Medea by Euripides | Plot Summary

Medea by Euripides | Plot Summary Crazed Mother Medea relates to real life if you watch the news and hear about ex-lovers ending their relationships with murder or suicide. Medea is willing to sacrifice everything to make her revenge perfect. Medea shows her complete necessity for revenge when she says, â€Å"anyone running between me and my justice will reap what no man wants.† Not only does she kill two children, she kills her own two innocent children, because she does not want the kids in Jasons hands. This type of crazed revenge is seen too often in todays society. The play Medea can be interpreted as a crazy mother who takes her heart broken anger out on her own innocent children. At the beginning of the play, the Nurse talks about the years when Medea and Jason were in love. She mentions how she was broken by saying, â€Å"but Jason has turned from her; he calls the old bond a barbarian mating, not a Greek marriage.† Jason harshly betrays Medea and it is obvious that it is going to lead to violence and rage when Medea says, â€Å"And when I have ruined the whole of Jasons house, I shall leave the land and flee from the murder of my Dear children, and I shall have done a dreadful deed.† Medea has set her plan to ruin Jasons life by taking her childrens. Jason is very arrogant, but is he really the hero he is made up to be? Medea knows she made Jason who he is when she says, â€Å"I gave him success and fame; I saved him his precious life, not once, many times†¦I betrayed my father for him, I killed my brother to save him.† The reason why Jason is where he is at in his life is because of Medea. She did all the dirty work for Jason, but he repays her by running off and marrying the beautiful girl. Jason does not understand that the reason he holds power is from Medea. This arrogance is one of the reasons why Medea is so enraged at Jason. Medea gives many hints throughout the play of her final act of retaliation. As the story progresses the need to seek revenge also builds inside of her. The initial signs of Medeas potential behavior appear at the beginning of the play when the Nurse tells how Medea is emotionally hurt. The Nurse says, â€Å"But Medea lies in the house, broken with pain and rage; she will neither eat nor drink.† It is completely natural to want revenge on something that has stung you in the past. Medea comes right out and tells Jason that something is going to happen, â€Å"Something might happen. It is†¦likely†¦that something might happen to the bride and the marriage.† Medea bluntly tells Jason that something will happen to disrupt his marriage and she will have revenge for what Jason has done to her. Medea showed her first signs of craziness when she killed her family members and others to get what she wanted. She offers more signs of her future behavior when she screams out in her mind about what she will do, â€Å"What I need: all dead, all dead, all dead, under the great cold stones. For a year and a thousand years and another thousand: cold as stones, cold, but noble again, proud, strait, and silent, crimson-cloaked in the blood of our wounds.† Medea wants all that have betrayed her to be dead. Even though Jason is still living, his pride and everything he had, like his children and the princess, is dead. She says that once it has all been completed she will be proud, and noble. This self-reflection is a major give away toward her crazy inner soul. In Medea, the three Corinthian women often show signs that they are afraid of Medea. One of the Corinthian women says, â€Å"They say she is dangerous. Look at her eyes.† The women tell us that Medea is filled with crazed rage and will do something dangerous. One of the Corinthian women says, â€Å"Women hate war, but men will wage it again. Women may hate their husbands, and sons, and fathers, but women will never hate their children.† This statement says that Medea will hate her husband, but she did not hate her children even though she killed them, and this is ultimately what makes her crazy. Medea also shows many heroic qualities, especially when she is willing to kill her own brother to be with Jason. When she kills her brother, she shows that she is willing to do whatever is necessary to get the job done. Medea has been not only cheated, but also betrayed by Jason. She will not tolerate this abuse from him and does something about it. Medea says to Creon, â€Å"You see a woman driven half mad with sorrow, laboring to save her little children.† Medea builds up enough courage to confront Jason and get revenge. There are two main reasons why Medea decides to kill her children. The first is that she feels that it is a perfect way to complement the death of the princess in getting revenge on Jason. When she tells the chorus of the plans to kill the children, they wonder if she has the heart to kill her children, and Medea answers, â€Å"yes, for this is the best way to wound my husband.† This shows that she believes that by killing her children, she will basically ruin Jasons life and succeed in her revenge. The second reason for Medea killing her children has nothing to do with revenge. If she left her children with Jason, they would be living in a society that would look down upon them since they do not have pure goddess origins. Since she does not want to leave her children with Jason, they really have no place else to go, â€Å"my children, there is none who can give them safety.† Medea decides that killing her children is the best way to get both revenge, and the assurance that her children are not in Jasons hands. Medea ends the play with her crazed mind when she stabs her two innocent kids to death. She confronts Jason with the dead children and taunts him as she walks on saying, â€Å"I do not leave my childrens bodies with thee; I take them with me that I may bury them in Heras precinct. And for thee, who didst me all that evil, I prophesy an evil doom.† Medea shows her craziness throughout the entire play.

