William Shakespeare’s “Julius Caesar” Plot Analysis

Just like all the other stories, the â€Å"Julius Caesar†, written by William Shakespeare, includes the following basic sections: the initial situation, the story conflict, climax, suspense and conclusive part. William Shakespeare didn’t go any other way, and made his â€Å"Julius Caesar† on the basis of typical â€Å"ingredients†. Initial Situation After killing his co-leader Pompey Julius Caesar returns to Rome. The whole irony lies within fact that common people celebrate the Roman triumph of an individual instead of the whole nation. The tension feels from the first page of the page and without a doubt, something is going to happen so that the tension could be finally broken. Conflict of the Story Julius Caesar’s longing for an absolute power disturbs those who believe that common people ignore the possible consequences of the upcoming of Julius Caesar’s tyranny. Although Cassius exerts every effort to incite Brutus to rebel, Brutus takes no notice of it and is moved by the fact that the empire should be greater than Julius. With the fake letter in his hands, Brutus realizes how bad the things are in Rome and that he is the only savior. His patriotic feelings must be higher than personal convictions regarding Julius Caesar. Complication The conspirators come to an agreement that nobody should touch the Antony’s body that worries Cassius. The conspirators easily pull off the murder, nonetheless, they are hurt by naive beliefs of Brutus. He truly believes that everyone around will worship them after they state real motivations behind their deeds: that they killed Julius Caesar only to bring the better future for Rome. The nation is all in panic, which means things went really wrong. Playing with Brutus’s trust, Anthony asks him whether he can deliver his speech at the funeral. Although Antony gives his word by saying he will never lay any blame, he actually plans to have Julius avenged by provoking the common people to start a riot. Climax Antony’s rhetoric gives him an opportunity to highlight all the wrongs the traitors have done to Julius Caesar. This gives the people a good motivation to be angry on Julius Caesar’s behalf. They walk the streets, shouting â€Å"Kill and burn!†. The whole situation pleases Antony. whose plan turns out just perfectly. Denouement Everyone finally â€Å"wakes up† when Brutus announces that Portia is dead. This, in turn, brings some light on how useless was Brutus in this fight. Julius Caesar’s ghost appears and Brutus, being braver than ever before, is sure to meet the ghost. Cassius sums up his life in a very poetic way – his birthday comes, so if he passes away today, this means his life have reached the full circle. Two comrades agree to never come back in chains, which means that they will commit suicide before the moment of dishonor. Finale When reaching up the end of the play, one sees how it all played in the world history. Cassius and Brutus commit suicide when they are sure their battle against Antony is lost. Having taken the field, where Brutus fell, Antony and Octavius proclaim him to be the noblest man. Unluckily, Brutus is a little bit too dead to know his new status and the situation doesn’t worry him anymore. This was an example of Julius Caesar essay, written by the writers of our custom writing service. To buy an essay on the necessary topic, please, fill in the Free Inquiry form in the top right corner of this page.

