Theories in Nursing Practice Assignment Example | Topics and Well Written Essays - 500 words

Theories in Nursing Practice - Assignment Example Her coaching then identifies organization system of the model. The scenario implies that nurses should be empowered to utilize their experience in care management, though in a positive way. Nurses’ training should therefore ensure emotional stability and sensitivity. Jason Short who navigates flooded roads to reach a dying patient in his home is using the Orlando’s nursing process theory. According to the theory, a nurse primary function is to identify a patient’s immediate need and to meet that need. Personal intuition guides identification of a patient’s need that may not necessarily be consistent with the information that the patient is conveying. Jason’s motive of helping bedridden patients identifies a broad approach that identifies a dying patient, then using the patient’s environment to learn the patient’s needs before employing initiatives for helping the patient and is therefore consistent with the theory. Based on the theory, nurses should be trained to identify patient’s underlying needs through psychological empowerment (Black, 2013). The Imogene King’s theory of goal attainment is also applicable to Brian McMillion’s scenario. The theory identifies the role of a nurse’s experience in influencing the nurse’s approach to caring for patient and the scenario identifies the role of his traumatic experience in identifying with military veteran (Fitzpatrick and Kazer, 2011). His traumatic experiences as an ex soldier motivates him to help veterans who could suffering from negative effects of their services. The scenario therefore identifies the need to empower nurses to effective management of their bad experiences for helping patients. Sister Stephen’s approach to care that brings patients comfort through her farm animals applies the Kolba’s theory of comfort. According to the middle range theory, the immediate goal of care is to attain comfort and this

Opportunity-Development Approach to Helping Research Paper

Opportunity-Development Approach to Helping - Research Paper Example There has also been a changing of attitudes over time and this has improved the conditions of the people with disabilities or human service needs. The paper attempts to outline the issues in human services as well as attitudes in for the people with human service’s needs. Â  Human services are categorized into social services as well as mental services to people with special needs like disability and mentally retarded in the society. Human services involve offering services to people who require services like mental health services such as trauma, mental conditions, psychological issues and those that would like to change certain behaviors in their lives. Social services are mostly offered at the society level where many members in the society need assistance for basic needs to improve their quality life. Social services are mostly offered to the members who have developmental disabilities, the elderly, victims of drugs and crime and people who might be suffering from issues of immigration or refugees (Woodside 48). Â  Professional services are offered to the needy people in the society as a result of developed centers which offers services to the needy people. Nursing homes, rehabilitation centers, and other homes for the needy serve as good places to offer professional services. Family service programs are some of the best services that are offered to the needy people as the family workers offer a positive and safe environment where the needy people can be comfortable in. cases, where the needy people are catered by the agencies adopted, serve as a favorable environment to needy people because they feel a sense of belonging (Egan 445). Â  Mental health services are offered by specialists and professionals like psychologists who understand various mental needs of the patients and they have the skills for various needs.

Platos Practice Of Death

Platos Practice Of Death In the Phaedo, Plato argues that a true philosopher practices death as if at every moment life were behind him. To understand what Plato meant by a true philosopher practicing death, it is imperative to define philosophy, and death according to Plato and Socrates. Philosophy is defined as the love and search for wisdom. On a deeper level, it refers to the search of what makes a man happy. For philosophers, philosophy or the love for and pursuit of knowledge is a way of life and not just an intellectual pursuit. Plato and Socrates define death as the ultimate separation of the soul and body. They regard the body as a prison for the soul and view death as the means of freedom for the soul. Considering Plato and Socrates definition of death, in the life of a true philosopher, death does not occur when bodily functions cease. Rather, the true philosopher is already dead before they die or before bodily