Is Richard III a hero or a villain Essay Example

Is Richard III a hero or a villain Paper The play would probably not be a black comedy in this case. But as it is, Richmond is almost portrayed as a villain due to the fact that the audience has not had a chance to build a relationship with him, so does not know him, he brings the downfall of the male lead, the audiences friend. In many stories plays, the world may be peaceful, with no faults whatsoever; until the villain starts causing chaos. In these stories the people are happy, but there is one jealous bitter villain who is determined to spoil their fun. Richard perfectly fits the bill of this villain. We will write a custom essay sample on Is Richard III a hero or a villain specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Is Richard III a hero or a villain specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Is Richard III a hero or a villain specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Not only is he bitter jealous, but instead of isolating himself from society, he chooses to spoil everyone elses lives I that am rudely stamped want loves majesty since I cannot prove a lover I am determined to prove a villain and hate the idle pleasures of these days (lines 16-31, act 1 scene 1). This language shows his jealousy want loves majesty, his deep resentment rudely stamped, how instead of living letting live, he is determined to spoil the lives of others enjoy himself in the process since I cannot prove a lover I am determined to prove a villain, showing how he is vindictive, certainly a villainous quality. I think it is important that he uses the word determined, showing it is his true intent, more importantly, all this language shows his actions were not spur of the moment, but pre-meditated, well thought through. I know it is off the subject but Ian Mckellen gave this impression on screen- intelligent, not insane, thinking very clearly, showing his true intent. This is the way I perceive Richard, these qualities are villainous. In his pleading ( twisting) conversation with Anne, Richard shows he is manipulative audacious. He says to her Your beauty was the cause of that effect; your beauty: which did haunt me in my sleep he has the audacity to turn his heinous crimes around on her, when a real hero would show remorse, be pleading for forgiveness, having told the truth. This language is manipulative because not only does he blame the crimes on her your beauty but this is also a huge compliment, and thus an advance on Anne, achieving one of his aims. He even calls her bluff, when a real hero would be true Lo, here I lend thee with this sharp pointed sword. He is saying Here, kill me, if you dont love me. Richard knows she is not heartless enough to commit the crime, and knows that she loves him, and gains evidence of this through his calling her bluff. I dont think this calling her bluff is particularly villainous. It certainly shows him to be intelligent, as it shows he can read her emotions, but I think it does show a certain amount of risk, and therefore courage, on his part. There is every chance in the adrenaline of the scene that she could cut him, and his plan would have failed. However, he does have the courage to take risks, which could be perceived as a heroic or villainous quality. However, the main attribute he shows in this conversation is his manipulation, which most certainly is villainous. Richard is a war hero. He fought for his house in the war of the roses, and would not surrender his kingdom lightly to Richmond, even though he was eventually killed by him. This courage is a heroic quality, but perhaps an essential quality in a worthy villain. The courage in this case could prove to be of a worthy villain, rather than a valiant hero. An important factor, I feel, is the view of Niccolo Machiavelli, whose book of 1513, The Prince met much controversy. It stated that an ideal ruler should be ruthless controlling rather than religious and moral. Richard certainly does fit the bill of Machiavellis ideal ruler. So does that make him a hero? Perhaps it does, but perhaps Machiavelli acknowledged that a good king shouldnt be a hero, but a tyrant instead. It seems likely that Shakespeare will have based his play on Machiavellis work, thus making Richard suitable for the role of an ideal ruler in Machiavellis terms. Since this is most probably the case, this would count against Richard being a hero, since Im sure Machiavelli would not state that the ideal ruler is a hero. Over the course of the play, perhaps the main reason why Richard is a villain, he is directly responsible for the deaths of many people. He even betrayed his brother Clarence into having his confidence, then having him imprisoned then killed. All this time, he didnt even have the courage to admit what he was doing. He made him defenceless, by locking him in the Tower of London, and then had him killed; all the while leading him to believe Richard was his closest friend. He was also responsible for arranging the murders of: King Henry VI, Prince Edward, Rivers, Grey, Vaughn, Hastings, Lady Anne; although there was no evidence of this Richard implies it Rumor it abroad That Anne, my wife, is very grievous sick Anne, at this time of the play is his wife. This language Im sure is delivered in a very brazen fashion, with sarcastic emphasis on the word very. It shows how he is too lazy to even say goodbye to his wife before he has her killed, she is no more use to him, just an obstacle in his way, therefore one that must be removed. This shows his determined ruthless side once more. He is prepared to have his wife murdered at the drop of an eyelid, in one quick request, no sweat, no regrets. Im sure he does not pause to think as he delivers this request, showing it does not take him long to decide other peoples fates, he is ruthless, decisive, with no remorse. It is merely another human being he has killed. Perhaps most importantly, he has Buckingham murdered. Up until Richard tells Buckingham he plans to murder Edward (a child) Buckingham had been his advisor, partner in crime, but as soon as he found out about this plot, Richard suspected him, outcast him, eventually had him killed. After Buckingham questioned Richards plot, Richard responds with a cold High reaching Buckingham grows circumspect which is saying You want the power yet this is a problem for you? Richard questions Buckinghams manhood from this point on suspects him up until he kills him. This is perhaps a main factor in whether Richard is a hero or a villain. Because he is so ungrateful, ruthless backstabbing to kill the person who did a lot of work in getting him where he is, it could classify him as a real villain. However, Buckingham could have been perceived by the audience as a sly, greedy character who had no relationship with the audience, so deserved his death for being ambitious, yet not completely unflinching. The audience may take Buckinghams murder as a sign of Richards ruthlessness, or slight cheekiness, so does not classify him as an outright hero or villain in itself. Overall, my personal verdict is that Richard III is a villain. His evil actions two-faced character contribute to his being a villain. His brazen evil his relentless back stabbing cannot possibly classify him as a hero. Granted, he can be an endearing character to the audience, but Elizabethan audiences would have regarded his deformity as a curse, would have ridiculed him for this. I believe Shakespeare wrote the character of Richard as a villain, someone who the audience hate to love, it does portray the Tudors as the rightful heirs to the throne.

