The Supernatural in Hamlet and Macbeth Essay -- GCSE English Literatur

The Supernatural in Hamlet and Macbethâ â Â Â â In both Hamlet and Macbeth, the extraordinary assumes a significant job. Heavenly components are vital to the plot and they have an increasingly topical part also. Shakespeare presents the apparition in Hamlet, and the witches and phantom in Macbeth, as upsetting components that upgrade show, yet additionally destroy the current request of things. They power the title character of each play to experience their own inside battle that develops from their frailty of satisfying the picture of a man. Â Â In the first place, let us think about Hamlet. The nearness of the otherworldly becomes the overwhelming focus toward the start with an emotional appearance of the apparition of Hamlet's dad. Despite the fact that the phantom doesn't talk, his essence is seen and as of now disturbs. It is in later in this first demonstration where the apparition has it's first and most pivotal influence. In Scene V of act I, Hamlet and his dad's Ghost show up together and alone. The phantom says, A snake stung me, so the entire ear of Denmark/Is by a manufactured procedure of my passing/Rankly abus'd(I.v.36-38). The primary seed of disturbing things (both Hamlet's personality and Denmark) is planted here. The apparition's words clarify that his homicide was a wrongdoing against him, yet additionally a wrongdoing against the land. Â Â The center of the play at that point unfurls from the activities and expressions of this apparition. Hamlet's vengeance against his uncle is absolutely powered by the phantom's words, yet the apparition appears to serve a progressively unobtrusive and inside part here. In the renowned Regarding life, is there any point to it discourse (III.i.55-88), Hamlet makes it understood his isn't just uncertain of what move to make, yet uncertain of himself too. It appears his dad's deviation befuddles Hamlet ... ...e fills in as phantoms in the machine of the character's life. What's more, it is what truly slaughters them or drives them to their demise at long last. Â Works Cited and Consulted: Sprout, Harold. Presentation. Modern Critical Interpretations: Hamlet. Ed. Harold Bloom. New York City: Chelsea House Publishers, 1986. 1-10. Bradley, A.C. The Witch Scenes in Macbeth. England in Literature. Ed. John Pfordesher, Gladys V. Veidemanis, and Helen McDonnell. Illinois: Scott, Foresman, 1989. 232-233 Goldman, Michael. Basic Essays on Shakespeare's Hamlet. Ed. David Scott Kaston. New York City: Prentice Hall International. 1995. The Riverside Shakespeare: Second Edition Houghtom Mifflin Company Boston/New Yorkâ G. Blakemore Evans and J.J.M Tobin eds. Shakespeare, William. Macbeth. Altered by Norman Sanders. Cambridge: Cambridge University Press, 1984 Â Â

BUSINESS ETHICS essay part 2

BUSINESS ETHICS paper section 2 BUSINESS ETHICS paper section 2 BUSINESS ETHICS paper part 2BUSINESS ETHICS article section 13) What are the Virtues of a Capitalist Free Market System? What is the Marxist analysis of such a framework as exemplified by the Capitalist framework? Does it follow then that if Marxism is right that Capitalism is intrinsically imperfect? How does Capitalism give a Moral safeguard of its system? The Virtues of a Capitalist Free Market System incorporate the arrangement of ethically advocated standards which focus on the avocation of the industrialist framework and making this framework grounded on moral standards (De George 115). In such manner, one of the principle ideals of an industrialist free market framework is the free and reasonable rivalry which suggests that all people have equivalent open doors however some of them simply neglect to practice their chances, while others utilize the maximum capacity of their chances that bring them achievement and riches. Moreover, the Virtues of a Capitalist Free Market Syste m suggest that the market grows uninhibitedly with no guidelines (De George 118). Consequently, there are no outside forces or factors that may impact the situation of people or activities of good operators. At the end of the day, the industrialist framework suggests the free improvement of people which are not limited by any guidelines forced on them by the administration, for example. Therefore, people being totally free can't gripe on the framework since this framework ends up being managed by regular market laws however not composed laws forced on people by the administration or different specialists. In such manner, Marxism reprimands the significant defect of free enterprise which is the class opposition and the abuse of the class of mistreated by the class of oppressors, though oppressors amass their riches at expenses of the class of persecuted by methods for the full authority over methods for creation, while abused have only their work which is their solitary wellspring of salary (De George 122). In such a manner, Marxism uncovers the inborn disparity between individuals in the entrepreneur framework and the hole between social classes can't be crossed over, except if the social upheaval happens and prompts redistribution of intensity and change of the classes of oppressors and mistreated or the formation of the raunchy society. In light of such analysis, the private enterprise gives the ethical guard grounded on the underlying balance surprisingly and continuing equivalent open doors for all individuals on the grounds that officially every individual gets an opportunity to get rich and prosperous, on the off chance that he/she has a decent business thought, for example. In such a manner, the private enterprise endeavors to legitimize the conceivable disparity of people in their financial remaining by the absence of capacities, while officially every one of them have equivalent chances to practice their capacities and accessible assets to arrive at p rogress. Be that as it may, this contention isn't constantly compelling and convincing, when gone up against by Marxist thoughts which uncover the embodiment of imbalance dependent on the distinction in the entrance to the methods for creation (De George 124). To put it all the more decisively, Marxists remain on the ground that individuals can't practice equivalent open doors since they don't have equivalent access to the methods for creation. For example, if an individual develops a mechanical advancement permitting him/her to make another item, he/she holds the full command over the methods for creation since he possesses the creation line he/she has made his/her write to claim it is ensured by law in the industrialist framework. Therefore, the general population can't practice profits by this development beginning its large scale manufacturing on the grounds that the proprietor of the advancement is the main owner of the methods for creation and new innovation. The creator doesn 't make his/her advancement accessible to the open creation. Rather, he/she holds the full authority over the creation and methods for creation. In such a circumstance, representatives need to work for the proprietor of the methods for creation to make the imaginative item and they can't begin the creation of the comparative item or a similar item since they don't claim the methods for creation. The main thing they own is their work. Along these lines, Marxists dismiss the ethical barrier of Capitalism and demand that Capitalism is the out of line and uncalled for social framework, where the imbalance of the class of oppressors and the class of mistreated can't be wiped out in any case however by methods for the social transformation.

