...Vasileana Grace Maniu Feb 3, 2017 Eng 202 C. Loar Nature vs. Natural: A Story of Two Families In King Lear by William Shakespeare, there is a circular relationship between the characters’ behavior and Nature. That is, the destruction of the two families results from human behavior breaking accepted natural laws of Nature, and the disturbances in Nature, result from the disruption of human behavior. Nature is portrayed throughout the play from the poet's use of Nature in the natural world, representing ideas of heavenly bodies and natural roles of each character, to ideas of Nature in harmonious and orderly ways, representing ideas of human reason and ethics which all come into play when talking about both families in the tragedy. The ideas...
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...In Shakespeare's "King Lear" there were five important villains: Edmund, Cornwall, Oswald, Regan, and Goneril. Although they were all evil characters, there were differences in their villainy. Edmund was the illegitimate son of the Duke of Gloucester. When he was born, the stars were in an alignment that prophesied Edmund would become evil. I don't believe that Edmund ever truly wanted to be evil, but he became evil because he felt that he must. After Edmund had been stabbed in a duel with his brother, Edgar, he admitted to all of the villainous acts he had committed. Additionally, just before he died, Edmund confessed that he had ordered the captain of his army to murder Cordelia. Edmund attempted to stop the murder before he passed away, but was, unfortunately, too late. The Duke of Cornwall was not a prominent character in King Lear. He did, however, commit the atrocious act of gouging out Gloucester's eyes. Cornwall seemed to be a very cold, harsh character. However, I believe that the evil he committed was for his wife, Regan....
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...Lear and Cordelia's relationship mirrors the Christian conception of Man's relationship with Christ. Read this way, King Lear tells the story of Lear's redemption. Through Lear, Shakespeare affirms the Christian ideal of repentance as a means of salvation. Lear’s decision to relinquish control of his kingdom to his daughters violates his role as divine sovereign and constitutes a sin against God and his kingdom. By violating this sacred role, King Lear sets in motion both his own tragedy and the chaos of the kingdom. The notion that the King stands as God’s representative on Earth dominated England during Shakespeare’s life. As an aging King, Lear’s duty lies in ensuring a peaceful and legitimate successor. The first line of the play, spoken...
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...King Lear Research Paper Shakespeare’s play, King Lear, characterizes the archetypes ‘good’ and ‘evil’ as good being loyal and bad being disloyal. In all Shakespearean tragedies, there is a series of events with a common theme that lead to the chaos of the plot: here, the theme is fidelity versus infidelity (Bonheim 39). King Lear highlights this theme mainly through familial and hierarchical relationships. The tragedy’s large cast of characters is divided into the archetypal categories of ‘good’ and ‘bad’, which are essentially determined by their faithful or unfaithful actions towards their family and kingdom. In their somewhat parallel lives, King Lear and Gloucester are driven to despair and madness by their familial relationships. Sibling rivalry, betrayal of fathers by daughters and by son and rash misunderstandings of a loyal son and a dutiful daughter, are the roots of chaos in the play (Bloom 15). King Lear and Gloucester’s downfalls are essentially caused by the ‘bad’ child’s betrayal and later resolved by the ‘good’ child’s help and support. Shakespeare introduced Cordelia as caring and loyal daughter, who is profoundly devoted to family (Bonheim 41). When it is her turn to publically confess her love for Lear, she explains in her own defense: “Why have my sisters husbands, if they say They love you all? Haply when I shall wed, That lord whose had must take my plight shall carry Half my love with him, half my care and duty. Sure I shall never marry like...
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...This case study clearly demonstrates a form of plagiarism known as paraphrasing. Although Teresa claims she changed around the words of the text to make it her own; she still used “someone else’s ideas” (Junyk) and thoughts without citing accordingly. Many examples of paraphrasing exist within Teresa’s work. Throughout Teresa’s paragraph, many of her sentences consist of the same patterning sequence that the original passage follows. Her introductory sentence to the paragraph also reflects the same ideas presented in King Lear. Therefore, Teresa’s work not only follows similar sentence structure that is parallel to the original passage, but uses the same ideas and thoughts expressed in the academic source without properly citing reference to the author. Teresa has “failed to take into consideration the concepts of justice and human dignity that apply to sources in academic writing” (Junyk) through her lack of understanding of producing an essay using imitation. Essentially, she compromised her academic integrity as she knowingly took a passage from an academic source, altering it to make it her own. It is unclear whether this was done through intention or a lack of understanding. Many students may understand that copying and pasting from a source is an obvious form of plagiarism, but may not consider paraphrasing to be as well. Paraphrasing can also become challenging to acknowledge as a form of plagiarism, because it can sometimes be hard to distinguish between what you...
