The Plains Zebra Essays - Zebras, Fauna Of Africa, Equus

The Plains Zebra The Plains Zebra Profound black, blinding cream, these are the shades of the zebra. The zebra is one of a kind creature. Zebras are one of the wonderful creatures in Africa. About the size of a little pony, these astonishing creatures are around 50-53 crawls in tallness. At the point when a male zebra grows up, he can weigh as much as 520 pounds! It really is ideal that the female zebra is well disposed. It can gauge an incredible 510 pounds, nearly as much as the male! Zebras as a rule don't assault except if compromised however, whew! The huge creature, the zebra, mates throughout the entire year, yet for the most part during the early blustery season. Eighteen male zebras fight it out with the prevailing male at that specific chance to see who has the options to mate with the main female. In three years, female zebras can mate, and the is capable when he is around five. Found predominantly in the Southern Savanna, these ravenous zebras can likewise be found in the parched fields of eastern Africa. They are additionally found in numerous national parks since trackers murder incalculable zebras for their beautiful hide, much as the elephant for its tusks. During the day, zebras are not as dynamic as they are around evening time. The zebra effectively adjusts to pretty much anything Africa can toss at them, from poachers to food lack. In this way, one of the best herbivores in Africa. These benevolent zebras fundamental predator is the lion. When assaulted by a lion, the zebra makes it hard to eat only one zebra, so it is somewhat just for one, and one for all! as the Three Musketeers would state. Likewise, poachers present another issue. Individuals are attempting to stop the chasing of jeopardized creatures, however insofar as individuals reserve the privilege to carry weapons, we will continue running into this horrendous issue. The poachers get a huge whole of cash for executing these vulnerable, imperiled creatures, and selling their hide on the bootleg market. Zebras are Africa's most splendid painted ponies. They are genuinely surprising creatures. I figure one ought to go see the zebras at the close by Great Plains Zoo to get a genuine thought of what they resemble. A debt of gratitude is in order for perusing my report on an unprecedented creature, The Plains Zebra. Catalog (none)

In future most of us will increasingly live in the virtual world of Essay

In future the majority of us will progressively live in the virtual universe of the PC , utilizing it as a wellspring of guidance , amusement and fellowship. Will this be a positive or negative thing - Essay Example In the United Kingdom alone, measurements show that 98 percent of the individuals who have a place in the age gathering of five to 18 use PCs for various purposes in the year 2002 in particular (â€Å"Activities undertaken,† n.d.). It was additionally found in another more extensive inclusion study that 57% of British family units have Internet access in the year 2006, a 11-point rate increment following a four-year time frame (National Statistics, 2006, p. 1). As appeared in these numbers, there is no forswearing that many are presently investing more energy in the virtual universe of the PCs. Regardless of whether these patterns are acceptable or not, this paper will endeavor to reply. On its fundamental figuring purposes, PCs are currently furnished with various highlights that permit individuals to do endless exercises that guide them in office or school-related works, gaming, overseeing one’s accounts, speaking with others, and interfacing with the Internet (Miller, 2007, pp. 10-11). With PCs, individuals can make reports, expositions, figure confounded bookkeeping issues, and numerous others whenever they need. Notwithstanding the essential projects made particularly for these PCs, virtual libraries and destinations can give individuals much required data and administrations without venturing out of the house or workplaces. People, associations - government, non-government, private and the same - are presently ceaselessly improving sites for the utilization of the general population; while others are free, numerous organizations are currently likewise utilizing the PCs and the Internet to give data and administrations to an expense. Adolescents and even grown-ups can likewise utilize PCs for playing or some other wellsprings of diversion. There are as of now a great deal of accessible PC games that anybody can download or play with different companions through systems of PCs or by means of on the web. In addition, PCs - particularly the Internet-based ones - can likewise be used in scanning for the well established to the most recent arrivals of

Problems in Group Interaction and Ways to Overcome It Essay Example

Issues in Group Interaction and Ways to Overcome It Essay [pic] FACULTY OF BUSINESS AND MANAGEMENT ASSIGNMENT SUBMISSION AND ASSESSMENT ____________________________________________________________ ____________ COURSE CODE : OUMH1303 COURSE TITLE : ENGLISH FOR ORAL COMMUNICATION SEMESTER : SEPTEMBER 2011 NAME OF STUDENT: EVA KOAY ASSIGNMENT TITLE: You are a representative of Softskills Training Consultant, an organization which directs delicate aptitude preparing. You have been approached to give a discourse entitled â€Å"Problems looked in bunch collaboration and approaches to defeat these problems† to the representatives of Santander Bank. ___________________________________________________________ ____________ TABLE OF CONTENTS TOPIC PAGES |Index |Description |Page No. | |(1) |Introduction |1 | |1. 1 |What is Group Interaction? | |1. 2 |The significance of learning aptitudes | |1. 2. 1 | |2. | |2. 1 | |2. 2 | |2. 3 | |2. 4 | |2. | |3. 0 | |3. 1 | |3. 2 | |3. 3 | |3. | |3. 5 | |4. 0 |Conclusion | Good Afternoon , Dear Bankers, Ladi es and Gentlemen, WELCOME TO THE TALK Today, the subject I am going to impart to you is, â€Å"Problems looked in bunch communication and approaches to defeat these problems† 1) INTRODUCTION 1. 