Television Addict by Marie Winn Assignment Example | Topics and Well Written Essays - 750 words

Television Addict by Marie Winn - Assignment Example She first gives the pleasurable symptoms of television addiction, and confirms the same through a sample individual confession. In the essay, she also gives various examples of how significant television addiction influences peoples lives in more negative ways that commonly imagined by the victims themselves; an indication of how the victims sense of reality. In explicit statements, she is categorical that addicts tend to ignore all other productive activities in order to stay put in front of their screens, to which they cannot master enough strength to turn off for countless. The thesis statement of the easy can, therefore, be stated as follows: Television experience is as serious enough as any other addictions of hard drugs, for they not only activate pleasurable effects that inactive mental state of reality, but does well to destroy an individual’s worth through withdrawal from being objective in life. The author switches from discussing addiction in general terms to talking specifically about addiction to television in paragraph six. She, in fact, informs the reader more directly by stating clearly what follows in the very paragraph, that: â€Å"Let us consider television viewing in the light of the conditions that define serious addictions.† Indeed right after the statement, Winn jumps straight away to the symptoms of television viewing that makes it an addiction like those of alcohol or other drugs. To be certain, she argues that television viewing distorts the victim’s sense of reality, forcing the participant into a passive world of pleasurable mental state, to which they completely have no control over. From the point on, the author talks specifically to the readers over television addiction, more particularly with regards to the Vitim’s control ability to limit hours spent in front of television screens. Marie follows her discussion of the symptoms of television addiction with a sample

Information system Essay Example | Topics and Well Written Essays - 250 words - 1

Information system - Essay Example (BBC 2008) Technology implies something scientific in a broader definition of the word. But for the commercial and industrial world, technology means information technology – an all embracing term that cover all aspects of information systems, technological or not, within a business. The initial funding of 300 million euros for the European Institute of Technology in Budapest is a testament to such fact and the institution prioritizes IT project along with renewable energy. (BBC) The BBC report highlighted that in pooling the expertise of universities, research bodies and businesses, the institute will play a prominent role in the European Union’s strategy of promoting jobs, growth and competitiveness. Because of what it does, technology is crucial to business. There are two main reasons: First, without effective use of technology, an organization cannot sustain any competitive position and, secondly, technology-driven innovation becomes the only viable route to long term growth. In integrating information technology, for instance, to the overall business strategy, the ability to lower cost and make profits are enhanced. It plays a vital role in corporate success because it enhances business strategies by making their execution faster, more efficient and effective, and more responsive to customer needs and market conditions. Just as the BBC report cited in this paper highlighted for us, technology is no longer solely an opportunity for companies; it has become a requirement and standard in order for them to

