Tuesday, July 26, 2011

Flanking in a Price War

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COGNITIVE FLEXIBILITY THEORY IMPLICATIONS FOR TEACHING AND TEACHER EDUCATION


by


Mohamed Traore


University of Colorado at Denver


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April, 00





In her article entitled “Cognitive Flexibility Theory Implications for Teaching and Teacher Education,” Boger-Mehall points out the importance of Cognitive Flexibility Theory. She describes how ill-structured aspects of knowledge pose problems for advanced knowledge acquisition that are remedied by the principles of Cognitive Flexibility Theory. This cognitive theory of learning is systematically applied to an instructional theory called Random Access Instruction, which in turn guides the design of nonlinear computer learning environments we refer to as Cognitive Flexibility Hypertexts. (Spiro, et al., 1).


A linear model type of instruction becomes ineffective when the subject matter that students need to focus on is not simple and well-structured, states Boger-Mehall. She goes on to affirm that “according to Cognitive Flexibility Theory, linear models using formats such as books, tutorials and other techniques of learning will fail because they are too complex and not easy.”( Spiro, et al., p. 57). The author further states that in


cognitive flexibility theory the main focus of professional education is for students to transfer what they have learned from previous situations and apply these concepts to other situations.


The flexibility that a computer provides makes it an ideal learning tool in lessons


crafted using cognitive flexibility theory. These principles work well, for example, when


they are used with a hypertext system, a nonlinear method that provides students with


options when it comes to complex subjects, something a linear model type lacks.


Learning theories shape how teachers design educational environments for their


1


students. For example, the constructivism method in learning theories encourages lessons


that allows students to relate new information to prior knowledge, recognize the complexity of concepts, and create new knowledge structures. However, content is often presented in a relatively simplistic manner and the depth of knowledge inherent in the intended learning objectives is not recognized or understood by students. Cognitive flexibility learning theory, which can build on constructivism and work done in media and learning interaction, can assist teachers in structuring activities that avoid oversimplification of complex concepts (Spiro & Jehng, 10).


Cognitive flexibility is a learning theory that “focuses on the nature of learning in complex and ill-structured domains” (Kearsley, p. 1) and separates itself from


many theories because it deals with the acquisition of advanced knowledge. Spiro and Jehng (10) add that


By cognitive flexibility we mean the ability to spontaneously restructure


one’s knowledge, in many ways, in adaptive response to radically changing situational demands. This is a function of both the way knowledge is represented (e.g., along multiple rather than conceptual dimensions) and the processes that operate on those mental representations (e.g., processes of schema assembly rather than intact schemas retrieval). (p.165)


In an effort to apply cognitive flexibility theory toward teacher education, Boger-Mehall stresses a work done by Stephens in15. “The reading-writing workshop,” as it


has been called, is a mix of Spiro’s theory and a video-based learning environment


to help teachers in their approach to literacy instruction. The result of Stephens’s work


was the production of a laser disc that provided access to information randomly and the possibilities between people to engage in live interactions. Cognitive Flexibility


Hypertext, as the result, was built by Stephens. Teachers can use it to make knowledge transferable.


Boger-Mehall’s position is reinforced when it comes to the assumptions behind the cognitive flexibility theory. This theory does not need to be utilized in well-structured domains. It will be best used in areas such as the sciences where students are required to do some research, transfer their results and apply them to specific situations.


REFERENCES


Boger, Mehall. S. (001). Cognitive flexibility theory Implications for teaching and


teacher education (University of Houston’s Instructional Technology Research).


Retrieved April16, from http//www.kdassem.dk/didaktik/14-16htm


Kearsley, G. (000). Cognitive flexibility theory. [Online]. Teaching and learning in


cyberspace. [Online version]. Journal of Bibliographic Research, 14, 11-14.


Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1). Cognitive flexibility,


constructivism, and hypertext Random access instruction for advanced


knowledge acquisition in ill-structured domains. In T. M. Duffy & D.H. Jonassen (Eds.), Constructivism and the technology of instruction A conversation (pp.57-


76). Hillsdale, NJ Lawrence Erlbaum Associates.





Spiro, R.J. & Jehng, J.C. (10). Cognitive flexibility and hypertext Theory and


technology for the nonlinear and multidimensional traversal of complex subject


matter. In D. Nix, & R. J. Spiro (Eds.), Cognition, education, and multimedia Exploring ideas in high technology (pp. 16-05). Hillsdale, NJ Lawrence Erlbaum Associates.


Stephens, L.C. (15). The design, development, and evaluation of literacy education Applications and practice (LEAP), an interactive hypermedia program for


English/Language/Arts teacher education [Electronic version] Unpublished doctoral dissertation, University of Houston. Retrieved April 16, 00, from


http//www.kdassem.dk/didakt/14-16.html








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Monday, July 25, 2011

English Regents Answer

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Frank Conroy and William Maxwell show exceptional examples of what childhood friendships may have consisted of many years ago. Within Passage I, Frank Conroy displays how a relationship can be formed between two people who have just meet and yet still have the deep relationship that is usually only acquired by people who have had a relationship for many years. William Maxwell explains how a simple playmate can be even more significant than ever thought to be. No matter how silent the playmate is or how ironic the circumstances of their meeting, relationships will grow. Both Passages are prime examples of true friendship.


Childhood relationships seem to be very insignificant to adults. However, to children, their youngest friendships may be their most important friendships that they will always remember. Passage I, in first person point of view, shows how tranquil young child’s friendship may be through symbolism. This peacefulness is shown when Frank Conroy writes, “Above, the fat white clouds drifted in the blue. Great sedate clouds, rich and peaceful. We lay on our backs watching them, getting dizzy as they slipped along behind the branches, as if our tree was falling.” This quote symbolizes how the two boys friendship is so perfect and so peaceful that it’s just like the lightly rolling silent clouds that passed above them. The boy’s friendship was so beautiful because they required no spoken words to know how good of friends they were. They boys would spend a lot of time together, just in silence. A simile found within Passage I further displays how they could just lay there and be perfectly content with it, “hour after hour our bodies fell like bundles into the softened sand.” Along with Frank Conroy in Passage I, William Maxwell also displays the same qualities in Passage II.


Friendships are not to be taken lightly because it won’t end the way it’s expected to. No matter the situation, if a person is friends with someone they get along with very well, they are bound to have a deeper friendship with that person whether he or she realizes it or not. William Maxwell further shows how this is true in first person point of view within Passage II. One instance within Maxwell’s writings that displays this friendship is by symbolism within this statement, “When the look of the sky informed us that it was getting along toward suppertime, we climbed down the ladder and said “So long” and “See you tomorrow,” and went our separate ways in the dusk.” This shows that the boys had made a connection while spending their afternoon together. The reader can tell by the statement “See you tomorrow”, this statement implies there was an enjoyment of each others time due to the fact that they would like to do it again tomorrow. This friendship is sparked because the young man is just building his new house and is very lonely. His loneliness is shown in how he explains what his day is like with the figurative language “pung, pung, pung, kapung, kapung, kapung.” Which are the sounds of the hammer of the construction worker. His new found friend is extremely welcomed by him, he needed the company. Friendship is sacred, no matter how casual the relationship may seem; there are always deep friendships.


