Emperors Club Essay Example for Free

Emperors Club Essay English question 5 It is not living that is important, but living rightly and honestly. The definition of success varies depending on who is defining it. By the end of the novel, Hundert and Sedgewick Bell each believe that they have reached success in their own lives. Sedgewick, following in his Dad’s footsteps of using and manipulating every situation and opportunity in order to advance his selfish goals, feels successful as a wealthy and powerful businessman. Sedgewick by the example, set by his distant, judgmental, and uncompromising father has learned that being honorable and having good character are qualities that are unimportant when measuring a man’s success. Just like his father who did not see the merit of developing a moral conscience, Sedgewick Bell rejects the moral guidance of his caring teacher, choosing instead to cultivate the cut-throat tactics his father instilled in him as necessary to achieve the fame and fortune vital for success. In contrast, Hundert is only able to feel successful when he has regained his dignity and honor by confessing his breach of trust and asking for forgiveness from the student he betrayed. Once Hundert does the honorable thing and tells Blythe about Hundert’s cheating during the selection of the contestants for the Emperor’s Club competition, Hundert is able to reset his moral compass, and move on with his life. Hundert comes to understand that it was his selfish desire to see Bell succeed that drove Hundert to disregard what he knew was right in order to avoid the truth – that Sedgewick Bell had no desire to become the honest and hardworking student Hundert â€Å"willed† him to be. Through this realization Hundert is able to see that even though he may not have succeeded with Bell, this one â€Å"failure† does not minimize the positive contribution he has made to the lives of his many other students. Hundert’s success is evidenced by the fact that even after 25 years, Hundert’s students throw him a party to show their appreciation of the advice, instruction, interest and guidance he gave them when they were students at St. Benedict’s. Hundert is considered by the majority of his students to be a mentor, and positive role model. It is this realization that helps Hundert see that his success lies in the fact that his students have taken his message of living a moral, and honest life with them into their world and used his words to help shape their own productive lives . s well as, that of their children. Hundert realizes that success should be measured not by the money in a man’s pocket, or the job he has, but by the positive impact he has in the world and on the lives of others. As the film progresses Hundert comes to terms with the fact that no matter how hard he tried he could never compete with the powerful negative influences that were present in the Bell home. Sedgewick was raised to view a successful man as being self-serving, untrusting, insensitive, and controlling. It was when Humdert tried to set a new moral example of success for Sedgewick that Humbert was driven to compromise his own beliefs. Hundert learned that when one compromises him for the sake of another the relationship is doomed to fail. It is when Hundert is able to accept that he is not responsible for the selfish, immoral man Sedgewick has become that he can rid himself of the feelings of failure that resulted in him leaving the profession he loved. When Hundert is rewarded by the positive comments of his students he understands that his success is in the fact that he has made the world a better place because he has educated a generation of kind, caring and moral men and fathers who will pass on his appreciation of honor, dignity, kindness, sensitivity, creativity and integrity to future generations. Hundert and Sedgewick each define â€Å"success† differently and it is up to each individual viewer to watch and listen to the movie carefully in order to decide which definition he/she will use to evaluate the â€Å"success â€Å" of his/her life.

The importance of camaraderie in Apologia Pro Poemate Meo Essay Example for Free

The importance of camaraderie in Apologia Pro Poemate Meo Essay Making close reference to language, imagery and verse from, consider ways in which Owen portrays his views of the importance of camaraderie in Apologia Pro Poemate Meo Apologia pro poemate meo means the reasons for my poetry and is about the friendships made throughout the war. As a response to Robert graves letter telling Owen for gods sake cheer up and write more optimistically, and the more positive style is shown throughout the rhyme, metre and rhythm as it is all regular. However the poem reads as a contradiction as it is merry yet still about the war. This upbeat tone throughout could also be portrayed as sarcastic. I will be referring to insensibility as it is a contrast to this poem and gives a different view on how men cope in war. I will also refer to strange meeting as it gives a twist to importance of camaraderie, as the man he killed whom he meets in hell, shows they are more likely friends rather than enemies. The importance of camaraderie is highlighted throughout apologia pro poemate meo, Merry it was to laugh there shows that even though war is such a horrific place, the friendships between the men overcame this and made it enjoyable and merry. The use of paradox is to show the juxtaposition of war and friendships: Found peace where shell-storms spouted reddest spate. . Here, Owens uses of sibilance, shows the soldier has found peace in the battlefield, which is absurd as shells are falling all around them, but again, it shows that the friendships made are so powerful, they make war seem less horrific as it is. Religious imagery is used as well to highlight the importance of camaraderie: I, too, saw God through mud-. Here, to see god could also refer to seeing hope, as soldiers prayed to god for help and safety on the battlefield, so this soldier has seen hope in the war as his friendships made, make it worth baring. However, Owen could be using sarcasm here, as Graves told him to cheer up and write something worthwhile, but war is a horrific and dreary matter. To write of war as something cheery would wrong in all sense. This links to a further point, as towards the end of the poem, Owen again, shows his true feelings towards Jessie Pope (the pro-war propaganda poet). You shall not come to think them well content /by any jest of mine. Here, Owen has a dig towards Jessie Pope, as she writes as if war was a game, yet has never experienced it, so she cant judge their wellbeing. This links to yet a further point; Owen links to the Romantics here, as he was inspired by them: I have perceived much beauty /in the hoarse oaths that kept our courage straight, however, like Pope, they did not experience war and wrote about it as beauty and that it was honourable to fight