Authorship Theory Essays - , Term Papers, Research Papers

Authorship Theory For a host of persuasive but commonly disregarded reasons, the Earl of Oxford has quietly become by far the most compelling man to be found behind the mask of Shake-speare. As Orson Welles put it in 1954, I think Oxford wrote Shakespeare. If you don't agree, there are some awful funny coincidences incidences to explain away. Some of these coincidences are obscure, others are hard to overlook. A 1578 Latin encomium to Oxford, for example, contains some highly suggestive praise: Pallas lies concealed in thy right hand, it says. Thine eyes flash fire; Thy countenance shakes spears. Elizabethans knew that Pallas Athena was known by the sobriquet the spear-shaker. The hyphen in Shake-speare's name also was a tip-off: other Elizabethan pseudonyms include Cutbert Curry-knave, Simon Smell-knave, and Adam Fouleweather (student in asse-tronomy).(FN*). The case for Oxford's authorship hardly rests on hidden clues and allusions, however. One of the most important new pieces of Oxfordian evidence centers around a 1570 English Bible, in the Geneva translation, once owned and annotated by the Earl of Oxford, Edward de Vere. In an eight-year study of the de Vere Bible, a University of Massachusetts doctoral student named Roger Stritmatter has found that the 430-year-old book is essentially, as he puts it, Shake-speare's Bible with the Earl of Oxford's coat of arms on the cover. Stritmatter discovered that more than a quarter of the 1,066 annotations and marked passages in the de Vere Bible appear in Shake-speare. The parallels range from the thematic--sharing a motif, idea, or trope--to the verbal--using names, phrases, or wordings that suggest a specific biblical passage. In his research, Stritmatter pioneered a stylistic-fingerprinting technique that involves isolating an author's most prominent biblical allusions--those that appear four or more times in the author's canon. After compiling a list of such diagnostic verses for the writings of Shake-speare and three of his most celebrated literary contemporaries--Francis Bacon, Christopher Marlowe, and Edmund Spenser--Stritmatter undertook a comparative study to discern how meaningful the de Vere Bible evidence was. He found that each author's favorite biblical allusions composed a unique and idiosyncratic set and could thus be marshaled to distinguish one author from another. Stritmatter then compared each set of diagnostics to the marked passages in the de Vere Bible. The results were, from any perspective but the most dogmatically orthodox, a stunning confirmation of the Oxfordian theory. Stritmatter found that very few of the marked verses in the de Vere Bible appeared in Spenser's, Marlowe's, or Bacon's diagnostic verses. On the other hand, the Shake-speare canon brims with de Vere Bible verses. Twenty-nine of Shake-speare's top sixty-six biblical allusions are marked in the de Vere Bible. Furthermore, three of Shake-speare's diagnostic verses show up in Oxford's extant letters. All in all, the correlation between Shake-speare's favorite biblical verses and Edward de Vere's Bible is very high: .439 compared with .054, .068, and .020 for Spenser, Marlowe, and Bacon. Was Shake-speare the pen name for Edward de Vere, Earl of Oxford, or must we formulate ever more elaborate hypotheses that preserve the old byline but ignore the appeal of common sense and new evidence? One favorite rejoinder to the Oxfordian argument is that the author's identity doesn't really matter; only the works do. The play's the thing has become the shibboleth of indifference-claiming doubters. These four words, however, typify Shake-speare's attitude toward the theater about as well as the first six words of A Tale of Two Cities express Charles Dickens's opinion of the French Revolution: It was the best of times. In both cases, the fragment suggests an authorial perspective very different from the original context. The play's the thing, Hamlet says, referring to his masque The Mouse-trap, wherein I'll catch the conscience of the king. Hardly a pr?cis for advocating the death of the author, Hamlet's observation reports that drama's function comes closer to espionage than to mere entertainment. Hamlet's full quote is, in fact, a fair summary of the Oxfordian reading of the entire cannon. If pressed, Shake-speare, like Hamlet, would probably deny a play's topical relevance. But, as an ambitious courtier, he would have valued his dramaturgical ability to comment on, lampoon, vilify, and praise people and events at Queen Elizabeth's court. It is hard to deny that Hamlet is the closest Shake-speare comes to a picture of the dramatist at work. Nowadays, assertions that one can recover the author's perspective from his own dramatic self-portraits are often ridiculed as naive or simplistic. Yet the converse--that Shake-speare somehow evaded the realities and particulars of his own life in creating his most enduring, profound, and nuanced characters--is absurd on its face. Of course, the infinite recesses of the imagination