Class And Achievement In Education In The Uk Education Essay

Sociologists have established that difference in category has a bearing on accomplishment in instruction of the students. We can give four ground for this appraisal: general cognition ; proviso of certain stuffs ; difference in cultural values and attitudes ; and the procedure of labeling schools. ( Haralambos, M & A ; Holborn,2004 ) Although difference in general cognition or IQ degrees of students can non be straight related to societal category so it would be wise non to research this theory further. Now maintaining the other three factors in head, I ‘ll analyse the advantage and disadvantages of each of the three ( lower, in-between, and upper ) categories and associate it with their academic accomplishments. A Poverty is defined to be when an single receives income, which is at most 40 % of the average income in UK. With this standards in head about 13.5 million persons of which 2.9 million kids can be said to be in the lower category of the societal hierarchy in the UK in 2008. Students belonging to these places are more likely to hold deficient diet ensuing in lower energy and concentration degrees. Illness could be another effect and that could take to losing school ; at place they likely do n't hold a dedicated room for survey ; with limited purchasing power they cant afford better books or tuition ; taking parttime occupations may be a demand which would intend less clip for survey. Their options are limited to province schools and colleges. Choosing higher instruction would intend for them to do some fiscal forfeits and would possible consequence in them choosing to non prosecute farther instruction. Hyman suggested that students from lower category are at a cultural disadvantage so the other societal category pupils. He feels that comparing with the in-between category, lower category is non that ambitious as they feel that they are seeking to work off from their grass roots ; they thinks that they have a really obstinate attack towards this and do n't quite acquire the construct of doing short term forfeits for long term additions. Sugarman reinforced Hyman theories and added that the ground for such behaviour might be based on their ain experiences of working in an environment with really small growing chances and deficiency of grasp or encouragement to advancement. In add-on to the positions held by Hyman and Sugarman, Douglas said that in-between category and upper category parents tend to back up more in their kid ‘s faculty members. This theory has been proved by the attending at the parents- instructor meetings. Pierre Bourdieu has a different return on the thought that lower category students are at a cultural disadvantage. He feels that the underachievement of kids from these places lack the ‘cultural capital ‘ . He agreed that there is a difference in civilization of the upper, in-between and lower category, but maintained that no 1 is to state which is less of import than the other. Upper category has an advantage of holding power and resources to rule the society with their civilization. By a dominant civilization Bourdieu means that the upper category and perchance in-between category have one pes on success as they are likely to be in contact with good paying occupations because of the environment they are being raised. For this ground Pierre believes that lower category students do n't miss civilization and heritage but the difference in their civilization from the remainder keeps them at a disadvantage. Sociologists believe that the procedure of labeling in schools can besides hold a negative or positive consequence on the kids Hargreaves stated that students from working category are denied academic rubrics and privileges and so to counterbalance for this they kids tend to misbehavior. Students take labels like â€Å" worthless â€Å" as an encouragement to move in this manner. And the more you try to halt them the more they move off. Nell Keddie added some classs are designed otherwise for different sets of students. In this instance their professors thought it ‘d be wise to non expose the working category pupil to these surveies, in fright that they would non understand it. So in this instance the promise of better and more understanding instructors would assist these kids. Once once more this labeling environment is rarely found in the center and upper category pupils. ( Cole, M, 1995 ) A pupil ‘s chase for success is a direct effect for her academic motive. No two human existences are precisely the same and therefore execute otherwise in certain state of affairss than one another. Likewise pupils differ in their demand to win. Academic achievement motive is used to intend the student ‘s demand or drive towards the accomplishment of success. Gesnide states the importance of function theoretical account in a kid ‘s life. If high winners surround a kid than it is more likely that he will seek to follow their act. On the other manus if he is amongst low winners than that would barely actuate him to win. We define â€Å" place environment † as all the conditions and experience in place, which help develop a kid ‘s manner of thought and his emotional demands. There are many factors, which account for a certain signifier of place environment. Such as the educational background of a pupils ‘ parents, outlooks, income and figure of siblings. All these factors straight influence a kid ‘s ‘ public presentation in school. ( Meighan, R & A ; Harber, C ( 2007 ) Atkinson and Feather found out that pupils who have male parents working at high paying occupations are more motivated to acquire better classs at school. To Atkinson it was obvious that the will to win additions with the societal position. Harmonizing to Atkinson the ground for better public presentations by center and upper category pupils was down to the preparation these pupils received at place. They found out that parents who give freedom in decision-making are making a better occupation at actuating their kids for academic excellence. Majoribanks concurs with the findings of Atkinson and adds that a kid should be given duty to prepare him. Expectations should be kept high and the grade of complexness of undertaking should be raised to develop a sense of achievement in the kid from a immature age. ( Davies, N, 2000 ) Now lets take a expression at the fluctuation in male and female public presentations in instruction. From surveies conducted by Sean Coughlan it is observed that misss have done better than male childs in all societal categories. The engagement from adult females in universities has been on the addition. At the minute it stands close to 49 % by misss and merely 38 % is comprised of immature work forces. Reports suggest that success by adult females is non merely a tendency seen in all societal categories but besides in all cultural groups. This tendency is attributed to the deficiency of male instructors in the primary schools. Sociologists believe that male childs are more motivated to execute good in category if they are being taught by male instructors. About 75 % of primary schools in UK have no male instructors in their staff. This tendency has been stretched into ulterior old ages now as pupils lose some motive to larn, and other factors like non being able to speak about toughs to their female school teachers. Another survey tells us that there is a deficiency of male function theoretical accounts in the form of invitee talkers and voluntaries. Other sociologists attribute this tendency to deficiency of resort areas at school. Since male childs have more physical energy they need to exercise more before they can eventually settle down and survey. And decreasing figure of resort areas means that male pupils lose more and more involvement in school. ( Lawton, D 1992 ) One noteworthy thing might be the instance where the betterment of misss in faculty members over the few decennaries may merely be the illustriousness and due to their obedient behaviour more than anything else that have seen them out execute the male childs. But one thing is for certain that this tendency is consistent with all the