Essay On Red Hunting Hat In Catcher In The Rye - 1071 Words

Sporting a plaid, red deer hunting hat, he would consistently pull the bill of the hat around to the back due to he insisted he looked better. The flaps would always stay down to cover his ears and would constantly be questioned why he was wearing a deer hunting hat when he was not hunting deer. Holden Caulfield, main character of J.D. Salinger’s The Catcher in the Rye, regularly dons a red deer hunting hat for the majority of the novel. The Catcher in the Rye is a coming-of-age novel showing how the main character spends his days between moving out of his private school and returning home to his parents in New York in his hunting hat. Caulfield must manage the constant changing of schools, underage drinking, and not following the crowd,†¦show more content†¦Another standard Caulfield must abide by: the current drinking laws. Caulfield is an avid drinker at clubs and bars, nevertheless, waiters constantly do not serve him due to his age. While in his hotel bar, The L avender Room, Caulfield attempts ordering a drink, â€Å"I ordered a Scotch and soda, and told him not mix--I said it fast as hell, because if you ham and haw, they think you’re under twenty-one and won’t sell you any intoxicating liquor. I had trouble with him anyway†¦Ã¢â‚¬  (90-91). Ordering a drink fast and not look like anything is wrong is the approach Caulfield takes when soliciting a drink from the bar; the waiter is no use though for he will not serve Caulfield without verification. A separate occasion of Caulfield acquiring alcoholic refreshments is at Ernie’s, a popular night club. At the same time of being seated, Caulfield orders a drink, certain he will not be carded, â€Å"I ordered a Scotch and soda, which is my favorite drink, next to frozen Daiquiris. If you were only around six years old, you could get liquor at Ernie’s, the place was so dark and all, and besides, nobody cared how old you were† (111). When showing up to Ern ie’s, Caulfield knows he will receive alcohol as a result of the waiters do not verify your age.Show MoreRelatedSymbolism In Catcher In The Rye712 Words   |  3 PagesCatcher in the Rye essay Essay question: Analyse how symbolism was used to develop the key ideas in the written text. In the novel â€Å"Catcher in the Rye†, author J.D Salinger uses symbolism to create and portray key idea to us as the readers. The key ideas he portrays are; Holden Caulfield is the guardian of youth and that Holden is a broken record that no one wants to listen to. Throughout the novel, author J.D Salinger often mentions a red hunting hat worn by Holden and the way in which HoldenRead MoreThe Catcher in the Rye by J.D. Salinger798 Words   |  3 PagesCatcher in the Rye Essay Anyone who has lost a beloved relative to cancer or other illnesses can understand how difficult it is to return to a normal living routine and move on with their lives without the relative. In J.D. 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Salingers Catcher In The Rye and Burr Steers Igby Goes Down1493 Words   |  6 Pages Comparative Essay The Catcher In The Rye by J.D. Salinger and Igby Goes Down by Burr Steers are both displayed as rites of passage texts. The respective protagonists of these two texts are Igby Slocumb and Holden Caulfield. These two characters are both on a journey motif, a journey of self discovery in which they both attempt to find meaning in life and understand societies values and attitudes. The two protagonists demonstrate non-conformity and rebel against the apparent hypocrisy present inRead MoreComparative Essay - Catcher in the Rye vs. Igby Goes Down1552 Words   |  7 PagesComparative Essay The Catcher In The Rye by J.D. Salinger and Igby Goes Down by Burr Steers are both displayed as rites of passage texts. The respective protagonists of these two texts are Igby Slocumb and Holden Caulfield. 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Short Article Reveals the Undeniable Facts About Proposal Writing Services and How It Can Affect You

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Function of Assessment in Learning and Development free essay sample

Explain the function of assessment in learning and development To meet timely a required predetermined standard with evidenced learning. Unlike the course work we were required to do at school which when marked showed the standard we had achieved. Assessment learning breaks down the required knowledge into bite size pieces which are topic specific, when completed and assessed each piece must contain all the required criteria to evidence the learners understanding. In my experience timely assessment during this period gives feedback to learner and assessor on progress, giving confidence to the learner that they will meet the assessment standard. 1. 2 Define the key concepts and principles of assessment Achieving an accurate assessment will give uniformity if equal and unprejudiced assessment to standards is given. To assess a learner you are required to judge there abilities, skill, knowledge and competency, against a standard which determines the direction and level of training. Relevance to the subject criteria must be proven to a consistent standard so results will not differ between assessors. The evidenced assessed should be valid and sufficiently in depth, it should also be the learners own work achieved by using up to date information. 1. 3 Explain the responsibility of the assessor It is the assessors’ responsibility to decide if an assignment having been completed by the learner has reached the required standard, if it falls short of this then it is there responsibility to assist the learner in there understanding of the required subject. To safeguard against standards falling the assessors’ evaluation is checked by an Internal Verifier. The IV has both learner and assessor to assess, and must both maintain and improve the assessment process, as they will in tern be assessed by External Verification. EX are the standard police there consistency of procedure over a large area by auditing, to my mind is a great way to keep everybody’s level of commitment and knowledge at a level of best practice for the service user. . 1. 4 Identify the regulations and requirements relevant to the assessment in own area of practice As assessors to be aware of gender, race, colour, eligion is a must, if the learner is not comfortable with there assessor little will be achieved. It is our responsibly to give equal opportunity of training to all individuals, who desire to gain qualification by assessment, about subjects which we have intern been assessed and verified to supply. Although all establishments that supply care hav e there own Policies and Procedures, which will differ slightly from one to another, they must all abide by Legislation. Management of Health and Safety at Work Regulations (MHSW) 1999 The Disability amp; Discrimination Act 1995 Age Discrimination in Employment Act 1967 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Devon County Councils Equalities Policies Devon Social Service’s. Devon NHS Devon partnership NHS Qualification Accreditation No. is 501/0885/2 to name but a few. 