Wednesday, October 30, 2019
Critique of the painting child girl Essay Example | Topics and Well Written Essays - 750 words
Critique of the painting child girl - Essay Example The essay "Critique of the painting "child girl"" discovers the painting "child girl" by Richard Phillips. The painting called the Girl Child was created by the artist in 1996-97 but other than that there is no inclination of why the artist has chosen such a subject. Richard Phillips has been known to say that there is a hidden connectivity or common thread that runs through most of his subjects, but where one series ends and another one starts is for the artist to say. Although the painting of the Girl Child is very realistic, it has the dubious distinction of both drawing people towards it and away from it, depending on what they interpret from the images and the subject matter. The painting called the Girl Child by Richard Phillips is possibly one of the most debated contemporary paintings in modern day America. It is an oil painting on a linen canvas and is one cannot help being awestruck by its sheer size of 90 x 100 inches. It currently hangs on display at the Collection of the Modern Museum of Art in Fort Worth Texas, USA. There are two images in the stated painting. One is of a small girl, not more than six or seven years of age, yet eerie and foreboding in its composure. It is almost as if the girl was haunted, as a deep dark eerie look is in evidence here. It is as if she is asking us for something, her plush blond locks hanging by her side as the focus is on the deep-set eyes and even more deep-set, bloodshot look. Her hair is parted down the middle of her forehead.
Sunday, October 27, 2019
Motivational Interviewing for Smoking Cessation
Motivational Interviewing for Smoking Cessation Maria (titanium number: 47144) is a retired, 65-year-old lady who visited the clinic, for the replacement of her teeth in quadrant 4 (#33-36) after the removal of the old bridge and the abutments by a private dentist due to weakened abutments. According to the patient, her last visit to the dentist was 2 weeks before her first appointment with me. It was for the removal of the residual root of 44 which served as one of the abutments for the previous bridge. Maria brushes her teeth twice a day, using a soft bristle toothbrush and fluoridated toothpaste. She also flosses and rinses her mouth with Listerine mouthwash twice a day. The patient has underlying cardiac arrhythmia, chronic bronchitis, fracture on vertebrae T5 and T7, depression, fibrocystic breast, hypertension, sciatica leg, scoliosis, type 2 diabetes and osteoarthritis on her rotator cuffs as well as her knees. She is allergic to resedronate sodium. Socially, Maria is a smoker and she smokes 15 cigarettes a day since she was 17 and she is not thinking of quitting. She drinks occasionally. Upon oral examination, her oral hygiene is generally good with some mild plaque and calculus deposition. Her PSR score was 0 for all sextants, suggesting no active periodontal disease but generalized gingival recession was present. Her #24-27 as well as #34-36 was replaced by bridges. There were restorations on almost all of the dentitions with only 4 sound teeth. However, no active carious lesion was found. Tobacco smoking can cause damage to almost every system of the human’s body, contributing to a variety of diseases thus increasing the mortality rate.1 Moreover, studies have shown that smoking can affect oral health in diverse manners such as increasing occurrence of oral cancer, periodontitis as well as causing teeth discolouration.2 Therefore, it is the responsibility of a dental practitioner to address this issue. In Maria’s case, the habit of smoking is rather alarming because it not only can affect the oral health but her general wellness. From her medical history, it has been shown that she is suffering from multiple diseases that can be modified by tobacco smoking. Most significantly, smoking is the major cause of chronic bronchitis and can further exacerbate the symptoms.3 Hence, motivational interviewing was attempted to help Maria in quitting smoking. I started the motivational interviewing session by exploring the stage of change Maria was at. According to Maria, she has thought of quitting but it was very difficult because smoking provide her a means to relieve anxiety and depression. She also expressed that she was not ready to quit. From here, it can be deduced the she is at pre-contemplation stage. Subsequently, I asked for her permission to discuss about this issue, emphasizing that the decision of quitting is up to her. She agreed and in return, I give affirmation by thanking for her willingness to talk about quitting. To elicit the ‘change talk’, I started by further exploring the source of her barrier. She told me that her medical conditions and the need for surgery were making her depressed. From here, I presumed that her concern about health could be a good motivator. Then, I asked her the reason as to why she has thought of quitting. In response, she said that she wanted to be healthier and that she was aware of the disadvantages of smoking as her GP had always advised her to quit. Furthermore, smoking had also become a financial burden for her. At this point, I summarized that her goal was to improve her health. Hoping to develop a discrepancy between smoking and her goal, I asked her to think about the advantages of quitting smoking. She replied that by quitting smoking, she might be able to become healthier and save some money. When I asked her about her ability to make the change, she replied with ‘I really don’t know.’ As I was facing resistance, I tried t o find an alternative question. When she was asked about what she would do to make the change, I got a similar reply ‘I am not sure.’ With her permission, I introduced her to the quit line. Finally, I concluded with reiteration of the discrepancy between smoking and her goal to become healthier. A brief evaluative session was done before a restorative procedure when I updated her medical history. She told me that she just had a biopsy done, suspected with breast cancer and still using cigarette to relieve stress. Due to time pressure, the session stopped here. Judging from Maria’s response during the conversation, it can be seen that although I have successfully encouraged her to think and talk about the issue, the intention of quitting is low. The response ‘I really don’t know’ and ‘I am not sure’ suggest that she is highly in doubt of her ability to quit. In addition, it is clear that cigarette as a stress reliever is a strong ambivalence that stops her from quitting. I feel that the session was a good start for both Maria and I but there is still a lot of improvement needed. To illustrate, I lack the experience in giving appropriate affirmations. There were a few instances where my affirmations were rather awkward. Besides, I need to improve my skill in complex reflection. For instance, when she talked about the source of depression which was her health, I could have leaded her to a new thought whereby smoking cessation can improve health and hence, reducing the source of depression. I could have also asked Maria to compare the advantages and disadvantages of smoking. This might help her to recognize her goal and ambivalence better. As she has low confidence in quitting, there should be more discussion as to how help could make a difference.4 In conclusion, motivational interviewing can be a good approach to induce behavioural change in patients however practice is needed to develop the skills and to execute it effectively. References Doll R, Peto R, Boreham J, Sutherland I. Mortality in relation to smoking: 50 years’observations on male British doctors. BMJ 2004; 328:1519-1528. Sham AS, Cheung LK, Jin LJ, Corbet EF. The effects of tobacco use on oral health. Hong Kong Med J 2003; 9:271–277. Rebecca JT, Frank ES, Bernard R, Dimitrios T, Walter CW. Cigarette Smoking and Incidence of Chronic Bronchitis and Asthma in Women. Chest 1995; 108(6):1557-1561. David B. Rosegren. Building Motivational Interviewing Skills: A Practitioner Workbook. 1 edn. Washington: The Guilford Press, 2009.
Friday, October 25, 2019
Vocabulary :: Communication, Language
Vocabulary is very important to everyday reading because it is all of the words in a language. According to Bursuck and Damer (2010) students â€Å"learn to decode harder text, they are more likely to encounter words that are not part of their oral language†(p. 231). Being familiar with words and the meaning of the word assists student’s fluency as well as comprehension. According to the National Institute of Literacy (2007) vocabulary is â€Å"words used in speech and print to communicate†(p. 14). Vocabulary can be divided into two categories â€Å"oral or spoken words and written words†(National Institute of Literacy, 2007, p. 14). The National Institute of Literacy (2007), agree with Bursuck and Damer (2010), stating that â€Å"vocabulary knowledge is important to reading because the oral and written words promote comprehension and communication†(p. 14). Since vocabulary is extremely important Pullen, Tuckwiller, Konold, Maynard, & Coyne, 20 10 used a â€Å"three tier model for students at risk for a reading disability†(p. 110). Pullen et al. (2010) states that vocabulary development occurs through incidental learning and home environment before formal schooling†(p. 111) The intervention created by Pullen et al. (2010) was meant to increase students’ vocabulary of at risk students. The intervention (2010) participants â€Å"were 224 first grade students in elementary schools in a diverse population and moderate percentage of students in socio-economic status†(p. 114). The intervention (2010) itself created by ___________________ was a three-tier system: Tier 1 consisted of classroom instruction and â€Å"students who do not respond to tier 1 will receive tier 2 instruction and tier 3 is the most intensive level and if student do not respond to this level they are referred to a special education evaluation†(p. 114). To identify students who may be at risk of disability, the intervention (2010) used the PPVT-4 as a standardized test. Pullen et al. (2010) used the test to asses the baseline level â€Å"of receptive vocabulary and identify participants as either at risk of not for reading failure†(p. 115). The authors of the intervention (2010) selected the PPVT-4 because â€Å"it demonstrated reliability, indicating that is a sound measure for measuring receptive vocabulary†(p. 115). For a post-test, the authors (2010) used a researcher-developed measure to asses students’ acquisition of target words used in the intervention (p. 115). Pullen et al. (2010) had a three-tier system where tier 1 and tier 2 were designed â€Å"around two story books appropriate for first grade students†(p.