Friendship is the most important factor in a child’s life. A child, in most instances, rely on their friends to get them through the hard ships they may be facing at that point in time. Friendships are deep, meaningful, relationships due to their tendency to cure the sad, and help the ill by simply being a friend. Friendship is an extremely deep relationship with more power to heal than anybody could ever imagine. Frank Conroy and William Maxwell wrote fabulous works that show the truth behind the friendship theory within both Passages I and II. True friends will never leave your side.


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Sunday, July 24, 2011

HAMLET Critique

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Henri Suhamy expresses positively that the dilapidated imagery portrayed in Hamlet brings forth many explications. Some of the explications are paradoxical in form when criticizing Hamlet. Suhamy reinterprets theories and criticism by comparing many great critics and their opinions with Metaphorical Fallacy.


Overexploited sin and crime, in terms of disease and rottenness, is interpreted as Metaphorical Fallacy. Suhamy says that this type of imagery shines light on the inner meaning and technicalities of language. It also shines upon a reflection of ethical morals of a deep religious community. In the case of a play, the fallacy clearly defines understood thoughts about a variety of characters within the play. Sometimes, opinions are very misleading lead to misinterpretations.


Suhamy interprets one of the main theories, introduced by Morris Weitz, author of Hamlet and the Philosophy of Literary Criticism. In Weitz’s book (Hamlet and the Philosophy of Literary Criticism), he argues against Wilson Knight’s interpretation of the protagonist’s representation of the consciousness of death among a world of “human passions and appetites and activities.” Overall, Weitz says that Knight’s interpretation of Hamlet’s world to be of health and humanity is actually corrupt, unhealthy, and rotten. He says that he does not claim that he’s correct but says that, “Knight makes a moral mockery of it by his reversal of sickness and health.” This is really interesting in a way that both interpretations can be viewed to be correct. But the reader should be the one who decides which interpretation of Hamlet’s universe is ultimately correct.


With this argument from Weitz, Suhamy says that Weitz is forgetting that literature is made of many interpretations that come from different sources of opinions. First, Suhamy says that Weitz is running into metaphorical fallacy by just viewing the sickness imagery from the play. He reminds the readers that a metaphor includes the production of “figurative senses, not factual statements.” He says that moral corruption does not necessarily arouse physical corruption. Then, Suhamy says that Weitz did not clearly interpret Knight’s arguments. He says that the difficulty of interpreting metaphorical language is a main reason why Weitz has misinterpreted Knight. Knight says that Hamlet is a symbol of death with credulous goals and desires. There is also the sick emotion of Hamlet from the “moral sickness of the people about him.” The fact that he is sickened by the healthiness of nature is a paradox. When Hamlet highly disapproves the re-marriage of his mother, there is moral frailty. The word rank, is suggesting that vitality and physicality cancel each other out. The word rank also has many contradictory meanings and connotations. Suhamy says that his leads to the idea that life is “crude, course, and obscenely immoral.”


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In addition, Suhamy tells the reader that metaphorical language is not hard to interpret. Sickness is possible to equal sin. The sickness imagery in Hamlet splits into two contradicting occurrences “The King’s prayer is a physic that but prolongs his sickly days whereas Hamlet feels sicklied by his irresolution.” If the two occurrences are combined, the statement infers that health and sickness are interchangeable.


Despite the fact that William Shakespeare could deal in paradoxes and ambiguity, says Suhamy, there is a literary consequence the danger of banality. Suhamy tells the readers that investigations in the fields of stylistic skills and thematic consistency should not be limited. He tells us that metaphors with moral and religious inferences are revealing and contribute to the “lasting and universal interest of Hamlet as a text, and not only as a play.” Suhamy also observes that readers who regard Hamlet mostly as a play can find something useful in the imagery of sickness in its obsessiveness. Hamlet’s obsessive and behavioral mystery is interpreted as a healthy and sick obsession. Hamlet’s obsession towards his behavior is a way of purging his soul. The hubris of Hamlet leads him to achieve catharsis on the entire world.


The different interpretations on the imagery within Hamlet can vary from critic to critic. The key idea is that mistakes in understanding others’ interpretations are common, just as Weitz misunderstood Knight’s prospective of Hamlet’s imagery. Metaphorical fallacy is the key into unlocking misinterpretations between many explications upon the imagery in Hamlet





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Saturday, July 23, 2011

Beowulf

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The Anglo-Saxons were the first peoples to invade Briton after the Romans evacuated. By defeating the Celts and other inhabiting tribes the Anglo-Saxons became the dominant culture in England for about 600 years. In these years, their beliefs and customs flourished and many of these can be observed through the reading of Anglo-Saxon literature, especially in Beowulf. The presence of the “Other” in Anglo-Saxon literature is noted in three distinct interpretations by which the Other is excluded from society, used to classify oneself against, and frequently used to displace personal tribulations.


Although people generally fit into the social order there are those among us (“Others”) who are alienated by diverse characteristics not familiar to a certain society. This interpreted quote by Foucault implies both the physical and mental differences that separate those who lived in clans and those who were outcasts. Most people lived in single family homesteads and were organized around a leader. As in the case with the dragon, which we see as a monster, might have actually been an outsider with whom others could not relate. Such a person could be either of a different race or of deformed nature and probably had a different mindset then most members of the community. With the dragon his looks were unacceptable to the public and he had a greedier demeanor by hoarding his treasures. This last part is particularly not acceptable since leaders and people with wealth were supposed to give gifts to their followers.


Most people fashion themselves based on an established norm or in other cases by being the converse of the established outsider. Utilizing Greenblatt’s quote we can infer that peopled prided themselves in being part of a close knit clan and despised those “Others” who did not follow suit. Grendel, who was always the outsider due to his hereditary background, is an easy person for people to define themselves against. His solitude, cannibalism, cowardice, and ancestry prove him to be the antithesis of the Anglo-Saxon culture. This person in society may have been a descendant from a once abandoned member of society that most exemplified these traits.


Even if there is scrutiny among familiar peoples there will always be an outcast (“Other”) to which blame can be placed upon. Kamp’s quote sheds light on the fact that not all people are perfectly molded to fit into society, and that they use these insecurities to place even more fault on those who are outsiders. In doing this the people can maintain social equality among themselves and keep the outsiders from fitting back into society. When Beowulf came to Hrothgar’s mead-hall he was challenged by Unferth’s disbelief in his abilities. By condemning Unferth for killing his own kin Beowulf escapes further persecution and is compelled to boast of his accomplishments. This fulfills poetic ideals in Anglo-Saxon culture as to how fame and reverberation in poetry could provide defense against death.


