Piaget

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Every parent and teacher goes through the dilemma of figuring out when to teach their child and at what stage in life do we teach them. Jean Piaget's Theory of Cognitive Development, stated that children go through a period of stages in which they develop. The four stages of Piaget's theory grouped the development of a child into age groups, in which interaction with people and the natural world is necessary for cognitive development. Briefly, the four stages of Piaget's theory are the sensorimotor stage (birth until ), the preoperational stage ( until 6 or 7), the concrete operational stage (6 or 7 until 11 or 1), and the formal operation stage (11 or 1 through adulthood). According to Piaget, children in the pre-operational stage use mental representations, such as mental images, drawings, words, and gestures, rather than just motor actions to think about objects and events. Children in this stage think faster, are more flexible and efficient, and more socially involved. Their thinking is limited due to egocentrism, focus on only perceptual states, reliance on appearance rather than underlying realities, and the inability to comprehend reversibility. In Piaget's opinion, children in the pre-operational were incapable of succeeding at his conservation tasks, because they lacked knowledge to conserve. Conservation means to understand that certain physical characteristics of objects remain the same, even when their outward appearance changes. Piaget's conservation tasks involved tests for conservation of number, solid, and liquid. According to Piaget, children in the concrete stage are able to easily solve the problems faced in the conservation task due to their cognitive development.

In Piaget's conservation task, 5 year olds were asked to follow procedures for the conservation of number, solid quantity, and liquid quantity. The conservation of number involves taking two rows with the same number of things, for example coins, fruits, and buttons that are equally spaced. Initially, the 5 year olds knew that the two rows were had the same number, but if one row was shortened, children failed to notice that the two rows were the same. On the task for conservation of solid quantity, he showed young children two pencils, two pens, or two sticks of the same length laying down next to one another. Piaget, then moved one of the sticks to show the children that by moving one of the sticks, it would make it longer than the other and as he had predicted, the children were unable to realize that the two sticks were of the same length. In the task of conservation of liquid, he described he showed young children the same amount of water in two identical glasses and allowed the children to realize that both of the glasses were of the same size and the water in them were of equal proportion. Piaget then took one of the glasses and poured the water into a longer, thinner glass and concluded that the children were unable to comprehend that the new glass contained the same amount as the original two glasses of water. According to Piaget, children's thinking is perception bound in the pre-operational stage and that they could not focus their attention on two aspects, because their attention was to only one aspect.

In two studies done of Piaget's conservation tasks, it was evident that children during the pre-operational stage are unable to succeed as the tests. Anderson and Cuneo found that twenty children, ages 6 and 7, were put to Piaget's tasks with regard to the concept of area failed. Twenty other children, who were at the age of 8, were able to apply "an additive rule" to solve the problems, while the nonconserving children showed patterns of concentrating on only one of the two dimensions. In another study, Fiati (1) studied children in the Volta regiorn of West Africa and attempted to find a correlation between children learning in different cultures and conservation. Since children in the Volta region were growing up in isolated, agricultural villages their experiences with time, money, and mathematical computation were different from children living in settings with schools. Under these conditions, Fiati discovered that the children living in the non-school setting lacked comparable abilities to the children that went to school. Fiati concluded that children's central conceptual structures for numbers did not advance past the unidimensional level. He also stated that these unidimensional structures are universal and that children tested on central conceptual structures progressed through the same stages and at the same rate, but on the test of specific understanding, there was "cross-national differences" and from this Fiati concluded that if a culture values a particular task and invests time and effort in to teaching them, it is likely that children will pass the tasks. According to these studies, it is conclusive that children at the stage of pre-operational have problems with Piaget's tasks, but according to Fiati, if these tasks are practiced and effort is put in to learning them, children can pass the tests.

After reviewing Piaget's conservation tasks and the studies done on them, I set up an experiment designed to mimic Piaget's test for conservation of number, solid quantity, and liquid quantity. The idea that children at the age of 5 are not capable of passing the tasks of conservations, while 8 year olds are able to succeed will be tested in the following experiment. The purpose of this experiment is to test Piaget's belief that children at the stage of Pre-operational are not able to succeed at the conservation tasks because it is not in their ability to understand such concepts.

Methods

Participant

My subject is a four year old girl named Sarah, who according to Piaget would be in the pre-operational stage and would not succeed at the task that will be presented to her and ten year old Kiran, who would succeed. Before presenting Sarah and Kiran with the tasks, I had to prepare the experiment according to the way Piaget had performed it. There were some modifications in the experiment in that I used M&M candies for the conservation of number and also assured the subjects that they would be rewarded for their participation, in order to keep their interest. For each task, the subjects were separated and had no knowledge of what was going to be presented to them before performing the task. In testing the conservation of number, I set two rows M&M candies, approximately eight, on a table and counted out the numbers of M&M candies to Sarah. She realized that each row had eight candies and responded "eight", when I asked her to confirm how many candies were to each row. I, then took the candies in one of the row and placed them further apart from each other and asked Sarah to tell me if both rows of candies were the same. According to Piaget, Sarah would respond that the row with the candies further apart had more and according to her response, that is exactly what she did. I, then had Sarah leave the area of the experiment and had Kiran follow the same procedures as Sarah had done. When asked about the rows after the transformation, Kiran replied that they both were the same, except that one of the rows were spaced further apart. This sort of response is what Piaget had predicted and this is due to the fact that Kiran is in stage, where is capable of handling these tasks, while Sarah is not able to comprehend the transformations.

For the test of liquid quantity, I had two identical glasses and filled them up with water and placed them on the table. I then took another glass, except that it was longer and thinner as compared to the two other glasses. I asked Sarah to look at the two identical glasses and tell me that if both of the them had the same amount of water and she responded "yes". After getting a response from her, I attempted to take the water from one of the glasses and pour it in the longer and thinner glass. After pouring it in the glass, I asked Sarah if both of the glasses had the same amount of water and she concluded that the tall and thinner glass had more water. I then asked Sarah to leave the room where the experiment was being held and had Kiran come in and follow the same procedures. I asked Kiran to tell me if both of the identical glasses had the same amount of water and she determined that both were of the same amount. After performing the transformation, she realized that both of the glasses, while different in size and shape, still had the same amount of water. Up till this part of the experiment, both Sarah's and Kiran's responses were of no surprise and to note, both subjects had full concentration while performing Piaget's tasks. The idea of receiving something in response to the participation might have played a part in their full concentration and honest responses.

In the task of conserving solid quantity, I had two pencils of the same length placed next to one another and had Sarah look at them and asked her if they were the same and she said they were the same. After getting a response, I moved one of the pencils ahead of the other and asked her if they were still the same and she said "no". She failed to realize that both of the pencils were of the same length except that one was just moved ahead of the other. When Kiran was put to the test, she realized that both of the pencils were of the same length in the initial part of the task and after the transformation concluded that they were the same length regardless of the transformation.

Results

As Piaget had predicted, all the results were consistent with his findings and had the support of his stage theories, that Sarah was incapable of performing such tasks, while Kiran was able to due to her placement in the concrete operational. According to Piaget, changes or stages in childhood development are universal and the results stated above prove that, but could it be that it was something about the way the experiment was performed that caused such results to occur. In each task, Sarah was shown the items before and after the transformations and she consistently believed that after the change in formation, the items were not the same. Sarah's placement in the pre-operational stage concludes that she does not have cognitive ability to succeed in the tasks. Neither Sarah or Kiran were not rushed in to any judgment about the tasks and their answers were purely on their cognitive abilities. There was additional information provided about the items involved or the situation of the transformation, all questions and procedures were identical in each subject's case and as a result we concluded that both Sarah and Kiran were able to display Piaget's beliefs. Kiran was very consistent in her answers and had no difficulty understanding the directions and procedures whatsoever. Neither of the subjects looked for cues from the experimenter and no cues were provided to the subjects. The results show that Kiran and Sarah are in different stages of development and this is the cause of the difference in responses.

Discussion

In conclusion, it is evident that Piaget's tasks of conservation were designed to produce success in children beyond the pre-operational stage. Both participants in the study, displayed exactly what Piaget had predicted and led the results to show that Piaget's theory could be correct in terms of universal development. But, this would be true if children were placed in a controlled environment their whole life and their interactions with others were controlled also. If the procedures modified in such that the children were able to perform the task with the experimenter, the results might have been different. Sarah might have been more involved in putting the M&M candies on the table and counting them with the experimenter out loud. This act of involvement would allow Sarah to successfully accomplish his conservation tasks. Sarah's attention, understanding of the concepts of numbers and the hands on experience on the tasks would make her realize that the transformations did not change the amount of candy, water, or the length of the pencil. Based on these changes, Sarah would be in the preoperational stage and be able to conserve the number and do conserve liquid very early in life contrary to Piaget's theory of stages and his tasks.

