...William Shakespeare’s The Tragedy of Julius Caesar, set in Rome in 44 B.C, focuses on the character of Julius Caesar and his gruesome assassination by the members of the Roman Senate. Mark Antony, Caesar’s best friend, plots his revenge and incites a riot, causing the exile of the conspirators and their impending defeat. The tragic hero with a tragic flaw can be found in the character of Julius Caesar, an example of this being Caesar’s prominence in society as well as his fatal flaw of hubris. Another example is Caesar’s recognition of his fatal flaw following his betrayal and downfall. A third example is Caesar’s redemption, when his death is fully grasped by Marcus Brutus, who was once Caesar’s friend but betrayed him. The tragic hero is Julius Caesar because of his fatal flaw of hubris, his recognition of his flaw in his...
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...Discuss the theme of power and justice in Julius Caesar What is power? It is the ability to direct or influence the behaviour of others or the course of events. Background * At first Caesar belonged to what is referred to as the First Triumvirate in alliance with another general, Pompey and Crassus, a wealthy patrician. * Caesar had forced his way to dictatorial power and destroyed the republic when Crassus died in battle and Pompey began to entertain ideas of ruling without Caesar, who by then had become dangerously popular. This resulted in a in a civil war in which Caesar defeated Pompey’s forces and entered Rome, triumphant and unchallenged. * Upon his return, Caesar made himself dictator and absolute ruler of Rome and its territories. * In 44 B.C.E. Julius Caesar ordered the senate to make him dictator for life. (Caesar’s actions threatened to end the Republic once and for all. * Fearing this change, a group of senators plotted and executed the murder of Caesar on the Ides of March. * Although the senators succeeded in ending Caesar’s life, they did not realise at that time that the Republic had died with him. Rome would now become an empire. Power Although the biggest argument in Julius Caesar is the change of power in the rulers of Rome, Shakespeare tries to show us many different kinds of power and the use of it. As we can see during the play, people with power use power just for their convenience. During the first part...
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...Koppenheffer Caesar’s overwhelming power in Rome was earned from his being a role model for his army through both his actions, his spartan-like lifestyle, and his treatment of both his allies and soldiers. Caesar was very generous towards the soldiers he lived alongside, making them want to follow him. Caesar used that loyalty to gain power, attracting allies. Caesar also gained allies through his political generosity, not just his power. Caesar himself realized that convincing people to follow him was a better ruling style than ruling through force. Julius Caesar was a famous politician who accomplished multiple things in his military career, including the conquest of lands. Previous to all of these actions, Caesar began his career...
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...Caesar Summary Option K Rome: Julius Caesar Principal Focus: Students gain an understanding of Julius Caesar in the context of his time. Students learn about: 1 Historical context – geography, topography and resources of Rome and provinces – overview of Roman political and social structures – overview of significant political and military developments 2 Background and rise to prominence – his family background and position – his education, early life and ambitions – paths to power: priesthoods; Marian connections; political alliances and marriages – early political career to 60 BC 3 Career – role in First Triumvirate – Gallic Wars: campaigns and tactics, siege of Alesia – relationship with his army – relationship with the Senate – role in the Civil War – political supporters and enemies – personal relationships: Julia, Cleopatra VII, Brutus, Mark Antony, Cicero – impact of personality on career; significance of his writings – dictatorship: policies and reforms – assassination: motives, manner and impact of his death 4 Evaluation – impact and influence on his time – assessment of his life and career – legacy – ancient and modern images and interpretations of Julius Caesar. 1. Historical Context Geography, topography and resources of Rome and provinces Geography and topography • Most of Italy is...
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...Gnaeus Pompeius Magnus, or Pompey the Great, was born in 106 BC in Picenum, Italy to the politician and general Gnaeus Pompeius Strabo (Pompey Strabo). Although Pompey the Great came from an aristocratic background, his father was a novus homo, meaning that he was the first in his family to be elected to public office. Pompey Strabo rose through the ranks of Roman government, becoming quaestor in 104 BC, praetor in 92 BC, and then elected consul in 89 BC. At this time, during the civil war between Sulla and Marius, Pompey Strabo supported Sulla’s side, the Optimates. This group consisted of aristocrats and the wealthy, as opposed to the populares, led by Marius, which was in favor of the common people. Pompey Strabo passed away in 87 BC during...
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...Jesus of Nazareth was not the messiah. In a time that Judea was under the remorseless Roman rule. Jesus was a man born in Bethlehem to parents Mary and Joseph, who would raise him in Judea’s backwater province of Galilee, in the city of Nazareth, practicing strict Jewish traditions. Later in his life he would claim to be the son of God and travel Judea preaching peace and translating God’s word for anyone that would listen. He would gain a following and be praised and worshipped as the messiah. He would be crucified as a threat to Rome and the Jewish officials, and then supposedly rise from the dead. News of his execution would cause outrage against Rome and spark the Jews to rebel against the Romans. Despite how Christianity has identified...
