Anthropology Essay - 830 Words

Case Study #1 As a forensic anthropologist working on the â€Å"fox hollow murders† and examining the heavily fragmented and commingled remains that were found burned, different strategies and forensic methods were employed in recovering and identifying the victims. Some of the remains retrieved showed significant burns making it harder for forensic anthropologist to distinguish between the remains. Nonetheless, forensic anthropologists noted that there were two distinct types of states in which the remains were burned, a green state, and a dry state. The bones that were burned in a green states were easily recognized by the pronounced attachment of flesh to the bones and the fresh appearance of the remains, whereas the dry state didn’t have†¦show more content†¦However, when comparing bones of sub adults and non-human it becomes harder to distinguish between the two, but nonetheless can be done by examining the epiphyses in sub adults bones which should be unf used or missing, compared to non-human bones of the same size (Byers, 2011). The ribs of skeletal remains can also be examined and should be more c-shaped in humans, whereas in non-humans ribs would have less curvature (Byers, 2011). All in all, teeth will provide the most success in determining human from non-human in this case because of its ability to withstand high heat. Lastly, after having recovered the remains forensic anthropologist noted that many of the remains impacted by burning showed significant discoloration, warping and bone shrinkage, which affected the recognition of perimortem trauma. For instance, bones subjected to heat showed varying degrees of physical change depending on the intensity of heat (Heras et al, 1999). The bones of the individuals recovered showed a variation of discoloration from yellowish brown to black, and then white indicating minimal exposure to heat to absolutely high temperatures (Ubelaker, 2008). Anthropologist noted that many of the remains may have been burned at high temperatures, because in the final stage of being burned bones start to become white and goShow MoreRelatedAnthropology : Anthropology And Cultural Anthropology1472 Words   |  6 PagesWhat is anthropology? This is a question that can be answered in numerous ways, but we are going to define it as simple as possible. If we break the word down i nto its two components it means the study of human beings. â€Å"Anthropo† means human beings or human kind and â€Å"logy† or â€Å"logia† is Greek for the study or knowledge of something. When we put it all together, it is the study of human beings which can be very broad. Anthropology can be broken down into four subfields: physical anthropology, archaeologyRead MoreAnthropology : Anthropology And Anthropology1550 Words   |  7 Pagesimagined the endless careers that are available to anthropology majors, before taking Professor Sharratt’s Intro to Anthropology course. The things that I have learned in anthropology have opened my mind to a variety of different career paths that is possible with a degree in anthropology. Anthropology majors go off to a plethora of careers with their degrees in anthropology. Anthropology is â€Å"the study of humankind in all times and place†. Anthropology has four different subfields which include: Physical/Biol ogicalRead MoreAnthropology : The Anthropology Of Sports1496 Words   |  6 PagesAnthropology is a generic term which originates from the Greek word anthropo logos which means the â€Å"study of man.† Anthropology is the most comprehensive among the social sciences, covering every aspect of human behaviour, past, present and the future (Blanchard 1995:2). The anthropology of sports serves as a unique social scientific approach to understand and analyse sports alongside the practical application of results to real problems (Blanchard 1995:23) and like all other social sciences, operatesRead MoreCultural Anthropology : Physical Anthropology3800 Words   |  16 Pagesglossary Anthropology: It is a general comprehensive science of man in the past and present of any culture. This is divided into two main areas: physical anthropology, dealing with biological evolution and physiological adaptation of humans, and social or cultural anthropology that deals with people living in society, ie forms of evolution of language, culture and customs. Anthropology uses tools and knowledge produced by the natural sciences and the social sciences. Aspiration of anthropologicalRead MoreThe Anthropology Of Cultural Anthropology1370 Words   |  6 Pagescultural anthropology, which seeks to understand the purpose and place of the humans in this world. It will include anthropology as a social science, the concept of culture, and it would also introduction the human evolution and to archaeology, ethnographic field methods. The importance of human language, human development, patterns, global economy, marriage and the family, gender issues, global politics and local political organization, social stratification, medical anthropology, ethnicityRead MoreVisual Anthropology And Cultural Anthropology1554 Words   |  7 PagesAnthropologists have been able to study the differences in human cultures and how they have evolve. â€Å"There are