**This is another mini paper written for my Trends and Problems class. It was written sophomore year at PBC***
Classroom management is one of the most essential elements of a successful classroom. There cannot be a well-managed classroom without discipline. Discipline is a way of training students to be able to manage the classroom. Steve Glenn, contributor to eHow, says “Lack of classroom discipline results in academic chaos, low student performance and teacher exhaustion and frustration” (“Importance”).
Many do not realize the sheer importance of discipline. Glenn states in his article, “The Importance of Discipline in the Classroom,” that some of the reasons discipline is important are safety, effectiveness, and lack of distractions (“Importance”). This article is mainly geared to elementary and secondary education, but the preschool teacher can get the same benefits from it as well. Safety is a very important key factor in education. Teachers spend a lot of time in the preschool, like Brenda Hunter (certified preschool teacher) points out in her article, making the students feel secure (“Best Discipline”). They need this or they will not trust the teacher and will not be easily controlled. In order to do that, the teacher has to remain patient and take time to explain the rules and attempt to explain why the rules are there. Hopefully, the student will grasp hold of the concepts and respect and admire the teacher. Effectiveness is also a key factor in preschool. Early Education is essential in building for the future. The concepts taught need to be grasped early on so future teachers can build off of that education. In order to have effectiveness though, the student needs to be trained on how to act. Lastly, lack of distractions is a reason for discipline. This is so easily understood with younger children because they are so easily distracted. Good discipline can help prevent many of the unnecessary distractions. All of these distractions will not be prevented, but a well disciplined and managed classroom will rid the majority of distractions aiding the idea of effectiveness.
There are several articles and books that will not only tell a teacher or teacher-in-training the importance of discipline but also methods of discipline. Brenda Hunter’s article, “Best Discipline Strategies for a Preschool Classroom,” is an excellent example. In this she gives ideas such as time-out, group learning, playtime, positive encouragement, and a set disciplinary policy or plan. She says “a teacher needs to have simple rules with simple consequences” (“Best Discipline”). Her article is one of many that provide great insight to the discipline problems teachers face today.
Some would say disciplining kids is hard nowadays. It can be. There is still a great importance for discipline- safety, effectiveness, limited distractions, and more. There are many books and resources to help in coming up with very effective ways of discipline. There are workshops that one can take to improve their methodologies. Whatever the case, discipline is so important in a classroom whether preschool or college.
Works Cited
Glenn, Steve. “The Importance of Discipline in the Classroom.” eHow.com, 2010. Web. 4October 2010.
Hunter, Brenda. “Best Discipline Strategies for a Preschool Classroom.” Lifestyle: Education, 2009. Web. 4 October 2010.
Sunday, December 26, 2010
Thursday, December 16, 2010
State and Local Laws Regarding Preschool Operation
**This is another mini paper written for my Trends and Problems class. It was written sophomore year at PBC***
In order to have a successfully operating pre-school, certain laws and regulations need to be understood and followed. There are several laws the states and counties make in order to make sure children are being kept in safe environments. Most laws are made by the states in accordance with federal laws and the counties make sure these laws are followed through in their law books. Some counties will also add to these laws, but not subtract. Davidson County, North Carolina follows the state guidelines thoroughly. These laws and guidelines are usually checked up on by state and local officials regularly.
In North Carolina there are a few laws that need to be followed. The North Carolina Division of Child Development gives a list of laws needed to be followed by pre-school facilities. The first has to do with transportation- “Child care centers or family child care homes providing transportation for children must meet all motor vehicle laws, including inspection, insurance, license, and restraint requirements. Children may never be left alone in a vehicle and child-staff ratio must be maintained” (“North Carolina”). The second section of laws has to do with record keeping. It seems as though a record needs to be kept for everything- children's attendance, children’s immunizations, children’s emergency phone numbers, and monthly fire drills (“North Carolina”). The next law is that every center or preschool has to have a discipline policy (“North Carolina”). They have to discuss the policy with parents and give them a personal copy when they enroll their child in the school (“North Carolina”). Corporal punishment is prohibited (“North Carolina”). Another law is that child abuse or neglect, if suspected, has to be reported (“North Carolina”). Also, the school must keep in mind parental rights- parents have the right to enter a family child care home or center at any time while their child is present, parents have the right to see the license displayed in a prominent place, and parents have the right to know how their child will be disciplined (“North Carolina”). There are specific laws related to staff members- “The administrator of a child care center must be at least 21, and have at least a North Carolina Early Childhood Administration Credential or its equivalent. Lead teachers in a child care center must be at least 18 and have at least a North Carolina Early Childhood Credential or its equivalent. If administrators and lead teachers do not meet this requirement, they must begin credential coursework within six months of being hired. Staff younger than 18 years of age must work under the direct supervision of staff 21 years of age or older. All staff must complete a minimum number of training hours including ITS-SIDS training for any caregiver that works with infants 12 months of age or younger, and CPR and first aid training. All staff must also undergo a criminal records background check” (“North Carolina”). The staff/child ratios are the following- one to five for zero to one year olds, one to six for one year to two year olds, one to ten for two year olds, one to fifteen for three year olds, one to twenty for four years olds, and one to twenty five for school-age children (“North Carolina”). The maximum number of students is ten zero to one year olds, twelve one to two year olds, twenty two year olds, and twenty-five for three year olds and up (“North Carolina”). Space and equipment are regulated- “To meet licensing requirements, there must be at least 25 square feet per child indoors and 75 square feet per child outdoors. Outdoor play space must be fenced. Indoor equipment must be clean, safe, well maintained, and developmentally appropriate. Outdoor equipment and furnishings must be child size, sturdy, and free of hazards that could injure children” (“North Carolina”). Lastly, there are few health laws such as the food should be nutritional and offered every four hours, and everything in children’s reach should be sanitary (“North Carolina”).
There are many laws and regulations in place in order to run an successful child care center. Sometimes these laws become somewhat of a hassle, but they are needed. In order to keep the children safe there needs to be understood requirements for every center. Laws provide organization and a firm basis for protection. Laws are needful and helpful. Every teacher should know the laws of her country, state, county, and center.