Thursday, October 24, 2019
New Productive Forms of Atomic Theory
Human understanding to the world of the minuscule atoms had changed over the passing of time. Several scientist physicists had almost devoted their entire life in order to achieve a better view to the building blocks of matter. Numerous persons had attained to be acknowledged by the Nobel Peace Price for Physics about this matter. Two of them were Erwin Schrà ¶dinger of Austria and Paul Adrien Maurice Dirac of the United Kindom. Their contributions, The Fundamental Idea of Wave Mechanics and the Theory of Electrons and Positrons respectively were accounted for the discovery of new productive forms of atomic theory.To know how atomic theory is related with wave mechanics, Schrà ¶dinger explained the different phenomenon attributed with waves. Mechanics of waves has a topic concerned with the change in the direction of light as it passes through several kinds of mediums or barriers. Schrà ¶dinger emphasized that the path of light rays can be predicted if we will consider two simple laws, they were the law of refraction by Snellius a few centuries ago and the law of reflection by Archimedes dated back 2,000 years ago. The two laws can simply be viewed with the use of convex and concave lenses which were present in the mechanism of a telescope and a camera. The occurrence of refraction was cited by Schrà ¶dinger as a result of Fermat’s principle.Fermat’s principle states that light propagates with different velocities in different mediums and the path of light visible to the human eye is the path that could quickly fetch the light particles to its destination (Schrà ¶dinger, 1933). If there is a need to refract and suppose the light intends not to refract, it would mean of a delay. Refraction happens when there is gradual change in the nature of medium. Schrà ¶dinger gave an example.The path that sunlight takes is earthward rather than the shorter straight path because light particles tend to take the â€Å"higher faster layers†to reach its destination more quickly. Refraction of the sun is observed when it is deep down in the horizon and it appears flattened. Refraction is commonly observed when viewing a straight object that is half part in one medium, say water and half part into another medium, say air. Schrà ¶dinger further explained it by comparing the phenomenon to a travel of soldiers in an unleveled terrain. The soldiers tend to take the not up hilled part so as they can travel at the least time possible.Fermat’s principle was then compared to the discovery of Hamilton that true mass point’s (components of matter) movement in forces field is governed by the same said principle. Hamilton principle does not suggestively states that the mass point chooses the quickest way, example would be in a planet revolving around the sun or a stone thrown in a body of water. But the analogy of matter with the light’s tendency for shortest traveling time would still arise. After this observation, the proposition that matter has a wave property had then been revived since the time of Christiaan Huygens.The theory of Electrons and Positrons on the other hand supports the claim that matter is a particle. It states that matter is composed of various kinds of particles, the particle of the same kind exhibiting almost the same properties (Dirac, 1933). The classification of elementary particles present is still on debate. But a classification of the simpler kinds of particles was enumerated by Dirac. They were the photons or light-quanta, of which light is composed, the electrons and the positrons (which appear to be a sort of mirror image of the electrons, differing from them only in the sign of their electric charge), and the heavier particles – protons and neutrons.Dirac focused on the study of electrons and positrons because of various reasons. He emphasized that we must first consider how theory can give any data on the properties of elementary particles. General quan tum mechanics is used to describe the motion of a particle. However, it is only applicable to particles having small velocities.It is in here that the theory of relativity comes in with regards to particles having velocities comparable to the speed of light. As of today, introduction of relativistic quantum mechanics had yet pushed through (Pfeifer, 2004) which, according to Dirac, is needed to be applied in the observation of particles with arbitrary properties. That procedure would be successful in the case of electrons and positrons such as observing their spin properties (Dirac, 1933).To have a background about electron, it is a fundamental subatomic particle that carries a negative charge. It is found that an electron must actually have a high frequency oscillatory motion of small amplitude rather than the slow movement that have been thought of for the past. This oscillatory motion results to the velocity of an electron to be equal at any time to the velocity of light. This pr ediction cannot be proved by experiment as of Dirac’s time since the frequency of the oscillatory motion is said to be high while its amplitude is said to be so small. But one must still believe this matter since related topics such as the scattering of light by an electron are confirmed by an experiment that time.The positron, on the contrary, is the antimatter or antiparticle counterpart of electrons, as theorized by Dirac. It has the same mass but