now four major fields of anthropology: biological anthropology, cultural anthropology, linguistic anthropology, and archaeology† (Dennis O Neil). Within these fields are subfields, visual anthropology is a very important subfield of cultural anthropology. Visual anthropology is the study of the history of human customs and culture through what one sees or perceives in various types of media. ThereforeRead MoreAnthropology and Its Branches1728 Words   |  7 PagesAnthropology is the study of human beings, in particular the study of their physical character, evolutionary history, racial classification, historical and present-day geographic distribution, group relationships, and cultural history. Anthropology can be c haracterized as the naturalistic description and interpretation of the diverse peoples of the world. Modern-day anthropology consists of two major divisions: cultural anthropology, which deals with the study of human culture in all its aspects;Read More Anthropology1316 Words   |  6 PagesAnthropology Anthropology what a vulnerable observer you are! You may well have to jump into the arms of the scientists if you are going to try to keep your grass hut at the academy! -- Ruth Behar Debates on the role the reflexive plague the field of cultural anthropology as postmodern critics join the bandwagon attempting to claim authority in this dubiously recognized discipline. In the borderline realm between the sciences and humanities, cultural anthropology has tried to find a nicheRead MoreCultural Anthropology Of Humans Living And Dead Anthropology938 Words   |  4 Pagesnot share the same ideals as them. This lack of communication is a major barrier in advancement of our world. Anthropology, in short, is the study of humans living and dead Anthropology is divided into five main categories: applied, linguistic, medical, biological, archaeological, and cultural. Each of these five divisions teaches a different aspect of human life. Cultural anthropology teaches acceptance. There are social norms that can be found in every culture, the difference from culture to cultureRead MorePhilosophical Anthropology2982 Words   |  12 PagesPhilosophical Anthropology ABSTRACT: Philosophers cannot avoid addressing the question of whether philosophical anthropology (that is, specifically philosophical inquiry about human nature and human phenomenon) is possible. Any answer must be articulated in the context of the nature and function of philosophy. In other words, philosophical anthropology must be defined as an account of the nature of the subject of philosophical thinking. I argue that if philosophical thinkers admit that they

Language Example Essay - Free Essay Example

Sample details Pages: 6 Words: 1932 Downloads: 1 Date added: 2017/06/26 Category Teaching Essay Type Research paper Did you like this example? A Proposal of Effective Improvement of English Speaking Skills in Non-Native Speaking Children In recent decades, English has become a worldwide language and plays an important role in many fields of education and employment. Because of the use of English as a Lingua Franca, people in non-English speaking countries have tried very hard to improve their English skills; listening, reading, writing and speaking. Many of them have failed in this attempt even though they have tried intensively throughout their lives. Don’t waste time! Our writers will create an original "Language Example Essay" essay for you Create order Speaking fluently and effectively in English is the skill that non-native people want to achieve. On the other hand, it is also very difficult for non-native people to improve their speaking skills. It is important, therefore, for English teachers to examine what difficulties that non-native people, especially children, have in speaking English as a foreign language and to help to enhance the proficiency of speaking English in children effectively. According to Brown Yule (1983), spoken language production, learning to talk in the foreign language, is often considered to be one of the most difficult aspects for the teacher to help the student with learning a second language. This is evident in the following practical areas. The most challenging aspect of spoken English is to be able to communicate with at least one other speaker via interaction. This means that a variety of skills are necessary at the same time: understanding and observing other speakers, thinking about the contribution of oneself, creating that contribution and monitoring its effect. Speaking occurs in real time, like listening, and usually the speakers do not have time to prepare and perform their careful utterances. In this essay, different points of view on the effective improvement of English speaking skills for non-native children will be presented. The first section is about the difficulties faced by non-native children in speaking English. The second part explains how second language is learned. The third part is about how English teachers can help non-native children to improve their speaking skills in English. The last section presents suggestions for effective activities in the teaching of spoken English. Difficulties for non-native children in speaking English Learning a second