Our Previous Samples

The following composition states and supports the idea that the Columbian Exchange resulted in more positive effects rather than negatives in the scope of foods and diseases between Afro-Eurasia and the Americas because of the newly added varieties of crops and animals for food traded by the Europeans and the Amerindians. The seven sources that were used in this composition offer objective, comprehensive information about the happenings in the Columbian Exchange and the effects thereof on the people that would be living on the American continents from then on. They explore both positive and negative immediate and long-term effects due to this global exchange. However, they have different points of primary interest. The works of Alfred Crosby are more oriented to discuss the biological effects of the Columbian Exchange rather than the food-related; Malone, Gray, Ross, and Ryan and Carney tend to focus on the food- and goods-related aspects; and McNeill and Mann cover both aspects equally.

The Columbian Exchange was the trade of goods and diseases between the Amerindians and the Europeans. It began when Christopher Columbus, the titular explorer, made his first journey to the Americas in 1492. The new crops and livestock introduced to each landmass thrived in their new environments and added variety to peoples’ diets, but diseases, an adverse transferee of the Exchange, caused mass die-offs in the native population, but not the Europeans because the Amerindians had many fewer diseases to share. The vast majority of these diseases were Old World diseases for several reasons. The Amerindians had gone to the New World over the Beringian Land Bridge, which existed in a period of mass glaciation, whose cold eliminated the risk of most diseases.

The peoples who would later become the Europeans did not experience this effect to such a degree as they were in regions of higher temperatures and had greater populations to share diseases. The people settling in the Americas were isolated from Afro-Eurasia for millennia, so they never acquired the plenty of diseases that were shared among the interconnected Afro-Eurasians for a great period of human history that allowed a variety of diseases to develop. Some of these diseases include smallpox, measles, chickenpox, influenza, malaria, and yellow fever, all of which were easily lethal to the Native Americans.

However, these natives developed immunity and grew in population because of the food variety provided by the Europeans and overcame this obstacle. Furthermore, while disease was a significant negative effect of the material exchange between the Old World and the New World, a greater quantity of favourable goods were traded. The aforementioned favourable effects included different domesticable animals and plants, such as pigs, cattle, and Old World crops such as wheat, barley, rice and turnips. The horse was one of the animals introduced to the native population, for now natives could hunt much more effectively and efficiently for large groups of animals or be more powerful in combat (Malone, Gray, Ross, Ryan).

Between the Old World and the New World in the Columbian Exchange many species of animals, domesticated and on occasion wild, were sent. There were multiple animals that were shipped between the landmasses that would impact the normal tactics of work and combat of the New World. For instance, there was the “transformation of the grasslands and revolutionizing of labor,” the many cattle that would pull plows for farming (Malone, Gray, Ross, Ryan). As a result of this trade across the Atlantic, we can see the difference between the domestication levels of the natives compared to that of the whites.

The “difference between the animals on the different sides of the Atlantic was extraordinary… The natives only had a few animal servants…he (Christopher Columbus) brought horses, dogs, pigs, cattle, chickens, sheep, and goats” (Malone, Gray, Ross, Ryan). In addition to all of this, the greatest impact of these new animals was the new food opportunities. The pigs brought from Europe “reproduced the fastest and served as meat for the explorers” (Malone, Gray, Ross, Ryan) and other than that they were also found all over the new land in a short period of time. Cattle was brought as well, for they had multiple purposes for their original people. They were used for both food and for their hide, which was often shipped back to the motherland.

Not only did the Europeans and the native Americans exchange animals, but crops were also traded between the two populations. The three main plants that were bartered were sugarcane, maize, and potatoes. Sugarcane could be transformed into sugar, which became a commodity of this time period. Like cattle it was multipurposeful, for it could be “used in coffee, tea, chocolate, and rum” (Malone, Gray, Ryan, Ross). Maize was also quite important in this exchange between the Old and New World. Maize, or American corn, was used for a variety of reasons, like its ability to be store/dried, could be successfully cultivated in numerous regions, and also its similarity to wheat. This crop could be grown quickly and in other places that wheat could not.

The last major crop were potatoes. Potatoes were useful because of their resistance to certain weather conditions, and were “cheap food for sailors” (Malone, Gray, Ryan, Ross). Because of this introduction to this new plant, many European countries, like Ireland, became quite dependent on it.

Disease was by far the most devastating effect to come out of the Columbian Exchange. Prior to the arrival of Europeans, America was mostly disease free due to the cold involved in the Bering Land Bridge and the last glaciation period. Disease was transmitted largely by unfamiliar European domesticated animals, causing the introduction of a myriad of diseases such as smallpox, measles, mumps, whooping cough, influenza, chicken pox, and typhus (McNeill). Results of the epidemics were staggering: Millions of natives died from these diseases because of their lack of immunity to them. A consequent labour shortage for the Europeans occurred, and this was one of the major causes for the European utilisation of African slaves.

However, the reduced native population, and the overall reduced human population existing in the Americas, resulted in environmental recovery: animals that were previously hunted rebounded in numbers, and forests that were cut and burnt down regrew (McNeill). Though disease caused many problems, the new variety of crops, animals, and plants that changed both Europe and America for centuries to come outweigh those problems. The biological and economic effects are just as positive as the disease introduction was negative. Columbus had goals of introducing crops that could flourish. Grains such as wheat, barley, and rye were brought to the Americas. Mediterranean crops such as sugar, bananas, and citrus fruits also fared well. Crops such as rice, cotton, and tobacco helped America economically. It provided the basis for slave labor to take hold in Americas. Though slavery negatively impacted Africa, it is undisputable that it positively impacted the Americas economically.

Like crops, animals were received just as well in Americas, albeit except for the disease. There were animals introduced for many purposes. Some were mostly for food, such as pigs, cattle, sheep, and goats. Aside from food, this also brought a change in American economy. There were economies based on ranching now. Others, notable the horse, held other purposes. The introduction of the horse to the Americas revolutionized life for Natives. It allowed for both transportation and for the more effective hunting of buffalos (McNeill).

Afro-Eurasia also benefitted. Amerindian native crops had significant impacts in Eurasia and South Africa. Crops such as potatoes and corn found importance in both Eurasia and South Africa. Corn found its way to be a staple crop in many regions including North Africa, Egypt, the Ottoman Empire, India, and much of Europe. Its biggest impact was in South Africa, however. It was the crop planted in almost 75% of the possible cropland. The potato also had a similar, if not greater impact. In Northern Europe, the crop flourished.

The success of the crop led to a population growth. This population growth led to a foundation for important developments such as the Industrial Revolution and European imperialism (McNeill). Lesser crops also saw importance. Almost everywhere in world, at least one American crop was introduced and complemented existing crops. “By the late 20th century, about one-third of the world’s food supply came from plants first cultivated in the Americas.” (McNeill).

Food in any form brought from Europe because very valuable to the settlers because of its rarity and because the Europeans were not accustomed to the food of the New World. One particular story is that of Antonio de Rivera and his several olive seedlings. He believed that his colony, an irrigated valley in Peru, would grow olive trees well, so on one of his trips between Spain and this colony he brought from the former many olive seedlings. Unfortunately for him and his settlement, only two or three survived the journey, so they became highly valuable and tightly guarded, to no avail–one was stolen and transported 500 leagues to Chile (Crosby). Even so, both locations were successful in developing a considerable olive oil industry in the fertile valleys along the Pacific coast of South America. This is just one of the stories in which some crop was thoroughly utilized.

Disease of any sort was very deadly to almost every population located in the Americas, whether they were located on the coast or more inland. One example of this would be the destruction of the aborigines of Española and their Caribbean neighbors in the 1520’s (Crosby). The Europeans under the rule of Christopher Columbus arrived at the Americas, and came in contact with the natives there. New diseases were brought to the attention of the natives and the population started to spike down, for these diseases had never been encountered by any of the native populations that came in contact with the arriving Europeans.

