Free Essays on Introduction To Management

First of all, I would like to notice that Dave had been doing everything right. People say that he should have interfered into Bob and Nancy’s relationships earlier, but I think he hoped it was just a short affair. Their relationships didn’t influence on the productivity of the company in a feasible way, while his action could by straining the atmosphere. Unfortunately, his hopes didn’t come true, so he had got to make decision about Bob and Nancy. I think there are several ways to avoid this problem, but we have to find the most acceptable one. While making decision Dave should make a goal not only to punish Bob and Nancy. First of all he should think of productivity and wellness of his company, especially at that moment, when the division had just won a large contract which would provide for long-term growth, but would also require a heavy workload until new people could be hired and trained. There are several points he should consider while making decision. The most important point is that he can’t dismiss either Bob or Nancy. And there are two reasons for that. Firstly, both of them signed a contract, their release will make many problems for Dave. Secondly, both of them are professionals in their areas. Nancy was in her mid-30s, was attractive, had a pleasant disposition, and was very â€Å"competent†. Everything that secretary needs to be a professional. Moreover it took a long time to find her. Bob was an enthusiastic, highly respected lead engineer and the vital resource of the new contract. He had been highly respected for his technical competence and ability to direct. Dave understood that the success of each group depended upon teamwork and strong leadership from its lead engineer. The next point Dave should consider is the bad example of Bob and Nancy. Employees might think they could do whatever they want. So Dave can’t just let them work further. Considerinng All these points, I suggest: To send Bob for... Free Essays on Introduction To Management Free Essays on Introduction To Management First of all, I would like to notice that Dave had been doing everything right. People say that he should have interfered into Bob and Nancy’s relationships earlier, but I think he hoped it was just a short affair. Their relationships didn’t influence on the productivity of the company in a feasible way, while his action could by straining the atmosphere. Unfortunately, his hopes didn’t come true, so he had got to make decision about Bob and Nancy. I think there are several ways to avoid this problem, but we have to find the most acceptable one. While making decision Dave should make a goal not only to punish Bob and Nancy. First of all he should think of productivity and wellness of his company, especially at that moment, when the division had just won a large contract which would provide for long-term growth, but would also require a heavy workload until new people could be hired and trained. There are several points he should consider while making decision. The most important point is that he can’t dismiss either Bob or Nancy. And there are two reasons for that. Firstly, both of them signed a contract, their release will make many problems for Dave. Secondly, both of them are professionals in their areas. Nancy was in her mid-30s, was attractive, had a pleasant disposition, and was very â€Å"competent†. Everything that secretary needs to be a professional. Moreover it took a long time to find her. Bob was an enthusiastic, highly respected lead engineer and the vital resource of the new contract. He had been highly respected for his technical competence and ability to direct. Dave understood that the success of each group depended upon teamwork and strong leadership from its lead engineer. The next point Dave should consider is the bad example of Bob and Nancy. Employees might think they could do whatever they want. So Dave can’t just let them work further. Considerinng All these points, I suggest: To send Bob for...

The 37 Cheapest Colleges in the US

The 37 Cheapest Colleges in the US SAT / ACT Prep Online Guides and Tips Because wages seem to be remaining stagnant and college costs continue to soar, financial concerns are weighing more heavily on families when students make their college decisions. Additionally, student loan debt is increasing and young people are worried about being saddled with astronomical debt when they graduate. In this article, I'm going to provide you with the list of the 37 cheapest colleges in the United States.I’ll also explain the costs of various colleges and discuss how finances should influence your college selection process. Average College Costs In its most recent survey of college pricing, the College Board reports that a "moderate" college budget for an in-state public college for the 2014–2015 academic year averaged $23,410. A moderate budget at a private college averaged $46,272. Total cost combines the following: Tuition and Fees Many colleges report a combined tuition and fees figure. Colleges often charge mandatory fees for services like the library, transportation, athletic facilities, and student activities. The average cost of tuition and fees for the 2014–2015 school year was $31,231 at private colleges, $9,139 for state residents at public colleges, and $22,958 for out-of-state residents attending public universities. Housing and Meals The average cost of room and board in 2014–2015 ranged from $9,804 at four-year public schools to $11,188 at private schools. However, the cost of "room and board" varies depending on the campus housing and food plan you choose. Colleges also provide room and board estimates for living off campus based on typical student costs. Books and School Supplies Most colleges estimate the average costs for required learning materials. Some colleges even include the cost of a computer and computer accessories. The average cost for books and supplies for the 2014–2015 school year was $1,146 at public colleges and $1,244 at private colleges. Personal and Transportation Expenses Colleges may estimate some expenses they don't bill you for. These include local transportation, clothing, personal items and entertainment. Expenses in this category for 2014–2015 