language is difficult in terms of the requirement of time for processing and reacting with the new language. With regard to the language skills: listening, speaking, reading and writing, speaking skill is classified as a productive skill, as is writing, whereas listening and reading are receptive skills. Davies Pearse (2000) indicates that there are two common misconceptions of productive and receptive skills. Productive skills, usually, are considered to be more communicative than the receptive skills. So, people often misunderstand that speaking is basis of the process of learning itself. However, to some extent, these misconceptions are understandable, but in fact children begin to learn their mother language by listening before speaking, and it is the same for learning a second language of adult, such as immigrant or foreign resident. Thus, it is difficult for non-native children to develop their communicative skills by improve their speaking witho ut improving their listening first. Many non-native children find it hard to produce language in English since they lack adequate natural language acquisition provision. It is argued that they are often taught to memorize grammatically rules and English vocabulary in order to perform English speaking task. They are not adequately encouraged to produce natural English conversation. Those children, therefore, may feel uncomfortable and can feel guilty if they make grammatically mistakes when they produce a verbal task in English alone. Harmer (1998) highlights that a constant interruption from teachers to correct mistakes every time the students speak will destroy the conversational flow and the purpose of the speaking activities. Furthermore, children will tend to be less confident in speaking English. However, his point of view of the correction of mistakes in children is not particularly to criticize individual students. The teacher should handle the mistakes they heard by general correction without mentioning who made the errors. Moreover, a lack of practice in and interaction with the English language outside the classroom creates difficulties in performing in English. It can also obstruct speaking fluency. Stage of second language acquisition: speaking According to Haynes (2005), there are five stages in which children acquire a second language. All new learners of English develop through the same stages of language acquisition. However, the time length each student spends at a particular stage may be greatly different. Stage one: Pre-production This stage is the silent period. Non-native children at this stage may have a receptive vocabulary of up to five hundred words but they are not yet producing language. They may only repeat everything they have heard, but they may still not speak. These children will listen attentively and will be able to respond to the programme aids, such as pictures and other visuals. In addition, they can show comprehension by duplicating gestures and movements. They will work well with total Physical Response. Much repetition of English, therefore, is very necessary for these English language learners at this stage. Stage two: Early production This stage may remain of up to six months and the children will progress at about a thousand words of a receptive and active vocabulary. Children can usually produce one or two word phrases during this stage. Furthermore, they can use short groups of language that they have memorized although this language may not always be correctly used. Stage three: Speech Emergence Children at this stage have developed about three thousands words of receptive vocabulary; they may also be able to communicate with simple phrases, sentences and questions, which may not always be grammatically correct. These learners will also start holding short conversations with classmates. In addition, they can follow well with easy stories with the support of pictures. Stage four: Intermediate Fluency At the intermediate fluency stage, children will have six thousands active words of vocabulary. They are beginning to use sentences which are more complex when speaking and they are more likely to share opinions and express their thoughts. At this stage, children will use strategies from their mother language as a tool to communicate and learn content in English. Many children may translate assignments from their mother language into English. Teachers, therefore, should pay more attention on studying strategies in order to help them understand more complex concepts without excessive translation. Stage five: Advanced fluency To achieve cognitive academic language proficiency in a second or foreign language, takes about four to ten years for learners. At this stage, children will have the ability to perform in subject areas close to those of native speakers. Most learners at this stage will feel confident to operate alone in English; however, the beginning of this stage they may still need support from their classroom teachers. Role of the teachers to enhance speaking of the children In the teaching of spoken English, teachers play the most important role in supporting and enhancing the ability of children to speak English. These English teachers, therefore, should