Analysis a play Essay Example | Topics and Well Written Essays - 1250 words - 1

Investigation a play - Essay Example The arrangements of the law might be extraordinary and their goals might be honorable. Be that as it may, if the individuals who actualize them are not honorable, the general public will endure and a law contended, safeguarded and executed in a most exceedingly terrible way is disastrous for the general public. â€Å"No Crime† by Billy Goda is one of those postmodern plays which laughs the liable aware of its perusers, and contacts their hearts at the significant profundity. The creator makes it extremely clear and his goal is apparent and he explains his perspective utilizing his characters and their shared relationship. The closure of the play is likewise on the normal lines, however the creator presents a sensational component of lack of bias toward the finish of the play. The subject of the assume is about the job of the law and its relationship with the general public. The understood reason for law is to protect individuals from the general public all things considered and independently. It is simply the casing on which the general public forms itself and it should keep the individuals from the general public behind the lines of law. The law should be visually impaired and the two arms of the size of law are similarly significant. Its fundamental duty is to forestall an inapprop riate and see that it doesn't get more grounded and for the powerless and backing less to offer the help inside the arrangements of law. The prime obligation of the law and the legal procedure is to recognize the blameworthy from the honest. This is the perfect position wanted by any general public. However, the ground realties in practically all the nations fail to impress anyone. Social orders have always been unable to give the valid and genuine advantage of the arrangements of law to the individuals. The not liable have been rebuffed and the liable ones have gotten away from the noose of law. The individuals who ought to have been rebuffed have been absolved. In spite of the fact that the topic of the play doesn't offer direct remarks on the lacunas in the arrangement of usage of the lawful arrangements its concealed plan and the style of introduction manages the individuals who are the overseers

25 Best Value US Colleges Worth Your Investment

25 Best Value US Colleges Worth Your Investment 25 most costly US colleges that merit applying for. Picking a school requires thinking about various elements:  theâ presence of society and sorority life, theâ location, and size of the college or school, its scholastic notoriety, and so forth. Shockingly, these variables are not the most significant when a run of the mill understudy weighs whenâ making their last decision. The most significant thing to thoroughly consider is the education cost. Indeedâ the all out expense of going to school is, no ifs, ands or buts, the most significant factorâ influencing understudies ultimate conclusion. Yet, is there any sense in paying aâ higher education cost? Why not pick an elective school? Something more affordable, for instance. The motivation to pick a higher-positioning foundation is that the top-positioning schools meanâ a more prominent rate of profitability for understudies when they graduate and get utilized. As indicated by the FORBES’ 2016 positioning of the USA’s Best Value Colleges here is a rundown of the most expensive colleges in America: 1. Massachusetts Institute of Technology (MIT), situated in Cambridge, MA. The normal yearly cost in MIT is $21,816. 2. California Institute of Technology, (Caltech). The normal yearly charge is $25,667. 3. Stanford Universityâ offers in excess of 65 divisions and projects. Among the most renowned Stanford alumni ever are John F. Kennedy (he dropped his MBA program before accepting the degree), Sigourney Weaver, Tiger Woods, Larry Page, Reese Witherspoon and numerous others. 4. Harvey Mudd Collegeâ is an aesthetic sciences school. It is a school for the individuals who might want to become researchers, mathematicians, and specialists. 5. Yale University in Connecticut is arranged an hour and a half from New Youk and is open for the individuals who wish to take a guided visit, walk around the noteworthy Old Campus or go to a show. 6. A individual from the Ivy League Brown University (RI) 7. Dartmouth College (NH) offers an aesthetic sciences instruction for the 21st century: training in and past the study hall as said on the site of the school. 8. In Cornell University (NY) engineering is unquestionably choice. Substance, electrical, software engineering, mechanics majors here are respected profoundly as well. 9. Several little human sciences schools of Washington and Lee University in Lexington, VA 10. Colgate University in Hamilton 11. NY Williams College in Williamstown, MA 12. Schools in the Midwest including the University of Chicago, in Chicago, IL. The college of Chicago was established by John D. Rockefeller in 1890 and is viewed as one of the universes head research and scholastic organizations. 13. Northwestern University in Evanston, IL. The strategic Northwestern University states: Northwestern is focused on amazing instructing, inventive research and the individual and scholarly development of its understudies in a different scholastic network. 14. Carleton College, in Northfield, MN These schools might be expensive, however they demonstrate to bring a high result. Picking a school from the rundown above will make the guardians sit back and relax as they realize that this decision will deliver profits. Need assistance with your school exposition? Request an exposition composed by our expert authors.

New Student Photo Series 2011 Post #17 COLUMBIA UNIVERSITY - SIPA Admissions Blog

New Student Photo Series 2011 â€" Post #17 COLUMBIA UNIVERSITY - SIPA Admissions Blog There is still plenty of time for incoming students to submit photos for posting on the blog.   See this entry for details. My name is Mariana Costa and I am an incoming MDP student from Peru. I wanted to share some pictures I have taken from children in Latin America and the Caribbean. I think their expressions tell much about them. This picture was taken in Chichicastenango, Guatemala. We were doing a training on civil registration to local community leaders, and this little girl and boy were playing around. This is in Lake Titicaca, the highest navigable lake in the world (3,811 above sea level), shared between Peru and Bolivia. A local girl from Amantani Island is wearing a typical hat that symbolizes she is already over 7 years of age. This last picture was taken in Port-au-Prince, Haiti. I took it during a registration campaign we were doing in one of the shelters established in the city after the January 2010 earthquake. Ziqi Wang from China is an incoming MPA student. These first two photos were taken in Hong Kong. In the the first photo, the fortune-telling people are talking with their guests. The statues in the second photo are the typical costumes in the Peking opera. I took this photo together with my friends. This is a photo taken in the Victoria Harbor in Hong Kong. I like the color of the sea at dusk. The buildings along the seaside give me a peaceful feeling, totaling different from the noisy atmosphere in Hong Kong.