40 Fun Activities to Try with Your College Friends

40 Fun Activities to Try with Your College Friends The friendships you establish in college will be some of the most unique relationships you will ever have. Thrown together by chance or circumstance, these friendships usually last a lifetime. Not only that, but these relationships provide ample opportunities to stretch your wings, try new things, and live life a little irresponsibly. If you still have no friends in college, dont worry and find out how to find them! If it is not the case and you’ve been looking for suggestions on just how to spend time with your college friends, we have a few ideas for you. Start a water balloon fight on central campus. Get matching haircuts. Start a game of tag or hide-n-seek in Wal-Mart. Go for a swim in the school fountain. Schedule a Guitar Hero tournament. Plan a cornhole tournament. Girls, schedule a slumber party; boys, crash said party. Put on a lip-sync performance and create your own music video. Host a prom. Go on a road trip. Plan a progressive dinner. Get your fortunes told. Set up a faux senior portrait session; see if this attempt is less awkward than the last. Make an old school mixed CD and then swap the finished products. Have a classic TV marathon (Saved by the Bell for the girls, Dukes of Hazard for the boys). Clean out your closets and have a clothing swap. Plan a cook-off. Eat a picnic on the quad. Create the most absurd outfits imaginable and wear them to the gym for a workout. Ride the bus around town; you’re bound to discover local places you never knew about. Go to a drive-in movie. Host a costume party. Play Spin the Bottle. Throw a house warming party when someone gets new digs. Booby-trap someone’s dorm room. Attend the playoffs for one of your school’s sports. Saran wrap all the public toilets in the dorms. Plan a flash mob. Start a blog. Try an exotic food you can’t pronounce. Help someone else; put together a Relay for Life or Dance Marathon team. Learn about wine; there is more to know than just â€Å"red† or â€Å"white.† Go to a Pride Parade. Learn to drive a 5-speed car. Donate blood. Have a Nerf gun war. Play a milkshake drinking game. Paint pottery. Make a Burn Book, Mean Girls’ style. Have an eating contest. College doesn’t last long. Between all the studying and pointless part-time jobs, there isn’t much time left for fun. Make sure you use your time wisely! Grab your friends and do something reckless, spontaneous, or totally out of character today! We hope our list has inspired you to try something new. If you have more ideas about how to add some spice to the college life, share in comments!

According to the requirement and i am living in the Santa Barbara Assignment

According to the requirement and i am living in the Santa Barbara - Assignment Example The aesthetic value of the three triangles remains unclear among artists and art lovers. It is necessary to analyze Bento’s background and his experiences in analyzing the aesthetic value of this sculpture. This is because life experiences and childhood background has profound influence on an artist’s work. The three triangles has some cultural values that Bento follows. He uses iron and steel to manufacture this sculpture. Bento’s background influences his work. His use of iron signifies his connection to his roots in southern Ohio (Ratcliff, Carter, Collette, Jolei & Fletcher 156). In addition to using art to connect with his roots, this sculpture signifies a breakthrough from mainstream artists especially kinetics artists. Most kinetic artists used aluminum, wood or lacquer in their sculptures. The three triangles sculpture highlights Bento’s innovation. In the development of art, it signifies the end of kinetics art and the beginning of a new artistic style. The three triangles sculpture signifies the importance of constructivism in Bento’s career (Ratcliff, Carter, Collette, Jolei & Fletcher 186). One of the major differences with other mainstream artists was Bento’s belief in creativity. This sculpture is quintessential of constructivism as a style of art. Bento painted the three triangles sculpture red like the Steel Watercolor sculpture in Cologne Germany. The red painting of this sculpture is in tandem with Santa Barbara college color highlighting Bento’s ability to blend his art with the surrounding environment. The three triangles sculpture cultural impact is on the use of three-dimensional figures in art. The sculpture contains three triangles. Prior to this sculpture, artists hardly used three-dimensional figures in their artworks. Ratcliff, Carter, Collette, Jolei & Fletcher (225) argues that this sculpture, therefore, exemplifies the use of three-dimensional figures such as triangles,