1 What is Group Interaction? How would we characterize ‘group’? Gatherings are usually found in which individuals or working individuals are as one to frame an entirety. Gatherings imply the collectivity of companions around and around, families, networks and colleagues. Gatherings are a basic piece of our locale life. As they can be in a little gathering of a few people or in an enormous number of individuals. Gatherings that are connecting and interrelating with one another. Gathering connection by and large can be characterized as a gathering of individuals interrelate and cooperate together to focus on the assignments or settling strife of issues at so as to arrive at a decent understanding in correspondence, building group affinity and soul. We will compose a custom exposition test on Problems in Group Interaction and Ways to Overcome It explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Problems in Group Interaction and Ways to Overcome It explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Problems in Group Interaction and Ways to Overcome It explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Associations, school or social orders which compose or structure a gathering of understudies , boards or colleagues to communicate and cooperate for any gatherings, occasions or in any sort of conversations to arrive at a superior comprehension by examining together in group to focus on the disrupting issues or to take into account any key errands in their associations. So as to arrive at a superior comprehension and association, it is a great idea to have the gatherings to connect with great and compelling abilities, conceptualizing and share understanding, look for clarification and discover answers for resolve the issues together so as to acquire great choices . . 2 The significance of learning aptitudes The significance of learning abilities decide the viability of connection in bunches for a final product of accomplishing arrangement. Learning of cooperation aptitudes are significant advances that empowers the capacity to talk intelligibly and convincingly and to listen the nece ssities and dissecting reaction of others, by trading thoughts and sharing of encounters. These are the central aptitudes in completing the information on correspondence hypothesis and procedure in communication. . 3 How learning these aptitudes will profit your crowd so as to work adequately in a gathering By learning up successfully in bunches inspire us to ask and react to one another, expound and bolster each other’s sentiments, articulate own musings, conceptualizing and share understanding to mirror own insight. An individual from the gatherings when all is said in done will open up the conversation issues, proposes the individuals to give their thoughts and suppositions, look for clarification and discover answers for resolve the issues. Conversations would finish up well if the entire procedure of gathering collaboration is overseen well. Dynamic gathering interest will likewise profit the individuals from the gathering in building cooperation. By and by, the advantages of gathering connection would particularly rely upon the very much oversaw groups and their participation. Plus, learning the abilities will assist the gathering with being progressively profitable and finished their errands adequately. Compelling aptitudes will assist the gathering with generating and build up a decent and successful communication. 1. 3. 1 Instill singular obligation and responsibility Powerful aptitudes will assist with imparting singular obligation and responsibility as gatherings will arrive at a comprehension in what they have to do, what are the subsequent stages to do and how might they complete inside the cutoff time, every one of them consider duty and responsible for their own errands. 1. 3. 2 Positive input Focusing and listening great on people’s thoughts and remarks in one the abilities in collaboration which help the gathering individuals to get and give criticism about others’ assessments, addressing of questions. This will assist with opening up the individuals for development. Critical thinking: Group individuals help the gathering to create and utilize methodologies vital to their gathering objectives. In that capacity, they can encourage cooperative choice creation and manage strife. In extraordinary cases, they realize when to move toward the educator for extra exhortation and help. †¢Management and association: Group individua ls realize how to design and deal with an assignment, how to deal with their time, and how to run a gathering. For instance, they guarantee that gathering objectives are set, that a motivation is made and followed, and that everybody has a chance to take an interest. They remain concentrated on the undertaking and help other people to do so as well. †¢Knowledge of jobs: Group individuals know which jobs can be filled inside a gathering (e. g. , facilitator, thought generator, summarizer, evaluator, middle person, encourager, recorder) and know about which role(s) they and others are most appropriate for. They are additionally ready to turn jobs to expand their own and others’ bunch learning experience. â€Å"This paper presents a model of community oriented learning intended to help a keen communitarian learning framework recognize and target bunch association issue territories. The model depicts potential markers of compelling shared learning, and for every pointer, suggests methodologies for improving friend connection. This collective learning model drove the structure and improvement of two apparatuses that robotize the coding, and help the investigation of communitarian learning discussion and action. Experimental assessment of these instruments affirm that successful learning groups are included dynamic members who request clarifications and defense from their friends. The dispersion of conversational aptitudes utilized by individuals from a steady gathering focused on their partners learning is contrasted with that of an unfocused, unsupportive gathering. The outcomes propose that organized, significant level information on understudy discussion in setting might be adequate for mechanizing the evaluation of gathering connection, promoting the chance of a wise collective learning framework that can support and upgrade the gathering learning process. † |Available: International Journal of Artificial Intelligence in Education (IJAIED) 12 (2001) 40-62 | |(http://aied. nf. ed. air conditioning. uk/members01/document/vol_12/soller/full. html) | |Learning Research and Development Center (LRDC), University of Pittsburgh. | |[| |p| |i| |c| |]| â€Å"To work effectively in a little gathering, understudies should have the option to impart unmistakably on scholarly and passionate levels. Powerful communicators: * can clarify their own thoughts * expres s their sentiments in an open however non-compromising way * listen