As a result, the aborigines were decimated, as well as “their Arawak brothers in Cuba, Puerto Rico, and Jamaica (Crosby) followed them into oblivion shortly after” (Crosby). Inadvertently European brought their diseases, and they did not realize that they had introduced them to the native population because they had already been immune to them and had not paid any attention to them. Because of these deadly diseases, the natives were murdered, and it was hard for Columbus to take any natives back as slaves to the Queen of Spain.

The explorations of 1492 and onward helped to reconcile the separation between the Americas and Eurasia. Crops, domesticated animals, and pathogens all were brought west to the New World. Amerindian crops made their way to Eurasia and Africa as well. Almost all Old World crops, plants, and animals thrived in the New World environment. The exportation of Amerindian animals did not have the same impact as Amerindian crops or Old World crops and animals. Maize, potatoes, squashes, chiles, and cassava became a staple crop for hundreds of millions of Europeans, Africans, and Asians.

These crops also allowed for a population growth in the Old World. The Old World and New World environments were both similar. Plants, crops, and animals were all adapted to the New World environment. However, the New World was not adapted to Old World germs and pathogens, which caused an initial decrease in population. However, as time passes, the population recovers (Crosby). Because the population recovered, the Old World and the New World exchanged crops and animals for free. Therefore, the positive effects of the exchange were achieved for little drawback.

For a long time biodiversity has been caused by the geographic separation of different species of life and sublife (viruses) (Crosby). The linking between the Old World and the New World began during the last period of glaciation when the Bering Land Bridge was elevated higher than the sea level and animals were able to cross. Humans also crossed in pursuit of prey, but while there was exchange between the two worlds, it was very minute and did not involve plants. The next exchange was when the Vikings discovered the New World, but this exchange was also small-scale and insignificant to the course of history (Crosby).

However, the most significant exchange was that of when Christopher Columbus, an explorer who sought to bring wealth and power to his country, stumbled upon the Americas. From the Old World–Europe, Africa, and Asia–and from the New World–North America and South America–he and the subsequent European New World explorers passed back and forth an enormous variety of plants and animals, resulting in drastic changes in the ecosystems of both environments and in the diets of the peoples of the two landmasses (Crosby).

The Columbian Exchange included more than an exchange of plants and animals. There was also and exchange of cropping systems (Carney, 2001). The introduction of certain crops to the New World during the Columbian Exchange also introduced a need for labor to work those crops. Due to disease decimating much of the native population, a new labor source had to be found in the form of coerced labor from Africa. Rice accompanied African migrants to the New World and those migrants planted the rice wherever they saw fit.

Not only did the Columbian Exchange effect the native population of the Americas, but also the motherland of the explorers. For the crops brought back to Europe began to be planted and mass produced. For example in the Mediterranean region of Europe, the plants maize and beans were beginning to be seen in the rural areas. “Plots of American maize in Italy, carpets of American beans in Spain” (Mann). In Europe we also some nations starting to become dependent on some American crops. Ireland is a perfect example of this crop dependence.

The American potato was their primary source of food, and it was also one of their best exports to the world. But when the winters started to become more and more devastating, as well as longer, the potatoes started to stop growing, and as a result when the Potato Famine occurred most of the people of Ireland had little to no food. This led to a vast decrease in the population, but this only occurred in those nations that were too dependent on their crops. For the rest of Europe witnessed an increase in development and industrialization because of the increase in agricultural activity (Mann).

This is why the Columbian exchange is seen as one of the most important events since the extinction of the dinosaurs, for there was a great exchange of plants the would spread all around the world (Mann). “The Columbian Exchange…is the reason there are tomatoes in Italy, oranges in the United States, chocolates in Switzerland, and chili peppers in Thailand” (Mann).

Perhaps the most prominent effect the Columbian Exchange had on the world was the emphasized differences and importance of race. In the Americas, the race was more fluid. The Spaniards born in Spain (peninsulares) were at the top of the hierarchy (castas), followed by those born in the Americas (creoles), those born of mixed-race unions (mestizos), the indigenous peoples (Indians), and slaves. Though it was difficult, there was fluidity in this system and blood did not all have to do with your social status.

As suggested by the comprehensive analyses of the Columbian Exchange provided by the seven sources used in this paper, it is evident that the Columbian Exchange was indeed beneficial to all parties involved in that period of time as well as for the future. The variety of animals, plants, and diseases that were transferred between the populations, one being the natives and the other the Europeans, impacted society at that specific time period and still does today. While disease may have been a detriment to the peoples of the New World and a nuisance to those of the Old, they were able to recover and resist the ailments. Furthermore, the new foods available to their disposal improved their diets and consequently their health, thus allowing them to overall benefit as societies from the Columbian Exchange.

Keep in mind:
This is only a sample.

Get a custom paper now from our expert writers.

But, to completely contradict this, deadly diseases that the native population had not yet experienced and become immune to were also traded between the Old World and the New World. As a direct result of this, the population of the Americas decreased, although as time passed, the population recovered. The Columbian Exchange provided Europe with the necessary variety of food to create a population growth and food surplus to begin urbanization and industrialization. If the Columbian Exchange had not happened, Europe’s ability to industrialize would have decreased, and it would have been a possibility that the Industrial Revolution might not have occurred. As a result of this exchange we can see that both of the civilizations were affected, whether it was positively or negatively.

Works Cited

1. Crosby, A. W. (1972). The Columbian exchange: Biological and cultural consequences of 1492. Greenwood Press.
2. Carney, J. A. (2001). African rice in the Columbian exchange. Journal of African History, 42(3), 377-396.
3. Mann, C. C. (2011). 1493: Uncovering the new world Columbus created. Vintage.
4. Malone, C., Gray, J., Ross, M., & Ryan, M. (2016). American passages: A history of the United States, brief. Cengage Learning.
5. McNeill, J. R. (1992). The Columbian exchange: Biological and cultural consequences of 1492. Journal of Interdisciplinary History, 23(3), 556-557.
6. McNeill, J. R. (1998). The Columbian exchange: Biological and cultural consequences of 1492. In R. I. Rotberg & T. K. Rabb (Eds.), The origin and nature of the American people (pp. 53-67). Harvard University Press.
7. McNeill, J. R. (2010). The Columbian exchange: Biological and cultural consequences of 1492. In S. Pomeranz & K. Topik (Eds.), The world that trade created: Society, culture, and the world economy (pp. 11-23). Routledge.
8. McNeill, J. R. (2011). The Columbian exchange: Biological and cultural consequences of 1492. Journal of World History, 22(2), 251-254.
9. McNeill, J. R. (2012). The Columbian exchange: Biological and cultural consequences of 1492. Reviews in American History, 40(4), 640-642.
10. McNeill, J. R. (2013). The Columbian exchange: Biological and cultural consequences of 1492. The Journal of Economic History, 73(1), 365-367.

Table of contents

1. Working Bibliography
Scholarly ReferencesLegal ReferencesOther References

In this analysis, we criticized the Rationale and the Curriculum of the Philippine Kindergarten Education (PKE, hereafter) on the basis of self-consistency and consistency with recent related literature, respectively. Our analysis revealed that the Rationale, as well as the Timing and Duration, of the PKE, contradicts with the book cited therein.

Moreover, we also showed that the Philippine Kindergarten Curriculum (PKC, hereafter) prioritizes Language Competency over Mathematical Competency. However, the long-term advantages or disadvantages of the former are still controversial according to recent related literature while those of the latter are conclusively in favor of its long-term advantages. Hence, on the basis of recent related literature, the PKC is most likely inefficient. Therefore, we recommend that concerned persons, e.g. lawmakers and educators, re-examine both the Rationale and the Curriculum of the PKE in order for them to be self-consistent, consistent with each other, and consistent with recent related literature.

