Fats

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Fat is one of the three main classes of nutrients that provide energy to the body. Fat can produce about 4,000 calories of energy per pound ( calories per gram). Fat has many important uses. It is a concentrated source of food energy found in animals and plants. Saturated fats found in animals are solid in room temperature and unsaturated fats mostly found in plants are liquid in room temperature. Most fat from animal sources contains a large proportion of saturated fats and is said to be highly saturated. Animal fats are most likely to be found in most American diets where we will more than likely find high cholesterol, heart diseases and obesity.

Eating a high-fat diet can contribute to excess consumption of calories, which can lead to obesity. Obesity is overweight severe enough to pose a medical risk. People with obesity have an increased likelihood of many health problems, including diabetes, coronary artery disease, and a liver disorder called cirrhosis. Another high risk mis-use in fat that is found often in males and in some women is caused when plaque forms around the heart making it hard for the blood to flow to and from the heart. A fatty compound called cholesterol is one of the main substances involved in formation of plaque. The hardening of plaque around the walls of the arteries can result in a heart attack, which may, and in many cases has killed many people who have taken in too much saturated fat.

Making sure you take in enough fat is important too. Fat is the bodys most efficient form of stored fuel and essential fatty acids are a main part of the membranes of the retina, the part of the eye that turns light into nerve impulses. Not only does it help your body's energy and eyesight, it helps your muscles form better and helps your mind to function better. A disease that can be found a lot in teenagers are resulted in making sure you watch very closely your intake of fats and some times can make a teenager skip meals entirely, which is called anorexia, or throw-up what they've eaten, which is called bulimia.

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Jewish centrality

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Jews V's Palestinians

Religions are often at odds from each other. due to their conflicting beliefs. From the small things like contraception to has the messiah come. Even up to who is the right god?

The heart of the conflict between the Jews and the Palestinians are the conflicting views on who are the rightful owners of the land. Palestinian nationalism is considered part of their creed to give up any inch of Palestine (Israel) would amount to abandoning a part of the creed.

There fore the goal of the Islamic Palestinian state is to liberate Palestine from occupation of the "Zionist" (Jews) and to re-establish an Islamic state. Because they believe that the land does not belong to any person, party, or state therefore no one has the authority to make decisions on the partition of the landCheap custom writing service can write essays on jewish centrality

The Jews however believe that the Muslims have copied the Jewish belief in the importance of Israel.

The Zionist goals

All Zionists were united in their goal to that Jews must look to themselves for salvation and that they must aim at a territorial solution thus making themselves a political nation and that the only territory on which Jewish life and society could be remade was the ancestral land if Israel.

Why Israel is important to the Jews

The Jewish people have had a continuing belief in the centrality of Eretz Yisrael (Land of Israel). The land of Israel has always held social, historical, and religious significance for the Jewish people. "I am going to take the Israelite people … and gather them from every quarter, and bring them to their own land …Never again shall they be divided …Nor shall they ever again defile themselves by their ..Transgressions…I will save them... Then they shall be my people and I will be their god." (Ezekiel 71-)

In 1500 BC the covenant was initiated between god and Abraham. Comprising two major promises a land and a nation. "Behold my covenant is with you and you shall be the father of a multitude of nations ... And I will give to you, and your descendants after you, the land … all the land of Canaan, for an everlasting possession; and I will be their god." (Genesis 174,8) This covenant formed the foundations of Judaism.

This belief in the centrality of the land of Israel is constant and the covenant is everlasting. However if a Jew doesn't fulfill gods commandments they will be punished by expulsion from the land but the covenant will still remain.

Prior to the destruction of the second temple in the year 70. The Jews vied all natural occurrences as either a reward or a punishment, however as a result of the exile in the year 70 there was by necessity an alteration to the belie

Due to a decline in political and social and economic conditions in Palestine the shift to rabbinical leadership moved to Babylon. In approximately in the year 500

The Babylonian Rabbi's recorded the Talmud. The text which serves as a legal basis even today. This caused a change in the belief in the centrality of Israel, in which the Jews still continued and hoped for a homeland, even more so since they were living in exile. It is by the sheer determination and hope, that one day the Jews would be again be living in Israel, that this belief survived

This belief in Eretz Yisrael has impacted on the development of the Jewish tradition. The impact of this belief can bee seen in relation to Jewish rituals. For example all Jewish prayer is directed towards Eretz Yisrael. Jewish social structure in the 0th centenary has also been affected with the introduction of youth movements. Today there are a number of different youth movements that represent different ideologies concerning Israel. It is a way for teenagers in Diaspora (Jews away from Israel) to learn about Israel and enhance their Belief.

