About Doctor Faustus Essay Example

About Doctor Faustus Essay Fred Botting expresses Gothic writing emerges as the thread that defines literature. But it is apparent that Marlowe was influenced by many genres. Although Gothic plays were very popular around the time beginning from the 1760s onwards, with the works of Shakespeare such as Hamlet, it is clearly viewed that Marlowe has taken inspiration from many genres in the writing of this play. Doctor Faustus is not more of a morality play than gothic, it is a mixture of sub genres of morality, gothic and tragedy plays. Act 2 Scene 3 is a perfect example show evidence of Marlowes influences of several different genres. Structure of Act 2 Scene 3 portrays an aspect of morality plays. Marlowe has taken the repetition of the reform and relapse pattern commonly used in morality plays and has used it in this scene. The four point cycle of doubt, persuasion, resolve and gain repeats itself several times in the scene by Faustus. The character of Faustus here links to the everyman character in morality plays. The four point structure communicates the weakness of the merciful nature of the humans state of mind. Faustus doubts his decision and says that he will renounce this magic and repent until we see the persuasions of the good and evil angel come into to distract his mind. The good angel encourages Faustus to Repent yet, God will pity thee whereas the evil angel ends with a reminder that Thou art a sprit, God cannot pity thee. Marlowes use of the good and evil angel could be interpreted a physical representative of Faustus, and the human race, own conscience and on-going battle between right and wrong. We will write a custom essay sample on About Doctor Faustus specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on About Doctor Faustus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on About Doctor Faustus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The cycle then goes on the point three of resolved Faustus shall neer repent; Marlowe use of 3rd person here mirrors the detachment of Faustuss soul. Finally the cycle ends with a gain when Faustus is able to dispute again with Mephistopheles. In the four point structure we see Faustus repeatedly make the wrong decision by not being able to repent, this is an aspect of tragedy plays as the scene marks tragic fall of the hero as Faustus is told by Mephistopheles, thou art damned . Marlowe uses a very similar layout of tragedy plays in the structure of Doctor Faustus. Of course there is the main character of Faustus known as the protagonist in tragedy plays. The main antagonist is played by the character of Mephistopheles; he is in opposition with the main character, in this scene we see Mephistopheles threaten Faustus with the words Remember this! Marlowes use of the short syntax and exclamation mark is effective as it builds tension in the scene, creating a climax. It can also be argued that there are other characters such as Valdes, Cornelius and Lucifer could be seen as the antagonist. The protagonist regrets his actions and decisions; Faustus tries several times to repent back to God. As Faustus announces I will renounce this magic and repent a number of time, it portrays that he is unsure about his decision, but decides to carry on because of his lust for power. This is called in tragedy plays Hubris, an excess of ambition, pride, etc. , ultimately causing the transgressors ruin, all of these feature are shown in Faustus as the play goes on. Faustus curiosity with his power with black magic has transgressed into an obsession. In this scene Faustus reaction to black magic is Oh this feeds my soul! Marlowe has used irony here as Faustus has no longer in possession with his soul due to his contract with the devil. Faustus is continuously showing hamartia in this scene by not repenting as he reassures himself that My heart is hardened, I cannot repent Faustus loss of divinity and despair is causing his downfall in the terms of a tragedy. In this scene Faustus is being persuaded by a performance of the seven deadly sins, which portrays aspect showing the satanic. Faustus overreaches in the scene as he indulges in the performance and says, That sight will be as pleasing unto me as was Adam on the first day of his creation. Marlowe uses ironic inversion to portray Faustus excitement to this performance. It is also ironic as Adam receives something of substance whereas Faustus is just receiving pleasures of the five senses. Faustus asks Tell me who made the world, a question which he know is off limits but yet is attempting to push the boundaries. This is again showing an overreaching characteristic as Faustus is trying to gain access to forbidden knowledge. Jean Calvin believed certain souls preordained by God to salvation some souls condemned to damnation as their lives are predestined. This would mean that Faustus is right to be overreaching and indulging in all he is receiving now as he had been pre destined to be damned. Could it be argued that this characteristic has been put in him by God? David Punter says that one way of looking at the gothic is that it deals with transgression Faustus transgresses to the side of the devil in this scene where he vows never to look to heaven name God or to pray to him to Lucifer. This reaction to Lucifer entering shows how intimidating and overpowering the character is. In some performances the scene has been directed to have Faustus to be seated on a throne next to Lucifer, this interpretation shows Faustus to have fully transgressed to the side of the satanic. Transgression is a key aspect of the Gothic. As the play ends with Faustus dying and been drag down to hell it contrast to the ending with morality plays where the character is resolve at the end. The gothic is all about breaking the boundaries, and Marlowe has done this with this play, as it is not conventional play and it deals with issues and themes of the devil and divinity which were very much controversial themes to explore for a play to be shown the general public. His play is used to explore and transgress the public to talk about these subjects, there for if the play would had to be put in a category I would agree that it would be placed in the Gothic genre.

