Ethical dilemma Essay Example | Topics and Well Written Essays - 750 words

Ethical dilemma - Essay Example However, a nurse’s past experiences, values, and beliefs may influence this solution. In addition, one ethical dilemma can be solved in a variety of ways. In this paper, I will give a case of an ethical dilemma in nursing, and discuss how this can be resolved using the 2009 Ethical Decision-making algorithm by Catalano. Ethical issues vary and may involve legal issues, pro-life issues, deception versus truth telling, quantity versus quality of life, control versus freedom, among others. A nurse will react differently to each of these ethical dilemmas (Lipe & Beasley, 2003). My case of ethical dilemma is a pro-life versus pro-choice situation, experienced some time ago by a friend who is a practicing nurse. This involved a fifty-year old woman in the ICU. She had been in the ICU for over one year, and shows no probability of getting better; instead, she gets worse each day. The patient wants her life to be terminated to save her the pain. However, her family does not agree with her wish, and advise the nurses to keep her. She undergoes multiple painful surgeries for her sustenance. The hospital knows that if they prolonged her life, it will be of low quality and full of pain. They however cannot perform anesthesia on her as the family threatened to sue the hospital if they took that step. On the other hand, the patient is bitter that her wish of ending her life has not been granted. This is a perfect example of an ethical dilemma. All the parties involved express different wishes and interests. The patient wants her life terminated to escape the pain; her family wants the nurse to prolong her life, while the nurse wants to save her patient much pain by performing mercy killing. Each party faces obstacles in fulfilling their desires. The patient’s family is the main obstacle as they threaten the nurse with suing if she terminates the patient’s life. Now, the nurse is to come up with a decision that will be neutral on side of the patient as we ll as that of her family. If the nurse prolongs the patient’s life, she will be prolonging her suffering, thus causing her harm. On the other hand, if the nurse complies with her patient’s wish, she may get in trouble with the patient’s family, and so cause a strained relationship, which sounds unethical. Catalino’s ethical decision-making algorithm would have come in handy in directing the nurse to the most appropriate decision (Denier et al., 2010). According to Catalino’s ethical decision-making algorithm, decision-making starts with assessment. This involves determining the party that will be most affected by the decision. Enough facts, including the potential risks of the patient, are gathered to arrive at this. The second step is to collect, analyze and interpret data. Here, the nurse makes use of the information they have to determine possible outcomes. Thirdly, the dilemma is identified and stated. In this case, the identified dilemma is to grant the patient her wish or to listen to her family (Deshpande, 2009). Next is to decide if the nurse can resolve the dilemma or not. If no, the nurse should not take any action, if yes, the possible solutions to the dilemma should be stated. Acceptable and unacceptable consequences are then identified. If the consequences are acceptable, an ethical decision can be taken, if they are unacceptable, no action is to be taken. If ethical decision is