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Hitler '40-'41

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Table Of Contents

=============================================================================

Section 1 Message From The Author

Section Walkthrough Version Description

Help with essay on Hitler '40-'41

Section Game Version Notes

.1 Version 1.0

. Version 1.1.0605 Additions

. Version 1.1.0605 Bug Fixes

.4 Version 1.1.0605 Quest Fixes

.5 Version 1..07 Additions

.6 Version 1..07 Bug Fixes

.7 Version 1..07 Quest Fixes

Section 4 Blades Quest

4.1 Deliver a Package

4. Dwemer Puzzle Box

4. The Skull of Llewle

4.4 Vivec Interviews

4.5 Ashlander Informant

4.6 Urshilaku Camp

4.7 SixthHouse Base

4.8 Corprus Cure

4. Lost Prophecies

4.10 Third Trial

4.11 Fifth Trial Urshilku

4.1 Fifth Trial Ahemmusa

4.1 Fifth Trial Zainab

4.14 Fifth Trial Erabenimsum

4.15 Fourth Trial House Redoran

4.16 Fourth Trial Telvanni House

4.17 Fourth Trial Hlaalu House

4.18 The Archcanon, Vivec, And The Wraithguard

4.1 Ghostgate

4.0 First Vampire

4.1 Second Vampire

4. Third Vampire

4. Fourth Vampire and The Keening

4.4 Fifth Vampire and The Sunder

4.5 Sixth Vampire

4.6 Seventh Vampire and Dagoth Ur

Section 5 Fighters Guild Quests

5.1 The Rats

5. Egg Poachers

5. Trouble at Caldera Mine

5.4 The Code Book

5.5 Debt Money

5.6 Orc Bounty

5.7 Ald-Ruhn Fighters Guild

5.8 Neromancers

5. Nerer Beneran The Outlaw

5.10 Suran Bandits

5.11 Delivering Flin

5.1 Sadrith Mora Fighters Guild

5.1 Dwemer Ruins Of Nchurdamz

5.14 Dissapla Mine

5.15 Corprus Stalker And Rels Tenim

5.16 Sujamma Courier

5.17 Escort Sondaale of Shimmerene

5.18 Engaer

5.1 Pudai Egg Mine And The Golden Eggs

5.0 Orcs At A Daedric Ruin

5.1 Verethi Gang

5. Sarano Tomb

5. Decision

5.4 Option 1 Save the Fighters Guild

5.5 Option Vivec Fighters Guild

5.6 Option The Thieves Guild Bosses

5.7 Option The Theives Guild Master

Section 6 Guide To Vvardenfell

6.1 Ascadian Isles

6. The Ashlands

6. Azuras Coast

6.4 The Bitter Coast

6.5 The Grazelands

6.6 Molag Amur

6.7 Red Mountain

6.8 West Gash

6. Sheogorad

Section 7 Seyda Neen Quests and Notes

7.1 Fargoths Ring

7. Fargoths Hiding Place

7. The Dead Taxman

7.4 Cursed Ring Of Vodunius Nuccius

7.5 Seyda Neen Travel

7.6 Seyda Neen Trainers

7.7 Seyda Neen Merchants

7.8 Seyda Neen Notes

Section 8 Pelagiad Quests and Notes

8.1 Pelagiad Quests

8. Pelagiad Trainers

8. Pelagiad Merchants

8.4 Pelagiad Notes

Section Hla Oad Quests And Notes

.1 Slave Delivery

. Hla Oad Travel

. Hla Oad Trainers

.4 Hla Oad Merchants

.5 Hla Oad Notes

Section 10 Gnaar Mok Quests And Notes

10.1 Breeding Netch

10. Hla Oad Travel

10. Gnaar Mok Trainers

10.4 Gnaar Mok Merchants

10.5 Gnaar Mok Notes

Section 11 FAQ

11.1 How Do I sell High Priced Items?

11. How Do I Use Vampire Dust To Make A Vampire Potion?

11. Can I Join More Than One Guild?

11.4 Why Do The Ordinators Attack Me?

11.5 Where Is Creeper, And What Is So Special About Him?

11.6 I Messed Up The Bonebitter Bow Quest, What Do I Do?

11.7 Where Are The Propolyon Index Stones

11.8 Why Are Some Of My Stats (or Skills) Listed In Red?

11. How Do I Get To The Puzzle Canal Temple Shrine?

11.10 What Are All Of The Xs On The Map That Came With The Game?

11.11 Is It True That You Can Get Your Own House In This Game?

11.1 I Killed Someone In The In The Corprusarium, What Do I Do?

11.1 Where Can I Find Grand Soul Gems?

11.14 What Is Leveled Loot?

11.15 Where Do I Find The Morag Tong?

11.16 All Of My Armor Skills Are Zero, What Happened?

Section 1 Stat and Skill Tips

1.1 Easy Acrobatics Skill

1. Another Easy Acrobatics

1. Ye Olde Breadbutts Easy Athletics

1.4 Easy Mercantile

1.5 Easy Sneak skill

1.6 Another Easy Way To Raise Sneak Skill

1.7 Easy Security Skill

1.8 Easy Speechcraft

1. Stat Training Quirks

1.10 Another Stat Training Quirk

1.11 Raise A Stat And Make Money

Section 1 Miscellaneous Tips

1.1 WarEagles Easy Golden Saint Soultrap

1. The Thieves, The Fighters, And The Codebook

1. The Talking Mudcrab

1.4 Vampire Info

1.5 Good Souls

1.6 Easy Way Over Lava

1.7 The Wonders Of Sujamma

1.8 Permanent Bound Item (Non Bug)

1. MAiq the Liar

1.10 Cheaper Constant Effect Enchantment

1.11 High level Conjuration Spells

1.1 Ordinator Armor

1.1 Death to Ordinators!!!!!!! (Kwik Kash)

1.14 Calm The Ordinator

1.15 Daedric Quests

1.16 Slave Key Locations

1.17 free bounty removal

1.18 Great Map Program

1.1 The Taunt-Bribe Trick

1.0 Good use of Mark and Recall

Section 14 Reader Submitted Loot

14.1 Master Alchemy Equipment

14. Pelagiad Armor Ready To Be Stolen

14. The Sword of White Woe

14.4 Good Loot

14.5 More Good Loot

14.6 Azuras Servant Shield

14.7 Yagrums Book Of Great Arifacts Locations

14.8 Daedric Cressent

14. Daedric Dai Katana

14.10 Ebony Armor Set Location

14.11 Glass Armor Set

14.1 Dragonbone Cuirass

14.1 Indoril Armour

14.14 Umbra Sword

14.15 Super Gauntlets

14.16 Amulet of Shadows

14.17 Eleidons Ward Shield

14.18 Dengstagmers Ring

14.1 Ice Blade of Monarch, Skull Crusher

14.0 Easy Daedric Weapons

14.1 Grand Soul Gems

14. Scroll of Golden Saint

14. Grandmaster lockpicks

14.4 Resistance Ring

14.5 Ebony weapons

14.6 Good Daedric shortsword and much more

14.7 Fists of Randolf and More

14.8 Glass Armor and Daedric Claymore

14. Dwarven Claymore

14.0 Chryshamere

14.1 Lords Armor

14. Bittergreen Cup

Section 15 Reader Submitted X-Box Cheats

15.1 Xbox Weapon Skill Cheat

15. Xbox Enchanting Cheat

15. Permanent Fortify Stat or Skill

15.4 Morgans Instant Heal Trick

Section 16 Magic Effects

Section 17 Books

17.1 Books That Raise Skills

17. Books That Have Other Effects

Section 18 Races

18.1 Argonian

18. Breton

18. Dark Elf

18.4 High Elf

18.5 Imperial

18.6 Khajiit

18.7 Nord

18.8 Orc

18. Redguard

18.10 Wood Elf

Section 1 Classes

1.1 Acrobat

1. Agent

1. Archer

1.4 Assassin

1.5 Barbarian

1.6 Bard

1.7 Battlemage

1.8 Crusader

1. Healer

1.10 Knight

1.11 Mage

1.1 Monk

1.1 Nightblade

1.14 Pilgrim

1.15 Rogue

1.16 Scout

1.17 Sorcerer

1.18 Spellsword

1.1 Thief

1.0 Warrior

1.1 WitchHunter

Section 0 Skills

Section 1 Master Trainer Locations

Section Alchemy

.1 Alchemy Equipment

. Component List

. Cure Potion Recipes

.4 Restore Recipes

.5 Fortify Recipes

.6 Resist Recipes

.7 Shield Recipes

.8 Misc. Helpful Recipes

. Drain Recipes

.10 Misc. Harmful Recipes

.11 Two Item Multiple Effect Potions

.1 Reader Submitted recipes

.1 Potion Creation Tips

Section Credits

Section 4 Copyright Notice

Section 5 Contact Info

=============================================================================

Section 1 Message From The Author

=============================================================================

Welcome and thank you for reading my second FAQ Elder Scrolls Morrowind

The Walkthrough and FAQ. This is not a complete Walkthrough for every quest

and side quest in the game (at least not yet), but at the moment just the

main quest needed to finish the game, and the Fighters Guild. Later on I will

add lists for the other guild quests and misc. quests found throughout the

game. This FAQ was written using the PC version of this game. There might be

some differences when I talk about things that have been added in a patch, or

an official add-on for the PC, I will try to note when a difference is caused

by a patch, but I am sure I will not get them all (if you are wondering what

has changed in the patches take a look at the game version section of this

FAQ). Official add-on references will always be noted.