for your country, so again he dislikes them for this. Owens use of sibilance is another method of portraying how important camaraderie was in war. For love is not the binding of fair lips /with the soft silk of eyes that look and long, here Owen tries to tell us that the fellowships he made were much stronger than friends, it was brotherly love. Owen believed that the friendships made in war had the strongest bond ever achieved, as the men fought cried and died amongst each other. When referring to other poems, Insensibility portrays a different way on how men coped with war, instead of the fellowships, they block off emotion. The use of metaphor here portrays this well: Happy are men who yet before that are killed/can let their veins run cold, this shows that the men who can block off all emotion before their death are happy ones, yet ones who dont will not be. Insensibility goes further to say cursed are the dullards whom no cannon stuns, is it worth the price, if youre blocking off emotion. Strange meeting also portrays the importance of camaraderie in war, as it is about an officer who killed an enemy soldier, and when he is dead and goes to hell they are reunited and realise they have more in common as friends, then they did as enemies. I am the enemy you killed my friend shows that even though they were enemies, after walking through hell, he recaps and wonders whether they are friends. When he reaches hell, the soldier who he killed recognizes him and lifting distressful hands, as if to bless. This religious imagery shows that the soldier forgives him and they are better to be friends than enemies. In conclusion, Owen portrays his views of the importance of camaraderie in Apologia Pro Poemate Meo very effectively. Throughout the selection, no other poem goes into such greater detail about the fellowships made in war. The use of imagery, metaphor and the linkage to other poets shows how he truly felt about the friendships made in war and how important they were to the survival and sanity of the men. Insensibility shows us a different view on how important camaraderie was, as it takes the view that being able to block out emotion is the vital thing that will get you through war. Finally, Strange Meeting adds further to the point that camaraderie is important as even though as enemies in war, in death they become friends, to comfort each other for the rest of eternity. Eventhough portrayed effectively, it is not portrayed throughout, and so Apologia Pro Poemate Meo is the most effective from the selection.

Using and applying mathematics to different problems

Using and applying mathematics to different problems Traditionally in the United Kingdom, mathematical problems have been treated as contexts in which young learners can apply exiting knowledge. This is reflected in the use of the term using and applying mathematics within the National curriculum. Problem-solving in the Netherlands is viewed somewhat differently. Problem-solving contexts are used as a starting point from which mathematical strategies and conceptual understanding are developed. The second part of this report gives ideas of teaching strategies that can be employed to promote problem solving and mathematical thinking in the developing children of the United Kingdom. Part 1: Analysis of the progression of problem solving between the primary years from years 1 to 6 Solving problems is one of the strands in the Using and applying mathematics strand. According to the 1999 Framework for teaching mathematics, numeracy is a proficiency that requires a child to incline to and have an ability to solve problems when given different contexts. This numeracy results in children who are have the confidence to tackle mathematical problems without immediately asking their teachers and friends to help them. To become problem solvers, children need to solve problems, meaning that children have to be given the space and time to tackle mathematical problems during lessons is they are to become competent and confident problem solves. In realisation of this, problem solving for the children from primary years one to six has been embedded into mathematics teaching and learning, thereby becoming an integral part of the childrens work. The renewed Primary Framework focuses on children solving problems that are set in wider ranging contexts because the children become more confident and skilled. This progression analysis highlights the increasing complexity of the mathematical problems that the children tackle as they move from one year to the next. Through years one to six Block A covers counting, partitioning and calculating. Block B covers securing number facts, understanding shape, Block C covers handling data and measures, Block D covers calculating, measuring and understanding shape and Block E covers securing number facts, relationships and calculating. Year one During their first year, children are supposed to solve problems involving counting, adding, subtracting, doubling and halving in the context of numbers, measures and money. In block A of year one, children concentrate on solving problems involving counting and they extend their counting and calculation skills. The children estimate a number of objects that can be checked by counting, begin to understand place value in two-digit numbers, read and write numerals to 20 and beyond, relate addition to counting on and to combining groups and use an increasing range of vocabulary related to addition. In block B of year one, children consolidate their use of patterns and relationships to solve number problems and puzzles. In block C, children take greater responsibility for posing and answering questions. In block D, Children continue to make direct comparison of the length, weight or capacity of two objects without any counting. The children begin to use uniform non-standard units to estim ate and then measure length. The children continue to work with money as well as continue to develop the concept of time by ordering the months of the year and reading time to the hour and half hour on a clock. In block E, children continue to solve practical problems involving addition or subtraction, doubling or halving and they record their solutions on a number line or in a number sentence. Year two During their second year, children are supposed to solve problems involving addition, subtraction, multiplication and division in contexts of numbers, measures and pound and pence. Block A does not cover any problem solving. In block B, children use their knowledge and experience of counting to learn the 2, 5 and 10 multiplication facts. The children solve one and two-step word problems involving money and measures, using all four operations. In block C, the children solve problems such as finding which soft drink is most popular with children in the class, and later make a block graph and explain what it shows to others. In block D, children