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners Different learner’s different abilities. To explain once may be sufficient but other learners will require more and for you to explain in a manner or way they can understand. Paying attention to and recording the learners’ individual requirements, such as there language and learning style. Conversation or a professional discussion is a reliable way of assessing the learners understanding of specific points. Written questioning may be of use but not best practice as, although it may enhance learning it could demoralize the learner, there is no substitute for personal interaction with the assessor. Assignments on particular larger subjects, like Health amp; Safety show knowledge and understanding, which at another time in the course may be cross mapped as work already achieved. Projects which are instigated by the assessor, but a subject of the learners choosing, are designed to develop investigative and creative skills alone or within a team. Drawings, examples of situations and words can be tailored to relate to subject and suit individuals needs. Informing the learner that there work is rubbish! Is counter productive and demoralising to them, instead suggest it needs tweaking or it does not have mention of a particular point. This gives confidence that only a little more work is required, although you may need to use a different approach, to ensure a better understanding of the subject. . 1 Summarise key factors to consider when planning assessment Set Standards and targets. Depth of evidence / Time allotment The Type and amount of evidence. Is it relevant / Is it enough. Which method is relevant. Observation / Written / Professional discussion. How best to communicate with learners and others. Face to face / phone / electronic means. Venue, chairs, tabl es, light, electric. How, when and where will assessments take place with the assessor? How long to get there, be on time, assessment time. Are learners requirements specific, are there special requirements, will extra support be needed. Managing the process of assessment, positioning / communication skills. Keep assessment record of how it was achieved and off plans made. Feedback to and from learners. Is the assessment plan agreeable to the learner? Stay focused on compliance with best assessment practice. 3. 2 Evaluate the benefits of using holistic approach to assessment Ref. from (http://wiki. answers. com/Q/What_is_holistic_assessment)    Aristotle was the first to describe holism. The whole is greater than the sum of its parts. In short, to be completely holistic you must see a person as more than just organ systems, mental health, sexuality, etc. You must see how all aspects of their life impact on each other and the factors that influence them. A theoretical and practical way of learning gives a greater understanding of previous experience and knowledge acquired. By always looking for the whole picture, care i s based on this Holistic approach to training, a better understanding and view of the whole is appreciated. This outlook shows possible flaws and room for improvement . Cross mapping of observations can then be accomplished in safeguarding, Hamp;S and communication skills e. g. speech, hand over book entries and computer skills The experience gained from actual incidents that have been seen and recorded such as First aid, fire or safeguarding issues. 3. 3 Explain how to plan an holistic approach to assessment When able to breakdown the components of an environment using evidence seen and heard, which includes the learner, as a matter of habit the assessor is applying Holism. My believe is that many support supplied by service providers have become complacent and disheartened by falling standards because of the bad practice’s employed by the few. Which will, during there period of assessment, by observation and feedback give the learner a better understanding by raising there awareness of the surroundings which contribute to best practice. Having decided on the specific targets to be assessed, e. g. Hamp;S, communication and or safeguarding, a level of competence needs to be shown Choose an activity which will achieve the required criteria and do get involve with the way it is carried out. By observing the learners ability and understanding of the holistic approach and how they accomplished the required elements an assessment can be achieved. Some activities are not possible to observe, so a professional discussion or question and answer session will be required. 3. 4 Summarise the types of risks that may be involved in assessment in own area of responsibility Health amp; Safety Slips, trips and falls environments change very quickly. Fire and smoke, are alarms checked regularly? Are evacuation routes clear of obstruction? have staff been trained in evacuation procedures? Chemicals, are they securely stored in original containers with instructions for there use? Is the correct Personal Protective Clothing supplied so they may safely be used? Manual handling, have lifting techniques been regularly assessed and kept up to date. Has lifting equipment been regularly checked or serviced? With appropriate training of its use given to staff. Medication, is it kept secure? Who are the key holders? Anxious or nervous learners who are often unhappy in there employment are prone to become de-motivated which could be caused by work not being ompleted or the assessors’ lack of explanation or preparation. It is not wise to involve the employer or manager without the learners’ permission as they might be the problem. Assessments to close together or to far apart may also have an undesirable affect. 3. 5 Explain how to minimise risks through the planning process Be observant for possible hazards frayed carpet, rubbish not cleared and furniture obstacles . Fire, regular drills to let keep everybody aware of procedures. Check for fire hazards and know the evacuation procedure. Chemicals, wear the correct Personal Protective Clothing when required if there is no label and how to use instruction do not use it. Where are the first aid boxes kept? Record and report to highlight any incident or infraction it could save a life. Use the near miss book to highlight almost accidents, it may reduce the possibility of it happening again or being more sever. By not overloading the learner, planning assessments and giving a set structure to each visit, together with good communication skills, a more relaxed atmosphere can be attained. Feedback emphasised in a positive way will instil confidence in the learners own ability. Preplanning of assessments informs the learner of what needs to be done and gives a time frame to do it in which gives recorded better results. 4. 