Works Cited
“North Carolina Child Care Law and Rules.” Division of Child Development: North Carolina Department of Health and Human Services, 2009. Web. 1 September 2010
In order to have a successfully operating pre-school, certain laws and regulations need to be understood and followed. There are several laws the states and counties make in order to make sure children are being kept in safe environments. Most laws are made by the states in accordance with federal laws and the counties make sure these laws are followed through in their law books. Some counties will also add to these laws, but not subtract. Davidson County, North Carolina follows the state guidelines thoroughly. These laws and guidelines are usually checked up on by state and local officials regularly.
In North Carolina there are a few laws that need to be followed. The North Carolina Division of Child Development gives a list of laws needed to be followed by pre-school facilities. The first has to do with transportation- “Child care centers or family child care homes providing transportation for children must meet all motor vehicle laws, including inspection, insurance, license, and restraint requirements. Children may never be left alone in a vehicle and child-staff ratio must be maintained” (“North Carolina”). The second section of laws has to do with record keeping. It seems as though a record needs to be kept for everything- children's attendance, children’s immunizations, children’s emergency phone numbers, and monthly fire drills (“North Carolina”). The next law is that every center or preschool has to have a discipline policy (“North Carolina”). They have to discuss the policy with parents and give them a personal copy when they enroll their child in the school (“North Carolina”). Corporal punishment is prohibited (“North Carolina”). Another law is that child abuse or neglect, if suspected, has to be reported (“North Carolina”). Also, the school must keep in mind parental rights- parents have the right to enter a family child care home or center at any time while their child is present, parents have the right to see the license displayed in a prominent place, and parents have the right to know how their child will be disciplined (“North Carolina”). There are specific laws related to staff members- “The administrator of a child care center must be at least 21, and have at least a North Carolina Early Childhood Administration Credential or its equivalent. Lead teachers in a child care center must be at least 18 and have at least a North Carolina Early Childhood Credential or its equivalent. If administrators and lead teachers do not meet this requirement, they must begin credential coursework within six months of being hired. Staff younger than 18 years of age must work under the direct supervision of staff 21 years of age or older. All staff must complete a minimum number of training hours including ITS-SIDS training for any caregiver that works with infants 12 months of age or younger, and CPR and first aid training. All staff must also undergo a criminal records background check” (“North Carolina”). The staff/child ratios are the following- one to five for zero to one year olds, one to six for one year to two year olds, one to ten for two year olds, one to fifteen for three year olds, one to twenty for four years olds, and one to twenty five for school-age children (“North Carolina”). The maximum number of students is ten zero to one year olds, twelve one to two year olds, twenty two year olds, and twenty-five for three year olds and up (“North Carolina”). Space and equipment are regulated- “To meet licensing requirements, there must be at least 25 square feet per child indoors and 75 square feet per child outdoors. Outdoor play space must be fenced. Indoor equipment must be clean, safe, well maintained, and developmentally appropriate. Outdoor equipment and furnishings must be child size, sturdy, and free of hazards that could injure children” (“North Carolina”). Lastly, there are few health laws such as the food should be nutritional and offered every four hours, and everything in children’s reach should be sanitary (“North Carolina”).
There are many laws and regulations in place in order to run an successful child care center. Sometimes these laws become somewhat of a hassle, but they are needed. In order to keep the children safe there needs to be understood requirements for every center. Laws provide organization and a firm basis for protection. Laws are needful and helpful. Every teacher should know the laws of her country, state, county, and center.
Works Cited
“North Carolina Child Care Law and Rules.” Division of Child Development: North Carolina Department of Health and Human Services, 2009. Web. 1 September 2010
Friday, December 10, 2010
Parental Involvement
**This is a mini paper I wrote for my Early Childhood Degree. The class was Trends and Problems in EC ED during sophomore year at PBC.**
“I dreamed I stood in a studio and watched two sculptors there, the clay they used was a young child's mind and they finished it with care. One was a teacher; the tools she used were books and music and art; one a parent with a guiding hand and a gentle and loving heart. Day after day, the teacher toiled with a touch that was careful, deft and sure. While the parent labored by her side, and polished and smoothed it o'er” (qtd. Matton). It is important for all to realize that teachers are not the only people responsible for educating children. The parents play a very vital role in a child’s education and this paper will show just that.
Parents are known as the first educators of a child. This is just a common fact. The child is in care of the parent starting from conception. The parent takes time to teach their child to walk and talk. Most do this without really even thinking they have to. It’s just a joy to hear the child say “Momma” or “Dadda” for the first time. A lot of the times, the child learns just by seeing or hearing the parent doing it constantly.
The parent should not stop their involvement in education there, however. They are the ones responsible for choosing the school. A parent should take the time to look at different schools and choose the one they think will best suit their child. This task should not be taken lightly. They should decide what plan to try. This means some schools can do half day programs or whole day programs. The parent needs to know and plan what they want to try with the child when enrolling. Not only the program, but they should also decide if the child is ready or needs to wait. Not all children can start school as early as others. The parent needs to have some semblance of their child’s capabilities.
After choosing the school, the parent should not back off. The parent needs to be there for the child the whole time the child goes through their educational process. The parent, like in Matton’s article, should be there to “polish” what the child is being taught in schools (Matton). Matton also argues that parental involvement starts before school and long after school (Matton). Molly Kreider argues, like many psychologist, that a child whose parents are active in their education do better in school (Kreider). Does this mean the child will be a straight-A student? Of course not, but the child will have a better chance at making the grade if the parent is helping and coaching along.
Now that the importance of involvement is understood, the parent needs to know how to be involved. The main way is through contact with the teacher to see how the child is doing. The main way this done is through parent-teacher conferences. There is also the phone. Parents can call the teacher. The worse thing the teacher can say is, “Sorry, I do not have time to discuss this now.” The other way a parent can be involved is by keeping track with what the child is learning. It can be easier to do this is elementary and up because the child has homework, but the same thing needs to be done in pre-school. Normally the child will be excited about what their learning and want to share if the parent will only listen.