continue to count in ones, twos, fives and tens. These skills come in handy in helping them to tot up a mixed set of 10p, 5p, 2p and 1p coins. The children develop the understanding of number lines to enable them read a range of scales. In block E, the children consolidate counting on from zero in steps of 2, 5 and 10 and build up times-tables, describing what they notice about numbers in the tables. They use this knowledge to predict some other numbers that would be in the count. The children understand that repeated addition can be represented using the multiplication symbol. The children use a number line to support repeated addition, recording the equal jumps on the line and writing the repeated addition statement and the matching multiplication statement. The children identify the operation(s) needed to solve a problem and explain their reasoning. Year three During their third year, children are supposed to solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations. In block A, Children solve problems involving counting, solve number puzzles and organise and explain their written responses to problems and puzzles in a systematic way. The children identify relevant information and select the appropriate operations in order to solve word problems. In block B, the children use patterns, properties and relationships between numbers to solve puzzles. In block C, the Children pose a problem and suggest systematic and appropriate approaches to collecting, organising and representing data in order to solve the problem. In block D, children add or subtract multiples of 10 or 100 and near-multiples to solve word problems and then use practical and informal written methods to solve problems involving multiplication and division. The children recognise that finding fr actions of amounts involves division and find a fifth of a quantity. In block E, the children apply their skills when they solve practical measuring problems. Year four During their fourth year, children are supposed to solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate. In block A, the children continue to derive and practise recalling multiplication and division facts to 10 10. The children consolidate multiplying and dividing numbers to 1000 by 10 and 100. The children develop written methods for multiplying and dividing. In block C, the children evaluate the effect of different scales on interpretation of the data. In block D, Children learn the relationships between familiar units of measurement. Practical activities help children to increase their accuracy of measurement and estimation as well as choosing appropriate instruments and units. In block E, children investigate patterns and relationships. In block E, children count in fractions along a number line from 0 to 1 and establish pairs of numbers that total 1. The children are introduced to the vocabulary of ratio and proportion Year five During their fifth year, children are supposed to solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use. In block C, children test a hypothesis by deciding what data is needed and discussing how they will collect the data. The children use ICT to help them present graphs and charts quickly, and interpret their graphs and charts to draw their conclusion. In block D, when the children measure weight, they use a range of scales. In block E, children use multiplication and division to solve problems involving ratio and proportion. Year six During their sixth year, children are supposed to solve multi-step problems, and problems involving fractions, decimals and percentages; choose and use appropriate calculation strategies at each stage, including calculator use. In block A, children use a calculator to explore the effect of brackets in calculations. They decide whether or not to use a calculator to solve problems. In block D, children solve practical problems by estimating and measuring using standard metric units from a range of scales. The children draw on a range of mathematics to solve problems involving estimating and measuring. The children communicate clearly how a problem was solved and explain each step and comment on the accuracy of their answer. The children explore area and perimeter of rectilinear shapes. They estimate the size of angles and use a protractor to measure acute and obtuse angles. The children describe the patterns and relationships that they discover. In block E, children solve problems in d ifferent contexts, using symbols where appropriate to explain their reasoning. The children identify and record the calculations needed, interpreting the solutions back in the original context and checking the accuracy of their answers. Part 2: Ideas of teaching strategies to be employed to promote problem solving and mathematical thinking. Teaching mathematics students how to solve problems is important. These students should be taught how to apply the mathematical problems to problems in everyday life. The students should be in a position to do investigational work on the mathematics problem. A problem is a task that does not provide the learner with a clear route to the solution. If the solution to a problem can be arrived at through different approaches, then that problem has some degree of openness. The term investigation is used to describe such an open problem that can be solved through different solutions. An investigation is a good way to enable young learners to use and apply their abilities in mathematical knowledge. There are different levels of openness that are offered by application tasks. Exploratory problem solving is another means by which Application tasks exist with different levels of openness. Besides investigations, problems that have some degree of openness can be solved by exploratory problem solving. This gives the learner a chance to solve real-life problems using a mathematical approach. As a result, exploratory and investigative problem-solving offer children greater chances for developing the mathematical thinking of young learners. Word problems on the other hand are usually closed problems that have a defined solution and a standard method of calculations is applied. An example of such a problem is: How much change would I receive from a 10 pound note if I bought items costing 2.59 pounds and 3.99 pounds? Once the problem has been rewritten using symbols and numbers in a mathematical format, there is usually a standard method carrying out the resulting calculations. Word problems can still offer valuable opportunities for young learners mathematical thinking. A delicate balance is required between sensitive questioning which develops a childs thinking, and allowing the child time and some level of freedom to develop his own approach and strategy to problem solving. In this sense, the teachers role is somewhat different from that when teaching other aspects of the mathematics curriculum. In such contexts, the understanding