functions cease. The true meaning of the phrase a true philosopher practices death as if at every moment life were behind him can be found in these definitions. For the true philosopher, life involves the search for the meaning of life or what brings happiness in life, and conforming to it. True philosophers regard the body as an obstacle to the search for knowledge and meaning in life. The need to look after the body presents numerous distractions in the quest for knowledge. As such, a true philosophers main goal is to be free of the body and its entanglements, to pursue knowledge. Plato views human nature as dualistic or composed of the soul and the body. When a true philosopher disentangles himself/herself from the body, the soul remains. In other words, the true philosopher deserts the body to live in, and seek satisfaction of the soul, which is exactly what Socrates and Plato define as death. In so doing, the true philosopher practices dying or separation of the soul and the body, long before physical death occurs. Practicing of death is essential in refining peoples character. The pursuit of bodily pleasures is the root of all evil in the society. That is why all religions in the world encourage people to abandon the search for bodily pleasures and seek spiritual gratification, which is the stance taken by Plato. Separating the body from the soul enables human beings to see beyond the gratification of the flesh and pursue the things they believe in, without fearing the consequences these things might have on the body, and is so doing, demonstrate courage that can only be seen on a higher level than the body. Part 2: Nietzsches eternal return Nietzsche takes an evidently different view from Plato on life. He argues that we should live every day as though everything that happens in life will return eternally. Nietzsche takes on an approach that is not popular with religions and some philosophers to explain his point. For Nietzsche, the secret to living a fulfilled life is accepting and embracing reality. This is the true mark of a free spirit, or a spirit that is not hindered by anything. Many people suffer physically and mentally and go through life just trying to survive, in the hope for a better after life that transcends the current life. This is the stance taken by some religions such as Christianity. However, Nietzsche calls this self deception. In living life as though every day will recur, Nietzsche encourages one to accept what is and what has happened, and move to a higher level of liberation where one can will for what has happened to reoccur. The true meaning of life as Nietzsche explains is saying yes to life. He argues that it is not possible to separate good from bad and that suffering is a part of life that is imperative to achieve greatness. The truly free spirit is one that is grateful for everything that has happened, and one that can will for life to reoccur with all its joys, pains and sorrows, as this is the true joy of life. Free spirits enjoy life on earth and live every day to the fullest. Given a chance, they can will for everything to reoccur just as it has, as it would still deliver the same lessons that make great people. Free spirits have learned to embrace reality and not just get through life in hope for a better afterlife. This, according to Nietzsche, is living every day as though everything that happens will reoccur, and it is the true mark of a free person. Embracing Nietzsches philosophy makes people better and braver. By embracing reality, one is no longer afraid of what might happen. Rather, one can live a joyful life and take every joy, sorrow and instance of suffering as a chance to attain wisdom. The reason why one can will for an eternal recurrence is because the wisdom is not attainable without the experiences. Part Three: My view Of the two approaches to life, my preferred approach is Platos practice of death. Plato takes on a more realistic approach to life, and the end results of Nietzsches philosophy on life can still be achieved with Platos model, without having to will for an eternal recurrence. As successful people anywhere in the world will agree, attaining greatness requires one to subdue the body. Successful people usually work harder than other people. They have little regard for the wellness of the body and they force their bodies to go beyond the comfort point to achieve success. In practicing daily death of the flesh, successful people attain wisdom and greatness. Nietzsches model stresses on embracing the joys of life and living a full life on earth. However, it falls short by failing to recognize the fact that no one can truly enjoy life without hope. In the case of Plato, the hope is for eventual freedom in physical death. In the case of successful people, the hope can be for greatness or weal th but the path to this eventuality requires the daily death of the body which according to Plato is dying before you actually die.