How to Learn a Second Language Fast - with Mind Maps

How to Learn a Second Language Fast - with Mind Maps In this article were going to show you how mind mapping science can help you learn a second language and memorize all its rules and vocabulary effectively. First, lets take a look at what mind mapping is, and why this format works so well for memorizing information long-term. (If youre already familiar with the basics of mind mapping, feel free to skip this part and go straight to point 3.) Looking for even more ways to use mind maps? Get inspired with these 13 mind map examples. 1. What Is a Mind Map? A mind map is a diagram that organizes information in a radiant structure around a single central topic or idea. Instead of whole sentences, mind maps consist of keywords, short phrases and images. Mind maps also use colors and different format options to highlight ideas and make the whole map more memorable. 2. The Benefits of Learning with Mind Maps Mind maps  improve memory and learning by helping you  transition from collecting dots to connecting dots. By embedding individual pieces of information in a larger context and showing their relationships with other pieces, mind maps help you assign meaning to them  while you learn, and connect them to your network of existing knowledge. This  process helps you to truly internalize and memorize new information long-term. But thats not all. There is  a whole range of properties that make mind maps  superior to traditional note taking techniques: Mental triggers: The colors and images used in mind maps are easier for our brain to remember than mere text. Filtering of key information:  Mind maps help separate key concepts from fluff. Scaffolding of knowledge: Mind maps provide space for both  breadth and depth, the big picture and its details. Analysis and synthesis: Mind maps let you break down information into parts and combine them into a new whole. Flexibility:  Digital maps let you move and rearrange pieces of information  freely. 3. How to Effectively Memorize Vocabulary with Mind Maps When you first start learning a second language, one of the biggest challenges is getting all the vocabulary down. You might not need to know thousands of words to get a basic conversation going, but if you want to become fluent in a foreign language, theres no way around memorizing a lot of new words. You might be familiar with this kind of vocabulary notebook, which is widely used in schools to this day: In this kind of notebook, students simply add new words as they learn them, noting down their phonetic pronunciation as well as their translation in a three-column layout. So whats wrong with this format? There are two big problems with notebooks like this. First of all, the pages are incredibly boring and monotonous. There are no colors to emphasize things and no icons or pictures to help our brains remember. This makes it much harder for the learner to memorize the vocabulary. The second problem is that this linear note-taking format makes it impossible to create themed collections of words (such as food, clothing, pleasantries or cognates) and add to these collections whenever you learn a new word. Instead, your pages are filled with lists of mostly unrelated words, with no way for you to make out any connections or relationships between them. Why mind maps work better Mind maps â€" and especially digital ones â€" provide a much more practical approach for dealing with large quantities of vocabulary, as you can easily create themed collections and add new words to them wherever they thematically fit. Their radiant structure perfectly reflects the networks that form in our brain to connect individual ideas with each other. Learn faster with mind mapping! Discover MindMeister Discover MindMeister Digital and online mind mapping software such as MindMeister also  enables you to store more detailed  information about words in the form of notes and links without cluttering up the map itself. This is a great way to add sample sentences, definitions, synonyms, pronunciation tips, mnemonics or audio recordings of a  word. MindMeister is  perfect for grouping vocabulary into topics that make sense for individual students. It’s also a simple way to make notes of grammar, pronunciation etc. for students who learn better visually. â€" Lindsay Williams, from  Lindsay Does Languages How to Create Themed Vocabulary Mind Maps Step 1. Create a mind map for your vocabulary and add topics for each category, like “Food”, “Clothing”, “Directions”, “Shopping” and so on. This map will function as your index map. Step 2. Create a new sub map for each category and link back and forth between the sub map and the respective topic in your index map. Right-click on the topic in your index map, choose “Tools” and then “Create as Map”. This way, your new map will automatically be linked to the index map, and you can click on the small arrow icons that appear in the topics to quickly jump back and forth. Step 3. Create a basic structure in your sub maps. In your “Food” map, you  could start by adding branches for the different kinds of food, such as  â€œFruit”, “Vegetables”, “Sweets” and so on. Step 4.  Now its time to fill your map with  vocabulary. Start by adding the words in your native language, then write the translation in a sub  topic  next to it. Add a memorable  picture or icon to the translation whenever possible. This will help you remember the translation more easily. Additionally, you can enrich your map by adding associations to each word as well as an example sentence. The more context you provide for the individual words, the easier it will be for your brain to remember them. Add the phonetic pronunciation and any other relevant explanations as a note to the translation. This way, you can view the information at will, but it wont clutter up the map itself. Use the WunderBild feature to quickly add matching pictures  from Google Images to your vocabulary. This is also a great way to learn how the words are being used in real context, as the images are taken from real websites in your target language. Heres an interactive version of our  whole German Food Vocabulary mind map you can zoom in, open and close branches, and click on the text icons inside the topics to view attached notes. Your browser is not able to display frames. Please visit German Food Vocabulary on MindMeister. 4. How to Memorize Grammar Rules with Mind Maps Memorizing all the grammar rules of a foreign  language can be quite the challenge. To form correct and coherent sentences in real-time (as is necessary during a live conversation) you have to truly internalize the rules to the point where you can retrieve them without thinking. Mind maps are a great format to collect all grammar rules in a central place. The biggest advantage of such grammar maps is the clear overview and structure they offer.  Using grammar mind maps, you will be able to view all rules, exceptions and examples related to a specific topic at a glance. And just like we saw in the vocabulary mind maps above, youll be able to add links to the branches in your map, connecting them to other,  related  mind maps youve created. This way, you can create a big network of mind maps, such as the following: Here are a few examples of individual grammar maps. The first one below offers an overview of the present tense and present perfect tense in English: Your browser is not able to display frames. Please visit English Tenses: Present on MindMeister. The next example is a mind map about the different types of nouns in the English language. Note that each branch offers a definition of the noun type as well as examples. Your browser is not able to display frames. Please visit Nouns on MindMeister. Tips for Studying with Grammar Maps 1. Open and close branches Studies have found that practice testing is one of the most effective study techniques. A good way to test yourself is to hide individual grammar rules in your map and see if you can already recount them from memory. To do this, simply select a topic in your map and press the SPACE key. This will hide all subtopics of this topic. To view the subtopics and see if you remembered them correctly, just press SPACE one more time. 2. Print your maps If you’re using mind mapping software, a good idea is to additionally print your maps and hang them on the wall somewhere in your apartment where you spend a lot of time. The bathroom door is a good place, as is the wall next to your bed or the place on the left of your computer screen. Every time you see the map, even if you only look at it accidentally, the image will burn itself into your memory a little deeper. 