of the likely consequences of intervention and non-intervention and flexibility of approach by the teacher are critical. Word problems can be solved by either a horizontal or vertical mathematising process (reference). The horizontal mathematising process is the easier of the two and is a strategy commonly used by children to solve word problems. Horizontal mathematising is whereby symbols are used to represent items in a mathematical word problem. Vertical mathematising is whereby the model created in vertical mathematising needs to be adapted in order for the answer to the mathematical word problem to be figured out. Askew gives two questions that are used to demonstrate the complexities surrounding word problems. The first question is: Mrs. Chang bought five video tapes that cost the same amount. If she spent 35 pounds, how much did each tape cost? The second question is: Mr. Chang bought some tapes that cost 7 ponds each. How many tapes did he buy? The first question is easier for children to solve because they can use fingers as a symbol of the number of tapes. The use of symbols supports the chil drens thinking within the purely mathematical context and enables them to arrive at an answer by trial-and-improvement techniques (reference). Research findings show that children make use of a wide range of informal strategies to solve word problems (reference). However, mere use of models is not sufficient for many children to solve a word problem. This is because word problems require children to translate between the real world context and the world of mathematics and back again. Switching between the physical world and the mathematical world is difficult because there exists a mismatch between these two worlds. When the teacher is made aware of this issue it provides a way forward. In the example above, children should be asked to compare the problems in order to help them appreciate more deeply the complexities of solving such problems. Children should also be helped to categorize word problems in order to help them appreciate structural similarities and differences. Categorising problems will require children to use reasoning skills in order for them to make generalisations about solution strategies for particular cl asses of problems. In the Netherlands, a different attitude to problem-solving has been adopted. This approach, known as realistic mathematics education, is based upon Freudenthals (1968) belief that children should be given guided opportunities to reinvent mathematics through doing it. Thus, the focus of realistic mathematics education is childrens mathematisation of contexts which are meaningful to them, and through this participation in the learning process, children develop mathematical understanding and strategies. Instead of using problem-solving as a vehicle for context-based application of earlier learning as a tradition in England, realistic mathematics education uses context problems as a source for the learning process. A good example of a context building up mathematical knowledge is taking the context of a city bus. The teaching starts with a real life situation where the students have to act as the driver of the city bus. The passengers are getting on and off the bus, and at each stop the students have to determine the number of passengers in the bus. Later the same is done on paper. The development of mathematical language is elicited by the need to keep track of what happened during the ride of the bus. Initially, the language is closely connected to the context, but later on it is used for describing other situations. This way, childrens conceptual understanding of related strategies from within the contexts of the problem is developed from the realistic mathematics education principle. Conclusion A consideration of some different approaches to teaching problem-solving will inevitably lead to a consideration of the purpose of teaching problem-solving. A problem-solving approach has clear benefits for pupils in helping them to approach mathematical problems of all kinds in a more structured way. Practice in identifying the main features of a problem and rejecting redundant information, and looking for relationships and strategies in a problem-solving situation, are all transferable skills that can be used in all area of mathematics. Such transferability of skills, knowledge and understanding is however not trivial. A key challenge, therefore, is to determine how best to ensure that children learn mathematics in ways that enable them to transfer knowledge and understanding gained in one context to other contexts they encounter subsequently. The role of the teacher is important in supporting childrens learning through problem-solving.

a separte peace :: essays research papers

Literary Analysis for A Separate Peace   Ã‚  Ã‚  Ã‚  Ã‚  Having a best friend means not to have jealousy of them, and to not wish to hurt them in any way. From reading this literature book, A Separate Peace, by John Knowles, it proves that statement. The story is about two close friends whose bond becomes ruined by jealousy.   Ã‚  Ã‚  Ã‚  Ã‚  Gene felt extremely jealous of Finny. In the beginning of the story, the author tried to describe the inferior feelings of Gene. In the dorm rooms, Gene tried on Finny’s clothes as a symbol of wanting to live Finny’s life. While picking up the shirt, Gene said, â€Å"This is going to be my emblem† (18). That shows that he wants some artifact of Finny’s as his label to describe his personality. Basically, he wants to live Finny’s life.  Ã‚  Ã‚  Ã‚  Ã‚   Finny was a down-to-earth, normal, peace making guy. While Gene played the role of a follower, Finny played the leader. When Finny tried to beat a swimming record and accomplished it, he wanted it to be kept on the low. Gene, on the other hand, wanted everyone to know therefore he would become popular. After beating the record, Finny said, â€Å"By the way, we aren’t going to talk about this. It’s just between you and me. Don’t say anything about it, to †¦ anyone† (36). By showing that Finny has to say something in the first place, he obviously knows Gene’s blabbering side of him. When Gene pushed Finny off the tree, it clearly showed how jealous he was of him. The boys have such an incredible bond that when Gene came to tell Finny that it was him who pushed him out of the tree, he did not even believe him. He said, â€Å"Of course you didn’t do it. You damn fool. Sit down, you damn fool. I’m going to hit you if you don’t sit down† (62). He became so angry and up-tight that Gene would say that, and he truly believed that he would never do anything like that.   Ã‚  Ã‚  Ã‚  Ã‚  After falling out of a tree, Finny was taken to the hospital. When he felt lonely, he called Gene to talk, and to see if Gene had replaced Finny with another roommate. Once Gene answered â€Å"no†, Gelber 3 Finny became mad at himself for even thinking that in the first place.