Following revisions will be a little slower in being released, as College,

work and my daughter take up .% of my days.

If you have questions that are not covered in this FAQ a good place to get

the answer is the Gamefaqs.com Morrowind Message board. As I am getting so

much email asking questions about this game I need to state that I will no

longer be answering questions that already covered in the FAQ, so be sure to

carefully read the table of contents to see if what you need is in here, also

make sure you read the FAQ section. The other types of questions I will not

be answering are questions about quests for factions not covered in my FAQ,

where can I find a certain type of armor/weapon, what is the best

armor/weapon, etc... This guide is not finished, and I do not know where

everything is. Try looking for it in the editor. Sorry for the rant, but I

need to thin out the email I receive.

If you like this FAQ, or have a comment you can send me a note to my

email address found down below in the contact information section. If you

contribute to this FAQ, I will give you due credit in this section in later

revisions. I get many tips from readers, and when I receive the same tip from

more than one reader I will only post the first received (unless there is

some pertinent info that was missed.)

Please note, I get a lot of email regarding this game, so I might not be able

to return every email, and when replying to an email that I send you please

include the previous text, so I can remember who you are and what we were

talking about.

=============================================================================

Section Walkthrough Version Description

=============================================================================

05-1-0 V1.0 The initial offering

06-08-0 V1.1 Finished the Blades walkthrough, added some reader submissions

Fixed a lot of spelling errors, re-formatted a bunch of stuff.

06-0-0 V1. Added some notes on Pelagiad, along with some Misc. book

to notes. Added a few more Seyda Neen notes. Added a little

06-18-0 more to the Cavern of the Incarnate and Dwemer Puzzle box

sections. Added a reader Submission Section. Added a section

for the Fighters Guild Quests. I also added a section for

General Tips and a FAQ section to address some of the more

frequently asked questions I have been receiving via Email.

06-0-0 V1. Was informed that part of section .6 got deleted, so I put

to it back in. Added some more reader submitted hints. Finished

06-5-0 the Fighters Guild quests. Added a reader contribution

for the code book quest, and one for the Urshilaku Camp.

06--0 V1.4 Added some more reader submissions. Added a reader submitted

to Seyda Neen note. Fixed spelling of Pelagaid throughout the

07-0-0 FAQ. Added the Guide to Vvardenfell section. Added Hla Oad

and Gnaar Mok sections.

07-04-0 V1.5 Added some more reader submissions (Keep them coming, I will

to keep adding them. If they are for a quest line I will probably

07-10-0 wait until I write a walkthrough for the whole quest line.)

Added a note to the Gnaar Mok section. Added a note about the

Secretmaster level alchemy equipment. Updated the FAQ section.

Edited the Master Trainer Section a little. Fixed the Blunt

Weapon Master Trainer. Updated the credits section. Added a

new section to the alchemy section Two Item Multiple Effect

Potions. Added a missed quest in Seyda Neen, and a Seyda Neen

Travel Section. Changed some of the town notes to reflect the

fact that the boxes, barrels, etc.. contain Random loot, and

not necessarily the items I had listed.

07-11-0 V1.6 Added tons more reader submissions, a section on races, a

to section on classes, a section on magic effects and a section

1-1-00 on skills, changed the formatting, added a copyright and

authorized distribution site section. I updated my forward to

reflect some requests I am making to my readers. Changed the

reader submission sections into a few separate categories for

easier navigation, and removed the title reader submitted

and just have separate tips sections (the submitted tips are

still denoted with the credit at the end, and are still

unverified). Added some information to the books sections.

1-17-0 V1.7 Seems I deleted the book section when rebuilding V1.6, so I

put it back in.

=============================================================================

Section Game Version Notes

=============================================================================

Please note that this sample paper on Hitler '40-'41 is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Hitler '40-'41, we are here to assist you. Your cheap research papers on Hitler '40-'41 will be written from scratch, so you do not have to worry about its originality.

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Edgar allen poe

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Edgar allen poe. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Edgar allen poe paper right on time.

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People often refer to Edgar Allan Poe as the father of the detective storyand to The Murders in the Rue Morgue as the first of that genreso it may seem appropriate that much of Poes life story remains mired in mystery. Rufus Griswold, his literary executor, wrote a scathing obituary of Poe, depicting him as a sadistic drug addict and alcoholic. This has lead many to falsely consider Poe as the origin of his own dark characters.

Upon his birth in Boston on January 1, 180, his parents regular members of the troupe then performing at the Federal Street Theaternamed him Edgar Poe. Shortly before his mothers death in Richmond, Virginia on December 8, 1811, his father abandoned the family. John Allana wealthy tobacco merchant in Richmondbrought Poe into the family (at his wifes request), and gave him the middle name Allan as a baptismal name, though he never formally adopted him. Allans treatment of Poe remains controversial. Some view him as abusive, while others view him as merely authoritarian, which would, however, prove severely detrimental to anyone with a poets sensitivity; still another, smaller group of biographers view him as the ideal guardian for a poet. Clearly, though, Allan never treated Poe with sensitivity.

In 1815, the Allan family moved to England on business. There, Poe entered the Manor-House School in Stoke-Newington, a London suburb. This school taught him Latin and French, but more importantly, the gothic architecture and historical landscape of the region made a deep imprint on his youthful imagination, which would effect his adult writings.

The Allans left England in June 180, and arrived in Richmond on August . Here, Poe entered the English and Classical School of Joseph H. Clarke, a graduate of Trinity College in Dublin. His studies in French and Latin continued, and though he lacked diligence in studying, he distinguished himself as an excellent classicist and the best reader of Latin verse. He wrote a volume of verse to the little girls of Richmond, joined the Thespian Society, engaged prominently in debate, and earned the rank of Lieutenant of the Richmond Junior Volunteers, who acted as a body guard during Lafayettes October 184 visit. Despite this, he never gained popularity among his schoolmatesperhaps his impoverished roots abraded the aristocratsbut rather he found his friends among the younger set, whom he could easily entertain with wild tales.

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On February 14, 186, Poe (then 17) entered the University of Virginia, taking classes in Latin, Greek, French, Spanish, and Italian. Though he spent more time gambling and drinking than studying and often arrived to class unprepared, he won top honors in French and Latin. On June 17, 186, he was elected to the Jefferson Literary and Debating Society, but he rarely presented his original works, preferring to give private readings in his room. He successfully painted himself as an aristocrateven fighting a duel with his former roommatebut at the end of the year left the university in disgrace, because Allan refused to pay his $,000 gambling debt (not due to expulsion as Griswold claimed).

On May 6, 187, Poe enlisted in the US Army under the name Edgar A. Perry. He joined Battery H of the 1st Artillery, then stationed at Fort Independence. While Poe served there, Calvin F.S. Thomas printed Poes first book, Tamerlane and Other Poemsa slim volume, which failed to earn any fame or money. On October 1, the Battery moved to Fort Moultrie in Charleston, South Carolina, and one year later moved to Fort Monroe in Virginia. His foster-mother died on February 8, 18, and on April 15likely at her requestAllan obtained Poes release from the army by providing a substitute.

Poe then visited Baltimore, and arranged for the printing of another slim volume, entitled Al Aaraaf, Tamerlane, and Minor Poems. Then, Allanconsidering it an honorable way to discharge of his wardobtained an appointment for him as a cadet, so on July 1, 180 he entered West Point Military Academy, making his residence at No. 8 in the South Barracks. While there, he portrayed himself as the hero of a romantic sea voyage; while most present-day biographers consider this merely a tale spun for his compatriots benefits, a few think that it may have at least a basis in an actual trip to Europepossibly Russia. Poes military career, however, flopped. The discipline and Allans failure to provide financial support (a poor man with literary ambitions could never find satisfaction in a military career) chafed him enough that he disobeyed orders to get himself court-martialed on January , 181, but to pay back the military he remained in the service until March 6. Immediately after his dismissal, he published a third volume of poetrythis one dedicated to the US Corps of Cadets, for he had taken a subscription from them to raise funds (as he left the service with 4 cents to his name).

