A Lesson Learned Too Late in King Lear Essay - 1184 Words

A Lesson Learned Too Late in King Lear In the first half of the play, King Lear struggles with the problem of authority and the consequences of giving his own authority away. Lear’s eventual loss of sanity is a result of his ill judgement and unwillingness to part with his power as king. Yet, the issue of authority is not the only theme that is being dealt with in the play. King Lear is also about Lear’s search for identity and wisdom in his old age. The play explores the concept of the human worth in regards to Lear and the other characters associated with him. In addition, the play is about the shifting definition of Lear’s identity and human worth. Although the majority of the play is spent presenting the audience with†¦show more content†¦Yet, Lear’s inability to accept the consequences of his choice prepares his character for change. Lear is portrayed as fighting first against his own decision, and then against fate and the forces of nature. In a sense, the heath scene rep resents a type of death for Lear. Lear’s unwillingness to accept the newly appointed authority of Goneril and Regan is in accord with his â€Å"battle† on the heath. In the heath scene, Lear challenges the elements with his â€Å"blow, winds, and crack your cheeks† speech (III.ii.1). His inability to accept his own fate is dramatized with this scene in which he is reduced to a â€Å"slave† of the elements and is made to see himself as â€Å"a poor, infirm, weak, and despised old man† (19-20). The heath scene marks Lear’s death as a king and he is (in his own words) reduced to a â€Å"poor, bare, forked animal† (III.iv.110). Additionally, the progression of Lear’s character does not end with his self-recognition as a â€Å"poor, bare, forked animal†. Strangely enough, it is through his madness that Lear actually gains true wisdom and is able to view his own situation with clarity. It is also through the course of his madness that he is able to recognize himself as a â€Å"very foolish fond old man† as well as to recognize Cordelia. However, the fact that Lear and Cordelia comeShow MoreRelatedEssay on The Theme of Blindness in King Lear by William Shakespeare862 Words   |  4 PagesThe Theme of Blindness in King Lear by William Shakespeare Shakespeares King Lear tells of the tragedies of two families. At the head of each family is a father who cannot see his children for what they are. Both fathers are lacking in perceptiveness, so the stories of the two families run parallel to each other. In Lears case, two of his daughters fool him into believing their lies. Lear shuts out his third daughter because she cannot her love into words the way he wants her to. GloucesterRead More Blindness in King Lear Essays1297 Words   |  6 PagesBlindness is defined as, according to dictionaries, â€Å"unable to see and lacking the sense of sight†, but in King Lear, written by William Shakespeare, it has a relatively new definition. Blindness, as Shakespeare portrays, not only a physical inability to see, but also a mental flaw that some characters present in this tragic play. King Lear and the Earl of Gloucester are the two characters who make up the parallel â€Å"double plot† of the tragedy caused of their lack of sight, mental blindness. TheyRead MoreEssay Comparing The Tempest and King Lear1338 Words   |  6 PagesComparing The Tempest and King Lear      Ã‚  Ã‚   This essay will focus on the similarities and differences of the plays The Tempest and King Lear in general, as well as looking at comparisons of Prospero and Lear in somewhat more detail. Prospero and Lear are, without a doubt, the two most compelling mature figures in Shakespeare. 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Consumed by ambition and spurred to action by his wife, Macbeth murders King Duncan and takes the throne for himself. He is then wracked with guilt and paranoia, and he soon becomes a tyrannical ruler as he is forced to commit more and more murders to protect himself from enmityRead MoreFigurative Language and the Canterbury Tales13472 Words   |  54 Pages †¢ The Lord sits above the water floods. The Lord remains a King forever. The Lord shall give strength to his people. The lord shall give his people the blessings of peace. -Ps. 29 †¢ â€Å"Let us march to the realization of the American dream. Let us march on segregated housing. Let us march on segregated schools. Let us march on poverty. Let us march on ballot boxes.... --Martin Luther King, Jr. †¢ Mad world ! Mad king! Mad composition ! 6. antagonist: the character or force opposingRead MoreErp Sap Research Paper46896 Words   |  188 PagesHall nï ¿ ½t f ï ¿ ½ r This book is bution In sale or distri Canada. the U.S.A. or 10 9 8 7 6 5 4 3 2 1 ISBN-13: 978-0-13-233531-7 ISBN-I0: 0-13-233531-X - 1 This book is first and foremost dedicated to the l1wny students whOln I have taught and learned from over the years including the design and implelnentation of ERP systems in the real-world organizations. They have helped lne understand and appreciate the often-complex concepts and render them in tenns that are fa1niliar and related to their

Movie Report Schindlers List Example

