Shakespeares Play Reading Course Essay Example

Shakespeares Play Reading Course Essay Example Shakespeares Play Reading Course Essay Shakespeares Play Reading Course Essay If by your art, my dearest father, you have(1) Put the wild waters in this roar, allay them.(2) The sky, it seems, would pour down stinking pitch,(3) But that the sea, mounting to the welkins cheek,(4) Dashes the fire out. O, I have suffered(5) With those that I saw suffer: a brave vessel,(6) Who had, no doubt, some noble creature in her,(7) Dashd all to pieces. O, the cry did knock (8) Against my very heart. Poor souls, they perishd.(9) Had I been any god of power, I would(10) Have sunk the sea within the earth or ere(11) It should the good ship so have swallowd and(12) The fraughting souls within her.(13) This is from Act 1, Scene 2 in Shakespeares comedy The Tempest that is set in the island before Prosperos cell. It is the first time two of the main characters in this play, Prospero and Miranda, are introduced to the audience. In this speech by Miranda, she expresses her strong piteous concern for the people suffered from the sea storm created by her father and her affliction caused by this, which gives us a general idea of this girls personality. Meanwhile, it indirectly puts forward the information that the storm is terribly shocking. As the first speech of this scene, besides expressing the speakers feelings, it also acts as a connecting link between the preceding and the following. There are totally 13 lines in this speech. Seven lines, line 3, 6, 7, 8, 9, 11, and 12, are iambic pentameter, while the rest are not. In one way, it implies though Miranda lives in the island for 12 years, she is still well-educated and entertains the ability to speak properly and nobly. On the other hand, the irregular lines suggests that Miranda is not collected at this moment, worrying and depressed about the direful spectacle of the wreck which touched her strong virtue of compassion inmost. The vehemence of care and sorrow for the wreck is not only expressed by the different length of lines, but also by the punctuations which break the original rhythm of the lines, especially in line 5, 8, and 9 in which a new thought begins in the middle of each line after the full stop, not to mention the higher frequency of the use of comma and colon. It is easy to see that the speaker is not playing with words to show her social status but is in a very situation where language is needed as a mean to interact with her father about one serious issue in relation to several peoples lives. The first imperative sentence is a request to her father for allaying the terrible storm. We are informed that the tempest which gives rise to the crisis in the first scene is not a natural disaster but created by some person who has great power to command the element around him, who can put the wild water in the roar, and also allay them. Meanwhile, the female speaker, the daughter of this mysterious person, disapproves this strongly which is shown by the jussive mood she uses in this sentence. The second sentence gives the audience the descriptions of the scenery in the storm, which has been witnessed by Miranda. Personification is used to help represent the horror of the tempest and make audience feel like they are personally on the scene. The sky could, pour down pitch and have cheeks, the sea is mounting and could dash out the fire. These descriptions vividly show audience the awful scene in the tempest, which deepen the image of the storm that the audience has already gotten from the first scene directly by the reaction of the passenger in the ship. It makes the audience possible imagine a scene in their mind: the sky is dark, the sea is roaring, the ship is cracking in the harsh storm Then Shakespeare used the following two sentences that both begin with the exclamation O to express Mirandas great commiserative concerns and internal grief for the ship and the people in it who are suffering from the storm although Miranda does not know who the people are or why her dearest father tries to destroy the ship. This apparently suggests Mirandas kindness and innocence and gives us a general outline of this only female person character in this play. Miranda also personifies the ship in this speech. It is a brave vessel, has some noble creature in her, it is also a good ship. These words accurately represent the hardship of tempest and express the commiserative feelings of the speaker. Miranda is worrying about the lives of the people in the ship and cannot accept the destruction ordered by her dearest father. The last sentence is a long one consisted of four lines. Miranda hopes she was some god of power and then she can Have sunk the sea within the earth or ere and save the ship and people in the sea storm. The wish sounds childish but heartfelt, shows her strong disagreement with her father and by comparison slightly and indirectly blames her father for being so cruel to those people. The first speech given by Miranda clearly indicates that she is a kind and innocent character. From the following passages we can get the consistent information about her. Miranda has been in this island since she was three. Just as she says: I do not know/one of my sex; no womens face remember/Save, from my glass; my own; nor have I seen/more than that I may call man than you, good friend,/And my dear father: how features are abroad,/I am skilless of she know little about the world outside, the evil in the world or even her own familys story. She is noble mistress, the top of the admiration, So perfect and so peerless, are created of every creatures best! it is natural for such a good girl to feel sorry for the people who are suffering and disagree with her father without knowing the reason that he does so to the people in the wreck. As the connection between the preceding and following, on one hand, this passage echoes with the first scene and gives the audience further descriptions of the tempest; on the other hand, it raises some important questions which are very pivotal to the development of the play, such as what kind of people the speakers father is, how they both got to this island, why her father create the tempest, what kind of relationship the people in the ship and them are and so on. These problems arouse the curiosity of audience and make the plot more compact and gripping. In a word, undoubtedly Shakespeare is a great play writer and a master of language, even though this is a ordinary passage in his play, not as famous as TO BE OR NOT TO BE or other classical pieces in his play, from it, we can still be amazed and gasped in admiration by his ability of making good use of every kind of language skills and excellence in putting a wonderful play on stage.

Red Lake High School Shooting Essay Essays

Red Lake High School Shooting Essay Essays Red Lake High School Shooting Essay Essay Red Lake High School Shooting Essay Essay Essay Topic: High School Jeffrey James â€Å"Jeff† Weise was an Ojibwe Native American stripling. and a pupil at Red Lake Senior High School in Red Lake. Minnesota. He killed nine people and wounded five others in a shooting fling on March 21. 2005. when he was merely 16 old ages old. Weise foremost murdered his gramps and grandfather’s girlfriend at his dawdler place in Red Lake. He so shot and killed an unarmed security guard. a instructor and five pupils at Red Lake Senior High School. The shot ended when Weise committed self-destruction. Research shows that Jeff was a unusual immature adult male. interested in Gothic things black vesture and Nazism. but a expression a small farther into his yesteryear led to a few interesting disclosures. Jeff’s parents were neer married. because his female parent was merely 17 when she gave birth. She was forced to give Jeff to his male parent when he was three months old. Then when he was two his female parent took him back. She was reportedly an opprobrious alky with a inclination to both physically and emotionally mistreat her first born boy. In 1997 Jeff’s father committed self-destruction after a two twenty-four hours draw with constabulary. Then in 1999 his female parent suffered encephalon harm after a auto accident in which she had been imbibing and driving. Jeff was so placed in the attention of his grandma at the Red Lake Reservation. Jeff did non hold the right start in life. His parents should hold been older and more ready for a kid when he was born. They besides should hold been married. Jeff besides should hold had a more stable place life as an baby. It is dubious that he had a steadfast fond regard with his female parent or male parent sing that he was passed between them at 3 months old and 2 old ages old. He besides should non hold been physically or emotionally abused. His female parent failed him in that facet and the fact that she was an alcoholic makes it even worse. It is besides dubious that Jeff dealt with his father’s self-destruction in a healthy manner. He did non hold the support that he should hold had from his female parent. By the clip he got to his grandmother’s attention he had already led a really hard life. This ties in to every chapter that we have discussed so far. It refers to attachment. maltreatment. adolescence and everything. It all goes back to the first thing we talked about that said when parents fail to give their kid a good start in life everybody suffers. as is the instance with the households of Jeff’s victims.

Second Language Teaching For Children Through Form Focused Instruction Essay

Second Language Teaching For Children Through Form Focused Instruction - Essay Example This report makes a conclusion that in relation to the recent pace of globalization, the process of emphasizing intercultural understanding has attained a greater attention of the nations to develop learning skills of the students. In this regard, second language learning mechanism of the educational institutions plays a pivotal role in terms of developing the skills of the learners to encourage intercultural understanding. In order to emphasize the teaching skills of the educators, numerous strategies and frameworks that substantially improves understanding of the learners especially the children to increase their proficiency in second or foreign language. In this context, focus on form can be duly accepted as one of the major strategies of the educators or the educational institutions to increase proficiency level of the children on a specific second language. This essay approves that the strategy of focusing on form provides a number of best practices to the educators to understan d the linguistic capability of the learners and make them proficient on a specific second language. An effective practice of focus on form empowers children to acquire adequate proficiency on second language. Moreover, the higher level of cognitive skills along with less consciousness on linguistic errors often enable the focus on form strategic practices to increase the second language skill of the children. With due regard to the observation of the framework used in Ontario schools, the core elements of teaching French as the second language of the students can also be accepted as an asset of best practices that fundamentally improve the teaching skills of the educators.

