How does Shakespeare use conflict in Romeo and Juliet Act 1 Scene 1 Essays

How does Shakespeare use conflict in Romeo and Juliet Act 1 Scene 1 Essays How does Shakespeare use conflict in Romeo and Juliet Act 1 Scene 1 Paper How does Shakespeare use conflict in Romeo and Juliet Act 1 Scene 1 Paper Essay Topic: Romeo and Juliet In this essay I will address how conflict is successfully used in Act 1 Scene 1 to prepare the audience for the rest of the play. It will firstly show how Shakespeare uses physical conflict between the two feuding families. Secondly I will demonstrate the idea that Shakespeare introduces emotional conflict through the character of Romeo, and his outpourings of love for Rosaline. Finally I will show that the character of Romeo demonstrates both physical or external conflict and emotional or internal conflict. The purpose of the prologue is to clearly outline the plot of the whole play in fourteen lines and it also allows the audience to be settled before the actual play properly starts. The audience gets a glimpse of the rest of the play, it is introducing the idea that there is conflict; for instance â€Å"death-marked love† gives the idea of love not being positive, but is hinting that love is in fact negative as it relates to death. The prologue is a fourteen-line sonnet; it rhymes alternately till the last two lines where the sentences end in rhyming couplets indicating to the audience that the first act is beginning. The audience watching the play would associate a sonnet with love. However the audience is made aware that death and violence are going to be a major part of the play due to very angry, violent and aggressive words; these include â€Å"death†, â€Å"rage† and also â€Å"mutiny†. We are also told that â€Å"from ancient grudge break to new mutiny† which describes a history â€Å"ancient† long standing conflict between the two families. We also learn that there is a â€Å"continuance of the parents’ rage† indicating to the audience that this conflict is still on-going and unlikely to be easily resolved. Act 1 Scene 1 opens with Gregory and Sampson of the house of Capulet, in a public place in Verona City which shows immediately where the story will take place. From the outset it is clear that the servants are looking for physical conflict, as they are ‘armed with swords and bucklers’. At this time gentlemen wore swords, but servants usually didn’t, so by being armed it is obvious that Gregory and Sampson are looking for trouble. The language of the two servants is very masculine â€Å"we’ll draw† (swords) gives the audience the idea that Sampson is looking for a fight. We learn that he â€Å"will take the wall of any man or maid of Montague† learly demonstrating he will not run from any conflict with the Montagues. However, Gregory is not as interested in taking part in this conflict but is more interested in talking with his mouth rather than his sword. â€Å"If thou art moved, thou runn’st away† shows how he would rather goad Sampson and challenge his masculinity with the clever use of words. The language used during the interaction between the two servants, such as addressing each other as â€Å"thou† is very upper class and not the language of a servant. This would appeal to the nobility and the upper classes in the audience. This scene is also very comedic; it does this to show the lighter side of the conflict within Romeo and Juliet. One way it is funny is when talking about the male sexual slurs â€Å"My naked weapon is out† is referring to his sword in a sexual way, which will entertain the audience. Another comedic feature is how Gregory can change the context of Samsons words. Sampson states that â€Å"we’ll not carry coals† meaning that they will not be accept any goading by the Montague then Gregory replies â€Å"No, for then we should be colliers† (coal miners) this is funny as he changed the context of carrying coals to mock Samson. The first encounter between the two families begins when servants of the two households Sampson and Gregory (Capulet) meet Abraham and Balthasar (Montague). Sampson symbolically bites his thumb; this indicates that he is looking for a fight. Again we see conflict being introduced as biting your thumb at someone was an insulting gesture. He does this to stir things up between the two families; admitting that â€Å"I do bite my thumb, sir† the audience would probably see him as a trouble maker and the source of conflict. However their view of him could change because he starts to back down due to finding out the law isn’t on his side and we learn that he does â€Å" not bite my thumb at you, sir. † At this point the audience would then begin to view him as weak. The noble Benvolio (cousin of Romeo) is the peacemaker as he tries to stop the fight and orders them to â€Å"Part, fools! † It is significant that it is Benvolio who is the peacemaker as his name means good will. However, Tybalt (Capulet) comes along and will not â€Å"talk of peace! I hate the word,† leaving Benvolio with no choice but to continue the conflict. The