King Lear Assignment Essays - King Lear, Literature, Fiction, Arts

King lear Assignment Shakespeare's tragedy King Lear is a detailed description of the consequences of one man's decisions. This fictitious man is Lear, King of England, who's decisions greatly alter his life and the lives of those around him. As Lear bears the status of King he is, as one expects, a man of great power but sinfully he surrenders all of this power to his daughters as a reward for their demonstration of love towards him. This untimely abdication of his throne results in a chain reaction of events that send him through a journey of hell. King Lear is a metaphorical description of one man's journey through hell in order to expiate his sin. As the play opens one can almost immediately see that Lear begins to make mistakes that will eventually result in his downfall. The very first words that he speaks in the play are :- "...Give me the map there. Know that we have divided In three our kingdom, and 'tis our fast intent To shake all cares and business from our age, Conferring them on younger strengths while we Unburdened crawl to death..." (Act I, Sc i, Ln 38-41) This gives the reader the first indication of Lear's intent to abdicate his throne. He goes on further to offer pieces of his kingdom to his daughters as a form of reward to his test of love. "Great rivals in our youngest daughter's love, Long in our court have made their amorous sojourn, And here are to be answered. Tell me, my daughters (Since now we will divest us both of rule, Interest of territory, cares of state), Which of you shall we say doth love us most? That we our largest bounty may extend where nature doth with merit challenge." (Act I, Sc i, Ln 47-53) This is the first and most significant of the many sins that he makes in this play. By abdicating his throne to fuel his ego he is disrupts the great chain of being which states that the King must not challenge the position that God has given him. This undermining of God's authority results in chaos that tears apart Lear's world. Leaving him, in the end, with nothing. Following this Lear begins to banish those around him that genuinely care for him as at this stage he cannot see beyond the mask that the evil wear. He banishes Kent, a loyal servant to Lear, and his youngest and previously most loved daughter Cordelia. This results in Lear surrounding himself with people who only wish to use him which leaves him very vulnerable attack. This is precisely what happens and it is through this that he discovers his wrongs and amends them. Following the committing of his sins, Lear becomes abandoned and estranged from his kingdom which causes him to loose insanity. While lost in his grief and self-pity the fool is introduced to guide Lear back to the sane world and to help find the lear that was ounce lost behind a hundred Knights but now is out in the open and scared like a little child. The fact that Lear has now been pushed out from behind his Knights is dramatically represented by him actually being out on the lawns of his castle. The terrified little child that is now unsheltered is dramatically portrayed by Lear's sudden insanity and his rage and anger is seen through the thunderous weather that is being experienced. All of this contributes to the suffering of Lear due to the gross sins that he has committed. The pinnacle of this hell that is experienced be Lear in order to repay his sins is at the end of the play when Cordelia is killed. Lear says this before he himself dies as he cannot live without his daughte r. "Howl, howl, howl! O, you are men of stones. Had I your tongues and eyes, I'd use them so That heaven's vault should crack. She's gone for ever! I know when one is dead, and when one lives. She's dead as earth. Lend me a looking glass. If that her breath will mist or stain the stone, Why, then she lives." (Act V, Sc iii, Ln 306-312) All of this pain that Lear suffered is traced back to the single most important error that he made. The choice to give up his throne. This one sin has proven