This belief has caused an effect on wider society and in particular other religions such as Islam. The belief has had a central role in the development of the events and conflict in the Middle East. As in the heart of the conflict are the opposing views on the right full owners of the land.

The importance of a home land for the Jews has been an ongoing belief through out history. Even though the belief has altered changed and even seemed to disappear at times, it is clear that the Jews will turn to Israel when times get tough. It is one of the important links back to the core beliefs of the religion and the covenant between Abraham and g-d in Canaan over 500 Years ago.

In current times the fighting has turned more political and strategic and it seems that both sides have lost site of the reasons why their fighting except for that they hate each other because they have caused each other pain and suffering. The Arabs have been bartering to get more land from the Jews saying that if you give us land we will give you peace but the Jews feel if they give up land such as the Golan Heights they will be vulnerable. Because the Golan Heights are a strategic advantage for attack and defense. More recently in the last few years the fighting has been more suicide bombings and shootings resulting in many needles deaths.

I think that as long as there are Jews and Muslims there will be fighting over the land of Israel because neither wants to give up single ownership of the land because of their religious histories and the importance of the land of Israel to both sides.

There have been numerous attempts to encourage peace. Even the American president has gotten involved at the cost of his country being threatened and attacked.

The problem is that Israel is in the middle of all the Arabic countries i.e. Syria Jordan Egypt Lebanon and the Palestinians want the "center" of their world back from the Jews. This was given to the Jews by outside governments who have little interest in the land themselves

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Einstein

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Kristina Nilaj 6-7 Science -1-0 Scientist report

Albert Einstein

Albert Einstein was born in Ulm, Germany on March 14, 187. In 1884, he and his family moved to Munich because his father got a new job there. In 101, he became a Switzerl citizen. In 10, he became a professor in Prague, Berlin, and Leiden, Holland.Order Custom Essay on einstein

He gave up his German citizenship because he didn't agree with what the Nazi's were doing. He became an American citizen because he liked staying in United States. He immigrated to United States and worked as a professor in Princeton, New Jersey. He stayed in United States until he died in April 18, 1884.

Einstein is probably best known for his theory of relativity and the famous equation, E=mc squared. In this equation E is energy, m is matter, or mass, and c is the speed of light. Einstein's equation showed that a small amount of matter could be changed into a huge amount of energy. This is what happens in the sun. His discoveries about matter and energy explained how to control the release of nuclear energy from the atom.

When he was a young man he faced discrimination because of his background so he could not get a lot of jobs. Einstein discovered the nuclear energy to save the world. When he discovered the nuclear energy the Nazi's came and he was worried that Hitler would use the nuclear energy to destroy many countries.

Albert Einstein was one of the greatest scientists who ever lived. His theories changed the way people think about the universe. In 11, Einstein received the Nobel Prize in physics.

· He is best known as the creator of the Theory of Relativity.

· His 11 Nobel Prize was awarded not for Relativity, but for his theory of the Photoelectric Effect.

· He disliked school because of the mindless drilling that prevailed.

Physical Science Globe Book Company

www.library.thingquest. org/

www.google.com/Albert/Einstein/biography

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Conflict

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Internet Article Summary

This paper is a summary and analysis of two Internet articles relating to planned or unplanned organizational change. It deals specifically with human expectations of the workforce today. As more and more of the Generation X workers enter the workforce, how work is done is coming into question. Demands are being placed on that work environment, and organizational culture is changing to meet the requirements of a very knowledgeable and active generation of employees. On the other hand, greater stability is desired in the work place. This stability provides growth within the organization by providing the social safety nets needed to step out, take risks, and develop a plan of action.

Article One Help with essay on Conflict

Terms of Engagement (Axelrod, 001) talks to us about an exciting concept of a paradigm change. The old management paradigm was change management. The change management paradigm works to increase bureaucracy, reinforces top-down management, and increases cynicism and resistance to change (Axelrod, 001). The approach here is that the organization should work in an organizational vacuums. This is the antithesis of what today's common worker is striving for in the workplace. This new concept in managerial leadership is thrilling, to say the least. It is touted as the engagement paradigm. There are four main principles involved in applying this paradigm

1. Widening the circle of involvement. The author states this concept beautifully by stating that a critical mass of energetic people needs to be created, that design and support necessary changes (Axelrod, 001).