Cultural Competency Assessment Paper Essay Example for Free

Cultural Competency Assessment Paper Essay Culture is a very difficult term to define. However, certain people have gone on and defined culture well by saying that it is a ‘set of shared values, opinions and practices of a community or group of people. ’ (Definition of Culture) The importance of the understanding of a socio-cultural environment of any country is imperative to attaining business advantage and eventually translatable success. This understanding of socio-cultural environment is then translated effectively into business practices so that they appeal to the local crowd and create a positive image of the firm in their minds. (Cultural Barriers) More and more organisations today face a dynamic and changing environment. This, in turn, requires these organisations to adapt. Hence, it is important to consider the changing nature of the workforce. Most organisations, today, have to adjust to cope up with a multi-cultural environment. Human resource policies and practices have to change in order to attract and keep this more diverse workforce motivated and willing to work. And many organisations have to spend large amounts of money on training to upgrade various skills of the employees. There is a definite downside to the resistance to change and that is hindrance to the process of adaptation and progress. It doesn’t necessarily surface in a standardized manner. Resistance can be overt, implicit, immediate, or deferred (Robbins, 2004). It is easiest foe the management to deal with resistance when it is overt and immediate. For instance, a change is proposed and employees quickly respond by voicing complaints, engaging in a work slowdown, threatening to go on a strike, etc. The greater challenge is managing change when it is implicit or deferred. Implicit resistance efforts are more subtle, like, loss of loyalty to the organisation, loss of motivation to work, increased errors or mistakes, increased absenteeism, etc (Robbins, 2004). Similarly, deferred actions cloud the link between the source of the resistance and the reaction to it. Empathy is the ability to understand the emotional makeup of other people. Empathy is the trait that enables a leader to be an expert in building and maintaining talent. It enables him to treat people according to their emotional reactions. This is why he can be successful in getting the most out of the talented people that work under him; it thus makes him a better man manager. He is able to manage and lead people from various different backgrounds and cultures, belonging to various social and economic classes, i. e. it increases the cross-cultural sensitivity of the leader himself. With the businesses and economies globalising, leaders have to lead and manage people belonging to different cultures which is the major reason why change management in such a scenario is very difficult, however, if only a leader can empathize with his followers, it makes the job half as difficult as before. The Cultural Competency Assessment Responses portrays a wonderful picture of the cultural competency assessment test; the responses were positive and the personal taking the test were satisfied with this tool, Cultural Competency Assessment as exhibited in their responses was informational, people started thinking in a different direction, and enhanced learning amongst different culture, it is essential when we are dealing with human lives in terms of health, healing wellness. Cross -cultural communication utilizes language and culture to shape human behaviour and facilitating them. In fact the two also influence each other. Cultural impacts on human behaviour are widespread and influence important aspects of human behaviour. In comparison, influence of language on human behaviour is subtle but still significant. Further Cultural Competency Assessment includes life cycle events add value to the program by helping people of different culture comprehend the cultural diversity of adolescents or the elderly, which prepare individual to interact with people of diverse culture for the betterment of their career in medicine. Gathering good history of the patients is significant for finding and giving the right treatment, using deductive reasoning to arrive to a diagnosis. So life cycle events enhances the health care delivery process for its betterment. Cultural competence is the capability to interact efficiently among individuals of diverse cultures. It encompasses four components attentiveness of ones own cultural worldview, approach towards cultural differences, Knowledge of different cultural practices and worldviews, and cross-cultural Skills. Building cultural competence results in an capability to comprehend, communicate with, and efficiently interact with people across cultures. These components if implemented properly are very effective in Building cross cultural communication competence. Further, when an organization focuses on developing such competences in their employees, the benefits are more then the cost incurred as high-impact managerial teaching builds personal effectiveness amongst worker, Improve communication, efficiency, and productivity for persons, teams, and the whole of the organizations. Further better understanding of the needs of people from different cultural backgrounds will help employees to work as a team more effectively. To comprehend the Cultural competence, Diversity training should be given to the employees for Building cross cultural communication effectiveness, Cultural competence have become essential at present era when our organization are full of people of different culture which has led most management to cater diversity management of the organization by taking such measure for the betterment of the organization. The recommendations I would like to state for the facilitation of the organization is Cultural competence Diversity training which will facilitate in designing strategies, action plans, development, and training matched to people’s current state of affairs. Further to develop the ability to correspond with other people of different culture which will help in building team effectiveness, team building by implementing tailored strategies to cater each diverse teams needs. I would like to conclude by adding that Cultural competence will add value to the organization operation and will lead to the betterment of the organization. References 1. Robbins, Stephen P (2004). Organizational Behavior. Prentice Hall. 2. Cultural Barriers to Effective Communication. (n. d. ). Retrieved from www. ncbi. nlm. nih. gov/pubmed/9461923