Hamlets Contradicting Traits Essay Example for Free

Hamlets Contradicting Traits Essay William Shakespeare created many complex characters in his play Hamlet. One of these complex characters being the protagonist, Prince Hamlet. Hamlet has many contradictory traits, two of them being that Hamlet sometimes thinks rationally, and that being overcome by the command left by the ghost of his belligerent father, King Hamlet, he tends to make irrational decisions. When Hamlet is first introduced to the ghost’s commands in scene one, act 5, they begin to consume him with thoughts of vengeance, to murder Claudius, his father’s murderer. Throughout the play, Hamlet acts in such a way to provide evidence supporting both traits. Conflicted by these two opposing traits, Prince Hamlet has a war of two spirits in his mind, deciding which side is right. During the length of the play, Hamlet frequently argues with himself. Many of his soliloquies are debates between Hamlet and the warring side of his mind that believes he should listen to the vengeful plan of his father’s ghost. At the beginning of the play, Hamlet, the Prince of Denmark, is a rational scholar from Wittenberg. When he returns from Wittenberg, his mother, Queen Gertrude confronts him concerning his melancholy. He replies â€Å"Seems, madam? Nay it is. I know not ‘seems’† (1. 2. 76) He is very straightforward with her and speaks in a sensible and rational manner. This conversation happened before Hamlet encountered the ghost; therefor the militant and vengeful spirit has not yet influenced him. When Hamlet is preparing to rig the play to gage a reaction from Claudius to prove he is guilty of murdering his father, he is thinking rationally. Ill have these players/Play something like the murder of my father/Before mine uncle: Ill observe his looks; /Ill tent him to the quick: if he but blench, /I know my course. † (2. 2. 601-605) it takes and intelligent, sensible, and rational person to develop such a precise and functioning plan, therefor proving Hamlet is able to think rationally. Once Hamlet has met and been influenced to his father’s ghost, he becomes consumed with the thought of avenging his father. Hamlet is not a violent person; therefor the thought of murdering Claudius causes a lot of internal conflict for Hamlet. As Hamlet and Laertes fight in Ophelia’s grave, Hamlet says to Laertes â€Å"For, though I am not splenitive and rash, /Yet have I something in me dangerous, /Which let thy wiseness fear† (5. 1. 265-267). This quote proves that Hamlet is aware that though he is not generally a violent person, he now possesses something dangerous in him due to his dead father’s command. Later, Hamlet claims to Laertes that he is mad. â€Å"Roughly awake, I here proclaim was madness. /†¦ Who does it, then? His madness: ift be so, /Hamlet is of the faction that is wrongd; /His madness is poor Hamlets enemy† (5. . 224-233) according to Hamlet it was not him who killed Polonius it was his madness. Again, Hamlet is aware that avenging his father has driven him to be something he is not, and to do irrational things such as murdering Polonius. Hamlet had stabbed Polonius through a curtain simply because there was a slight chance it would have been Claudius hiding. Before chec king, he quickly stabbed Polonius, this is completely irrational and risky on Hamlet’s part. This dramatic turn of events caused negative repercussions towards Hamlet. By killing Polonius, Hamlet pushed Laertes to decide to avenge his own father and in the end, he murders Hamlet. The overwhelming urge to avenge his father caused Hamlet to act without thinking, putting Hamlet in a dangerous situation. Due to Hamlet’s strongly contradicting traits, he frequently argues with himself, usually in his soliloquies. Hamlet’s soliloquy â€Å"To be or not to be† is a literal debate between scholarly, rational Hamlet and Prince Hamlet as the soldier-son, seeking revenge for his pugnacious father. In this soliloquy, Hamlet questions his motives and morals. To be, or not to be: that is the question:/Whether tis nobler in the mind to suffer/The slings and arrows of outrageous fortune, /Or to take arms against a sea of troubles, /And by opposing end them? † (3. 1. 56-60) he is debating with himself on whether or not it is worth it to avenge his father. This way of making a decision is a rational and logical thought process in which Hamlet is evaluating all of his options and their repercussions. However, had Hamlet not had irrational thoughts to begin with, he would not have to go through with this process. Eventually Hamlet`s irrational urge to avenge his father consumes him. Most of his rationality has vanished and all of his thoughts concern revenge, or are not fully thought through. In his â€Å"My thoughts be bloody†¦Ã¢â‚¬  soliloquy, the irrational part of Hamlet`s divided soul is convincing him that if he does not avenge his father essentially he has no purpose â€Å"What is a man,/If his chief good and market of his time /Be but to sleep and feed? a beast, no more† (4. 4. 36-38) Hamlet says if he has no purpose, he is nothing. At the end of the soliloquy Hamlet decides â€Å"My thoughts be bloody, or be nothing worth! (4. 4. 68) this is him saying that if his thoughts are not concerning violent actions towards Claudius, they are worthless. These thoughts are completely irrational, and the benefits and downfalls of this decision have not been taken into consideration. Later when Hamlet is asked whether he would prefer to battle Laertes now, or give himself some tim e to prepare, he quickly responds that he will fight him now, leading to Hamlet’s death. Again, Hamlet has irrationally made a decision without considering each side of the argument. The command left by the ghost of his father has completely overcome his mind leaving him not thinking logically or rationally as he was at the beginning of the play. Hamlet is an irrational rationalist. Before the ghost confronts him, Hamlet is a rational scholar from Wittenberg, however afterwards, the ghost’s vengeful thoughts consumes him, giving Hamlet an irrational and violent mindset. During the play, these two combative traits are warring in his mind, and expressed through soliloquies. Many of Hamlet’s soliloquies are debates between these two opposing traits. Eventually, the vengeful thoughts consume Hamlet and he becomes highly irrational. He does not plan or think anything through as he did at the beginning of the play. Hamlet’s irrationality is potentially the cause of his madness, and death. Had Hamlet not been so irrational whilst making decisions and allowing the vengeful thoughts left by his father to consume him, Claudius would not be seeking to murder him. Though Hamlet is genuinely a rationalist, his need to avenge his father’s death consumes him, causing him to make irrational and illogical decisions.

