Category: Uncategorized

A New Journey

1. Significant opportunities for learning, for self-improvement and for personal growth fill the world around us. However, these opportunities are available only to those who are willing to open up to them. This is the premise at the center of the discussion here below. Specifically, each of us has a chance for a life filled with stimulation and unseen challenges. If we still need to accept or face these unseen challenges, then we just need to confront them because the results are surprising yet advantageous.

2.The author does not just talk and teach us about the challenges that we face each day but also about some of the experiences, we have to deal with, some terrible and others pleasant. Tolle writes ‘‘to forgive is to overlook, or rather to look through. You look through the ego to the sanity that is in every human being as his or her essence’’ (Tolle 63). Sometimes, when I have a fight with my parents, some of the negative thoughts keep nagging at my heart, and then I calm myself down; at that time, I ask my heart “Well, is it important?” Every time like a pleasant awakening, though my thoughts are still running through my mind, I step back and take a more detached position to watch myself to be able to answer this question.

3. Of course, many people will simply avoid the unfamiliar as a way of evading the potential to suffer or get hurt. This is not necessarily an irrational way to behave in the face of the unfamiliar. Tolle says, “How you react to people and situations, especially when challenges arise, is the best indicator of how deeply you know yourself” (Tolle188). Travelling to an unknown destination may lead to unpredictable dangers, but I believe that such dangers are challenges for me. When I travel to new cities or new countries, I make it a point to talk to as many locals as possible. One can learn so much more from one conversation than one can from one hundred tour books. For instance, I find it better to ask locals about the best foods I can enjoy in their country or cities, the best places to sightsee, how some foods are prepared and so forth.

So I introduce myself to strangers, share experiences with travelers, bargain with shopkeepers and ask taxi drivers questions. When I speak to a waiter, I, for example, ask her where she is from and what life is like there. If one opens himself up to strangers this way, he can learn so much not just about this new place in the world but also about himself. Sometimes there is no way to predict what balance of enlightenment and endangerment might occur when one takes a chance with the unfamiliar such as venturing to speak to an unknown member of the opposite sex may lead to embarrassment, or a high seas adventure might well lead to scurvy, but there is, to be sure, value in the experience either way. For instance, getting embarrassed while talking to the opposite sex can teach one how to communicate with them better next time, and getting or witnessing scurvy can teach one that they have to carry fruit next time they take such a trip. Either way, significant challenges have the capacity to bring about adept insight.

4. In the journey of my life, any conflict and unhappiness, I have experienced acts like some kind of test. In addition, these always act as opportunities to increase my knowledge or awareness. I remember when I attended an encounter growth group; the speaker, Mr. Chen, told a story about awareness: at first when one walks on the road, he does not notice that there is a giant hole in the middle, and then one will always fall into it. At that time, one needs to spend lots of time to climb out from the hole.

The second time he walks on the road, and falls into the hole again. However, he stays in the hole for a shorter time than before. Again, he walks on the road, and he tries to go around, but still falls into it accidentally. Nevertheless, he knows how to climb out of the hole. Finally, one day, he knows there is a hole in the middle of the street, and he knows how to bypass it. However, this does not guarantee that he will not fall into another hole. The hole perhaps is depression, sadness, anger, or pain, and the only thing he can do is maintain awareness. This story makes me realize that we must be willing to fail, to falter, to suffer, in order to become greater versions of ourselves. Sometimes, seeing lesser versions of us can be the key to this personal evolution.

The story Mr. Chen gave is an appropriate example of how we should never give up trying to find solutions to our problems because the more we try the better chances we get of emerging successful. There was a time I always got distressing results for math, and my parents were increasingly disappointed in me. I tried practicing, but I could not seem to improve my results. I got a mentor who advised me to keep on practicing and applying what I learned in my tests, and finally I started improving my scores. With time, I was extremely proficient at math. It was the fact that I was not excellent in math that made me work harder to improve on my skills and knowledge. Without this failure, I would not have gained any success or improvement.

5. Perhaps most importantly, we must recognize that the personal improvement we derive from working hard does not occur easily. Albert Einstein says, “A human being is a part of a whole, called by us the ‘universe’, a part limited in time and space”. This is to mean that human beings do not exist independently; their existence and their actions affect the existence and the experiences of the other human beings. This is to mean that we improve ourselves only if we improve the value we represent for the whole of humanity, in whatever modest capacity this may be possible. If we improve ourselves, we also improve the others, or the bigger universe. By doing away with ignorance and by increasing awareness, we obtain a chance to know so much more, not just about the world but also about ourselves.

6.This perhaps is the main subject of our discussion; nothing that we do occurs independently of the needs and wishes of family, friends, communities, societies, civilizations and so on. We are insignificant units of an infinitude that is well beyond our comprehension. The best one can do is, try to understand and take this concept as a function of things that we can affect or influence. Where we can improve our lives, the lives of those around us and the lives of those beyond us, we have a responsibility to attempt to do so. Through the discussion above, we were able to see that is only through openness to the unfamiliar, willingness to learn from challenges and acknowledgement of a broader universe that will allow us to become whole human beings, capable of learning and influencing others positively.

Work cited

Tolle, Eckhart. A New Earth: Awakening to Your Life’s Purpose. New York: The Plum Book, 2005. Print.

The Roles Played by Western Countries in Shaping the Changes and Development of China Since the Mid-Nineteenth Century to 1978

Introduction

After a long isolationism period in the 19th century, China was under immense pressure from Western countries to open up to foreign relations and trade. Fueled by the Industrial Revolution that had sparked unprecedented levels of growth in Europe and the United States, there were huge gaps between China and the West (Valentini, 2012). China was significantly behind in terms of its military might and performance as well as technological advancement. At the time, China did not have the capacity to resist the Western countries, leading to an unequal agreement and treaties that forced China to open its ports as well as cities to foreigners for trade and other diplomatic relations. China’s response to the Western nations entry into Asia was different fro that of other countries like Japan. The former refused to yield to Western pressure, leading to reduced modernization and lesser interaction with the outside world. Tensions between the Chinese authorities and the British in the mid-nineteenth century led to the first of the Opium Wars, leading up to the Chinese defeat and the birth of unequal treaties (Garnaut, Song, & Fang, 2018). The treaties signed at the time were unfavorable for China, yet marked a period of increased interactions between the West and the East. Ultimately, Western countries played a vital role in bringing new ideas and technologies to China following the Industrial Revolution that shaped several changes and development of the Chinese landscape.

Introduction of New and Modern Means of Communication and Transportation

One of the main roles of the Western countries in China was the introduction of new and more modern means of communication and transportation. As the West aggressively sought trade with China, the latter benefited from the Industrial Revolution in Britain, Europe, and America. As a result, the opening up of the Chinese transport and communications infrastructure meant that more goods and products were available for trade. While this benefited the Chinese, the Western nations enjoyed the profitable trade even more. The result was an opening up of the country for trade, change in the way people communicated and moved from one space to the next, and the overall change in the transport and communication culture of the Chinese people (Zhao & Xie, 1992). The improvement of the transport and communication network to match the standards in the rest of the developed world was a crucial step to increase the interaction between China and the outside world between the mid-19th century and 1978.

Introduction of a Strong Export Market for China

Another major role of the Western countries in shaping the changes and development of China was the creation of a thriving export market. Previously, the Chinese government had confined all business relations to the frontier, especially with foreigners (Wright, 2000). However, the influence of the Western countries opened up export activities and other business opportunities after the 1842 treaty of Nanking ending the Opium War with Britain (Capen, 1912). The ceding of Hong Kong to the English and the opening up of five ports in Shanghai, Canton, Ningpo, Amoy, and Foochow saw a new era in the way China handled foreign relations in regard to business. Pressure and the changes that occurred at the time led to further opening up of China to foreigners and the increase in the number of Chinese ports on navigable rivers and the coast to increase export and foreign trade. The development of foreign trade remains to be one of the most significant roles that Western countries had on China, instituting changes that have defined the country up to date.