Vark Questionnaire - 906 Words

VARK Analysis Paper Elaine Boyd Grand Canyon University May 24, 2015 VARK Analysis Paper According to the VARK questionnaire the learning strategy that best describes this student’s style is multimodal learning style. Experience has shown this person learning to be strongest in visual and kinesthetic and less in the aural and read/write styles. Amazingly, this corresponds with the results of this questionnaire. Multimodal learning style means that all styles are used to some degree. Many people find they need the same material taught using several of the learning modes to grasp the meaning of the subject being taught. This finding is very accurate looking on past experiences with understanding of written instructions†¦show more content†¦Knowing their particular learning styles(s) should encourage student/patient self-enhancement. It is also important for each individual be not only knowledgeable of their learning preferences but to practice other styles to enhance their learning abilities. It is believed this encourages well rounded education and learning. Educators teach best when they use a variety of learning styles to assure all students comprehend the material provided. â€Å"Most nursing students can learn effectively as long as the instructor provides different learning activities (Visual, Auditory, Read/Write, and Kinesthetic). (AIKhasawneh, 2013, p. 1549)†. There are other attributes which aides in learning such as room temperature, lighting, sound and allowing breaks for students to absorb information that instructors need to consider when teaching. Providing time for learners to absorb information, discuss lecture with others and replenish nutrition are necessary for instructors to keep in mind. In conclusion, it is wise to discover your preferred learning style to enhance education and make you a better teacher/student. Passing along this information to others may encourage them to learn as they discover the style which best suits them. Important also is to realize patients need to be assess ed for their best learning style. References AIKhasawneh, E. (2013, December, 2013).Show MoreRelatedVark Questionnaire Paper860 Words   |  4 Pagesâ€Å"VARK† is a questionnaire of about 16 questions that provides people with their preference of learning style. The learning styles that VARK offers can help people develop additional and effective strategies for learning and for making your communication skills better. The styles that this questionnaire determines are Visual, Aural, Read/Write, Kinesthetic, or you can be multimodal which means you have a multiple learning preference. In this paper I will summarize the results received after takingRead MoreThe Analysis : The Vark Questionnaire987 Words   |  4 PagesVARK Analyze Paper: The VARK Questionnaire According to Marcy (2001), â€Å"Learning styles† is a term used to refer to the way someone gathers, process, interprets, organizes, and thinks about information. However, each person has a different style or preference of learning, and being able to identify or understand someone’s learning styles is very important in the learning or teaching process. In the Fleming’s model, also known as VARK, an acronym stands for Visual, Auditory/aural, Read/write, andRead MoreResults of the VARK Questionnaire812 Words   |  3 PagesVARK Questionnaire The results of my VARK questionnaire indicate that I have a mild Read/Write preference, although my aural score was nearly as high as this. This means that I best learn by reading instructions and I feel most comfortable helping others by writing them. Reading and writing (R W) is my preferred mode of information acquisition because this is the way I best understand and interpret data. Rather than learning to someone explain something, or see a demonstration, or look atRead MoreEssay about The Vark Questionnaire: How Do I Learn Best?597 Words   |  3 PagesThe VARK Questionnaire: How Do I Learn Best? VARK questionnaire is composed of many fundamentals that associated with people’s preferred learning styles. VARK questionnaire help leaners identify their specific learning methods to focus on learning material with important segments. Any profession can use VARK learning methods to teach or introduce study materiel to their associates. The VARK questionnaire is based on four scores and there are five different learning strategies and they are, multimodalRead MoreEssay about Vark Learning Style Analysis1006 Words   |  5 PagesRunning head: VARK LEARNING STYLE ANALYSIS VARK Learning Style Analysis Kathleen Nash Grand Canyon University NRS-429V, Family Centered Health Promotion July 22, 2012 VARK Learning Style Analysis The VARK learning preference tool provides individuals with information that they can utilize to enhance their learning process by helping them to study more effectively and efficiently. The VARK tool consists of a questionnaire that the learner takes to identify which senses the individualRead MoreVark Analysis Paper1109 Words   |  5 PagesVARK Analysis Paper Rebecca Rivera Grand Canyon University July 23, 2016 Abstract The acronym VARK stands for visual, aural, read and kinesthetic comprised if 16 question to analysis and gain a better understanding of personal learning styles (VARK a guide to learning styles, 2016). Understanding of personal learning style aids in the