Report on Greater Galago Essay Example | Topics and Well Written Essays - 750 words

Report on Greater Galago - Essay Example Males have a penis that is 20mm in length with tip wellings (Anderson 326). Furthermore, the penis is enclosed in spines that reduces in size in the direction of the tip where the baculum end is observed (Anderson 329). Otolemur crassicaudatus mainly feeds on fruits, gums from Acacia karroo, millipedes, seeds, insects and nectar (Clark 588). This species of Galogos also consumes lower sepals from Adonsonia digitata (baobab) and Genius Combretum (Coe & Isaac 123). In Transvaal south Africa this species of Galogos feeds on dry fruits that are hard shelled and woody and also Zizyphus mucronata berries. Greater Galogos also feeds on anthropoids found in orders: Isoptera, Orthoptera, Hymenoptera, Chilopoda, Odonata and Coleoptera (Harcourt 492).Moreover, this species feeds on termites of Macrotermes sp and millipedes using tongue and lips while walking (Happold & Happold 118).It does this by moving from one tree to another capturing insects and foraging on gum (Clark 593). Otolemur crassi caudatus sleeps in hidden thick mesh of creepers and twigs of trees 5-12m from the ground .Greater Galogos have many sleeping sites and during the day they cannot move away from these sites Otolemur crassicaudatus moves quadrupedally in bushes and forests. While on the ground, it moves using hind limbs only with a kangaroo gait and where both hind and fore limbs are used, it has portrays galloping gait. The hindquarters are in the air when it is either running or walking (Anderson 328). In terms of social behavior, Otolemur crassicaudatus is a nocturnal primate that displays the following characteristics; first, male and female move away from their birth localities, but males sometimes return to avoid dominant male. Male’s territory overlap with that of female with no overlap home ranges while the latter have overlap home ranges. Males do not keep out other male within their home but females have a tendency of keeping out other females (Clark 1985). Social interaction mainly takes place in overlap home ranges especially after feeding and, in some cases, the whole night. In mating period, females tend to associate with juveniles and males (Clark 585). Juveniles follow mature males at night to understand areas or regions where food resources are found (Clark 589). During reproduction, females make nests which consist of unreachable and middle-depressed with dense foliage leaves to provide shelter for the infants. Greater Galagos have a gestation period of 128 days (Ehrlich 192).The species gives birth to singletons, twins or triplets in a birth season which is usually early November (Harcourt 492). Sexual organs swell in the mating seasons in Otolemur crassicaudatus. The species has one mating season which takes place in June for a period of two weeks. The species gives birth at day time with female remaining awake when other Galagos go to sleep. There are visible contractions that are followed by frequent licking of genital before birth. Female do not pr oduce any sound at the time when they are giving birth. Infants weigh about 40g and are sired with open eyes. The infants spend most of their time in conduct with their mother who transports them orally up to when they are about five weeks (Ehrlich 198). At the age of seven weeks, infants begin to explore their environment and, in some cases, they play. Weaning takes place at the age of three month. This species is found in western Africa (central), Eastern and southern parts of Africa. In South Africa, it is found

High School vs College Essay Example for Free

High School vs College Essay A good education is an important part of one’s life. To achieve a good education, one should attend both high school and college. Although some people think high school has a lot in common with college, I find them to be very different. After graduating from high school, I enrolled into college and noticed that there are many differences between them. A few of these differences include the amount of work given to the students, and the attitude and responsibilities of the teachers and students as well. First of all, high school is the first step to a higher level of learning. This place equips us with the proper knowledge needed in order to survive college and other higher levels of learning. The topics being taught in high school are generalized in basic Math, Science, English, foreign languages, and many other subjects. The students are more relaxed and their responsibilities are not that complicated and heavy in a sense that there are fewer requirements and their due dates are not immediate. High schools have been criticized for not giving enough homework or assignments to its students. The main contrast between the two educational institutions is the workload that is given to the students by the teachers. While I was attending high school, I could go days without having any homework during the entire week. High schools are characterized for assigning a single homework assignment or task per class or even per day. On other hand, there are many ways in which the attitudes of the teachers in high school differ from the attitudes of the teachers in college. In high school, the majority of the teachers seem to be stricter and have more rules for the students to follow. High school teachers are responsible for making sure each student obeys those rules to the fullest extent and carry out disciplinary ac tions for those who do not obey them. One example in which a teacher has taken on a disciplinary action was when students were tardy or skipped their scheduled class, the students usually received detention along with an F for the day. I have also noticed high school teachers have strict rules to obey given to them by a higher authority. These rules include no eating or drinking in class, and sometimes not even chewing gum. Another way in which the attitude of the teachers differ is that in high school the teachers seems to be more responsible for what they say and have to make sure they do not curse or say something that can offend a student. If a high school teacher offends a student, the  student has the privilege to complain to the principal, and most of the time the teacher has to take full responsibility. Furthermore, the attitude of students in high school and college also differs greatly in ways such as their dedication to schoolwork and to learning. High school students believe they most attend to class because they are being forced by the law or because their parents insist them to attend, and not because it helps for their future. The majority of high school students start the school year with excitement, but as the time goes, they become frustrated and bored. They begin questioning why they are in school, or what the purpose of doing homework is. While I was in high school, I had the opportunity to notice that many students prefer to goof during class time rather than doing their assignments. For the most part, high school students do not take their courses as seriously as they should. Moreover, there is always a class clown or someone tending to sleep, or even carrying a private conversation with other classmates during lectures. In contrast to high school, college is very specific and cautious about studying. In college, I was told by one of my instructors that a college student is expected to study for three hours a week, per credit. The subjects a student will learn and discuss are much more specific since you finally chose a career path you will take in the future. College students are notorious more mature, but also more responsible causing their workload to be more complex and heavier. Responsibility encourage changed for the simple fact that the curriculum is much more tedious and complicated due to the detailed topics that are discussed regarding your chosen career path. A college student may be given several tasks or homework assignment to do all that the same time for one class. For example, as a college student I have been given several pages to read from a text and a seven hundred word paper as well. Although colleges requires attendances and many of them try to enforce it; some teachers do not. While I am attending college, I am now able to see the difference between how there are some teachers who feel it is the students responsibility to come to class or not. If a student chooses to skip the class, the teacher will rarely say something to the student. However, even if colleges instructors are considered more flexible than any other teachers, students usually get an F for the day in which they are absents. Colleges provide a huge variety of freedom and independence to its students  because they believe students should be mature enough to make their own decisions on whether to attend a class or not. In contrast to high school teachers, college instructors are even able to say almost anything they want regardless of whether it offends someone or not such as in the occasion when a college instructor said, We dont need more black people around here during one of his lectures. By the time students get accepted at colleges, most of them already know their educational goals. Through my time spent in college I have realized students have the mindset to succeed in college because they want to be able to achieve their goals. People who decide to attend to college are working towards obtaining a higher level degree, and not just to play around on campus, or to waste their time pretending to pay attention. This is a higher level of learning, thus, requiring more time, and effort as well as devotion to studies. High school and college are very important in the educational processes because often one cannot get a good job without a well-developed education. This education frequently comes from having a high school diploma and a college degree. Although high school and college carry some of the same features; they also have several differences between them. Some of the ways which high school and college differ include the amount of work given to the students, the teachers’ attitudes and responsibilities, and the students’ attitudes and responsibili ties as well. High school and college play important parts in the lives of many people although they may be thought as similar, they also differ in several ways.

