Suffering In Shakespeares Plays Essay - 1873 Words

Suffering In Shakespeares Plays How does suffering affect ones actions? Do different types of suffering affect one in different ways? This paper seeks to determine how William Shakespeares characters respond to various types of suffering. Suffering can be defined in two ways; physical suffering, in which the character is inflicted with physical pain and trauma, and emotional suffering, where the character suffers an emotional trauma or loss. In The Tempest, the physically traumatized characters, are Trinculo and Stephano. They are chased by dogs but their physical trauma has not induced any sign of remorse or guilt. Ferdinand, on the other hand, is overcome by emotional suffering at the quot;lossquot; of his son. In King Lear,†¦show more content†¦quot;The mistress which I serve quickens whats dead and makes my labors pleasure.quot; (Tempest, III, i, 6-7) Alonso, Sebastian, and Antonio, who are denounced as quot;men of sinquot; (Tempest, III,, iii, 53) are driven by Ariel into a frenzy of madness. Alonso is deeply affected, he believes the quot;deathquot; of his son to be punishment and he confesses his guilt and seeks to atone for it. He is purified through the trial and reconciled with Prospero at the plays end. Neither Antonio nor Sebastian, who are equally guilty, is affected in this way. They remain impenitent. Their incapacity for remorse is punished, Ariel suggests by a quot;ling ring perdition, worse than any death.quot; ( Tempest, III, iii, 77) Stephano, the Kings butler, and Trinculo, the jester, plot to overthrow Prospero. Their trial and suffering take form in a physical way. They are submerged in a horse pond and then hunted by Prosperos dogs. King Lear allows one to see how physical suffering can bring on emotional suffreing. This can be seen in the two main characters of each subplot. Lear, King of Brittain, is described as quot;a very foolish old man, fourscore and upward.quot; His fatal flaw of rashness causes his suffering. The Earl of Gloucester lacks Lears capacity for wrath but shares his fatal flaw of rashness. Like Lear, he is made to suffer greatly by his children before he gains true insight. Cordelia, LearsShow MoreRelatedThe Twelfth Night - Development of Themes889 Words   |  4 Pages’ Many say William Shakespeare is the most influential writer in all of English literature with works hailed by Elizabeth I, James I and literary luminaries such as Ben Jonson. Shakespeare wrote the critically acclaimed Twelfth Night in 1601 during the middle of his career. This play incorporates illusion, deception, disguises, madness and shows the extraordinary things that love with cause us to do. Shakespeare cleverly develops the theme of ‘love as a cause of suffering’ through language techniquesRead MoreHuman Suffering in Inferno and King Lear Essay example1555 Words   |  7 Pagesthe reasons for, and results of, human suffering. Each work postulates that human suffering comes as a result of choices that are made: A statement that is not only applicable to the characters in each of the works, but also to the readers. The Inferno and King Lear speak universal truths about the human condition: that suffering is inevitable and unavoidable. While both King Lear and the Inferno concentrate on admonitions and lamentations of human suffering, one of the key differences between theRead MoreCharacters in Romeo and Juliet by Williams Shakespeare Essay1024 Words   |  5 Pages429-430) With this quote, Shakespeare is telling his audience that misery isn’t caused by â€Å"the sun, moon, and stars†. It is the cause of one’s own actions, but people believe that when they suffer, it isn’t their fault, and they blame others. That, according to Shakespeare, is the idiocy of the world. In Shakespeare’s plays, specifically King Lear and Romeo and Juliet, grieving is a common theme, and it makes a greater point about humanity. Shakespeare makes people suffer in his plays to show his audienceRead MoreShakespeare s Othello As A Tragic Hero1517 Words   |  7 PagesAristotle and why does he label Shakespeare’s play, Othello, as a tragedy? Aristotle is a famous Greek philosopher who defines Shakespeare’s character, Othello, as a tragic hero. Many parts in Othello tell the readers that the play is a tragedy, such as jealousy, arguing, and death, which makes the play famous and delightful to read. Aristotle has identified many common traits or characteristics that a tragic hero requires. In Shakespeare s play, Aristotle defines many features that cause theRead MoreA Tragic Hero As Used By Shakespeare. In, â€Å"The Tragedy1657 Words   |  7 PagesA Tragic Hero as Used by Shakespeare In, â€Å"The Tragedy of Julius Caesar,† by William Shakespeare, you can see Shakespeare’s use of a tragic hero. The Tragedy of Julius Caesar is a play about how Marcus Brutus and Cassius contemplate the murder of the great Julius Caesar. The play discusses the planning of the murder, and the events that follow the catastrophe. Brutus is one of the conspirators in the murdering of Caesar and is also one of his beloved friends. Shakespeare incorporates traditionalRead MoreEssay on King Lear/Inferno1246 Words   |  5 Pagesthe reasons for and results of human suffering. Both works postulate that human suffering comes as a result of choices that are made. That statement is not only applicable to the characters in each of the works, but also to the readers. The Inferno and King Lear speak universal truths about the human condition: that suffering is inevitable and unavoidable. While both King Lear and the Inferno concentrate on the admonitions and lamentations of human s uffering, there is one key difference between theRead MoreAnalysis Of Othello By William Shakespeare1522 Words   |  7 Pagestorture presented in the play Othello opens up the discussions of how deep does this torture go. Was Othello the only one to be tortured throughout the play and what kind of torture is this considered when Iago doesn’t touch a single person until the end of the play. Iago’s behind the scenes and not so behind the scene multiplication moves the play along at a pace that makes it impossible not to place on the blame on him. The question is not if he is at fault by the end of the play; the question ends upRead MoreWilliam Shakespeare s King Lear1469 Words   |  6 PagesIn countless plays by Shakespeare, subplots are inserted to create more intricate and colorful stories. These subplots also help draw out ideas and concepts that are important for the audience to see, helping them understand the main plot better. One of Shakespeare’s play s, King Lear, has a subplot which shows the concepts of family bonds and identity. Shakespeare starts out the play with the subplot to show the audience that it is vital to know their part of the story to see the resolution of theRead MoreTwelfth Night, As You Like It by William Shakespeare1153 Words   |  5 Pageswere left a mystery for which we as readers must wonder if his plays and sonnets give clue. When going to a Shakespearean play one will find the experience in its self, is one of love, loss, and tragedy. People would come from all around to feel the way Shakespeare wanted the audience to feel. He wanted to express his life and his way of thinking through his art which was dramatic writing. Shakespeare expresses his love through his plays such as Twelfth Night, As You Like It, Hamlet and many othersRead MoreWilliam Shakespeare s Romeo And Juliet924 Words   |  4 Pagesmasked ball and have a secret marriage. Throughout the play, their actions show how ridiculous love is, and how it is a danger to anyone who become twisted in its choking grasp. However, in the death of the youth and survival of the elders, an alternative explanation for the tragic events may be found. Although Shakespeare seems to be mocking love throughout the play, it is actually foolhardy lust that kills Romeo and Juliet. To begin, Shakespeare goes out of his way to mock the idea of love. The use