ability to teach others in a variety of styles to ensure that the learner has an understanding on new information. An analysis of an individual study willRead MoreVark Analysis Paper1144 Words   |  5 PagesThe VARK Learning Style Assessment was designed by Neil Fleming in 1987. VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information. His assessment is a questionnaire that asks an individual 16 questions pertaining to how they like to learn new information, specifically how they like to take in information, use it for effective learning and communicate this information to others effectively. Once an individual completes the questionnaireRead MoreVark Learning Styles807 Words   |  4 PagesLearning strategies and VARK analysis Dictionary.com defines a student as â€Å"a person formally engaged in learning† (Student, 2012). Students of any age know that comprehending and retaining information is essential to educational success. Just as every student had unique physical attributes, they also have unique learning styles in which they best retain new and important information. The VARK (Visual, Aural, Read/Write, and Kinesthetic) is a questionnaire that is given to help individual findRead MoreVark Assessment1111 Words   |  5 PagesVark Analysis Lindsay Williams Grand Canyon University The Vark assessment tool is a questionnaire that will provide the user with an understanding about the type of learner they are, and what are the most useful resources to for maximum learning. The questionnaire consists of 16 questions which are aimed at isolating a learner’s preference to give them a better understanding of what is most effective for their retention of information being taught. According to the Vark questionnaire, thereRead MoreWhat Does It Can Help Teachers Design And Deliver Instruction That Meets Different Learning Styles And Preferences Essay1074 Words   |  5 PagesLESSON DESCRIPTION VARK is a fun, short, simple inventory with lots of practical educational applications. In this lesson, we will discuss how it can help teachers design and deliver instruction that meets different learning styles and preferences. !!!What is VARK? How many times have you hear students say, â€Å"I just don’t get it!† It is always important to try to provide instruction that addresses student learning styles. As a teacher, you already try to modify instruction so that all your students

Reviews Writing For Essay Sharks Example For Students

Reviews Writing For Essay Sharks Its tail swayed slowly from side to side, pushing the hunters bodythrough the murky water. All signs of motion were non-existant, except for therhythmic movement of the water over the five gill slits on either side of itshead. Slowly gaining speed, the shady figures unmoving eyes fixed on itstarget, a lost harbor seal pup. As the distance between the predator and itsprey grew closer, the jaws of the massive fish drew forward, exposing nearlyeight rows of razor sharp teeth. Strings of its previous meal hung in rowsfrom between its teeth. Sensing danger, the harbor seal frantically tried tofind a place to seek refuge, but it was too late. The jaws of the shark closedaround the seal with an astounding 14,000 pounds of pressure, cutting the sealin half. The Great White shark claims another victim.1Any one whos seen the famous movie series Jaws may look at the GreatWhite Shark in a similar manner. Perhaps its the way that Hollywood uses a mixof fact and fiction in the series. This may hav e frightened many people intohating the Great White for its ferocity. It might have also been the size ofthe shark in the movie thats kept thousands of people off the beaches and outof the water. Better yet, it could have been the overall storyline: A GreatWhite shark with an eating disorder and a taste for human flesh. Perhaps thatswhat is keeping vacationers from grabbing their trousers and snorkels. Over all, there have been 1026 attacks on humans by sharks in the lastten years. Only 294 of these attacks have been linked to Great White sharks. Thats roughly the number of people who drown each year in swimming accidents. Of these 294 attacks, less than eighteen percent were fatal. Out of theeighteen fatal incidents more than seventy percent was contributed to loss ofblood. This means that the shark didnt kill the victim. The shark bit thevictim and then released them (also known as the taste test). The shark samplesthe victim by nibbling on an appendage or two often resulting in a severedartery or other major blood vessel. Therefore, the Great White should beconsidered a mantaster not a maneater. This intrigued scientists considering the size of the sharks brain. TheGreat Whites brain is about one half the size of a dogs. Over seventy percentof the brain is used for tracking prey. The other thirty percent is used forbody functions. Studies show that the sharks main purpose is to eat. Peoplethink that the sharks main purpose is to kill. This is incorrect, sharks onlyeat when they are hungry. Impulses from the brain are sent to the jaws and thestomach telling the shark that it is time to hunt for food. Why do sharks not follow a basic attack pattern on a human? In a humanattack, the primary strike is usually the only contact, as though the sharkfinds us(humans) to be unpalatable. There is a theory on this as well,involving the differences in our anatomy and the