Importance of the Telemachy in Developing Major Themes of Odyssey Essay

The Importance of the Telemachy in Developing Major Themes of Odyssey      Ã‚  Ã‚   As we begin to read the Odyssey, one of the surprising facts is that we do not meet the famed hero until we are well into Book V, on Calypso's island of Ogygia. However, during these introductory four books, we learn of the situation in Ithaca, Odysseus' plight, some of the most important themes of the story and of course Odysseus' son Telemachus. Homer keeps us in suspense, building the reputation of Odysseus by the stories of Menelaus, Helen, Nestor and all Odysseus' friends in Ithaca. Also, by building up the character and heroism of Telemachus, we are impressed by him, and as Athene says "your father's manly vigour has descended upon you". We would expect Odysseus to actually be better than Telemachus, due to his kleos ('undying fame on the lips of men') and experience ("Few sons, indeed, are like their fathers. Generally they are worse" Athene). So we learn of our main hero through words and inference, but this section of the book is key for our understanding as to the rules and practices of the Greek world in this story, and how the rest of the Odyssey will be carried out. Homer does this by bringing in all the themes that we will encounter time and again as we read on.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Even in the first part of Book I, in Homer's appeal to the Muse and also the introductory meeting of the Olympian Gods, one of the most important themes is brought in. This is the theme that transgressions, especially non-pious ones, lead to punishment. Examples given here are Odysseus' men eating the Sun God's (Hyperion's) cattle, resulting in the destruction of their ship. Homer even comments on it - "their own transgression that brought them to their doom". As... ...seashore", indicating his mood of despair. The link here is between the seashore and despair. When a hero feels an emotion it can be expressed in the book by their location. Thus when we meet Odysseus for the first time he is crying on the beach of Ogygia. When the crew leave the land of the Cicones, they come ashore for a short while away from there to weep on the beach or shore for their lost comrades. They do the same thing when they arrive at the island of Circe.    Now we can leave the Telemachy with these ideas, narrative tools and themes in our mind of how the story will continue and according to what rules. We also have a good idea as to what our hero will be like when we meet him, as we do in Book V. Work Cited: Homer (Translated by Robert Fagles. Preface by Bernard Knox). 1996. The Odyssey. New York: Viking Penguin, div. of Penguin Books, Ltd. Importance of the Telemachy in Developing Major Themes of Odyssey Essay The Importance of the Telemachy in Developing Major Themes of Odyssey      Ã‚  Ã‚   As we begin to read the Odyssey, one of the surprising facts is that we do not meet the famed hero until we are well into Book V, on Calypso's island of Ogygia. However, during these introductory four books, we learn of the situation in Ithaca, Odysseus' plight, some of the most important themes of the story and of course Odysseus' son Telemachus. Homer keeps us in suspense, building the reputation of Odysseus by the stories of Menelaus, Helen, Nestor and all Odysseus' friends in Ithaca. Also, by building up the character and heroism of Telemachus, we are impressed by him, and as Athene says "your father's manly vigour has descended upon you". We would expect Odysseus to actually be better than Telemachus, due to his kleos ('undying fame on the lips of men') and experience ("Few sons, indeed, are like their fathers. Generally they are worse" Athene). So we learn of our main hero through words and inference, but this section of the book is key for our understanding as to the rules and practices of the Greek world in this story, and how the rest of the Odyssey will be carried out. Homer does this by bringing in all the themes that we will encounter time and again as we read on.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Even in the first part of Book I, in Homer's appeal to the Muse and also the introductory meeting of the Olympian Gods, one of the most important themes is brought in. This is the theme that transgressions, especially non-pious ones, lead to punishment. Examples given here are Odysseus' men eating the Sun God's (Hyperion's) cattle, resulting in the destruction of their ship. Homer even comments on it - "their own transgression that brought them to their doom". As... ...seashore", indicating his mood of despair. The link here is between the seashore and despair. When a hero feels an emotion it can be expressed in the book by their location. Thus when we meet Odysseus for the first time he is crying on the beach of Ogygia. When the crew leave the land of the Cicones, they come ashore for a short while away from there to weep on the beach or shore for their lost comrades. They do the same thing when they arrive at the island of Circe.    Now we can leave the Telemachy with these ideas, narrative tools and themes in our mind of how the story will continue and according to what rules. We also have a good idea as to what our hero will be like when we meet him, as we do in Book V. Work Cited: Homer (Translated by Robert Fagles. Preface by Bernard Knox). 1996. The Odyssey. New York: Viking Penguin, div. of Penguin Books, Ltd.

