John Knowles s A Separate Peace - 945 Words

In the first few chapters of A Separate Peace alone, Gene Forrester is John Knowles. In the first chapter, Gene is a grown man fifteen years in the future. He describes Devon School in the summer session in 1942. Devon School is rarely mentioned in the book. In A Separate Peace: The War Within the chronology states that in 1943, a year older than the book, he too went to a summer session at Exeter Academy (Bryant, xi). Knowles, too had a tree that he and other boys jumped off of, but he broke his foot and had to be on crutches (Bryant, xi). This book is a rough autobiography of his life. Gene and the author John Knowles will be explained as WWII in their eyes, the symbolism of Phineas, and the school and the older Gene. In A Separate Peace, the summer session is for seniors who are training for the war. Gene and Phineas are sixteen and not eligible for the draft. As the book states, they jump off the tree used for diving in the river. Gene says in the book â€Å"The tree was tremen dous, an irate, steely black steeple beside the river. I’d be damned if I climbed it† (Knowles, 14). Similar to the book, Knowles probably thought the same thing after he broke his foot. In The War Within, Bryant states that A Separate Peace can be read as a war book. With this in mind, it was only about two boys who were not of drafting age, but one to two years before it. In the summer session, the teachers are a little less strict, but only to the boys under eighteen. Even then, the boysShow MoreRelatedJohn Knowles s A Separate Peace1221 Words   |  5 PagesA Separate Person The ego and superego walk into a bar but leave because the bartender needs to see some id. This joke alludes to one of Austrian neurologist Sigmund Freud’s signature theories about the composition of the human psyche. The theory states that the human psyche is composed of three parts: the id, ego, and superego. The id represents one’s natural instincts while the superego represents one’s morality and empathy. The ego attempts to balance the id and superego, trying to compromiseRead MoreJohn Knowles s A Separate Peace1737 Words   |  7 Pagesand public intellectual once said that, â€Å"everybody tends to merge his identity with other people†¦ It’s called being mass man†. Mass man is what one would describe as a person lacking any individuality or uniqueness. This relates to John Knowles’s novel, A Separate Peace through the idea of Gene’s struggle with identity throughout the stories that he tells due to his own lack of individ uality. In the novel, Gene Forrester is a student at the Devon School, a boarding school in New Hampshire. At DevonRead MoreEssay on A Separate Peace: Friends or Foe?1117 Words   |  5 PagesDuring the 1940’s in America, times were hard. It was a time of war. In this period of history, people found themselves looking for peace and innocence. John Knowles’s A Separate Peace illustrates a boarding school, one of the only places left to find peace, where the main characters, Gene and Phineas, face their own internal wars with each other. Starting out their friendship seems strong and everlasting but as the novel progresses, like all friendships, the fire between them seems to dwindle. AlthoughRead MoreWar s Relationship With People1404 Words   |  6 Pagesothers. War is always bad, and it effects people so that they can t think straight, and they want release their anger to others like the meaning of war, which is express the anger of one country to other countries. War represents anger, and hatred(John W. Dower). During the largest war, World War 2, there were around fifty to seventy millions of people died during that time, and this number also represents the three percent population at that time. When we break down this number, Germany had 7.4Read MoreA Separate Peace And The Great Gatsby By F. Scott Fitzgerald1111 Words   |  5 Pagestimes, with very different plots. Such novels deserve the exploration of comparison between them. Both John Knowles and F. Scott Fitzgerald, in the novels A Separate Peace and The Great Gatsby respectively, show relationships between two male characters and detail how a dream can become out of hand. While both authors use extended flashback to start their narration about the past events, Knowles chooses to tell the story from the perspective of Gene who is extremely involved in Finny’s dream, whileRead MoreA Separate Peace By John Knowles1148 Words   |  5 PagesA Separate Peace by John Knowles: Boys to Men The boys at the Devon school, in the novel A Separate Peace, written by John Knowles, are World War II influenced by making them