...Quotation One As Lear argues with Regan he says, “ Thou better know’st the offices of nature, bond of childhood, effects of courtesy, dues of gratitude. Thy half o’ th’ kingdom hast thou not forgot, wherein I thee endowed” (II.iv 201-205) As scene four commences, Lear argues with Regan over Goneril. This quote is significant because it connects to the motif family. This is because you would expect the generosity given to your children to be returned through respect. Lear reminds Regan of everything that he had bestowed to her, that she should express and act on gratitude. King Lear uses a metaphor, comparing his expectations and actions to nature. The more you...
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...Madness Out of all of Shakespeare’s works, King Lear is by far his greatest tragedy. Tragedy, not in the sorts of horrific blood shed, but in terms of the hostile nature of humankind, that was thoroughly explored within the play. The brilliance of the play does not only lie in its brilliant storyline, it ultimately lies in the numerous universal, yet controversial themes. Themes of familial obligation, metaphorical blindness, political disarray, cruelty, betrayal, insanity and madness, these are only a few of the many conveyed. The critical summation of King Lear is as such: King Lear, ruler of Britain, decides to abdicate his throne and leave Britain in the charge of his three daughters. However, due to his weakness to flattery he bestows the entire kingdom to his daughters, Goneril and Regan. Unlike her malevolent sisters, Cordelia is banished by Lear. Ultimately, as a result of the committed acts, Lear sets not only himself, but also his entire country into civil strife. The natural order originally established by Lear falls apart and disorder engulfs the realm. Lear’s, ‘fall from grace’ in addition to the abuse he attains from his offspring causes him to go temporarily insane. However, insanity leads Lear to self-realization, completely stripped from his royal pretensions. Such a realization causes Lear to overlook his values and finally learn of humility. One is able to state that before the climax took place Lear, in fact was ‘mad’, this is characterized by his foolish...
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...Comparing two screen versions of King Lear - The Fool: The Fool is a character who is used by Shakespeare to point out King Lear’s follies throughout the play by using thinly veiled songs and quotes (‘Fathers that wear rags/Do make their children blind/But fathers that bear bags/Shall see their children kind’ and ‘Thou shouldst not have been old till thou hadst been wise’). He disappears in Act 3, Scene 6 because his purpose has been taken away from him as Lear starts to regain his senses and learn from his mistakes. The character can be portrayed as someone who really cares for Lear like in the 1983 movie version directed by Michael Elliot - or he could be seen as a prophet (reminiscent of Tiresias in the Oedipus Rex) who only observes as Lear goes mad in the play shown in the 2008 TV movie version directed by Trevor Nunn. Critics and audience members (including myself) seem to prefer the aloof Fool because as Isaac Newatt comments, the 1983 version has a fool who is a ‘bit too pathetic’ on the IMDB website for King Lear and Mara W says that John Hunt gives a ‘fairly standard and slightly too foolish portrayal of the Fool’. However this interpretation also has its advantages as the ‘scene after they are driven out of Goneril’s house’ showed the Fool trying ‘in vain to make his beloved master laugh, and Lear’ trying ‘just as hard in return to bring himself to laugh at the jokes’ which made the scene more melancholy and tragic than it would have been with an aloof Fool. This...
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...KING LEAR KING LEAR William Shakespeare 1606 KING LEAR Dramatis Personae Lear, King of Britain. King of France. Duke of Burgundy. Duke of Cornwall. Duke of Albany. Earl of Kent. Earl of Gloucester. Edgar, son of Gloucester. Edmund, bastard son to Gloucester. Curan, a courtier. Old Man, tenant to Gloucester. Doctor. Lear's Fool. Oswald, steward to Goneril. A Captain under Edmund's command. Gentlemen. A Herald. Servants to Cornwall. Goneril, daughter to Lear. Regan, daughter to Lear. Cordelia, daughter to Lear. Knights attending on Lear, Officers, Messengers, Soldiers, Attendants. Scene: - Britain. KING LEAR ACT I. KING LEAR SCENE I. [King Lear's Palace.] Enter Kent, Gloucester, and Edmund. [Kent and Glouceste converse. Edmund stands back.] Kent. I thought the King had more affected the Duke of Albany than Cornwall. Glou. It did always seem so to us; but now, in the division of the kingdom, it appears not which of the Dukes he values most, for equalities are so weigh'd that curiosity in neither can make choice of either's moiety. Kent. Is not this your son, my lord? Glou. His breeding, sir, hath been at my charge. I have so often blush'd to acknowledge him that now I am braz'd to't. Kent. I cannot conceive you. Glou. Sir, this young fellow's mother could; whereupon she grew round-womb'd, and had indeed, sir, a son for her cradle ere she had a husband for her bed. Do you smell a fault? Kent. I cannot wish the fault undone, the issue of it being so proper...