Commanding Lady Fortune: Machiavelli’s Theory of History Essay

Commanding Lady Fortune: Machiavelli’s Theory of History Machiavelli opens his Discourses on Livy by declaring that what will follow will be entirely revolutionary—â€Å"a path yet untrodden by anyone†Ã¢â‚¬â€but then quickly backs down from such assertions, shifting his focus away from his own efforts to the modern views of the ancients, and leaving the nature of this revolutionary undertaking ambiguous (Discourses, 5) . Indeed, the purpose of the whole work is repeatedly skirted in the preface. Machiavelli instead focuses on the distinction between the moderns and the ancients, mourning the superficial modern adoption of ancient ideas in art and law that lacks a deeper understanding of the philosophical underpinnings of ancient thought. He leaves us with only a vague description of his purpose in writing the Discourses—â€Å"so that those who read these statements of mine can more easily draw from them that utility for which one should seek knowledge of histories† (Discourses, 6). What the specific utility of history is, however, and what is so novel about his treatment of it, Machiavelli does not say. However, within the preface, and throughout his subsequent treatment of the idea of history in both the Discourses and The Prince, it becomes clear that he is indeed arguing something revolutionary through his use of history as a guide for politics. He chastises the moderns for â€Å"judging that imitation is not only difficult but impossible—as if heaven, sun, elements, men had varied in motion, order, and power from what they were in antiquity,† that is, for being deceived by Christianity into believing that its inception had fundamentally altered the nature of the world, and that a distinction between the ancients and the moderns is anything... ...lf than of the prince he has been hired to serve, meaning that, because Machiavelli also believes in a human nature that is at its foundation, deeply self-serving, a monarch can have no true advisors and is doomed to failure (Prince, 93). In a republic, however, men like Machiavelli are free to look out for their own good while charting a course for the state, as both goods are aligned (Discourses, 130). While the prince of a republic may himself only possess the second kind of mind and be unable by his nature to come to such a broad understanding of history and the causality of human events that Machiavelli has, it is enough that he has among his advisors such men as Machiavelli. Thus, ultimately, Machiavelli’s â€Å"yet untrodden path† turns out to be the creation of a method for government that is premised on the ability to master every kind of manifestation of fortune. Commanding Lady Fortune: Machiavelli’s Theory of History Essay Commanding Lady Fortune: Machiavelli’s Theory of History Machiavelli opens his Discourses on Livy by declaring that what will follow will be entirely revolutionary—â€Å"a path yet untrodden by anyone†Ã¢â‚¬â€but then quickly backs down from such assertions, shifting his focus away from his own efforts to the modern views of the ancients, and leaving the nature of this revolutionary undertaking ambiguous (Discourses, 5) . Indeed, the purpose of the whole work is repeatedly skirted in the preface. Machiavelli instead focuses on the distinction between the moderns and the ancients, mourning the superficial modern adoption of ancient ideas in art and law that lacks a deeper understanding of the philosophical underpinnings of ancient thought. He leaves us with only a vague description of his purpose in writing the Discourses—â€Å"so that those who read these statements of mine can more easily draw from them that utility for which one should seek knowledge of histories† (Discourses, 6). What the specific utility of history is, however, and what is so novel about his treatment of it, Machiavelli does not say. However, within the preface, and throughout his subsequent treatment of the idea of history in both the Discourses and The Prince, it becomes clear that he is indeed arguing something revolutionary through his use of history as a guide for politics. He chastises the moderns for â€Å"judging that imitation is not only difficult but impossible—as if heaven, sun, elements, men had varied in motion, order, and power from what they were in antiquity,† that is, for being deceived by Christianity into believing that its inception had fundamentally altered the nature of the world, and that a distinction between the ancients and the moderns is anything... ...lf than of the prince he has been hired to serve, meaning that, because Machiavelli also believes in a human nature that is at its foundation, deeply self-serving, a monarch can have no true advisors and is doomed to failure (Prince, 93). In a republic, however, men like Machiavelli are free to look out for their own good while charting a course for the state, as both goods are aligned (Discourses, 130). While the prince of a republic may himself only possess the second kind of mind and be unable by his nature to come to such a broad understanding of history and the causality of human events that Machiavelli has, it is enough that he has among his advisors such men as Machiavelli. Thus, ultimately, Machiavelli’s â€Å"yet untrodden path† turns out to be the creation of a method for government that is premised on the ability to master every kind of manifestation of fortune.

