...In William Shakespeare’s “Julius Caesar”, Brutus is initially a logic and reason dependent individual who becomes more emotionally volatile and reactive as the play progresses. Early in the play Brutus carefully examines every angle of Caesar’s rise to power and eventually his death to come to the most reasonable and logical solution or explanation. Early in the play when Brutus is presented the argument that Caesar must die, he wrestles with the idea of killing a friend and countryman, but after careful consideration he says “It must be by his death, and for my part/… He would be crowned/ How that might change his nature, there’s the question” (II, i, 10-15). In saying this, he not only states why this decision is a logical means of protecting general public from oppression, but...
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...believe we shall succeed. Merriam Webster’s dictionary defines winning as, “Relating to or producing a win, successful at something” which brings up a key point—success. Success is something that we all strive for throughout our lives, which can only be achieved through winning. With winning, comes success on various scales. Lombardi was a great advocate for winning; he had spent a greater part of his life teaching this attribute. “He constantly lectured his three sons that they’d be successful only if they worked harder than everybody else” (Phillips, 2). History has taught us time and time again that winning is crucial in order to succeed. The great Julius Caesar once said “Veni, vidi, vici”; a Latin phrase for “I came, I saw, I conquered”. He said this in his speech during his campaign in Britain in 54 B.C. Caesar was referring to his victory...
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...Composers of texts often seek to present their opinions in such a way that influences the responder to agree or empathise with the composer. In both Shakespeare’s Julius Caesar and Shekhar Kapur’s Elizabeth, the composers’ perspectives on these historical figures and events are portrayed in unique ways which contradict and are contradicted by perspectives from other sources. Reasons for these differences can include the form of text and context of the composer, both of which affect not only the composer’s perspective, but the way in which they present it. Both Julius Caesar and Elizabeth are forms of text which serve primarily to entertain the audience. Even supposedly ‘historical’ plays and films do not have to adhere strictly to the ‘facts’ of history, but often stray from such accuracy in order to enhance entertainment value. For this reason, the viewpoint they may present on historical events or personalities can often conflict with accounts from other, more strictly historical, sources. For example, Julius Caesar was largely based off and echoes Plutarch’s Life of Caesar, and yet the two differ notably in many respects, such as the depiction of the funeral oratories given by Brutus and Antony. In Plutarch’s history, events are recounted very drily and matter-of-fact: “Brutus… came down from the capitol, and spoke to the people.” There is no direct quotation, details of the speech, or emotive language. Shakespeare on the other hand has both men give a detailed and well-crafted...
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...John Hennes History 311 March 19, 2014 Oppression or Economic/Demographic Necessity? Ancient Greco-Roman societies are discussed to this day for their amazing accomplishments in the areas of philosophy, architecture and politics. Their imprint on history is something that will likely never be reproduced. Both of these societies are recognized as patriarchal in nature, which means that there were limited opportunities for women in comparison to the western societies of today which will be discussed in Return of the Patriarchy by Phillip Longman. The best way to determine the reasons for the limitations placed on Greek and Roman women is to refer to ancient writings which capture the realities of their lives and times. It can be surmised from these writings that the limitations placed on women was not the result of lack of respect or capability but driven by necessity. The necessity of a patriarchal society in Greece and Rome was the primary factor in the limitations set on women. Phillip Longman talks about patriarchy in his article Return of Patriarchy describing it as, “a value system that not only requires men to marry but to marry women of proper station…a cultural regime that serves to keep birthrates high among the affluent, while also maximizing parents’ investment in their children…no advanced civilization has yet learned how to endure without it” meaning that the only way that Greece and Rome could have existed for as long as it did was with this system of patriarchy...
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...Provided by The Internet Classics Archive. See bottom for copyright. Available online at http://classics.mit.edu//Caesar/gallic.html The Gallic Wars By Julius Caesar Translated by W. A. McDevitte and W. S. Bohn ---------------------------------------------------------------------- BOOK 1 Chapter 1 All Gaul is divided into three parts, one of which the Belgae inhabit, the Aquitani another, those who in their own language are called Celts, in our Gauls, the third. All these differ from each other in language, customs and laws. The river Garonne separates the Gauls from the Aquitani; the Marne and the Seine separate them from the Belgae. Of all these, the Belgae are the bravest, because they are furthest from the civilization and refinement of [our] Province, and merchants least frequently resort to them, and import those things which tend to effeminate the mind; and they are the nearest to the Germans, who dwell beyond the Rhine, with whom they are continually waging war; for which reason the Helvetii also surpass the rest of the Gauls in valor, as they contend with the Germans in almost daily battles, when they either repel them from their own territories, or themselves wage war on their frontiers. One part of these, which it has been said that the Gauls occupy, takes its beginning at the river Rhone; it is bounded by the river Garonne, the ocean, and the territories of the Belgae; it borders, too, on the side of the Sequani and the Helvetii...