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...fatal flaw in his own character. In these types of tragedies the characters’ misfortune is brought upon by himself, not by vice. This was a concept portrayed 500 years ago yet rings true today. People are not flawless and most misfortunes are brought on by some error in judgment. Examples of characters with this tragic flaw include Marlowe’s Dr. Faustus and Shakespeare’s King Lear. Shakespeare’s ‘The Tragedy Of King Lear’ must be taken in context. Before the renaissance period the only form of drama was the occasional religious mystery play. The plays of the renaissance period drew away from the religious theme. As a result there was a huge expansion in the range of subjects that the authors wrote about. Thus the tragedy of the character coming undone by flaw not by evil, was seen in the plays. King Lear’s basic flaw is his test of his daughters superficial love over real love. He values appearances over reality. In the play, King Lear does not ask “which of you doth love us most” but rather, “which of you shall we say doth love us most”? Marlowe’s Dr. Faustus can be compared to Shakespeare’s King Lear. Faustus represents the spirit of the renaissance, with its rejection of medieval, god-centered universe, and its embrace of human possibility. Faustus is the...
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...”Once you label me you negate me.” a quote by Søren Kierkegaard which is identical with ”Sorry for the loss” We’re introduced to a rough environment and in the beginning of the novel. We have a sterotypical image of a prisoner. We label them as criminal and killers. However, throughout the novel. We will gain a better understanding of people and how our stereotypes don’t match reality. written by Bridget Keehan starts in medias res. We’re thrown directly into the story. We follow a third person narrator with a restricted point of view. The narrator does not participate in the story, however, tells” Sorry for the Loss. It means that the narrator doesn’t have access to the thoughts of the other persons in the novel. Therefore, in this case, the narrator has a limited point of view. The narrator does only have access to the thoughts of Evie, who is a Catholic chaplain. Therefore, we don’t have access to the thought of Victor or the officer. If we had access Victors thought or the officers. We would have a bigger picture of the situation and their reaction to various subjects. The restricted point of view gives us as reader better understanding of Evie. We learn how Evie is as a person for an example. She says “Although she has been in the post for over a year she still finds the environment of a prison abrasive and intimidating” (P.1, L 18-19) Evie is the main character of the novel, she is characterized by the narrator as an inexperienced Chaplain since it’s her first...
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...KING LEAR Act One The play opens at Lear’s court, where we meet the main characters. The opening scene is in itself shocking, as Lear forces his daughters to declare their love for him. The one who loves him the most will receive the largest part of his kingdom, which he intends to divide between the three. Lear himself wishes to hand over the ruling of the kingdom to his daughters, while retaining the ‘Pre-eminence, and all the large effects / That troop with majesty’ (Scene 1, Lines 131-2). Goneril and Regan acquit themselves well at this love test. Cordelia, however, dismayed by her sisters’ ponderous words, refuses to take part in the ‘contest’ and tells Lear that she loves him as her duty instructs her. When Cordelia refuses to speak again, Lear casts her off without a moment’s hesitation. Ken attempts to argue with the King, accusing him of ‘hideous rashness’ (Scene 1, Line 151). When Kent further warns Lear that his elder daughters are false flatterers, Kent too is banished. Lear invests Albany and Cornwall with power, and, after Burgundy refuses to take Cordelia as his wife, now that she is without dowry, France takes her for her virtues alone. Goneril and Regan complain, in private, about Lear’s harsh judgement and unpredictable behaviour and worry that they too may be treated unfairly. Edmund, Gloucester’s bastard son, soliloquises about his own situation, revealing his devious intentions towards his brother. When his father enters, Edmund’s...