Integration of the Chinese Market to the Global Economy

The integration of the Chinese market into the 19th and 20th century world economy was also a significant role that was instituted by western countries between the mid-nineteenth century to the period before 1978. America and Britain were some of the most important trade partners that China had at the time. They introduced changes to the Chinese culture and society by providing alternative ways to do business, to transport goods, and brought about new ideologies applicable in the political and social arenas (Hsu, 1984). The new way of thinking was important in the introduction of modernization, and especially in ensuring that China was fit to operate its trade activities with the rest of the world. The nation was able to move from a confined system that controlled every movement and exchange from a frontier perspective to allow a more expansive global interaction to market Chinese products to the rest of the world. The establishment of China as a key trading partner for the West was largely due to the influence of British and American influences and trade. The role of the West was one that involve facilitation, not just for the products out of China but also for the foreign businesses headquartered in the new China.

Exerting Direct Pressure to Change the Chinese Commerce Scene

The role of Western countries in shaping the changes and development of China since the mid-nineteenth century to 1978 took any different channels, chief among those being the exertion of direct pressure on the Chinese government and forcing changes in the way foreigners and foreign trade were treated. China had for centuries remain a key trading partner for Western countries. However, it used a rigid system that was centrally controlled, minimizing the interaction of the people with foreigners and restricting trade to terms that were only beneficial to China (Capen, 1912). However, the Industrial Revolution in America and Europe left China at a great disadvantage. It could no longer resist the mighty power of European and American forces and their agendas. The efforts to open up China to foreign trade and commerce were realized during the mid-nineteenth century and the government was forced to adopt changes to the way it perceived and interacted with traders at all levels of commerce.

Immigration and Exchange of Ideals and Ideologies through Country-Level Interactions

The interaction between the Western countries and China also allowed movement between the East and the West. Specifically, the early 20th century saw a considerable number of students and diplomats from China visit the West and familiarize with Western ideals and institutions. On the return of these individuals back home, the ideas and ways of thinking influenced how they interacted with others, including political ideas, religious beliefs, cultural differences, social setups, and so on (Osterhammel, 1989). Chinese immigrants who settled in Europe and in America helped to spread the influence and knowledge to progressive classes back in China. Similarly, the introduction of Western publications and books in China that provided fact on western achievements, thoughts, and life shaped the way young people perceived western influence. The influence of Chinese people who resided or visited the West and become familiar with the western way of life was profound in China. It influenced changes in the way people perceived life, interactions, relations, politics, and individual ideals on progress and prosperity. The influence that primarily rocked the port cities brought about a wave of changes to the way the Chinese society perceived a number of things from the political, economic, social, cultural, and religious realms in relation to life and the interaction with others.

Religious Influence

The Chinese society was primarily social and political in its composition without a lot of religious power to influence ideology and social ideals. The introduction of Christian missionaries in China was able to reach the more remote parts of China, enabling rural China to get a glimpse of the outside world and to help in changing the inner workings of the Chinese society. Christianity, although limited by the dominant Buddhist and Confucius ideals, was able to achieve where government pressure and trade had failed. It brought about an embodiment of the Western way of life and its very foundation (Capen, 1912). Christianity achieved pervasive individual influence and laying of a foundation for new thinking. It enabled the Chinese locals to be more understanding of the western culture and to accept the ideals that western foreigners brought to China.

Overall Role of Western Countries in Changing and Developing China

The entry of Western countries into China marked a new era in how the country opened up, changed, and developed. While a majority of the changes were as a result of direct pressure exerted by British and other Western players, the aftermath was a new age not just for the locals but also for the country and its position in the world economy. The western countries, through their direct and indirect influence and participation, were able to modify the political and educational systems in China. The Christian missionaries were effective in changing the ethical, educational, and philanthropic ideals. The pressure from the western nations in 1854 changed the way trade was conducted and controlled in China, allowing foreign control and interception from externally-situated businesses. Foreigners gained a lot of power and influence as they were able to collect customs and to open up China to the rest of the world for global trade. Communication and transportation of goods were thoroughly overhauled by the introduction of postal services and custom control. Foreign traders led to the establishment of the first railway service in China in the 19th century opening up Shanghai and Wusung. The simple improvements to the way people moved, communicated, conducted businesses, and interacted with the government and other entities led to the new China. The period between the mid-nineteenth century up to 1978 was one rocked with numerous changes (Nield, 2015). The Chinese society changed significantly. While a majority of the changes were forced upon the Chinese society, several others were freely accepted as a result of the interactions between the foreigners and the people of China. The opening up of the country to trade and the free movement of people from China to the west created new ideals. A mix of Chinese culture and those of westerners led to the emergence of new ideologies in China, including political goodwill and societal changes. The results were a lot of changes to the way the Chinese economy was before, a change in the political realm, and the opening up of China to foreign influence.

Western competition and influence led to industrial changes in China and the development of various sectors and industries. The opening up of mines, the creation of large manufacturing plants, the rise of factories, the introduction of the railway, and other changes such as the introduction of a postal service in the country were all changes and developments introduced by western countries (Hou, 2013). The role of western countries was to transform China by introducing the benefits of the Industrial Revolution to the East. Western-trained Chinese people came back to the country with knowledge and experience that altered the traditional composition of the society, including the leadership and governance structures. The pressure of population in China was an issue that western ideals helped to manage through improving education, creating relative mobility, and allowing changes to the way people perceived trade. Essentially, western countries played a role that included upgrading the lifestyle of the Chinese.

Conclusion

The aim of this discussion was to showcase how western countries participated in shaping the changes and development of China since the mid-nineteenth century to 1978. China was very resistant to foreign and western entry and control. The result of this attitude was military and violent conflicts that changed the landscape of development and changes. Compared to other nations in the East such as Japan, China’s resistance policy saw the nation lag behind in development, an aspect that later saw it lose position to Japan and become a colony of the latter. The treaties signed at the time were unfavorable for China, yet marked a period of increased interactions between the West and the East. In the end, Western countries played a vital role in bringing new ideas and technologies to China following the Industrial Revolution that shaped several changes and development of the Chinese landscape. Western countries brought about new and modern means of communication and transportation, led the creation of a thriving export market, brought about the integration of the Chinese market into the 19th and 20th century world economy, and exerting direct pressure on the Chinese government and forcing changes in the way foreigners and foreign trade were treated. Western countries were able to influence the composition of the basic Chinese society, political realm, economic sector, the rise of industries, education, culture, religion, and various other areas of life.

References

Capen, E. W. (1912). The Western Influence in China. J. Race Dev., 3, 412.

Garnaut, R., Song, L., & Fang, C. (2018). China’s 40 years of reform and development: 1978–2018. ANU Press.

Hou, C. M. (2013). Foreign investment and economic development in China, 1840-1937. Harvard University Press.

Hsu, C. K. (1984). Foreign interests, state and gentry-merchant class: railway development in early modern China, 1895-1911 (Doctoral dissertation, Brown University).

Nield, R. (2015). China’s Foreign Places: The Foreign Presence in China in the Treaty Port Era, 1840–1943. Hong Kong University Press.

Osterhammel, J. (1989). British business in China, 1860s-1950s.

Valentini, G. (2012). China and Japan’s Responses to the West in the 19th Century. Available at https://www.e-ir.info/2013/11/04/chinese-and-japanese-responses-to-the-west-during-the-19th-century/

Wright, D. (2000). Translating Science: The transmission of western chemistry into late imperial China, 1840-1900 (Vol. 48). Brill.

Zhao, X., & Xie, Y. (1992). Western influence on (People’s Republic of China) Chinese students in the United States. Comparative Education Review, 36(4), 509-529.

The Roman Empire

Student’s Name

Institutional Affiliation

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Introduction

An empire signifies a political system in which a group of individuals is governed by a single person, an emperor or empress. The Roman Empire is well identified as one of the greatest empires that ever existed, blossoming economically, politically, and culturally. It started on 27BCe when August became the sole monarch of Rome. August and his successor attempted to maintain the imagery and language of the Roman Republic to justify and preserve their power. The Roman Empire, at its height, c117CE, happened to be one of the most extensive political and social structures in Western civilization (McMullen, 2019). The Roman Empire Army was the largest and meanest fighting force in the ancient world. One of the main reasons why it became more powerful was due to the strength of its army. The Roman Empire was so successful because of the stable structures of politics. It was also impressive due to the fact that Romans were well organized and practical; they were aggressive and ambitious in getting anything they craved for.