adam smith Essays -- essays research papers fc

Views of Adam Smith Adam Smith had many views that helped in making the world what it is today. I can’t imagine what the world would be like if there weren’t thinkers like Adam Smith. Our career as Pharmacists is a great example of this. What would we be working so hard for if we made the same amount of money as a trash man? He had many other views that were just as important. Adam Smith believed that a nation's wealth was not derived by how much they had in resources, or in an exchangeable commodity, but rather by the labor that its residents produce. "The annual labor of every nation is the fund which originally supplies it with all the necessaries and conveniences which it annually consumes." (Wealth of Nations, p. 1) He stated that a nation could increase the efficiency of the potential of its people by increasing these two aspects of the work force: (a) Skill, dexterity, and judgement with which labor is applied, and (b) Proportion of those employed in useful labor to those not so employed. For the first aspect, Smith noted that the best way to increase the efficiency of labor is the division of labor. The division of labor is the central factor in Smith’s theory of economic growth. Division of labor is the splitting of a large task into smaller tasks and then having one person be responsible for only one or two of the smaller tasks, which leads to an increase in productivity and stimulates the entire growth cycle, which increases the efficiency of the whole task. The division of labor and the accumulation of capital are what Adam Smith believed to be the driving forces of economic growth in any nation. He found that when the division of labor had broken down the production of almost any commodity into a series of simple operations it was more natural for tools and machinery to be invented that replace hand labor and expedite the entire production process, thereby increasing worker productivity. This increased productivity, combined with the growing capital stock to increase national output, enables a society to enjoy higher levels of consumption, resulting in a genuine rise in the â€Å"wealth of the nation† according to Smith. Adam Smith stated that the value of all things is based on the amount of labor that must be produced to gain it. He believed that the price of an object could be split into three parts: r... ...ner the market, and leave the consumers with a mediocre product. In response to tightened importation laws, he wrote that a strong foreign trade system would be the only way to provide good products to the English public. Adam Smith was accurately seeing the future of the world’s commerce. He saw that as producers tried to make more and more money, they were forced to cut corners. This, as a result, lead to products that were not as good as they should be. He knew that the way to improve product quality in Great Britain was to import goods from other counties. Adam Smith had many very important views. He had set ways that he thought things should have been and he spent his life explaining these views and trying to get others to see things as he did. Many people supported and accepted his views, while others completely disagreed with him. Whether or not you agree or disagree with his views, you have to admit that Adam Smith is very important even in the world today. Works Cited Bibliography 1. Heilbroner, Robert, Teachings From The Worldly philosophy, 1st ed. (Norton, 1997) â€Å"Wealth of the Nations†. Smith, Adam www.history.edu/adamsmith/views. (Accessed 4-1-02)

Methods of Trafficking and Counters Essay -- essays research papers f

METHODS OF TRAFFICKING AND COUNTERS Many people choose to try and make fortunes through the illegal trade of drugs. This type of business gives the highest return of dollars spent, but is one of the hardest products to ship. There are many techniques that have been used throughout the years in order to try and get the illegal substances into the United States, which leads to the government’s response to counter the illegal transshipments. Although the War on Drugs appears to be a futile effort, there are many ways to tighten down on the drug traffickers and successfully put them out of business utilizing government tactics and education.   Ã‚  Ã‚  Ã‚  Ã‚  The main ways to ship illegal substances into the United States are by individual carry or by vehicle (land, sea, or air). The farmer or the manufacturers rarely ever attempt these methods, but instead utilize a third person to assume the risk for the transaction from supplier to the individuals seeking to either use or distribute the product. These individuals are called drug traffickers or â€Å"mules†, and the job does not discriminate between age, sex, or race.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most disgusting examples of a trafficker is when a child is involved. Neither the manufacturer nor the supplier seem to mind if a child is carrying the same drugs that will soon infect the neighborhood’s playground. â€Å"A twelve-year-old boy, acting as a drug mule, became ill after trying to transport 87 heroin-filled condoms from London to New York. Upon arrival, the boy exited the airport, hailed a cab to drop off the drugs, and found the drop-off empty, the boy then became ill and started passing the heroin bags† (Stars & Stripes, 10). The fact that a young boy was used to transport drugs is appalling, but worse is that this article was not front-page news, or even second or third. The United States has become so accustomed to these types of tragedies, which has brought a sense of numbness to the activities. In order to counter the use of young children’s involvement in the drug trade, citizens have to realize the importance of keeping the children out of the newspaper.   Ã‚  Ã‚  Ã‚  Ã‚  Every child in the United States has a parental figure that has been tasked with the responsibility of teaching that child right from wrong. When events occur to demonstrate that obviously th... ...nforcement needs to be notified. At no time should a citizen get involved in actually stopping the drug activity, but that person should know what to do in the case that an illegal activity is observed.   Ã‚  Ã‚  Ã‚  Ã‚  The drug trade attracts many people with the lure of quick money and extravagant lifestyles. The truth of the seedy world of drugs needs to be exposed in order to totally confront the War on Drugs. The tactics that are used to fight against the traffickers of illegal drugs will not win the war alone. In order to defeat the drug lords and win the War on Drugs, every citizen of the United States must be enlisted. Although the War on Drugs appears to be a fruitless attempt, the road to success is paved with stronger government actions and better citizen support accomplished through education. WORKS CITED Clawson, Patrick. THE ANDEAN COCAINE INDUSTRY. New York, NY: Saint Martin’s, 1996. NATIONAL DRUG CONTROL STRATEGY,1997. Washington, DC: Office Of National Drug Control Policy, Executive Office of the President, 1997. STARS AND STRIPES. â€Å"Boy, 12, Swallows 87 Heroin-Filled Condoms† Vol 60, No 360; 14 April 2002.

