Last night at the regent theatre in Hanley Essay

Last night at the Regent Theatre in Hanley, Stoke-upon-Trent , I witnessed a spectacular performance of Romeo and Juliet, written by William Shakespeare. William Shakespeare is regarded as a true great among modern poets and playwrights alike. The play began with a masterfully written battle scene between the two feuding families, the Capulet’s and the Montague’s, both of similar social status. This primary scene soon evolved into a story of two teens, torn between their love for each other and fear of betraying their families. The highlight of the performance was the balcony scene; it was very dramatic and romantic. The show was stolen by the actor, Los Angeles, who played Lord Capulet ~(Juliet’s dad). He showed the audience how harsh but valuable to the storyline this character is, adding sparks to the performance with lines such as: ‘Hang thee, young baggage disobedient wretch’ (act three scene five) The end of the performance showed how parental conflict can interfere with lives of others and end in tragedy with the death of both the families youngest offspring. After the performance I interviewed Mr Jones and his teen son Bradley about their thoughts and feelings about the superb reproduction of the original Shakespeare romance. Interview with Father Journalist: Mr Joe Bloggs Father: Mr Jones Journalist: What do you think of attitudes of fathers in William Shakespeare’s time? Father: Control of teens is a lot more relaxed than when it was back then. I know myself; fathers in 2002 are struggling to gain respect from their teen children now and then patriarchal control was more or less one hundred percent. I think the attitude of fathers in William Shakespeare’s time was unnecessarily strict and forceful, for example Act 3 Scene 5 lord Capulet says: † Go with Paris to Saint Peters church or I will drag thee on a hurdle thither† I mean, strict is always good from a parents point of view but sometimes it can be a little over the top. Kids still need to be responsible for their own life and actions although parents can’t be too overruling, especially in my opinion, in marital circumstances. Still I can sympathise, being a father myself, he probably just wanted the best for Juliet but like you said, sometimes being too strict can have tragic consequences. Journalist: In Act 3 Scene 5, do you think lord Capulet was being fair to assume Juliet would accept the marriage proposal? Father: I think that lord Capulet was doing what he thought was best for Juliet in that day and age. Keeping Juliet in a good family, making sure she would be taken care of was obviously important to lord Capulet, so yes, I don’t think it was fair for Lord Capulet to expect Juliet to marry someone she wasn’t in love with. He obviously thought he was doing his best, but this would be frowned on nowadays. I think he could of prevented his daughters by trying to get to know Juliet better and discussing the marital problems with her. I could tell they were not close when Lord Capulet said: â€Å"Graze where you will, you shall not house with me† Journalist: In act 1 Scene 1, Lord Capulet enters an argument between servants of both families, he is seen as being keen to defend his family and to be faithful to them, but in Act 1 Scene 5 at the Capulet’s ball, he denies Tybalt his revenge and stops him from fighting Romeo. What do you think this says about his character? Father: His character shows that he is eager to defend his family honour, but he also sees these arguments as pointless, and he decides his family are worth all the hassle. At the Capulet’s party, I think he stops a fight occurring just to keep the peace, especially seeing as Romeo is not causing any harm. He wants his party to stay unspoilt. This covers up his usual short-tempered personality. Journalist: Do you think Capulet was thinking of his daughter when he arranged the marriage to Paris? Father: I can be sympathetic here, simply because looking deeper into it, and upon phrases such as: â€Å"She is the hopeful lady of my earth†, it seems that Capulet only wants the best for his daughter Juliet, and wants her in a stable marriage with a wealthy man. Although, as the scene develops it becomes clear that Capulet wants a husband for Juliet to keep the families high status and to increase Lord Capulet’s riches, he does not see love as part of the equation. So, when Juliet meets Juliet meets Romeo I think she say it as a way out, a window or maybe just as an act of rebellion. Journalist: Overall, What do you think William Shakespeare is trying to show us through Capulet’s character and about parental conflict through his play? Father: I think William Shakespeare is trying to put across the sheer futility of parental conflict and that you can’t force anybody into your way of thinking and most importantly, that true love conquers all! Interview with daughter Journalist: Joe Bloggs Son: Bradley Journalist: What do you think of the attitudes of teens towards