The Importance of Ideas in The Tempest Essay -- Tempest essays

The Importance of Ideas in The Tempest      Ã‚  Ã‚  Ã‚   Shakespeare's play, The Tempest, is constructed on a framework of ideas rather than on any dramatic principle. It is "ideas" that are presented throughout, and the play is built around the presentation of these themes -- themes such as the argument over whether nature is superior to nurture or vice versa (as in the case of Caliban and Antonio, the first being one on whom all efforts at nurture "can never stick" due to the inherent baseness of his nature, the second being one whom neither nature nor nurture has availed to deter him from consciously choosing evil), the moral duties of the sovereign (in the case of Prospero and Alonso, both of whom have to go through physical or emotional distress because of their negligence, in one way or another, or these duties), the transitoriness of all material things (as in Prospero's speech following the masque), the rights of the colonialist and whether he is exploiting or educating the natives (in the case of Prospero and Cali ban), the argument over whether "enlightened" civilization is superior to the "natural man" or otherwise, and the importance of retaining social hierarchy.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is also, to a certain extent, not inaccurate to suggest that the characters, or at least the important ones, have a symbolic function. Prospero does symbolize "Art" and enlightened civilization, Caliban "Nature" and the primitive, uncontrolled succumbing to instinctual, sometimes base, urges that results from the lack of "civilization", Ferdinand and Miranda the purity and virtue of noble birth, most of the court party (Antonio, Alonso, Sebastian; on a different level, Stephano and Trinculo) the imperfection of civilization in the form of ... ...nd Political Thought." A Companion to Shakespeare. Ed.   David Scott Kastan. Massachusetts: Blackwell Publishers Ltd., 1999. 100-116. Gervinus, G.G. "A review of The Tempest." Shakespeare Commentaries. (1877):787-800. Rpt.   Scott. 304-307. More, Sir Thomas. "Utopia." The Longman Anthology of British Literature. Vol 1. Ed. David   Damrosch. New York: Addison-Wesley Educational Publishers Inc., 1999. 637-706. Platt, Peter. "Shakespeare and Rhetorical Culture." A Companion to Shakespeare. Ed. David   Scott Kastan. Massachusetts: Blackwell Publishers Ltd., 1999.   277-296. Sacks, David Harris. "Political Culture." A Companion to Shakespeare. Ed. David Scott   Kastan. Massachusetts: Blackwell Publishers Ltd., 1999. 100-116. Snider, Denton J. "A review of The Tempest." The Shakespearian Drama a Commentary: The Comedies. (1890). Rpt. Scott. 320-324.   

Gap year

There are approximately ten out of ten students that would take a gap year before attending college rather than Just applying for college right away. Undoubtedly a nice break from all this pressure would be Just perfect but not really helpful for graduates. Therefore, students that do not attend college right after high school tend to lose time. The actual concept is to register into college after graduating from high school. If graduates get a year off after high school they will not get the college experience.School is not Just about learning the essentials; it is about deciding what a student wants to be, and which college a student wants to attend. Students should not take a gap year because they are more likely to forget everything they have learned during their high school years and it also affects their motivation for learning. Students that attend college after high school without taking a gap year have a knowledgeable mind and preserve more of what they were taught in school to participate in their college courses.However, students that take a gap year tend to lose their knowledge and it will be difficult for them to get back on track. Instead of all the suffering and anxiety on making the right choice to which college to apply to, just get it over with. Rather than risking their life and career. In â€Å"The Gap Year,† Hannah Purnell (2013) argues that students are going to forget and move out of formation of the academic skills. It will be a difficult for them and they are not going to be fully prepared on the first day of college after having a gap year. Gap year There are approximately ten out of ten students that would take a gap year before attending college rather than Just applying for college right away. Undoubtedly a nice break from all this pressure would be Just perfect but not really helpful for graduates. Therefore, students that do not attend college right after high school tend to lose time. The actual concept is to register into college after graduating from high school. If graduates get a year off after high school they will not get the college experience.School is not Just about learning the essentials; it is about deciding what a student wants to be, and which college a student wants to attend. Students should not take a gap year because they are more likely to forget everything they have learned during their high school years and it also affects their motivation for learning. Students that attend college after high school without taking a gap year have a knowledgeable mind and preserve more of what they were taught in school to participate in their college courses.However, students that take a gap year tend to lose their knowledge and it will be difficult for them to get back on track. Instead of all the suffering and anxiety on making the right choice to which college to apply to, just get it over with. Rather than risking their life and career. In â€Å"The Gap Year,† Hannah Purnell (2013) argues that students are going to forget and move out of formation of the academic skills. It will be a difficult for them and they are not going to be fully prepared on the first day of college after having a gap year.

