Thursday, November 28, 2019

Comparison Between My Last Duchess Ulysses Regarding Dramatic Monologue Essay Example

Comparison Between My Last Duchess Ulysses Regarding Dramatic Monologue Paper Question : What is a dramatic monologue? Which of the two, in your opinion, is the stronger dramatic monologue in Tennyson’s â€Å"Ulysses† or Brownings â€Å"My Last Duchess†? Answer : Traditionally dramatic monologue is a lyrical poem in the form of speech spoken by a single man. It is dramatic because it begins abruptly and in the development of its thought it takes several sudden turns which impart dramatic dimension to the poem. In a dramatic monologue the single speaker reveals his thoughts in the presence of a single silent listener or some silent listeners. The speaker is not necessarily the poet himself though the speaker often gives out the poets belief and philosophy. The speakers revelation, in fact, leads the readers to probe deep into the psycho-analytical or soul-dissecting. Therefore, a dramatic monologue is a kind of poem which comprises of lyrical strains, abrupt beginning, single speaker, silent listener or listeners, psychological analysis, clues to suggest the presence of the silent listeners and what they say or do. Robert Brownings â€Å"My Last Duchess† and â€Å"Andrea del Sarto†, Tennysons â€Å"Ulysses† and â€Å"Tithonus† are famous dramatic monologues. A dramatic monologue usually begins abruptly somewhere at the middle of the event. He beginning of Ulysses is not so sudden and surprising. The opening lines seem to have a tone of introduction : â€Å"It little profits that an idle king † It does not produce a surprising dramatic effect which is traditional for dramatic monologues. On the contrary, â€Å"My Last Duchess† begins with dramatic suddenness : Thats my last Duchess painted on the wall. † The readers understand that the event has begun earlier. But the poem begins somewhere in the middle of the speech giving a dramatic twist. A single person, Ulysses, speaks throughout the poem. It is understood that some of his old comrades are present around him. Ulysses encourages them in undertaking a new adventure. First, he tells them why he d oes not want to stay at home. Then, he asks them to start the journey. At times, he addresses them as â€Å"My friends† and â€Å"Come my friends†. He tells them, â€Å"you nd I are old. † These are the clues which lead us to believe that other mariners are present but they do not speak. Telemachus presence is also felt. Tennyson here follows the tradition of allowing one person to speak and keeping others silent. In â€Å"My Last Duchess† we see the same thing. As the poem progresses, it becomes clear that only a single person speaks. The speaker is the Duke of Ferrara who is talking about his dead Duchess portrait painted by Fra Pandolf. At several points of the poem it becomes evident that there is a listener who remains silent. We will write a custom essay sample on Comparison Between My Last Duchess Ulysses Regarding Dramatic Monologue specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Comparison Between My Last Duchess Ulysses Regarding Dramatic Monologue specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Comparison Between My Last Duchess Ulysses Regarding Dramatic Monologue specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For example, when the duke says â€Å"Willt please you sit and look at her? † or â€Å"Willt you please rise? † we understand that someone is present around him. Later in the poem, we come to know that he is an emissary for the second marriage of the Duke. Throughout the poem he does not talk. But his reactions are revealed through the Dukes speech. For example, the clue to understand the surprise in the emissarys face has been revealed by the Duke himself : â€Å"so not the first/ Are you to turn and ask thus. † We know he does not ask anything but there has been a question in his countenance. Tennyson reveals his hearts desire in â€Å"Ulysses†. This is another aspect of dramatic monologue. He says he does not enjoy peaceful life at home, and so, he wants to set out for new adventures. His inner thoughts have been revealed. However, the revelation is very simple and plain. The speaker here is more concerned with external things around him rather than psychological crises which are the essence of a successful dramatic monologue. In this aspect â€Å"My Last Duchess† also the same as â€Å"Ulysses†. Here the Duke while talking about the Duchess reveals his own mind. We understand that he is a possessive husband, a cruel person, a proud aristocrat, a greedy bridegroom but a connoisseur of artworks. He also reveals that the Duchess was an innocent, easy-going lady. These analyses of Dukes temperament are the essence of this dramatic look. It may now concluded that both the poems are fine examples of dramatic monologue though â€Å"Ulysses†s beginning is not so startling and it lacks psychological probing. So, from my point of view, â€Å"My Last Duchess† is more strong dramatic monologue than â€Å"Ulysses†.