Vangogh Essays - Vincent Van Gogh, Van Goghs Family In His Art

Vangogh Essays - Vincent Van Gogh, Van Goghs Family In His Art Vangogh The rapid evolution of a style characterized by canvases filled with swirling, bright colors depicting people and nature is the essence of Vincent Van Gogh's extremely prolific but tragically short career. Vincent Willem van Gogh was born on March 30, 1853, in Holland, son of a Dutch Protestant pastor and eldest of six children. His favorite brother Theo was four years younger. When Vincent was twelve to sixteen years old, he went to a boarding school. That next year he was sent to The Hague to work for an uncle who was an art dealer, but van Gogh was unsuited for a business career. Actually, his early interests were in literature and religion. Very dissatisfied with the way people made money and imbued with a strong sense of mission, he worked for a while as a lay preacher among proverty-stricken miners. Van Gogh represented the religious society that trained him in a poor coal-mining district in Belgium. Vincent took his work so seriously that he went without food and other necessities so he could give more to the poor. The missionary society objected to Vincent's behavior and fired him in 1879. Heartsick, van Gogh struggled to keep going socially and fin! ancially, yet he was always rejected by other people, and felt lost and forsaken. Then, in 1880, at age 27, he became obsessed with art. The intensity he had for religion, he now focused on art. His early drawings were crude but strong and full of feeling: "It is a hard and a difficult struggle to learn to draw well... I have worked like a slave ...." His first paintings had been still lifes and scenes of peasants at work. "That which fills my head and heart must be expressed in drawings and in pictures...I'm in a rage of work." In 1881, he moved to Etten. He very much liked pictures of peasant life and labor. Jean-Francois Millet was the first to paint this as a main theme and his works influenced van Gogh. His first paintings here were crude but improving. Van Gogh's progress was interrupted by an intense love for his widowed cousin Kee Vos. On her decisive rejection of him he pursued her to Amsterdam, only to suffer more humiliation. Anton Mauve, a leading member of the Hague school was a cousin of van Gogh's mother. This opportunity to be taught by him encouraged van Gogh to settle in Den Hague with Theo's support. When van Gogh left Den Hague in September 1883 for the northern fenland of Drenth, he did so with mixed feelings. He spent hours wandering the countryside, making sketches of the landscape, but began to feel isolated and concerned about the future. He had rented a little attic in a house but found it melancholy, and was depressed with the quality of his equipment. "Everything is too miserable, too insufficient, too dilapidated." Physically and mentally unable to cope with these conditions any longer, he left for his parents' new home in Nuenen in December 1883. Van Gogh had a phase in which he loved to paint birds and bird's nests. This phase did not last long. It only lasted until his father's death six months later. "The Family Bible" which he painted just before leaving his house for good, six months after his father's death in 1885, must have meant a great deal to him. Van Gogh had broken with Christianity when he was fired from the missionary which proved to be the most painful experience of his life, and one from which he never quite recovered. At Nuenen, van Gogh gave active physical toil a remarkable reality. It's impact went far beyond what the realist Gustave Corbet had achieved and beyond even the quasi-religious images of Jean-Francois Millet. He made a number of studies of peasant hands and heads before embarking on what would be his most important work at Nuenen. The pinnacle of his work in Holland was The Potato Eaters, a scene painted in April 1885 that shows the working day to be over. It was the last and most ambitious painting of his pre-Impressionist period, 1880-1885. When van Gogh painted the The Potato Eaters, he had not yet discovered

Leading in a changing world Assignment Example | Topics and Well Written Essays - 2500 words