Parental involvement is so vitally important. It helps strengthen a child not only academically but also emotionally. It “polishes” what the teacher is working to teach and it shows the child they are loved. So, parents need to show the child they are loved and be involved in their education. Remember, it takes two sculptors to help shape a strong mind in a child- the teacher and the parent(s). Parents need to be involved.
Works Cited
1. Kreider, Holly. “Getting Parents ‘Ready’ for Kindergarten: The Role of Early Childhood Education.” Harvard Family Reseach Project, April 2002. Web. 13 September 2010.
2. Matton, Kyla. “‘Unity’ of Home & School?” Lifestyle: Parental Involvement in Educating Children, 15 October 2009. Web. 13 September 2010.
“I dreamed I stood in a studio and watched two sculptors there, the clay they used was a young child's mind and they finished it with care. One was a teacher; the tools she used were books and music and art; one a parent with a guiding hand and a gentle and loving heart. Day after day, the teacher toiled with a touch that was careful, deft and sure. While the parent labored by her side, and polished and smoothed it o'er” (qtd. Matton). It is important for all to realize that teachers are not the only people responsible for educating children. The parents play a very vital role in a child’s education and this paper will show just that.
Parents are known as the first educators of a child. This is just a common fact. The child is in care of the parent starting from conception. The parent takes time to teach their child to walk and talk. Most do this without really even thinking they have to. It’s just a joy to hear the child say “Momma” or “Dadda” for the first time. A lot of the times, the child learns just by seeing or hearing the parent doing it constantly.
The parent should not stop their involvement in education there, however. They are the ones responsible for choosing the school. A parent should take the time to look at different schools and choose the one they think will best suit their child. This task should not be taken lightly. They should decide what plan to try. This means some schools can do half day programs or whole day programs. The parent needs to know and plan what they want to try with the child when enrolling. Not only the program, but they should also decide if the child is ready or needs to wait. Not all children can start school as early as others. The parent needs to have some semblance of their child’s capabilities.
After choosing the school, the parent should not back off. The parent needs to be there for the child the whole time the child goes through their educational process. The parent, like in Matton’s article, should be there to “polish” what the child is being taught in schools (Matton). Matton also argues that parental involvement starts before school and long after school (Matton). Molly Kreider argues, like many psychologist, that a child whose parents are active in their education do better in school (Kreider). Does this mean the child will be a straight-A student? Of course not, but the child will have a better chance at making the grade if the parent is helping and coaching along.
Now that the importance of involvement is understood, the parent needs to know how to be involved. The main way is through contact with the teacher to see how the child is doing. The main way this done is through parent-teacher conferences. There is also the phone. Parents can call the teacher. The worse thing the teacher can say is, “Sorry, I do not have time to discuss this now.” The other way a parent can be involved is by keeping track with what the child is learning. It can be easier to do this is elementary and up because the child has homework, but the same thing needs to be done in pre-school. Normally the child will be excited about what their learning and want to share if the parent will only listen.
Parental involvement is so vitally important. It helps strengthen a child not only academically but also emotionally. It “polishes” what the teacher is working to teach and it shows the child they are loved. So, parents need to show the child they are loved and be involved in their education. Remember, it takes two sculptors to help shape a strong mind in a child- the teacher and the parent(s). Parents need to be involved.
Works Cited
1. Kreider, Holly. “Getting Parents ‘Ready’ for Kindergarten: The Role of Early Childhood Education.” Harvard Family Reseach Project, April 2002. Web. 13 September 2010.
2. Matton, Kyla. “‘Unity’ of Home & School?” Lifestyle: Parental Involvement in Educating Children, 15 October 2009. Web. 13 September 2010.
Tuesday, December 7, 2010
Health and First-Aid Laws
**This is a mini paper I did for Trends and Problems in Early Childhood Education sophomore year at PBC.**
When operating a daycare or a pre-school one of the most important things to be concerned with is keeping the children healthy and safe. In North Carolina, there are a few laws to be noted when it comes to having a law-approved preschool center. The first section of laws is concerning health and the second set is concerning first aid requirements.
When it comes to keeping children healthy there are a few things to keep in mind. First each child kept in the daycare needs to have his/her immunization records up to date and turned in to the office for filing (“North Carolina”). Second, sanitation is very important. Germs are so easily spread so in order to keep them from spreading among all the children everything needs to be sanitized and clean (“North Carolina”). Obviously, when it comes to being healthy, watching what is eaten is very important. Snacks and meals should always be nutritious (“North Carolina”). Portion sizes also need to be monitored so the kids are not being overfed (“North Carolina”). They need to be satisfied, not extremely stuffed. According to the North Carolina Department of Health and Human Services, “Food must be offered at least once every four hours” (“North Carolina”). Another way to stay healthy is to be active. If weather permits, allow the children time outside to get the “wiggles out” and get some exercise (“North Carolina”). Also, give them “space and time to rest” (“North Carolina”). Lastly, health inspectors need to visit regularly to make sure all standards are up to par to keep the children healthy (“North Carolina”).
Not only is it important to make provisions for keeping the children healthy, but there also needs to be provision made for the “just-in-case” moments. What this means is having a first-aid kit and first aid regulations. According to the National Resource Center for Health and Safety in Child Care and Early Education website, North Carolina defines a first-aid kit as consisting of “a collection of first aid supplies (such as bandages, tweezers, disposable nonporous gloves, micro shield or face mask, liquid soap, cold pack) for treatment of minor injuries or stabilization of major injuries” (“Child Care”). There also needs to be a permission slip for emergency medical care to be administered and contact numbers for an emergency situation on file for each child just like the immunization records (“Child Care”). The center needs to have specifics outlined on what organization, hospital, clinic, doctor, and emergency room just in case an emergency ever arises (“Child Care”). There also needs to be someone designated to accompany the child or accompany the leftover children when one does need to be rushed to the hospital or clinic (“Child Care”).
