Response to the Character of Macbeth

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My response to the character of Macbeth

In the first scene the three witches meet upon heath. It is here that they plan to meet Macbeth and it is in their very first conversation that the audience discovers the major theme in the play appearances can be deceiving. Lady Macbeth later echoes this when she says, 'False face must hide what the false heart doth know'. Throughout the play the line, 'foul is fair' is often repeated to bring us back to the main point of the play.

In the opening scenes of the play Macbeth is described as a brave and valiant soldier. It is clear from this that he is a highly respected man and it is said that he has very admirable qualities. We know this because a bloody soldier tells the King of his fierce fighting with Banquo. They both fought like they were possessed; 'cannons overcharged with double cracks', at one point Macbeth is even described to have killed Macdownald by 'unseeming him from the nave to th' chops'. When both Lennox and Ross return from Fife, both of them also comment on the fighting and the battle. In Ross' speech he describes how the Thane of Cawdor was seen fighting Bellona's Bridegroom. Both Ross and Angus have come from Fife and so it is easy to interpret that as Macbeth. However the Thane of Fife is Macduff and so it would seem more logical that he would be fighting there. Instead it is reported that Macbeth was the bravest and the most courageous. This highlights another of the plays themes, loyalty. Here Macbeth is rewarded for his bravery and Macduff is not, despite that fact that he too fought in the battle.

Once we see Macbeth and Banquo together, the audience can understand that he, as well as being a brave soldier, also has a friendly personality and is capable of getting on with everyone. When they meet the witches though, it is easy to see how easily he can be led into temptation. The witches tell Macbeth that he will be King in the future and they tell Banquo that his descendants will be Kings. This is rather surprising information for both the soldiers but they eventually laugh it off saying that it would never happen. However Macbeth does consider the prospect of being King and Banquo reflects on this saying, 'What, can the devil speak the truth?' when Macbeth finds out that he is the Thane of Cawdor. This is a crucial part in the play because both Thanes' have been told their future. It is up to them to decided whether or not they should act upon it and if so, how they do it. It is clear that Macbeth and Banquo chose two very different ways to follow their prophecies. Macbeth is influenced and corrupted by his ambition, his wife and the witches, whilst Banquo leaves his future to chance.

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The audience can begin to see that Macbeth is already thinking his future over when he finds out that the King's son, Malcolm, is going to be crowned the 'Prince of Cumberland'. This automatically triggers off thoughts in Macbeth's mind and he says aside,

'The Prince of Cumberland that is a step

On which I must fall down or else o'erleap,

For in my way it lies. Stars hide your fires;

Let not light see my black and deep desires'

From this speech we can immediately see that Macbeth is being driven by his ambition, (also his fatal flaw) to achieve what has been predicted. The scene ends and Duncan, the King decides to spend the night in Macbeth's home.

Another main influence is that of his wife. Upon reading his letter telling her all about the witches, she begins to plan how he can fulfil the full potential of it. She knows that she has to persuade Macbeth if he wants to gain all that there is to claim, because she describes his nature as 'too full of the milk of human kindness'. This contradicts almost everything that we know about Macbeth because the audience has only seen him as a spirited soldier. After her careful persuasion it is Macbeth who finally agrees to murder the King. It is important to see that although Macbeth is driven by his ambition, he didn't start out evil. He does have second thoughts about the murder and raises questions like is it dishonourable to murder a king who has honoured him? Who is a guest in his house? And perhaps even more important, someone who is also his cousin?

'He's here in double trust

First, as I am his kinsman and his subject,

Strong both against the deed.'

Still, despite these points, he does agree to commit the murder and realises that this may be his only chance to gain the throne.

In the play there are many symbolic references. Just before Macbeth is going to carry out the murder, Fleance and Banquo are seen having a conversation. Fleance notices that it is a very dark night and that there is no starlight, 'the candles are all out'. The candles represent the stars and this reference refers to Macbeth's previous speech about the Prince of Cumberland. Macbeth discovers the two and makes polite conversation with Banquo, admitting that he hasn't thought about the weird sisters. This is an obvious lie and it appears he is carrying out previous advice, 'False face must hide what the false heart doth know'.

One of the most important scenes is that where Macbeth begins to hallucinate and claims that he sees a bloody dagger. This shows the audience that he does have a conscience and the crime he is about to commit will haunt him. He says some very influential things such as; 'wicked dreams abuse the curtained sleep'. I think this is important because later on in the play both Lady Macbeth and her husband have problems sleeping. Macbeth believes he has murdered sleep and ends up having very bad nightmares whilst Lady Macbeth is traumatised and begins to sleepwalk.

After the murder the audience can notice a dramatic change in character. He is unable to say 'Amen' at the end of the prayers and he is also not thinking clearly because he brings the daggers back out with him. This shows that he is already tormented by what he has done and because of this feels he has to confess. When everyone else realises what has happened to the King, Macbeth stands there and says, 'O, yet I do repent me of my fury that I did kill them'. Macbeth is very close to letting the others know what he has done so Lady Macbeth takes it upon herself to divert their attention and save her anguished husband from anything further. This is not the only time she has to protect Macbeth and it becomes apparent that she has a much stronger character than Macbeth. However, in defence of Macbeth, he was the one who actually carried out the murder.

It is fair to say that Macbeth was driven to insanity by his ever-growing ambition. At one point in the play, he is upset that his offspring will not be King. Yet why it effects him is unclear because he does not have any children and all through the play he does not refer to wanting them either. It seems as though minor things are now capable of bothering him and he is becoming paranoid. This is why he ends up killing Banquo and Fleance (although Fleance does escape). He is worried that Banquo might say something to someone about the witches' premonitions and they would then believe that Macbeth murdered the King.

