No topic Essay Example | Topics and Well Written Essays - 1000 words - 1

No topic - Essay Example For America, the 1960s was a year of assassinations. Really the only time since the 19th century that political assassinations had been successful, these assassinations made a scar on the American psyche. Two of the most important of these assassinations occurred in the year 1968, very close to each other. The first was the assassination of Martin Luther King Jr., the bold civil rights leader who had inspired millions of black Americans and help end segregation and vicious Jim Crowe laws in the south, especially with the passing of civil rights legislation in 1964. Shortly following Mr. King’s assassination, Robert Kennedy, then presidential candidate, was also shot dead. These assassinations changed the way public figures had to interact with the public, and, along with president Kennedy’s assassination earlier in the decade, caused a shift in which much greater barriers were put up between public figures and the general population, out of necessity. These assassinatio ns were indicative of the social upheaval that climaxed in the year 1968. Many of the best known protest movements of the 1960s had major expressions in this year. For one thing, the year saw protest movements and civil disturbances at a number of universities, including â€Å"one of the largest† at Howard university, which built up to the eventual protest and massacre at Kent State two years later (Forner 884). These were based around a number of issues, but the biggest was the growing opposition to the Vietnam war. Vietnam War opposition may have peaked several years after 1968, but this was probably the year that shifted public perception to being almost entirely negative. Many factors caused this shift, including growing American casualties. Some of the most culturally important, however, may have been the massacres that occurred and became public knowledge over the course of 1968. The most famous of these may have been the My Lai massacre, in which American forces killed somewhere in the order of 500 civilian Vietnamese, while South Korean forces were also accused of massacres elsewhere in the country. These massacres were recorded and broadcast to America through photography at a rate unprecedented in former wars – photographs of these sorts would be essential at turning public opinion against wars in general, and against Vietnam in particular. Question 2: How did Vietnam and the Watergate Scandal effect trust in the government? Vietnam and the Watergate scandal were both devastating to public trust in government offices. Vietnam was a long and slow erosion whereas the Watergate scandal was something of an immediate drop in public perception of the government. Vietnam, over the long term, was probably the more damaging (from the government’s perspective) of the two. The fact is that the Vietnam war was seen as a debacle in nearly every front. It was expensive both monetarily in terms of lives lost, while providing almost no benefit. Worse, it made the United States seem like butchers and villains both on the international stage and to civilians back home – people saw the â€Å"realities of warfare† (991), which, especially with a conscripted force, involve things like massacres, rapes, and other brutalities that people were not able to handle. This war made Americans suspect of