How to Conjugate Traverser (to Cross) in French

How to Conjugate Traverser (to Cross) in French The French verb  traverser  means to cross, as in to traverse something. That makes it a little easier to remember, though youll also need to know how to conjugate the verb. A short lesson will introduce you to the basic conjugations so you can use it in French to say things like I crossed or were crossing. The Basic Conjugations of  Traverser French students who have studied other verbs will recognize the conjugation patterns used for traverser. Thats because this is a regular -er verb, meaning it follows the most common pattern found in the French language. If you have studied words like penser (to think) or porter (to carry), the infinitive endings used here will look familiar. The most common conjugations are the imperative mood for the present, future, and imperfect past tenses. Using the chart, locate the correct conjugation by matching the subject pronoun with the appropriate tense for the subject. This will tell you which ending is added to the verb stem of  travers-. For example, I am crossing is  je traverse  and we crossed is  nous traversions Present Future Imperfect je traverse traverserai traversais tu traverses traverseras traversais il traverse traversera traversait nous traversons traverserons traversions vous traversez traverserez traversiez ils traversent traverseront traversaient The Present Participle of Traverser Adding an -ant ending to the stem of traverser gives you the present participle of traversant. Traverser  in the Compound Past Tense The  passà © composà ©Ã‚  is a compound past tense that is often used in French and you might find it easier than the imperfect. Thats because you only need to conjugate the  auxiliary verb  avoir  into the present tense to match the subject, then attach the  past participle  traversà ©. The construction is rather easy. For example, I crossed is  jai traversà ©Ã‚  and we crossed is  nous avons traversà ©. Even though  avoir  is in the present tense, the past participle takes over the job of explaining that the action has already taken place. More Simple Conjugations of  Traverser There are a number of other conjugations of  traverser  and each has a different purpose, but were going to stick with the essentials for this lesson. As you expand your vocabulary, you might want to imply that the action of crossing may or may not happen. In that case, youll use the subjunctive. If, however, the crossing wont happen unless something else does, you can use the conditional.   On rare occasions, you might encounter the passà © simple or imperfect subjunctive. While theyre not essential additions to your French vocabulary, they are good to know. Subjunctive Conditional Pass Simple Imperfect Subjunctive je traverse traverserais traversai traversasse tu traverses traverserais traversas traversasses il traverse traverserait traversa traverst nous traversions traverserions traversmes traversassions vous traversiez traverseriez traverstes traversassiez ils traversent traverseraient traversrent traversassent Lets suppose that you need to tell someone to Cross! in an emergency or some other situation that requires a quick, short command. In these instances, you can turn to the imperative  form of traverser. When using it, skip the subject pronoun and simply say, Traverse ! Imperative (tu) traverse (nous) traversons (vous) traversez