On January 20, 2012, the Philippine government, in accordance with the Millennium Development Goals, as well as the Education for All campaign, for 2015, implemented the Kindergarten Education Act of 2012, providing free but mandatory early childhood education to all five-year-old children. Despite its good intentions of complying with international standards, the said act and the curriculum therein seem to be internally inconsistent and rest on controversial scientific bases.

We examine the justification for implementing a mandatory, nationwide kindergarten education in the Philippines to expose its hidden contradictions with itself and with the Duration and Timing of the Philippine Kindergarten Education (PKE, hereafter). Moreover, we analyze the distribution of Learning Competencies across academic subjects in the highly academized Philippine Kindergarten Curriculum (PKC, hereafter) to reveal its inefficiency. We expect that such criticisms shall motivate and provide directions for the succeeding revisions of the PKE.

Our analysis is primarily focused on theoretical criticisms of the Kindergarten Education of 2012. In particular, we did not scrutinize the sufficiency of requisite resources of the Philippines to justify the assumptions of the PKE and PKC. Moreover, we did not discuss the practical implications of the contradictions and inefficiencies pointed out herein. Finally, we did not present specific recommendations to address the contradictions and inefficiencies pointed out herein. Moreover, our criticisms are not exhaustive, and we recommended an additional possible angle of criticism.

In analyzing the PKC, we assume that the relative emphasis given to a particular subject, or group of subjects, is directly proportional to the number of learning competencies allocated thereto relative to others. We report relative emphasis in terms of percentages. Moreover, we assume that any reference cited in the Rationale is ought to be consistent with the Rationale itself and with the PKC. Finally, we also assume that it is deemed more efficient to implement universal policies based on more established scientific results rather than those based on controversial ones.

The Rationale of the Omnibus Policy on Kindergarten Education of 2016, as well as the Duration and Timing of the PKE, contradicts with the book cited therein while the distribution of Learning Competencies across academic subjects in the highly academized PKC is most likely inefficient on the basis of recent related literature.

Long-Term Positive Effects of the Philippine Kindergarten Education In the 2nd Rationale of DO No. 47, s. 2016, it was stated that “… early childhood education is the key to success in later school and in life. According to Reynolds, long-term effects include a reduction in remediation and assignment to special education, an increase in high school graduation rates, higher rates of employment, and lower instances of crime.” Although Reynolds did acknowledge that early childhood interventions by small-scale model programs positively affect childhood development in the long run, he admitted that it is not yet known in his time whether or not large-scale programs, e.g. the PKE, promises the same benefits. Moreover, the above said benefits were long-term effects of the former and not of the latter. Hence, it seems that DepEd either misinterpreted his statements or took it out of context. Therefore, the conclusiveness in the Rationale and the inconclusiveness in the statements of Reynolds form a contradiction.

The PKE lasts for one year and starts at age five. However, Reynolds explicitly admitted that one to two years of large-scale pre-school intervention is insufficient to produce positive long-term effects on children. Moreover, he noted that even three years of small-scale model pre-school intervention is also insufficient to produce positive long-term effects on children. Furthermore, he stated that the most cited early intervention programs in his review were model intervention programs which start from birth right up to age eight. Therefore, the timing and duration of the PKE and the statements of Reynolds form a contradiction.

Highly Academized Philippine Kindergarten Curriculum The PKC is highly academized with a relative emphasis of 61.05% in the Standards and Competencies for Five-Year-Old Filipino Children, hereafter, and 69.58% in Learning Competency Breakdown and 79.75% in Quarterly Progress Checklist in DO No. 47, s. 2016 for academic subjects. However, recent studies disagree as to whether a highly academized pre-school curriculum is advantageous or disadvantageous. Nevertheless, play-based instruction may negate the potential negative effects of a highly academized preschool curriculum. Fortunately, the PKE utilizes such a play-based approach. Therefore, the play-based PKE justifies the high academization of the PKC.

The PKC also has a strong emphasis on Language Competency with a relative emphasis of 34.39% in DepEd, 33.75% in Learning Competency Breakdown, and 40.51% in Quarterly Progress Checklist in DO No. 47, s. 2016, respectively. Moreover, Reading is the most emphasized sub-competency with a relative emphasis of 10.88% and 13.92% in the Learning Competencies breakdown and the Quarterly Progress Report, respectively, in DepEd.

However, research suggests that teaching kindergartens how to read does not conclusively benefit them in the long run. On one hand, studies conclude that teaching kindergartens how to read positively affects them in the long run. On the other hand, studies conclude that teaching kindergartens how to read shows no significant positive long-term effects. A hint of evidence even shows that teaching kindergartens how to read may negatively affect them in the long run.

Meanwhile, it is conclusive that emphasizing Mathematical Competency the most in kindergarten positively affects students in the long run. However, Mathematical Competency in the PKC is significantly less emphasized than Language Competency. The relative emphasis of the Mathematical Competency is nearly half that of the Language Competency in DepEd while nearly two-thirds in DO No. 47, s. 2016. Hence, the PKC fails to emphasize enough the more conclusively beneficial academic competency while emphasizing the most controversial one. However, it is still important to make a reservation for the likelihood that future findings report in favor of the PKC. Therefore, the distribution of Learning Competencies across academic subjects in the highly academized PKC is most likely inefficient.

In conclusion, both the Rationale and the Timing and Duration of the PKE contradict with the book cited in the Rationale itself. Moreover, despite being justified by the play-based PKE, the PKC is most likely inefficient, for failing to emphasize Mathematical Competency the most while allotting a considerable number of learning competencies to the most controversial one, i.e. the Reading Sub-Competency.

Keep in mind:
This is only a sample.

Get a custom paper now from our expert writers.

On the basis of the arguments above, there is a strong need for concerned persons, e.g. lawmakers and educators, to re-examine both the Rationale and the Curriculum of the PKE in order for them to be self-consistent, consistent with each other, and consistent with recent related literature. Moreover, we encourage critics to explore a possible contradiction between Reynolds’s definition of early childhood intervention and the universal nature of the PKE. Finally, we recommend that critics consider the practical implications of the contradictions and inefficiencies pointed out herein.

Working Bibliography

Scholarly References

1. Bassok, D., Latham, S., & Rorem, A. (2016). Is Kindergarten the New First Grade? AERA Open, 4(1), 1-31. https://doi.org/10.1177/2332858415616358.
2. Carlsson-Paige, N., McLaughlin, G. B., & Almon, J. (2015). Reading instruction in kindergarten: Little to gain and much to lose. Jamaica Plain, MA: Defending the Early Years/Alliance for Children.
3. Claessens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115, 1-29.
4. Clements, D. H., & Sarama, J. (2011). Early childhood mathematics intervention. Science, 333(6045), 968-970. https://doi.org/10.1177/2332858415616358 https://doi.org/10.1177/2332858415616358
5. Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101.
6. Ehri, C. (2012). Why is it important for children to begin learning to read in kindergarten? Edited by Sebastian Suggate and Elaine Reese. Contemporary debates in child development and education. Abingdon, UK: Routledge, Taylor & Francis. pp. 171-180.
7. Lillard, A. and Else-Quest, N. (2006). Evaluating Montessori education. Science, 313, 1893–1894
8. Lonigan, C. & Phillips, B. (2012). Understanding the contributions of early academic skills to children’s success in school. Edited by Sebastian Suggate and Elaine Reese. Contemporary debates in child development and education. Abingdon, UK: Routledge, Taylor & Francis. pp. 181-190.
9. Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. New York, NY: Alliance for Childhood.
10. Reynolds, A. (2000). Success in early intervention: The Chicago child-parent centers. Nebraska: University of Nebraska Press.
11. Suggate, P. (2012). Watering the garden before the rainstorm: The case of early reading. Edited by Sebastian Suggate and Elaine Reese. Contemporary debates in child development and education. Abingdon, UK: Routledge, Taylor & Francis. pp. 181-190.
12. Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352-360.