It is so very important to not only educate children, but to also keep the children healthy and safe. An education is a very good thing to have but if they are not kept healthy and safe the education will be pointless. All organizations devoted to child care should have these ideas in mind.
Works Cited
1. “Child Care Rules.” National Resource Center for Health and Safety in Child Care and Early Education: North Carolina, 1 August 2010. Web. 2 September 2010. 2. “North Carolina Child Care Law and Rules.” Division of Child Development: North Carolina Department of Health and Human Services, 2009. Web. 1 September 2010.
When operating a daycare or a pre-school one of the most important things to be concerned with is keeping the children healthy and safe. In North Carolina, there are a few laws to be noted when it comes to having a law-approved preschool center. The first section of laws is concerning health and the second set is concerning first aid requirements.
When it comes to keeping children healthy there are a few things to keep in mind. First each child kept in the daycare needs to have his/her immunization records up to date and turned in to the office for filing (“North Carolina”). Second, sanitation is very important. Germs are so easily spread so in order to keep them from spreading among all the children everything needs to be sanitized and clean (“North Carolina”). Obviously, when it comes to being healthy, watching what is eaten is very important. Snacks and meals should always be nutritious (“North Carolina”). Portion sizes also need to be monitored so the kids are not being overfed (“North Carolina”). They need to be satisfied, not extremely stuffed. According to the North Carolina Department of Health and Human Services, “Food must be offered at least once every four hours” (“North Carolina”). Another way to stay healthy is to be active. If weather permits, allow the children time outside to get the “wiggles out” and get some exercise (“North Carolina”). Also, give them “space and time to rest” (“North Carolina”). Lastly, health inspectors need to visit regularly to make sure all standards are up to par to keep the children healthy (“North Carolina”).
Not only is it important to make provisions for keeping the children healthy, but there also needs to be provision made for the “just-in-case” moments. What this means is having a first-aid kit and first aid regulations. According to the National Resource Center for Health and Safety in Child Care and Early Education website, North Carolina defines a first-aid kit as consisting of “a collection of first aid supplies (such as bandages, tweezers, disposable nonporous gloves, micro shield or face mask, liquid soap, cold pack) for treatment of minor injuries or stabilization of major injuries” (“Child Care”). There also needs to be a permission slip for emergency medical care to be administered and contact numbers for an emergency situation on file for each child just like the immunization records (“Child Care”). The center needs to have specifics outlined on what organization, hospital, clinic, doctor, and emergency room just in case an emergency ever arises (“Child Care”). There also needs to be someone designated to accompany the child or accompany the leftover children when one does need to be rushed to the hospital or clinic (“Child Care”).
It is so very important to not only educate children, but to also keep the children healthy and safe. An education is a very good thing to have but if they are not kept healthy and safe the education will be pointless. All organizations devoted to child care should have these ideas in mind.
Works Cited
1. “Child Care Rules.” National Resource Center for Health and Safety in Child Care and Early Education: North Carolina, 1 August 2010. Web. 2 September 2010. 2. “North Carolina Child Care Law and Rules.” Division of Child Development: North Carolina Department of Health and Human Services, 2009. Web. 1 September 2010.
Monday, December 6, 2010
“Comparisons of Satirical Writings- the Nun’s Priests Tale and Gulliver’s Travels”
**This is an essay I wrote for my final exam in British Literature my sophomore year at PBC**
Sometimes it is easier to release all anger and frustration by poking fun of the persons or ideals in writing. Satire is the term for this idea. A writer who is angered or frustrated or just simply picking at a person, group of persons, or an ideal composes a writing in which he makes fun of the subject. There are two tales in particular that are indeed satires written for one reason or another. They are the Nun’s Priests Tale and Gulliver’s Travels.
Both of these writings have very interesting similar literary techniques. Both of these stories are allegories- using animals or descriptions of people to illustrate ideas or other people. The difference between the two is how exactly that they use this technique. The Nun’s Priests Tale uses animals to describe types of people. Chanticleer is a rooster representing a persona of someone who is big and brooding, Pertelote represents the wise partner, and the fox represents someone who is sly and deceitful. In Gulliver’s Travels, Lilliput represents England and Blefuscu represents France. Epic simile, comparing two things that are extraordinary comparisons to be making, is also seen in both of these stories. The NPT compares people to animals. Gulliver’s Travels compares miniature people and their issues to Great Britain. Another issue of epic convention seen in both stories is the fact that both stories are told by a speaker within the story. The Priest from Canterbury Tales tells the story of Chanticleer, and Gulliver is telling the stories of his travels.
Not only are these two stories similar in literary technique, but they are also similar in their styles of satire. There are five styles of satire that one can use to describe a selection- direct, indirect, ironic, Horatian, and Juvenalian. Direct has the idea that the writer reveals in the writing the subject of the satire. Neither story, NPT or Gulliver’s Travels does this. Indirect is where the satire is communicated through characters. Both stories do this. However, is there more to it than communication through characters? Ironic satire uses exaggeration, understatement, and is indirect. Both stories exaggerate in their comparisons. Both are indirect. The glitch, the NPT seem to bring to light the issue, not mask it. The NPT explains the moral at the end of the story. Gulliver’s Travels, however, is a little more discreet about the issue, but does it really reflect it is of little importance? No. It uses grand comparisons leading to more direct light instead of belittling. The next type of satire is Horatian, poking fun for fun. Neither story is this type of satire. Lastly, Juvenalian satire is sharp, biting. It shows the anger and intensity. Both stories seem to do this. They deal with the issues by giving harsh, exaggerated comparisons. So, both stories are indirect, Juvenalian satires.
Satire can be an interesting literary technique to examine in different texts. The symbolisms and attacks used can make this a fun experiment. These two stories are excellent stories to observe to see the examples of two Juvenalian satires. Satire, a way of releasing anger, can be seen as a good laugh or a good learning experience for a future reader. NPT and Gulliver’s Travels are just two great satirical writings.
Sometimes it is easier to release all anger and frustration by poking fun of the persons or ideals in writing. Satire is the term for this idea. A writer who is angered or frustrated or just simply picking at a person, group of persons, or an ideal composes a writing in which he makes fun of the subject. There are two tales in particular that are indeed satires written for one reason or another. They are the Nun’s Priests Tale and Gulliver’s Travels.