mature and grow up more quickly than they would have had there not been a war. The war makes some boys stronger and more ready for whatever life would bring, while in others it disables them to the point that they cannot handle the demands of life. This novel shows a â€Å"coming-of age† story, especially with three boys. Gene startsRead MoreA Separate Peace By John Knowles Essay1463 Words   |  6 Pages In A Separate Peace, a realistic fictional novel by John Knowles, World War 2 gradually encroaches upon and finally dominates life at Devon. The War is an ever present focus, if not focus then presence, that fell upon the students of Devon. That was the whole point wasn’t it? Train hard in a boarding school to prepare for war. The war impinged itself upon the school through the boys’ views, jargon, and also was brought to the school. World War II infringed Devon through the boys’ views. This canRead MoreAnalysis Of The Poem A Separate Peace Essay1463 Words   |  6 PagesSited Knowles, John. A Seperate Peace. Agincourt: Book Society of Canada, 1966. Print. King, Gilbert. The Boy Who Became a World War II Veteran at 13 Years Old. Smithsonian Magazine. Smithsonian, 19 Dec. 2012. Web. 15 Nov. 2016. . Davis, Arthur T. Being a Teenager During World War II at Ocean City, Maryland. Ocean City Life-Saving Station Museum. Ocean City Museum Society, Inc., 2006. Web. 15 Nov. 2016. . Avey, Helen. A Teenager s Life in the Second World War. WW2 People s War. BBCRead MoreA Separate Peace By John Knowles1792 Words   |  8 Pagesbut also in the Devon School of Prep. The book A Separate Peace by John Knowles is mostly about a boy, Gene, who is receiving his education and learning about how to become a soldier to fight in the second World War. He and his best pal, Finny, are both being forced to mature and grow up before being drafted to fight, but before that even happens Gene’s jealousy gets the best of him which will threaten his friendship. Throughout the novel John Knowles uses a great deal of literary elements to helpRead MoreLord Of The Flies, By William Golding And The Perks Of Being A Wallflower1087 Words   |  5 Pagesgenres. Novels such as Lord of the Flies by William Golding and The Perks of Being a Wallflower by Stephen Chbosky are among some of my most beloved. In my junior year, I read A Separate Peace by John Knowles for my AP U.S. History c lass while I read The Catcher in the Rye by J.D. Salinger over the summer. A Separate Peace explores the rivalry that can lie at the heart of many friendships and conveys the concept of individuality rather than conformity. Similarly, The Catcher in the Rye is the story

Professional Experience as a Preceptor - 1553 Words

Introduction In this paper I will discuss how preceptors and educational leaders have contributed to my nursing career and many others. The mentors who have the most influence on nurses are those that stick with the nurses and help give them the motivation they need to move through obstacles. In the first few paragraphs, I will discuss my personal experience with a mentor and the characteristics they possessed that were beneficial to me. Mentors have become a great influence in my career and many others. In the last section of this paper, I will discuss some of my personal experiences in example and support why I value the characteristics by referring back to peer reviewed articles. Preceptors are essential and irreplaceable in the†¦show more content†¦The preceptor must be accountable and easily accessible; they must be accountable for whatever advice is given to another nurse. If a nurse is in need of some counseling or advice, the preceptor needs to be readily accessible for the nurse to be able to get help or advice as needed and as often as required to help guide them in their nursing profession transition. Personal Preceptor Experience I had an excellent preceptor in nursing school and once I graduated and became a nurse. I will be describing them both and how they were helpful. In nursing school I was able to have the director of the nursing program as a mentor. She took it upon herself to offer her advice and help whenever she saw I was struggling and needed the advice and help of another. When trying to do well on test she was easily accessible, I was able to make an appointment with her and she actually went over practice questions with me. She broke down the question and helped me to see how I should be thinking when looking at any question. She was honest with me in giving me feedback when she seen my test scores and praised me when I did well. However; when I would not do so well on an exam she would take me aside