee, which sharpens the mind, promoted new ideas and discoveries through discussion, and even helped start a revolution. Though not as powerful as beer, Coca-Cola, or coffee were, tea assisted the development of culture. The Industrial Revolution in 18th-century England caused the introduction of numerous factories, and tea, served to the workers of these factories, kept them alert and prevented illness. It also increased the demand for crockery, fueling commerce even more. Tea had a large effect on Asia, specifically China and India. The Opium Wars, the result of the trade of opium because of the demand for tea, ended with China engaging in wider trade with other countries. In India, the cultivation of tea started by the East India Company created a new industry and eventually made India the largest producer of tea in the world. Tea contributed to the advancement of culture by furthering industrialization in several modern-day nations, as well as increasing international trade. In the Mediterranean basin, wine played a moderate role in shaping history, evident in its representation of sophistication in the area at the time. In Greek symposia, wine accompanied intellectual discussion in subjects like literature and philosophy. At some symposia, kottabos, a less academic drinking game, took place instead. Wine was associated with art as well as academics; the amphorae in which wine was stored contained motifs that are now symbols of Greek culture. Additionally, wine became widely drunk in Ancient Rome, where convivia, the Roman counterpart of symposia, took place. In both Greece and Rome, wine helped to differentiate classes higher classes consumed higher-quality wine. This widespread alcoholic drink took the place of beer, promoting intellectual thinking in casual assemblies and emphasizing differences between social classes. Spirits were the least significant beverage discussed by Standage, but nonetheless, they were indispensable drinks that aided the advancement of culture. For instance, grog protected British sailors against scurvy; this helped Britain establish its supremacy at sea. For the English colonies, rum lowered dependence on European imports, as it could be distilled from inexpensive leftover molasses. The Molasses Act of 1733, passed by England to stop the importation of molasses from the French into the colonies, produced negative feelings toward England, and was one of the factors leading to the American Revolution. On the other hand, rum was one of the main currencies involved in the slave trade from Africa, a step backwards in the development of culture. Spirits affected human history both positively and negatively, and while it assisted the advancement of culture, it also hindered it. Beer, Coca-Cola, coffee, tea, wine, and spirits have all had considerable effects on human history. These beverages, which are frequently consumed even now, can tell the story of the progress of civilization solely through their respective roles in it. Some have played a more important part than others in shaping world history, but they have all unquestionably served as catalysts for advancing culture.

My Best Friend :: essays research papers

Walt Whitman was an American poet, who was born in 1819 and died in 1892 whose work boldly asserts the worth of the individual and the oneness of all humanity. Whitman's defiant break with traditional poetic concerns and style exerted a major influence on American thought and literature. Born near Huntington, New York, Whitman was the second of a family of nine children. His father was a carpenter. The poet had a particularly close relationship with his mother. When Whitman was four years old, his family moved to Brooklyn, New York, where he attended public school for six years before being apprenticed to a printer. Two years later he went to New York City to work in printing shops. He returned to Long Island in 1835 and taught in country schools. In 1838 and 1839 Whitman edited a newspaper, the Long-Islander, in Huntington. When he became bored with the job, he went back to New York City to work as a printer and journalist. There he enjoyed the theater, the opera, and-always an omn ivorous reader the libraries. Whitman wrote poems and stories for popular magazines and made political speeches, for which Tammany Hall Democrats rewarded him with the editorship of various short-lived newspapers. For two years Whitman edited the influential Brooklyn Eagle, but he lost his position for supporting the Free-Soil party. After a brief sojourn in New Orleans, Louisiana, he returned to Brooklyn, where he tried to start a Free-Soil newspaper. After several years spent at various jobs, including building houses, Whitman began writing a new kind of poetry and thereafter neglected business. My Best Friend My best friend has gone away. He left this world, left me behind. Such sorrow, such pain-- hurts so much to think of him. My sorrow's too great to be eased by tears--tears for the one whom I've loved so dearly. Never again shall he lay beside me, listening as I play the piano. Never again will he roam the backyard or give me comfort when I am in need. When he left, it so seems that part of me has left with him. Every night I cannot slepp. I always find myself outside. I watch the stars as they glow brightly, knowing he is watching over me. He's gone to rest. He is at peace. Yet why did he leave when I needed him the most? As a teen, life's hard for me.