ran from $2,609 at private colleges to $3,242 at public universities. What Do Cheap Colleges Cost and Why Do They Cost Less? The average annual cost of colleges on this list is $6,077. Most are so much cheaper in part because they're public institutions subsidized by state and city governments. However, there are a couple of private colleges on the list that have made it part of their missions to offer low-cost education. For example, Berea College in Kentucky is tuition-free. All students at Berea enter into a labor program to finance their education. How to Use This List If cost is an important factor in your college decision, you can use this list to identify possible colleges of interest. Research them to see if they fit your other criteria for what you're looking for in a college. Also, you'll get a better idea of the price range of the cheapest colleges in the United States. The 37 Cheapest Colleges in the United States The schools are ranked by net price. These net prices, which come from College Navigator (a component of the National Center for Education Statistics), are generated by subtracting the average amount of federal, state/local government, or institutional grant or scholarship aid from the total cost of attendance. Total cost of attendance is the sum of published tuition and required fees (lower of in-district or in-state), books and supplies, and the weighted average for room and board and other expenses The list gives you a general expectation of the total annual cost of attendance. Also, this list excludes community colleges, graduate schools, and specialty schools that would only appeal to a small subset of applicants. Additionally, schools that don't admit first-time undergrads were excluded. Remember that most of these schools are public and the listed price is for in-state residents. #1: Elizabeth City State University (Elizabeth City, NC) $1,993/yr #2:Berea College (Berea, KY) $2,323/yr #3: University of Texas – Pan American (Edinburg, TX) $2,485 #4: California State University – Dominguez Hills (Carson, CA) $2,791 #5: California State University – Los Angeles (Los Angeles, CA) $4,756 #6: Lehman College City University of New York (Bronx, NY) $4,790 #7: City College of New York (New York, NY) $5,820 #8:Fayetteville State University (Fayetteville, NC) $5,914 #9: Dalton State College (Dalton, GA) $5,914 #10: University of Texas – El Paso (El Paso, TX) $6,089 #11:Amridge University (Montgomery, AL) $6,122 #12:CUNY New York City College of Technology (Brooklyn, NY) $6,157 #13:Langston University (Langston, OK) $6,193 #14: Queens College of the City University of New York (Flushing, NY) $6,200 #15: California State University – Fresno (Fresno, CA) $6,228 #16: University of Arkansas – Fort Smith (Fort Smith, AR) $6,351 #17: Northeastern State University (Tahlequah, OK) $6,418 #18: California State University – San Bernardino (San Bernardino, CA) $6,571 #19: Brooklyn College (Brooklyn, NY) $6,637 #20:Daytona State College (Daytona Beach, FL) $6,811 #21: California State University – Fullerton (Fullerton, CA) $6,885 #22: Northwestern Oklahoma State University (Alva, OK) $6,989 #23: Louisiana State University – Shreveport (Shreveport, LA) $7,042 #24: College of Staten Island (Staten Island, NY) $7,117 #25: University of Louisiana – Monroe (Monroe, LA) $7,162 #26: California State University – Stanislaus (Turlock, CA) $7,190 #27: University of Alaska – Anchorage (Anchorage, AK) $7,276 #28: East Central University (Ada, OK) $7,364 #29: University of Texas – Brownsville (Brownsville, TX) $7,438 #30: Hunter College of the City University of New York (New York, NY) $7,518 #31: University of Tennessee at Martin (Martin, TN) $7,531 #32: South Arkansas University (Magnolia, AR) $7,604 #33: North Carolina Agricultural and Technical State University (Greensboro, NC) $7,613 #34: Saint Petersburg College (St. Petersburg, FL) $7,695 #35: State University of New York College at Old Westbury (West Bury, NY) $7,737 #36: Southeastern Oklahoma State University (Durant, OK) $7,811 #37: University of Science and Arts of Oklahoma (Chickasha, OK) $7,910 When Should Cost Be a Consideration in Your College Choice? Ideally, you shouldn’t have to consider cost when considering a college, and college would be affordable for everyone. Unfortunately, cost can be a significant factor. When applying, apply to at least one or two more â€Å"affordable† safety school options if cost is a concern for you and your family. Keep in mind that you don’t know how much you’re going to have to pay to attend a certain school before you apply. Don’t let the sticker price prevent you from applying. Most financial aid and scholarships are awarded after you’re accepted but before you commit to a college. Furthermore, many of the most selective colleges claim to meet 100% of a student’s financial need through a combination of school, state, and federal aid. Your Expected Family Contribution, or EFC, is determined from your FAFSA, the Free Application for Federal Student Aid. After you're accepted to a school, you'll receive your financial aid package. At that point, you can determine out-of-pocket expenses and how much you would have to take out in loans. Then, it's wise to consider finances in your decision. Weigh the financial burden of attending with the quality of education, how much you want to attend, and the expected financial return of attending a certain school. Compare your options. It's up to you to determine how much debt is "worth it." Keep in mind that success after college is more dependent on you than on the college you attend. You can attain all of your professional goals regardless of where you go to school. However, it is undeniable that attending a better college that may be more expensive can offer you certain advantages and privileges while you're in college and beyond. More Affordable College Options Other than the schools on the list, here are some tips if you're looking for more affordable college options. Generally, public schools are cheaper, especially for in-state residents. Remember that the sticker price of public schools is cheaper, but some private schools give generous financial aid; therefore, it's possible that a private college could be the cheaper option for you after you get your financial aid packages. Also, there are tuition-free colleges. Many tuition-free colleges are intended for low-income students and some have a work requirement. What's Next? If you're a low-income student, you'll want to read this article about the Pell Grant to help you pay for college. If you think you may need to take out a loan to help pay for college, check out this post on how to get a student loan. Finally, for more information about the price of a college education, learn more about how much college costs. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