Both of these writings have very interesting similar literary techniques. Both of these stories are allegories- using animals or descriptions of people to illustrate ideas or other people. The difference between the two is how exactly that they use this technique. The Nun’s Priests Tale uses animals to describe types of people. Chanticleer is a rooster representing a persona of someone who is big and brooding, Pertelote represents the wise partner, and the fox represents someone who is sly and deceitful. In Gulliver’s Travels, Lilliput represents England and Blefuscu represents France. Epic simile, comparing two things that are extraordinary comparisons to be making, is also seen in both of these stories. The NPT compares people to animals. Gulliver’s Travels compares miniature people and their issues to Great Britain. Another issue of epic convention seen in both stories is the fact that both stories are told by a speaker within the story. The Priest from Canterbury Tales tells the story of Chanticleer, and Gulliver is telling the stories of his travels.
Not only are these two stories similar in literary technique, but they are also similar in their styles of satire. There are five styles of satire that one can use to describe a selection- direct, indirect, ironic, Horatian, and Juvenalian. Direct has the idea that the writer reveals in the writing the subject of the satire. Neither story, NPT or Gulliver’s Travels does this. Indirect is where the satire is communicated through characters. Both stories do this. However, is there more to it than communication through characters? Ironic satire uses exaggeration, understatement, and is indirect. Both stories exaggerate in their comparisons. Both are indirect. The glitch, the NPT seem to bring to light the issue, not mask it. The NPT explains the moral at the end of the story. Gulliver’s Travels, however, is a little more discreet about the issue, but does it really reflect it is of little importance? No. It uses grand comparisons leading to more direct light instead of belittling. The next type of satire is Horatian, poking fun for fun. Neither story is this type of satire. Lastly, Juvenalian satire is sharp, biting. It shows the anger and intensity. Both stories seem to do this. They deal with the issues by giving harsh, exaggerated comparisons. So, both stories are indirect, Juvenalian satires.
Satire can be an interesting literary technique to examine in different texts. The symbolisms and attacks used can make this a fun experiment. These two stories are excellent stories to observe to see the examples of two Juvenalian satires. Satire, a way of releasing anger, can be seen as a good laugh or a good learning experience for a future reader. NPT and Gulliver’s Travels are just two great satirical writings.
Sunday, December 5, 2010
A Summary and Interpretation of Hamlet, by William Shakespeare
**This is another paper I did for school. This was written for British Lit my sophomore year at PBC.**
Summary. Hamlet is a tragic play composed in the years 1600 or early 1601, and published in the year 1603 (Spencer 307). Shakespeare opens the play with an immediate introduction to a ghostly figure stalking the palace grounds of Denmark. The ghost is the late King of Denmark. With numerous failed attempts of getting the ghost to speak, the men witnessing this sight wonder about the meaning of this visitation.
The ghost, the late king, is Hamlet’s father. When the apparition appears it had been two months since his death. At this same point, Hamlet’s uncle, Claudius, marries the widowed queen. When Hamlet’s father died, Claudius took over the throne. Hamlet is found among his uncle, his mother, and a group of courtiers in the next scene of the play. The newly crowned king and Hamlet’s mother are convincing him to stay in Denmark instead of returning to school in Wittenburg. The reader gets a sense of Hamlet’s true feelings about the marriage once the crowd exits. He is troubled by his uncle and mother’s marriage, and refers to the union as incest (Ham.1.2.).
Hamlet’s thoughts are interrupted with the entrance of the men who witnessed the ghost’s appearance. The men then reveal information about the ghostly sightings to the young prince. When Hamlet hears about the apparition, he decides to confront it himself. He believes that this appearing of his father is a sign of bad things- “My father’s spirit in arms! All is not well; / I doubt some foul play: would the night were come! / Til then sit still, my soul: foul deeds will rise, / Though all the earth o’erwhelm them, to men’s eyes” (Ham.1.2.). It is in this confrontation that the ghost reveals to Hamlet’s ears that he was murdered by King Claudius- “Thus was I, sleeping, by a brother’s hand, / Of life, of crown, or queen, at once dispatched” (1.4.). Thus begins the main plot of Hamlet.
Throughout the rest of the story Hamlet fakes madness contemplating how and when would be best to kill his uncle who committed the murder. All believe he has gone mad. Ophelia, Hamlet’s love, is badly mistreated in the midst of his plot. He tells her- “You should have not believ’d [sic] me; for virtue cannot so inoculate / our old stock but we shall relish of it: I loved you not” (Ham.3.1.). He also tells her to go join a convent to refrain from marrying with the traitorous men of Denmark (3.1.). His fits lead him to conduct a play causing the conviction of his uncle. He also accidentally murders a man when confronting his mom about the incestuous, deceitful relationship between her and his uncle. Is it genius or really madness?
In the end, the theme of tragedy becomes a reality. Hamlet escapes death at the hands of his uncle by condemning two other men, Rosencrantz and Guildenstern, to their deaths instead of taking the blade himself. Polonius, Ophelia and Laertes’ father, was the man Hamlet accidentally killed in his fit. Ophelia then goes mad and accidentally kills herself in her insanity. Laertes returns to mourn his father’s death and ends up mourning his sister’s as well. He finds out Hamlet is the cause and challenges him to a duel. Hamlet’s uncle plots with Laertes on how to make the duel a permanent loss for Hamlet. This plot goes extremely wrong, however. The king plots to poison Hamlet by drink. Unfortunately, the queen drinks instead and agonizingly dies. Laertes dips the tip of his weapon in poison saying, “I will do’t [sic]: / And for that purpose I’ll anoint my sword. / I bought an unction of a mountebank / So mortal that, but dip a knife in it, / Where it draws blood no cataplasm so rare, / Collected from all simples that have virtue / Under the moon, can save the thing from death / that is but scratched withal. I’ll touch my point / With this contagion, that if I gall him slightly / It may be death” (Ham.4.7.). He does cut Hamlet to infect him, but a sudden twist of events causes Hamlet to also cut Laertes with the same sword. Laertes before breathing his last breath confesses the plot to Hamlet: “It is here, Hamlet. Hamlet, thou art slain; / No medicine in the world can do thee good; / In thee there is not half an hour of life. / The treacherous instrument is in thy hand, / Unbated and envenomed. The foul practice / Hath turned itself on me; lo, here I lie, / Never to rise again: Thy mother’s poisoned: / I can no more:-- the king, the king’s to blame” (5.2.). Before Hamlet dies, he takes his revenge by stabbing his uncle with the poisoned sword and forcefully causing him to drink the rest of the poison drink. Thus ends Shakespeare’s great tragedy- Hamlet.