Nature of Love in “A Midsummer Night’s Dream”

Love is a universal theme for many art forms.   More often than not, it is love that is spoken of, whether in songs or films.   This fact holds most true for literature. Countless poems, short stories, novels and plays revolve around the concept of love.   One notable piece of literature that thoroughly deals with love and its nature is A Midsummer Night's Dream by William Shakespeare. The story features four types of love through its characters: forced love, parental love, romantic love, and love between friends.   This essay aims to analyze all the aforementioned types of love in the play and how they are portrayed.Love has multiple dimensions; it comes in many forms. The play is a testament to that, as Shakespeare explores the various types of love within the story.   The play begins with the first type of love, which is forced love between Theseus and Hippolyta.   The story starts with both characters speaking of their upcoming marriage and how soon it will come (Shak espeare).   However, the duke and his bride will marry not because they fell in love with each other.   The union existed because Hippolyta was betrothed to Theseus.   In the play, Theseus said: â€Å"I woo'd thee with my sword,/ And won thy love, doing thee injuries;/ But I will wed thee in another key† (Shakespeare).Love formed through betrothal is considered forced because it was prompted by circumstance to exist.   One does not love another upon such imposition.   Rather, one learns to love the other.   Love is spontaneous; if love is to be learned, it means that one has to force himself/herself in loving the other.   In the play, Theseus and Hippolyta did not seem to have any problems with such arrangement.   Both were minor characters, so the details of their relation were not exactly revealed in the play.   In the past, betrothals are common and the arrangement did not seem to be problematic at that time.   However, in essence, forced love is not re ally love.   Love is a spontaneous emotion that is evoked, as opposed to one that is merely forced.The second type of love is the parental kind, as exhibited by the relationship of Egeus to his daughter Hermia.   In the play, Egeus complains to Theseus that while he had given consent to Demetrius to marry Hermia, it is she who seeks to disobey for her love of Lysander (Shakespeare).   Egeus warns that her disobedience may result in death, while Theseus presents another option which is becoming a nun (Shakespeare).Parental love is that which is received upon birth, a love expressed by parents to their children (Hammack 2).   Among all kinds of love, parental love is most continuous; it is the secure kind of love that remains throughout one's life.   There is nothing more fulfilling than being loved by and having a strong close relationship with the family.   However, this kind of love is not without fault.   Parents may have a negative effect on their children when the former force their will or decisions on the latter.For instance, in the play, Egeus believes that Demetrius is the one most fit to marry Hermia; in his resolve, he discards the feelings of his own daughter for his decision. Thinking his daughter’s life is not hers but his, Egeus says, â€Å"And she is mine, and all my right of her/ I do estate unto Demetrius† (Shakespeare).   As Hermia's father, Egeus acts like he owned her and made decisions with her in mind. Egeus may have preferred Demetrius to be Hermia's husband because he thought that was what was best for her.   Nonetheless, it was Lysander whom Hermia loved, and they did end up together eventually.The third kind of love featured in the play was romantic love.   In the story, two couples demonstrated this kind of love: Hermia and Lysander, and Helena and Demetrius.   In the case of Hermia and Lysander, the feeling was mutual.   They reciprocated each other's love, and it caused them to defy Athenian la w by eloping (Shakespeare).This is the typical concept of romantic love.   It is characterized by the fervent desire to have that special someone in one's life (Hammack 3).   It is also marked by a compromise, in which both shared and carried the load that came with the relationship. Lysander knew that his relationship with Hermia was in danger due to Egeus and Demetrius.   Not wanting to part from his beloved, Lysander suggested that they elope to a place in which the Athenian law cannot hinder their love (Shakespeare).Hermia complied, and together they struggled to overcome the obstacle in their relationship.   Such bold action can only be done by people experiencing romantic love.   One becomes willing to face hardships for the sake of the other, as there is a strong need to be with the beloved and make him or her happy (Hammack 3).The case of Helena and Demetrius is different because even if it still falls under romantic love, it initially involved unrequited love.   Helena is in love with Demetrius, but Demetrius has only eyes for Helena's friend Hermia (Shakespeare).   Hermia informs Helena of their elopement, hoping that she would keep it a secret.   She did not; instead, she thought of Demetrius' welfare and told him of Hermia and Lysander's plans.   She did betray her friend's trust, but she simply wanted to win Demetrius.   Despite the fact that he did not love her, she still wanted him to be happy.   That is why she told him of Hermia's plans.   Helena's love is a romantic one because she sought to make her beloved happy, even if it was at her own expense (Shakespeare).One aspect of romantic love is the desire to look after the happiness of the beloved (Hammack 3).   Helena did that to Demetrius; she knew he loved Hermia, so she told him her whereabouts.   Another aspect of romantic love, as was mentioned earlier, is the need to be with the beloved (Hammack 3).   