citizens of Verona are obviously sick of the conflict that exists between the Capulets and Montague, as they shout â€Å"Down with the Capulets! Down with the Montague! † So it is clear that the people of Verona do not like the frequent civil wars. This negativity towards conflict could also be seen as a metaphor for maintaining the peace in Shakespearean society. The prince is introduced as the person who tries to maintain order and peace in Verona; he does this firstly by calling to the mob. Rebellious subjects, enemies to peace,† By addressing them as rebellious he shows them as being outside of the law. He also threatens them with torture to control the citizens so he has to address them with ferocity. This is something that the audience would relate to because peace existed at his time during Elizabeth’s rule. However to remain in power Tudor kings and Queens would use torture and execution to control any â€Å"Rebellious subjects†. Torture in the 16th century usually ended in death. With the loss of fingers and then larger limbs, death would usually follow. The rack was also being a predominant means of torture. Shakespeare uses metaphors to add dramatic effect, â€Å"purple fountains issuing from your veins† refers to spilled blood due to the civil brawl; this emphasises that he will not tolerate the feud. Personification is also used when the Prince tells the citizens to â€Å"throw your mistemper’d weapons to the ground† he is talking about the weapons having human traits when they are being used for the wrong reasons. Once again he is emphasising how he feels that fighting is not the answer. Lady Montague’s dialogue shows she is worried about Romeo being involved in the fighting, because she cares about his well being, she asks Benvolio â€Å"Romeo? Saw you him to-day? † However Benvolio is able to tell lady Montague that Romeo wasn’t at the battle and that he was in the forests with a â€Å"troubled mind† introducing the idea of emotional conflict. We further learn of Romeo’s emotional state of mind when Montague describes Romeo’s behaviour as â€Å"black and portentous†. He says that even when it is day he â€Å"pens himself† in his â€Å"chamber† and â€Å"shuts up his windows†. This description of Romeo allows the first scene to change direction from physical conflict to emotional conflict. The audience’s first impression of Romeo is that he is very dark and mysterious due to his habit of locking himself in his room. However the audience at the same time will be intrigued to find out what has caused this depressive behaviour. The question is asked by Benvolio â€Å"do you know the cause? † which would echo the audiences thoughts. The audience learns more of the character of Romeo when Montague compares his son o a flower and how â€Å"the bud bit with an envious worm, Ere he can spread his sweet leaves to the air. † This metaphor enables the audience to learn more about Romeo’s nature, by comparing him to a flower the impression of Romeo is that he is more delicate than the previous characters. The audience learn that Romeo’s emotional inner conflict is due to his love for a beautiful woman (Rosaline) who has rejected his advances. This male suffering was a popular theme in love poetry of this time and was echoed by authors such as John Donne in Sweetest Love, I do not go â€Å"When thou weepst, unkindly kind, my lifes blood doth decay. Romeos dilemma is similar to that of Petrarch who loved a girl called Laura, this identifies Romeo to the audience as a Petrarchan Lover. As the passage moves on we learn more of Romeos inner conflict. His state of mind is demonstrated by the use of oxymorons â€Å"loving hate† â€Å"heavy lightness† and â€Å"sick health† all give a clear indication of how the use of opposites echo the turbulent state of his mind. The sentences are also disjointed when he describes his love he jumps from â€Å"Mis-shapen chaos † to â€Å" cold fire, sick health! which further reflects his confusion because of his unrequited love. However Romeos mood changes and this is indicated by blank verses (iambic pentameters) when he further describes what love means to him. This style of writing helps to make the script flow which demonstrates how Romeos love flows. His feelings of what love means to him are further reinforced by the inclusion of rhyme â€Å"shown, own† â€Å"sighs; eyes;† and â€Å"discreet, sweet†. This elevation in language is reiterated in the language that he uses when he later describes his feelings for Juliet. The audience learns more about Romeos mysterious love when he compares her to Dian. Dian was the goddess of chastity and this gives the audience an indication of the true nature of his love. She is described as having â€Å"Dian’s wit† therefore by comparing her to a goddess she is intelligent and yet has the body of a goddess. The fact that she wants to â€Å"live chaste† and â€Å"Cuts beauty off from all posterity† supports the idea that she will never return his love and adds to his emotional conflict causing Romeo to become depressed. We learn that