There are two very different explanations to the downfall to Macbeth. The first is that he brought it upon himself. That it was because of his ambition, curiosity and weakness that led him to his death. Others think that it was his destiny to die. This is because the supernatural plays a fairly significant part in the play. After their first meeting, Macbeth becomes instantly attracted to the witches' predictions and goes about trying to make them all come true. It may be for this reason that he returns to them a second time. Here he demands to know what the future has in store for him and so the witches use his curiosity and his desperateness to trick him into believing he is safe. In Act four, scene one, the witches discourage Macbeth from knowing anymore than he does.

'Witches Seek to know no more.

Macbeth I will be satisfied. Deny me this,

And an eternal curse fall on you. Let me know.'

In many adaptations it has been interpreted that the witches trick him purposely, as if they knew that he was going to return to them. I think that this is a good interpretation because it makes the audience think better of Macbeth. It is like he cannot control the future and what is going to happen because the witches decide his fate. Even thought the witches tell him to seek to know no more, they know that in the end, his curiosity will drive him to the point of insanity and then he would truly fall. They use this against him and it is almost through teasing him that they tell him what is going to happen in the future. However one chooses to interpret it, we still are able to see a false confidence build inside Macbeth because of these predictions. He believes he is invincible and actually describes himself as 'leading a charmed life'. This is why when the battle begins at Dunsinane, we see him bold and confident. He is so dependent on the predictions to be true that he doesn't take the time to stop and think through everything he has heard.

It is in the end scene, when he finally realises what has happened, that the audience sees the gallant Macbeth for one last time. They see that despite the odds, he is still willing to die honourably and all the qualities come back to him. He has reached a stage in his life when he realises that all of his pretences that he was relying on have been torn in two. These pieces of information were the only things keeping him together because everything else has gone wrong. I think that despite the fact he has committed some severe sins, the audience is capable of feeling sympathy for him. He was not evil, he did not believe in hurting his friends, but as times got desperate, he felt he had to do what he did. In the last scene we see how far he has fallen. What was once a brave, chivalrous soldier, has now become a broken man with nothing to live for. His best friend is dead, his wife has committed suicide and his own army turned their backs on him. It is here that we finally see what kind of man he truly was.

Even though he does die and his head is stuck on a pole, like that of the Thane of Cawdor, the audience are able to sympathise with Macbeth. I think it is interesting to see how different directors portray Macbeth. In some productions, I have felt that it was his fault and he did deserve death because he had caused so many other problems for other people. No matter how he is portrayed it is still clear that he did commit some terrible actions. For example when he sent murderers out to try and kill both Banquo and Fleance.

However in other productions I have felt that he was led to his death by so many factors that he wasn't in control of. He was a victim of his own ambition and that one flaw was fatal. I think that in the end, he was also driven by his own insanity. It had been previously said that he couldn't sleep and I think that in the end he needed a way out. It was the best solution for everyone because this way Macduff gets his revenge, Macbeth will not be able to suffer from his ambition anymore and Fleance will ultimately be King (although this is not mentioned in the text it is very likely that this comes true as all the other predictions did).

It is important to note that Shakespeare was writing for a specific audience and therefore he probably would have distorted the truth to please his audience. He was writing for a living and so he finished his play in a way that would be deemed acceptable by the King and the rest of the audience. The ending is perhaps the most important part of the play because it is the last thing witnessed by the audience before they leave the theatre. In order for a tragic hero to work as a theme, the audience has to be moved to both pity and fear. The audience is able to connect with both these things because not only can they sympathise with Macbeth, but also with other characters and they can also feel fear because Shakespeare creates a situation that can easily be related to people's everyday lives. He describes a downfall that can be associated with the average male. It just happens to be more interesting when it happens to a person of Noble position, which is why Shakespeare chose to write about it.

From just reading the text I find it hard to solely sympathise or fear Macbeth's character. I think that both of these emotions play a part when I reflect on what has happened throughout the play. These feelings can either be emphasised or played down depending on how the director chooses to portray the character of Macbeth.

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Multiple Intelligence Theory

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Multiple Intelligence Theory

Howard Gardner American Harvard Lecturer

Intelligence is the ability to solve problems or fashion products that are of consequence in particular cultural setting or community.' (Gardner, Kornhaber and Wake 16 p0).

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Wide spectrum of intelligences.

1. Logical Mathematical

. Linguistic

. Musical

4. Spatial sense of direction

5. Bodily Kinaesthetic

6. Interpersonal between people

7. Intrapersonal knowing self

8. Naturalist intelligent with environment

Evidence for MI

- Brain-damaged people. Individuals who were once 'normal' display a breakdown on capacity in one area of functioning.

- Savants. These are individuals who score low on IQ tests but who display a remarkable ability for a particular skill.

- Prodigies. These are individuals who posses remarkable skills in certain areas and yet are unexceptional in other areas.

- Experimental psychology. Some abilities operate independently and this has been shown from studies.

- Psychometric findings. The autonomy of the seven intelligences is further demonstrated by the lack of correlation between similar IQ scores and scores on tests for specific MI fields.

- Evolution. The ways in which certain attributes develop naturally, e.g. language whilst other abilities do not go beyond the initial stage. E.g. mathematical ability.

Critisms of MI

- Psychology does not observe intelligence as a monolithic structure. A supporter of IQ would state that IQ is not meant to reflect the range of human abilities rather it represents a sample of intellectual performance.

- MI confuses intelligence, personality and areas of special ability.

- Social considerations have motivated MI theory more than scientific considerations. Society values some skills more than others therefore they are more likely to be deemed to be indicators of intelligence.

- The seven areas are not entirely autonomous; degrees of correlation have been uncovered.

- If MI's are truly autonomous then there must be an overarching processing centre or executive function.