The Yellow Wallpaper -- essays research papers

Yellow Wallpaper Without question the short story Yellow Wallpaper would definitely be categorized into a male dominant/feminist interpretation. The story is a perfect example of the stereotype, "that a male knows best". Throughout the story the author does a good job of placing you in the women's shoes. He makes you feel the control he has over her, mentally as well as physically. Most males have a tendency to think that they know best. A man will never stop at a gas station to ask directions from a local resident in a town that he has been lost in for two hours because of course he knows his way around far better than the local ever would. He will find his way eventually even if it takes him the entire day. John makes it well known that he knows best. In line 30 he states, "Your exercise depends on your strength, dear, and your food somewhat on your appetite; but air you can absorb all the time." Yes John is a physician but he does not know exactly what her illness is therefore; he cannot state what depends on what. He tells her that her exercise depends on her strength yet; she is not allowed to go out of the house. No matter her strength she will not be able exercise. The way the story is written (not organized/unfocused), gives you a claustrophobic feeling of no way out, just as the character feels. The story is written to make you empathize with the character. The form of writing is relat...

Practical Life

The Practical Life area is the foundation of a Montessori classroom. It contains a range of activities that allow a child to develop their control and coordination of movement, concentration, independence, patience, awareness of their environment, social skills, and an orderly way of thinking. A child will also gain self-confidence through learning to independently complete tasks that they will use in everyday life. The Practical Life area is the first area that many children explore because they are familiar with many of the materials and activities.Well-known items such as spoons, cups, pitchers, bowls, tongs, brooms, and other common household items that resemble everyday activities can all be found in the Practical Life area. Because the child is learning through activities of daily life, it is important that the tools are recognizable to the child, as well as breakable, real, and functional. These teacher created materials help a child develop the fine and gross motor skills tha t are needed to succeed in other areas of the classroom.The main areas of the Practical Life area include, Grace and Courtesy, Preliminary Skills, Physical Skills which include; pouring, scooping, squeezing, twisting, and lacing, Care of Self, Care of the Environment, and Food Preparation. The direct aims of the Practical Life area are the development of concentration, coordination, independence, and order, which are the basis for later learning in a Montessori classroom. While children often have difficulty focusing on any one activity for a long period of time, they must learn to resist the distractions around them to succeed in the Practical Life area.It is through these repeated activities that they develop the concentration needed to accomplish the more academic activities found in the Math and Language areas. The Practical Life area provides numerous materials to assist in the development of strong motor skills. Children seem to possess an inner drive to achieve self-perfectio n, which is why a child working in the Practical Life area can often be seen repeating the same activities over and over. This repetition will assist in developing the motor skill necessary for writing. Children yearn for activities that allow them to be independent.The materials found in the Practical Life area are designed so the child may complete them without the assistance of an adult. Activities that focus on developing the skills necessary to care for one’s self and their environment also promote independence in their everyday settings. This increased independence gives the child the confidence they need to try more and more complex activities. The Practical Life activities meet a child’s need for a sense of order by assigning a specific space on the shelf for each material and by a teacher demonstrating a specific series of steps that must be followed to complete an activity.Following steps is an important skill for future academic work such as reading, writing , and math. As a child is developing their coordination, concentration, independence, and sense of order, they are also indirectly preparing themselves for academic readiness and everyday life. By performing the activities in the Practical Life area, a child will develop the skills necessary to care for themselves, their peers, and the environment around them. Mastering these skills will indirectly lead to a child obtaining emotional growth, social skills, patience, physical development as well as independent judgment.As a result of frequent messes and broken materials in the Practical Life area, a child will also learns about cause and effect and cleaning up after one’s self. It is through these learned traits and behaviors that a safe, kind, and peaceful Montessori classroom is established. When presenting a Montessori lesson to a child it is important that a teacher’s language and actions are straightforward and precise. Analysis of movement and synthetic movement a re both important principles to follow when giving a lesson. Every Montessori activity consists of a series of movements.With analysis of movement, a teacher presents these steps in a logical sequence so the child may understand the movements and their order. Breaking a lesson down step by step also helps a child understand the intellectual purpose of their actions. Their movements are ordered and directed by their minds to a logical rationale through synthetic movement. This knowledge motivates a child because they are able to connect emotionally and physically with the material. Fun, exciting materials also propel a child forward in their intelligence.Points of interest such as the feeling of a sponge, the sound of pouring beans, and colored water attract the attention of a child, triggering a desire to know more. The learning environment is also a key part of their intellectual growth. An atmosphere that attracts a child to explore and participate in activities, known as motives of activity, also assists in the unfolding of a child’s spirit. The materials are introduced to the environment in small intervals, beginning with the simplest tasks and gradually becoming more complex, to isolate the difficulty.This allows the child to develop self-esteem and confidence as they move on to more challenging activities. When a teacher presents a child with a lesson, it is also important that they isolate the difficulty by teaching one concept at a time. Unnecessary words and actions can distract a child from the information being presented, resulting in potential failure and frustration. To successfully complete the materials it is necessary for a child to have an understanding of the activities and their concepts.Being able to detect your errors and correct them on your own, known as motives of perfection, increases a child’s success and builds the self-confidence needed to do well in other areas of the classroom. Mastery of preliminary exercises also p lays a key role in a child’s growth. Knowing the ground rules and the ability to perform basic tasks give a child the assurance needed to learn and develop. Maria Montessori based the Practical Life area off the expectations of life. She created materials she felt would expose children to experiences that would prepare them for an intellectual, healthy, and fulfilling existence.By repeating the Practical Life materials, a child develops skills such as; left to right order, enhancement of their attention span, coordination, confidence, independence, and a sense of order. These emotional and physical strengths raise a child’s curiosity to explore their environment and spur a desire to learn. Practical Life is the most important area of Montessori education. It prepares a child for adulthood, while giving them the tools necessary to become contributing citizens in their communities.