Thesis Proposal on Coping Strategies For Mothers Who Have Children Diagnozed With ADHD

Abstract Affecting about 3-10% of all children, ADHD is among the most frequently occurring Mental Health Childhood Disorders. The methodology utilized in the study is systematic literature review. Research articles were searched from two online data bases that is, Medline and Ovid. The objectives of the review center around three aspects related to the mothers of children who have been diagnosed with ADHD. The review focuses on one describing the variety of stresses experienced by mothers after having their children diagnosed with ADHD. More importantly, it illuminates the policies and procedures available to support these mothers specifically in regard to social and financial support. Finally, it details and discusses evidence based coping strategies that have been found to be effective amongst these mothers. Abbreviations: PEP (Prevention Program for Externalizing Problem Behavior); ADHD (Attention Deficit and Hyperactivity Disorder); AAP (American Academy of Pediatrics); COPE (Coping Orientation to Problem Experienced); PSI (Parenting Stress Index). Background ADHD is a childhood disorder which has an early onset and which is among the common mental health disorders affecting children with a prevalence rate of 3-10% (Hanisch et al, 2010). It is characterized by hyperactivity, impulsivity and symptoms of inattention that are not developmentally appropriate (Chang, 2009). ADHD produces significant impairments in the affected children’s social interactions, school performance, and performance of other daily activities as well as in their self-esteem (Durukan et al., 2008). The behavioral characteristics of affected children have been shown to affect mothers in an overt way and have especially been attributed with increasing distress in mothers (Hautmann et al., 2009). A variety of studies, both cross-sectional and long-term have explored the issue of parental stress with others have specifically focused on maternal stress following the diagnosis of their children with ADHD. Various psychological tools for evaluation of stress have been utilized in these studies. They include the Coping Orientation to Problem Experienced (COPE) scale developed by Weintraub, Carver and Scheier, parenting stress index (PSI) by Abidin and Santos (2003) and EMBU-P by Cannavaro and Pereira (2007) amongst others. Diagnosis of ADHD is based on the DSM-IV criteria, the Australian Disruptive Behaviors Scale amongst others (Durukan et al., 2008). The fact that mothers are the primary care takers of affected children in majority of the cases has potentiated the need to explore the coping strategies utilized by these mothers (Segal, 2000). Policies and procedures aimed at providing support to affected children and their mothers also need to be evaluated (Zima et al., 2010). Objectives This review aims at identifying the variety of stresses that mothers go through when their child is diagnosed with ADHD. Further, it aims at evaluating the policies and procedures available to help mothers cope with having a child diagnosed with ADHD. The final aim is to identify evidence based strategies on how mothers can cope with having children who have been diagnosed as having ADHD. Methodology The study was a systematic literature review that encompassed information from a number of studies conducted in different countries. Two electronic data bases were selected for the literature review, that is, Medline and Ovid. The two databases were searched in the month of April 2011. Search terms were selected based on the research topic and refined on the basis of findings of a pilot test. They included ADHD, PEP, mothers, coping strategies, policy and procedures. Abstracts to all articles were read to establish the relevance of their content to the topic under study. Articles that were found to be irrelevant to the topic were also not selected for inclusion into the review. Studies on non-target populations were also excluded from the review. 39 full articles were selected and downloaded of which 15 were reviewed; 3 from Ovid and 12 from Medline. Content from the 15 articles were abstracted and organized into categories. They were further analyzed via qualitative synthesis. A methodological quality screen was not applied. Conversely, the results are accepted as reported by the authors. Maternal stress following the diagnosis of a child with ADHD A study by Lin et al. (2002) established that the maternal stress for a random sample of these mothers was 62.00 on the PSI. Notably, the behavioral characteristics of children suffering from ADHD were found to be highly correlated with maternal stress (p.001). Findings to studies by Pimentel et al. (2010) and Deault (2010) also concur that mothers often report that they are stressed because they simply do not know how to deal with the impulsive and aggressive behavior exhibited by their children. Behavioral characteristics of these children more often than not elicit feelings of parental inadequacy which is a source of stress to the mother (Deault, 2010). Studies have also established that the subtype of ADHD which a child is suffering from is also strongly correlated to maternal stress. One such study by Yang et al (2007, pp.369-375) concluded that mothers of children with the combined sub-type of ADHD reported higher parenting stress   and had higher scores on the parenting stress index (PSI) than those with children with the other sub-types of ADHD. In essence therefore, not only has the mother to deal with the stress related to the behaviors exhibited by her child but she also has to cope with the stress related to the subtype and hence the severity of her child’s condition. Amongst the family characteristics highly correlated with the development of ADHD is parental stress and maternal psychopathology. Parental stress is further attributed to disruptions in child-parent relations and reduced parenting self-efficacy (Johnston et al., 2001, pp.183-207; Deault (2010, p.172). The mother in such cases has to contend with stress related to self guilt that she could have possibly contributed in the development of the condition in her child (Johnston et al., 2001). Further, she has to handle the stress related to friends and relatives who may blame her for her child’s condition (Deault, 2010). Findings by the Lin et al. (2002) study retaliate that the parent’s self-awareness of their own psychological and emotional problems exacerbate the mother’s stress levels following the diagnosis of a child with ADHD. Findings of a study by Chang (2009) posit that the traditional concept of motherhood that tends to label these mothers as failures is also a major stressor for mothers whose children have been diagnosed with ADHD. Regression analysis of data from the study indicated that two domains of parental stress that is parental distress and dysfunctional parent-child relations were best explained by the concept of motherhood held as opposed to a child’s behavioral characteristics (to the power of R2=.172 and .281). Another stressor cited by Norvitilitis et al. (2002) for these mothers is the stigma they perceive as being associated with ADHD otherwise known as courtesy stigma. These mothers perceive stigma and hence tend to isolate themselves despite findings by the Norvitilitis et al. (2002) study that indicated that contrary to expectations, mothers whose children did not have ADHD did not harbor any harsh views about ADHD and felt no need to isolate the mothers whose children