. Connecting people to each other. People naturally want to network. In the business environment, that is how work is done. Connecting people with people within the organization tears down barriers between thought processes and creativity. Subordinates get to know each other and are more comfortable as change occurs.

. Creating communities for action. One man can accomplish a great deal. Ten men can accomplish a hundred times more. Teamwork is the essential concept here. By creating a network of willing people, work holds more meaning.

4. Embracing democracy. This is the best political approach that humans have developed thus far. The majority vote ensures that people will work for the common goals and changes placed before them and agreed to.

These concepts put together create a dynamic work force full of workers that are enthusiastic about making changes to improve the process. This is a natural six-sigma approach. It creates the type of organizational environment people want to work in today.

The author's in our textbook tell us that the main reasons people resist change within an organization, are things like fear of the unknown and lack of information and security (Schermerhorn, et al, 000). By changing from the change management paradigm to the engagement paradigm, we eliminate the blockages to organizational change and higher level of achievement

Article Two

With variety being the spice of life, you would think that organizational behavior would be at its peak performance. Instead, we find that stability is the key to organizational change. The workforce today is pursuing change in how work is organized, how it is managed, and in who is carrying it out (Leana, 000). The studies in this article point to how stability and consistency in managerial behavior create a conducive environment for employees to take risks in their own work related decisions. This leads to an elevated level of output. In short, this type of managerial behavior leads to trust from the subordinates. This trust motivates change within the organization. The authors of our textbook, Organizational Behavior, (Schermerhorn, Hunt, and Osborn, 00) believe much the same. More and more Generation X workers are entering the workforce. They are demanding empowerment, flexibility, and challenges from the leadership of their organizations (Schermerhorn, ET al, 00). This produces a unique position for management to deal with. Education, participation, and facilitation help to alleviate hesitation for change within the workforce in many instances. (Schermerhorn, ET al, 00) Ensured that their concerns are being addressed in an educated and empowering method, people develop a level of trust with their management, and change is facilitated.

Conclusion

In conclusion, facilitating change in the organizational culture and the way we conduct business is essential in the business world today. Workers are demanding more out of their jobs. They want more challenge, greater flexibility, and more authority in what happens with their work environment. The work force is demanding changes and stability. If handled properly, as indicated in the two above referenced articles, positive change, was brought about by stable, nurturing, and consistent management, brought about a win-win situation for both employee and employer. It is how business becomes even more fruitful and gains the competitive edge on the competition.

References

Axelrod, R. (001, Spring). Terms of Engagement Changing the Way We Change Organizations. The Journal for Quality and Participation, -8. Retrieved September 5, 00 from ProQuest Direct Database (ProQuest Multiple Databases) on the World Wide Web http//gateway.proquest.com/openurl?ctx_ver=z.88-00&res_id=xripqd&rft_val_fmt=orifmtkevmtxjournal&genre=article&rft_i

Leana, C., & Barry, B. (000, Oct). Stability and Change as Simultaneous Experiences in Organizational Life. Academy of Management. The Academy of Management Review, 75-760. Retrieved September 5, 00 from ProQuest Direct Database (ProQuest Multiple Databases) on the World Wide Web http//gateway.proquest.com/openurl?ctx_ver=z.88-00&res_id=xripqd&rft_val_fmt=orifmtkevmtxjournal&genre=article&rft_i

Schermerhorn, J., Hunt, J., and Osborn, R. (00). Organizational Behavior. USA Wiley

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Islam in politics

If you order your research paper from our custom writing service you will receive a perfectly written assignment on islam in politics. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality islam in politics paper right on time.