He then settled in Baltimore with his impoverished aunt, Maria Clemm; her daughter, Virginia Clemm, a woman talented in music; and his older brother, William Henry Leonard, whom his grandfather, General Poe, had raised. At the time Leonard seemed more talented in writing than Poe, but he died in July. In 18, Philadelphias Saturday Courier published five of his short stories. More importantly, in 18, he won $100 in the Baltimore Sunday Visitors short story contest

After unsuccessfully seeking work as a teacher in Baltimore, returned in August, 185 to Richmond, where the Richmond Academy was advertising for a professor of English. After another person got that job, Thomas Willis White hired himat first on a temporary basisas an editor at The Southern Literary Messenger, in which he published short stories, poems, and ascerbic literary reviews. In October, the Clemms joined him, and in May he married Virginia, then 1-years old. After an 186 printers strike caused financial woes for the magazine, Poe and White quarreled over both the acidness of his criticism and the irresponsibility of his drinking.

The rest of his life, Poe suffered from severe mental depression and declining physical health (possibly caused by malnutrition and severe drinking binges), but moments of intense creativity punched through this pain. In 188, he published his only novel, The Narrative of Arthur Gordon Pym, and one year later he became coeditor of Philadelphias monthly Burtons Gentlemans Magazine, where he printed The Fall of the House of Usher (18) and his sonnet, Silence (1840). In December, 18, his first collection of short stories, Tales of the Grotesque and Arabesque, appeared, but it sold less than 750 copies. Within a few months of this, he lost his jobagain due to the severity of his criticisms and excessiveness of his drinkingso he moved to an editorship with another Philadelphia monthly, Grahams Magazine, which in April 1841 printed The Murders in the Rue Morgue.

He left one year later to make a meager living off freelance stories, poems, and reviews. On January , 1845, the New York Evening Mirror printed The Raven, which created a sensation. Poe at last gained fame, but he remained impoverished.

That year, he also became editor of a New York Monthly, The Broadway Journal, which he eventually bought on credit. In a failed attempt to raise circulation, he wrote a series of 5 articles on plagiarisms on Longfellows work, which stirred up great controversy. By late 1846, financial woes and Poes own continuing decline ended the magazine.

In January 1847, his wife died in their cottage at Fordham. This wracked a Poe already assaulted by his poverty and instability. He continued to write, and engaged in unsuccessful publishing schemes and romances, until, on October , 184, Joseph W. Walker found him unconscious in the street. Poe remained hospitalizedoscillating between a somatic state and violent deliriumuntil his death at 5 am on the 7th.

Though Poe had earned a local reputation as a writer of grotesque horror stories, he had little reputation among the literati. His fierce reviews had earned him the ill will of many writers, and his arguments in favor of aestheticism over didacticism in literature went against the currents of the time. Indeed, sometimes the gothic terror he created failed to surpass the popular romantic fiction of the timebut then, he needed to earn money from his work. Even so, he has influenced writers ranging from Robert Louis Stevenson and Sir Arthur Conan Doyle to T.S. Eliot and William Faulkner. He also enjoys renown in France, wherein comparison to Americahe enjoyed a greater reputation in his life thanks to Baudelaires translations.

Poes literature hardly relates to the harsh realities of 1th century life. The dark, chaotic, romantic worlds he created represent an escape from the real, unromantic miseries of life to a place where miseries become grand, beautiful things.

His 18 poem, Lenore, demonstrates this, as he romanticizes a woman in her death. Rhyme and diction serve to formalize the tone into that of a romantic elegy, while the prose level meaning of the poem romanticizes death.

Poe uses couplet rhymes throughout the poem, with the exception of lines 5-7, where all three share an end-rhyme. He also includes several interior rhymes as in The sweet Lenore hath gone before, with Hope that flew beside (15) and The life still there upon her hair, the death upon her eyes (1). Such excessive rhyme typically makes a poem sing-song, but in a poem about death, it makes the theme stand out sharper in contrast.The couplet rhymes also formalize the tone into that of a romantic elegy.

Poes diction similarly formalizes the tone. In line , he addresses a Guy de Vere. Because this name sounds aristocratic, it raises poem to romanticism, as it follows the convention of relating tales of the upper class. Suggesting true, it resembles the names of heroes in the then-popular romantic fiction, and thus creates a subtext of passion. In line 10, Poe refers to the burial service as ritual. This underlines the ritualistic tone created by the rhymes and other diction. The Latin Peccavimus (1), and archaic Avaunt! (0), meanwhile, formalize the tone.

The prose meaning of the poem implicitly makes the dead woman, Lenore, the heroine of a romantic tale. And Guy De Vere, hast thou no tear?weep now or never more! (), suggests some sort of soured love affairwhich fits well with the implications of the name, for stories of the time typically involved romance with a male noble.

Betrayal also fits the genres conventions. One might simply blame this on de Vere, assuming that Poe continues to address him in lines 11-1 By youby yours, the evil eyeby yours the slanderous tongue / That did to death the innocence that died and died so young?. However, line ten refers to the singing of a requiem, which would require multiple voices. Also, line 0Avaunt!avaunt! to friends from fiends the indigent ghost is rivenrefers to her earthly tormentors in the plural. This suggests that while de Vere committed a final act of betrayal, but only because others spurred him to it. Because of this evil, death becomes desirable.

Thus, in Lenore, Poe romanticizes death. The poem, in fact, becomes the Paean [joyous song] of old days with which he promises to waft the angel on her flight (6). Likewise, Poes works represent a romanticization of darkness, an elevation of the misery and deprivation he sufferedas a child from lack of fatherly attention, as an adult from poverty and lack of recognition. Many critics see Poes works as attempts to discover the boundaries of the human mind, or the output of a romantics never-outgrown solitary youthdestroying the outer world for the inner. Poes circumstances of life, however, killed his ability to function in the world; woe eroded him, though a less sensitive soul might not have felt it as intensely. The world Poe wrote of reflected the misery, but turned it into something desirable, creating a mental refuge, which and a lens through he could reinterpret his misery.

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King Lear-Psychoanalytical View

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King Lear Essay 06 words.

Viewed from a psychoanalytical perspective, King Lear is a Shakespearian tragedy involving madness, in more than one sense, and the causes and effects of this. There are many individual concepts to explore, and this exposition will investigate the following the madness in Lear and how it progresses, absence of the mother, and the sexual relationship between Lear and his daughters. Lear lacks responsibility in terms of actively and willingly approaching his situations and confrontations blindly. This and his lack of self awareness and lack of awareness toward others, prove that the king is not a man "more sinned against than sinning".

It seems quite clear that Shakespeare uses the word 'mad' for at least the first part of the play in the sense of 'extremely angry', and only later, when Lear does lose touch with reality, does it then mean 'not in his right mind' (insane). Lear is moving on a continuum that begins with extreme anger and progresses to a hallucinatory world. It is here Lear begins to recognise his wrongdoings, and why he is not a man "more sinned against than sinning".

Lear's madness is often seen simply as a man losing his head, but a closer psychoanalytical reading suggests that Lear's madness is much more sharply focused in cause and effect, a particular manifestation of psychological breakdown carefully developed by Shakespeare. The following statements justify Lear's madness, and although tragic, his mental state is a contributing factor in the King's rash decisions and how he is not a man "more sinned against than sinning".

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The very first suggestion that Lear is confusing reality is in fact a jest. He pretends not to know Goneril "Your name, fair gentlewoman?" (1.5.). He is actually playing the fool, with the Fool, and continuing the fool's jesting. The next is a critical line "Let me not be mad/keep me in temper" (1.5.7). Obviously Lear is using the word 'mad' in the sense of extreme anger. Willing to expect loss of temper, the selfish king is not a man "more sinned against than sinning."

It is Edgar who first introduces the idea of genuinely mad people - "The country gives me proof and precedent Of Bedlam beggars, who with roaring voices strike…" (..14-15) (Bedlam means lunatic asylum) The disguise that Edgar adopts of a 'lunatic' is materially different from the 'madness' that Lear will descend into. As is clear from the lack of coherent deductive content in Edgar's feigned speech, he is taking on the disguise of someone who, in contemporary times, has an inherent severe mental disorder.

Lear at this stage is simply under the sway of extreme anger. Lear himself then makes this distinction, talking about Cornwall - "We are not ourselves/When nature, being oppress'd, commands the mind/To suffer with the body." (.4.100-10) The point is that physical or emotional suffering comes before the 'madness' and is a cause of it. In a way Lear is allowing this destruction, and this weakness in his character suggest a man who is not "more sinned against than sinning".

It is Regan, talking to Lear, who actually makes the connection between extreme anger and the loss of reason that can result - "Nature in you stands on the very verge of his confine" (.4.1-140). (Evidence supporting Goneril's dislike of her father - "Of other your new pranks" (1.4.1) Goneril's terminology reflects her attitude toward her father, and how she feels he misbehaves childishly.)

