Hamlet to Horatio Eulogy - 944 Words

Year 12 English Ââ€" Hamlets Eulogy (delivered by Horatio) Simone Schulz Lords, ladies and citizens of Elsinore, what treasure lost. It is with great sorrow that I stand before you in this difficult day, in this difficult time. I do not know what to say nor how to say it. We are all here to honour, remember and pay respect to the most remarkable Prince we could ever know, Prince Hamlet of Denmark, beloved son of the late King Hamlet and Queen Gertrude, royal courtier and loyal friend. To all thee of Denmark, your presence here today is a extraordinary tribute to Prince Hamlet, a reflection of his courage, strength and dignity, we shall not look upon his like again. If but only for today, we are all united, burdened with the like†¦show more content†¦Hamlet was intensely loyal to his family name, and this, although noble, was the cause of his downfall. He was a dedicated man, his conscience haunted with avenging his fathers death. His dying request, I will do my best to obey. T was to make it known to all of Denmark that Claudius was not the man he appeared. In reality, he was a villain. It was him who caused the death of the late King Hamlet and this constitutes to Hamlets changed attitude recently, as anyone would be if a murdering brother in law married your mother. Our dear Hamlet, now in the arms of God, so much power, so much grace, so much strength and love. Our gathering today should be, yes, a time to mourn for a noble mans fall from grace but also, a celebration of a life lived with energy and honour. I can no other answer make but thanks and thanks that we here today, were all blessed enough to have known him. I request, O Lord, receive into your heavenly kingdom this man, departed early from our now grieving world. To Hamlet, never will you be forgotten in this nation that is rightfully yours and in which your name will forever echo, wherever the bright sun of heaven shall shine. Brave soldier, fellow student and honest friend let flights of angels sing thee to thy rest. I wish you well and so I take my leave, I pray you know when we meetShow MoreRelatedA Comparison of Hamlet and Mcmurphy in One Flew over the Cuckoos Nes2438 Words   |  10 PagesA Comparison of Hamlet and McMurphy in One Flew Over the Cuckoos Nest It is suggested that in modern literature, the true element of tragedy is not captured because the protagonist is often of the same social status as the audience, and therefor, his downfall is not tragic. This opinion, I find, takes little consideration of the times in which we live. Indeed, most modern plays and literature are not about monarchs and the main character is often equal to the common person; this, howeverRead More DeVere or William Shakespeare? Essay2835 Words   |  12 Pageseven written by the same writer (Whalen 17). As many doubts as the life of Shakespere brings up, however, even more problems arise in looking at his death. Will Shakespere died in 1616, when he was buried in an unmarked grave without even a single eulogy to his name. At the time of his death, Shakespeares plays were famous and popular, yet no one seemed interested in the man who was associated with them by name (Michell 78). While this seems strange in itself, compared to deaths of other public

Reflection About Rude Awakening - 1710 Words

Adolescence is a time full of growth, a time full of rebellion and a time full of questions. Therefore, in my adolescence, like Smith, I also questioned my core beliefs. Originally, I thought you could help everyone, I thought that by being a friend to those who had troubled lives would not only make their lives better, but mine as well. Sadly, I had a rude awakening. It all started in 2015. My friends at the time added me and some of their other friends to a group chat. One of the people in the chat was someone I already knew. However, I always had a bad feeling about him. Albeit, I inhabited a sense of circumspection I decided to shrug it off. After a while of talking in a group with this person I disregarded the ill feelings.†¦show more content†¦After nearly a year of abuse I was in a deep depression- nobody knew- I kept my grades up even though he would punish me if I did my homework, I forced a smile, I pretended to be the same person I once was, I covered any bruis es with makeup, and I pushed through it. Nobody had any idea- why would they? I was the girl that was in the top of her class, introverted, headstrong, confident, straightforward, blunt, and fiercely independent - there was no way I could have been a victim of abuse, right? I began to retreat into my shell, when he was busy I’d isolate myself, finding comfort in loneliness- when I was alone I could escape reality, I could be myself, I had control, I could recharge. But, back in reality I was longer myself, Instead I was a chameleon. The depression began to eat me away, I got sick, I dealt with migraines, nausea, vomiting, etc. It was a mystery to everyone par-my parents kept taking me to the doctors. Then the doctors found a tumor. This Tumor was exceptionally rare- affecting less than 0.0004% of the population. It wasn’t supposed to be there- this tumor was found in adult women that took birth control- I was only a teenager, and I’ve never took birth control . My doctor said cortisol; a stress hormone- could have triggered it. The doctor also said he was not sure if it was cancerousShow MoreRelatedCritical Analysis : The Rocking Horse Winner827 Words   |  4 PagesHester cares more about looks than real happiness. From the outside the family looks happy and full of love, but on the inside the mother is cold and distant, obviously disappointed with the life she chose. In order to win his mother’s affections, Paul starts gambling. He says, I started it for mother. She said she had no luck, because father is unlucky, so I thought if I was lucky, it might stop whispering. (149) This is where it becomes apparent that the boy does not care about the money, onlyRead MoreTelevision Shows Of All Time Is Glee846 Words   |  4 Pagesinteraction with several people of color instead of a persisting structural and institutional problem that requires mass change in attitudes, beliefs, policies etc. Throughout all this, I think the worst part of Glee is that prior to writing this reflection, I had never even suspected or questioned the ‘diversity’ that the show offered. I had simply seen all the surface factors of the show – there are main characters of different races, of different abilities, they discuss poverty – and immediatelyRead MorePersonal Statement : Becoming A Nurse1150 Words   |  5 Pageslooking for. However, I was in for a very rude awakening. I gave my time to the not-so-lucky victims of the disastrous Hurricane Katrina. 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Brain Growth Development for Tender Age-myassignmenthelp.com