- On the application front, which has mainly been education, MI theory has been criticised for not giving concrete examples as to how the theory can be applied in an education setting.

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Songs

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Do you still remember

How we used to be

Feeling together, believe in whatever

My love has said to me

Both of us were dreamers

Young love in the sun

Felt like my saviour, my spirit I gave ya

Wed only just begun

Hasta Manana,

Always be mine

Viva forever, Ill be waiting

Everlasting, like the sun

Live forever,

For the moment

Ever searching for the one

Yes I still remember,

Every whispered word

The touch of your skin, giving life from within

Like a love song that Id heard

Slipping through our fingers,

Like the sands of time

Promises made, every memory saved

Has reflections in my mind

Hasta Manana,

Always be mine

[CHORUS]

Back were I belong now,

Was it just a dream

Feelings unfold, they will never be sold

And the secrets safe with me

Hasta Manana,

Always be mine

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Do you still remember

How we used to be

Feeling together, believe in whatever

My love has said to me

Both of us were dreamers

Young love in the sun

Felt like my saviour, my spirit I gave ya

Wed only just begun

Hasta Manana,

Always be mine

Viva forever, Ill be waiting

Everlasting, like the sun

Live forever,

For the moment

Ever searching for the one

Yes I still remember,

Every whispered word

The touch of your skin, giving life from within

Like a love song that Id heard

Slipping through our fingers,

Like the sands of time

Promises made, every memory saved

Has reflections in my mind

Hasta Manana,

Always be mine

[CHORUS]

Back were I belong now,

Was it just a dream

Feelings unfold, they will never be sold

And the secrets safe with me

Hasta Manana,

Always be mine

[CHORUS]

[CHORUS]

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Death and Dying

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Running Head Death and Dying

Death and Dying

Jacqueline Lewis

Medical Ethics

J. Holly.

Outline

Introduction Death and Dying

I. Death

a) Definition

1) Clinical

) Physical

II. Types

a) Physical

b) Clinical

III. Dying

a) Stages

b) Needs

IV. Advance Directives

a) Definition

b) Types

V. Losses / Grief

a) Child

b) Spouse

V I. Conclusion

Death

Death is a cessation of all life (metabolic) processes. Death involves the organism as a whole (Somatic) or is confined to cell and tissues within the organism (physical). Certain criteria determine if death has occurred; loss of a heartbeat, decrease in body temperature, loss of color in the body, and biological disintegration. Some causes of death include but are not limited to injury, acute or chronic disease, and neophasia (cancer).

A physical death is called "Necrobiosis" or death of cells caused by external changes, i.e. an abnormal lack of blood supply (necrosis). A clinical death is known as a "Somatic" death which is the discontinuance of cardiac activity and respirations. This leads to death of all body cells due to a lack of oxygen. However there is a six minute span of time after somatic death in which vital organs have not been damaged and can be revived.

Types

There are only two types of deaths, "clinical and physical" Brain death is another stage of death this is now a legal condition used in most states for declaring deaths. It requires the absence of the behavioral reflux motor functions above the neck, pupillary reflexes, jaw reflex, gag reflex, no response to noxious stimuli, and no respiratory movement for at least twelve hours. Cardiac death is defined as death in which the heart has stopped functioning; this too is considered a legal death. In the United States the top fifteen leading causes of death are, diseases of the heart, cancer, cardiovascular disease, chronic respiratory disease, accidental (unintentional injuries), diabetes, mellitus, influenza and pneumonia, Alzheimer's, nephritis, septicemia, suicide, cirrhosis, hypertension, homicides, and pneumonitis are deaths that occur in larger numbers in the United states yearly.

Dying

The process of dying has been divided into stages. Doctor Elizabeth Kubler-Ross devoted much of her life to studying the dying process. She believes that patient, family members and caregivers all go through these stages. Dr. Kubler Ross states that the stages overlap and may not be experienced by everyone in the stated order, but all are present in the dying patient. (Medical Law and Ethics)

The first stage is, "Denial" a refusal to believe that they are dying. This may be a time when the patient (or family) needs to adjust to the reality of approaching death. This stage cannot be hurried, next is "Anger". The patient may be angry with everyone and may express an intense anger toward God, family, and even health care professionals. The patient may take this anger out on the persons closes to them, usually a family member. In reality, the patient is angry about dying. Third is "Bargaining". This involves attempting to gain time by making promises in return. Bargaining may be done between the patient and God. The patient may indicate a need to talk at this stage. Fourth is "Depression". There is a deep sadness over the loss of health, independence, and eventually life; there is an additional sadness of leaving loved ones behind. The grieving patient may become withdrawn at this time. Finally there is "Acceptance". When this stage is reached there is a sense of peace and calm. The patient makes such comments as, "I have no regrets. I'm ready to die." It is better to let patient talk and not to make denial statements such as, "Don't talk like that. You're not going to die."

Allow the stages to happen naturally and you will find out the patients true wants and needs. Some may express the need for spiritual comfort. At this point patients often take stock of their lives and may contact estranged friends or relatives to address unresolved issues. Spiritual questions and concerns may emerge as a part of a search for personal meaning n their lives. Families should be prepared to listen and encourage patients to address and perhaps resolve unsettled issues.

Patients often need to be able to make choices in the types of medical care they receive. Let them try a limited trial of therapy, like chemotherapy or radiation. The patient's family and physician must be willing to uphold the patient's desire to stop treatment if the patient says so desires. The patient may want to die at home, which is feasible with the necessary support system; hospice care is available in many areas. Hospice is a multidisciplinary system of services for providing palliative care to the terminally ill patient. The hospice philosophy emphasizes quality, not quantity, of life, but it does not advocate assisted suicide. A hospice program offers a primary care physician, skilled nursing care, physical and occupational therapy and counseling for the entire family. Here in hospice is where the planning for the end of life begins.