In the same scene Lear still fears uncontrollable anger "I prithee, daughter, do not make me mad" (.4.11); this concept of extreme emotion, rather than biological loss of reason is reinforced by two other characters.

Gloucester points out "The King is in high rage." (.4.88) and Kent combines cause and effect in his comment to the Gentleman "…how unnatural and bemaddening sorrow/The King has cause to plain" (.1.). The King's madness at this point suggest he is not a man "more sinned against than sinning".

Later in the play, Albany will recognise the connection between 'mad' as extreme anger, and 'mad' loss of reason as the consequence of that extremity, when he accuses Goneril of making Lear mad (5..). Lear recognises the danger of extreme anger turning into loss of reason. He says to the fool "O fool, I shall go mad!" (.4.). Take note of the critical change of language here. 'Mad' has been used in conjunction with "make me mad", make me really angry, as in our modern sense an outside person or factor causing the extreme anger. Here Lear uses the expression "I'm going mad." The factor is internal , and just as we would use this to express a fear that we are losing our reason, so surely Lear at this moment is using the word not in the sense of extreme anger, but in the sense of the loss of sanity.

Lear then starts his descent into a loss of connection with reality.

He himself recognises this "My wits begin to turn" (.1.65). This is very different language to describe his state of mind, and for confirmation, this is exactly the point where the storm, symbol of transformation and of raw nature (as opposed to the more rational, human-created environment of the castle/court he has just left) starts to work on him. His inability to overcome this state of mind proves Lear is a man not "more sinned against than sinning".

Indeed, Lear equates the storm with his state of mind - "The tempest in my mind/Doth from my senses take all feeling else/Save from what beats there." (.4.1-15). That the transformation is not complete, but a gradual one, is indicated by Lear's own recognition of the dangers of extreme anger unhinging reason "O, that way madness lies; let me shun that!" (.4.1).

The real sign that Lear's outwardly directed emotions are turning inward into a state of mind that loses connection with external reality is his single-mindedness in talking about the wickedness of his daughters, when with Edgar and the Fool in .4. He has lost connection with those he is talking to, this being evidence for the statement he is not "a man more sinned against than sinning". This situation is made all the more disturbing by the presence of Edgar feigning a different kind of madness.

To confirm the situation, Lear then tear's off all his clothes. Kent now recognises that the situation has changed, in language that makes this change quite clear "His wits begin t'unsettle" (,4,146), and then tells us of that continuum from extreme anger to loss of the sense of reality "All the power of his wits have given way to his impatience". (.6.5). By .6., Lear has lost all connection with reality, and by 4.6. he has totally withdrawn into an imaginary world of his own.

A pattern of ageing is evident in King Lear, he is moving from the first half of his life into the second half of his life. This movement is characterised by Jung as a reversal of everything held consciously true in the first half of life. Lear begins this journey as a contrasting example of Jung's "extroverted, thinking" type, and so must become the opposite "introverted, intuitive" type. This general guideline effectively informs "Lear's transition from a wilful, almost tyrannical figure, who desires to control the reality of the external world by imposing his rationality on those around him, to a withdrawn old man who is unconnected to the external world." The King's egotistical actions led him to a dysfunctional mental state, justifying that he is in no way a "man more sinned against than sinning".

Perhaps Lear acts the way he does because of the absence of having a mother, he may have missed out all together on Freud's theory of the "Oedipal" stage. (stage in early childhood where young child's sexual desire for the parent collides with the competition, rivalry and overwhelming power of the parent of the same sex. According to Freudian theory, the ghosts of this Oedipal crisis haunt us our entire lives. ) All his earlier noted childlike deranged behaviour and statements make for good evidence to support this theory, and the statement that he is a man "more sinned against than sinning".

"Despite the absence of literal mothers, King Lear records the horrific discovery of the suffocating mother at the centre of masculine authority and the terrible vengeance taken upon her. Lear's confrontation with his daughters "leads him to the mother ostensibly occluded by the play in recognising his daughters as part of himself he will be led out to recognise not only his terrifying dependence on female forces outside himself but also an equally terrifying femaleness within himself a femaleness that he will come to call 'mother' (.4.56). Lear's "naked vulnerability" can only be expressed by simultaneously allowing the self-preserving and self-enclosing male rage that provokes it."

A Freudian argument is that Cordelia, as the third daughter, is death itself, and that the "silent goddess" who destroys Lear is the last of the three forms his relations with women must take. Since nearly everything in Freud's database relates back to the Oedipal theory, it's not surprising that Lear, an elderly patriarch who manages to attain a true transcendence of his personal miseries, should nevertheless be seen this way "it is in vain that the old man yearns after the love of woman as once he had it from his mother; the third of the Fates alone… will take him into her arms.

In the many notes available on King Lear, it is often after the above theories where another idea, the one of Lear's sexual indications with his daughters, begin to be questioned.

In the beginning of the play, Goneril and Regan use their sexuality, flattery and false praises to manipulate Lear into seeing them as loyal and honest, which are actually true qualities found in their banished sister, Cordelia. Goneril reflects and plays upon her father's desires when she pledges to her father a love "that makes breath poor, and speech unable" (1.1.55) And Regan promptly chooses to follow her sister's footsteps by focusing on "my very deed of love" (1.1.66) Lear's accusations invariably sexualize his daughters when they refuse to defer him, although he was the one who commanded them to perform their love for him. This in terms of society is definitely a sin, and King Lear is definitely not a man "more sinned against than sinning".

An argument put forward by Janet Alderman reads that Goneril and Regan are "invented" by Lear's "need", and she argues that they are "the cannibalistic children that Lear's own rage has made. They are distorted children of his own appetite, born from his hunger for Cordelia". Again his greed represents the reasoning for the statement that he is most certainly not a "man more sinned against than sinning."

It does not seem totally clear why the sisters' cruelty to their father should be related to sexual desire, or why Lear should speak of 'divorcing the tomb" of his dead wife, unless madness may be used to account for all his excesses. Yet he is not 'mad' in the first act of the play, in which he threatens Goneril with the 'kindness' of her sister "I have another daughter/I have cast off forever" (1.4.7)

Lear is not "more sinned against than sinning". He has managed to reduce himself from a noble King to a shelterless victim of his own misjudgements. He comes to realise that he is a mere mortal capable of mistakes. All of his own choices lead to his tragic misfortune, and not being "more sinned against than sinning". His journey from sane to insane is parallel to the subplot. Lear is blind to his enemies deception when he holds the throne, yet after enduring months of painful realisation he manages to see the wrongdoings in Goneril and Regan, and his foolishness in banishing his truly loyal Cordelia. In this sense, King is not a man "more sinned against than sinning", but certainly suffers by having to watch his favourite die.

"Those who are most sinned against are sinners in return." Janet Alderman

Alderman Janet, "Shakespeare"

Oates Joyce Carol ,"King Lear"

N.B. All references to King Lear are from J. L Halio's edition "The tragedy of King Lear".

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Explore the relationship between Antony and Cleopatra and why it leads to tragedy.

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The relationship between Antony and Cleopatra is one of great complexity. Both Antony and Cleopatra have personal faults, which contribute both to the downfall of their relationship and eventually the true tragedy, of their deaths. Many events are called tragedies but few deserve this title. A tragedy occurs when a noble character falls from a position of grace due to faults inherent in his/her own character or that of the society in which he/she live. Unfortunately once the events are put in motion nothing can stop the inevitable consequences. There is no question about the extent of their love towards each other as it is clearly evident that they adore and crave the other, it is just their inability to commit that creates the ultimate problem. Their love is apparent from the very first occasion on which Cleopatra initially attracted Antony. Her true beauty could be no better displayed than on that night as Enobarbus describes.

The barge she sat in, like a burnished throne

Burned on the water. The poop was beaten gold;

Enobarbus describes it as though it was a magical, charming event and is complimentary towards Cleopatra. Agrippa, however, views the queen as some what different to that

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He ploughed her, and she cropped.

These two contrasting views truly reflect the conflicting personalities of Cleopatra which eventually eradicate their relationship. One description being of a charming nature, the other of Cleopatra being nothing more than a sexual object. Agrippa is commenting on Cleopatra's relationship with Julius Caesar, and is well aware of her seductive nature and has little true respect for her

Royal Wench!

Antony is a figure of great importance to the entire Roman Empire as well as Cleopatra and therefore has many commitments, all of which are demanding on his time. Antony won his position as one of the three rulers of the world by conquering the deceitful Brutus and Cassius. One aspect of Antony's appeal is that of his reputation. Just as Caesar portrays, Antony as a great man at war, Cleopatra views Antony as a hero and a superior man in comparison to others

… Thou didst drink

The stale of horses and the gilded puddle

Which beasts would cough at.