How Did Guns in Parks Happen Assignment Example | Topics and Well Written Essays - 750 words - 1

How Did Guns in Parks Happen - Assignment Example If he is younger, he might shoot because he thinks it’s only a toy gun. Many families and children go to parks. They may be hurt because of this boy. Ms. Ditmer said in the article – â€Å"Since 1983, firearms taken to national parks had to be unloaded, dismantled and locked in glove compartments or trunks. Before that, they weren’t allowed at all.† President Ronald Reagan signed this national park regulation in 1983. This is a good law. I think if people have guns, they should not bring the guns into the park. Many people are responsible. They will not use the gun in a bad way. But, if they have a gun, they will feel powerful. Sometimes some people fight about a nice picnic spot. Sometimes teenagers play games and hit other people. The people become angry. I think an angry person cannot control his actions. If he has a gun, he will be a threat to other people. Some people think guns will protect them from bad people and wild animals. Park Rangers protect people from bad people and wild animals. They have training so they can do their job safe. Ordinary people should not do the park rangers job. They don’t have the park rangers’ training. The writer has an example in her article. The campers in the example were very lucky. The shooter made 9 shots. One shot may hit any camper. Ms. Ditmer assumes law-abiding citizens think guns are possible disasters. Maybe and maybe not. There is a law. It says it’s okay to bring guns to the parks. A law-abiding citizen and he likes guns will not think the gun is a disaster. He will be happy. He can bring his favorite thing on a picnic or a stroll. NPCA Associate Director says maybe not many people will visit the parks anymore. Maybe and maybe not. Many people like parks. Some parks are tourist spots. Maybe the new gun law will not stop them.

Proofread recommendation Essay Example | Topics and Well Written Essays - 1000 words

Proofread recommendation - Essay Example Thus, the normal ordinary high school student who has not yet developed met cognitive skill will see Jaehyeukas one-step above analysis and he is able to be clean in the understanding of what he does. In addition, because of the high degree of concentration and patience, that Jaehyeuk has and his logical reasoning skills and mathematical problem solving ability has provided him with top grades and he has been able to maintain these grades. Because of this, Jaehyeuk would be an excellent candidate to be a college student in the University. A high level of education receive at the school at bipyeongjunhwa() region among Parkjaehyeuk students than showed that anyone else could have academic enthusiasm and sincere efforts for high academic achievement, history, and mathematics. It is important to know how to think critically, have historical context, understand historical or social phenomenon and a distinct view of history based on the national history curriculum, and have a wide range o f knowledge and a lot of dokseoryang (). Korean history, which is organized by the National History Compilation Committee Language Proficiency Test Level 2 (5/10/2010) and Class 1 (08.25.2010) has acquired mathematical conjecture about any object, and the ability to find and prove an ability to excel in math curriculum and math internal problem-solving skills and the application of the problem-solving skills is outstanding. Gyeonggi () English communication skills certification class (11/06/2009), English, Chinese English courses and courses in higher interest acquired, many Chinese in China-related books for extensive reading in many areas, including China's political, cultural and economic attention to lessons and activities have been very actively and aggressively read. We are confident that these points right after college are important in a person’s lifelong research in the field they want to show enough ability in to do well. Autonomous, adaptive, and event activities i n the first year of basic life habits are well-guarded rules of the class, and training activities (04/01/2009 ~ 04/03/2009, balwangsan () members) involved in the natural protective cleanup activities have been very important. Grade 2 states that one should always comply with school regulations and I have been working diligently to maintaining a clean environment on campus. I have been interested to learn the culture and the natural ecology of the Jeju () Island through on-site experiential learning (03/01/2010 - 04/03/2010) and I actively participate in the activities. Third grade is a time when students are educated, well mannered, and they have a young man exercise. As the order practice, Fuyuan was engaged in his career to establish his own identity as a rational thinking, exploring, and on-site learning experience (05/19/2011). One must find development activities in the first year of activities in the 'Kanji -1' water supply was excellent to know the exact sound and meaning o f Chinese characters in Sino literacy classes which I found interesting. Through a discussion of activities in Grade 2 when 'reading Hanmun () discussing wealth, the book was selected for a presentation in front of many people through the process with confidence and hope. The degi (Hwang Sok-yong)' movie 'Peppermint Candy' provided a good personal insight and dismal history to show

Drama Essays Shakespeares Tempest