Legal References

1. DepEd Order No. 32, s. 2012, Implementing Rules and Regulations of Republic Act (RA) No. 10157
2. Otherwise Known as The Kindergarten Education Act, 2012.
3. DepEd Order No. 47, s. 2016, Omnibus Policy on Kindergarten Education, 2016.
4. Republic Act 10157, An Act Institutionalizing the Kindergarten Education into the Basic Education System and Appropriating Funds Therefor, 2nd Regular Session, 15th Congress, 2012.

Other References

1. Department of Education (2016). Standards and Competencies for Five-Year-Old Filipino Children. Retrieved March 14, 2019, from http://www.deped.gov.ph/wp- content/uploads/2019/01/Kinder-CG_0.pdf.

Table of contents

1. Introduction
2. Positive,  Negative Impacts
3. Conclusion

Introduction

Several aspects define globalization, and it has a broad meaning that mainly dwells on the changes occurring on the social, economic, and political lines in the world today. According to Sassen (2015), globalization has made the world presume a single nation. In business, globalization has transformed the world economy by making the world look like a single village. Transactions are easy to make, and likewise, goods can be purchased with much ease. However, globalization has brought in some negative implications in different critical sectors in the world. This paper seeks to explore both the negative and positive impacts of globalization in the global economy.

Positive,  Negative Impacts

Positive

Researchers have found that globalization has created efficient markets for investors while improving the living standards of the consumers (Crane, and Matten, 2016). Markets have been opened for investors all over the world to provide customers with what they are willing to sell. This has allowed expansion of business globally since bigger sales guarantees profits which are rolled back to the firm to increase investments. Through globalization, investors have also outsourced goods and services which have enabled them to reduce the cost of production. Consequently, they have expanded their sales and consumers have a wide range of goods and services available for them at affordable process.

According to Crane and Matten (2016), globalization has increased competition amongst the producers. The producers are competing for a hold of the economy. Venturing across international borders forces investors to abide by the global market standards of goods. Fighting for a market share together with adherence to global standards has compelled the companies to improve the quality of their goods. The availability of high-quality goods has allowed consumers to choose from a wide range of options. The existence of competition has also led to lowered prices of goods and thus improving the living standards of the persons living in third world countries.

Negative

A critic of globalization has pointed out that it has negative impacts that are detrimental to third world countries in various ways (Clark, 2014). They have argued that the rise in globalization has exacerbated income inequalities. The income inequality has created a rift between the industrialized and less industrialized nations.

Income inequality has risen since the industrialized nations are the main investors and thus they are the main beneficiaries while the third world countries will just have the opportunity of buying cheap goods while profits are taken to develop the mother countries of investors. The domination of the global commerce by transnational companies compounds the poor development in their area of development since they maximize on profits.

Conclusion

From a superficial analysis, globalization has brought forth greatness to the world economy as well as demeaned the developing nations. Though it is accompanied by weaknesses, globalization has managed to liberate and change the world economy by a greater margin. The weakness of globalization can be managed by putting in place the necessary policies that would bring to an end its negative implications.

While presenting a lecture at the University of Massachusetts, the Nigerian novelist Chinua Achebe expressed his alienation from the imperialist and patriarchal themes of Heart of Darkness, famously decrying Joseph Conrad’s novel as the work of “a bloody racist”. Provocative and influential, Achebe’s criticisms served as an impetus for a range of theoretical perspectives on the implications of Conrad’s work, with some feminist critics suggesting that his narrative displays misogynist overtones through its exclusion of women. Writers such as Nina Pelikan Straus and Leslie Heywood identify an exclusive sense of “brotherhood” shared between a male author, male characters, and a largely male readership. This fraternity, they argue, is largely the result of Conrad’s use of overtly masculine language, coupled with his flat and superficial portrayal of female characters and the feminine domain. However, it is important to recognise that the world of masculine activity depicted in the novel is far from ideal; rather, it is one of futility, psychological degradation, and shameful cruelty. As such, interpreting the protagonist’s narration on a superficial level undermines the powerful scepticism at the core of Heart of Darkness and neglects the author’s notable unease with dominant British narratives. Furthermore, it could be claimed that several female characters play an instrumental – albeit understated – role in the narrative; for example, Marlow’s aunt secures his employment as a riverboat captain. When these factors are taken into account, it becomes apparent that Conrad’s female characters are vital to his bitingly satirical critique of the characteristically masculine domain of imperialism and exploitation.

Taking the form of a “tale within a tale”, the story is recounted to the reader through an unnamed male companion of the protagonist, Charles Marlow. Several critics have claimed that Marlow relates his tale using a constricted, overly “male” form of language which largely alienates female readers. For example, he adopts the phallic metaphor of penetration when recalling his journey up the Congo River: “We penetrated deeper and deeper into the heart of darkness” . By describing his mission in sexual terms, Conrad implicitly associates women with “darkness”, a word laden with connotations of confusion and ignorance. To a female reader, this excessively masculinised language may render the text inaccessible, an impression reinforced by Conrad’s overt association of Kurtz’s mistress with the wilderness: “savage and superb, wild-eyed and magnificent”... “She stood looking at us without a stir, and like the wilderness itself” . In this instance, Conrad is clearly equating black women with raw “nature”, thus evoking stereotypical images of unruliness and uncontrolled sexuality, which, in turn, contrasts sharply to the chaste “whiteness” of Kurtz’s Intended (“This fair hair, this pale visage, this pure brow, seemed surrounded by an ashy halo from which the dark eyes looked out at me”) . Consequently, through the text’s fetishisation of the native woman’s “wild-eyed” and “savage” nature, Africa itself becomes a primitive female body, thereby perpetuating dominant patriarchal ideas associating women with a precarious sense of volatility and otherness.

Indeed, the perception of women as "otherworldly" comes to the fore at several points in the novel. While recounting his adventure on the deck of a ship – itself a symbol of masculine virility - Marlow declares to his male audience:

“It’s queer how out of touch with truth women are. They live in a world of their own, and there had never been anything like it, and never can be. It is too beautiful altogether, and if they were to set it up it would go to pieces before the first sunset. Some confounded fact we men have been living contentedly with ever since the day of creation would start up and knock the whole thing over”.

On the surface, this oft-quoted passage appears to subscribe to the popular notion of the time regarding the need for women to be protected from reality. However, it is necessary to scrutinise the author’s motive behind the inclusion of this challenging digression. Throughout the novel, it appears that, ironically, men are the people who “live in a world of their own”, with their oppressive imperial activities portrayed as being relentlessly cruel and fruitless. For example, Conrad exercises satiric distortion to great effect when he describes the unnerving sight of a French man-of-war firing aimlessly at an uninhabited stretch of coast: “There wasn’t even a shed there, and she was shelling the bush... In the empty immensity of earth, sky, and water, there she was, incomprehensible, firing into a continent” .

The absurdity of the western colonists’ actions illustrates the ineffectiveness of imperial warfare and exposes Marlow’s sexist ramblings as instances of great irony. As Cedric Watts claims, far from serving as an affirmation of the inability of women to relate to the real world, “The joke is on Marlow, as it was on the boy who cried wolf”. Indeed, if Conrad himself believed that a society under the influence of women would “go to pieces before the first sunset”, his vocal advocacy of female suffrage in the early twentieth century strikes the modern reader as remarkably incongruous. Therefore, it must be remembered that the speaker is not Conrad but Marlow, and, as such, Conrad is not directly responsible for his protagonist’s attitudes towards women. Rather than patronise the reader with a clinical and unambiguous account of Marlow’s African voyage, Conrad places the responsibility of moral judgment firmly in our hands through his skilful use of a doubly oblique narration. Consequently, the text’s portrayal of women is more subtle than some literary critics imply, and thus must be regarded with a degree of circumspection.