Thomson Additional Scanners Essay Example for Free

Thomson Additional Scanners Essay Our training partnership and scanner promotion has been a great success. To date, 19,987 Retail Sales Associates have enrolled in the training program. The program can be completed in just four hours with a 98% completion rate.   In line with this, we would like to enlist your help on a subsequent project. As you can recall, the initial promotion was to give away scanners to the first 500 RSAs to complete the training. Due to an error in our email notification system, we inadvertently notified 1,000 RSAs that they would receive scanners. I assure you that the system has been repaired and no further notifications have been sent out.   In order to immediately repair this problem, we are seeking your professional help to determine how we can provide additional scanners in a timely manner and at a minimal cost. Please contact me as soon as possible with: Order details and requirements . Cost estimates and rebates you can offer us . Delivery time frame estimates Bob OBrien and Sheila Gallagher have been informed about the situation and both agreed that we can work together on a solution.   If you have any questions, feel free to contact me at 702-458-8316. In the last meeting, we have tackled the problem about the mix up in the promotion of scanners. We have discussed the cause which was a technological lapse in the automatic response email system. As a consequence, 1,000 RSAs were notified that they will be given free scanners through the promotional endeavor of our company and Thomson. However, the IT manager assured the company that the email notification system has been fixed and that it is currently functioning well. In addition, the head of the IT department ensures that this kind of incident would not happen again. More so, you have also requested the formulation of suggestions on how to deal with the problem and to resolve the dilemma of providing an additional $500 scanners at a lesser cost.    Recommendations The following were the recommendations and options discussed during the meeting: Purchase 500 scanners from Thomson and distribute it to the the other RSAs who were notified. Through this, the possibility of having strained relations with the retail partners or RSAs will be prevented because the company has complied with its promo. Also, the good reputation of the company would be maintained. Creating an e-mail that would inform the 500 RSAs that there have been an error with the companys email notifications system that wrongly notified them about the free scanners. As a consolation, the company could send a token of consolation for sending a wrong message regarding the scanner promo. This approach could prevent the influx of calls from dissatisfied RSAs and even litigation by the RSAs. Request the Thomson company if they could give away free scanners since the partnership and the promotion have been successful. By doing this, the company would comply with its promise of giving free scanners to RSAs and at the same time satisfy them with an excellent. Based on my own opinion, I would suggest buying the extra 500 scanners to the RSAs as indicated in the promo. To minimize the cost, we should ask Thomson for a bulk discount or   if they can shoulder some of the expenses of the scanners since we already have established a strong business relationship with them. This mix up with the promotion was an honest mistake and there was no intention at all in our part to ruin the promotion. So I think Thomson would understand our predicament and hopefully they would help us with our problem. In the end, we can assure our business partners and clients that we would continue to provide   first-rate services.