Lady Macbeth – Human Weakness

Lady Macbeth in William Shakespeare’s play ‘Macbeth’ is a character who suffers greatly in because of her human weakness, which is her vaulting ambition. This ambition is not for her, but for her husband. This woman, who seemed so in control at the beginning of the okay, only cared for her husband and his success, later becomes so consumed with guilt and remorse that it results in her tragic death. Through the discussion of characterisation and lkey scenes, I shall reveal that Lady Macbeth’s human flaw is   not only a major contributor to the ruthlessness of her husband but creates a huge influence in how the play unfolds.The effect of Lady Macbeth’s ambition and compassion towards her devoted husband is immediately shown in the first scene of which she appears. When she receives a letter from Macbeth informing her on his meeting with the three witches, who they promise him that he will be king. This is, in Lady Macbeth’s eyes, his rightful position and by her first words, ‘Glamis art thou cawdor/ and shalt be what thou art promised’ makes us instantly recognise that she will stop at nothing to make sure that he gets what she feels Macbeth deserves.So when Lady Macbeth’s disturbing soliloquy about her becoming un-womanly to make sure her plan to kill Duncan will not fail, is not all of a surprise. She calls upon the spirits of evil in her quest to become completely absent of feeling and emotion. ‘Come you spirits, which tend on mortal thoughts/ unsex me here and fill me from the crown to toe/ top-full of direst cruelty’. She wishes for all her innate womanly qualities to disappear and replace it with evil ‘Come to my woman’s breasts and take my milk for gall’.She calls upon the evil spirits to prevent her in failing her mission to make her husband king. ‘no computions visiting of nature/ shall shake my fell purpose’. She asks for ‘Come thick night, and pall thee to the dunnest smoke of hell’ to hide her malicious thoughts and plans from everyone. As well as wishing for herself to become overwhelmed with ambition and callousness, she wants her husband to do the same. As in the same soliloquy she states her concerns for Macbeth that his soul is ‘too full of the milk of human kindness/ to catch the nearest way’.This means that she thinks that Macbeth’s natural kindness is a bad thing and that he would be unable to murder Duncan, the quickest way to become king. However, when Macbeth returns home from fighting he is greeted with the plan to kill Duncan. At first he refuses to co-operate but his wife manipulates him to change his mind. She throws at him insults, such as ‘once you durst do it, then you were a man’ and to call a man who just fought bravely for his king a coward in a mighty insult. She also throws at him ‘From this time such I account thy love’.At the end, in order to make sure Macbeth does commit the unnatural deed she tells him a disturbing image of her with her newborn child ‘And dash'd the brains out, had I so sworn as you’. Even so, if Lady Macbeth was a heartless, truly selfishly ambitious and a ruthless character then she would not have to call upon spirits to help become evil and take all her womanly qualities. Thus implying that she has womanly qualities that she wants rid of. And Shakespear makes us weary of this by allowing her to speak her thoughts and agony’s but only when Macbeth is not around.When Macbeth commits the murder, in Act 2, he is truly distraught and cannot think correctly and brings back the blood laden daggers with him. So Lady Macbeth, again, takes control of the situation. Earlier in the scene Lady Macbeth, who we first thought would commit the murder could not as ‘had he not resembled my father as he slept/ I’d had done it’. This shows flaw in her ruthlessness and shows th at her calling of evil did not completely work. It also shows that her human weakness, has weakness’ in itself. However she collects herself and brings the daggers back to Duncan’s body. To do this must have taken super human strength.

Cars enslave us rather than liberate us. Do you agree essays

Cars enslave us rather than liberate us. Do you agree essays Cars have been in use since the year 1870. Since then their number on the roads has increased many times over. They also went through a lot of changes, both on the outside as well as on the inside. Cars seem to have made our live easier, more convenient. Nevertheless in my opinion more cars give us much more problems than they solve. The first problem is money. You have to earn a considerable amount of money to be able to afford one. The prices of new cars are so high that you usually need to take a credit to buy one. The subsequent costs of insurance, tax and repairs also tend to be quite expensive. This leads to another problem, meaning car theft. This is a serious threat to consider as it is not uncommon that cars are stolen. You can try to protect you car by installing car alarms or buying a place in a guarded parking lot. Unfortunately such solutions generate more costs and make having a car even more expensive. Last but not least there are problems connected with society. The large amount of cars has led to an increase of noise levels in city areas and along main road routs. It has also lead to a decrease of air quality in previously mentioned areas. This makes life more and more difficult in large city areas as people become ill from breathing toxic fumes or from noise and large amount of stress caused by traveling in heavy traffic. In contrast it must be admitted that cars make certain things easier for us. For example we can get from on place to another without having to wait for a bus or a train and you can get straight to the derided spot not only to the bus stop or a station. To conclude, cars help us a lot but enslave us even more. It is time to think what can be done to lessen the cars bad influence on our lives. Or are we too used to our present lives to look for alternatives for cars? ...