.Throughout "Antony and Cleopatra" Antony prioritises his time inappropriately, devoting more time to that of pursuing his love, Cleopatra. Even when Antony is concentrating on matters such as war, Cleopatra interferes with his judgement and distracts him. Such concerns are echoed by Enobarbus

"Your presence needs must puzzle Antony"

Enobarbus is proven correct when Antony decides to fight at sea instead of at land which he is strongest at. Cleopatra of course supports this because the Egyptians are strongest at sea and Cleopatra, although with her inexperience of tactical ability at war wishes to be a part of Antony's cause. The result of this was to have Cleopatra sail away from war knowing all too well that Antony shall follow. When Antony confronts her she behaves in an innocent manner. Cleopatra, one of many different aspects of her character which are to be displayed throughout

O my lord, my lord, forgive my fearful sails!

I little thought that you would have followed

Antony has an uncontrollable passion for Cleopatra, and he uses the language of affection when talking about her and to her

Now, my dearest queen...

Most sweet queen…

It is this passion which clouds his reasoning, resulting in him deserting his duties to his people. Antony is throughout most of the tragedy dividing his time between being in Rome and then in Egypt. This is true to such an extent that sometimes even within one scene Antony has made the trip from Rome to Egypt and vice versa. Whenever he demonstrates such passion towards Cleopatra he degenerates into a love struck fool. It isn't that Antony is incapable of balancing both duties, it is because such a task would require super natural powers, and however great Antony is perceived he is only human. Cleopatra has such a demanding nature that it would take all of Antony's efforts to please her. Controlling an empire is equally as demanding. Instead of focusing his efforts on one of the two tasks Antony attempted to juggle them both, this is a key factor in the breakdown of their relationship. Antony complicates his mind as he is unable to decide who to devote himself to. Consequently he is torn between a world of love and passion with the queen of Egypt and his role as a Triumvir.

Cleopatra is a very glamorous and regal queen; she has a sincere obligation to "her" Egypt so much so that she is at times unable to even recognise the intentions and needs of Antony. Externally it appears that Cleopatra is not concerned about the love interest of Antony, but she is of course infatuated with him from the very start as in Act 5 Scene 1. Cleopatra is missing Antony madly and talks of her love for him

"Note him, good Charmian, 'tis the man but note him!"

Cleopatra is aware of the power that she holds over Antony and the whole tragedy consists of Cleopatra domineering Antonys emotions. Always over dramatising events, but this is of course, what entices Antony

Antony Now my dear queen

Cleopatra Pray you stand further from me

This is Cleopatra's skill, at times she has Antony at the edge of anger and then at the tip of love itself, but Cleopatra is only content if she is in charge, she does not wish for the relationships control to be out of her reach. It is not just Antony who Cleopatra has as an admirer, many who meet her are captivated by the extent of her regal personality and majestic ways. As conveyed by Enobarbus

…… Other women cloy

The appetites they feed

But she makes hungry

Where most she satisfies

This is the first introduction of the imagery of food being used in connection with Cleopatra. As though once introduced to the queen your appetite for her is endless, this is so for Antony. Cleopatra talks of herself

My Salad days,

When I was green in judgement, cold in blood

Salad being used to represent her fresh and healthy personality, whilst "cold in blood" suggests she is unconsciously talking of her temperament of going from hot to cold so quickly on Antony. Cleopatra's appearance is mentioned by the talk of food, her attractiveness being obvious as reference of Cleopatra being a "yummy" food.

He will to his Egyptian dish again

Antony and Cleopatra both have the same problem in terms of their relationship, neither one of them is willing to sacrifice their commitments and allow them to devote their attentions to the other. Their love was continuously flawed by responsibilities elsewhere. This is due to Antony having the Empire to govern and Cleopatra having Egypt to care for. For the love of two such important figures to be successful, there can be no interference. Throughout the tragedy there are such enormous gestures of love from Antony to Cleopatra and vice versa. An example is when at sea during the war Antony follows Cleopatra away from the battle despite being well aware he should not. Theses gestures, however are never carried over and used as a solid platform to allow their love to develop, instead they squander the opportunity for eternal happiness and continue with the on going "cat and mouse" saga which is their relationship. They willingly talk of their love, as being on scale to the rest of the world if not bigger, seeing nothing as important enough to interfere with their love. This can be no truer than when Antony is married to Octavia for the sake of peace, yet it is clear where he longs to be. This is ironic, seeing how their love seems stronger when they are apart.

And though I make this marriage for my peace, I'th' East my pleasure lies

In Act I scene 1 Antony talks to Cleopatra about their love and dismisses the duties he has neglected for her sake.

"Let Rome in Tiber melt and the wide arch

Of the ranged empire fall; here is my space"

This use of cosmic imagery is popular with both Antony and Cleopatra, with it being an ideal way to express their feelings towards each other. It is most commonly when apart that they express their true feelings, with a slight suggestion that when together all is not what they anticipated. This could be a result of two such dominant characters not always being able say the words of love with the presence of the other placing a block on their hearts freedom of speech.

It would appear that he places Cleopatra above his duties to Rome. But it is evident that Antony is unable to prioritise and instead attempts to manage both commitments. If blame was to be found anywhere then it would fall at the feet of Cleopatra, with her unpredictable mood swings and such a diverse range of characteristics. This can be demonstrated through the different titles used by people when regarding her. In Act 1 Scene 1 (I.i.10) Philo and Demetrius refer to Cleopatra as a lustful "gipsy". (I.i.50) Cleopatra is labelled a "wrangling queen", (I.iv.1) an "Egyptian dish", ( II.vi.1) all of these labels are part of the problem. Antony doesn't know who he loves let alone who doesn't love him. Cleopatra's sometimes heartless attitude towards Antony is destructive to them both. Instead of welcoming such attention from one of the rulers of the world, Cleopatra attempts to play a game, a game where there can be no victor.

If you find him sad, say I am dancing; if in mirth, report That I am sudden sick.

Whilst Antony unwillingly participates, he is tormented throughout, with his death perhaps being an escape from the anguish of being unable to have Cleopatra to himself.

Commitment is a big issue for both Antony and Cleopatra, neither one was able or maybe willing to make a definite decision on what they want from the relationship, it was also the fear of the unknown. Although they were both figures of great importance, they still had the human emotions that everybody else had to deal with. This is the cause of the tragedy. Neither Antony nor Cleopatra was able to satisfy both their personal and work needs. Nobody could predict the outcome of them coming together although it was strongly believed that it would be a great triumph for love. Evidently, it could be claimed, that they were unable to overcome such uncertainties

Both Antony and Cleopatra had reputations, it is evident that neither was willing to risk damaging this. By allowing their true emotions to be displayed to one another. This was of course a tragedy in itself, if either one of them had of gone that step further and sacrificed their other commitments then maybe their love could have flourished instead of their life's ending. However I don't believe their love would have flourished the initial appeal was that of Antony having his empire and Cleopatra her Egypt and the consequential power and respect. Take these away and both wouldn't have appeared so attractive to the other. One cannot claim that their love would have been strong enough to succeed in different circumstances because if their love really was that strong then why didn't it work. Although they loved each other, their love was based on adversity and conflict, and this is always a dangerous platform for any relationship.

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Vietnam

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The initial reasons for U.S. involvement in Vietnam seemed logical and compelling to American leaders. Following its success in World War II, the United States faced the future with a sense of moral rectitude and material confidence. From Washingtons perspective, the principal threat to U.S. security and world peace was monolithic, dictatorial communism emanating from he Soviet Union. Any communist anywhere, at home or abroad, was, by definition, and enemy of the United States. Drawing an analogy with the unsuccessful appeasement of fascist dictators before World War II, the Truman administration believed that any sign of communist aggression must be met quickly and forcefully by the United States and its allies. This reactive policy was known as containment.

In Vietnam the target of containment was Ho Chi Minh and the Vietminh front he had created in 141. Ho and his chief lieutenants were communists with long-standing connections to the Soviet Union. They were also ardent Vietnamese nationalists who fought first to rid their country of the Japanese and then, after 145, to prevent France from reestablishing its former colonial mastery over Vietnam and the rest of Indochina. Harry S. Truman and other American leaders, having no sympathy for French colonialism, favored Vietnamese independence. But expanding communist control of Eastern Europe and the triumph of the communists in Chinas civil was made Frances war against Ho seem an anticommunist rather than a colonialist effort. When France agreed to a quansi-independent Vietnam under Emperor Bao Dai as an alternative to Hos DRV, the United States decided to support the French position.

