Richard II By Shakespeare Essays - Shakespearean Histories

Richard II By Shakespeare How didst thou sway the theatre! Make us feel The players' wounds were true, and their swords, steel! Nay, stranger yet, how often did I know When the spectators ran to save the blow? Frozen with grief we could not stir away Until the epilogue told us ?twas a play. From the point of view of an actor, playing the part of Bolingbroke or Richard is a daunting task. There are a number of ways in which an actor prepares to assume a character's role, but many of these methods are wanting in certain areas. Despite the fact that both characters are rich in the literary sense, for the purposes of this essay the difficulties facing an actor preparing to play a part can be best served by addressing the needs specific to the role of Richard. The major issue, which is more pronounced in Richard is the necessity of trying to portray certain things directly to the audience while allowing other factors to filter through subtly as the performance continues. This factor is one that should be applauded, when one takes into account the manner in which audiences are treated in the modern theatre. Thankfully Richard II assumes there is an intelligent audience almost participating in the play, but this can lead to even more problems for the actor. Because of it's intellectually stimulating content, the actor must be aware of the fact that the character is being observed even more closely. A believable character must be portrayed or the dramatic impact of the play as a whole will be lost. The technical aspects of a part in a play are normally common throughout every performance. The learning of lines may be easily attained but the style in which they are delivered depends on a number of factors. Firstly, and foremost, the character will have the main influence on the manner in which the lines are spoken. However, this can vary greatly when one considers the huge variations that can result in any play at the behest of the director. Without delving into a debate on whether or not a play should be performed in the style of the time in which it was written, one must acknowledge that a director can very noticeably, or subtly make adjustments to characters and plots which an actor must reflect in their performance. Furthermore, the audience to which the actor is performing must be taken into consideration. Despite the fact that we are not the classless society that we wish to be in the 21st century, there are less class barriers in place than those of 1597. The aristocratic, highly - Christian society of Shakespeare's day differs hugely from our own, and this must be taken into account along with the fact that the modern audience is presumably better educated than their late 16th century counterparts. Finally, the type of stage being used may or may not be an issue for an actor in preparing to portray a character. The Elizabethan stage, such as The Globe would have been in Shakespeare's mind as he wrote, but the huge variety if performance stages today often means certain aspects of a performance must curtailed or expunged upon. Indeed the versatility of many pre - cinema scripts has been demonstrated on the silver screen, none more successfully than the Stratford Bard in recent years. Shakespeare's plays are also recognised for the number of plot undertones that can be discerned upon closer examination. Although not a 1990's phenomena, there has been in the recent past an upsurge in the debate over homosexual devices in Shakespearean plays. While some of these claims do have substance to them, with literature as intense and intricate as Shakespeare's, one can read anything that one desires into it to attain one's goal. Sometimes it is necessary simply to take a play as it stands, rather than questioning every element and deconstructing it into such a level of obscurity as to lose the intentions of the author in the first place. Analysis of a text is a necessary part of an actor's preparation assuming a role, but over-analysis may result in dubious conclusions, which may not work well on the stage, regardless of the manner in which they were met. In Shakespeare's Play in Performance, John Russell Brown contends that the formalist style of acting in the Elizabethan stage "was dying out in Shakespeare's age, and that a new naturalism was the kindling spirit in his theatre". While this does seem like a somewhat sweeping statement,

Comparison Of Langston Hues Peices Essays - Guggenheim Fellows

Comparison Of Langston Hues Peices Essays - Guggenheim Fellows Comparison Of Langston Hues Peices The short story Thank You, Maam and the poem Mother to Son, both by Langston Hughes are similar yet differ in many ways. In the following paragraphs I will explain the similarities and the differences. Besides being written by the same author the two literary works are a like in the sense that they are both advice to young people. An example from Mother to Son is So boy dont you turn back, dont set you down those stairs cause you find its kinder harder, dont you fall now. An example from Thank you Maam is when Mrs. Jones says I were young once and I wanted things I couldnt get, I have done things, too, which I would not tell you sonneither God, if he didnt already know. Both works are sharing there experiencing with younger people to try to help them to learn from the mistakes they have made in their life. They give the young people their advice showing kindness. Also both stories are written with the same kind of language. An example of this is words like M am, No m, and Yes m from Thank You, M am and words like I se a-climbin , and aint from Mother to Son. The ways these works are different is the format of the pieces. Mother To Son is a poem and Thank You M am is a short story. The literary elements in Thank You M am are characterization, direct characterization and indirect characterization. In Mother To Son uses diction, connotations, denotations, entrails and his freedom of language, which is called his poetic license. Mother to Son also has a deeper meaning, the writer chose to write this poem like a metaphor, referring his life to a staircase. Thank You M am is clear about its meaning and uses dialog to explain the theme and meaning of the work. In conclusion I found it clear to see that the literary works were alike in the sense that they were both giving out a positive message but different in the way the message is told. All and all I found both of these stories alike in the sense that they were very enjoyable to read and learn from! Bibliography none