and ask me what happen, how I was feeling, and help me understand what she thought the problem was and what she thought would help next time so I would do a better job. She was there to support me every time I needed it,Show MoreRelatedDeveloping a Set of Guidelines for Conducting Performance Appraisal for Preceptors1117 Words   |  4 PagesClinical preceptors Introduction There is a gap that is left between the classroom time and clinical area for practitioners in nursing. To bridge the gap, preceptorship method is applied. These preceptorship sessions are used to prepare the undergraduate nurses and give them experience. A receptor is a registered nurse who has experience in the actual field and is usually enthusiastic about the profession and has aspiration to teach (Myrick Yonge, 2005). The preceptor is charged with the roleRead MoreBenners theory and usefulness Essay1021 Words   |  5 Pagespublished in 1984.The model which applies the Dreyfus model outlines five stages of nursing, novice, advanced beginner, competent, proficient and expert(Benner1984). The central concepts of Benner’s model are those of competence, skill acquisition, experience, clinical knowledge and practical knowledge. (McEwen Wills 2014).She also identifies seven domains of nursing practice: Helping role, Teaching or coaching function, Diagnostic client monitoring function, Effective management of rapidly changingRead MoreThe Importance Of The Advanced Practice Nurse848 Words   |  4 Pagesas pass/fail. The blended classroom experience utilizes a face-to-face, â€Å"Go-to-meeting† format and self-paced online activities involving group activities using Blackboard; chats, blogs, emails, journaling, and web posting are also incorporated. Throughout the semester, weekly practicum experiences are recorded in a log which is reviewed at mid semester and at course completion. Each journal entry is expected to be a short summary of the week’s experience and include one-two references relatedRead MorePreceptorship Program Proposal At A Medical Center1703 Words   |  7 Pagestransition from students to professional nurses. So strategies to implement an effective preceptorship programs that will decrease turnover rates is important. Newly licensed registered nurses lack a level of performance and confidence in making pertinent patient care decisions. Research studies have outlined the influence of nurse role models on new nurses as well as the significance of positive role models as it helps in increasing learning and in directing their future professional pathways. Studies haveRead MoreSocialization Into Nursing1131 Words   |  5 Pageswhich includes the internalization of the attitudes and values of the role. The importance of role modeling the applied behaviors and skills through preceptor experiences to aid the new nurse is discussed. The importance of the socialization process and its impact on staff recruitment and retention is touched on. The author also shares her experience upon entry to the nursing profession and how it helped her socialization. â€Æ' According to Creasia and Friberg, socialization is the process of becoming-Read MoreRespiratory Therapy : A Vast Amount Of Recognition1077 Words   |  5 PagesResearch course at my college. Upon taking this course, I had the pleasure of shadowing a couple of respiratory therapists at individual hospitals. Each particular visit proposed a new form of knowledge. Not only was I able to observe and learn from professionals, I also saw firsthand how important of a role respiratory therapists plays in healthcare, and I finally understand why this is the perfect field for the desires of my heart. To provide a brief description of the history of the field, respiratoryRead MoreRelationship Between An Experienced Registered Nurse Essay1218 Words   |  5 Pagesindividual attention to and facilitating the induction of the preceptee through coaching, supervision, role modeling and reflection. This integral role influences our future professionals, by assisting and supporting them through a planned orientation in a specific clinical setting. Smedley (2008) and Ulrich (2012) suggest that the preceptor supports the improvement of practical skills, theoretical understanding, and professionalism in preceptees through direction, leadership, influence and evaluation. KhanRead MoreBenefits Of Working Closely With A More Seasoned Nurse1192 Words   |  5 Pagesallows the new graduate to gain some experience and possible insight while being guided throughout the process. Unfortunately, not all graduates have a positive experience with their preceptors. Some preceptors can be intimidating