The Extents Of Romeo And Juliets Love English Literature Essay

The Extents Of Romeo And Juliets Love English Literature Essay Although the prologue distinctly explains that Romeo and Juliet are A pair of star-crossd lovers, in opposition, both Romeo and Juliet maybe mediocre, average teenagers as we know today who are creating revolution against their parents wishes, on the other hand many traits and incidents question the validity of the fact that they maybe In love, although love is a big word metaphorically Juliet still continues to love Romeo despite her inevitable death, Perhaps the most overt aspect about Romeo and Juliet is how Romeo uses oxymorons to contradict his love for Rosaline, on the other hand Rosaline was Romeos perfect partner however she denied his love, whilst Romeo is with Juliet maybe he still sees Rosaline thus making the love between Romeo and Juliet debateable. Juliet maybe thirteen however, she may not even know what love is. Themes Love isnt the predominant theme within the play Romeo and Juliet, the themes that are going to be explored are: love, death, rivalry, light, darkness, destiny, chance, time, hatred and society. When Romeo enters the ball in Vienna he immediately perceives Juliet as the light of the ball: This symbolises that Romeo fallen in love, O, she doth teach the torches to burn bright! This quote tells us that Juliet emulates gracefulness and beauty light is only darkness without Juliets presence, It is the east and Juliet is the sun! Juliet is being compared with the sun in this particular quote, It can be said that Shakespeare uses light as a personification of how Romeo truly feels about Juliet at the ball due to the fact all of what Romeo expresses about his love for Juliet distinctly relates to light. Perhaps the most philosophical aspect about Romeo and Juliet is that love is very essence of the play altogether, however within the play the diversity of attitudes between characters seem to alter as the play progresses, Is love a tender thing? It is too rough, too rude, too boisterous, and it pricks like thorn. Romeo perceives love as an Achilles heel at the beginning of the play, however as the play progresses Romeo perceives love not as an Achilles heel but as an essence of brilliance, Did my heart love till now? Forswear it, sight! For I Neer saw true beauty till this night, although this quote distinctly explains what Romeo perceives Juliet as, this particular quote shoes that Romeo epitomizes love. The theme of society in general makes the reason why both Romeo and Juliet fallen in love straightforward, during the era Romeo and Juliet lived in their lack of morals and disregard of conformity simply wouldnt have been accepted if exposed, the simple fact that Juliet was practically forced to be in love to create revolution against the name of Capulet and a society held by the moral fibers of cynicism, within the play even religion is contradicted and ridiculed on regular basis even though diversity from Christianity to the rejection of religion is frequent Juliet perceives Romeo as a deity, the god of my idolatry, this quote puts emphasis on the fact that both Romeo and Juliet are in love in view of the fact blasphemy and lack of sympathy for Christianity is emphasized suggesting thatd they would reject conservative religious views purely for the purposes of love. Deny thy father and refuse thy name This quote as emphasized by Juliet informs us that she is able to persuade Romeo to reject his father and what the name Montague epitomizes just for the purpose of love, from a different point of view the quote could emphasize lust since both beings go to somewhat philosophical lengths aspects such as rebellion, death, unconformity and rivalry just for love this can only question the integrity of Romeo and Juliets love. The social and historical context Romeo and Juliet was originally written by William Shakespeare over four hundred years ago, during that time period society was a lot more conservative, The social and historical context of the play is beneficial for the audience in view of the fact the audiences understanding and perception of the play will help them analyze from many alternative points of view. The renascence era was a somewhat poignant era for Italy as traditionalism was the very foundation of Britain at the time. The renascence era perceived women with apathy women were at their fathers possession the stereotypical renascence family disapproved of liberalism and equality. The hierarchy of the traditional family was perceived as one of the most significant aspects of life; since men were dominant within the family they controlled all aspects of family life, at the time women were only used for the purposes of labour. Love within a marriage was futile at the time as marriage was built on the hierarchy of a particular family rather than a relationship with a groom or a bride. What makes social and historical so significant is the fact that Juliet decides to rebel ag ainst her families conservative ways, this gives the audience a philosophical sense of life within that era. What is so ironic about the liberalism that Juliet inherits from her disapproval of society is the fact that she actually conforms to the churches ways Romeos love for Rosaline To begin with Romeos believes that he is in love with Rosaline. Philosophically the uses of oxymorons to describe his love for Rosaline symbolises the fact that alternatively he wasnt truly in love with her he may have been infatuated with her. Feather of lead, bright smoke, cold fire, sick health. The oxymorons within the play are used to emphasize what Romeo naivety makes him believes is love for Rosaline, Oh brawling love! Oh loving hate. The oxymorons intention is to be somewhat contradictory; the philosophical significance of this oxymoron represents Romeos love for Rosaline however despite Rosalines constant rejection towards Romeo, Romeo still has feelings for her. From a different perspective Rosaline is a somewhat significant character within the development of the play; the reason being is that without Romeos dedication towards Rosaline he wouldnt have attended the Capulet ball. The initial impression of Romeo within the play is that he can be deemed as the paragon of child ishness, this idea is emphasized by the fact Rosaline wont except his loving gestures, From Loves weak childish bow she lives uncharmed. Romeo tells Benvolio that he feels melancholy due to Rosaline remaining chaste the reason why she is remaining chaste is the fact that she is going to become a nun due to her religious values she realizes as shes becoming a nun relationships are prohibited. Juliet As a character Juliet can be deemed as a paragon of diversity, what is somewhat significant about Juliets development as the play progresses is that she feels that love epitomizes futility to an extent