New York Passes a Married Womens Property Act, 1848

New York Passes a Married Womens Property Act, 1848 Enacted: April 7, 1848 Before married womens property acts were passed, upon marriage a woman lost any right to control property that was hers prior to the marriage, nor did she have rights to acquire any property during marriage. A married woman could not make contracts, keep or control her own wages or any rents, transfer property, sell property or bring any lawsuit. For many womens rights advocates, womens property law reform was connected to suffrage demands, but there were supporters of womens property rights who did not support women gaining the vote. Married womens property law was related to the legal doctrine of separate use: under marriage, when a wife lost her legal existence, she could not separately use property, and her husband controlled the property.   Although married womens property acts, like that of New York in 1848, did not remove all the legal impediments to a married womans separate existence, these laws did make it possible for a married woman to have separate use of property she brought into marriage and property she acquired or inherited during marriage. The New York effort to reform womens property laws began in 1836 when  Ernestine  Rose  and Paulina Wright Davis began to gather signatures on petitions. In 1837, Thomas Herttell, a New York city judge, attempted to pass in the New York Assembly a bill to give married women more property rights. Elizabeth Cady Stanton  in 1843 lobbied legislators to pass a bill. A state constitutional convention in 1846 passed a reform of womens property rights, but three days after voting for it, the delegates to the conventions reversed their position. Many men supported the law because it would protect mens property from creditors. The issue of women owning property was linked, for many activists, with the legal status of women where women were treated as the property of their husbands.   When the authors of the  History of Woman Suffrage  summarized the New York battle for the 1848 statue, they described the effect as to emancipate wives from the slavery of the old common law of England, and to secure to them equal property rights. Before 1848, a few laws were passed in some states in the U.S. giving women some limited property rights, but the 1848 law was more comprehensive. It was amended to include even more rights in 1860; later, married womens rights to control property were extended still more. The first section gave a married woman control over real property (real estate, for instance) she brought into the marriage, including the right to rents and other profits from that property.   The husband had, before this act, the ability to dispose of the property or use it or its income to pay for his debts.   Under the new law, he was not able to do that, and she would continue her rights as if she had not married. The second  section dealt with the personal property of married women, and any real property other than she brought in during marriage.   These too, were under her control, although unlike real property she brought into the marriage, it could be taken to pay debts of her husband. The third section dealt with gifts and inheritances given to a married woman by anyone other than her husband.   Like property she brought into the marriage, this also was to be under her sole control, and like that property but unlike other property acquired during marriage, it could not be required to settle her husbands debts. Note that these acts didnt completely free a married woman from economic control of her husband, but it did remove major blocks to her own economic choices. The text of the 1848 New York Statute known as the Married Womens Property Act, as amended in 1849, reads in full: An act for the more effectual protection of the property of married women: §1. The real property of any female who may hereafter marry, and which she shall own at the time of marriage, and the rents, issues, and profits thereof, shall not be subject to the sole disposal of her husband, nor be liable for his debts, and shall continue her sole and separate property, as if she were a single female. §2. The real and personal property, and the rents, issues, and profits thereof, of any female now married, shall not be subject to the disposal of her husband; but shall be her sole and separate property, as if she were a single female, except so far as the same may be liable for the debts of her husband heretofore contracted. §3. Any married female may take by inheritance, or by gift, grant, devise, or bequest, from any person other than her husband, and hold to her sole and separate use, and convey and devise real and personal property, and any interest or estate therein, and the rent s, issues, and profits thereof, in the same manner and with like effect as if she were unmarried, and the same shall not be subject to the disposal of her husband nor be liable for his debts. After the passage of this (and similar laws elsewhere), traditional law continued to expect a husband to support his wife during the marriage, and to support their children.   Basic necessaries the husband was expected to provide included food, clothing, education, housing, and health care.   The husbands duty to provide necessaries no longer applies, evolving because of an expectation of equality of the sexes.

Gurus and other Teachers

Gurus and other Teachers Gurus and other Teachers Gurus and other Teachers By Maeve Maddox A reader expressed her disappointment when I left guru off my list of English words that end in u. I’ll endeavor to make up for the omission with this post about guru and other terms for teachers. 1. teacher I’ll begin with the generic word teacher, an Old English word related to token. A token is something that serves to indicate a fact. â€Å"To teach† is to show in the sense of â€Å"to guide, to show the way.† To teach something is to convey knowledge or give instruction. 2. tutor The Latin noun tutor derived from a Latin verb meaning â€Å"to watch or guard.† A tutor was a protector. In Roman law, a tutor was the guardian of a legally incapable person. The English word has been used in the sense of â€Å"custodian of property,† but its most familiar use is as â€Å"a person in charge of looking after or instructing a young person.† In modern American usage, a tutor is a paid or unpaid teacher who provides one-on-one instruction. Tutor is also used as a verb. 3. mentor The word mentor is an eponym, a word derived from the name of a person. When Odysseus left for the Trojan War, he placed his son Telemachus in the care of a wise old friend named Mentor; the goddess Athena, disguised as Mentor, guides and counsels Telemachus. A mentor, therefore, is a person who guides and advises another–usually younger–person. In American usage, the word is often used to refer to an experienced person in a company who trains and counsels new employees. College students are assigned mentors to help them settle into academic life. Mentor is also used as a verb. 4. sage A sage is a person of profound wisdom. The word derives from a Latin verb meaning â€Å"to be wise†; the verb’s present participle, sapiens, means wise. The noun sage is not much used in modern English, but the adjective sage is often seen, especially in the clichà © â€Å"to offer sage advice.† 5. maestro English has its own version of this word: master. A master or maestro is one who has achieved eminence in a skill or a profession. Taken from the Italian, maestro [MY-stro] usually refers to an eminent musician. Note: Several words borrowed by English to denote a wise person–including guru– derive from Sanskrit. 6. pundit This word for â€Å"a person who makes authoritative comments or judgments† is from a Sanskrit word meaning learned or skilled. In modern India, the word survives as pandit: â€Å"a learned person; a Hindu priest or teacher.† In modern American speech, the word pundit is usually applied to people who comment on current affairs or specialized fields. 7. guru Originally an adjective meaning â€Å"weighty, grave, dignified,† Sanskrit guru came to mean a Hindu spiritual teacher or head of a religious sect. In modern American usage, the word is used loosely to refer to just about anyone who knows a lot about some subject. 8. swami The Hindu word swami translates as â€Å"master, lord, prince† and is used by Hindus as a term of respectful address. Swami can also refer to a Hindu temple, idol, or religious teacher. 9. sadhu If you’ve read Kim by Rudyard Kipling, you’ve seen this word spelled saddhu. A sadhu is an Indian holy man or saint. The word comes from a Sanskrit adjective meaning â€Å"effective, correct, good.† 10. rishi A rishi is a holy seer, specifically one of the holy poets or sages credited with the composition of the Veda writings. 11. maharishi A maharishi is a â€Å"great rishi,† a Hindu sage or holy man. In the late 1960s and early 1970s, the Maharishi Mahesh Yogi achieved worldwide fame as guru to  the Beatles,   Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Computer Terms You Should KnowWhen to Form a Plural with an Apostrophe20 Slang Terms for Law Enforcement Personnel