1 Explain the importance of involving the learner and others in the assessment process If you wish to teach somebody they need to be receptive and want to learn, by pushing water uphill you will fail, my own experience has taught me to lead by suggestion. The learner by understanding what is involved can achieve an informed decision before entering into further education. Having confidence in the information and the person delivering it will assist the learner to move on and be assessed. By constantly involving the learner throughout this period and giving positive feedback gives the learner a feeling of importance and confidence will spur them on. Fully understanding the required level of achievement together with there own want or need to improve there position, gives the learner an urgency and an allotted time with which to complete it in gives the framework. Leading here own qualification training is empowering to the learner and makes the workload easier and less stressful for both learner and assessor. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. Supervisory and peer assessment relevant to the workplace are a matter of record, along with single observations of a confidential nature if service users are involved may be used with there permission. Documents and records which confirm and describe the occurrence of actual events are easy to acquire and as a true account viewed as reliable and valid. They often cover a large range of the performance criteria required, some statements may be biased or fabricated so not altogether a true account, information such as this will not stand alone it requires corroboration. Collectively it with a learners account of events shows a knowledge and understanding and can fit the criteria of a great deal when cross mapped, .4. 3 Explain how peer and self assessment can be used affectively to promote learner involvement and personal responsibility in the assessment of learning. A regular supervisory assessment recorded by employers, managers, supervisors and peers allows a frequent flow of positive feedback. With that ability installed in the learner it only leaves the assessor to hone skills already available. When realising what they have already achieved the learners confidence will grow, and allow them greater latitude to stand back, so that they can observe themselves through the assessors’ eyes. Prompted and guided by the assessor and the knowledge that prior achievements have been taken into account learners see that they are already responsible participants in there own development. . 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. In given assessment circumstances, due to adopted policies and procedures, confidentiality and privacy, it may not be possible to assess the learner actually applying procedures that require evidencing. On these occasions methods of assessment need to be adapted using different means; Case studies, which in no way can substitute visually assessing the competence of the learner, can highlight situations that could be encountered and relevant to the learners’ environment. Simulated situation assessment is virtually useless, as the learner although being able to show competency, the anomalies which happen in real time can play a large part in the learner not being able to adapt. Here again this evidence is insufficient, the requirement of other relevant information which could be used as part of this assessment would be great. 5. 1 Explain how to judge whether evidence is sufficient, authentic or current. Writing â€Å"I understand† alone is not Sufficient, nor is â€Å"A Nitwits Guide to Elementary Mathematics† which has plenty of words but little relevant content to the required subject criteria. By following the requirements of the standards specified by the assessing governing body, an outcome which is both full and sufficient can be accomplished. It will show knowledge and understanding together with references and examples if required. Authenticity is required but what do you do when every word written has been penned in that manner before. Take the facts, the requirements and your understanding of them and write in your own words, because using somebody else’s words will be noticed and can be checked. Furthermore it does your understanding of the subject no good at all if asked to explain by the assessor. Current content is important! Notes taken at one to one meetings, supervisions and appraisals should be between 6 and 24 months old. A paper trail less than 6months old could mean they were especially written for the course and over 24 months are out of credible date. 5. 2 Explain how to ensure that assessment decisions are; made against specified criteria, valid, reliable and fair. Made against specified criteria observe, ask questions, read reports, check standards and question changes for your own information . I have always been of the opinion that if you want quality, in any process, it must start from the top. If the employer does not support it totally any initiative will fail. The cause in manufacturing is money hungry share holders are more interested in there annual dividends than quality. In Health and Social care ? To few good people trying to do to much and carrying those that do little or nothing, to little money, to few trained staff who at last are being targeted with free training and the list goes on. It does not matter what is done to up hold standards greed and complacency will creep in unless a system is put in place to make supporters and service providers more accountable. 6. Evaluate the importance of quality assurance in the assessment process A standard is a level of quality to be achieved during the assessment process, so that all learners reach the same level of subject knowledge and understanding, to a predetermined grade structure. This is important in two ways; the first gives a learner information and confidence enhancing there skills in the ethics of best practic e, the second happens back in there workplace as it motivates others to follow suit. As being seen to be lacking in there own workplace will bring consequences of there own internal assessment process. . 2 Summarise quality assurance and standardisation procedures in own area of practice Service providers have a duty to assess and maintain high standards which can be found in there policies and procedures. To assure standardisation assessment starts at the interview stage of employment, has this person the qualities and skills required by the employers standard? , and it continues through a period of probation. With training courses and regularly supervisory feedback assessment the employers expectations of the employee will be achieved. Service users and colleagues can also assist in the improvement of quality by â€Å"whistle blowing† or the complaints procedure available to service users, both of which in my experience have served to return a poor practice to a quality standard. Continuous and regular assessment and evaluation to predetermined legislation via policies and procedures will ensure a quality package. 6. 