their parents in William Shakespeare’s time, compared to now? Daughter: I think modern day parents are a lot more easy going than they were back then, and because of this, I know my father for one thinks we tend to take advantage of this! However, nowadays this kind of equal ranking between parent and teens, means a closer relationship forms, and I personally think we tend to discuss things more as a family. Journalist: In act 3 scene 5, what do you think about Juliet’s attitude towards the arranged marriage based on her first impressions? Daughter: In my opinion Juliet was absolutely in the right here. I realise in some religions this kind of thing is completely normal, but if my father introduced a man I hardly knew to me, only to tell me I was to spend the rest of my life with him, I would be thoroughly disgusted and certainly rebel against it! Journalist: Do you think Juliet was wrong to go behind her fathers back with Romeo even after she knew he was a Montague? Daughter: Yes, I think she should have told her parents of the situation and if they would prefer to lose a daughter than to live with it then Juliet would have to decide whether it is all really worth the fuss. After all, love is such a strong emotion and can a girl of her age really be sure what she is feeling? In spite of everything even her father thought she was too young at first as he says: ‘She hath not yet seen the change of fourteen years’ Journalist: How much do you think Juliet’s parents are responsible for Juliet’s death? Daughter: If anyone is responsible for her death it is her father! He almost drove her to the brink of insanity and depression; he shouldn’t have been so persistent about marrying someone she didn’t love. However I do not feel he is entirely to blame. Journalist: What do you think William Shakespeare is trying to show us about parental conflict and true love through his play? Daughter: Parental conflict interferes with things but true love will always come out best, nothing can stand in the way of people being together, not even the grim reaper, as shown in this tragic play of love and romance. Conclusion It seems as a whole both father and daughter feel that parenting in the time of William Shakespeare was kept quite tight knit and strict. Also both see that William Shakespeare is trying to express his feelings of futility towards parental conflict. It can affect the lives dramatically and most importantly he feels that love conquers all. David seems to feel that Lord Capulet was only trying to help by finding a partner for his daughter although he thinks Lord Capulet is too strict a parent. In a complete contrast Isabel disagrees with David and thinks Lord Capulet was wrong to assume he could arrange a marriage but she also believes parenting was too strict then. Conclusion- well it is agreed that parenting was very strict in those days although no-one seems to agree on whether Lord Capulet was in the right when arranging the marriage but in those days maybe a father being this forceful about marital situations was normal. Also the Capulet’s do seem partly responsible for their daughter’s death. Maybe they shouldn’t have tried to get to know their child better and the tragedy that followed might have been prevented? Who will ever know? Its up to you, the reader to decide now.

Private University of Bd

Private Universities of Bangladesh: a Curse or a Blessing for the economy INTRODUCTION: Education is the basic need for socio-economic transformation and advancement of a country. It is the prime ingredient of human resource development. With over 143 million people, Bangladesh is the eighth largest in the world in population. It is also one of the most densely populated countries and endowed with limited natural resources.The total size of the student population in Bangladesh is around 29 million which is about 20% of the total population (143 million). (http://www. ukti. gov. uk/export/countries/asiapacific/southasia/bangladesh/sectorbriefing/356900. html)Highest allocations for education in the national budgets during the nineties (90’s) show that the government has attached topmost priority to human resource development though education. The goal of ‘Education for All' is being vigorously pursued in the country. (http://www. iscoverybangladesh. com/meetbangladesh/edu cation. html) A recent addition to the higher education system in Bangladesh is the emergence of the private universities. Although private universities existed in other countries for long, the first private university in Bangladesh did not make its appearance till 1992. A law titled ‘Private University Act of Bangladesh’ was passed in the National Parliament in 1992 and the first private university of the country, the North South University, started functioning in the same year.Today the country has 56 such private universities where approximately 1, 24,267 students pursue their studies in subjects ranging from business to fashion design and media studies. (http://www. belcampus. org/higher-education-in-the-21st-century-bangladesh. html) Objectives: http://www. international. ac. uk/resources/ROLE%20OF%20PRIVATE%20UNIVERSITIES%20IN%20HUMAN%20RESOURCE%20Development%20in%20Bangladesh. pdf