Diversity and Education According Essay Example for Free

Diversity and Education According Essay America’s student populations are increasingly reflective of an ethnically diverse society. However, we recognize that there are several major variables for improving the multicultural accommodation apparent in a school. Bruner and Vytgotsky lend this discussion some useful insight concerning such variables. Chief among them, the diversity of faculty, of learning content and of learning media all are directly relevant to the school’s embrace of difference. As the immigrant population continues not only to rise but to diversify in the United States, our educational system, and indeed, our nation has in many contexts attempted to enforce a degree of cultural uniformity inclined to either assimilate or exclude incoming cultures. Standardized testing, rigid curriculum design and poor representation amongst teachers and administrators of a diverse student population have all had the impact of white-washing American education. In the urban setting such as the case at hand, this can be especially problematic, with such failures of institution causing vulnerable students to disengage. Vytgotsky contributes an important idea to this discussion, referring us to the relevance of effective pedagogy in engaging such students. One of the best ways to accomplish this is through group activity. We have a core understanding of the fact that diversity implies not just a diversity of ethnicity or culture but also of potential learning styles or strategy. Vytgotsky offers an effective way to use this diversity to the advantage of the classroom. Group activity is always an effective way to help distill strategies and strengths for individuals. By strategically grouping students according to aptitude and academic strength, we enable stronger learners to directly engage weaker learners in a way that helps to effectively communicate concepts and ideas in play. Vytgotsky essentially contends that there is value to the less effective student of being partnered with a more skilled learner. This interaction can be beneficial to the aptitude of the former and can help the latter develop innate leadership skills. The focus of such legislation as No Child Left Behind does not leave a great deal of freedom or latitude for the urban school to engage in such activities however. There seems at present to be an impulse of standardization directly opposite the need for diversity celebration. Some of the root causes of the failure of our educational system to accommodate diversity as it cuts across multiple demographic lines are resultant of the instruments used to promote student aptitude measurements. (McCarty, 1) Primarily, the ability or interest of teachers to accommodate diversity is stunted by the entrenched presence of institutional prejudices that shape testing standards, curricular design and instructional method in a way that embraces standardization, legislative mandate and procedural uniformity. (McCarty, 1) One of the most heavily-recognized and persistent of such conflicts may be observed still today in the genuine lack of equality in the cultural standards applied to teaching African Americans. Particularly, there is a fundamental failure in the content choices which shape curricula such as those concerning literacy, history, policy and even the natural As part of a cyclical pattern which institutionally prevents our minority populations from being loosed of such a negative spiral, students beholden thereto are either locked into curricula which are given a financial short-shrift and are thus, armed with fewer qualified teachers, or are committed to districts where their cultural and ethnic perspectives are not being accounted for. This is a circumstance which regrettably continues today, with the current presidential administration’s No Child Left Behind initiative imposing further dependence upon the diagnostic testing and grade-evaluation policies which have long been an appendage of established educational patterns. The new education standards are given over to a â€Å"fundamentally punitive law that uses flawed standardized tests to label schools as failures and punish them with counterproductive sanctions. † (Neill, 1) This is also a sharp diversion in focus from that which Bruner argues is a priority for the diverse student bodies in our urban schools. The social impact of the educational experience is, according to Bruner, a fundamental aspect of its quality. The student’s engagement in class will often be a function of his socialization. This provides a firm rationale for the critique of diversity standards in our educational system. Indeed, there is an inherent danger by way of this administrative approach of the loss of pragmatism, which often incorrectly attributes the challenges related to diversity as products of learning deficiencies. This constitutes a fundamental disservice to the student and, it is worth asserting, basic intellectual prejudice which generally stigmatizing the future opportunities availed to those of ethnic minority or immigrant status. In Bruner’s understanding, the socialization of a diverse student body will actually promote learning rather than obstruct it. Therefore, as the ultimate resolution on the subject, our discussion inclines us to acknowledge as a basis of assumption that greater multicultural sensitivity is needed in the teaching of literacy, of the social sciences and of all disciplines on the individual level. Moreover, we resolve that both Bruner and Vytgotsky would find fault with the rigid and disruptive patterns of No Child Left Behind. Ultimately, the two provide theories which merge to suggest that diversity can be managed through flexible management of the classroom and educational experiences. Works Cited McCarty, Teresa. (2005). Language, Literacy and Power In Schooling. Lawrence Erlbaum Associates. Neill, Monty. (2003). Don’t Mourn, Organize! Rethinking Schools. Online at http://www. rethinkingschools. org/special_reports/bushplan/nclb181. shtml

Hydrogels Essay -- Ethics, Bioprinting, Artificial Tissues

Tissue or organ printing approaches became popular due to lack of organ donors. To address this need, cells or biological molecules are embedded within hydrogels and these mixtures are printed with computer controlled rapid prototyping systems to yield printed organs (9). Bioprinting approaches are promising high-throughput techniques to create artificial tissues and organs for tissue engineering. Gels with or without cells/biological factors are printed on predefined positions layer by layer fashion (Figure 1) with the final goal of fixing damaged or diseases tissues (8, 9). Using this technique, cells can be homogeneously distributed within a hydrogel matrix on predefined positions. This technique is a potential remedy for the cases where cell seeding results in random cell distribution on solid scaffolds. Nozzle diameter, cell density, liquid rheology and operation temperature are the main factors, which affect printing quality in bioprinting based techniques (11, 33, 34). Patterning of cell or biological molecule loaded hydrogels have been widely performed by computer controll...