Drama Essays Shakespeares Tempest The conflict and contrast between the utopian ideals and Elizabethan politics presented in Shakespeares The Tempest The play opens with a description of a terrifying and relentless storm that wrecks the ship belonging to the King of Naples, Alonso. The wreck drifts onto the shore of Properos island but the force of the sea is insuperable, and the boatswain appeals to the noblemen, crying out that they are hindering the others. He calls to Gonzalo, If you can command these elements to silence, and work the peace of the present, we will not hand a rope more. Antonio and Sebastian are also rebuked by the boatswain, and reminded of the inefficacy of their social status is nothing in such a critical situation, invoking their wrath, while simultaneously hinting at the bias of the play. We suspect the boatswain will be proven right, and that Shakespeare gently asks us to heed the rude wisdom of the common pragmatists, even or especially- the context of ostensibly decadent theatricality. Hence from the start we are presented with an intriguing balance of high romantic drama, opinionated political commentary, and fragile idealism. The shipwreck symbolises considerably more than what it appears to at first. It is no mere vehicle for the themes of the play to hitch a lift on, it is representative of an entire societys collapse into irretrievable disarray. Indeed, it may be representative of the doom faced by all faulty societies. As such it is a moral vehicle, carrying an apparently disparate group of frightened and confused figures to their ide ntical destiny. As Soji Iwasaki writes, A voyage is often a symbol of the progress of a mans life, and the sea is symbolic of Fortune; a shipwreck is a typical instance of bad fortune, while a ship sailing before a fair wind is an image of good fortune. Sometimes a ship at sea serves as a symbol of the Church, in which the whole congregation sails over the sea of ProvidenceIn The Tempest it is Goddess Fortune (1.2.178) that drives Alonsos ship towards the island of Prospero, where a tempest is caused by Prosperos magic. Prospero judges the ship to be full of sinfull soules, a reference to the political crimes of the characters on board. The King of Naples was guilty of usurping the Milanese dukedom, Antonio betrayed Prospero- his own brother, while Sebastian, Stephano and Trinculo are all intrinsically evil. In fact the only figure to escape judgement is Gonzalo, a harmless courtier. These figures will not find their arbitration in the next life, by some god-figure, though, as Shakespeare takes pains to emphasise. Prospero is the only figure with deific power, literary or figurative, in the play: his magical powers, clearly, serve a metaphorical purpose, symbolising the power of rhetoric and the force that lies behind absolute righteousness. Since Prospero has been wronged, Shakespeare seems to (fatalistically) say, he will vindicate himself using the power that comes from knowledge and wisdom- just synonyms for what is called magic in the play. Prospero knows how to rebuke and is wise enough to fin d forgiveness in his heart. As the ship will eventually return to Naples, the plays theme arguably evolves into dealing with the ruin and rebirth of a commonwealth. Between the first, highly symbolic tempest scene, and the final heraldic manoeuvre, the plays action all occurs on the island. Prospero reveals to Miranda the truth he has kept from her for twelve years, since her infancy. He tells her of his brother, her uncle, Antonios usurpation of his dukedom of Milan and the hardship they were forced to endure as a result. While Antonio behaved callously by acting on his jealous desire to take over his brothers dukedom, Prospero was partially to blame too, since he had been preoccupied with his private, obsessive studies of cultivation of the mind, neglecting all the state business (1.2.89-97) to which he admits he should have been more committed. By handing the state affairs over to Antonio and investing so much trust in him, Prospero unwittingly sewed seeds of ambition in his brother, instigating his own down fall. As Iwasaki describes it, Prospero committed a double offence: he forgot the balance between action and meditation that, as sovereign ruler, he should remember, and he also made a mistake in trusting the wrong person, a mistake which a ruler should never make. Ficino reports on the same problem. No reasonable being doubts that there are three kinds of life: the contemplative, the active, and the pleasurable (contemplativa, activa, voluptuosa). And three roads to felicity have been chosen by men: wisdom, power, and pleasure (sapientia, potentia, voluptas). Renaissance humanists aspired to a harmony of the three. Prospero chides himself for his youthful pursuit of the contemplative, where his preoccupation with esoteric learning came at the price, eventually, of his political power. Prospero may be paying some kind of price, but it is very difficult to read the Tempest as a cautionary text. Shakespeares attitude to power and wisdom is not so clear cut, there appears to be more than one kind of power and more than one kind of wisdom, after all, and although this is not recognised explicitly by the characters in the play (who operate on the Ficino model), Shakespeare wryly alludes to the holes in the world-view of his people. Shakespeare knows that there is power beyond and after usurpation, a power beyond the political and more powerful than any government- and it is a sort of wisdom. He represents it in the only way he can- symbolically- as magic. Prosperos power is also inextricable from his idealism, too. He has transposed his ownersh ip, the projected environment that has come to signify his sense of self, onto the Island. Thus his ideal society as an image has been projected onto a wild and natural, complicated, uncontrollable and antisocial, setting. In fact, wild and frightening imagery very often accompanies a commentary on a social naivety, and naivety about the limits and nature of power. The first scene, with the tempest and the useless noblemen, springs to mind immediately for reasons I have already explored, and the scene where Caliban is introduced makes the same point soon after, as he speaks bitterly and fearfully of Prospero, Enter CALIBAN with a burden of wood. A noise of thunder heard CALIBAN All the infections that the sun sucks up From bogs, fens, flats, on