Creating a Robot to Tie a Knot with Lego Mindstorm :: Robotics

Abstract The point of building this robot was to have it successfully complete and tie a knot. The original idea was to have the robot tie knots creating a bracelet. Unfortunately, the process of tying a knot alone was too much work to try and move on to an entire bracelet. I had neither the time nor the insight to build a flexible and usable 'arm.' I tested and modified a design from the Lego Mindstorms book, but found that I could neither open nor close the hand. I continued to further modify the design to be able to grab and let go of string but the result was extremely bulky. Also I could not find a plausible and spaceconstrained way to attach the gears to each of the 'fingers.' The conclusion that I drew was not that the project was impossible but that it needed more time and research. Background The idea for a robot that could neatly and efficiently create a knotted bracelet became a reality after my own experiences of personal pain and triumphs over its creational process. Although the design is merely knotting in a line some people have neither the patience or ability to complete such a simple masterpiece. This is when the idea for a bracelet making robot was first manifested. It is being brought to life for all those who can't or don't want to make one themselves, hence, a robot to do it for them! Unfortunately, two weeks is not enough to make a full blown bracelet making robot. Instead my attempt will be to make a robot that can successfully tie a knot around a string. Which with more time would eventually lead to an entire knotted bracelet. The textile industry has prospered greatly since the age of industry and invention. Cotton, silk, and various other materials are processed and transformed into beautiful fabrics and cloths which soon become clothes and accessories. The flying shuttle was brought to factories in 1733 by the inventor John Kay, improving looms to enable weavers to get their work done even faster. Soon after there came the spinning jenny, and the water frame which became the first powered machine. To be or Knot to be? 3 The inventions kept spewing forth until at last the modern textile machine was born. Most of these are run by computer with nowhere near the machinery. This minimizes injury and ups the efficiency of production. While my robot won't be the next big factory design, it will make a simple but overly complicated knot for a robot. In future years at COSMOS in the robotics cluster, perhaps someone will see my design and continue it, until it completely finishes an entire