had been diagnosed with the condition. The financial implication of the diagnosis of a child with ADHD is another variable that significantly contributes to maternal stress (Baker, 2004; Segal, 2000).ADHD requires long-term comprehensive management (Durukan et al., 2008) which may prove costly to some mothers. Policies and procedures on ADHD In the US, Medicaid covers more than a third of the total national costs for mental health disorders in children. Further, federal policies require Medicaid to provide Specialty Mental Health Services with reimbursements that deal with conditions like ADHD. Moreover, the Patient Protection and Affordable Care Act enacted in 2010 expanded the coverage of Medicaid to children who were previously uninsured (Zima et al, 2010). Insurance cover therefore potentially limits the financial repercussions of the condition on the children’s parents. Guidelines by the AAP on the diagnosis and subsequent management of children suffering from ADHD engender a collaborative approach that integrates inputs from the child’s parents, teachers, school counselors and nurses and community mental health practitioners. The community process resulting from the collaborative approach provides support to the mothers by shouldering some of the responsibilities in the management of the child with ADHD (Foy et al., 2005). National guidelines on ADHD have prioritized the aspect of shared decision making in the diagnosis and management of ADHD which besides incorporating the parents’ perspectives in the process fosters support to parents by medical professions in the parents’ social networks (Fiks et al., 2011). Effective coping strategies for mothers Only a limited number of studies have focused on the aspect of effective coping strategies for mothers having children who have been diagnosed with ADHD. Majority of studies tend to accentuate more on the identification of coping strategies that have been found to be ineffective like substance abuse. Use of denial as coping strategy for dealing with stress in adults was described by Levine et al. (1987) who pointed out that its use was not only necessary but had been proven effective in the early stages following a diagnosis. Moreover, they proposed that it has the added benefit of freeing resources for the mother to cope with the diagnosis (as cited in Durukan et al. 2008, p.221). Positive reframing on the other hand was found to be an effective coping strategy by Pololski et al (2001) for parents whose children have been diagnosed with ADHD. Positive reframing entails the redefinition of stressful experiences in a more positive and realistic manner. Utilization of this strategy had a significant impact on two variables of the study; the disruptive behaviors of the child and parenting stress both of which decreased (Pololski et al., 2001). A study by Segal (2000, p.304) aimed at describing the various time coping strategies adopted by mothers whose children had been diagnosed with ADHD concluded that mothers tend to use three main types of adoptive strategies to manage their time, that is, unfolding occupations which can either be temporary or inclusive and enfolding occupations. Enfolding occupations simply imply that the mother is engaged in more than one occupation at any time. Inclusion unfolding occupations entail delegating tasks previously performed by the mother to another person. In temporal unfolding, the mother reorganizes the sequence by which she used to perform her tasks such that certain activities end up being performed at another time (Segal, 2000, p.305). Equipping the mothers with the appropriate knowledge and skills is one of the coping strategies that have been explored in numerous studies. PEP, a program for training parents whose children have externalizing behavior problems was found to be effective in improving the child’s disruptive behavioral problems as well as parental practices (Hanisch et al, 2010; Hautmann et al., 2009). The primary aim of PEP is to increase parental competency in handling a child’s disruptive behaviors (Hautmann et al., 2009). The efficacy of PEP has been evaluated under two contexts; a trial study by Hanisch et al., (2010) and 1-year follow up study of its application under real life situations by Hautmann et al. (2009). Conclusion Innumerable studies have identified the variety of stress that a mother whose child is diagnosed with ADHD experiences. Stress in these mothers is related to the disruptive behaviors exhibited by their children, financial implications of the condition, the traditional motherhood concept as well as the sense of guilt that comes with the realization that she as the mother could have possibly contributed to the development of the condition in the child. Stress in these mothers is also related to other stressors that existed prior to the diagnosis, the stigma associated with the condition as well as the subtype of ADHD. Medicaid insurance covers most of the costs of treatment for children with ADHD in the U.S. Enactment of the Patient Protection and Affordable Care Act will also ensure that children who were previously not covered by Medicaid are covered which potentially decreases the financial costs of the condition to the mothers. Other national policies on ADHD facilitate the processes of shared decision making and community approach to the diagnosis and management of ADHD all which foster social support to the mothers. Positive reframing, denial, time coping strategies via participating in enfolding and unfolding occupations and training to acquire the skills, knowledge necessary to effectively cope with having a child diagnosed with ADHD are some of the evidence based coping strategies utilized by these mothers. References Baker, D.B. (2004). Parenting stress and ADHD: A comparison of mothers and fathers. Journal of Emotional and Behavioral Disorders, 25(4), 46-50. Chang, Y. (2009). How motherhood perception of the mothers who have ADHD children affects their parenting stress. Journal of Family Psychology, 21(4), 584-594. Deault,L.C. (2010). A systematic review of parenting in relation to the development of comorbidities and functional impairments in children with attention-deficit/hyperactivity disorder (ADHD). Child Psychiatry and Human Development, 41(2), 168-192. Durukan, I., Erdem, M., Tufan, A.E., Congologlu, A., Yorbik, O. Turkbay, T. (2008). Depression and anxiety levels and coping strategies used by mothers of children with ADHD: a preliminary study. Anatolian Journal of Psychiatry, 9, 217-223. Fiks, A.G., Hughes, C.C., Gafen, A., Guevara, J.P., Barg, F.K. (2011). Contrasting parents and pediatricians perspectives on shared decision-making in ADHD. Pediatrics, 127(1), 188-196. Foy, J.M. Earls, M.F. (2005). A process for developing community consensus regarding the diagnosis and management of attention-deficit/hyperactivity disorder. Pediatrics, 115(1), 97-104. Hanisch, C., Freund-Braier, I., Hautmann, C., Jà ¤ne, N., Plà ¼ck, J., Brix, G., Eichelberger, I. Dà ¶pfner, M. (2010). Detecting effects of the indicated prevention Programme for Externalizing Problem behaviour (PEP) on child symptoms, parenting, and parental quality of life in a randomized controlled trial. Behavior and Cognitive   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Psychotherapy, 38(1), 95-112. Hautmann, C., Hoijtink, H., Eichelberger, I., Hanisch, C., Plà ¼ck, J., Walter, D.    