Implementation plan for an after-school exercise program Essay

Implementation plan for an after-school exercise program - Essay Example The classes will be based on how to eat healthier foods, undertake physical activity, and behavioral classes. The program will be undertaken after the students are done with their studies. The process of undertaking the exercise will be through exercise, especially group activities. The table below illustrates the programs schedule on how the program will be addressed. The program will be carried out at one of the Monroe County Community Corporation elementary schools’ gym for approximately 1 hour and 10 minutes. That is from 4:00 pm to 5:10 pm, and the program will be carried out only on Mondays. Plyometrics require a person to do complete warm-up through skipping, lunging, high knee matching. All plyometric exercises should be undertaken at a fast pace. During this time, one should minimize constant with the ground for the least amount of time possible. This is aimed at stretching the muscles for least amount of time, and hence allowing them to store energy. Power hops: The hands are placed behind the head, squat, and then perform double leg hops. After landing, one should dip into a squat position, and repeat the entire process. This is done while one is in a single place (Waehner, 2013). Horizontal jumps: this involves double leg hops to a horizontal direction. One should jump as far forward that allows one to keep leaping without losing any balance. One should start short in the program and increase the distance after realizing developments. Fartlekking: this involves the use of a high school or college track. It involves starting at the middle of one of the straightway, and jogging to the middle of the first run. One then sprints though the rest of the turn before jogging back to the middle of the straightway. At this point, the exercises that one undertakes comprise of 10 pushups, 10 jumping jacks, 10 star jumps, and 10 sit-ups, all of which rotate through. After the exercise is performed, one then continues to the next straightway and

The criminalization of latino youth Essay Example | Topics and Well Written Essays - 1250 words

The criminalization of latino youth - Essay Example The ‘Mother of Exiles’ beckoned with the words ‘Give me your tired, your poor, Your huddled masses yearning to breathe free,’ and in response they come, many from the neighbours to the south. They sought salvation from their tribulations and the chance to dream of a better tomorrow; little did they know that they would be condemned to a persecuted life, betrayed by the colour of their skin and the language that they speak. The criminalization of the young At a glance, there appears to be something incongruous in the phrase ‘criminalization of the young.’ Probably under any modern criminal code in the world, young offenders are exempted from being prosecuted for any crime, save for the most violent, and are given every chance at rehabilitation. This is because as a rule, the young are considered bereft of ill-will, incapable of the level of evil or malice, the mens rea, that is the essence of the criminal act. And yet, there is such a thing as th e criminalization – the creation of criminals – among the young. Contemporary society has developed a set of practices, targeted at the young of particular minority groups, which tend to skew their development towards increasingly aberrant behavior. Here, we are not speaking of those deviant social elements which are out to corrupt the innocent. We speak of those stewards of social order, the guardians and inculcators of virtue – the police officers, the school teachers, the parents themselves, and similar persons endowed with authority and regarded with high deference within the contemporary social order. There are several mechanisms by which criminalization of the young takes place. For instance, the zero tolerance policy, also known as the â€Å"school-to-prison pipeline† ‘refers to the policies and practices that push our nation’s schoolchildren, especially our most at-risk children, out of classrooms and into the juvenile and criminal ju stice systems’ (H). It is evidenced by the perceptible rise in school based arrests, which ‘most directly exemplifies the criminalization of school children.’ (H) Oftentimes, zero tolerance becomes a tool for racial prejudice because ‘students of color are far more likely than their white peers to be suspended, expelled, or arrested for the same kind of conduct.’ (H) The school is also the unwitting agent of another criminalization mechanism known as the cumulative disadvantage. Together with the zero tolerance policy, cumulative disadvantage takes place when children, suspended or expelled from school for a reason often not of their own fault, are ‘left unsupervised and without constructive activities; they also can easily fall behind in their coursework, leading to a greater likelihood of disengagement and drop-outs’ (H). There are numerous statistics that support these assertions, but compelling as they are, the numbers are not as per suasive as the accounts of the very individuals caught in this self-perpetuating system of prejudice and criminalization. Individuals of the black and Latino communities are particularly vulnerable targets, and the subsequent section shall deal with the plight of Latino youth who are victimized by this oppressive system. The cumulative disadvantage of the Latino young It is not surprising that the members of society who find themselves trapped in the grip of cumulative disadvantage are those who are among the most economically deprived Nearly one out of every three Americans living below