pinnipeds(seals, sea lions). We are mostly muscle where the pinniped body has a great deal of fat. It istheorized that the shark somehow senses this and abandons us as a potential mealbecause our bodies are not as energy-rich as the pinnipeds. Of course, this isoften enough to kill us or at least, really screw up our day!Cold Hard FactsThe Great White shark has remained unchanged for 250 million years. Its greek name is Carcharodon carcharias. This is derived from carcharos meaning ragged and odon meaning tooth. There isnt a defined size range for theGreat White but most experts agree that the length of the shark is usuallybetween 12 and 16 feet with the maximum figure being about19 to 21 feet. (The 21foot is an actual record from 1948. The largest ever recorded!) If the GreatWhite is that big try to imagine the size of those massive jaws and teeth, Notto mention the enoromous power behind those jaws.. These huge eating machinesused to be even bigger! The Great White was once known as Carcharodon megalodon. .ue205c693f4432da129a858855b212880 , .ue205c693f4432da129a858855b212880 .postImageUrl , .ue205c693f4432da129a858855b212880 .centered-text-area { min-height: 80px; position: relative; } .ue205c693f4432da129a858855b212880 , .ue205c693f4432da129a858855b212880:hover , .ue205c693f4432da129a858855b212880:visited , .ue205c693f4432da129a858855b212880:active { border:0!important; } .ue205c693f4432da129a858855b212880 .clearfix:after { content: ""; display: table; clear: both; } .ue205c693f4432da129a858855b212880 { 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; } .ue205c693f4432da129a858855b212880:active , .ue205c693f4432da129a858855b212880:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue205c693f4432da129a858855b212880 .centered-text-area { width: 100%; position: relative ; } .ue205c693f4432da129a858855b212880 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue205c693f4432da129a858855b212880 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue205c693f4432da129a858855b212880 .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; } .ue205c693f4432da129a858855b212880:hover .ctaButton { background-color: #34495E!important; } .ue205c693f4432da129a858855b212880 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue205c693f4432da129a858855b212880 .ue205c693f4432da129a858855b212880-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue205c693f4432da129a858855b212880:after { content: ""; display: block; clear: both; } READ: LANDFILLS Solid waste is the term that civil engin EssayThe only difference in between the Great White and this previous model is size. The Carcharodon megalodon was MASSIVE compared to the modern day Great White. Averaging forty to forty-five feet in length, it is theorized that this

Adolescent Suicide Essay Example For Students

Adolescent Suicide Essay By: Jill Holmes E-mail: emailprotected Becoming a teacher, entering into a wonderful profession, also deals with many difficult issues. The problems faced by the adolescents of today has greatly changed, and even increased, from earlier times. Adolescent suicide is a dreadful, and ghastly problem that, as an educator, numerous will run into. It raises many questions: What are the statistics, and in what ways do children attempt to carry out a suicide? What are the reasons behind it? What are the warning signs to look for? Is there a difference between males and females? Does educating the children about suicide increase the rate? Are these children mentally ill or possibly depressed? What should be taken seriously? Is an attempt just seeking attention? What ways can a teacher, or a person close to them, help? The statistics, that scare any rational human being, involve a number and percentage that is much too large, and it is the second leading cause of death for adolescents among th e ages of 15 to 19. It is also the second for college students, with homicide being the third. It is the fourth leading cause for those 10 to 14 years old, and the rate has more than tripled since the 1950s. As of September 1999, the rate was 13.8 per 100,000 children that committed suicide. For 10 to 14 year olds, from 1980 to 1992, it increased 120%. Although, over the last decade, it has gone up a total of 200%. Some of the ways these children either attempt or commit suicide depends on what is available. A myth that suicide is painless, glorifying it in the movies does not help, and it does not relate to the fact that many methods chosen are very painful. The reality is, pills, drugs, hangings, guns, or most of the many ways, involve agony and hurting. Having a firearm in the house also contributes to the chance that they will use it. Out of the suicide victims, ages 10 to 24, there are 64% that use a gun to complete the act. Just having a weapon in the house is not the cause of the suicide. The reasons behind the action vary greatly, but there are some life changes in an adolescents life that are very significant to them. It needs to be stressed that this emergency may not seem considerable to an adult looking at the situation, but is definitely meaningful to the child. It is not uncommon for young people to think about mortality, and even to wonder what effect their suicide would have on family and friends. These ideas, however, are not usually acted upon. The significant events in their life can be a crisis with their girlfriend