Monday, November 25, 2019

The Hunter Trials Essays

The Hunter Trials Essays The Hunter Trials Paper The Hunter Trials Paper Essay Topic: poem Hunter Trials is a humorous poem written by renowned author John Betjemen. The poem captures the thoughts and feelings of a young girl who is competing in a gymkhana. The overall structure and vocabulary of the poem is uncomplicated and therefore adds interest and comedy to the text. The poem contains eight verses, each of which contain four lines. There is an apparent rhyming scheme of lines two and four, and one and three. The poem is in first person and allows the writer to portray his ideas more clearly. During the poem, John Betjemen stereotypes posh people and reflects on their accents and way of speech such as: Do, lend her some bits, Mummy, do. This therefore ties in with the subject and makes the poem humorous. The writer also includes several bizarre and unusual names such as Geyser and Blewitt These names are positioned at the end of the lines and makes the poem more humorous. As well as that, the last verse finishes off the poem well. The sentence: And my silly old collar bones bust Represents the spoiled child that John tried to capture throughout this poem. Yet the main factor that contributes to the comedy of the poem is the sequence of the events. For instance, the idea of fishing down the horses throat with a spanner is in itself amusing. Overall, the poem uses several techniques and use of words to portray the bright and amusing side of a gymkhana.

Thursday, November 21, 2019

Select an interesting Topic Essay Example | Topics and Well Written Essays - 250 words - 1

Select an interesting Topic - Essay Example This thought and reality is actually quite liberating. College writing simply expands on what I learned in high school. While high school did train me to pay close attention to the grammar and mechanics of my writing, I cannot say that it trained me to adequately express my own thoughts and ideas, while contributing in some way to the existing body of academic knowledge. It seems to me now that my college writing courses will be geared towards accomplishing this latter goal. As mentioned in the reading, â€Å"College writing is the form of written communication found in the academic world of universities and college – and nowhere else† (Fontaine and Smith 2). As I embark on these courses, I need to remain cognizant of this reality and make an effort to hone my writing skills and elevate them to another level. This will take some work, but by understanding that my writing should continuously change and that I am not locked into any one set style or methodology, I believe I will quickly catch on and see improvement course by

Wednesday, November 20, 2019

A Tropical Paradise Called Bohol Essay Example | Topics and Well Written Essays - 2000 words

A Tropical Paradise Called Bohol - Essay Example Visiting a foreign place always gets butterflies fluttering in one’s guts due to the excitement and anxiety of the unfamiliar environment he or she is about to experience.   The thought of a far-off tropical paradise usually arouses much thrill.   This is what I feel right now as I embark on a tour of a province in the Philippines called Bohol, situated in the Visayas, the second largest group of islands in this Asian country (Lonely Planet Travel Information).   I have heard much about the tourist spots in the Philippines, and Bohol is one place garnering much praise.   Perhaps that is why I am among a plane filled with foreigners from America and Europe and yes, also Asia, to visit this pristine place that promises one to forget his worries and indulge in the pleasures it offers weary bodies and souls. The Philippines is a small country in Asia rich in history and culture.   The brown-skinned people have survived centuries of subjugation from foreign invaders. Thre e hundred thirty years as a colony of Spain, forty years of the USA and three years of Japan right before the second World War. Before colonization, a variety of foreign traders and settlers such as the Malays, the Indonesians, Arabs, Chinese, etc. migrated to the Philippines and left their influences on the people (Lonely Planet Travel Information â€Å"History of Philippines†). At present, Philippine culture boasts of a cornucopia of languages and dialects from its people, such as Pampangueno from the province of Pampanga, Ilonggo from the province of Iloilo, Visayan from Cebu, Samar, Leyte and the other Visayan provinces.   The colloquial language is Tagalog, and this is mostly spoken in their national language which is called Filipino (Lonely Planet Travel Information). Food dishes from various provinces abound, tickling the palate with exotic tastes.   A common favorite is Adobo, a meat dish marinated in vinegar, soy sauce, peppercorns and garlic, and Pancit, a noodl e dish filled with meat and vegetables (Lonely Planet Travel Information).   During special celebrations and fiestas, roasted pig is the centerpiece of the dinner table where guests feast on the crunchy skin and succulent meat of the tenderized pork.   The country is also rich in art.   One of their earlier heroes, Juan Luna, painted the â€Å"Spoilarium†, a renowned masterpiece that has won many awards all over the world (Spoliarium Wikipedia).   Music and dance are likewise enjoyed immensely, as a host of native songs, instrumental music and dances are perennially present in programs showcasing the culture of the place the art originated from.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Philippines is home to several tourist destinations.   It has many natural wonders such as the Mayon Volcano, which has an almost-perfect cone shape (Mahalo.com).   It also has the eighth wonder of the world - a man-made rice terraces called Banaue Rice Terraces, which is a mountainous region built by hand and about 2,000 years ago by the Ifugaos, natives of Banaue in the highlands (Banaue Rice Terraces).It was for their rice supply, rice, being the staple food of Filipinos, the people of the Philippines.   The country surely has a variety of land and water forms with its rich natural resources.