Alice Walkers Short Story Everyday Use English Literature Essay

Alice Walkers Short Story Everyday Use English Literature Essay In Alice Walkers short story Everyday Use, there are many different things that Walker conveys throughout the story all of which deal with the African Americans history and values. The one thing that sticks out the most in the short story is the character of Dee who is developed into a very important character throughout the story. Walker is able to express her essential idea of heritage through Dees attitude, her behavior, and her actions in Everyday Use. Dee is a very unthankful and unappreciative of her history, and in result the reader can develop an understanding of African Americans heritage. Through Dees characteristics shown by her attitude, personality, and actions, Walker in Everyday Use conveys the central idea of heritage in the short story. Dee is an individual that doesnt particularly stick to her true heritage and shows a feeling of embarrassment toward her ancestry, her mom, and her sister. Dee comes across as one that holds herself above her mother and sister especially since she received an education. Nancy Tuten understands Dee as one that wants so badly to go to school to become educated so that she is not seen as stupid, showing that she is not exactly proud of her past. She doesnt appreciate her mother and sister living in the same way they have for years, suggesting an idea of embarrassment toward her past (Tuten). Tuten points out that Dee always attempts to devalue their lifestyle, and seems to have a desire that Mama and Maggie be something that they are not (126). Tuten notes that Mama hates the selfishness that Dee brings to the table, but still wishes to get respect from her daughter. Tuten brings in a source from Lindsey Tucker who suggests that Dee basically carries a white middle-class identity (126). Another valuable piece of information brought in for Tutens article is Valerie Smiths thoughts interpreted by Marianne Hirsch explaining Maggies feelings of embarrassment in front of Dee. Smith points out the part of the story when Mama is interpreting how Maggie will react to Dee and her arrival. Mama supposes that Maggie will be nervous until after her sister goes: she will stand hopelessly in corners homely and ashamed of the burn scars down her arms and legs, eying her sister with a mixture of envy and awe (Walker 108). Hirsch views Maggie as one that seems powerless and pathetic (Tuten 127). All of these aspects that Dee has brought to the table make her appear to the reader that she is under-appreciative of what her heritage has really done for her which leads to the interpretation that she is embarrassed. Dee also goes far enough into her fairytale life and changes her name, attempting to disregard her familys identity, clearly showing her shame for it. Tutens article also points out Hirschs view regarding this change of name in Everyday Use. She understands Mama as one that hasnt shown any frustration toward Dee until this section when Dee cant even keep her name and a portion of her past. Hirsch notes that Walker changes the verb tense in that conversation over her identity change, creating a voice for Mama that has much more power (Tuten). This power is eventually used, says Tuten, to help Mama, affirm her allegiance to Maggie and to assert her emotional freedom from Dee (128). David Cowart also discusses the disloyalty of Dee by changing her name which was passed from generation to generation in their family all the way back and past the Civil War. Cowart views this disloyal action along with her clothes, her hair, her sunglasses, her patronizing speech, and her Black Muslim compa nion as Dee trying to declare a deplorable degree of alienation from her rural origins and family (172). Dee doesnt grasp the idea that her name connects her to her heritage, and by changing that she is seen as trying to disregard where she comes from. Cowart knows Dee as one that has basically detached herself from a nurturing tradition (172). Dee chooses to disengage herself from her ancient name which was passed down in her family for something classier such as Wangero. Her name was also her great-grandmothers name, and by changing it, Dee appears to not have much care for her family. She believes it is much classier, but Helga Hoel notes that the name is distorted from the original reference to a Kikuyu name. Hoel brings in a source from Barbara Christian clarifying that names are extremely important in African and African American culture as a means of indicating a persons spirit (Hoel 37). In conclusion to this remark, Dee can be seen as one that is trying to get rid of her name and heritage which links her to the rest of her family that is a supposed to be a very important part in her life. Hoel declares that Dees identity change of her first and middle name do not even represent one ethnic group, instead it relates to the entire East African area. Hoel notices this mistake and views it as something that shows Dees s uperficial knowledge of Africa and all it stands for (37). This point made contributes to the thought that Dee doesnt appreciate her heritage because she is trying to alter it and doesnt even understand what is truly behind her new one either. Dee wants to take several items in the house to represent her familys ancestry put on display at her house rather than putting them into everyday use. She disconnects herself from her family name, but still believes that she should be able to take many family items to be put on display. Cowart understands Dees desire for the quilts, the churn lid, and the photographs for purposes of display, reminders that she no longer has to live in such a house, care for such a cow, and have daily intercourse with such a mother and sister (175). Donna Haisty Winchell in Cowarts article implies that Dee makes the mistake of believing that ones heritage is something that one puts on display if and when such a display is fashionable (Cowart 175). Dee does not see the wrong to take these items from Mama and Maggie, failing to appreciate their heritage. Instead, Cowart proposes that