societal categories. So this can non be considered a direct nexus towards societal category and accomplishment in instruction in UK. Lashkar-e-taibas further honkytonk into the statement beyond ethnicities. It wont be incorrect to state that cultural minority pupils such as the Chinese and Indian -Origin students have been superb academically. But the Afro-Caribbean students are non executing excessively good. Recent findings show that consciously or unconsciously racism by does persist at some degree. Although some instructors are known to assist these pupils. In his book, Bernard Coard states that the UK instruction system is unsupportive of afro-Caribbean kids as it makes them experience like they do n't belong. He farther states that their idiom is ridiculed ; white symbolizes something good whereas black means something bad ; black pupils become a mark of labeling. ( Majors, R ( erectile dysfunction ) , 2001 ) Cecile Wright supported Benards ‘ research. He said that professors seldom brought Asiatic and black kids into group treatments. As they felt that the Asian and the black pupil do n't hold lesser communicating accomplishments. However, instructors besides had higher outlooks of Asian beginning than of Afro-Caribbean beginning students. ( Journal: Race, Ethnicity and Education ) Gilbourn and Youdell joint findings confirmed the frights faced by the cultural minority students. They explained ground for the under-performance of Afro-Caribbean studentsA due to the fact that, Afro-Caribbean pupil were admitted and placed in lower grade GCSE scrutinies. And the focal point of the professors has chiefly ever been on the high winners and second-rate pupils and assisting low winners ( who were normally black ) was secondary. These grounds sum up to ensue in bad public presentations by the black pupils. ( Wright, C 2000 ) Most sociologists believe that labeling theories hold some substance. And make supply an reply for the favoritism in category and ethnicity in the field of instruction. But the critics of such statements believe that these tax write-offs are based on little group of students. And these findings might be biased. Surveies by the University College London ( UCL ) and Kings College London came up with statistical grounds back uping this statement. This study uses figures released by the Department for Education and Skills. â€Å" These are really of import findings, which should alter the manner parents, students and politicians think about schools, † says Richard Webber, professor at UCL. â€Å" This is the first clip we have been able to mensurate the precise impact of a kid ‘s societal background on their educational public presentation, every bit good as the importance of a school ‘s consumption on its standing in the conference tabular arraies. † The survey concludes that schools with more â€Å" middle-class † pupils have a good faculty member record. It even went on to state that 50 % of any college ‘s academic public presentation is due to the category of it pupils. In classy countries, the passing rate in schools is 67 % and for colleges its 94 % . For the pupils coming from working category places, merely 13 % have a good consequence in the endlish trial. And merely 24 % of students get five-plus classs of C or above in their GCSE. â€Å" The consequences show that the place of a school in published conference tabular arraies, the standard typically used by parents to choose successful schools, depends more on the societal profile of its students than the quality of the instructors, † says Webber, who, along with Professor Tim Butler from Kings, has devised new school conference tabular arraies from the information that take the societal background of each student into account. â€Å" The consequences of the survey will be published at the terminal of the twelvemonth by the UCL. But it included pupils from 61 different socio-economic groups with their background known. ( Power, S, Edwards, T, Whitty, G, & A ; Wigfall, V 2003 ) In the yesteryear it was seen that the working category were far behind than the remainder in footings of academic accomplishment. But one would believe that this tendency should get down to alter in 2011, if non already hold changed. But what we miss to see is that the foundation of the whole instruction system has already been laid. And that is to function the involvement of the center and upper category. Harmonizing to Ken Roberts, the new policies created in footings to increase the demographic of academic winners are nil but an semblance. As he says that the elitism merely favors the in-between category, as they are non truly cognizant of the state of affairs, which surrounds them. It ‘s non truly a bias on their portion but a manner of life. Bourdieu adds to Roberts ‘s theories by stating that the privileges of the working category have been overshadowed by the dominant civilization of the in-between category. And this tendency has reflected in the field of instruction. And even after being portion of a individual province schooling system, the difference in consequences supports on broadening. ( John, G, 2006 ) This tendency is most in grounds in the UK. A study by the Lond School of Economics showed that UK has the lowest alterations in societal up step or debasement. This tendency besides highlights the fact that better classs would take to better occupation and hence and betterment in the societal category. But since the study suggests really small societal mobility, that besides means that the lower category are non executing rather every bit good as the in-between category and the in-between category are non executing rather every bit good as the upper category pupils. Even though immense development have been made in the field of instruction and there has been a monolithic addition in the figure of pupils being taught in schools, colleges and universities but the tendency of accomplishing success has remained the same in the UK instruction system. Summarizing up, these tendencies are due to a combination of cultural difference, fiscal difference, and the labeling policies that are being practiced in schools and colleges all over the UK. Unfortunately these tendencies while working against the on the job category, favor the center and upper category. So pupils from hapless households get hapless classs on their tests. Lashkar-e-taibas besides consider the relationship between ethnicity, sex and category. Of the three societal category no uncertainty the most ascendant factor. Girls, from all categories get higher classs than male childs. This tendency is chiefly attributed to a little or no sum of male instructors in primary school. This consequences in controling the enthusiasm and motive of male students. But since this tendency is over all categories we can non see it the specifying factor to associate accomplishment and societal category. Even though Chinese and Indian- beginning pupil have done good in the UK instruction system but by and large the cultural minority, particularly the 1s from working category have non done good academically. But from the positions of sociologist and some factual statistics there is no uncertainty that societal category is the most revealing factor in accomplishment in instruction. This tax write-off holds true for primary and secondary schools. But the right balance of category laterality can non be gauged right in colleges and universities because of the few bright and high achieving pupils, belonging to take down category, non many really choose to travel for higher instruction. Merely approximately 25 % of these pupils go for higher surveies. So the comparing can be made at school degree but at college or university degree there is still a really little group of kids to pull a unequivocal tax write-off. As stats tell us that the engagement of this category is every bit low as merely 10 % in colleges and universities. This is down to the cultural spread and them non desiring to do fiscal forfeits and be in debt by the clip they graduate. Having that we can safely reason that the links between societal category and high academic winners is really evident and apprehensible.