3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice Theoretically there should be no disputes in the assessment process as it aids to improve the individual. They do however occur when there is; A misinterpretation of policies and procedures exists, by the assessor or the individual being assessed, a senior should then be sort to clarify the policy. If the assessor has been misinformed, in good faith or maliciously, and the individual disagrees an investigation should follow. There will be occasions when an individual will create obstacles and it is the assessors experience and technique which should re-establish a positive working feedback relationship. 7. Explain the importance of following procedures for the management of information relating to assessment When first meeting a prospective learner it is important not to scare them of which giving them full insight into the course package. Yes it is a great deal of time and effort! As an assessor you are fully aware of this and your own ability to guide them through to the qualifying standard. A delivery of tasks on a little and often basis, regularly assessed with positive feedback, wil l create a continuity of training and keep the learner both interested and motivated. The keeping of accurate records of past achievements and standards reached allows both learner and assessor to review what has been done and what needs to be worked on. During the auditing of Internal Verification (IV)or examination by External Verification (EV), or in the case of an appeal against an assessment decision, these will certainly be required. 7. 2 Explain how questioning and feedback contribute to the assessment process Feedback from learner to assessor and vice-a-versa is always of great importance in the learning process. Listening to the learner together an instigated subjective conversation gives accurate feedback of there understanding of what they are learning. The assessor should at all times give â€Å"Positive feedback†, as it builds confidence in the learner giving motivation to continue. Even when more input is required, to reach a satisfactory standard, keep feedback constructive and positive. Negative feedback is demoralising and will hinder the learner in there want to improve and happens just before they give up.. 8. Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare. Rules to assess by are the pre determined standards as laid out by legislation and policed by bodies of overseers, there sole job is auditing verification practices to make sure standards met and kept to the legislative requirement. The Data Protection Act 1998. Provides a required level of security for sensitive, private and confidenti al information. Human Right Act 1998. You have the right to do anything as long as you don’t break the Law. Discrimination Acts initiated in 1975 for sex, again in 1976 for race and again 1995 to encompass those individuals who have disabilities. Care Standards Act 2000 assures a reasonable standard of life care for those unable to achieve it themselves. National Occupational Standards Provides skill levels that should be attained in all work environments. Care Quality Commission (CQC) supply general social care codes of practice to be adhered to. Health and safety Act 1974 Provided regulations which by cutting down accidents increased out put. 8. Explain the contribution that technology can make to the assessment process Assessment with the aid of technology allows a greater depth of evidence by recording electronically audio, visual and written competence easily transferable to an IV or EV. Audio recordings using a Dictaphone replay are more reliable than memory alone and faster than writing notes on paper or laptop, which may trigger an undesirable incident of challenging behaviour in t he learners’ client. From this source the IV or EV is enabled to hear the learners’ depth of knowledge and application in respect and dignity to the service users. Add to this, recordings of personal and professional discussions with the learner and the assessor has a greater body of verifiable evidence. Video recording takes audio one step closer to perfect; its only downfall is that confidentiality must be assured and that can create a problem. With the addition of faces on screen the assessor is able to verify and document the participants’ of the videoed proof. Without faces the task may be being achieved by a stand in for the service user or the learner if this is submitted as evidence by the learner. The assessor needs to be behind the camera if absolute proof of verification is required. The use of video allows the learner a reflective feedback of there actions, it can be used during one on one appraisals with managers and with the permission of all involved used as a training video. As such it covers much more of the evidence required by the performance criteria and above all it saves time. Paperless evidence Although I may never be a total believer, it does have advantages in postage, trees and speed, a non technological hard copy should be made when all relative information is collated. As online assessment is becoming more and more available by completing written projects and tests within the assessors, secure? framework. The need for speed and low cost correspondence is being embraced and technology is ruling the way we perform. 8. 3 Evaluate requirements for equality and diversity, and where appropriate bilingualism in relation to assessment. In this area an assessor with a professional approach to there task should not encounter a difficult. Whether they encou nter gender, disability, race culture or language, obstacles which can all be overcome, the assessors aim is to aid the learner in achieving the required standard. Respect and commitment by the assessor ensures that all learners have the same opportunity, whist being treated equally, to attain the level of training and qualification they desire. In adapting to different requirements of learners shows inclusive practice, before stumbling in blindly and loosing the confidence of the learner, gather information about the learner by speaking then or there manger. If in doubt ask questions, source any and all information, which will assist you in your task of assessment. At the end of the day assessors will be assessed on there ability to bring out the best in all there learners, even those who communicate in different styles, in these cases outside assistance should be called upon to interpret. The assessor may cause offense unless fluent in the language and culturally knowledgeable of the learner beliefs. 8. 4 Explain the value of reflective practice and continual professional development in the assessment process Keeping an account of situations and incidents both good and bad will serve remind the learner and assessor, giving a record of progressive learning. In tern the information may not be required for some considerable time but when kept up to date it serves as a constant reminder and reference. This should be as detailed as possible, include attended training sessions, shadowing and supervisions, which when referred to will show accomplished targets and those areas requiring improvement. The keeping of a personal development log has the benefit of confidence building, it shows where you started, where you are and what can be achieved, this adds fuel to further progression in achievement within a new time frame.