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...The Tragedy of King Lear by William Shakespeare An Electronic Classics Series Publication 2 The Tragedy of King Lear is a publication of The Electronic Classics Series. This Portable Document file is furnished free and without any charge of any kind. Any person using this document file, for any purpose, and in any way does so at his or her own risk. Neither the Pennsylvania State University nor Jim Manis, Editor, nor anyone associated with the Pennsylvania State University assumes any responsibility for the material contained within the document or for the file as an electronic transmission, in any way. The Tragedy of King Lear by William Shakespeare, The Electronic Classics Series, Jim Manis, Editor, PSUHazleton, Hazleton, PA 18202 is a Portable Document File produced as part of an ongoing publication project to bring classical works of literature, in English, to free and easy access of those wishing to make use of them. Jim Manis is a faculty member of the English Department of The Pennsylvania State University. This page and any preceding page(s) are restricted by copyright. The text of the following pages are not copyrighted within the United States; however, the fonts used may be. Copyright © 1997 - 2013 The Pennsylvania State University is an equal opportunity University. 3 The Tragedy of KING LEAR by William Shakespeare: His true Chronicle Historie of the life and death of King Lear and his three daughters. With the unfortunate life of Edgar, sonne and heire to...
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...exactly when he went to London but he is said to have arrived in 1592. There is great conjecture about Shakespeare's childhood years, especially regarding his education. It is surmised by scholars that Shakespeare attended the free grammar school in Stratford, which at the time had a reputation to rival that of Eton. While there are no records extant to prove this claim, Shakespeare's knowledge of Latin and Classical Greek would tend to support this theory. In addition, Shakespeare's first biographer, Nicholas Rowe, wrote that John Shakespeare had placed William "for some time in a free school." John Shakespeare, as a Stratford official, would have been granted a waiver of tuition for his son. As the records do not exist, we do not know how long William attended the school, but certainly the literary quality of his works suggest a solid education. What is certain is...
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...Chapter II: literature of the renaissance (End of the 15th - beginning of the 17th century) In the 15th - 16th centuries capitalist relation began to develop in Europe. The former townspeople became the bourgeoisie. The bourgeoisie fought against feudalism because it held back the development of capitalism. The decay of feudalism and the development of capitalist relation were followed by a great rise in the cultural life of Europe. There was an attempt at creating a new culture which would be free from the limitation of the feudal ideology of the Middle Ages. The epoch was characterized by a thirst for knowledge and discoveries, by a powerful development of individuality. It was then that great geographical discoveries of Columbus, Magellan and other travelers as well as astronomical discoveries of Copernicus, Bruno, Galilei were made. The invention of the printing press (Fyodorov in Russia, Guttenberg in Germany, Caxton in England) contributed to the development of culture in all European countries. Universities stopped being citadels of religious learning and turned into centers of humanist study. There was a revival of interest in the ancient culture of Greece and Rome ("Renaissance" is French for "rebirth"). The study of the works of ancient philosophers, writers, and artists helped the people to widen their outlook, to know the world and man's nature. On the basis of both the ancient culture and the most progressive elements of the culture of the...
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...Resistance to change is a centerpiece in the traditional change agenda. The author argues that resistance to change is not a basic part of our make-up and he uses the example of his grandfather’s l ife to provide examples of the many dramatic changes that have successfully impacted on people’s l ives during the twentieth centur y. The author outl ines the leadership inadequacies that result in change initiatives being rejected. Central to these leadership problems are a lack of vision, l imited integ r ity, lack of coura ge, inappropr iate langua ge, l imited understanding of true empowerment, and only a passing commitment to leadership as service. The argument concludes that while many modern leaders have been trained in the what and the how of change, the real problem lies in the fact that the why and the who gains remains largely mute. William (Bill) Burdett was born in 1896 in a small village in Northamptonshire, England. Like many of his generation, he fought in, what has been referred to ever since as, The Great War. Indeed, well in to his 80s, he could describe with vivid detail the Battle of Jutland and the scuttling of the German fleet at Scapa Flow – events that came alive as he described, not what the history books said, but what he personally witnessed. And though he was not blessed with an unusual level of talent, or even with an extra stroke of luck, this simple man, born the son of a farm laborer and trained as a blacksmith, was remarkable in that he was, in...