Translating 21 Grammes from screen to stage. :: Drama

Translating 21 Grammes from screen to stage. Explain how research material was gathered and used within the process At the very beginning of the devising process the whole group watched the film of 21 grams and in our first lesson we collected any comments about form, structure and content. We then started creating possible ideas and characters, and after a few weeks we decided we could set ourselves almost mini homework’s for certain characters or storylines and come back to the next lesson with some fresh new ideas. The first bit of research I did was actually about the film 21 grams and why the film was titled this? And what it meant? I then found out that when a human dies they lose 21 grams in body weight; we then started gathering idea around this such as the 21 grams being the human soul and as you dies your soul leaves your body. I also found out that an average chocolate bar weighs 21 grams so we played with the idea of there being a chocolate bar incorporated in every scene somehow, as we thought that having a chocolate bar in every scene would be a bit to difficult. Another idea was that maybe in the very last scene all the characters that are dead would be lying on the stage with a chocolate bar resting on their chest. But as we produce more drama and more characters were developing we decided that maybe trying to incorporate these ideas wouldn’t work and didn’t really fit in with the rest of our piece. The other main way in which we needed to do research was because we were using projection and we needed to get certain images and information. So in that sense probably the main storyline that was researched was the vicar and his wife trying to have a baby and because we had decided to use projections we needed to find picture of pregnant women and babies. We also use projections for the train crash so we gathered together pictures and newspaper articles. Nearly all the research for the pictures was by way of the Internet.

Teachers needs self-confidence to plan and implement

IntroductionThe words of the General Teaching Council ( GTC ) statement that â€Å" instructors inspire and lead immature people, assisting them achieve their possible as fulfilled persons and productive members of society † highlight the importance of instructors in today ‘s society and stress that instruction is a demanding profession. This mission statement is reinforced by the Professional Standards for Teachers which outline â€Å" properties, cognition, understanding and accomplishments required of instructors at each calling phase † . Both apprehension of theory and practical experience are required to heighten a instructors ‘ development. Different theories and doctrines have been used to explicate the patterned advance to going a ‘good instructor ‘ and I aim to analyze the mode in which these theories have contributed towards my ain professional development whilst critically analyzing different doctrines.ProfessionalismIn my position, a professional instructor requires both self-confidence and humbleness. A instructor needs assurance to program and implement undertakings whilst being undeterred by troubles and humbleness to avoid assurance going haughtiness. The comprehension of professionalism is supported by Hoyle ( 1995 ) , that professionalism can be understood by cognition, liberty, and duty. A profession should establish its pattern on specializer cognition which is beyond the range of laic people. This cognition should be both theoretical in the signifier of scrutinies and practical in t he signifier of experience. Autonomy follows the rule that every category is different as is every kid and the instructor should utilize their better opinion to move in the best involvements of their students. Duty is the reciprocal of liberty. The freedom of liberty must be expressed responsibly. A more in-depth analysis has been researched sing the key attributes which are associated with professionalism by Hoyle. Hoyle ( 1980 ) distinguished between restricted professionals and drawn-out professionals. Restricted professionals have their focal point in the schoolroom with the precedences being learning methods, their ain didactic behavior, and capable affair. The drawn-out professionals nevertheless are concerned with professional coaction and turn up their schoolroom instruction in a broader educational context. They besides aim at working as members of a school squad.REFLECTIVE PRACTITIONEROther than merely using professionalism in the transporting out of responsibilities, a instructor should be one who at regular intervals, looks back at the work they have done, and the work procedure, and considers how it can be improved by reflecting on the work that has been done and the jobs encountered in the class of making it. The construct of brooding pattern can be described as a critical procedure in heightening one ‘s field or subject