Who is to blame for the death of Romeo and Juliet Discuss. Essay Example

Who is to blame for the death of Romeo and Juliet? Discuss. Paper For many years people have argued and discussed the ways in which different characters may be regarded to contribute towards the death of Romeo and Juliet. There may be many reasons for the death of these two young lovers and in this essay I am going to discuss the characters that may be considered to play a part in the tragedy. There are a number of characters in the play that participate and contribute to the tragic events of the play. The motivation of each character, along with the involvement placed in the play, contributes to our thoughts and provides a definite answer in reaching a conclusion. We soon come to relate with the characters and see how each of them is connected to the lovers death. Different aspects and fate combine to cause the death of these two star crossed lovers. This particular tragedy is about two people who died for one anothers love. Shakespeare wrote this play going against family traditions at the time, and wrote about two people who married each other out of love. Conversely, the two lovers had not thought about the consequences and as a result, they both ended up dying tragically. We will write a custom essay sample on Who is to blame for the death of Romeo and Juliet? Discuss. specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Who is to blame for the death of Romeo and Juliet? Discuss. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Who is to blame for the death of Romeo and Juliet? Discuss. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Most of the characters fall in love at first sight; Romeo and Juliet, spoiling for a brawling fight; Mercution and Tybalt. Old Montague and Capulet act like adolescents in their continuing feud with one another, even getting involved in the fighting. Old Capulet orders for his lady to hand him a sword as Montague defiantly says, Thou villain Capulet! Hold me not. The Capulets and Montagues have used their swords dishonourably by fighting against each other and staining the swords with the blood of neighbours. The nurse acts more like Juliets excitable younger sister than a responsible adult. Only the prince and Benvolio, and later on Friar Laurence, show any sense of responsibility in rationalising and relaxing in certain circumstances. The prologue suggest that fate is to blame for Romeo and Juliet being star crossed lovers; being born into the feuding families, but we cannot blame fate when there are people who will not stop fighting with each other. Some people consider us to decide our own fate and these two characters fight with their own free will. Furthermore, Shakespeare has created a feuding society in Verona, between the Capulets and Montagues; these two houses of society are to blame for the death to a large extent. Even before the scenes, the reader can see that the two households hated one another from the prologue in which the ancient grudge is referred to. Although these two families brawl with each other, no rational suggestion is made in order to stop them. Prince Escalus, who is in charge of what happens in Verona, could be considered blameworthy for the death, as he is unable to stop it. He is there to highlight and emphasise upon the political points in life, such as peace. It is only at the end that he says that he should have been firmer, and I, for winking at your discords too, have lost a brace of kinsmen. All are punished. but it is the death of the lovers not his authority that reconciles the families. Along with the Montagues, the Capulet household are responsible for maintaining the feud. Each family have authority over their household to argue with each other. Not either of them chose to stop the quarrelling. During the beginning of the play, Lord Capulet is eager to get involved in the fighting, and Lady Capulet seeks revenge on the Montagues for the death of Tybalt. She demands For blood of ours shed blood of Montague. This shows a lack of tolerance, as they are not prepared to hear the whole story as they also lack in the basic qualities of civilisation, We will have vengeance for it, fear not. The Capulets are also to blame for the deaths as they denied the wishes of Juliet and never listened to her opinions. Unlike Lord and Lady Montague who are concerned about Romeo, Lady Capulet is a cold, unsympathetic mother, and Lord Capulet is a tyrannical figure that warns Juliet that he will drag her on a hurdle thither if she thinks to defy his orders. This is seen when she refuses to marry Paris. Juliet has no one to turn to therefore must to rely on the nurse. It is shown that wealth over rides love in the Capulet way of life. Lord and Lady Capulet were partly responsible for keeping the feud going. Lord and Lady Montague like the Capulets, were also responsible for keeping the feud going. If they had been more understanding, Romeo would not have felt he had to keep secrets from them. They had authority over their household, and could have stopped the quarrelling if they wanted to. They should have paid more attention to Juliets wishes and listened to her opinions. They were too hard on her when she refused to marry Paris. The Nurse plays a critical role in Romeo and Juliet. Her relationship with major characters and her part in the secretive romance of the two lovers causes the plays action to move quickly and in a powerful way. The Nurse acts as Shakespeares pawn to guide the events of the play in a dramatic manner. The nurse has an important role in Juliets life. She is almost a mother to her who advises her about her relationship with Romeo. However, she can often behave irresponsibly throughout the play. She influences Juliet and enables her to meet with Romeo in secrecy. She understands how little love her mother gives and encourages her to go out and have fun. Go, girl, seek happy nights to happy days. The nurse is a simple woman, genuinely fond of Juliet with a bawdy sense of humour. She starts off as an amusing character, but as the play progresses and finally finishes in a tragic scene, everyone questions her part in the misfortune. The Nurse is an accomplice alongside Friar Laurence in bringing the lovers together. The Nurse is immersed