Case study analysis Essay Example | Topics and Well Written Essays - 2000 words

Case study analysis - Essay Example The APNPs are also expected to provide quality indicators that will assure the parents of the continued health of their children. They are however expected to act within a preset guideline that allows for structured assessment as required by the health regulators. It should also be noted that assessment is not a singular event that takes place when a child is brought in. instead, it is a continuous assessment process that dynamically changes in regard of the symptoms or results achieved with every assessment (American Academy of Paediatrics 2009:1233). It should be noted that an infant should be considered as sick unless it can be otherwise proven. This means that the APNP will have to get a good history of the illness and work on eliminating any possible illnesses until the most appropriate for the conditions observed after the assessments. As observed, child assessment is not a one-day affair. It is a continuous process that requires constant attention and keenness not to miss any cues or subtle signals that may pass unnoticed during initial testing (Barnes 2003:5). Thus, the report herein will look at the different attributes of the paediatric section and ways through which countries and researchers' advice on taking care of the children. To do this, the best method would be conducting an online search with the terms paediatric, emergency department, requirements and clinic being the key terms of reference. The search would be differentiated by how relevant the articles are on the topic of discussion. The results would then be used to provide an episodic care treatment for the sick Serena. Priorities At the moment, there are two important priorities that must take precedence in the case. First, a structured assessment is required. As noted above, the need for a continuous assessment is paramount with every step taken with deeper precaution. The dynamic nature of this assessment is also an integral part of the whole treatment regime (American Academy of Paedi atrics 2009:1233). Given the fact that particular signs and symptoms may not be as readily expressed as those of an adult or as an adult would express them, repeated observations and assessments require proper attention and vigilance to avoid a relapse or worsening of the present conditions. The paediatrics are supposed to ensure that that they have put all measures that point towards quality improvement by providing an avenue through which indicators of good outcomes, proper data collection and synthesis and clearly defined outcomes that provide evaluative measures of success to ensure quality is maintained in the ED (Barnes 2003:8-9). This also implies that paediatrics have to be flexible enough in their response to the different signs and symptoms that the child portrays after a given interval. This flexibility is also meant as an avenue through which the doctors consult on certain issues that may have arisen from their assessment and also eliminate other possibilities. The secon d priority is to have her admitted. Safety is one of the most important considerations when a child is involved. The fact that any release could lead to more fatal effects or worsening of the conditions already stated should be a pointer enough that there need to be a greater caution when dealing with infants. Unless the APNP is assured of the infant’s safety, Serena should remain in their custody till

Early Islam Research Paper Example | Topics and Well Written Essays - 750 words

Early Islam - Research Paper Example Thus, contrary to what some outsiders may think, Islam did not appear as a separate or new religion. Rather, it confirmed the earlier messages of God to mankind (HQ, 6:92) and took the form of a completion of his messages. Islam therefore has a very close relationship with other religions. Indeed all prophets are seen as brothers, as demonstrated when the Holy Prophet led them all in prayer on the night of the ascension in Jerusalem. Prophet Muhammad is thus widely seen as the ‘Seal of the Prophets’. In particular, Islam gives high regard to the ‘People of the Book’, which refers to Jews and Christians. Allah advises Muslims not to dispute with them (except with better means or in the case of a wrong being inflicted) (HQ, 29:45-49). The beginning of Islam thus stretches back to the beginning of creation itself. The same one God, who sent earlier prophets to guide mankind, also sent the final prophet Muhammad (SAWS). The Quran also describes at length, the li ves of the prophets that were sent earlier, including Prophet Isa (Jesus) and Musa (Musa), peace be upon them all, among others. Racially, the Arabs share a common ancestry with the Jews. Both are viewed in Islam as the ‘Children of Ibrahim (Abraham)’. The linkage of these two races has also been proven genetically. The genetic signature of Prophet Harun (Aaron) has been shown to be CMH as the primary Y-marker, which is found among Jews and in high numbers among Arabs (Kleiman, 161-162). The two races were divided by Ibrahim’s (AS) sons. Whereas the Jews descend from the Prophet Ishaq (Isaac), the Arabs are descended from his brother Ismail (Ishmael), peace be upon them both. This also explains some of the tenets of Islam. For example, the hajj (pilgrimage to Makkah) has its origins in the story of Prophet Ibrahim (AS), his wife Hajar and son Ismail (AS). The three were responsible for building the Ka’ba and finding the well of Zam-Zam (Ibrahim, 219). This holy family is thus respected not only by Jews but also by Muslims. In fact, Muslims regard Prophet Ibrahim (AS) not as a Jew as such, but a ‘Hanif’ referring to his abhorrence for idolatry (Peters, 121). Similarly, prophet Musa (AS) played a significant role in the assigning of the five daily prayers obligatory on Muslims. The relationship between Prophet Isa (Jesus) and Prophet Muhammad is also very close but the Trinitarian Christians have elevated Jesus’ status to such an extent, by ascribing to him Godly qualities, that it becomes difficult to make them appreciate their connection. Suffice it to say, Prophet Isa’s (AS) life is covered in detail in the Holy Quran, including his life as a child that is not mentioned in the Holy Bible. Also, in Islam, Prophet Muhammad (SAWS) is seen as the paraclete spoken of by Jesus Christ. Like Christians, Muslims also await the return of Jesus Christ in the end times. Some Christians even view Islam as an offshoot o f Christianity, as do for example, Ohlig & Puin in tracing its origins of its tenets to pre-Nicean, Syrian Christianity. However, this approach makes the mistake of attributing similarities to one (in this case Christianity) being the origin of the other (i.e. Islam), whereas similarities in beliefs and tenets actually show that both have a common origin. Hence, there are bound to be similarities because God had been sending his messages and prophets