Essays on Movie Report: Schindler's List Book Report/Review Topic: Schindler’s List Schindler’s List became a sensation for the eyes of the audience during 1993 (IMDb, . This movie falls in the category of drama based movies and was adapted from a novel recognized as Schindler’s Ark. The movie concentrates on the history of Oskar Schindler who was successful in saving the lives of over 1k Jewish refugees during the session recognized as the Holocaust by providing them employment in the factories owned by him. The movie is based on the true story of Oskar Schindler who was a Germany based entrepreneur and was quite greedy in nature but later he worked against his greed to help the Jews by providing them a place to hide their heads in his factory. The Jews who took refuge in his business setting were about to be put to death with the use of gas at a camp named Auschwitz. Although it seems that Schindler is exploiting the Jews as he was obtaining work from them at a negligible fee but an in-depth view of the movie shows that he saved over a thousand Jewish lives and by the end of the movie he had no money to his name. The movie has been rated R for having certain scenes that are sexual and violent in nature. The main characters of the movie include Liam Neeson who acted as Oskar Schindler, Ben Kingsley who acted as Itzhak Stern and Ralph Fiennes who portrayed as Amon Goeth and Caroline Goodall who took the role of Emilie Schindler. Works CitedSchindlers List (1993) - IMDb." IMDb - Movies, TV and Celebrities. N.p., n.d. Web. 1 Apr. 2013. .

Code-switching The Effects for Students and Teachers Free Essays

Introduction In the current global economic climate, the ability to speak English has become an important business tool. English has essentially become the â€Å"universal second language† of the international labour market, and the socio-economic significance of this cannot be overstated (Light, 2007: 9). It is now commonplace for many universities across the world to teach courses in English as well the native language of their country. We will write a custom essay sample on Code-switching: The Effects for Students and Teachers or any similar topic only for you Order Now One of the most apparent consequences of this has been the widespread use of code-switching, where multiple languages are spoken in everyday communication. As such, code-switching is often seen as a social as well as a linguistic medium. This paper will attempt to demonstrate the causes and effects of code-switching in bilingual classes. The Definition of Code-switching Code-switching involves the use of multiple languages, where speakers of additional languages incorporate alternate linguistic elements into their source language. As such, two or more languages may be spoken alternately during a conversation. Chan et al (2009) usefully describe code-switching as â€Å"the intra-sentential switching of two different languages in a spoken utterance† (Chan et al, 2009: 281). The Causes and Effects of Using of Code-switching in an Academic Context The academic use of code-switching involves a more complex and random effect than can be fully explained by a students ability to speak in a certain language. Recent (debatable) research has identified reasons behind the occurrence of code-switching and the extent to which the process of learning has been affected. A large number of situations are considered to be causes of code-switching, one of which is linked to gaps in students’ linguistic ability. As a result, students may engage in code-switching in order to overcome linguistic shortcomings; however this cause may be considered a weak justification. In other cases, a lack of one or more words in either language may lead to code-switching. That is to say, bilinguals make clear that they code-switch when they cannot find the correct expression or term. Often the target language simply does not have the exact word needed in order to maintain a discussion smoothly, and code-switching is necessary. In addition, code-switching can have a positive impact in an academic context. An important teaching skill is the ability to transfer knowledge to students in a clear and efficient manner, and so code-switching can be a useful tool in the classroom for both teachers and students (Bista, 2010: 1). Code-switching may also be used to emphasize a point, or to add more force to a phrase. On a psychological level, learners often code-switch when they feel tired or angry. For example when the speaker is in a good mood, the appropriate word or expression in their second language is easily identified. However if the speaker is distracted in any way, they may find it difficult to grasp the correct word. In a purely linguistic capacity, code-switching may be used to compliment a statement, where it can particularly reinforce an intention or meaning of the speaker. Although sometimes viewed as linguistic incompetence this is not always the case. Code-switching will often occur when the speaker wishes to compensate for a lack of a verbal equivalent in the second language. Baker (2007) describes this well: â€Å"Words or phrases in two languages may not correspond exactly, and the bilingual may switch to one language to express a concept that has no equivalent in the culture of the other