were it can only be perceived as nothingness, this is emphasized due to the traditionalist views of marriage that ostensibly correlate with the daughter within a family, the pilgrims dialogue can essentially perceived as theoretical this is due to the fact that the pilgrims dialogue lets Juliet explore to a whole new world in an emotional sense. If I profane with my unworthiest hand this holy shrine, the gentle sin is this: My lips, two blushing pilgrims, ready stand to smooth that rough touch with a tender kiss. The irony within the quote itself is somewhat distinctive this is emphasized by the fact that Juliets perception of love used to be that she thought of the hypothesis that it was merely unrequited love. However her perceptions alter dramatically as Romeo communicates a sixty seven word sonnet that highlights Romeos true feelings towards her soon afterwards Romeo and Juliet passionately kiss twice. Within the first balcony scene Shakespeare displays to the readers that Romeos perception of Juliet is that she is the archetype of beauty; Romeo believes that Juliets beauty is the embodiment of sunlight, it can be said that the balcony scene in its entirety is momentous this is emphasized by the fact that Romeo suggests that the moon is, sick and pale with grief this effective use of personification suggests, that Romeo truly loves Juliet as he is contrasting her beauty to the moon and making the distinction that she is a lot more beautiful than the moon by itself. Juliets diversity from traditionalist views at the time and societies views on sexual advancements, leaves her on a the edge of a progressive adolescence and a womanhood. Juliets adolescent state at that time is highlighted by the nurses views of Juliet, the nurses views are juxtaposed by Juliets mothers views of Juliets womanhood, as an idealistic, controversial conversation about Juliets arranged marriage to Paris happens, Thou wilt fall backward when thou hast more wit. This quote by the nurse highlights the fact that Juliet adolescent thus concluding that the nurses true perception of Juliet is that shes quintessentially somebody who is feebleminded. However Lady Capulet is perceived as a tyrannical and sophisticated entity in Juliets life expecting the best of Juliet without taking into consideration the complexity of Juliets emotion and the seriousness of the situation thus expecting her to willingly except the arranged marriage to Paris however Juliet perceives the marriage in its entirety as the paragon of futility, it is an honor that I dreamt not of. Lady Capulet sees the arranged marriage were love is just a figment what this marriage provides whilst her true feelings are set on the progression of social hierarchy and a dramatic increase in wealth for the Capulet family, So shall you share all that he doth possess. This quote explains that if Juliet were to marry Paris shed be sharing all his possession and itd make the Capulet family a lot wealthier concluding that Juliets mother has apathetic views on the subject of love as a whole. Within a traditional family at the time the outcome of an arranged marriage can be perceived as inevitable, paradoxically the rejection of an arranged marriage by an individual wasnt as uncommon many people believe during that era. Juliets apathetic views on the subject of marriage at the time couldve been considered by the perfunctory, conformist society at the time could possibly be considered as somewhat liberalist highlighting on the idea that arranged marriages at that time were an essence within the life and development of a young adult during that era, Ill look to like, if looking liking move, but no more deep will I endart my eye. Whilst deciphering the quote liberalism is soon emphasized as it goes contradicts the conformist views within society at the time; Juliet perceives love as an essence within a marriage between two partners if they love each other however the conformist views of society see marriage as a chance for increased wealth and social status. Evidently Juliet is diverse in personality for instance Juliet quotes; I have no joy in this contract tonight, it is too rash, too unadvised, too sudden. This signals that Juliet has no intention of marrying Romeo; on the other hand Juliet also quotes; If that thy bent of love be honorable, Thy purpose marriage, send me word tomorrowà ¢Ã¢â€š ¬Ã‚ ¦ This quote is to some extent paradoxical this is due to Juliet explaining earlier she hadnt thought of marrying Romeo whatsoever however her new perception suggests that they should marry the next day thus completing altering her views on marriage. Alternatively this is rather major step in Juliets development for the reason that Juliet is able to change her perception and diversify from her own views solely for love, this puts emphasis on how solemn her perception of the bond between them truly is. Although Juliets soliloquy dedicates an aura of positivity for Romeo emphasizing the fact the relationship generally epitomizes optimism and euphoria however ; Juliets soliloquy within act 3 scene 2 contradicts the integrity of their love altogether, Gallop apace you fiery footed steeds' This quote puts emphasis on the fact she wanted time to travel faster for her waiting impatiently as though she was emulating an infatuated teenager thus putting emphasis on the fact that there love could only be an obsession between both individuals. Comparison between Rosaline and Juliet In comparing Juliet and Rosaline we can see that they are total opposites, Rosaline alters Romeos perception of love deeming it as ineffectual, Out of her favor where I am in love. As Rosaline doesnt consider the option of love towards Romeo it leaves Romeo confused, infatuated and cynical love stereotypically is meant to make you feel joyful and brilliant however when Romeo feels love emitted towards Rosaline it makes him feel depressive. Juliet is perceived as the opposite of Rosaline in comparison with each other what is so significant about Juliet is that she changes Romeos pessimism which progressed due to Rosaline turning it to optimism; with loves light wings this quote is idiosyncratic in relation to Romeos feeling towards Juliet the reason being is that Romeos optimism makes him feel as though the love dedicated to Juliet is distinctly natural in comparison with Rosalines imperfect love. Friar Lawrence views on Romeos unrequited love towards Rosaline as a progression of lust merely an infatuation, For doting, not for loving, This quote puts emphasis on the fact that the unrequited love shared by both Rosaline just generally left Romeo in a depressive, scornful mood and that love was truly out of the question it was only an obsession. Friar Lawrence later quotes, Not in a grave to lay one in, another out to have. This quote is momentous when reflecting upon the relationship shared between Romeo and