The No Child Left Behind Act - 1670 Words

Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of its passage, NCLB was the most dramatic and aggressive legislation enacted in decades and afforded the federal government enormous oversight of schools in the U.S. Passage of ESSA represents a shift back to state governance of schools and, whether†¦show more content†¦Instead, President Obama continued to use federal authority to guide and enforce state reforms, leading some to call his endorsement â€Å"NCLB on steroids† (Mathis, 2011). When congress and the administration recognized the need to rewrite the legislation, they were unable to formulate a bipartisan agreement to ensure passage of a new bill unti l December, 2015 – fourteen years after passing the NCLB Act. Literature Review Numerous studies have detailed the small successes and numerous failures associated with NCLB and the need for change (Aldeman, 2015, Dee Jacob, 2010, Hess, 2015). Because it is still so new, there is less scholarship evident regarding the Every Student Succeeds Act. When ESSA was made into law in December, 2015, popular media hailed its’ passage as a referendum against the NCLB and a cause for celebration. The Wall Street Journal described it as â€Å"the largest devolution of federal control to the states in a quarter-century† and the New York Times described ESSA as â€Å"the end of an era in which the federal government aggressively policed public school performance, and returned control to states and local districts.† One of the major changes brought about by ESSA is expected to be its’ effect on rural schools (Brenner, 2016). NCLB was especially criticized for its impact on rural schools (e.g., Eppley, 2009; Jimerson, 2005; Reeves, 2003). AccountabilityShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same stan dard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Words   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility couldRead MoreNo Child Left Behind Act1615 Words   |  7 PagesNo Child Left Behind Act (NCLB) was established to close student achievement gaps in academics by providing all children with equal or significant opportunities to obtain a high quality of education (Education, 2008). Under the NCLB Act, school administrators and teachers are required to meet adequate yearly progress goals (AYP) on the standardized state and national tests. These goals compare student achievement on standardized test from year to year. All students are expected to show improvement