History

The Roman Empire was created when August Caesar proclaimed himself the first emperor of Rome in 13BC and came to an end with the fall of Constantinople in 1453CE. By 285 CE, the Empire had developed too vast to be governed from the central government at Rome and so was divided by Emperor Diocletian Into an Eastern and a Western Empire, when the last Roman emperor, Romulus emperor, Augustulus. Being a legend, Rome was created in 753 (Jones, 2018). The elides is an issue that has some international universe. Being in the commencement of the eighth century, they grew from the small town on central Italy’s Tiber River into an empire. Roman Empire extended from a small town on central Italy’s Tiber River into an empire that at its top encompassed much of western Asia, most of continental Europe, Mediterranean islands, and Northern Africa. Among the many dominance of the Roman Empire are the modern Western alphabet, the emergence of Christianity as a major world religion, and the widespread use of the Romance languages such as Spanish, Portuguese, French, and Romanian, derived from Latin.     

Cultural context

Represented in the U.S.

The Roman Empire represented in the U.S. in terms of facilitating roads, fast food, towns, architecture, advertising, currency, Latin, and trademarks. The Roman Empire invented the technology in the United States for roads, concrete, aqueducts, and arches. The Roman Empire represented well in the United States in a way that it now follows in its footsteps. Many aspects of the Roman Constitution and Roman were more relevant in the U.S till today. These include concepts of separation of powers, checks and balances, term limits, and regular elections. It had the greatest influence on the United States. From stadiums and bridges to books, the ancient Roman have generally left a mark on the United States and the world. Roman Empire greatly impacted the art and architecture of the U.S. 

Individualistic/Collective

Ancient individualism witnessed a surge during the Hellenistic period, which spans the time from the demise of Alexander the Great in 323 BC to the emergence of the Roman Empire after the battle of Actium in 31 BC (Jones, 2018). The Roman Empire went through political, intellectual, and psychological transformations during that period. It resulted from the control of the Macedonian Empire, which was the late Roman Empire (Garnsey & Saller, 2014). It arguably prompted Roman philosophers to focus on personal salvation, internal happiness, and private life at the expense of other concerns, such as the formation of the ideal political organization. The perception of the individualistic retained some vital with the rise of Christianity. Like Stoicism, the Christian faith asserts that every individual has dignity since he/she was made in the Creator’s likeness. In order to be in charge of their large Empire, the Romans created important ideas about the government and law. They had outstanding buildings, fine engineering, and built roads, cities. 

Artistic

In terms of their artistic nature, the Roman Empire had visual arts designed in ancient Rome during the time of the Roman Empire. Their art was made of mosaic works, architecture, and sculpture. In the contemporary world, luxury objects in the form of ivory carvings, metal works, gem engravings, metal works, and glass are considered minor forms of Roman Empire Art. They are all considered beautiful and ones that convey meaning from military prowess to fashions in aesthetics. The Romans influenced art in a way that their classic art had a significant influence on the art sector for numerous years. Sculptures of individuals became so common that artists would mass make sculptures of bodies without heads.

Values

In terms of values, the individuals in the Roman Empire believed in the sense of one’s social standing created through experience. They also believed in the sense of self-worth, personal pride, ease of manner, courtesy, openness, and friendliness. The central value is that they believed their ancestors had established faithfulness, respect, uprightness, and status. These values had numerous diverse impacts on Romans’ behaviors and attitudes, depending on the social framework (Garnsey & Saller, 2014). These Roman values are often interrelated and overlapped. The Roman empire values became an agrarian society and gave great significance to decency, frugality, family, hierarchy, justice, incorruptibility, piety, discipline, and moral integrity. The Romans of old were viewed as exempla’ role-models’. 

Religion

Religion played a very significant part in everyday life of Ancient Rome and the Romans. They had a belief that gods were in control of their lives and, because of that, they spent a great deal of their time worshipping them. Before Christianity, the Roman Empire practiced a religion called Roman polytheism that was brought to an end with the adoption of Christianity as the empire’s official religion. With time, the Christianity faith and church grew more organized. In 313 AD, Emperor Constantine gave out the Edict of Milan, which acknowledged Christianity. After ten years, Christianity turned to be an official religion of the Roman Empire.

Sex and Gender Roles

In terms of sex and gender roles, defined by the men in their lives, women in ancient Rome were valued mainly as mothers and wives. Despite the fact that they were permitted to have more freedom than others, there was usually a limit, even for the daughter of an emperor. The most vital role for a woman in the Roman Empire was to bear children and raise them to follow traditions. Sexual behaviors and attitudes in ancient Rome were indicated by art, literature, and inscriptions. In common, the Romans had more flexible gender categories than the ancient Greeks. Men and women had different gender roles that they were expected to play within family and state.

Conclusion

The rise of the Roman Empire came about as a result of Rome managing to gain its empire in large part by extending some form of citizenship to a lot of the individuals it has conquered. The expansion of the military brought about economic growth, bringing enslaved individuals and loot back to Rome, which changed Rome and Roman culture. The Roman Empire had great success because of roman supremacy in combat and the stable structure of politics. Last, the empire collapsed because of the economic things, military, political, and the Social of Rome. The Roman military made the Roman Empire collapse by no longer listening to the patriotism or to the Roman citizens. 

Reference

Jones, H. S. (2018). The Roman Empire. Ozymandias Press.

Garnsey, P., & Saller, R. (2014). The Roman Empire: economy, society and culture. Univ of California Press.

MacMullen, R. (2019). Changes in the Roman empire: essays in the ordinary. Princeton University Press.

Learning

Student’s Name

Affiliation

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Date

Feelings

A notable observation is that different people have different ways in which they comprehend and understand concepts. Understanding the student’s emotional status helps the teacher find the best way of approaching the student’s emotional intelligence. Once a teacher is able to understand the emotional intelligence of the student it becomes easy for the teacher to strategize on the ways a teacher can help the students control their emotions. Emotional and academic development involves risk taking and confidence building with the aim of achieving better development. Emotional stability is essential during learning. How a student feels affects his learning making progress. When a student is anxious he cannot take in any information during class time. Then the students gains techniques on how to control their feelings and to solve conflicts with others.

Different Kinds of Smart

The skill of internalizing and identifying the various forms of intelligence can be important in the learning process of the students. This can be done by pointing out the strengths, weaknesses and accommodating the varied ways students approach a situation. The influence of thinking is enhanced. Intelligence is multidimensional and the best ways of developing the intelligence of each student basing on his/ her abilities. The teachers create an environment that is safe for the emotional intelligence of the students. The teacher needs to develop good communication skills to enable him/ her blend with the students and in the process a good rapport is developed between them.

Building on What You Know

A teacher should develop an understanding of how information is coordinated mentally so that it can be easy for him/ her to realize how the student’s memory can be enhanced on the basis of information use. A platform that acts as a basis of problem solving is used to identify the amateurs and experts. Once a teacher is aware of the two dimensions of thinking and interpretation of knowledge, he/she is able to train the students to the best possible way that will boost the children’s way of thinking. The three perspectives require proper coordination to achieve good results. The child and the teacher require being mentally and emotionally stable in order to perform well. Understanding the intellect of the students helps in pointing out the mental strengths and weaknesses of the student hence help point out the best approach that can be used to improve the student’s performance.

A Nursing Care Case Study and Assessment

This case study will review the condition of a recent patient, explain how I came to the conclusions in my assessment of her condition, and provide my diagnosis and recommended course of treatment for her pain when it became apparent this was a key priority. My analysis will focus on a forty one year old woman who was on the surgical ward during my clinical rotation as a student nurse. She had just undergone a modified radical mastectomy. Two months prior to the operation, a biopsy had revealed a ductile carcinoma of the right breast. In addition, a review of her medical history uncovered the fact that she had had a previous bout with cancer at 13 when doctors discovered Hodgkin’s lymphoma that was subsequently treated with chemotherapy and radiotherapy. From that point on she remained relatively healthy and stated there was no family history of breast cancer.