language† (Baker, 2007:108). There are also personal and social reasons for code-switching in that one’s choice of words can represent an expression of their personality. Allatson (2007) suggests factors that can lead to code-switching as location, class, gender and age. In addition the relationship between the speakers; the formal or informal nature of the conversation and the social status of the speakers can also be factors (Allatson, 2007: 73). Another social explanation is that speakers tend to code switch to attract attention. In Saudi Arabia, for example, code-switching is often used among teenagers to draw the attention of their colleagues. Furthermore they switch from Arabic to English to show that they are confident about themselves. In general, code-switching effects are widely perceived as negative. Namely, there is a tendency to view code-switching as barrier to learning and as being disruptive to the learning environment. Accordingly, the practice has been considered as a sign of linguistic deficiency. Li (2008) notes that despite code-switching being commonplace in both the speech and writing of multilingual societies (often with English as the second language), it is usually frowned upon by multilingual speakers within these societies. (Li, 2008: 76). In an academic context, studies by Arrifin and Husin (2011) have observed that learners with a greater linguistic ability often see code-switching as and obstacle to becoming fluent in a second language. Their findings indicated that students with a degree of competence in English found it difficult to make progress in an environment of code-switching (Arrifin et al, 2011: 221). Other studies have reached similar conclusions. Bista (2010) conducted a study in the US which found that code-switching not only had a negative impact on the linguistic learning ability of students, but also highlighted lack of ability in the second language as a primary cause of code-switching (Bista, 2010: 1). Others have a different view however, in particular that code-switching may be perceived as ‘linguistic resourcefulness’. Baker (2007) argues that users of code-switching show impressive cognitive, linguistic, and social skills. In his view code-switchers may be preserving the meaning of their original statement by overcoming the lack of a suitable word in the second language (Baker, 2007: 56-57). Surveys of a number of English language students have reported that they view code-switching as having a considerable influence on the learning process. From their perspective, code-switching assists in understanding the more complex linguistic elements of the second language. It may also help in the translation from their first language to the target one. Conclusion It may apparently be concluded that the impression of code-switching as a barrier to learning seems to be the prevalent view amongst both learners and teachers, and that any positive effects of code-switching are not yet widely recognised. As a consequence of this, it would be reasonable to assume that the attitude of both teachers and students towards code-switching may have been somewhat influenced by this common viewpoint. In the near future however, signs are that code-switching may possibly be seen as a tool for learning. In that event, some restrictions on the use of code-switching must be established by teachers in the classroom, and learners should code-switch only when there is an in urgent case. Eventually, it might yet become a beneficial tool for both learners and teachers. References Allatson, P., 2007. Key terms in Latino/a cultural and literary studies, Oxford: Blackwell. Baker, C., 2007. A Parents’ and Teachers’ Guide to Bilingualism, Clevedon: MPG Books. Light, I., 2007. ‘Global Entrepreneurship and Transnationalism’. In Ed. L. Paul Dana. Handbook of Research on Ethnic Minority Entrepreneurship: a Co-evolutionary View on Resource Management, Cheltenham: Edward Elgar Publishing. pp.3-15. Arrifin, K. and M. Susanti Husin, 2011. ‘Code-switching and Code-mixing of English and Bahasa Malaysia in Content-Based Classrooms: Frequency and Attitudes’. The Linguistics Journal, June, pp.220-47. Bista, K., 2010. ‘Factors of Code Switching among Bilingual English Students In the University Classroom: A Survey’. English for Specific Purposes World, Volume 9, pp.1-19. Chan, J. Y. C., H. Cao, P. C. Ching, T. Lee, 2009. ‘Automatic Recognition of Cantonese-English Code-Mixing Speech’. Computational Linguistics and Chinese Language Processes, September, pp.281-304. Li, D. C. S., 2008. ‘Understanding Mixed Code and Classroom Code-Switching: Myths and Realities’. New Horizons in Education, December, pp.75-87. 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My Personal Memoir Analysis Essay Example For Students