3. Create flashcards You can easily turn your mind maps into flashcards and print them out in a format you can comfortable hold in your hands. To do this, open MindMeisters presentation mode and create slides by holding down the CMD key (or CTRL, if youre on Windows) and click-dragging your cursor over individual topics in the map. Click on Export and select Archive of Image Files. This will create a Zip folder with all slides in PNG format, which you can then easily print out. So this is how mind maps can help you learn a second language fast and effectively.  If you havent done it yet, create your free MindMeister account now and start  mapping! Learn a Second Language Fast Start Mind Mapping Start Mind Mapping

Government, Democracy, Or Authoritarianism - 1552 Words

A government’s role in society is to rule over a community. It accomplishes this through setting laws or policies and there are several different types of government. However, the most powerful and prevalent world powers have all had one of the major types of government, democracy, communism or authoritarianism. All are very different in how they try to achieve the same goal of ruling over a group of people. A democracy is â€Å"a government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation usually involving periodically held free elections†. (â€Å"Definition of Democracy†). A democracy is a form of government that relies heavily on the input on the people it governs.†¦show more content†¦It was in 1958 when the democratic government that is recognized as modern day France, the 5th Republic, was created. (â€Å"France History†). France has always leaned towards creating a democratic government, and this is evident because the goal of the French Revolution was to install one such government. However, they have been plagued with a structurally weak government, overly powerful rulers, and extreme military conflict. All these reasons prevented France from creating a stable and strong democratic government. Communism is a fairly new idea of government. It was created by Karl Marx and Freidrich Engels and they discussed it in their book, The Communist Manifesto published in 1848. The idea of communism was to eliminate social classes and stop the oppression of the working class, proletariats, by the people who owns the means of production, bourgeoisies. All private ownership will be abolished and there would be no more class conflict. (â€Å"Communism and Computer Ethics†). An example of a communist nation was Russia after the Bolshevik Revolution. In the 1900’s, Russia began to industrialize. Because of this, they had a very large working class. The current ruler, Nicholas II, was already an unpopular ruler. After Russia lost to Japan in the Russo-Japanese War, the government split into two political parties, the communist Bolsheviks and the moderate Mensheviks. When World War 1 occurred, Russia was in a crisis. Their economy had collapsed soon after and they

Pressure from Peers Creates Teenage Pregnancy Essay

In my opinion, some of the main causes of teenage pregnancy are due to peer pressure from friends and fellow classmates who suggest that having sex during high school is normal casual behavior. There is pressure that suggest if you are not engaging in both oral and sexual intercourse, the belief is that something is wrong with you and the stigma of being a virgin is embarrassing and somehow wrong. Another cause is, but not limited to, unprotected sex (not wearing a condom or not being on birth control). This type of behavior is reckless and considered youthful lust or in some cases sexual deviance. According to Naomi Farber, author of Adolescent Pregnancy, some risk factors of teenage pregnancy are: †¢ Mothers are at risk of having low†¦show more content†¦Rather than regard this ambiguity as confusion or false consciousness, we should use it as a source-book to examine how women experience sexual desire, fantasy, and action† (Thompson, 1991). Love may another cause for teenage pregnancy or maybe the illusion of love verses lust. At the time my daughter’s mother and I felt like we were making love and her getting pregnant was a result of this. Once she missed menstrual cycle and after about two later and finally getting a pregnancy test two teenage kids were faced with the reality bringing another life into this world. Personally, nothing have ever frightened me more to this very day. My wife of twenty years (not my daughter’s mother) and I have two children of our own. To be a teenager faced with this decision was very overwhelming to say the least. I stated before as a young male I didn’t handled the teenage pregnancy well which ultimately made the situation ten times worse for the mother-to-be. I give the utmost credit to all young mothers that are faced with such a challenge of raising a child while basically being a child themselves. I thank GOD this situation has worked out fine. Our beautiful daughter is a college graduate with a good paying job and engaged to be married. Despite one of the statistics of the result of teenage parenting, she does not have any children of her own. Ironically this cause me to grow upShow MoreRelatedTeenage Pregnancy Essay1238 Words   |  5 Pageswhat most people say, or think, when they hear about the pregnancy of an adolescent girl. Early pregnancy, commonly referred to as teenage pregnancy, is an ongoing crisis throughout the world. However, the United States has the highest rates of teen pregnancy in the world. Since its peak in 1990, teen pregnancy rates have declined by hal f, but they are still fairly high. According to the National Campaign to Prevent Teen and Unplanned Pregnancy, â€Å"roughly one in four teens girls in the U.S. will getRead MoreTeenage Pregnancy Essay1400 Words   |  6 Pageshighest rate of teenage pregnancy in the Caribbean followed by Guyana and Jamaica. 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According the Mills, the difference between â€Å"personal troubles† and â€Å"public issues† is that troubles occur within the range of an individual and immediate relationships while issues relates to public matters or arrangements of various institutions from the structured society (Mills 1959). A personal trouble that my friend once encountered was teenage pregnancy. She was only fifteen when this happened, totallyRead MoreHow Can Society Prevent and Avoid Unwanted Teenage Pregnancy?3437 Words   |  14 Pagesunwanted teenage pregnancy? Outline Topic: Teenage Pregnancy Can Be Overstepped. I. Introduction Due to increased number of teenage pregnancy today’s society should take serious steps to prevent it and improve the situation by supplying a better sexual education at home and at school by both their parents and teachers. II. Background Teenage pregnancy is a large and growing problem over the world especially now when people have more rights and freedom of choice. The main causes of teenage pregnanciesRead MoreSchools Providing Contraception For Children1530 Words   |  7 PagesContraception When a teenage girl sees that small pink plus sign on a pregnancy test, many things begin to run through her mind. â€Å"What am I going to tell my parents and boyfriend? How is this going to affect me? How will my friends and family react? What about my education and future? How did this happen to me? What could I have done to prevent this?† Most teenagers have sex without being protected. Whether they’re embarrassed or afraid of being seen, it results in a lot of teenage pregnancies. However, there