harmonizing to Donald Schon ( 1996 ) . Brooding pattern is a manner for novices to recognize the nexus between â€Å" their ain single pattern and those of successful practicians † . Using this construct it allows for thoughtful consideration into 1 ‘s ain experiences and using cognition to pattern whilst being guided by professionals. Hopkins and Antes ( 1990 ) show a similar position that brooding pattern can be classified in footings of action research. Action research, in bend, is defined as a tool of course of study development dwelling of uninterrupted feedback that targets specific jobs in a peculiar school puting. As such, it has become a standard construct in teacher instruction plans. The instructor pedagogue as research worker and function theoretical account encourages pupils to set theories they have learnt into pattern in their schoolrooms. A parallel attack indicates that portfolio development has become a favorite tool used in pre-service instructor instruction ( Antonek, et Al, 1997 ; Hurst et Al, 1998 ) . Portfolios encourage inexperienced instructors to garner important stuffs culled in the class of their professional development to document their competences. Portfolios include a brooding constituent, for when the instructor decides which stuffs to include, they have ascertained which learning patterns worked good and why ( Hurst et a, 1998 ) . The portfolios can and should be modified at points throughout a instructor ‘s calling, as the instructor continues to use larning to practical instruction, a process which is the trademark of a brooding practician. The above theories are similar in that they focus on either pre-service or novices in a subject and lineation that contemplation is used to derive cognition and to get the better of failings. These attacks are summarised by educational theoretician and psychologist Jerome Bruner ( 1987 ) when he stated that â€Å" ego is a perpetually rewritten narrative † .PRE-BLOCK ExperienceIn the broadest sense, a instructor can be defined as person who non merely teaches or imparts cognition, but is besides and possibly most significantly, person responsible for determining the heads and attitudes of all those whom they teach. A A instructor has the power to exert a strong influence over theirA students. When coupled with certain definite accomplishments, a good instructor has the potency to hold a womb-to-tomb impact on the pupils. An effectual instructor of mathematics continues to look into new mathematical cognition and effectual instruction schemes. An effectual mathematics instructor wants to eliminate the fright and anxiousness that mathematics represents to many pupils. As stated in the National Council of Teachers of Mathematics ( NCTM ) Curriculum and Evaluation Standards for school mathematics ( NCTM, 1989 ) , an effectual mathematics instructor will be able to actuate all pupils to larn mathematics. My doctrine about what constitutes an effectual mathematics instructor may outdo be illustrated by an illustration which came to my attending detecting a freshly qualified mathematics instructor. The mathematics instructor was portraying fractions in a manner easy comprehendible by the bulk of the category with assorted appraisal techniques used to guarantee the students understood. However, one student failed to hold on the subject and non unnaturally struggled to reply the inquiries. As the instructor ‘s attending was occupied by the remainder of the category, this one student was unable to continue with the inquiries. At the terminal of the lesson as the instructor had non watched over the category for any students that struggled, the student left the category still uncomprehending and uninterested in the subject. The instructor was unable to assist the kid as he had omitted to watch for students in trouble and this runs counter to the doctrine that every kid is of import. I n this peculiar case the instructor lacked the experience to detect the troubles that the student was confronting. My class experiences have allowed me to associate to the constructs of contemplation, in peculiar the dimensions of brooding pattern ( Zwozdiak-Myers, 2006? ) . The dimensions of brooding pattern relate to the thoughts in which instructor ‘s reflect, better and test new thoughts. This so allows for instructor ‘s to be able to see the types of techniques which were successful and unsuccessful in the schoolroom. The nine dimensions each have a cardinal facet in which to near contemplation and this proves to be a cardinal theory in building my doctrine about the function of a instructor. John Dewey ( 1933 ) observed that brooding thought is called for when people recognize that some jobs can non be solved with certainty. Pulling from this observation, King and Kitchener ( 1994 ) chose the term â€Å" brooding judgement † to depict the sort of epistemological knowledge that includes the acknowledgment that existent uncertainness