Dà ¶pfner, M. (2009). One-year follow-up of a parent management training for children with externalizing behaviour problems in the real world. Behavioral and Cognitive psychotherapy, 37 (4), 379-396. Johnston, C. Mash, E.J. (2001). Families of children with attention-deficit/hyperactivity disorder: review and recommendations for future research. Clinical Child and Family Psychology Review, 4(3), 183-207. Lin, Y.F. Chung, H.H. (2002). Parenting stress and parents willingness to accept   treatment in relation to behavioral problems of children with attention-deficit    hyperactive disorder. The Journal of Nursing Research, 10(1), 43-56. Norvitillis, J.M., Scime, M. Lee, J.S. (2002). Courtesy stigma in mothers of children with Attention Deficit/Hyperactivity Disorder: A preliminary investigation. Journal of Attention Disorders, 6(2), 61-88. Pololski, C.L., Nigg, J.T. (2001). Parent stress and coping in relation to child ADHD severity of   associated child disruptive behavior problems. Journal of Clinical Child Psychology, 30, 503-513. Segal, R. (2000). Adaptive strategies of mothers with children with attention deficit hyperactivity disorder: enfolding and unfolding occupations. American Journal of Occupational Therapy, 54(3), 300-306. Yang, P., Jong, Y.J., Hsu, H.Y. Tsai, J.H. (2007). Psychiatric features and parenting stress profiles of subtypes of attention-deficit/hyperactivity disorder: results from a clinically referred Taiwanese sample.   Journal of Development and Behavioral Pediatrics, 28(5), 369-375. Zima, B.T., Bussing, R., Tang, L., Zhang, L., Ettner, S., Belin, T.R. Wells, K.B. (2010). Quality of care for childhood Attention-Deficit/Hyperactivity Disorder in a managed care Medicaid program. Journal of the American Academy of Child and   Adolescent Psychiatry, 49(12), 1225-1237.

Temple of Artemis at Ephesus

The Temple of Artemis, sometimes  called the Artemisium,  was a huge, beautiful place of worship, that was built around 550 BCE  in the rich, port  city of Ephesus (located  in what is now western Turkey).  When the beautiful monument was burned down 200 years later  by the arsonist Herostratus in 356 BCE, the Temple of Artemis was built again, just as large but even more intricately decorated. It was this second version of the Temple of Artemis that was awarded a place among the Seven Ancient Wonders of the World. The Temple of Artemis was again destroyed  in 262 CE when the Goths invaded Ephesus, but the second time it was not rebuilt. Who Was Artemis? For ancient Greeks, Artemis  (also known as the Roman  goddess  Diana), the twin sister of Apollo,  was the athletic, healthy, virgin  goddess of hunting and wild animals,  often depicted with a bow and arrow. Ephesus, however, was not purely a Greek city. Although it had been founded by Greeks as a colony on Asia Minor around 1087 BCE,  it continued to be influenced by the original inhabitants of the area. Thus, at Ephesus,  the Greek goddess Artemis was combined with the local, pagan goddess of fertility, Cybele. The few  sculptures that remain of Artemis of Ephesus show a woman standing, with her legs fitted  tightly together and her arms held out in front of her. Her legs  were wrapped tightly in a long skirt covered with animals, such as stags and lions. Around her neck was a garland of flowers and on her head was  either a hat or a headdress.  But what was most pronounced was her  torso, which was  covered with a large number of breasts or eggs. Artemis of Ephesus  was not only  the goddess of fertility, she was the patron deity of the city. As such, Artemis of Ephesus needed a temple in which to be honored. The First Temple of Artemis The first Temple of Artemis was built in a marshy area long held sacred by locals.  It is believed that there was at least some sort of temple or shrine there at least as early as 800 BCE. However, when famously-rich King Croesus of Lydia conquered the area in 550 BCE, he ordered a new, larger, more magnificent temple to be built. The Temple of Artemis was an  immense, rectangular  structure made of white marble.  The  Temple was  350-feet long and 180-feet wide, larger than a modern, American-football field. What was truly spectacular, though, was its height. The 127 Ionic columns, which were  lined up in two rows all around the structure, reached 60 feet high. That was nearly twice as high as the columns at the  Parthenon in Athens.   The entire Temple was covered in beautiful carvings, including the columns, which was unusual for the time. Inside the Temple was a statue of Artemis, which is believed to have been life-sized. Arson For 200 years, the Temple of Artemis was revered. Pilgrims would travel long distances to see the Temple. Many visitors would make generous donations to the goddess to earn her favor. Vendors would make idols of her likeness and sell them near the Temple. The city of Ephesus, already a successful port city, soon became wealthy from the tourism brought in by the Temple as well. Then, on July 21, 356 BCE, a madman named Herostratus set fire to the magnificent building, with the sole purpose of wanting to be remembered throughout history. The Temple of Artemis burned down. The Ephesians and nearly the entire ancient world were stupefied at such a brazen, sacrilegious act. So that  such an evil  act would not make Herostratus famous, the Ephesians  banned anyone from speaking his name, with the punishment being death. Despite their best efforts, Herostratus name has gone down in history and is still  remembered more than  2,300  years later. Legend has it that Artemis was too busy to stop Herostratus from burning down her temple because she was helping with the birth of Alexander the Great that day. The Second Temple of Artemis When the Ephesians sorted through the charred remains of the Temple of Artemis, it is said they found the statue of Artemis intact and unharmed. Taking this as a positive sign, the Ephesians vowed to rebuild the temple. It is unclear how long it took to rebuild, but  it easily took decades. There is a story that when Alexander the Great arrived in Ephesus in 333 BCE, he offered to help pay for the rebuilding of the Temple as long as his name would be engraved on it.  Famously, the Ephesians found a tactful way  of rebuffing his offer by saying, It is not fitting that one god should build a temple for another god. Eventually, the second Temple of Artemis was finished, equal or just a bit taller in size but even more  elaborately decorated. The Temple of Artemis was well-known in the ancient world and was a destination for many worshippers. For 500 years, the Temple of Artemis was revered and visited. Then, in 262 CE, the Goths, one of the many  tribes from the north, invaded Ephesus and destroyed the Temple. This time, with Christianity on the rise and the cult of Artemis on the decline, it was decided to not rebuild the Temple. Swampy Ruins Sadly, the ruins of the Temple of Artemis were eventually plundered, with the marble being taken for other buildings in the area. Over time, the swamp in which the Temple was built grew larger, taking over much of the once-grand city. By 1100 CE, the few remaining citizens of Ephesus had completely forgotten that the Temple of Artemis ever existed. In 1864, the British Museum funded John Turtle Wood to excavate the area in the hopes of finding the ruins of the Temple of Artemis. After five years of searching, Wood finally found the remains of the Temple of Artemis under 25 feet of swampy mud. Later archaeologists have further excavated the site, but not much has been found. The foundation remains there as does a single column. The few artifacts that have been found were shipped to the British Museum in London.