or boyfriend all the way to a very negative remark or disposition from a parent or teacher. Anything in-between these, an important incident, can also trigger these thoughts or behavior. Students who have already had a lot of stress in their lives are going to be at a higher risk, also. Stressors include divorce, parent arguments, family difficulty, rejection, abuse, (physical and/or sexual), violence, (i.e. rape or incest), fea red pregnancy, and alcohol or drug misuse. A loss of a meaningful person, whether it is through death, divorce, a break up, or suicide, chronic depression or metal illness in parents or self, and pressure for perfection are all tension causing issues that may be the reason behind the suicide. Related to school, the main explanations are: being in trouble with school authorities or police from an incident in school, loss or disgruntlement in school, and strong demands from adults or teachers. The most important motive, for a teacher to watch for, may be a change in school and/or address and not fitting in well. Knowing all the reasons in the world will not help the individual if a teacher, adult, or peer does not recognize the warning signs. There are numerous indicators, and some also may suggest something else instead of suicide, but just looking for them will assist the student. Warning signs can include social withdrawal, a person who gives away personal possessions, a pupil who gives you a sealed envelope and asks for it not to be opened, depression or moodiness, and sudden changes in relationships. Examples of classroom behavior for educators to be aware of contain: a marked decline in school performance, death or suicide themes that appear in writing or artistic creations, loss of interest in school activities and previous enjoyable exertions, troublesome or rebellious behavior, poor concentration, skipping classes, sleepiness, and an incapability to accept compliments, praise, or rewards. Attempted suicides do not usually happen unexpectedly. There are signals to look for. Withdrawing, not wanting to be touched, sudden weight change, running away, not normal risk taking, loss of sense of humor, sexual promiscuity, an inability to enjoy friends, self-mutilation, and extreme dependency on a particular person are all warning symptoms to look for. A direct statement, such as, I wish I were dead, or Im going to end it all, are to be taken seriously for someo ne who is exhibiting other indicators. Also, indirect statements, No one cares whether I live or die, and Does it hurt to die?, are just as dangerous. Feelings of worthlessness, guilt, or failure are all large reasons that a person may commit suicide, and should be watched for. The warnings in children who attempt or act out suicides are not too different for males and females. Although there are some distinctions. The suicide rate for white males, ages 15 to 24, has tripled since 1950, but white females, same age group, has more than doubled. The rate for young black males, 15 to 24, has risen about 67%, in just the past 15 years. Adolescent males versus females, commit suicide at a startling ratio of 5 to 1. Females are more likely to have thought of suicide, 3 to 4 times more inclined to attempt it, and 1.5 to 2 times more likely to report a suicidal idea. Males are 4 to 5.5 times more prone to complete a suicide undertaking. Females only go through with a suicide one out of ever y 25 tries, and males are one in three. Females complete suicides at a lower rate, but this does not mean their attempts should not be taken just as seriously. One of the best indicators of a suicide is a prior try. The children that attempt just once, are eight times more likely to do it again. One-third of kids who kill themselves have a previous trial time. Regardless of gender, all times should be taken soberly and gravely. Educating, both males and females, on suicide does not increase the suicide rate of adolescents doing it. It is also a myth that talking about suicide or asking someone if they feel suicidal will encourage an attempt. It actually provides a communication base, and fears can be expressed. The first step in motivating someone to live is to talk about their feelings. This can be a simple question about whether or not the person is thinking about taking their life. It should, however, be carefully managed and delicately handled. If issues are taught in a sensitiv e context, education of suicide does not lead to, or cause, further suicidal behavior. This can be compared to passing out condoms at schools does not make students go out and have sex. Peer assistance programs, to educate students how to help a friend get support, are crucial since three-fourths of teenage students would turn to a friend first. The programs help pupils recognize people at risk, and it also increases their knowledge of warning signs. The warning signs for suicidal adolescents are many, but depression and mental illness can be a large contributing factor. There are recent studies that have shown more than 20% of adolescents in the United States suffer from a mental illness or have an emotional problem. One-third are attending physicians for treatment for depression. Although these numbers seem high, the ailment depression is generally under diagnosed, leading to difficulties in life, school, and common situations. Depression is