Expanding the Horizons of Beauty Through Fiction, Poetry, and Drama Ess

Expanding the Horizons of Beauty Through Fiction, Poetry, and Drama In the short story Everyday Use, Alice Walker employs symbolism to enhance the message of the story and the value of the genre. As she narrates the relationships between Mama and her daughters Dee and Maggie, Walker uses the quilts as the main symbol to support the meaning of heritage and bond between generations of African American women. It is thanks to this symbolic meaning that we are able to reflect on the conflict of the story as Walker presents the contrasting ideas of Dee and Maggie about appreciating family traditions. Maggie knows how to keep her heritage alive as she learned to quilt herself, whereas Dee would hang the quilts as decoration and thus holds a rather superficial view of honoring one’s tradition. Symbolism in fiction, therefore, opens a door to understand the characters in a deeper dimension, identify the conflict in a better way, and help the author develop the plot in an interesting ma nner In addition, symbolism works as an aesthetic glass through which the reader can perceive the beauty and universal appeal of the story. In every culture, heirlooms are a bonding element among family members. Thus, the symbolic meaning of the quilts allows the reader to connect personally with the story, help him reflect on his own family and, possibly, appreciate how past generations have contributed in his or her life. Furthermore, symbolism becomes even more relevant to the African American community. The fire in the Johnsons’ house is an important event that symbolizes the flame of oppression in society before blacks were granted civil rights. Maggie’s scars, therefore, become a symbol of the marks that slavery and abuse left in the hearts of African A... ...read their works, we are encouraged to explore life in a profound way and understand the struggles, fears, and hopes that are part of the human experience. And so, as they skillfully use each key element in their works, these African American writers remind us that the power of creativity and beauty goes beyond the color of one’s skin, that literature is a universal art. Works Cited Walker, Alice. â€Å"Everyday Use.† English 120. (Professor Theresa Sweeney). Fontbonne University. 2012. Handout. Hayden, Robert. "Those Winter Sundays." The Compact Bedford Introduction to Literature: Reading, Thinking, Writing. Ed. Michael Meyer. 9th ed. Boston: Bedford/St. Martins, 2012. 551. Print. Wilson, August. "Fences." The Compact Bedford Introduction to Literature: Reading, Thinking, Writing. Ed. Michael Meyer. 9th ed. Boston: Bedford/St. Martins, 2012. 1517-1566. Print.

Devil Slavery and Dr. Faust Essay

Devil Slavery and Dr. Faust In the essay from Dr. Faust’s â€Å"Community, Culture, and Conflict on an Antebellum Plantation†, she explores the balance of power between slave owners and their bondsmen, primarily, on the Hammond Plantation, Silver Bluff. She will focus on four areas of research, religion, work patterns, and payments/privileges, escape attempts/rebellion and external influences. She maintains that there was an intricate communal order among the slaves of the Silver Bluff Plantation. Using primary and secondary sources I will either verify or disprove Dr. Faust’s thesis. Dr. Faust has used the journal writings of James Hammond as her main primary source for her essay. I will use Dr. Faust’s essay for my secondary and writings from former slaves (primary) for my sources. As master of the plantation, Silver Bluff, James Hammond strived to gain complete control over every aspect of his slave’s lives. It was a struggle that spanned decades, and one he never fully realized. Through his journal entries we see the daily struggle for control, and the means he used to uphold his authority. They also show how the slaves resisted Hammond’s attempts while holding on to their own society. Dr. Faust shows through Hammond’s own words how he tried to control the slave’s religion by replacing Black worship with White belief. (pg. 220) He first tried by taking away all Black churches and forcing the slave to attend White churches. He then changed track by hiring traveling preachers for the slaves Sunday worship. In 1845 he built his own church on the plantation. He was admired for the conformity his slaves showed for the white social norms. However, his slaves had learned to show Hammond the behavior he wanted all the while still holding true to their own religious beliefs. Even after twenty years Hammond was still trying to eradicate the Blacks religion. â€Å"Have ordered all church meetings to be broken up except at the church with a white preacher. † (pg. 220) To have Silver Bluff run more efficiently, Hammond wanted more control over the work habits of his slaves. For the first year he stepped up the discipline in regards to inferior or slack work. His slaves not being used to the strong-armed policies resisted. Hammond responded with more beatings. Over time the slaves conformed somewhat as the physical punishment slowed. pg 221) A more efficient form of working was the gang method, so Hammond thought. This gang method took away what little independence the slaves had. No longer could they manage their own time. Hammond knew that by stripping the slaves of their right to order their own day he would have more control. Once again the slaves resisted, by doing inferior work. (pg. 221) Over time a quiet compromise arose, and to some extent wor k seemed to go back the way it used to be for the slaves. Hammond also instituted a system of rewards to go along with the punishments. He felt that by offering something the slave wanted/needed he would have that slave’s compliance that the slaves would work harder to obtain the reward. Here to, the slaves learned how to use this system for themselves. As punishment for a poor work season Hammond shortened the Christmas break but as his journal shows for December 26 â€Å"persuaded out of my decision by the Negros† (pg. 221) Like all plantations of the era, Silver Bluff