Interpretation. Hamlet is indeed a great tragedy written by the hand of one of the greatest authors that ever lived. Spencer says "No comparable work of art has been so much discussed as this tragedy" (305). One would readily admit the greatness of this work. Shakespeare reveals the ideal of tragedy by utilizing and illustrating five main themes- the supernatural, revenge, madness, conscience, and divine providence. These various themes keep the reader interested in every scene.
The play begins with an air of tragedy by utilizing the theme of the supernatural. It begins gloomily with the quick introduction of a ghostly figure stalking the grounds of Denmark. The night is cold and dark. There is a slight fog rolling in. The ghost appears. He slowly and gloomily walks around the ground. The men spot him. He won’t talk- just stares. These images from the first scene so well decorate the rest of the play in tragedy. It is gloomy and dark. The supernatural world is at work. “Something is rotten in the state of Denmark” (Ham.1.4.).
The next utilization of theme to reveal tragedy is the theme of revenge. Hamlet is known as a revenge tragedy. The whole play centers on a Prince’s plot to avenge his father’s death. Hamlet is fulfilling his “sacred duty” to his father but plotting vengeance on his uncle as the ghost reveals in the beginning (Spencer 314). Revenge is the whole center of the play. Hamlet, as seen in another one of the plays themes, feigns madness in order to distract from his plotting revenge. His conscience, another theme, helps display the true purpose of the young prince- revenge. The whole entire play is the story of revenge for a death of a most beloved king and father.
Madness is another theme Shakespeare utilizes for his tragic air. The way Shakespeare uses this madness gives the air of tragedy. He has Hamlet fake madness in order to disguise the plot of revenge commanded by the ghost. Hamlet’s “madness” sends him to scare the people he loves- Ophelia and his Mother. Ophelia is mistreated in a fit. She is put out to trap Hamlet and he yells and rants about how he does not love her. His mother gets the brunt of Hamlet’s feigned madness in a confrontation in her bed chamber. He does inform his mother it is a fake madness, but the damage is already done. One, however, is assumed to not fall for his fake madness. Holzknecht claims Claudius did not accept the idea of madness. “Claudius and Polonius, in hiding, watch the encounter between Hamlet and Ophelia, with the result that Claudius is convinced that love is no cause of Hamlet's melancholy. He evens doubts that it is madness At all, scents danger to himself, and resolves that "madness in great ones must not unwatch'd go” (Holzknecht 334). Ophelia too goes mad, but her madness is not faked. She loses all her senses when her father dies by the hand of Hamlet. Her insanity leads her to death. Madness is used to severely hurt people emotionally and physically. Therefore, the theme of madness is an aid to tragedy.
The next theme to reveal tragedy is that of conscience. Conscience seems to be the undoing of the whole plot of both Hamlet and Claudius. Hamlet is uncertain about the ghost’s real message. He cannot kill his uncle if the ghost is really a demon. Spencer and Joseph point out the belief in demonic possession of humans and recently dead spirits during the time period of Hamlet (Spencer 315 and Joseph 32-35). He uses the play “Mousetrap” to catch the true conscience of the king. Joseph does an excellent job in showing this idea in his book, Conscience and the King. He argues the play is to catch the conscience of the king (Joseph 74). That is exactly what Hamlet does. The king’s conscience is also revealed in the midst of the play. He goes in a fit during the play showing his uneasiness. The next scene, Claudius is seen praying because of his guilt of his brother’s murder. He does indeed have a conscience. This is also where Hamlet hesitates taking his revenge because of Claudius’ prayers. Spencer says, “The Prince postpones his vengeance, not because he is weak, but because he is strong enough to wait till he can make it complete" (Spencer 315). The belief was that when one prayed and confessed they were clean and could go to heaven, but if the person was not confessed at the time of murder then he would go to hell (Spencer 315). Holzkneck claims that the play gives away each of the men’s secrets to the other (Holzknecht 335). Because Hamlet was successful in revealing the king’s conscience, his revenge was put off. Because Hamlet was too outright in the play’s design, the king now knows Hamlet’s mind.
The last theme in the outworking of tragedy is that of divine providence. The idea of divine providence is that each character gets what he deserves. Revenge is achieved and punishment is dealt. Hamlet plots during the whole play to conduct revenge against his uncle’s sin of murder. In order for this to be achieved, Hamlet has to kill his uncle but also ends up killing another man. Therefore, in the end he not only achieves his purpose in punishing his uncle, but he is too punished by Laertes. The queen gets her seeming punishment by also losing her life. Lastly, Laertes in his sinful plot dies as his punishment. So, another tragic event- everyone dies per divine providence. Something was at work to make this whole scene occur. Could it be God? Is His hand somehow at work? Whether Shakespeare was revealing God’s hand in this play or not is uncertain, but what is certain is each character seems to get a punishment of death.
Hamlet is a great play of tragedy. It has the supernatural, revenge, madness, conscience, and divine providence. The air of tragedy is all throughout the play thanks to the wise hand of William Shakespeare. It seems Spencer is correct in his reasoning’s of Hamlet’s popularity. He says- “this play has everything” (306). One of the greatest authors of all time created a masterpiece in his great revenge tragedy, Hamlet.
Works Cited
Spencer, Hazelton The Art and Life of William Shakespeare. New York: Harcourt, Brace and Company, 1940. Print.