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Through these three interpretations of Anglo-Saxon literature the culture is defined by the use of antagonists and relation to the Other. Almost all examples from the book Beowulf can provide an adequate expression of Anglo-Saxon culture. Possibly through the use of other literature and poetry originating in the Anglo-Saxon era many more ideas and concepts can be extracted.





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Friday, July 22, 2011

Georgia O’Keeffe

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Georgia O’Keeffe


Georgia O’Keeffe was born in the late 1800’s in Wisconsin. At an early age she new she was going to be an artist. In an interview, I think she said at the age of twelve she knew that that was what she wanted to be. Even at this early age, she was very independent.


In the biography we saw in class Mrs. O’Keeffe seem to be a simple woman who loved to paint. Her paintings came form her heart. At one point in the interview, she said “I see shapes in my head and I want to paint them.” She was fascinated with all kinds of shapes. She had a gift for what ever she painted. Her paintings of the city were uniquely different from all other artist. In fact all of her paintings had a distinction like no others.


Georgia OKeeffe was born in a town called Sun Prairie. I am sure there many reasons why she liked the deserts of New Mexico, but one of the reasons may have been that it reminded her of home. In 105, she attended the Art Institute of Chicago and about a year later, she went to study art in New York. Her work was well received, but she did not fine traditional art fulfilling. At one point, she gave up art. During the summer of 115, OKeeffe took classes at the Teachers College of Columbia University in South Carolina, and there she began to paint again. In South Carolina Arthur Dow, a specialist in Oriental Art helped Miss. OKeeffe move away from the type of art she had found so unappealing. She said of him, It was Arthur Dow who affected my start, who helped me to find something of my own. Soon after that Alfred Stieglitz, a photographer from New York saw some charcoal drawings of Miss. O’Keeffe’s and convinced her to come back there and work on her art. A few years later she married Mr. Stieglitz and lived in New York for almost thirty years.


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In 1, OKeeffe took a vacation to New Mexico. The trip would change her life forever. She fell in love with the open skies and sun-drenched landscape. OKeeffe returned there every summer to travel and to paint. When her husband died in 146 she moved to New Mexico. She painted shapes from the desert with the same richness used to paint city skylines and flowers from an early time in her currier.


Georgia OKeeffe created a distinctive cataloged of paintings that included startling details of plant forms, bleached bones, and landscapes of the New Mexico desert, all with clarity like no other.


I think part of her intrigue with New Mexico was its natural beauty. I also believe that it may have represented that independence she had shown from her youth. The freedom it gave her. To see nature as it really was. She had come full circle, from the prairie, to the city and back to the prairie again.





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education theory

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Education acts as the basis of society and reflects the culture from generation to generation. The school serves to induct children into society both formally and informally. Certain choices must be made in the realm of education as follows 1) What is the curriculum? ) What are the practical skills the student is supposed to acquire? ) What are the values? In America, a freedom for all exists, including the right of students to make choices. Thus, educators also have the free choice to be either conservative or liberal with their decisions. Some, such as schools in the Panhandle of Oklahoma, emphasize maintaining the status quo; whereas others, such as schools in Southern California, reflect transitional societies with wide ranging differences and a state of constant change. I have personally had the opportunity to experience such public school systems that are on opposite ends of the continuum. These experiences have caused me to have a paradigm shift in my personal educational theory that I use on a daily basis as a public high school teacher.


My life, my hope, my triumph is in God. His Word guides my thoughts and actions as I search its passages. The wisdom and instruction of the Holy Spirit empowers and directs me. He holds me accountable to His standard for me. He watches me with an intense love and concern, which results in explicit discipline designed for me. I present myself a living sacrifice, submitted to His control and authority.


Obedience and commitment to His ordained path does not allow me to follow others. I must guard my words and feelings irregardless of those around me. I grant Him the control of my tongue, the restraint of my hand, the imaginations of my mind and the observation of my eyes to the ways that others carry out their lives. Pulling strings, scheming and promoting my plans are met with rebuke. Others may brag about themselves and their accomplishments, but I cannot without feeling ashamed. I sense His disappointment when I waste the time and opportunities he provides for me to utilize for His glory.


God is infinitely Sovereign, and has a right to do as He pleases with me. He may let others be recognized, honored and advanced while I remain hidden in obscurity for His purpose. He may intend I produce a unique, fragrant fruit for His glory, which can only be developed in the shade. Others may work for Him and be acknowledged, while I faithfully serve without knowing the value of my efforts. Others may even get the credit for the work I do. It is not relevant to me. I look to Him alone for my fulfillment and assurance.


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God wants me to live my life day to day, in utter dependence on Him. Far better than gold or an earthly legacy, I am privileged to watch Him provide for my needs day by day out of His vast, unseen treasury.


I am His creation for His purpose and glory. He owes me no explanation for His dealings with me. Deep in my heart I delight in His personal, private, intimate management of my life. I am loved and treasured.








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Wednesday, July 20, 2011

b to b

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(Question) What is the nature of the security industry/market in Canada? What impact will this have on Metropol¡¯s market opportunity? Why?


There are some of factors that which contributed to the competitive nature of the security industry. Firstly most companies purchased service and equipment together. And security and private investigation market in Canada were worth about $15billion retail in 15 and ESDs were worth about $18. billion and other types of hardware were worth about $6.5 billion retail in 15. This result shows us that security field had big increase during 10 years about -4 times, especially in ESDs market. ESDs were the fastest growing segment of the security industry. Growth was expected to continue in the security industry for a variety of reasons including general increase in the level of risk, the rising insurance cost, economic growth, technological innovation which created new security problem.so on. Problem with Metropol Company is its ESDs and hardware. Businesses were spending almost as much on ESDs and related service as for security guard services. Metropol doesn¡¯t produce any of this ESD and hardware, it is big weakness to Metropol, and so Metropol has opportunity to develop ESD and hardware or find way to produce that equipment as supplier that can provide it to Metropol. Without provide service with equipment, Metropol lose half of the security market.


Another factor is price. The primary basis of competition in the security business was price. Most clients consider the cost of switching from one firm to another quite low, so the business often went to the lowest-cost provider. Most customer really didn¡¯t understand the difference in service provided by the various competitor in the security business, so customer prefer to goes to lower-priced service provider. So Metropol has to understand that customer¡¯s purchase decision process and make the service price down. Metropol should lower the service price because of that reason. But on the negative side was the industry¡¯s poor reputation for the quality and reliability of its service. This perception threatened to limit growth and provide an opportunity for new competitors enter the market. So Metropol should more focus on R&D and invest on train the security guard to offer superior service to customer as its quality.





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Monday, July 18, 2011

Realism

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REALISM


Definition


The term realism has many varying meanings. A central idea is the view that the author should represent things, actions, events and humans as they are. In 1th century drama, it refers to a less extreme form of naturalism. They used method acting which is a style of acting in which the actor immerses himself into the characters personality, even outside rehearsal times, in order to feel his way into the character, thereby approaching the action from the feeling life of the character, rather than from the objective study of the actor. Realism is also a literary technique practiced by many schools of writing.