had its share of escape attempts although no successful escapes were recorded. Through Hammonds writing Dr. Faust has devised a profile for the runaway. Most were young males without strong family ties. The weather played an important part in determining the length of time away. Female slaves only ran with their husbands or to their husbands. Once the slaves escaped they did not travel far, mostly stayed in nearby swamps. The plantation slaves would then help the runaways by giving them supplies. At first Hammond sent men with horses and dogs out to search for the missing slaves, but after awhile he chose to just let others catch them , wait for them to end up in jail or wait for them to return on their own volition. Here too Hammond set some ground rules. If the slaves returned on their own they only received three lashes for each day gone, where as on the other hand if they were forcibly brought back the punishment was ten lashes for each day off of the plantation. Hammond also realized that the runaways and those slaves left behind still held close bonds. Based on this he also punished those still on the plantation. With holding food rations and beatings hoping that the runaway would hear of it and return on his own. (pg 223) What Hammond was really trying to do was to create a micro-world on his plantation where he was in charge and all else where his minions. His greatest fear was interference from the outside. To combat that he cut his slaves off from the outside, forbidding them to go to town, or from inter-acting with neighbors or the steamboat people. (pg. 223) As the war approached, he worried about which side his slaves were on. He felt that they were becoming riled and uneasy. Thefts of goods appeared more common and Hammond thought his slaves demeanor was changing and not for the good. He could feel the loss of control slipping away as the cannon’s roar rolled over his Silver Bluff. The first primary source I chose was Sarah Fitzpatrick (1938) (Hollitz, Doc. ) Part of her interview dealt with the issue of religion. If they wanted to attend their own church they needed a pass to allow them off the plantation. Many slaves though attended church with their masters. The preacher in the white church would first tend to his white flock then after that service he would preach to the slaves. Telling the slaves that they must listen and behave their masters and by doing so they would surly get to heaven. They were also taught catechism. The slaves preferred to attend their own service for they would get joyful and loud and that was not allowed during the white man’s service. This experience of Sarah’s almost parallels what Hammond tried to do on Silver Bluff. I feel that this primary source supports Dr. Faust views on how religion was used as a tool to enforce the white man’s way upon the Black there by peeling away a layer of their culture. The story of Brer Rabbit Outsmarts Brer Fox (Hollitz, Doc. 10) I feel is an analogy for one of the slave’s survival mechanism. In this story Brer Fox stops Brer Rabbit on his way to church. Brer Fox is hungry and wants to eat Brer Rabbit. Thinking fast Brer Rabbit tells Brer Fox that there are hogs at the man’s house that would be better for his breakfast and if Brer Fox did not believe him, he would agree to be tied up till Brer Fox checked it out. Brer Fox found no hogs and the man let his dog loose on Brer Fox. The dogs hunted Brer Fox and ate him up. Brer Rabbit was set loose and thanked the dogs. I feel Brer Rabbit represents the slaves, Brer Fox is the master and the dogs can represent many things depending on the story’s use. They might represent freedom, the war, or Heaven. Brer Rabbit used cunning and trickery to outsmart Brer Fox. The slaves needed to learn how to put one face on for the master while keeping their true face concealed. They needed to learn cunning and trickery to outsmart their masters at times In my opinon the document also supports Dr. Faust’s essay. It shows how the slaves learned to use the reward system that Hammond put in place to their own advantage. Also by slowing work up to get what they wanted. I chose my next primary source, (Mary Reynolds, Dallas Texas, ASN) because she was a slave from the deep south. She tells of her life from the time she was born up till the time of her interview. She eemed proud of the fact that she knew her father and the he was a free man who chose to live as a slave for the love of her mother who was a slave. She describes her life as a slave as a harsh one. Being sold off because she was to close to the masters own child. When his daughter became ill and was told it was because his daughter was pining away for her Black friend the master relented an d bought Mary back to the plantation. She tells of working the fields, not having enough food or proper clothing. She tells of the beatings she received from Solomon the overseer and how he kept a tight rein on the slaves. She explains how the runaways are tracked down and then punished All these experiences mirror plantation life at Silver Bluff and so once again supports Dr. Faust’s thesis. What does not seem to support it though is Mary’s master allowed some of the slave’s culture. There were marriage ceremonies and there were funerals and allowed outside contact. The last document I chose was an interview of a former slave whose master was a Creek Indian. (Lucinda Davis Tulsa, Oklahoma,ASN). She tells her life story as if she were part of her master’s extended family not like she was a slave. She was well cared for, well fed and had clothes. Her only chore was to care for a young child. The slaves were allowed to marry and did not have to live on their master’s farm. When the war was over and Lucinda parents wanted her back her master freely gave her up and sent her back. Her hardships did not seem any worse than any member of her master’s family. This document does not support Dr. Faust’s thesis. Maybe it is because the slave group was smaller and mostly men. There was no strife so they did not bond as the slaves on Hammonds plantation did.