she, who wants only to preserve that heritage as the negative index to her own sophistication (175). When Dee comes home to visit Mama and Maggie, she takes her share of photos. She takes several shots, those of the cows, Maggie, and of course the house. Whitsitt notes that she photographs everything and frames the image of Maggies and Mamas lifestyle, making it resemble a life she is not a component of. The source from the Bakers in this article says that they know this as Dees fashionably aesthetic distance from southern expediencies, and her framed experience of her heritage (Whitsitt 449). In addition to Dees desire for family items, she also brings along a characteristic of overlooking these possessions and devaluing items such as the quilts which should mean something to her and her heritage. Elaine Showalter notes in Cowarts article that the quilts, fought over by Wangero (Dee) and her mother indicate an ancestry that is much more personal and immediate than the intellectual and deracinated daughter can see (Cowart 179). Quilts are seen as the creative legacy that African Americans have inherited from their maternal ancestors says Barbara Christian in Sam Whitsitts literary critique (Whitsitt 443). The quilts connect women and men and families to their later generations to their past by resembling the tradition and pieces of their past which will be passed to those in the current days (Whitsitt). Cowart says that the quilts illustrate the ancestry that Dee has already abandoned which she now doesnt even share her name with the people in her family whose lives were p ieced together from their old scraps of clothes into quilts (Cowart). Barbara Christian in Cowarts article remarks that the heritage in the eyes of Maggie and Mama is depended on by living a tradition. The quilting and butter churning along with their developed nags for it are passed down from each generation in their family. She believes that Mama and Maggie should continue to be put these items into everyday use as they continue to keep up the trend in doing everything and living the tradition. Maggie is the one that can quilt, and if Dee is the one that gets the quilt, then the tradition along with the learned skills will stop and discontinue throughout the family tree (Cowart). Whitsitt also notices a verb tense after Dee announces her identity change which he believes gives Mamas voice more power along with creating an invisible frame that sets apart Dee from Mama and Maggie and their lifestyle. When Mama changes tenses to gain more authority after Dee tells her of her identity change, Whitsitt believes that Mama is then starting to be framed with Mama outside with a different view on lifestyle and the familys heritage (Whitsitt). In the story the reader views Mamas excitement of Dee coming home as her ready to enjoy time being spent with her daughter. She understands that she has left to become educated and changed her lifestyle which partly results in their different views on everything. Whitsitt brings in a quote from Hirsch, who notices the discrepancy of the two but says that Mama does a great job of making her decisions by herself and not changing her values of her heritage like her daughter did. He says that she has an ability to maintain a distance from Dee without visibly rejecting her (Whitsitt 451). When Dee introduces her identity change, Whitsitt notices this verb shift as Tuten did and recognizes it as Mamas epiphany when something hit me in the top of my head and ran down the soles of my feet, leading Mama to take charge and do something that I never had done before: hugged Maggie to meà ¢Ã¢â€š ¬Ã‚ ¦ (Walker 113). He understands the unframed to framed, present tense to past tense forms to represent the idea of alteration and Walkers attention paid toward it. Whitsitt concludes that the central characters in the story have changed throughout Everyday Use. He points out that Dee, whose insensitive intrusion, who in spite of herself brings Mama to claim a voice (Whitsitt 454). Dees change helps Mama develop and change in the story by eventually gaining voice and sticking up for herself along with Maggie and the quilts (Whitsitt). Dees actions of trying to take the quilts which were promised to Maggie, characterizes her as a thief. One who notices the cruel action is Whitsitt, who considers the attempted action as stealing from her innocent sister, Maggie. He notices that Dee wants to take the quilts along with other items of the house, but without any connection such as an obligation to them which Whitsitt views as denigrating the quilts, and then claiming they are priceless (456). Dee gets very angry and frustrated after Mama says that she promised the quilts to Maggie, and she blames Maggie noting that she is too backward to know the difference between things of value and of no value (Walker 112). Whitsitt believes this comment and finger-pointing is also done in an indirect way pointed not only at Maggie but also toward Mama and their standard of living (Whitsitt). Regardless of all of Dees disloyal actions, attitudes, and undermining, she still wants to use the quilts to put up on her wall to represent her ancestry. She is unappreciative of the material things such as the quilts, but she still believes that she deserves them even though she is embarrassed of her past. She mistakes her own heritage and changes her name to something that isnt even correct from her country. She takes her heritage for granted by changing into some would call a phony (Cowart172). Dee values her heritage for all the wrong reasons such as when she is said to use it as aesthetics to put on display in her house but really only to show that she is no longer a part of it anymore. She always puts down Maggie and Mama, hinting that they need to change and quit living in the past, but really Maggie and Mama feel that they should be living in tradition rather than changing their everyday life. Dee recognizes herself as confirming her African heritage especially by changing h er name to Wangero, by changing her way of life, and by changing her appearance, but she only seems to belittle her cultural background.