Romeo declares that he cannot even bare to say her name and he asks â€Å"Bid a sick man in sadness make his will:† Emphasizing the idea that to say her name would cause him to die. Conflict is again reinforced in his love for Rosaline, when he talks about his fight to win over Rosaline. He describes it as a battlefield where he uses words such as â€Å"siege. † These are not words usually associated with love but by saying them the conflict that exists can be seen as both emotional and physical. Benvolio gives Romeo the advice that he should â€Å"Examine other Beauties† Romeo says that this would only make things worse. He likens it to a man that is struck blind can’t forget that he once could see â€Å"his eyesight lost†. Once again Romeo is emphasising that he can never forget his love and the emotions that he is feeling can be related to something physical such as losing his sight. The first act introduces the audience to more details of the physical conflict in Verona that was mentioned in the prologue. We learn that this long standing feud is between the Capulet and Montague families. However it is a feud â€Å"bred of an airy word† demonstrating that it is so longstanding that nobody really knows how it started. Romeo who is a member of the Montague family is key to the idea of conflict and brings together both physical and emotional conflicts. He is himself suffering inner emotional conflict because of his love for a woman who â€Å"hath forsworn to love† and so cannot return his love. Romeos father likens him to a flower that has not â€Å"spread his sweet leaves† this points to the idea that he is not a strong and forceful male. But instead the ideal person to become embroiled in the love affair indicated in the prologue. The emotional conflict that he feels is linked to the physical conflict that is happening around him, by his choice of words when he likens his love to a battle by his use of the word â€Å"siege†. This linking is further reinforced when Romeo likens the idea of emotional conflict to the physical conflict of losing his sight. It is my belief that Shakespeare uses conflict in Act 1 Scene 1 to prepare the audience for the conflicts that exist between the two families and to introduce them to the character of Romeos and how his emotional instability will affect the rest of the play.

3 Questions To Guide Your Marketing Program With Michael Brenner

3 Questions To Guide Your Marketing Program With Michael Brenner Successful marketing takes more than just running ads, publishing articles, and designing newsletters. With so many moving parts, running a successful marketing program can be elusive. So, use a thoughtful and simple framework to cut straight to the heart of what it means and what it looks like to get consistent results. Today, we’re talking to Michael Brenner, the CEO of Marketing Insider Group and co-author of The Content Formula. He shares his global perspective and the secret to success when it comes to content marketing. Michael discovered that he had an aptitude for helping customers at scale Counter-intuitive nature of life applies to marketing; there’s a lot more to marketing than just advertising, which we hate and tune out We perceive marketing in the wrong way; it’s a two-way communication between a company and its customers What type of marketing works? Things that are not selfish, promotional, and interruptive, but aligned to what customers are wanting and what helps them Marketing starts with culture, and growth equates to the amount of empathy a company has for its customers, employees, and world Mission Statement: What is your purpose? Meaning? What do you achieve for the people you touch? Step 1: No matter what you are working on or what role you play in the company, always ask: What’s in it for the customers? Do less promotion in advertising and more content marketing or education Identify the amount of integration and interaction that occurs across the company Step 2: What’s in it for your colleagues? Marketing goes beyond the marketing department; it’s a collaborative and magical effort Step 3: What’s in it for the company? Conversions and ROI of content marketing Culture, empathy, and performance lead to effective and successful marketing Michael tries to do 2 things every day: Be thankful and show empathy (T E) Links: Michael Brenner Michael Brenner on Twitter Marketing Insider Group The Content Formula Jim Stengel’s Grow AMP on iTunes leave a review and send screenshot to podcast@.com If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Michael Brenner:: â€Å"If you just help your customers, or help your buyers buy, and answer the questions that they have in that journey, then you can really succeed.† â€Å"There’s a lot more to marketing than just advertising.† â€Å"Selling is helping buyers buy, and marketing is helping buyers buy, as well, but at scale.†

Methods of Teaching Adult Education Assignment Example | Topics and Well Written Essays - 2000 words