understand the fundamental needs of a learner in speaking and listening to the language and how children acquire language. As a result, children will be taught in the most effective way. According to Davies Pearse (2000) there are some obvious implications for teachers in teaching spoken English: Create and provide a relaxing atmosphere and welcoming environment in the classes so that the children are not afraid of speaking in front of the rest of the class. In addition, teachers should provide as many speaking activities as possible in class both in pairs and in groups; the children, therefore, can speak English without being too nervous that the rest of the class will be listening to them. Expose the children as much as possible to pronounce speech naturally, and try to integrate some pronunciation assignments into the classes. The children will not be able to learn intelligible pronunciation or develop speaking skills in general without hearing enough natural speech. Make the children become familiar with combining listening and speaking, in natural interaction, in real time. The general use of English particularly in the classroom may be the most beneficial opportunity for children to practise natural English interaction. Speaking activities In teaching speaking skills, teachers need to be particularly skilful in organising activities in the classroom that are motivating, authentic and diverse. The use of authentic and engaging interesting materials should be the foundation for classroom activities. It is also very beneficial and enjoyable for children to listen to native speaker speech from the showing of films or television programmes as well as audiotapes and songs, so that the children can attune their voices with the sounds of the native speech that they hear. Additionally, Celce-Murcia (2001) states that the teacher can also assign outside classroom activities, such as watching and listening to English language films, television programmes and radio channels. This learning activity can become the input for following classroom activities: discussions, debates, oral presentation or oral examinations. Students should be encouraged or assigned to go English-speaking places or areas, for example going to trave lling places or hotels to find native speakers to interact with. Furthermore, inviting native speakers to the classroom to give speeches, talks, or presentations is another good opportunity for children to be able to interact with the real native guest speakers. Children can also be assigned to ask some questions or interact with native speakers in order to improve their communication skills. Teachers can also encourage children to participate in an English club or to be a member of the English group in the school or to find an English speaking conversation partner. In terms of communication, speaking is classified as a productive skill. Due to the fact that we communicate because we need to exchange information, focusing on content, not the language or the use of a variety of vocabulary and grammar, to promote real productive ability, teachers should, therefore, use interesting topics and fun activities to stimulate and support the efforts of the children to communicate and focus on information and ideas. They should avoid correcting grammatical mistakes all the time since it risks the creation of a lack of confidence in speaking English. To summarise, the improvement of English speaking skills requires understanding of the difficulties encountered by non-native children in speaking English, the stages of language acquisition, strategies and effective activities from English teachers. As stated above, speaking conversation takes place in real time and involves many skills. So, it is inevitable that children will make mistakes. For all these reasons, teachers, therefore, should create a relaxing environment and atmosphere, accustom natural interaction in listening and speaking for the children, encourage incidental classroom conversation activities as well as giving the children the opportunity to express their needs. To enhance English speaking skills in non-native children, teachers need to be aware of the communicative purpose of the language, not linguistic objectives. References Brown, G., Yule, G., 1983. Teaching the Spoken Language. 12th ed. Cambridge: Cambridge University Press. Celce-Murcia, M. 2001. Teaching English as a Second or Foreign Language. 3rd ed. Boston, MA: Von Hoffmann Graphics. Davies, P. Pearse, E. 2000. Success in English Teaching. Oxford: Oxford University Press. Harmer, J. 1998. How to Teach English. Essex: Addison Wesley Longman. Jones, D., Hodson, P., 2006. Unlocking Speaking and Listening. London: David Fulton. Haynes, J., Stages of Second Language Acquisition. [online]. Available at: https://www.everythingesl.net/inservices/language_stages.php [accessed 28 August 2008] Bibliography Finocchiaro, M. 1986. English as a second/foreign language. 4th ed. Englewood Cliffs, NJ: Prentice-Hall. Medgyes, P. 1994. The non-native teacher. 6th ed. Germany: Macmillan. Vale, D., Feunteun, A., 1995. Teaching Children English. 6th ed. Cambridge: Cambridge University Press.

Essay on Analytical Analysis of Sandro Botticelli Birth of...