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...audience with fast-paced plots, creative imagery, and multi-faceted characters. Macbeth is an action-packed, psychological thriller that has not lost its impact in nearly four hundred years. The politically ambitious character of Macbeth is as timely today as he was to Shakespeare's audience. Mary McCarthy says in her essay about Macbeth, "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks." (Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed plot, elements of the occult, modern characterizations, and themes of import to today's world make Macbeth an excellent choice for teaching to high school students. This study guide offers ideas for presenting Macbeth to a high school class. The activities have been divided into sections: 1. 2. 3. 4. a brief literary overview, including a synopsis and commentary on the play; suggestions...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...University of Delhi South Campus Department Of English Term Paper By: Nakhat Perveen M.A. Previous 1st Sem ARSD College, UDSC Mentor: Christel Rashmi Devadawson SHAKESPEARE IN BOLLYWOOD Nakhat Perveen William Shakespeare was an English poet and playwright, widely regarded as the greatest writer in the English language and the world's pre-eminent dramatist whose work is liked by all film-maker to bring down on screen. According to Robert Hamilton Ball, Shakespeare’s dramas were considered ideal material for cinema in the early 20th century because the presence of Shakespeare on film raised the contemporary estimation of film. Almost all of his works have been adapted on screen in Hollywood and all other film industries. Hollywood has produced around 300 movies based on Shakespeare’s plays and characters. Films based on tragedies like Hamlet, Othello, King Lear, Macbeth, Romeo and Juliet etc., have got very good response by the audience on the silver screen. In Bollywood also many directors adopted the work of Shakespeare. But Vishal Bhardwaj through his films showed that he is the true fan of Shakespeare and knows well how to do justice with the work of such a big writer on silver screen. His film Maqbool (2003) based on Macbeth, and Omkara (2006) based on Othello left very remarkable impression on audience’s hearts. Maqbool had its North American premiere at the 2003 Toronto International Film Festival. Though the film failed to entice much of an audience during...
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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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...Renaissance Literature December 10, 2012 Should Shakespeare be taught to Minority Students? Shakespeare is a staple in the English curriculum in American schools. Beginning in seventh or eighth grade, students are fed a steady diet of his tragedies, comedies, histories, and sometimes even the sonnets. Before Michael, Madonna or Prince, he was the one-name artist everyone could relate to globally. This wasn’t always the case. The branding of the name is not accidental. Even more than “William Shakespeare play-wright to American school students” the word Shakespeare, has become a trademark representing the culture and values of a nation. I approached this project with the firm belief that teaching Shakespeare to non-white students was harmful to their development. Shakespeare being taught to non-white students is a problem because they are being told that their culture isn’t enough. Is this a message we want to send after the last 40 years of minority groups demanding, and receiving, inclusion into society? Aren’t there any other works that could be substituted for the works of Shakespeare’s? Plenty of good candidates are published every year but they aren’t taken seriously. Why not? One reason is of course the name brand recognition of Shakespeare. He has had 500 years to gain a position in the public eye. Another reason is the many contributions that he has made to the English language. Many of the tried and true turn of phrases used today come from his characters...