Fraud, Deceptions, and Downright Lies About Uc Personal Insight Question Essay Samples Exposed

Fraud, Deceptions, and Downright Lies About Uc Personal Insight Question Essay Samples Exposed Then large school happened. If you think like many college applicants and have a wide selection of interests and potential college majors, you might want to steer clear of this question. Our academic experts ready to create your college life simpler. Please be aware that a few scholarships, including the Cal Aggie Alumni Association scholarships, may call for distinct applications and essays. Our writing company is among the most preferred in UK. You don't need to have thought of a possible cure for cancer to create this essay convincing if you may link what you're saying to the University of California System in some manner. You may define community as you see fit, just make certain you speak about your function in that community. Allow it to sit for a couple days untouched. The Appeal of Uc Personal Insight Question Essay Samples Repeat this process until you're faced with just four questions. Because personal statements are short, you just won't have enough time to spell out everything you've loved about a specific subject in enough detail to make it count. Learn how you use and misuse your time prior to making any changes. Each one of your wishes concerning the order matters for the writers. You don't have to be concerned about your personal details that may be viewed, as we handle the matter on a safe network. Secondly, we are a seasoned agency. Our customer support will gladly tell you whether there are any special offers at the present time, together with make sure you are getting the very best service our business can deliver. There are a lot of reasons why you need to prefer our services. Ensure that your essay explains everything the reader should know to comprehend what you were facing. Please be aware that a few of these college essay examples might be responding to prompts that are no longer being used. The essay is intended to be a revealing look within your ideas and feelings. This essay would like to know whether this mindset of out-of-the-box-ness is something you're already comfortable with. Our crew of expert writers has excellent understanding of English that's why writing essay is a slice of cake in their opinion. PaperCoach will be able to help you with all your papers, so take a look at the moment! Have a look at essays like meeting someone for the very first time. Choosing our service, you will understand that studying can be simple if you gain from the help of competent experts. Additionally, it could just be an experience that had a meaningful effect on how you understand the world. Again, it's optimal if you're able to write about one of your primary regions of interest, even though it's not essential. Start with attempting to recall an intriguing experience linked to academics where you learned something meaningful. Still, think of what the experience most reveals about you. This experience isn't easy to master for beginners. Stop by our Apply page today for final strategies and to start! To begin with, describe the chance. The Benefits of Uc Personal Insight Question Essay Samples You may always get in touch with your writer and provide your requirements. It's very valuable to take writing apart so as to see just the way that it accomplishes its objectives. You're going to be writing drafts. Even in the event the deadline is very tight, feel free to get hold of our managers. Having too many words (as long as you have plenty of fantastic material) is a remarkable problem and you're going to only have to cut. There are lots of reasons to choose englishessays. Explain the auto connection better. If at all possible, share a particular instance of the issue, and then background it. You will get unique texts, which will be finished in time. If you're needing more words, you will need to dig deeper in the experiences you're speaking about to locate a little more material. When you realise that the time isn't enough, you start to work more productively. After that, ask that man to spell out the scene back to you. Excellent rating and excellent reviews should tell you whatever you need to understand about this excellent writing service. The actual men and women highly praise our essay help site. Now if you're searching for tips about how to answer those questions, keep reading the subsequent. All these questions will visit your mind because there are lots of fraud agencies which are only interested in receiving your money.

Review Of The Interlopers - 1124 Words

Katelyn Lindsay Mr. Titherley World Literature Honors Period Five 25 September 2017 First Draft of Interlopers Blinded by Beliefs Saki, in â€Å"The Interlopers,† says that because our family plays an important role in who we are, we choose to see only evil in our enemies for the sake of our kin, our blood, until the threat of death opens us to more options. We choose to imitate certain individuals whose beliefs we associate with more than others. More likely than not, the individuals we choose to imitate are our close relatives; they often have a bigger impact on our mentality than someone merely acquainted with us. Because we are raised with them frequently present in our lives, we tend to inherit the same qualities and interests,†¦show more content†¦The beliefs that we adopt, excluding those crafted with a significant purpose in mind, limit our perspective and blinds us from seeing other possibilities. Once we adopt a vision or belief, whether it be about a person or event, we tend to refrain from all other perspectives that have the power to contradict our own. Ulrich and Georg were brought into the feud as enemies at a young age. Even â€Å"as boys they had thirsted for one another s blood,† and this disposition stuck with them for â€Å"as men each prayed that misfortune might fall on the other,† (6). Their families’ view of each other, being such a prevalent part of their childhood, had influenced them to show the same hatred as well. Instead of outgrowing the childish behavior they developed by watching their families quarrel, the men continue to see themselves as enemies, even developing a stronger dislike for them. While searching the strip of forest for Georg, Ulrich finds himself â€Å"face to face with the man he sought,† and now they stand, â€Å"glaring at one another for a long silent moment† until they are pinned underneath a fallen beech tree (7). 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Narrative Techniques in Faulkner’s The Unvanquished and...