Sandro Botticelli, Birth of Venus. The Birth of Venus painted by Sandro Botticelli from 1484-1486, depicts the birth of Venus into the world. The painting shows Venus the goddess of love and beauty coming out of the sea as if she was coming into the human world as a beautiful woman. She is nude in the painting covering one of her breasts with her right hand, her left hand holding her long blonde hair, which covers her pubic region. The nudity of Venus in this painting shows not the humility of the naked body but the exotericism of the female body. There are three other figures in the painting, two intertwined figures on the left side and a woman on the right standing on the shoreline. The woman on the shoreline is someone who is†¦show more content†¦Botticelli was very interested in literacy and love poems. The birth of Venus shows that Botticelli used love poems to draw his subject matter; he shows this in his lack of perspective throughout the painting giving us a feeling that we are in a poem or an unreal world. The colors that are used are slightly desaturated giving the painting a very soft feel of love and birth. The figures in the painting are not perfect they have irregularities much like how figures can be in a poem; the literacy of love poem only focus’ on certain parts of the body not giving a real perspective on the scene. This whole painting does not give you a reality of the scene. The figures in the painting are very unreal in how they stand and how they fill the space of the painting. Venus stands in a classical contrapposto stance but her weight is shifted very far to the left making the stance impossible in real life. The painting shows how Botticelli’s style does not focus on reality or showing the correct perspective of the how the scene would look like in real life. This painting shows that Botticelli is not interested in showing the classical composition of the figure. Botticelli does an amazing job of creating a beautiful scene that draws your attention away from the parts that do not really work. Venus has very elongated neck, her shoulders fall very steeply and her left arm comes off her shoulder quite oddly

The Evolution of Western Thought Essay - 1502 Words

Throughout modern history no other period of human evolution has had a greater effect on the way people think than the enlightenment. The philosophers and great thinkers of the enlightenment changed the logic of the human mind for the better and propelled a period of mass advancement in all aspects of society. Western thought progressed over time to help build a more intellectual society. Modern philosophers such as Max Horkheimer and Immanuel Kant incorporated their views of Western Thought into their political writings. Western Thought Western thought is defined as the rational and critical inquiry into basic principles. Western thought is often divided into the four main branches of metaphysics, epistemology, ethics, and†¦show more content†¦The medieval view of the world as an order of beings created and governed by God was rethought with a mechanistic view of the world as a machine. The machine’s parts move in accordance with strict physical laws, without purpose or will. This view of the universe is known as Mechanism. Science began to take precedence over spirituality. The surrounding physical world that we experience and observe received as much, if not more, attention than the world to come. The goal of human life was no longer conceived as preparation for salvation in the next world, but rather as the satisfaction of people’s natural desires. Political institutions and ethical principles ceased to be regarded as reflections of divine command and came to be seen as practical devi ces created by humans. The human mind itself seemed an infinite reality, on a par with the physical reality of matter. Modern philosophers not only had the task of defining more clearly the essence of mind and of matter, but also reasoning about the relation between the two. Philosophers thought that individuals should search for the truth with their own reason. Horkheimer’s Interpretation Max Horkheimer believes that the ills of modern society are caused by the misuse and misunderstanding of reason. If people use true reason to critique their societies, they will be able to identify and solve their problems. Horkheimer defines true reason asShow MoreRelatedCharles Darwin And Evolution Of Humans1643 Words   |  7 PagesTiger Sikka Mr. Pimentel WCIV-H May 4th 2015 Charles Darwin (Intro) A man named Charles Darwin forever changed the world, especially within western civilizations. The idea of how humans and animals came to be was very confusing and there was no set reason of this. People forever wondered how they came to be on this planet. Many different ideas and theories were made, but there was no scientific reasoning on exactly the way humans and animals are here. Today, the theory is still in debate. 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An Analysis of The Great Gatsby by F. Scott Fitzgerald Free Essays