Why Students Drop Out Of High School Education Essay

Why Students Drop Out Of High School Education Essay High school dropouts have become a crisis in the United States that is continuously increasing. There are various reasons as to why students drop out of high school. These reasons range from simple factors having an impact upon why a student drops out to complex reasons as to why a student drops out of high school. On the contrary, there are various factors that keep students in high school. These factors include being involved in extracurricular activities in and out of school and interaction with the family. However, dropping out of high school not only affects the individual who has dropped out. The action will also affect those who surround the individual and as the number of high school dropouts increases, this rate will continue to have an effect on the United States economy. The negative impact of high school dropouts worsens the economy every time a student chooses to drop out of school. There is no typical person who dropouts of school. This epidemic that is increasing has become a vicious cycle that must be put to an end. Studies have shown that one must attain a high school degree in order to combat poverty. Moreover, studies have also shown that high school degree is not seen the same now as it was in the past. More often than not, a high school dropout will earn less in a lifetime than an individual who has graduated high school and continued to further their education. This paper will seek reason as why the rate of high school dropouts has increased with the research that has been conducted in the past and is currently being conducted now. This paper will also propose why the rate of high school dropouts increases with the policies and programs that have been implemented by the government. The findings in this paper will not discuss minorities or gender in regards to high school dropouts. This analysis will discuss high school dropouts in the United States in general. There will also be research showing the correlation between why a student drops out of school and what program can assist them getting back into school. This research is significant to the society because high school dropouts not only effect them personally and those surrounding them. High school dropouts affect the economy and the society as a whole. Research must continue to be conducted to decrease these rare and eventually stop students from dropping out of high school. If student continue to drop out and this rate increases, eventually there will be very few skilled workers in the United States. This will result in the shipping of jobs overseas, which will weaken the United States economy. Furthermore, this research is significant in academia. Scholars and researchers must continue to conduct research as to why youth continues to drop out of high school. With the continuation of this research, there is a probability that there will be an end to high school dropouts or the rate of dropouts will significantly decrease. In addition, this research will allow other researchers in academia to draw conclusions and make recommendations in regards to the kind of programs and policies that should be implemented into the law in the future. Then, the government will have the ability to analyze the data that has been collected by scholars in order to put these policies into place. Theoretical Framework During this research, there was a use of quantitative data in order to show a cause and effect relationship between the increasing rate of high school dropouts and what needs to be done to decrease this rate. The data will also show how the programs and policies can reformed in order to decrease the rate high school dropouts. A survey was constructed in order to better understand why the rate of high school dropouts continues to increase with the research that has been conducted in the past. In addition, the data came from fifty students on campus. The survey consisted of twenty questions that asked general question about personally knowing high school dropouts. The survey also asked questions that were complex in regards to opinions about what kind of policies and programs the government should implement in the future. Literature Review There were four main areas that were discussed by scholars in during the research process. Those areas included (a) the personal and public effects of dropping out of high school, (b) educational equity, (c) dropout prevention and recovery efforts, and (d) the effects of high school dropouts not taking the advantage of second chance opportunities such as attaining a GED. There were other areas that were discussed as well; however, there was not as much emphasis as the former. Those areas were adolescent employment, parent involvement, and the effects those components have on high school dropouts. There are several effects that results from dropping out of high school. These effects mount upon one another, which results in one problem turning into another. Dropping out of high school impacts an individual personally and effectively in several ways. Everyday, there are seven thousand high school dropouts. If a student does not complete high school, they will obtain a low income, therefore, contributing less to the society (Rouse, 2005). An individual who has not completed high school is classified as having an inadequate education. High school graduates earn thousands of dollars less than high school graduates and one million less than college graduates in a lifetime. High school dropouts are more liable to slip into poverty than high school graduates. In regards to personal issues, high school dropouts are more likely to have worse health, employment issues, become pregnant as a teen, and be incarcerated than high school graduates are. This cycle will continue from generation to generation if more programs are not reformed and created (Rouse, 2005). In regards to high school dropouts and the society as a whole, there will be less productive workers, which will result in less revenue that would have been made. More often than not, high school dropouts will need government assistance, which is not likely not a need of a high school graduate (Rouse, 2005). Another topic of discussion that was debated among scholars was educational equity. The United States education is not equivalent among public school systems. There is an achievement gap among students, therefore, creating more dropouts. Studies show that there needs to be more basic work taught in schools and there needs to be tougher academic and attendance standards. These same studies go on to say that higher expectations produce higher achievement. There also needs to be more schools competing to get the best students. According to McLaughlin, this will create a rise in American education. (McLaughlin, 1990). There needs to be a higher standard held by the administrators and the students themselves. Dropout prevention and recovery efforts need reforming if there is going to be a decrease in the rate of high school dropouts. Some of the programs are not preventing high school dropouts efficiently. There are some programs that have had good results, but not good enough for what needs to be accomplished in the long run (McLaughlin, 1990). According to Christenson and Thurlow, there should be five factors taken into consideration when creating dropout prevention programs. Those five considerations towards completion and engagement, and the importance of empirical evidence.  [1]   Moreover, there were two areas of discussion during the research process that also impact high school dropouts. Adolescent employment and parent involvement have a major influence on how a student performs in school. According to McNeal, there is a possibility that students are being pulled out of school. McNeal discusses the effects what is occurring with students who work while attending grade school. He goes on to write how in previous studies of high school dropouts, the main focus was how demographics was the main cause of students dropping out of high school. However, there are a plethora of reasons as to why a student drops out of school. These reasons are referred to as push and pull factors that take a student out of school.  [2]   Additionally, parent involvement was considered to be another element that influenced a students performance in school and whether they remained in school or not. According to Crosnoe, parent involvement enhances academic competence. Parent involvement, just as adolescent employment, not been emphasized in previous studies of high school dropouts. Nonetheless, both are circumstances that effect whether a student will graduate from high school Interpretation of Results The results of the data revealed various answers that can be interpreted to understand the correlation between the climbing rate of high school dropouts and what will make this rate decrease. The survey showed how many people knew a high school dropout personally and why that individual did not attain a high school degree. There were several surveys that reflected little or no knowledge about programs and intervention for high school dropouts. This disclosed information that answered questions as to why the rate is so high and why the rate has yet to be decreased. Some of the data from the survey can be compared with statistics from other researchers. The results show that there is a lack of knowledge and awareness about the crisis that is occurring within the United States education system. In addition, there is a message that is conveyed through the data that has been collected. The message being conveyed is that there is not a sufficient amount of information being provided becaus e there has still not been a decrease in the number of high school dropouts. Likewise, there were many results that coincided with one another. There was little or no effect on the student if they were raised in a single parent home. However, if the student was raised in a single parent home and in a tumultuous environment, the student had more of a tendency to drop out of school. There were various factors that motivated a student to graduate from high school. Those factors included family, self-motivation, engagement in extracurricular activities, and school staff such as teachers, administrators, and coaches. There was also an abundance of feedback that showed a majority of the dropouts were dramatically affected by employment. The dropouts either found it difficult to obtain a job or they still are having difficulties in doing so. There were a few responses that showed that some of the dropouts came from good environments. These outcomes imply that there can be some chaos within a good environment. The environment as a whole may not be chaotic. However, the household which the student lives within may be in disarray. Some of the surveys showed that there were several students who dropped out between sophomore and junior year of high school. There were also answers that had a connection between a disorderly environment and the tendency to drop out of school. More often than not, if the answer was yes to living in the chaotic environment such as the inner city, the person also circled that the person they knew who dropped out was either pregnant or had a personal illness, in the criminal justice system, had family financial needs, and did not see the value of education. For the most part, these answers were linked together. Discussion Dropout Rate Increases The rate of high school dropouts continues to increase with the research that has been done. There is no specific answer as to why this crisis is occurring and will persist to worsen if drastic measures are not taken. This national crisis continues to worsen because there is not a single answer to decreasing the rate. The challenge of increasing the graduation rate is difficult because increasing the graduation consists of many components. There are several steps to accomplishing the completion of high school. A student must pass certain tests and must pass the required curriculum before attaining a high school degree. Therefore, the programs to keep students in school must essentially be compatible with each student because the reasons for dropping out of school differ from student to student. In addition, high school graduation rates have not significantly decreased since 1990. These challenges become more difficult when the national reform efforts push for higher academic standards. This problem calls for more effort because the students will not have the skills they need after graduating from high school.  [3]  Dropping out of high school is not something that occurs instantaneously. It is a process that must be stopped before it can stop. Allowing a student to become disinterested in school is a process that should not begin because it will be more of a task to end. Programs to End Crisis There have been a number of programs created to decrease the rate of drop outs. The programs assist at-risk youth, students who did not perform well in school, and programs to prevent students from dropping out. Recently, the Obama administration has been focusing on high school dropouts. President Obama has brought it to the attention of the nation that there is a national crisis. According to the National Center for Education (NCES), this is a crisis that has been occurring for over a decade now. The Obama administration is taking the necessary steps to reduce the number of dropouts. President Obama asked the states to pinpoint schools that had graduation rates below 60%. The administration has devoted $3.5 billion to transform schools that are not performing at their best.  [4]   Also, there are programs such as Americas Alliance Program (Grad Nation) and the Educational Equity Project. Americans Alliance Program is a partnership alliance committed to ensuring children experience the fundamental resources they need to succeed. The Educational Equity Project is to eliminate the racial and ethnic achievement gap in our nations public school system. Another program is Gateway to College. This program is a high school dropout recovery program. This program helps dropouts between the ages of 16 and 21 to earn a high school diploma. Dropping Out Before 18 Some states have risen the dropout age to 18. If a student is not 18, they are not permitted to dropout before 18 without parental consent. Several states have risen the age to 18. However, some states still have the age to dropout at 17 and some states remain at 16 years old. However, the lower the age, the worse the crisis will become. Raising the age to dropout will decrease the rate of dropouts. Some students will take the initiative to graduate instead of dropping out at 18 years old. Also, there are students who graduate high school at 17 years old. This will also decrease the rate of dropouts because they will not be 18 until after graduation. Therefore, legislators should not give not give the option to dropout. If a student chooses to dropout, he or she should receive consequences. However, if legislators do not want to require all states to graduate all students, every state should be made to raise the age to 18. Conclusion In conclusion, there is still an abundance of progress that must be made. The government should take serious measures in order to make the dropout rate decline. Education is the key to upward mobility. Students have to be motivated in order to remain in school. If not, they will become disinterested and the contemplation of dropping out will become a process. In addition, if this crisis is going to end, the schools need to have the best educators who are willing to not only teach, but to interact with the students to assure that they are doing their best. In regards to further research, there will have to be more research done after more programs and laws are implemented. More research has to be conducted in order for the researchers to better understand how to decrease the rate of high school dropouts and to keep the rate low. Furthermore, there was no research found in regards to how to end the crisis altogether. The main reason for this may be that the rate has to be decreased before researchers and scholars can look into how to rid the nation of dropouts. Appendix High School Dropouts, Effectiveness of Programs, Prevention Survey 1.) Do you know anyone who has dropped out of high school? a.) Yes b.) No 2.) What year did he/she drop out of high school? a.) Sophomore b.) Junior c.) Senior 3.) What kind of high school did he/she attend? a.) Public b.) Private 4.) What is he/she currently doing in regards to a career and/or their future? 5.) What kind of environment did he/she grow up in? a.) Suburban b.) Urban (inner city) 6.) Was he/she raised in a single parent home? a.) Yes b.) No 7.) Did he/she participate in any extracurricular activities? a.) Yes b.) No 8.) Some states allow students to drop out of high school at the age of sixteen (16). Should all states require students to graduate from high school? a.) Yes b.) No 9.) If you believe that more programs should be implemented to keep students in school, what kind of programs would you suggest? 10.) Why do you think that the rate of high school dropouts continues to increase? 11.) If you know someone who dropped out of high school, did they ever go back to? attain a GED? a.) Yes b.) No 12.) If they did not go back to school, what did they choose to do? 13.) Has that individual been dramatically effected in regards to employment because of dropping out of high school? a.) Yes b.) No 14.) Have you ever contemplated dropping out of high school? a.) Yes b.) No 15.) Who and/or what motivated you to graduate from high school? 16.) Have you heard about any of the programs or policies that are directed towards? keeping students in school and/or high school dropouts? a.) Yes b.) No 17.) Did he/she dropout due to personal illness or pregnancy? a.) Personal illness b.) Pregnancy 18.) Was the student in the criminal justice system? a.) Yes b.) No 19.) Did he/she dropout because of family financial needs? a.) Yes b.) No 20.) Did he/she dropout because they did not see the value of education? a.) Yes b.) No