Why I Want to Teach Essay Example for Free

Why I Want to Teach Essay Why I Want to Teach A teacher is defined as someone who gives instruction as well as communicates skills. Teaching is on the top of my list of potential careers, though I am not certain it is going to be right for me. This essay should shed some light on my incentives and hesitations concerning education as a career path and I’ll hopefully gain some insight as well. I can think of many positive reasons to become a teacher. For one, teachers do something relatively different every day and also get an entirely new class every year (in theory). This gives educators a huge opportunity to make a difference in an extraordinary amount of young lives. If I were to become a teacher, it would most likely be at the primary school level, not for the course material, but because of how much I enjoy being around kids. The past few summers I worked as a counselor at a day-camp for elementary aged children, which really showed me how enjoyable and fulfilling a child-centered job can be. I really like the thought of having a summer break for the rest of my career, as well, and not to mention snow days. Traveling is a passion of mine, therefore another reason I am considering teaching is that I would like to join the Peace Corps, teaching English as a second language in other countries. Though helping people in other countries is my goal, the largest part of why I want to become an educator can be attributed to the teachers who’ve influenced me, positively and negatively. I have been inspired by teachers who had a passion for maki ng a difference in the lives of their students, and I have been motivated to surpass, in skill and influence, the sub-par teachers I have had. There are also a few negative aspects of teaching I’d like to address. First and foremost, there is the issue of a teacher’s income, which is generally somewhat low. Though my career plans are not fiscally centered, paying for a higher education and then receiving a lower income than a garbage man or an air traffic controller is not something I find appealing. With teaching there is also a lot of bureaucracy that comes with the job; a lot of red tape, so to speak. Labor laws, non-performance-reflecting salaries, and standardized testing are just a few examples of this. Part of the bureaucracy within the education system can be attributed to the stigma  involving teachers that goes â€Å"Those who can, do; those who can’t, teach† which suggests, frustrating as it may be, how teaching as a profession is viewed by our society. They are few, but my hesitations regarding teaching are powerful nonetheless.