As part of a multi-disciplinary team (Improving Outcomes in Breast Cancer Manual Update, National Institute for Clinical Excellence), my first priority was to conduct a thorough examination to assess her current condition and then provide the appropriate care as indicated from my holistic assessment of her needs. “Assessment is the first step of the nursing process. It involves the orderly collection of objective information about the client’s health. Objective data are observable, measurable and verifiable by more than one person.” (pp. 7; Altman, Gaylene; Physical Assessment Skills; Delmar Learning; c. 2004). This information aligns with training received in nursing classes by my instructors and reinforces the important point that organization and thoroughness are of the utmost importance. It has been my goal to develop the nursing assessment skills that mirror this philosophy, and believe the reader will find that my personal nursing assessment routine, detailed in the body of this essay, honors the same recommendations presented by my professors and the latest research. Finally, the results of my evaluation will be presented, and as required by this assignment, I will share the nursing interventions determined by me to be the most effective way to combat her physical discomfort.

The first stage of the nursing process is to conduct a thorough holistic nursing assessment (of the patient’s needs beginning with a physical assessment. “An accurate physical assessment requires an organized and systematic approach using the techniques of inspection, palpation, percussion, and auscultation. It also requires a trusting relationship and rapport between the nurse and the patient to decrease the stress the patient may have from being physically exposed and vulnerable. The patient will be much more relaxed and cooperative if you explain what will be done and the reason for doing it. While the findings of a nursing assessment do sometimes contribute to the identification of a medical diagnosis, the unique focus of a nursing assessment is on the patient’s responses to actual or potential problems.” (pp. 22; Cox, Carol; Physical Assessment for Nurses; Blackwell Publishing Ltd.; 2004).

Understanding the importance of any type of knowledge (pgs. 496-7; Walker, Jennie-April, Philosophy, knowledge and theory in the assessment of pain; British Journal of Nursing, 2003, Vol 12, No 8) and keeping in mind the NMC Code of Standards of Conduct required of me, that includes providing a high standard of care, and remembering that this woman trusted me with her health and well-being; I greeted the patient as I entered the room, inquiring as to how she was feeling that day. She indicated that she was feeling a lot of pain. I then requested she rate it on a scale of one to ten with one being little and ten being excruciating pain. She replied that her pain was a ‘7’ and relieving it became one of my top priorities as I began the exam. For the next several moments I worked to subtly assess the current condition of my patient while carrying on a light, distracting conversation (Page 542, Haber, Judith; Comprehensive Psychiatric Nursing‎, 1992), searching for obvious signs or symptoms that correlated to the patient’s complaints. Even without extensive formal training in examination and assessment of pain, pertinent and useful information (signs) can be derived from careful observation(pg. 2295; Price, Christopher IM, Seong W Han, Iain A Rutherford; Advanced nursing practice: an introduction to physical assessment; British Journal of Nursing, 2000, Vol 9, No 22); thus, I inspected her wound area both visually and by touch, carefully searching for signs of infection from the post op drains in situ; and found she had begun the early healing process appropriately. I then used my stethoscope to find there was no variance in the movement of blood through the cardiovascular system; and proceeded to take her vital signs. These included blood pressure, pulse, temperature, respiratory assessment and palpation (pg 485; Simpson, Heidi; Respiratory assessment; British Journal of Nursing, 2006, Vol 15, No 9), and a further examination of the musculoskeletal system.

The patient manifested a slight fever as her temperature was 100.2 degrees Fahrenheit. This symptom compounded with the statement of pain implied there was an underlying and continuing health issue, although nothing was immediately apparent. Her blood pressure was a normal 120/80; her pulse rate was 75 BPM; her respiratory rate was near 14 breaths per minute. I then took a moment to review her chart as we continued quiet conversation. The patient’s complete nursing history was organized from her earliest health problems to her current hospital stay. A detailed psychological and social exam indicated that the patient was battling minor depression due to the seriousness of her illness. She had adequate insurance to cover her medical expenses and a very supportive family. The final two aforementioned factors would help to

assure a speedier recovery (Gregg, Davis Weinert; pg. 29; Life and Health Insurance Handbook‎; 1964 and Pg. 293 Crisp, Jackie, Patricia Ann Potter, Anne Griffin Perry, Catherine Taylor; Potter and Perry’s Fundamentals of Nursing; Elsevier Australia, 2005). Her doctor had advised there was no need to do the musculoskeletal assessment so I moved on to quickly look over her scalp, fingernails, and toenails. Nothing seemed out of the ordinary. I quickly examined her nose ears, mouth and throat, looking for signs of an infection that may have taken root in one of these body parts, and found nothing. I followed this with a quick gastrointestinal exam which also reaped negative results. The patient had not had a bowel movement for two days, but had little appetite since the surgery.

As I mulled over the facts of this patient’s holistic assessment I took the time to freshen her linen(Page 77; Narrow, Barbara W., Kay Brown Buschle; Fundamentals of Nursing Practice‎; Wiley; 1987, help her wash up and get her fresh water. She perked up a bit as she had the chance to move around and take control of her appearance, but noted that her pain was nearly the same.

“If pain is a symptom determine the following: site; radiation; character, eg. Pressure, ache, stabbing, dull; severity, eg, Did it interfere with what you were doing? Does it keep you awake? Have you ever had this type of pain before? Does the pain make you sweat or feel sick to your stomach?”(pp. 34; Carperito-Moyer, L; Nursing Care Plans and Documentation; Lippincott, Williams & Wilkins; 1999). These questions were posed to the patient and she responded that the pain was dull and it had kept her awake the previous night. However, it did not make her sweat or feel sick to her stomach. Having completed my holistic assessment it was evident my focus should be to determine the source of her pain and attempt to relieve it. I redoubled my efforts to determine the source of the pain by asking questions that would help her narrow down the location from which the pain was emanating. We began with the head and worked our way down the body until we discovered that, indeed, she was feeling residual post-op pain from the location of the surgery.

“To make a valid diagnosis, and for assessment to be purposeful, the nurse has to know the following: What is the range of normal? What is the range of abnormal? What are the health risks?” (pp. 10; McFarland, Gertrude & McFarlane, Elizabeth; Planning for Patient Care; Mosby Pub.; c1999). One of the most difficult aspects of making accurate diagnoses is to determine whether the data confirms the actual nursing diagnosis. In fact, I needed:1). to be knowledgeable of what the normal range of pain is for a post-op breast cancer patient who had just days before undergone a modified radical mastectomy; and 2). a multi-disciplinary assessment (pg. 863, Catriona McMillan Breakthrough pain: assessment and management in cancer patients; British Journal of Nursing; 2001, Vol 10, No 13). Research shows that up to fifty-seven percent of women who undergo a mastectomy will experience acute pain post-op. These statistics support the use of a stronger pain medication to be given to the patient.

Personally, I am very sensitive to a patient’s cry for help from relief of pain, particularly so soon after major surgery. In other words, when a patient in this position says they are in pain, I believe them and intend to correct the problem as quickly as possible. We are not inside their bodies and are not experiencing their distress. The best we can hope to do is provide a modicum of relief. The following quote reinforces my opinion. Indeed, pain is a subjective phenomenon (pg. 81, Locker , Sarah; Holistic assessment of cancer patients’ pain: reflections on current practice; International Journal of Palliative Nursing, 2008, Vol 14 No 2).

“It is argued that pain is experienced by people and families, not by nerve endings (Watson et al, 2005). Otis-Green et al (2002) define cancer pain as a multidimensional and complex experience and Watson et al (2005) support the notion that pain management is complex due to the dynamic and fluctuating interaction between external stimuli and the individual’s capacity to cope at a particular time in their life. Therefore, methods utilized to manage pain need to be multidimensional and reflect this complexity.”(Locker, Sarah; International Journal of Palliative Nursing; 2008, Vol.14.No.2).