Dr Faustus

Doctor Faustus (play) From Wikipedia, the free encyclopedia Jump to: navigation, search The Tragical History of the Life and Death of Doctor Faustus Frontispiece to a 1620 printing of Doctor Faustus showing Faustus conjuring Mephistophilis. Written byChristopher Marlowe CharactersDoctor Faustus Chorus Wagner Good Angel Bad Angel Valdes Cornelius Three scholars Lucifer Mephistophilis Robin Beelzebub Seven Deadly Sins Dick Pope Adrian VI Raymond, King of Hungary Bruno Two Cardinals Archbishop of Rheims Friars Vintner Martino Frederick Benvolio Charles V Duke of Saxony Two soldiers Horse courser CarterHostess of a tavern Duke and Duchess of Vanholt Servant Old man MuteDarius Alexander the Great Alexander's Paramour Helen of Troy Devils Piper Date premieredc. 1592 Original languageEnglish GenreTragedy Setting16th century Europe The Tragical History of the Life and Death of Doctor Faustus, commonly referred to simply as Doctor Faustus, is a play by Christopher Marlowe, based on the Faust story, in which a man sells his soul to the devil for power and knowledge. Doctor Faustus was first published in 1604, eleven years after Marlowe's death and at least twelve years after the first performance of the play. No Elizabethan play outside the Shakespeare canon has raised more controversy than Doctor Faustus. There is no agreement concerning the nature of the text and the date of composition†¦ and the centrality of the Faust legend in the history of the Western world precludes any definitive agreement on the interpretation of the play†¦ â€Å"[1] Contents †¢1 Performance †¢2 Text o2. 1 The two versions o2. 2 Comic scenes †¢3 Sources †¢4 Structure †¢5 Synopsis o5. 1 Faustus learns necromancy o5. 2 The pact with Lucifer o5. 3 Wasting his skills o5. 4 Damnation or salvation o5. 5 The Calvinist/anti-Calvinist controversy 6 Quotations †¢7 Themes and motifs †¢8 Mephistophilis †¢9 Adaptations †¢10 Critical history †¢11 S ee also †¢12 Notes †¢13 References †¢14 External links [edit] Performance The Admiral's Men performed Doctor Faustus twenty-five times in the three years between October 1594 and October 1597. On 22 November 1602, the Diary of Philip Henslowe recorded a ? 4 payment to Samuel Rowley and William Bird for additions to the play, which suggests a revival soon after that date. [2] The powerful effect of the early productions is indicated by the legends that quickly accrued around them.In Histriomastix, his 1632 polemic against the drama, William Prynne records the tale that actual devils once appeared on the stage during a performance of Faustus, â€Å"to the great amazement of both the actors and spectators†. Some people were allegedly driven mad, â€Å"distracted with that fearful sight†. John Aubrey recorded a related legend, that Edward Alleyn, lead actor of The Admiral's Men, devoted his later years to charitable endeavors, like the founding of Dulwich Co llege, in direct response to this incident. [3] [edit] TextThe play may have been entered into the Stationers' Register on 18 December 1592—though the records are confused, and appear to indicate a conflict over the rights to the play. A subsequent Stationers' Register entry, dated 7 January 1601, assigns the play to the bookseller Thomas Bushnell, the publisher of the 1604 first edition. Bushnell transferred his rights to the play to John Wright on 13 September 1610. [4] [edit] The two versions Two versions of the play exist: 1. The 1604 quarto, printed by Valentine Simmes for Thomas Law; sometimes termed the A text.The title page attributes the play to â€Å"Ch. Marl. â€Å". A second edition (A2) in 1609, printed by George Eld for John Wright, is merely a reprint of the 1604 text. The text is short for an English Renaissance play, only 1485 lines long. 2. The 1616 quarto, published by John Wright, the enlarged and altered text; sometimes called the B text. This second te xt was reprinted in 1619, 1620, 1624, 1631, and as late as 1663. The 1616 version omits 36 lines but adds 676 new lines, making it roughly one third longer than the 1604 version.Among the lines shared by both versions, there are some small but significant changes in wording; for example, â€Å"Never too late, if Faustus can repent† in the 1604 text becomes â€Å"Never too late, if Faustus will repent† in the 1616 text, a change that offers a very different possibility for Faustus's hope and repentance. A major change between texts A and B is the name of the devil summoned by Faustus. Text A states the name is generally â€Å"Mephastophilis†, while the version of text B commonly states â€Å"Mephostophilis†. 5] The name of the devil is in each case a reference to Mephistopheles in Faustbuch, the source work, which appeared in English translation in about 1588. [6][7] The relationship between the texts is uncertain and many modern editions print both. As an Elizabethan playwright, Marlowe had nothing to do with the publication and had no control over the play in performance, so it was possible for scenes to be dropped or shortened, or for new scenes to be added, so that the resulting publications may be modified versions of the original script.The 1604 version is believed by most scholars to be closer to the play as originally performed in Marlowe's lifetime, and the 1616 version to be a posthumous adaptation by other hands. However, some disagree, seeing the 1604 version as an abbreviation and the 1616 version as Marlowe's original fuller version. [edit] Comic scenes In the past, it was assumed that the comic scenes were additions by other writers. However, most scholars today consider the comic interludes, whoever wrote them, an integral part of the play. [8][9] Their tone shows the change in Faustus's ambitions, suggesting Marlowe did oversee the composition of them. citation needed] The clown is seen as the archetype for comic rel ief. [citation needed] [edit] Sources Doctor Faustus is based on an older tale; it is believed to be the first dramatization of the Faust legend. [6] Some scholars[10] believe that Marlowe developed the story from a popular 1592 translation, commonly called The English Faust Book. [11] There is thought to have been an earlier, lost, German edition of 1587, which itself may have been influenced by even earlier, equally unpreserved pamphlets in Latin, such as those that likely inspired Jacob Bidermann's treatment of the damnation of the doctor of Paris, Cenodoxus (1602).Several soothsayers or necromancers of the late fifteenth century adopted the name Faustus, a reference to the Latin for â€Å"favoured† or â€Å"auspicious†; typical was Georgius Faustus Helmstetensis, calling himself astrologer and chiromancer, who was expelled from the town of Ingolstadt for such practices. Subsequent commentators have identified this individual as the prototypical Faustus of the legen d. [12] Whatever the inspiration, the development of Marlowe's play is very faithful to the Faust Book especially in the way it mixes comedy with tragedy. citation needed] However, Marlowe also introduced some changes to make it more original. Here, he made three main additions in the play: †¢Faustus's soliloquy in the Act 1 on the vanity of human science †¢Good and Bad Angels †¢substitution of Seven Deadly Sins for a pageant of Devils He also emphasized his intellectual aspirations and curiosity and minimized the vices in the character of Faustus to lend a Renaissance aura to the story. [edit] Structure The play is in blank verse and prose in thirteen scenes (1604) or twenty scenes (1616).Blank verse is largely reserved for the main scenes while prose is used in the comic scenes. Modern texts divide the play into five acts; act 5 being the shortest. As in many Elizabethan plays, there is a chorus that does not interact with the other characters but rather provides an introduction and conclusion to the play and gives an introduction to the events that have unfolded at the beginning of some acts. Along with history and language style, scholars have critiqued and analyzed the structure of Doctor Faustus and its effects on the play as a whole. Leonard H.Frey wrote a document entitled â€Å"In the Opening and Close of Doctor Faustus,† which mainly focuses on Faustus’s opening and closing soliloquies. He stresses the importance of the soliloquies in the play, saying: â€Å"the soliloquy, perhaps more than any other dramatic device, involved the audience in an imaginative concern with the happenings on stage†. [13] By having Doctor Faustus deliver these soliloquies at the beginning and end of the play, the focus is drawn to his inner thoughts and feelings about succumbing to the devil. The soliloquies have parallel concepts.In the introductory soliloquy, Faustus begins by pondering the fate of his life and what he wants his career to be. He ends his soliloquy with the solution and decision to give his soul to the devil. Similarly in the closing soliloquy, Faustus begins pondering, and finally comes to terms with the fate he created for himself. Frey also explains: â€Å"The whole pattern of this final soliloquy is thus a grim parody of the opening one, where decision is reached after, not prior to, the survey†. [14] [edit] Synopsis [edit] Faustus learns necromancy As a prologue, the Chorus tells us what type of play Doctor Faustus is.It is not about war and courtly love, but about Faustus, who was born of lower class parents. This can be seen as a departure from the medieval tradition; Faustus holds a lower status than kings and saints, but his story is still worth telling. It gives an introduction to his wisdom and abilities, most notably in academia, in which he excels so tremendously that he is awarded a doctorate. During this opening, we also get our first clue to the source of Faustus's downfall. Faustus's tale is likened to that of Icarus, who flew too close to the sun and fell to his death when the sun melted his waxen wings.This is indeed a hint to Faustus's end as well as bringing our attention to the idea of hubris (excessive pride) which is represented in the Icarus story. Faustus comments that he has reached the end of every subject he has studied. He appreciates Logic as being a tool for arguing; Medicine as being unvalued unless it allowed raising the dead and immortality; Law as being upstanding and above him; Divinity as useless because he feels that all humans commit sin, and thus to have sins punishable by death complicates the logic of Divinity. He dismisses it as â€Å"What doctrine call you this?Que sera, sera† (What will be, shall be). He calls upon his servant Wagner to bring forth Valdes and Cornelius, two famous magicians. The Good Angel and the Bad Angel dispense their own perspective of his interest in Satan. Though Faustus is momentarily dissua ded, proclaiming â€Å"How am I glutted with conceit of this? â€Å", he is apparently won over by the possibilities Magic offers to him. Valdes declares that if Faustus devotes himself to Magic, he must vow not to study anything else and points out that great things are indeed possible with someone of Faustus's standing.Faustus's absence is noted by two scholars who are less accomplished than Faustus himself. They request that Wagner reveal Faustus's present location, a request which Wagner haughtily denies. The two scholars worry about Faustus falling deep into the art of Magic and leave to inform the King. Faustus summons a devil, in the presence of Lucifer and other devils although Faustus is unaware of it. After creating a magic circle and speaking an incantation in which he revokes his baptism, Faustus sees a devil named Mephistophilis appear before him.Faustus is unable to tolerate the hideous looks of