Leading in a changing world - Assignment Example Herminia Ibarra and Morten Hansen (2011) discussed the theory of collaboration as a process in which diversity brings broader results to decision making. They state that â€Å"Research has consistently shown that diverse teams produce better results, provided they are well led. The ability to bring together people from different backgrounds, disciplines, cultures, and generations and leverage all they have to offer, therefore, is a must-have for leaders (Ibarra and Hansen 2011: 71). Leading in a collaborative environment is the best possible way in which to create highly innovative solutions and products at an elevated level of performance. Difference can bring more balance to the results and a good leader will inspire collaboration. Phillips (2008: 251) discusses the concept of congruent teams. These teams are created with the intentional assignment of roles so that each team member puts into the group work their own expertise. The best results, however, come when the input of each team member cannot be predicted, thus they come up with creative additions to the work through their expertise, but also through their ability to contribute unexpected concepts and ideas. In order to get to this type of diversity and congruency, the leader must know how to inspire collaboration. Collaboration comes when ideas begin to spark further development between team members. The theory that supports this type of leadership is in creating teams through structural interdependence and emergent interdependence that comes together through cognitively diverse team collaboration. Structural interdependence comes from roles that require the skills of a diverse team which are then matched with emergent interdependence as roles are defined with framed tasks. The ‘magic’ occurs as the use of the members and their skills have been ‘misunderstood’, bringing surprising results that will vastly improve

Transport issues in developed and developing cities Essay

Transport issues in developed and developing cities - Essay Example This paper seeks to compare transport situation in Lagos city in Nigeria and the situation in New York in the United States and that of London in the United Kingdom since the year 1995. It addresses the similarity and differences that exists between the transport situation in Lagos being a city from a lesser developed nation and the situation as portrayed by New York and London being cities from the developed nations of the world. Further analysis is presented herein in relation the extent to which logos city might benefit from the experiences of the cities from developed nations that is New York and London. Over the years since 1995 Lagos is city characterized by complexity with a wide range of economic activities taking place. It is the largest urban centre in Nigeria. The population of Lagos is approximated to be roughly 17.8 million (Oni 2004, p.35). In most cases when a city is large and as continues to acquire growth and development it becomes more and more complex having incre ased potential for diverse disruptions especially in relation to the transport network hence the need for the managed of the complexity in an effective manner. In addressing the similarities and differences in transportation in the cities mentioned it is quite crucial to note that the productivity of urban centres is highly dependable on the effectiveness and efficiency of the centre’s system of transportation to facilitate movement of labor, that of consumers as well as freight from one destination to another (National Transport Policy for Nigeria 2003, p.54). In addition important terminals of transportation for instance airports, rail yards and ports that are located within urban cities are known to be contributing factors leading to transportation problems. There are quite a wide range of similarities that exist between the situation of transport in Lagos and that of New York and London since 1995. Lagos being of the largest cities in the world has been characterized by a rapid rate of population increase annually. This is due to the fact that a manufacturing sector is located in Lagos and which is termed as the largest in the entire country offers employments to over 45 percent of the country’s skilled manpower (Oni 2004, p.27). The big populace in the city therefore presents transportation requirements for certain reasons the nation is not able to satisfy. Similarly the cities of New York and London are demonstrated to experience the same situation. In regard to New York City, it is has the biggest population in America. People living in new York as well as in its outskirts engage in a lot of economic activities thus having a major impact on the aspects of finance, commerce, fashion, art, media, education, technology as well as entertainment. In London the situation is not that different as portrayed in New York. The population in London is quite large forcing United Kingdom to actually realize that the issue with increasing urban populatio n is an inevitable one and need to be addressed. Urban mobility requirements in New York and London are therefore critical aspects considered by the states during the formulation of transportation policies including how transportation is to be managed to meet the needs of the large population. The road network in the city of Lagos is in a very poor condition. As already identified transportation systems within any given urban are linked to