Prosper fall and make him By inch-meal a disease! His spirits hear me And yet I needs must curse. But theyll nor pinch, Fright me with urchinshows, pitch me i the mire, Nor lead me, like a firebrand, in the dark Out of my way, unless he bid em; In many ways Caliban embodies Shakespeares preoccupation with exposing the popular but inaccurate conceptions of what constitutes power, The play also fails to question Calibans position as a savage and slave, and seems to validate and legitimise it by his behaviour and his attempted rape of the sweet Miranda. In many ways the play acts out the treatment of indigenous people by Europeans. The values system of Caliban is silenced and simply seen as barbaric. He is costructed as the Other, different from Europeans and therefore naturally inferior (But thy vile race-/Though thou didst learn had that int which good/natures/Could not abide to be with; therefore wast thou/Deservedly confined into this rock). If we see Caliban as representative of the indigenous peoples dispossessed by European colonisers the previous quotations certainly shows how it is his race and nature that makes him inferior, even though the benevolent Whites tried so valiantly to make him human. Caliban is supremely ironical, then, since he is the least civilised but the most symbolically loaded: the most powerful on the level of reading (or viewing) a play- the only character who represents more information than his actions will ever reveal. Prospero, by contrast, finds himself judged and committed entirely by his actions, although his power actually lies in his psychological strength: his knowledge and wisdom. In fact, Caliban and Prospero, as characters, represent two sides of this play about politics and idealism. While Prospero is a meditator who is treated for his activity, Caliban is an activator and catalyst of discourse who is treated only as intellectually weak. Both characters are more active in their capacity as viewed figures than as real people within the universe of the play, however, underlining one of the many ways in which that this play is idealistic: its potential for bypassing narrative viewing and settling at an ideological operative level. Prospero onl y works when we suspend our assumptions about realism and begin hearing in his voice the tones of Shakespeare himself, when we cease assuming that this character should be literal and real not affecting a performance. Prospero and Caliban, like, perhaps most of the characters in The Tempest, exceed mimesis and function as narrators of their own lives. Their words, then, express their own ideals, and between the lines of the words they say we can be sensitive to the playwrights attitudes to the naivety that informed the politics and idealism of his own society, The Tempest is Shakespeares dramatization of his political ideas concerning the state and the prince. Prosperos island is a model of a commonwealth: Prospero is the king, his magic a symbol of his absolute power, Ariel the agent of his government, and Caliban all the subjects (1.2.341) Shakespeare makes much of the criminally large amount of trust Prosperos invested in his brother. As Iwasaki notes, Prospero was not an ideal prince in his trusting his brother nor in his neglect of a life of action; his loss of the dukedom was a result of his disqualification as a prince. He did not put realpolitik into practice. Alonso is another failure as a sovereign ruler. Having sent in marriage his daughter Claribel to a far-off country, he has now lost his only son and heir Ferdinand to his great sorrow. The political uneasiness of a kingdom with no prospect of its future succession is analogous to the actual situation of the Virgin Queens commonwealth, in which succession problems caused political unrest and governmental debates Theory aside, there are keen racial implications, entangled in the rhetoric of ostensible politically sensitive play. The Tempest has generally been read as a play about forgiveness and reconciliation, change and transformation, illusion and magic and the Prosperos usurpation. Such interpretations generally privilege the attitudes of noble, educated Europeans- in particularly those of Prospero. Such readings are in danger of nulling Calibans rights and silencing his appeal for freedom. A postcolonial reading leads to another reading entirely: The Tempest can then be appreciated as allegorical, referencing the exploitation of indigenous races, with Caliban as a single figure standing for the natives of the New World who were dispossessed and exploited by the European powers. Caliban voices the indignance of the natives who were widely treated as inferior and even sub-human because of their skin colour and their differing cultural traits- which lead to their social marginalisation as u ncivilised. Due to their widely accepted, aggressive branding as inferior creatures, the natives were exploited to benefit the economy, through their capture and subsequent use as slaves. Arguably, the manner of representing race in The Tempest suffers from being heavily and naively Eurocentric. Calibans physicality evidences his difference, which is arrogantly equated with inferiority, something even found in his name which is almost an anagram of cannibal. Yet I have argued that Shakespeare is conscious of his characterisation as separate from himself, and that, although they may sometimes speak with his voice they certainly have distinct voices of their own. Shakespeare takes pains to establish a partially artificial, in many ways almost pantomimical, universe where characters who react to each other naively or selfishly, are in fact being puppeteered by the playwright who has filled the gaps between every line of the play with invisible communications aimed directly at his audience. Hence Shakespeare does not see his savage as a cannibal, he has named him so to signal the way in which the other characters/puppets in his play perceive Caliban. At first sight, the Europeans, Stephano and Antonio, see Caliban as an anomaly that they might be able to sell in Europe as a spectacular freak, saleable for his Otherness: an alien that their perception has constructed. Their attitude is shocking in its narrow capitalist scope: Trinculo says Were I in England now as once I was and had but this fish painted, not a holiday-fool there would give a piece of silver and Antonio and Sebastian also see him as a marketable product that can be bought and sold, Very like. One of them Is a plain fish, and no doubt marketable Race is therefore a marker for one human-ness and anything other than European is constructed as naturally inferior, without rights and available to be exploited for economic purposes. In one writers opinion, Caliban is constructed as innately inferior and savage because of his race. This is articulated by the supposedly sweet and tender Miranda: But thy vile race -/Though thou didst learn had that int which good natures/Could not abide to be with ..'