in Juliets affairs and strives to help with her plans. The Nurses desire is simply to keep fourteen-year-old Juliet content. Her obstacle is her sense of duty to Lord and Lady Capulet, though this never seems to deter her actions. Unlike Friar Laurence, the nurse doesnt warn Juliet of the consequences when defying her parents and meeting Romeo in secret. Her only motive to get involved is due to her excitement and understanding of the meaning to Juliet. She doesnt really know how much Juliet really loves Romeo as she only praises either Paris or Romeo when it is the right time. She praises Paris in the beginning of the play by and then admires Romeo, by describing his physical attributes, though his face be better that any mans, yet his legs excels all mens, but then approves of Paris when it is time for the wedding. She describes Romeo as a dishcloth compared to Paris when she said that Romeo could not be compared to any other man. She contradicts her opinions. After Tybalts death, the Nurse becomes less sympathetic and later when Capulet orders Juliet to marry Paris; she defends Juliet at first but later pragmatically suggests that Paris would not be so bad after all. When the Nurse suggests that Juliet should forget about Romeo and marries Paris, she loses Juliets trust and confidence. Juliet decides to seek the help of Friar Laurence; thereafter she no longer involves the Nurse in her secret plans. Friar Laurence is a well-intentioned man who advises Romeo to be more cautious and sensible about the decisions he makes. He knows that Romeo and Juliets love will cause trouble and advises them Wisely and slow: they stumble that run fast His premonition violent delight have violent ends is proved well founded. He advises the couple to be wary and to pace themselves, but this is not executed in a practical way. . He feels that Romeo is very hasty in his decisions, having been so preoccupied with Rosaline, and states, Young mens love then lies, Not truly in their hearts, but in their eyes. He often contradicts himself, as he does not support his point with a valid motive; he just pushes their haste. The friar is taking the lead and is dominant over Juliet as he encourages her to deceive her parents. Be strong and prosperous in this resolve. The friar advises Juliet about the poison and soon becomes involved in the scenario. Her parents are also unaware of this situation. He is a holy man and should have respected the Capulets wishes and yet he ignores that image and want love to blossom in the eyes of Romeo and Juliet. He hopes that it will reconcile the families, For this alliance may so happy prove, to turn your households rancour to pure love. It is ironic as it is the lovers death, which brings about this outcome. When the wedding ceremony between Romeo and Juliet takes place the Friar still believes that Romeo and Juliet are merely infatuated with each other and are not truly in love, but he agrees to marry them anyway. He does this because he still hopes that he could help bring their feuding families together. Friar Laurences sense of duty here identifies him as the peacemaker of the play. Ironically, his intentions were never truly fulfilled because the circumstances surrounding the marriage made it almost impossible for peace to occur. It is important to remember that the Friars impetus for all his actions in the play are initially to bring peace, and secondly to bring happiness to Romeo and Juliet. The friar could also be accused of being responsible for their death as he occasionally acted irresponsibly. With good intensions he sends Romeo to Mantua, gives Juliet a powerful drug and lies to Paris and Juliets family. When Juliet arises from her slumber, the friar flees, as he cannot face the tragedy of Romeos death, despite being accountable for the failed plan. This is a time of Unhappy fortune as things did not go as intended. When Paris is asks the friar to preside over his wedding to Juliet the next day. This causes great conflict for the Friar, because he knows the whole story, and he is very relieved to see Juliet appear at his chamber. After Paris leaves, Juliet begs the Friar to help her in her predicament. As a religious man, the Friar is also looking for a way to avoid doubly marrying Juliet, so he helps her plan her death. This was the final decision made by the friar. He did not think to look at other solutions, such as maybe stalling the wedding and proceed with th e ceremony later on. He acted hastily without thinking and contributed towards the death of the two lovers. Romeo and Juliet, being the protagonists of the play, contribute to the tragic events. They are equally to blame for their own death. Romeo shows a particular characteristic consisting of intense, passionate and impulsive behaviour throughout the play. He is engrossed by his emotions from his first appearance when he is sighing for Rosalind to his last when he kills himself for Juliet. He blames fate for his misfortune when things go wrong, most notably after killing Tybalt. O, I am fortunes fool! In support of Romeos belief that fate is to blame for everything, the prologue refers to the start crossed lovers and their death markd love, suggested that Romeo and Juliet were born to die tragically and nothing could have prevented it. Such as Romeos impulsive, passionate nature that, not only does he fall in love at first sight, he does not think about his actions. Throughout the whole play, the theme of haste and acting before you think is reiterated. Romeo falls into love too quickly and acts too hastily. He does not think about what might happen as a result of this speed of life as he does not think things through. At the beginning of the play, we first see war; and now we hear about love, as Benvolio describes the behaviour of his infatuated friend. Romeo is up before dawn, walking alone in the woods and weeping; when the sun rises, he hurries home and locks himself from the outside world. These are the early symptoms of unrequited love, although neither Benvolio nor Romeos parents appear to recognise this. We wait for Romeo to show us the extent of his love-sickness. He is miserable, however he enjoys his misery. What matters to Romeo is the emotion that he calls love. It makes him happy and at the