I'm on the fence quite a bit when it comes to Hamlet, but G. Wilson Knight's interpretation of the play is a fair representation of my views towards the play as well. The entire play is centred around "death"; the death of Hamlet's father, the confrontation of the ghost to hamlet (death in it's purest represenative form), Hamlet questioning his own existence (contemplating suicide). Due to these rather unfortunate and life-changing events, Hamlet himself changes. The man he was in the beginning or even before becomes extremely altered. He dives deeper into a state of melancholy, whether it be real, or his antic disposition, who truly knows. As Knight puts it, Hamlet has "soul-sickness" and becomes completely obsessed with death; plotting his revenge against Claudius, his father's death, his own suicide, etc.

I believe this interpretation has brought me closer to the question of "Why must Hamlet die?". Although we never want our protagonist to die, it may have been the best method of treatment for Hamlet's state of self. Throughout his first three soliloquies, he is constantly contemplating what is the best thing to do, to live or to die? To kill or to not? In the fourth soliloquoy he realizes how disgusted and ashamed he is of his inability to commit to one plan of action. Although the idea of lack of Catharsis is present, it is my belief that Hamlet must die as to cure his "soul-sickness" and to put his unsettled thoughts and conscience to rest, to ultimately relieve him of the idea of death by presenting him with his own.

Hamlet, the play's protagonist is a curious and complex character. Some may call him the tragic hero of the story but I do not think I could classify him as so. To me, Hamlet is a regular man, engrossed with overwhelming grief of his father's death and made to endure the transition of his uncle becoming his new step-father. I see him as a man with superior moral standards as compared to the other characters and court of the Danish kingdom. Aside from his ethical stand points, I do see him as a depressive suicide, constantly questioning "To be, or not to be", to live or not. Thrown in with his mental state of mind, he has to deal with the ghost of his father and his revenge plots against the new king, which I would interpret starts to teeter him off the edge between sane and not sane. I cannot say that I can blame him for his actions, considering his surmounting circumstances, but I do not believe it is purely the situations he has been dealt that are all to blame for his madness. It is in my opinion that he has been toying with the idea of death for some time and that the events that occur only add to those thoughts.

Also what is interesting about Hamlet's character is his constant questioning and his inability to act. The fact that even though he appears mad, perhaps because of his antic dispostion, he is still able to apply his moral standards and his conscience is still present. Although he may not be the tragic hero we all so hope him to be, he definitely wins over the audience, in that even though he does commit wrongs, the audience still justifies them and wishes the best for Hamlet. Although Hamlet does appear to be suicidal and downright mad, the pathos present and provided by Hamlet leaves a lingering hope for a better life even through all the dysfunctional aspects.

The Shining Houses by Alice Munro

The main character Mary plays the victim of social oppression within the story. One of her neighbour's, Mrs. Fullerton, has one of the last houses on the block that has not been subsidized like all the other homes and made to blend in. She understands and empathizes with Mrs. Fullerton about her decision not to move, babysit, and to raise her own small livestock. Mary sees Mrs. Fullerton as a unique individual who wants nothing to do with change and who has the will to resist modifying her wishes and ideals to those around her.

However when it comes to herself, Mary is caught between a rock and a hard place. She understands and respects Mrs. Fullerton's wishes to keep her house the same, but also realizes and recognizes like all the other young members of the neighbourhood how the her house can be seen as an eye sore to the rest of the community. Her peers believe it will bring the resale value of the neighbouring homes down.

Marxist literary theory is present in this story in the form of ideology. The community wishes to form an ideal, a common model. When Mrs. Fullerton's home stands in the way of their desire to have the neighbourhood looking alike, they petition to the city to tear down her home. Unfortunately for Mary she sees both sides. She empathizes with Mrs. Fullerton but feels the need to conform her opinions and thoughts to those of her social and communal group. Guilt trips, loyalty and trust issues all come into play when those around her try to convince her to change her opinion, and ultimately try to alter her values.

Why does Keats seek out the company of a common bird and record the experience in the form of an "ode"?

Keats chose to write an ode to the Nightingale as a way of escaping into nature and leaving his sorrows behind as well as becoming more at one with nature. He uses the art of poetry as a release and consequently is more calm and relaxed and more able to enjoy his experience with the Nightingale and the beauties of nature. Keats records his experience in the form of an ode because odes typically have a meditative and melodic nature. This quality almost has a trance-like effect on the reader and allows them to become absorbed within the ode.

How is "Ode to a Nightingale" representative of the romantic spirit and how does the content of the two stanzas support your claim?

The Romantic period was about focusing and becoming representative of the beauty that is nature. Romanticists believed that total absorption in nature would heal and would say to themselves "I feel, therefore I am". In Romantic art, it wasn't so much about clear shapes and definition as it was about colour and elegance. Too is the same with "Ode to a Nightingale" where Keats uses metaphors and many other devices to represent his connection with nature. Through their uses, Keats has been able to create such a divine and beautiful experience from a simple representative of nature.

How does the content of the 2 stanzas support your claims in the first 2 questions?