“Realism is nothing more and nothing less than the truthful treatment of material.” --William Dean Howells


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How, where and when Realism began


Realism came about partly as a response to these new social , artistic conditions. The movement began in France and by 1860 had some general rules. These were


· Truth resides in material objects and we perceive to all five senses;


· Truth is verified through science


· The scientific method�observation�would solve everything


· Human problems were the highest form of science


· Art�according to the realist view�had as its purpose, to better mankind.


Realists centred their attention to a remarkable degree on the immediate, the here and now, the specific action, and the verifiable consequence (A Handbook to Literature 48).


Major influences of Realism


In American literature, the term realism encompasses the period of time from the Civil War to the turn of the century during which William Dean Howells, Rebecca Harding Davis, Henry James, Mark Twain, and others wrote fiction devoted to accurate representation and an exploration of American lives in various contexts. Realism however was used differently in European contexts than in American literature.


Realism drama was an important form of Naturalism, which refers to various kinds of 1th and 0th century literature, which attempted to reflect the reality of social life.


For example, in the 1th century, the writer Charles Dickens exposed the awful conditions of working class life in Victorian England, while in 0th century; William Burroughs depicts the offensive haze of drug addiction in his ‘Junkie realism.’


Major characteristics and effects of Realism


It was hard to get realism accepted widely


q Realism first showed itself in staging and costuming. Three-dimensional details in these areas had been added by 1800. By 1850, theatre productions had historically accurate settings and constant details, partly as a result of romantic ideals. In Wagner’s operas the auditorium was darkened, the stage was framed with a double arch, there were no side boxes and no centre aisle, and all seats were equally good. Further, he did not allow musicians to tune in the orchestra pit, allowed no applause or curtain calls, and strove for historical accuracy in scenery and costumes. Even though Wagner’s operas are mythical, his attempts at illusionism helped gain public acceptance for realism.


q In realism, character is more important than action and plot; and complex moral choices are often the subject. Characters appear in their real temperament and motive; they are in an understandable relation to nature, to each other, to their social class, and to their own past.


q Class is important. Events were usually believable.


q Realistic novels avoid the sensational, dramatic elements of naturalistic novels and romances.


q Diction is natural, not heightened or poetic; the tone may be comic, satiric, or matter-of-fact.


q Objectivity in presentation becomes increasingly important, obvious author comments or other intrusions lessen as the century progresses.


Major playwrights of Realism


Ibsens Plays


· Ghosts�1881�dealt with the concept of the sins of the father transferring to the son, resulting in syphilis.


· Pillars of Society � 1877 � dealt with war and business.


· Hedda Gabbler � 180 � a powerful woman takes her life at the end of the play to get away from her boredom with society.


· A Doll’s House � 187 � Nora leaves her husband Torvald and her children at the end of the play; often considered the slam heard around the world, Nora’s action must have been very shocking to the Victorian audience.


Later, Ibsen turned to more symbolic and abstract dramas; but his realism affected others, and helped lead to realistic theatre, which has become, despite variations and rejections against it, the predominant form of theatre even today.


George Bernard Shaw (1856-150) � in England


Uncommon for his witty humor


Made fun of societies notion using for the purpose of educating and changing. His plays tended to show the accepted attitude, then demolished that attitude while showing his own solutions.


· Arms and the Man (184) � about love and war and honor.


· Mrs. Warren’s Profession � prostitution.


· Major Barbara (105) � a munitions manufacturer gives more to the world (jobs, etc.) while the Salvation Army only prolongs of the status quo.


· Pygmalion (11) � shows the transforming of a flower girl into a society woman, and exposes the phoniness of society. The musical My Fair Lady was based on this play.


Anton Chekhov (1860-104) � in Russia


Chekhov is known more for poetic expiration and symbolism, compelling psychological reality, people trapped in social situations, hope in hopeless situations. He claimed that he wrote comedies; others think they are sad and tragic. Characters in Chekhov’s plays seem to have a fate that is a direct result of what they are. His plays have an illusion of no plot. His realism has affected other Playwrights, as did his symbolic meanings in the texts of his plays and in the titles of his plays.


· The Seagull (188).


· Three Sisters (100) � we did the show here last year; about three sisters who want to move to Moscow but never do.


· The Cherry Orchard (10)





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Sunday, July 17, 2011

War

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The war in Iraq 60 words


It is clear from what has been going on in the news that the public has very mixed feelings and thoughts about the war which is occurring in Iraq but has either the party for or the party against war looked at the good reasons for each case and can confidently say that one side is wrong?


By going to war with Iraq Tony Blair and President George Bush both hope that they will succeed in the removal of Saddam Hussein and free the Iraq people which would be a good thing but why can’t we do this without going to war?


By going to war we are going to be killing hundreds of Iraq, British and American troops and civilians who are innocent as well as committing an illegal act as there is no united nations mandate for the war and we would be interfering with a sovereign nation.


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Some people state that this war will reduce the amount of poverty in Iraq, but is that not a long-term problem they have to over-come rather than one in which we have to bomb and kill for?


Saddam Hussein is said to have weapons of mass destruction but he has let American weapon inspectors in and they have claimed not to have found anything, but if they had been given a longer time to search they have produced some results but they were rushed by the Americans to produce a report.


Out of the 0 UK solders killed throughout the campaign so far 18 were killed through accident, and in one case British pilots were killed by friendly fire from the Americans


Also there is concern about Turkish troops entering Iraq because if they come n contact with the Kurds there may be fighting between the two forces and causing more coalition deaths.


The fact that the Iraqis have started to set fire to oil wells the pollution caused by this could have major effects on the environment.


The attempt to assassinate Saddam is illegal under an American Treaty. President Ford stated that it would be illegal for anyone to attempt to assassinate an enemy leader this surly means that it is illegal in war or not.


The fact that the Coalition has started the issue of weapons of mass destruction is strange because the several countries within the UN including America and Great Britain sold these weapons to him. At the time what did we think he would use those weapon for?


Although Tony Blair feels it is his moral duty to protect the country against Iraq, why has he left the issue of Korea, which have shown the world that they do have and are willing to use weapons of mass destruction. Also the fact that he has ignored a large majority of the nation by not taking into account the large public out cry about the war!


I think France has played a major issue in this campaign, because if they had not been so determined to use there veto against the second revaluation then it would not have given the coalition an easy exit from going down the UN route because I think they knew that they did not have the nine vote required to pass the notion.


If Saddam is over thrown and we try to divide Iraq into the several cultures with in it then we could see more bloodshed as we witness in Yugoslavia and wars started over territory which showed us the worst case of genocide since the second world war.





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Saturday, July 16, 2011

MTV

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Brandon Horbacz


1-4-00


First Draft





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MTV





Some people say that MTV has had a bad influence on today’s youth because of all of the scantily clad people, language, and sex it promotes. However, it should be noted that MTV isn’t all about these things. MTV has an abundance of other things that promote completely the opposite of what people think it promotes.