Methods of Teaching Adult Education - Assignment Example In this assignment, we will discuss just three of the best and modern methods that can be used to teach employees to recycle as much of the organizations waste as possible. The methods to be discussed include the use of classroom lectures and assignments, use of demonstrations, and group works. The paper will also go ahead to discuss the strengths and weaknesses of each of these methods used. Under this method, the employees, who will be the adult learners, will be confined in a classroom or a conference hall and be subjected to a lecture. The lecture material will be prepared with the consideration that will majorly touch on the theoretical view of wastes and waste management. This method will be used when conveying a general information to the entire lot of the employees that could otherwise be hard to handle when using some other methods that are only effective for a small number of learners. The basic information and briefing about waste management and recycling will be conveyed here. However, when using this method with the adults, the period of administering the lecture must be short. When time is made shorter, the level of concentration of the learners will be high, therefore, the effectiveness of the method will be achieved. The lecture method will encourage participation by the adult learners where they will be able to ask questions to improve their content mastery and understanding. The method will be one of the best methods to use in teaching this topic to the employees since it will be easy to use real life examples of other waste recycling that have been done before and such will be able to put emphasis on the learning outcomes. The method also combines lectures with assignments, thereby, acting as an evaluative method for the learners. It can, therefore, easily tell whether the learners have understood the learning

Talent Management Strategy Essay Example | Topics and Well Written Essays - 2500 words

Talent Management Strategy - Essay Example According to the report often it is observed that corporate environments are more goal specific and outcome oriented. It should however not be neglected that the path to the accomplishment of the aspired goals is the actual key to success. Treading this path with insight and taking care of all the factors that emerge within it gives organizations a smooth sailing to the target location.From this study it is clear that  organizations term the recruiting and handling of talented individuals as the most challenging task for an organizational setup. The better the employees of an organization get suited to the structural needs of the setup, the better it is for the growth of that particular corporate environment. This adoption and integration is often termed as talent management. â€Å"A major contributor is obviously your employees. Aligning the organization’s business strategy with its workforce is called talent management, and it involves aligning the right person with the r ight role with the right tools.†Ã‚  It is imperative that a specific approach should be adopted that would safeguard the needs of talented employees and would also harness their talents for the progressiveness of the organizational setup as a whole. Following discussion narrates a few strategically inevitable steps that may be termed as components of the talent management strategy.  It is essentially the first ever step in the making of any organizational set up that the organizational goals and strategy should be developed.... The progressive execution of these components assists the organization in treading towards leading endeavors. Figure 1 is a graphical representation of the Talent Management Strategy. Figure 1: Integrated Approach to Talent Management Strategy. ( Accenture Seven Imperatives for Achieving Dynamic Supply Chains. Copyright  © 2011 ) Planning Employee Assignments Strategically It is essentially the first ever step in the making of any organizational set up that the organizational goals and strategy should be developed. Employees who possess just the right talent for the organizational goals and the positions where there integration would be suited best should be identified. The identifications of the roles and individuals may reveal the need for the induction of more talented individuals with respect to the emerging needs. And in order to cover any gaps that may be present in the current setup. Harnessing Talent The identification, polishing and rightful embedding of the talent existin g within an organization is a very peculiar task indeed. If deficient in the required skills, talent hunt may need to be generated in order to bring in individuals that possess just the required talents. Sometimes the talent within the existing employees may be overshadowed by the tasks that they are presently assigned with. It is therefore recommended that the talent hunt should be done both within and outside the parent organization. Managing Performances The key concern of revolutionizing talent management with respect to every individual organization is that the employees’ performances should be managed in line with the strategy of the organization itself. Employees’ Motivation, Career