Jonathans Swifts’ Gulliver’s Travels Essay Example for Free

Jonathans Swifts’ Gulliver’s Travels Essay In Joanthans Swifts’ Gulliver’s Travels Part IV he uses a certain character to be his perfect example for what the human race should be. With this character he then will compare to the lowest of all beings to illustrate all the faults of man. These characters in his story are called the Houyhnhnms, which have a uniquely similar pronunciation to the word humans, and the Yahoos, who are the evil beasts of this particular island that Gulliver has washed up upon. Throughout the story as Gulliver describes the people of his home to the Houyhnhnms the reader begins to see how Swift shines a light on all the faults that humans have; compared to a divine, simple and perfect creature as the Houyhnhnms. Gulliver tries to distinct himself from the Yahoos of this land, who he absolutely abhors, by explaining his people’s ways and showing they have the ability to reason, unlike the Yahoos. The reader easily begins to see what Swift is trying to accomplish with his writings. He lets the reader make their own assumptions of the human race, but makes the assumption very clear. Within the story Gulliver describes how â€Å"his eyes had been opened and enlarged his understanding, which he began to view the actions and passions of man in a very different light†(puchner291). Gulliver begins to see that the thick skin, extra hair and long nails are merely the only thing separating himself from the Yahoos. This eye opening is exactly what Swift wants his readers to experience and see that there are so many despicable faults and useless ways of life in their society. The slow dissembling of the faults within man and questioning of the ways of mankind are in complete alignment with the ideas and ways of the Enlightenment, which was in short, to question everything. As Gulliver’s stay on the island continues, this questioning and examination of every aspect of his former life continues as well. The Houyhnhnms, or voices of reason, go on to question the laws of Gulliver’s land. One Houyhnhnms states how he cannot even contemplate how â€Å"the law which was intended for every man’s preservation should be any man’s ruin† (puchner285). Swift takes a deep stab at the governments’ ways of workings at the time and simply shows how it is anything but just and does not make any sense. Swift also makes a remarkable point in the direction of women’s rights, and uses common since to show how the treatment of women of the time was entirely reckless. The voice of a Houyhnhnms explains how it would be â€Å"monstrous in them to give the females a different kind of education from the males† (puchner298). The Houyhnhnms says how this way holds no logic, because it would leave one half of their people only useful for the bringing of children into the world and leave them good for nothing else (puchner298). Swift does not stop there and states how irresponsible it would be to not only leave this group inadequate but to then trust the care and upbringing of their children with these completely incompetent creatures. His reason here is very sound and unmistakable; how can you expect a society to flourish if the raising of man is done by the lowest creature of their society. Gulliver tries to prove to be different form the Yahoos by the fact that he can reason. The Houyhnhnms can see straight through this and one states that â€Å"when a creature pretending to reason could be capable of such enormities, he dreaded lest the corruption of that faculty might be worse than brutality itself† (puchner285). Through the Houyhnhnms response Swift dives into the depths of what humankind is capable of. He tackles how we may have the power of reason but have abused it to the full extent and instead of like the Yahoos caused destruction outwards on the world we have brought corruption into the inner beings of our society. Swift’s writings in Gulliver’s Travels question the entire makings of humankind and even the inability of people to dare to question. The Houyhnhnms are Swifts example of how humans should be but even the Houyhnhnms in their perfectness have a fault. They have no ability to question any facts or speak of â€Å"the thing which is not†. In Swift’s story, Gulliver recants how he remembers how hard it was for him to get his master to comprehend the meaning of the word opinion, or how any fact could be brought to question because â€Å"reason taught us to affirm or deny only where we are certain; and beyond our knowledge we cannot do either† (puchner297). Swift wants the reader to understand that you must not be afraid to put your thoughts and what you have been taught all of