Reading Strategies Essay Example for Free

Reading Strategies Essay Identify two reading goals, one short-term and one long-term. †¢Long-term reading goal: Read on a college level. †¢Short-term reading goal: Complete two reading workshops. Write a 100- to 150-word response to each of the following questions: †¢How do you currently approach the weekly readings in the course? I currently approach the reading in the course very cautiously. When reading any of the material in or out of class, I take my time. It is important to do so because by going to quick, there is a chance of missing some of the material. By reading slowly I can assure myself that I have better chance of taking in more information. Also by removing myself from any distractions, I can concentrate harder on the things that I am reading. Preparing for my reading sessions in advance helps to optimize my chance of greater concentration on my reading materials. †¢How might you incorporate three of the suggestions covered this week into your study time? By using the four steps in active reading, I can optimize how well I concentrate during my study time. By previewing my material, I can get a visual guide to anything I may not understand before reading the material. Marking my work as I go along will help with keeping me focused and concentrating. By using correct time management and can make sure nothing interferes with my study time as well. Also by choosing the correct study location will help to block out any distractions that may affect my study time. Using all of these helpful ways well help me in enhancing all of my study time. †¢How might this plan help you accomplish your reading goals? By using what I have learned so far, I have a much greater chance on accomplishing both of my reading goals. Using the four steps of active reading, and concentrating on all of my materials; it will help with my long term goal of reading on a college level. My short term goal was to complete two reading workshops. By choosing a quite study location, I will be able to concentrate harder on my work. Turning of cell phones and not using social media web sites will help as well. If I can optimize my study time and location, I will have a much greater chance of completing my short term goal of completing two workshops.

Deforestation and Biodiversity Essay -- Exploratory Essays Research Pa

Deforestation, defined by biologist Charles Southwick as "the destruction of forests; may involve clear-cutting or selective logging" (p. 365), is a predominantly human-driven process that is dramatically altering ecosystems worldwide. "Clear-cutting" involves the indiscriminant removal of every single plant and tree species from within a selected area. The other major process of deforestation, "selective logging," focuses removal efforts on only specific, predetermined tree species within a chosen area. The statistics gathered about human deforestation over time are considerable, and they can be somewhat controversial. Depending on the source and the location selected, the magnitude of deforestation varies. Southwick estimates that, approximately 10,000 years ago, 6.2 billion hectares (23.9 million square miles) of forest existed on earth (p. 117). That figure is equivalent to 45.5% of the earth's total land. He further estimates that, by 1990, this amount had declined 30%, with onl y 4.3 billion hectares of forest remaining (p. 117). Southwick also acknowledges other estimates that place the total amount of deforestation between 50% and 75% (p. 117). NASA has similar deforestation statistics that confirm these trends. According to their website, 16.5% of the Brazilian Amazon forests have been destroyed. They also note similar magnitudes of deforestation in Southeast Asia (Cambodia, Indonesia, Laos, Malaysia, Myanmar, Thailand, and Vietnam), despite the significantly smaller total area of forest within these countries. These grim figures are somewhat tempered by the NASA finding that, over the past ten years, the deforestation rate has declined from 6,200 square miles per year to 4,800 square miles per year. Though this trend is n... ...later time. Though it is simply impossible to know what the ultimate effects will be on our long term survival as a species, it is important to bear in mind that, once a species has been eliminated through extinction, it cannot be brought back. So, for the overall health of our rainforests, their biodiversity, and the limitless potential contained therein, it is crucial for us, as humans, to make as honest an effort as possible at their preservation. References Southwick, Charles H. Global Ecology in Human Perspective. Oxford University Press: New York, 1996. Vandermeer, J. & Perfecto, I. Breakfast of Biodiversity. The Institute for Food and Development Policy: Oakland, CA, 1995. Websites NASA http://earthobservatory.nasa.gov/Library/Deforestation/deforestation_3.html National Institute of Health http://ehp.niehs.nih.gov/docs/1997/105-11/focus-abs.html

An investigation of code-switching in English classes at the University of Danang- College of Language Studies