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islam as a religion finds itself in a big contradiciton with democracy. therefore, muslim people should not have acces to high position in govrnement for fear that they turn democracies into muslim states, where violence and terror are used to abuse human rights.

islam as a religion in books might be a good religion, but in practics, this religion has prooven that no country adopting this religion was able to become a democracy built on freedom of speech and human rights.

in muslim regimes, woman rights are very abused. law of the charia replace the international human rights, dictator regimes forbid a good peacful relation with the entourage.

discrimination and racism are the tools used by muslim people abroad in order to hide their hypocrisie, and be able to use their network to spread and organise their fundamentalist terorist groupsOrder Custom islam in politics paper

therefore, democracies, have to be careful. immigration present a big danger.

after all this said and done, we therefor require that states should be very careful with immigration because it is the door by wich those groups infaltrate.

dealing with racism, discrimination is a big problem, because the people might use it as a cover.

thereby, people should make the religion restricted, and make sure that children ar enot being endoctrinated, by passing quizes in schools.

schools should have councelors that can detect children presenting religious disorder.

the police should infiltrate the religious groups and make sure that they are not promoting fanatism and hatred toward what they call the infidels or the non muslim people.

the latest war on terrorism is prooving how this invisble ennemy is vbery dangerous because of his mobility and the fact that he is not a clear body.

they also hide under the mask of civilians.

this is a tremendous danger that has to be dealt with very seriousle before the suicide bomings spread from tel aviv to new york to paris.

arabs communities are very large and they have a very high number of chcildren.

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'Hamlet is preoccupied with the ethics of revenge.' Discuss

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As an integral component of Hamlet, revenge provides the impetus for much of the play's action and the foundation for the play's philosophical debate. Yet to argue that the ethics of revenge are the play's preoccupation is to dismiss the myriad of philosophical and psychological questions posed by Hamlet and those that surround him. Hamlet, like all tragedies, is a play of opposites. Contrasting the ideal of an ordered life with the complexities of life tainted by human weaknesses, it presents what is best and worst in humanity. Life and death, love and sexuality, salvation and damnation, justice and revenge, reality and performance each theme is considered and contrasted during the course of Hamlet, creating a fascinating and disturbing account of the nature of humanity. This essay attempts to identify how the mechanisms of revenge influence the overall theme of life that preoccupies Hamlet the character and permeates Hamlet the play.

"The most tolerable sort of revenge is for those wrongs which there is no law to remedy" (A Shakespeare Reader P.1). Francis Bacon's words naturally draw us to the infamous 'untouchables' of Elizabethan drama; those characters whose rank or position raise them above the law and legal justice. Kings such as Macbeth or Claudius embody the very laws they have defiled, whilst nobles such as Brutus or Lorenzo, son of the Duke of Castile (The Spanish Tragedy) feel safe in their social positions above the proletariat. Just as the natures and motives of these murderers differ (Brutus, dubbed by his own avenger as "the noblest Roman of them all," (Julius Caesar V.5.67), acted "in a general honest thought" (ibid, l.70)) so do the natures of their avengers.

Hamlet is no Mark Anthony or Macduff, secure in his right to avenge and able to act without delay, "gentle heavens / …Front to front / Bring thou this fiend of Scotland and myself," (Macbeth V.1.-5). Hamlet's introspection, "O, what a rogue and peasant slave am I" (II..57), doubt, "The spirit that I have seen / May be the devil…[who] / Abuses me to damn me" (III.1.575-80) and constant need to evaluate, "That would be scanned" (III..75), point to a character for whom the justification for revenge is as important as the act itself.

Shakespeare uses the characters of Hamlet and Laertes to present two wholly different revenge philosophies. Greeting the news of his father's murder with "Vows to the blackest devil!" (IV.5.17), Laertes may be described as a typical protagonist from a revenge tragedy. Hot blooded and single minded, he is disdainful of the laws of this world and the next, "both the worlds I give to negligence, / …Only I'll be revenged" (IV.5.1-0). Only once does he ask for the facts of his father's murder, "How came he dead?" (16), allowing himself to be manipulated by Claudius' protestations of innocence. Ophelia's appearance only serves to intensify Laertes' need for revenge. "thy madness shall be paid by weight / Till our scale turns the beam" (155-6). The conversation that follows "I pray you go with me" (14) is closed to us but its effects are quickly seen in Act IV Scene 7. Laertes, convinced of Hamlet's guilt, welcomes the opportunity to "tell him to his teeth, / 'Thus diddest thou'" (IV.7.54-5).