Rosaline, the quote emphasizes the fact that Romeo should diversify and have a relationship with someone worthy. Juliet can be deemed as that someone who is worthy especially as she is able to alternate Romeos perception of love, Did my heart love till now? Forswear it, sight! This quote as emphasized by Romeo demonstrates that when Romeo loves Juliet he feels happiness; on the other hand Romeo also considers contemplating death for Juliet thus contradicting the true nature of their love. Linguistic and literary devices used to describe love at first sight The richness of the language used by Romeo and Juliet to describe their feelings convey the message that both beings share a moving bond of love, O, she doth teach the torches to burn bright! The quote expressed by Romeo describes Juliet as a personification of light; this informs the audience that Juliet seems to be the light in Romeos life, this describes Juliet as an individual of positivity within Romeos life the fact he is able to express himself so profoundly about her emphasizes the fact he is taking the relationship seriously. The pilgrims dialogue has an extreme philosophical significance, this is due to the blasphemous context surrounding it and how its able to convey the message that conservative, moral views at the time can be rejected purely for love, For saints have hands that pilgrims hands do touch, and palm to palm is holy palmers kiss. Shakespeares use of religion as a metaphor conveys the message that conservative values mean nothing when it comes to love, the impo rtance of blasphemy plays a key figure in are perception of love; this is due the message being conveyed that Romeo sees Juliet as a deity of sorts emphasizing the fact that this could only be an infatuation not even love at all, the perception of quotes of such blasphemy wouldve been viewed as immoral as religion at the time was a somewhat important essence of life of a traditional person within the era the true morality of Shakespeare of the time wouldve been questioned Shakespeares morality. The distinct message being conveyed is that both Romeo and Juliet are able to express love profusely for each other and that between both Romeo and Juliet love dominates over the traditional, conservative values of religion. The Idyllic use of the English language and metaphors within the play are somewhat idiosyncratic to both Romeo and Juliet there quick wittedness suggests that there exchanging in a game of world play, If I profane with my unworthiest hand  this holy shrine, the gentle s in is this:   My lips, two blushing pilgrims, ready stand.  To smooth that rough touch with a tender kiss. Juliet replies with, Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this; For saints have hands that pilgrims hands do touch,   Ã‚  And palm to palm is holy palmers kiss. The hypothesis that both Romeo and Juliet are exchanging in a game of word play is idiosyncratic, this is due to the quick wittedness of both individuals who express metaphors quickly, and consequently this emphasizes the fact that both beings intelligence overall and the fact that they truly love each other. Dramatic Techniques used in the balcony scene The first balcony scene creates a powerful sense of romance, this is predominantly due to Romeos soliloquy at the very beginning of the scene as Romeo enters the Capulet orchard, As daylight doth a lamp; her eyes in heaven, Would through the airy region stream so bright that birds would sing and think it were not night. The use of light as a motif emphasizes the fact that love is evident between them and that Romeo has diverted from Rosaline. The audience is given an insight in to the minds of both Romeo and Juliet the soliloquy implemented by Romeo conveys a true sense of emotion as the scene progresses, It is the east, and Juliet is the sun aside from contrasting day and night and the light motif, the quote is used to emphasize Juliets beauty by comparing her to the sun, as the sun is a lot brighter and superior then any individual it is idiosyncratic that the message conveyed by Shakespeare is that Juliets superiority is emphasized; another example were Juliets dominance of Romeo is the fact that the stage direction explains that Juliet appears aloft The word aloft simply means up in the air, this emphasizes that Juliet is of higher hierarchy then Romeo. The use of dramatic irony is conveyed by Shakespeare as the use of light as a motif is used to describe Juliet when the setting of the orchard is purely darkness, The brightness of her cheek would shame those stars. The use of contrasting day and night is philosophical as it describes how Romeo feels about Juliet the language evokes a sense of love, its as though Juliet is the only thing worth living for, its as though Juliet is an essence Romeo cant be deprived of. Discuss the emotions that R and J experience during the balcony scene In terms of the emotions that Romeo and Juliet experience during this scene there are a number of ambiguities, the balcony scene is a truly puts emphasis on the fact that Juliet is open to her feelings, Romeo says: I am no pilot; yet, wert thou as far as that vast shore washd with the farthest sea, I would adventure for such merchandise. Juliet responds later with: Dost thou love me? I know thou wilt say Ay; and I will take thy word. It can be said that Juliet is open about her feelings towards Romeo, the predominant reason that Juliet seems to express her feelings towards Romeo is simply because of the conservative views Juliets parents have. What is ironic about Juliet expressing her feelings to Romeo is that there both enemy families, traditionally the expression of feelings of personal things towards a nemesis is rare. Although it can be said that Juliet trusts Romeo with her life, from an alternative perspective it could simply be naivety this is emphasized by her age, from a st ereotypical point of view the understanding of love from a teenager girl is imperfect the true integrity of love shared between them can be questioned thoroughly. Romeo can be deemed as a somewhat persistent character, he steals his way into the Capulet orchard with the intent to see Juliet, He jests at scars that never felt a wound. It is distinctive that Romeo is a diverse character this is emphasized by the fact that he is able to take the risk of actually trespassing the Capulet orchard however Romeo trespasses as he expects Juliet to condone his risk taking and reward him with something emphasizing the fact that lust is the only feeling that they both feel, O wilt thou leave me so unsatisfied. This quote is contradictory in view of the fact that it questions Romeos true intention to visit Juliet; this puts emphasis on Romeos role as a character the stereotypical view of Romeo during the balcony scene is that he Is dedicating love for her however from another perspective Romeo c ould