The Choice of Family or Love Essay Example for Free

The Choice of Family or Love Essay Romeo and Juliet is a tragic play that conveys the importance of choices made because of true love. One of the major choices, which is also a theme, it is the decision of choosing family or true love. During William Shakespeare’s play Romeo and Juliet, Romeo and Juliet make choices that lead up to them ending their lives. During this play Romeo and Juliet, the children of feuding families (the Capulets and Montagues), fall in love and are forced to chose between their families or true love. After they meet at the ball, Romeo makes the choice to trespass on Capulet property to see Juliet again. Shortly after they agree to go and be married. Juliet, who was supposed to marry County Paris but is now secretly married to Romeo, makes the decision to pretend to die so she will not have to marry Paris and can run away with Romeo. Romeo and Juliet make choices that favor each other over love their own lives. The first choice leading to death is Romeo sneaking onto Capulet property to see Juliet after the ball. This choice signifies Romeo’s rebellion on his family because he trespasses on his family’s enemy’s property to see their daughter. Neither Romeo nor Juliet care that their families are enemies for Juliet says, â€Å"Tis but thy name that is my enemy. / Thou art thyself, though not a Monague. / What’s Monague? It is nor hand, nor foot, / nor arm, nor face, nor any other part / Belonging to a man†¦That which we call a rose / By any other name would smell as sweet† (Shakespeare 2.2.40-44) to which Romeo replies, â€Å"I take thee at thy word. / Call me but love, and I’ll be new baptized; / Henceforth I never will be called Romeo† (Shakespeare 2.2.49-51). Juliet makes a truthful opinion when she says that Montague is just a name and that Romeo, or any other person, is more than a just name. She also states that a name does not describe a person’s personality or appearance; that a name does not change who a person truly is. Romeo is in love and agrees with Juliet; he states, that if she wanted, he would not be called Romeo or a Monatgue any more (Shakespeare 2.2.61). As Romeo and  Juliet fall deeper in love they begin to make more choices that deny their families and put their own lives in danger. Subsequently, the next choice Romeo and Juliet make may have sealed their fate. Shortly after they first meet Romeo and Juliet agree to be secretly married by Friar Lawrence. Juliet has been arranged to marry County Paris, but she loves Romeo so she agrees to marry him in secret with only two other people knowing: Friar Lawrence and Juliet’s nurse. At first Juliet was resistant to be married but after going into her house for a moment she quickly reaches a decision; she says â€Å"Thy purpose marriage, send me word tomorrow†¦ / Where and what time thou wilt preform the rite†¦Ã¢â‚¬  (Shakespeare 2.2.144-146). Juliet talks to her nurse while she is in her house and after she return she agrees to be married to Romeo, which he was unprepared for because she had early said, â€Å"I have no joy of this contract tonight† (Shakespeare 2.2. 117). The next day they meet in Friar Lawrence’s cell to be wed, for it is a short, secret wedding. After being married, Romeo and Juliet preserved their fate forever, never to be changed because of the love they feel for each other. The final decision that culminates to Romeo and Juliet both dying is when Juliet takes a potion from Friar Lawrence to make he look dead. Romeo had been banished from Verona and Juliet was due to marry Paris, so in her despair Juliet went to Friar Lawrence. Friar Lawrence came up with a plan: Juliet was to take a sleeping draught that would make her look like she was dead; then Friar Lawrence would send a letter to Romeo telling him to come and see her awaken from the draught. Juliet took the draught but the letter never got to Romeo; one of his servants told him that Juliet was dead. In his misery Romeo returned to Verona. He arrived at Juliet’s tomb and got into a fight with Paris, in which Paris lost and died. Then seeing Juliet dead, Romeo took a poison and committed suicide. Juliet finally awoke to find Romeo dead; and in her pain she tries to poison herself, too. When she hears people arriving Juliet realizes that by the time the poison would kill her it would be to late, so she stabbed herself with Romeo’s dagger (Shakespeare 5.3.169). In conclusion Romeo and Juliet’s love for each other ends up killing them both. William Shakespeare’s play Romeo and Juliet is a tragic love story. True love is a virtue every person should experience but in this play it turns into a murderer. Romeo and Juliet’s choices force them to end their lives with suicide whether it was intended or not. In the end Romeo and Juliet’s deaths were good because they can live together, forever; and the feud of the Capulet and Montague families ended. Though true love ended up killing them, Romeo and Juliet made the right choice in picking love over their families because their families were not very loyal in encouraging them making their own choices and having their own life to live and fall in love with whoever they choose.