Steel Making Methods Free Essays

Steel Making Methods | Advantages| Disadvantages| Basic Oxygen Furnaces| * Very high production rates and low residual element * Does not burn fuel| * Good efficiency requires large amount of pig iron to continue production. * Requires costly filtering process due to high levels of pollutants produced. * High refurbishing costs. We will write a custom essay sample on Steel Making Methods or any similar topic only for you Order Now * High dependence on blast furnace/coking. | Electric Arc Furnaces| * Minimal emissions/pollution. * Filtering of scrap not necessary. * Easy temperature control. * Precise alloying. * Economical to use scrap metal. * Contamination free. * Simultaneous deep deoxidising and desulfurization actions. * Excessive electricity required. * Requires a steady supply of scrap metal * High transportation cost * Enclosures to reduce high sound levels * Dust collector  for furnace off-gas * Slag production * Cooling water demand * Heavy truck traffic for scrap, materials handling, and product| The first step in the process, is to make the steel itself. The most common method of steel making, constituting for over 60% of worldwide production uses a Basic Oxygen Furnace (BOF). This process includes taking over 75% pig iron and reducing it to a low-carbon steel in an abundance of oxygen. The second type utilises Electric Arc Furnaces (EAFs). This involves melting up to 100% recycled scrap and reforming it using the heat produced from electrical arcs between highly charged electrodes. Figure 2 (right below): EAF Process Figure 2 (right below): EAF Process Figure 1 (left): BOF Process Figure 1 (left): BOF Process From the table above it is clear to see that without an established, effective transport system that allows for large amounts of scrap metal to be processed, the Basic Oxygen Method has fewer disadvantages. However, as TATA Steel already has an efficient system in place, the most feasible method would be using Electric Arc Furnaces. Despite initial costs, using EAFs save on energy and raw materials, making it more environmental and cost friendly in the long run. ‘Whilst a typical integrated (ie. BOF-route) steel mill today costs about $1100 per tonne of installed capacity, a medium-size EAF-route mini-mill today costs under $300 per tonne in terms of the initial capital outlay. ‘1 Casting Methods The next stage in the process is to shape the steel and this is done by casting. Casting involves allowing molten metal to be poured into a mould to it can cool and solidify into a desired shape. The two most common methods of casting are Ingot Casting and Continuous Casting. The first of which is a traditional method that has largely been discontinued in mass production since the 1950s. It involves moulding the steel into bars (or ingots) before being reshaped and treated. Continuous casting however misses out the ingot stage and skips straight to having the metal in the form of slabs, billets or blooms for subsequent rolling in the finishing mills. Figure 4 (left): Continuous Casting Process Figure 4 (left): Continuous Casting Process Figure 3 (left): Ingot Casting Process Figure 3 (left): Ingot Casting Process Because Continuous Casting is basically an â€Å"evolved† version of Ingot Casting, there are now little or no advantages of Ingot Casting. Continuous Casting is more advantageous because: * Reduced overall costs * Improved quality  of steel due to less variability in chemical composition both along the thickness and along the length and surface has fewer defects. * Increased yield, since it is not necessary to crop the ends of continuously cast slabs. Reduced energy costs  because the slabs are sent directly to hot rolling and do not require pits for reheating. Also, the thicknesses of continuously cast slabs are half the thickness of ingot castings and thus require lower energy for hot rolling. * Less pollution/emissions. * More amenability over the dimensions. Because of all this, the clearly logical method to use for mass production is Continuous Casting because for something as mass produced as Automotive Gears, the initial investment spent on start up costs would be quickly made up. Case Hardening Methods Case hardening crucial for steel components that are subjected to severe or continuous impacts, high temperatures and high pressures. It is a heat treatment process that produces the required attributes of a hard, wear and fatigue resistant surface layer whilst maintaining a tough, durable core that allows for high stress situations. These properties are achieved by altering the chemical, metallurgical and physical properties of the components exterior without affecting its more ductile interior. For gears, case hardening is required to prevent pitting and deformation of the gears teeth under cyclic stresses. This method is preferred to through hardening, which is the uniform hardening of the entire component, as hardened metal is relatively less ductile and although strong, would not offer the same degree of toughness desired at its core. There are several different case hardening techniques used in the manufacturing industry. The different methods determine which physical properties, (such as surface hardness, strength, ductility, case depth and wear resistance) the component gets. This can be done by altering temperatures, heat source, time period, and quench media. Carburising This is a diffusion-based process used on low-carbon or mild steels where a component is subjected to thermochemical phases. The component is packed in a carbon-rich environment at high temperatures, commonly between 870oC and 1010oC, for over a period of time until the carbon composition of the surface layer has chemically increased. At this stage the iron phase changes from ferrite to austenite, a state that is able to dissolve more carbon. The component is then quenched in water or a oil based solution, which is a rapid cooling process that produces a hard surface layer, where volume expansion on the surface is greater than the core thereby compressing the surface, locking the carbon atoms, transforming the iron phase to a martensitic state which ultimately improves its overall tensile and yield strength. This method requires the entire component to be heated and quenched, therefore protecting the component with a protective layer to case harden specific sections is necessary. There are two types of carburizing methods used in the manufacturing industries, namely atmosphere carburizing and vacuum carburising, the former being the more commonly used as it has the ability to produce high volume output and has lower capital equipment costs, while vacuum carburising offers a more uniform case depth which in turn reduces distortion as well as the ability to reach higher temperatures therefore reducing processing times. Induction Heating This is a process of passing an alternating current through a coil around the component to generate a magnetic field, where eddy currents are induced. This along with the resistivity of steel components generates heat, austenitising the surface of the component. The depth to which case hardening occurs is determined by the frequency of the current, such that lower frequencies creates a deeper hardened material. This method allows for localised case hardening of the gear tooth with its core material still unaltered. The gear surface is then similarly quenched in water or an oil based solution, transforming