Graduation Speech -- Graduation Speech, Commencement Address

First of all I want to take this opportunity to thank some people. I wish to extend my gratitude and gratefulness to all of you who are present today. The people who care and have made a difference are right here ... right now. The greatest gift any of us could have received is having the people who influenced all of our lives here to witness this milestone. Whether you are parents, teachers, family members, or friends, you have all contributed for us to reach this goal of acquiring our diplomas. All that any of us have accomplished can be credited to you and your undying support. You have been our advocates in our ongoing journey seeking education. I also want to thank God. Because of His unceasing love and grace, He has made all of this possible. Thank you for all you have done for us. As I gaze at the graduating class of 2006, I see one made of many. A great contraption created by the individual minds coming together as a whole. What else do I see? A flock of geese. A flock of geese immensely resembles a class. They are awe-inspiring as they advance together to form a V, which makes flight easier for all. They use the lifting power to enable to sustain enough energy for their prolonged expedition to warmer territory. A class uses this same technique to survive high school. We are each other's source of strength. The only ones who truly understand what the other has went through these past few years. We have tolerated and nurtured our peers and finally it has all paid off. We have made it. When geese travel, they stay with those who are on the same path. For us, that path led to this day ... Graduation. Walking this path solitaire is a task I am pleased to know none of us had to perform. We can take pride in the fact tha... ...ather she organized a teddy bear donation for homeless children and a penny drive for children who are victims of cancer. She unknowingly became part of my small list of roll models. I know that in my own life and my classmate's lives, there are innumerable accounts of suffering and yet all of us are present today. That says endless statements about ourselves. For that I am proud to be one us. As we close this memorable chapter in our lives, I pray that we have collected all the knowledge provided and let it grow. Not only that acquired from books, but also that from each other. I hope that all of us have left our legacies and will be remembered by the good we left behind. There is a quote by W.B. Yeats; "Education is not the fill of a pail, but the lighting of a fire." Well, the flame has been ignited. Now it is up to us how high we will let those flames soar.

Culture of Ancient China :: Ancient World Culture

Imagine: a collection of poems whose date of authorship has not been determined. Imagine: a Chinese thinker about whom little is known and whose authorship of the poems has been challenged. Then read statements like these: "Accept being unimportant" and "Give up learning, and put an end to your troubles." You have entered the mysterious world of The Tao Te Ching. Despite their cloudy and distant origins, the poems make many statements that may sound curiously familiar to contemporary Americans. The Tao describes the allure and artificiality of wealth as it reaffirms the value of a modest, balanced life: "Amass a store of gold and jade, and no one can protect it. / Retire when the work is done. / This is the way of heaven" -- a refreshing antidote to the "keeping-up-with-Joneses" syndrome. The Tao relocates humans in an ecological context where the company of humans is but part of a natural world order: "Love the world as your own self; then you can truly care for all things." How appropriate this injunction is today, when many people worry that they must care for the physical environment that must, in turn, care for them. At the same time, the Tao questions the value of abstract thinking in favor of selfless action: "Give up sainthood, renounce wisdom. / It is more important / To realize one's true nature." And, the Tao recognizes the limitat ions of coercive power and encourages "leading, not dominating," certainly a desirable profile for leaders of the future, where consensus-building might take place of patriarchal authority. For all its difficulties (of translation, of transliteration), the Tao offers a restorative vision of a balanced human life lived in the context of a natural world community.