The Giver’s Compassion for Jonas :: The Giver Essays

The Giver’s Compassion for Jonas Jonas’ community is ordered and ruled. Everything is same: their clothes, houses and lives. People follow the rules until they die. They know nothing about the true human life. The receiver of memory, the giver, is the only person who is able to the true pleasure of life. When Jonas is elected as the receiver of memory by the community and meets the Giver, his life is changed. Everything he believes in was controlled and hidden the real human life by the community. He is getting to realize that he will not be able to stay in the community any more and starts to find his own and comfort place. I would like to focus on describing the Giver’ compression for Jonas because I do think that this book can not be described without him. In the book, the Giver is described as an old man, always staying and keeping his sadness for the community alone. He is the only person who really knows what is going on in the community and its people. His role is to give the community advice and help, when they face something that they have not experienced. The community needs the Giver, even thought they have a long history, already fixed its structure, rarely ask the Giver advice. â€Å"They know nothing,† The Giver said bitterly (p.105). He feels sad and helpless for the community, because they reject to have memory and choose painless and predictable life. Memory includes not only in sadness, pain, and evil of human life but also in real happiness and pleasure of human life. The Giver likes to have the memory, however he feels loneliness not to share the memory with people, regret to receive the memory, and bitterness that the community would keep this condition forever. He can not find out the possibility to chang e the entire community. Even though Jonas asked the Giver to come with him, he can not escape form the place and has to take care of the community (p.161-162). The Giver’s compassion in the story is not only for the community but also for Jonas. He must be confused and struggling because he already knows the train will be hard and control the most important parts of the human, which includes the feelings like love, warmth, sadness, patience, and pleasure.

Gender Bias

A large amount of early research has been conducted on the biological differences between males and females; however, focus has shifted to environmental and social factors that may influence the gender gap in STEM subjects. The Eccles et al. Value Model, developed in 1983, considers motivational factors related to decisions regarding educational and career choices. Some of these factors include self perceptions, social variables and environmental factors Oacobs 2005, AAIJW 2005).American culture and society may influence how students view themselves, inherently contributing to the gender gap found in the STEM areas. According to the American Association of University Women (AAUW), many studies have confirmed the negative impact that stereotypes have on students (Hill, C. et al. 2010). Gender differences within math and science develop early in adolescence (Sleeker & Jacobs, 2004). There are many stereotypes and social stigmas that contribute to the reasons that boys may perform bette r in STEM fields than girls. One common stereotype the arts.The cultural stereotype may encourage girls to believe that math and science are not intended for them and in turn affect activities and career aspirations (Cvencek et al. , 2011). The Implicit Association Test was developed to â€Å"measure implicit attitudes and beliefs that people are unwilling or unable to report† (Project Implicit, n. d. ). Approximately 70 percent of IAT tests revealed stereotypes associating science with males more than females (Nosek et al. , 2009). Researchers at the University of Washington adapted the IAT to conduct a study on children ages six to ten years old.The test focused on gender identity, math-gender stereotype, and math self-concept. The results showed that by second grade, girls showed a weaker identification with math than boys, confirming the stereotype that math is for boys Cvencek et al. , 2011). Another study utilized the IAT to contrast science and liberal arts, and found that women who associated males with science were least likely to pursue science, and males with similar stereotypes were more likely to pursue science (Smyth, n. d. The study validated the link between stereotyping and self- efficacy. This is evidence that American culture may influence the way children view themselves related to subjects learned in school. Fear of poor performance in the classroom may also contribute to lack of interest in math and science. A study onducted in 2010 by the AAUW, focused on college students with similar math abilities and divided them into two rooms. The first room was advised that men outperform women on the test, while the second room, was told there was no distinction in performance. Gender Bias A large amount of early research has been conducted on the biological differences between males and females; however, focus has shifted to environmental and social factors that may influence the gender gap in STEM subjects. The Eccles et al. Value Model, developed in 1983, considers motivational factors related to decisions regarding educational and career choices. Some of these factors include self perceptions, social variables and environmental factors Oacobs 2005, AAIJW 2005).American culture and society may influence how students view themselves, inherently contributing to the gender gap found in the STEM areas. According to the American Association of University Women (AAUW), many studies have confirmed the negative impact that stereotypes have on students (Hill, C. et al. 2010). Gender differences within math and science develop early in adolescence (Sleeker & Jacobs, 2004). There are many stereotypes and social stigmas that contribute to the reasons that boys may perform bette r in STEM fields than girls. One common stereotype the arts.The cultural stereotype may encourage girls to believe that math and science are not intended for them and in turn affect activities and career aspirations (Cvencek et al. , 2011). The Implicit Association Test was developed to â€Å"measure implicit attitudes and beliefs that people are unwilling or unable to report† (Project Implicit, n. d. ). Approximately 70 percent of IAT tests revealed stereotypes associating science with males more than females (Nosek et al. , 2009). Researchers at the University of Washington adapted the IAT to conduct a study on children ages six to ten years old.The test focused on gender identity, math-gender stereotype, and math self-concept. The results showed that by second grade, girls showed a weaker identification with math than boys, confirming the stereotype that math is for boys Cvencek et al. , 2011). Another study utilized the IAT to contrast science and liberal arts, and found that women who associated males with science were least likely to pursue science, and males with similar stereotypes were more likely to pursue science (Smyth, n. d. The study validated the link between stereotyping and self- efficacy. This is evidence that American culture may influence the way children view themselves related to subjects learned in school. Fear of poor performance in the classroom may also contribute to lack of interest in math and science. A study onducted in 2010 by the AAUW, focused on college students with similar math abilities and divided them into two rooms. The first room was advised that men outperform women on the test, while the second room, was told there was no distinction in performance.