Meiosis :: essays research papers

Meiosis is a specialized form of nuclear division in which there two successive nuclear divisions (meiosis I and II) without any chromosome replication between them. Each division can be divided into 4 phases similar to those of mitosis (pro-, meta-, ana- and telophase). Meiosis occurs during the formation of gametes in animals. Meiosis is a special type of cell division that occurs during formation of sperm and egg cells and gives them the correct number of chromosomes. Since a sperm and egg unite during fertilization, each must have only half the number of chromosomes other body cells have. Otherwise, the fertilized cell would have too many. Inside the cells that produce sperm and eggs, chromosomes become paired. While they are pressed together, the chromosomes may break, and each may swap a portion of its genetic material for the matching portion from its mate. This form of recombination is called crossing-over. When the chromosomes glue themselves back together and separate, each has picked up new genetic material from the other. The constellation of physical characteristics it determines is now different than before crossing-over. In Meiosis 1, chromosomes in a diploid cell resegregate, producing four haploid daughter cells. It is this step in Meiosis that generates genetic diversity.Meiosis 2 is similar to mitosis. However, there is no "S" phase. The chromatids of each chromosome are no longer identical because of recombination. Meiosis II separates the chromatids producing two daughter cells each with 23 chromosomes (haploid), and each chromosome has only one chromatid. During prophase I, homologous chromosomes pair and form snynapses. The paired chromosomes are called bivalents, and the formation of chiasmata caused by genetic recombination becomes apparent. The bivalent has two chromosomes and four chromatids, with one chromosome coming from each parent. In prometaphase I, the nuclear membrane disappears. One kinetochore forms per chromosome , and the chromosomes attached to spindle fibers begin to move. In metaphase I, bivalents, each composed of two chromosomes, align at the metaphase plate. The orientation is random, with either parental homologue on a side. This means that there is a 50-50 chance for the daughter cells to get either the mother's or father's homologue for each chromosome. In anaphase I, chiasmata separate.

Meaning of Life and Socrates Essay

Socrates was considered by many to be the wisest man in ancient Greece. While he was eventually condemned for his wisdom, his spoken words are still listened to and followed today. When, during his trial, Socrates stated that, â€Å"the unexamined life is not worth living† (Plato 45), people began to question his theory. They began to wonder what Socrates meant with his statement, why he would feel that a life would not be worth living. To them, life was above all else, and choosing to give up life would be out of the picture. They did not understand how one would choose not to live life just because he would be unable to examine it. Socrates felt that if he was unable to examine life, he would not be really living. To Socrates, living meant being able to question the world around him. Examining life gives one freedom. Once one examines himself and understands who he is, he can take control of his life. Socrates believed that the ability to ask, to examine, and to understand would make a life whole. He believed that the purpose of life was to grow, both physically and spiritually. Being able to explore and understand would lead to a deeper understanding of the world around us as well as a deeper understanding of ourselves. (Plato 46) Socrates felt that, above all, one should be a good citizen and always do the right thing (Plato 18). However, many in his time did not worry about doing what was correct. Socrates realized this, and understood that they did not care to look into their actions and beliefs. Their first thoughts were on the goals that they had, such as money and pleasure, rather than the thought of whether or not the goals they held were actually what should have been considered important and right (Plato 26). Socrates knew that, unless they took the time to question their lifestyles, they would never do the right thing. By living a life that was being examined, the citizens would be living a life that was, for the most part, also right. Socrates†¦ Personally, I have found great value in examining the wisdom of many acts in my life, yet there are many types of people in this world, and if some do not ponder the wisdom of their actions much at all, must we (or particularly they) conclude their life is less worth living? It seems awfully condescending. The people who don’t examine their lives much probably aren’t examining Socrates statement. If they did, they might object to the interpretation with which