Bilingual speakers usually tend to switch some words or phrases from one language to another during conversation, which is called â€Å"code-switching†. According to Heather Coffey, code-switching is the practice of moving between variations of languages in different contexts. Code-switching is also intentionally or unintentionally practiced frequently in class. This research will focus on code-switching practice in class of both teachers and students in Danang University- College of Language Studies, how it is performed, what effects it might create as well as some suggestions for this problem. Techniques for this research such as observations, interview and taking of field notes are used as means of data collection.Chapter 1: Introduction 1.1 Problem statementEnglish ranks second in top 10 Most Spoken Languages in the World. In Vietnam, learning English now is becoming more popular than ever before. For those who know English, they tend to mix the two languages, i.e. English and Vietnamese, in conversation. Code-switching, the practice of moving back and forth between two languages or between two dialects or registers of the same language, therefore is inevitable and sometimes unconscious, especially when they are having English classes.For example, in an English class at Danang University- College of Language Studies, a teacher says: â€Å"Cà ¡c em là  m bà  i  writing rá »â€œi submit cho cà ´ qua mail.†, and students ask: â€Å"Deadline là   khi nà  o vá º ­y cà ´?† Those are just two in tons of code-switching that can be found in English classes. The frequency of finding code-switching practice inside classrooms is very high and it is worth paying attention to work on. That is the reason why I would like to take on this problem to investigate. 1.2 Research rationaleNowadays, English is an obligatory subject at school, a means of international communication, and a second language in our society. Our college, the College of La nguage Studies, offers official, integrated and advanced language training, of which the strength is English. Moreover, students who study English are better prepared and have larger vocabulary since they are taught English at high schools. Finally, it is not only students but also the teachers that code-switch in class for many reasons.Therefore, the finding of code-switching between English and Vietnamese is much higher than in other languages. By carrying out this study, I hope that it will help the students and the teachers as well be aware of code-switching in class and through some general suggestions for this issue, they can find specific solutions to avoid the drawbacks and make code-switching an effective tool for learning and teaching English. 1.3 Research scopeCode-switching is a broad topic since it occurs in many aspects of our lives. However, in this research, I only focus on code-switching in English classes performed by teachers and students of Danang University- Col lege of Language Studies- Department of English because I think it is more practical and feasible. Therefore, the process of interviewing and observation will take place in some English classes and some notes are also taken from the Internet. All the participants taking part in this study are required to use Vietnamese as their mother tongue, and English as their second language.1.4 Aims and objectivesThe study explores the use of code-switching in English classes at the College of Language Studies. Specific objectives are set as follows: Examine the frequency of code-switching found in these classes Investigate the  fluency and accuracy of the participants who apply code-switching in their classes Investigate the purposes and reasons for the practice of code-switching in classes Present an array of the influences of this practice1.5 Research question– What is likely to be the frequency of the practice of code-switching in English classes? – What are the reasons and purposes for code-switching in English classes? – What are the effects that code-switching might create and what can be done to make it a useful tool for teaching and learning English?1.6 HypothesisFirstly, it is hypothesized that the frequency of code-switching among bilinguals is very high because of a number of reasons. It may occur because there are no equivalent words, to convey intimacy, to avoid being overheard or understood, to add emphasis and some other reasons. Such reasons were anticipated in the findings of Nguyen Ha Quyen (2011). In addition, Walid M Rihane (n.d) also provided five reasons for code-switching, which are solidarity, social status, topic, affection and persuasion.Secondly, there is a tendency of practicing code-switching in class more, especially amongst students since they are encouraged to use English in classes; their vocabulary and grammar, however, is sometimes not enough to express their feelings or ideas. This may cause some effects such as words and phrases are applied in the wrong way, some students might transcribe some words to the accents and dialects that they are familiar with and so on.Chapter 2: Literature Review2.1. Previous studies 2.1.1 Code-switching in conversationCode-switching is one of the major issues in bilingual research. According to Milroy and Muysken (1995), the switches occur in different ways, sometimes the switching occurs between the turns of speakers in a conversation, sometimes between utterances within a single turn and sometimes even with in a single utterance. Nguyen Ha Quyen (2011), also investigated code-switching in conversation of Vietnamese teenagers, she pointed out that â€Å"to some people, Code-switching has become a habit and most time occurs subconsciously when speaking with people at the same age† and that â€Å"code-switching should be viewed from the perspective of providing a linguistic advantage rather than an obstruction to communication.