cautiously to others pose inquiries to explain others’ thoughts and feelings * can detect how others feel dependent on their nonverbal correspondence * will start discussions about gathering atmosphere or procedure on the off chance that they sense strains fermenting * think about the exercises and associations of their gathering and urge other gathering individuals to do as such too â€Å"Regular open correspondence, in which bunch individuals share their considerations, thoughts, and emotions, is an absolute necessity for fruitful gathering work. Implicit suppositions and issues can be dangerous to gainful gathering working. At the point when understudies are eager to discuss transparently with each other, a solid atmosphere will develop and a compelling procedure can be followed. † â€Å"Skills for a Healthy Group Climate To cooperate effectively, bunch individuals must show a feeling of attachment. Union develops as gathering individuals display the accompanying abilities: * Openness: Group individuals are eager to become more acquainted with each other, especially those with various interests and foundations. They are available to new thoughts, differing perspectives, and the assortment of people present inside the gathering. They tune in to other people and evoke their thoughts. They realize how to adjust the requirement for attachment inside a gathering with the requirement for singular articulation. # Trust and self-exposure: Group individuals trust each other enough to share their own thoughts and emotions. A feeling of common trust grows just to the degree that everybody is willing to self-uncover and be straightforward yet aware. Trust additionally develops as gathering individuals exhibit individual responsibility for the undertakings they have been allocated. # Support: Group individuals show support for each other as they achieve their objectives. They epitomize a feeling of group faithfulness and both cheer on the gathering all in all and help individuals who are encountering challenges. They see each other not as contenders (which is normal inside a commonly individualistic instructive framework) however as colleagues. # Respect: Group individuals impart their feelings in a w

The Importance of the Chorus in Aeschylus’ presentation of the Persian Invasion - Literature Essay Samples

The chorus was an integral feature of traditional Greek tragedy, which explains the high degree of importance placed on the chorus by Aeschylus in ‘The Persians’, used to reinforce the tragic elements of the plot, whilst also helping to create a sense of pity for Persian characters perhaps demonized by Greeks. Indeed, whilst Aeschylus certainly uses the chorus to draw out the differences between the social and military attitudes of the Greeks and the Persians, the speeches of the messenger figure are arguably more important to deepening this cultural divide which would have been felt acutely by Athenian audience members, many having experienced the on-stage battles only a few years prior to the production of the play at the Dionysius Festival. Aeschylus’ chorus plays a significant role in earning ‘The Persians’ status as a tragedy through aligning with many of the features commonly associated with traditional Greek tragic plays, therefore making it ore dramatic. Indeed, the very existence of the chorus within Aeschylus’ play and that they enjoy a significant amount of speech within each section of the play aligns it with many tragedies of the era- such as Agamemnon and Electra- in which the chorus acted as an integral part of the fabric of the plot. The significance of the chorus as honing into traditional elements of tragedy is further displayed as they are used by the playwright as tool for conveying the dangers of the hubris/nemesis cycle, a common theme of tragedy which works to reveal how human folly and opposition towards the gods will eventually create negative circumstances against the individual: for example, the chorus repeatedly refers to their rulers as divine figures- initially comme nting of Xerxes’ status as a ‘god’ within the opening song, and then later labelling Atossa ‘mother of a god’ as she enters the stage, which might be seen as hubristic actions which perhaps explain the apparent hatred of the gods for Persian characters, and this finds further expression as the chorus compels the queen to summon the ghost of Darius through occult practices, warning the Greek audience of the dangers of performing such anti-pious behavior as leading to such tragedy experienced by the Persians at the battle of Salamis: in this way, this scene developing both the tragic focus on the hubris nemesis cycle, and additionally into tragedy’s doctoral purpose as aimed to teach the audience a lesson that can be applied to their daily lives, a message particularly key to a contemporary audience of Athenian citizens who, being heavily religious, would have certainly applied such messages into their everyday lives. Furthermore, the role of th e chorus is able to reinforce the traditional structure of a tragedy: the chorus begin the play in an opening stasimon through describing the scene as grandiose and adorned with ‘gold’, and close the tragedy with an extended grieving sequence, mourning lost soldiers, thus marking out the key rise and fall of the tragedy into the denouement, and traditional Persian instruments paired with elaborate costume choices might have here exaggerated the extreme catharsis desired during these closing scenes; perhaps the chorus might have been doused in gold armor in order to remind the audience of the horrors of warfare, thus exaggerating an audience’s cathartic response through reminding them of previous sorrow, and therefore by extension, reinforcing the tragic structure of the play as ending with a denouement in which the characters all experience extreme loss in both their personal and political life- whilst also reinforcing Xerxes’ role as tragic hero due to th e repetition of the chorus of his sounds of weeping. Therefore, the chorus is proven deeply influential in developing the classical tragic structure of the play, through both the timing of their speech within the play, paired with their reaction to the actions of other characters. Aeschylus, through characterization of the chorus is able to mark out significant differences in the military and cultural values of the Greeks and the Persians, and yet it is through the speech of the messenger that is most valuable in describing these