it is adopted by philosophers. The live in which I let other people tell me what the questions of life are, the life in which I let other people give me their answers without my thinking through to my own answers, is the unexamined life. Socrates is saying that the life in which I ask my own questions and answer them for myself in a reasonable manner is a more valuable life than the unexamined life. The examined life is so much better than an unexamined life that Socrates is willing to die for that value. Through out generations, mankind has been asking themselves what is the purpose of life. And obviously, it would not easy for one alone to answer or explain what the meaning of life is. Nevertheless, one’s life is monotonous if it is meaningless, and it is not monotonous if it has a purpose, a target to go. Thus, the question here is how one knows that his life is worth living or not? Socrates, the father of ancient philosophy, once stated, â€Å"An unexamined life is not worth living. † In order to make one life becomes worth to live, this famous statement strongly addresses that one must exanimate himself first and then others in the society to find the meaning and happiness of life. After reading Plato’s account of Socrates defense, the Apology, I was completely blown away by the power of Socrates words and ideas. The reading left me thinking about how I felt regarding what he had said about virtue, truth and the quest for both. In class, we discussed Socrates search for virtue and we touched on the topic of this paper: the reasons Socrates believed that â€Å"the unexamined life is not worth living for man†. It is my opinion that he is correct in that view and in this paper I intend to show you why. Like many philosophers alive in his time, it was Socrates belief that virtue could only be attained through examination. Only through exploration can you really understand what virtue is, and begin to act virtuously. Understanding, as well as sharing, this information was very important goal to Socrates. The significance of examining and understanding our lives is far greater than one might think. Understanding and comprehending the behavior of friends, as well as of ourselves, enables us to have empathy and compassion for them. And, allows us not to stand in judgment, which, in turn, allows us to live the moral, noble lives that Socrates spoke of. As one analyzes the â€Å"Apology† by Plato, one is able to analyze and contrast and most people would agree with Socrates when he claims that â€Å"†¦the unexamined life is not worth living†¦Ã¢â‚¬ . From a more personal standpoint I would completely agree with Socrates point of view, due to the fact most of us in society have chosen to live the â€Å"unexamined life† for centuries and as a result we live in a society where one has to live segregated from our freewill as human beings as well as a society that is restrained by rules and other types of social â€Å"walls†. When one reads and is able to contrast Plato’s â€Å"Allegory of the Cave† it clearly shows a great and perhaps the most clear example of the point that Socrates was attempting to make to the jury, in the â€Å"Apology†. For example in Plato’s â€Å"Allegory of the Cave†, Plato makes the reader visualize a cave where there are a great number of prisoners who are restrained and are faced staring at the wall where all they can see is shadow movements that are projected from a fire that is placed right behind these prisoners, and this fire is displaying false images from what appears to be images of the outside world. As the story proceeds, one of the prisoners manages to pe the cave and he walks outside into the â€Å"real† world and is able to see a completely different view of the real world and this prisoner is able to see a completely different image of the outside world, different from the images that the shadows inside the cave were exposing to the prisoners. What Socrates is implying is that if one decides not to discover thyself and attempts to focus more on material interest and the acquisition of personal power, one is capable of abusing this power to an extent where it may result in havoc and possibly the destruction of those who occupy the state, either emotionally or physically and all as a result of decisions that were not taken into consideration before being applied. † What I was able to grasp from this quote that Socrates phrased is that one has the wisdom to accomplish anything in one’s personal life, but one should able to find our soul and locate the wisdom that one contains inside the mind before one attempts to reach personal obstacles in life. the greatest good of all man is daily to converse about virtue. When the time for the exam came along I decided not cheat in the exam simply because I was going to have to live with a guilty conscious for quite sometime and although cheating on the exam appeared tempting at the time I still needed some time to myself and ponder about the decision that I had to make that was probably going to damage my personal