Letter to Your Friend in England Essay Example | Topics and Well Written Essays - 1500 words

Letter to Your Friend in England - Essay Example My dear friend, you are right when you observe that we are living in a period of great political turmoil. I regret to tell you that here, in the colonies, public opinion continues to grow against controls imposed by the Mother Country. As a medical practitioner, I am exposed to a variety of views, ranging across the spectrum of political opinion: from those calling for peaceful negotiations to others calling for an outright revolution. I will attempt to address, to the best of my ability, your doubts on these issues. I think you will agree with me when I say that the cause of the present troubles can be traced to England’s state of near bankruptcy at the end of the French and Indian Wars. The first major irritant to hitherto cordial relations between the colonies and England was The Proclamation of 1763, preventing us access to the Western lands. In the light of an ever-increasing population, this appeared to be manifestly unwarranted. Of course, we chose to ignore the Proclam ation. At this juncture, The Grenville Program of 1764-1765, which we hear had great support in England, was salt to our wounds. The Sugar Act of 1764, imposing additional duties on sugar, and doubling the duty on imported goods, was manifestly unfair from our point of view: particularly as the taxable list included almost everything we produce. You can imagine the number of cases of confiscation and litigation arising from this! Matters were made worse by the changes to the Navigation Acts, giving a single Vice-Admiralty court in Halifax, Nova Scotia, jurisdiction over all of the American colonies in trade matters. The legal costs, and the cost of travelling from Boston to Nova Scotia, to say nothing of the cost in time, were a major cause of complaint among the traders here. I am sure that expecting the defendant to post a bond to cover all expenses for both sides, would not be acceptable in England! Boston witnessed many town meetings calling for a united opposition to these Acts . I must admit that I was a willing participant in these meetings. An additional benefit of my attendance was that we (a group of educationists and doctors) were able to pacify the hot-heads who kept calling for some violent action in protest against the Acts. My friend, surely you will agree that expecting us to house and supply British troops at our personal expense, as mandated by the Quartering Act of 1765, was manifestly unfair. When most of us consider ourselves to be loyal subjects of His Majesty, the presence of a significant number of troops is itself a sign of suspicion and unwanted tight control. The Act has turned our perception of control into that of repression. Of course, it was the Stamp Act of the same year which finally turned the tide of public opinion decisively against England, and alienated the majority of colonists against the Mother Country. The paying of a direct tax to England flies in the face of every legislative tradition. I support the colonial position that it is a form of ‘taxation without representation.’ A tax on all printed material: including playing cards and college diplomas! My friend, how could the British Parliament pass such an Act? The Act succeeded in creating a unified opposition, led by the influential lawyers, merchants and newspaper publishers in Boston, who were most affected by its terms. The popular anger aroused by the Stamp Act resulted in the beginnings of mob violence. The Sons of