your life into question, to not fear the unknown. The Houyhnhnms refuse to believe that there are nations outside of their own island, similar to the way people refuse to think that there are opinions and answers other than their own that could be right. Swift uses his story Gulliver’s Travels to ignite the idea that the world as you know may not be the best of what it could be, just as the way stories have been used to teach children lessons at a young age. In Voltaire’s story Candide, his main character Candide is taken on a journey where he is determined to find his true love Cunegonde, which he is separated form in the beginning of the story. Through his journey Voltaire has Candide also in constant search for any man that is happier than he. In the story Candide has a friend named Pangloss who is a philosopher. In the beginning of this tale Pangloss states that â€Å"there cannot possibly be an effect without a cause† and that â€Å"things cannot be otherwise than they are, for since everything is made to serve an end, everything necessarily serves the best end† (puchner356). Voltaire takes these quotes throughout the story and commits Candide to question it at every chance, but is blinded by pure devotion to what his friend Pangloss has said and continues to push on. Voltaire uses the comparison of two opposites just as Jonathan Swift did in Gulliver Travel’s IV. Voltaire uses the land Eldorado in Candid e to compare to Westphalia. Eldorado is the example of the perfect world while Westphalia is full of everything that is wrong with the world in Voltaire’s opinion. In this sacred Eldorado Candide and Cacambo witnesses how the people have no desire or wants for the jewels that line their streets. He states that â€Å"the children of this land must be well trained, since they are taught contempt for gold and jewels† (puchner381). During their dinner with their host at the hotel Candide tries to use the gold for payment but in this perfect Eldorado people are courteous and hotels are made and paid for by the state and they do not need any money. Later Candide begins to ask about religion and finds that this land has the perfect religion where they do not have monks that dictate what they do and punish them if they do not practice their religion as they say they should (putchner383). Instead Voltaire describes a religion where people are all of the same mind and can freely practice their religion (puc hner282). Once Candide meets the king he finds that this perfect land has no parliament for there was no need and no prisons but they had a gallery full of places to study sciences with mathematical and physical instruments to help further knowledge (putchner383). Here you can see how Voltaire is creating a world that has no prejudices and is surrounded by the overall bettering and good of the people. Although Candide and Cacambo have found the perfect world they still are not satisfied. This is a major flaw in man, to continue to want even after they have everything they need. In response to this, Candide and Cacambo leave and take all the riches they need that they assume will bring them happiness but instead are presented with tragedy after tragedy that brings them right back to where they began. Candide then by losing everything somehow is reunited with all his friends and they make it to a tiny farm to live where Pangloss continues to question. He finds a philosopher that he wants to discuss the â€Å"effects and causes, the best of possible worlds, the origin of evil, the nature of the soul, and pre-established harmony† (putchner412) all of which are prime examples of some of the main parts that have been in question during the Enlightenment; but instead Pangloss has the door slammed in his face; similar to the way man refuses to discuss these very same aspect. Pangloss still does not stop asking questions and making philosophical assumptions even to the very end of the story and after all the terrible things that had happened to him. Candide then runs into a Turk that states that most of the time the people who get involved in others business, perish terribly (putchner413). The Turk then continues to tell Candide that he and his family cultivate their 20 acres â€Å"and the work keeps [them] from three great evils, boredom, vice, and poverty† (putchner413). Candide takes the Turks words very seriously and soon sets out his life to imitate the Turks and sets up a garden to cultivate. After meeting all the people throughout his journey he finds this man to be the only person happier than him and he had found a way to make life bearable; so Candide commits to doing the same. Voltaire has much to say through his character Pangloss and Martin, about men who choose to live their lives working. Pangloss states that â€Å"man was not born to take his ease† and Martin comments that â€Å"working without speculation is the only way of rendering life bearable.