Role of Fate in Tess of the DUrbervilles - 5058 Words

Thomas Hardy wrote this novel in the end of the last decade of the nineteenth century. This novel is remarkable like all the other Hardy’s novels for the tragic vision it indicates; there is a story which ends in a tragic manner. In so far as Hardy is concerned, he writes tragedy of fate which has a major role to play. This novel is almost like the Greek tragedy in the classical Greek tragedy in the sense that they wrote play in a way where Aristotle wrote Greek tragedy and other things. He was dealing particularly with plays. But the world view was essentially disastrous in tragedy mainly because in those Greek tragedies, the tragedy arose out of the dictates of fate. So, fate had decreed that it would be like this. And, because it was†¦show more content†¦So, the essential cause of the feud and the tragedy is different. But if we leave that apart then we find that the rest of the play has a different cause altogether. If we take any other story, we will find that story deals with the character of the protagonist which plays a major role in the tragedy; it is not chance or fate that plays the major role; it is the character. So, in Shakespeare the character is destiny. Again rather than destiny shaping the future of the human beings; it is the character which shapes destiny. So, if we take any play of that matter, even a play like Antony and Cleopatra where we find that Cleopatra is an Egyptian queen, Antony is a Greek general. So, this Greek general takes part of the kingdom which was conquered by Alexander. Antony falls in love with the Egyptian queen, Cleopatra. And Cleopatra on the other hand falls in love with Antony. So, they have a passionate love for each other. This love is neither liked by the Egyptians nor by the Greeks; therefore the Greeks invade on the Egyptian Queen, and during the course of the war we find Antony goes towards Cleopatra. So, he deserts his people; he wants to join Cleopatra although she is dying and that the Greeks have surrounded herShow MoreRelatedTragedy in Tess of the D’Urberville by Thomas Hardy Essay893 Words   |  4 PagesHardy’s novel Tes s of the D’Urberville is based on the tragedy of Tess’ life. Throughout the novel Tess goes through numerous amounts of suffering .Traditionally, it was believed that tragedy was due to hamartia. Aristotle described hamartia as a flaw that leads to the fall of the protagonist caused by mistake in a person’s behaviour. However, Tess does not have a flaw but she still suffers despite the fact that she did not do anything wrong. Hardy demonstrates that Tess is a woman in a patriarchalRead MoreInfluence Of God On The Fate Of Tess And The D Urbervilles1564 Words   |  7 Pagesinfluence of God on the fate of Tess Durbeyville in â€Å"Tess and the D’Urbervilles† by analysing the use of character and theme - using evidence from the novel itself to support my conclusions. I will critically comment and analyse throughout in order to bring about an effective thesis statement – Is Tess Durbeyville a victim, not of free will or fate - but by the hands of God? With the theme of fate and free will in mind, I will look into why the characters; Alec D’Urberville, Angel Clare and Joan DurbeyvilleRead MoreAnalysis Of Thomas Hardy s Of The D 1511 Words   |  7 PagesThe Universe and fate is essentially malevolent and benevolent.† Hardy believes that God, whether he once was once a presence or not, has disappeared entirely from the world. People are left to defend themselves and cope in a society directed by nature instead of theology, and by desire and compulsion rather than reason or virtue; all which leads them to eventual demise. Hardy’s Tess of the D’Urbervilles does not stray from this bleak notion. Throughout the entirety of the story, fate manages the destiniesRead MoreJane Eyre and Tess of the DUrbervilles Essay examples1433 Words   |  6 PagesComparative Study - Jane Eyre and Tess of the DUrbervilles Comparison of Thomas Hardys Tess of the DUrbervilles and Jane Eyre by Charlotte Brontà « is possible as both authors were writing in the same time period; therefore both books contain certain aspects attributed to one genre: the Victorian Novel. However its is also important to realise the differences between the books as well as the similarities; the diversities are what give each novel its individuality and make it distinctRead MoreWas Tess of the D’urbervilles Blameless or Partially Responsible for Her Fate?623 Words   |  3 PagesTess of the D’urbervilles was a wildly controversial novel in its time. The novel’s questioning of religious belief and social hierarchy are still discussed today. Critics disagree on Tess’ role in her own life’s course: whether she made decisions or whether her fate was decided for her, and to what extent she is to blame for her rape, her marriage failure, and the death of Alec D’Urberville? In my view, Tess can only be held partially responsible for the events which befall her. She can be consideredRead MoreTess of the DUberville1525 Words   |  7 PagesLe A3 Book Card Title: Tess of the D’Urbervilles Author: Thomas Hardy Genre (include original copyright date): Tragedy (1891) Setting (remember setting is not just time and place): Victorian Era