“Sequel” to Fahrenheit 451 Free Essays

Burning Bright, Burning Right It was that time of day when the afternoon barely gave away to the glorious wonders of the night. The birds had stopped chirping and the many creatures that stirred in the ruins of the city, those that found it livable, had retreated to their underground homes. It had been a decade, a lifetime since the city had been reduced to rubble. We will write a custom essay sample on â€Å"Sequel† to Fahrenheit 451 or any similar topic only for you Order Now The radiation still lingered in the air. It added a new taste, similar to the taste of an orange or a lemon. The crater from the bomb had been filled with rainwater to form a lagoon. The river’s natural current carried away the radioactive debris to the forest where, undoubtedly, the creatures of the forest would drink the contaminated water. There had been an occasional drizzle now and then soaking most of the wood in the area. Montag had managed though. He had come prepared essay writer helper. It took him three full hours to build the raft and funeral pyre in which Faber’s body now rested on. He looked at the horizon just in time to catch the everlasting rays of the sun fade to the night and began. â€Å"Faber, my dear friend; it has been awhile since we talked. Almost three months. I heard that you were shooting propaganda somewhere by the Eastern Battle; probably condemning the unworthy fools that fought against us. Remember when we first met? You called yourself a coward for not standing up to stop the madness when it was beginning. I always found it ironic that you would become the symbol of rebirth, that you would be dubbed the phoenix. A coward really, but that was not my decision to make,† he stopped and took a breath. â€Å"You were my mentor. When I was blind to the knowledge of books, you educated me; you showed me what I was missing. You were everything I could ever ask for. Granger was there for me, but you were there for me to the, I mean your, bitter end. I can remember when you were approached about the face of the phoenix. That bright day in St. Louis. â€Å"Faber, tell me what happened yesterday? I thought all was going well with your friend. He had printed books for us before†¦Ã¢â‚¬  Montag stopped. â€Å"Why won’t he do it now? † â€Å"I’m afraid that he is no longer on our side of the battle,† Faber said. â€Å"Not on our side of the battle? That’s absurd! One doesn’t just simply stop being a savior,† Montag said. Well he isn’t trustworthy anymore. He had tricked us. Pulled the wool over our eyes. We were only seeing what we wanted to see. † It was at that moment that Montag noticed the man standing in the corner of the room. He had his face turned away from us, but it was obvious he was listening to them. â€Å"You there, who are you? † â€Å"Nobody. I heard that the almighty Guy Montag and the wise Faber were in town, I simply couldn’t resist the opportunity of meeting them,† said the strange man. Montag took a good look at him. He was well dressed. He was very well dressed. It was obvious that he knew who we were and it was also obvious that he was there for a reason. His fingernails were clean; an indicator that he was no fighter. Either he was a very good ally to have, or a powerful enemy to dispose of. When he noticed Montag looking at him he gave a wry smile. He decided it was best to trample through the bush. â€Å"Why are you here and what do you want? And this time don’t be shy to tell us your real name. † Montag asked. â€Å"My oh my, the rumors about you are true. You see Mr. Montag I want to help you. You could say that I have friends in high places, places that can help you. While you have been fighting your wars silently, and rather immaturely, some of us,† he paused, â€Å"have been thinking of the bigger picture,† he stopped as he met Montag’s cool but deadly gaze. â€Å"What are you implying? † â€Å"Nothing at all. Just an offer to, how do I put this? Just an offer to help move things along. We want to take the war public,† the man said. Montag raised his eyebrows until they almost became part of his receding hairline. â€Å"I don’t know what rock you have been living under but it is obvious that you have lived a very luxurious life up until now. The war was thrown out of the shadows three years ago. † â€Å"I know that,† the man replied, â€Å"but there was never a reason. † â€Å"What? † Montag said. â€Å"For the past three years we have been fighting a war about nothing. Some say it’s about money. Others? They say the world is hungry. It’s a blind man’s game. You may be thinking about what I think. I think that the world is hungry. It’s hungry for knowledge, for books. Some of us believe it is time to throw it out in the open to light the flames under the fire. To throw something out in the open, we need a face. Somebody that will inspire and mock every policy and rule that the government symbolizes. We need a phoenix. † â€Å"I’m not interested,† Montag replied. â€Å"I was expecting that,† he answered, â€Å"That’s why I wasn’t going to ask you. † He turned to Faber and said, â€Å"We need a face but we think Montag has too much baggage attached to it. It may scare some, to see a dead man come to life. You on the other hand are a somebody that became a nobody. Your wounds have healed, have they not? Why not find the strength to rise from the ashes? Faber, why won’t you join me? † Montag stood stunned in silence. He had been rejected. Faber was sitting there looking at his damn, shaking hands. He had been offered to be the face of a rebellion, to lead a revolution; yet he sat there, solemn as a statue. Finally he spoke: â€Å"I am not a phoenix. I, at the very best, can be compared to a humble field mouse. I was a coward when it all began. I watched books burn in front of me but did nothing of it because I was too afraid to change anything. I decline your offer. † â€Å"I was also expecting that. † A sudden flash of emotion passed through his eyes, like a fox that knew his prey would be his. I haven’t even introduced myself yet. Here I am, trying to convince you to start a revolution with me, yet you do not even know my name. My name is Hubert Hoag. † He looked nothing like the man Montag had seen on the parlor walls. Albeit he was short like him, but he must have lost weight. A quick glance at Faber showed that he wasn’t the least bit surprised. â€Å"Faber I know that you failed when it began. I also know that you aren’t exactly the bravest but this is your chance at redemption. You can finally fix the mistakes you made when it was all beginning,† Hubert said. Montag was back in the forest with Granger. He remembered what he had said. That it was the right kind of mistakes to be where they are now. Montag opened his mouth to protest but was interrupted by Faber. â€Å"I’ll do it,† Faber said in a sharp whisper. â€Å"I’ll do