â€Å"Everyone suspects himself at least one of the cardinal virtues and this is mine: I am one of the few honest people that I have ever known. †-Nick Carraway. Nick is an impartial, honest, and loyal character. We will write a custom essay sample on An Analysis of The Great Gatsby by F. Scott Fitzgerald or any similar topic only for you Order Now He gives readers a detailed, accurate account of the events pertaining to Gatsby’s life. Nick spends time with Gatsby and Tom even though they do not like each other. In The Great Gatsby, by F. Scott Fitzgerald, the color gray is continually used to show Nick’s impartiality to the characters and conflicts. Throughout the whole book, there is tension between Tom and Gatsby since they both want Daisy to love them. Nick acts as a friend to both characters; he spends time with Tom going out on the town, and with Gatsby attending parties every weekend. â€Å"Gray cars, ash gray men,† is a phrase used on page 23 as a color reference to Nick’s neutrality between the two opposing characters. Nick comes off as a very honest character to readers and other characters in the book. On page 19 Daisy says to Nick, â€Å"You remind me of a-of a rose, an absolute rose. † The red color of the rose represents his passion and care for other people. He looks out for all of the other characters throughout the book even while he struggles with his own personal concerns and struggles. When Gatsby offers to let Nick join in his gambling, Nick refuses; he wants to make an honest living. Nick remains loyal to Gatsby after his death when all of his other friends do not. Out of all of the people that Gatsby knew, Nick was one of three that attended his funeral. Other people pretended to be Gatsby’s friend just to get to attend parties or take advantage of him, but Nick actually cared for Gatsby and remained loyal to him throughout the entire story. On page 188 the phrase â€Å"on the white steps,† represents peace. Nick valued peace and friendship which went along with his loyalty to Gatsby. Though Nick, like the other characters in the book, has some faults, he remains impartial, honest, and loyal. Nick’s demeanor allowed him to provide an honest, accurate account of the events of Gatsby’s life. He told us the story to the best of his ability and through that story we can learn more about Nick and ourselves. How to cite An Analysis of The Great Gatsby by F. Scott Fitzgerald, Papers

Crucible Thoughts Essay Example For Students

Crucible Thoughts Essay KV SmithPeriod 212-10-01In the beginning of the story, Nick is introduced. He moved from the Midwest to New York and got into the bond business. Also living in New York is his second cousin, Daisy, who is married to Tom Buchanan. Nick is liked by everyone and through out the story, he learns a lot. First of all, he learns of Gatsby who is his next-door neighbor. Then he learns of Daisy and Gatsbys past relationship. They used to be a couple but broke up because Gatsby had gone away to war and lost his money. This didnt seem to make him worth loving in Daisys eyes. Nick also learns of Toms relationship with Myrtle, which is going on behind Daisys back. From the moment he hears about Gatsby and sees his house, Nick is jealous of him and gets to meet him at one of Gatsbys parties. When Nick goes over to the party, he meets Gatsby and learns that he and Gatsby had fought in the same division in World War I. After this first conversation between the two of them, a friendship begins to bui ld, and Nick starts to fit in. One day, he meets up with Jordan, and she tells him about Gatsbys previous relationship with Daisy. Jordan explains to Nick, that Gatsby is still in love with Daisy and wishes to get her back, but he needs Nicks help. Nick accepts the task and invites Daisy and Gatsby over to his house, where they finally meet again. Daisy and Gatsby fall in love. Daisy starts hanging out with Gatsby, which starts to make Tom suspicious. Tom starts going to Gatsbys parties with her. After one of the parties, Gatsby begins to realize that his relationship with Daisy isnt what it used to be. Gatsby thinks that if Daisy went up to Tom and said I never loved you, everything would be alright and they could live happily ever after. Than things would be like they were before the war. Later on, Tom and Daisy invite Gatsby, Nick, and Jordan Baker out to lunch at their house in New York. Daisy and Gatsby reveal their feelings for each other in front of Tom. After seeing a bit of this in town, Tom becomes extremely jealous and eventually accuses