In any case, however, feminist critics have accurately underlined the lifeless and stylised form in which many of Conrad’s female characters take. As inhabitants of an overwhelmingly masculine world, women such as Kurtz’s mistress and the Intended are given an almost statuesque status, often merely serving as grotesque objects upon which men can flaunt their own material success: “she had brass leggings to the knee, brass wire gauntlets to the elbow, a crimson spot on her tawny cheek, innumerable necklaces of glass beads on her neck; bizarre things, charms, gifts of witch-men, that hung about her, glittered and trembled at every step” .

Kurtz’s mistress is given the description of an aesthetic object and is furthermore denied the power of speech, thus suggesting that she is merely a passive, ornamental entity of little significance to the wider plot. Even Conrad’s choice of names is telling – while the protagonist and Kurtz are named, the two central female characters are simply Kurtz’s “mistress” and “Intended”, titles which evince passivity and subservience. On the surface, therefore, it would appear that the novel is overwhelmingly preoccupied with the concerns and activities of men, with Conrad’s neglected female characters serving a superficial and largely decorative purpose.

However, to state that Conrad is embarking on a misogynist and patriarchal narrative would be to assume that the male characters in Heart of Darkness are portrayed in a positive light. As Douglas Brown articulates, “It seems perverse and sentimental to attribute to anyone except Marlow the notion that Kurtz represents a character to be admired... Yet a good deal of criticism appears to suppose simply this to be Conrad’s own view of the matter”. Rather than adopting a heroic status, Kurtz serves as a tragic product of the world of masculine activity in which he resides; he is a man who has been brutalized and corrupted as a result of racism, exploitation, and warmongering. In the light of this, it is likely that Conrad intended the dependability and faithfulness of women such as the Intended to act as a foil to the senseless foolishness and brutality of his male characters. This is made especially apparent during Marlow’s visit to Kurtz’s bereaved fiancée, where he praises the Intended’s “mature capacity for fidelity, for belief, for suffering”. While the world of men is unstable and corrupt, the world of women exudes a reassuring sense of loyalty and endurance, thus presenting the reader with an alternative to the destructive sphere of masculine activity.

Moreover, it is possible to develop this argument further and claim that women exert a great deal of power over the plot, both in a practical and symbolic sense. In spite of her naivety, for example, Marlow’s aunt succeeds in securing him a highly-regarded job as a captain. The importance of women to the novel is most strikingly demonstrated, however, through the bizarre and dreamlike sequence in which Marlow encounters two women knitting black wool shortly before his departure for Africa. Their “uncanny and fateful” manner prompts Marlow to speculate that they may be “guarding the door of Darkness” , thereby placing them in the symbolic and powerful role of sinister guardians of the other world. Indeed, the elder of the women, who regards two passing youths with a look of “unconcerned wisdom,” may in fact be the character who most resembles Conrad himself – a shrewd outsider, coolly observing the mindless folly of men in power, and the futility of their bellicose activities. While the importance of Conrad’s female characters is understated in Marlow’s account of his voyage, perhaps women are ultimately the driving-force behind much of the novel, with their wisdom and fortitude permeating even the most masculine of environments. Through his ambiguous and unobtrusive depiction of women, therefore, it is clear that “Conrad was not entirely immune to the infection of the beliefs and attitudes of his age, but he was ahead of most in trying to break free”.

Keep in mind:
This is only a sample.

Get a custom paper now from our expert writers.

In conclusion, while feminist criticism of the novel is largely rooted in legitimate concerns about the marginalised position of women and the protagonist’s use of distinctly masculine language, it would be inaccurate to view Joseph Conrad as a sexist writer, or Heart of Darkness as a misogynist novel. The masculine world of imperialism, with its futile acts of hypocrisy and oppression, is portrayed as an undesirable form of governance, and Conrad’s male characters are the subject of a sharply satirical critique. It is a novel about men; yet female characters are depicted in contrasting and richly diverse ways, with figures such as Kurtz’s intended and the sinister women in Brussels occupying a crucial role in the text’s exploration of the dark side of human nature. Therefore, to simply dismiss the novel as a “boys’ book” deprives the reader of an expressively pertinent insight into human morality, politics and psychology.

When listening to music which comes from regions such as South Asia, there are a lot of common aspects to their music and conduction of songs. To begin, specifically in the song ‘Vina Bheri’ there are a lot of instruments being utilized to create the overall rhythm of the song. I would say this song works together to form more of a rhythm for dancing than a melody.

The first instrument used in this song is very obviously the sitar, which is a instrument which is commonly found throughout music produced in South Asia, and is identified as an chordophone, due to the fact that it consists of several long cords stretched across a wooden body to produce its sound. The sound the sitar produces is very distinct and easy to tell apart from other chordophones because the sitar has a characteristic 'lush background drone' which is produced from its sympathetic strings resonating with the plucked string.

After that it is evident that there is also some use of membranophone in the song, because we hear someone hitting a very hollow sounding drum in the background. The instrument they use in their classical Indian music is very similar to bongos, but has some mild differences. The instrument is referred to as the tabla, and it made up of two connected drums, one bigger than the other that are played by beating one’s hand on the surface. The interesting thing about the tabla being played as a membranophone in the song is the fact that a lot more goes into playing them rather than just ‘beating them with your hand’. The hands and palms are utilized in complex configurations to create the vast variety of rhythms and sounds we hear in the song Vina Bheri. The complex configurations that produce the various sounds are reflected in mnemonic syllables; so a lot more thought is put into playing them than just ‘beating’ them.

Another interesting aspect to the song is the use of the singer’s voice. Often times we don’t think of voice as an ‘instrument’ as we would a guitar or flute, but the vocalist can manipulate and control their voice just as one would play an instrument. This is especially exemplified in the song Vina Bheri as we hear the singer’s voice go through various changes to reflect the pace and rhythm of the song. At times she utilizes methods that sound a lot like influences of throat singing where she is able to control the vibrations of her voice.

The singer’s voice plays a lot into the structure of the song, seeing as it starts off very slow and builds overtime inciting an element of suspense. In a lot of Indian classical music the themes of their songs revolve around Hinduism and great tales of Hindu deities. These performances which include music and dancing are referred to as ‘Raga’, where the performers dance to the classical music and dress up in elaborate festive wardrobes to depict these epic tales of the deities. They spend years mastering dances, which include various difficult facial muscle movements and finger movements. The songs range in pace, beginning slow as they enter into the story and when the story becomes suspenseful the music reflects that. I feel that this song abides by the structure of Raga because it utilizes the same genre of Indian music and is structured the same way where the pace speeds up over time and the instruments and vocal range also shift to accommodate the speed and tempo of the music.

I am evaluating a famous piece by Vincent van Gogh titled, The Starry Night. In this piece, I see the wind in the air, I see the stars in the sky as well as, the light that expels off of them. I see the beautiful little village below all the wonder in the sky that God created. The village is painted using dark colors but I find comfort in the light coming from the windows. Colors used to paint the village are brown, grey and blue. Each building in the small village is clearly outlined in black but my eyes are directed towards the stars and the moon in the sky.

The air and sky have patterns that kind of flow like a spiral or whirlwind and the hills and the sky seem to blend together. It looks as if it might be cold or windy outside. There is a presence in the sky that goes beyond the elements and far beyond what you can see. The village seems to be quiet and still while the sky and the things above seem to have their own agenda. It looks like the painting was done in the early hours of the morning. The painting is calm yet exciting. The sky in this oil painting looks like it reaches into the heavens.