The death Penalty versus Life Without Parole Research Paper

The death Penalty versus Life Without Parole - Research Paper Example 1. Development of capital punishment & life without Parole: Capital punishment or death sentence developed in United States â€Å"as society searched for more humane ways for killing its condemned† & as a substitute of the brutal ways that the society used throughout history to punish the offenders of society (Hess and Orthman 534). It evolved gradually with the â€Å"first electrocution in 1890, the invention of the gas chamber in 1923, the use of a firing squad and the adoption of lethal injections in 1977† (Hess and Orthman 534). Till 2005 â€Å"38 states and the federal government had laws authorizing capital punishment† whereas the minimum age for capital punishment set by 18 states & the federal government following the court’s ruling in Ropper v. Simmons(2005) was 18 (Hess and Orthman 534). Life imprisonment without parole developed in U.S. as a means to portray that the punitive statutory law was strict. As of 1996, 12 states with capital punishmen t had no life without Parole option, 20 six states of U.S. ... Table 1 Life without Parole (LWP) and capital punishment (CP) 1996, of United States (Adapted): States LWP CP State LWP CP Alabama Yes Yes Montana Yes Yes Alaska No No Nebraska Yes Yes Arizona No Yes Nevada Yes Yes Arkansas Yes Yes New Hampshire Yes Yes California Yes Yes New Jersey Yes Yes Colorado No Yes New Mexico No Yes Connecticut Yes Yes New York No Yes States LWP CP State LWP CP Delaware Yes Yes N. Carolina No Yes Florida Yes Yes North Dakota No No Georgia Yes Yes Ohio No Yes Hawaii Yes No Oklahoma Yes Yes Idaho Yes Yes Oregon Yes Yes Illinois Yes Yes Pennsylvania Yes Yes Indiana No Yes Rhode Island Yes No Iowa Yes No S. Carolina Yes Yes Kansus No Yes South Dakota Yes Yes Kentucky No Yes Tennessee No Yes Lousiana Yes Yes Texas No Yes Maine Yes No Utah Yes Yes Source: Keith D. Harries, and Deral Cheatwood, The geography of execution: the capital punishment quagmire in America.(Maryland: Rowman & Littlefield, 1997) 110. Print. In the table 1, it can be seen that 34 states out of 38 states accept capital punishment as a means of punishment to its offenders that is 89% (Approx.) of the total no of states. Whereas, in case of life imprisonment without Parole 25 states out of 38 states accept it as a means of punishment, thus amounting to 67% (Approx.) of the total no. of states. Hence, it can be noted that capital punishment had greater acceptance as a means of punishment in comparison to life imprisonment without parole. 3. Differentiation between capital punishment & life imprisonment without parole, as a means of punishment: In case of capital punishment the prisoner is permanently incapacitated from doing any harm to the society, whereas life imprisonment without Parole does not prevent the offenders from harming the inmates of the prison &