Defining Inclusion and Supporting Laws Essay

This term refers to bringing the support services to children with disabilities within their normal classroom setting. The article â€Å"Special Education Inclusion† mentions that inclusion commits to putting the child with disabilities in the regular classroom environment, so that they can benefit from being around their peers (Stout 2001). Inclusion is stated by Robert Fieldman as integration of all students, even those with the most severe disabilities, into regular classrooms and all other aspects of school and community life (2004). The success of these practices rides heavily upon the teachers and school being flexible with their instruction methods and only pulling the child out of class when necessary services cannot be given in the regular classroom. Here the students can be challenged, feel accepted and learn from the higher expectations placed on them. To answer the question of why it is healthy for the growth of an average child, there are multiple reasons learning interactions are beneficial. Stout then listed the findings in the study Success For All that were positive changes for the regular education students: Less fear and more awareness of human differences, growth in social cognition, improvement in belief in oneself, ability to support peers with disabilities, and caring friendships (2001). Emile Durkheim argues that â€Å"attachment and belonging are essential to human development and integrating children with disabilities into regular classrooms is desirable (Noll 2004)†. State laws that teachers need to know about is the Individuals with Disabilities Education Act (IDEA) and the Public Law 94-142, the Education for All Handicapped Children Act of 1975. IDEA requires that assessments be made for young children experiencing developmental delays. This also included the expansion of Individualized Education Plan (IEP) meetings for more experts to be involved, hence the intervention made must be backed by research. This Act states says in summary that all children with disabilities in both private and public schools be put in separate facilities only if the severity of their disability will keep them from receiving a suitable education in the regular classroom. The Public Law  94-142 is explained by Lewis and Doorlag as the start to guaranteeing appropriate services to the maximum extent. For instance, each student with disabilities must have an IEP with the parent’s consent and will receive the least restrictive environment possible (Lewis and D oorlag, 2005). The children are often not going to be able to explain exactly what they are struggling with, so I will be informing these teachers about what to watch for. At this point they will be getting a handout from Interagency Network for Education in Emergencies that covers visual, auditory, and intellectual disability symptoms and strategies. This attached handout explains warning signs, such as sensitivity to light and squinting when there are visual difficulties, therefore seat them away from the glare or window and read aloud what is written (even largely) on the board. If the student has not come near the level of development of their age mates, then seek possible assessment for intellectual difficulty. The classroom could be adapted by getting a volunteer to help with giving extra time and instructions. If a child is struggling with hearing, he may have trouble following directions or be uninvolved; hence, seat the student where they can be near teacher and peers to see how they are responding and use visual aids in lessons (INEE 2005). In Rick Lavoie’s article, Early Warning Signs of Disabilities, he gave the  following list of areas that are commonly affected: l) Spoken language: delays, disorders, and deviations in listening and speaking 2) Written language: difficulties with reading, writing and spelling 3) Arithmetic: difficulty in performing arithmetic operations or in basic concepts 4) Reasoning: slower processing and organizing thoughts 5) Memory: challenges in remembering information and instructions Strategies Going into this situation is inevitable, yet how teachers deal with it can make everyone succeed†¦. As I address the preschool teachers about inclusion, I intend for them to leave being motivated and prepared for inclusive situations. Hence, I am going to give them strategies and preparation, in handouts, for dealing with children who have disabilities; many of these suggestions could be brought up in a child’s IEP meeting. Peer tutoring can happen easily and be incredibly effective way to promote social acceptance of special education students. General education students will gain experience by working with them, while the special needs student gets a fresh status, increased acceptance, occasion for socializing, all while practicing academics (Lewis and Doorlag, 2005). Sitting up front, next to a role model student can be very helpful as they can undertake assignments with a little nudge of help. Along the same lines, if the IEP allows it, volunteer tutors and professional aids are also beneficial to the need for one-on-one assistance in class. Presentation of lessons has to be done to suit various learning styles. Illustrate things for visual, kinesthetic, and auditory learners by using things like overheads, Power point, group skits, video clips, demonstrations, artwork, poems and anything else where you can creatively engage the students. Along these same lines, it would be best to find out the learning styles of all of the students. Hence, when you place them in groups or seek to help the students with disabilities, it will be in a style that reaches their individual needs. Learning disabilities are a widespread part of inclusion, because three to five percent of all children might have ADHD alone (Slavin 2003). Slavin’s section about Teaching Students with Learning Disabilities outlines particular ways to be effective. Prevention is encouraged by the â€Å"High-quality early childhood programs and primary grades teaching  significantly reduce the number of children identified with learning disabilities† (Slavin 2003, p. 420). He goes on to explain that positive feedback regarding improvement in learning helps them do better. It helps to split up large assignments into intermediate goals, so that they can receive feedback as they go along and accomplish it correctly. Board games can be used to promote social growth of the learning disabled student with their peers; these fun activities can be effective builders of academic skills. (Lavoie, n.d.). Misbehaviors often root from frustrations, hence learning-disabled students often â€Å"respond well to a rapid pace of instruction with much variety and many opportunities to participate† (Slavin, 2003, pg. 421). As mentioned above, many disabilities result in behavior issues that need to be addressed in positive reinforcement. Begin by defining suitable behavior, give genuine approval, and be consistent with reinforcements. Physical and sensory impairments need strategies that regular teachers can use in mainstreaming classrooms. For visual impairments, help the student form a set-up of the classroom by exploration, enlarge text, and bring them a larger desk for the Braille writer (Lewis and Doorlag 2006). While for hearing impairments, the child should be where they can see the teacher and the students, away from background noise, and the teacher should be checking for understanding of the material. References 1. Disability Rights Commission (2005) DRC Design and Technology by Reading Room. http://www.drc-gb.org/citizenship/talkvideos/index.asp. 2. Feldman, Robert S. (2004). Childhood Development (3rd Edition). Upper Saddle River, New Jersey: Pearson Education. 3. Hagberg, Laurie. (1998). http://adhd.kids.tripod.com/adhd.html. â€Å"Outside the Box: Lessons I’ve Learned†. 4. Interagency Network for Education in Emergencies (INEE). (2002 – 2005). â€Å"Inclusive Education of Children at Risk†. http://www.ineesite.org/inclusion/disabled.asp. 5. Lavoie, Rick.† The Teacher’s Role in Developing Social Skills†. http://www.ricklavoie.com/articles.html. 6. Lewis and Doorlag. (2006). Teaching Special Students in General Education Classrooms. Pearson Education, Inc. New Jersey. 7. Noll, James (2004). Taking Sides (12th Edition). Guilford, Conn. McGraw-Hill/Dushkin. 8. Special Education. (2004). http://www.pacificnet.net/~mandel/SpecialEducation.html

Of Mice and Men and Macbeth Conflict Essay Example

Of Mice and Men and Macbeth Conflict Essay Example Of Mice and Men and Macbeth Conflict Paper Of Mice and Men and Macbeth Conflict Paper Essay Topic: Of Mice and Men Texts that deal with the theme of conflict make us think. Conflict is the centre of all dramatic development in the three texts I will be discussing. These are Macbeth, by William Shakespeare, of Mice and Men, by John Steinbeck, and O Brother Where Art Thou’, directed by Joel Coen. There are many forms of conflict expressed in these texts. These include both emotional and physical conflict. Conflict has been brought about in many ways throughout these texts. Most of which has been fuelled by inner discord. However a person’s inner conflict can often lead to violent activity. This demonstrates that both forms of conflict are indeed affiliated. OMAM tells the story of a sharp witted man and his simple friend who find work in California’s Salinas Valley. They are driven by a shared dream, that one day they will own their own property and â€Å"live off the fatta the lan†. George serves as Lennie’s protector, as Lennie is mentally retarded. â€Å"He’s awright, just aint bright† Lennie’s fetish for soft things and his ignorant behaviour, often