differences. These contrasts are rapidly set up through the opening scenes in which the chorus provides a catalogue of references to Persian individuals, immediately presenting the Persian force as dis-unified and deeply disorganized, thus juxtaposing later presentations of the Greeks as working together as ‘shapes of gloom’- used to characterize them as a unified and indistinct mass able to exert terror onto the Persian people. Nonetheless, it is the messenger’s descriptions of the Greek and Persian forces within battle which most importantly develops the contrasting values of the two sides, for example the Greeks are described as moving as ‘a single pulse’ in contrast to the Persians whose ships move ‘in swift disorder’ unable to exert force over their enemy, and that the Greeks are singing ‘battle hymns’ further marks out the differences between the two sides as where the Greeks are unified both in the military and artistic sense, the Persians are not able to even organize their ranks for battle. Indeed, Hall claims that the Athenian male audience- many having fought in the battle of Salamis only 8 years prior- would have acutely recognized these differences as marking the Persians as ‘other’, thus exaggerating the triumph of their victory in the messenger’s speech. Nonetheless, whilst the messenger successfully draws out military differences between the two sides, the chorus is arguably more influential in creating a sense of cultural contrast between the Greeks and Persians: the Greeks are described as valuing a sense of unparalleled freedom as the chorus retorts Atossa’s remarks through labelling them ‘not servant t o any man’ whilst then suggesting that they ‘once struck Persian arms a fearful blow’, which contrasts dramatically with the oligarchical Persian system explored through the negative characterization of Xerxes as surveying his ships with ‘one dread eye’, a metaphor coloring the dictator’s rule as authoritative and undeniable, in contrast with the Greek focus on the collective needs as opposed to those of the individual. The Athenian audience was seated in political factions known as demes and therefore the chorus’ speech would have been vital in mirroring their own political viewpoints. Nonetheless, such political differences are similarly drawn out through the messenger’s speech conveying Xerxes threat to ‘cut off the head’ of every Persian captain who allowed Greek ships to shield from destruction, suggesting that the Persians must place faith in the words of a single man, unlike the Greeks who unanimously cry â₠¬Ëœmove forward sons of Hellas’ whilst entering into battle, suggesting that it is the concept of ‘Hellas’ or a shared Greek identity fought for rather than the desires of one individual. Therefore, whilst the speech of the messenger concerning the Battle of Salamis is clearly more important in drawing out marked contrasts between the political and military cultures of the Greeks and Persians, the chorus’ characterization of both sides allows for these stereotypes to prevail throughout the play, so, their role is equally important in differentiating Greek and Persian forces from one another. Nonetheless, it could be argued that Aeschylus’ chorus is equally important in creating a certain amount of sympathy for Persian characters, encouraging audiences to experience traditional tragic emotions of pity and fear. The grief of the chorus becomes a motif throughout the plot, from their mourning for Persian loss of lives at Greek hands in the opening lines, to their decision to share Atossa’s grief for her son- to copying Xerxes’ devastation at the sorry state of his citizens in the play’s denouement, and this increasingly climatic presentation of grief works to elicit feelings of sympathy within an audience for the deceased Persians lost at Salamis, and one can understand the purpose of a melancholic soundtrack of flutes and lyres used here to perhaps mirror the sounds of the weeping chorus, and encourage audience members to similarly pity the plight of Xerxes having lost his men. Furthermore, the Persians are characterized throughout the tragedy a s gentle and effeminate beings in lines such as ‘a swarm of soft skinned Lydians’, and ‘the flower of Asian youth’, the latter metaphor working to characterize the Persian army as delicate and fragile: whilst some critics have deemed this an attempt at Aeschylus to mock the inexperienced ranks of Xerxes’ army, a more compelling idea is that it further deepens tones of empathy within the audience through hinting at the underserved loss of human life; a beautiful and treasured thing. When this moment is immediately juxtaposed with the ‘fear’ and terror wrought by the approaching Greek forces, further sympathy is created for the Persians who have been humanized as deserving of respect by the chorus. Indeed, the ‘soft’ and delicate status of Persian characters is one which links soldiers and ordinary citizens within the speech of the chorus, as mothers with ‘soft white hands†¦ tear their veils in two’ whilst so ns with ‘folded cloaks’ perish in seawater: whilst the focus here on outward appearance might be read as a mocking jest at the Persian obsession with luxurious items, the shared effeminate status of characters both live and dead further deepens the viewer’s tragic emotion of pity in suggestions that those mourning have lost people with shared values and characteristics of themselves. It is female grief that is honed into by the chorus in the middle episode, as they mediate upon the women grieving for their deceased sons- ruined by warfare- and this works to heighten the sympathetic nature of the production in an Athenian culture whose women so nearly met a similar fate through the incineration of Athens by Persian forces prior to the battle of Salamis. Thus, albeit it be in the beginning or end of the play, the chorus is undeniably important in coloring the Persians in sympathetic tones, encouraging an audience to pity the plight of the Persian army. To conclude, it is clear that the chorus in Aeshcylus’ ‘The Persians’ is an important element to both the tragic structure of the play, and to developing characterization of both Greek and Persian characters. Whilst the chorus works to heighten the contrasts between the values of Greek and Persian characters, this serves not as a critique of the Persians as suggested by Hall, but as a method to allow a contemporary audience space to sympathize and empathize with the fallen Persian army.