England, Wessex County, and English peasantry life Characters and Brief Description (include quotes): Tess Durbeyfield: oldest in family, beautiful, naà ¯ve, innocent, immature, runs away from her problems, prioritizes family first, believes anything Angel says. â€Å"Tess Durbeyfield at this timeRead More Tess Of The Durbervilles: Coincidences Lead To Consequences Essays1419 Words   |  6 Pagespowerquot; is called fate. Many people, called fatalists, believe in this and that they have no power in determining their futures. Despite this, many others believe that coincidence is the only explanation for the way their lives and others turn out. Thomas Hardy portrays chance and coincidence as having very significant roles in quot;Tess of the dUrbervillesquot; continuously. Three such coincidences were quite influential and had large effects on Tesss future. The first being that Tess DurbeyfieldsRead MoreReinvention of Self in Tess of the D’Urbervilles by Thomas Hardy880 Words   |  4 PagesTess D’Urberville, the protagonist of Tess of the D’Urbervilles, must a sk herself this very important question as she navigates the complexity of her life. Although she must provide for her family by running errands, taking care of her younger siblings, and managing her unruly parents Tess is a product of her culture. She is unintentionally passive in dire situations – such as when she drifted into a reverie and killed the family horse, or when fell asleep and was raped. Tess is also a symbol ofRead MoreDiscuss the role of tragedy in Thomas Hardys Tess of the DUrbervilles.2196 Words   |  9 Pagesnovel it is clear that tragedy will taint the life of Hardys protagonist. As Hardy equates Hamlet and Tess from the start, we learn that he sees Tess as a virtuous victim and therefore as a tragic heroine. This is no surprise as a view often assimilated with the Victorian novel genre is fatalism and Hardy was known for his fatalistic outlook on life; this becomes apparent through Tesss own fate - undelivered letters, misunderstanding, and a string of unfortunate coincidences all lead to her tragicRead MoreTess of the DUrbervilles: Coincidences Lead to Consequences1496 Words   |  6 Pagespower is called fate. Many people, called fatalists, believe in this and that they have no power in determining their futures. Despite this, many others believe that coincidence is the only explanation for the way their lives and others turn out. Thomas Hardy portrays chance and coincidence as having very significant roles in Tess of the dUrbervilles continuously. Three such coincidences were quite influential and had large effects on Tesss future. The first being that Tess Durbeyfields father

ADHD Psychosocial Treatments - Free Essay Example

Sample details Pages: 6 Words: 1795 Downloads: 8 Date added: 2019/10/30 Category Medicine Essay Level High school Tags: ADHD essay Did you like this example? Introduction The Los Angeles Unified School District enrolls more than 640,000 students in Kindergarten-12th grade which includes children who are identified and referred to for special education. Special education programs are regulated by state and federal laws and under the California Education Code Section 56303 a student shall be referred for special education instruction and services only after the resources of the regular education program have been considered, and, where appropriate, utilized. Some disabilities that are covered under the law include but are not limited to intellectual disabilities, hearing impairments, speech or language impairments, and more. Don’t waste time! Our writers will create an original "ADHD: Psychosocial Treatments" essay for you Create order Some children with a medical diagnosis may qualify for special education, but each case will vary. In order to qualify for special education services, the following criteria must be met: the student has at least one eligible disability, the disability must negatively impact the students academic performance, and the students disability requires special education and related services. The Individualized Education Program or IEP is an educational program that helps students make progress in their learning. A specialized team comprised of parents, teachers, and other participants determine the goals and interventions in the IEP. Under the California Education Code 56345l 5 C.C.R 3042(b), 3043, the IEP must meet several standards including but not limited to measurable annual goals, transition services, and special education and related services that benefit the student. To be referred for an IEP, a parental request must be turned in and the district will complete an assessment and schedule and IEP meeting. M.H. is a 4th-grade student at my school who was referred for an IEP in 2017 due to a diagnosis of Attention Deficit/Hyperactivity Disorder. The National Institute of Mental Health defines ADHD as a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. The prevalence for ADHD is growing as the Centers for Disease Control and Prevention found, 6.1 million children between the ages of 2-17 were diagnosed with ADHD in 2016. ADHD is a covered disability under California law and M.H. has several modifications and services currently in place at his school. He was