and overbearing. Others may be too carefree and fail to properly prepare their students for the potential consequences of their actions. In the next several paragraphs I will explore research on the benefits of working closely with a preceptor in the nursing field, what qualitiesRead MoreWalgreens Pharmacy : A Better Sense Of The Company s Values And Future Goals947 Words   |  4 Pagesdelivery across the nation. Relating the internship to the pharmacy curriculum, there are two classes which had the most influence towards understanding over-the-counter medications: Drug Action II and Self-Care. During one of the site visits, my preceptor took the time to talk to me about various types of cough and cold medicine in order to provide appropriate recommendations to customers. Furthermore, the â€Å"Cough Colds† lecture taught by Dr. Pho set a strong foundation for me in terms of distinguishingRead MoreThe Novice Nurse : Bridging Gap Between Education And Clinical Practice Essay1442 Words   |  6 PagesThe preceptor assists the novice nurse in bridging the gap between education and clinical practice (Sonya Blevis, 2016). In an NETP (Nurse Entry To Practice), a new graduate is partnered with an experienced nurse who is proficient in teaching a novice. New graduate nurse gets to work in the ward for 1 year and have 6 weeks of orientation phase. Staff nurse introduces the new staff member to the nursing, medical and non-medical team, orientates to the unit and guides until the orientation is complete

Issues on Paid College Athletes Free Essays

Should college athletes be paid? Many have different opinions on this subject. Some feel that a fully paid scholarship is enough for these talented individuals. But for the athletes it†s not enough. We will write a custom essay sample on Issues on Paid College Athletes or any similar topic only for you Order Now Allen Sack, a former football player said: † No matter their economic circumstances, college scholarship athletes, almost universally agree that there needs to be a way for money to find its way into their hands ligitimatley.† But what most the public doesn†t know is that intercollegiate athletics is a primary source of income for colleges and universities in the United States, and the athletes aren†t seeing a penny of it. The N.C.A.A. is what†s keeping the athletes from seeing some of the money they deserve by calling it â€Å"Amateurism.† Rule 2.9 says: † The principal of Amateurism Student athletes shall be amateurs in an intercollegiate sport, and their participation should be motivated primarily by education and the physical, mental and social benefits to be derives. Student participation in intercollegiate athletics is an avocation, and student athletes should be protected from exploitation by professional and commercial enterprises.† These rules show you how the N.C.A.A. controls the actions of the student athletes, only to allow them to be manipulated by their universities and take away their freedom to earn money on their own. College athletes who come from low-income families have little or no money, leading them to accept money and gifts illegally. Presidents of division I schools are allowing boosters to offer big money to talented athletes for competing on the fields of play, and try to attract wealthy TV networks to commercialize the sports and make Billions off the consumers. College athletes are young and naive and maybe that†s why they accept money and gifts. Maybe they feel they deserve it and lack the fear of any consequences or maybe they truly need the money since they can†t make it elsewhere. Athletes know they have a scholarship, but they also know that a scholarship doesn†t give you any money for normal everyday spending. For whatever reason student athletes accept money, whether good or bad, they still take it and they always will as long as it†s offered. The star athlete is basically hired to bring success to a certain sports program, regardless of his or her educational goals or intellectual background. Technically it is a phrase describing an individual student who engages in a sport for the academic institution they represent. But the problem that haunts the N.C.A.A. is the realization that the student athlete is truly two different words, describing two different groups of people and one day they will have to admit that they are separate. The bottom line is winning, and winning requires talented athletes, but some athletes realize their value and demand some compensation for their efforts. With all their long hours of hard work and endless practice, they put everything on the line. They risk life and limb