Keats uses rhetorical devices to achieve the purpose of his poem which is to feel more at one with nature. The use of rhetorical questions such as "Was it a vision, or a waking dream? and "do I wake or sleep?" in the final stanza acts as a way of engaging the reader and asking them to critique. It forces the reader to think about the beauties of nature and their effects. The addition of diction in "embalm'd darkness" gives a stimulating visual and forces the reader to take notice of the words and scrutize their meanings within the ode. Keats introduces metaphors such as "Where beauty cannot keep her lustrous eyes, or new Love pine at them beyond to-morrow", which emphasizes and reflects the beauty of nature that he wishes to impose on the reader and himself as well as demonstrating the brillance of Keat's as an author. Keat's has also effectively created constant fluidity and grace through alliterations as a reflection of how both are ever-present in nature. Phrases such as "Singest of summer"and "many a mused rhyme" are used to demonstrate the movement and organic presence of nature.

The Transition from High School to Post-Secondary

Throughout my life, I have always been a self-driven and goal-oriented individual. The last two years of high school I have focused my sights on my decided career path on which I wish to pursue. I have come to the conclusion that the transition from high school to post-secondary education is a complicated and stressful period in a one’s life. From choosing a program, to applying, to making the grade, it lays a great deal of weight on a student’s shoulders.

As a prospective nursing student, I have certain aspirations I wish to attain. There is no doubt I am a girl with a plan. My mind is like a Blackberry, carefully scheduling and prioritizing my time so I can accomplish my future goals. Unfortunately, the application process sends my precious Blackberry of a mind into a state of confusion, and Tech support is needed to fix it. My thoughts follow a constant circle of steps proceeded by what seems like endless questions. First I have to choose a school. Once that cheque is written, I sit by the computer waiting, and waiting, and waiting for that acceptance. If I don’t get it early thoughts and feelings of worry and anxiousness succumb me. Do they want me? Have I done everything I possibly can? Until I finally see that little arrow saying “offer of acceptance” beside a school of my choosing, my mind remains a cluster of unanswered stresses.

One of the biggest stressors that take a personal enjoyment in my pressured state is grades and averages. Universities hardly see me as an individual with a broad range of talents and extra-curriculars. Yes they help, but to them, I’m basically a number. Certain courses and relatively high averages are a must. Making the grades and maintaining them have on more than one occasion sent me into a nervous and panic-stricken anxiety attack. When those nerve-racking grade twelve exams come around, a giant “Beware” sign pops up and creates a hitch in my well thought-out plan. The thought of falling a couple marks below makes me think “You won’t get in, they aren’t good enough and you aren’t good enough.” It makes me feel like I’m lying on my back, helpless, with a giant weight like an elephant is sitting on me. It’s an obstacle I can’t avoid if I want to go to university. Nonetheless, the only way to get through it is to keep focused on the goal I want to pursue, and endure. After that, the weight of the elephant will eventually lift, bringing the feeling of relief back into my tingling limbs and the prospect of getting into school one step closer.

As an applicant, I am just starting to arrive at the acceptance stage. I have offers, choices and hundreds of plans to be made. This process has taken my clear-cut plan and turned it into an overgrown jungle of stages that I never thought conceivable. I begin thinking about which residence to choose, as well as having to sort out living arrangements and the necessities of being on my own. This brings its own set of worries and anxieties of providing for me and stumbling independently on my own two feet.

Getting into post-secondary institutions is not an easy process. Similar to a kaleidoscope, the sight of my goal is there. The goal is present, but contorted with the stressors and ever-present worries that go along with accomplishing it. It’s a stressful and complicated transition from high school to post-secondary. I really have to focus and stay focused in order to reach and grasp that next step of my life.

Our society has evolved into one that cradles and encourages individuality among its citizens. Parents, teachers, higher authorities try to instill in us, us being today's youth, how we should try to develop our own opinions and have a sense of self-awareness. This is why I get upset and confused when schools try to mandate uniforms for their students. Clothing is one of the major ways the youth of today publicly represents individualistic expression. Style communicates so many messages to the individual's peers about how they see themselves and how they want to be seen. What right do schools have to try to take that distinctiveness, even personality from its students? Yes uniforms present certain benefits such as equality and practicality so that all students are at par with one another and do not have to compete and spend lots of money on unnecessary clothing and accessories. It just seems hypocritical of the educational system to introduce the idea of conformity through clothing when one of the main messages they try to portray to their students is individuality. That's not to say that students can wear anything, everything, or nothing to school. Certain limitations and dress codes should be followed for appropriateness. However, students should not be forced to wear uncomfortable ties and annoying skirts which have the potential to squash their sense of creativity and personal expression.

When a person goes shopping, certain effects can be exhibited. Hypothetically, if a person walks into a store and sees a splendor of clothes ripe for the picking, they may be drawn to these items and buy them. The effect could be that the shopper is overwhelmed with their purchase, feel guilty over how much they spent, perhaps on one item, and even become nauseas just looking at the receipt. If a person perhaps is not able to find anything, either to their liking or in their size, the similar effects can be witnessed. Feelings of depression, inadequacy, or longing to find an item could consume the shopper, leaving them unhappy and unfulfilled. As well, a shopper may set out to find a particular item. Perhaps that perfect dress they have been eyeing up for that big occasion, or the perfect gift for that special someone. If said shopper finds what they are looking for, they could exhibit feelings of relief, happiness, excitement, or all of the above. Certain situations will bring about their own cause and effect. To the same effect, shopping experiences can bring about several different effects among people.