Advance Directives

Advance Directives are legal documents that state the patients final wishes should the patient not be able to do so themselves. An (AD) tells your doctor what kind of care you would like to have if you become unable to make decisions (if you are in a coma, for example). The goal of advance care planning from the perspective of legal scholars is to assist patients to make treatment decisions for the event of incapacity. From the patient's perspective the advance care planning is more commonly preparing for death and dying. Once a central ritual of social and religious life, death has been hidden, and implicitly made taboo. Advance planning can help people to prepare for death. This tends to help them achieve a sense of control, relieve burdens on loved ones, and reach closure.

Advance Directives come in several forms such as the Durable Power of Attorney for Health Care or DPA. This states who you have chosen to make health care decisions for you. It becomes active anytime you become unconscious or unable to make medical decisions. A DPA is generally more useful than a living will. However a DPA may not be a good choice if you don't have another person you trust to make these decisions for you. A Do Not Resuscitate (DNR) order is another kind of advance directive. A DNR is a request not to have cardiopulmonary resuscitation (CPR) if your heart stops or if you stop breathing. (Unless given other instructions, hospital staff will try to help all patients whose heart has stopped or who have stopped breathing.) You can use an advance directive form or tell your doctor that you don't want to be resuscitated. In this case, a DNR order is put in your medical chart by your doctor. DNR orders are accepted by doctors and hospitals in all states. A patient may also use a living will, another type of advance directive. It only comes into effect when you are terminally ill. Being terminally ill generally means that you have less than six months to live. In a living will, you can describe the kind of treatment you want in certain situations. A living will doesn't let you select someone to make decisions for you.

Advance directives and living wills do not have to be a complicated legal document. They can be short, simple statements about what you want done or not done if you can't speak for yourself. You may change or cancel your advance directive at any time, as long as you are considered of sound mind to do so. Being of sound mind means that you are still able to think rationally and communicate your wishes in a clear manner. Your changes must be made, signed and notarized according to the laws in your state. Make sure that your doctor and any family members who knew about your directives are also aware that you have changed them. If you do not have time to put your changes in writing, you can make them known while you are in the hospital. Tell your doctor and any family or friends present exactly what you want to happen. Usually, wishes that are made in person will be followed in place of the ones made earlier in writing.

Losses / Grief

Grief most commonly comes from the loss of a loved one. In order to understand bereavement, we need to make the distinction between grief and mourning. Grief is a person's internal experience, thoughts and feelings related to the experience of a great loss. Mourning is the external expression of one's grief. Thus, a person may experience extremely painful grief but, because of a need to appear stoic, may not mourn.

Grief and mourning are intensely personal and unique experiences. We often refer to stages of grief, but these often do not occur in an orderly progression. Depending on the situation and the individuals involved, one may not experience some stages, or may cycle in and out of the same emotional state several times.

The dying child does not fear death itself they fear more for their parents and sibs after they are gone. Often times attempting to keep the secret of dying from the child in question creates more problems for the family. Marriages suffer from the stressful demands of treatments for the dying child, many marriages end in divorce. As the illness drags on and death becomes imminent both parents feel the pressure as if they have somehow failed to be a good parent to the child. Most bereaved parents experience one or more of the following emotions tightness in the throat, heaviness in the chest, or a lump in the stomach like a rock, an empty feeling with appetite loss. They might wander aimlessly, forget a thought in the middle of a sentence, neglect to finish tasks, feel restless, look for activity, but cant concentrate. Some may experience respiratory reactions - excessive yawning, gasping, hyperventilating. Parents will have feelings of anxiety, and think they are losing their mind. A parent may even sense the child's presence and expect the child to walk in the door or phone at the usual time of day. They may cry at unexpected times, be unable to cope and then fall back again - a see-saw type of reaction.

Death in the adult or spouse is surrounded mainly by fear. Fear and grief often aggravates itself. Adults may lay in bed worrying, not wanting to deal with the outside world. The list of physical symptoms that can be caused by fear is long, ranging from physiological effects to psychosomatic symptoms. One of the most disturbing losses is the loss of the respect of others that is reflected in their expressions of pity. Unlike feelings of sympathy, pity demeans the person. The loss of respect is aggravated if we patronize, infantilise, or denigrate the patient. Giving the patient space and the ability to be in control is foremost to them.

Conclusion

Dying no matter how clinical it is, is still the cessation of life, be it that of a loved one, a child, a spouse, mother, father, friend, sister, brother. It hurts and makes no sense to the ones left behind. Some say letting a patient go is the most humane thing to do that is until they are the one who has to let go. It has been thought that if your plan for you death it helps the ones you leave behind. No amount of pre-planning will lessen the grief they will feel by the vacancy left from a loved one's passing.

With current approaches in bioethics we have underestimated the importance of social and family ties. Facing death in the context of loved ones may be an important redeeming accomplishment. End-of-life decision making is influenced by culturally shaped values. The principle of autonomy is the domain of ethics in health care.

Reference

1. Black, Dora. The Dying Child (coping with loss, part 8). British Medical Journal 16. 18 May . 17-7

. Bryan-brown, C., Dracup, K. End of Life Care. American Journal of Critical Care.00 July. Bristol-Myers. 00. 1-

. Goodlin, S. Winzeberg. G.Teno, J. Whedon, M, Death in the Hospital. Archives of Internal Medicine 158 no.14. 18 July 7. American Medical Association.18

4. Herbst, L.Lynn, J, Rhymes, A. What do Dying Patients want and need? (Includes related articles). Patient Care no. 4. 15 February 8. Medical Economics Publishing 15. 1-10

5. Martin, D.; Emanuel, L. Singer, P. Planning for the End-of-Life. The Lancet 56 no. 4.The Lancet Ltd. 000.1-8

6. Parkes, Colin Murray. The Dying Adult. (Coping with loss, part 7). British Medical Journal 16 no7140. British Medical Association. 15

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Man's Search for Meaning

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Do furnaces, gas chambers, and death have meaning? Victor Frankl's poignant novel reveals how he discovered that through suffering man is made better and richer. He describes how prisoners, including himself, journeyed through the psychological phases of shock, apathy, and liberation from Hitler's death camps.