AQA AS Philosophy Reason and Experience Key Points Essay

†¢There are different types of knowledge: acquaintance, ability and propositional knowledge. Theories of knowledge discussed here are about propositional knowledge. †¢Knowledge is not the same as belief. Beliefs can be mistaken, but no-one can know what is false. †¢Knowledge is not the same as true belief, either. True beliefs may not be justified, but can be believed without evidence. To be knowledge, a belief must be justified. †¢Rationalism claims that we can have synthetic a priori knowledge of how things are outside the mind. †¢Empiricism denies this. It claims that all a priori knowledge is only of analytic propositions. Do all ideas derive from sense experience? †¢Locke argues that the mind at birth is a ‘tabula rasa’ – there are no innate ideas, which Locke defines as ideas present in the mind from birth. †¢Locke argues that there is no truth that everyone, including idiots and children, assents to – so no truth is innate. †¢Rationalists define innate ideas as ideas (concepts or propositions) whose content can’t be gained from experience, but which are triggered by experience. †¢Locke and Hume argue that all concepts are derived from sense experience, from impressions of sensation or reflection. †¢They claim that simple concepts are copies of impressions; complex concepts are created out of simple concepts by combining and abstracting them. †¢One argument for innate concepts is to challenge the empiricist to show how a particular complex or abstract concepts, for example, a physical object, is supposed to be derived from experience. If it cannot be, and it is used by children, then this is a reason to think it is innate. Are all claims about what exists ultimately grounded in and justified by sense experience? †¢Hume argues that all a priori knowledge is of relations of ideas, and so analytic. All knowledge of synthetic propositions, matters of fact, is a posteriori. It depends either on present experience or causal inference, which relies on past experience. †¢Our knowledge of matters of fact that relies on induction can only be probably – never proven. †¢Some rationalists, for example, Descartes, try to show that we can use a priori intuition and deductive argument to demonstrate what exists. †¢The core of the idea of rational intuition is that you can ‘see’ the truth of a claim just by thinking about it. †¢Descartes argues that sense experience on its own cannot establish what exists – how can we know that all sense experience is not a deception cause by an evil demon? †¢He argues that he cannot doubt his own existence, and that the mind can exist without the body. †¢Descartes argues for the existence of the physical world by first arguing for the existence of God. From God not being a deceiver, it follow that our sense experience in general can’t be completely mistaken – so they physical world exists. Conceptual schemes and their philosophical implications †¢Thinkers who defend the idea of conceptual schemes often argue that there are two distinguishable elements to our experience – the data of the sense, and then the interpretation of these data by a set of concepts. †¢Some argue that human beings have formulated different conceptual scheme which are not translatable into each other. From the same sense experience, they form different views of the world. †¢Because we must use concepts to formulate truths, we can argue that truths are relative to conceptual schemes. Or more accurately, some truths can only be stated in certain conceptual schemes and not others, and there is no one conceptual scheme which we can use to state all truths. Do all ideas derive from sense experience? II †¢One objection to the empiricist theory of the origin of concepts is that there are some complex concepts, for example, knowledge and beauty that cannot be analysed in terms of simpler concepts. †¢A second objection is that some simple ideas, for example, a particular shade of blue, don’t have to be derived from sense impressions. Empiricists can respond in two ways: all ideas could be derived from sense experience’ or some ideas are exceptions to the rule that all ideas are derived from sense experience, but these exceptions are derived from ideas that are derived from sense experience. †¢Another objection is that it is not possible to derive any concepts from experience, because in order to form concepts, we must make judgements of similarity and difference to classify experiences. But we can only make these judgements if we already have the concepts. †¢Defenders of innate ideas maintain that we innately have very specific capacities for forming particular ideas, and these ideas count as innate. †¢Suggestions for the origin of innate ideas include evolution, God, and a previous existence. Are all claims about what exists ultimately grounded in and justified by sense experience? II †¢Rationalists claim that we have synthetic a priori knowledge either innately or through rational intuition †¢Plato argues that many particular objects can have the same property, for example, beauty. These properties can exist independently of the particular objects, as shown by the fact that is we destroy all beautiful things, we haven’t destroyed beauty. These properties are instances of the Forms. †¢Plato argues that innate concepts are our knowledge of the Forms, from a previous existence. Unless we had such innate memories, we wouldn’t be able to classify experience using concepts. †¢Descartes argues that he cannot doubt his existence. We can object that he cannot know he exists; only that thoughts exist. †¢Descartes also argues that the mind can exist without the body. We can object that just because he can conceive that this is possible doesn’t show that this is possible. †¢Both these arguments and the objections use a priori reasoning. Hume objects that a priori reasoning can only establish analytic truths. †¢Nietzsche argues that reasoning is not, in fact, something independent that reveals the truth, but is grounded on assumptions about value. Metaphysical theories are the result of attempts to defend a particular way of understanding the world, one that rests on the false assumption that good and bad are opposites. †¢The verification principle claims that a statement only has meaning if it is either analytic or empirically verifiable. However, the principle itself is neither analytic nor empirically verifiable. †¢Rationalists argue that mathematics is an example of synthetic a priori knowledge. Empiricists argue that mathematics is analytic. Is certainty confined to introspection and the tautological? †¢Descartes argues that what we can doubt is not certain enough to be knowledge. However, we can argue that certainty and justification are not the same thing, and that while knowledge needs to be justified, we need an argument to show that it must be certain. †¢Certainty can refer to a subjective feeling, to a proposition being necessarily true or to the impossibility of doubting a proposition. †¢Empiricists claim that analytic truth is the only kind of necessary truth. Rationalists argue that there are synthetic a priori truths that are also necessary. †¢A necessary truth is certain. Claims about mental state, based on introspection, may also be certain for the person whose mental states they are. †¢Whether any other claims are certain depend on whether there are necessary synthetic a priori truths. Conceptual schemes and their philosophical implications II †¢Kant argues that experience is of objects, and asks how it is possible for experience to be intelligible in this way, not a confused buzz. †¢He answers that what makes experience possible are certain concepts, which he calls categories. These categories together express the ‘pure thought of an object’. †¢One such category is causality. This enables us to distinguish the temporal order of our perceptions from the temporal order of objects. †¢Kant argues that to talk of concepts interpreting sensation is misleading. Our sensory experience is always already conceptualised as experience of objects. †¢Two implications of Kant’s theory are that the structure of the everyday world of objects is defined by our a priori concepts; and that we cannot know anything about how reality is completely independent of how we think of it.