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The cardiac cycle is equilibrium to one complete heartbeat, first the atria contracts and then ventricles contract and then relax. This can be marked by the many changes in blood volume and pressure within the heart. While the heart is in complete relaxation (diastole) the pressure in the heart is very low, blood is flowing from the pulmonary and systemic circulations into the atria and on through to the ventricles; the semilunar valves are closed and the AV valves are open (Pearson, 475). Not long after atrial contraction occurs and atrial pressure increases, forcing residual blood into ventricles, then ventricular systole begins and intraventricular pressure increases swiftly, closing the AV valves. The ventricular pressure surpassed when this happens the semilunar valves are forced open, and the blood in the ventricular chambers is dispersed through the valves. In the course of this phase the aortic pressure reaches approximately 120mmHg in a healthy young adult. During ventricula r systole the atria relax and their chambers fill with blood, resulting in a gradual increase in atrial pressure (Martini, 684). At the end of ventricular systole, the ventricles relax: the semilunar valves closes shut (preventing backflow), and momentarily, the ventricles are closed chambers. The aortic semilunar valve snaps shut causing a quick increase in the aortic pressure, results from the elastic recoil of the aorta after the valve closes. As the ventricles relax, the pressure within them begins to drop. The average heart beats approximately 75 beats per minute, the length of the cardiac cycle is about 0.8 second (Martini,). There are sounds heard in the cardiovascular system result from turbulent blood flow. There are two unmistakable sounds ... ...ds have disappeared the diastolic pressure is recorded. After the data is collected you must then calculate your numbers to get your mean arterial pressure (MAP) using the formula two-thirds diastolic plus one-third systolic (MAP=2/3 diastolic + 1/3 systolic). Checking my pulse before and after light exercise I was able to obtain my cardiac output using the formula heart rate times stroke volume (CO=HR(SV)) because stroke volume varies with gender as well as body type professor Raj provides us with those numbers. After those numbers were calculated we were then able to measure the total peripheral resistance (TPR) using what information we already had using the formula MAP/CO. In the data that follows you will see the average for a group of 25 people for each mean arterial pressure, cardiac output, and total peripheral resistance before and after the light exercise.

The Effect of AIDS in America

Boom! The virus hit us all like a giant atomic bomb. Where did it come from? Why is it spreading? Why is it killing us all? These are a few of the many questions that arose during the first few years that the AIDS virus hit America. The AIDS virus has been a deadly disease ever since the first few cases were reported. After the first few reports of the AIDS virus, maximum precautions were taken, but the virus still spread. That was then, and now we are not preventing it. Since we†ve tripled our efforts to contain the virus, our results have not shown any impact in the amount of cases. That leads one to suspect that education of the virus is being emphasized in the wrong way to our society. For the America to conquer this virus, more education needs to be placed in the hands of African-Americans, children, and homosexuals. Anyone can be infected with the AIDS virus. This disease does not discriminate. People of all genders, race, ages, and nationalities are at risk (Internet). One of the problems resulting with the disease is that African-Americans, along with others, think that they are immune to this deadly virus. They believe that in America, it is a white gay disease. Although it originated in Africa, since white Americans brought it overseas, they are the only people who can get the disease. At least that is what African-Americans think. We as the ordinary people of the United States need to take education action. We need to show African-Americans that this is not some sort of Gods punishment on American white people. In our television ads, news articles, or any other way we distribute information about AIDS, we need to include the simple fact that this deadly virus does not discriminate. I believe that this will help lower the amount of African-American AIDS cases that we have in America. I believe that another problem facing the uninformed part of ordinary American society, is the fact that our children do not know enough about this deadly disease. Over 25,000 AIDS virus cases were reported involving children last year (Internet). Children can aquire the AIDS virus in two different basic fashions. For one, they can attain the deadly virus through a blood transfusion. Second of all, they can aquire the disease through being born into it. The only thing e can do for the children who need to have a blood transfusion is continue our blood screening medical advances, and continue the support of the doctors that make these medical advances. For the children who are born with the disease, well, we cannot do anything for these children exept treat them for the AIDS virus. These children were effected with the virus because of the fact that there parents did not take the proper safe sex precautions. Us ordinary people need to promote the education of parents about safe sex, and promote the education about safer blood transfusions. We need to make extra emphasis on this education because our children our the future of American society. Homosexuals these days seem to laugh in the face of danger. They laugh at oppressors,haters, and the AIDS virus. They believe that America has made so many medical advances, that they no longer need to worry about attaining the virus. They also believe that wearing a condom these days is a challenge to their manhood (Cunningham 703). Homosexuals were the original targets of the AIDS virus, as well as being labeled as the perpetrators of the disease in America. Ordinary society needs to continue the education of homosexuals by emphasizing that it still effects them as much as anyone else, if not more. The AIDS virus has swept through America like a giant sandstorm. We all know the basic facts about the virus, but all of us seem to be avoiding the statistics. AIDS still effects us as much as it always did, if not more. We as the ordinary society of America, need to push the proper forms of education about the deadly virus. We can no longer just sit around, let it take over our country, and just be satisfied with knowing the basics. We need to take imediate action.