simply be leeching of Juliets beauty for lust and not love. Although during the balcony scene many attributes question the integrity of their love, love is a quality Romeo is going to stick by, O, speak again, bright angel! For thou art. As glorious to this night, being oer my head, as is a winged messenger of heaven. What is significant about this quote is that Romeo contrasts Juliet to a bright angel. This emphasizes that Romeo although he is young he is able to love even though his character in its entirety is diverse. It can be said that Juliet is convinced that his plea is of legitimacy this is emphasized by the powerful language that Romeo uses. Lines 155-157 within scene two acts two within the play are theoretical when discussing whether Romeo and Juliet are in love with each other this is due to the context surrounding the quote, Juliet says: Tomorrow will I send. Romeo replies with So thrive my soul. It can be said that this metaphor isnt effective for the reason that both beings barely even know each other yet Romeo is able to devote himself in such a way to Juliet whilst he was infatuated by Rosaline just a few days ago although Juliet and Rosaline both Juxtapose each other Romeo could possibly see Rosaline whilst looking at Juliet. Although both Romeo and Juliet throughout the play seem to think that there in love the emotion is greeted with fear, I have no joy of this contract tonight: It is too rash, too unadvised, too sudden; This quote highlights Juliets feelings, it emphasizes the fact that she thinks that the progression of their love is going too fast for her liking however what is also emphasized is the fact t hat she is still in possession of her time-honored perception of marriage. What is also emphasized is Juliets maturity as a character although shes young she is able to interpret that the situation is too fast for her liking. Romeo and Juliet defy the conventions of the time and their families Society at the time would look at both Romeo and Juliet with contempt this is due to the fact that they both dont uphold the conventions that wouldve been expected by their family and society at the time as they believed that there love was a lot more powerful then those conventions, Deny thy father and refuse thy name, Or if thou wilt not, be but sworn my love, And Ill no longer be a Capulet. This quote puts emphasis on the fact there perception of family honor is futile in comparison with their perception love, however it can be said that the quote is contradictory the reason being is that it highlights how serious they are about the love shared between them, however it also highlights that it could merely be rebellion as theyre willing to reject family conventions. What is significant about Romeo killing Tybalt is the fact that it shows that Romeo epitomized weakness by actually letting the homicide ensue, the essence of the killing itself was due to one of Romeos most valuable friends Mercutio perishing, My very friend, hath got this mortal hurt In my behalf; my reputation stained. The quote itself emphasizes the hypothesis that Romeo killed Tybalt for the sole purpose of avenging Mercutios death as Romeo couldnt live with his apparent guilt as he thought that Romeo himself in an emotional sense killed Mercutio. Society within the city of patriarchal was rather traditi onalist in the way they approached different subjects and made distinctions essentially on tyranny alone. Society was extremely perfunctory in that time to the extent that fathers epitomized tyrants, a prime example of this is Juliets father though he did love her and wanted what was truly best for her he can be seen as apathetic as he doesnt consider Juliets feelings for Romeo after Juliet explains that to him that shed rather not marry Paris, Proud can I never be of what I hate; But thankful even for hate, that is meant to love. After Juliet explains her feelings it is distinctive that Juliet has infuriated her father this is emphasized by the line Proud can I never be of what I hate; as she clarifies that if she were to be married she wouldnt be proud of herself Juliets father responds with, Hang thee, young baggage! Disobedient Wretch! My fingers itch. Wife, we scarce thought us blest. That God lent us but this only child; but now I see this one is one too much, and that we curs e in have her: Out on her, hilding! The quote by itself describes Juliet in a pejorative sense in the sense that hed rather see her hanged then to see her in not in matrimony and views Juliets feelings apathetically. Alternatively the quote itself emphasize the true extent of tyranny the father possesses as It highlights his true feelings for Juliet as hes been insulted by Juliet herself. Romeo and Juliets responses to their predicament The second balcony scene in its entirety differentiates significantly in contrast with the first balcony scene this is due to the fact both balcony scenes Juxtapose each other as the first balcony scene epitomizes optimism however the second balcony scene epitomizes pessimism, though art so low, as one dead in the bottom of a tomb. Either my eyesight fails, or thou lookst pale. Though the quote emphasizes Juliets cynicism alternatively it foreshadows the ending of the play itself whilst deciphering the quote the line as one dead in the bottom of a tomb. Is displayed as a prime example of foreshadowing and pessimism as it suggests that death is inevitable also the tomb itself is the Capulet family tomb this type of language is essentially significant and emotive as it suggests that one of the two star crossed lovers perishing is predestined and it also foreshadows the inevitable ending. It can be said that Friar Lawrence essentially acts a guardian for both Romeo and Juliet this is em phasized by the fact both characters are able to unravel there true feelings to him, Thou cutst my head off with a golden axe and smilest upon the stroke that murders me. This quote is effective in view of the fact it puts emphasis on the fact that Romeo is able to express his true feelings, alternatively it emphasizes how cynical Romeo can actually be as he wants Friar Lawrence to inflict the deadly act of homicide onto him Friar Lawrence responds with, O deadly sin! O rude unthankfulness! Thy fault our law calls death; but the kind Prince, Taking thy part, hath rushd aside the law, and turnd that black word death to banishment. This is dear mercy, and thou seest it not. Evidently Friar Lawrence is bemused that Romeo contemplated the idea altogether let alone ask the Friar to commit homicide. The Friar himself is trying to show mercy to the predicament itself however Romeo is too pessimistic to care about the Friar reaching out to him. Both of Juliets speeches differ In view of the fact they both contradict each other one speech talks about how Juliet wishes to die and the other talks about the morbidity of