the devil and commands it to change its appearance. Faustus, in seeing t he obedience of the devil (for changing form), takes pride in his skill. He tries to bind the devil to his service but is unable to because Mephistophilis already serves Lucifer, the prince of devils. Mephistophilis also reveals that it was not Faustus's power that summoned him but rather that if anyone abjures the scriptures it results in the Devil coming to claim their soul.Mephistophilis introduces the history of Lucifer and the other devils while indirectly telling Faustus that hell has no circumference and is more of a state of mind than a physical location. Faustus inquiries into the nature of hell lead to Mephistophilis saying: â€Å"Oh, Faustus, leave these frivolous demands, which strikes a terror to my fainting soul†. [edit] The pact with Lucifer Using Mephistophilis as a messenger, Faustus strikes a deal with Lucifer: he is to be allotted twenty-four years of life on Earth, during which time he will have Mephistophilis as his personal servant.At the end he will giv e his soul over to Lucifer as payment and spend the rest of time as one damned to Hell. This deal is to be sealed in Faustus's own blood. After cutting his arm, the wound is divinely healed and the Latin words â€Å"Homo, fuge! † (Flee, man! ) then appear upon it. Despite the dramatic nature of this divine intervention, Faustus disregards the inscription with the assertion that he is already damned by his actions thus far and therefore left with no place to which he could flee. Mephistophilis brings coals to break the wound open again, and thus Faustus is able to take his oath that was written in his own blood. edit] Wasting his skills Faustus begins by asking Mephistophilis a series of science-related questions. However, the devil seems to be quite evasive and finishes with a Latin phrase, â€Å"Per inoequalem motum respectu totius† (â€Å"through unequal motion with respect to the whole thing†). This sentence has not the slightest scientific value, thus giving the impression that Mephistophilis is untrustworthy. Two angels, one good and one bad, appear to Faustus: the good angel urges him to repent and revoke his oath to Lucifer.This is the largest fault of Faustus throughout the play: he is blind to his own salvation. Though he is told initially by Mephistophilis to â€Å"leave these frivolous demands†, Faustus remains set on his soul's damnation. Lucifer brings to Faustus the personification of the seven deadly sins. Faustus fails to see them as warnings and ignores them. From this point until the end of the play, Faustus does nothing worthwhile, having begun his pact with the attitude that he would be able to do anything. Faustus appears to scholars and warns them that he is damned and will not be long on the earth.He gives a speech about how he is damned and eventually seems to repent for his deeds. Mephistophilis comes to collect his soul, and we are told that he exits back to hell with him. [edit] Damnation or salvation The text leaves Faustus's final confrontation with Mephistophilis offstage, and his final fate obvious. The scene following begins with Faustus's friends discovering his clothes strewn about the stage: from this they conclude that Faustus was damned. However, his friends decide to give him a final party, a religious ceremony that hints at salvation.The discovery of the clothes is a scene present only in the later ‘B text' of the play — in the earlier version of the play devils carry Faustus off the stage. [15] [edit] The Calvinist/anti-Calvinist controversy The theological implications of Doctor Faustus have been the subject of considerable debate throughout the last century. Among the most complicated points of contention is whether the play supports or challenges the Calvinist doctrine of absolute predestination, which dominated the lectures and writings of many English scholars in the latter half of the sixteenth century.According to Calvin, predestination meant that God , acting of his own free will, elects some people to be saved and others to be damned — thus, the individual has no control over his own ultimate fate. This doctrine was the source of great controversy because it was seen by the so-called anti-Calvinists to limit man's free will in regard to faith and salvation, and to present a dilemma in terms of theodicy. At the time Doctor Faustus was performed, this doctrine was on the rise in England, and under the direction of Puritan theologians at Cambridge and Oxford had come to be considered the orthodox position of the Church of England. 16] Nevertheless, it remained the source of vigorous and, at times, heated debate between Calvinist scholars, such as William Whitaker and William Perkins, and anti-Calvinists, such as William Barrett and Peter Baro. [17] The dispute between these Cambridge intellectuals had quite nearly reached its zenith by the time Marlowe was a student there in the 1580s, and likely would have influenced him d eeply, as it did many of his fellow students. [18] Concerning the fate of Faustus, the Calvinist concludes that his damnation was inevitable.His rejection of God and subsequent inability to repent are taken as evidence that he never really belonged to the elect, but rather had been predestined from the very beginning for reprobation. In his Chiefe Points of Christian Religion, Theodore Beza, the successor to John Calvin, describes the category of sinner into which Faustus would most likely have been cast: To conclude, they which are most miserable of all, those climb a degree higher, that their fall might be more grievous: for they are raised so high by some gift of grace, that they are little moved with some taste of he heavenly gift: so that for the time they seem to have received the seed†¦ But this is plain, that the spirit of adoption, which we have said to be only proper unto them which are never cast forth, but are written in the secret of God's people, is never communic ated to them, for were they of the elect they should remain still with the elect. All these therefore (because of necessity, and yet willingly, as they which are under the slavery of sin, return to their vomit, and fall away from faith) are plucked up by the roots, to be cast into the fire. 19] For the Calvinist, Faustus represents the worst kind of sinner, having tasted the heavenly gift and rejected it. His damnation is justified and deserved because he was never truly adopted among the elect. According to this view, the play demonstrates Calvin's â€Å"three-tiered concept of causation,† in which the damnation of Faustus is first willed by God, then by Satan, and finally, by himself. 20] As Calvin himself explains it in his Institutes of Christian Religion: We see therefore that it is no absurdity, that one self act be ascribed to God, to Satan, and to man: but the diversity in the end and manner of doing, causeth that therein appeareth the justice of God to be without fau lt, and also the wickedness of Satan and man, bewrayeth itself to their reproach. [21] The anti-Calvinist view, however, finds such thinking repugnant, and prefers to interpret Doctor Faustus as a criticism of such doctrines.One of the greatest critics of Calvinism in Marlowe's day was Peter Baro, who argued that such teachings fostered despair among believers, rather than repentance among sinners. He claimed, in fact, that Calvinism created a theodical dilemma: What shall we say then? That this question so long debated of the Philosophers, most wise men, and yet undetermined, cannot even of Divines, and men endued with heavenly wisdom, be discussed and decided? And that God hath in this case laid a crosse upon learned men, wherein they might perpetually torment themselves? I cannot so think. 22] Baro recognized the threat of despair which faced the Protestant church if it did not come to an agreement of how to understand the fundamentals. For him, the Calvinists were overcomplicati ng the issues of faith and repentance, and thereby causing great and unnecessary confusion among struggling believers. Faustus himself confesses a similar sentiment regarding predestination: â€Å"The reward of sin is death. † That's hard. †¦ â€Å"If we say that we have no sin, We deceive ourselves, and there's no truth in us. † Why then belike we must sin, And so consequently die.Ay, we must die an everlasting death. What doctrine call you this? Che sera, sera, â€Å"What will be, shall be†? Divinity, adieu! [23] Ultimately, however, the theology of Marlowe and the text of Doctor Faustus remain far too ambiguous for any kind of conclusive interpretation. [edit] Quotations Faustus includes a well-known speech addressed to the summoned shade of Helen of Troy, in Act V, scene I. The following is from the Gutenberg project e-text of the 1604 quarto (with footnotes removed). Faustus â€Å"Was this the face that launch'd a thousand ships, And burnt the topless towers of Ilium–Sweet Helen, make me immortal with a kiss. — †[kisses her]† Her lips suck forth my soul: see, where it flies! — Come, Helen, come, give me my soul again. Here will I dwell, for heaven is in these lips, And all is dross that is not Helena. I will be Paris, and for love of thee, Instead of Troy, shall Wertenberg be sack'd; And I will combat with weak Menelaus, And wear thy colours on my plumed crest; Yea, I will wound Achilles in the heel, And then return to Helen for a kiss. O, thou art fairer than the evening air Clad in the beauty of a thousand stars; Brighter art thou than flaming JupiterWhen he appear'd to hapless Semele; More lovely than the monarch of the sky In wanton Arethusa's azur'd arms; And none but thou shalt be my paramour! † Excerpts from this speech appear in the film Shakespeare in Love and the Star Trek episode â€Å"The Squire of Gothos†; it also served as inspiration for the title of Volume 1 of the po pular Age of Bronze comic book. Another well-known quote comes after Faustus asks Mephistophilis how he is out of Hell, to which Mephistophilis replies: â€Å"Why this is hell, nor am I out of it. Think'st thou that I, who saw the face of God,And tasted the eternal joys of heaven, Am not tormented with ten thousand hells In being deprived of everlasting bliss? † This quote comes from a translation of Saint John Chrysostom, and implies that Mephistophilis has both a deep knowledge of God and a desire to return to heaven. [edit] Themes and motifs One theme in Doctor Faustus is sin. Throughout the play, Faustus is continuously making wrong choices. His first sin was greed. Faustus began his downfall by making a pact with the devil. Doctor Faustus is a German scholar who is well known for his accomplishments.He grows sick of the limitations on human knowledge, which leads him to his interest with magic. [24] Faustus summons a demon, Mephistophilis, ordering him to go to Lucifer w ith the offer of Faustus’s soul in return for twenty-four years of servitude from Mephistophilis. At the news of acceptance from Lucifer, Faustus begins his years filled with sinful nature. Faustus feeds sin with his need for power, praise, and trickery. [25] He becomes absorbed in the way people look up to him, believing him to be a sort of ‘hero’. In the end, Faustus realizes his mistake in believing power will bring him happiness.At the end of his twenty-four years, Faustus is filled with fear and he becomes remorseful for his past actions, yet this comes too late. When fellow scholars find Faustus the next morning, he is torn limb from limb, with his soul carried off to hell. In terms of historical context, a major thematic idea is that related to knowledge and the quest for it. With Enlightenment thinkers demonstrating the extent to which the sciences and rational speculation could inform human knowledge of the cosmos and other pressing mysteries of the age, Marlowe presents the idea of hubris which undamentally relates to the search for knowledge in a religious age. Marlowe also draws significant attention to feelings experienced both by himself and other thinkers of his time: the unsatisfying nature of the answers found as part of this quest and the impossibility of learning everything in a lifetime as brief as that of a human. Satanism and death are also prevalent themes. Marlowe sets the story in Wittenburg, Germany with Faustus selling his soul to the devil and declaring his servitude to Satan, Mephistophilis: â€Å"I am a servant to great Lucipher and may not follow thee without his leave.No more than he commands we must perform† (p 13 line 39-41). Marlowe shows throughout the play that his vow to forever be a servant of Satan negatively affects his life and how had he known what he was getting into, then he would never have made a deal with the devil. Magic is also a motif that plays a major role in Dr. Faustus. Faustusâ €™s downfall began with his love of knowledge, which leads for his need to use magic. Faustus loves the praise that he gets when people view him as a ‘genius’, which supports his need to have ‘special powers’. 