for the university they represent and for what? Why undergo the stress and strain of a season, year after year, to only be tossed aside after their eligibility or talent is used up? Obviously for some, it†s that small possibility one day turning professional, but for others it†s the question of why can†t I get paid for my work now? Universities realize that they take in millions of dollars in revenue, and in return all the athlete gets is a scholarship. It all adds up from grants-in-aid to student athletes which generates about 5 million dollars a year. Add that to the millions spent on travel, housing, equipment, health care and other costs, pretty soon were talking about real money. According to the Bureau of Census is that the free education a scholarship athlete has, typically generates an extra $500,000 or more in that persons future. An education is priceless, and the student athletes at American colleges and universities reap the benefits of the finest higher education system in the world. So the knowledge that a student athlete gains in the classroom is something that will never depreciate. What paying players would do is free them from a system in which they do most of the work and assume all of the risk, yet are prevented from sharing in the results of their labor. This in effect, would terminate any forms off corruption and exploitation of intercollegiate athletics. It would also benefit the universities, while still profiting from their athletic programs they would also be scandal free and have the pressures of winning taken off their shoulders. The majority of the pressure would be carried by the already high paid coaches and soon to be high paid athletes. The N.C.A.A. could benefit by engaging in more high profit venues and would be relived of enormous amounts of pressure due to an employee situation within the system. Overall, a system of salary paid athletes put into intercollegiate athletics would change the views of many. Whether it would benefit society depends on such a proposal. I see no reason why such a proposal could not be created. How to cite Issues on Paid College Athletes, Papers

How does Shakespeare present the themes of love and hate in Act 1 (focusing on Scene Five) of Romeo and Juliet Essay Example For Students

How does Shakespeare present the themes of love and hate in Act 1 (focusing on Scene Five) of Romeo and Juliet? Essay The presentations of both love and hate reach their first climaxes in Act 1, in the meeting of Romeo and Juliet, and in the hatred that Romeo stirs in Tybalt during that meeting. The characters playing major roles in this scene, Romeo, Juliet and Tybalt, are each seen to experience both ends of the emotional spectrum, and the way Shakespeare orders events highlights this contrast, and also helps build dramatic irony. Shakespeares presentation of love and hate is defined in the Prologue, where the Chorus recites a sonnet that informs the audience of the conclusion of the entire drama, where A pair of star-crossd lovers take their life. It is here that Shakespeare destroys the notion of free will inside his play, and the underlying theme of fate in association with love and hate is announced. Also, with the audience forewarned of the outcome, all that takes place is seen in a new light, as now the audience care less about what happens, but how. Romeo and Juliets sonnet later in the play contains echoes of the opening one, further enhancing the idea that we are watching two people being carried inexorably toward their destiny, an image that epitomises the whole tragedy. A different type of love is seen prior to Scene Five. It is the more orthodox Petrarchan love, and Romeo seems to be trapped in the role of stereotypical lover, talking in clichà ¯Ã‚ ¿Ã‚ ½s and inert metaphors, and it seems that Romeo is almost in love with the idea of being in love rather than with the elusive Rosaline. This is a world away from the love later shared by Romeo and Juliet, which is a far more equal and tender love; and the contrast serves to make the play much more effective. The wait before scene five is also used to establish the personality of Juliet; her meekness toward her parents is made evident, as well as her relationship with the Nurse, in Scene Three of Act 1. Juliets impending marriage to Paris is also introduced, and by examining the way it is discussed, we can deduce a lot about the attitudes toward love and marriage held by Juliet, Lady Capulet and the Nurse, and perhaps even Elizabethans in general. Juliet calls the marriage an honour before even meeting her prospective husband, showing that love was not considered