the opposite charge and spin as compared to electrons. Annihilation occurs when a low energy positron collides with a low energy electron, resulting in the production of two gamma ray photons (Dirac, 1933). This phenomenon about positron makes it prone to use in fictional stories of today.A proposal, coming from the said discoverer of positron, Carl D. Anderson suggested to change the name of electron to negatron and then later on change the use of electron as the generic term for both the positively and negatively charge subatom ic particles. But the move did not prosper.ImplicationsThe study about the minute atoms brought many beneficial effects to the human society. Going even deeper to the world of subatomic particles gave the modern society an edge to various fields.In industry, most common uses of Electron beams are in cathode ray tubes in television sets and computer monitors. Some other less known uses are in welding, lithography (practice of using beams to generate patterns on a surface), scanning electron microscopes (SEM) and transmission electron microscopes (TEM). Low energy Electron Diffraction (LEED) and Reflection High Energy Diffraction (RHEED) are also the most current innovations man had discovered to gain benefits to Electron Beams (Wikipedia, the free Encyclopedia).In the laboratory, electron and scanning tunneling microscopes are used to study objects in the atomic scale. In medicine, radiation therapy makes use of electron beams for treatment of superficial tumors.There is a wide range of benefits subatomic particles give to us as of today. But the doubt of discovering something about them that could harm not only the humans but the whole living things in the world is still there. Positron, having the negative name of being antimatter, is now being fictionalized as something that could be used for mass destruction. Nonetheless, it is still in man’s judgment if he will use it or not against him and unto others.References:Pfeifer (2004). Relativistic Quantum Mechanics, an IntroductionRetrieved June 4, 2007, fromhttp://www.walterpfeifer.ch/relqm/index.htmlDirac (1933). Theory of electrons and positrons           Retrieved June 4, 2007, from           http://nobelprize.org/nobel_prizes/physics/laureates/1933/dirac-lecture.pdfSchrà ¶dinger (1933). The fundamental idea of wave mechanics.           Retrieved June 4, 2007, from           http://nobelprize.org/nobel_prizes/physics/laureates/1933/schrodinger-lecture.pdfElectron. Wikipedia, the free encyclopedia           Retrieved June 4, 2007, from           http://en.wikipedia.org/wiki/Electron#_ref-griffiths_0Positron. Wikipedia, the free encyclopedia           Retrieved June 4, 2007, from           http://en.wikipedia.org/wiki/Positron New Productive Forms of Atomic Theory Human understanding to the world of the minuscule atoms had changed over the passing of time. Several scientist physicists had almost devoted their entire life in order to achieve a better view to the building blocks of matter. Numerous persons had attained to be acknowledged by the Nobel Peace Price for Physics about this matter. Two of them were Erwin Schrà ¶dinger of Austria and Paul Adrien Maurice Dirac of the United Kindom. Their contributions, The Fundamental Idea of Wave Mechanics and the Theory of Electrons and Positrons respectively were accounted for the discovery of new productive forms of atomic theory. To know how atomic theory is related with wave mechanics, Schrà ¶dinger explained the different phenomenon attributed with waves. Mechanics of waves has a topic concerned with the change in the direction of light as it passes through several kinds of mediums or barriers. Schrà ¶dinger emphasized that the path of light rays can be predicted if we will consider two sim ple laws, they were the law of refraction by Snellius a few centuries ago and the law of reflection by Archimedes dated back 2,000 years ago. The two laws can simply be viewed with the use of convex and concave lenses which were present in the mechanism of a telescope and a camera. The occurrence of refraction was cited by Schrà ¶dinger as a result of Fermat’s principle.Fermat’s principle states that light propagates with different velocities in different mediums and the path of light visible to the human eye is the path that could quickly fetch the light particles to its destination (Schrà ¶dinger, 1933). If there is a need to refract and suppose the light intends not to refract, it would mean of a delay. Refraction happens when there is gradual change in the nature of medium. Schrà ¶dinger gave an example. The path that sunlight takes is earthward rather than the shorter straight path because light particles tend to take the â€Å"higher faster layers†to r each its destination more quickly.Refraction of the sun is observed when it is deep down in the horizon and it appears flattened. Refraction is commonly observed when viewing a straight object that is half part in one medium, say water and half part into another medium, say air. Schrà ¶dinger further explained it by comparing the phenomenon to a travel of soldiers in an unleveled terrain. The soldiers tend to take the not up hilled part so as they can travel at the least time possible.Fermat’s principle was then compared to the discovery of Hamilton that true mass point’s (components of matter) movement in forces field is governed by the same said principle. Hamilton principle does not