26] Faustus enjoys playing tricks on people by using his powers, and even goes so far as to use his powers on a dragon. He summons demons with magic, and later brings Helen of Troy to comfort him in his final hours. The use of magic is a show of Faustus’s ‘demoralization’. He no longer wants to be a mere mortal†¦ he wants to be as powerful as the devil himself. [27] One of the most apparent themes in Doctor Faustus is the battle between good and evil. At the beginning of the play, Faustus finds himself torn between good and evil, knowing the distinction and consequences of the two, but overwhelmed by his desire for worldly pleasures.Faustus’s desire for mortal satisfaction is personified through the seven deadly sin s who all speak to him and tempt him. Nicholas Kiessling explains how Faustus’s sins brings about his own damnation, saying: â€Å"Faustus’s indulgence in sensual diversions, for, once being committed to the pact with Satan, Faustus partakes of the sop of sensuality to blot out his fears of impending damnation†[28] Another illustration of Faustus’s battle between good and evil is shown through the good and evil angels which try to influence his decisions and behavior.Kiessling says, â€Å"Although Faustus does not heed the plea, Marlowe very evidently implies that the chance for redemption still exists†. [29] Although Faustus recognizes the consequences of choosing to listen to the evil spirit over the good spirit, he cannot resist the temptations of the devil and the worldly and mortal pleasures he offers. [edit] Mephistophilis Mephistophilis is a demon which Faustus conjures up while first using his magical powers. Readers initially feel sympathy for the demon when he attempts to dissuade Faustus from giving his soul to Lucifer.Mephistophilis gives Faustus a description of hell and the continuous horrors it possesses. He wants Faustus to know what he is getting himself into before going through with the plan. â€Å"Think’st thou that I who saw the face of God And tasted the eternal joy of heaven Am not tormented with ten thousand hells In being deprived of everlasting bliss? O Faustus, leave these frivolous demands Which strikes a terror to my fainting soul! † [30] Sadly, his attempts fail with Faustus believing that supernatural powers were worth more than a lifetime in hell. Say he (Faustus) surrender up to him (Lucifer) his soul So he will spare him four and twenty years, Letting him live in all voluptuousness Having thee (Mephistophilis) ever to attend on me† (Marlowe 15) Some scholars argue that Mephistophilis depicts the sorrow that comes with separation from God. Mephistophilis is foreshadowing th e pain Faustus would have to endure, should he go through with his plan. [31] In this facet, Faustus can be likened to Icarus, whose insatiable ambition was the source of his misery and the cause of his plight. [edit] AdaptationsThe play was adapted for the screen in 1967 by Richard Burton and Nevill Coghill, who based the film on an Oxford University Dramatic Society production in which Burton starred opposite Elizabeth Taylor as Helen of Troy. A stage production at the Greenwich Theatre in London in 2009, which was directed by Elizabeth Freestone and which starred Tim Treolar as Mephistopheles and Gareth Kennerley as Faustus, was filmed for DVD release by Stage on Screen. It played in repertoire with School for Scandal. [edit] Critical history Doctor Faustus has raised much controversy due to its interaction with the demonic realm. 32] Before Marlowe, there were few authors who ventured into this kind of writing. After his play, other authors began to expand on their views of the spiritual world and how quickly and easily man can fall. [33] [edit] See also †¢Solamen miseris socios habuisse doloris, line from the play, commonly translated as â€Å"misery loves company† †¢Faust †¢Deal with the Devil [edit] Notes 1. ^ Logan and Smith, p. 14. 2. ^ Chambers, Vol. 3, p. 423. 3. ^ Chambers, Vol. 3, pp. 423-4. 4. ^ Chambers, Vol. 3, p. 422. 5. ^ Bevington, David M; Rasmussen, Eric (1962).Doctor Faustus A- and B- texts (1604, 1616): Christopher Marlowe and his collaborator and revisers. Manchester, England: Manchester University Press. p. xi. ISBN 0-7190-1643-6. 6. ^ a b Christian, Paul; Nichols, Ross (translator); (1952). The History and Practice of Magic 1. London: Forge Press. p. 428. â€Å"The name has many forms: Marlowe writes Mephistophilis†¦ † 7. ^ Jones, John Henry (1994). The English Faust Book, a critical edition. Cambridge, England: Cambridge University Press. p. 1. ISBN 978-0-521-42087-7. 8. ^ Tromly, Frederic (1998). â €Å"Damnation as tantalization†.Playing with desire: Christopher Marlowe and the art of tantalization. University of Toronto Press. p. 135. ISBN 978-0-8020-4355-9. 9. ^ Cantor, Paul A (2004). â€Å"The contract from hell†. In Heffernan, William C. ; Kleinig, John. Private and public corruption. Lanham, MD: Rowman & Littlefield. p. 98. ISBN 978-0-7425-3492-6. 10. ^ Leo Ruickbie, Faustus: The Life and Times of a Renaissance Magician (The History Press, 2009), p. 15 11. ^ The History of the damnable life, and deserved death of Doctor Iohn Faustus by P. F. , Gent, 12. ^ Keefer, Michael (2008). Introduction†. Doctor Faustus: a critical edition. Ontario: Broadview. pp. 67–8. 13. ^ Frey, Leonard H. â€Å"ANTITHETICAL BALANCE IN THE OPENING AND CLOSE OF DOCTOR FAUSTUS. † Academic Search Premier. EBSCO. Saint Louis University, Saint Louis. 26 Mar. 2009 p350 14. ^ (352) 15. ^ Bevington; Rasmussen (1962: 46) 16. ^ p. 157. Milward, Peter. Religious Controversie s of the Elizabethan Age: A Survey of Printed Sources. University of Nebraska Press, 1977. 17. ^ p. 157-163. Milward. 18. ^ p. 249. Princiss, G. M. â€Å"Marlowe's Cambridge Years and the Writing of Doctor Faustus. Studies in English Literature 33. 2 (1993). 19. ^ 5. 5. Beza, Theodore. â€Å"A Brief Declaration of the Chief Points of Christian Religion Set Forth in a Table. † 1575. Early English Books Online. 10 2 2007. http://eebo. chadwyck. com. 20. ^ p. 292. Stachniewski, John. The Persecutory Imagination: English Puritanism and the Literature of Religious Despair. Oxford University Press, 1991. 21. ^ 2. 4. 2. Calvin, John. â€Å"The Institutes of Christian Religion. † 1585. Early English Books Online. 10 2 2007. http://eebo. chadwyck. com. 22. ^ p. 510. Hyperius, Andreas. A Special Treatise of God's Providence With an Appendix by Peter Baro. † 1588. Early English Books Online. 10 2 2007. http://eebo. chadwyck. com. 23. ^ 1. 1. 44-50. 24. ^ (Fetzer, John. Per ceptions of Thomas Mann's Doctor Faustus : criticism 1947-1992 . New York City: Camden House , 1996. ) 25. ^ (Fetzer 21) 26. ^ (Kiessling , Nicolas . â€Å"Doctor Faustus and the Sin of Demoniality . † Studies in English Literature, 1500-1900 15(1975): 205-211) 27. ^ (Kiessling, 207) 28. ^ (Kiessling, Nicolas. â€Å"Doctor Faustus and the Sin of Demoniality. † Academic Search Premier. EBSCO. Saint Louis University. 6 Mar. 2009 p205). 29. ^ (207) 30. ^ (Marlowe 14) 31. ^ (Snydre, Susan. â€Å"Marlowe's Doctor Faustus as an Inverted Saint's Life. † Studies in Philology 63(1966): 565-577. ) 32. ^ (Hamlin , William M. . â€Å"Casting Doubt in Marlowe's Doctor Faustus. † Studies in English Literature 1500-1900 (2001): 257-275. ) 33. ^ (Hamlin, 258). [edit] References †¢Chambers, E. K. The Elizabethan Stage. 4 Volumes, Oxford, Clarendon Press, 1923. †¢Logan, Terence P. , and Denzell S. Smith, eds. The Predecessors of Shakespeare: A Survey and Bibliogr aphy of Recent Studies in English Renaissance Drama.Lincoln, NE, University of Nebraska Press, 1973. [edit] External links Wikisource has original text related to this article: The Tragedy of Doctor Faustus †¢The Tragical History of Doctor Faustus librivox. org audio †¢1616 quarto online †¢The Tragical History of Doctor Faustus From the Quarto of 1604 by Christopher Marlowe at Project Gutenberg †¢The Tragical History of Doctor Faustus From the Quarto of 1616 by Christopher Marlowe at Project Gutenberg †¢Doctor Faustus (play) at the Internet Broadway Database †¢v †¢t †¢e Christopher Marlowe Plays †¢Dido, Queen of Carthage Tamburlaine the Great, Parts One and Two †¢The Jew of Malta †¢Doctor Faustus †¢Edward II †¢The Massacre at Paris Poems †¢Lucan's Pharsalia †¢Ovid's Elegies †¢The Passionate Shepherd to His Love †¢Hero and Leander People†¢Thomas Nashe †¢Philip Henslowe †¢Thomas Heywood †¢Ingram Frizer †¢Eleanor Bull †¢Nicholas Skeres †¢Robert Poley †¢George Chapman †¢Edward Alleyn Fictional representations†¢Marlowe (Rost) †¢The School of Night (Whelan) †¢Tamburlaine Must Die (Welsh) †¢A Dead Man in Deptford (Burgess) †¢It Was Marlowe (Zeigler) †¢Kit Marlowe (David Grimm) †¢The Marlowe Papers (Ros Barber)Adaptations†¢Edward II (Jarman) †¢The Life of Edward II of England (Brecht and Feuchtwanger) †¢The Massacre at Paris (Murphy) Miscellaneous†¢English Renaissance theatre †¢Blank verse †¢Admiral's Men †¢Shakespeare authorship question †¢Marlovian theory †¢Lust's Dominion (attributed play, rejected) Retrieved from â€Å"http://en. wikipedia. org/w/index. php? title=Doctor_Faustus_(play)&oldid=540445519† Categories: †¢1590s plays †¢1604 plays †¢Plays by Christopher Marlowe †¢English Renaissance plays †¢Works based on the Faust l egend Hidden categories: †¢All articles with unsourced statements Articles with unsourced statements from January 2011 †¢Articles with unsourced statements from August 2009 Navigation menu Personal tools †¢Create account †¢Log in Namespaces †¢Article †¢Talk Variants Views †¢Read †¢Edit †¢View history Actions Search Navigation †¢Main page †¢Contents †¢Featured content †¢Current events †¢Random article †¢Donate to Wikipedia Interaction †¢Help †¢About Wikipedia †¢Community portal †¢Recent changes †¢Contact Wikipedia Toolbox †¢What links here †¢Related changes †¢Upload file †¢Special pages †¢Permanent link †¢Page information †¢Cite this pagePrint/export †¢Create a book †¢Download as PDF †¢Printable version Languages †¢Deutsch †¢Espanol †¢Francais †¢Italiano †¢ †¢Latina †¢ †¢Norsk bokmal †¢Portug ues †¢Svenska †¢ †¢Edit links †¢This page was last modified on 26 February 2013 at 01:40. †¢Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. 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The Positive Effect of Capital Punishment in Modern America