Monday, November 18, 2019

Qatars Government as an Organization Essay Example | Topics and Well Written Essays - 4000 words

Qatars Government as an Organization - Essay Example Qatar adopted a new constitution in 2005, which provides limited but significant freedom of democracy to the nation’s citizens. Its government structure comprises of ministries, national councils and other relevant government agencies. According to Khurana (2013), Emir of the state is the head of cabinet and stands as the commander-in-chief of the armed forces. In Qatar, Emir is entitled with the mandate to appoint ministers and other senior officials within government institutions. Within the nation’s governance structure is a prime minister, whose duty includes supervision and coordination of efforts from the different branches of government. According to Luthans (2013), ministers are charged with the responsibility of planning and executing public policies and national programs. In the recent past, Qatar staged a government restructuring exercise on its ministries and supreme councils. Typical development within the restructuring process included modernization of gov ernance through integration of technological systems, and formulation of clear, non ambiguous mandates for each ministry. This process aimed at facilitating realization of outcome-based governance and informed decision making processes. Senior management within the nation realized the need to adopt structures that will fast-track institutional reforms and national development. This was in line with the country’s national vision for the year 2030, which strives towards improved social, economic and political development. Ornstein (2011) assert that specific provisional objectives of the vision include enhanced capacity and transparency within the public sector, and development of appropriate... The country is currently headed by Sheik bin Khalifa with a title of The Emir, which simply means a ruler or a king. According to Khurana (2013), Qatar is an oil rich country with about 70% of the gross national income attributed to the oil business. Qatar adopted a new constitution in 2005, which provides limited but significant freedom of democracy to the nation’s citizens. Its government structure comprises of ministries, national councils and other relevant government agencies. According to Khurana (2013), Emir of the state is the head of cabinet and stands as the commander-in-chief of the armed forces. In Qatar, Emir is entitled with the mandate to appoint ministers and other senior officials within government institutions. Within the nation’s governance structure is a prime minister, whose duty includes supervision and coordination of efforts from the different branches of government. According to Luthans (2013), ministers are charged with the responsibility of pl anning and executing public policies and national programs. In the recent past, Qatar staged a government restructuring exercise on its ministries and supreme councils. Typical development within the restructuring process included modernization of governance through integration of technological systems, and formulation of clear, non ambiguous mandates for each ministry. In addition, the vision seeks to create a sustainable business environment accompanied by substantial space for civil rights.