Helena followed Demetrius in the woods, and even though h e made it clear that he did not want to be with her, she still pursued (Shakespeare).   If Oberon did not take pity on her and if Puck did not put the potion on Demetrius' eyes, Helena would have continued to suffer.   In the end, everything went well, with Demetrius declaring â€Å"The object and the pleasure of mine eye/Is only Helena† (Shakespeare).The last type of love portrayed in the play is a love that is shared by sisters, a love grounded on friendship.   Hermia and Helena shared a special friendship that was almost destroyed by Puck's error (Shakespeare).   Because of Puck, both Lysander and Demetrius fell in love with Helena.   This made Hermia think ill about her friend, making them argue in the process (Shakespeare).The love shared between friends is marked by concern for the welfare of the other (Helm).   This stems from the fact that it involves an extent of intimacy, which in part plays a crucial role in one's personal development.   Love between friends is also characterized by caring for one another (Helm).In the play, after Puck had committed the mistake, Helena thought that the declarations of love from Lysander and Demetrius were mere mockery (Shakespeare).   She also thought that Hermia was also involved.   That is the reason why she spoke about their friendship in detail.   Helena narrates that she and Hermia had a vow of sisterhood; for all the times they spent together, they were like two entities with a single heart.   Their friendship originated from childhood, and continued until their days in school.   That is why Helena was hurt when she thought that Hermia was also mocking her (Shakespeare).Hermia and Helena are bound by love that unites friends.   They are already like sisters. Because they have been together for a long time, they have developed a level of intimacy that they cannot share with others.   Their relationship which began as early as childhood made them responsible for each other's gr owth.   Because there is caring involved between friends, to be mocked by a friend would surely hurt.   Hermia's anger toward Helena when the former thought that the latter stole her lover away was out of the sense of betrayal she felt as a friend.Love indeed comes in many forms, and has numerous different variations. In the playA Midsummer Night's Dream alone, there are four types of love that Shakespeare openly explored: forced love, parental love, romantic love and love between friends.   All these are simply part and parcel of the universal concept that is love.Works CitedHammack, GS. â€Å"Different Types of Love.† Associated Content. 12 June 2006.   12 May 2008 ;https://www.yahoo.com/?err=404;err_url=https%3a%2f%2fwww.yahoo.com%2farticle%2f37378%2fdifferent_types_of_love.html%3fpage%3d3%26cat%3d41;.Helm, Bennett. â€Å"Friendship.† Stanford Encyclopedia of Philosophy. 17 May 2005. 12 May 2008 ;https://plato.stanford.edu/entries/friendship/;.Shakespeare, W illiam. A Midsummer Night's Dream. 13 November 2000.   12 May 2008 . Nature of Love in â€Å"A Midsummer Night’s Dream† Love is a universal theme for many art forms.   More often than not, it is love that is spoken of, whether in songs or films.   This fact holds most true for literature. Countless poems, short stories, novels and plays revolve around the concept of love.   One notable piece of literature that thoroughly deals with love and its nature is A Midsummer Night's Dream by William Shakespeare. The story features four types of love through its characters: forced love, parental love, romantic love, and love between friends.   This essay aims to analyze all the aforementioned types of love in the play and how they are portrayed.Love has multiple dimensions; it comes in many forms. The play is a testament to that, as Shakespeare explores the various types of love within the story.   The play begins with the first type of love, which is forced love between Theseus and Hippolyta.   The story starts with both characters speaking of their upcoming marriage and how soon it will come (Shak espeare).   However, the duke and his bride will marry not because they fell in love with each other.   The union existed because Hippolyta was betrothed to Theseus.   In the play, Theseus said: â€Å"I woo'd thee with my sword,/ And won thy love, doing thee injuries;/ But I will wed thee in another key† (Shakespeare).Love formed through betrothal is considered forced because it was prompted by circumstance to exist.   One does not love another upon such imposition.   Rather, one learns to love the other.   Love is spontaneous; if love is to be learned, it means that one has to force himself/herself in loving the other.   In the play, Theseus and Hippolyta did not seem to have any problems with such arrangement.   Both were minor characters, so the details of their relation were not exactly revealed in the play.   In the past, betrothals are common and the arrangement did not seem to be problematic at that time.   However, in essence, forced love is not re ally love.   Love is a spontaneous emotion that is evoked, as opposed to one that is merely forced.The second type of love is the parental kind, as exhibited by the relationship of Egeus to his daughter Hermia.   In the play, Egeus complains to Theseus that while he had given consent to Demetrius to marry Hermia, it is she who seeks to disobey for her love of Lysander (Shakespeare).   Egeus warns that her disobedience may result in death, while Theseus presents another option which is becoming a nun (Shakespeare).Parental love is that which is received upon birth, a love expressed by parents to their children (Hammack 2).   Among all kinds of love, parental love is most continuous; it is the secure kind of love that remains throughout one's life.   There is nothing more fulfilling than being loved by and having a strong close relationship with the family.   