it,† he said with more confidence. I’ll start a rebellion. † Hoag gave a smile like he knew that the stars would align for him. He stood up and said, â€Å"Excellent. I’ll be in contact with you soon. † We didn’t see Hoag for three months. When we were contacted; things changed. Things changed fast. Faber was soon an international icon. He looked younger and radiated power. Hoag and his friends dressed him in the image of the revolution and soon there were ads and posters everywhere. That was then. Now things had changed. Montag was back in the ashes of the city. The scurrying of various animals in the bones of the dead brought back his fond memories of Faber. The sun was nowhere to be seen. It was behind the mountains, hiding, like Faber. He turned to the one animate body of Faber. â€Å"How does it feel Faber? To start a revolution. When they look back in history, whether or not we won the war, you will be remembered. But your arrogance got the best of you. You were no humble field mouse. You looked at yourself as the new phoenix. You had risen from the ashes of the old and were ready to guide mankind to this new age. Spending time with Hoag got the best of you. Soon you were thinking like them. You words were weak and empty. You became the image that you were trying to fight. You became a problem,† Montag said. He looked around. It was around midnight. Not even the moon showered him with its pale glowing light. He lit a match. A match that he had used such a long time ago to burn others, to burn his problems. And then he was somewhere else, thinking about how a decade ago he had the same problem with another. The wise words of Beatty rang in his head: â€Å"Don’t face a problem, burn it† â€Å"Beatty, I’ve done just that. † He looked on to see the body of Faber leaning against the funeral pyre in such a way that it would collapse into a beautiful red flower once the match had engulfed the small raft. He thought of the phoenix. â€Å"Faber, you were to be the phoenix. The rebirth of man rising from the ashes. You were a failure. Maybe all we need to do is burn the ashes one more time. † How to cite â€Å"Sequel† to Fahrenheit 451, Papers

Othello Essay Thesis Example For Students

Othello Essay Thesis The Undiscovered CountryNothing is certain but death. It is the only inevitability in life, the great equalizer, the future to which humanity grows, leans, reaches. Yet the fear of death is a constant one, universal and unavoidable. Hamlet deeply experiences this fear of death and it is in his most famous soliloquy that he voices his dread and confusion concerning this inevitable end, closer in time and mind perhaps, given his present circumstances. All the soliloquies in Hamlet, and indeed in all of Shakespeares works, serve to characterize, and it is through this method of characterization that one is most clearly aware of the strengths, weaknesses and conflicts of the speakers. In Hamlet, the To be or not to be soliloquy fleshes out Hamlets tragic flaw, illustrating the debilitating effects of fear on action. An intentionally ambiguous speech, this soliloquy is subject to numerous interpretations, each lending itself to a slightly different characterization of Hamlet. Whether Haml et speaks of his own impending death, or his fathers untimely one, depends upon the interpretation. We will write a custom essay on Othello Thesis specifically for you for only $16.38 $13.9/page Order now One interpretation of this speech is that Hamlet speaks of his fathers death. Hamlets meeting with the Ghost has brought the idea of a disagreeable afterlife into his mind. The Ghost speaks only fleetingly of his state in the afterlife, but what he says is potent and terrifying. He speaks of, sulfrous and tormenting flames (1.5.6), being forced, to fast in fires (1.5.16), and tells Hamlet, But that I am forbid/ To tell the secrets of my prison house, / I could a tale unfold whose lightest word/ Would harrow up thy soul, freeze thy young blood, / Make thy two eyes, like stars, start from their/ spheres, / Thy knotted and combin#61672;d locks to part, / And each particular hair to stand an end, / Like quills upon the fearful porpentine. / But this eternal blazon must not be/ To ears of flesh and blood (1.5.18-28). It is not surprising that Hamlet should dwell on death and the afterlife after hearing these tormented words. His speech, following this interpretation, shows his obsessive c oncern for his father and his fear that a similar fate will be visited upon himself. He is terrified for his father, trapped in a fiery hell, and wishes to release him from that damnation. But he fears for himself as well and cannot move beyond his fear. Thus he is unable to act when faced with such a picture of death as painted by the Ghost. He fears that by acting he will be risking the terrible fate that his father has been dealt. He fears that by saving himself, he will be further damning his father. In order to free his father, he must act. But in acting, he risks being thrown into the terrible world his father inhabits. He is unable to move beyond this conflict and is hence paralyzed by uncertainty and fear. This interpretation characterizes Hamlet as a tortured man, unable to move beyond his grief, unable to act in the face of that grief, unable to reconcile thought with action because of his fear. That Hamlets musings are a result of his fathers death is but one interpretation of the speech. Perhaps the most common interpretation is the idea that Hamlet is contemplating suicide. This contention probably results from an isolated reading of the soliloquy. Taken out of context, it seems evident that Hamlet is considering taking the path of self-slaughter (1.2.136). It is the most basic interpretation of the speech, especially considering the words, To be or not to bethat is the question (3.1.64). However, Hamlet knows that suicide is contrary to the law of God and is concerned with what will happen to him after his death, should he choose this sin. In his speech he is conflicted between being and not being or, if one accepts the suicide interpretation, between whether he should choose to live or whether he should choose to die. His life is unbearable but it can be ended. However, the question of the afterlife remains. Hamlet is torn between living a tortured life or risking a tor tured eternity. By the end of the speech, Hamlet seems to have come to the conclusion that it is better to live an intolerable life than to risk the unknown world of death and the punishment one might suffer there. Thus does his fear result once more in his inability to act as he wants. But Hamlet is not blind to this, his tragic flaw. He is well aware of his shortcomings and understands that his tendency to overanalyze does not lead to action, but rather stops his intended actions cold. This reading of the