“I know why the caged bird sings” Essay Example for Free

â€Å"I know why the caged bird sings† Essay After a childhood full of cruelties, disappointments, and being raped at the hands of her mother’s boyfriend, Maya Angelou survived and became the most important civil, human, and Women’s Rights Activist. After her rape she was silent for 5 years, and only through the encouragement of her grandmother did she start to write and act. Her writings won her world acclaim and she was nominated for the National Book Award, a Tony Award and a Pulitzer Prize. She is indisputably one of the most influential women in history. Her poem â€Å"I know why the caged bird sings† shows her grace and skill as a poet, and a humanitarian. â€Å"I know why the caged bird sings† is a six stanza poem. The poem has a very traditional structure. The first two stanzas are triplets, followed by a quatrain, then another triplet, and ends with a quatrain. It has a very simple but effective rhyme scheme. The triplet stanza has a AAB rhyme, and the quatrain stanzas have a AAAB rhyme. This poem is lyrical and intense. The themes presented in this poem are of a freedom and triumph over adversity (Arensberg 273). In stanza one Angelou describes how birds in the wild have unbound freedom. She writes â€Å"leaps on the back of the wind†¦ dips his wings in the orange sunrays, (lines 1-3)† about the free birds activities. Her words affect the senses, and the reader feels the freedom the birds experience in flight. She brings nature and the outdoor elements to life and the audience is right there at play with the birds. Freedom abounds! In stark contrast, the next stanza snaps the reader back from their dreamlike state. There are a series of very strong words that create a feeling of depression, and claustrophobia. Angelou explains the life of a caged bird. â€Å"narrow cage, bars of rage, and wings clipped. (lines 3-6)† These phrases create a sense of dread and imprisonment. This evokes sympathy for the bird, and thoughts about if we were also imprisoned (Arensberg 280). The reader begins to think what is life unfair and, why that bird? and further, why me? â€Å"But a caged bird stands on the grave of dreams, (line 14)† the poem continues and yet the bird still sings. Angelou comments â€Å" The caged bird still sings with a fearful trill of things unknown but longed for still (lines 17-18)† about the bird who displays the only freedom he has at present, his voice. Pierre Walker, in his 1995 article, comments â€Å"that the bird still dreams,â€Å" and he has the determination to overcome and make the best of his situation. There is a single focus for Angelou use of alliteration in this poem. She uses the â€Å"s† sound over and over again â€Å"his shadow shouts on a nightmare scream† (line 15). The â€Å"s† sound creates the feeling of wind, the whispering of tree leaves, the bird is scared but he sings because he can. He cannot fight his nature. He will find freedom anyway he can, and for that bird it is his singing. The use of the rhyme scheme in the quatrain portion of the poem is AAAB. The inflexibility of the first three lines in stanza 3 â€Å"thrill†¦hill†¦shrill† create the perfect path to the true theme of this poem. When the reader expects another word to rhyme it doesn’t, and the quatrain ends with â€Å"freedom. † The same is true for the last stanza, which is a repeat of the first. Liliane Arensberg explains that the rhyme reminds the reader that there is always hope, there is always the will to survive and the promise at the end of the tunnel of light (Arensberg 289) of freedom. â€Å"I know why the cage bird sings† by Maya Angelou is a very popular poem. Many people find inspiration in her words, and find solace in the hope and determination that bird has. If he can sing, so can the reader. If he can survive so can you. We cannot always choose our lot in life, but we can make the best of it. We can reflect, find out talents, and give those to the world. Maya Angelou presents a very important message to the reader in the form of a very lyrical almost song like poem by using strong imagery of a bird and it’s cage, the pursuit of freedom as a theme, a strong rhyme scheme, and alliteration. Angelou skill as an author cannot easily be missed and neither can her message that we must overcome misfortune and strife to become what we were always meant to be. Works Cited Angelou, Maya. The Complete Collected Poems of Maya Angelou. 1st ed. New York: Random House, 1994. 101. Arensberg, Liliane K. Death as Metaphor of Self in I Know Why the Caged Bird Sings. College Language Association Journal 20 (1976): 273-91. Walker, Pierre A. Racial protest, identity, words and form in Maya Angelous I Know Why the Caged Bird Sings. . College Literature 1 Oct 1995. 23 Nov 2005 http://www. highbeam. com/.

A Summary of Barbara W. Tuchmans The Guns of August :: Barbara W. Tuchman The Guns of August

A Summary of Barbara W. Tuchman's The Guns of August â€Å"The Guns of August† was written by Barbara W. Tuchman in 1962. The book details the causes of the first World war and describes the first month of the war. The book clearly illustrates how a local war became an entire European struggle by a call to war against Russia. Soon after the war became a world issue. Summary of the Book Plans The Beginning (Chapters 1-5) The book begins at the funeral procession of King Edward VII of England in 1910. This procession contained a glorious array of Kings and Nobles from around the world, this was to be the last. Throughout the procession there are mournful faces, but one â€Å"mournful face† hides happiness. The happiness is of Emperor William II of Germany. Throughout his life and reign, Edward candidly exhibited his love for France over his neighboring country, Germany. Now that Edward was out of the way, William was sure that he had earned the position as the ruler of Europe the entire and would soon take action to prove to the rest of the world that Germany was more powerful than all. In Germany, the Chief of the German General Staff, Count Alfred von Schlieffen, created a plan of attack in case of the possibility of a two-front war. But, this plan required invading Belgium, which(at the time) was neutral territory and proteced by England, Despite the promise of England to Belgium, Schlieffen continued with his attack plans. He believed that Germany’s army was far more powerful and advanced than England, and that there was no reason he should feel threatened. After years of perfecting his plans, they were finally finished in 1906. Nevertheless after all of those years of planning, he failed to properly reinforce the eastern front. Even though he was highly criticized for this, he stood by his decision stating that he knew the Russians would force the army into the cold harsh, Russian winter, such as the case of Napoleon. Even though Schlieffen came up with this wonderful and well thought out plan, his successor, General von Moltke, changed the plans entirely. Like Germany, France also concocted an offensive plan.