morality as an individual. † The part of the phrase that really caught my attention is when Socrates says â€Å". † What Socrates is trying to make us see is that the more one speaks about virtue the more a person is able to learn about the â€Å"virtues† of one’s personal life, or in other words we are able to acquire more knowledge of the human mind and its capabilities. I did not go where I could do no good to you or to myself; but where I could do the greatest good privately to everyone of you , thither I went, and sought to persuade every man among you that he must look to himself , and seek virtue and wisdom before he looks to his private interests, and look to the state before he looks to the interests of the state; and that this should be the order which he observes in all his actions. In my third semester in Santa Monica College I was taking a math class and during the first month of the semester I had already taken two exams and had failed on both, as a result before the day of the third exam arrived I was feeling somewhat nervous due to the fact that I was not prepared to take this exam. So as the moment was arriving for this exam, I began to ponder about idea of cheating in order for the results to go my way. When the escaped prisoner decides to go into the cave and attempts to explain to the other prisoners about what is really occurring in the outside world, the other prisoners decide to gain up on the â€Å"liberated† prisoner, because they were not prepared to see reality for what it really is, so they decided to chose to somewhat live the life of a â€Å"social slave† and not the life of a person who lives a life of freedom nor freewill. Another quote that Socrates applies in this story is when he quotes â€Å". The same thing goes for the â€Å"unexamined life†, sometimes we as a human being attempt to achieve a certain level of success in life and sometimes at the expense of others and although we may acquire success, we will always live with the conscious of such guilt that later on in life it is going to comeback and hunt us. â€Å"The unexamined life is not worth living. † (Apology, p. 41) Socrates held him self up to this standard by allowing the courts to take his life because they would not allow him to continue his quest set forth by the Oracle. An unexamined life would be just coasting through and not making any decisions or asking any questions. Socrates could not see a point in living if you were unable to ask questions and challenge your way of thinking. An examined life would be trying to understand your purpose and the current state of things. By examining your life, therefor understanding yourself, you will not be subject to actions motivated by passion or instinct. Socrates demonstrated this when Crito arrived at his jail cell with news that he could help Socrates escape. This was an event where they had to act quickly, however Socrates said â€Å"Let us examine the question together, my dear friend, and if you can make any objection while I am speaking, make it and I will listen to you, but if you have no objection to make, my dear Crito, then stop now from saying the same thing so often, that I must leave here against the will of the Athenians. I think it important to persuade you before I act, and not to act against your wishes. See whether the start of our enquiry is adequately stated, and try to answer what I ask you in the way you think best. † (Crito, p. 51) Socrates examines the situation with Crito instead of acting hastily. This example displays how dedicated Socrates was to his way of thinking, and helps explain Socrates actions in court. Meletus was the catalyst of this case brought against Socrates. Meletus’s affidavit said â€Å"Socrates is guilty of wrongdoing in that he busies himself studying things in the sky and below the earth; he makes the worse into the stronger argument, and he teaches these same things to others. † (Apology, p. 25) Socrates says all these claims are false and challenges anyone in the court to speak up if they are true. Socrates was also accused of corrupting the young and of not believing in the gods the city believed in but believing in his own gods. Socrates attacked each of these accusations point by point. To disprove the accusation that he corrupts the young he says â€Å"They say: That man Socrates is a pestilential fellow who corrupts the young. If one ask them what he does and what he teaches to corrupt them, they are silent, as they do not know. † (Apology, p. 29) To disprove the statement that he does not believe in the gods the city believes in, he starts to question the jury. Socrates states â€Å"Does any man, Meletus, believe in human activities who does not believe in humans? † â€Å"Or in flue-playing activities but not in flute-players? † (Apology, p. 32) Socrates sets up these analogies so he can compare them to the statements that he does not believe in any gods. Socrates then applies this analogy to himself by saying. â€Å"Then since I do believe in spirits, as you admit, if spirits are gods, this