Friday, November 15, 2019

Diversity in the Classroom

Diversity in the Classroom Schools are the places where the children shape their personalities and behavior. Like a child who shapes his or her personal outlook, even the school will be shaped by diverse cultural practices and values of the society. In essence, schools also reflect the existing norms of the society for which they set up. Interrelated and closely bonded beliefs and values are very common the culture of the schooling. In this chapter, an attempt was made to relate the basic ideology that underlines the culture in the US with many core values and beliefs. In addition, a link was made to relate the basic ideology as a means of divulging the deeper meaning of culture. Child rearing is a very meaningful approach that one can use to reveal the deeper meaning of the culture. Rearing children in a classroom has a strong link with the underlying culture of diverse ethnic groups. Several authors in the past have tried to explain what childrearing is, especially in the context of existing cultural practices. Almost all authors believe that childrearing is a mirror of different cultural ideologies along with practices and values of different cultures. Ogbu (Ogbu, 1981) believes that parents prepare their children for the society and the world as they know and experience it. Society can easily influence and shape our schools. The core values and practices of the society are some of the critical factors that shape our schools. Educators, students and parents may never understand the deeper meaning of culture within the ambience of school learning. Traditional definitions of culture given by noted anthropologists may not be sufficient for designing and executing school learning experiences that are so common in culturally different settings. In this section, we will treat objectifying culture as the basic step in the process of designing and constructing a simple and workable definition of culture. This simple working definition will help us streamline planning school learning experiences among different people. What is objectifying culture? A simple depersonalization process that helps us in conducting critical examination of the ideologies that support accepted and acknowledged social behavior and cultural practices. Ideologies and beliefs can reflect different aspects of deep meaning of culture. Schools are the learning centers that also reflect the cultural norms of a larger sized society. Deeper meaning of the culture can also be revealed through inspecting and evaluating ideologies and any interconnected beliefs and values. One can also reveal the deep meaning of culture by including communication among parents, teachers and students, and different social interaction patterns, as well as childrearing methods and practices. The Culture of Practice in a Struggling School Every teacher is different. Each one of them has own ideological stance and understanding of culture. In fact, these two viewpoints shape how they see school curriculum, learning process, pedagogy and social context that allow learning in school. In nutshell, the way and manner in which a teacher understands the culture influences in the school, will ultimately influence his or her ability to provide meaningful and productive learning experiences to the students. This chapter will provide two main benefits: It provides you a solid groundwork to comprehend cultural diversity in a classroom; It also helps you learn how to teach traditionally underserved students, who come from diverse and experiential backgrounds. Hollins (Hollins, 2006) reported about an approach, which was identified as a structured dialogue, playing an important tool to assist convert the culture of practice followed in a low performing school. In such schools, teachers also learned how to teach traditionally underserved urban students. The first part of this chapter presents you the study as reported by Hollins. On the other hand, the second section of this chapter deals with the things that teachers learned in their classroom, in the form of a structure that is planned at divulging the deeper meaning of culture within the ambience of a school. The most critical components of this framework are: Culturally mediated cognition and Culturally mediated instruction The main goal of this dedicated discussion is to bring an awareness of the culture of practice in very low performing urban schools. This expertise will empower you to evaluate your own progress as a dedicated classroom teacher and shun possible scenarios where you will be introduced unconsciously to the prevailing practice of culture. What is a structured dialogue? It is an intricate process of learning, where all teachers come together in a study group styled format, to discuss and learn more about their classroom dialogues. In the process of conducting a series of dialogues, teachers can describe the unique successes and special challenges they encounter in their classrooms along with evidences and testimonies from each of the participating teacher. The most significant benefit of a structured dialogue process is the teachers ability to learn from other on different methods that can help in improving classroom practices and student learning outcomes. Identifying a Developmental Trajectory Hollins (Hollins, 2006) also worked on developing a developmental trajectory for modifications in the culture of practices in many of the underperforming urban schools. This trajectory involved three positions and three markers. The positions were: A Natal or initial culture identified in many of the underperforming schools just at the initiation of the study. A transitional position, when old practices and values were replaced or changed with new ones by the participating teachers A transformed culture, where all participating teachers adapted new and fresh values, practices and perceptions On the other hand, three important markers suggested for changes in the teachers culture of practices are: Teachers perceived perceptions and opinions about students, Teachers perceived perceptions and opinions about instruction and Interrelationship among different teachers Learning more about different positions The natal position is a simple, yet effective approach to structured dialogue. The teachers of a school join as a group, in low performing schools, to hold a deficit viewpoint of their students to focus on a number of issues like: Lack of skills, knowledge and information among students A perceived negative view of a students conditions of living An attitude that parents show disinterest in their childrens education In fact, every classroom is bound to lead to differences in learning outcomes. These differences could be due to a number of reasons like: Students effort and dedication towards studies, Intelligence, skills and perceived smartness Familys social status in the society In a natal position, teachers may or may not visit each others classroom or they may or may not talk to each other regarding their teaching methods. In fact, classroom instruction delivered by teachers was private and confidential. School authorities ensured that new teacher inductees were formally socialized into this new culture. Next, will be the transitional position. During this position, teachers may never talk negative about a student. However, it is quite difficult to realize similar outcomes with all the instructional approaches used by the teachers. This issue resulted in a serious discussion about the existing relationship between the teaching approach and the student-learning