death itself, The horrible conceit of death and night, together with the terror of the place as in a vault, an ancient receptacle. The quote itself emphasizes Juliets hostile reaction towards death as she doesnt want to be lying perished in a vault for one thousand years next to other perished individuals from her family who died in many different ways. As mentioned before both speeches differ profoundly, this speech talks about how Juliet is willing to give perishing a chance, Give me some present counsel; or, behold, Twixt my extremes and me this bloody knife. Essentially Juliet is wants to commit suicide though whilst contrast both speeches there is a colossal distinction which leaves Juliet naturally undecided in whether not to go through with her suicidal actions. The dramatic portrayal of the suicide scene Shakespeare uses dramatic irony to convey a significant message, whilst Juliet is in the tomb contemplating her inevitable perishing she expresses one of the most profound quotes within the play which emphasizes her apathy, Death hath no power yet upon thy beauty. The use of dramatic irony shows to an extent how far Juliet is willing to go just for Romeo emphasizing infatuation, alternatively the readers of play themselves know that death has power upon beauty thus making Shakespeares use of dramatic irony effective as it emphasizes Juliets stupidity. Whilst Juliet is in the Capulet tomb she finds that Romeo didnt leave a drop of poison so Juliet wanted to die with him by her side, O churl, drunk all and left no friendly drop. The quote itself emphasizes the fact that Juliet actually wanted to die herself though Romeo didnt leave poison for her to actually commit the act of suicide the fact that she even contemplated suicide emphasizes her pessimism however in contrast with earlier scenes Juliet epitomized optimism and used quotes like, For saints have hands that pilgrims hands do touch, And palm to palm is holy palmers kiss. The quote emphasizes the love of both beings on religious terms and how Juliet used to be a very loving, optimistic individual when it came to Romeo in contrast with her current predicament which leaves her in an apathetic and pessimistic state. The importance of the prologues to Act I and Act II Both Prologues themselves are written in the form of a sonnet thus a sonnet back in Shakespeares time was the archetype of love, essentially prologues are used to emphasize what has happened within both scenes it also shows what Shakespeare specifically highlighted as certain parts are significant to the development and to help the readers decipher the play itself in a productive way. The first prologue distinctly informs us what actually happens in the play itself essentially its an overview of the play itself and it gives the reader relevant information about the play itself, It uses quotes such as; The fearful passage of their death-markd love. This quote displays the inevitable ending in the play itself which leaves the star-crossd lovers in a state of perishing the passage in this context is the journey leading up to the extreme point of death within the play death markd love in this context means suicidal love in a hypothetical sense it could alternatively mean infatuation sin ce dying for someone you know might not be considered as love however it could mean infatuation. The second prologue itself is the embodiment of foreshadowing as it predicts certain parts of the play in the form of a sonnet, Alike bewitched by the charm of looks; The quote itself means that the use of the physical appearance of both characters is a essentially a curse since there is so much conflict between other characters that correlate with the love between Romeo and Juliet that either results in wrath, sorrow or death. Conclusion In conclusion the perception of true love alters significantly though hypothetically it can be considered as infatuation since throughout the play conflict is commonly recognized in the play as it always ends up correlating with Romeo and Juliets love. Both beings themselves seem to be complex, extremely diverse individuals however cryptically there merely the embodiment of average teenagers as all teenagers fall in love with someone of either the same gender or a different gender. Liberalism and rebellion show that Romeo is able to risk his life just to see Juliet which can be considered as infatuation as risking death for an individual doesnt seem like traditional behavior for bot

Hypertext Games or Stories: Patchwork Girl Essay

Information or messages may be communicated in so many ways depending on the conditions inherent within the various situations or environments wherein the process of communication shall take place. Determining the various ways or means by which information or messages, particularly facts and realities, are communicated is extremely significant not only because important information embedded within truths or realities are instrumental in learning or gaining knowledge, but also because the information which represents facts and realities are valuable in making well-informed decisions, positive and constructive responses, behavior, and actions, and most importantly interaction. (Preston, 2001) Under these pretexts, the value of developing and identifying various tools of communication is vital for the purpose of facilitating the transfer of information timely and efficiently. The structure and content of information ranges from simple to complex, brief to extensive, specific to general, and so on. Due to this inherent feature of information which is compound and diverse, the rationale for developing varied communication tools is justified. (Albers, 2005) Therefore, the extreme importance attributed to the transfer of information and messages, particularly truths and realities, and the considerations regarding the complexity of the form or structure and content of information sets the stage for the development of various communication tools configured for various types of information and different venues or situations. Hypertexts A hypertext is one example of a virtual communication tool which was designed to facilitate the transfer of complex and comprehensive information. The hypertext was a form of technological innovation borne out of the emergence of the digital age – signaled by the development of computers and the engineering of the World Wide Web. The hypertext may be described as nonlinear, that which information is not presented flatly, like how one might obtain information by reading a book from one page to the other. A hypertext facilitates the access or transfer of information dynamically. (Reksten, 2000) The hypertext was structured in order to allow its users to access specific information directly without digesting the entire body of information. It organizes small lumps of information that go together based on the