is what I mean when I say you speak in riddles and in jest, as you state that I do not believe in gods and then again that I do, since I do believe in spirits†. (Apology, p. 32) Socrates in his defense is trying to prove that Meletus’s charges are blown out of proportion and they are wasting the courts time. Socrates is posed with the question â€Å"Are you not ashamed, Socrates, to have followed the kind of occupation that has led to your being now in danger of death? † (Apology, p. 33) Socrates replies â€Å"Whenever a man has taken a position that he believes to be best, or has been placed by his commander, there he must I think remain and face danger, without a thought for death or anything else, rather than disgrace. † (Apology, p. 33) Socrates is saying when you dedicate your life or you strongly believe in a belief or subject no matter what the danger, you should still stand behind your beliefs. By doing this, you live an examined life. In Socrates case, if he were to accept the punishment of never practicing philosophy he would be living an unexamined life because he could just set aside his beliefs and move on through life. Socrates explains his passion for philosophy by saying â€Å"Gentlemen of the jury, I am grateful and I am your friend, but I will obey the god rather than you, and as long as I draw breath and am able, I shall not cease to practise philosophy, to exhort you and in my usual way to point out to any one of you whom I happen to meet. † (Apology, p. 34) The way Socrates explains himself to the jury, I see a man who truly believes in what he preaches. He demonstrates that he has lived an examined life, and even with the threat of death and an opportunity to escape death, he sticks with what he truly believes is right. He questions everything and will not accept ignorance. However I feel that since Socrates was at the age of 70 his fear of death was dramatically reduced. I think if he were younger he would have taken the opportunity Crito presented to escape, so he could continue his quest. â€Å"Now the hour to part has come. I go to die, you go to live. Which of us goes to the better lot is know to no one, except the god. † (Apology, p. 44).

Formalistic Approach to Ode on the Death of a Favorite...

Formalistic Approach to Ode on the Death of a Favorite Cat (Favourite)nbsp;nbsp;nbsp; nbsp; Formal analysis of poetry helps to unfold the underlying meaning of a poem. This technique does not focus on the author of the poem, or what was happening in history during the time when the poem was written, but instead puts emphasis on the actual mean of the work. Formal analysis breaths life into the literary work and allows the poem to speak for itself. For example, in Thomas Grays poem Ode on the Death of a Favorite Cat, Drowned in a Tub of Gold Fishes, paying close attention to word choice, structure, and rhyme scheme illuminates the actions of the prowling cat. nbsp; The most important aspect in writing poetry is word†¦show more content†¦Word choice is the key to allowing the reader to visualize what the author is trying to portray. nbsp; Aside from description, key words can be used to help feel emotion and build suspense. By looking at this, the reader is able to see the transition of the cat from feeling happy and calm to scared for its life. In the second stanza, as the cat watches the gold fish she purrd applause(12). However, this happiness soon turns to fear. The second to last stanza of the poem reads as follows, Eight times emerging from the flood(31). The word eight in this sense is playing off the saying that cats have nine lives. By writing that the cat had emerged eight times shows that the cat only has one life left. This adds suspense by showing that the cat is about to die. What was once a purr is now heard as a cry as she mewd to evry watry God(32). nbsp; The chronological structure of this poem helps to eliminate confusion with each stanza adding a piece of the story. Each stanza follows the pattern of an aabccd pattern. This means that the six line stanzas follow a pattern of two lines rhyming followed by a single line that does not. The two rhyming lines each contain eight syllables with the non-rhyming lines generally containing six syllables. This also adds uniformity to the poem. The first stanza describes the setting; a cat lazily watching goldfish. The second stanza describes that physical appearance of the cat, which is then followed in the next stanzaShow MoreRelated Formalistic Approach Ode to the Death of a Favorite Cat (Favourite)703 Words   |  3 Pages Formalistic Approach Ode to the Death of a Favorite Cat (Favourite)nbsp;nbsp; nbsp; In Thomas Grays poem Ode on the Death of a Favorite Cat, we find many examples of the Formalistic Approach. In this poem, we find numerous examples of alliteration, rhyme scheme, puns, and creative word choice.nbsp; This poem is very joyful and fun to read because the author is very creative in his choice of words and phrases. nbsp;nbsp;nbsp; In the first stanza, we figure out where this