The American conception of Vietnam as a cold war battleground largely ignored the struggle for social justice and national sovereignty occurring within the country. American attention focused primarily on Europe and on Asia beyond Vietnam. Aid to France in Indochina was a quid pro quo for French cooperation with Americas plans for the defense of Europe through the North Atlantic Treaty Organization. After China became a communist state in 14, the stability of Japan became of paramount importance to Washington, and Japanese development required access to the markets and raw materials of Southeast Asia. The outbreak of war in Korea in 150 served primarily to confirm Washingtons belief that communist aggression posed a great danger to Asia . Subsequent charges that Truman had lost China and had settled for a stalemate in Korea caused succeeding presidents to fear the domestic political consequences if they lost Vietnam. This apprehension, an overestimation of American power, and an underestimation of Vietnamese communist strength locked all administrations from 150 through the 160s into a firm anticommunist stand in Vietnam.

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Because American policy makers failed to appreciate the amount of effort that would be required to exert influence on Vietnams political and social structure, the course of American policy led to a steady escalation of U.S. involvement. President Dwight D. Eisenhower increased the level of aide to the French but continued to avoid military intervention, even when the French experienced a devastating defeat at Dien Bien Phu in the spring of 154. Following that battle, an international conference at Geneva, Switzerland, arranged a cease-fire and provided for a North-South partition of Vietnam until elections could be held. The United States was not a party to the Geneva Agreements and began to foster the creation of a Vietnamese regime in South Vietnams autocratic president Ngo Dinh Diem, who deposed Bao Dai in October 155, resisted holding an election on the reunification of Vietnam. Despite over $1 billion of U.S. aid between 155 and 161, the South Vietnamese economy languished and internal security deteriorated. Nation building was failing the South, and, in 160, communist cadres created the National Liberation Front (NLG) or Vietcong as its enemies called it, to challenge the Diem regime.

President John F. Kennedy concurred with his predecessors domino theory and also believed that the credibility of U.S. anticommunist commitments around the world was imperiled in 161. Consequently, by 16 he had tripled American aid to South Vietnam and expanded the number of military advisers there from less than seven hundred to more than sixteen thousand. But the Diem government still failed to show economic or political progress. Buddhist priests, spiritual leaders of the majority of Vietnamese, staged dramatic protests, including self-immolation, against the dictatorship of the Catholic Diem. Ngo Dinh Nhu, Diems brother, led a brutal suppression of the Buddhist resistance. Finally, after receiving assurances of noninterference from U.S. officials South Vietnamese military officers conducted a coup that ended with the murders of Diem and Nhu. Whether these gruesome developments would have led Kennedy to redirect or decrease U.S. involvement in Vietnam is unknown, since Kennedy himself was assassinated three weeks later.

Diems death left a leadership vacuum in South Vietnam, and the survival of the Saigon regime was in jeopardy. With a presidential election approaching, Lyndon B. Johnson did not want to be saddled with the charge of having lost Vietnam. On the other hand, an expansion of U.S. responsibility for the war against the Vietcong and North Vietnam would divert resources from Johnsons ambitious and expensive domestic program, the Great Society. A larger in Vietnam also raised the risk of a military clash with China. Using as a provocation alleged North Vietnamese attacks on U.S. Navy vessels in the Gulf of Tonkin in August 164, Johnson authorized limited bombing raids on North Vietnam and secured a resolution from Congress allowing him to use military forces in Vietnam. These actions helped Johnson win the November election, but they did not dissuade the Vietcong from its relentless pressure against the Saigon government.

By July 165, Johnson faced the choice of being the first president to lose a great war or of converting the Vietnamese War into a massive, U.S. directed military effort. He chose a middle course that vastly escalated U.S. involvement but that stopped short of an all-out application of American power. Troop levels immediately jumped beyond 00,000 and by 168 the number exceeded 500,000. Supporting these ground troops was a tremendous air bombardment of North Vietnam that by 167 surpassed the total tonnage dropped on Germany, Italy, and Japan in World War II.

Gen. William Westmoreland, the U.S. commander in Vietnam, pursued an attrition strategy designed to inflict such heavy losses on the enemy that its will to continue will be broken. By late 167, his headquarters was claiming that the crossover point had been reached and that enemy strength was being destroyed faster than it could be replenished. But the communists Tet offensive launched in January 168 quickly extinguished the light at the end of the tunnel. The Vietcong struck throughout South Vietnam, including a penetration of the U.S. embassy compound in Saigon. American and South Vietnamese forces eventually repulsed the offensive and inflicted heavy losses on the Vietcong, but the fighting had exposed the reality that a quick end of the war was not in sight.

Following the Tet offensive, the American leaders began a slow and agonizing reduction of U.S. involvement. Johnson limited the bombing, began peace talks with Hanoi and the NLF, and withdrew as a candidate for reelection. His successor, Richard M. Nixon, announced a program of Vietnamization, which basically represented a return to the Eisenhower and Kennedy policies of helping Vietnamese forces fight the war, Nixon gradually reduced U.S. ground troops in Vietnam, but he increased the bombing; the tonnage dropped after 16 exceeded the already prodigious levels reached by Johnson. Nixon expanded air and ground operations into Cambodia and Laos in attempts to block enemy supply routes along Vietnams borders. He traveled to Moscow and Beijing for talks and sent his aide Henry A. Kissinger to Paris for secret negotiations with the North Vietnamese. In January 17, the United States and North Vietnam signed the Paris Peace Agreement, which provided for the withdrawal of all remaining U.S. forces from Vietnam, the return of U.S. prisoners of war, and a cease-fire. The American troops and POWs came home, but the war continued. Nixon termed it peace with honor, since a separate government remained in Saigon, but Kissinger acknowledged that the arrangement provided primarily for a decent interval between U.S. withdrawal and the collapse of the South. In April 175, North Vietnamese troops and tanks converged on Saigon, and the war was over.

Why did the United States lose the war? Some postmortems singled out media criticism of the war and antiwar activism in America as undermining the will of the U.S. government to continue fighting. Others cited the restrictions placed by civilian politicians on the militarys operations or, conversely, blamed U.S. military chiefs for not providing civilian leaders with a sound strategy for victory. These so-called win arguments assume that victory was possible, but they overlook the flawed reasons for U.S. involvement in Vietnam. Washington had sought to contain international communism, but this global strategic concern masked the reality that the appeal of the communists in Vietnam derived from local economic, social, and historical conditions. The U.S. response to the Vietnamese communism was essentially to apply a military solution to an internal political problem. Americas infliction of enormous destruction on Vietnam served only to discredit politically the Vietnamese that the United States sought to assist. Furthermore, U.S. leaders underestimated the tenacity of the enemy. For the Vietnamese communists, the struggle was a total war for their own and their causes survival. For the United States, it was a limited war. Despite U.S. concern about global credibility, Vietnam was a peripheral theater of the cold war. For many Americans, the ultimate issue in Vietnam was not a question of winning or losing. Rather, they came to believe that the rising level of expenditure of lives and dollars was unacceptable in pursuit of a marginal national objective.

The rhetoric of U.S. leaders after World War II about the superiority of American values, the dangers of appeasement, and the challenge of godless communism recognized no limit to U.S. ability to meet the test of global leadership. In reality, neither the United States nor any other nation had the power to guarantee alone the freedom and security of peoples of the world. The Vietnam War taught Americans a humbling lesson about the limits of power.

The domestic consequences of the war were equally profound. From Truman through Nixon, the war demonstrated the increasing dominance of the presidency within the federal government. Congress essentially defaulted to the imperial presidency in the conduct of foreign affairs. Vietnam also destroyed credibility within the American political process. The public came to distrust its leaders, and many officials distrusted the public. In May 170, Ohio National Guardsmen killed four Kent State University students during a protest over U.S. troops invading Cambodia. Many Americans were outraged while others defended the Ohio authorities. As this tragic example reveals, the war rent the fabric of trust that traditionally clothed the American policy. Vietnam figured prominently in inflation, unfulfilled Great Society programs, and the generation gap. The Vietnam War brought an end to the domestic consensus that had sustained U.S. cold war policies since World War II and that had formed the basis for the federal governments authority since the sweeping expansion of that authority under Franklin D. Roosevelt.

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Joan of Arc: The Heroine of France

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FAMILY

In 141, in a small town of Domremy which was near Lorraine and Nancy in France a small girl was born into a normal family. Jacques d'Arc and Isabelle Romee, named there daughter Joan of Arc. She preferred to the name "Joan the Maid". But in her lifetime, she never used her surname. Her father, Jacques was a ploughman, and his wife a nurse. She had three brothers, Jacquemin, Pierre and Jean. Joan also had a sister called Catherine, whom was named after Saint Catherine. She was healthy and strong. Her family was religious. Her mother, Isabelle was more religious than her father Jacques. That's where Joan learned all the religious things. Her sister, Catherine wore a cross around her neck which Joan admired. The whole village knew of her family well because of their kindness and bravery. The head villagers usually asked Jacques for advice on decisions. He suggested on renting a Castle for the village in case battles came along. They often used the castle for protection during nearby battles. Joan was a normal child. She was pleased to help in anyway possible. She didn't go to school like most other children. Like most children Joan couldn't read or write. Education was only available for the wealthy. Instead, she helped her mother with the housework. Although, from time to time, she stopped what she was doing and prayed wherever she was. Joan sometimes confessed more than once a day. Her friends thought that this wasn't necessary. Even though Joan was strange, she was accepted by Domremy like any other citizen. That was all until she was 1.