initially referred for an IEP from his 4th-grade-teacher who noticed that he had trouble paying attention in class. His parents became concerned and submitted a parent request form to the district in conjunction with seeing a psychologist. Family, Health, and Developmental History M.H and his father immigrated from Mexico when he was 3 years old to live with his mother and grandmother. M.H is an only child and spends most of his time with his grandmother due to his parents work schedule. He is an only child and lives with his mother, father, and maternal grandmother. In an interview with M.Hs parents, they said M.H is quiet at home and has few friends that are his age. He avoids answering his parents questions and loses things easily. M.H was born full-term and is in good physical health. His parents believe in a healthy diet and do not allow him to consume any artificial sugars. His medical records indicate that there is no history of hospitalizations or major illness. His most recent vision and hearing screenings are up to date and he displays no signs of visual or hearing impairment. M.Hs developmental milestones show that he is behind in several areas of development including social and emotional development. Its possible that having ADHD is a barrier for his learning and development which is negatively impacting him. He participates in age-appropriate activities such as playing soccer after school and independently functions in activities of daily lacing. In an interview with M.Hs teacher, she explained that he is very quiet and reserved, often not responding to her questions. She found that he has a difficult time concentrating in class, forgets his homework frequently, and does not stay on task for extended periods of time consistent with children his age. His academic performance has declined since the beginning of the year, mostly attributed to missing and incomplete assignments. School Nursing Assessment and Interventions My assessment of M.H. included utilizing his current state of health and functioning to create an appropriate intervention plan. In School Nursing: A Comprehensive Text, the school nurse can perform a variety of helpful interventions to support a student with ADHD and their family. The school nurse can increase the awareness of ADHD, provide support and refer appropriate resources, and recommend non-pharmacological interventions. I recommended improved communication and psychosocial development based off his IEP. These interventions included a daily journal for his assignments, encouraging positive recognition, and decreasing stimuli in his environment to decrease distractions. I can apply the Neumans System Model to M.H. and his family to determine the best way to approach M.Hs upcoming IEP evaluation. After I interviewed his father, I learned that they provide great care to him but are against medications. They want to support M.H. through non-pharmacological interventions and have a good relationship with their psychologist. His parents take turns taking him to the doctor, providing opportunities for exercise, and watching his diet. I learned that they have a strong desire to help M.H. succeed and recognize that there may be limitations because they do not want to medicate him. I respect their decision because it is what is best for their family and they have been involved in his IEP. After M.Hs diagnosis with ADHD, the school has implemented several adaptations for M.H. These interventions are placed in M.Hs classroom where he is allowed more frequent breaks, more time to work on assignments, and sits closely to his teacher so he can concentrate on what she is saying. His parents are also trying to get occupational therapy service for M.H. to improve his memory and attention. M.Hs upcoming IEP in December will include his parents, teachers, psychologist, and myself. To prepare myself for the IEP, I reviewed his developmental and health history and spoke with his parents and teachers about any health concerns. I am enthusiastic to learn about the different interventions the psychologist and teacher will recommend in the IEP because it will help me create interventions for children with ADHD in the future. I hope that the current intervention plan is effective and we will see improvement in towards his goals. Otherwise, we will modify the interventions as needed. Research Based off M.Hs parents desire to use non-pharmacological interventions, I found articles that supported their decision. The article I found, Behavior Management for School Aged Children with ADHD discusses how behavioral parent training interventions can impact the treatment for ADHD. The article states that, the need for treating children with ADHD during the school-age years is crucialfollow-up studies show that children with ADHD are at considerable risk for interpersonal and educational problems as they grow older as evidenced by frequent placement in special education classrooms, grade retention, school failure, early drop-out, and juvenile delinquency. These findings are consistent with the CDC that urge the importance of treating children with ADHD because it can impair several areas of their life including, school, relationships, and mental health. This article is useful because