Gatsby of trying to make trouble in his house. After a while of fighting Gatsby makes Daisy tell Tom that she never loved him, which turns out to not be true. Frustrated, Tom tells the couple to leave. George Wilson and his wife, Myrtle, are also having an argument. She runs out of the house, only to be hit by Gatsbys car, driven by Daisy, and is killed instantly. Tom comes by after the other car has left and sees that his lover is dead. Wilson speaks to Tom in his dazed state and Tom tells Wilson that Gatsby is responsible for his wifes death. Wilson, in a confused state, then goes to Gatsbys house, kills Gatsby and shoots himself. Nick, being Gatsbys friend, makes the funeral arrangements. He tries to find some of Gatsbys other friends quickly realizing that the few friends Gatsby does have dont really care about him. Only three people go to the funeral. Saddened by Gatsbys death, Nick moves back to the Midwest to start a new life. Words/ Pages : 556 / 24

Hamlet Laertes An Important Character In Play Essay Example For Students

Hamlet: Laertes An Important Character In Play Essay Hamlet: Laertes An Important Character In PlayThough seeming to simply be a minor character, Laertes is of greatimportance in the play, Hamlet, and much more than one would initially believe,due to his extensive inner conflict. He is good, loyal, and honourable, seemingto possess the greatest virtue of all the characters, yet he still is doomed todie along with the other characters, precisely because of his great virtue. As Scene Two begins, in the first lines which Laertes speaks in the play,he requests that King Claudius allow him to return to his duties in France. Thisis important from the viewpoint that it demonstrates his dislike for the Kingand his wish to be away from the questionable circumstances of his marriage andsubsequent ascension to the throne, a wise decision, and an attempt to remainapart and above the world, as the Greek superman is seen to gain immortalityby doing, though Laertes does have personal feelings in the matter, unlike thetrue Stoic, thus his attempt is a failure, though a noble one. As Scene Three begins, Laertes is speaking with his sister, Ophelia,about her relationship with Hamlet, and warning her to Weigh what loss yourhonour may sustain,/ If with too credent ear you list his songs, (1.3.29) elseshe lose her virtue to Prince Hamlet. This exemplifies his loyalty and love forhis family, and especially his sister, though she replies to his warnings andadvice with the sarcastic reply to do not Show me the steep and thorny way toheaven,/ Whilst, like a puffed and reckless libertine,/ Himself the primrosepath of dalliance treads/ And recks not his own rede. (1.3.47) Following this,Ophelia and Laertes father, Polonius, enters, and Laertes departs with a finalwarning to Ophelia. Soon after Laertes departs, Polonius meets with Reynaldo, and instructshim to bring money for Laertes, but first to spy on him and to make sure that hestays out of trouble. It seems that it would be difficult for Laertes to notknow of this messengers second duty as spy, as it is mentioned in the text Youmust not put another scandal on him, (2.1.29), implying that this has happenedbefore, somehow. From this, one could feel that Laertes expects this from hisscheming, plotting, underhanded father, he still goes along with it, andharbours great love for the old man, as is shown on Laertes return to England. While Laertes is off in France, however, Polonius is killed by Hamlet,the Queen recalling that he Whips out his rapier, cries A rat, a rat!(4.1.10), implying that Polonius is indeed a rat, in the most underhanded anddemeaning sense of the word. Then, Ophelia goes mad the same night as Laertesreturns to Denmark, with an armed mob shouting for him to take the throne,though he finds it against his honour to take the throne from Claudius by force,and only wishes to find what has become of his father. Though Polonius was spying on him, and Laertes most likely was aware ofhis fathers ways, he still feels great love for the old man, and desires onlyrevenge for the wrongful death of his kin. He declares that he will repay hisfriends, and have vengeance on those who are his enemies. To this, King Claudiusreplies Why, now you speak/ Like a good child(4.5.143), and though he finishesthe statement with and a gentleman, the implication is left that Laertes islike a child, rushing headlong into the unknown, the first implication ofLaertes own tragic flaw. Directly after this is said, Ophelia enters, andLaertes, further incensed at the fate of his remaining family, cries out Byheaven, thy madness shall be paid with weight,/ Till our scale turn the beam. .u4e82b0209b9398e001729b522d251ac6 , .u4e82b0209b9398e001729b522d251ac6 .postImageUrl , .u4e82b0209b9398e001729b522d251ac6 .centered-text-area { min-height: 80px; position: relative; } .u4e82b0209b9398e001729b522d251ac6 , .u4e82b0209b9398e001729b522d251ac6:hover , .u4e82b0209b9398e001729b522d251ac6:visited , .u4e82b0209b9398e001729b522d251ac6:active { border:0!important; } .u4e82b0209b9398e001729b522d251ac6 .clearfix:after { content: ""; display: table; clear: both; } .u4e82b0209b9398e001729b522d251ac6 { 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; } .u4e82b0209b9398e001729b522d251ac6:active , .u4e82b0209b9398e001729b522d251ac6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4e82b0209b9398e001729b522d251ac6 .centered-text-area { width: 100%; position: relative ; } .u4e82b0209b9398e001729b522d251ac6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4e82b0209b9398e001729b522d251ac6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4e82b0209b9398e001729b522d251ac6 .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; } .u4e82b0209b9398e001729b522d251ac6:hover .ctaButton { background-color: #34495E!important; } .u4e82b0209b9398e001729b522d251ac6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4e82b0209b9398e001729b522d251ac6 .u4e82b0209b9398e001729b522d251ac6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4e82b0209b9398e001729b522d251ac6:after { content: ""; display: block; clear: both; } READ: Teen Suicide Essay(4.5.152), this line being an implication of the scales being thrown out ofbalance, and further attesting to Laertes impending doom. At this point in the story, Laertes has followed his loyalty, love, andhonour to the decisive point, and the scales have tipped off balance. He hastried the Stoic way, similar to Horatio, of staying totally apart, but hasfailed in this attempt, and he now tries to take the other end of the spectrum,to balance his previous inaction with the action of vengeance, and revenge. Hemakes a plan with Claudius to poison Hamlet during a fencing match, and evenbrings his own poison with which to anoint his swords blade, another stone onthe scales, tipping them too far to the other end of the spectrum, and thusunbalancing them again. Seemingly to drive this unbalancing in, Ophelia suddenlydrowns for no discernible reason, and Laertes forces down his grief, and afterLaertes leaves, King Claudius says How much I had to do to calm his rage!/ NowI fear it will start again; (4.7.193), showing that even the other charactersare realizing that Laertes has become unbalanced, so to speak. In the following scene, during the burying of Ophelia, Laertes hasbecome so inflamed that he threatens that the priest will go to hell while hisbeloved sister is in heaven, and then he nearly strangles Hamlet while they areboth standing virtually on top of Ophelias corpse, in the grave! If there wasstill any question of Laertes flaw, it has again been shown that his virtueshave driven him past the edge. When the final half begins of Act Five, Scene Two, Hamlet and Laertesare ready for the fencing match, and Hamlet begs forgiveness for alltransgressions against his foe. Laertes, knowing fully that Hamlet is doomed todie because of Laertes deal with Polonius, forgives Hamlet and has the perfectway out, and the perfect chance to balance the scales, but, due to his greatdesire for vengeance he goes on with the match, and the plan to kill Hamlet,effectively closing all routes of retreat. Once Laertes has poisoned Hamlet, Hamlet Laertes, and Queen Gertrude hasdrunk from the poisoned cup, however, Laertes honour finally takes control, andhe admits his guilt, and tells all of the kings plot to kill Hamlet, eventhough it does no good. The scales are broken. Laertes enhances the message of consistency in the play, through theextremes of his own actions. He shows that all the qualities of the charactersare akin to standing on a ball, and the more one leans to one extreme or theother, without totally jumping off the ball, the more momentum is gained, andthe more force is needed to offset the rolling of the ball, which is just aslikely to send on spinning at a greater speed in the other direction! The onlytwo examples of characters who have gotten off the ball are Horatio andFortinbras. Horatio being the extreme neutrality of Stoicism, his inactionleading to his not becoming caught up in the events, since he is merely anobserver, and Fortinbras is action taken to just as far of an extreme, he has noindecision or change of heart, and he is able to pass by and over all thatstands in his way. Laertes tries both ways, but since he cannot decide whichpath to take, he exemplifies the metaphor to its fullest, only getting off theball after it has passed over the cliff. Seeing his error and the path tosuccess, he cannot go back, and is doomed, learning-as do all other characterswho cannot stay with their path-that indecision is the true enemy. English