The Effects of Regicide in Hamlet - 906 Words

In many cases, the government often reflects on how the country fares. A free democracy has a better quality of life that a totalitarian regime. When a tyrant seizes power, the people resent him and fight, taking away that power, and plunging the country into anarchy. In Shakespeare’s Hamlet, a manipulative politician named Claudius kills his brother, King Hamlet, to ascend to the throne. This evil disrupts the natural order of the monarchy and spreads through the country. In the end, chaos, corruption and rot is the result of the murder of the Danish king by Claudius, which ultimately causes the downfall of Hamlet, the Royal Family, and Denmark. Prince Hamlet, son of the dead king and nephew of the usurper, is a popular and well-regarded†¦show more content†¦His reputation in the eyes of the audience declines further, when he orders the death of the unaware spies who were his childhood friends, and explains his attack to Polonius’ son as a product of his false madness: â€Å"Hamlet is of the faction that is wronged; / His madness is poor Hamlet’s enemy.† (V.ii.252-253) The wretched circumstances that Claudius introduces corrupt the noble and loved prince into an apathetic misogynist. Claudius’ actions also cause chaos in the Royal Family. King Hamlet is regarded as a â€Å"valiant† (I.i.96) and â€Å"esteemed† (I.i.97) warrior who defeated Fortinbras and conquered Norway. He is â€Å"Hyperion to a satyr,† (I.ii.144) when compared to Claudius. Claudius is seen as an â€Å"adulterate beast† (I.v.49) whose drinking makes other nations see Denmark as full of â€Å"drunkards† (I.iv.21). His skills lie in deception and manipulation, rather than ruling a country. He is foolish in letting young Fortinbras pass through after nearly attacking Denmark, and is weak when faced with danger. Following the death of Polonius, his first thought is â€Å"it had been so with us had we been there.† (IV.i.14) Also, his reliance on others, like Laertes, Polonius, Rosencrantz, and Guildenstern, is shown when Hamlet attacks: â€Å"O, yet defend me, friends!† (V.ii.355) His thirst for power is so great he cannot give up the queen and throne, even when his guilt is strong. This queen is also corrupted, as she was â€Å"seeming virtuous† (I.v.53) but loses allShow MoreRelated The Character of Claudius in Shakespeares Hamlet Essay805 Words   |  4 PagesThe Character of Claudius in Hamlet As a supporting character in Shakespeare’s play, Hamlet, Claudius is not developed to his full potential. 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Peer-to-Peer Learning for Scotsman Andrew - myassignmenthelp

Question: Discuss about thePeer-to-Peer Learning for Scotsman Andrew. Answer: Introduction Peer teaching is not a whole new idea. This may be traced back to the Aristotles use of the archons, or perhaps the student leaders (Bichy O'Brien, 2014). Peer learning was initially regarded as the theory by the Scotsman Andrew in 1975 and this was later implemented in the English as well as the French schools in the nineteen century (Bichy O'Brien, 2014). Over the last thirty years now the peer teaching has increased on its popularity in the alignment with the mixed capability grouping in the k-12 schools along with a vested interest in a lot more financially efficient methods for teaching. The term peer learning remains abstract. The sense in which we use it here highlights a two way, reciprocal learning activity. It should be mutually beneficial and also involve the sharing of the knowledge, ideas as well as experiences between the students. It could describe a way of moving beyond the aspect of independence or mutual learning (Kirkwood Price, 2005). In this research, it will describe how the peer to peer learning could promote the independence of the student and how well they have been able to utilize the experiences of the fellow students. The peer to peer learning helps the learners to be able explain on the ideas to the others as well as participate on the activities which they could learn from the fellow students (Brill, 2016). The students are able to develop on their skills when it comes organizing as well as planning on their learning activities, working collaboratively with the other peers (Brill, 2016). Peer learning has become an increasingly aspect to many courses, and it has been used in various contexts as well as disciplines. The prospective of the peer to peer learning is starting to be realized , yet the examination of the way to which it has been utilized in the existing courses clearly highlights there are practices which are often introduced in ad hoc way , without very much consideration to the implications ( Casey Wells , 2015 ) . When these kinds of practices are employed unsystematically , the student unfamiliar with this method could become baffled in relation to the things they are entitled to be undertaking , they miss on the possibilities for learning altogether, and they can fail to build the skills that are anticipated from them (Casey Wells, 2015). Most of the peer to peer learning usually occur informally without the involvement of the staff and the students who are already are an effective learners would benefit disproportionately. When there is a formalized peer to peer learning to the student it could help them promote their independence. At the time when the learning institution resources have been stretched and the demands upon the tutors has increased, it provides the student the opportunities of learning with each other (Higgins, Reeh, Cahill Duncan, 2015). It offers them a much considerably more practices as comparison to the traditional teaching and the learning techniques which is taking responsibility for their own learning and generally, learning how to learn. How peer to peer promote student independence The peer to peer learning has been able to promote the student independence in a number of ways. One way is that it has provided the students with the opportunities to self-monitoring themselves. The aspect of the self-monitoring highly depends on two processes when it comes to the establishment of the goals as well as receiving of the feedback from the others and from oneself (Comer, Clark Canelas, 2014). It is possible to encourage the student to self-monitor through helping them in the development of their use of the self as well as the peer assessment to be able to highlight whether the strategies they were using if they are effective when it comes to achieving of their learning goals (Casey Wells, 2015). Another way it helps in achieving the student independence is that it offers models of the behavior. Through peer