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...LIBERTY UNIVERSITY Inter-Testament Period Paper A RESEARCH PAPER SUBMITTED TO DR. DEREK R. BROWN IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE COURSE NBST 525 LIBERTY BAPTIST THEOLOGICAL SEMINARY BY Donald Reul LYNCHBURG, VIRGINIA November 1, 2012 Contents Introduction ……………………………………………………………………………. 1 Alexander the Great ……………………………………………………………………. 1 Dividing the Empire…………………………………………………………………… 4 Ptolemaic Dynasty ……………………………………………………………………. 4 Seleucid Dynasty …………………………………………………………………….. 6 Antiochus Epiphanies ………………………………………………………………. 8 Maccabean Period …………………………………………………………………… 10 Mattathias ………………………………………………………………….. 10 Jonathan ……………………………………………………………………. 12 Simon ……………………………………………………………………….. 13 John Hyrcanus ……………………………………………………………… 14 Aristoblus ……………………………………………………………………. 15 Alexander Jannaeus …………………………………………………………. 16 Aristobulus II ………………………………………………………………… 17 The Roman Period ……………………………………………………………………. 18 Antipater II …………………………………………………………………… 18 Phasael ………………………………………………………………………. 19 Herod the Great ……………………………………………………………… 19 Conclusion ……………………………………………………………………….. 21 Introduction Gaining insights into the “Inter-Testament Period” provides New Testament readers with a heightened perception of the world into which Jesus came. The interval between the final words spoken by Malachi and the New Testament narrative has often been referred to as the “four hundred silent years”. It...
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...there was no longer a body, the Ka would continue to need shelter and sustenance; the Ka would inhabit the mummy to receive offering from family, worshippers, etc. Because mummies were frequently stolen or destroyed, Ka sculptures were made in case the Ka spirit needed a new shelter. The family could ten continue to bring offerings to the Ka. • Style-period This piece is of the Egyptian Old Kingdom style. It is a freestanding piece, but connected by back to the Greywacke block; this is very characteristic of the period style. As for the form, it is also characteristic in the manner that bilateral symmetry prevails, there are harmonious proportions, and how the lines work to keep the human figure compact. It is also characteristic of the Egyptian Old Kingdom style in the manner of how the portrait establishes a standard representation of Kingship and Queenship. They carry themselves as royalty, are wearing distinctive high status clothing (Headdresses, false beard), and the female’s “womanhood” is very apparent (swollen belly, full breasts, pubic triangle). 2. The Apoxyomenos (“The Scraper”) • Materials The Greek original of this piece was a bronze. Unfortunately, like many other pieces of the time, it was melted down. What we are seeing is the Roman marble copy. • Style-period and personal (Lysippus) The Apoxyomenos follows the Late Classical Style. Lysippus employed a new set of proportions and a heightened sense of realism. His point was to engage...
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...A STUDY OF FULVIA by Allison Jean Weir A thesis submitted to the Department of Classics In conformity with the requirements for The degree of Master of Arts Queen’s University Kingston, Ontario, Canada December 2007 copyright © Allison Jean Weir 2007 Abstract Who was Fulvia? Was she the politically aggressive and dominating wife of Mark Antony as Cicero and Plutarch describe her? Or was she a loyal mother and wife, as Asconius and Appian suggest? These contrasting accounts in the ancient sources warrant further investigation. This thesis seeks to explore the nature of Fulvia’s role in history to the extent that the evidence permits. Fulvia is most famous for her activities during Antony’s consulship (44 BC) and his brother Lucius Antonius’ struggle against C. Octavian in the Perusine War (41-40 BC). But there is a discrepancy among the authors as to what extent she was actually involved. Cicero, Octavian and Antony, who were all key players in events, provide their own particular versions of what occurred. Later authors, such as Appian and Dio, may have been influenced by these earlier, hostile accounts of Fulvia. This is the first study in English to make use of all the available evidence, both literary and material, pertaining to Fulvia. Modern scholarship has a tendency to concentrate almost exclusively on events towards the end of Fulvia’s life, in particular the Perusine War, about which the evidence is much more abundant in later sources such as Appian and...
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...Decline of the Roman/Han/Gupta Empires Diverse Interpretations Assignment COMPARISONS TO FOCUS ON: * The causes for the decline of the Roman, Han and Gupta Empires * Understanding of how and why the collapse of the empire was more severe in Western Europe than it was in the Asian Empires. * Comparison of the role that religions played in the declines * The impact of missionary outreach of the Christians and Buddhists in these empires RESOURCES * Upshur – “The Decline of Empires” * Stearns - Decline of Empires. * Frank Smitha - “Decline and Fall” * Johnson and Johnson – “Why Don’t Empires Last?” * Spodek – “China and Rome: How do they compare?” * Bulliet pages 168-170 and 186-189. ASSIGNMENT 1. Construct a Venn comparing and 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...
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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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...NOTES ON PERSONAL LANGUAGE LEARNING EXPERIENCE John Whelpton The reminiscences and reflections collected here cover almost six decades of language learning, from childhood in Nottingham, where I was born in 1950, through study at Oxford (1968-72), teaching English in Nepal (1972-74), working as a civil servant in London (1975-81), graduate studies and teacher training in London, Nepal, India and Manchester (1981-87) to the last twenty-two years when I have been teaching English in Hong Kong but paying regular return visits to the UK and to Nepal. I began the compilation early in 1997, when I was teaching only part-time and occupied mainly with an intensive course in Cantonese and with work for an M.A. in Applied Linguistics. At the suggestion of my course director, Professor David Nunan, I had decided that my M.A.dissertation would be a diary study of my efforts with Cantonese and I needed a summary of my previous language learning experience as part of the exercise as well as for incorporation, in condensed form, in the eventual dissertation (completed in September 1998). I included any language which I had been formally taught for any length of time and also any others which I had worked at on my own over long periods, but not those which I occasionally looked at just out of linguistic interest or to learn a few phrases for short holiday trips. Earlier drafts were circulated to friends and colleagues...
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...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...
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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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...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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