it discusses the effectiveness of behavior management interventions such as functional behavioral analysis and parent-children interaction alterations. It found that negative parent-child interactions are common in families where the child has ADHD. Behavior Management Training is a technique for children with ADHD or other behavioral issues that teaches families to focus on positive reinforcement to improve child behaviors and relationships. This is a key point that I can discuss with M.Hs parents in their upcoming IEP to encourage them to utilize this approach. In contrast, I was curious to see how effective medications were in treating ADHD in school aged-children. The article, Efficacy of methylphenidate, psychosocial treatments and their combination in school-aged children with ADHD: a meta-analysis found that both medications and psychosocial treatments were effective in reducing symptoms of ADHD. However, research also found that psychosocial treatments alone are just as effective in terms of improvement of social behavior ad in reducing ADHD symptoms. The limitations of the study include its small sample size of only 185 children and is dated back to 2007. However, I found this article to be helpful to support M.Hs parents decision against medication. Although medication can be helpful to reduce the symptoms of ADHD, there can be side adverse side effects. In the future, I would recommend parents to explore all their options before making a decision on treatment and to fully understand the side effects of any medications their child w ould take. Conclusion Working on this case study helped my understanding of ADHD and its impact on the individual and their family. M.Hs case was a less severe case because he was only exhibiting symptoms of ADHD-Inattentive. However, it still caused significant impairment in his learning which led to an IEP. After speaking with M.Hs parents, I realized how difficult it can be on parents to keep up with the treatment. Since he is an only child, they are devoting all their time and resources to help him succeed. I can imagine that it would be much more difficult if the family dynamic was different such as having a single parent or multiple siblings. I appreciated learning about M.Hs situation because I feel more prepared to assess students in the future who may have or have ADHD. I also admire the parents tenacity to stand up for their beliefs and honor what is best for their family. It can be confusing to have multiple treatment plans, but I will encourage families in the future to ask questions, utilize their resources, and to try different modes of treatment to find the best fit. References Attention-Deficit/Hyperactivity Disorder. (n.d.). Retrieved from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml ADHD: Inattentive Type. (n.d.). Retrieved from https://www.webmd.com/add-adhd/guide/adhd-inattentive-type#1 Assessment of attention deficit hyperactivity disorder. Retrieved from https://www.nursingtimes.net/roles/childrens-nurses/assessment-of-attention-deficit-hyperactivity-disorder/205375.article Attention-Deficit / Hyperactivity Disorder (ADHD). (2018, September 19). Retrieved from https://www.cdc.gov/ncbddd/adhd/facts.html District Information / District Information. (n.d.). Retrieved from https://achieve.lausd.net/about Oord, S. V., Prins, P., Oosterlaan, J., Emmelkamp, P. (2008). Efficacy of methylphenidate, psychosocial treatments and their combination in school-aged children with ADHD: A meta-analysis.Clinical Psychology Review,28(5), 783-800. doi:10.1016/j.cpr.2007.10.007 Pfiffner, L. J., Haack, L. M. (2014). Behavior management for school-aged children with ADHD.Child and adolescent psychiatric clinics of North America,23(4), 731-46. Resources for Parents and Instructors. (n.d.). Retrieved from https://www.specialeducationguide.com/ Selekman, J., Selekman, J. (2013). Chapter 16 Growth and Development: Preschool, School Age, and Adolescents. In School Nursing: A Comprehensive Text FA Davis Company.

Peace and Conflict Advocating the Use of Non-Violoent...

When we are trying to attain world peace, we must first start with peace between individuals as these relationships are the building blocks of society and nations. Peace can be achieved by non-violent means or by the use of lethal force. This essay will explore notions of peace and conflict, advocating the use of non-violent means for resolving conflict. The environmental and social cost of lethal force is very high and unsustainable. Never the less, there are situations when justice requires the use of lethal force and examples of these will be discussed. The paper will conclude with the argument that ongoing life enhancing structural reform is required for the management and the prevention of future violent conflicts throughout the†¦show more content†¦Now that we have an understanding of what peace is, what then is conflict and how do we resolve it? What is conflict? The Oxford Dictionary defines conflict â€Å"as an encounter with arms, a fight, especially a prolonged struggle†, (as mentioned in Tillet, 1991, p.1). The Chinese symbol of crisis has two characters, one representing danger and the other representing opportunity, (Lantieri, L. Patti, J.1996, p.53). Michael