Question: Wirte about theBrain Growth Development for Tender Age. Answer: Introduction The brain of children and the early adolescents often experience massive growth while at the tender age. At six years most children have estimated 90-95% of adult size, however with such tremendous growth the brain further still wants further remodelling before it fully functions to its maximum capacity. The remodelling of the brain usually happens intensively at the adolescence stage and continues into the mid 20s, (Gogtay et al 2004). Other brain components happen before puberty and other continue long thereafter. Adolescence is marked with a period of tremendous growth among children, (Polan Taylor, 2003). The unused connectors usually in the thinking process or the grey matter are often pruned away while strengthening of other connectors goes underway. In this way the brain become effective in its functioning. The pruning effect normally begins in the back of the brain, (Aljabar et al 2008). This essay will look into the mental behaviour growth patterns of the early adolescent c hildren and their behaviour patterns as observed in educational settings. Behaviour Growth Patterns for children Studies conducted have shown great insight into the child hood behaviour patterns among children. Cognitive development among children has been an important concept which remains to resourceful in understanding insightful activities in early years. Infants have been found to engage in behavioural learning concepts such as speech learning which they hear en-route to developing concrete knowledge of language, (Lemelin et al 2006). Infants and toddlers have been found to derive implicit theories which explain these behavioural actions. These theories have formed the foundational learning processing behaviour growth patterns. The theories which explain these behaviour growth forms the foundation for learning process and the understanding of the complex world, (Cote et al 2013). Infants experience cues for communication learning behaviour to what is being done and they tend to learn from them. Many young early childhood children and young adolescences often rely much on what they learn from others which dictates their well being. This at times happens during pre school years which provide them with basic information to learn their environment. The built connections and social relationships to cognitive development have been consistent with brain development and how it develops the behaviour patterns, (Poulton 2009). Research has shown that the engagement which young children go through cannot be reflected in their behaviour displays. Behaviour pattern association have been established in child care centres, (Adi-Japha Klein, 2009). Children attending child based care centres have been predicted to have higher cognitive ability. Further cognitive scores among the home based care were lower. Thus literature has suggested influential aspects in child care behaviour patterns which have been found to have impact on the cognitive development among children as they enter into early adolescents stage, (NCCR 2005). Expected observed behaviour in education settings Children have been found to understand their own world and perceive it, influenced by it and act on it. This in turn has shown that the world shapes the child, (Cooper et al. 2000). This a perfect illustration on the role of nature within which the child is being nurtured and developing their own behaviour patterns. Longitudinal studies conducted have shown that behaviour changes and patterns and personality traits are formed during the formative stages of growth, (Flannery et al 2008). Early child hood learning centres have served as the physical environment which the adults and young children spent. This environment influences how the children feel on their interactions related with the physical setting. Expected behaviour patterns which translate into adolescent hood include; Psychosocial behaviours These behaviours often manifest it through emotions, behavioural patterns and mental performances. Children this age are expected to be anxious, aggressive, physical disruption and relationship establishments with other children through creating friendship and often being disrupted full, (Nansel et al 2001). As the children progress towards adolescence they tend to be more sober and relaxed after understanding their environment. Habit disorders Children at this age in school settings will often display thumb sucking, nail biting, air swallowing and putting pens and pencils in the mouth, body rocking which is characterised by hitting and biting themselves and other pupils. With progress to adolescence the children are expected to behave more decent, with habits of thumb sucking already left behind, this habit disorders are expected to be alienated as the brain development distinguishes issues and things. Anxiety behaviour patterns Development of children is often formed from the environment which they are in. The young children will always fear other pupils in school and enter into socially disable states. Others will develop school phobia as it occurs in 1-5% of children and is linked to being anxious,(Pettit et al 2001). As the growth development progresses it is expected that the adolescents will be cognisant of their peers and interact freely with them. School phobia behaviour patterns will be delineated as they will understand the essence of them being in classrooms and schools. Disruptive behaviour patterns Many behaviour patterns among children have been shown to undesirable but occur at early stage development and have been termed pathological. Expected practices at this stage are temper tantrums and breath holding which often result from anger and frustrations. it is expected as the brain maturity is being encountered these behaviours will be ceased and they will behave well in school and in class amongst their peers and colleagues. Attention deficit behaviours These behaviours are characterised by poor ability to manage school tasks. Common practices which characterises this behaviour include careless mistakes at school, lack sustained mental effort and impulsiveness, thus creating interruptions at others, (Anonymous,2011). This must be identified and provided the needed diagnosis attention possible. However when this is not recognised early children will develop this behaviours till their adolescents age which might bring other challenges later in life. Conclusion Early childhood has remarkably been characterised by hooks and educational toys which leave positive copies on the brain which is well incepted into late teens as shown by research. The stimulation of the mental part children get at around age four, are characterised with language condition and language development. Behavioural patterns of children have been well studied and established. Many children shape their mental growth ont the environment which they are exposed to. Educational settings have served as the best environment which various social and psychological learning process of early childhood stage among children is encountered. References Aljabar, P., Bhatia, K. K., Murgasova, M., Hajnal, J. V., Boardman, J. P., Srinivasan, L., ... Rueckert, D. (2008). Assessment of brain growth in early childhood using deformation-based morphometry. Neuroimage, 39(1), 348-358. ATTENTION-DEFICIT, S. O. (2011). ADHD: clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, peds-2011. Ct, S. M., Doyle, O., Petitclerc, A., Timmins, L. (2013). Child care in infancy and cognitive performance until middle childhood in the millennium cohort study. Child development, 84(4), 1191-1208. Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., ... Rapoport, J. L. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National academy of Sciences of the United States of America, 101(21), 8174-8179. Kendall, P. C., Hudson, J. L., Gosch, E., Flannery-Schroeder, E., Suveg, C. (2008). Cognitive-behavioral therapy for anxiety disordered youth: a randomized clinical trial evaluating child and family modalities. Journal of consulting and clinical psychology, 76(2), 282. Lemelin, J. P., Tarabulsy, G. M., Provost, M. A. (2006). Predicting preschool cognitive development from infant temperament, maternal sensitivity, and psychosocial risk. Merrill-Palmer Quarterly (1982-), 779-806. Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Jama, 285(16), 2094-2100. Network NECCR (2005) Child Care and Child Development. Results from the NICHD Study of Early Child Care and Youth Development. London: The Guildford Press Pettit, G. S., Laird, R. D., Dodge, K. A., Bates, J. E., Criss, M. M. (2001). Antecedents and behavior?problem outcomes of parental monitoring and psychological control in early adolescence. Child development, 72(2), 583-598. Poulton, B. (2009). Child care today: what we know and what we need to know. Community Practitioner, 82(6), 42-43.Adi?Japha, E., Klein, P. S. (2009). Relations between parenting quality and cognitive performance of children experiencing varying amounts of childcare. Child Development, 80(3), 893-906.