content and theme of information and places them on a separate node or link. This process of organizing information makes possible the retrieval of needed information directly and adequately. (Reksten, 2000) In light of the unique structure of hypertexts, as well as their purpose in communicating valuable information, its configuration or process of organization shall be analyzed in order to respond to the inquiry whether it is instrumental in relaying truths or realities through a game or a story. In order to explicitly resolve this inquiry, a type of hypertext shall be reviewed under the benchmarks aforementioned – that is, the Patchwork Girl. Patchwork Girl â€Å"Patchwork Girl,† an electronic piece of interactive literature, was created by Shelley Jackson. Through the digital software called the Storyspace, Jackson was able to put together the structure of â€Å"Patchwork Girl. † The realization of Jackson’s work was facilitated by Eastgate System’s publication of her digital creation. According to Jackson, the presupposition of â€Å"Patchwork Girl† was based on the novel by Mary Shelley, â€Å"Frankenstein,† and L. Frank Baum’s â€Å"Patchwork Girl of Oz. † In addition, other texts included in the â€Å"Patchwork Girl† were taken from the works or contributions of Donna Haraway, Jacques Derrida, and other icons of art and literature. (Schor, 2004) Jackson’s story runs like a puzzle wherein the 323 pages which constitute the story are put together by linking 462 links or nodes. Unlike books, the â€Å"Patchwork Girl† was not created chronologically although the pages which constitute a body of information with singular ideas form a unifying theme, such as characterization, the plot and the setting, the transition from one background to another, the development of the characters, and so on. Since the stories in the â€Å"Patchwork Girl† are divided into parts, the order of how these bodies of information are read depends upon the preference of the user. (Schor, 2004) Patchwork Girl: A Hypertext Story or Game? As previously discussed within the specification of this particular task, the primary difference between a story and a game is the process by which information or messages are conveyed and how they are perceived or developed through the reader or user’s involvement. Stories are well-organized from the beginning until the end. In addition, they are meant to be simply digested, thus interaction is muted. Since stories are determinedly structured, they are presented in detail but it does not support the formulation of new information because the contents of the story are already defined. On the other hand, games are not arranged chronologically. It facilitates the deep involvement of the user because the outcomes of the game depend upon the decisions and responses of the user. Therefore, the details are limited based on the input of the user. (Crawford, N. D. ) Based on the comparative information previously discussed about stories and games and the structure of â€Å"Patchwork Girl,† Jackson’s electronic literature may be considered both a story and a game. â€Å"Patchwork Girl† is a story because the sections or chapters were descriptive enough detailing the relationships between the characters, the conflicts, the setting, and so on. Moreover, the narratives are not determined by the user but were instead written undoubtedly through Jackson’s artistic perspectives and inputs. In addition, the â€Å"Patchwork Girl† followed a development of the characters and their interaction with each other as well as movement from one scene or setting to another if the parts or sections are to be taken collectively. On the other hand, â€Å"Patchwork Girl† is also a game because it allows the user to explore the structure of the story from different perspectives or viewpoints. For instance, â€Å"Seagoing† and â€Å"Seastance† talks about the feelings and emotions of the creature, while â€Å"Crazy Quilt† is from the various perspectives of the characters. Furthermore, â€Å"Patchwork Girl,† unlike the linear structure of the story, was not arranged chronologically although information or messages were organized based on the theme. This creates the interaction between the user and the hypertext because the user is provided with new information every time a link or a node is visited, although the outcomes of joining the links or nodes together are not determined by the preferences of the user. By and large, â€Å"Patchwork Girl† is a story because it is patterned as a narrative wherein the flow of the story is fixed and the relationship between the characters are established, as well as the cause and effect aspect of the relationships. It is also a game because the story was not arranged chronologically as a linear piece of literature would ideally be and the fragmented parts of the story sets the pace allowing the user to experience excitement and to explore the relationships between the characters dynamically. In addition, if the user accesses a link or a node, new information or message or revealed in order to complete the puzzle, that is the entirety of Jackson’s â€Å"Patchwork Girl. † Conclusion As exhibited by the technology used to create the â€Å"Patchwork Girl,† the development of varied tools for communication is significant in order to create means by which truths or realities are to be communicated effectively. In addition, the complexity or diversity of types of information makes it difficult to transfer information as it is, thus, the development of communication strategies. Due to the emergence of technology, communication strategies were expanded to include digital or electronic softwares or applications for various reasons. For some, technology facilitates the fast or timely transfer of information, while other individuals consider technology as a means to easily organize and create information, and so on. In the case of the â€Å"Patchwork Girl,† technology was used in order to create a hypertext that organizes information, while at the same time diversifies it in order to facilitate the conventional (story type) yet dynamic and interactive (game type) transfer of information or messages. Overall, innovation was used through the technology of hypertext in order to create a piece of literature which distances itself from linearity and tediousness but integrates the significant aspects of the story type, such as the distinct presentation of information, and the game type, such as the interactive means of relaying information, in order for the author to convey his artistic and creative beliefs and ideas, but at the same time allow the readers to become active receivers of information to facilitate interaction, which constitutes the true essence of communication. Furthermore, diversifying the structure of communication tools facilitates the resolution of problems attributed to poor strategies or techniques of