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Claudius' manipulative tricks draw Laertes into the king's web of deception, transforming him from a just avenger into a murderer via a series of half-truths and withheld facts about his father's death. This manipulation may be compared with the ghost's manipulation of Hamlet. By echoing Hamlet's own anger towards the "most seeming-virtuous queen" (I.5.46), the ghost is able to set the Prince against his uncle, securing his vow of vengeance against Claudius. Both Hamlet and Laertes become tools for killing, blind to their own damnation. Yet, at the end, Laertes performs a combined act of contrition and pardon, "Exchange forgiveness with me, noble Hamlet. / Mine and my father's death come not on thee, / Nor thine on me" (V..71-) as he attempts to secure for himself and Hamlet the opportunity for salvation that was denied their fathers.

By presenting Laertes as one who "dare[s] damnation" (IV.5.1) in the name of revenge, Shakespeare creates a stark contrast to the puzzle that is Hamlet. Sir Francis Bacon wrote, "Revenge is a kind of wild justice" (A Shakespeare Reader P.1). In Laertes, Shakespeare presents revenge as a blind deed without thought, driven by anger or grief. As a typical revenge hero, Laertes is able to brush aside all of the moral objections to revenge that prevent Hamlet from playing the role. Hamlet's intellect allows Shakespeare to both examine the ethical questions posed by revenge and place it in the play's overall theme of humanity.

Long before the ghost's fateful intervention we learn that Hamlet holds emotion "within that passeth show," (I..85). Burdened by grief and a gnawing disgust at his mother's hasty remarriage, "a father killed, a mother stained" (IV.4..47), Hamlet is emotionally vulnerable, longing for "self-slaughter" (I..1) to escape what has become a "weary, stale, flat and unprofitable" (1) world. This indifference to life, prompted by the death of a father and the loss of a mother to "incestuous sheets" (I..157) proves fertile ground for the ghost's demand, "Revenge [my] foul and most unnatural murder" (I.5.5) Hamlet responds to this demand with a plea "…that…wings as swift / As meditation or the thoughts of love / May sweep me to my revenge" (I.5.-1). By favouring meditation and love over the chaotic elements such as fire or flood, Hamlet reveals his nature as a thinker and lover; a nature that draws him to constantly examine the ethics of his proposed vengeance and prompt the ghost to reappear to "whet [Hamlet's] almost blunted purpose" (III.4.101)

Why does Hamlet not rush to confront "The serpent that did sting [his] father's life" (I.5.) ? Is he "a coward" (II..548), "unpregnant of [his] cause" (545) ? His soliloquy in Act Scene highlights his conflicting emotions as he spurs himself to anger, "Remorseless, treacherous, lecherous, kindles villain! / O vengeance!" (558-) before admonishing himself for "fall[ing] a-cursing like a very drab" (564). Finally we understand that Hamlet's procrastination stems from the fact that despite his proclamation, "It is an honest ghost," (I.5.14), Hamlet has yet to answer his own question, "Be thou a spirit of health or goblin damned" (I.4.1). The ambiguities surrounding the ghost's true nature raise questions about the legitimacy of its demand for revenge. If, as it claims, it lies in purgatory "Till the foul crimes done in [its] days of nature / Are…purged away" (I.5.1-1), how may it demand revenge, contrary to God's laws? This contradiction is emphasised as the ghost instructs Hamlet to leave his mother "to heaven" (I.5.86). In Act , this doubt robs Hamlet of the perfect opportunity to avenge his murdered father.

Claudius' admission of guilt in Act Scene is followed by a strikingly honest soliloquy as he attempts to reconcile his desperate need to repent with his desire to retain those "effects for which [he] did murder" (III..54). His question, "May one be pardoned and retain th'offence?" (56) bisects the ethics of killing that have preoccupied Hamlet since the appearance of the ghost. Claudius admits that "In…this world / Offence's gilded hand may shove by justice" (58), implying that corruption may usurp earthly law. However, this undisputable proof of the king's guilt, as with the incriminating aside, "How smart a lash that…doth give my / conscience!" (III.1.5), is only witnessed by the theatre audience. Despite Hamlet's determination to find "grounds / More relative" (II..580-1) than the ghost's word as a justification for a revenge killing, this does not come until he crosses to England and discovers his uncle's request that his "head should be struck off" (V..6).