My Personal Memoir Analysis Essay Growing up in the south side of Chicago wasnt an easy task. You hear gunshots every night and see multiple innocent lives taken by gang members. As I got older, I felt the streets got worse. My parents were great parents and they installed leadership and responsibility in me. I believe I matured faster than most children my age because, I gave myself responsibility and motivation earlier than most. In the fifth grade I was introduced to basketball, one of the most memorable moments that made me who I am today. Another memorable moment would be, in eighth grade I graduated valedictorian. Now I just recently graduated high school, something most black male teens didnt do in my city. Those three moments I feel modded me into the man I am today and the man I will be in the future. I grew up in the projects where everyone looked out for one another, we were like a family. Before fifth grade, I was the kind of child who went to school, did homework, and played with toys and things of that nature. The start of my fifth grade year my uncle, who was the coach, asked me if I wanted to play basketball and I responded sure. From there, I worked in the gym and outside the gym. I stayed with a basketball in my hand wherever I went. It is almost like I made it my obligation to take whatever I do serious. Being on a basketball team gave me another family and a bond that I never knew I could have. Coach made everyone responsible for everyone on the team because we all were apart of one team. My parents always told me school was first and that everything else came second. I had done just that. I stayed with all As and a starting position on the fifth and sixth grade team. My parents drilled responsibility and leadership in me and I carried that with me. I am the oldest of three siblings, so I was forced to obtain these qualities. I have never let anything stand in the way of my education that is why, I was named the valedictorian for my eighth grade class. I was the number one student and graduating with that honor was a blessing. My accomplishment didnt come easy because I had a responsibility in school, on the court, and at home so I knew school would have to stay the first priority. I did all homework assignments and made sure any questions I had were answered. I made my parents proud once they were notified of my award and it felt great seeing the smiles they had at my graduation as I gave my speech. I stayed humble because I knew that in the fall I would be attending a top high school in Chicago, and things will only get harder from this point. Freshman year was pretty much the same as my entire junior high school days. I finished fourth out of 220 students with all As and a B on my final report card. Sophomore year was the worst year school wise I ever had in my entire life. I was in danger of failing a class first semester and I needed a turn around. Once the basketball season was over I focused on school only and my grades looked better but not where I wanted them to be. Junior year in high school seemed to be the most important with the ACT test and colleges really starting to creep around the corner. From junior year on I had a job and gave myself more responsibility. My parents had two young daughters to raise and I helped out by getting a job. I shied away from basketball and it was only school and work. Towards the senior year time began to fly past. I was now really putting thought into college and knew that was my next step. Graduating high school wasnt as common as it was in the older days. But, through all of the obstacles that life placed in front of me, I stayed on task and did what I needed to do. .u119941ace9c41fa1926953a75faba67f , .u119941ace9c41fa1926953a75faba67f .postImageUrl , .u119941ace9c41fa1926953a75faba67f .centered-text-area { min-height: 80px; position: relative; } .u119941ace9c41fa1926953a75faba67f , .u119941ace9c41fa1926953a75faba67f:hover , .u119941ace9c41fa1926953a75faba67f:visited , .u119941ace9c41fa1926953a75faba67f:active { border:0!important; } .u119941ace9c41fa1926953a75faba67f .clearfix:after { content: ""; display: table; clear: both; } .u119941ace9c41fa1926953a75faba67f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u119941ace9c41fa1926953a75faba67f:active , .u119941ace9c41fa1926953a75faba67f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u119941ace9c41fa1926953a75faba67f .centered-text-area { width: 100%; position: relative ; } .u119941ace9c41fa1926953a75faba67f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u119941ace9c41fa1926953a75faba67f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u119941ace9c41fa1926953a75faba67f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u119941ace9c41fa1926953a75faba67f:hover .ctaButton { background-color: #34495E!important; } .u119941ace9c41fa1926953a75faba67f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u119941ace9c41fa1926953a75faba67f .u119941ace9c41fa1926953a75faba67f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u119941ace9c41fa1926953a75faba67f:after { content: ""; display: block; clear: both; } READ: Ferdinand Magellan EssayBeing responsible is easier said than done. I feel I would only get better and grow not only as a man,but as a person to. The responsibility and leadership that Ive gained over the years made me who I am. The moments I cherish and remember give me motivation every day. I wish I can relive my eighth grade graduation just once more, or remember the exact day I first picked up that basketball. Maybe even hear my named called by my high school principal and grab my diploma. These are somethings that will live with me as I continue my journey to greatness.