There is a program on MTV that comes on at ten to the hour, every hour, called MTV news. This is a news program that lets today’s youth know about all of the important issues affecting our lives in a way that they will understand. MTV also has specials on quite frequently promoting abstinence before marriage. MTV likes to get the message across to teenagers that the HIV virus is a very serious and life-threatening virus that they should constantly get checked for, and make sure that their partner doesn’t have it.


MTV also has many shows and music videos that make it extremely entertaining. Some of the comedic shows are Jackass, The Osbournes, and Clone High. Some of the simply entertaining aspects of MTV are the music videos of all kinds of different artists they play, and shows like The Real World and Road Rules. These parts of MTV help take our mind off of the seriousness of today’s problems, and just have some fun.


Sadly, MTV does have a few bad qualities about that, however, they are not enough to matter. MTV does play some videos with scantily-clad women, like Christina Aguilera, but it must be noted that there is no actual nudity. Every once in a while somebody will say a swear word, but because the “f” and “s-words” aren’t allowed on public television, you never actually hear them. The last thing making MTV not bad, is the fact that nobody is actually forcing you to watch it.





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Summary of Virginia Woolf's "Mrs. Dalloway"

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Mrs. Dalloway is considered by many critics to be one of Virginia Woolf’s greatest novels revealing a mastery of form and technique for which she became known, stream of consciousness technique. The book itself is not like any other book in the traditional sense that is emphasizing the plot, characters, actions, etc. Rather it traces the reactions and feeling of the characters as they go around London, meeting each other. The narration shifts from one character to another so that the events of the day are told from different points of view. And it consists of two seemingly unrelated narratives, one telling us the story of Clarissa and the other the story of Septimus.


The story takes place in London. The timing is a mid June day and the year is 1, after the Great War.


The story begins at 10 am when Clarissa goes out to buy flowers. She wants to throw a party in the evening of the same day. On her way to the florist, she thinks about her old family house at Bourton, and of Peter her old lover. She sees Hugh Whitbread an old friend of hers and invites him to the party. As she walks down Bond St., she passes by two window shops. The first, being that of a bookshop, displays a verse by Shakespeare “Fear no more the heat of the sun/ Nor the furious winter’s rage.” And the other one displaying dead fish on a block of ice. Clarissa thinks about life and exclaims ”That is all “. She also thinks of her daughter Elizabeth and her tutor Miss Kilman. We come to know that Clarissa hates miss Kilman for introducing Elizabeth to religion.


Clarissa gets to the florist and in the mean while two incidents paralyzes the motion in the street. One is a very important looking motorcar and the other is an airplane soaring in the sky. Among those in the street were Septimus and his wife Lucrezia. The couple was on their way to see a Dr. Bradshaw.


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Clarissa returns home and Lucy, her servant, tells her that Lady Bruton has invited Richard, her husband, alone to lunch. This makes her feel left out and insulted. Clarissa retires to her attic. Woolf here insinuates about sexuality and virginity mentioning the white starched bed sheets. She tells us about Clarissa’s sexual life. Clarissa reflects her sexual life and wonders if she has failed Richard sexually. She recalls here homosexual encounter with Sally Seton when she kissed her on the lips. She then goes down to mend he green dress and to her surprise Peter Walsh comes in. he tells her that he is in London because he wants to see about a divorce for a married girls he is in love with in India. All in all, the meeting was not a successful one and Peter greets Clarissa quickly and rushes out as Elizabeth comes in.


Peter now annoyed and irritated wonders in the streets of London. He walks to Regent’s Park, smokes a cigar and falls in a deep sleep. He sees a vision and wakes up. He recalls the scene at Bourton in which he knows that Clarissa would marry Richard and not him.


During this time Septimus and Rezia are in Regent’s Park. Rezia leaves Septimus for a walk; feeling embarrassed because of the strangeness of her husband and asks herself why should she suffer. Peter thinking how London has changed and of Clarissa again, sees the couple arguing and thinks that it is a lovers’ fight.


Now the narration shifts to Septimus. We are told his story of how he has volunteered to go to war. He wanted to be a good soldier, that is why he forbidded himself from feeling. In the aftermath of the war, he realizes that all his romantic believes about the war and patriotism are nothing but idiocy and that his lack of feeling is a great crime. Woolf here tells us the experience of Septimus with doctors, Dr. Holmes and Dr. Bradshaw. We kind of hear her own voice echoing in the background.


The couple heads to see Bradshaw and as they reach his clinic, the doctor knows immediately that Septimus is severely ill and that it is best if he be treated in an asylum. Rezia here feels angry and deserted.


The narration shifts now to tell us about Hugh Whitbread. Woolf ironically describes his aristocratic manners. He meets with Richard and goes to Lady Bruton’s house for lunch. We know later that Lady Bruton has invited them both only to use them. She wanted to make use of Hugh’s style in writing letters and of Richard’s ideas as a politician to write a letter to the Times magazine about emigration to Canada. Also Lady Bruton intimidated Richard by telling him that Peter Walsh is in town. In fact, Richard did feel jealous and intended to tell Clarissa that he loves her in so many words when he goes home.


And as he intended he buys Clarissa some flowers and when he gets home he gives her the flowers but could not find the words to tell her that he loves her. In a way Clarissa understood. Very little happy time was spent together, and Richard goes off to mind his business. Clarissa now alone, wonders how she had never had any interest in politics. Her interest was always throwing parties. She feels great pleasure in it and thinks that it is her gift. It is her offering to the world, she thinks.


The door opens; it is Elizabeth telling her mother that she is going with Miss Kilman to the Army and Navy Surplus stores. Miss Kilman hates Clarissa as much as Clarissa hates Miss Kilman. Kilman finds refuge in religion while Clarissa finds the notion detestable and cruel. Clarissa feels that this lady wants to take her daughter from her. In fact Clarissa was right to think so because Miss Kilman’s intention was to do influence Elizabeth and make her hate her mother.


Clarissa then thinks about love and religion. To her both create the urge to control and dominate. She overlooks the old lady next door and to her this lady is a symbol of independence and privacy.


Miss Kilman and Elizabeth are now at the stores drinking tea. Kilman wanted to pour her unhappiness onto Elizabeth to gain her sympathy. Although Elizabeth is influenced by Miss Kilman’s ideas but she cannot but find her disgusting and overpowering. Elizabeth leaves Miss Kilman alone and wonders off home. Kilman now sits alone like a defeated beast and then heads for a sanctuary of religion. And Elizabeth wondering in the streets of London, reaches Strand, a working quarter of London, she thinks about Miss Kilman’s ideas about the poor and about professions being open to women of her generation. Elizabeth does not want to be like her mother, throwing parties and caring only about societal conventions, but she aspires to have a career of her own.