Narrative Techniques in Faulkner’s The Unvanquished and Barn Burning The Unvanquished is composed of a series of stories during which Bayard Sartoris, the narrator, grows up from a twelve-year-old boy to a young man of twenty-four years. The narrative style makes it obvious that events are being related by an adult who is looking back at his past. There are several indications of this: in the very first story â€Å"Ambuscade†, the narrator, while describing his war games with his coloured friend, Ringo, states: â€Å"We were just twelve then†. (5) He tells the readers how they fantasized about the military exploits of John Sartoris, Bayard’s father, seeing them as heroic and exciting adventures. The narrator describes himself and Ringo at this†¦show more content†¦Another indication of the fact that the narrator is actually an intelligent older man who understands the nature of things rather than a young boy who simply records his impression of events as they impinge on his consciousness, is the ironic tone that often cre eps into his narration. For instance, he depicts how his kind and determined grandmother could sympathize with the plight of the Black slaves but could not see them as human beings with a claim to the same freedom and personhood that a white person enjoys. Also, in the same breath as he says that he and Ringo had grown up together and were very close, the narrator reflects an adult racial awareness based on a familiarity with the dynamics of the prevailing social order. â€Å"Barn Burning† like The Unvanquished depicts the coming of age of a young boy but the techniques employed in the two stories are different. Barn Burning is narrated by a third person omniscient narrator who at times reflects Sartoris Snopes’ thoughts directly in italics and at times distances himself from the principal character and reports the action from a distance. Thus, in this story the action does not have the immediacy that it has in The Unvanquished where in particular scenes (like Bayard’s scuffle with the notorious outlaw, Grumby), the experience is presented raw and viscerally as accessed directly through Bayard’s memory. These different narrativeShow MoreRelated Southern Masculinities in Faulkner’s The Unvanquished and Barn Burning1486 Words   |  6 PagesSouthern Masculinities in Faulkner’s The Unvanquished and Barn Burning The youthful protagonists of The Unvanquished and Barn Burning, Bayard Sartoris and Sarty Snopes respectively, offer through their experiences and, most importantly, the way their stories are told, telling insights about the constructions of southern masculinities with respect to class. The relative innocence that each of the boys has in common, though ultimately loses, provides a record of sorts to the formation of the

Charles the Great Free Essays

Charles the Great, or Charlemagne as he is more commonly known, was born a Frank, a member of the Carolingian bloodline. He was born in 742, the illegitimate son of Pepin III and an Austrasian noblewoman. He served as the king of the Franks from 771-814, and during that time, during a campaign that lasted nearly 30 years, extended his rule through Western Europe. We will write a custom essay sample on Charles the Great or any similar topic only for you Order Now In the year 800, on Christmas Day, he was crowned Emperor of the West by Pope Leo, and he served as such until his death fourteen years later. Upon his father’s death in 768, Charlemagne and his brother Carloman inherited joint ruler hip of Francia. However, his brother died three years later, and Charlemagne exiled his family and claimed sole rulership. While he was one of a line of what became known as warrior chiefs, he strived to stretch past that with his broader mind that craved contact with â€Å"men of religion, learning and culture, not just as officials who could help him run his empire, but for themselves. † It was his belief in God that helped to make him such a formidable leader, and kept him focused on his objectives with the determination and faith that would help him to become a legend. The year after Carloman’s death found Charlemagne engaged in the Saxon Wars. The relationship between the Franks and the Saxons had long been tense, with the Saxons periodically attempting to expand to accommodate an ever growing population in finding more hospitable lands to inhabit. Border clashes were common, with peace in between being tenuous and short-lived. What also added to the tension was the fact that the Saxons believed in pagan gods, which inevitably added more tension with the Christian Franks. Biography Page 2 of 5 Charlemagne’s first action against the Saxons was to take on both military and religious connotations. He marched his army into Saxony and captured the castle of Eresberg and then traveled further to destroy a Saxon idol known as the Irminsul, which was a giant tree trunk that was considered a shrine, believed to be one of the pillars of heaven. It was considered to ensure the protection of the gods, and it was considered a demonstration of defiance to the Franks. Thus, by striking in such a way, Charlemagne made a strong statement about his determination to strike both at the Saxon people and at their religion, which is something that he considered to be his duty as a Christian. Following this blow to the Saxons, Charlemagne was called in by Pope Hadrian I to help defuse a situation with Lombardy. There had long been conflict between them, and so Charlemagne decided to put an end to it once and for all, marching his army in autumn of 773, making haste to cross the Alps before it started to snow. He divided his army in two, sending each in different directions. Desiderius, the Lombardy leader, could not split his smaller forces to meet both sections of the Frankish forces, and so he was forced to withdraw back to his capital. Charles and his army followed and laid siege, and, much to Desiderius’ surprise, he settled his troops in for the winter instead of falling back. This time demonstrated the true leadership abilities of Charlemagne. His men were far from home, and forced to fight in inhospitable conditions. But they remained loyal and followed their king, remaining there through spring of 774. However, those in Parvia suffered more than those involved in the siege, hunger and disease rampaging them. Desiderius stubbornly held strong against them until midsummer of that year, when Biography Page 3 of 5 he finally had to sue for peace. Charlemagne, instead of demanding tribute from Desiderius, instead took the Iron Crown of Lombardy, and sent the Lombardy ruler and his family back to Francia as prisoners. With that, Charlemagne increased the size of his empire, becoming King of Lombardy as well as King