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...Annisha Lear WSC002 October 13, 2012 Walt Disney has been getting a lot of feedback about his movies. They were not negative but some would say he changed them and took away from the original fairytale. “Walt Disney 2” by Maurice Sendak and Disney Revisited or Jimmy Cricket it’s musty down here by Betsy Hearne are two articles that criticized Disney movies. Disney makes things more childlike, he gives us chase between characters and inspires children’s imaginations and dreams which will be compared in both readings to the movie The Princess and The Frog. Disney makes his movies more childlike by giving children hope and something to believe in. Some may say that his movies take away from the original fairytale but Maurice Sendak believes that is a good thing. “Disney has often been condemned for corrupting the classics, and he has, to be sure, occasionally slipped in matters of taste and absolute fidelity to the original. But he has never corrupted” (Sendak 112). Therefore it is not that Disney corrupts the original plot he just makes it more child friendly. In his article Walt Disney 2 Sendak talks about his own experience with the fairytale Pinocchio. He says the Walt Disney storyline was better than the original. The original version Pinocchio had a bad personality however in Disney’s version instead of him doing bad things Disney used the fairy as an excuse for him being bad. This shows that Disney didn’t corrupt it he just shows why Pinocchio was doing bad. Fairytales...
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...The Concept of the Outsider Literature often persecutes the most vulnerable, a person who lacks support and therefore power within society. Described by Terry Eagleton for The Guardian as the “literary mainstream”; these characters are often referred to as the Outsider due to their exclusion from the community in which the text is set. The characters who are referred to as Outsiders can be portrayed in different ways; their initial exclusion from society can ultimately lead to a narrative of their acquisition of power throughout the text but similarly, can portray a story of their maintenance of the minimal power they have over the course of the text’s plot. However, this is not to argue that some Outsiders presented within literature do not have power over the course of the development of the text so, as a consequence, remain excluded from the society. In this case, the text would then be considered an exposition of the character’s experience from their position in society rather than the author’s attempt of trying to integrate their character into society through their work. Furthermore, the author themselves may be considered an Outsider through their own status in society; they command their readers to be Outsiders themselves within the novel. As well as to read and observe the narrative in order to emulate the same feeling within themselves, within the reader or to have a specific impact on the issues surrounding humanity at the time. The contrast in the ways in which...
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...The mentor-mentee learning relationship will be explored and the application of teaching and learning strategies will be examined. The essay will also discuss the responsibility of the mentor in relation to self, others and the professional agenda and will analyse current assessment procedures for nursing students. Following a student journey, the essay will consider how the mentorship process can be improved in the clinical practice environment. In recent years, the National Health Service has undergone huge modernisation and consequently, the preparation of nurses for the future has changed to reflect its new principles. The change in organisational and educational philosophies in teaching nursing has lead to a search for effective strategies that are directed towards making the most of human potential and learning in practice. The clinical experience of nursing students is widely acknowledged as being one of the most important aspects of their educational preparations (English National Board (ENB) & Department Of Health (DOH) 2001a). It is during practice placements that the student learns how to take care of patients, colleagues and others that they work and interact with and it is this practical learning that ensures they are fit for practice and purpose. Within the placement area, we accommodate nursing students from the University of Central...
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...87 .,~. Peer Tutoring and the "Conversation of Mankind" by Kenneth A. Bruffee The beginnings of peer tutoring lie in practice, not in theory. A decade or so ago, faculty and administrators in a few institutions around the country became aware that, increasingly, students entering college had difficulty doing as well in academic studies as their abilities suggested they should be able to do. Some of these students were in many ways poorly prepared academically. Many more of them, however, had on paper excellent secondary preparation. The common denominator among the poorly prepared and the apparently well prepared seemed to be that, for cultural reasons we may not yet fully under stand, all these students had difficulty adapting to the traditional or "normal" conventions of the college classroom. One symptom of the difficulty was that many of these students refuSed .help when it was offered. Mainly, colleges offered ancillary programs staffed by professionals. Students avoided them in droves. Many solutions to this problem were suggested and tried, from mandated programs to sink-or-swim. One idea that seemed at the time among the most exotic and unlikely (that is, in the jargon of the Sixties, among the most "radical") turned out to work rather well. Some of us had guessed that students were refusing the help we were providing because it seemed to them merely an extension of the work, the expectations, and above all the social structure of traditional classroom learning. And...
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