Edgar Degas Essay Example Example For Students

Edgar Degas Essay Example Edgar Degas was a French artist, some people would refer to him as the expert of drawing the human figure in motion. He was known as an Impressionists, and was different from all the other artist of his type. Edgar Degas was a person who, at certain times, brashly defied propriety and common social practice. Although he could be the nicest person, at times he would go into rages during social gatherings, becoming hostile with the people who disagreed with his ways and opinions. Edgar Degas was born on July 19, 1834, at Saint-Georges in Paris. His father was a French banker, and his mother was an American from New Orleans. While Degas was growing up his idol was the painter. He began his artistic studies with Louis Lamothes, a pupil of Ingres. After studying there he moved on and started classes at the Ecole des Beaux Arts. In 1854, he left and went to Italy. For 5 years he stayed there and studied Italian art, mainly works. Edgar Degas was known as an Impressionist. The Impressionist were artist who exhibited their works of art in independent shows from 1874 to 1886. It was the common desire to make an open forum for artist to show their work that united the group. The word Impressionist was created by the critic Louis Leroy after seeing paintings in the first Impressionists exhibition in April of 1874. The name that Leroy gave his article in the French periodical was Charivari Exhibition of the Impressionists and sarcastically protected the new style of painting that ignored details, bared brushstrokes, and put unblended colors beside each other. Just like most of the French public, Leroy did not take into consideration the works by Claude Monet, Berthe Morisot, Pierre-Auguste Renoir, and Edgar as art that deserved serious attention. In 1859 he returned to Paris. There he painted portraits of family and friends and many historical subjects, where he used both classical and romantic styles. In the late 1860s he switched to contemporary themes, painting both theatrical scenes and portraits with big emphasis on social and intellectual implications of props and setting. Around 1868 Degas began to get recognized as an artist. During the early 1870s, the female became Degass favorite theme. In his studio he sketched from a live model and put poses together in groupings that illustrated rehearsal and performance scenes. In 1872 he visited some of his relatives in Louisiana, he painted The Cotton Exchange at New Orleans, which is his only picture that was aquired by a museum in his lifetime. Pastels became Edgars preferred type of art after 1880. By using sharper colors he gave more attention to surface patterning, depicting milliners, and laundresses. Degas depended on memory and earlier drawings for the poses. Even though he became guarded and withdrawn late in life, Edgar made strong friendships with literary people. He exhibited a sculpture in 1881, Little Dancer, and after that his eyesight failed. From there on he turned to sculpture, and modeling figures in wax over metal armatures. The sculptures he made stayed in his studio in disrepair and after his death were cast in bronze.

Marbury Vs. Madison Essays - Randolph Family Of Virginia

Marbury Vs. Madison As the government was newly establishing its stronghold on the nation, forging its way to a powerful republic and instituting precedents for the future, a struggle to preserve the foundations of American Society instituted by Washington and John Adams existed as Thomas Jefferson took office. In an attempt to maintain the edifice of the National Government believing Jefferson would topple the prestigious nation with his atheist views, Adams appointed various Federalists to the judiciary. Thus, attributing to the single most significant case of the Supreme Court, Marbury Vs. Madison, a struggle between Republicans and Federalists that would end in a future altered by fate. This controversial landmark case established the constitution as Supreme law of the United States and developed the power of the Supreme Court, enhancing its independence and proving it a nonpartisan instrument. It established the precedent for the Supreme Court to rule on the constitutionality of laws, through the p rinciple of judicial review. The development of this power to interpret the constitution instituted the flexibility of the constitution and the ability to forge a road of precedent unfamiliar to the new government, as well as firmly grounding the role of the Judicial Branch. To up hold the precedent already established in the united states by Federalists such as Washington and in fear of the Democratic republican ideas of Jefferson, Adams was determined to keep the federalists in office. Jefferson would have power over congress, but in a midnight appointment, Adams last day in office he created a judiciary with a stronghold of Federalism. A few technicalities derived into a failure to deliver the commissions and therefore once discover by Jefferson who saw them as a judiciary of ardent political leaders, they were kept from delivery. Jefferson, wanting control appointed some of his own judges, and attempted to abolish the jobs of the new circuit judges, of the few whom received their commission. Thus, threatening the foundation of a stable government and the independence of the judiciary system. John Marshall, Chief Justice, appointed by Adams despised Jefferson and sought to undermine his power and authority, which he felt was unjust. Madbury Vs. Madiso n gave him this opportunity, an opportunity to attack his enemy head on. He believed the judicial repeal act that Jefferson and this Secretary of State, James Madison, sought, was unconstitutional, and through these beliefs he acted boldly, instituting judicial precedent. William Madbury, feeling he had a right to his position of Justice of Peace, asked the Court to issue an order forcing Madison to appoint Marbury, whose commission he was with holding in order to replace him with a Republican. Marshall demanded an explanation why such a writ should not be ordered, thus attempting to assort authority over the Executive Branch. Marshall was determined to assail upon Jefferson and used this case as an excuse, especially because of the abolition of the circuit courts and the postponement of the next Supreme Court hearing, to by time. Jeffersonians then attempted to obstruct the truth and sly away from responsibility, ultimately not facing up to the accusations of with holding viable commissions, and a sending the supreme court into a round about investigation, in which officials refused to testify and failed to appear before the court. Marshall was questioning the authority of the executive branch, trotting on thin ground to be exact, and putting him sel f in an unstable predicament. With the Jeffersonians boycotting the hearing, Marshall was thrown into a position that would shape the future power of the Supreme Court. His only option stood to either issue the writ requested by Madbury, which was an act of contempt toward the executive branch, which might end in the impeachment of Marshall and reduce the prestige and authority of the Court. The only other option was to surrender to Jefferson, which was not a choice for Marshall, but he found a way out, giving him the title Founder of Constitutional law. Marbury was entitled to his commission and the acts of Madison were a violation of the law, but the Supreme Court could not authorize a writ, for it wasnt in their power. Marshall backed this weak argument up with section 13 of the Judiciary Act of 1789,