Use of Symbols in Ibsens Play, A Dolls House Essay

Symbols are used universally to arouse interest and to stimulate the mind. Henrik Ibsens play, A Dolls House, is filled with symbols that represent abstract ideas and concepts. These symbols successfully illustrate the inner conflicts that are going on between the characters. A few of the symbols are the Christmas tree, New year’s day, the title of the book and the nicknames Torvald called Nora emphasizes a theme of comparing perfect marriage relationship to the reality of the relationship, that is an artificial â€Å"Doll’s House† relationship. The Christmas tree, a festive object meant to serve a decorative purpose, symbolizes Nora’s position in her household as a plaything who is pleasing to look at. Ibsen’s use of the Christmas tree is†¦show more content†¦A dollhouse is a small symbol of a real house because of this fact that in it people act as if in a Doll’s house. Like children playing a dolls house game Torvald tells Nora wh at to do or expects her to do things, and Nora being a doll responds acting like a squirrel. The way they speak to each other proves how unreal their marriage is and how little they know about each other. The staging of the house is a characteristic of a real dollhouse, just ordinary items such as fire burning in stove, small table and engraving in the walls. The description of the house brings to the mind of the readers as if they were in a dollhouse. Nora for only reacting to what Torvald wants shows the dollhouse treatment she receives from her husband. The use of nicknames in literature is an important tool in which the author can provide insight into the attitudes of the characters toward each other and to provide illumination as to the nature of specific character. Torvald uses nicknames that influence readers in a negative way allowing the reader and helping the reader view how he treats Nora as lifeless doll. Name-calling shows who is in control. By calling Nora names Torval d puts her in a situation where she cannot act but can only respond. Torvald also controls Nora as a puppet with other more degrading names and things, calling her â€Å"Featherhead†. This controlling attitude of Torvald forces Nora to break from this fake relationshipShow MoreRelatedA Doll’s House play by Henrik Ibsen shares many comparisons and contrasts with the short story â€Å"The1300 Words   |  6 PagesA Doll’s House play by Henrik Ibsen shares many comparisons and contrasts with the short story â€Å"The Storm† by Kate Chopin. In fact, Ibsen’s play premiered at the Royal Theatre in Copenhagen, Denmark on December 21, 1879. This play aroused significant changes in the attitudes towards 19th century marriages (princeton.edu). Interestingly, â€Å"The Storm† stands as the sequel to Chopin’s other short story â€Å"At the Cadian Ball†. Kimbel wrote in his article on Dictionary of Literary Biography, â€Å"Her first two Read MoreHenrik Ibsens A Dolls House1489 Words   |  6 Pagesaudience in, create a believable situation, and illicit a particular response. The play â€Å"A Doll’s House† by Henrik Ibsen provides an excellent example for analysis, with each component strongly supported. Often the first, and most obvious, component that can be observed when reading drama is the point of view that it is written from. Point of view determines the perspective from which the story is told. In a play there is typically not a narrator, leaving the audience to witness the action andRead MoreRights of Women in the Nineteenth Century and in Henrik Ibsen’s A Doll’s House1103 Words   |  5 Pageswho was born in Norway but made his name internationally, was a painter as well as the one of most famous playwrights during the period of Realism. Ibsen’s plays are well-known by the themes of domestic and political issues and conflict in nineteenth century. Scholars call it â€Å"Ibsen’s problems play† (Henrik Ibsen, 650). In addition, in Ibsen’s plays, the general topics that are usually discussed are hypocrisy of the society, restriction of women, and the self-sacrifice. Under the influence of IndustrialRead MoreAnalysis of A Dolls House Essay1108 Words   |  5 PagesWrite a paper that explains how history is portrayed in a particular play emphasizing what a certain historical event, personage, or situation enables the playwright to communicate. Discuss what effect the playwrights transformation of historical reality has on an audience. Henrik Ibsens widely regarded work, A Dolls House, was first introduced in 1879 as a theatrical presentation of human rights. Today, Ibsens work remains as such, although often conveyed as more focused on womens rightsRead MoreA Dolls House -H.Ibsen ,Critical Analysis1554 Words   |  7 Pagesï » ¿Subject : Drama B Writer : Henrik Johan Ibsen Genre : Realistic Modern Drama Name of the Work / Play : A Doll’s House ( 1897 ) in three acts Characters : Major Characters / Minor Characters Nora Helmer ( wife of Torvald Helmer ,mother of three children ) Torvald Helmer( husband of Nora Helmer , a lawyer ,father of three children ) Dr. Rank ( doctor ,friend of Nora Torvald Helmer, confidant ,commentator ) Mrs. Kristine Linde ( old friend