Free Essays - The Significance of Sleep in Macbeth :: Macbeth essays

The Significance of Sleep in Macbeth The sleepless are affected by fear that kills those whom are close to the victim of sleeplessness. In the book of "Macbeth" it expresses the theme of death and fear by associating the character with the key word "sleep" and all of its associations. In "Macbeth" by William Shakespeare, various words are used that can be associated to different meanings through the different characters. The book talks about a great warrior during the medieval period that overcomes his adversaries through brutal military tactics and deceit. Macbeth stole the throne of Scotland from the rightful Prince Malcolm, and threw the country into chaos through his evil reign. His own conscious eats away at him until he reveals that he had murdered people to get to his position after which he is killed in a battle for control of Scotland and his reign ends. Through the actions and behavior of Macbeth and Lady Macbeth and their associations with fear, the reader learns that even the strongest of people have fears. Sleep is a word that is thought to be associated with rest, and being tired. But, when used through Macbeth it tends to take a whole new meaning. Macbeth is one of those characters that are violent by nature. He cannot live unless he is causing harm or death, but his own conscious eats away at him until he finally snaps, "Were the graced person of our Banquo present; who may I rather challenge for unkindness than pity for mischance!" (3.4.51-54, Macbeth p.99). After having Banquo murdered, Macbeth sees his ghost sitting at the dinner table. Macbeth grows impatient and worried, which reveals that he had a hand in Banquo's murder. Through Macbeth's actions, his wife Lady Macbeth begins to go crazy, "Out, damned spot! Out, I say! One; two." (5.1.34, Lady Macbeth p.155). Lady Macbeth is plagued with the guilt of those who have been murderd by here husband. She also realizes that she has set up her husband to die. In terms of sleep Macbeth refers to sleep as death. Which is so mething he does not fear until he realizes that he is not invincible, "I will not yield, to kiss the ground before young Malcom`s feet and to be baited with the rabble`s curse.