information which hinders the receipt of the whole text or information. In â€Å"Patchwork Girl,† the story was redefined by making it interactive in order to draw the attention of the readers and place them within a situation which allows them to be highly involved and committed. Under these pretexts, we realize how the study of various types of information and tools of communication, including the hypertext, is necessary in order to determine how information is best delivered or communicated to readers. The structure of the â€Å"Patchwork Girl† endorses the importance of dynamic and interactive communication. References Albers, M. J. (2005). Communication of Complex Information: User Goals and Information Needs for Dynamic Web Information. New York, NY: Routledge. Crawford, C. (N. D. ) The Art of Computer Game Design. Retrieved 09 Apr 2009, from Washington State University. Website: http://www. vancouver. wsu. edu/fac/peabody/game-book/Chapter1. html Preston, P. (2001). Reshaping Communications: Technology, Information, and Social Change. Thousand Oaks, CA: SAGE. Reksten, L. E. (2000). Using Technology to Increasing Student Learning. Thousand Oaks, CA: Corwin Press. Schor, E. H. (2004). The Cambridge Companion to Mary Shelley. Cambridge, UK: Cambridge University Press.

Education-Benchmark Assessment Essay

Several theories explain the concept of Early Childhood Education (ECE). Deiner (2013) describes that all of them share the same opinion that an early childhood educator is extremely essential in the development of a child’s intellectual and educational abilities. It is also commonly agreeable among the theories that the early childhood education can have a great impact in the life of an individual since education is progressive, and each stage leads to a higher one. However, there are some contradictions in the theories, which regard to some aspects of ECE. For instance, some studies feel that the intellectual development depends on the genes of the child as acquired from the parents. Other studies hold a different opinion, that the environment plays a great role in ECE. Some assert that both the environment and the biological play a great role in early childhood development. This study is based on the fact that the educator is part of the environment in which the child is subjected to, and all children can learn. The educator has several roles that make them have a great impact on a child. An early childhood educator has the responsibility to ensure that a child gains as much knowledge as possible depending on the level of the child, where the level is to a large extent determined by the age of the child. A child spends most of the waking time with the educator. There are differences presented by the various personalities of children. As a result, each child should be treated differently from the other by the educator. As a result, the educator needs to have sufficient knowledge on how to  understand each child, so that each child gains maximally. The educator defines the environment in which a child lives in school. It is agreeable that children have some common interests. For instance, most studies point out that using objects in educating children in grade three or lower can have on enhancing their knowledge by having them relate to things they frequently use. This means that the environment needs to have various objects and pictorial presentations for more effective learning. There are other considerations that the educator needs to be aware of, such as ensuring that the relationship among students themselves and between the educator and children is supportive to the education to be acquired. An early childhood educator deals with children who might not be much exposed, and they are open to what they are learn. It is clear from this essential role of educators that they should be having some personal characteristics. Grotewell & Burton (2008) explains that one of them is that the educator should be role model to the children. In addition, the educator should maintain a healthy lifestyle since children are much vulnerable to communicable illnesses. The use of clear communication is also relevant, not only to convey information to the children, but also because it can affect the children’s communication skills as well. Moreover, the educator needs to work closely with the children, their parents and the fellow educators so that they can learn more about each child. This means that sometimes they are involved in settling conflicts between the children and families. The role as the professional in the teaching and learning of children is achieved through several ways. One of them is by the educators developing and implementing programs that are designed to meet the children’s physical, intellectual, social, emotional, developmental and cultural needs and interests. The programs are basically considerate on a play environment. The programs also consider the age of the children. The educator can improvise some of the equipment that can be needed by the children. Secondly, the role can be attained by building the children’s interpersonal and social skills. Positive self-concept can also be achieved by having the educator  establishing positive guidelines that let the children to feel comfortable, safe and secure. Third, as aforementioned, constant communication with the other stakeholders in ECE, mostly the parents, should be considered. Forth, activities that actively involve the children ensure that the children gain maximally. Such activities could include outdoor play, various play experiences, snacks and meals as well as field trips (Deiner, 2013). The child educator also plays a role as an advocate on behalf of children. The educator is expected to understand children in general. Sometimes, children can be presented by challenges that they cannot easily express verbally to the relevant authorities. This means that they can suffer silently over issues such as domestic violence, bullying and lack of basic commodities. The educator has sufficient knowledge to realize a child who is having some pressing issues. Some children can gain the confidence and trust to open up to the educator, virtues that the educator should possess. The educator could as a result gain information that could not be realized by the parents and other people close to the children. Bhavya (2007) feels that children might not be sure on how to approach these issues. Some may be living in fear of exposing how they feel. However, the educator is in a better position to assist. For instance, the educator can ensure that the bullies in the educational institution are warned against it in the best way possible. The educator can be aware on how they can assist when cases of violence where a child is a direct or indirect victim are presented, such as involving lawful measures as well as talking with the parents and