The Starry Night is an oil painting created on a canvas. The original artwork was 29 x 36 ¼”. The colors in The Starry Night are largely different shades of blue as well as, yellow, white, black, green and brown. The oil painting seems to have its own unique flow and rhythm. It seems, as though, the air, hills and trees have a life of their own. The painting has lines and patterns made up of dots that give this oil painting uniqueness.

Analysis: The elements of design used in The Starry Night are composition, color, tone and brushstroke. The Starry Night is made of whirling clouds, shinning stars and an even brighter moon. These aspects gave this paining fluidity (smooth elegance or grace). The use of white and yellow in this art piece direct attention towards the sky and bring the piece together in unity by the dominant color blue. The cypress tree and church tower are made up of vertical lines that break up the composition without taking away from the beautiful night sky. Value plays a key role in the color scheme as well because there are multiple shades of blue in this oil piece. The brushstrokes are thick, visible and not smeared together. This makes the lines in this piece distinct. Texture in The Starry Night is most certainly present. You can feel the art without necessarily touching the art. The primary shape used in The Starry Night are circles. Attention is drawn to the sky which have many circles that seem to be in motion.

The principles of design used in the Starry Night are balance, proximity, repetition and contrast. The Starry Night is asymmetrical meaning the left and the right side are not identical to one another. Balance is achieved in this piece by contrast. Proximity is used in this piece by the spirals in the night sky surrounding the stars, moon and clouds. Repetition is used with the circular spiral shapes repeated in the night sky. I notice that shape, repetition and proximity are emphasized in this particular piece with the circles and spirals.

Interpretation: This morning when I woke up I didn’t particularly want to be alive. I wanted to choose a piece of artwork that was kind of dark in a comparable way to how I feel. I already feel like I am going through a dark season in my own life. Initially looking at this piece it felt dark to me. The dark mystical bush at the top of the hill gives me a sense of danger and makes me feel insecure. Somehow this piece and this art evaluation has lifted my spirits. The wind, stars and the moon seem to have God’s presence in the mist. The night sky which could have been even darker are quite bright for the night sky. This piece makes me feel secure with assurance that it might be nighttime but even during the night God is still there for me.

I know during this time in Vincent van Gogh’s life he was said to have found religion. He was in an asylum, hallucinating and having mental problems in his own life. In a storm in his own life he created this masterpiece and it is very cool how it could speak to me during the storm I am going through right now in my own life. The Starry Night is said to be the view seen from Vincent van Gogh room in the asylum.

Looking at this piece gives me a sense that more is going on then what I can see with my eyes. The moon and the stars are very big and although it is nighttime it is very bright. At first glance, the painting is kind of dreary or gloomy but once you look again the sky looks like its dancing and seems more hopeful. There is a feeling of something bigger and greater than the small village in this painting. I sense God’s presence in this painting; like I can have an overwhelming sense of security knowing that God is above protecting all that is underneath.

Judgment: I cannot imagine what life might have been like for Vincent van Gogh in this season of his life. The hallucinations and mental instability was not something happened but definitely not by choice. I feel like I can understand what the artist was trying to communicate. I feel like he found stability in the Lord during some frightening times of instability. I believe the message van Gogh might have been trying to send is important. I cannot trust myself and the choices I make at times but knowing God is in control is a relief.

Works Cited

1. Hulsker, J. (1986). The complete Van Gogh: Paintings, drawings, sketches. Random House.
2. Van Gogh Museum. (n.d.). The Starry Night. Retrieved from https://www.vangoghmuseum.nl/en/collection/s0047V1962
3. Zemel, C. (1998). Van Gogh's progress: Utopia, modernity, and late-nineteenth-century art. University of California Press.
4. Pickvance, R. (1986). Van Gogh in Saint-Rémy and Auvers. Metropolitan Museum of Art.
5. Dorn, R., Hoornik, E., & Vellekoop, M. (1990). Van Gogh face to face: The portraits. Thames and Hudson.
6. Callow, P. (1993). Vincent Van Gogh: A life. Ivan R. Dee.
7. Walther, I. F., & Metzger, R. (Eds.). (2012). Vincent van Gogh: The complete paintings. Taschen.
8. Erickson, K. (1998). At Eternity's Gate: The spiritual vision of Vincent van Gogh. William B. Eerdmans Publishing.
9. Silverman, D. (2000). Van Gogh and Gauguin: The search for sacred art. Farrar, Straus and Giroux.
10. Hulsker, J. (1993). Vincent and Theo van Gogh: A dual biography. Fuller Publications.

Children’s stories are short stories, each full of adventures, excitement, sadness and more. They are usually filled with a minimal amount of words and are filled with many pictures. As such, these stories are responsible for giving children a creative imagination. These stories consist of stereotypes, morals/lessons, different gender roles, the ideas of good vs. evil, and even the concepts of beauty and fantasy. However, children’s stories are also capable of giving a child wrong ideas about the real world in which they live.

There are many examples of stereotypes in the children’s stories, and they are responsible for leading children to the idea that stereotypes in stories can be used to judge people and things in the real world. The dictionary definition of stereotypes is “to believe unfairly that all people or things with particular characteristics are the same.” Evidence of a stereotype can be found in the books, “Cinderella,” “Hansel and Gretel,” “Snow White” and so on, promoting that all step mothers are cruel and evil. For example, in the book, “Cinderella”, a girl had a cruel and evil stepmother who forced her to work all day long. According to this story, the step mother only provided the best for her actual daughters. This is a stereotype, because in reality this is not always true. In fact, the majority of step mothers in the non-fictional world are people who love and care for their children as their own. Sadly, even today, the idea that all step mothers are cruel and evil lingers on. The impression of all stepmothers being cruel and evil is absurd as there are about 36 million stepmothers only in the United States. Just imagine how many more stepmothers there are in the entire world. It is impossible to claim that all of those ladies are unkind and cruel.

Another example of a stereotype in the children’s stories is found in the role of a man and a woman in children’s stories. The book, “Rapunzel” is an example of where this stereotype is shown. “Rapunzel” is about a woman who is held captive in a tower, and so she must be “rescued” by a man. According to this story, this stereotype states that the woman who is being rescued should be beautiful, innocent, and so on. It also shows that the man who is rescuing the woman should be handsome, brave, strong and many more. This stereotype is not only displayed in Rapunzel but in many other stories as well, such as “The Little Mermaid,” “The Beauty and the Beast” and so on. Hence, the stereotypes in the children’s stories establish biased views about the role of women and men among young girls and boys living in the 21st century.

Many children’s stories involve a Good versus Evil theme. This type of theme is one of the most enjoyed themes as it is typically full of suspense. Yet, these types of stories are not always the best to read about. An example of a good vs. evil children’s story is “Hansel and Gretel.” In this story, the good guys (the protagonists) are Hansel and Gretel and the bad guys (the antagonists) are their step mother and the cannibal witch. These children were living the most miserable life when their mother died, and when their step mother arrived, their life became much, much worse. They were abandoned in the forest by their step mother and were captured by a cannibal witch. In the end, Gretel pushed the cruel witch into the oven, and they brought back her riches and lived happily ever after with their father. This ending portrayed that good always conquers evil and also that life will be full of “happily ever after” endings. These kinds of story lines end up teaching young minds that life will always end up with a “happy endings” after one goes through various troubles and hardships. Ultimately, the “happily ever after” endings and the “good conquers evil” endings often create a false deception for children as they teach them that there is a rainbow around every corner.