suggestively states that the mass point chooses the quickest way, example would be in a planet revolving around the sun or a stone thrown in a body of water. But the analogy of matter with the light’s tendency for shortest traveling time would still arise. After this observat ion, the proposition that matter has a wave property had then been revived since the time of Christiaan Huygens.The theory of Electrons and Positrons on the other hand supports the claim that matter is a particle. It states that matter is composed of various kinds of particles, the particle of the same kind exhibiting almost the same properties (Dirac, 1933). The classification of elementary particles present is still on debate. But a classification of the simpler kinds of particles was enumerated by Dirac. They were the photons or light-quanta, of which light is composed, the electrons and the positrons (which appear to be a sort of mirror image of the electrons, differing from them only in the sign of their electric charge), and the heavier particles – protons and neutrons.Dirac focused on the study of electrons and positrons because of various reasons. He emphasized that we must first consider how theory can give any data on the properties of elementary particles. General quantum mechanics is used to describe the motion of a particle. However, it is only applicable to particles having small velocities. It is in here that the theory of relativity comes in with regards to particles having velocities comparable to the speed of light. As of today, introduction of relativistic quantum mechanics had yet pushed through (Pfeifer, 2004) which, according to Dirac, is needed to be applied in the observation of particles with arbitrary properties. That procedure would be successful in the case of electrons and positrons such as observing their spin properties (Dirac, 1933).To have a background about electron, it is a fundamental subatomic particle that carries a negative charge. It is found that an electron must actually have a high frequency oscillatory motion of small amplitude rather than the slow movement that have been thought of for the past. This oscillatory motion results to the velocity of an electron to be equal at any time to the velocity of light. Th is prediction cannot be proved by experiment as of Dirac’s time since the frequency of the oscillatory motion is said to be high while its amplitude is said to be so small. But one must still believe this matter since related topics such as the scattering of light by an electron are confirmed by an experiment that time.The positron, on the contrary, is the antimatter or antiparticle counterpart of electrons, as theorized by Dirac. It has the same mass but the opposite charge and spin as compared to electrons. Annihilation occurs when a low energy positron collides with a low energy electron, resulting in the production of two gamma ray photons (Dirac, 1933). This phenomenon about positron makes it prone to use in fictional stories of today.A proposal, coming from the said discoverer of positron, Carl D. Anderson suggested to change the name of electron to negatron and then later on change the use of electron as the generic term for both the positively and negatively charge su batomic particles. But the move did not prosper.ImplicationsThe study about the minute atoms brought many beneficial effects to the human society. Going even deeper to the world of subatomic particles gave the modern society an edge to various fields.In industry, most common uses of Electron beams are in cathode ray tubes in television sets and computer monitors. Some other less known uses are in welding, lithography (practice of using beams to generate patterns on a surface), scanning electron microscopes (SEM) and transmission electron microscopes (TEM). Low energy Electron Diffraction (LEED) and Reflection High Energy Diffraction (RHEED) are also the most current innovations man had discovered to gain benefits to Electron Beams (Wikipedia, the free Encyclopedia).In the laboratory, electron and scanning tunneling microscopes are used to study objects in the atomic scale. In medicine, radiation therapy makes use of electron beams for treatment of superficial tumors.There is a wide range of benefits subatomic particles give to us as of today. But the doubt of discovering something about them that could harm not only the humans but the whole living things in the world is still there. Positron, having the negative name of being antimatter, is now being fictionalized as something that could be used for mass destruction. Nonetheless, it is still in man’s judgment if he will use it or not against him and unto others.References:Pfeifer (2004). Relativistic Quantum Mechanics, an Introduction           Retrieved June 4, 2007, from           http://www.walterpfeifer.ch/relqm/index.htmlDirac (1933). Theory of electrons and positrons           Retrieved June 4, 2007, from           http://nobelprize.org/nobel_prizes/physics/laureates/1933/dirac-lecture.pdfSchrà ¶dinger (1933). The fundamental idea of wave mechanics.           Retrieved June 4, 2007, from           http://nobelprize.org/nobel_prizes/physics/laureates/1933/schrodinger-lecture.pdfElectron. Wikipedia, the free encyclopedia           Retrieved June 4, 2007, from           http://en.wikipedia.org/wiki/Electron#_ref-griffiths_0Positron. Wikipedia, the free encyclopedia           Retrieved June 4, 2007, from           http://en.wikipedia.org/wiki/Positron