important for marriage, and also giving her eventual (informal) elopement an element of self-sacrifice. The Nurse says Women grow by men, compounding this idea, and adding that increased status was more an incentive for marriage than love, which shows that Juliets affair with Romeo would have been considered atypical and rather risquà ¯Ã‚ ¿Ã‚ ½ by an Elizabethan audience. Today however, Juliets actions would have been thought of as a liberation from the constraints of society, and therefore applauded. Scene Five opens with dialogue between two servants rushing busily around the stage, a sequence thats purpose is to break the static atmosphere left by the previous scene; dissipate the fraught passion left in the wake of Mercutios Queen Mab speech; and also to announce the new setting to the audience. The opening speech of Capulet follows, further enhancing the setting, and also injecting a touch of humour into proceedings, which puts the audience at ease, and therefore makes the drama that ensues that much more effective. The first event of note is the initial glimpse Romeo gets of Juliet. What ladys that? he asks a servant, but the servant doesnt know (although the audience does), and the dramatic irony begins to increase. .ueba9083465c309deabbee2a458adc69a , .ueba9083465c309deabbee2a458adc69a .postImageUrl , .ueba9083465c309deabbee2a458adc69a .centered-text-area { min-height: 80px; position: relative; } .ueba9083465c309deabbee2a458adc69a , .ueba9083465c309deabbee2a458adc69a:hover , .ueba9083465c309deabbee2a458adc69a:visited , .ueba9083465c309deabbee2a458adc69a:active { border:0!important; } .ueba9083465c309deabbee2a458adc69a .clearfix:after { content: ""; display: table; clear: both; } .ueba9083465c309deabbee2a458adc69a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ueba9083465c309deabbee2a458adc69a:active , .ueba9083465c309deabbee2a458adc69a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ueba9083465c309deabbee2a458adc69a .centered-text-area { width: 100%; position: relative ; } .ueba9083465c309deabbee2a458adc69a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ueba9083465c309deabbee2a458adc69a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ueba9083465c309deabbee2a458adc69a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ueba9083465c309deabbee2a458adc69a:hover .ctaButton { background-color: #34495E!important; } .ueba9083465c309deabbee2a458adc69a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ueba9083465c309deabbee2a458adc69a .ueba9083465c309deabbee2a458adc69a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ueba9083465c309deabbee2a458adc69a:after { content: ""; display: block; clear: both; } READ: Do not go Gentle into that good nigh EssayAs a result of Romeos blissful ignorance to Juliets lineage, he goes on to make a lengthy speech that makes judicious use of metaphors in describing her many virtues. He creates a variety of natural images, a snowy dove trooping with crows being a prime example. Here, in portraying Juliet as snowy, Romeo compliments her fair complexion (and also perhaps comments on her innocence), while dove trooping with crows is a comparison between Juliet, the exquisite dove, and the other women at the ball, whom she has relegated by her beauty to the status of crows, a distinctly drab form of bird. Throughout his monologue, Romeo depicts himself as unworthy of Juliet, and hence elevates her to an almost angelic level, an idea supported by the many religious references made by Romeo in his conversation with Juliet later in the scene. Although it could be suggested that this is the typical exaggeration of a lover, it is more likely that Shakespeare meant for Romeos soliloquy to lend extra poignancy to the plight of the lovers, whom the audience knew were doomed. Before that, however, comes the darker of our two themes: hatred in the form of Tybalt. The uplifting mood of the scene is shattered immediately as the sweet tone of Romeo is replaced by Tybalts rasping dialogue. He is outraged that Romeo would dare to show his face at one of the Capulets greatest occasions, and instantly calls fetch me my rapier, boy, an act that is an omen of future bloodshed, and also establishes the violent undertone that accompanies Romeo and Juliets relationship from here until its tragic conclusion. Shakespeare places Tybalts outburst immediately after Romeos speech, and the change in mood is shocking in its speed, throwing the audience off-balance. However, Romeo is oblivious to all of this, and again dramatic irony comes into play. On the other hand, Capulet, when informed of Romeos presence, does not succumb to the same rage that grips