The patient indicated that although she would like to have something stronger for her pain, she was fearful she would become addicted to the medicine or develop a tolerance and it would stop working. I assured her that research shows it is rare for a cancer patient to become addicted to the pain medicine, and although she might develop a tolerance for the medicine, long term, the most important thing was to control the pain. Dosages can be altered to address the issue of tolerance. I reviewed her chart to see what pain medication had been prescribed up to now. I found that, to this point in her treatment, my patient had been on a patient controlled analgesia (PCA) (morphine sulfate) for the first twenty four hours post op; which meant she had an electronic device that allowed her to self-administer opiates according to her own pain relief needs. The dose per bolus (referring to the rate at which the medicine is administered) was 0.5mg., and the maximum dose was set for four hours with ten minute lock out intervals.

It would appear that the anesthesiologist had spent some time with the patient pre-surgery because he would have had to order an initial dose for her IV in post-op recovery. She was a perfect candidate because she was bright and quickly learned how to use the equipment, and once she had awoken and showed no signs of delirium she was adept at manipulating the equipment.

There are several advantages to this approach to pain management. First, it has been proven to have less post-op delirium than other analgesic techniques; it has the lowest incidence of pulmonary complications and the highest patient satisfaction (Pg. 116; K. W. M. Fulford, Steven Ersser, R. A. Hope, Tony Hope; Essential Practice in Patient-centred Care‎; 1996). The side effects were constipation and nausea.

I felt that my patient needed a stronger pain medication if only for the short term to calm her down and relieve her distress. According to one study, “Opioids, also known as opiates and narcotics, remain the mainstay of systemic analgesia for moderate to severe acute pain. There are a variety of drugs including but not limited to morphine, codeine, and methadone. They are involved in inhibiting pain and are most effective for continuous and dull pain rather than sharp, intermittent pain. (Layzell, Mandy; Current Interventions and Approaches to Postoperative Pain Management; British Journal of Nursing; March, 2008; Vol.17 No.7).

Since she was already on an opioid, morphine sulfate, which is fairly inexpensive, has a record of being the easiest for a patient to tolerate, and is simply the easiest of the IV analgesics to use, I felt the first step would be to increase her dosage from 0.5 mg. per bolus to 1.0 mg. per bolus. This was to begin immediately and I immediately arranged for the IV to be altered.

I spent a few moments talking to the patient about my decision to increase the dosage of morphine sulfate to combat the pain. She would still have the patient controlled analgesic device and the time would be the same. I informed her that this should help ease her pain and I would be back around in an hour to see if she felt better. I reminded her that if she needed anything else she should ring for the nurse’s station and someone would be there. I double checked that all her needs were met; marked the visit in the nurse’s chart and left to see my next patient. An hour later I returned to find her sleeping, and when she awoke later, said she was feeling much better, the pain was in control. She was even hungry!

This assignment has proved personally valuable for several reasons. First, while I have been studying nursing for some time, and beginning to practice in the field on real patients, I find that this opportunity to reflect on the level of my skills, on paper, leaves me feeling more confident. I feel I am beginning to perfect my ability to conduct a holistic assessment as well as a physical assessment and recognize the value of a certain ‘rhythm’ to performing either with professionalism and organization.

This assignment also allowed me to share my first foray into prescribing medication to treat my first real diagnosis, both successful. My chosen intervention was decide after reviewing the patient information available as well as drawing on my knowledge of what the appropriate pain medication is to treat the appropriate symptom. As the reader can see from my bibliography, research supports the use of an opioid for sustained pain. Research reinforces the fact that cancer patients experience acute and sustained pain at a fairly high level post-op and opioids, such as morphine or codeine, are the best weapons in the drug arsenal with which to battle this pain. My choice to increase the dosage made perfect sense as a first attempt to control her pain. The fact that it worked reinforced my self-confidence. Had she continued to complain, I would have chosen to supplement this medicine with a nonopioid before increasing the dosage of the opioid.

Bibliography

Altman, G.Physical Assessment SkillsDelmar, 2004

Carperito-Moyer, JHandbook of Nursing DiagnosisLippincott, 1999

Cox, CarolPhysical Assessment for NursesBlackwell P. 2004

Crisp, Jackie, Patricia Ann Potter, Anne Griffin Perry, Catherine Taylor

Potter; Perry’s Fundamentals of Nursing; Elsevier Australia, 2005

Ferrante, F. Michael, Gerard W. Ostheimer, Benjamin G. Covino; Patient-controlled Analgesia‎; 1990

Fulford, K. W. M., Steven Ersser, R. A. Hope, Tony Hope; Essential Practice in Patient-centred Care‎ Blackwell Publishing1996

Gregg , Davis Weinert; Life and Health Insurance Handbook‎ , 1964

Layzell, MandyCurrent Interventions and Approaches to Postoperative Pain Management British Journal of Nursing, 2004

Locker , Sarah; Holistic assessment of cancer patients’ pain: reflections on current practice; International Journal of Palliative Nursing, 2008, Vol 14 No 2).

Locker, SarahJournal of Palliative CareVol. 14. No.2

McFarland, G. Planning for Patient Care Mosby Pub. 2004

Narrow , Barbara W., Kay Brown Buschle; Fundamentals of Nursing Practice‎; Wiley 1987

National Institute for Clinical Excellence; Improving Outcomes in Breast Cancer Manual Update

Price, Christopher IM, Seong W Han, Iain A Rutherford; Advanced nursing practice: an introduction to physical assessment; British Journal of Nursing, 2000, Vol 9, No 22

Simpson, Heidi; Respiratory assessment; British Journal of Nursing, 2006, Vol 15, No 9

Walker, Jennie-April, Philosophy, knowledge and theory in the assessment of pain; British Journal of Nursing, 2003, Vol 12, No 8

SAMPLE CARE PLAN FOR PATIENT

Directions to the nurse:

Review patient medical history and previous assessments

Review overall assessment and current medical condition

Moving and handling risk assessment

Infection risks assessment

Physical assessment (bp, vitals, etc)

Determine current needs of patient: ie. Pain; mobility and comfort; communication; activities; clothing; hygiene; diet; elimination; relaxation; sleep.

Check that all hoses attached to IV are working and clear. Check the level of the medicine left in the IV to determine how soon you will need to change it.

Maintain records of each visit into the room and the reason for it. Keep careful charting of the amount of medicine prescribed.

Make note of any special needs for this patient and make them visible to each nurse who will follow.

Consider the length of time for the current dosage (for ex. The patient in this case study) for opportunities to decrease the dosage without affecting the pain of the patient.

Try to stop through every couple hours – or more often for patients who are very ill.

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The Role of Women in Sundiata

The story of Sundiata was a legend that was passed down generations by word of mouth in Mali, Africa. The story is about the young prince Sundiata who was treated as an outcast at a young age but later came back to reclaim his place as the rightful heir to the throne. The book Sundiata: An Epic of Mali has different sections that suggest the different roles of men and women in the culture it is set in. Most examples show how women were subordinates, inferior members of the society treated like a commodity that could be given away as wives regardless if their opinion. Despite all these odds, these women go on to achieve greatness.

Throughout the book, men hold all positions of authority and included kings, rulers, hunters, warriors, and griots (Gries). Men held the most prestigious roles in society and were considered household heads. Men in this Mali society made decisions, went to war, and hunted for food. Women, on the other hand, would handle tasks such as gardening, gathering and preparing meals, and looking after homes. They had no much influence in decisions that affected their lives. They were considered a commodity by means of which they were treated. However, women in stark contrast to another side of this epic were depicted as powerful. The buffalo woman who has been terrorizing the village has a lot of power and influences the kingship of Mali. Sogolon, Sundiata’s mother, is not an ordinary woman. She does not bow to the wishes of the king to have her after the hunters gift her to him (Niane). It is not only when she gets unconscious that the king takes her and consummates their marriage. The act was cruel and showed how devalued women were in this kingdom and ascertained to the cruel treatment of women in this epic.