Good At, Good In, and Good With

Good At, Good In, and Good With Good At, Good In, and Good With Good At, Good In, and Good With By Maeve Maddox A reader wonders about the difference between saying, â€Å"I’m good in English† and â€Å"I’m good at English†: I always felt that theres a different nuance there when Im saying it. I just cant pinpoint it exactly. One of the numerous meanings of good is â€Å"competent, skillful, clever at or in a certain action or pursuit.† The two expressions in the reader’s question are often used interchangeably, but generally speaking, â€Å"good at† is used with an activity: He’s good at football. She’s good at product design. Her mother is good at Trivial Pursuit. When Fatima was only six, she was good at drawing. When it comes to school subjects, both â€Å"good at† and â€Å"good in† are used: Jere is good at math: he always finishes first. Jere is good in math: he makes all A’s. It’s difficult to formulate a rule for â€Å"good in.† An actor can be â€Å"good in a role.† Someone who is â€Å"good at sex† is said to be â€Å"good in bed.† A level-headed friend is â€Å"good in an emergency.† A similar expression used to indicate competency is â€Å"good with†: Because Daiki is good with numbers, he plans to study accounting. Maribel is good with children; she wants to be an elementary teacher. Amos is good with his hands; he remodeled the entire house. Lilah is good with money; she saves at least 40% of her allowance every week. Here are some examples of all three expressions as used on the Web: Michael Phelps:  Good at swimming, better at golf Why are  humans  and dogs so  good at  living together?   School shootings: Were good at finding fault, not so good at finding a solution Is it true that people who are good at music can learn a language sooner? Are you good in a crisis? Are pit bulls good with kids? Are you good or awful with money? When it comes to using prepositions in idioms, memorization is often necessary. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:5 Uses of InfinitivesThe Writing ProcessApostrophe with Plural Possessive Nouns

Leadership discussion broad Essay Example | Topics and Well Written Essays - 250 words - 2

Leadership discussion broad - Essay Example On the other hand, firms which are stuck in the middle of the two strategies make the lowest returns because they can neither build their image of the product of products or services of the highest quality or distinct features consistently nor that of a cost effective provider consistently. A cost leader selects product differentiation at a low to moderate level. Differentiation incurs more cost as more resources are required to be spent in making the product unique. Therefore, a cost leader goes for differentiation which is not markedly inferior to its competitors competing through differentiation, but is achievable at a low cost. A cost leader does not add a unique feature until it is wanted by the customers or it has been done by the competitors (Hill and Jones, 2008, p. 121). A cost leader attracts the customers by charging them a lower price compared to what they are charged by the competitors, but this tendency to charge the lower price is jeopardized when the cost leader also tries to become a differentiator. Consequently, revenues are

Gamal Abdel Nesser's Speech in 1956 Essay Example | Topics and Well Written Essays - 250 words

Gamal Abdel Nesser's Speech in 1956 - Essay Example Economic and social dominance of the British over Egypt prompted a revolution in 1952 with King Farouk 1 being dismissed. Gamal Abdel Nasser took the reigns of power with the first step being the nationalization of the Suez canal (Nasser 1956). The British imperialists condemned such a move, noting they were significant stakeholders. Such tendencies prompted Nasser to present a speech condemning western powers for was deemed as internal interference. The presentation of the speech by Gamal Abdel Nesser was in reaction to perceived meddling by foreign powers like France and Britain in the affairs of Egypt. The Suez Canal was at the point of controversy and Nesser was presenting his speech to the Arab nation in condemning imperialistic tendencies (Nasser 1956). The idea of controlling the Suez Canal by Britain was seen as extreme aggression and Nesser wanted to prepare the Egyptians to defend and protect the national resources that were critical for the well-being of Egypt. Ideally, the speech was to enlighten the Egyptians of their rights and freedoms in so far as their interest was concerned (Nasser 1956). Nasser, Gamal Abdel. Speech on the Suez Canal, Egypt 1956. U.S. Department of State, The Suez Canal Problem, 26 July - 22 September 1956, Publication No. 6392.