it to a martensite. Single-shot hardening is where the entire component is heated in one procedure whilst progressive hardening involves the heating and quenching processes progressively. Induction heating is a relatively fast process that offers accurate heating at precise sections, minimising distortion as well as causes minimal changes to the geometry of the gear, as well as faster cooling rates that creates harder surface layers. Figure 5 (left): Carburising Process Figure 5 (left): Carburising Process Figure 6 (right): Induction Heating Process Figure 6 (right): Induction Heating Process The Strength of Automotive Gears The simplest method of calculating the strength necessary of any gear is to consider the maximum load on the tip of a single gear tooth. The Lewis Equation can be used to calculate a relatively accurate minimum UTS needed from the steel tooth with non-complex dimensions. In the automotive industry, varieties of different steels are made specifically for different components in different vehicles. The steel grades used on conventional cars can generally withstand a minimum of 750MPa whereas motorsport and military vehicles are made with much more superior grades, some able to withstand up to 2050MPa. Hardenability Results Using SEP1664 The SEP1664 model can be used to find the hardness at a series of depths, following case hardening, for 11 different steel types. The Rockwell hardness (HRC) at a given depth is found using the following equation: HRC=a0+a1mC+a2mSi+a3mMn+a4mP+a5mS+a6mCr+a7mMo+a8mNi+a9mAl+a10mCu+a11mN+a12mB+a13mTi+a14mV a0-14 are coefficients available in the SEP1664 tables and mX is the mass proportion of additive X. A spreadsheet was created which used a VBA macro to find steel compositions that met the hardenability criteria by trial and error. Several percentage masses for each additive within the range specified by the SEP1664 tables were tested. Solutions were sorted in order of increasing raw material cost. This macro was run for each of the 11 steel types. Three steel types were found to be too hard. Of the remaining eight, there was sufficient data to evaluate hardness at all the required depths for four. For the other four it was possible to infer from the hardness trend that steel could be produced which was suitable for all depth levels. The cheapest result was for the steel type specified as being approximately 1% chromium by mass (tables 1a and 1b from the SEP1664 model) at $161. 67 per tonne. For this alloy the hardness at 11mm depth was borderline acceptable. The additives making the greatness contribution to hardness were determined so they could be varied to give a greater margin for error. The importance of each additive at each depth could be found from the equation by multiplying the coefficient by the additive amount (i. e. evaluating the relevant anmX term) and calculating its percentage contribution to the total hardness. The three most important additives for each depth level and the relative importance of the different additives at 11mm depth are shown in Table 1 and Table 2 respectively. Table 2: The Three Most Important Additives In Terms Of Contribution To HRC For Each Depth Importance| 1. 5| 3| 5| 7| 9| 11| 13| 15| 20| 25| 30| #1| C| C| C| Cr| Cr| Cr| Cr| Cr| Cr| Cr| Cr| #2| Mn| Cr| Cr| C| C| C| C| C| C| C| C| #3| N| Mn| N| Mn| Mn| Mn| Mn| Mn| Mn| Mn| Mn| Table 3: Relative Additive Contributions To HRC At 11mm Depth C| Si| Mn| P| S| Cr| Mo| Ni| Al| Cu| N| 40. 1%| 0. 7%| 13. 9%| 0. 0%| 0. %| 40. 6%| 0. 0%| 0. 1%| 4. 3%| 0. 2%| 0. 0%| Adjusting the appropriate additives gave a greater margin for error for a small increase in cost ($2. 32 per tonne, total cost $163. 99 per tonne). The composition of this steel is shown in Table 3. A plot of HRC against depth is shown in Figure 1 along with the hardenability criteria, it can be seen that the hardness, which tends to decrease with depth following cas e hardening, is very unlikely to exceed the stipulated maximum hardness at the depths for which data is unavailable, no minimum hardness is stipulated for these depths. A Jominy test is recommended on a sample of this steel, once it has been manufactured, to ensure that the hardenability criteria are met. The amount of carbon, chromium and manganese must be controlled to within 3% of the given values, tight control is not necessary for other additives. Table 4: Chosen Steel Composition Additive| C| Si| Mn| P| S| Cr| Mo| Ni| Al| Cu| N| Amount| 0. 248%| 0. 02%| 0. 63%| 0. 004%| 0. 038%| 0. 947%| 0. 005%| 0. 010%| 0. 051%| 0. 017%| 0. 0148%| Figure 7: Hardenability Curve For Chosen Steel (Blue) And Cheapest Steel (Red), The Criteria Are Shown In Black How to cite Steel Making Methods, Essay examples

Prufrock in Progress Essay Example

Prufrock in Progress Essay Prufrock in Progress In A Love Song of J. Alfred Prufrock by T. S. Eliot, the main character, J. Alfred Prufrock battles with his identification in the world. T. S. Eliot comprises this character with traits that any human being can relate to, like fear and desire, while ironically depicting the character as a monster. This dueling monster lives within Prufrock. His desire to be accepted is bogged down by his unworthy self-esteem because of his lack of human relationships. Prufrock is a relatable character at best, but his self-image ruins his potential of connecting with other people. Some scholars believe that Prufrock is yearning for a long lost lover throughout his love song, but most evidence shows that he is in confliction with himself. Sistani writes Internal Anxieties and Conflicts in The LOVE SONG of J. ALFRED PRUFROCK and states that Prufrock is searching for a female lover in his expression of A Love Song. Sistani believes that J. Alfred is experiencing internal conflict about a love source and the need of comfort through a relationship with another woman. This interpretation poses irony continuously established throughout the poem because Prufrock does not even love himself. We will write a custom essay sample on Prufrock in Progress specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Prufrock in Progress specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Prufrock in Progress specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Sistani explains this insecurity by analyzing, â€Å"The article concludes that the male character’s anxieties and conflicts are all the results of a past unsatisfactory mothering situation during his childhood,† (Sistani 478). This accusation is made from empty evidence that he desires a woman’s affection simply because he did not ever have it. This shows that J. Alfred Prufrock is in a habitual pattern of looking for love in all the wrong places. This interpretation by Sistani suggests that J. Alfred is speaking out in the desire for a loving partner. Sadly, Prufrock’s relationship with his mother was disappointing and unfulfilling, therefore; he longs for someone to fill this place. Unfortunately, his lack of love and acceptance for himself disables him from relating and loving or even accepting others. Prufrock speaks of attending a party in which none of the women are good enough for him. He talks of their skirts hitting the floor and is infatuated by the women, but then ironically changes his viewpoint stating, And I have known the eyes already, known them all- The eyes that fix you in a ormulated phase, And when I am formulated, Sprawling on a pin, When I am pinned and wriggling on the wall, Then how should I begin? (Gwynn 623). Prufrock is explaining how women prevent him from being his true self. How the presence of them makes him feel like an insect being pinned on the wall; examined and preserved for humans to review and criticize. He deems the question of how to begin the expression of self when all women seem to want is a fixed idea of what a man should be, and that is not what J. Alfred is. Sistani evaluates