of Nora Helmer ) Nils Krogstad ( barristerRead More Symbolism in A Doll’s House Essay949 Words   |  4 PagesHenrik Ibsen’s â€Å"A Doll’s House† is a controversial play focusing on the marriage of Nora and Torvald Helmer. The play is filled with symbols that represent abstract ideas and concepts. These symbols effectively illustrate the inner conflicts that are going on between the characters. Henrik Ibsen’s use of symbolism such as the Christmas tree, the locked mailbox, the Tarantella, Dr. Rank’s calling cards, and the letters allows him to give a powerful portrayal to symbolize aspects of characters andRead More Symbolism in A Dolls House by Henrik Ibsen Essay example2771 Words   |  12 PagesSymbolism in A Dolls House by Henrik Ibsen      Ã‚   A Dolls House by Henrik Ibsen is perhaps one of the most hotly debated plays to come out of the 19th century.   The 19th century continued the process of the demystification that began with the Enlightenment.   Because of the discoveries of the Enlightenment, humans could no longer be sure about their place in the universe.   This, of course, had an impact on the theater.   The movement toward realism, which, like the 19th century in generalRead More Essay on Animal Imagery in A Dolls House974 Words   |  4 PagesAnimal Imagery in A Dolls House    Animal imagery in Henrick Ibsens play, A Dolls House is a critical part of the character development of Nora, the protagonist. Ibsen uses creative, but effective, animal imagery to develop Noras character throughout the play. He has Torvald call his wife his little lark(Isben) or sulky squirrel(Isben) or other animal names throughout the play. He uses a lot of bird imagery-calling her many different bird names. The name Torvald uses directly relatesRead MoreEssay on Themes and Symbols in Henrik Ibsen’s A Doll’s House1296 Words   |  6 Pagesdoll-child† (Ibsen 1491). Henrik Ibsen’s A Doll House tells a story of scandal and deceit set in the Victorian era. Nora Helmer is married to Torvald Helmer and she feels more like his toy than his wife. Nora had to have Torvald to be able to do anything, because of when she lived. Nora borrows money behind her husband’s back (which is illegal at this time) and tries to cover up everything she has done. Ibsen employs the use of many themes and symbols in his A Doll House to show the reader just how NoraRead MoreNoras Child-like Nature i n A Dolls House Essay1162 Words   |  5 PagesHenrik Ibsen’s, A Doll’s House, carries an adolescent connotation, with dolls holding immediate association with young girls and youth. In this controversial playwright, Ibsen portrays his Danish protagonist as an ignorant juvenile. Set in Copenhagen, Denmark, during the 1880’s, Nora’s childlike character suggests what the lifestyle of many women during that time may have been. Ibsen reveals Nora’s innate, childlike nature incorporating strategic set placement and direction, significant symbols, an

Essay on Commodus - 1453 Words

Some claim that Commodus was the worse emperor in the history of Rome. The fact that his father, Marcus Aurelius, was a popular and successful ruler may have raised the precedent that Commodus had to live up to. But for whatever reason, Commodus proved a disconnected and self indulgent leader. At the age of five Commodus was named Caesar, and at the age of seventeen he became co-Augustus with his father. He spent his childhood accompanying Marcus Aurelius on political campaigns, and learned a lot on how to run an empire. However, after the death of his father the people of Rome found that the years under Marcus Aurelius had not impacted Commodus leadership skills. Commodus reign was filled with bad decisions, causing the people of Rome†¦show more content†¦As Commodus reign continued it became clearer that the ruler was mentally instable. He lived a dark life, one of self indulgence and debauchery. He neglected his political responsibilities and focused more on his desires. Commodus had many concubines, and throughout his reign had flings with about 300 women and boys. While distracted by his lifestyle, the emperor allowed prefects to run the day to day business of the empire. As the prefects became more and more powerful the king would kill them, making sure that no one threatened his authority. The brutal way in which Commodus ruled created many enemies of the emperor. Even his sister conspired against him. However, when her plan came to Commodus attention he exiled her to an island, and after a while killed her along with all the others involved. Another instance of Commodus brutality comes from an event in which the emperor ordered the killing of a while city. He did this horrible act because one of its residents had looked at him in an unfriendly way. This massacre added to the many infamous deeds Commodus performed. In AD 190, Commodus took advantage of the unfortunate circumstance Rome found itself in. A fire had begun and had burned part of the city. The emperor took this opportunity to rebuild the city, and change its name to Colonia Commodiana. Not only did he rename the city, but he renamed months of the year after himself, andShow MoreRelatedSummary : Emperor Commodus 1581 Words   |  7 Pages Roman Emperor Commodus HIEU 322-B01 Joel Leviten October 6, 2016 Emperor Commodus By all accounts was a handsome man, with curly blonde hair. But he appeared to possess a weak character and was easily influenced by others. But so tooRead MoreCommodus : The Emperor Of Rome728 Words   |  3 Pages Commodus was bred to live like a king but wasn t born to rule as one. He was the most questionable emperors in the history of Rome. His rise to power is and always will be deliberated. The young emperor inherited the power from his father, Marcus Aurelius, the former emperor of Rome. Commodus was the Roman Emperor from 180 to 192. 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Poe vs. Shakespeare free essay sample