Hamlet Review Essay

Primary Characters: * Hamlet- indecisive, isolates himself, plans his â€Å"antic disposition† * Claudius- murder of King Hamlet, Hamlet’s uncle and stepfather, guilty * Ophelia- Polonius’s daughter, Hamlet’s love, drowns Secondary Characters: * Horatio- Hamlet’s friend * Polonius- protective of Ophelia, believes Hamlet is affected by Ophelia’s love * Gertrude- Hamlet’s mother and the queen * Laertes- Polonius’s son and Ophelia’s brother, wants to kill Hamlet after Ophelia dies Point of view and other notable techniques: Most people believe that Hamlet was written in the 3rd person point of view. However, some literary critics argue that Shakespeare’s characters possess individuality too great to be bound under a fixed point of view. Like actual people, they act with intentions we cannot completely comprehend. This lack of fixed point of view allows the work to be up to interpretation, as it has been analyzed in a variety of ways. Shakespeare embodies various structural, literary, and stylistic techniques in his play. He often switches between the use of blank verse and prose when dealing with his different characters. He also uses iambic pentameter throughout the play. Examples of this can be most easily found in Hamlet’s â€Å"To be or not to be† monologue in Act III. Favorite stylistic techniques of Shakespeare include soliloquy, particularly those uttered by Hamlet throughout the play (the â€Å"To be or not to be†¦Ã¢â‚¬  soliloquy remains one of the most famous in English literature). He also uses various allusions to both biblical and mythological references throughout Hamlet, including a reference to the Garden of Eden in the Ghost of Hamlet’s father’s graphic description of his murder. Imagery is another favorite technique of Shakespeare, as he uses his words to paint images of violence, chaos, beauty, and darkness. The language of Shakespeare is in a class of its own, as the old English text he employs throughout the play reflect his own unique manner of writing. Major conflicts and resolutions: * Hamlet vs. His inner self- Hamlet struggles between action and inaction throughout the entire play. Is inability to act out what he feels and kill Claudius ultimately leads to his death. * Hamlet vs. Claudius, Polonius, Ophelia & Laertes: Hamlet has many external conflicts with the other characters that stem from his internal conflict. The conflict between Claudius and Hamlet leads to both of their deaths. Hamlet kills Polonius out of a fit of insanity. Ophelia and Hamlet seem to have various problems, (as seen by the nunnery scene) and in the end Ophelia ends up going insane and drowning. After Ophelia dies, Laertes wants to seek revenge. He and Hamlet fence and because of a mix up of swords, he is poisoned by his own sword. Key Scenes: * A huge turning point in Hamlet is within rising action. The ghost tells hamlet to revenge his murder. Hamlet finds out that it is Claudius, but Hamlet does not kill Claudius because he is in prayer. * The climax of â€Å"Hamlet† is when Hamlet stabs Polonius through the curtain. (III:v). This is the climax because since he violently killed Polonius, Hamlets gets into conflicts with the king. * The resolution is when Hamlet returns from England, changed. Hamlet eventually has a fencing match with Laertes and then the royal family dies and so does Hamlet. (V.). Key Quotations: * â€Å"Though yet of Hamlet our dear brother’s death/ The memory be green†¦Ã¢â‚¬  (I.ii.1-25) * Claudius addresses his court explaining the death of the King and his marriage to Gertrude. * â€Å"This above all,—to thine own self be true; And it must follow, as the night the day, Thou canst not then be false to any man† (I.iii.78-80) * Polonius speaks these words to Laertes as he gives him final counsel before leaving home. * â€Å"To be or not to be†¦Ã¢â‚¬ (III.i. 58-90) * In this famous soliloquy, Hamlet ponders life and death, suicide and the afterlife, as well as action and inaction. * â€Å"Not where he eats, but where he is eaten. A certain convocation of politic worms are e’en at him. Your worm is your only emperor for diet. We fat all creatures else to fat  us, and we fat ourselves for maggots. Your fat king and your lean beggar is but variable service—two dishes, but to one table. That’s the end.