outcome. Dialogues about individual teaching practices veered towards personal, although individual teachers were careful about assuming responsibility for learning outcome among students. Senior teachers started giving better attention to the induction of new teachers by setting up informal and personal mentoring sessions. These sessions always included provision of guidance and help about teaching methods and approaches. On the other hand, transformational position is the last position that emerges during the third year of the study. The positive aspect of this position was that teachers always talked positive about their stu dents. In fact, positive outcome was the most significant benefit of this position. With the initiation of this position, teachers talked more about: The information students know and understand What should they know more about What instructional methods appeal them the most Teachers also found time to discuss many other issues like: The existing relationship among teaching methods and approaches Attributes of the student community Learning outcomes and results Teachers become more responsive by taking full responsibilities for their students learning outcomes. Teachers also start talking more about their students strengths, weaknesses and other related issues. In fact, everyone in the pubic knew about what students are doing and how they are performing. Teachers took each others suggestions seriously, visited others classrooms and later assumed full responsibility for their own classroom actions. All senior teachers started taking additional responsibilities about the new inductee teachers. Hollins (Hollins, 2006) presented the concept of developmental trajectory that is closely related to the typology subject discussed in Chapter I. The trajectory and typology discussed here gives you three important positions with relating categories of indicators for conceptualizing teaching methods. When you compare positions and indicators in the typology highlighted erstwhile in the first chapter of the book, with those of Hollins, many similarities may exist between the indicators, across many positions in the typology and the trajectory. For example, You can observe that the Type I teachers mentioned in the typology are almost similar to the teachers that were mentioned in the natal position, especially in the trajectory on indicators for teachers viewpoint on students and instruction. On the other hand, many indicators in the transformational position lying on the developmental trajectory and in the Type III in the domain of typology indicate towards the application of a teachers knowledge and awareness about: The intricate relationship between many student attributes and experiences Instructional and teaching practices adapted by the teacher Learning outcome as a meaningful support for teaching that is productive and result oriented. As mentioned elsewhere in the book, a structured dialogue is an efficient tool for assisting the complete transformation of a community of teaching practice and practices of individual teachers. If you are a beginning teacher, who is just starting to interact with your students, you can use this tool to improve your teaching methods and practices. The typology and the trajectory are very beneficial to teachers, old or new, in many different ways. The term typology is descriptive; it tries to explain the perceptual position, and response of teachers who are hired to teach in K-12 schools. It is a very convenient tool for analysis, evaluation and introspection for planned personal growth. On the other hand, developmental trajectory means the transformation of the practice of culture in an underperforming school with that of a learning community that focuses on enhancing student learning outcomes. Tip: When you recognize different indicators of position in a culture of practice followed in a school, you can easily understand how to interact and converse with colleagues and in what manner you can monitor and evaluate your own individual growth after participating in a community of practice. Both trajectory and typology are very beneficial to teachers in many ways. However, the typology model presented before in the first chapter, only detected the basic characteristics of teachers perception and practices along the lines of three positions, and it did not provide a structure for comprehending the existing relationship between different culture and school practices. Hence, the remainder part of this chapter will provide a platform for understanding the existing association between learners cultural backgrounds, classroom learning mode and learning outcomes. Cultural Diversity in a Classroom This course framework will provide you a theoretical perspective for culling knowledge base from other chapters and elucidate the structure to assist application to practice. The main concepts embedded in the framework will give a broader meaning for locating self-identity within the ambits of a culturally diverse society for Making an inquiry into students cultural and experiential background, Undoing sensitive elements from purposeful learning for students who from diverse communities and study in elementary and secondary schools The other objective of this chapter is to make clear the existing relationship between culture, cognition, pedagogical practices and many learning outcomes. The underlying structure for comprehending cultural diversity in a typical classroom consists of two major parts, namely: Culturally intervened cognition and Culturally intervened instruction The former refers to the manner in which a students brain, memory structures and critical intellectual processes enhance, support and develop within a given cultural context. On the other hand, the latter includes a number of important components like culturally intervened cognition and prized knowledge and skills in school curriculum and culturally correct social scenarios for learning experience (see Table 7.2). Bransford, Brown, and Cocking (1999) pointed out that, all learning involves transfer from previous experiences (p. 56). The monumental work of Piaget and Vygptsky provides a theoretical ground for understanding cultural diversity in a classroom. This theory draws on available information processing to explain different structural components among different cultures, cognition, and pedagogy and learning experience for different cultural backgrounds. Note that you can find structural components among the participating individuals and groups, who are studying under different school settings. On the other hand, culture is unique and dynamic with constant changes and modifications. Journal Activity How do you handle a culturally diverse classroom? Explain how you want to teach and train your children, especially in the context of existing cultural practices. Explain how you will develop an ability to provide meaningful and productive learning experiences to the students, who are studying in a culturally struggling school. Differentiate between culturally mediated cognition and culturally mediated instruction. Explain your plan of action to make structural dialogue a success. Pause and Reflect As a teacher, why do think that a structured dialogue is an efficient tool for assisting the complete transformation of a community of teaching practice and practices of individual teachers. Provide reasons for your argument. What are the possible bottlenecks and potential problems that are likely to crop up, when you are using structured dialogues? Think of some strategies and plans to use different perceptions.