The Comparison of Edgar Allan Poe and William Shakespeare Brandi Greene University Composition and Communication I/COM155 May 9th, 2013 University of Phoenix The Comparison of Edgar Allan Poe and William Shakespeare Many have been inspired by the likes of Edgar Allen Poe and Shakespeare in literature but, there are similarities and differences between the two. Each author could lure their audiences by the characteristics of their writing. Their places in society also differed, as each had different ways of dealing with the people in their society. Furthermore, the influences each of them had in literature have molded how many people see them as transcendent and prestigious authors. The types of writing that Poe and Shakespeare wrote can be compared and contrasted in two categories, genre and language. Both Poe and Shakespeare wrote tragedies, but Shakespeare was also fluent in comedies like â€Å"Taming of the Shrew† and romance, such as â€Å"The Tempest. † Poe was only familiar with tragedy in a dark and mysterious sense, such as, â€Å"The Raven. In Poe’s day, there were essentially five genres of â€Å"popular† stories: Romances (Sentimental and Historical), Morality tales, Humor/Burlesques, Adventures (mostly sea yarns, and later stories of the frontier) and tales of Sensation. (European Graduate School EGS, 1997-2012) Poe later, was also widely recognized as the inventor of modern detective stories and a mastermind in the science fiction genre. His writings were a reflection from the era of the Dark Romantics, the Gothic genre, and the use of his own personal issues. Every short story or poem written by Poe has had a dark ambiance about it. The works of Poe are diverse and includes classics as â€Å"The Fall of the House of Usher†, â€Å"The Tell Tale Heart†, and â€Å"The Black Cat. † The contributing factor of the predominate theme in his work of a lovely woman’s death was because of the losses of his mother and wife. This motif is perhaps most splendidly diagnosed in â€Å"The Raven as the orator utilizes his despair â€Å"for the rare and radiant maiden whom the angels named Lenore. † (Poe, 1845,11) Looking further into these dark works, Poe composed satirical creations like, â€Å"Mellonta Tauta,† a satire of such subtly defiant credence and thoughtful insights as to bewilder the mind. Another difference between their writing was, the language used between the two authors, which was influenced by the time eras they lived in. Poes writing used an intricate vocabulary that created mysterious imagery to capture and lure the reader into the story like in â€Å"The Raven†, â€Å"But the raven, sitting lonely on the placid bust, spoke only, That one word, as if his soul in that one word he did outpour. † (Poe, 1845, 55-56) Shakespeare wrote in the language that was used in his time, the Renaissance or more specifically Elizabethan times. Shakespeare was a master of the artistry of the English language. He wrote with such fluency of thought, word, rhythm, and sound that the works were presented in a elaborate manner, but not so incomprehensible, even for the inexperienced reader. He used unrhymed iambic pentameter in his writing, which made it sound more like poetry when spoken. This was used because most of his works were plays and were intended to be performed. â€Å"O Romeo, Romeo! wherefore art thou Romeo? Deny thy father and refuse thy name; Or, if thou wilt not, be but sworn my love, And Ill no longer be a Capulet. † (Shakespeare, 1914, 1. 2. 7-40) Shakespeare often on occasion created his own form of grammar and vocabulary, much of which has since become generally used. Both of the examples show the difference in language and genres between the two writers. Can you see the undertones of each authors’ works as a tragedy of love? The writers’ place in society greatly affected their lifestyles. Shakespeare thrived in society. His works became popular through out England. Many came from all around just to attend one of his plays. Shakespeare also knew that in order to stay financially stable, he had to write plays that would please the people of his society. His life in society was greatly indebted to the approval and support of royal and noble personages, such as, Queen Elizabeth and King James I. This made him highly respected in society and in turn, led to his financial stability throughout his life. Poe on the other hand, was not very successful