same time, makes him sad. He tries to express these two conflicting states in a series of witty paradoxes- phrases, which seem absurd. These are also an ominous, foreboding sign, as they are ironic and connect with Juliets death, when she takes the drug; still-waking sleep. During the balcony scene, and then after his wedding night he doesnt give any thought to what Juliets family think. He would rather they find out and his life were better ended by their fate. Better to love and die than die without love; than death prorogued, wanting of thy love. This is ironic as Romeo did die for his love and ended this relationship with Juliet by departing with her through committing suicide out of love. Their engagement interprets a situation happening too quickly. Romeo shows significant queries about the sudden love between them, so thrive my soul-. He shows us that he hopes his soul will survive but in the end, we can see that it doesnt, but dies out along with his love for Juliet. When Friar Laurence offers the couple advice, wisely and slow, Romeo takes no notice. His emotions overcome him and he kills Tybalt, a disastrous action, which results in his banishment. He tries to avoid getting into a fight with Tybalt, proving that he is a powerful, yet resistive character, Doth much excuse the appertaining rage to such a greeting. However, the results draw nearer to a death. He did try to prevent the fights happening on the streets and was considerate about the people of Verona, forbid this bandying in Verona streets. Then, instead of facing upto his actions, Romeo falls into despair and wants to kill himself. He mistakes the sentence of banishment. He feels that this sentence is an easier punishment that death. He does not want to live without Verona walls. Similarly, Romeo is contributing to his own ending. He looks at banishment as death and feels he is married to death and disruption. At the end of the play, he comes into contact with death. Finally, if Romeo had waited a few seconds longer, before drinking the poison, he would have seen Juliet wake up, but, true to his character, he doesnt wait and tragically, this results in both his and Juliets death. I feel that if Romeo should not have been so quick thinking and taken into consideration what the outcome may have been and how each of the other characters felt about certain situations. He should have listened to friar Laurences guidance and remained as he was without marrying Juliet. On the other hand, Mercutios death was uncalled for and Romeo did not have to retaliate towards the Capulets household. For a moment, Romeo forgot about his new bride and retrieves his sword to attack her cousin in an act of vengeance for the death of Mercutio. Prince Escalus hears of the sequence of events from Benvolio and promises to strict justice. He lets Romeo hence in haste. This must be done, or all civil law will break down, and a state of anarchy will result; mercy but murders, pardoning those who kill. Due to the lack of responsibility and irrational thinking, Romeo rushed into his decisions and killed Tybalt out of reprisal. Had he thought about his actions, he would had stayed in Verona, prevented Juliet from drinking the drug; made by Friar Laurence, and be alive on this present day, living happily with his wife Juliet. They two families may have reconsidered and put away their differences. Committing suicide is Romeos final and most profound act in his pursuit of Juliet. On reflection, Juliets action and way of thinking also contributed towards to hers and Romeos death. Unlike Romeo, Juliet changes and progressively matures in the play. When she first appears in the play, she is obedient to her mother. However, once she falls in love with Romeo, she becomes more organised, thinks independently and soon defies her parents. As a result of this, she felt unaided and was left to seek advice from other characters, such as friar Laurence. After the Nurse leaves she says, Ancient damnation! O most wicked fiend, and then goes off alone to talk to the Friar. Lady Capulet, Juliets biological mother only tells her what to do, and has never been personally close with Juliet. When Juliet comes of age to get married, Lady Capulet wants her to marry Paris, and does not care how Juliet feels about it. Juliet tries to talk to her mother about it, and tell her that she does not want to marry Paris, but Lord Capulet walks in and angrily tells her that she will go and marry Paris even if he has to drag her there. Juliet again pleads with her mother to delay the marriage even for a week, but Lady Capulet only responds with, Talk not to me, for Ill not speak a word. Do as thou wilt, for I have done with thee. Later on in the play Juliet finally gets the confidence to stand up against her parents, when they tell her that she will be marrying Paris. Juliet tells her mother, I will not marry yet, and when I do I swear, it shall be Romeo, whom you know I hate, Rather than Paris. These are news indeed! A couple days prior to this, Juliet would not have had the confidence and maturity to speak up against her parents wishes. For example, in Act I, scene 3 Lady Capulet asks Juliet if she has thought of marriage, and when Juliet says no, Lady Capulet says, Well, think of marriage now. Juliet does not argue at all, and tells her mother she will do what she orders. If she had listened to her parents, the death could have been prevented and instead of seeking advice from friar Laurence, Juliet would have married Paris. Verona is a patriarchal city, which means that fathers hold absolute power over their daughters. They may give them to whomever they choose, and feel deeply insulted if their daughters dare to choose otherwise. Juliet chose to differ with her father and disobeyed his wish to marry Paris. One might imply that if she has married Paris, her father would not have cruelly commented on her, calling her a green-sickness carrion and tallow face. If Capulet had listened to his daughter, she would not have been ungrateful. Unlike the situation with Juliets parents, her behaviour towards Romeo equally contributes to the events leading upto her own, as well as Romeos death. Like Romeo, Juliet was too swift into rushing into marriage. She was already partly married to Paris at the