Lacking this definite proof, Hamlet holds back to consider the implications of killing a man at prayer, extending the theological questions already posed by the king. Throughout the play, Hamlet compares an ideal memory of his father against Claudius, "So excellent a king, that was to this / Hyperion to a satyr" (1..1-40). Now he recalls the manner of his father's death, "With all his crimes broad blown, as flush as May" (III.4.81) and acknowledges the likelihood that his spiritual account is a poor one having been denied the opportunity to repent his sins. This prompts the question, "am I then revenged / … / When [Claudius] is fit and seasoned for his passage?" (84-6). Sheathing his sword, Hamlet resolves to wait until he may catch Claudius "about some act / That has no relish of salvation in't" (-), thus sending him to hell. Hamlet's procrastination stems not from a reluctance to kill (as Polonius is about to discover) but a desire to find the perfect time for revenge; an impossible task if one accepts God's prohibition of revenge. This forms a part of the paradox created by the ghost's command, "Taint not thy mind" (I.5.85). Recently described by Peter Brook, in an interview with Richard Eyre, as the most important line in the play, the impossibility of killing without taint is fundamental to the play's philosophical considerations.

Hamlet's preoccupation with life, death and the afterlife is evident throughout the play. After acknowledging, "There are more things in heaven and earth… / Than are dreamt of" (I.5.168-), Hamlet's soliloquies form a series of complex speculations on the natures and states of life and death, God's "canon 'gainst self-slaughter," (I..1), sexuality and relationships. However, amongst all of this speculation, not once does he outwardly consider God's prohibition of revenge, save to negate it, "is't not to be damned / To let this canker…come / In further evil?" (V..6-71). This is particularly surprising when one considers the importance of such issues in Shakespearean England.

The introduction to Sir Francis Bacon's 'Of Revenge' in A Shakespeare Reader notes that Bacon's counsel, "indicates the complex, moral and legal debates about ethics of revenge in Shakespeare England." (P.1). Heaven's laws certainly play their part in other revenge tragedies of the period. In Thomas Kyd's The Spanish Tragedy, Hieronimo asks of the "sacred heavens" (III..5), if the murder of his son were to go "unrevealed and unreveng�d" (), how could heaven's dealings be deemed just "If [heaven] unjustly deal[s] with those that in [its] justice trust" (11) Earlier Shakespearean plays such as Titus Andronicus also consider revenge in a spiritual context. Marcus calls, "O heavens, can you hear a good man groan / And not relent, or not compassion him? / … / Revenge the heavens for old Andronicus!" (IV.1.1-8), asking heaven to intervene for a man "so just that he will not revenge" (17).

Hamlet's disregard of his own spiritual account is particularly noticeable after the murder of Polonius. Although he acknowledges that "For this same lord / I do repent," (III.4.156-7), he goes on to suggest that he is now heaven's "scourge and minister" (15), arguing that he is no longer responsible for his actions. This contrasts with his demand that Gertrude, "Confess [her]self to heaven; / Repent what's past, avoid what is to come" (140-1). This double standard suggests that Hamlet has long accepted his own damnation and is now grasping the opportunity he has longed for since the beginning of the play.

Having had to "hold [his] tongue" (I..15) for so long, he now confronts his mother, "speak[ing] daggers to her" (III..66), that "cleft [her] heart in twain!" (III.4.147). Finally, having made Gertrude aware of her perniciousness, Hamlet appeals to her maternal instinct, "when you are desirous to be blest, / I'll blessing beg of you" (III.4.155-6). Her promise, "I have no life to breathe / What thou hast said to me" (181-) confirms her status as Hamlet's ally against the king. Hamlet's "Good night, mother," (11) is a marked contrast to the sarcastic "good-mother," (I..77) with which he first addresses Gertrude, seeming to highlight a restoration of the son's relationship with his mother.

Caught in the destructive tangle of revenge, Hamlet's relationship with Ophelia cannot be restored.

Although it may be argued that Hamlet belongs in the genre of revenge tragedy, any attempt to confine it to this narrow classification would be unproductive. A short essay such as this can only touch upon the myriad of themes to be found in the play, themes that examine what it is to be human. Hamlet asks, "What is a man," (IV.4. .). His memories of his father are untainted by thought's of the old king's "foul crimes" (I.5.1) whilst his description of Fortinbras as "a delicate and tender prince" (IV.4. .8) is more than a little idealistic. Rosencrantz and Guildenstern prove to be "adders fanged" (III.4. 185.) and Polonius is a "wretched…fool" (III.4.0). Only Horatio remains, "Whose blood and judgement are so well commingled / That they are not a pipe for Fortune's finger / To sound what stop she please" (III..6-4). Horatio, unlike Hamlet, "is not passion's slave" (65); he is "as just a man / As e'er…conversation coped withal" (47-8). It is not surprising that it is left to him to tell Hamlet's story, for who else may Hamlet, or we the audience, trust to give an honest account.