exists about some issues. These theories have re-constructed my doctrine in the fact that the profession of instruction is non ‘black and white ‘ . There are jobs where there is no perfect solution ; nevertheless it is up to the opinion of the instructor to react in the involvement of the pupils. Lawrence Stenhouse ( 1975 ) explores the construct of a instructor as a research worker, which takes a different attack from the old theories. It encourages instructors to set theories they have learnt into pattern in their schoolroom. This has re-constructed my beliefs of what constitutes a instructor of mathematics as research is an imperative factor in instruction.DecisionResearch on effectual instruction over the past two decennaries has shown that effectual pattern is linked to inquiry, contemplation, and uninterrupted professional growing ( Harris 1998 ) . Brooding pattern can be a good signifier of professional development at both the pre-service and in-service degrees of learning. By deriving a better apprehension of their ain single instruction manners through brooding pattern, instructors can better their effectivity in the schoolroom. The instructor ‘s function has now changed from the traditional image of a didactic lector ordering an indigestible measure of facts to a schoolroom of students who solemnly inscribe the words and later larn them by bosom to regurgitate them in the signifier of an essay in response to a inquiry on a termly or annual scrutiny paper. These alterations are due to a new position being taken on course of study, teaching method and the organisation of learning and larning, every bit good as alterations caused by wide socio-political tendencies in the society ( Hoyle, 1974 ) . The instructor ‘s liberty, control and professionalism ( Hoyle, 1974, Pollard et.al.1994 ) are no longer beyond difference both in the schoolroom and in society as a whole. As a consequence, the instructor ‘s duties are no longer limited to the schoolroom but scope more widely than hitherto. A modern instructor must now get a broad scope of cognition and accomplishments to get by with the new demands of their increasing duties. A instructor must therefore develop professionally so that enhanced cognition and accomplishments from the procedure of development can be put into pattern both in the schoolroom and outside to profit their students which constitutes an drawn-out professional.

Essay on Macbeth comparing to current events Essay

On March 16, 1988, Saddam Hussein launched an attack on people in his own country. 5,000 Kurds were dead, and 7,000 were either injured or had long-term illnesses. The attack was in Iraq’s city of Halabja and President Hussein only attacked because the Kurds did not support him, and he was retaliating. This ruthless destruction of innocent people proves that still in the world today there are people who are greedy, have ruthless ambition, and do not care how many lives they destroy, only if they can end up on top. In the play Macbeth by William Shakespeare, the main character was described as a greedy, heartless, and ambitious individual who was swayed into evil and let his ambition take control of his life. Even thought that Macbeth was written over 400 years ago, people today such as Martha Stewart, Jeff Skilling, and Saddam Hussein compare with the character Macbeth in many ways. â€Å"I have given suck, and know tender ’tis to love the babe that milks me; I would, while it was smiling in my face, have plucked my nipple from its boneless gums and dashed the brains out, had I so sworn as you have done to this.† (1.7.55-60) This quote from Macbeth shows how ruthless the character Lady Macbeth was and how she could murder her child if she swore she would. This compares with the brutality of Saddam Hussein and his attacks on his own Kurdish people. Only because the Kurds did not agree nor support Saddam and his regime, he said he would take measures to destroy them and he did. He launched chemical and biological weapons in the city of Halabja and the city along with its people are still trying to recover from this massacre. In Shakespeare’s play, the character Macbeth killed King Duncan and Fleance because those were the two people in Macbeth’s way, and prevented him from becoming King of Scotland. In Iraq, Saddam Hussein killed all of the people who opposed him and made himself the only person running for president because he scared everyone else. If someone else was thinking of running, or tried to, Saddam made him suddenly â€Å"disappear† and won the next election. This verifies that Macbeth relates to the current world; by having people still stop at nothing, destroying everything in their path, to achieve their goals. â€Å"Look like th’ innocent flower, but be the serpent under ‘t.