soliloquy serves to emphasize Hamlets depression and hopelessness. It also paints the picture of Hamlet as something of a coward, as willing to die himself as to live and deliver vengeance upon his fathers murderer. Although it may seem clear on the surface that Hamlet is contemplating suicide, that interpretation does not fit well into the plot of the play. Considering that Hamlet has just decided to trap Claudius into a confession, it does not follow that he would flirt with suicidal thoughts. Nevertheless, it is clear that Hamlet has cause to fear death. The last main interpretation of this soliloquy is that Hamlet does not fear death because of the sin of suicide but rather, that of murder. This explication of the speech makes the most sense given Hamlets character and the direction of the plot to that point. Hamlet clearly intends to kill Claudius. This irrefutable fact has been continuously illustrated throughout the play. Hamlet, however, is indecisive, hesitant, and slow to act. He thinks too long and too deeply. And the thought that most occupies his mind is that of death. It is not too difficult to guess why. Not only has he had to suffer the sudden death of his father, but he has also suffered through the tortured moanings of that fathers ghost. He has promised the ghost that he will avenge his fathers death and kill Claudius, his fathers murderer. It is no wonder Hamlet is plagued with thoughts of death. In the To be or not to be soliloquy, Hamlet is haunted by what may happen to him after he kills Claudius. He seems to have accepted that he too may die. But he fears what will happen after death more than he fears the death itself. He has heard his fathers terrifying portrait of the afterlife. He has been raised to believe that murder will result in eternal damnation. These are the thoughts that plague him as he weighs his options. He can kill Claudius and risk an infinity of punishment, or he can live a tortured life at Claudius side, and be assured of his place in heaven. At the end of the speech Hamlet has not come to any solid conclusions. His only realization is that, conscience does make cowards of us all (3.1.91). He is well aware of his immobilized posi tion, but is powerless to lean decisively in either direction. This interpretation presents a Hamlet that is less weak, less depressed, less selfish, less cowardly than the other interpretations. In this reading Hamlet is stronger, more focused, and more in control. Nevertheless, he is paralyzed by thought, unable to act, unwilling to bend. .u5da5d9f39fe33ceb11d029471b1f4eba , .u5da5d9f39fe33ceb11d029471b1f4eba .postImageUrl , .u5da5d9f39fe33ceb11d029471b1f4eba .centered-text-area { min-height: 80px; position: relative; } .u5da5d9f39fe33ceb11d029471b1f4eba , .u5da5d9f39fe33ceb11d029471b1f4eba:hover , .u5da5d9f39fe33ceb11d029471b1f4eba:visited , .u5da5d9f39fe33ceb11d029471b1f4eba:active { border:0!important; } .u5da5d9f39fe33ceb11d029471b1f4eba .clearfix:after { content: ""; display: table; clear: both; } .u5da5d9f39fe33ceb11d029471b1f4eba { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5da5d9f39fe33ceb11d029471b1f4eba:active , .u5da5d9f39fe33ceb11d029471b1f4eba:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5da5d9f39fe33ceb11d029471b1f4eba .centered-text-area { width: 100%; position: relative ; } .u5da5d9f39fe33ceb11d029471b1f4eba .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5da5d9f39fe33ceb11d029471b1f4eba .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5da5d9f39fe33ceb11d029471b1f4eba .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5da5d9f39fe33ceb11d029471b1f4eba:hover .ctaButton { background-color: #34495E!important; } .u5da5d9f39fe33ceb11d029471b1f4eba .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5da5d9f39fe33ceb11d029471b1f4eba .u5da5d9f39fe33ceb11d029471b1f4eba-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5da5d9f39fe33ceb11d029471b1f4eba:after { content: ""; display: block; clear: both; } READ: Pompeii catastrophe EssayIn this, Hamlets most famous soliloquy, Shakespeare presents the audience with a myriad of different insights into the play. This is accomplished by his allowing the speech to be slightly ambiguous in meaning. Through separate readings of the speech, one can arrive at different conclusions about Hamlets character. Within each distinct interpretation can be found the different motivations, fears, concerns and preoccupations of Hamlet. These in turn point to different shadows, different flaws, and thus, different insights into the character of one who would be less real for their The Undiscovered CountryNothing is certain but death. It is the only in evitability in life, the great equalizer, the future to which humanity grows, leans, reaches. Yet the fear of death is a constant one, universal and unavoidable. Hamlet deeply experiences this fear of death and it is in his most famous soliloquy that he voices his dread and confusion concerning this inevitable end, closer in time and mind perhaps, given his present circumstances. All the soliloquies in Hamlet, and indeed in all of Shakespeares works, serve to characterize, and it is through this method of characterization that one is most clearly aware of the strengths, weaknesses and conflicts of the speakers. In Hamlet, the To be or not to be soliloquy fleshes out Hamlets tragic flaw, illustrating the debilitating effects of fear on action. An intentionally ambiguous speech, this soliloquy is subject to numerous interpretations, each lending itself to a slightly different characterization of Hamlet. Whether Hamlet speaks of his own impending death, or his fathers untimely one, dep ends upon the interpretation. One interpretation of this speech is that Hamlet speaks of his fathers death. Hamlets meeting with the Ghost has brought the idea of a disagreeable afterlife into his mind. The Ghost speaks only fleetingly of his state in the afterlife, but what he says is potent and terrifying. He speaks of, sulfrous and tormenting flames (1.5.6), being forced, to fast in fires (1.5.16), and tells Hamlet, But that I am forbid/ To tell the secrets of my prison house, / I could a tale unfold whose lightest word/ Would harrow up thy soul, freeze thy young blood, / Make thy two eyes, like stars, start from their/ spheres, / Thy knotted and combin;#61672;d locks to part, / And each particular hair to stand an end, / Like quills upon the fearful porpentine. / But this eternal blazon must not be/ To ears of flesh and blood (1.5.18-28). It is not surprising that Hamlet should dwell on death and the afterlife after hearing these tormented words. His speech, following this interpretation, shows his obsessive concern for his father and his fear that a similar fate will be visited upon himself. He is terrified for his father, trapped in a fiery hell, and wishes to release