John Milton’s Paradise Lost, similar to Sundiata, tries to depict women as inferior to men. Eve in paradise lost is considered inferior because she was made out of Adam’s image. Milton looks into the Bible to draw the depiction of the women in the holy book (Milton). The Bible, according to Milton, speaks of women as subordinate to man the way man is subordinate to God. In the same way, women in Sundiata are considered inferior and of service to men as if they were created to serve their desires regardless. Paradise Lost also tries to depict a woman as inferior of mind. The author says that Eve leaves the conversation between Raphael and Adam because she is too shallow-minded to comprehend what the two men are discussing. The book continues to suggest that she would rather wait for Adam to explain to her and help her decipher their “thoughts abstruse” that she cannot fathom unless “intermixed with grateful digressions” and “conjugal caresses” of her partner (8.39-57).

Unlike Paradise Lost, Women drive the story in Sundiata. Although they are treated as a commodity and considered the weaker gender, their presence in the epic is apparent. In the beginning, the hunters would not be successful at slaying the buffalo is she did not let them and told them about the prophecy. Sologon would not have been the mother of a king if she did not resist the hunters. If she did not pressure Sundiata to walk, he probably would have remained a cripple. Sassouma also plays a part when she plots against Sundiata and Sologon, causing them to flee to exile. Nana also becomes the reason why Sundiata is king and helps him in his conquest for the throne.

Although Sundiata has countless instances of women being mistreated, they still stand out, by the way, they conduct themselves. They are exceptional mothers that are loyal to their families and culture. Sogolon does everything in her power to ensure the safety of her son from those that mean him harm (Khan). Sassouma is also an indication of power as she is able to send witches after Sundiata for she considered him a threat to the throne she considered her son’s right. Nana also proves loyalty to her brother and family by faking marriage and pretending to denounce his brother in order to learn the secrets of Soumaoro. The harsh treatment of women in this epic does not stop them from finding ways to stand out and show their heroic personalities. In the end, they appear majestic despite being condemned to a narrative of inferiority and dependence.

Works Cited

Gries, William. “The Role of Griots in Sundiata: An Epic of Old Mali.” The Histories 2017 (complete volume) (2016).

Khan, Roshan Benjamin. “Images of mother in Ramayana and Sundiata. A comparative critique.” International Journal of English and Literature 3.4 (2013): 123-128.

Milton, J. (2005). Paradise lost. Hackett Publishing.

Niane, Djibril Tamsir. “Sundiata: An Epic of Old Mali. 1965.” Trans. GD Pickett. Edinburgh: Pearson (2006).

The Romantic Period

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Institution

The Romantic Period

The romantic period was an era characterized by Romanticism, a movement that took over Western Europe and went as far as Russia towards the end of the 18th and the early year of the 19th century. Literary experts and scholars believe that the romantic period began with the publication of the works of William Wordsworth and Samuel Coleridge in 1798 (Curran, 2017). During this year, the two poets published the “Lyrical Ballads,” a volume that contained their best works. Other scholars suggest an earlier date for the beginning of the romantic period, with some quoting as early as 1785 (Horrell, 2014. Romanticism reached America at around the first quarter of the 19th century. The literature during this period used channels that were not entirely original but dissimilar to the standard literary practice of the preceding century. These new practices did not emphasis or put much importance on reason like it was in the 18th century, and in its place came imagination, emotion, and individual awareness. As a movement, Romanticism was inspired by what was referred to as the “rage for roots” among other areas it drew its energy. An increasing sense inspired the literature during the romantic period, and the creative potential characteristic of the inflexible formalism of enlightenment philosophy and art had was considered drained. People were also becoming increasingly weary of “the rule of the few.” The news of the resounding success of the American revolution against imperialism and that of the French against the “rule of the few” and other popular wars of independence that followed in other parts of the world, including Spain, Greece, and Poland, was a huge motivation.

Various themes and concepts defined the direction of Romanticism, most notably the cry for democracy. “liberty, equality, and brotherhood” was the motto of the French revolution and exhaustively summarizes the political obsession of the romantic period (Jackson, 2016). Many people during the era were becoming increasingly convinced that real power originates from the consent of the governed. Towards the latter part of the romantic period, nationalism became a vital force in creativity. During this time, poets and musicians alike used nationalism to define identity similar to the political state. The early years of the Romantic period were characterized by war. The American Revolution had just come to an end, and the French Revolution was at its peak and continued up to 1799 and was followed by the Napoleonic wars less than two decades after. These served as the foundation of Romanticism. Then came the industrial revolution, an era that exploited workers and used child laborers. Romantic poets of the time spoke on the issue with the likes of William Blake and Elizabeth Barret-Browning, terming the abuse of children in this manner the curse of their times. The industrial revolution brought in progress and with it optimism. As a result, many people moved to urban areas causing overpopulation, dirtying the city, and increasing illnesses. Romantic poets created imaginative literature that allowed people to escape their reality. This paper discusses the romantic period and analyzes prominent works during this period.

William Blake wrote one of the most popular works of the Romantic Era and majored on the theme of poverty and the exploitation of children in labor. The poem tells the story of children that lived a life of misery and had no choices beyond sweeping chimneys at a young age to earn a living. Poets like William Blake created content that offered relief to a population that was miserable battling poverty, illnesses, and societal prejudices. Blake tells a story in the poem in the first person detailing how he ended up sweeping chimney after his mother’s demise. In the poem, he also narrates the story of Tom, a fellow chimney sweeper who gets hurt after his head is shaved. He goes into a slumber after the narrator consoles him and has a dream that all sweepers had died and were visited by an Angel that sets them free. In this poem, William Blake uses escapism by journeying the reader into the countryside (a standard style used by poets of that era) “And he opened the coffins & set them all free; Then down a green plain, leaping, laughing they run, And wash in a river and shine in the Sun” (Blake & Piech, 1969) William Blake embraced the notion that most people at the time wanted an escape.

The literature of the Romantic period modeled its heroes in a way that made them apt to challenge the societal norms and morals contrary to traditional heroes that championed these norms. A good example is Nietzsche’s and his notion of the ubermensch (overman). In this notion, Nietzsche’s expressed a fascination with an individual’s potential to self-create and self-motivate, similar to other poets of this era. Although Nietzsche briefly mentions ubermensch in the prologue of Thus Spoke Zarathustra, it remains one of his signature concepts. It can be construed that Nietzsche had some perception in his mind of how a man should be. Ubermensch, in Thus Spoke Zarathustra, as described by the main character (Zarathustra), is the person prepared to risk it all for the sake of the enrichment of humanity. Nietzsche contrasts the overman with the last man whose desire is his well-being and comfort. Zarathustra describes a man that has a positive attitude and realizes the limitations he has or faces in life, an attitude that allows him to live a life he would be comfortable living again despite encountering moments of pain and suffering.

George Gordon Byron, known as Lord Byron, was a poet that drew inspiration from Napoleon Bonaparte. It might also be safe to say that Lord Byron had an obsession with Napoleon, something that might have inspired him for his role in the Greek Revolution. In his poem, Defeat of Napoleon, Lord Byron talked about perhaps the most infamous paradigm of individualism in the 19th century. Byron admires Napoleon’s daring individualism that saw him rise to the rank of the most powerful man in France who also triumphed in Europe, although for a short but very influential period. Napoleon had no regard for existing styles, tastes, and created laws that had little regard for public opinion. Byron admired Napoleon, although, at some point, he detested his excessive autocratic rule. In Defeat Of Napoleon, he speaks of him as “There sunk the greatest, nor the worst of men, Whose spirit antithetically mixt, One moment of the mightiest, and again…”

Shelley Percy Bysshe is one of the greatest poet, critic, and influential figures of the romantic movement. Like poets of his era, P. B. Shelly lead a life that did not conform to the moral code and can be considered by various means radical. His attitude towards love, marriage, and revolution made him a dangerous immoralist to a traditional group. Shelly is regarded as a Romantic poet based on his use of emotion in his works. The Romantics proposed emotion against logic because they believed emotion was natural, and man was created with the ability to feel while the same cannot be said about logic. Shelly’s poems had extreme emotion in their subjects. The Romantics also referred back to nature as the source of inspiration and emotion. The wonders of nature made the subject of most of Shelly’s poems. A good illustration is Shelley’s Ode “To a Skylark.” Traditionally, odes praised the achievement of men or their creation, but “To a Skylark” praises a bird. The ode praises the bird for pouring its emotions without prior preparations. The person looking at the bird does not analyze it. Alternatively, they appreciate its “shrill delight” and “harmonious madness.”