(31) In these lines Calibans race is seen as the reason for his barbaric behaviour it is his very nature that makes him savage and dangerous. In this the text constructs other non-European races as savage, less human, incapable of so-called civilisation all because of their race: this is a damning indictment of non-Europeans as it positions them as naturally inferior and unable to change their ways so that they will never be able to develop the fine sensitivity and refinement of Western civilisation. All the characters in the play speak and think politically and everyone is aware of the significance of the state as both a real, specific, place, and a general idea. Where some characters are idealists, others are have a grave ambitions to achieving power. Speaking for the idealists, Gonzalo details his dream in such detail it evokes a certain melancholy- only those so far from paradise can imagine its details with absolute precision, I th commonwealth I would by contraries Execute all things, for no kind of traffic Would I admit; no name of magistrate; Letters should not be known; riches, poverty, And use of service, none; contract, succession, Bourn, bound of land, tilth, vineyard, none No use of metal, corn, or wine, or oil; No occupation, all men idle, all, And women too, but innocent and pure; No sovereignty All things in common nature should produce Without sweat or endeavour. Treason, felony, Sword, pike, knife, gun, or need of any engine Would I not have, but nature should bring forth Of it own kind all foison, all abundance To feed my innocent people. (2.1.145-62) In the words of Alvin Kernan, For the old courtier Gonzalo, as for those who would later settle the many utopian communities of America, the new world offers the opportunity to recover the lost Eden where, freed of the weight of European society, human nature will be purified and the sins of the old world left behind. Gonzalos island country may excel[s] the golden age (166) in the sense that there is no property, unfair wealth, employment nor exploitation but Gonzalo describes a commonwealth controlled by contraries, that is- a nonsensical place of inverted logic. In fact, Gonzalos ideal principality is markedly similar to that other island government, Thomas Mores Utopia- an ideal place free from property, currency, or enclosure where gold and silver are hated. Stephen Greenblatt points out that Mores utopia is dense with contradiction: in Hythlodaeuss account freedoms are heralded, only to shrink in the course of the descriptionFor example, travelling is free and a citizen may go anywhere he likes in the country, but only with the Mayors permission, and a record of the date of return, and wherever the traveller goes he must work. Should he be caught breaking any of these rules, the traveller faces punishment as an illegal runaway and would be instantly sent home. Furthermore, if he continues to flount the rules, he risks being sent into slavery. The freedom and, subsequently, the Utopia, suddenly seems rather less ideal with these ominous qualifications. Gonzalos commonwealth contains similar contradictions, particularly, Had I plantation of this isle . . . And were the king ont . . . , I would by contraries / Execute all things . . . / No sovereignty. Gonzalo is thinking on his feet, dreaming, and like a dream his thoughts need follow no consistent logic. A kingdom with no sovereignty is obviously a contradiction, as Sebastian and Antonio are quick to point out. Gonzalos commonwealth is an abstraction, an impossible, in many ways a perfect example of the Utopia, the impossible, seductive, unrealisable dream- like the communist one of our times, a real place that nevertheless exists nowhere. Set in stark contrast to Gonzalos gentle innocence optimism stands the brash cynicism of Antonio and Sebastian. As Iwasaki writes, These are such people as are wickedly ambitious for higher status. One is a usurper, and the other once attempted usurpation. Their idea of a kingdom is not such a Utopia as Gonzalo imagines, where the people are all contented with their freedom and natural abundance, nor is it a holy kingdom ruled by an anointed king, the earthly heaven; the kingdom they conceive is a country owned by themselves, tyrants whose interest is solely in their own material felicity and wilful domination over the people. Stephano, a drunken servingman, also desires to be master of the island, and attempts to kill Prospero. It is because of the bottled spirit he owns that Caliban asks him to be his king. Stephanos wine is a physical correlative to his spiritual power; it is what Ariel is to Prospero. If Stephanos kingdom were to come into being, he and Trinculo, together with Caliban, might have a utopia of fools very much like Bruegels The Land of Cockaigne, where people can eat and drink as much as they l ike, yet they never have to work. The theoretical quality of Prosperos magic for which I have been arguing is backed up by his realism, the authorial voice, perhaps, finding a mouthpiece in this character. It is not Prosperos intention to transform his Island into a utopia. He lacks the naÃÆ'Â ¯ve optimism of Gonzalo, with his imagined new world and ideal plantation, where people are impossibly, illogically liberated from the social conventions of the Old World. Indeed Prospero is actively opposed to the illogical and knows intuitively that the wisest decisions can only be made through accommodation of all the facts of life, however unpalatable. Prospero values