Wednesday, October 23, 2019
Karma in Bhagavad-Gita and Shakuntala Essay
In _Bhagavad- Gita_, dharma and karma are two controlling forces of the ultimate destinies of the people to preserve and conserve the Hindu social order. Arjuna, the protagonist, is torn between two choices, either to perform his dharma for the emancipation of the spirit or to fight against his kin that would probably result to evil karma. He belongs to a compelling position in the Hindu social order because of his birth and occupation, making him locked up from the supposed ultimate freedom (Mack, 1995). The dharma of Arjuna complicates his status in the social hierarchy thus makes him doubtful in performing his duties and responsibilities both as a Hindu warrior and a kin. He may have the control over his spirit and he may choose to receive a good karma, but his dharma contradicts and requires him to somehow disobey his self. In addition, according to Krishna, if he will withdraw from action, it is thus an act of self-delusion and the renunciation of moral and social responsibility. Krishna said that he [Arjuna] ‘†¦must learn to endure fleeting things- they come and go!†(2nd teaching: 14). He is convincing him to â€Å"fight the battle†(2nd: 18) and so if â€Å"he has courage, he is fit for immortality†(2nd: 15). He is always reminding him that his dharma requires him to fight. He adds, â€Å"No one exists for even an instant without performing action; however unwilling, every being is forced to act by the qualities of nature†(3rd: 5). Arjuna’s hesitation may be valid in some points but it is orderly since it is human nature. He is overcome by doubts because he does not wish to be guilty of the death of his kin, but Krishna tell him that â€Å"actions imprisons the world unless it is done as sacrifice; freed from attachment, Arjuna, perform action as sacrifice!†(3rd: 9). From the philosophies of Krishna mentioned above, it can be scrutinized that an individual in the Indian society must not think that performing dharma can be immoral once it may result to evil karma, but rather internalize that when performing deeds, â€Å"always perform with detachment any action you must do; performing action with detachment, one achieves supreme good †(3rd: 19). They are not ruling dharma and karma, but they govern â€Å"to preserve the world†(3rd: 25). _Shakuntala_ also portrays a strong Hindu society and Hinduism. There is sadness and melancholy due to dharma and karma but the ultimate destinies are well-controlled. Hinduism may provide sufficient free will to man but it does not permit him grappling from the moral ambiguities that may lead to tragedy (Yohannan, 1994). Shakunta was punished because she did not able to perform her religious duties. As what Priyamvada told the King, Shakuntala â€Å"†¦has been engaged in the practiced of religious duties†; but because of her fascination and attachment to the King, she forgot her dharma for the first time, leading her to suffer evil consequences (karma). Priyamvada told her assumption to Anasuya when they were in the garden of the hermitage and said â€Å"I fear a terrible misfortune has occurred. Sakoontala, from absence of mind, must have offended some guest whom she was bound to treat with respect†. Shakuntala is the daughter of the hermit leader and a Brahman so she really has to perform her religious duties otherwise she will disobey the norm. Nevertheless, she is not destined to be forever shattered and helpless; she must gain back what and who she deserves to have, and that is to be united with the King. Through the presentation of the fate of the characters, we can say that Hinduism still favors people as long as they keep their faith and deeds according to it. For the question _how can be both paradoxical and at the same time complementary, Shakuntala_ and _Bhagavad- Gita_ have their own ways of portraying an Indian society and its religion. In _Bhagavad- Gita,_ Krishna is really the personal and true-existing (though appeared in a different form) adviser who keeps on reminding and convincing Arjuna to perform his dharma otherwise a great consequence might happen. Arjuna tends to remain in his humanness nature but his dharma tries to desolate him from his morality, so there is his friend charioteer (Krishna) who keeps on warning him by teaching philosophies. He is overcome by his morality by killing his own kin. On the other hand, Shakuntala has not been warned before she committed such sacred crime. She was more overcome by the humanness nature that she tends to forget her dharma. Her emotions desolate her, so as punishment, her own fault kills the chance to be loved by the King. Because of their social status in the society, their dharma becomes more demanding and regulating. Both show a pleasurable sense of life and their religion guides them not to end up tragically. Both value knowledge as means to salvation and liberation. In _Shakuntala,_ the trial which she brings upon herself matures her in the knowledge of love and prepares her for the life which she is destined to live (Yohannan, 1994). In _Bhagavad- Gita_, â€Å"knowledge is obscured†(3rd: 39), therefore Krishna tells Arjuna that â€Å"kill this evil that wins knowledge and judgment†(3rd: 41) because â€Å"knowing the self beyond understanding sustain the self with the self†(3rd:43)
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