Joan's Voices

One day in144, Joan was playing by herself out in the backyard. Suddenly, she heard the church bell ring and saw a bright light in the sky. Then and there, she saw Saint Michael and he said, "Be good, for God loves you." First she was frightened but the she started to think. St Michael had ordered her to be good. After that, Saint Catherine & Margaret came to Joan. She didn't tell anyone of her voices for the fear that no-one would believe her. So as Joan grew, her voices came more often, sometimes more than twice a day. After a while she became to trust them and became devoted to the church. Every spare time she had, Joan prayed and confessed as often as she could. Her friends were wondering why she was praying more than she used to. The whole town wanted to know why Joan of Arc was like this. Then, one night, the war came right to her own town, Domremy. She scrambled around, gathering all the children onto boats where they would escape to their town castle. Joan's whole family survived except for her beloved sister, Catherine. Joan was devastated since Catherine was like her best friend and a sister. She took the wooden cross around her neck and wore it on hers. When she was around 16, her voices became darker telling her to save France. She ignored them for a while. After some time they became more real and louder than ever. So Joan decided to set off at once to see the Dauphin. First she told her parents of the voices she had been having and how she had obeyed everything they said. Her father thought Joan had gone mad. Jacques the told Joan of her arranged marriage he had been planning for sometime. Joan was angry and she refused to marry. Without telling her family, she set of to Voucouleurs to find help. Joan only hoped they would believe her. She took an old horse to the nearby town, Voucouleurs. The soldiers only laughed when Joan told them her story. Some priests thought she was a witch and sent her home with a scolding. Joan was sent back home to Domremy. Her voices urged her to try again. So when she was around 17 she tried again and this time the soldiers listened. Joan sounded more confident and sure. The army, sent a letter to the Dauphin to inform him that a girl from Lorrain, Domremy was coming. Joan was escorted by Jean de Metz and Bertrand de Poulengy with a couple of arbalests to protect them. Together they made their way to Chinon where the dauphin was. Joan had to have her hair cut short like a boy's and also had to dress in boy clothes. As she made the long journey from Voucouleurs to Chinon, she insisted on stopping every few hours to visit chapels and churches to pray and confess. The soldiers thought this was unnecessary. Joan hoped the dauphin would give her an army.

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The Dauphin

Charles VII was the heir to the throne of France. Scared of the battlefields, he stayed safely in a castle in Chinon. He was to be crowned but the English had plans of their own future king. The dauphin was too spoilt and a coward to do anything to help his people castle in Chinon. He only cared for himself and was very selfish. The Dauphin heard that the maid from Lorrain was coming to see him. At first he wasn't worried. But then he's priests suggested that the girl might be an agent of the devil or the enemy. The dauphin thought about it all. He thought of the consequences and the prophesy; A young girl from Lorrain would come to save France and drive the enemy out of French soil. As scared as he was, he had an idea. When the girl came, he would seat one of his colleagues as himself and himself as the colleague. Therefore, if the girl was the enemy, she would assassinate the wrong person. Soon Joan finally reached the castle. She entered, and at once knew that the person on the throne was not who he claimed to be. Joan had no difficulty finding the real dauphin (she had never seen a picture of him). The dauphin listened to what she had to say. Joan told him of her voices and how they told her to save France. She managed to convince the dauphin to let her command an army. They offered Joan an armor and a sword. Joan took the armor but didn't take the sword. She ordered some soldiers to look behind the Alter at a chapel that they had stopped at. There, they would find a rusty old sword. When the soldiers returned, everyone was amazed at the sword they had found. As Joan took it in her hands, the rust fell off revealing the sword's true appearance. They also gave her a black war horse, one of the best in the stables. Joan had also instructed the servants to make a banner for which she would carry with her at all times. It had a white lily which represented France. Joan was rather more fond of the banner than the sword. She was ready for battle.

The Siege of Orleons

Joan led her army to Blois to gather more soldiers to help. The soldiers were anxious to take orders from a seventeen-year-old girl whom had never fought before. As she reached Orleans to deliver the supplies they had brought for them, the villagers reached forward to touch or pat her horse. Joan was annoyed that they stared at her. La Hire was second in charge of the army. He proposed to make an attack from the back of the city where the English would least suspect. Joan however, argued. She said her voices told her to attack from the front gate. So the attack began. Blood spilt everywhere as Joan watched the battle. She drew her sword only to defend herself but not to kill. As Joan was riding, she got wounded by an arrow in the chest and couldn't fight any longer. She commanded Jean and Bertrand to take her banner and keep fighting. The soldiers were determined to fight for victory. She woke up from a deep sleep and found out they had won the battle. Joan was so proud of them. The Orleans villagers cheered from windows, doors, streets and rooftops as she rode proudly into the city. As the weeks went by, more victories came for France. Joan became more confident and grew stronger. She convinced the dauphin to come with her to Rheims to be crowned king of France in14. Joan proudly led the dauphin to the cathedral where all the previous kings had been crowned. Since Rheims was English territory, Joan asked the English to step aside and let the dauphin be crowned. The ceremony was wonderful. So Charles VII was no longer the dauphin of France. He was the king of France. Joan wanted more victories. She asked for the king's permission to recapture Paris. Shocked, the king refused. But Joan was still determined. Her friends told her that the king had the only thing he was after; the crown. Now that he had the crown he didn't care whether or not he had all of France back. Her voices hadn't spoken to her for weeks. Joan didn't notice. In secret she rounded up some soldiers to come and fight with her. But the battle of Paris was a disaster. Her army was defeated. Then Joan realized she had been fighting on a holy day. No wonder God didn't help her! She was so upset. She prayed for her forgiveness many times. Joan still wanted more victories. Soon she forgot about her voices and grew more independed. A fortnight later, she tried to rescue a small town called Compiegne on May 140. The saints warned her that she would be captured, Joan took no notice. As she was fighting, Joan was cornered by Burgundies. Joan was captured.

The Imprisonment

They took her to a castle where she was locked and had only bread and water to eat. The people of France begged the king to pay ransom for Joan's release but he stubbornly refused. Joan was treated well by the English ladies. They offered her women clothes; dresses, skirts. Joan thanked the offer but declined. Accused of witchcraft by the king of England, he wanted her dead.

Joan Trials

Her first trial took place in Rouen. She spoke in confidence even after month of imprisonment in a cell. She refused to believe her voices came from the devil. Judges and Popes from Roam came to her trial for judjement. They of course heard of Joan and some were on her side and others were not. The judges asked her to sign a parchment which had said her voices came from the devil. Joan didnt sign. She was beaten and kicked in her cell. A pope promised her that if she signed the paper, she would be free of the tortures. Joan was weak and was hurt. So she signed it without knowing what she had done. Her voices were very angry and told Joan she had just signed away Gods existence. Joan was in fact free of the beating but was still imprisoned in the cell. She asked to have the paper back. The pope didnt give it to her. So Joan kicked and shouted, grabbed the paper and ripped it up. At her last trial, she told them she would die before believing that her voices were from the devil. Thats exactly what they did.

Joans Punishment

Her punishment was death. Joan knew she had done the right thing. She wanted to be decapitated rather than burnt at the stake. The English wanted her to be as painful and as slow as possible so they had her death burnt at the stake. Joan was to be burnt at the stake on 1st of May, 141. When the day came for her to be burnt, she was nervous. As she was being tied, a priest read all her faults and her case. She was found to be guilty for witchcraft. The flames burnt and they heard her praying to Jesus and God, until her voice faded away slowly. Instead of being buried, her ashes were thrown into the Seine River. The memory of Jeanne dArc had been told from generation to generation.

What happened next?

The French army was so sad the decided to keep fighting not for France, but for Joan. Even the English and Burgundy felt guilty of her death they gave France back to the King. In 1458, Joans mother Isabelle asked for a retrial. Priests from all over France and Rome came to investigate. They looked at all the sources possible; Joans friends, family, soldiers and her villagers. After 0 years of investigation, Joan was found innocent. In 10, Joan was canonized as Saint Joan of Arc.

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Author Bull, Keith

Publisher Dorling Kindersliey lt.

Published Place Great Britain London

Published Date 000

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Publisher George Phillip's son,

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Author Williams, Brian

Publisher Cherrytree Books

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Please note that this sample paper on Joan of Arc: The Heroine of France is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Joan of Arc: The Heroine of France, we are here to assist you. Your cheap custom college paper on Joan of Arc: The Heroine of France will be written from scratch, so you do not have to worry about its originality.

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