Joseph, Bertram. Conscience and the King. London: Chatto and Windus, 1953. Print.
Shakespeare, William. Hamlet. Lexington: Cricket House Books, 2010. Print.
Holzknecht, Karl J. The Backgrounds of Shakespeare's Plays. New York: America Book Company, 1950. Print.
Thursday, December 2, 2010
The Millennial Kingdom
**This is my research paper I did for Biblical Interpretation 2 my sophomore year at PBC.**
The thought of Christ being in rule on earth is amazing. Even more amazing is the thought that all nations will know and understand who He is. Is it really possible that Phillipians 2:10-11 would come true? “That at the name of Jesus every knee should bow, of things in heaven, and things in earth, and things under the earth; And that every tongue should confess that Jesus Christ is Lord, to the glory of God the Father” (Phil. 2:10-11). The Jews were offered this kingdom at another point in time, but they rejected it. This time will not be rejected when it comes to the dispensation of the Millennial Kingdom. This is the period of time in which Christ will rule on earth for one thousand years. Dr. Keith Bailey, a pastor and the editor of Christian Publications, calls this time period- “the most blessed age in human history” (Bailey 146 ).
Before one can discuss anything about a specific dispensation, one needs to understand introductory ideas on dispensationalism. Dr. Charles C. Ryrie, best-selling author of many theological books, gives excellent descriptions and definitions of dispensationalism in his book. Dispensationalism is the adherence to a literal hermeneutic or interpretation of the Bible, the separation of Church and Israel, and the doxological purpose of scripture (Ryrie 45-48). One of the key features in dispensationalism is the idea of different dispensations or ages throughout time (29-30). Each of these seven dispensations is classified by a test, failure, and a judgment (39-41). For example, the test in the beginning was to not eat of the fruit. The failure was the eating of that fruit. The judgment was expulsion from the garden (59). Each and every dispensation holds to this pattern. If a period in question does not have these three ingredients, then it is not a dispensation. The seven dispensations most dispensationalists hold to are innocence, conscience, patriarchal rule, human government, Mosaic law, grace, and kingdom (58-65). The kingdom is indeed the 1,000 year reign of Christ (64-65).
There are many different views about the Millennial Kingdom and the aspects of this time period. Dr. Bailey points this ideal out in his book, Christ’s Coming and His Kingdom. He also takes the time to mention at least two views. One view is the Amillenialist view which he describes as the belief that the current church age is the millennium. The other is the common view and it is that the millennium is a thousand years that will take place after Christ’s second coming (Bailey 146). The latter view is what most dispensationalists would hold to. It is believed that the Millennial Kingdom will start after the Battle of Armageddon (Bailey 145-46). Revelation 20:1 says, “And I saw an angel come down from heaven, having the key of the bottomless pit and a great chain in his hand. And he laid hold on the dragon, that old serpent, which is the Devil, and Satan, and bound him a thousand years, and cast him into the bottomless pit, and shut him up, and set a seal upon him, that he should deceive the nations no more, till the thousand years should be fulfilled:” (Rev. 20:1-3a).” This shows two key aspects of the Millennium. First, that Satan will be bound at the start of the Millennium which chapter nineteen says is the end of the battle- “And the remnant were slain with the sword of him that sat upon the horse, which sword proceeded out of his mouth: and all the fowls were filled with their flesh” (Rev. 19:21). It also shows what will happen at the end of the millennium- the loosing of Satan. The verse goes on to say- “and after that he must be loosed a little season” (Rev. 20:3b). Bailey says, “This [loosening] will test the profession of man” (Bailey 164). Another key aspect of the Millennium is that many will come to know Christ which Bailey alludes to in this quote. He also goes on to state this ideal (Bailey 164). A fourth key aspect of the Millennium is that Christians will be ruling with Christ during this time (Bailey 154). Bailey uses Revelation 5:9-10 to prove this ideal (Bailey 154). Lastly, an aspect of the Millennium is that this time of peace and ruling of Christ will be done through Jerusalem as the capital (Otis 59). In conclusion, Ryrie attest to the test, failure, and judgment of this age. The test is will God’s people accept and remain faithful. The failure is that some will still refuse him. The judgment is the Great White Throne preceding this time (Ryrie 64-65).
Many could attest to the Millennium as being a favorite dispensation. A lot could hold to the aspects mentioned before as contributors. The main reason is because many will come to know Christ because of his holy presence on earth. Otis, founder of a Christian ministry known as High Adventure Ministries, reiterates the acceptance of the kingdom and king by the Jews in his book (Otis 81-83). The fact that the hard-heartened Jews will accept Him seems amazing. The other fact that hard-heartened Gentiles also come to accept the Lord is also amazing. One could look at the world today and find this impossible- that’s what makes this ideal so amazing! Another reason this period could be a favorite is that there is so much uncertainty about this time period. Otis says, “It is a strange paradox that enlightened man, even at the turn of this millennium is so poorly informed about this looming age” (Otis 26). He gives a solution that many seem to fail to heed and even one who does heed could still be left with confusion because one does not take the time to really research the ideals. He says to simply look to God for the unknown (Otis 35-36). He states- “The Bible authenticates itself” (Otis 37). One could still be left with uncertainty, however. The key fact to remember is that there are some things one will never know until God directly reveals it. One final factor could be that this is indeed the last dispensation. There may be some that this ideal causing fascination and favoritism. After this dispensation, God’s creation can finally live at peace with Him as was his original purpose.
The Millennium is a fascinating time period. It is a dispensation where Christ will finally be in rule and where Revelation 20 will come true. There will be an end to the cycle of dispensations for this is the last dispensation. The ones who will accept Christ will finally accept Him and those that still reject will be cast off to their judgment. There may be confusion in dealing with this period but one thing is certain- it is a time looked to with great anticipation.
Works Cited
Bailey, Keith M. Christ’s Coming and His Kingdom. Pennsylvania: Christian Publications, 1999. Print.
KJV Reference Bible. Grand Rapids: Zondervan, 1994. Print.