† Candide finally has everything that he wanted all on their farm but sees that what he wanted and thought is not anymore what he wants or thinks. Cunegonde has lost all her beauty and he does not love her anymore and Pangloss’s theory does not hold a light in Candid’s’ mind anymore. He decides to change his life and stop wanting more and make a life that is focused on one goal; to cultivate his garden and not worry about the trifles amongst the world. He then sees clearly that he makes his own happiness and others do not. The garden will keep him away from the evils in which he has met all his life. He will not have to want for food and beg, and he will only have enough for what he needs and not what he wants and this will keep his mind busy and away from boredom. Pope’s writings differ greatly from Swift’s or Voltaire’s. In Pope’s Essay on Man, he uses poetry to illustrate his philosophical points. The start of his essay states â€Å" what can we reason but from what we know†(putchner345). Pope gains the reader’s attention by simply saying that he is just going to examine Man. This alone is what the Enlightenment was about, to take into account all that you thought you knew and then ask yourself, is this really what I know. Pope goes to ask the question, are we the only system or universe? He says to just â€Å"observe how system into system runs†(putchner345). How can we be the only world is the question he wishes to ignite in us; if we just look at our world we can clearly see that we are too a system within a system and perhaps we have a purpose within this very sphere. He continues to ask question among question to further state, why are we the way we are? And are we the highest being above all on earth and if so, should we be in this place? We can see where he asks â€Å"if God has placed him wrong† and should we have the power over the world that we do (putchner345). If God has placed us in this high position then shouldn’t we be perfe ct, but he describes free will by saying that â€Å"man’s as perfect as he ought† and that we are as good as we let ourselves be (putchner346). The Essay on Man discusses fate and why we do not know our own fate or more then the very page that we are on in life. If â€Å"had he thy reason, would he skip and play† (putchner346) and continue to live our lives if we knew how it would all end. He gives the answer that hope of the unknown is what keeps man going. He examines the Indian people, a prime example of living in the unknown; for they had no sciences to let them see the planets and the universe but still remained to have God in their culture. He said they have a â€Å"humbler heaven† before the Europeans came to conquer their land and torment them for their gold (putchner347). Pope describes to the reader that pride is our error and we blame God for everything when we are not happy. Our pride gives us the right to think that earth is for our own use. He explains â€Å"why has not man a microscopic eye†, his response is simple â€Å"that man is not a fly† (putchner347). Pope wants the reader to see that God has made us the way we are and we are not meant to see that far; that we are meant to inspect the earth not to understand the heavens. He ends his essay by saying that â€Å"all partial evil [is] universal good† and that â€Å"whatever is, is right† (putchner351). This very statement was examined greatly by Voltaire’s work Candide and has been examined by many philosophers and thinkers even to this very present day. The Rape of the Lock is another story written by Pope in which he also uses poetry to reach the reader but in my case went over my head. He illustrates a beautiful story of a girl named Belinda that his great at playing cards and wins the heart of every man and Sylph she comes across. The Sylphs follow Belinda throughout her entire day and Pope begins to show how man has no control over anything that happens; whether that may be the folding of her sleeves or the safety of Belinda. Pope may be continuing his theory that man has his own fate but that he cannot know it and certain Powers that are out of our understand control our day to day life. That this is the way things are and it is in our best ability to be happy with the life we are given. Even the fair Belinda blessed with all the beauty in the world is not spared by fates hand. The loss of her strand of hair in the end may resemble the loss of virtue and her pride for even the perfect can be brought down. Works Cited Puchner, Martin, Suzanne Akbari, Wiebke Denecke, Vinay Dharwadke, and Barbara Fuchs. The Norton Anthology of World Literature. 3rd ed. Vol. D. New York, London: W. W. Norton Company, 2012. 269-413. Print.