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...the motive and the cue for passion That I have? He would drown the stage with tears, And cleave the general ear with horrid speech, Make mad the guilty and appal the free,2 Confound the ignorant, and amaze indeed The very faculties of eyes and ears. Yet I, A dull and muddy-mettled3 rascal, peak Like John-a-dreams,4 unpregnant5 of my cause, And can say nothing--no, not for a king, Upon whose property and most dear life A damned defeat was made. Am I a coward? Who calls me a villain, breaks my pate across, Plucks off my beard and blows it in my face, Tweaks me by the nose, gives me the lie i'th'throat As deep as to the lungs? Who does me this? Ha, 'swounds, I should take it; for it cannot be But I am pigeon-livered and lack gall To make oppression bitter, or ere this I should ha'fatted all the region kites With this slave's offal. Bloody, bawdy villain! Remorseless, treacherous, lecherous, kindless villain! Oh, vengeance! Why, what an ass am I! This is most brave, That I, the son of a dear father murdered, Prompted to my revenge by heaven and hell, Must like...
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...Gulliver’s Travels Jonathan Swift I/ Introduction A. Writer: Jonathan Swift Jonathan Swift is the greatest satirist in the history of English literature. He was the contemporary of Steele, Addison, Defoe and other English enlightens of the early period; however he stood apart from them. The greatest satirist in the history of English of the bourgeois life came to the negation of the bourgeois society. Swift's art had a great effect on the further development of English and European literature. The main features of his artistic method, such as hyperbole, grotesque, generalization, irony, were widely used by the English novelist, the dramatists, by the French writers, by the Russian writers and others. Jonathan Swift was born in Dublin, Ireland, on November 30, 1667. He studied theology at Trinity College at the age of fourteen and graduated in 1688. He became the secretary of Sir William Temple, an English politician and member of the Whig party, at the age of 21. At Moor Park, Sir William’s estate, Swift made friend with Hester Johnson, the daughter of one of Temple’s servants. His letters to her, written in 1710 – 1713, were later published in the form of a book under the title of Journal to Stella, the name he poetically called Hester. In 1692, Swift took his Master of Arts Degree at Oxford University. In 1694, he had begun to write satires on the political and religious corruption surrounding him, working on A Tale of a Tub, which supports the position of the Anglican...
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...HUM 1000: WORLD CIVILIZATIONS NOTES BY DR. KAKAI P.W THE NATURE AND ORIGIN OF CIVILIZATION IN AFRICA Definition of key terms As we begin this course, it is crucial to first discuss our understanding of the concept ‘civilization’. This is a comparative term which is usually applied in comparison to such words as ‘barbarian’ ‘savage’ and ‘primitive’. In classical antiquity the Europeans used the word ‘barbarian’ to refer to a foreigner who was regarded as inferior (Ogutu and Kenyanchui, An Introduction To African History, 1991 p33). Do you think this is still the way we use the word barbarian? The Latin speakers referred to hunters, food-gatherers as savage. In the 17th century this term ‘savage’ referred to a person without art, literacy, or society who lived in fear of existence and death. ‘Primitive’ on the other hand, in Latin meant ‘the first or original’. Europeans used these words interchangeably when referring to non-Europeans while the word civilization was preserved to describe historical developments of European people (ibid). Now the term civilization is no longer confined to the above development but also extends reference to non-European communities. Attributes of civilization includes observance to law, belonging to an organized society, having a society of literate people with advanced developments in urbanization, agriculture, commerce, arts and technology. The French thinkers of the 18th century referred to a person of the arts and literature...
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...Essay on Christianity. By Percy Bysshe Shelley. From the 1880 edition of The Works of Shelley in Verse and Prose, edited by H. Buxton Forman. Click here for Forman's editorial preface. ESSAY ON CHRISTIANITY. THE Being who has influenced in the most memorable manner the opinions and the fortunes of the human species, is Jesus Christ. At this day, his name is connected with the devotional feelings of two hundred millions of the race of man. The institutions of the most civilized portions of the globe derive their authority from the sanction of his doctrines; he is the hero, the God, of our popular religion. His extraordinary genius, the wide and rapid effect of his unexampled doctrines, his invincible gentleness and benignity, the devoted love borne to him by his adherents, suggested a persuasion to them that he was something divine. The supernatural events which the historians of this wonderful man subsequently asserted to have been connected with every gradation of his career, established the opinion. His death is said to have been accompanied by an accumulation of tremendous prodigies. Utter darkness fell upon the earth, blotting the noonday sun; dead bodies, arising from their graves, walked through the public streets, and an earthquake shook the astonished city, rending the rocks of the surrounding mountains. The philosopher may attribute the application of these events to the death of a reformer, or the events themselves to a visitation of that universal Pan who—— *****...