Septimus now overlooking the Strand feels normal. He has overcome his fear some how and sits chatting normally with Rezia who is sewing a hat. All was well until Dr. Holmes barges in; he wanted to take Septimus to the asylum. Septimus wanted to escape this fate and found the window an only exist. He enjoys the rays of the sun till the last minute and then throws himself out.


Peter Walsh sees the ambulance carrying Septimus’s body and considers it a sign of civility. When he reaches his hotel he finds that Clarissa has sent him a letter. He dines out and then decides to go to Clarissa’s party after all. When he reaches the Dalloway’s, he finds servants running around in final preparations for the party. He sees Clarissa nervous greeting her guest as they arrive. Clarissa is worried that the party will be a failure and feels defensive under Peter’s critical eye. He thinks that all English people are snobs.


The prime minister is announced and then a Lady Rosseter who turned out to be no one but Sally Seton. Both Sally and Peter sit together talking. Clarissa sees them as a link to her past. The Bradshaws were also invited and they showed up late at the Party. Sir William Bradshaw tells Richard about some of his patients among those Septimus. And Lady Bradshaw tells Clarissa that Septimus has committed suicide that same evening. It is noted that all the characters of the novel are present at Clarissa’s party, all but Rezia and Septimus.


Clarissa affected deeply by the news of Septimus’s suicide, she retires to be alone in a room. She identifies herself with the pain of Septimus and then considers him as a Christ figure, sacrificing himself for her to have her parties.


In the mean while Peter is searching for Clarissa and as she appears he feels great happiness “for there she was”. This conclusion is very much a beginning as it is an ending.





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Friday, July 15, 2011

Jacob Two-Two

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Novel Study Written Component


Part 1 Characters


Jacob Two-Two





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Jacob’s importance is to escape from the children’s prison, join with child power, to beat the hooded fang and to get two bags of firm red tomatoes. Jacob Two-Two is a primary character.


Child power (Shapiro and O’Toole)


Child powers importance is to get Jacob two-two and the other children out of the prison, to get the supersonic beeper back from Mr. Fox and to let Jacob join child power. Both Shapiro and O’Toole are primary characters.


The Hooded Fang


The hooded fang’s importance is to keep everybody in prison, feed Jacob to the crocodiles and to fool everyone out of the thinking he’s a nice guy. The hooded fang is a primary character.


The Green Grocer (Mr. Cooper)


Mr. Cooper sent Jacob to prison by mistake. He is a secondary character,


Mr. Loser Lawyer


Mr. Loser tried to help Jacob win his case. He is a secondary character.


Jacob’s Family


David, Noah, Emma, Marfa, Dad, Mom. They are all secondary characters.


Mr. Justice Rough


He sent Jacob to prison. He is a secondary character.


Master Fish and Mistress Fowl


They brought Jacob to the prison. They are both secondary characters.


Mr. Fox


Mr. Fox stole the supersonic bleeper from Jacob. He is a primary character in the novel.


Peter and Oscar


Peter and Oscar helped Jacob escape the prison. They are secondary characters.


Part Plot /Climax


The plot is what happens in the story. This story is about a kid that goes to prison. His name is Jacob and he went to jail for saying something twice to a grown-up. When he went to jail he met up with a hooded fang that was in charge of the jail. There are two people, who call themselves child power; they helped Jacob Two-Two escape from jail.


Chapter 1 We meet Jacob Two-Two and his family. We know that Jacob is two+two+two years old. And he’s the youngest in his family.


Chapter Jacob goes to the greengrocer, Mr. Cooper and asks for two pounds of firm red tomatoes and Jacob asks him two times because Jacob says everything twice. This is what made him go to jail.


Chapter Jacob meets his lawyer, Mr. Loser in his jail cell and they discuss his case.


Chapter 4 Jacob goes to court where Mr. Justice Rough is the judge, who sentences Jacob Two-Two to jail. Child Power appears and disrupts the court.


Chapter 5 O’Toole and Shapiro give Jacob a super sonic bleeper for his ear to track him to the prison. Two guards Master Fish and Mistress Fowl take Jacob to prison.


Chapter 6 Jacob meets the Hooded Fang and the Fang tells him the story about a child laughing at him when he was a wrestler so now he runs the prison.


Chapter 7 Jacob goes to his cell passing other children with Master Fish and Mistress Fowl.


Chapter 8 Jacob meets Mr. Fox and two other prisoners Pete and Oscar. Mr. Fox steals the super sonic bleeper from Jacob before leaving to London.


Chapter Child Power tracks the super sonic bleeper to London and finds Mr. Fox.


Chapter 10 Jacob learns about the fog machine.


Chapter 11 Jacob confronts the Hooded Fang about leaving candy and says he’s a nice guy after all.


Chapter 1 Jacob sends a letter to Child Power talking about his escape.


Chapter 1 Jacob is supposed to be fed to the sharks but trick the Hooded Fang into sending his letter.


Chapter 14 Child Power gets the letter and fights Mr. Fox


Chapter 15 Child Power gets Mr. Fox to take them to the prison; Oscar Pete and Jacob turn off the fog machine. The Hooded Fang cries like a baby and Jacob hugs him. Jacob wakes up with his family and joins Child Power.


The Climax


The Climax is the most exciting part of the story. In Jacob Two-Two Meets the Hooded Fang, the climax is in chapter 15 when Shapiro and O’Toole capture Mr. Fox and make him take them to the prison. They send a message to Jacob on the crocodiles and the Hooded Fang gets ready to fight. Jacob, Oscar and Pete Turn off the fog machine and win the fight, the Hooded Fang surrenders and they win.





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Dances With Wolves

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Thursday, July 14, 2011

The Career of Cheech and Chong

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When you mention a comedy duo, you can’t leave out the “Loco” routine of Cheech and Chong. Their movies and comedy albums were created with a style like no other. They portrayed the drug culture of the 70’s, and the Mexican American culture of California in the 70’s. Speaking for my generation, I think they broke the boundaries for funny film and laid the track for today’s comedy. I believe People look back on these movies and records as classics, and laugh and wonder how these two opposites attract. It was meant to be that these to would join forces, but it all had to start somewhere and that place is California.


Born in East Los Angeles, Richard Marin was one of eight children of a L.A. police officer. He earned the nickname “Cheech” from a Chicano food made of deep-fried pork skins called cheecharone. During high school Cheech skipped most of his classes to cruise in the lowriders his friends had. Lowriders were the classic sedans that were lowered to the ground, and were popular among the L.A. youth. With all the classes Cheech missed, he still managed to graduate with straight As. It was also during this time that he started singing with neighborhood rock bands, like Rompin Richie and the Rockin Robins, and Captain Shagnasty and his Loch Ness Pickles. Cheech worked his way through college as a dishwasher, janitor, and other odd jobs. After earning a B.A. in English from Cal State Northridge, he went north in 168 to study potters art, and not knowing he would start a career with Tommy Chong.