Sun Imagery in Shakespeares Richard III Essay example -- Richard II R

Sun Imagery in Shakespeare's Richard III      Ã‚   Shakespeare's Richard III is a play pervasive in figurative language, one of the most notable being the symbolic image of the sun and the shadow it casts. In an examination of a short passage from the text, it will be argued that Richard is compared to a shadow in relation to the sun, which has traditionally been held as a symbol of the king. The passage is significant not only because it speaks volumes about the plots of Richard, but also because it is relevant in understanding the overall plot of the play, which in the first few acts is almost indistinguishable from the plot of the scheming Duke of Gloucester.    The comparison of Richard to a shadow is especially clear in an exchange between Richard and Queen Margaret: Richard Gloucester: Our eyrie buildeth in the cedar's top, And dallies with the wind, and scorns the sun. Queen Margaret: And turns the sun to shade. Alas, alas! Witness my son, now in the shade of death, Whose bright outshining beams thy cloudy wrath Hath in eternal darkn...

Case Study Child Development Project Essay

Abstract After an extended period watching and observing Adrian, the bystander is able to see where Adrian is developmentally. He is growing physically, mentally, and emotionally as a child his age, four years old, should be maturing according to many theorists. While he has not mastered all the required steps for his age group he is achieving more and more of them each day. The following case study will discuss where Adrian is excelling and where he still needs a little work. A Case Study about Child Development Adrian is almost four years old and lives with his parents and older sister in an apartment. His father is a financial advisor in a bank, allowing him to spend time with the family on the weekends, while his mother stays at home as a housewife. They have a lot of neighbors and no pets. Adrian loves trains, cars, dinosaurs, animals, juice, and being inside and outside of his house. His favorite movie is Cars. He does not like the word â€Å"No† and often ignores something when it doesn’t interest him. Adrian has fun, loving, goofy, energetic personality. Throughout this study, the observation of Adrian will take place at two places: his house, inside and out and his grandmother’s house. Physical Development Adrian developed normally through the prenatal, infancy, and toddler stages. He was born on August twenty eighth in 2010 by natural birth after a full term, normal pregnancy. At birth, he weighed eight pounds eleven ounces and measured twenty-two inches long, which according to the Center for Disease Control (2000), put him in the seventy-fifth percentile for weight and ninetieth percentile for length. As an infant Adrian’s mother, chose not to breast feed and instead gave him formula. As a toddler, Adrian hit all the  important milestones, according to his mother, included learning to walk which occurred around fifteen months. As Adrian progressed from a toddler to preschooler, he continued to progress as he should according to the normal growth and developmental process. At four years, he is forty-two inches tall and weights around forty-six pounds, keeping him in the same percentiles as birth, again according to the CDC (2000). Most of this growth occurred, as it should, during the toddler years. Even though Adrian just turned four he had accomplished many of the required gross and fine motor skills according Berger (Chapter 8), he can run, hop, jump, walk up and down stairs alone, dress and undress, use the bathroom on his own. I have witnessed Adrian running or jumping many times whether it be running to tackle someone for a hug or a warm welcome, jumping on the bed/couch usually when he gets excited about a movie or favorite cartoon, or when he is playing with his cousin who is just a few months older. Going up and down the stairs at his grandmother’s house, this is not a problem problem because Adrian gets plenty of practice due to must of the time he’s visiting his gradmother’s house. Using the bathroom is a big accomplishment for him, because it took him a long time and has only mastered it within the last few months. However, he still needs practice skipping and being comfortable using scissors. Adrian is right where he should be with his physical development. Cognitive Development Similarly to Adrian’s physical development his cognitive develop is also maturing at what theorist would say is a normal rate. Piaget and Vygotsky writes that upon reaching the age of four a child should be rapidly expanding his vocabulary, beginning to think intuitively but still thinking almost entirely on himself. He progressed through the building blocks of language beginning with babbling and moving through his first word around fifteen months and first sentence a little while later. While his mother does not know the exact time when he started babbling and spoke his first sentence, she does recall this never being a concerned about the development. Currently, he is speaking in full sentences that vary in lengths and purposes. He enjoys watching television shows about super heroes and if given the chance, he will spend large amounts of time, sometimes up to twenty minutes, telling his listener all about them. Adrian’s cognitive  development in the area of language has a lot to do with the fact he is