him from that damnation. But he fears for himself as well and cannot move beyond his fear. Thus he is unable to act when faced with such a picture of death as painted by the Ghost. He fears that by acting he will be risking the terrible fate that his father has been dealt. He fears that by saving himself, he will be further damning his father. In order to free his father, he must act. But in acting, he risks being thrown into the terrible world his father inhabits. He is unable to move beyond this conflict and is hence paralyzed by uncertainty and fear. This interpretation characterizes Hamlet as a tortured man, unable to move beyond his grief, unable to act in the face of that grief, unable to reconcile thought with action because of his fear. That Hamlets musings are a result of his fathers death is but one interpretation of the speech. Perhaps the most common interpretation is the idea that Hamlet is contemplating suicide. This contention probably results from an isolated reading of the soliloquy. Taken out of context, it seems evident that Hamlet is considering taking the path of self-slaughter (1.2.136). It is the most basic interpretation of the speech, especially considering the words, To be or not to bethat is the question (3.1.64). However, Hamlet knows that suicide is contrary to the law of God and is concerned with what will happen to him after his death, should he choose this sin. In his speech he is conflicted between being and not being or, if one accepts the suicide interpretation, between whether he should choose to live or whether he should choose to die. His life is unbearable but it can be ended. However, the question of the afterlife remains. Hamlet is torn between living a tortured life or risking a tor tured eternity. By the end of the speech, Hamlet seems to have come to the conclusion that it is better to live an intolerable life than to risk the unknown world of death and the punishment one might suffer there. Thus does his fear result once more in his inability to act as he wants. But Hamlet is not blind to this, his tragic flaw. He is well aware of his shortcomings and understands that his tendency to overanalyze does not lead to action, but rather stops his intended actions cold. This reading of the soliloquy serves to emphasize Hamlets depression and hopelessness. It also paints the picture of Hamlet as something of a coward, as willing to die himself as to live and deliver vengeance upon his fathers murderer. .uefb6354b4d52c0593e4e2877eca9875c , .uefb6354b4d52c0593e4e2877eca9875c .postImageUrl , .uefb6354b4d52c0593e4e2877eca9875c .centered-text-area { min-height: 80px; position: relative; } .uefb6354b4d52c0593e4e2877eca9875c , .uefb6354b4d52c0593e4e2877eca9875c:hover , .uefb6354b4d52c0593e4e2877eca9875c:visited , .uefb6354b4d52c0593e4e2877eca9875c:active { border:0!important; } .uefb6354b4d52c0593e4e2877eca9875c .clearfix:after { content: ""; display: table; clear: both; } .uefb6354b4d52c0593e4e2877eca9875c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uefb6354b4d52c0593e4e2877eca9875c:active , .uefb6354b4d52c0593e4e2877eca9875c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uefb6354b4d52c0593e4e2877eca9875c .centered-text-area { width: 100%; position: relative ; } .uefb6354b4d52c0593e4e2877eca9875c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uefb6354b4d52c0593e4e2877eca9875c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uefb6354b4d52c0593e4e2877eca9875c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uefb6354b4d52c0593e4e2877eca9875c:hover .ctaButton { background-color: #34495E!important; } .uefb6354b4d52c0593e4e2877eca9875c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uefb6354b4d52c0593e4e2877eca9875c .uefb6354b4d52c0593e4e2877eca9875c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uefb6354b4d52c0593e4e2877eca9875c:after { content: ""; display: block; clear: both; } READ: None Provided4 EssayAlthough it may seem clear on the surface that Hamlet is contemplating suicide, that interpretation does not fit well into the plot of the play. Considering that Hamlet has just decided to trap Claudius into a confession, it does not follow that he would flirt with suicidal thoughts. Nevertheless, it is clear that Hamlet has cause to fear death. The last main interpretation of this soliloquy is that Hamlet does not fear death because of the sin of suicide but rather, that of murder. This explication of the speech makes the most sense given Hamlets character and the direction of the plot to that point. Hamlet clearly intends to kill Claudius. This irrefu table fact has been continuously illustrated throughout the play. Hamlet, however, is indecisive, hesitant, and slow to act. He thinks too long and too deeply. And the thought that most occupies his mind is that of death. It is not too difficult to guess why. Not only has he had to suffer the sudden death of his father, but he has also suffered through the tortured moanings of that fathers ghost. He has promised the ghost that he will avenge his fathers death and kill Claudius, his fathers murderer. It is no wonder Hamlet is plagued with thoughts of death. In the To be or not to be soliloquy, Hamlet is haunted by what may happen to him after he kills Claudius. He seems to have accepted that he too may die. But he fears what will happen after death more than he fears the death itself. He has heard his fathers terrifying portrait of the afterlife. He has been raised to believe that murder will result in eternal damnation. These are the thoughts that plague him as he weighs his options . He can kill Claudius and risk an infinity of punishment, or he can live a tortured life at Claudius side, and be assured of his place in heaven. At the end of the speech Hamlet has not come to any solid conclusions. His only realization is that, conscience does make cowards of us all (3.1.91). He is well aware of his immobilized position, but is powerless to lean decisively in either direction. This interpretation presents a Hamlet that is less weak, less depressed, less selfish, less cowardly than the other interpretations. In this reading Hamlet is stronger, more focused, and more in control. Nevertheless, he is paralyzed by thought, unable to act, unwilling to bend. In this, Hamlets most famous soliloquy, Shakespeare presents the audience with a myriad of different insights into the play. This is accomplished by his allowing the speech to be slightly ambiguous in meaning. Through separate readings of the speech, one can arrive at different conclusions about Hamlets character. Within each distinct interpretation can be found the different motivations, fears, concerns and preoccupations of Hamlet. These in turn point to different shadows, different flaws, and thus, different insights into the character of one who would be less real for their