Charles Dickens :: GCSE English Literature Coursework

Charles Dickens Something about Charles Dickens and his ability to take his reader to unbelievable places with his imaginative powers allows him the honor of being the most popular English novelist of the 19th century. Dickens has thrilled his readers for many years with his down-to-earth stories about real people forced into real situations. Charles Dickens has the ability to tell his stories from personal experiences. He fine-tuned his ability to tell his own story through the life of another character or cast of characters. Born on the evening of February 7, 1812, Charles Dickens was the second child of his parents, John and Elizabeth Dickens.. Although he was a solitary child, Dickens was observant and good natured . Looking back on this period of his life, Dickens thought of it as the golden age (Carey 6). In the first novel that he wrote, The Pickwick Papers, Dickens tries to bring back the good old times as he remembers them with their picturesque nature. Gary Carey believes that this novel displays the happiness of innocence and the playful spirit of the youth during the time of Dickens's youthful days (7). Overtaken by financial difficulties, the Dickens family was forced to move into a shabby suburb of Camden Town. This move must have shown the family how good they had it back in Chatham. There Dickens was removed from school and forced to work degrading menial jobs in an effort to help his struggling father put food on the table. Dickens was put to work in a blackening factory among many rough and cruel employees, probably the worst job in town. Shortly after Dickens started working in the factory his father was thrown into jail for failure to pay his debts, only to be released three months later. This period of time affected Dickens greatly as he went into a period of depression. He felt abandoned and destroyed by this evil roller-coaster ride of life he was on. From this time period come many of the major themes of his more popular novels. Perhaps the most popular of these novels is David Copperfield. In this novel Dickens depicts a young man who grows up in a very similar way to that of his own (Allen 28).

Stalking :: essays research papers fc

Based on a study done by Schwartz-Watts and Morgan at the American Academy of Psychology Law, they found that stalking was far more prevalent than anyone had imagined: 8% of American women and 2% of American men will be stalked in their lifetimes. That’s 1.4 million American stalking victims every year. The majority of stalkers have been in relationships with their victims, but significant percentages either never met their victims, or were just acquaintances - neighbors, friends or co-workers. I have broken down types of stalkers into three broad categories: Intimate partner stalkers, delusional stalkers and vengeful stalkers. Obviously, there is overlap. Intimate partner stalkers are typically known as the guy who "just can’t let go." These are most often men who refuse to believe that a relationship has really ended. Often, other people - even the victims - feel sorry for them. But they shouldn’t. Studies show that the vast majority of these stalkers are not sympathetic, lonely people who are still hopelessly in love, but were in fact emotionally abusive and controlling during the relationship. Many have criminal histories unrelated to stalking. Well over half of stalkers fall into this "former intimate partner" category. Delusional stalkers frequently have had little, if any, contact with their victims. They may have major mental illnesses like schizophrenia, manic-depression or erotomania. What they all have in common is some false belief that keeps them tied to their victims. In erotomania, the stalker’s delusional belief is that the victim loves him. This type of stalker actually believes that he is having a relationship with his victim, even though they might never have met. The woman stalking David Letterman, the stalker who killed actress Rebecca Schaeffer and the man who stalked Madonna are all examples of erotomanic stalkers. The final category of stalker is not lovelorn. He is the vengeful stalker. These stalkers become angry with their victims over some slight, real or imagined. Politicians, for example, get many of these types of stalkers who become angry over some piece of legislation or program the official sponsors. But, disgruntled ex-employees can also stalk, whether targeting their former bosses, co-workers or the entire company. Some of these angry stalkers are psychopaths, i.e. people without conscience or remorse. Some are delusional, (most often paranoid), and believe that they, in fact, are the victims. They all stalk to "get even." In general, for any type of stalker, the less of a relationship that actually existed prior to the stalking, the more mentally disturbed the stalker.