Mary Wollstonecraft is seldom considered during the discussion of the influencers of the romantic age. She is remembered in other senses but not so well in the literary sense, leave alone her contribution to the romantic period. Wollstonecraft led an unconventional life and had terrible love experiences. Her romantic nature did, however, extend beyond his, and her appreciation of nature came even before the romantic period identified itself with naturalism. She found solace and inspiration from nature. She spoke of the rugged grandeur of the Norwegian cliffs, or the grass that lushes her countryside. The countryside had a special effect on her because it allowed her the sentience originating from bucolic settings. “I did, as it were, homage to their venerable shadows. Not nymphs, but philosophers, seemed to inhabit them-ever musing; I could scarcely conceive that they were without some consciousness of existence” (Wollstonecraft, 2016).

William Wordsworth is credited with launching Romanticism in English literature after he published Lyrical Ballads alongside Coleridge. He is one of the three prominent poets in a group of poets living in the Lake District and nicknamed the Lake Poets. His first contribution to Romanticism began with his attempt to make poetry available to the common man by using everyday language, “I wandered lonely as a cloud”( Wordsworth, 2005). Lyrical Ballads was the power that began the romantic movement in England. Nature was the dominant theme in most, if not all, of Wordsworth’s writing. His focus was on emotion, flowers, and trees, and when he ventured into romance, he worked to bring man and woman back to nature with a focus on the individual.

In general, the writers and poets of the romantic era precluded traditional beliefs. They worshiped nature in the place of a superior being. Romanticism was opposed to the governing systems across Europe that entailed giving power to a few people without asking the governed. They also assumed that goodness was in-built, and people were born that way until society corrupted them. The Romantic period was a time when people were increasing becoming liberal and calling for their improved rights and privileges. Most poets and authors talked about relief from the problems that populations were encountering. The politics of this era was leaned more towards human nature, maintaining the assumption that people are inherently good, and their transgression result from want and poor education. Romanticism was a movement that advocated for the freedom of the heart and mind through the creation of opportunity.

References

Blake, W., & Piech, P. P. (1969). The chimney sweeper. Bushey, Eng: Taurus Press.

Curran, S. (2017). Romantic Poetry: The I Altered. In Romantic Writings (pp. 279-293). Routledge.

Horrell, W. C. (2014). William Wordsworth and the Theology of Poverty. The Wordsworth Circle, 45(4), 356.

Jackson, J. D. J. (2016). Poetry of the romantic period. Routledge.

Wollstonecraft, M. (2016). Letter IX. In Delphi Complete Works of Mary Wollstonecraft (Illustrated). East Sussex, UK: Delphi Classics.

Wordsworth, W. (2005). Daffodils. Hastings W.-Nw. J. Envt’l L. & Pol’y, 12, 33.

The role the Greek gods play in the plays of Aeschylus, Sophocles, and Euripides

In ancient Greece, the role of gods is so important that without them the story almost does not exist. Therefore their role is of particular significance because it is upon these gods the people placed their faith and their belief as to what they were supposed to do at a particular time. It is also upon these gods that the people’s behaviors and ways of living are controlled and influenced. The gods are the basic elements of Greek mythology and they are the ones worshipped thus their importance in the lives of the society at that particular time. These gods included Zeus who is considered to have been their leader among other gods like Poseidon, Demeter, Athena, Hera among others.

In the play of Aeschylus, we realize that the role of God is of a very significant aspect. In this play, we see how king Agamemnon was compelled to sacrifice his daughter for the sake of his assurance that he will travel safely to the city of troy. This shows how the people of greek were fully dependent on the gods and how they could even go to the extent of human sacrifice for the sake of pleasing these gods. Therefore from this example of king Agamemnon, we get to know that the gods were of utmost importance in realizing and determining what a person would do and that they needed for the sake of their lives and their families.

Clytemnestra also goes to the palace and lights a fire at the altar of the gods. Here he begins to invoke the gods and thanks to them for the victory. He especially thanks Zeus for ensuring their victory and this is of paramount importance. He also talks to the people and how they should observe the ordinances which had to be followed to please the gods and that the people should never do anything to make the gods displeased as this would make their lives miserable when the gods decide to show their anger upon the people. This is of paramount importance and people obey and believe that these gods will always protect them in everything they do. Therefore the people firmly believe that these gods can bring them the success of destruction in that if they do well they get success but if they do badly they get negative feedback from the gods and lack of support as well.

In Sophocles, the gods are seen as controlling the lives of Thebans in almost everything they do. The gods are mainly concerned with a person’s destiny in this text. This is because many characters want to live their lives freely and who think that they can overpower the gods but this does not happen and what the gods have prophesied happens at the end of it all. This is a sign that the gods are powerful and they control the lives of human beings. Thus the best thing to do is to respect and honor them. This is depicted in the behavior of Jocasta whereby she thought she had the powers to change the will and the prophecy of the gods by tying her son who was prophesied to kill her husband. Even though she thinks that this will prevent what the gods prophesied it still happens and she is angry at it. Therefore the gods can be said to be the destiny makers of the people of Greece in those particular times because they are the most important part of their lives.

In this text we see gods portrayed as bad and they are defamed. This is because they tried to destroy him and his family for no reason. This is a contradiction of what is commonly believed that gods are good and they cannot cause unnecessary pain to someone. This they do by telling Oedipus of his destiny through the oracle of Apollo, they also bring a plague to the people of Thebes which are unlike the gods. Even though Oedipus tries to convince the people that what happens around his life is not his fault it is very difficult for the people to understand and therefore this acts to portray what is seen as the gods failing and the blame being placed on Oedipus.

Demeter was one of the gods in the text about Euripides. She was able to change her form and prevent herself from growing old and therefore beauty was ever around her as she remained young. In Euripides as well as in Sophocles there is no escaping the gods and what they want happens at the end of everything as they are seen to be destiny makers. This is seen in Euripides through the killing of Pentheus. This is because he tries to maintain a certain order against the will of Bacchae who is the god. Therefore in this case we get to see that the gods were very wise and no human mind of efforts could overpower them.

In conclusion, we can say that the human nature to have a sense of belonging was satisfied during the Greek times by the presence of the gods whom they worshipped and gave their allegiance to. It is also evident that the gods liked obedience and being considered the overall. However, this nature can be said to have made the gods more than powerful and proud; this is because even though they are all-powerful and ever knowing and yet they can help the people be better they at times destroy the lives of the people intentionally which is against the will of the people.

The Sage archetype by Carl Jung

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The Sage archetype by Carl Jung, also called ‘senex’ – meaning old man in Latin, has knowledge and wisdom, hence a free thinker. They endeavor to fathom their existence and the world in general through the analytical skills and intelligence they possess. The sage archetype has power and, according to Jung, appears in a person’s life through various symbols while also representing the inborn mystical side of a person’s disposition in the unconscious. It may take the form of people, dreams, insights, or our life’s learning we pass on to others. A sage may be depicted by a philosopher, Deity (supernatural being), a scholar, a wizard or magician, an expert, a teacher or a mentor. In literature works or films, the sage archetype is usually depicted in the form of a teacher, an advisor or a mentor to the hero or a main character, playing a central part in the journey of a hero. A sage often has a quote, a logical argument or a fact on the tip of his/her tongue (Robertson, 2016). This paper will discuss three characters Professor Albus Dumbledore from Harry Porter series, Yoda from the Star Wars movies and Morpheus from The Matrix.