often missed because adolescence is a t ime of moodiness, drama, sensitivity, behavior experimentation, and rebellion. It is a challenge to identify a depressed kid from a child who may just be going through the normal ups and downs of growing up. That is why it is up to teachers, parents, peers, and community to provide information to a psychiatrist when a child is under his/her care, and they are trying to diagnose depression. Trust is an important element that must be established for an adolescent to share his/her feelings, and the previous people mentioned already have that trust, unlike the doctor. It is a myth that kids that commit suicide are insane. They may experience depression, have a mood disorder, or be extremely unhappy, but majority are legally sane. Both depression and self-destructive behavior are common in adolescents. Self-destructive actions among this age group are on the rise. During the time the person actually commits suicide, there are 90% of the adolescents that have at least one diagnosable, act ive psychiatric illness, (usually depression, substance abuse, or a behavioral disorder). There is only 33% to 50% of suicide victims that have a mental illness at time of death, and only 15% were undergoing treatment when they take their life. The previous attempt, and what should be taken seriously, is an significant and substantial action for people to watch for. Many more teenagers and adolescents attempt suicide than actually succeed, and the first try may be naive. A minor attempt, however, is often perceived as just attention seeking, and no more notice is paid to it. If the person does not receive any relief from his/her situation, they will probably be a repeater. It is also likely that the method used, and the level of danger will increase with each further attempt. The statistics on this are: 26% to 33% of adolescent suicide victims have made a previous suicide try. Majority also usually feels torn to end their pain through death, and wanting to continue living. If help c an be found, and utilized, the rate of adolescent suicide will hopefully decrease. What are ways to help an adolescent in need? This is the most important question we have to answer. If you can assist a person who is thinking about committing suicide, and deter this act, you have saved a life. Recognizing changes in behavior, knowledge of warning signs, understanding risk factors, and intervening before the potentially destructive process completes itself are all parts of the aiding course. The duration and intensity of these factors are to be taken into consideration. Comparing one person to another will not work, you have to judge each case as special and individual. Stimulating conversation, helping them find appropriate counseling, asking if they are thinking about suicide, or if they have a plan, and then contributing to their development of a personal safety plan are ways to help. This personal safety plan is crucial in protecting that life. It can include time spent with othe rs, check-in points, plans for the future, and many other designs. They can help themselves. They can gain self-direction and self-management in their lives if they have caring and informative people around them. Adolescents in this situation do not always know the correct path to take to get there lives back under control. Managing their lives takes effort on their part, but also for the people helping them. Suicide is a permanent solution to a temporary problem, and it is common for the person to resent help at first. Usually in the long run, though, it is a relief for them to have someone care about them that much. It is also necessary to limit these peoples exposure to firearms, alcohol, and illicit substances. Media can also be something that needs to be supervised. Professional help needs to be located immediately after an adolescents suicide plans are discovered. There are three main forms of aiding those who want to end their life. A suicide crisis hot line, educational prog rams, and a screening are these formats. A suicidal person has two minds of whether they want to go through with it, and whether they want to live or die. It makes sense that if a person is having problems, a hot line that is inexpensive, anonymous, and convenient, would be a godsend. Education programs, mentioned earlier, can also be applied to parents, adults, and teachers. The systematic screening for disturbed students is a wonderful development. Studies show approximately 90% of teenagers who commit suicide have a psychiatric disorder. Finding these students is done by asking directly, and in confidence, whether they have thought about or attempted suicide. The questions are presented in such a way that the project staff can identify students with the most severe problems. Adolescents having problems and that are suicidal is a large problem in society today. It is a issue that teachers may unfortunately encounter during their career. The problems adolescents face are so numerou s, that sometimes they can not deal with them in the correct manner. There are statistics, reasons, warning signs, males versus females, education, depression and mental illnesses, attempts, and help available that all need to be looked at. Hopefully with education, teachers will be more prepared to deal with adolescent suicides. Word Count: 2223 Satire Essay