Wednesday, November 13, 2019

Free King Lear Essays: The Unaccommodated Man :: free essay writer

The Unaccommodated Man in King Lear In William Shakespeare's King Lear, betrayal is a common event that leads to the downfall of some of the characters. In today's society, there are two main attitudes that are generally taken towards these fallen individuals or unaccommodated men. The first attitude is more of a pessimistic, judgmental attitude. This attitude puts the majority of the blame on the individuals themselves. The individuals are portrayed as being responsible either due to ignorance or laziness, and it is thought that the individuals got themselves into their deprived situation and they can also find their way out. The second view is more optimistic and is usually more merciful and accepting. People taking this stance generally would take pity on the individuals thinking that their unfortunate situation was due to a simple case of bad luck, or that these individuals were taken advantage of or betrayed by others ultimately leaving them accommodated. In King Lear, the characters Lear, Gloucester, and E dgar were all betrayed by family members leading to their unaccommodated lives. Once again you can take the pessimistic, judgmental attitude or the optimistic, merciful attitude. When applied to the characters in King Lear, I choose to take the optimistic, merciful attitude. King Lear was betrayed by his two daughters Goneril and Regan. King Lear wanted to distribute his land according to the amount of love that this daughters had for him. Granted this was an illogical method, his intentions were not to destruct the family and himself. He was also very harsh to Cordelia, but the ultimate event that took place to leave him unaccommodated was the betrayal by Goneril and Regan. Lear put his trust in the wrong people, and it ended up placing him in a horrible situation. Now Lear did not make the smartest decisions, but what wrong did he commit in trusting his two daughters who professed their love for him to provide for his basic needs. "How sharper than a serpent's tooth it is to have a thankless child." ( I, iv,57). Lear voices his frustration with not being able to trust his own family members. Gloucester's downfall was also a case of betrayal. His illegitimate son, Edmond, betrayed him into thinking that Edgar, his legitimate son, was plotting against him. One might say that Gloucester was ignorant in believing Edmond, and that he was illogical in not confronting Edgar.