lands them both in trouble. Many of the characters in OMAM admit to suffering from profound loneliness and lost dreams. This is perhaps most effectively delivered through George. At the end of the novel Lennie accidentally kills the wife of the boss son while trying to comfort her. Although Lennie is afraid George will be angry and flees. The ranch hands rightly guess the culprit and they set out to find and kill him. As George realizes what Lennie has done, the painful mission that he must undertake becomes clear to him, a mission that will cause him great grief and inner conflict. George knows that the murder of this girl could not be left unaddressed. Even if turning Lennie over to the police was a realistic option, being separated from George would have destabilized Lennie to a point that could have resulted in even greater tragedy. This internal conflict ripped George up inside, debating the right thing to do. It was more humane to end his life quickly, and George knew that if he truly loved Lennie, he would see to it that his death would be quick and merciful, in contrast to the fate that he would receive at the hands of the ranch hands. The end of the novel (also Lennie death) is set in the same place which it began. The repetition of the setting binds the story together. Lennie associates this place with safety. â€Å"Hide in the bush till i come for you. † The major irony of the novel is that George kills Lennie because he loves him. The irony is furthered as the pistol George steals to kill Lennie was earlier used to kill an old dog, in order to save it from suffering and misery. When the dog is killed, the ranch hands show compassion for the owner’s loss, but when George experiences a similar plight, and perhaps a worse one, the ranch hands are unable to comprehend his loss and feel no sympathy. However a greatly respected ranch hand named Slim is the only one who notices the irony of the shooting and comforts George by telling him â€Å"you hadda I swear you hadda†. The old dog and Lennie are also symbols that represent the fate of anyone that has outlived his or her purpose. Even though it causes him much inner turmoil, George kills Lennie to save him from a society that misunderstands him. Georges dream is an important symbol in the book, as it represents the possibility of freedom and protection from the cruelties and expectations of the world. After Lennies death, George is lost and lonely, heartbroken at the loss of his friend. By killing Lennie, George not only sacrifices his only form of companionship but also his state of mind. George also knows that the death of Lennie marks the end of a beautiful dream he had been nurturing and is forced to accept that such untarnished happiness is not to be found in this world. George’s inner conflict is rivalled only by Lennie’s. Due to his mental condition Lennie develops a complete dependence of George. Lennie experiences frequent internal conflict as he struggles with his retardation. Lennie is forever trying to prove to George that he can behave and that he won’t do bad things. After he kills the woman Lennie is fearful that George will abandon him. This is also the reason he accidentally kills the woman, because he is afraid that George will hear her screams. In this scene Steinbeck presents an excellent example of inner conflict leading to physical conflict. When the woman begins to scream in fear, Lennie begins to encounter internal conflict, because he is afraid that George will overhear her and be angry with him. Lennie wants to ignore this at all costs, because he so desperately wants the respect of George. Despite Lennie’s tender and innocent nature Lennie begins to get frustrated and panics. He attempts to soothe her into stopping with words, â€Å"oh please don’t do that, George’ll be mad â€Å"but his efforts are futile and he resorts to stopping her the only way he knows how. Lennie underestimates his own strength as he shakes her and breaks her neck. After Lennie’s struggle is over, Steinbeck captures the stillness and suddenness of her death with the words â€Å"and then she was still or Lennie had broken her neck. † Lennie has always been fearful of this woman because he knew she was a temptation. After their first meeting he tells George that â€Å"don’t like this place – I wunna get outa here. Lennie foresees his downfall. After the woman’s death Steinbeck stretches out the moment. †a moment – remained for much more than a moment. † This technique effectively expresses quite and still aftermath of the conflict. As a result of her death, Steinbeck speaks of her now innocent appearance, in contrast to the promiscuous character before her death. Steinbeck seems to subtly imply that the only way for a woman to overcome that nature and restore her lost innocence is through death. Despite Lennie’s unforgivable