Dr. Frankl experiences shock when he first enters one of the camps. "Suddenly a cry broke from the ranks of anxious passengers, 'There is a sign, Auschwitz!'" Dr. Frankl wrote. Everyone on the train felt this shock all at once. They were scared of not just gas chambers. No, they were scared of crematories and massacres as well. Not only that, the train slowly inched its way into the camp. Dr. Frankl wrote that the train acted as though it was mocking them.

In the camps, the prisoners soon learned of the next psychological phase of, apathy. The guards, at the camp, often hit, killed, and corrected the prisoners of the camp for the smallest things. "… I received two sharp blows on my head…at such a moment it is not the physical pain which hurts the most; it is the mental agony caused by the injustice, the unreasonableness of it all." Dr. Frankl experiences. Everyone felt the injustice time after time again. Dr. Frankl again mentions, when he was working on a railroad, that he had stopped working for a second and a guard saw him. "The pain he caused me was not from any blows. That guard did not think it worth his while to say anything, net even swear a word, to the ragged, emancipated figure standing before him, which probably reminded him only vaguely of a human form. Instead, he playfully picked up a stone and threw it at me." Writes Dr. Frankl.

The final stage of psychological phases is liberation of man from the camp. When the men in the camp where liberated, they were all still afraid of leaving. They slowly walked towards the gates. Dr. Frankl and the prisoners stood behind the gate as if they couldn't believe it. "Timidly we looked around and glanced at each other questioningly. Then we ventured a few steps out of camp. This, time no orders were shouted at us, nor was there any need to duck quickly to avoid a blow or a kick." Remembers Dr. Frankl.Order custom research paper on Man's Search for Meaning

Furnaces, gas chambers, massacres, and death do have meaning. Each of the prisoners learned how to appreciate life and liberty while you still have it. Dr. Frankl and his fellow inmates found meaning. Although unfortunately, each and everyone of them found it the hard way.

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FLORENCE NIGHTINGALE

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Florence Nightingale is best known for her radical innovations in nursing care. She was a pioneer in nursing and a reformer of hospital sanitation methods. For most of her life, Florence pushed for reform of the British military health-care system. With that, the nursing profession started gaining the respect it deserved.

Besides being a nurse and reformer, Florence Nightingale was a statistician. She would use new techniques of statistical analysis and apply them to her life's work, such as during the Crimean War when she documented the occurrence of preventable deaths in the military. She developed the polar-area diagram to dramatize the preventable deaths caused by unsanitary conditions. With her analysis, Florence Nightingale revolutionized the idea that social dilemmas could be objectively measured and subjected to mathematical analysis. She was an innovator in the collection, formulation, and graphical display of statistics.

The achievements set forth by Florence Nightingale were amazing considering most Victorian women did not attend universities or pursue professional careers. Her reform efforts occurred in part because she was frustrated with the conditions in England that limited women's life choices to marriage, indolence, or servitude. Her frustration's extended also to the social conditions of most of England's citizens abject poverty or affluence.

Born in Florence, Italy on May 1, 180, in the Villa Colombia, near Porta Romana, Florence was named after the city she was born in. After her birth, the Nightingale family moved to England and settled down in her fathers inherited estate. Although later, her father William Edward Nightingale had a house built for the family in the village of Lea. The house was called the Lea Hurst and served as the summer home to the Nightingale family for the rest of Florence Nightingale's life.

Help with essay on FLORENCE NIGHTINGALE In 185, the Nightingale family moved to a mansion named Embly Park in the Parish of Wellow, in Hampshire. This became the family's main home. Around this same time, and at the early age of five, Florence Nightingale's father began seriously educating both Florence and her older sister, Parthenope. Her father, William Nightingale believed women, especially his children, should get an education. Though both daughters were educated in history, economics, astronomy, science, philosophy, and multiple languages, Florence received an extensive education in mathematics from her father, her aunt Mai and from James Sylvester, her math tutor. Frances, her mother, taught her social skills and leadership qualities. She believed ladies did not need to be educated especially in mathematics.

Florence soon became dissatisfied with the upper class lifestyle she was born into. While growing up, she would care for sick and injured pets. Later she would care for servants who were ill. In 187, Florence said she heard the voice of God tell her she had a mission. Although she did not know what this mission was Florence chose not to follow her heart and desire into the society of marriage. She stated that marriage would destroy her chance of serving God's call. She would later discover this calling.

In June 18, Florence and her sister were presented at Queen Victoria's birthday party. This was the first meeting between Florence Nightingale and Queen Victoria, but would not be the last. The Queen would later become fascinated with the knowledge and education Florence had acquired. In 184, Florence went abroad to study the European hospital system. One year later, she began training at the Institute of Saint Vincent de Paul in Alexandria, Egypt. She then visited the Institute for Protestant Deaconesses at Kaiser worth, Germany. While there, she was asked to write a pamphlet on "The Institute of Kaiserwerth," by the Rev. Pastor Theodore Fliedner. She did but declined any recognition for her work. Soon after, she wrote 1-page, hand written "curriculum" stating her reasons for wanting to be a nurse. She became a probationer (student) in the nursing program at Kaiserwerth.