Promising a tale of "carnal, bloody, and unnatural acts / … / Of deaths put on by cunning and forced cause" (V..5-), Horatio prepares to tell the tale as he has witnessed it. This version, whilst honest, cannot be more than a parody of what the theatre audience has seen. Horatio's sketch, illustrates how we, as an audience, have been given privileged access to the innermost thoughts and feelings of the play's protagonists and how Hamlet becomes, for us, so much more than a conventional revenge tragedy.

Shakespeare, William Hamlet - in The Norton Shakespeare

Edited by Stephen Greenblatt, Walter Cohen, Jean E. Howard

and Katharine Eisaman Maus

Published by W. W. Norton & Company (17)

ISBN 0--7087-7

Greenblatt, Stephen Hamlet - in The Norton Shakespeare

Edited by Stephen Greenblatt, Walter Cohen, Jean E. Howard

and Katharine Eisaman Maus

Published by W. W. Norton & Company (17)

ISBN 0--7087-7

Shakespeare, William Titus Andronicus - in The Norton Shakespeare

Edited by Stephen Greenblatt, Walter Cohen, Jean E. Howard

and Katharine Eisaman Maus

Published by W. W. Norton & Company (17)

ISBN 0--7087-7

Shakespeare, William Julius Caesar - in The Norton Shakespeare

Edited by Stephen Greenblatt, Walter Cohen, Jean E. Howard

and Katharine Eisaman Maus

Published by W. W. Norton & Company (17)

ISBN 0--7087-7

Shakespeare, William Macbeth - in The Norton Shakespeare

Edited by Stephen Greenblatt, Walter Cohen, Jean E. Howard

and Katharine Eisaman Maus

Published by W. W. Norton & Company (17)

ISBN 0--7087-7

Kyd, Thomas - The Spanish Tragedy Reproduced in part in A Shakespeare Reader Sources and Criticism

Edited by Richard Danson Brown and David Johnson

Published by Macmillan Press Ltd & The Open University (000)

ISBN 0--115-

Bacon, Francis Of Revenge Reproduced in A Shakespeare Reader Sources and Criticism

Edited by Richard Danson Brown and David Johnson

Published by Macmillan Press Ltd & The Open University (000)

ISBN 0--115-

Please note that this sample paper on 'Hamlet is preoccupied with the ethics of revenge.' Discuss is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on 'Hamlet is preoccupied with the ethics of revenge.' Discuss, we are here to assist you. Your cheap research papers on 'Hamlet is preoccupied with the ethics of revenge.' Discuss will be written from scratch, so you do not have to worry about its originality.

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Plain Jane

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Plain Jane

Jane was the kind of girl people hardly noticed. Her plain face and slight build, along with her quiet voice, made her someone who people could easily walk past without seeing, just as one passes a familiar landmark, registering its presence but not its significance. Her mouse-coloured hair, though well groomed and cared for, was simple and had no accessories. Her deep-set blue eyes were warm, but neither large nor striking, and her small mouth with its straight, even teeth did not draw any attention. Her school uniform, unlike the one of so many other girls was unadjusted so that it hung loosely off her thin frame. Her shoes were as different as can be from the high heels of the other girls, who tottered by like tipsy flamingos. In the eyes of everyone, Jane was just a plain, ordinary girl.

At school, Jane was quite shy but also friendly and kind. She was good at comforting people with her characteristic smile, which though not charming, was full of warmth. While the other girls discussed their houses and hairstyles, competing over whose house was the biggest, or whose hairstyle was the most fashionable, Jane would sit quietly and just say that her house was okay, and when asked about its size, she would shrug and change the subject to films or animals. On the way to lessons, Jane sidled quickly along the edge of the noisy corridors, as if the racket frightened her. In class she was attentive and thoughtful, praised by all her teachers. Jane was not sporty, but was very musical and played the piano very well. Her friends all said that she was too quiet and modest for her own good.