However, this kind of love is not without fault.   Parents may have a negative effect on their children when the former force their will or decisions on the latter.   For instance, in the play, Egeus believes that Demetrius is the one most fit to marry Hermia; in his resolve, he discards the feelings of his own daughter for his decision.Thinking his daughter’s life is not hers but his, Egeus says, â€Å"And she is mine, and all my right of her/ I do estate unto Demetrius† (Shakespeare).   As Hermia's father, Egeus acts like he owned her and made decisions with her in mind. Egeus may have preferred Demetrius to be Hermia's husband because he thought that was what was best for her.   Nonetheless, it was Lysander whom Hermia loved, and they did end up together eventually.The third kind of love featured in the play was romantic love.   In the story, two couples demonstrated this kind of love: Hermia and Lysander, and Helena and Demetrius.   In the case of Hermia and Lysander, the feeling was mutual.   They reciprocated each other's love, and it caused them to defy Athenia n law by eloping (Shakespeare).This is the typical concept of romantic love.   It is characterized by the fervent desire to have that special someone in one's life (Hammack 3).   It is also marked by a compromise, in which both shared and carried the load that came with the relationship. Lysander knew that his relationship with Hermia was in danger due to Egeus and Demetrius.   Not wanting to part from his beloved, Lysander suggested that they elope to a place in which the Athenian law cannot hinder their love (Shakespeare). Hermia complied, and together they struggled to overcome the obstacle in their relationship.   Such bold action can only be done by people experiencing romantic love.   One becomes willing to face hardships for the sake of the other, as there is a strong need to be with the beloved and make him or her happy (Hammack 3).The case of Helena and Demetrius is different because even if it still falls under romantic love, it initially involved unrequited love .   Helena is in love with Demetrius, but Demetrius has only eyes for Helena's friend Hermia (Shakespeare).   Hermia informs Helena of their elopement, hoping that she would keep it a secret.   She did not; instead, she thought of Demetrius' welfare and told him of Hermia and Lysander's plans.   She did betray her friend's trust, but she simply wanted to win Demetrius.   Despite the fact that he did not love her, she still wanted him to be happy.   That is why she told him of Hermia's plans.   Helena's love is a romantic one because she sought to make her beloved happy, even if it was at her own expense (Shakespeare).One aspect of romantic love is the desire to look after the happiness of the beloved (Hammack 3).   Helena did that to Demetrius; she knew he loved Hermia, so she told him her whereabouts.   Another aspect of romantic love, as was mentioned earlier, is the need to be with the beloved (Hammack 3).   Helena followed Demetrius in the woods, and even tho ugh he made it clear that he did not want to be with her, she still pursued (Shakespeare).   If Oberon did not take pity on her and if Puck did not put the potion on Demetrius' eyes, Helena would have continued to suffer.   In the end, everything went well, with Demetrius declaring â€Å"The object and the pleasure of mine eye/Is only Helena† (Shakespeare).The last type of love portrayed in the play is a love that is shared by sisters, a love grounded on friendship.   Hermia and Helena shared a special friendship that was almost destroyed by Puck's error (Shakespeare).   Because of Puck, both Lysander and Demetrius fell in love with Helena.   This made Hermia think ill about her friend, making them argue in the process (Shakespeare).The love shared between friends is marked by concern for the welfare of the other (Helm).   This stems from the fact that it involves an extent of intimacy, which in part plays a crucial role in one's personal development.   Love bet ween friends is also characterized by caring for one another (Helm).In the play, after Puck had committed the mistake, Helena thought that the declarations of love from Lysander and Demetrius were mere mockery (Shakespeare).   She also thought that Hermia was also involved.   That is the reason why she spoke about their friendship in detail.   Helena narrates that she and Hermia had a vow of sisterhood; for all the times they spent together, they were like two entities with a single heart.   Their friendship originated from childhood, and continued until their days in school.   That is why Helena was hurt when she thought that Hermia was also mocking her (Shakespeare).Hermia and Helena are bound by love that unites friends.   They are already like sisters. Because they have been together for a long time, they have developed a level of intimacy that they cannot share with others.   Their relationship which began as early as childhood made them responsible for each other 's growth.   Because there is caring involved between friends, to be mocked by a friend would surely hurt.   Hermia's anger toward Helena when the former thought that the latter stole her lover away was out of the sense of betrayal she felt as a friend.Love indeed comes in many forms, and has numerous different variations. In the playA Midsummer Night's Dream alone, there are four types of love that Shakespeare openly explored: forced love, parental love, romantic love and love between friends.   All these are simply part and parcel of the universal concept that is love.Works CitedHammack, GS. â€Å"Different Types of Love.† Associated Content. 12 June 2006.   12 May 2008 .Helm, Bennett. â€Å"Friendship.† Stanford Encyclopedia of Philosophy. 17 May 2005. 12 May 2008 .Shakespeare, William. A Midsummer Night's Dream. 13 November 2000.   12 May 2008 .