Barbie Doll Marge Piercy

The title of this poem immediately underscores its thematic concerns. ‘Barbie’ is not just a toy for girls but has become a cultural icon of developed America. The doll is the archetype and symbol of the perfect American girl who has physical appeal and wealth. She is the prime example of feminine qualities and beauty. Yet as we read on, Piercy’s description of the young girl is vastly different. She seems, unlike Barbie, to have â€Å"a great big nose and fat legs. † The young girl, however, is entrapped by society’s definitions of beauty here exemplified by Barbie doll.By consistently contrasting the ideal and the real, Piercy created a dark poem about a girl’s suicide because of social pressures to be Barbie-beautiful. The theme of the poem is distinct: Piercy is alluding to the impossible conditions of beauty in the modern world and how the desire for such unattainable ideals can lead to death. It also very much about subscribing to social beliefs of femininity, of what it is to be a ‘woman,’ and not just about physical beauty.The dark and ominous atmosphere in the poem is set by the descriptive details of the poem and the consequent mood that is set by the tone. Piercy employs a matter-of-factly way to describe the details of a fat girl and her growing up years. Yet the choice of images employed is unique and powerful for they evoke images of childhood. â€Å"Dolls that did pee-pee and miniature GE stoves and irons and wee lipsticks the color of cherry candy† evoke innocence in the playthings of childhood but these images are immediately contrasted with the girl’s â€Å"big nose and fat legs.† This occurs again in stanza two where the girl is described as a â€Å"healthy† and â€Å"intelligent† girl almost full of potential, â€Å"abundant sexual drive and manual dexterity. † The positive physical image of this young pubescent girl is shattered at the end of the stanza for she needed to feel bad about herself for having a â€Å"fat nose on thick legs. † Such a contrasting descriptive method is one of the ways that Piercy employs to underscore the irony of the poem even more.The sardonic tone that Piercy uses is most blatant in the final two stanzas. Here, we see a girl who has been compelled to subscribe to false social beliefs of looking like a ‘barbie doll. ’ She needs to â€Å"play coy,† exercise, diet, smile and wheedle. † These are archetypal images of femininity. Here, Piercy moves beyond a description of physical beauty but one of social expectations of femininity. The girl is compelled to follow social norms of what it is to be female both physically and socially.The opening stanza, with its images of dolls, stoves, and lipsticks also reveal the same intentions of how from a young age the girl is compelled to buy into a social definition of what a ‘female’ is. The poem becomes much dark er and Piercy’s sardonic tone and scornful attitude towards such social belief becomes much stronger in the final stanza where she employs irony powerfully. The girl is described as having taken her own life for â€Å"she cut off her nose and her legs and offered them up.† In the final stanza, she is described as looking pretty â€Å"dressed in a pink and white nightie† and having a â€Å"turned-up putty nose. † Here, the image is one of a barbie doll. The girl has been transformed into the image she could not attain in life and could only do so in death. This is a chilling thought that Piercy is attempting to communicate to readers – women die trying to achieve impossible notions of beauty and perhaps the only way to do so is in death. Such a reading is certainly accentuated by the final lines of the poem â€Å"Consummation at last. To every woman a happy ending.† The happy ending can seemingly only be found in death. The lines in this stan za are then charged with irony and the irony evokes a sense of sadness and shock. There is no real happy ending for although she does finally for her quest for beauty and perfection is consummated she dies in the process. The poem thus echoes with how society often compels women to subscribe to expectations of what is feminine – like a Barbie doll. It also thereby reveals the very misplaced qualities that society holds with regards to women. Women are objectified as dolls and playthings.