† (1.5.65-66) This quotation is when Lady Macbeth is telling Macbeth to pretend to be a  nice and heartwarming host, but underneath he is a nasty beast. This compares with Martha Stewart in the present day. She appears to be a nice and perfect role model for all people, but underneath is a villainous serpent. For example, Martha Stewart bought almost all of the flowers from one small business owner, and promised to pay him back. Weeks passed along with the months. Eventually the business had to declare bankruptcy because Stewart never wrote down that she was going to pay the owner back, and ran out of money. This establishes that Martha Stewart is a horrible person who cares for no one but herself. In Macbeth, this relates because Macbeth killed his best friend Banquo because he knew too much information, and Macbeth thought he was a threat, and had him killed. Even though that Banquo was a friend to Macbeth his entire life, Macbeth thought that he was a little pest and just had him killed in the blink of an eye. This validates that Macbeth relates to the current world, by having greedy people who think only about themselves rise up in the world and surpass their goals, but leaving all their friends and everyone they loved behind in a bloody trail of death. â€Å"The castle of Macduff I will surprise, seize upon Fife, give to th’ edge o’ the sword his wife, his babes, and all unfortunate souls that trace him in his line.† (4.2.150-153) This quote is right before his henchmen go to kill Macduff’s innocent child and wife. Macduff was the person Macbeth wanted to kill. Macbeth had nothing against Macduff’s wife and child, and Macbeth only wanted to kill them to make Macduff angry. Jeff Skilling, the CEO of ENRON is also guilty of destroying the lives of people under him. He was charged with insider trading, wire fraud, securities fraud, conspiracy, and making false statements. As compared the Macbeth, Skilling took the pensions away from hard-workers who were looking forward to big pensions after they retired. Many people lost their jobs and lots of money when Skilling was CEO of ENRON. Skilling could stop at nothing, even though he had millions of dollars, his ambition could never be satisfied. Both Macb eth and Jeff Skilling are the same in respect to they both do not care about people, and their ambitions are never satisfied. Overall, Martha Stewart, Jeff Skilling, and Saddam Hussein all relate to the  plat Macbeth because they all were ruthless individuals. Greed, hatred, and driving ambition were all contributing factors that Macbeth shared with the three people. The thirst for having unlimited power and stopping at nothing to achieve that goal was a trait for both Macbeth and Saddam Hussein. The greed and complete disregard to others equally compares Macbeth with Martha Stewart. The driving and unrelenting ambition was a quality that both Macbeth and Jeff Skilling shared. Many people believe that William Shakespeare’s Macbeth is one of the greatest books of all times. This is because no matter what time period, the ideas represented in this play are still common traits in the current world.

Organizational Controls Essay

The case describes one of the most common problems that arise in cross-cultural business expansions without accounting for cultural and social differences across borders. Lincoln is a well established company with a great concurrent control system which enables it to move swiftly through processes and end up with phenomenal figures of efficiency and productivity. The control system at Lincoln is concurrent, although it can be argued that the system has certain similarities with the feed-forward control system. However, one thing is certain: the system is quick and flexible to change quickly which does not consist of the slowness of the feedback system. In particular such a system along with the different types of reward schemes makes Lincoln highly successful in the United States. It would be really difficult to find an organization comparable to Lincoln in terms of the amounts and kinds of rewards given to its employees. The different employee rewarding schemes are all tools and techniques which Lincoln has adapted to over the years because of the realization of the fact that employees in the US are highly motivated through pay-based rewards. (Susan Meredith, 2004) Essentially speaking it is this single factor which has contributed largely to the success of Lincoln in the US and the different kinds of pay-based rewards only seek to satisfy all kinds of people with different ideas and expectations for pay-based rewards. It should be understood by the management of Lincoln when they are transporting the US approach to other cultures that the cultures of different nations maybe and probably are entirely different from the American culture. It is not necessary that the same kinds of objects and pay-based rewards may drive them and motivate them towards high productivity. There are a lot of other intrinsic rewards available at the disposal of managers to use to meet the demands of the workforce. The same types of