Continuous Assessments Essay

Continuous Assessment is an on-going process of gathering and interpreting information about students’ learning that you use to make decisions about what to teach, how to teach and how well students have learned. Basic characteristics of Continuous Assessments include the following; * It is an on-going process * It comprises of a variety of assessment methods * It gives timely feedback * Its aligned with curriculum and * Its collaborative with students. Some differences between Continuous Assessments and Formal Assessments Continuous Assessments| Examinations| Ongoing in the classroom throughout the year| Usually at the end of a unit, semester, term, year or cycle| Many different tasks| One exam or few tests per subject| Carried out by the teacher| Can be administered by someone other than the teacher| May be developed by the teacher| May be written by persons other than the classroom teacher| Marked by the teacher| May be marked by persons other than the classroom teacher| Teachers use assessment results to improve teaching| Don’t help teacher to identify learner weakness| Are connected to the syllabus being taught| May not be always be connected to what is taught|. General Advantages of Continuous Assessment * Learners will be assessed using different and appropriate assessment methods and this will provide a more valid assessment of the learner’s performance. * Assessment will now take place in an authentic context i. e. the learner will be assessed in a realistic situation, which is integral to the learning process. * During assessment, there will be immediate feedback into the learning process, thus promoting the formative role of assessment. * Opportunities are provided that would be impossible in a once-off external examination. * A variety of skills can be assessed by internal assessment, which otherwise would not have been considered for assessment purposes. * Assessment is on-going and therefore learners are compelled to work consistently and this will contribute to re-instating the culture of teaching and learning. * The educator who works closely with the learner will now carry out judgment of the learner’s performance. Specific Advantages of Continuous Assessment to the Learners * Monitor student progress * Develop study behaviour * Identify misconceptions * Motivate improvement Have realistic expectations. Specific Advantages of Continuous Assessment to the Parents * Involve in monitoring child’s progress * Understand student’s strengths and weaknesses * Strengthen learning partnership with school Seek assistance for their child Specific Advantages of Continuous Assessment to the Teachers * Evaluate effectiveness of their lessons * Modify teaching strategies * Improve judgments about what students have learned for final grades Evaluate effectiveness of programs How is Continuous Assessment Used? Continuous Assessment is usually used for the following Formative purposes; * Diagnosis: identify skills that students can do. * Diagnosis: identify errors that a student is making * Help decide how to change the lesson / unit plans * Provide students with practice * Help decide where to begin teaching * Modify students’ behaviour Continuous Assessment is usually used for the following Summative purposes; * Grading and promotion * Assigning final grades * Selection of students for programs * Provide superiors with data * Give awards (formally or informally) for work well done / effort made * Student classification Some Concerns of Teachers * Continuous Assessments is time consuming and requires a great deal of preparation and record keeping * A few students do not do well on projects during the term, but do well on final examinations; the zero on projects brings down their final grade * Some students are de-motivated when they do not see the rate of progress they anticipate * Lack of trust that the assessment tasks, such as projects and home work assignments that are not done under good supervision are the students’ own work *. Students seem overwhelmed with so many school-based continuous assessments that count towards their final grades, if every subject gives a project or a term paper, that’s a lot of work * The marks from continuous assessment are inconsistent across teachers Some Examples of Alternative Assessments * unseen written examinations * Seen written examinations * portfolio development * essays * projects * strategic or business plans * fieldwork * literature searches * journal article analysis/critiquing * oral presentations * dissertations * book, article, multi-media material reviews * laboratory reports * case studies * group/team work * audio/video tape production.