†2.1.2. Why do peop le code-switch?Code-switching often happens with bilinguals and there are many reasons for this. Walid M Rihane (n.d) argued that code-switching is motivated by five main factors, which are solidarity, social status, topic, affection and persuasion. Some research has also found that people code-switch to emphasize or clarify a particular point, to reinforce a request, to substitute a word or to express a concept that does not have a direct equivalent in other language. Specifically, Nguyen Ha Quyen (2011), provided some factors that influence code-switching, such as: – No equivalent words in Vietnamese.2.1.3 Code-switching in the classroomCurrently, there has been several research on this field. Ehsan Rezvani (2011), in the research â€Å"Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation† proved that â€Å"code-switching is a readily available and frequently applied strategy for foreign language teachers in classroom interaction and cla ssroom management†, â€Å"although the teacher enjoyed high English proficiency levels, they did not maximize the target language (i.e. English) in their classroom interactions†. In addition, Bulelwa Ndabeni (2002) argued in her research â€Å" An investigation of Code Switching in different learning areas in a grade seven class† that â€Å"code switching has an important role to play in the school classroom, but more longitudinal studies are needed on the implications of code-switching†.She noted that â€Å"we must also be careful of the other negative side of classroom code switching†; â€Å"teachers should be aware of the importance of code switching in the classroom, but they should not use it as an avoidance strategy†. In my research, therefore, I will present some general suggestions to make code switching more useful in English classes. Chapter 3: Methodology and procedures3.1 Research methodI propose a qualitative study using question naires, observation and in-depth interview methods. Specifically, I would like to use questionnaires to collect the data. One of the major advantages of this method is that it provides possible anonymity and avoids embarrassment on the part of the respondents. It can be easy to gather a large amount of information to analyze. However, using questionnaires also brings some drawbacks. Therefore, I would also choose natural observation, which involves observing behavior as it takes place in the environment. In this case, the environment is inside the classroom of English classes. Observation is a useful strategy.For Saurab, â€Å"It is the primary mode of acquiring knowledge about the environment†. This method will help the researcher avoid the wide range of problems that is usually found if using questionnaires. For example, when having questionnaires delivered to the respondents, the researcher might not always get accurate or complete answer, or respondents may answer in ways that correspond to what is socially desirable. In addition, in-depth interview is used as well. This is a powerful data collection method. The biggest advantage of this method is that there is time for the respondent to further develop and give reasons for his or her point of view- without being influenced by the opinion of other respondents.3.2 Description of population and sampleThe participants of the study are teachers and students of The University of Danang- College of Language Studies- Department of English. Those participants, especially students, come from different cities and provinces. The gap of facilities needed to learn English, therefore, may exist amongst the students. Furthermore, the participants are required to use Vietnamese as their mother tongue, and English as their second language.The chosen  type of sample is simple random sample, i.e. each unit in the population has an equal chance of being selected. According to Natalie Andrew, â€Å"freedom of human b ias and classification error remains one of the biggest advantages simple random sampling offer† and â€Å"if done right, simple random sampling results in a sample highly representative of the population of interest.†3.3 Data CollectionInformation will be collected by observing randomly some English classes with Vietnamese teachers. These classes could be for first year or even final year students, since even first year students study integrated English. The researcher will record the date or take some notes. Furthermore, as mentioned above, questionnaire will be used as one of the method to collect the information. The questionnaires will include both closed and open questions and they will be delivered to random classes in the college. In addition, some interviews are also conducted to find out the ways and the reasons for code-switching. The interviewer will ask some closed and open questions and then probe for elaboration. In this way, data will be collected by tak ing notes.3.4 Instrument for data analysisThere will be some instrument needed for data analysis. For interview, it is needed to have a computer and a recorder apart from notes. The computer is to type and edit questions and answers and to save the information after the interview. It is used to design the questionnaires as well. It is also necessary to have a simple calculator to figure out the frequency of the practice of code-switching through its occurrences. In some cases, Microsoft Excel is used as a tool to help the researcher analyze faster and more accurately.3.5 Data analysis and expected findingsData collected will be dissected by logical and statistical techniques to correspond to the followings: the frequency of using code-switching in English classes of both teachers and students, the purposes and the ways of practicing code-switching. The researcher will count the occurrence of code-switching in the data collected, then identify the frequency. Information from the inte rview and questionnaires will be analyzed mainly to get the reasons and manners of performing code-switching in classes. Finally, the researcher makes a report to present the findings.