† (IV.iii.21) * Hamlet says this to the king. In this humorous scene, he speaks of Polonius’s death. Many think that the manner in which he speaks of the death in these lines prove his insanity. * â€Å"The rest is silence† (V.ii.356) * Hamlet’s last words spoken to Horatio before he dies Theme statements & central questions: After losing a loved one unjustifiably, one may seek revenge and in doing so explore the limits of sanity. * Why does Hamlet delay in killing Claudius? * Was the ghost real or imagined? * When is murder justifiable? * Is suicide okay? * How much thought is too much thought and not enough action? Your reactions: * I found the soliloquy in Hamlet the most difficult sections of the play to comprehend, particularly due to the old English style in which they were written in. Shakespeare’s dated language and implementation of iambic pentameter often confused me, as did his various allusions and colloquialisms, among other literary devices throughout these extended monologues. I had to re-read the â€Å"To be or not to be† soliloquy until I was finally able to understand it. Shakespeare reveals of his character’s innermost demons and troubles through his soliloquy, bringing their emotional instability full circle. Realizing this made me strive even harder to understand every aspect of these speeches, every allusion and image and literary device was crucial, even though it appears to be insignificant in the scheme of things. The details truly matter in his works. * Personally, the â€Å"this above all† quote is one of my favorite quotes. Polonius may have been a fool for trying to teach Laertes this lesson at the last possible moment before his departure, but his words are wise ones. Through personal experience I have found truth behind the advice and hold it very close. I’ve discovered that if I remain true to myself and am honest with myself, it is virtually impossible to be false to others.  I’ll always remember these famous words. * One aspect of Hamlet that really stood out to me was the scenes of the ghost. I personally believe that the ghost telling Hamlet to remember him and revenge his father’s death, was actually within the imagination of Hamlet himself. There is no evidence in the play that suggests that the ghost is all in Hamlet’s mind, however, there is no evidence against it, thus making it an effective claim. Notable literary devices: * Shakespeare’s use of tone creates a unique and completely entertaining style of dialogue for the play. The tone uses imagery and diction to add meaning to the text and make the play sad, funny, dark, or even violent at times. * Shakespeare uses poetry in â€Å"Hamlet† and it is written in Iambic Pentameter. â€Å"Hamlet†, having been written in poetry, is portrayed beautifully and because of the meter, is executed properly. * The use of symbols is evident in â€Å"Hamlet†. The skull and the ghost are obvious symbols of death. However, other symbols can be analyzed like Ophelia and flowers, or Ophelia and innocence. Hamlet can be looked at as the â€Å"tragic hero†, and many characters have symbolism behind them. Good for the following prompts: This text would be best implemented in either an analysis or an argument prompt. For the analysis prompt, the student would be presented with a short excerpt from Hamlet and be required to discuss different techniques the author uses throughout the passage, connecting back to the overall meaning of the work as a whole. Any selection from Hamlet highlights Shakespeare’s use of iambic pentameter, as well as his mastery of imagery and allusions. An argument prompt requires the student to analyze a given position in said argument, and either defend, challenge, or qualify the position using their own knowledge of the work. Anything goes with this prompt, so a total understanding of the various interpretations of Hamlet is necessary to succeed. Students must develop their own interpretation of the work and pinpoint elements in the work that contribute to their understanding of it. Hamlet would be an excellent choice when faced with any prompt dealing with revenge, avenging the death of a loved one, insanity, or family values, a few of the central themes of Shakespeare’s work.