rewards may not work on different cultures due to the social and political circumstances of those nations. Employees may have different needs, which if met by the management, will motivate them to work harder and achieve levels of high productivity and efficiency. (Daft, 2001) The problem made by the management at Lincoln was to generalize that fact that pay-based and other monetary rewards will definitely motivate employees to achieve high productivity and efficiency. Instead, the operations failed due to the different cultures having different motivational factors, which obviously were not identified by the Lincoln management. The suggestion here to be followed by the management is to identify through research and internal mingling the factors that affect motivation and job satisfaction amongst the different cultures in which they have expanded their operations to and address specifically those issues to reap the same results as in the US. (Robbins, 2004) Employees would maintain their relationship and confidence in Lincoln only if the organization upholds it’s the expectations the employees and their unions hold from them. If Lincoln is unable to pay its US workers the bonus they deserve, Lincoln will be in deep trouble. The overall situation would go from bad to worse. It should be understood that the US employees had no share or tear in Lincoln’s expansions and that the losses arising as a result of the bad policies implemented in the new acquisitions was not transferable onto the US employees. Thus, Lincoln should not dishearten the US employees or risk the deterioration of employee satisfaction, morale and motivation which will affect Lincoln negatively in a significant manner. (Robbins, 2004) Therefore, I believe that Lincoln should borrow money to pay its US workers the bonus they actually deserve to take no risks in losing potential employees to its competitors or risk the loss of employee boost and motivation due to a break in expected promises.

Analysis of selected passages from Othello by William Shakespeare Essay

When William Shakespeare made use of the stylist devices he thus tried to paint a multi-dimensional image of his perceptions that he extended in his characters till the limits of reality and belief. And to design variety in this frame of multi-dimensionality Shakespeare not only expressed through the words in the lines which the characters uttered rather the formation of the words and the lines also revealed certain patterns that could be decoded to detect even more subtle reasons and justification behind those expressions. Such flow and expertise of expressing the conceptions cannot be taught easily through the science of writing rather it required the unschooled instinctive ability like Shakespeare’s to play with the words with a unique skill of potency that can metamorphosed the words to survive as the animated version of Shakespeare’s intellect and vision even after being uttered by the characters in the play. In the following excerpts from the play ‘Othello’, there is a variety of Shakespeare’s usage of stylistic devices to arrange words in order to express the difference of thoughts, moods, intensions and beliefs of the protagonist (Othello) and also how the use of such words in a specific style cater in constructing the plot and developing the characters. Theres magic in the web of it. A sybil that had numbered in the world The sun to course two hundred compasses, In her prophetic fury sewed the work; the worms were hallowed that did break the silk, And it was dyed in mummy which the skillful Conserved the maidens hearts. These lines are from the IV scene of the Third Act of the play, and they are uttered on the grounds of misunderstanding that is set by Iago in the mind of Othello. If we observe closely these lines summarize the truth that Othello is ignorant about and the words reveal the irony that Othello has become a victim of. The use of the words like â€Å"magic† and â€Å"web† are justifiable elements of the speech of a contaminated brain and the word â€Å"magic† can be the symbol of Iago’s spell of poisoning Othello’s mind with suspicion and â€Å"web† can be the symbol for the perplexed state of Othello’s mind, which lost the ability to think and trust his own reasons. And the two hundred years old â€Å"sibyl† can be a metaphor for the evil master minded Iago, whose â€Å"prophetic fury† fabricated the whole chaos to take his revenge. The â€Å"silk† can be speculated as a metaphor for the love of Desdemona that came out of her â€Å"hallowed† trust and faith. And the word â€Å"dyed† can be taken as a pun (when analyzing these lines from symbolic references), as the faithful and sacred love of Desdemona ‘dyed’ or â€Å"died† within her â€Å"maiden heart†. The worth and value purposely exaggerated by Othello is a fine example of hyperbolic fantasies that Shakespeare is capable of designing. And thus the handkerchief becomes the symbol of the thin