Tommy Chong was born in Calgary Canada to a father of Chinese origin, and a mother of Scotch-Irish descent. This made for an ethnic mixture that accounts for his one-of-a kind appearance. Later as Cheech puts it, He was the first kind of whatever it is he is that Id ever seen. Soon after he was born his family moved to a town called Dog Patch, where they lived in a five hundred dollar house. Chongs father was a World War II veteran, and a truck driver that could only raise his family on fifty dollars a week. During Chongs high school years he decided to drop out. He worked several jobs like truck driving and roof laying, while he tried to form successful musical groups. He eventually came up with Western Canadas first R&B band, the Shades. In 165 Motown Records Signed Chongs band the Vancouvers, who only had one hit single. Co-written by Chong and since recorded by the Jackson Five, Does Your Mama Know About Me was the hit single. He left his musical group and headed to Vancouver where his brothers nightclub would be the place Cheech and Chong teamed up.


The relationship was made when Chong offered Cheech sixty dollars a week to perform with City Works, Chongs improvisational comedy group. Cheech took the offer because he made five dollars more than he was making laying carpet. Two years later, when City Works disbanded, they teamed as Cheech and Chong and set out to conquer the world. They started out in California, performing at L.A.s outstanding Troubadour Club. Here they were spotted by a record executive and signed. By the time their first record album Cheech & Chong went gold, they had already started their second album called Big Bambu.” Big Bambu was one of the popular Marijuana cigarette papers used back in their time. This album was voted 17s No. 1 comedy album. Around this time was when they really exploited the drug culture of the 70’s and came out with their first movie Up in Smoke. The plot behind the movie was Cheech and Chong being out of work, in debt and hustling for money by doing anything the law prohibited. The pictures box office success made them the screens most successful comedy team of all time.


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Cheech and Chongs third album titled Los Cochinos brought them a Grammy Award. They didn’t do as well on their fourth, Cheech & Chongs Wedding Album, but it encouraged them to tour the concert circuit. Their second movie, cleverly titled Cheech & Chongs Next Movie, had the box office “booming.” At that point in Cheech and Chong’s career, the combined total of both their movies passed the $160 million mark. With their successful move into films, Cheech and Chong settled into comfortable homes in Los Angeles. Cheech has found his nice dreams in Malibu and Chong is Up in smoke in Bel-Air. No one would of thought these to totally different people, one from L.A. one from Canada, one a Mexican American the other Chinese, would share a comedy style and collaborate to make a wonderful thing that is Cheech and Chong.





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The Character of Hamlet shows many sides of his character depending on whom he is talking to. He can evoke pity, sympathy or laughter. How well do you feel his character suits the stereotype of a protagonist in a revenge play? And how would the audience

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Over the past four hundred years Hamlet has become the most frequently performed play of all time. Its popularity is global and it appeals to audiences of all ages, young and old. One of the possible reasons for this plays popularity is the way Shakespeare uses the character Hamlet to exemplify the complex workings of the human mind. Delay was one of the key conventions of a revenge tragedy that Shakespeare inherited; if the Prince had carried out his father’s ghostly image’s instructions straight away then ‘there would have been an End of our Play’. The complexity of Hamlet’s thoughts and the ambiguous actions carried out by him, brought Hamlet a ‘life-like’ identity that could not be summed up. Through out this piece of work I will produce a critical analysis of Hamlet as a character and whether or not he resembles a stereotypical protagonist within the revenge play.


Gorboduc is thought to be the first English tragedy. The King of Britain divides his realm between his two sons. The two sons start fighting and the eldest is killed. Their mother loved the eldest more and chose to revenge his death. This unnaturally cruel act lead to a rebellion, this resulted in the deaths of both the King and Queen. Nobles kill the rebels and a civil war breaks out because of confusion for succession to the thrown. Like Hamlet, this follows the same themes of a tragedy. The revenge plot results in a great loss of life which in turn all resulted from a small family affair. This shows that Shakespeare moves on a stage, taking revenge tragedies to another level. Shakespeare’s new concept is repulsion for life itself and is explained later on.


The great philosopher Aristotle believed that the two main emotions that a tragedy should revolve around are that of pity and fear. In order to move on from these rather old ideas, Shakespeare decided to add a third; this can be understood as repulsion for life itself. At the time Aristotle was writing, his tragedies would be structured around a straight forward plot. In Hamlet, Shakespeare drives away from this classical idea and instead weaves the three themes around each other, whilst creating an entirely different outcome for them all. Evidence of this concept is shown clearly within Shakespeare’s Hamlet. Fortinbras’s father was killed by Hamlet’s father during combat in war; because of this, Fortinbras wants to avenge the death of his father. Laertes has he’s mind set purely on avenging the death of Polonius and finally the third and central avenger is Hamlet, King Hamlet’s son, determined to avenge the death of his father who lays dead and buried by the work of his uncle Claudius.


A difference that separates Hamlet from Fortinbras and Laertes is that he does not follow the words of his revenge advisor, without asking himself why he should actually carry out the deed. The further into the play, the longer the audience has to wait for the eventual revenge act to be carried out


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“This is most brave, that I, the son of a dear father murdered, prompted to my revenge by heaven and hell, must like a whore, unpack my heart with words and fall a-cursing like a very drab”


This statement proves the difference between Hamlet and the other avengers, it shows that Hamlet has been convinced by the dead king’s words, however chooses to act with less haste. As much as Hamlet would love to believe his dead father’s immediate words, he did claim to see a ghost which at the time the audience would have classed as paranormal almost demonic possession. A revenge protagonist, like in Gorboduc would have carried the act out almost certainly, so in this instance, had Laertes been the main character, then he would have followed the role of a revenge protagonist. Hamlet may have thought he was delusional still and therefore devises a plan to test his Uncle’s guilt through a play, rein-acting a similar death of his father. Laertes puts the least amount of thought into his revenge and is the most easily influenced of the three sons. He confronts Claudius at once after hearing about his father, Polonius’, death. Claudius tells Laertes Hamlet slew his father. Fortinbras was the most controlled of the three avengers. Fortinbras could have caused mass destruction and death but instead, because of the advice her had received, actually was lead to happiness by his new inner strength because of the scene he witnessed in front of him, the dead bodies of Hamlet, Claudius and Laertes.


Even though Hamlet did not become the new King, he still acknowledges that he’s an important man of duty and honour and it’s this that means he must and will, act upon the request of his late father. Hamlet’s feigned madness falls into the concept of antic disposition; this is the first part in his masterful plan to revenge his father’s death. Instead of rushing into things, Hamlet takes time to think and consider his options. This delay of action shows that Hamlet is a calculating intellect; to the audience this may seem somewhat confused. I think this is where Hamlet moves away from being a stereotypical revenge protagonist. I think Shakespeare wanted Hamlet to be more than that, instead I think Hamlet in the long run carries out all the things asked of him by his advisor, but even questions himself at stages whether he really did see his father as a ghost or whether is feigned madness isn’t, feigned at all. To be able to question himself on these issues shows at least some saneness. The audience that first viewed Hamlet may had thought that there is more to Hamlet then meets the eye, if Hamlet really was demonically possessed and simply seeing illusions within his corrupt mind, then how can he be such an intellectual thinker. Choosing to act as if his mind was corrupted is a daring thing to do, a modern day audience would find this very intriguing and would look forward to how he plans to use this form of masking to eventually avenge the death of his father. An audience of that era would believe that because of the ghost link, Hamlet is not choosing to act in this manner; he is being controlled to act in that manner.