of Francia. A large part of Charlemagne’s rule was that of protector of the Church. He did this not only out of loyalty to the Church and the pope, but also because he needed the support of the Christians. The support of the Church took him farther than he might otherwise have gone, helping to instill a loyalty of him into the people, particularly the nobles. However, he made it rather clear that he would not allow the pope any political power, nor would he allow him to dictate his will upon Charlemagne. The king had his own plans, and he was not to be foiled by anyone who might want to interfere, including the pope himself. Charlemagne would once again become involved in a campaign against the Saxons, and he decided that he must find a long-term solution to the problem. He had to confront the problem of a â€Å"war on several fronts and the concomitant drain it imposed on the nation’s resources. † However, he set goals for himself, and he committed himself to achieving those goals, which kept him in conflict with the Saxons until 785. It was slow going, as he would advance into Saxon territory and take land and hostages, but the agreements that came from this were broken by the Saxons as winter came along, and they would regain some of the ground that they lost. However, they were not to regain it all, and so slowly Charlemagne gained more and more of their territory, advancing his Biography Page 4 of 5 own borders. He garrisoned territory that was taken, and he left clergy with these garrisons to help advance the Christian religion as well. It became clear during these wars that the only acceptable outcome to staunch the flow of hostility and war from the Saxons was complete and total victory. In 782, Charlemagne added new laws and restrictions to what were already imposed upon the Saxon people, focusing again on conversion and attempting to force the new converts however he could to not reneging on their conversions and instead seeking penance for their misdeeds. The laws against crimes against Christians incurred penalties of death, and the people were expected to supply both land and slave labor to the churches. At first, the results were not as Charlemagne wished. As he was elsewhere, a revolt broke out after Saxon forces killed twenty of Francia’s leading noblemen. When Charlemagne heard this, he marched east with his troops with such ferocity that the Saxons exiled Widukind, who was the leader of the revolt, and handed 4,500 men over to Charlemagne. Each of these was beheaded in a demonstration of Charlemagne’s anger. The knowledge that, so long as Widukind was a heroic figure for the Saxon people, he could not have complete victory, led Charlemagne to offer peace to him as well as gifts and a promise of pardon. There was also the possibility of an official position in Francia as well, and so Widukind accepted baptism and peace with his long-time enemy, and this ended the first phase of the Saxon wars. The next years saw the conquering of Bavaria and a renewal of the Saxon wars. The peace with the Saxons lasted ten years, and then the Saxons once again started to show defiance to Charlemagne’s rule. His empire continued to grow, however, and â€Å"was Biography Page 6 of 5 bounded almost entirely by sea and neutralized marches. † Despite this success, he was never able to completely bring all of his empire under one system of legislation, which was a large failure for the emperor. It was in 800 that Pope Leo III crowned Charlemagne as emperor. After gaining this role, he worked to educate himself, learning to read Latin and Greek, although writing eluded him. He attempted to better educate himself, and also worked to better the lives of his subjects, including working on an improvement in commerce. Russell describes him as â€Å"the pioneer of the Middle Ages and the world is indebted to him for invaluable improvements in the manner and ways of exchange. † He made a point of reforming the monetary system and also worked to introduce universal coinage. While Charlemagne will always be known as an impressive military leader, his influence goes far beyond that. His dedication to his religion was a key part of his life, as was his insistence on bettering the education of both himself and the clergy. He promoted â€Å"the spread of a competence in written Latin among the clergy,† believing that social reform would not work if the clergy were illiterate. All of these things together contributed to Charlemagne becoming one of the most renowned and respected leaders in history. Leaders from generations after, all over the world, would work to learn from his example and attempt to mirror his many successes in their own times, using his failures as well to help guide them. Very few leaders had the prowess in so many ways that Charlemagne did, and it was perhaps the fact that he was so well-rounded in his achievements that make his legacy so great. Works Cited Heer, Friedrich. Charlemagne and His World. New York: Macmillan Publishing Col, Inc. , 1975. Russell, Charles Edward. Charlemagne: First of the Moderns. Boston: Houghton Mifflin Company, 1930. Wilson, Derek. Charlemagne. New York: Doubleday, 2006. How to cite Charles the Great, Papers Charles the Great Free Essays Charlemagne, also known as Charles the Great, became the undisputed ruler of Western Europe, â€Å"By the sword and the cross.† (Compton†s 346) As Western Europe was deteriorating Charlemagne was crowned the privilege of being joint king of the Franks in 768 A.D. We will write a custom essay sample on Charles the Great or any similar topic only for you Order Now People of Western Europe, excluding the church followers, had all but forgotten the great gifts of education and arts that they had possessed at one time. Charlemagne solidly defeated barbarians and kings in identical fashion during his reign. Using the re-establishment of education and order, Charlemagne was able to save many political rights and restore culture in Western Europe. Charlemagne was born in 742 A.D., to a very famous and well-known family. Charlemagne†s grandfather was Charles Martel, the man who was responsible for the defeat of the Saracens. Charlemagne was also the eldest son of Bertrade (also known as Bertha Greatfoot) and Pepin the Short, the first to become king of the Franks. With the almost full extinction of schools in the 8th century, many historians say that Charlemagne received very little education, but did learn the art of reading from Bertrade. The one thing that kept Charlemagne motivated throughout his entire life was his deep devotion to the church. Charlemagne was a tall young man with light blond hair, and was described by his secretary as, â€Å"face laughing and merry. . . his appearance was always stately and dignified.