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...Hate Crimes in American Society in the Twentieth and Twenty-first Centuries Sample Student Research Paper Project of Sociology Table of Contents I. Thesis Statement…………………………………………….………….....Page 4 II. Introduction and Summary………………………………….………….....Page 4 III. Literature Review………………………………………………………....Page 6 IV. Methods………………………………………………………….......….. Page 16 V. Socio-Historical Analysis………………………………………………. .Page 18 A. 20th Century 1. Lynching 2. Ku Klux Klan 3. Rodney King and the Los Angeles Riots 4. Matthew Shepard B. 21st Century 1. Post 9/11 2. Jena Six VI. Cause and Effect Analysis…………………………………………… ....Page 24 A. Causes 1. Prejudice a. Stereotypes b. Scapegoats c. Presence of Hate in American Culture d. Need for Status and Power 2. Reasons for Crime a. Sending a Message b. Thrill Seeking c. Defensive B. Effects 1. Psychological Trauma 2. Undo Social Progress 3. Community Unrest 4. Threat of Retaliation VII. Descriptive Analysis……………………………………………….........Page 30 A. Description of Victims 1. Bias against a Particular Race 2. Bias against a Particular Religion 3. Bias against a Particular Sexual Orientation 4. Bias against a Particular Ethnicity/National Origin 5. Bias against a Disability B. Description of Offenses and Offenders This must be your new section? VIII. Comparative Analysis…………………………………………………. Page 36 A. United States Justice Department Definition of Hate Crime B. International Justice...
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...today than ever. Indeed, the abrupt departures of two important charismatic CEOs – Charles Prince of Citygroup and Stanley O’Neal of Merrill Lynch – in the aftermath of the 2008 financial crisis, which fetched these firms colossal losses have made scholars to beam their searchlight on this neglected aspect of corporate governance. The nonchalance with the way some CEOs handle the process of succession planning not only puts their companies in jeopardy, but also signposts a major criterion on which outgoing CEOs and their executive board members will be evaluated. Before we proceed, we will issue a caveat: the practice of succession planning runs ahead of the theoretical understanding of the process. In fact, in the course of this research, we did not come across a single work on charismatic leaders. However, we did come across pockets of literature on CEOs and succession planning. It is from these literature and articles from reputable magazines like the Economist, Forbes and the Wall Street Journal that we extrapolated our...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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...Fayette County Schools Research Paper Survival Guide June 2009 (revised November 2011) Compiled by: Jillian Bowen, Joanne Dirring, Monica Dorner, Greta Jackson, Shery Kearney, Ann Richardson, and Cheryll Thompson-Smith Based on the work of: Linda Brem, Kathy Franks, Cathy Nix, Ann Richardson, and Cynde Snider Table of Contents Plagiarism………………………………………………………………. Plagiarism Statement - Middle School……………………………..... Plagiarism Statement - High School……………………………….... English Research Requirements…………………………………….. Middle School Requirements…………………………………... 9th Grade Requirements………………………………………… 10th Grade Requirements………………………………………. 11th Grade Requirements………………………………………. 12th Grade Requirements………………………………………. Frequently Asked Questions…………………………………………. Annotated Bibliographies……………………………………….. Citation Formats…………………..……………………………... Common Mistakes………………………………………………. Documentation and Plagiarism…………..…………………….. Internet and Databases…………………………………………. MLA Manuscript Form…...……………………………………… Note Cards…..…………………………………………………… Outlines…………………………………………………………… Paraphrases and Quotations..…………………………………. Parenthetical Documentation……………………………...…... Quoting Poetry……………………………..……………………. Research Papers..………………………………………………. Research Process……………….……………………………… Research Projects……….……………………………………… Source Cards..…………………………………………………… Works Cited Page……………………………………………….. Research Glossary……………………………………………………. Online Resources……………………………………………………… Works Cited…………………………………………………………….....
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...Contemporary Developments in Business and Management Kenneth Fee The University of Sunderland © 2013 The University of Sunderland First published September 2013 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without permission of the copyright owner. While every effort has been made to ensure that references to websites are correct at time of going to press, the world wide web is a constantly changing environment and the University of Sunderland cannot accept any responsibility for any changes to addresses. The University of Sunderland acknowledges product, service and company names referred to in this publication, many of which are trade names, service marks, trademarks or registered trademarks. All materials internally quality assessed by the University of Sunderland and reviewed by academics external to the University. Instructional design and publishing project management by Wordhouse Ltd, Reading, UK. Contents Introduction vii Unit 1 The contemporary world of business and management Introduction 1.1 1.2 The global business environment The importance of developments in the global environment Case Study 1.3 Organisational decision making and performance vii 1 3 10 14 17 19 19 20 Self-assessment questions Feedback on self-assessment questions Summary Unit 2 Globalisation Introduction 2...
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