time of the ball, and until then, had been happy with her parents choice. She says tell my lord and father, madam, I will not marry yet. She knows that this secret marriage with Romeo will upset her parents to a further point, my only love sprung from my only hate but she still continues with the marriage in secret. If Juliet had not been so fickle as to fall in love with Romeo on the night of the masquerade, they both may still have kept their lives. Upon marrying Romeo, Juliet is quite joyous and believes her troubles are over; however, her hasty decision actually becomes the beginning of many troubles to come. Juliet is different from Romeo in the fact that she does not blame fate for the things that go wrong, she blames her birth as we here in these rhyming couplets Prodigious birth of love is to me, that I must love a loathed enemy. There are many important points in the play, where I believe fate influenced certain people to make certain choices which affect the chain of events leading to Romeo and Juliets deaths. Unlike the intentions of the other characters in the play, it can also be believed that the tragedy was not the fault of any one individual but happened because of bad luck. It was fate that Romeo and Juliet met and fell in love, and was a misfortune that the letter, which could have saved them, didnt reach Romeo in time. Fate seemed to control both of the lovers lives and force them together, becoming the ultimate controlling power in this play even if it is not recognised however in the prologue there is a chosen identity of starts a pair star-crossed lovers. A large part of the beliefs for both Romeo and Juliet involved fate, they believed in the stars and that their actions were not always there own, Romeo for example says some consequence yet hanging in the starsby some vile forfeit of untimely death. But hath the steerage over my course direct sail. He is simply saying to his friends he had a dream, which lead him to believe that he will die young because of something in the stars, something that will happen. The only instance of fate managed to direct Romeo into its web like a spider. Conversely, Romeo is continually in control of his own actions, yet he blames fate through astrological imagery. As he drinks his potion he blames fate, but he is the one who looks for the apothecary, and makes the description of what kind of poison he wants. An example of one of the characters from the play referring to fate is when Mercutio attempts to make Romeo go to the Capulet dance. Romeo eventually agrees, but he still feels uneasy: I fear, too early: for my mind misgives Some consequence yet hanging in the stars Shall bitterly begin his fearful date This reference to the play shows that Romeo never felt happy with the idea of going to the Capulet party in the first place. If he had trusted his instincts and refused to go, the deaths of the two lovers may have been averted. By including these foreboding lines, Shakespeare suggests to the audience that the ultimate destiny of Romeo and Juliet was, in fact, fated. Friar Lawrence refers to fate when he is told that Romeo did not receive his vitally important letter. Unhappy fortune! By my brotherhood, the letter was not nice but full of charge. This quotation displays the worry of the Friar as he realises the disastrous consequences that could unfold if Romeo does not receive his letter in time. Shakespeare could have phrased this sentence differently to place the blame upon the messenger, but instead he expresses it as though it was the fault of fortune. On the other hand, an argument can be made that the conclusion of the play may have been more tragic if Romeo and Juliet had of survived and lived depressed, but without a doubt, either way, the Friar would have been involved. Extract the Friar from the story of Romeo and Juliet, and one may find that there would not have even been a story. The Friar is an extremely important character. In conclusion I feel that each of the main characters contributed towards the tragedy consisting of Romeo and Juliets death. The hasty marriage, wrongful use of the potion, failure to send the letter, and selfishness of the Friar are the causes for the deaths that occurred in the play. In spite of the many coincidences and references to heaven and stars, Romeo and Juliet however, is not totally a tragedy of fate. Each character has his/her freewill and is responsible for his/her actions. The substantial events that inspire the conclusion of Romeo and Juliet are; the Capulet ball, the quarrel experienced by Tybalt and Romeo, and Friar Johns plague. The Capulet ball influences the ending of the play by Romeos invitation at the ball, which creates the meeting of Romeo and Juliet. The ball also gives birth to Tybalts anger and causes his challenge. The challenge causes the banishment of Romeo, which produces much grieving by Juliet and Romeo. Since Friar John did not deliver the letter, Romeo thinks that Juliet is dead, sacrifices himself. Juliet seeing that Romeo is dead, slays herself also. It could be said that fate has no part at all in the Romeo and Juliet play, that it all happened of its own accord, and this could be possible. Personally, I think that too many things would have had to happen consequentially for it to all happen by chance I still believe that Shakespeare was still hinting at the prospect of justice; that wrong doings will be punished in some way or other. Basically, I think that Romeo found true love, and paid the price for trying to get everything he wanted. He was initially put into a very difficult situation, from which an unfortunate chain of events couldnt be stopped from arising. From my essay I can conclude that from the many references to stars and from the consequential sequence of events, that I thoroughly believe that Shakespeare intended to clearly state that fate had a definite part in the deaths of Romeo and Juliet. The tragedy of Romeo and Juliet should be designated as the failure of human responsibility or human error rather than fate. Who should be blamed for this tragedy may remain long controversial, but the story of the two star-crossed lovers will remain timeless in the world of literature. For never was a story of more woe, than this of Juliet and her Romeo