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...contrasting the causes for decline of the Roman, Han and Gupta empires. Information will come from the documents and not the lecture…you already wrote the lecture notes once, why write them again? Rome Han similarities Gupta 2. Write 3 comparative analytical mini-paragraphs about the decline of empires. (generalization, facts, analysis…) Remember that analysis answers the question “why?” Example: The AP World History teachers have very different tastes in beverages. Ms. Forswall likes tea while Ms. Patch likes cola. Green tea and Earl Grey are Ms. Forswall’s favorites; they taste nothing like Pepsi or Coke because soft drinks are much sweeter. Ms. Patch usually chooses a diet style of soda, because she is thinks regular soda is too sweet. Ms. Forswall likes tea because she lived in Britain and is hoity-toity and likes to drink from a porcelain cup with her pinky sticking out while Ms. Patch likes cola because she grew up in Texas where they mock young people who stick their pinky out. The choice of beverage is a reflection of the cultural background of a person Example:...
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...Belgium Trade Manual: Canada The following document is a report on the current economic, political, cultural, and industry specific (Food) environment in the country of Belgium. This particular manual was specifically compiled for the Sweets Corporation of Toronto, Canada for June of 2011. C o n s u l a t e o f B e l g i u m -‐ T o r o n t o 2 B l o o r S t r e e t W e s t , S u i t e 2 0 0 6 , B o x 8 8 T o r o n t o , O N , M 4 W 3 E 2 Table of Contents Section 1 – Background Information ....................................................................................................... 3 1.1 - Geography ................................................................................................................................................................... 4 1.2 - People .......................................................................................................................
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...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S ROMEO AND JULIET By ARTHEA J.S. REED, PH.D. S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Romeo and Juliet 2 INTRODUCTION William Shakespeare’s Romeo and Juliet is an excellent introduction to Shakespearean drama; teenagers can relate to its plot, characters, and themes. The play’s action is easily understood, the character’s motives are clear, and many of the themes are as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically...
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...PREFACE "Damaged culture" and "the sick man of Asia" are just two of the many phrases used to describe the Philippine situation today. Questions such as "what's wrong, what's right with the Filipino?" have set many Filipino minds upon some deep and not-so-deep soul-searching and brainstorming. Is American democracy fit for the Philippines? Is Catholicism brought by Spain partly responsible for the failure of the country to become another economic "tiger" of Asia? The questions have not been answered with finality, although short-term and medium-term responses have been proposed and realized. Many seem to agree, however, that the root of the crisis facing the Filipinos in the past two or three decades is moral in nature. This calls for a long process of social transformation, of value recovery, formation, or transformation as the case may be. Education plays a crucial part in this process, and indeed teachers in both the private and public sectors , since the People Power Revolution of 1986, have responded to this call by introducing reforms in curriculum, content, style, and even mission statements. Such groups and institutions as The Association of Philippine Colleges of Arts and Sciences (APCAS), The Catholic Educational Association of the Philippines (CEAP), not to mention The Department of Education, Culture and Sports (DECS), have produced various programs for value education. The Senate passed a resolution, calling for a task force that would inquire into the "strengths...
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...1 CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII CHAPTER XIII CHAPTER XIV CHAPTER XV CHAPTER XVI Chapter XVIII CHAPTER XVII CHAPTER XVIII CHAPTER XIX CHAPTER XX CHAPTER XXI CHAPTER XXII CHAPTER XXIII CHAPTER XXIV CHAPTER XXV CHAPTER XXVI CHAPTER XXVII CHAPTER XXVIII CHAPTER XXIX CHAPTER XXX CHAPTER XXXI The Art of Public Speaking BY 2 The Art of Public Speaking BY J. BERG ESENWEIN AUTHOR OF "HOW TO ATTRACT AND HOLD AN AUDIENCE," "WRITING THE SHORT-STORY," "WRITING THE PHOTOPLAY," ETC., ETC., AND DALE CARNAGEY PROFESSOR OF PUBLIC SPEAKING, BALTIMORE SCHOOL OF COMMERCE AND FINANCE; INSTRUCTOR IN PUBLIC SPEAKING, Y.M.C.A. SCHOOLS, NEW YORK, BROOKLYN, BALTIMORE, AND PHILADELPHIA, AND THE NEW YORK CITY CHAPTER, AMERICAN INSTITUTE OF BANKING THE WRITER'S LIBRARY EDITED BY J. BERG ESENWEIN THE HOME CORRESPONDENCE SCHOOL SPRINGFIELD, MASS. PUBLISHERS Copyright 1915 THE HOME CORRESPONDENCE SCHOOL ALL RIGHTS RESERVED TO F. ARTHUR METCALF FELLOW-WORKER AND FRIEND Table of Contents THINGS TO THINK OF FIRST--A FOREWORD * CHAPTER I--ACQUIRING CONFIDENCE BEFORE AN AUDIENCE * CHAPTER II--THE SIN OF MONOTONY DALE CARNAGEY * CHAPTER III--EFFICIENCY THROUGH EMPHASIS AND SUBORDINATION * CHAPTER IV--EFFICIENCY THROUGH CHANGE OF PITCH * CHAPTER V--EFFICIENCY THROUGH CHANGE OF PACE * CHAPTER VI--PAUSE AND POWER * CHAPTER VII--EFFICIENCY THROUGH INFLECTION * CHAPTER VIII--CONCENTRATION IN DELIVERY...
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