â€Å"As a dependent character with not good enough mothering, Prufrock, like a child, is always willing to attach to an external loved object to achieve support and gratification. This need for attachment, to relate to the desired object is constant in Prufrock,† (Sistani 481). The poem in itself is a projection of how Prufrock views himself in comparison to how the reader or another person would view him. He projects only what he wants to be known, and leaves the rest as mystery. He purposefully reveals only what he is comfortable revealing, which will never lead to a sustainable relationship. Sistani concludes in her article, â€Å"Prufrock, with unresolved internal conflicts and anxieties still dreams of the women to attach to in order to fulfill the need for security and comfort,† (Sistani 481). This analysis believes that Prufrock himself feels he will not be able to fully express himself or be accepted without a female partner to lovingly accept him first. Unfortunately and ironically, the cycle persists because J. Alfred Prufrock does not ever have the epiphany that his entire misery is derived from his lack of confidence and love for himself, not from a lack of an external object or person. On the other hand, Human Voices in Silent Seas: A Reading on Eliot’s Love Song by Videnov uses a psychoanalytic approach to interpret the poem sang by J. Alfred Prufrock. She expands on his internal conflict of worthiness. Throughout the poem, Prufrock battles with the public and private sides of himself, and whether his thoughts and feelings are worthy of expression. Videnov explains this contrast in character by stating, â€Å"Through jarring and easy transitions, Eliot contrasts the privacy of observation, insight, and dream with the social functioning of man, his appraisal by others, and his appraisal of himself as reflected in â€Å"the eyes† (55), thoughts, and words of others. † (Videnov, Valentin A. , 126). Videnov also analyzes the internal and external influences on J. Alfred Prufrock’s psyche. The internal conflict that J. Alfred Prufrock exhibits throughout his love song is evident in his lack of self-confidence that leads to a feeling of disconnection with the human population. On one hand, Prufrock expresses the desire to cultivate a relationship with the external world, or a lover; yet on the other hand, he lets his insecurities define him and refuses to let himself engage in relationships with other people. Videnov explains this by describing Prufrock’s quest, â€Å"a quest for belonging, the examination of which could yield the message of the poem and the ultimately optimistic idea of love, as the title suggests, lurking behind the apparently tragic finale,† (Videnov, Valentin A. , 126). This statement establishes the irony in the desire to fulfill a journey of love, yet the inevitable misery Prufrock lives. The psychoanalytical dynamic of the ego and the true self is brought through in Prufrock’s character. T. S. Eliot repeatedly uses the pronouns, â€Å"you and I,† to describe this relationship of the ego and true self that Prufrock experiences. In the interpretation of Human Voices in Silent Seas: A Reading on Eliot’s Love Song, Videnov declares that these two entities are both representative of J. Alfred Prufrock himself. â€Å"You† represents the public face of Alfred J. Prufrock, the ego; and â€Å"I† represents the true self, the self that wants to be expressed but is prevented by Prufrock’s fear and insecurity. The opposing characters within Prufrock are further extended through the symbols of afternoon and evening. The imagery of afternoon is a representation of the light, the desire to express, and the need for connection. The evening represents a darkness, or comfort in the habitual pattern of the introverted mind and it’s self-destructive thoughts. Prufrock expresses his mental state when he says, ‘the evening sleeps so peacefully. † (Gwynn 624) In saying this, Prufrock is confirming within himself his comfort in the thought pattern of darkness. This leads him to question, â€Å"Would it have been worthwhile? † (Gwynn 625), referring to the desired human connection he wants deep down. He truly believes that expression of the self and what he, as an individual has to say and share, are not going to be acc epted by others. Because of his fear of expression, the singer sings a song of love, but predominately and more ironically, a song of sadness. He has continued his pattern of introversion to such an extreme that he suffers from continual loneliness and disassociation. He proves this dissociation when he ends the poem with an insight of his fantasy world of mermaids where he retreats, when he is lonely. He looks upon the beautiful creatures in awe of their unifying world; yet won’t even allow himself to be happy in his fantasy. He states this saying, â€Å"I do not think that they will sing to me,† (Gwynn 625). This prevents him from dreaming himself to a healthy and loving relationship with himself, or anyone else. The lines â€Å"let us go† (Gwynn 622) used repeatedly are incredibly significant in this poem. Us† being the internal representation of the two conflicting sides that exist within Prufrock, as he yearns for release of this horrible cycle. What J. Alfred Prufrock does not understand is that every individual goes through this experience of questioning self worth. The underlying ironic theme of this poem is the relation of the reader to Prufrock himself. This is a cry of the main character to emerge from the inn er seclusion that he feels – a bonding of the afternoon and evening, the light and dark, inner and outer; a battle for the merging of duality to become a union. In â€Å"an overwhelming question† in The Love Song of J. Alfred Prufrock by Xue, the main question that J. Alfred Prufrock is consistently in conflict with is whether or not to reveal his true self. Prufrock’s dueling character is established through the language of the poem. The internal conflict of Prufrock is addressed through repetitive language. â€Å"Prufrock is trying to express some deeper philosophical insight or disillusionment with society, but fears rejection. † (Xue 79). This fear causes his misery. Prufrock’s character is dominated by his uncertainty. The repetition of the lines, â€Å"there will be time,† (Gwynn 622) pose irony in the poem. Prufrock is hopeful that he will be able to truly open up to the world in time, yet currently; he is perpetuating his cycle of loneliness by assuming that these desires will naturally unfold without regarded effort. Xue states this in saying, â€Å"The phrase ‘There will be time,’ repeated five times between lines 23 and 36, represents his hesitation and delay, in order to conceal his inner anxiety to the world,† (Xue 80). Essentially, Prufrock is only happy when he is alone with his thoughts because there are no external influences to judge him, yet this is also his cause of misery. Irony is also addressed in the â€Å"you and I† (Gwynn 621) characterization of Prufrock. Xue states the psychoanalytical interpretation of these pronouns, â€Å"In the poem, Prufrock is divided in two selves. One is persuading Prufrock to ask the ‘overwhelming question’, while the other is trying to prevent it,† (Xue 82). Prufrock’s soul really desires is the opposite of what it endures. At the root of his inability to express is his insecurity. Prufrock asks, â€Å"Do I dare Disturb the Universe? † (Gywnn 623) which is direct evidence that Prufrock has serious lack of self-confidence. J. Alfred directly articulates his anxiety about interaction by describing his unappealing physical attributes. He quivers in the thought, â€Å"With a bald spot in the middle of my hair- ‘They will say: ‘How his hair is growing thin! ’† (Gwynn 623). This statement is directly in connection with Prufrock’s physical insecurity, as well as his emotional insecurity because of his self-image. He uses this as