Financial Data Analysis

Introduction Between the years 2009 and 2008 there were multiple financial changes to the Patton – Fuller Community Hospital. Using a combination of the balance sheet, statement of revenue and expenses, and also the 2009 hospital’s annual report we are able to see how the years differ in a financial situation. This paper will explain the differences in the finances that had the largest impact on the company as a whole. Balance Sheet The assets of the company played a large role in the large jump of the numbers between 2009 and 2008. Between the two years there was a total change of 7. 5 percent of the total asset which equaled $39,232 dollars. The largest change came from a 56. 10 percent increase in the patient’s accounts receivables, a change of $21,121 dollars. Cash and cash flow equivalents equaled a 45. 10 percent decrease, a change of $18,856 dollars. The inventories offered a 19 percent increase, a change of $10,026 dollars (Apollo Group, 2013). According to the annual report, there was a 1 million dollar donation that provided the hospital with an opportunity to buy new equipment and supplies (Apollo Group, 2013). The liabilities of the company also proved to have multiple changes over time.Due to the purchase of the new equipment there has been a large increase of the debt accrued by the company according to the annual report. Borrowing became necessary to cover all the necessary equipment. The report also stated that an increase of supply purchases would save money in the long run due to the discounted cost at the time of the purchase (Apollo Group, 2013). The current long term debt increased 114. 80 percent a change of $10,414 dollars. The accrued expenses also rose 119. 80 percent a change of $5,013 dollars, leaving a total liability increase of 16. percent companywide leaving a change of $248,703 dollars. (Apollo Group, 2013). The total equity of the company fell between 2009 and 2008. The hospital did not do so well, although most of the shortfall can be attributed to the increase of assets they accrued over the change of 2009 to 2008. The retained earnings between the two years fell 62. 50 percent a loss of $209,471 dollars. This pushed the total liabilities and equity up by 71. 50 percent providing a difference of $39,232 dollars. 2008 proved to be a better year for the company then 2009 (Apollo Group, 2013).Statement of Revenue and Expenses The Patton – Fuller Community Hospital ended the year of 2009 with a new income of a negative $373 dollars. This is actually an increase of revenue from the loss of $15,846 dollars they finished with in 2008. The percentage of change between the two years increased to 97. 60 percent. The total expenses between the two years can attribute to the large changes that were made with the net income. In 2009 the company had a total expense of $463,293 dollars, an increase of spending by 59. 20 percent from 2008 when the total expenses were $437,424 (Apollo Group, 2 013).Between 2009 and 2008 there were slight increases of the revenues by the company. In influx of patients were seen in 2009 leaving a 9. 90 percent change of $41,391 dollars between the two years. Other revenues also provide a 9. 87 percent change leading to a $277 increase for 2009. The total revenues equaled $41,668 more dollars for the company in 2009. With a 9. 89 percent increase of revenue 2009 made $462,982 dollars compared to the $421,314 dollars made in 2008 (Apollo Group, 2013). 2009 provided an increase of the fixed assets; in result of this we saw an increase by 44 percent for the depreciation and amortization of the company.The total operating income fell 98. 10 percent in 2009. Although the company was negative $311 dollars, it was still a better place to be then the $16,110 dollars from 2008. The company had a non-operating income loss of $62 dollars which was a 76. 50 percent change from 2008 of $264 dollars (Apollo Group, 2013). Conclusion When a company is provi ded with a large donation it can do great things for what the facilities are able to provide to their patients. With the increase of new equipment and supplies the company’s need to finance has become apparent by their financial records.Although it is good to have new amenities for the patients, running a company on credit is not always what is best. There is a large need for the Patton – Fuller Community Hospital to watch spending and decrease their financial debts. References Apollo Group, Inc. (2013). Patton – Fuller Community Hospital. Annual Report 2009. Apollo Group, Inc. (2013). Patton – Fuller Community Hospital. Balance sheet as of December 31, 2009 and 2008. Apollo Group, Inc. (2013). Patton – Fuller Community Hospital. Statement of Revenue and Expense 2009 and 2008. Financial Data Analysis Financial Data Analysis Daphnnee Johnson HCS 577 March 18, 2013 Sharon Gomes-Sanders Financial Data Analysis After reviewing the balance sheet for Patton-Fuller Hospital for 2008 and 2009, there are significant differences that are noticeable. The retained earnings (or â€Å"Net Worth† or â€Å"Unrestricted Fund Balance†) drastically decreased from 2008 to 2009 (Apollo Group, 2006). The dollar amount decrease is -209,471, this makes a decrease of over 65%. Long-term debt increase to more than 116% from 2008 to 2009 as well (Apollo Group, 2006). This is a massively huge increase.Total current liabilities also increase as a whole by 184. 