Tybalt, even though his enmity towards the Montagues may be greater. This gives an interesting insight into his character, as in his response to Tybalt he says I would not here in my house do him disparagement, an honourable sentiment. This chivalric attitude might perhaps embody that of all the elders of both houses, in a contrast with the fierce passionate hate displayed by the younger players in the battle. The grudge may have been borne so long by Capulet that it has become enshrined, in a way someone might treat an old wound: it still hurts, but is now worn with a certain amount of pride. The respite from Tybalt given by Capulets good humour is temporary, and as we are soon reminded that he will neither forgive nor forget, the audience is left with a feeling of foreboding as the mood of the scene shifts yet again, and love returns to centre stage. It is halfway through this scene when Romeo and Juliet finally converse with each other, and it is fitting that this long awaited exchange takes the form of a Petrarchan sonnet, a traditionally romantic form of English. It is here the tempo of the scene slows, reflecting the delicacy and tenderness of the emotions exhibited by the couple, along with their twin narcissism. Romeo uses religious imagery for the second time in this scene when referring to Juliet, perhaps in an attempt to compare her with the most important thing in his world. He calls himself a pilgrim, and talks of her as a shrine, one that he has presented himself at for absolution, and in doing so elevates her to the same plane occupied by angels and saints, the most pure beings in his knowledge. .u2b71a9f92409a566d94da7e4b0ea5428 , .u2b71a9f92409a566d94da7e4b0ea5428 .postImageUrl , .u2b71a9f92409a566d94da7e4b0ea5428 .centered-text-area { min-height: 80px; position: relative; } .u2b71a9f92409a566d94da7e4b0ea5428 , .u2b71a9f92409a566d94da7e4b0ea5428:hover , .u2b71a9f92409a566d94da7e4b0ea5428:visited , .u2b71a9f92409a566d94da7e4b0ea5428:active { border:0!important; } .u2b71a9f92409a566d94da7e4b0ea5428 .clearfix:after { content: ""; display: table; clear: both; } .u2b71a9f92409a566d94da7e4b0ea5428 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2b71a9f92409a566d94da7e4b0ea5428:active , .u2b71a9f92409a566d94da7e4b0ea5428:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2b71a9f92409a566d94da7e4b0ea5428 .centered-text-area { width: 100%; position: relative ; } .u2b71a9f92409a566d94da7e4b0ea5428 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2b71a9f92409a566d94da7e4b0ea5428 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2b71a9f92409a566d94da7e4b0ea5428 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2b71a9f92409a566d94da7e4b0ea5428:hover .ctaButton { background-color: #34495E!important; } .u2b71a9f92409a566d94da7e4b0ea5428 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2b71a9f92409a566d94da7e4b0ea5428 .u2b71a9f92409a566d94da7e4b0ea5428-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2b71a9f92409a566d94da7e4b0ea5428:after { content: ""; display: block; clear: both; } READ: My Grandparents and Unconditional Love EssayJuliet develops this religious theme in her responses, which take up half the sonnet for the first four lines, showing that she is Romeos equal in both intellect and social standing. This was quite uncommon in the Elizabethan era, as traditionally male sonnets silenced the female, reflecting the patriarchal nature of the times. That Juliet had such a significant share of the dialogue marked her as a powerful woman, and her fate was in keeping with the tradition of powerful women either dying or getting married at the end of a drama. The sonnet finally culminates in a visually powerful coup de grace: the famous first kiss. Romeo and Juliet immediately launch into another sonnet, but are ominously interrupted by the Nurse, a reminder to the audience that the romance will end in tragedy. The couple are forcibly broken from their trance, and the one perfect moment of the romance is broken, as Romeo and Juliet are parted, and their respective lineages discovered. Never again is the romance so perfect; the theme of untainted love has reached its apex. In conclusion, Shakespeare presents true love, as between Romeo and Juliet, as an overwhelming, bewildering and thoroughly compulsive experience, as opposed to the confined and orthodox role-play acted out by Romeo and Rosaline. Hatred is portrayed as Loves eternal nemesis: it is always hate in some form that disrupts the romance in this scene, violence that follows the lovers wherever they go, and hate that triggers the chain of events that concludes with double suicide.