Robert E. Lee s Life During The Civil War - 1265 Words

The Civil War was not only a time of regional tension, but of personal tension, especially for Confederate army leaders. The constant pressure from needing to defend and protect Southern independence contributed to the rise of anxiety and stress related medical disorders. Robert E. Lee, a brilliant Confederate general and skilled tactician, was such a case. General Lee s health during his pre-Civil War years was without blemish. However, with the beginning of the Civil War, Lee s health experienced noticeable decline. Later in his life, doctors diagnosed Lee with pericarditis, but more modern clinical evaluations of Robert E Lee s symptoms conclude that his condition was more likely attributed to stress induced ischemic heart disease (Mainwaring-Tribble 244). Lee’s condition was accelerated by the wartime stress and contraction of malaria in 1863, leading to pains on the battlefield which impaired strategical judgment. Robert E. Lee’s first year as commander was impress ive in military accomplishments, but his confidence was shaken after a devastating loss in the family. The general assumed his command of the Army of Northern Virginia in May of 1862 after the Battle of Seven Pines wounded Joseph Johnson. Lee was 54 years old at the time and led the Confederates at 3 major battles that year – Battle of Seven Days, Second Bull Run, and Antietam. The Battle of Seven Days began on June 25 and lasted until July 1. The overall outcome of the conflict was that the Union army wonShow MoreRelatedCivil War : A War Between Citizens Of The Same Country1609 Words   |  7 PagesEmma Hart Mrs. Wise History 8Y 11 December 2014 Civil War Civil War is defined as a war between citizens of the same country. Why would America have this fight? The Northern states of America decided that they would no longer tolerate the Southern states treating African Americans as slaves because of the color of their skin. When disputes were brought up over this issue between the North and South, the South was too persistent to have slaves. They worried that the North would be successful inRead MoreA Brief Note On Civil War And Its Effects On The United States1602 Words   |  7 Pages Civil War Civil War is defined as a war between citizens of the same country. Why would America have this fight? The Northern states of America decided that they would no longer tolerate the Southern states treating African Americans as slaves because of the color of their skin. When disputes were brought up over this issue between the North and South, the South was too persistent to have slaves. They worried that the North would be successful in abolishing slavery, so in result, the South wentRead MoreThe American Civil War And The Vietnam War1561 Words   |  7 Pagesnever, never believe any war will be smooth and easy, or that anyone who embarks on the strange voyage can measure the tides and hurricanes he will encounter. 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