Then in 185, God again spoke to Florence, asking her if she would do well for him without any reputation. She decided to serve him by serving the "sick poor." Her father supported her with a yearly allowance of 500 pounds, which is equivalent to 40 to $50,000 dollars by today's standards.

Florence went into residence in her first situation (job) and became the superintendent of a London Establishment for Gentlewomen During Illness, but was unpaid for her services. Then in 1854, the Crimean War began. England, France and Sardinia came to the aid of Turkey against Russia. Sidney Herbert, the Secretary of War asked Florence to nurse the wounded British soldiers. After accepting, she assembled a party of thirty-eight nurses and went to Scutari, Turkey to the Barrack Hospital. There, she assumed direction of all nursing operations at the war front. When she first arrived at Scutari, Florence noticed no proper records were being kept. She introduced a system of recording the sickness and mortality data of the military hospitals. The system allowed her to plead her cases successfully. The military officials and doctors in charge of the facility were allowing rats, fleas, and contamination to kill wounded soldiers. But fighting the generals and male doctors who disliked a woman telling them what to do, was almost worse than cleaning the filth. However, this was Florence's opportunity to show the value of female nurses in military hospitals.

Florence Nightingale was nickname The Lady of the Lamp for her nightly walks through the wards. Because she personally checked on every patient, the mortality rate of the wounded dropped from 40% to an astounding %. Florence was instrumental in getting the conditions of the hospital improved. No longer would the wounded die due to unsanitary conditions. Nonetheless, all during her stay, Generals, other officers and doctors tried desperately to remove her from leadership because they felt inferior to her. Florence's managerial skills were often better than those of many officers in the army. But she prevailed with the help of Queen Victoria who could reach statistics and be informed without a male ego getting into the way.

After the war and upon the Queen's request, Florence visited Queen Victoria to talk about her war experiences. The Queen and Florence agreed upon a need to correct wrong doings during the war. The government then issued a warrant (commission) to investigate the disasters of the Crimean War. This was a kind of high-level independent committee that evaluated problems, come to a consensus, and then recommended changes. But because Florence was a woman, she could not be recognized or testify to this committee about her experiences. Instead, she wrote and compiled her findings and facts to them.

During Nightingales time at Scutari, she had collected data and systematized record-keeping practices. Her study of the data in the Crimea convinced her that many of the deaths in hospitals did not need to occur. The results of her personal studies of army medical statistics were in a report titled Notes Affecting the Health, Efficiency and Hospital Administration of the British Army. Her Notes made a profound impression, showing the causes of failure and a means by which the country could best provide for the health of its troops in future wars.

Florence was able to use the data as a tool for improving city and military hospitals. Her calculations of the mortality rate showed that with an improvement of sanitary methods, deaths would decrease. For instance, in February 1855, the death rate at the hospital was 4.7 percent of the cases treated. When Florence's sanitary reform was implemented, that rate tremendously decreased. She took her statistical data and represented it graphically. She had invented polar-area charts. These charts showed the statistics being represented was proportional to the area of a wedge in a circular diagram. The graphical illustrations portrayed, by means of shaded or colored squares, circles and wedges, (1) the deaths due to preventable causes in the hospitals during the Crimean War and () the rate of mortality in the British Army at home.

As Florence demonstrated, statistics provided an organized way of learning. Because of this learning, medical and surgical practices improved and Florence Nightingale became a heroine for her work during the Crimean war. She was also known as the first nurse researcher. She also developed a Model Hospital Statistical Form for hospitals to collect and generate consistent data and statistics. Her skill in using the statistical method in army sanitation reform led to her election in 1858 to fellowship in the Royal Statistical Society. In 1874, the American Statistical Association elected her an honorary member. Nightingale was instrumental in the founding of a statistical department in the army.

Through reading she became an expert on public health care and when Britain invaded India during the Sepoy Rebellion, she became the recognized expert in healthcare and supervised it's nursing. So began her life-long project to sanitize the country. Also during this time, Florence became ill. She was diagnosed with what we call today, Posttraumatic Stress Disorder. After Florence became ill, she never made a public appearance, never attended a public function, and never issued a public statement. Florence Nightingale had become completely reclusive.

The years following, she conducted a huge correspondence from her bed seeing people by appointment and only one at a time. Although she was bedridden, and with the help of her newly invented polar area diagram, Florence was still able to sell her ideas about healthcare and sanitation reform. This practice had never been done before and is common practice now.

Florence later established the Nightingale School for Nurses, at St. Thomas Infirmary the first professional nursing school in the world. Florence paid very close attention to every detail of the school from her flat in London. Florence Nightingale almost single handedly invented modern nursing, as we know it today.

Although her illness had secluded her, Florence accomplished many other works as well. She published a small booklet titled, "Notes in Nursing", which became so popular; it expanded and was published again with a special section on, "Taking care of babies." Florence also published her "Observations" concerning the sanitation problems in India and later publishes "Notes on Lying in Hospitals." Also from her flat in London, Florence worked on setting up a home nursing system, hospitals for births, hospitals for the insane and poor, and she also helped to stop the practice of putting all the "sick poor" together. This included men, women, children, the insane and the sane.

Then in around 10, at the age of eighty-two Florence became very ill and could no longer read or write except with great difficulty. So she accepted the services of a companion/housekeeper/nurse. This help became constant for the rest of her life.

After more than eighty years of helping people, in November the year 107, King Edward bestowed the Order of Merit to Florence Nightingale. This was the first time the Order had been given to a woman. Around the same year she began to go blind and her health gradually failed her. After 110 at the age of ninety, Florence could no longer speak. The end came for her on August 1, 110 when she fell asleep and did not wake again.