Albus Dumbledore is a sage he was wise and kind. He is the good-natured Hogwarts School of Witchcraft and Wizardry’s Headmaster. He is an old man with great judiciousness and the magical mentor, who gives unrushed guidance and counsel to Harry Porter in order to help him in his quest, while also allowing him choose the path to take towards destiny. Dumbledore always appears to discern a lot about surrounding events as well as Harry Porter than he is willing to say. He has always displayed great supernatural abilities. When he was a student at Hogwarts, he was recognized as the most bright student ever in Hogwarts, receiving “every prize of note that the school offered”, and in his N.E.W.T.s, “… did things with a wand [the examiner had] never seen before”. According to Rowling, despite the fact that Dumbledore “had access to superb teachers at Hogwarts,” he is mostly self-taught. He is immeasurably powerful; he is recognized as the most powerful magician or wizard in the entire universe. He is only wizard ever really dreaded by Lord Voldemort. Nonetheless, Dumbledore can lack empathy and become detached, as well. He, at some point, gets lost in his area of knowledge and overlooks the significance of applying the wisdom he had in the real word. He also seems to be a little cold, isolated and detached (Barron et al, 2001 – 2011).

Yoda from Star Wars was a renowned Jedi Master as well as powerful than many in his link with the Force. He was an old, however, influential, strong, sage-like and wise diminutively-sized creature or alien. He was an expert, a mentor as well as a teacher and thus trained Jedi for more than 800 years. He played vital roles in unlocking the path to immortality, the Clone Wars, the instructing and directing of Luke Skywalker. He tells Luke “a Jedi uses the Force for Knowledge and defense, never for attack.” Due to his sagaciousness, he became the Jedi High Council member, notwithstanding his old age, Yoda still had the ability to hold and sustain the Jedi against opponents, some even far younger than him. Moreso, Yoda was among the most powerful as well as influential force-users since the formation of the galaxy. Furthermore, Yoda embraces his emotions and teaches those he mentors like Luke to do the same (George, 1977).

Morpheus from The Matrix film is depicted as a sage because he plays the role of a leader in the actual world. He shows bravery as well as persistence and determination in the face of difficulty and great danger. Morpheus pulls Neo out of his comfort zone in the Matrix where he is living comfortably in the realm of illusions and makes him see the reality, and he believes right away that Neo is the One. He tells Neo, “you have been living in a dream world, Neo. This is the world…as it exists today. Welcome to the desert of the real.” Morpheus also act as a mentor or teacher to Trinity, Neo, together with the entire Nebuchadnezzar’s crew as he is a type of father figure to them and even though Neo in the end outstrips him in terms of power and fighting skills, he pays the crucial role of leadership and wisdom. In the film, Morpheus epitomizes the best type of mentor, teacher and leader as he directs Neo to the right track and teaches him from his experience and knowledge, then stands aside and allows him to carry on and make decisions on his own. Additionally, Morpheus is self-sacrificing and seeks not glory, and this makes him hero by his own right (Silver et al, 1999).

In a nutshell, the Jungian archetype of sage wisdom has been defined and depicted in different forms throughout literature works across cultures. its presence is also felt in contemporary popular fiction movies, for example, as Professor Dumbledore in Harry Potter series, as Yoda from Star Wars, and as Morpheus in The Matrix to mention a few. These three characters from different fiction films exemplify the quintessential sage archetype in the somewhat mind-numbing histories of science fiction culture. Their brainpower and understanding are their purpose for living, their quintessence.

References

Barron, D., Columbus, C., Heyman, D., Radcliffe, M., & Rowling, J.K. (Producers), & Cuaron, A., Columbus, C., Newell, M., & Yates, D. (Directors). (2001 – 2011). Harry Porter Series [Motion Picture]. United Kingdom & United States. Warner Bros. Pictures & Heyday Films 1492 Pictures.

George, L. (Producer). (1977). Star Wars. [Motion Picture]. United States. Walt Disney.

Robertson, R. (2016). Jungian archetypes: Jung, Gödel, and the history of archetypes. Open Road Media.

Silver, J. (Producer) & Wachowski, L., & Wachowski, L. (Directors). (1999). The Matrix [Motion Picture]. United States. Warner Bros. Pictures.

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Introduction

The importance of literary works to the contemporary human society cannot be gainsaid as far as enhancing the knowledge of the society is concerned. Indeed, literary works have had numerous uses in the society including entertainment, education and even inspiration of new ideas. History shows that literary works, including works of art, poems and even fictional stories have been responsible for quite a number of fundamental social changes in varied societies and countries. This not only underlines the popularity of these literary works, but also that of their authors or creators. While different authors, playwrights, poets and artists have varying degrees of popularity from their works, none can arguably outdo Shakespeare in terms of popularity, both in his time and in the years that followed. Indeed, a large number of his works remain relevant and applicable in the contemporary human society, in spite of the fact that they were written centuries ago. This is the case for “A Midsummer Night Dream”, a play thought to have been written between 1590 and 1596. The play shows the events that surround the married between Hippolyta and the Duke of Athens, Theseus (Montrose 61). Included in the events are the adventures pertaining to four young Athenian lovers, as well as a groups of six inexperienced actors, who are manipulated and under the control of the fairies inhabiting the forest which makes up the setting for the larger part of the play. Indeed, the play makes up one of the most popular stage works for Shakespeare and has been performed widely across the globe. While there may be differing opinions as to the nature of the play, it is evident that the play remains a classic comedy.

First, the play, like a large number of comedies written at this period opens with discussions pertaining to love and marriage. Indeed, Hermia has declined to get married to Demetrius, a man chosen by Egeus her father. This is against the ancient Athenian law that underlines the requirement that a daughter has to get married to a man or rather a suitor selected by her father, a deviance of which would attract a death penalty (Croce 367). On the other hand, she could choose the path of lifelong chastity as a reward for worshiping Diana. Unfortunately, Hermia is uncomfortable with this option as well, in which case she elopes with her fiancée named Lysander, with whom she runs away. The classic nature of the story is underlined by its extensive exploration of the theme of love, as well as the struggle between two young lovers and the draconian laws that they are required to follow by their elders (Croce 367).

In addition, the overlap between situational and dramatic irony would make the play a classic comedy. Dramatic irony revolves around the manner in which the audience perceives the circumstances of the four lovers incorporated in the play. First, both Lysander and Demetrius suddenly stop being in love with Hermia and instead fall in love with Helena. Both of them are unaware of the reason for this although the audience is well aware (Montrose 65). On the same note, dramatic irony may be seen in the instance where Helena responds scornfully to the advances of the two. Indeed, she believes that not only are the two men playing a plank on her but also that Hermia knows and is part of that joke. She concludes that Lysander’s advances are scornful to her when she states “Wherefore was I to this keen mockery born / When at your hands did I deserve this scorn?” (II.ii.125-126). This is the same belief that she that she holds pertaining to the advances of Demetrius as shown by her statement “O spite! O hell! I see you all are bent / To set against me for your merriment” (III.ii.147-148). Her statement “Lo, she is one of this confederacy!” (195) underlines her belief that Hermia is part of this joke. Unfortunately, she is unaware that the two are sincere in their love as they have been enchanted using a love portion. The dramatic irony is mixed with situational irony as it is purely accidental that the two men stop their pursuit of Hermia and instead start pursuing Helena. On the same note, Puck thinks that Lysander is Demetrius, which makes Lysander fall in love and start pursuing Helena as she is seen just as Lysander is waking up. At that time, Oberon intentionally places the love portion on the eyes of Demetrius, which makes the two men start their pursuit of Helena. Indeed, the situatiobnal irony emanating from Puck’s mistake results in arguments between the characters, as well as a number of humorous lines.

In conclusion, Shakespeare comes as one of the most popular playwrights both in his times and in the contemporary human society. This may be seen in the case of “A midsummer Night Dream” a play written centuries ago but whose themes are applicable in the modern times. His exploration of the theme of love and marriage makes it a classic. In addition, it has situational and dramatic irony overlapping each other, with tidbits of humor.

Works cited

Montrose, Louis. “The Imperial Votaress”. A Shakespeare Reader: Sources and Criticism. Eds. Richard Danson Brown and David Johnson. London: Macmillan Press, Ltd, 2000. 60–71

Croce, Benedetto. “Comedy of Love”. A Midsummer Night’s Dream. Eds. Judith M. Kennedy and Richard F. Kennedy. London: Athlone Press, 1999. 386–8.

Shakespeare, William (1979). Harold F. Brooks, ed. The Arden Shakespeare “A Midsummer Nights Dream”. Methuen & Co. Ltd.