an excuse for his anti-social behavior. He manifests this negative expression of self by bolding stating that if he were to share with another he would, â€Å"Die with a dying fall,† (Gywnn 623). This self-conscious attitude and fear of being mocked for this truth is the entire reason for J. Alfred Prufrock’s cyclical misery. He does not love himself; therefore, he cannot find or receive or the love of another. If he never learns to share his truth, he will never understand the beauty of human connection. The reality of how much Prufrock shares about himself is shown in the line, â€Å"To prepare to meet the faces that you meet; to murder to create,† (Gwynn 622). The real self or â€Å"I†, as Videnov described in Human Voices in Silent Seas, is lost or â€Å"murdered† in society to â€Å"create† a false self or alter ego that functions in society. Another line stating this ego-oriented society and repeating the symbol of darkness reads, â€Å"the evening spread out against the sky,† (Gwynn 622) which refers to the apparent darkness of all humans all hidden under the masks of ego. Yet, if J. Alfred Prufrock understands this is a battle of every individual, he would be able to relate. In conclusion, it is J. Alfred Prufrock’s choice to live in misery. If he were open to see himself as a mirror image of others he would realize that every individual has insecurities of their own. Therefore, I agree with scholars Videnov and Xue in the psychoanalytical approach to J. Alfred Prufrock battling with his own ego versus the exploration and expression of his true self. If he deemed himself worthy of external expression then he would finally be able to share in love with himself and in turn, the rest of humanity. Works Cited Gwynn, R. S. Literature: A Pocket Anthology. 5th. New York: Pearson Education, Inc. , 2012. 21-625. Print. Videnov, Valentin A. Human Voices In Silent Seas: A Reading Of Eliots Love Song. Explicator 67. 2 (2009): 126-130. Academic Search Complete. Web. 10 Nov. 2012. Sistani, Roohollah Reesi. Internal Anxieties And Conflicts In The LOVE SONG Of J. ALFRED PRUFROCK. European Journal Of Social Science 17. 4 (2010): 478-489. Academic Search Complete. Web. 27 Nov. 2012. Xue, Haiqin. On An Overwhelming Question' In The Love Song Of J. Alfred Prufrock. Canadian Social Science 5. 2 (2009): 79-82. Academic Search Complete. Web. 10 Nov. 2012. Prufrock in Progress Essay Example Prufrock in Progress Essay Prufrock in Progress In A Love Song of J. Alfred Prufrock by T. S. Eliot, the main character, J. Alfred Prufrock battles with his identification in the world. T. S. Eliot comprises this character with traits that any human being can relate to, like fear and desire, while ironically depicting the character as a monster. This dueling monster lives within Prufrock. His desire to be accepted is bogged down by his unworthy self-esteem because of his lack of human relationships. Prufrock is a relatable character at best, but his self-image ruins his potential of connecting with other people. Some scholars believe that Prufrock is yearning for a long lost lover throughout his love song, but most evidence shows that he is in confliction with himself. Sistani writes Internal Anxieties and Conflicts in The LOVE SONG of J. ALFRED PRUFROCK and states that Prufrock is searching for a female lover in his expression of A Love Song. Sistani believes that J. Alfred is experiencing internal conflict about a love source and the need of comfort through a relationship with another woman. This interpretation poses irony continuously established throughout the poem because Prufrock does not even love himself. We will write a custom essay sample on Prufrock in Progress specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Prufrock in Progress specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Prufrock in Progress specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Sistani explains this insecurity by analyzing, â€Å"The article concludes that the male character’s anxieties and conflicts are all the results of a past unsatisfactory mothering situation during his childhood,† (Sistani 478). This accusation is made from empty evidence that he desires a woman’s affection simply because he did not ever have it. This shows that J. Alfred Prufrock is in a habitual pattern of looking for love in all the wrong places. This interpretation by Sistani suggests that J. Alfred is speaking out in the desire for a loving partner. Sadly, Prufrock’s relationship with his mother was disappointing and unfulfilling, therefore; he longs for someone to fill this place. Unfortunately, his lack of love and acceptance for himself disables him from relating and loving or even accepting others. Prufrock speaks of attending a party in which none of the women are good enough for him. He talks of their skirts hitting the floor and is infatuated by the women, but then ironically changes his viewpoint stating, And I have known the eyes already, known them all- The eyes that fix you in a ormulated phase, And when I am formulated, Sprawling on a pin, When I am pinned and wriggling on the wall, Then how should I begin? (Gwynn 623). Prufrock is explaining how women prevent him from being his true self. How the presence of them makes him feel like an insect being pinned on the wall; examined and preserved for humans to review and criticize. He deems the question of how to begin the expression of self when all women seem to want is a fixed idea of what a man should be, and that is not what J. Alfred is. Sistani evaluates â€Å"As a dependent character with not good enough mothering, Prufrock, like a child, is always willing to attach to an external loved object to achieve support and gratification. This need for attachment, to relate to the desired object is constant in Prufrock,† (Sistani 481). The poem in itself is a projection of how Prufrock views himself in comparison to how the reader or another person would view him. He projects only what he wants to be known, and leaves the rest as mystery. He purposefully reveals only what he is comfortable revealing, which will never lead to a sustainable relationship. Sistani concludes in her article, â€Å"Prufrock, with unresolved internal conflicts and anxieties still dreams of the women to attach to in order to fulfill the need for security and comfort,† (Sistani 481). This analysis believes that Prufrock himself feels he will not be able to fully express himself or be accepted without a female partner to lovingly accept him first. Unfortunately and ironically, the cycle persists because J. Alfred Prufrock does not ever have the epiphany that his entire misery is derived from his lack of confidence and love for himself, not from a lack of an external object or person. On the other hand, Human Voices in Silent Seas: A Reading on Eliot’s Love Song by Videnov uses a psychoanalytic approach to interpret the poem sang by J. Alfred Prufrock. She expands on his internal conflict of worthiness. Throughout the poem, Prufrock battles with the public and private sides of himself, and whether his thoughts and feelings are worthy of expression. Videnov explains this contrast in character by stating, â€Å"Through jarring and easy transitions, Eliot contrasts the privacy of observation, insight, and dream with the social functioning of man, his appraisal by others, and his appraisal of himself as reflected in â€Å"the eyes† (55), thoughts, and words of others. † (Videnov, Valentin A. , 126). Videnov also analyzes the internal and external influences on J. Alfred Prufrock’s psyche. The internal conflict that J. Alfred Prufrock exhibits throughout his love song is evident in his lack of self-confidence that leads to a feeling of disconnection with the human population. On one hand, Prufrock expresses the desire to cultivate a relationship with the external world, or a lover; yet on the other hand, he lets his insecurities