Upon her death, the King offered to give her a national funeral and burial but it was her wish before she died that her burial be like anyone else's. She was buried in the family grave at East Wellow and six sergeants of the British Army carried her coffin. The engraving on her tombstone simply reads, Florence Nightingale born 180- died 110. She lived ninety-three years and three months. She is honored each year in a commemorative service at St. Margaret's Church, where she is buried.

Florence Nightingale has been called many things throughout her lifetime, timeless, The Lady of the Lamp, even a saintly woman. She was even the subject of poetry and songs. There are also so many quotes from her that made a profound impression on many people. "You can arrest in some degree the course of the knave, but with the fool you don't know where you will find him next," and "To be a good nurse one must be a good woman, or one is truly nothing but a tinkling bell".Florence Nightingale.

Florence Nightingale was the founder of modern nursing. She saved millions of lives, establishing her with a place in history. Many of her suggestions, theories and practices have been documented as scientifically sound when tested with the application methods of modern research. Florence Nightingale made it possible for people not only in her time, but also in the twentieth century to live longer, healthier and more vibrant lives. Florence Nightingale was a true Godsend.

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Our Day Out by Willy Russell.

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"Our Day Out" is a political play. Willy Russell wants us to think about his characters and the world they inhabit. What is your response to the drama and the way it is told?

I like "Our Day Out" because it makes you think. There are numerous different perspectives to see the story from the children's perspective,Briggs' perspective, even the bus driver's perspective, and each is unique. Willy Russell has created strong and realistic characters who we can believe.

The story begins in Liverpool in 177. The scene is dreary and desolate. The area is a deprived, dilapidated example of post-industrial blight. The kids are products of this environment. It is the "progress class" day out and the headmaster of the tough school they attend is the epitome of society's view of them. He is content to let their hopes and fortunes go by the wayside. Of Mrs. Kay the progress class teacher he says "She keeps 'em happy with their reading machines and plasticine." This is a view that these children have no goal in life, that the system is not prepared to give them an opportunity to work out of poverty. He believes each of them has their goal in life to be a labourer or factory worker.

Mrs. Kay, whose decision it is to go on the trip, is more lighthearted and understanding. She loves and cares for each individual child regardless of their social status or background. For some, she is the closest thing they have to a mother, unloved at home and not cared for. Her authority however is questioned by Mr. Briggs, who is a straight-laced disciplinarian. The two have conflicting views on how the children should be taught and treated, and I feel that Briggs chose to come on the trip at the last minute because he did not trust Kay to keep everything under control.

I also like "Our Day Out" because we get to know some of the characters personally, such as Andrews who has smoked since he was eight, gets beaten at home by his father, and whose mother is a prostitute. He is typical of the unstable, under-privileged backgrounds a lot of the progress class kids come from.

At first, the bus driver is extremely apprehensive at the prospect of a day driving these kids around. He comes onto the steps of his coach and says "No food, no drink" and the like. He is prejudiced. He has condemned these kids before even leaving the school. It makes you think what chance do the kids have in life if people just stereotype them like this? He eventually mellows and gives one boy a pound to go to the sweet shop. It is Kay who makes him do this.

Shortly after leaving the school, the coach reaches the docks. At this point, Briggs is sitting next to Riley and his friend, who are both smoking. Briggs looks out at the dock building and comments on the wonderful history and architecture of the Mersey Docks. Riley's friend and Riley snigger mocking Briggs. Briggs' riposte is "Stop, take a look around. You might see things a little differently".

Riley says that his father works there and hates it. Briggs doesn't pay any attention. It is an ironic statement. Briggs himself is the one who needs to see things a little differently. He is blind to the sufferings of others. It is only later on when Carol Chandler finally makes him realise what an arrogant sod he has been. He is more interested in the architecture than the people. The bus finally goes through the Mersey Tunnel to a huge cheer from the kids. For many, it is the first time they have escaped the shackles of inner-city Liverpool and they are brimming with enthusiasm and vitality.

Having entered Wales, the bus stops at a shop. Having disembarked the bus there is an unruly rush for the shop. Briggs manages to organise them into a straight line. Kay pronounces ironically "A straight line, what a wonderful thing to behold." Briggs replies "With organisation, Mrs. Kay, with organisation." For the first time here, their relationship turns confrontational. They are trying to out-do or "skin" each other, and at times it is juvenile and unnecessary. Briggs is the main culprit I think. He is self-delusional, like Skinner from "The Simpsons". He wants to be able to command respect, but it is actually Kay who is the one the kids listen to. She teaches Briggs a lesson. It is only when he enjoys himself later on at the fair and on the journey home where the kids actually behave for him and respect him. "Our Day Out" is just as much "Briggs' day out" as it is the children's day. While the kids have been taken on a trip, Briggs' mind has been taken on a trip. At the end of the day, everything is back to normal, but everyone who was there will remember it as "Their day out", especially Briggs.

In the shop, the kids steal the sweets when the shopkeeper's backs are turned. It is funny. They are stuffing their pockets, but it is all done amorally. To them, stealing is a part of life. There is no malice. As the bus leaves, the kids are swearing at the shopkeepers in a triumphant, almost ironic gesture.

Kay decides they will go to the zoo, to predictable howls of outrage from Briggs. He is not going to get in her way of having a good time and he definitely is not going to get in the kids' way. Again at the zoo, Kay's style conquers that of Briggs. She persuades Briggs to let them walk around alone. The kids are delighted to be free and are caressing the animals.