† (World book 452) Charlemagne had great wit, but was stern at times. He had simple and moderate tastes; he enjoyed hunting, riding and swimming. Charlemagne had a large wardrobe with many Frankish dresses, linen shirts and breeches, silk-fringed tunics, hoses wrapped with bands, and for the winter he had coats made of otter or marten skins. Charlemagne asked his people to improve their lifestyles, but he divorced two of his four fives without any given cause. In 768 A.D., Charlemagne at the age of 26, along with his brother Carloman inherited the kingdom of Franks. However, in 771 A.D. Carloman died, making Charlemagne the sole ruler of the kingdom. At this time the northern part of Europe was out of order and unruly. In the south, the Roman Catholic Church was asserting itself alongside the Lombard kingdom in Italy. While in Charlemagne†s own kingdom, the people were becoming and acting as barbarians and neglecting education and faith. But Charlemagne was determined to make his kingdom as strong as possible. In 772 A.D., Charlemagne put forth a 30-year campaign to conquer and Christianize the extremely mighty Saxons in the north. He charged over the Avars, a large tribe on the Danube. He forced the Bavarians to surrender to him. When possible Charlemagne attempted to settle his conflicts peacefully. However, he was forced to use brute in some situations. For instance, Charlemagne offered to pay Desiderius for the return of lands to the pope, but after Desiderius refused, Charlemagne seized the kingdom of Desiderius and restored the Papal States. The most important aspect of Charlemagne†s conquests was his uncanny ability to organize. Charlemagne sent out more than 50 military missions during his time in power and he led the missions as commander more than half of the time. He was able to lead his troops through vast lands in unprecedented times, but his every move was planned ahead of time. Before every crusade, he informed all those involved the number of men needed, the weapons required, and he even went as far as to tell what should be in the supply wagons. These tactics were later studied and used by another great man, Napoleon. One of the smallest campaigns undertaken by Charlemagne became on of the most well known. In 778 A.D., Charlemagne led his troops into Spain and laid an attack on Saragossa. The movement failed and upon their recoil they were attacked from the rear and Count Roland one of the leaders of the group was killed in that battle. Roland went on to become a hero in medieval songs. By 800 A.D. Charlemagne was the sole ruler of Western Europe. His immense kingdom included what are now France, Switzerland, Belgium, and the Netherlands. It also covered half of present-day Italy and Germany, part of Austria, and the Spanish March. This Spanish March stretched to the Ebro River. Through his establishment of a single government over the entire Western Europe, Charlemagne re-established much of the old Roman Empire, which paved the way for the progress of present-day Europe. It was on Christmas Day in 800 A.D. that while praying in St. Peter†s in Rome, Pope Leo III approached Charlemagne with a golden crown and placed it on the head of the king. The crowd in the church shouted concurrently, â€Å"To Charles the August, crowned by God, great and pacific emperor, long life and victory!† (Compton†s 347) It is said that Charlemagne was surprised by what happened and stated that he would not have come into the church had he known the pope†s plan. However, other historians say that the pope would not have gambled doing what he did without Charlemagne†s knowing about it. (Compton†s 347) Charlemagne was a very noble man and he had great compassion for the peasant people and had a belief that that government was in place to benefit those that it governed. When Charlemagne came into power many of the people working under him were very careless and sometimes unfair. To change the ways of these people Charlemagne expanded their work, wrote down everything they did and forced them to work in groups of people. This helped those lacking in their work effort to restore some law and order. Two times a year Charlemagne would summon the leading man in the kingdom to talk about the happenings going around. Charlemagne always had the final word in everything including church matters. Charlemagne was determined in establishing improvement in lives of his people. By setting up money values he encouraged trade, he attempted to build a Rhine-Danube canal, and gave advice on different farming techniques. Charlemagne preached the most on education and Christianity to his people. He was responsible for the restoration of Palace School at Aachen, his capital. He also set up other schools for noble boys as well as peasants. Charlemagne was very devoted to education and he never stopped studying himself. He brought in scholars of many languages to his courts. He learned to read in Latin, some Greek, however, he was not too keen of mastering writing. During his dinners, he preferred to have men reading books to him rather than having jesters performing. For his churches, Charlemagne sent his monks to Rome to learn to sing. For his art collections, Charlemagne brought some valuable pieces from Italy. In the cathedral at Aachen there is a large monument, which stands in loyalty to Charlemagne for his religious devotion. Charlemagne built and was buried in the cathedral in Aachen. At the time of Charlemagne†s death in 814 A.D. only one of his three sons, Louis, was alive. Louis had a weak ruling after his father, which brought on many civil wars and rebellions. Charlemagne brought back order to Western Europe; he led his people to many victories and was responsible for the rise of Western Europe. How to cite Charles the Great, Papers

Effects of Amphetamine on Locomotor Activity free essay sample