Ronnie Kuester Dr. Borgmeyer Eng. Comp. II 30 Sept. 2010 The Positive Effect of Capital Punishment in Modern America â€Å"I don’t think you should support the death penalty to seek revenge. I don’t think that’s right. I think the reason to support the death penalty is because it saves other people’s lives† (Bush). Capital punishment is one of the most controversial topics in the American society and is also one of the topics most people feel very emotional about. Everyone feels that their views are correct because there are many pros and cons to either side.Although some people believe the risk of executing the innocent is too great, the use of capital punishment has greatly impacted our society in a positive way because of its deterring effect, economic benefits, and the prevailing of justice. The deterrent effect is definitely one of the biggest benefits to having capital punishment. When people have the knowledge that they could be executed for killing someone else it often turns them away from committing the murder. Tanner from Fort-Worth Star Telegram thinks that the deterrent effect has shown to prevent between three and eighteen murders(Wood 601).Most people in modern America have heard of the death penalty, yet they still commit the crimes that are punishable by death. Since people know about it and still do it, they are basically accepting the sentence, unless they are mentally ill and in which cause do not get sentenced to death. Naci Mocan’s study, from the University of Colorado, suggest that, â€Å"Statistical studies like his are among a dozen papers since 2001 that show capital punishment has deterrent effects†(Wood 602). Abolitionists argue that the deterrent effect is only estimates and are not actually proven to deter murders.However, knowing, through many studies, that three to eighteen innocent people could be saved by executing each convicted killer greatly outweighs the benefits to letting the murderer off the hook. Although, the deterrent effect is the greatest benefit to having capital punishment, the economic problem is also very important. A suggested alternative to the death penalty is life in prison without parole. This upsets many of the taxpayers, as it should. An article in The Economist states, â€Å"the idea of spending public money to feed and clothe murderers for the rest of their lives seemed outrageous†(Economist 605).Is there a difference to sentencing life in prison or executing someone? In the end they die a captive man. It is delaying the inevitable, but not many people see that. It is not very fair giving man his freedoms after he has taken the lives of others. He himself has not respected the life and liberty that all people should have. Once you take away someone’s life yours should be taken in return. That is, only if it is murder in the first degree and the murder was committed intentionally. After being sentenced to life without parole their court dates are not done.Money keeps getting wasted in the courts after the sentencing. Most convicts are still trying to get a reduced sentence or get parole. Convicts going through trials for the death penalty and life in prison often have to wait a very long time, which in the process is spending a lot of the tax payers’ money. Either way, life in prison or the death penalty on average they wait a decade before a decision is made or the execution is carried out. Other than deterring crime and being economically beneficial, capital punishment also allows justice to prevail.Justice seems to always prevail, but in some instances, this is not the case. However, no innocent human has been executed through the use of DNA testing. Only the convicts who commit the worst, most heinous of crimes are even put on death row. Abolitionists see that the government is just killing someone. However, like the quote at the beginning, the government does not have the death penalt y just to seek revenge. That is not what the death penalty is about. It is about justice being served and letting people know that murdering will not be acceptable.The government does not execute people to flaunt its power, Foucault agrees when he states, â€Å"It is ugly to be punishable, there is no glory in punishing†(Foucault 10). It is because of this that America, along with many other nations, has done away with torturing as well. The government does respect points of the abolitionists saying it is not right torturing the convicts or causing extreme pain. They have changed their ways making the execution more humane. In our modern society we do not torture death row inmates anymore.Foucault states that, â€Å"today we are rather inclined to ignore it; perhaps, in its time, it gave rise to too much inflated rhetoric; perhaps it has been attributed too readily and too emphatically to a process of ‘humanization’, thus dispensing with the need for further ana lysis†(Foucault 7). It was thought that torture was a corrective procedure that if they were tortured they would not commit the crime again. However, it is viewed as inhumane to inflict pain on an individual to teach them discipline, especially if they are being put to death anyway. So now we use more humane ways to put people to death that involve little to no pain.Lethal injection is the most modern and safe way to put someone to death. It was first used in 1977 in Oklahoma but took five years before it was used on someone. All of the states except one that have the death penalty use lethal injection. The inmate being executed is bound down and has his heart being monitored. Then, they insert two needles into the veins injecting the inmate with Sodium Thiopental. This is an anesthetic which renders the inmate unconscious. â€Å"Next flows pavulon or Pancuronium Bromide, which paralyzes the entire muscle system and stops the inmate’s preathing. Finally, the flow of po tassium chloride stops the heart.Death results from anesthetic overdoes and respiratory and cardiac arrest while the condemned person is unconscious† (Methods). This technique used does not hurt the inmate, which is one of the reasons abolitionists are upset about the death penalty. As for any other method, they get pretty painful and or messy. Death by electrocution, hanging, and gas chamber are all extremely painful and do not kill the inmate right away. Not only does justice prevail through the government when someone is executed but also people get a religious satisfaction. The Bible specifically states that the death penalty is alright. Whoso sheddeth man's blood, by man shall his blood be shed: for in the image of God made he man†(Genesis 9:6). The reason why it is believed people should be executed for killing another human being is because we were made in God’s image and destroying or killing that is major offense to God. The Bible also informs its readers that none shall take ransom or money in exchange for the murderer’s life. This is where the justice comes into play. God does not want the government taking money in exchange for someone’s life. In modern day terms it would be equivalent to posting bail or just receiving a fine.That would be unrealistic to do in the case of a murderer being put to death. Abolitionists believe that we should not play God and only those who have not sinned be the ones to judge and â€Å"cast the first stone† so to speak. What most do not realize is that, according to the Bible, God thinks that these murderers should be killed. God is not going to just smite them down. Humans figured out and have interpreted the Bible and it’s meanings when saying these things about the death penalty. Most abolitionists greatest problem with the death penalty is executing the innocent. Executing the innocent is extremely rare.Hundreds of people have been released from death row due to DNA t esting proving their innocence. This does not mean that they were executed. It is excellent that these people were not wrongly executed and it is because of modern technology that it can be appreciated. However, executing those who have been, without a doubt guilty of committing murder in the first degree should be executed. Throughout the use of DNA testing to possibly help the case of either side, there have been zero cases where and innocent human has been executed. Abolitionists keep seeing that the death penalty is still used despite the way they feel.So they begin to say things like, â€Å"Killing a murderer does not bring his victim back to life. It achieves nothing but the death of still another person†(Robinson). As stated at the beginning of this paper, by having the death penalty be legal it deters certain crime, has economic benefits, and it allows justice to be served. No matter what abolitionists are doing, most of their ideas keep getting shot down. There is a reason the majority has always sided with the death penalty, because it just helps out our modern American society.Works Cited Bush, George W. â€Å"Presidential Debate† Washington University Athletic Complex. University of St. Louis. 17 Oct. 2000. Speech. â€Å"Descriptions of Execution Methods. † Deathpenaltyinfor. org. Death Penalty Information Center. Web. 22 Sept. 2010. . Foucault, Michel. â€Å"Chapter 1. † 1979. Discipline and Punishment. Trans. Alan Sheridan. 3-18. Print. King James Version Bible. Genesis 9:6. 2004. Robinson, Bruce A. â€Å"Capital Punishment – the Death Penalty. † ReligiousTolerance. org by the Ontario Consultants on Religious Tolerance. 04 Aug. 2007. Web. 22 Sept. 2010. . Wood, Nancy V. Perspectives on Argument. 6th ed. Upper Saddle River, NJ: Pearson/Prentice Hall, 2009. Print. (601-613).