09% (Apollo Group, 2006). Major differences are also noted on the statement of revenue and expenses. The operating income decreased by 98% from 2008 to 2009 (Apollo Group, 2006). Net income also decreased between these years by the same percentage. Non-operating income decreased by 77% as well. The total revenue and expenses all seem with in normal range, but the operating income, non-operating income, and net income all have decreased and drastically (Apollo Group, 2006). The total revenue increased by 10% that is $41,668. The expenses increased by $25,869 or 5. 1%. These all seem like reasonable slight increases (Apollo Group, 2006). Many factors can contribute to why there are so many fluctuations and changes between 2008 and 2009. This information usually can be found in the organization’s annual report. Upon reviewing the Patton-Fuller Community Hospital’s annual report, I could deduct some possible explanations for the drastic change in numbers from 2008 to 2009 (Apollo Group, 2006). One possible explanations is, â€Å"Utilities and other costs – contracted maintenance, some professional fees, and computer and other usage fees – do not fluctuate† (Apollo Group, 2006, p. ). This would be an accurate reason the revenue seems so different. Another factor that made Patton-Fuller C ommunity Hospital’s numbers change so drastically between the two years is the passing of the hospital’s benefactor, Abigail Baderman (Apollo Group, 2006). This occurred in 2008, but in 2009 in accordance to her will, the hospital received a money donation from her estate. This $1,000,000 donation is noted as an unrestricted donation (Apollo Group, 2006). This unrestricted donation is recorded on the Interim Statement of Income in December 2009 (Apollo Group, 2006). Declines in the stock market and real estate markets resulted in a sharp drop in the return on investment income. This caused PFCH to reassess the value of its investments and, on their auditors’ advice, to write down those assets (Apollo Group, 2006, p. 3). Another reason the number were so drastically different was because every December Patton-Fuller Community Hospital conducts an annual inventory (Apollo Group, 2006). When the hospital conducted its inventory their expenses for their supplies wer e way underestimated by about a million dollars (Apollo Group, 2006).So this had to be added on as a cost to December’s statement. This underestimate of supply expenses made January to November’s reports not correct, so December had to report the actual figures (Apollo Group, 2006). Therefore, December looked like it was a crazy month for the hospital. â€Å"Following the favorable settlement of some managed care contract disputes, net patient revenue increased by 9% over the previous year, with an average 6% increase in expenses. However, the new arrangement allowed slower payment by the managed care companies, and Patient Accounts Receivable have risen sharply† (Apollo Group, 2006, p. ). The Board at Patton-Fuller wanted to take advantage of a heavy discount on new equipment so they moved some money around to purchase the discounted equipment (Apollo Group, 2006). This was possible by using cash and releasing restricted assets, and borrowing as necessary (Apol lo Group, 2006). â€Å"Declines in the stock market and real estate markets resulted in a sharp drop in the return on investment income. This caused PFCH to reassess the value of its investments and, on their auditors’ advice, to write down those assets (Apollo Group, 2006, p. 3). In conclusion, there were some drastic difference between the ears 2008 and 2009 on both the statement of revenue and expenses as well as the balance sheet. However, all of these significant changes, whether they are positive or negative changes can all be accounted for by various factors. Some of the factors included a generous donation of a million dollars, favorable settlements of managed care contract disputes, investments in new, discounted equipment, and the underestimation of the supply expenses. References Apollo Group. (2006). Patton-Fuller Community Hospital [Multimedia]. Retrieved from Apollo Group, HCS577 – Financial Management in Health Care website.