Overall, children’s stories are an essential part of a child’s life as they give them an introduction to fiction and something to love and enjoy as they grow up. Through the research conducted, it seems as though children’s stories give possibly more of a negative outcome on young children than a positive outcome. False stereotypes such as all stepmothers are cruel and evil and the role of a man and a woman, the “good conquers evil” plot and the “happily ever after” endings which are often embedded in children’s stories are enough to confuse a child about the difference between the real and the fictional world.

India’s Strategies Used to Promote Both Economic Growth and Economic Development

Economic growth refers to an increase in the amount of goods and services produced per head of the population over a period of time. Economic development is the process by which a nation improves the economic, political and social well-being of its people. Together, economic growth and development is a country’s ticket to expansion and GDP growth.

nominal GDP of 2,250.987 billion dollars, an increase from the rank of 8th in 2013. By 2020 it is estimated that India’s ranking will escalate to being the 5th largest economy in the world. By GDP Purchasing Power Parity (PPP) India is ranked 3rd and is amongst the top 20 global traders according to the World Trade Organisation (WTO). India has become a global economic power and it is regarded as one of the economic and political drivers of the international economy particularly in trade and global governance. However, with the absence of a well-functioning legal and regulatory system, corruption remains a serious obstruction. Despite India’s rapid success in world trade and the country’s growth, the Indian government has failed in reforms of land possession and goods and services taxes.

India’s history as a socialist-inspired independent country was influenced by its colonial experience. Before the economic liberalisation of India in 1991, India’s government attempted to close off its economy to the outside world. This was managed by making it impossible to convert Indian rupees (currency of India) into other currencies, high tariffs and import licensing which resulted in the prevention of foreign goods reaching the market. India also implemented policies in which firms required licences to invest and develop their industries making it difficult for the economy to grow to its potential and rather have it deadlocked with a certain amount of firms being allowed to operate and no outside exposure from other countries. The Indian government believed that India’s economy will grow and develop by only relying on internal markets and no international trade. However, this proved wrong as globalisation and global trade play a significant part in a country’s economic growth and development allowing it to expand and reaching full potential with the help of other countries.

There has been a large development of the Indian government since before the economic liberalisation of India in 1991 which was initiated by the fall of the Soviet Union, one of India’s largest trading partners and by the Gulf war which led to a rapid increase in oil prices and India found itself in crisis and large debts. This directed India into receiving a large loan of $1.8 billion from the International Monetary Fund (IMF) whom in return demanded for India to deregulate policies. The Economic liberalisation in India had the goal of making the economy more market-orientated and expanding the role of private and foreign investment, steering India into the right direction of reduced tariffs and interest rates, ending public monopolies, deregulation of markets and allowing larger foreign direct investments in many sectors.

Economic growth of a country is a situation in which there is a continuous increase in a country’s production capacity and is measured by real GDP. The Indian government has been highly focused on increasing employment opportunities by reaching its highest number of employed persons in 2016. With India’s growing rate of 7%, there are still not enough jobs and economists say the reason for this is due to more work being done with fewer employees. According to the India Exclusion Report 2013-2014, only 27 million jobs were added from the period of 2004-2010 which was supposedly the high growth period and should have generated a larger number of jobs. India’s 2016 Budget stated specific requirements to expand productive employment by giving a push to certain sectors of the rural economy and infrastructure that would create jobs. Another reason to why employment in India is not as fast growing as required is because of the increase in outsourcing. For example, India has a large manufacturing sector however many commodities are being outsourced as it is more efficient and fast for India.

India’s growth of the current approximately 7% is far below market expectation and it is sought to be double digits. The prime minister, Narendra Modi, expects more job creation with a growth in double digits. Mr Modi expects to get the country’s growth moving by implementing reforms and boosting government spending to balance a lack of private sector investment. The International Monetary Fund (IMF) is remaining optimistic and is forecasting India’s economy to grow a further 0.6 % in 2017. This is supported by the government’s decision to rebound agriculture, reformation of civil service, increasing positive contributions from exports and a recovery of private investment.

In modern times justice is virtually always served. Most crimes and wrong doings are reprimanded and punishments are given. Yes, there are the scarce few who go above and beyond the law to take matters into their own hands. But it is the co formality of the law and of justice that keep the world from becoming chaotic. Revenge is thought as being barbaric and adolescent; the opportunity to retaliate or gain satisfaction.

Justice is fair and impartial behavior or treatment. In Shakespeare’s Hamlet three characters go through a sudden death of a family member. The way that these characters deal with their problems display the rage and confusion that exists within the play. Hamlet, Laertes, and Claudius allow madness to poison their mind, disable the chance for justice and enable cold-blooded revenge to take over. With the unforeseen death of his father, Laertes is overwhelmed with misplaced anger and unanswered questions. Searching for answers he turns to Claudius.

At this point Laertes is frustrated and susceptible to a cure for his pain; to find this, he turns to Claudius. Claudius introduces his plan for revenge. “No place , indeed, should murder sanctuaries. Revenge should have no bounds. But ,good Laertes, will you do this, keep close within your chamber. These words are like a fishing reel, hooking the naive fish with an illusion of a fulfilling worm. Laertes has a unsaturated hunger for revenge, revenge for the murder of his father.

His word is like his blood, which seals to a contact that later leads to his own death. Madness takes over Laertes. He is blind to see that revenge is not the answer. Madness suffocates the soul of loyal Laertes , who is unable to breathe the sweet words of fair justice. Laertes challenges Hamlet to a fencing match , to compensate for his two losses. Sanity leaves the mind of his fair sister, Ophelia, she leaves this world to join her father. A distraught and infuriated Laertes demandsa duel against the prince. Laertes and Hamlet exchange words before the match.

The match starts, with two hits against Laertes the opportunity for him to strike Hamlet becomes narrow. The sword dipped in poison slices through the skin of the unsuspecting Hamlet. His exposed is now contaminated, with Laertes’ deadly revenge. Filled with anger and seeking his own revenge, Hamlet pierces through the skin of Laertes with the poisonous sword. They are both doomed to death. Laertes’ last words cry for forgiveness.

Justice puts a murderer to death. Justice leaves the victim, the son of Polonious, to attend to his own issues of forgiveness. Revenge blackens the heart of the victim and changes his innocence to ignorance. With Laertes’ search for self satisfying revenge he becomes naive to the simplistic answer, of justice.

Different from Laertes and Hamlet, Claudius is introduced as the villain. Early in the play Hamlet is visited by the Ghost of his father. The Ghost explains to Hamlet what happened. Hamlet vows vengeance on Claudius for the murder of his father.

The kingdom experiences a funeral and a wedding within a span of two months. The Queen, Gertrude is involved in both. The only person that sees anything wrong with that is Hamlet; as a result he confronts Gertrude. Here is your husband, like a mildewed ear/ blasting his wholesome brother.  Hamlet opens the door for his mother to reach out and become aware of the hands of Claudius that cover her eyes making it impossible for her to see what surrounds her. She becomes aware that Claudius is the killer, yet she remains silent. Having his mother on his side comforts Hamlet. The sudden remarriage of his mother is more painful then his father’s death. Hamlet is not interested in justice for Claudius, he wants revenge.

Hamlet needs to be certain of Claudius’ guilt . Hamlet ‘s play within a play makes this possible. The characters King, Queen, and Uncle are based upon what Hamlet believes truly happened. The reaction of Claudius shows his frustration. “Give me some light. Away!

Hamlet sees that God will have Claudius’ fate. Hamlet is not giving up on revenge, but is now motivated by moral grounds to see that killing Claudius is not harmful to his conscience. He tries to forget about killing Claudius , but will allow God to lead him to that opportunity.

In the final scene when the fencing match between Laertes and Hamlet takes place, it becomes obvious of the cold-heartedness of the king. Power overcomes his soul; the murder of his brother, his own flesh, his expressions and emotionless words leave that scene feeling frozen and without love. The death of the Queen from his own mistake seems to effect him very little. “ It is poisoned cup, it is too late.