Banks claims that conflict is necessary, as it provides the catalyst for change and progress in society. Peace education’s aim shouldn’t be to abolish conflict, but to facilitate its healthy expression and to bring it within society’s control, (as cited in Sandole Sandole-Staroste, 1987, p. 260). Karl Marx was one the first people to analyse conflict, believing that people are creative and generally cooperative, but who face the tyranny of capitalism. Marx believed that conflict between the bourgeoisie (the owners of capital and means of production) and the proletariat (the working class) would lead to a revolution, whereby the workers would over throw the owners, (Scimecca, 1993, p.214). John Burton speaks of conflict resulting from inherent basic human needs being unmet and as a perception of incompatible values between the parties, that can only be resolved through structural changes, (Tillet, 1991,

Ibn Battuta free essay sample

His travels lasted for about thirty years, after which he returned to his homeland, Morocco. Ibn Juzay was his scribe recording all of his Rihla- His voyage. In the year 1369 C. E Ibn-Battuta died. Ibn Battuta was the only medieval traveller who is known to have visited the lands of every Muslim ruler of his time. Also it is known that Ibn-Battuta travelled for approximately 75,000 miles. In this Secondary source Biography you will find out more about Ibn-Battuta himself and his travels. Ibn-Battuta Ibn Battuta was born in a rich family of scholars in Tangier, Morocco. His original plan was to be a judge. After his studying, Ibn Battuta decided to make his first pilgrimage to Makkah for Hajj. Makkah was about 3000 miles away and the journey would take more then a year. So, Ibn Battuta set off in 1325 CE. He was amazed of what he saw, inspired by this, Ibn Battuta then decided to spend his life traveling. However, he made two rules for himself: 1. Only to visit the Muslim world. 2. Never to travel any road a second time. So he began by first exploring the lands of the Middle East. Then he sailed down the Red Sea to Makkah. He crossed the huge Arabian Desert and traveled to Iraq and Iran. In 1330 CE, he set of again, down the Red Sea to Aden and then along the coast of East Africa to Tanzania. Then in 1332 CE, Ibn Battuta decided to go to India. He was welcomed by the Sultan of Delhi- AKA ‘The shadow of God’, and was given the job of a judge from him. He stayed in India for approximately 8 years; then left for China. He survived wars, shipwrecks, and rebellions. Finally, he returned home at Tangier in 1349 CE. Ibn Battuta left for another adventure. In 1352 CE, he went south, crossed the Sahara desert, and visited the African kingdom of Mali. He got back to Morocco in 1354 CE. He had traveled for about 30 years and more then 75,000 miles had been explored, he also managed to meet sixty different Islamic rulers. His First Trip On Hajj In June 1325, when he was twenty one years old, Ibn Battuta set off from his hometown to perform his first Hajj, this journey took 16 months, and it meant he would not see Morocco again for 24 years. He journeyed to Makkah by foot across land, and followed the North African coast. His route passed through the city of Tlemcen and all the way through to Tunis, where he stayed for two months. Ibn Battuta knew he would of got attacked if he didn’t join a caravan, so he chose to join a caravan so he wouldn’t be attacked. After he had completed his Hajj, he continued his exploration through out the lands. A group of pilgrims going on Hajj. People on Hajj, circling the Ka’aba as part of their ritual. His travels Over the 30 years of Ibn Battuta’s travellinf, he managed to travel to: West, North and East Africa, to Arabia, Russia, India and China. This was over 112,000 kilometres that Ibn Battuta had travelled successfully, in just as little as 30 years of his life. In April 1326 Ibn Battuta reached Cairo in Egypt. Cairo was the capital city of the Mamluks-Soldiers brought from Turkey to serve as slaves in the Egyption army. In 1250 they took control and ruled Egypt until 1811. Cairo had claimed to be the heart of the muslim world in the fo urteenth century. This was because it had over 500,000 inhabitants. airo was filled with beatuiful stone Palaces and mosques set amidst sprawling alleys. As Ibn Battuta pressed his way through the people, donkeys and camels on its densely crowded streets; he saw markets bustling with butchers, goldsmiths, leatherworkers, candle makers and countless other trader selling their products. Maps The red lines show Ibn Battuta’s route around the Muslim World. The green line shows Ibn Battuta’s footsteps. His Return Home After returning home from his travels in 1354 and at the encouragement of the Sultan of Morocco- Abu Inan Faris. Ibn Battuta dictated an account of his journeys to Ibn Juzayy, a scholar who he had met previously in Granada. The account, recorded by Ibn Juzayy, is the only primary source of information on his adventure. Ibn Battuta returned to Morocco through the route of his first Hajj, on the way he was told that his father had died. Ibn Battuta was very sad after this tradgedy. Thinking situations couldn’t get any worse, a few months later, he discovered the death of his mother also.