education to the point of snobbery, and when Ferdinand lands on the island, Prospero intends to marry Miranda to him, someone who, as the Prince of Naples, ought to have a proper education for a future king. Stunned with grief for his fathers death, Ferdinand is drawn by Ariels magical song to Prospero and his daughter. When the two youngsters meet they fall in love instantly, both mesmerised by the wonder of the others beauty, as she calls him spirit and he refers to her as goddess. Despite their passion, however, Prospero intervenes; he is adamant that Ferdinand should recieve a princely education, since he will eventually rule over both Naples and Milan. Prospero is emphatic that the new prince should have an awareness and appreciation of real politics that Prospero himself never had, and suffered for his ignorance of, thirteen years ago. So Prospero imparts trials upon Ferdinand, calling him a usurper for assuming his fathers kingdom while he is still alive, and accusing him of being a spy who intends to steal the island from Prospero: Thou dost here usurp The name thou owst not, and has put thyself Upon this island as a spy, to win it From me, the lord ont. (1.2.454-57) When Ferdinand draws his sword against Prospero, the old man entraps the youth by means of his magic, again, an obvious analogy for the power of superior wisdom. Ferdinand is humiliated, made to surrender and forced to carry logs. He is unaware of the effort, however, cherishing Mirandas love so much that he endures the slavish work with astonishing patience. Iwasaki compares Ferdinands education to the learning principle implied in Raphaels picture of The Dream of Scipio, In the left background of the picture is depicted a knight on horseback climbing the difficult passage to the tower of virtues on the top of a craggy mountain, the journey, of course, representing the trial a knight must undertake to achieve the knightly virtues, represented here by the book and the sword held by the lady in the foreground. Ferdinand, capable of a life of pleasure as a lover, is now encouraged, like Scipio, to go through a trial for his self-fashioning. Raphaels picture of Scipio was given by Thomaso Borgese of Siena to his son Sipione as a moral lesson, and like Thomaso, Prospero is a man whose educational ideal is Renaissance-humanistic. Through his slavery, as he subsists on plain food and water, Ferdinand tells Prospero that all his hardships are but light to me, Might I but through my prison once a day Behold this maid. All corners else o th earth Let liberty make use ofspace enough Have I in such a prison. (1.2.490-94) When Miranda sees Ferdinand labouring she yearns to take his place. Since the lovers devotion is characterised by their wish to serve each others physical labours, this slave labour itself comes to define the nature of their love. That is, they share a need to express their love through bearing the burden of the other, sparing the others body any pain. Their labour, then, in a kind of paradox, comes to signify the bliss of their mutual adoration- Shakespeare pits ethereal magic against physical work repeatedly in this play, and the message here seems to be that true love is best expressed through the essential of shared labour. The name Miranda, of course, has the meaning wonder and miraveglia (the principle of heroic wonder), comprising part of what Iwasaki calls the neoplatonic rhetoric of love: Admired Miranda! Indeed the top of admiration! Worth Whats dearest to the world! (3.1.37-39) Ferdinands love of Miranda seems appears to represent the affections female adoration according to the prescribed ritual of noble courting, but his feminine obsessiveness is levelled out and enhanced by the masculine force of his sweethearts devotion. Their love is emphatically built upon a systematic balance, a mechanism of reflection and reaction, eros and anteros, modern, complimentary, and more neoplatonic than conventionally courtly. Yet there remains in Shakespeares words a forceful, if unbiased, commentary on masculine dominance- particularly in the person of Prospero- that represents an ideology apt to Jacobean sexual politics. References Bacon, Francis. Essays [1625]. London: Oxford UP, 1937, 1962. Castiglione, Baldesar. Il Cortegiano [writ. 1518, pub. 1528]. C. S. Singleton, trans. The Book of the Courtier. Garden City, New York: Doubleday, 1959. Corbett, Margery and Ronald Lightbown. The Comely Frontispiece: The Emblematic Title-page in England 1550-1660. London: Routledge Kegan Paul, 1979. Erasmus, Desiderius. The Education of a Christian Prince, trans. L. K. Born. New York: Norton, 1968. Freedberg, David. The Prints of Pieter Bruegel the Elder (Catalogue for the Exibition, organized by Bridgestone Museum of Art, Tokyo, January 7- Febrary 26, 1989). Tokyo: Tokyo Shimbun, 1989. Frye, Northrop. Introduction to The Tempest in William Shakespeare: The Complete Works, general ed. A. Harbage (New York: Viking P, 1977). Godyere, Henry. The Mirrovr of Maiestie (1618), facsimile reprint, ed. Henry Green and James Croston. Manchester: A. Brothers and London: Trubner, 1870. Greenblatt, Stephen. Renaissance Self-Fashioning. Chicago and London: U. of Chicago P, 1980, 1984. Hamilton, Donna B. Virgil and The Tempest: The Politics of Imitation. Columbus: Ohio State UP, 1990. James, King, VI and I. Political Writings, ed. Johann P. Sommerville. Cambridge: Cambridge UP, 1994. Kernan, Alvin. Shakespeare, the Kings Playwright: Theater in the Stuart Court, 1603-1613. New Haven and London: Yale UP, 1995. Knapp, Jeffrey. An Empire Nowhere: England, America, and Literature from Utopia to The Tempest. Berkeley: U of California P, 1992. Machiavelli, NiccolÃÆ'Â ². The Prince, trans. L. Ricci, rev. E. R. P. Vincent. London: Oxford UP, 1935, 1960. More, Thomas. Utopia (1518), trans. Robert M. Adams. New York: Norton, 1975. Nuttall, A.D. New Mimesis: Shakespeare and the Representation of Reality. London: Broadview PR, 2001. Orgel, Stephen, ed. The Tempest (Oxford Shakespeare series). Oxford: Clarendon P, 1987. Peacham, Henry. Minerva Britanna: or A Garden of Heroical Deuises (1612); facsimile reprint, ed. John Horden. Menston, Yorkshire: Scolar P, 1969, 1973. Puttenham, George. The Arte of English Poesie, eds. Willcock and Walker. Cambridge: Cambridge UP, 1936. Wind, Edgar. Pagan Mysteries in the Renaissance. Harmondsworth, Middlesex: Penguin Bks., 1967 Shakespeare, W. The Tempest 1.1.21-23