Otis, George Sr. Millenium: The 1000 Year Reign of King Jesus. Oklahoma: Albury Publishing, 2000. Print.
Ryrie, Charles C. Dispensationalism. Chicago: Moody Publishers, 1977. Print.
The thought of Christ being in rule on earth is amazing. Even more amazing is the thought that all nations will know and understand who He is. Is it really possible that Phillipians 2:10-11 would come true? “That at the name of Jesus every knee should bow, of things in heaven, and things in earth, and things under the earth; And that every tongue should confess that Jesus Christ is Lord, to the glory of God the Father” (Phil. 2:10-11). The Jews were offered this kingdom at another point in time, but they rejected it. This time will not be rejected when it comes to the dispensation of the Millennial Kingdom. This is the period of time in which Christ will rule on earth for one thousand years. Dr. Keith Bailey, a pastor and the editor of Christian Publications, calls this time period- “the most blessed age in human history” (Bailey 146 ).
Before one can discuss anything about a specific dispensation, one needs to understand introductory ideas on dispensationalism. Dr. Charles C. Ryrie, best-selling author of many theological books, gives excellent descriptions and definitions of dispensationalism in his book. Dispensationalism is the adherence to a literal hermeneutic or interpretation of the Bible, the separation of Church and Israel, and the doxological purpose of scripture (Ryrie 45-48). One of the key features in dispensationalism is the idea of different dispensations or ages throughout time (29-30). Each of these seven dispensations is classified by a test, failure, and a judgment (39-41). For example, the test in the beginning was to not eat of the fruit. The failure was the eating of that fruit. The judgment was expulsion from the garden (59). Each and every dispensation holds to this pattern. If a period in question does not have these three ingredients, then it is not a dispensation. The seven dispensations most dispensationalists hold to are innocence, conscience, patriarchal rule, human government, Mosaic law, grace, and kingdom (58-65). The kingdom is indeed the 1,000 year reign of Christ (64-65).
There are many different views about the Millennial Kingdom and the aspects of this time period. Dr. Bailey points this ideal out in his book, Christ’s Coming and His Kingdom. He also takes the time to mention at least two views. One view is the Amillenialist view which he describes as the belief that the current church age is the millennium. The other is the common view and it is that the millennium is a thousand years that will take place after Christ’s second coming (Bailey 146). The latter view is what most dispensationalists would hold to. It is believed that the Millennial Kingdom will start after the Battle of Armageddon (Bailey 145-46). Revelation 20:1 says, “And I saw an angel come down from heaven, having the key of the bottomless pit and a great chain in his hand. And he laid hold on the dragon, that old serpent, which is the Devil, and Satan, and bound him a thousand years, and cast him into the bottomless pit, and shut him up, and set a seal upon him, that he should deceive the nations no more, till the thousand years should be fulfilled:” (Rev. 20:1-3a).” This shows two key aspects of the Millennium. First, that Satan will be bound at the start of the Millennium which chapter nineteen says is the end of the battle- “And the remnant were slain with the sword of him that sat upon the horse, which sword proceeded out of his mouth: and all the fowls were filled with their flesh” (Rev. 19:21). It also shows what will happen at the end of the millennium- the loosing of Satan. The verse goes on to say- “and after that he must be loosed a little season” (Rev. 20:3b). Bailey says, “This [loosening] will test the profession of man” (Bailey 164). Another key aspect of the Millennium is that many will come to know Christ which Bailey alludes to in this quote. He also goes on to state this ideal (Bailey 164). A fourth key aspect of the Millennium is that Christians will be ruling with Christ during this time (Bailey 154). Bailey uses Revelation 5:9-10 to prove this ideal (Bailey 154). Lastly, an aspect of the Millennium is that this time of peace and ruling of Christ will be done through Jerusalem as the capital (Otis 59). In conclusion, Ryrie attest to the test, failure, and judgment of this age. The test is will God’s people accept and remain faithful. The failure is that some will still refuse him. The judgment is the Great White Throne preceding this time (Ryrie 64-65).
Many could attest to the Millennium as being a favorite dispensation. A lot could hold to the aspects mentioned before as contributors. The main reason is because many will come to know Christ because of his holy presence on earth. Otis, founder of a Christian ministry known as High Adventure Ministries, reiterates the acceptance of the kingdom and king by the Jews in his book (Otis 81-83). The fact that the hard-heartened Jews will accept Him seems amazing. The other fact that hard-heartened Gentiles also come to accept the Lord is also amazing. One could look at the world today and find this impossible- that’s what makes this ideal so amazing! Another reason this period could be a favorite is that there is so much uncertainty about this time period. Otis says, “It is a strange paradox that enlightened man, even at the turn of this millennium is so poorly informed about this looming age” (Otis 26). He gives a solution that many seem to fail to heed and even one who does heed could still be left with confusion because one does not take the time to really research the ideals. He says to simply look to God for the unknown (Otis 35-36). He states- “The Bible authenticates itself” (Otis 37). One could still be left with uncertainty, however. The key fact to remember is that there are some things one will never know until God directly reveals it. One final factor could be that this is indeed the last dispensation. There may be some that this ideal causing fascination and favoritism. After this dispensation, God’s creation can finally live at peace with Him as was his original purpose.
The Millennium is a fascinating time period. It is a dispensation where Christ will finally be in rule and where Revelation 20 will come true. There will be an end to the cycle of dispensations for this is the last dispensation. The ones who will accept Christ will finally accept Him and those that still reject will be cast off to their judgment. There may be confusion in dealing with this period but one thing is certain- it is a time looked to with great anticipation.
Works Cited
Bailey, Keith M. Christ’s Coming and His Kingdom. Pennsylvania: Christian Publications, 1999. Print.
KJV Reference Bible. Grand Rapids: Zondervan, 1994. Print.
Otis, George Sr. Millenium: The 1000 Year Reign of King Jesus. Oklahoma: Albury Publishing, 2000. Print.
Ryrie, Charles C. Dispensationalism. Chicago: Moody Publishers, 1977. Print.
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