Education of Indentured Servants Essays - Debt Bondage, Free Essays

Education of Indentured Servants Essays - Debt Bondage, Free Essays Education of Indentured Servants Misericordia University Education of Indentured Servants Indentured servants were a large part of the making of the United States. They helped increase the population, thus improving the likelihood of the survival of the colonies. Early in history indentured servants received little education, but as time continued the role of this class of society began to change. Education brought about a new era giving servants the means to become independent once their term was finished. The Apprentice Versus the Indentured Servant Apprentices and indentured servants have some similarities but are not entirely the same. Indentured servants often came to American previously knowing a trade such as farming but could not afford the costs of the voyage to America (Snyder). In order to make the voyage they traded years of service to wealthy plantation owner for passage to America. Apprentices however, didnt know a trade. They became apprentices in order to learn a trade in which they could earn a living such as, metal working or carpentry. In short the difference was knowing the trade versus needing to be taught the trade. The Appearance of Indentured Servants As mentioned earlier indentured servants came to America from European countries. Passage to America was an expensive journey to say the least and many people couldnt afford the cost of the journey. This is one reason why many became indentured servants. They swore their service to the person or colony that brought them over, thus making a social contract with each other. The terms of this contract for many was that after serving their term they were to be released with some tools and clothing that would help them to make a living. Poor Education Education wasnt a priority during this time, in part to the need for farmers at that time. This need for farmers reduced the need for tradesman, thus reducing the need for indentured servants to receive an education. Education wasnt a priority, however for some of the indentured servants education was in the terms of their social contract. It states in the article that German servants often entered into indentures providing that they be taught to read the Bible in English(Snyder). In the Chesapeake Bay colonies education was largely decided by the wealthy and powerful. If you were a servant or slave, education was not available to you. As the need for indentured servants dwindled away due to the slaves being imported from Africa, the world of apprentices emerged out of necessity for more tradesman. Apprentices and Education Apprentices were born from the need for tradesman and because the number of children born in America increased. Parents from the colonies wanted the same for their children that the parents of today want, and that is to have a better life than that of their parents. Many parents sent their children to masters to learn trades such as blacksmithing and carpentry in exchange for a predetermined amount of money. Over time it became the masters duty to provide an education beyond that of their particular trade. This education mainly happened during the off season of their particular trade. This is the events that are believed to have given birth to the public school system. Evaluation and Opinion The article The Education of Indentured Servants in Colonial America written by Mark R. Snyder was an informative article. I personally found the article very interesting and intriguing. The author gave clear definition of what an apprentice is in comparison to an indentured servant, while showing how one slowly became the other as history continued. The author showed clearly how the indentured servant slowly slipped away when slave trade with Africa increased. He explained because of this that the apprentice emerged and began to creep into a trade school, which then turned into what the author believes is the public school system. I appreciated the form in which the article was written and how the overall concept of education among indentured servants was broken down into the steps that created the whole historical story. I would love to read more articles from this author and expand on his view of other topics. References Snyder, M. (2007). The Education of Indentured Servants in Colonial America. The Journal of Technology Studies, 33(Spring 2007). Retrieved September

The eNotes Blog Celebrating 200 Years of Pride and Prejudice (and Darcy,mmmm)

Celebrating 200 Years of Pride and Prejudice (and Darcy,mmmm) I want to tell you that I have got my own darling child from London. These are the words Jane Austen wrote to her sister Cassandra 200 years ago, on January 29th, 1813. And the darling child she spoke of? None other than her firstborn novel, of coursePride Prejudice. The novel was published just a day before, after many years of submissions to and rejections by various London publishers. Austen had completed the manuscript with its original title of First Impressions in 1797. From there, so many prospective publishers declined to even see the work that PP underwent 14 years of heavy editing to become what it is today. At last, the editor Thomas Egerton bought the book for a meager  Ã‚ £110, the equivalent of just $172 today. Thankfully, as it is a truth universally acknowledged, Pride Prejudice went on to become not only the fashionable novel of its time, but one of the most beloved (and borrowed) stories of English literature. 200 years on, it inspires everything from its explicit spin-offs (Death at Pemberley, Pride and Prejudice and Zombies, etc), to the more subtly taken chick-lit and movie plots of today. And now, in the week of this milestone anniversary, a slew of articles dedicated to all things Austenesque. So feast your eyes on these literary nibbles, Darcy lovers: 12 Things You Didnt Know About Pride Prejudice The 2 Problems in Pride Prejudice, According to PD James Making the case for the best Darcy: will it be Colin Firth, or Matthew Macfadyen? The Real Face of Jane Austen Heres another interesting couple of tidbits I came across today Ever wondered what Austens contemporaries and fellow authors thought of her self-confessed light, and bright, and sparkling novel? It seems that Charlotte Brontà «Ã‚  was none too impressed, though surprisingly it was on account of the novels lack of a characteristic landscape more than anything else: Charlotte Brontà «,  in a letter to [the critic] Lewes, wrote that  Pride and Prejudice  was a disappointment, a carefully fenced, highly cultivated garden, with neat borders and delicate flowers; but   no open country, no fresh air, no blue hill, no bonny beck. Meanwhile, in 1937 the poet W.H. Auden cheekily mused that Austen was far too experienced for a gentlewoman of her time and social standing: You could not shock her more than she shocks me, Beside her  Joyce  seems innocent as grass. It makes me most uncomfortable to see An English spinster of the middle class Describe the amorous effects of brass, Reveal so frankly and with such sobriety The economic basis of society. So there you have it, a few juicy details surrounding by far the greatest romance plot in British literature. But if youd like to learn more, there are plenty of study guides for, you know, all that important academic stuff: Pride Prejudice Study Guide Jane Austen Biography Historical Context of the Novel Character Analysis of the Novel and much more on ! Be on the lookout for ways to celebrate the anniversary in your area. With this many Austenites around the globe, there has got to be a Meryton ball somewhere nearby. How will you celebrate 200 years of PP?

Vinke Air Freight Service Company Essay Example | Topics and Well Written Essays - 750 words

Vinke Air Freight Service Company - Essay Example A brief market analysis will inform the company of the value of its services to current clients and how these factors might differ from the customer base within the overnight small package delivery market. Vinke currently serves large- and mid-sized companies who occasionally need to ship parts to meet emergency needs. The present client base certainly must value the fact that their large packages can be delivered to an airport and Vinke will transport the parts as well as arrange final delivery. In an emergency, industrial delivery scenario, Vinke’s personal attention to clients is a major benefit. In the overnight letter and small package market, however, customers are not seeking the specialized attention that has built the company’s current market. They are more interested in having their letters picked up at their location and timely delivered to the intended destination. Neither are they faced with the issues of industrial shipping. These customers are consumers f or whom overnight delivery has become ubiquitous. They don’t need specialized personal care nor are they constrained by the logistics involved in moving large manufacturing parts to meet emergency timeframes; they simply want their letters to be picked up and delivered on time.   In considering the organizational changes required by the proposed entry into the new market, and the competition already in place there, the task could prove daunting. Vinke’s current client base is industrial or manufacturing companies. These organizations can be serviced from the airport to destination. For overnight letters and small packages, the company will not be able to expect its customers to drive to their airport; Vinke will need to implement a pick-up service. They won’t be competing for a relatively small pool of clients; they will be forced to serve the general public. This will require extraordinary organizational changes. Further, rather than the occasional and urgent nature of  delivering large industrial parts that easily fill up planes with just a few orders, the new market demands will centre upon frequent handling of routine letters and small packages.  

Evaluation and Comparison of Two Super Bowling Ads Puppy Love by Essay

Evaluation and Comparison of Two Super Bowling Ads Puppy Love by Budweiser Beer - Essay Example This research will begin with the statement that the ad titled â€Å"Puppy Love† has been rated second in the â€Å"10 most effective commercials† among the ads broadcast during the Super Bowl 2014. The clip of the ad narrates the story of a runaway pup that befriends a Clydesdale horse and a strong bonding develops between them. The main theme of the ad is the â€Å"connection animals share† and their love for one another and is part of the production company, Bud Light’s innovative campaign titled â€Å"The Perfect Beer for Whatever Happens†. The researcher states that the puppy’s mischief during his stay makes his owner handover him to a new adopter, who takes away the puppy in his car and the puppy calls out to the horses grazing on the meadow. The Clydesdale horse chases the car and the other horses appear before the car, blocking its path. The puppy walks away with the horses, its master pets him and finally, he returns to the company o f his favorite horse. The present research has identified that Budweiser is a pale lager beer, introduced into the market in 1876 and is a popular brand in the US with high rates of selling in other 80 markets across the world. The target audience for the ad is people in the range of 20 to 60 years, including both genders. The ad’s story will appeal to the target audience and the short but interesting clip has good visuals and music that will grab and retain the viewers’ attention.