Skin Cancers essays

Skin Cancers essays There are three different types of skin cancer which consist of melanoma, basal cell carcinoma, and squamous cell carcinoma. Melanoma is a cancer in the pigment-producing cells in the skin. Melanoma is the eighth most common cancer in the United States and causes 1-2% of all cancer deaths. The way to decrease your chance of developing melanoma is to recognize if you are at risk. Ways that you can tell if you are at risk is if you have a mole thats changing, having a mole that is more than 15cm in diameter and has been present since birth, white raced, a prior skin cancer, a close family member with melanoma, using a tanning bed ten times a year or more before age 30, more than 50 moles on your body, and the tendency to burn and freckle instead of tan. These are some different ways to prevent melanoma always use sunscreen with at least an SPF of 15 whenever in the sun and if you recognize any risk factors talk to a doctor. Treatment of melanoma starts with excision of the lesion also taking at least a 1 cm border of healthy tissue around it. To make sure the cancer hasn't spread to other areas of the body, a chest x-ray is taken and a lab test checking the liver is also done. Depending on several factors, sometimes lymph nodes in the area are removed and examined to see if they contain cancerous cells. The best treatment is to remove the cancerous tissue if possible. Sometimes, chemotherapy is used along with removal. Radiation therapy is generally not helpful. Basal cell carcinoma arises in cells called basal keratinocytes in the deepest layer of the epidermis hair follicles, and sweat ducts. Basal cell carcinoma is the most common type of skin cancer. It occurs more often in men than in women. Most basal cell carcinoma is seen after the age of 40, but those seen in patients who are younger than 35 tend to be more aggressive. Some common risk factors for basal cell carcinoma include chronic sun exposure mainly to UVB radiation bu...