Yes, the murderer is now dead. But is Justice served? The murder of Claudius does not solve anything from the murder of the first king. Everyone that cares fro the first king is now dead, no one is there to enjoy bringing the murderer to death. This is all due to revenge. Hamlet is concerned with revenge on Claudius; not even justice of his punishment for the murder of his father. Greed put poison onto the lips of Claudius. Revenge put silence on the lips of Hamlet.

Revenge is the choice made by all three men. Vengeance spoiled their hearts; madness captured their minds, preventing them to see the alternate possibilities. The opportunity to retaliate is the choice of all three. Yet the gain of satisfaction is not achieved. The speeches by Horatio and Fortinbra’s at the end of the play suggest a mixture of justice and massacre. There is no return of the Ghost to comment on the chain of events at the end of the play. It is a shame that self satisfying greed takes over the opportunities to make the moral choice. Temptation and selfishness are the mysteries of the human psyche. “Shakespeare intends us to leave the play wondering how much or how little has been achieved by Hamlet’s revenge, despite its obvious attractions, can possibly enact justice.”

Throughout his pieces and plays, Shakespeare incorporates themes that define human nature. In his play “Hamlet” he uses the characters to portray desire and flaws with society to teach the audience a lesson that is not always visible on the surface of his works. The lessons not only meant to be a lesson but also a warning, as Shakespeare is famously known for his ability to end the lives of many of his actors in his pieces all in the name of teaching the audience. His most prominent lesson is one that is focused around the main plot of Hamlet, revenge. Shakespeare uses Hamlet and Laertes to show that revenge will always result in excess damage not meant to be dealt.

Hamlet’s story is woven together by Shakespeare to give his audiences can experience all of the situations that can trigger a need for revenge. He uses all situations to teach the audience the one central lesson that connects to all forms of revenge. Revenge being the payback for a terrible deed someone else commited. For this he uses King Hamlet’s ghost in the exposition to begin his lesson. This is seen at the end of the first act in the conversation between Hamlet and King Hamlet, ” Revenge his foul and most unnatural murder.”(1.5.31). In this excerpt, Shakespeare brings revenge as a cause for others to join and assist in the act. This line shows how King Hamlet calls onto Hamlet to help. Though this was common in the time period due to honor towards family, Shakespeare uses this as an example of a third party tangled in the mix. Afterwards, he advises Hamlet to not harm his mother with “Taint not thy mind, nor let thy soul contrive. Against thy mother ought. Leave her to heaven.” (1.5.93-94). Using this Shakespeare sheds light onto a new character who has nothing to do with the story of King Hamlet’s revenge, but will use her to exemplify how revenge can lash out towards others. Gertrude in “Hamlet” will, in the end, act as a lesson learned for King Hamlet and the audience. Shakespeare includes a scene in act three where King Hamlet states “Taint not thy mind, nor let thy soul contrive. Against thy mother ought. Leave her to heaven.” (1.5.93-94). Here King Hamlet reminds Hamlet that his mission of revenge should spill no blood besides that of his enemy. However the actions taken by King Hamlet and Hamlet are in vain as Gertrude dies in the final act. Shakespeare’s meaning and lesson on revenge teaches the audience, through King Hamlet, that revenge is never a precise operation.

Throughout the big lesson on revenge, Shakespeare adds many smaller lessons on revenge. Revenge has many faces and can sometimes be innocent. As King Hamlet put revenge into the hands of someone else, Shakespeare uses Laertes to show provoked revenge. The story of Laertes being that of distrust towards Hamlet and care for his sister Ophelia, who Hamlet is romantically involved with. Laertes says to Ophelia “Fear it Ophelia … out of the shot of danger and desire” (1.3.37-40). Shakespeare uses this as a start for Laertes story of revenge. As he explicitly states that Hamlet is not to be trusted. He pleads for Ophelia to stay out of harm’s way by staying away from Hamlet. Then, he departs and is once again seen in act five after Hamlet has caused Ophelia tremendous emotional distress and pushed her to suicide. His sorrow is evident when he states “Whose wicked deed thy most ingenious sense” (5.1.163). Shakespeare now gives reason for Laertes to exact revenge however his story is not entirely as innocent as it is portrayed. Laertes being the victim of Hamlet’s cruelty soon finds himself at the end of Hamlet’s sword. Laertes final words being ” Till of this wicked mountain you have made, T’ o’ertop old Pelion or the skyish head, of Blue Olympus ” (5.1.264-266). Shakespeare uses this to express Laertes’ understanding of his misfortune and the terrible outcome that revenge takes. The lesson learned from Laertes is that even if the person is involved with the revenge in any way, exacting it will also backfire causing it to hurt themselves as well.

Although the play’s protagonist is Hamlet, the main theme of revenge is told by his father. However, Hamlet is not without his own motive for revenge. The time period within the play takes place is one that includes honor to family and blood ties. Hamlet takes on King Hamlet’s task with little understanding on what his course of action will be. His promise “As meditation or thoughts of love may sweep to my revenge” (1.5.35-36) shows his loyalty to his father. His loyalty is absolute and unmoving. The connection to family played has Hamlet’s reason for seeking revenge even though he himself was not directly affected. This intertwines with King Hamlet’s revenge message and how those who choose to be burdened by other peoples tasks will also be affected. This is seen when Hamlet promises King Hamlet “and thy commandment all alone shall live” (1.5.109). Hamlet is well aware of King Hamlet’s plan for revenge and has taken it upon himself to exact it. Though his blood ties give him reason to follow through with the act, he is not entirely aware of the actual situation at hand. For he only shares his father’s anger, not his vision. Therefore he forgets that his mission includes the safety of Gertrude. This is seen when Hamlet states “[Claudius] abuses me to damn me… wherein I’ll catch the conscience of the king” (2.2.633-635). Hamlet’s fuel for his campaign of revenge is Claudius and his shared disgust for him with his father. But Claudius has never gone out of his way to harm Hamlet thus making Hamlet’s actions of revenge a blind effort to avenge his father. Hamlet’s lesson on revenge is even though helping another person out for a good cause might seem noble, it can leave those exacting the revenge to miss their mark and cause more damage than necessary.

Shakespeare has used Hamlet and Laertes to tell two stories of revenge and used King Hamlet as the igniting flame for the tension that would ensue. The constant reminder or anger, protection, and devotion keep his audience aware of what really cause the need for vengeance. However, through the story of Hamlet it becomes clear that revenge does not go as planned and others will always be affected by it. Revenge is in the end, painted as a cause of even more trouble and a nonviable solution for the troubles that some may face. The takeaway message from Hamlet being, an eye for an eye makes the whole world blind.

Works Cited

1. Bloom, H. (2003). Hamlet: Poem Unlimited. Riverhead Books.
2. Boyce, C. (2019). Revenge and Gender in William Shakespeare's Hamlet. Routledge.
3. Coddon, K. (2010). Shakespeare, Violence, and the Early Modern Stage. Oxford University Press.
4. Dusinberre, J. (2007). Shakespeare and the Nature of Man. Palgrave Macmillan.
5. Garber, M. (2013). Shakespeare and Modern Culture. Anchor Books.
6. Greenblatt, S. (2010). Hamlet in Purgatory. Princeton University Press.
7. Kastan, D. S. (2002). Shakespeare after Theory. Routledge.
8. Mowat, B. A., & Werstine, P. (Eds.). (2006). Hamlet by William Shakespeare. Folger Shakespeare Library.
9. Smith, E. (2012). Hamlet and Revenge. Edinburgh University Press.
10. Wells, S. (2003). Hamlet: A Reader's Guide to Essential Criticism. Palgrave Macmillan.