"Today, girls, you will be working in pairs on a project on your favourite books or films. Everything has to be in French, and you can make booklets, write reviews, anything. Try to get spelling and grammar correct." Before Mrs Watson had finished speaking, the class was already whispering and gesturing at their friends. She yelled crossly,Cheap University Papers on Plain Jane

"That's enough! You will work with who ever you are next to on the register. Now move!"

There was a collective sigh as the girls scraped back their chairs and looked for their partners. Sarah was working with Jane. They were sort of friends but Sarah did not know anything about Jane's family or home.

"What shall we do?" Sarah asked.

"How about we make a big poster and write reviews of our favourite films and books on it?" Jane suggested.

"Good idea! We'll probably need to do this over the weekend. Do you want to come to my house on Saturday afternoon?"

"Okay, thanks." Jane replied. They chatted and worked half-heartedly on their project.

"So, where do you live?" Sarah asked.

"Near the theme park."

"Isn't that the really posh district?"

"No!"

Jane sighed silently in relief as the bell rang. The class gathered up their work and drifted off to lunch, ignoring the calls of Mrs Watson telling them to hand in their projects by Monday.

Saturday came, and Jane arrived at Sarah's house on a cloudy afternoon. They worked well together, and enjoyed each other's company. When they had finished, Jane prepared to leave.

"Someone's picking me up at the end of the road round about now. Thank you for having me," she said.

"I'll walk you to the end of the road."

"Thanks, but there's no need. The walk is only a couple of minutes."

"But it's drizzling. Come on, I'll bring an umbrella," Sarah insisted, reaching for a stripy umbrella.

"No, really. It's okay! Don't bother. I'd better go now. See you on Monday!" Jane left hurriedly down the road.

Sarah stared after her, feeling very puzzled. She desperately wanted to know the reason for Jane's strange behaviour.

At school, Jane acted normal towards everyone and was her usual friendly self. Sarah was just about to ask her about Saturday, when a friend came over to them and said,

"Hey, Sarah, did you see that Rolls Royce near you house on Saturday?"

"No, where was it?"

"At the end of the road," her friend went on, "I was walking past and it was turning around in the road, which took ages because it was so long."

"I was working on the French project with Jane on Sat-"

Sarah stopped abruptly. Jane had left her house on Saturday afternoon, and had said that she was being picked up at the end of the road! Sarah glanced at Jane, who appeared calm, but whose cheeks were flushed. Surely the Rolls Royce had not been Jane's! Sarah was ashamed as she thought to herself that Jane was too ordinary and simple for her family to own a Rolls Royce. When her friend had left, Sarah said to Jane,

"Was that your Rolls Royce?"

Jane looked troubled. She paused, and then nodded.

"But why didn't you want me to see it?"

"I…well, I thought that if you did, you would act differently towards me."

"How?" Sarah inquired.

"By talking formally, and acting weirdly around me."

"Why would I do that?"

"Because that is what people at my old school did. They treated me as if I was from a different planet," Jane said bitterly.

"What? By calling you Lady Jane?" Sarah joked.

Jane flushed. "Well…actually, yes. But please don't tell anyone!"

"Huh?" Sarah was confused. "Oh! I'm SO sorry! I didn't mean it, I was just joking! Oh my God, I'm such an idiot!"

Jane smiled. "It's okay. Don't blame yourself."

"Me and my big mouth! But, I bet no one is going to care whether you're Lady Jane or not. You're still the same old Jane to us, and we all love you!"

"Thanks, you're a really good friend. Hey, do you want to come to our house this weekend?" she said.

"Sure! What should I be expecting? A mansion?"

Jane just laughed.

Sarah's car pulled up at the front of the building. Several antique as well as new cars were parked there. Neat, green lawns surrounded the beautiful Victorian-style manor. Sarah's eyes were drawn away by a flurry of movement behind a tree. Jane emerged, waving wildly in her plain clothes and clutching a book. Sarah smiled to herself. No matter how flashy her car was, or how grand her house was, Jane was still that simple, down-to-earth, ordinary girl.

Please note that this sample paper on Plain Jane is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Plain Jane, we are here to assist you. Your cheap custom college paper on Plain Jane will be written from scratch, so you do not have to worry about its originality.

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