Free Essays on Hamlet, A Detaled Summary

The play Hamlet, written by William Shakespeare is about a son’s revenge for his father’s murder and the catastrophe of the ensuing events. This overwhelming adventure of tragedy and deep thought has entertained generations for over four centuries. Like must of Shakespeare’s plays, he uses philosophical thinking characters. Unlike Shakespeare’s other plays there are numerous questions that remain unanswered at the end of the play. The foremost and arguably the most important question could be â€Å"Is Hamlet actually crazy?† Is he faking his mental balance, or has he actually gone of the deep end? That sole question continues to question many brilliant minds, and remains unanswered. Therefore, as we begin, the play is set in Denmark, during the Middle Ages, where the house of Hamlet rules all of Denmark. The story begins with Francisco, a soldier standing watch outside the gates of Elsinore Castle, meeting Barnardo who has arrived to replace him. Marcellus, another guard, and Horatio, a scholar and friend of Hamlet, soon joins Francisco and Barnardo. Horatio has been brought along due to Francisco and Barnardo’s claim to have seen a ghost while on watch. While Barnardo describes to Horatio exactly what he has seen, the ghost appears in front of them. Horatio tells Barnardo that the ghost looks like the deceased King Hamlet, also known as Old Hamlet. Horatio tells Marcellus that he will enlighten young Hamlet, the Prince of Denmark and the son of King Hamlet, that a ghost keeps appearing in the shape of his father. Marcellus knows where young Hamlet is and leaves with Horatio to find him. Queen Gertrude, other lords, and attendants in the castle accompany King Claudius, who has assumed the throne since his brother King Hamlet died. He addresses the people, telling them that although his brother’s death is fresh in their minds, it is time for them to rejoice his royal marriage to Queen Gertrude, who was also his brother’s... Free Essays on Hamlet, A Detaled Summary Free Essays on Hamlet, A Detaled Summary The play Hamlet, written by William Shakespeare is about a son’s revenge for his father’s murder and the catastrophe of the ensuing events. This overwhelming adventure of tragedy and deep thought has entertained generations for over four centuries. Like must of Shakespeare’s plays, he uses philosophical thinking characters. Unlike Shakespeare’s other plays there are numerous questions that remain unanswered at the end of the play. The foremost and arguably the most important question could be â€Å"Is Hamlet actually crazy?† Is he faking his mental balance, or has he actually gone of the deep end? That sole question continues to question many brilliant minds, and remains unanswered. Therefore, as we begin, the play is set in Denmark, during the Middle Ages, where the house of Hamlet rules all of Denmark. The story begins with Francisco, a soldier standing watch outside the gates of Elsinore Castle, meeting Barnardo who has arrived to replace him. Marcellus, another guard, and Horatio, a scholar and friend of Hamlet, soon joins Francisco and Barnardo. Horatio has been brought along due to Francisco and Barnardo’s claim to have seen a ghost while on watch. While Barnardo describes to Horatio exactly what he has seen, the ghost appears in front of them. Horatio tells Barnardo that the ghost looks like the deceased King Hamlet, also known as Old Hamlet. Horatio tells Marcellus that he will enlighten young Hamlet, the Prince of Denmark and the son of King Hamlet, that a ghost keeps appearing in the shape of his father. Marcellus knows where young Hamlet is and leaves with Horatio to find him. Queen Gertrude, other lords, and attendants in the castle accompany King Claudius, who has assumed the throne since his brother King Hamlet died. He addresses the people, telling them that although his brother’s death is fresh in their minds, it is time for them to rejoice his royal marriage to Queen Gertrude, who was also his brother’s...