They argue about the merits of keeping bears in zoos. Ronson says "It was born in a pit, it's spent all its life in a pit, how will it want anything else?" Ronson is the stupidest of all the progress class. He doesn't know where Wales is ("Will we have to cross the sea?") and struggles to talk English, but here he has spoken words of wisdom. He sees that trapped bear in himself, he sees that pit as Liverpool. The kids are the bears. Liverpool is their pit. Ronson, in making this point, has admitted that he has no chance in life and is not looking for a way out because he simply doesn't think there is on. Carol, in contrast, says "It would love to be free. It's not fair. It kills because it's trapped." The kids also kill because they are trapped. Carol says "We don't have anything nice down our way. If we did, we'd smash it up." Carol is the one who is desperate to leave Liverpool. She threatens to jump into the sea later on. She would prefer to stay in Wales.

"Our Day Out" is implicit. The bear pit is just one of the many metaphors in the story. On the way home, Carol is clutching a goldfish she won at the fair. It is a goldfish, but as far as Carol is concerned, it is gold. Goldfish won from the fair die after a few days, but she doesn't care. Ronson also clutches his ragged teddy bear from the fair tightly. He wants to care for it and love it. After the zoo, the scene on the coach is the most implicit of the whole film. The kids have stolen animals from the zoo. The zoo keeper rushes on to the coach and demands to have them back. Eventually there is crowing and animal noises and the animals are returned. This is implicit because the kids have only taken them to care for them. Nobody cares for them at home. Nobody looks after them. They believe that the animals love them back and show so much interest and affection. Again, like at the sweet shop, there is no malice. Briggs compares the children to animals.

The bus continues to Conwy Castle. I like the way "Our Day Out" is based around the bus. It is the one constant in the story. The journey is circular, it ends like it starts with many different events and emotions in between, but through all of it the bus is there and doesn't change. It gives a sense of how the story progresses without losing the story itself. The coach is an sound base from which the story springs.

At the castle, the kids are running riot. It is their day out, and they are determined to make the most of it. Briggs is despairing and is depressed and embarrassed at the sight of the kids running around wildly. Kay is disgusted with him. It is a DAY OUT, and they are happy, which is the whole aim of the trip, yet Briggs is treating it as if it was a school day! Willy Russell has managed to create all his characters, these two in particular, with strong and conflicting views. It is natural that there will be confrontation. At the castle, we see the biggest clash between Briggs and Kay. The conflict is dramatic. They talk politically and overtly about the kids' places in society. Kay speaks emotionally

"If you're telling me that these kids are factory fodder and the factories of England need them, and given a better chance they would still go and work in the factories, then you are wrong Mr. Briggs, very wrong!"

Briggs is visibly shaken, but remains unmoved, trying to be the dictator he perceives himself to be. Their political opinions are very different. Kay is a socialist. She thinks that the children should not be condemned to eternal mediocrity just because they were born poor. They should be given help and benefits to try and work their way out themselves. Briggs is an ideologist. These kids fit in with his plan of a perfect society. They must work in the docks and factories. He does not care that his ideology places these kids at the bottom of the pile. He believes that it is their destiny.

"You ARE on their side, aren't you?"

"Yes Mr. Briggs, I certainly am."

Willy Russell, writer of "Our Day Out" makes his characters speak polemically and politically about society and life in general, while still making us believe it is the character talking. Watching the film, I did not think of Russell once. It is a credit to his skill. Most of the film is realistic too. He achieves this because the majority of the kids are not real actors. They only have to be natural because he has cast them in their real-life roles. The only two parts of the film which are slightly unrealistic are the sweet shop incident and the stolen animals, which are also the two funniest scenes in the film.

Kay insists on going down to the beach for some more fun and games with the kids"You can't come all the way to the sea side and not go to the beach!" meanwhile Carol has got "lost". Briggs finds her on a cliff edge. She has lost all respect for him. She understands more than most of the other kids the situation she is in and she sees Briggs as a beacon of the system that has failed her. She says "You hate me. You hate all the kids." It is time for Briggs to look at himself. She wants to stay in Wales and threatens to jump off the cliff, but Briggs reassures her that there is a home to go back to and opportunities in Liverpool. I do not think Briggs seriously believes this himself, but it is all he can say to maintain his perceived image. Carol retorts "Don't be friggin' stupid." This language shows contempt and complete lack of respect for Briggs' authority and status. He is to learn from her, not her from him. She breaks down and cries. "If you were my old man, I would have been alright Sir." She sobs and runs to Briggs. It has taken this much for him to realise what a power-craving arrogant sod he is. He abandons all principles and sympathises with Carol. The whole story has been turned on its head. This is a pivotal movement where everything is as far away from the harsh reality of life in dilapidated Liverpool as possible.

The structure of "Our Day Out" is circular. The beginning and ending are the same mould, while at this point things are unusual, almost surreal. Is it possible that the Briggs who likens the kids to animals is the same one who then takes the aforementioned "animals" to the fair?

He enjoys the fair just as much as the children. He is one of them there. It is a complete role reversal. Briggs joins in the singing on the back seat of the coach on the way back from Liverpool, and obviously genuinely enjoys himself. He wears a party hat for a photograph.

The grim reality hits home when they enter Liverpool. The surroundings and familiar sights have an effect on Briggs. He reverts back to type. When the bus pulls into the school, he is given the photo film to develop. He ponders the thought for a second then discards the film. Briggs is an idiot. He tries to fool himself into believing there was no day out, no he did not enjoy himself. But he is not being himself. In his heart of hearts he knows he enjoyed himself today. He is too hell-bent on preserving his image as a dictator that he has forgotten his real self. For the kids, the grim reality has hit home and they are walking the same dirty streets they left in the morning. They will cherish the memories of the day, but tomorrow everything will be back to normal. The circle has returned to its starting point. Mrs. Kay has enjoyed her day and goes out for a drink with two other teachers. Briggs is invited. I think he wants to go, but he forbids himself to. He can't be seen to be having fun. Briggs has learnt a valuable lesson from "Our Day Out". He has to be himself, not what he wants himself to be.

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