threaded relationship of Othello and Desdemona that was based on superficial beliefs and yet sought the possibility of sustenance of their love. It is the cause, it is the cause, my soul, Let me no name it to you, you chaste stars It is the cause, Yet Ill not shed her blood, Nor scar that whiter skin of hers than snow, And smooth as monumental alabaster, The above mentioned lines are from the Act V Scene II and anaphoric beginning of this passage is Othello’s expression for his exalted emotional dichotomy of disbelief and love for Desdemona. The repetition of the phrase â€Å"it is the cause† are the words that come out of Othello’s weeping brain that has been so badly eclipsed by the poisoning suspicion injected by Iago that it had totally become impotent of thinking on its own. As these lines are uttered during the climax of the play thus it is quite typical of Shakespeare that he lends his protagonist with an ample energy to utter dramatic and highly emotional phrases which let them have catharsis. The desperate utterance of â€Å"my soul† by Othello shows that perhaps the only salvage left for his consolation is to confide in to his soul. Or â€Å"my soul† can also be taken as Othello’s address to Desdemona as it can be observed that Othello still loves her in these lines. And from the ironic aspect the first line also conveys the meaning that it is the â€Å"soul† of Othello that can be taken as the â€Å"cause† of the whole tragedy, because if Othello had really loved Desdemona from his soul he would have had a complete trust in her love and honesty but since he believed more what he listened to and less what was known to him thus he became the victim of suspicion that proved fatal for him and his love. In the proceeding line the address to the â€Å"stars† is made by Othello to mock at Desdemona’s infidelity. â€Å"Stars† have been used as a metaphor for their heavenly status for chastity. It can also be a reference to the Greek tradition of naming the stars by the names of their gods and goddesses. Thus as Othello has completely lost his trust in his wife thus he consider her reference to be an insult for the stars. These lines depict the imbalance of Othello’s power to reason and think and express in coherence with his flow of emotions. In the later lines he reveals his intension to kill Desdemona, but unlike his valiance as a general, he prefers to strangle her because her physical beauty still absorbs his feelings in love and compassion for her. And being a black man himself he admired her fair skin and he refers to her with two different categories of symbols. The use of â€Å"snow† as a simile conveys the softness and coldness of her fair physique which Othello never wanted to distort by killing with a weapon and the metaphor of â€Å"monumental alabaster† can be referred to the stiff and lifeless beauty of Desdemona that laid with no worth for Othello anymore. I have seen the day That with this little arm and this good sword I have made my way through more impediments Than twenty times your stop. But O vain boast! Who can control his fate? Tis not so now. Be not afraid, though you do see me weaponed. Here is my journeys end, here is my butt, And very seamark of my utmost sail. These lines are uttered in the Act V Scene II which is almost the resolution of the play and it is one of Shakespeare’s special characteristics that his tragic heroes lose the intensity and the energy of their rhetoric in the last scenes of the play. It is because of the reason that Shakespeare develops his tragic heroes to attain the status of being larger than life and thus speech loses its value when the characters become paranormal. In the above lines the most important aspect that one can notice is the tone of submission and retreat which is conveyed by the choice and arrangement of words like â€Å"little arm† â€Å"But O vain Boast!† and â€Å"Who can control this fate?† by Othello who was a valiant and unbeatable general but in these lines appears to be the defeated and subjugated one in the hands of fate. These lines though do not consist of any special rhyme scheme that would help in bringing an effective poetic impact whilst delivering these lines on the stage but the second line does show some signs of alliteration as the words â€Å"made my way through more impediments† as well as in the third line where the words â€Å"twenty times† are stressed and can be delivered with some high pitched voice by the character. But after these lines the tone changes as the desperation and despondency appear in the words. The last three lines are symbolically referred by Othello to his death. And despite he is â€Å"weaponed† yet he is incapable to fight as he desires death due to his lamenting guilt and in vain repentance. In the last line the use of the metaphor â€Å"seamark† is an appropriate expression for Othello’s choice of vocabulary as it adequately represents his experiences and knowledge as a sailor and warrior.