define him and refuses to let himself engage in relationships with other people. Videnov explains this by describing Prufrock’s quest, â€Å"a quest for belonging, the examination of which could yield the message of the poem and the ultimately optimistic idea of love, as the title suggests, lurking behind the apparently tragic finale,† (Videnov, Valentin A. , 126). This statement establishes the irony in the desire to fulfill a journey of love, yet the inevitable misery Prufrock lives. The psychoanalytical dynamic of the ego and the true self is brought through in Prufrock’s character. T. S. Eliot repeatedly uses the pronouns, â€Å"you and I,† to describe this relationship of the ego and true self that Prufrock experiences. In the interpretation of Human Voices in Silent Seas: A Reading on Eliot’s Love Song, Videnov declares that these two entities are both representative of J. Alfred Prufrock himself. â€Å"You† represents the public face of Alfred J. Prufrock, the ego; and â€Å"I† represents the true self, the self that wants to be expressed but is prevented by Prufrock’s fear and insecurity. The opposing characters within Prufrock are further extended through the symbols of afternoon and evening. The imagery of afternoon is a representation of the light, the desire to express, and the need for connection. The evening represents a darkness, or comfort in the habitual pattern of the introverted mind and it’s self-destructive thoughts. Prufrock expresses his mental state when he says, ‘the evening sleeps so peacefully. † (Gwynn 624) In saying this, Prufrock is confirming within himself his comfort in the thought pattern of darkness. This leads him to question, â€Å"Would it have been worthwhile? † (Gwynn 625), referring to the desired human connection he wants deep down. He truly believes that expression of the self and what he, as an individual has to say and share, are not going to be acc epted by others. Because of his fear of expression, the singer sings a song of love, but predominately and more ironically, a song of sadness. He has continued his pattern of introversion to such an extreme that he suffers from continual loneliness and disassociation. He proves this dissociation when he ends the poem with an insight of his fantasy world of mermaids where he retreats, when he is lonely. He looks upon the beautiful creatures in awe of their unifying world; yet won’t even allow himself to be happy in his fantasy. He states this saying, â€Å"I do not think that they will sing to me,† (Gwynn 625). This prevents him from dreaming himself to a healthy and loving relationship with himself, or anyone else. The lines â€Å"let us go† (Gwynn 622) used repeatedly are incredibly significant in this poem. Us† being the internal representation of the two conflicting sides that exist within Prufrock, as he yearns for release of this horrible cycle. What J. Alfred Prufrock does not understand is that every individual goes through this experience of questioning self worth. The underlying ironic theme of this poem is the relation of the reader to Prufrock himself. This is a cry of the main character to emerge from the inn er seclusion that he feels – a bonding of the afternoon and evening, the light and dark, inner and outer; a battle for the merging of duality to become a union. In â€Å"an overwhelming question† in The Love Song of J. Alfred Prufrock by Xue, the main question that J. Alfred Prufrock is consistently in conflict with is whether or not to reveal his true self. Prufrock’s dueling character is established through the language of the poem. The internal conflict of Prufrock is addressed through repetitive language. â€Å"Prufrock is trying to express some deeper philosophical insight or disillusionment with society, but fears rejection. † (Xue 79). This fear causes his misery. Prufrock’s character is dominated by his uncertainty. The repetition of the lines, â€Å"there will be time,† (Gwynn 622) pose irony in the poem. Prufrock is hopeful that he will be able to truly open up to the world in time, yet currently; he is perpetuating his cycle of loneliness by assuming that these desires will naturally unfold without regarded effort. Xue states this in saying, â€Å"The phrase ‘There will be time,’ repeated five times between lines 23 and 36, represents his hesitation and delay, in order to conceal his inner anxiety to the world,† (Xue 80). Essentially, Prufrock is only happy when he is alone with his thoughts because there are no external influences to judge him, yet this is also his cause of misery. Irony is also addressed in the â€Å"you and I† (Gwynn 621) characterization of Prufrock. Xue states the psychoanalytical interpretation of these pronouns, â€Å"In the poem, Prufrock is divided in two selves. One is persuading Prufrock to ask the ‘overwhelming question’, while the other is trying to prevent it,† (Xue 82). Prufrock’s soul really desires is the opposite of what it endures. At the root of his inability to express is his insecurity. Prufrock asks, â€Å"Do I dare Disturb the Universe? † (Gywnn 623) which is direct evidence that Prufrock has serious lack of self-confidence. J. Alfred directly articulates his anxiety about interaction by describing his unappealing physical attributes. He quivers in the thought, â€Å"With a bald spot in the middle of my hair- ‘They will say: ‘How his hair is growing thin! ’† (Gwynn 623). This statement is directly in connection with Prufrock’s physical insecurity, as well as his emotional insecurity because of his self-image. He uses this as an excuse for his anti-social behavior. He manifests this negative expression of self by bolding stating that if he were to share with another he would, â€Å"Die with a dying fall,† (Gywnn 623). This self-conscious attitude and fear of being mocked for this truth is the entire reason for J. Alfred Prufrock’s cyclical misery. He does not love himself; therefore, he cannot find or receive or the love of another. If he never learns to share his truth, he will never understand the beauty of human connection. The reality of how much Prufrock shares about himself is shown in the line, â€Å"To prepare to meet the faces that you meet; to murder to create,† (Gwynn 622). The real self or â€Å"I†, as Videnov described in Human Voices in Silent Seas, is lost or â€Å"murdered† in society to â€Å"create† a false self or alter ego that functions in society. Another line stating this ego-oriented society and repeating the symbol of darkness reads, â€Å"the evening spread out against the sky,† (Gwynn 622) which refers to the apparent darkness of all humans all hidden under the masks of ego. Yet, if J. Alfred Prufrock understands this is a battle of every individual, he would be able to relate. In conclusion, it is J. Alfred Prufrock’s choice to live in misery. If he were open to see himself as a mirror image of others he would realize that every individual has insecurities of their own. Therefore, I agree with scholars Videnov and Xue in the psychoanalytical approach to J. Alfred Prufrock battling with his own ego versus the exploration and expression of his true self. If he deemed himself worthy of external expression then he would finally be able to share in love with himself and in turn, the rest of humanity. Works Cited Gwynn, R. S. Literature: A Pocket Anthology. 5th. New York: Pearson Education, Inc. , 2012. 21-625. Print. Videnov, Valentin A. Human Voices In Silent Seas: A Reading Of Eliots Love Song. Explicator 67. 2 (2009): 126-130. Academic Search Complete. Web. 10 Nov. 2012. Sistani, Roohollah Reesi. Internal Anxieties And Conflicts In The LOVE SONG Of J. ALFRED PRUFROCK. European Journal Of Social Science 17. 4 (2010): 478-489. Academic Search Complete. Web. 27 Nov. 2012. Xue, Haiqin. On An Overwhelming Question' In The Love Song Of J. Alfred Prufrock. Canadian Social Science 5. 2 (2009): 79-82. Academic Search Complete. Web. 10 Nov. 2012.