Dealing with Stress and Violence in the Workplace Essay

Dealing with Stress and Violence in the Workplace - Essay Example ed of systems of interventions that are supposed to prevent the negative psychological reactions that arise from dealing with many critical incidents in the line of duty. The management tool is designed to address critical incident stress at an early stage to prevent post traumatic stress becoming permanent in exposed individuals. The tool facilitates the normal recovery of individuals, groups and organizations back to normalcy after a traumatic experience. The management tool also assists in the identification of personnel within an organization who need further attention in emotional support services or psychological treatment in severe cases (Human Resources Branch, 1997) A CISM program uses multidimensional approach to prevent post traumatic stress on personnel exposed to traumatic situations, the tool promotes pre-event stress and crisis management education, training and preparation for management of traumatic stress and incorporates planning and policy development to that effect. The programs have various interventions that are used when a traumatic event is happening, and interventions after the traumatic events have occurred. Many approaches and interventions are integrated together to form a systematic interlinked approach to management of stress (Mitchell, n.d). Stress management tools are expected to help individuals, emergency personnel groups and communities deal with the impact of critical incidents and enable them to live with some degree of normalcy after these events. Stress management tools reduce incidences of chronic stress in personnel, which has negative effects on an individual’s life. Yes; I believe that the stress management tool is useful in dealing with violence in the workplace because all employees are able to share their experiences which help in reducing psychological stress and promote faster healing. When used effectively, the CIS management tools allow early detection of employees suffering from post-traumatic stresses that

The Present State Of Neutrino Masses :: essays research papers

One of the current questions in physics is whether or not neutrinos have mass and what this mass is. Neutrinos are subatomic particles that have no electrical charge and interact only via the weak nuclear force. They are products of radioactive decay processes, and thus are produced abundantly in our Sun, our atmosphere, and in other astrophysical sources such as supernovae and active galactic nuclei. Millions and millions of them are crossing through the Earth every second, but only very few of them will interact with the Earth. In practice you can say they are invisible. But fortunately we can detect them by building a very large detector and waiting long enough. There are several reasons to search for a possible non-zero neutrino mass. Fermion masses in general are one of the major mysteries/problems of the standard model. Observation or nonobservation of the neutrino masses could introduce a useful new perspective on the subject. Nonzero neutrino masses are predicted in most extensions of the standard model. They therefore constitute a powerful probe of new physics. Also, there may be a hot dark matter component to the universe. If so, neutrinos would be (one of) the most important things in the universe. The observed spectral distortion and deficit of solar neutrinos is most easily accounted for by the oscillations/conversions of a massive neutrino. The largest neutrino detector is the Super-Kamiokande and is located in the Kamioka Mine, about 200 km north of Tokyo. It is water cerenkov detector, which means it is a large (40 meters diameter by 40 meters tall) tank of ultra-pure water viewed by thousands of sensitive phototubes. Super-Kamiokande will address some of the most important open questions in physics today, such as: why does the Sun appear to produce only half as many neutrinos as theory would predict? Do neutrinos have mass? Do protons decay, as predicted by Grand Unification Theory? One source of neutrinos are nuclear reactions. Inside our Sun nuclear reactions are occurring on a gigantic scale. Lots of neutrinos are produced. There are enough of them, that when they reach the Earth they can still be detected. Since physicists can calculate how many of them should be seen, there is a big problem because we see too few, roughly two times too few. This is so called the solar neutrino problem. There can be several solutions to the puzzle. One is that we do not understand the Sun well enough.

Children should stay in school

With the increasingly fierce competition in modern society, people need to make all the efforts to learn new things, acquire new skills and continuously adapt to the fast- developing world since childhood. Most people believe that children should be taught not only the lessons in the classroom but also sports, music and other skills at school, like how to work with other students and how to organize their studies by themselves, etc. However, some other people claim that children should not be living under too much pressure. The question is : Should they or not?Children should stay in school from 8 a. M. Until 6 p. M. , which sounds quite a long time, but having lessons in the classroom is only one part of their school lives. Children also would be allowed to do sports, music and other activities at school in another half-day. For one thing, children who take physical education (PEE) and music lessons during the school day would do better academically, since they help reduce boredom a nd help kids stay focused. And we all know that keeping strong and healthy Is the foundation of learning.For another thing, communication Is very Important In odder society. Children can practice how to play with other students at school, especially when they are asked to do some team-work In some sports and music classes. When I was a little girl, I Joined a Instrumental class, we really needed to learn how to cooperate with each other, otherwise we would repeat again and again until we finally knew the Importance of communication. Bothersome, children could try to learn how to organize their studies, Including the lessons In the classroom, sports and music.People all need to know how to manage their studies. Normally we first make a plan, manage It then try to flash It. Children could learn this at school so they would have very good habits when they grow up. It would be precious treasures In their whole lives. However, a coin has two sides. Some other people think that children s hould not be living under much pressure, they should have enough time to play and have fun. And children should not be forced to learn some sports and music If they are not Interested. They really hope children could have very happy and relaxed childhoods. Would have learnt skills Anyway, In my opinion, people should have learnt skills since childhood because of the rapid-developing society with high competition. Good habits and knowledge are really Important In our lives, especially when we are looking for good unlettered and excellent Jobs when we grow up. However, I believe that children should have opportunities to choose some actively by themselves when they already have should not give them too much pressure?Just fewer exams and more guidance with patience, so children can play for studies and study to play.