act, Lennie remains the naive and innocent character he has always been, however this event leaves Lennie in a state of upmost confusion and fear and signifies the height of Lennie’s mental frustration and conflict. Macbeth is set in Scotland in the eleventh century. It tells the story of a brave nobleman named Macbeth, encouraged by the prophecies of the supernatural and a persuasive wife, murders the king of Scotland to seize the throne. After becoming king, Macbeth becomes a tyrant and begins to butcher all potential threats to his throne. Macbeth is eventually brought to justice for his crimes by a nobleman named Macduff, and the throne is restored to Malcolm, the son of the original king. The most extreme form of conflict in the text revolves around Macbeth himself. Macbeth experiences much inner conflict during the course of the play. At the beginning of the play, the witches prophesised that Macbeth would be king. Macbeth told his wife, Lady Macbeth of these prophecies and her own ambition was born. As a once loyal soldier â€Å"for brave Macbeth – well he deserves that name† Macbeth is torn between his loyalty to Duncan and his ambition to fulfil the prophecies. His ambition spurs him to strive for power and on the other his conscious resists the urge. Pressured by Lady Macbeth, Macbeth agrees to proceed in the murdering of the King. This is also personal and moral conflict because Macbeth knows that the king is his cousin and that it would be wrong to cause him harm. Soon after, Macbeth regrets his promise to his wife and tells her that â€Å"We shall proceed no longer in this business. † She becomes angry and threatens his manhood â€Å"are you a man? † Macbeth admits defeat and continues with the deed. Ultimately he decides to abandon his morals so that his wife may not perceive him as a coward. Shakespeare makes good use of light and dark imagery to express the wrong and right desires of Macbeth. It is also implied that darkness is necessary, in order for the murdering of Duncan to take place. This also shows that Macbeth needs the help of evil or dark forces to be immoral enough to commit these crimes that he wouldn’t be able to if heaven were to â€Å"peep through the blanket of the dark. † The social expectations of being a man induce Macbeth to commit these crimes. These are of course enforced by his wife. She suspects this will be his weak spot as she too is undoubtedly aware of the cultural expectations of the time. After Macbeth does the deed, his guilt consumes him for some time, but he manages to beat it eventually. He is left a corrupt and deranged man. Upon hearing further prophecies from the witches Macbeth comes to believe that he is invincible and confirms the reader’s suspicions that Macbeth has indeed been driven into madness, when he states that â€Å"blood will have blood†. He is not afraid to kill again. Lady Macbeth plays a significant role in the birth of Macbeth’s ambition and therefore his downfall. Ironically this is also her own downfall, as her feelings of guilt from doing this consume her. This guilt causes her much inner conflict. Lady Macbeth used her power over Macbeth to influence and spark his ambition. Although Lady Macbeth claims to initially doubt Macbeth, she is the one who feels the need to call upon spirits to aid her to do these deeds. â€Å"Come you spirits – Unsex me here – stop up the access and passage to remorse. † She is aware of her weakness, and despite her plea for assistance, her conflict gets the better of her â€Å"Out damned spot! Out I say! † says Lady Macbeth as she instinctively tries to wash the blood free from her hands. Lady Macbeth is eventually driven into complete madness â€Å"her eyes are open – but their sense is shut† She can never get the blood of King Duncan of her hands. Shakespeare uses hyperbole to emphasise lady Macbeths suffering. â€Å"All the perfumes of Arabia could not sweeten this little hand. † Shakespeare places great influence on her guilt and madness by speaking of it as if it is an incurable disease. There is also another reference to light and dark in this scene. Lady Macbeth previously called upon darkness to surround her. However, now that Lady Macbeth feels remorse she feels the need to stay in the light for fear that the dark might consume her with her guilt. This scene makes the audience feel pity towards Lady Macbeth, as she has admitted herself to remorse but it is too late. Lady Macbeth’s power over Macbeth is very different to the power that George, from Of Mice and Men, has over Lennie. Lady Macbeth uses her power in a negative way, to control Macbeth for her own bidding, whereas George selflessly uses his power over Lennie to protect and guide him from misfortune. Lady Macbeth is introduced as strong and ambitious, but by the end of the play she is reduced to suicide, due to her feverish guilt.