Hypothesis Stewart and Badiani (1993) show in their research that tolerance may develop to a particular effect of a drug whilst at the same time also become  sensitised  to another effect – could be a little more clearer here. The study also found that tolerance and sensitization can be altered when given in different settings, for example the expectation of the drug and the reason for taking the drug. Another piece of literature that shows sensitization is the research done by Badiani, Browman, and Robinson (1994). Not only does it look at the sensitization of a drug, but also how when taken in a novel  environment  compared to a home  environment  can change how much the body has been sensitized. The study found that when the subjects were administrated the drugs in a novel  environment, the rate of sensitization was  significantly  higher – going slightly off topic here. Perhaps should have focussed a lot more on the effect of increased doses of a drug on sensitisation. We will write a custom essay sample on Effects of Amphetamine on Locomotor Activity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lastly, Cado, Bjijou and Stinus (1995) did research on evidence of a complete independence of the neurobiological substrates for the induction and expression of behavioural sensitization to amphetamine. They found that repeating the amphetamine administration in rats, the more behavioural  sensitization  would occur. This was shown in the rats increased locomotor activity after the drug had been administrated. These previous pieces of literature all show some sort of sensitization to a repeated, or increased amount of a drug. What is the aim? Always state this first before the hypothesis The first hypothesis is that the rat will have less locomotor activity when given dosages of saline then the rats who are given the amphetamine i. e. there will be an interaction between saline and drug groups. The second hypothesis is that the subjects who were pretreated with amphetamine will produce more locomotor activity with the dosage of amphetamine on day 8 of the experiment. This shows that the rats who have been given the amphetamine during day 1-5 (pretreated) will be more sensitized to the drug (in day 8) than the rats who were only given saline. Method Design Experimental design was used, with a single independent variable, (treated and not treated rats, as well as the dosage given) and dependent variable (the total amount of locomotor actvity made by the rat on each of the days tested). Subjects The subjects were Sprague-Dawley male rats, weighing between 250-350g. The subjects were bred at Victoria Univeristy in Wellington, New Zealand and were initially housed in pairs and then later housed singly in a temperature- (21? C) and humidity- (55%) controlled room. The colony was maintained on a 12-hr light/dark cycle with lights on at 0700. Food and water were available ad libitum except during testing periods. Laboratory animal care principles of the Victoria University of Wellington Animal Breeding Facility were followed, and the Victoria University of Wellington Animal Ethics Committee approved all protocols Apparatus Eight open field chambers (450mm x 450mm; Med Associates (ENV-515) Vermont, USA) equipped with four banks of 16 photocells on each of the internal walls of the chamber were used to measure horizontal locomotion. Photocells were set at 25mm above the floor of the chamber and spaced evenly at 25mm centres around the periphery. The open field boxes were interfaced with a computer and data were obtained using Med Associates software. Each activity chamber was enclosed in sound attenuating boxes (Med associates; Vermont USA). A beam ‘box’ was pre-set encompassing a 3 x 3 beam square (50mm x 50mm). Movement outside of this ‘box’ broke the beams and constituted one locomotor count. Procedure All testing was conducted during the light cycle. A red house light was illuminated during testing and white noise was also continually present to mask extraneous disturbances. Prior to and after each locomotor activity test, the chamber interiors were cleaned and wiped with Virkon ‘S’ disinfectant (Southern Veterinary Supplies, NZ). Rats were housed individually and were weighed and handled daily, one week prior to the commencement of all experiments Days 1-5: Rats were transported daily from their home cages to the locomotor activity room and placed into the middle of the open field chambers. Locomotor activity was recorded for 30 minutes, recording was then paused while rats were administered drug or saline and activity was recorded for an additional 60 minutes. Day 8 Rats were transported from their home cages to the locomotor activity room and placed into the middle of the open field chambers. Locomotor activity was recorded for 30 minutes, recording was then paused while rats were administered drug or saline. Total locomotor activity counts were used for the remaining 60 minutes of testing. Results This study was a  between  group test analysis of variance. ANOVA was used to compare the average amount of locomotor acitivity by the rats who had been given saline as well as amphetamine, and then the average amount of locomotor activity produced by the rats on day 8 to see if the rats had been  sensitised to the repeated usage of the drug. The ANOVA showed  F(3,64) = 4. 523, p=. 006 with subjects who had been pretreated with saline  (M=1876. 71, SD=2065. 86) which had a significantly lower amount of locomotor activity compared to the subjects who had been treated with amphetamine  (M=5335. 42, SD=5172. 9). – This sentence could be presented better. Please refer to the SPSS purple text book for a sample. There’s no mention of the effect of dose nor the effect of pre-treatment. You’ve only mentioned the main interaction between pre-treatment and dose. A Turky post-hoc test was used to find the interactions between the dosages administered. This showed a statistical significance between pretreatment of saline and treatment on day 8 of amphetamine, while the higher the dosage given of amphetamine in the pretreatment, the higher the mean amount of ocomotor activity on day 8. – I’m not sure what you mean by this? It was a strictly between groups design and this sounds like you’re assuming that the rats that were pre-treated with saline were administered with the drug on testing day when they weren’t. What did the post-hoc tests say about the individual doses This shows that the hypotheses were both correct. The amount of locomotor activity did increase when the subjects were given amphetamine, this is also shown in the Badiani, Browman, and Robins on (1994) research. Their data  showed  a indicated  sensitization  to the drugs, also the rate of  sensitization  became higher when put in a novel  environment. The results given in the current study, do show the effect of pretreatment using the drug amphetamine, the higher the dosage of amphetamine, the more locomotor activity was recorded on day 8. This shows sensitisation was a factor, on day 1-5 rats were treated with different dosages of the drug and saline. The increased amount of drug showed on day 8 when the locomotor activity was at its highest rate. Other studies, such as Cador, Bjijou and Stinus (1995) also show that repeated  administration  of amphetamine increases behavioural sensitization, which is shown by the amount of locomotor activity produced by the rats after the dosage. – The interpretation could have been outlined more clearly. Also there should have been a separate discussion section to discuss the results back to the hypothesis.