in society. Despite the criticism of his works, he did not care what society had to say and wrote what he wanted. This is one of the reasons he was not very successful financially as well. Poe had other setbacks financially that made him struggle in life. While attending the University of Virginia within the first year, Poe had accumulated large gambling debts which caused him to be estranged from his adoptive family. Likewise while living in Baltimore, one of Poe’s cousins robbed him during the night. Another financial setback for Poe, occurred when his father died, and he was left out of the will. It was not until his 1845 publication of â€Å"The Raven† that made Poe a household name in society. His life was defined by personal and professional upheaval. His wife,Virginia, had a bout with tuberculosis which exasperated his drinking for which he was known in society as a drunkard and a madman. Unfortunately for Poe, not only in 1847 did his wife die, but also his mother as well. In turn, he was devastated and could not write for months. He only lived two more years until his death in 1849. Poes works were not fully recognized until after his death. So unlike Shakespeare, he barely eked by in life financially and his position in society was very diverse. Each writers influence in literature varied from one another. Although both are very notable in the history of literature, Shakespeare is still considered one of the most influential authors in the English language and his works are the most published, second only to the bible. Shakespeare had many worthy plays such as, â€Å"Hamlet,† â€Å"Romeo and Juliet,† and â€Å"Macbeth. † These works have been used profoundly in literature courses around the world. Therefore, there can be no doubt that substantial knowledge of the works of William Shakespeare is necessary for any education of literature to be considered complete and well rounded. The remarkable writing skills in which Shakespeare created his precise portrayals of human truth have not been rivaled or reiterated since his death, nearly four hundred years ago. Poe on the other hand, is recognized as one of the oremost ascendants of modern literature. His works are also used in literature courses but not as widely as Shakespeare. In his works, Poe was more concerned with displaying his virtuosity than expressing his â€Å"soul. † Unlike Poe, Shakespeare could summarize the range of human emotions in simple, yet profoundly articulate verse. Poe maintained an ironic, rather tha n an autobiographical, relationship to his writings. Most of his writings had an undertone or a dark hidden message that enabled the reader to question their sanity. He impacted various writers and thinkers including Charles Baudelaire, Jules Verne, H. P. Lovecraft and most notably Jacques Lacan. Specifically, Lacan lectured and wrote extensively on Edgar Allan Poe’s â€Å"The Purloined Letter. Jacques Lacan used Edgar Allan Poe’s story to elucidate the Freudian conception of how the symbolic order establishes subject through an orientation to a signifier. (European Graduate School EGS, 1997-2012) Although Poe was truly original, his place in literature is oftentimes eclipsed by the cryptic verse of Emily Dickinson and the extensive works of Walt Whitman. Edgar Allen Poes legacy continues through his present-day popularity as a writer. His works have powerful modality and communicative elements that stimulate artists and thinkers. As for Shakespeare, people look to his works as the standard in literature, and as a truly spectacular author. Both of these writers influences and contributions are celebrated and greatly gratified in the world of literature today. In spite the differences between these two authors, they have both become world renown authors whose works continue to be used throughout the education of writing and composition in many literature courses throughout the world. So, if you find yourself not able to express words on how you feel about love, music or growing older, Shakespeare can speak for you; or if find yourself wanting to indulge into a more darker, unfathomable path, Poe is definitely the author best to question your sanity. To best quote Shakespeare, â€Å"To be, or not to be, that is the question. † (Shakespeare, 1914, 3. 1. 66) References Mabillard, A. (2000, August 20). Why study Shakespeare?. Retrieved from http://www. shakespeare-online. com/biography/whystudyshakespeare. html Brown, Henry. Shakespeares patrons other essays. London: J. M. Dent sons, 1912. Shakespeare Online. 0 Aug. 2009. (Accessed on: April 30th, 2013) http://www. shakespeare-online. com/biography/patronelizabeth. html Poe Museum of Richmond, visited on May 1st,2013 http://www. poemuseum. org. European Graduate School. (1997-2012). Edgar Allan Poe Biography. Retrieved from http://www. egs. edu/library/edgar-allan-poe/ Poe, E. A. (1845). The Raven. Craig, W . J. , ed. â€Å"Romeo and Juliet†Ã‚  The Complete Works of William Shakespeare. 1914; Bartleby. com, 2000. www. bartleby. com/ Craig, W. J. , ed. â€Å"Hamlet, Prince of Denmark†Ã‚  The Complete Works of William Shakespeare. 1914; Bartleby. com, 2000. www. bartleby. com/