A View From the Bridge

‘A View From The Bridge’ is a play that was first staged in 1955. It was written by Arthur Miller. Arthur Miller was born into a Jewish family in New York in 1915, whose grandparents had come to America from Poland. When the family business failed, they moved to Brooklyn, where A View from the Bridge is set. There, Miller worked in a warehouse to earn money for his university fees. He began to write plays when he was in university and continued to write them after he graduated and became a journalist. In the play, loyalty dictates the events very strongly as because of Eddies mixed emotions for Catharine he chooses to be more loyal to her than to all of his family. Miller shows the importance of loyalty through Eddie telling Catharine the ‘Vinnie Bolzano’ story. Catharine’s reaction shows the audience that in Italy, family loyalty is the most important thing as Catharine is both shocked and horrified that Vinnie snitched on his own Uncle this is why she shockingly says ‘The kid snitched? . Miller uses this as an opportunity to tell the audience that the Italian American community is very loyal, which makes Eddie’s betrayal even more shocking. Because Vinnie snitched on his Uncle he could never show his face in public because every one despised and loathed him this is why Beatrice says ‘I never seen him again’. This also shows that the Italian American Community has a very ‘if you snitch on one of us, you snitch on all of us’ mentality. Another way that Arthur Miller portrays the importance of loyalty in the play is the references Eddie uses to Catharine’s Mother. this quote shows that Eddie tries to use the promise he made to Catharine’s Mother as an excuse for being so strict and this is why he says ‘I promised your Mother on her death bed’. This is why he doesn’t want her working in the dodgy part of town; where as it is because of the emotions he feels toward Catharine and he doesn’t want her to have another male figure in her life who could be more important than he is. One of the most important scenes in the play is the ‘Phone Call’ scene which shows Eddie changing his loyalties from his family and friends, to just Catharine. ‘Give me the number for the immigration bureau’ this shows Eddie doing what Vinnie Bolzano didand snitching on Marco and Rodolpho, he does this because of the mixed and confusing emotions he feels for Catharine. Miller also uses stage irections in the scene such as ‘A phone booth begins to glow on the opposite side of the stage; a faint, lonely blue’ I think that Miller uses the Lighting on the phone booth to show the audience the conflict going on in Eddie’s head; to loose every thing (his family and friends friendship, love, trust and loyalty) but keep Catharine for himself When the immigration officers arrive at the house, Eddie looses the respect and loyalty from his family. Beatrice realizes what Eddie has done when she says‘My God, what did you do? ’. She is completely shocked and horrified as Eddie was a loyal and family orientated man. Miller uses this quote to show the audience that Beatrice is astounded and aghast that Eddie has chosen Catherine over her, even though she is his wife. Marco is furious with the fact that Eddie has just ruined any chance of him getting an American citizenship, this now means that Marco wouldn’t be able to get a well paid job and support his family back in Italy. This is why he says ‘That one! He killed my children! That one stole the food from my children’ this is because although Eddie hasn’t directly murdered Marco’s family, his actions will lead to Marco getting deported and he wouldn’t be able to give his family money to buy food and they would consequently die. The audience would be shocked by what he is saying as he is insulting Eddie who Miller has made out to be the confused character who although he is doing something terrible he thinks that he is doing it for the right reasons, and the audience would therefore feel sorry for him. Miller uses the loyalty theme to show the weakness of men, Eddie betrays his family and community because of the mixed emotions he feels for Catharine

The Matrix Is Not Just A Science Fiction Movie - 1260 Words

The Matrix is not just a science fiction movie in fact it has so many layers and themes to it all relating to the Word of God, the Bible. Neo is the Messiah of the movie, that was prophesized and prayed for just like in the Bible. The audience can pick up the connection to this throughout the entire movie by looking closing at the Bible and the passages. Many parts of the movie reflect the Bible in not only Neo being the â€Å"Messiah†, but in the usage of numbers like three, or the character Trinity. The birth of Neo, his death and resurrection, all lead back to the fact that the Matrix is not just a science fiction movie but a futuristic version of the Bible and in particular the story of the Messiah. The destruction and dissolution on earth brought sadness to Morpheus so when the Oracle told him the prophecy of a change and a return Morpheus found hope and prayed and looked for him. Morpheus: explains this ... the Oracle prophesied his return and that his coming would hail the destruction of the Matrix and the war, and bring freedom to our people. In the Bible the prophecy of Christ was given as well bringing hope to the world knowing that He will bring happiness and more serenity on earth. In Isaiah 7:14 this is foretold, â€Å"Therefore the Lord Himself will give you a sign: Behold, a virgin will be with child and bear a son.† From the beginning when first meeting Neo the audience had been introduced originally to him as Thomas Anderson. The name â€Å"Thomas† can be linked toShow MoreRelated Matrix the Movie and The Lathe of Heaven Essay1652 Words   |  7 PagesMatrix the Movie and The Lathe of Heaven The world is not always what you think it is. Things change or can appear to be different than what you originally thought them to be. So are the worlds in the Matrix and the novel The Lathe of Heaven. 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