guardians of the children. Children whose parents cannot sufficiently offer basic needs can have their needs sought from other sources. Therefore, the educator represents the children in cases where the child might be unable to express themselves. Educators should work with the mentality that all children can learn. Learning involves various aspects of gaining knowledge, and not exclusive to study of books. It involves interpersonal and communication skills. Children are also expected to learn values that are generally acceptable in the society. Each child consequently needs to learn. In addition, each child has  the capability to learn. Although there can be variances in the capabilities, children are able to continually gain knowledge on the aspects noted. The educator should understand how much each child can contain. Moreover, it is relevant to know exactly what a child needs in order to learn. For instance, some children could require frequent reminders and assignments so that they can understand some concepts (Grotewell & Burton, 2008). As the different aspects of learning are concerned, there needs to be various assessments to test the success of each. Apart from the writing and reading skills, tests such as etiquette, posture and arts can be conducted regularly. Although the tests might not be recordable, an educator who clearly understands each of the students can clearly tell whether there is progress in the development of a child. The assessment practices should ensure that the children gain from the basics to the complex contents so that all children can learn (Bhavya, 2007). Technology currently plays a role in the education to young children. Educators are increasingly using technology due to the several benefits it has in enhancing gaining of knowledge among them. There are equipments that have been developed with an aim to create fun as children learn. For instance, counting machines are attractive to the children, and they can enjoy using it. The technologically developed equipments are also safe and easy to use. This means that the children can learn some things on their own after being guided by the educator. Some technology can be used in displaying information that could not be better displayed in any other means. Photos that are presented in screens can be relevant in showing children objects that can help them to learn. Technology also reduces costs in teaching children. For instance, a trip to view some objects in far places can be avoided by having the objects displayed. Therefore, technology is significant in teaching children (Morgan, 2011). The environment is crucial in the teaching and learning among children  between birth and grade three. It affects the emotional, intellectual, psychological and physical aspects of a child. The environment concerns several things, but most importantly the people who interact with the children. The environment should support learning, and it could contain learning inhibiting factors, or can contain motivating ones. If the environment does not support learning, the child cannot concentrate. Children are much likely to put more focus on issues that constantly happen to them. For instance, if they are being physically or emotionally abused, they cannot gain much in the learning process (Morgan, 2011). Children are much motivated by some aspects in the environment. One of them is the availability of ample playing space. Since the children gain a lot when playing, space and equipment provided by the environment can enhance their learning greatly. The environment can also be motivating by just being safe for the children. Therefore, the environment is crucial in the learning of children. References Bhavya, M. S. (2007). _Early childhood education_. Delhi [India: Kalpaz Publications. Deiner, P. L. (2013). _Inclusive early childhood education: Development, resources, practice_. Belmont, CA: Wadsworth Cengage Learning. Grotewell, P. G., & Burton, Y. R. (2008). _Early childhood education: Issues and developments_. New York: Nova Science Publishers. Morgan, H. (2011). _Early childhood education: History, theory, and practice_. Lanham, Md: Rowman & Littlefield.

Smoking Factors - 2336 Words

Smoking cigarettes and chewing tobacco has become a very popular trend among many Americans and individuals throughout our society. Tobacco, however, dates back many centuries, since the early 1600s. In fact, tobacco was believed to have been the cure for all illnesses. Tobacco was used in those times strictly for medicinal purposes only. Overall tobacco has been proven not as a medicinal remedy, but as an addicting and extremely harmful stimulant. As stated in a book by Darryl S. Inaba, Tobacco is a prime example of the addiction process. In fact eighty percent of cigarette smokers know tobacco causes cancer, yet they still smoke. (137) Throughout history, smoking has been associated with negative traits and has been heavily†¦show more content†¦Many individuals have children or are older siblings and would understand how much influence family and friends would have on each person. Having witnessed first hand what influence I had on my younger brother watching him mimic and try to be just like me in every way possible. Behavioral risk factors for tobacco use include levels of self-image and self-esteem than their peers. One area to consider with high school students is how many close friends the individual has that smokes, this can ultimately lead to extreme peer pressure. During the adolescent years, teens become very attached and influenced by their so called Best Friends. Throughout these years adolescents become the most important thing in their life aside from family and the up coming weekend. Most of these individuals would do what their friends do simply to fit in and be accepted. During grade school friends are the most prized possession, to be cool and popular one would do what is necessary to become apart of the group. An adolescent without friends is considered invisible, ridiculed, and is deemed an outcast. To impress ones social peers the limits or boundaries are exponential (Gottsegan 42). Adolescent will go to great lengths to beco me popular and become accepted among peers. The perceptions of adolescents that tobacco use is normative, peers and siblings for the use and approval. Therefore, one can infer that the use ofShow MoreRelatedInfluential Factors of Teenage Smoking695 Words   |  3 Pagesamount of money Americans spend towards curing a smoking related disease is relatively near ninety-six dollars a year. Smoking is a process where tobacco is inhaled orally. Traditionally, people who smoke being doing so because of constant tobacco advertising and areas where tobacco is publically sold. Teenagers usually start smoking cigarettes because of multiple factors influencing society. 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