master Essays (362 words) - Reading, African-American Muslims

learn to read. learn to read Introduction Learning to Read Malcolm X tried very hard to educate himself because he wanted not only to teach himself how to read but he also wanted to be able to understand what he was reading . His simple reason for wanting this was his desire to write letters which accurately communicated his thoughts . He was particularly interested in writing some letters to Elijah Muhammad whose writings about the history of discrimination suffered by the black people deeply interested him (Malcolm X . His problem , though , was not only how to read . He was also aware of his very limited vocabulary . As a matter of fact , he confessed to being sort of inoperative in the English language because his vocabulary consists mostly of slang words and phrases . His very limited vocabulary was the primary reason for his inability to understand what he tried to read . Another problem he encountered was his illegible handwriting . He realized that if he should be writing letters , their recipients should be able to read them - especially Elijah Muhammad because he wanted very much to write to him (Malcolm X . In the end , the solution that he stumbled on solved both his problem with his vocabulary as well as his writing deficiency . He borrowed a dictionary and copied every word , page after every page , reading and understanding as much as he could while copying , at the same time working on improving his handwriting . He was able to do this because he was in prison and had all the time in the world . Later , he progressed from the dictionary and started reading novels by well-read of history and philosophy (Malcolm X . What Malcolm X accomplished could be done just as easily in public schools . The only problem will be how to motivate and inspire the students to do what Malcolm X did and achieve what he was able to accomplish . To this end , teachers should not only be trained how to teach but also how to motivate . Narrating inspiring stories just like Malcolm X 's self-education could very well serve the purpose .Work Cited Malcolm X . ``Learning to Read ' 1965 . 29 April 2008...