to peer learning other students encourage others on how they could model on their model. An example, the students can show each other how to categorize information to be able tom make it easier to remember. Peer learning has been found to help develop communication among the students which has included the language focused on the learning (Casey Wells, 2015). This has been found to help the students to become much more aware of the steps which are involved in the learning, understanding on their own learning styles as well as helping the students to share their thinking. The peer learning has provided scaffolding strategy which entails the supportive structure which is provided by skilled individuals, such as other students that has aided the students in their learning. This technique helps the students to transfer responsibility to one another by step by step (Comer, Clark Canelas, 2014). Peer learning helps to develop an effective classroom discourse, where by asking the higher order, open ended question as well as responding the flexibility to the responses of the students so as to enhance and promote thinking along with the problem solving skills and a deeper understanding. Through peer to peer learning it has helped in encourage collaborations (Dalsgaard, 2014). As the fellow student it is important to give ones students with the regular opportunities to be able to complete the quality, small group tasks as well as encourage them to learn from one another and be able to develop their own independent ideas, rather than always looking for the ans wers. How students utilize experience of fellow students. When the student help other student to learn it is a powerful tool useful in classroom. The students could utilize the others experience and be able to achieve the content focused as well as process oriented goals, both of which are significant when it comes to learning success (Purser, Towndrow Aranguiz, 2013). According to research, it has showed that cooperative learning could help to improve on the achievements of the students, persistence as well as attitudes (Casey Wells, 2015). The collaboration with the fellow students could increase on the motivation and helps the student to be able to take responsibility for their own along with the peer learning. Student could learn from the others experiences such as the challenges they had previously faced and read on how they overcame them could help them with the reassurances and the support. They are able to learn what the shortcomings which their colleague encountered were and how they were able to overcome some of them and the method they utilized. Another way the student could utilize on the experiences of the other is on how to make better decision (Kirkwood Price, 2005). The student can see how other look at things in different perspective, constructive deliberation as well as the critical analysis which could result to much better decision solutions as well as performance. The experience of the fellow students could help a student to learn content and master the materials (Roehl, Reddy Shannon, 2013). Whether one is working on a problem or even answering of the questions in regards to reading, discussing of the case studies when the student work together in content, they are able to learn the basics and this could be helpful when it comes to learning various concepts from one another (Roehl, Reddy Shannon, 2013). The reason as to why they learn is much pretty straightforward when the student work with the content especially in the group which they are figuring on things for themselves. When one learns from the experience of one another, it is possible to apply on those concept they used and apply to a given situation that could be much similar to the one which one encounters (Brill, 2016). Moreover, they are able to make better decisions when it comes to solving various shortcomings. Conclusion As highlighted in the research, it is important to recognize that the peer learning has not been a single practice. It has covered various activities that could be combined with the others when it comes to ways which suit the needs of a given course. The students could learn a lot through explaining on their ideas to the other colleagues and at the same time participating in the activities which they have been able to learn from their peers. Additionally, peer to peer learning has promoted the development of the skills especially in planning, organization along with the learning activities, collaborating with the others as well as evaluating on their own learning. In this research, it has examined in details how the peer to peer learning has been able to promote on the independence of the students. Moreover, the research has also highlighted how the students can utilize the best experience of the fellow students. References Bichy, C., O'Brien, E. (2014). Course Redesign: Developing Peer Mentors to Facilitate Student Learning. Learning Assistance Review (TLAR), 19(2). Brill, J. M. (2016). Investigating peer review as a systemic pedagogy for developing the design knowledge, skills, and dispositions of novice instructional design students. Educational Technology Research and Development, 64(4), 681-705. Casey, G., Wells, M. (2015). Remixing to design learning: Social media and peer-to-peer interaction. Journal of Learning Design, 8(1), 38-54. Comer, D. K., Clark, C. R., Canelas, D. A. (2014). Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs. The International Review of Research in Open and Distributed Learning, 15(5). Dalsgaard, C. (2014). Students' use of Facebook for peer-to-peer learning. In Proceedings of the9 th International Conference on Networked Learning, NCL (pp. 95-102). Higgins, B., Reeh, M., Cahill, P., Duncan, D. (2015). Supporting Early and Ongoing University Student Experiences Through Academic Skills AdviserServices. Journal of the Australia and New Zealand Student Services Association. Kirkwood, A., Price, L. (2005). Learners and learning in the twenty?first century: what do we know about students attitudes towards and experiences of information and communication technologies that will help us design courses?. Studies in higher education, 30(3), 257-274. Mackenzie, S., Gabites, B., Briggs, A. R., McIntosh, J., Shelley, J., Verstappen, P. (2017). Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning. Journal of Educational Leadership, Policy and Practice, 32(1/2), 62. Purser, E. R., Towndrow, A., Aranguiz, A. (2013). Realising the Potential of peer-to-peer learning: Taming a MOOC with social media. Roehl, A., Reddy, S. L., Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences, 105(2), 44.