inquisitive and seems to enjoy learning. According to many theories and developmental checklist a four year old should be able to count and should be drawn to letters and sounds. Adrian demonstrates an inclination to want to read and will often ask someone around him to read him his favorite book or play with the magnetic letters his mom bought him. Additionally, by playing games like Candy Land or Chutes and Ladders where he can count the required spaces indicating a beginning understanding of numbers. Another example a time when I noticed Adrian genuinely wanting to learn and wanting things to be perfect, he spent a few seconds growing more and more frustrated as he angrily smashed the top and bottom boxes together. Eventually, he got the two pieces together but not before tearing the corners of them. However, when someone stepped in and showed him how to correctly put the two pieces together he welcomed the advice and was then able to properly close the box. Like Vygotsky mentioned the mentor provide scaffolding, or temporary sensitive support, to help the developmental zone. After getting the box together, he started to think of ways to fix the box. He suggested taping it, and was excited when that idea was welcomed and put to use. This not only demonstrated intuitive thought but helped Adrian feel intelligent and begin to learn that it is perfectly fine and acceptable to ask for help when needed. Adrian is developing cognitively a little more everyday and seems to be on his way to accomplishing all the key milestones. His language skills are growing each day and he is learning to try new things on his own with the idea that he can always ask for help. Emotional/Social Development As with physical and cognitive development, observer is able to see that Adrian is attaining the social developmental milestones as he progresses to the preschool age. While Adrian hit all the important points through in infancy and toddlerhood. For example, he was always able to show a wide range of emotions, classified as a key achievement by Freud and Erikson. He was quick to show observers his happiness, sadness, confusion, or frightfulness. He also quickly established a secure attachment to his mother, another one of Ainsworth’s milestones. Adrian was child who needed and wanted to be with his mother and would cry or search for her as soon as  she left his sight. By achieving both of these Adrian was able to understand that he could trust people, which allowed him to make the transition from toddlerhood to the pre-school period successfully. As an energetic and, for the most part, easy going four year old, Adrian is accomplishing many of the expected landmarks yet needs more time to complete other. Observers can watch Adrian feeling safe and comfortable in areas other than those he is familiar too. Similarly, however, he can/will lose complete control of his temper and lash out violently to those around him. Other noticeable developments for Adrian are his ability to play with others, cooperatively and the idea that he is beginning to get a sense of gender. He enjoys playing games with his cousin who is just a few months older and they will play with cars or whatever suits their mood that day. He will also play board games, such as Candy Land or Chutes and Ladders, with the understanding that it is not always possible to win. Presently, he is fascinated with Wonder Woman and when asked why he likes her so much his response was because she is a girl and has boobs, as reported by Adrian’s mother. He is getting to the point also, where he understands that there are boys clothes and girls clothes, last year for example he enjoyed trying on the clothes his cousin received for Christmas. Yet this year, when his family went shopping and glanced through the area with all the children’s clothes he had no problem telling everyone which ones were for boys and which ones where not. Over all, Adrian is where he needs to be given he still has two years left in the preschool stage to improve and grow socially and emotionally developmental wise. Reflection This experience has taught me a lot about how preschoolers act and why they do the things they do. I truly enjoyed watching Adrian in a different, more professional light during the past few weeks. I cannot say I am thrilled with how I did everything throughout the project but for the most part, I am happy. By observing Adrian for specific characteristics in the areas of physical, cognitive, and emotional growth I was able to bring the lectures and information from class to life and am thrilled to be able to say I am leaving this class with the understanding of how a preschool-aged child operates. While I am happy about learning the Adrian is on target with his developments, I wish I could have observed him at different times and  places. Also, it would have been interesting to see how he reacted at different locations but that did not work like I had hoped it would have at the beginning, instead, I primarily just watched him inside his house: inside because it always seemed to be either too hot or rainy when I would visit. By completing this case study, I was able to accomplish a lot. I now have a much better idea of where a preschool-aged child is cognitively, emotionally, and physically and if that is the age. I really enjoyed being able to step out of my family role and see how Adrian is from a different, more professional standpoint.