The idea of a significant character feigning madness is not a rare thing within some of the great literary works; it’s surprising to know that many authors in fact use it to prove the opposite of its intention, its used to prove ones innocence. In Homer’s The Iliad, Odysseus feigns his sanity by pretending to be mad, if this had been successful then he would have stayed safe away from the danger of war.


Hamlet warns his friends that it is possible he may start to pretend to be mad; he will put on an antic disposition to help him carry out the Ghost’s instructions. The behavior of Hamlet that’s described by Ophelia in Act Scene 1 sounds very much like play-acting. It seems that Hamlet is trying to convince Ophelia that he is a harmless madman, this will make it far easier for him to carry out his instructions (from the Ghost); this is a natural characteristic for all revenge heroes. In Act 4 Scene 5, Ophelia’s madness is portrayed as ‘pretty’ nonsense but yet is presented as charming or disturbing. This allows the audience to get a bearing on Hamlet’s madness by comparing it to Ophelia’s. Ophelia was badly treated by her lover and now parted from her father’s protection, a lack of maturity and ability to cope with her losses; she can only cause pain on herself and eventually lose control of her mind. The difference between Hamlet’s madness compared to Opheliea’s is that Ophelia’s is brought on by two existing figures, where as Hamlet’s is brought on by an alleged paranormal figure. The audience of the time would feel sympathetic for Ophelia, but split in two ways by Hamlet’s madness because of the link with the ghost whom further links forward to demonic possession, but also the possible sympathy evoked for him because his madness may come because of pure grief over his father’s death.


The critic Maynard Mack believes that in the final act of the play, Hamlet is a different character. A change of clothes would indicate he is no longer wearing the costume of his antic disposition, more importantly though, Hamlet displays a significant change in mood. Mack believes Hamlet was too fast to take on the weight of the world’s problems upon himself, Hamlet sought to play God. Hamlet decides Claudius’s salvation, whether to save him from a more damnable occasion. I agree with Mack in the sense that in the final act, Hamlet is a new character; but I feel this is down to Hamlet finally knowing what his actions shall be and also knowing that these actions will most likely result in his inevitable formidable death


Let Hercules himself do what he may, The cat will mew, and dog will have his day.


Very soon everything will be done and dusted, Hamlet knows this and continues as he was advised to do so. My final view of Hamlets alleged feigned madness is that it really was feigned ant that the ghost sighting was true, but could also be used as a possible scapegoat, had it need be.





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Wednesday, July 13, 2011

to tell the truth?

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Classical Essay


Imagine that your best friend in the whole wide world has cancer and they’ve been very sick for a couple of months already. As any other true friend would do, you’d be at the hospital day and night to give moral support and to care for your companion. But everyday you’d see that their condition keeps on getting worse and worse. One day, though, your friends’ doctor informs you that he believes that your friend has only a few more months to live. Devastated by the news you walk into your friends’ room to cherish the time you have left with them. At that moment you walk in, ironically your friend asks you if they are going to make it through their horrible sickness. Given that information that you just received a while ago from the doctor, how could you tell your best friend that she is on her deathbed? Do you tell them the truth or do you lie to them? Thinking it through you knew that you couldn’t tell them the truth. So you decided to tell them a little white lie to give your best friend some hope and encouragement. You also try to assure her that the both of you will fight this disease together and you believe they will beat it. Therefore, the question is, can telling the truth really be the right thing to do at crucial times?


Is it actually always necessary to tell the truth at all times? Is it always the right thing to do? Our society has been brought up to tell the no matter in what situation because the truth is supposed to set you free. Or is it really? If you tell the truth you are considered to be a good and honest person. But on the other hand, people who lie are considered to be bad people who are untrustworthy and nobody likes a liar. So, the question is, if you’re caught in a hard situation and the only way to make that situation all right is to lie, do you go against what society tells you or do you tell the truth and maybe make matters harder? Using the example mentioned in the introductory paragraph, I believe that it’s ok to tell a little white lie, even though you’ve been taught to do the opposite. If it’s a crucial situation, and your friend is dying how could how could a good and caring person tell their best friend that they will die in a couple of months? By telling a white lie doesn’t mean you’re a bad person. Ironically, even though you’re in fact lying to “your friend” you are actually being a good person for wanting to give them hope and something to live for. If you had told your friend the truth you might have made matters even worse by getting them to lose all hope and maybe even making them give up on their life because “they will die anyways.” At times like this or similar to this situation, you’d have to go against society and listen to your heart.


In our day-to-day lives we are faced with many critical problems and situations that we must deal with. But when do you really know when the right time is to tell a lie or the truth? It is in fact quite obvious that telling a white lie is certainly right when faced with sparing someone’s feelings, as in the case with my sick friend. But what about another type of situation, for instance, when one has the option to lie in order to benefit themselves? Should they tell the truth even though by doing so they will not receive those benefits? An example of this is in the play King Lear, by William Shakespeare. When King Lear asks his three daughters which one of them loves him the most? His two evil daughters lie to him and tell him exactly what he wants to hear. They do this so they can benefit from their lies to him and receive his kingdom and his riches. On the other hand though, Lear’s favorite daughter, Cordelia, tells the truth by saying “nothing” and because of that she did not benefit from her truthfulness. Her father wasn’t satisfied with her response to his question so he disowned her from the family. Given that, should you tell the truth and maybe get disowned from “your family” or from your “best friend,” in the case of my friend with cancer? Or should you lie just to benefit yourself and save yourself from any problems that would arise if you did tell the truth? It all comes down to one thing again, using your heart and your head. You must use your heart and your head to help you make the right decision in these crucial situations, even if it means to go against society or “your family.”


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All in all, I firmly believe that honesty is the best policy, unless it’s in order to spare one’s feelings, never to benefit yourself. As we saw with Cordelia in the end of the play King Lear, we saw that she had gotten back her father’s love for her all because she had told the truth. Unlike her sisters, they had lived a miserable life after they actually got Lear’s kingdom and riches, all because they had lied in the first place just to benefit themselves. Whatever goes around comes around because the evil sisters ended up dying in pain unlike Cordelia who died in happiness for she was loved by her father again. This also applies to the situation with my best friend. By sparing By sparing their feelings and giving them hope to live, it made me feel good to know that it made them feel good that they had hope for a better life in the future. But do all people feel that way? Would all people do the right thing in these kinds of situations? This is a question that you must ask yourself, would you do the right thing? Do you think that it’s the right thing to do, to tell the truth in such crucial situations? This is something that you must have to take into consideration and live your


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