Coherence and Cohesion

COHERENCE AND COHESION ========================================================== Abstract This paper discusses that a meaningful English text is always coherent. Also, the role of cohesion in a coherent English text is discussed in the light of literature. In order to further understand the significance of cohesion in discourse, we have analysed two English texts; a poem, ‘Daffodils' by William Wordsworth and an advertisement from a UK website gumtree. co. uk. A report is then developed on the textual analysis, which discusses that different genres have different elements that bring coherence.However, it is noticed that lexical cohesion forms strong cohesive ties and bring coherence in case of both the texts analysed. The paper argues that although cohesion is an important aspect of developing a coherent text, yet coherence is also possible without cohesion. Key words: Coherence, Cohesion, Text, Discourse, Analysis 1. INTRODUCTION The focus of this paper is to review the conce pt of coherence and the importance of cohesion in coherent texts. Coherence and cohesion are important aspects of language structure and knowledge of the usage of the two devices is essential for the scholars who write in English.Therefore, this paper has special significance for the readership of this journal as this paper helps understand the two concepts through their application. It tries to make the concepts interesting and easily grasped by the South Asian readers, through textual analysis of two simple texts. The paper also brings forth the importance of some other devices, apart from cohesion, in developing a coherent English text; these are also investigated in the sections discussing coherence. Firstly, we will introduce the terms cohesion and coherence as used in discourse analysis.Coherence is the device which identifies a text (a passage that forms a unified whole), spoken or written, in any language. On the other hand, cohesion is only one of the various elements which help forming coherent discourse. Cohesion provides relationship between different items of discourse in a text. Coherence is a semantic relation, so is cohesion. Coherence is possible when cohesive devices, grammatical and lexical, combine to give meaning to the text by connecting it to a social context. Most importantly, a coherent text can be found without any cohesive ties used.In the following sections, we will be discussing scholarly view on the two terms in some detail. We will then consider and clarify our position with regard to cohesion and its role in the coherent text. Later in this paper, we will be analysing the coherence (including, of course, the cohesion) in two pieces of discourse. The report on the comparison between the two analyses will follow. Finally, we will summarize the entire argument in the conclusion. 2. COHERENCE Every unified piece of discourse is a coherent set of sentences.Davies (2005) explains the idea of a text when she says, â€Å"not all sequen ces of sentences form texts- they have to be coherent sequences†. Thus she marks coherence as an identity of a text. Halliday and Hassan (1976) followed by McCarthy (1991) and Paltridge (2006) used the term texture or textuality for coherence. Paltridge (2006) writes that the texture of a text can be obtained where various items are tied together to provide meaning to the text which in turn relate to the social context in which the text occurs. Hassan (1989:71; cited in Paltridge, 2006:130) describes texture as ‘a matter of meaning relations’.Brown and Yule (1983) explain that in a coherent text the meaning is clear and the various fragments of the text seem connected either with or without cohesive devices. Hatch (1992) defines that the textual coherences can be obtained only if the communication system, the social norms and restrictions, language scripts for particular speech acts, suitable for particular speech events are all considered carefully. Thus, Brown a nd Yule (1983) and Hatch (1992) clearly mention that, apart from cohesive ties, there are other elements involved in obtaining coherence.The various elements (excluding cohesion) involved in a coherent text, as noted by discourse analysts, include, context, schema, subtext and exophoric reference. Every text has a context, says Paltridge (2006). He finds that a context of the situation is essential to understand what is meant by what is said. He includes physical and social context and the mental world of the people involved in a discourse to be crucial in interpreting and understanding the meaning. McCarthy (1991) discusses the role of context but he warns about mixing it with co-text (the text surrounding a lexical item), which he mentions to be only a part of the roader term, ‘context’. Hatch (1992), however, discusses context under the heading of deixis. Deixis, according to him, are ‘linguistic markers that have a pointing function in a given discourse contex t’. He, thus, discusses that person, spatial, temporal, discourse and social deixis describe the context of a text. Davies (2005) also mentions the role of context and subtext (reading between the lines) as important to the coherence of any text. McCarthy (1991:168) describes schema as ‘the role of background knowledge’ in understanding the text.According to him, schemata involve two kinds of knowledge; the knowledge of the world (content schemata) and the knowledge of the different forms of the text (formal schemata). Some scholars including Halliday and Hassan (1976) include exophoric reference in the cohesive device of reference; I have also discussed it there. 3. COHESION Halliday and Hassan (1976) were the first significant writers on the subject (cohesion). They drew the attention towards the importance of cohesion which, for them, refers to ‘the range of possibilities that exist from linking something with what has gone before’.Halliday and Ha ssan continue that one of the items in the cohesive pair cannot be completely and effectively understood without consulting the other and both of these form important part of the text. Most other writers on the subject then explained the term following Halliday and Hassan. Zamel (1983) finds the role of the cohesive devices to be crucial as they can turn separate expression into a unified whole by developing relationships between those separate expression. Cook (1989) defines cohesive devices as formal links between sentences and clauses.Dubin and Olshtain (1980:356; cited in Zamel, 1983) remark, ‘The most important characteristic of cohesion is the fact that it does not constitute a class of items but rather a set of relations'. A similar, rather more comprehensive view, is given by Halliday and Hassan that cohesion is a semantic relation and therefore, is independent of grammatical structure, for example, sentence boundaries etc. To this, Steffensen (1986) added that the int ersentential ties are more important than the intrasentential ties.The reason behind this is, of course, that there are no other structural relations present between sentences, as are present within a sentence. Halliday and Hassan have explained this idea, before Steffensen, as; the cohesive ties between sentences are more noticeable than those within a sentence because in a sentence there are other sources of texture as well. 3. 1 Various Cohesive Devices Halliday and Hassan (1976) discuss Cohesion under five heads, reference, substitution, ellipsis, conjunction and lexical cohesion.But according to them, cohesion can be broadly classified as grammatical (reference, substitution, ellipsis) and lexical (reiteration, collocation). Halliday and Hassan keep conjunction on the borderline of the grammatical and lexical cohesion with the greater tilt on the grammatical side. Similar views are shared by Steffensen (1986), Hatch (1992:223) and Paltridge (2006:130). Following Halliday and Ha ssan, we will also be reviewing literature under the same five heads. Reference, in the words of Paltridge (2006), is the identity that an item of discourse reclaims through another item within or without the text.Referencing device, as noted by Cook (1989), usually, forms a chain that links the expressions through the text. He exemplifies this as, Pineapple†¦Ã¢â‚¬ ¦ it†¦Ã¢â‚¬ ¦.. it†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ it†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. it†¦Ã¢â‚¬ ¦.. it†¦. Halliday and Hassan (1976) also present a similar definition with a further explanation that when one item of the language appears second time in the discourse that is the continuity of reference. Salkie (1995) explains referents (‘it’ in the above example) as the words which do not have a complete meaning on their own, they always refer to something. Considering the same, Brown and Yule (1983) suggest the term co-reference for reference.Salkie (1995), as well as Hatch (1992), agree with Halliday and Hass an over the three types of cohesive references i. e. personal, demonstrative and comparative references. Apart from this, Halliday and Hassan remark that when the interpretation for the references is present in the text, it is called an endophoric reference, and when the interpretation lies outside the text, it is an exophoric reference. Halliday and Hassan further divide endophoric reference into anaphoric reference (looks back into the text) and cataphoric reference (looks forward into the text).Brown and Yule (1983) agree with Halliday and Hassan in their description of these terms. McCarthy (1991), however, discards exophoric referents as truly cohesive because they are not the internal part of the text. While Halliday and Hassan explain that they play a role in the understanding of the text so they are cohesive. On the contrary, Paltridge (2006) introduces another reference pattern too, that is, homophoric reference, for items which recover their identity through cultural knowl edge. Substitution, simply, is ‘the replacement of one item by another’ remark Halliday and Hassan (1976).They find substitution to be a cohesive relation between wordings and not between the meanings, as is reference. Hatch (1992) notes that Levinson (1983) claims substitutions to be deictic markers. But Hatch agrees with Halliday and Hassan that the substitution and the group of words substituted form a cohesive tie. Salkie (1995) notifies that only some specific words can be used for the purpose of substitution. And Halliday and Hassan (1976) present the following list of substitutes: Nominal: one, ones; same Verbal: do Clausal: so, notIn addition, Halliday and Hassan also observe that sometimes substitution, also, borders with lexical cohesion, that is where words like ‘thing’ are used for the cohesive purposes. Substitutions thus hold very important cohesive function, as Cook (1989) mentions that the brief forms of the sentences with substitutions are more authentic than the longer sentences without substitutions. Ellipsis, the third type of cohesive marker, as named by Hatch (1992), is a zero tie. Halliday and Hassan (1976) call it substitution by zero.Actually there is no tie in ellipsis and nothing substitutes but of course, like substitution, here too, something is left unsaid. Salkie (1995) makes it clear that every unsaid or left out expression cannot be considered an example of ellipsis. On the contrary, he writes, ellipsis is a gap or unsaid information that is known to the listener/reader of the text already, as it refers back to something already said. Cook (1989) shares a similar view with Salkie when Cook says that we can omit only when we are sure that the meaning can be understood without it.McCarthy (1991) also holds the same idea and he adds to it by mentioning that ellipsis is completely ‘a speaker choice made on a pragmatic assessment of the situation, not a compulsory feature when two clauses are joined t ogether’. McCarthy (1991) notes that, in English, substitution and ellipsis are similar as the former like the latter operates on nominal, verbal and clausal level. This view is shared by Halliday and Hassan (1976), Hatch (1992) and Salkie (1995). Conjunctions can be defined best in the words ofCook (1989) as, the words which draw attention towards the relationships between sentences, clauses and words. McCarthy (1991) places conjunction among the grammatical cohesive devices, despite accepting it to be different from reference, substitution and ellipsis. He says, though it does refer to something backward or forward in the text, it still provides a relationship between the fragments of the language. A similar view is shared by Halliday and Hassan (1976) that conjunctive ties are ‘cohesive not in themselves’, but by their meaning, they point at other elements in the discourse.However, unlike McCarthy, Halliday and Hassan, followed by Steffensen (1986), Hatch (199 2) and Paltridge (2006), do not believe conjunctions to be completely grammatical. Halliday and Hassan (1976) observe that conjunctions can be classified in different ways, focusing different aspects. They, then, present additive, adversative, causal and temporal as four, commonly accepted, types of conjunctive relation. Hatch (1992) also presents the similar distribution. Martin and Rose (2003; cited in Paltridge, 2006:139) use the term consequential for causal.Although Salkie (1995) also gives the same four types of conjunction, yet he uses different terminology; he calls them addition connectives, opposition connectives, cause connectives and time connectives. Besides, he uses the term connective for conjunction. Lexical cohesion is a relationship between vocabulary items in the text. In the words of Paltridge (2006:133), â€Å"Lexical cohesion refers to relationships in meaning between lexical items in a text and, in particular, content words and the relationship between themâ € .Hatch (1992) notes that some lexical ties are long, as they are spread over larger pieces of discourse, and others are short. Reiteration and collocation are marked as two major types of lexical cohesion by Halliday and Hassan (1976). McCarthy (1991), however, does not seem to be convinced by Halliday and Hassan’s inclusion of collocation among the devices of lexical cohesion. He does not find that collocation can present a semantic relation between various items of discourse as other cohesive markers do. Unlike McCarthy, Hatch (1992) finds collocation to be an important element for building text cohesion.So does Paltridge (2006), who says, that expert writers of the language know which items can collocate. Lexical collocation, grammatical collocation and idiomatic collocation are found in discourse. McCarthy (1991) defines reiteration as restating a word (or a phrase) by either direct repetition or using the lexical relations for that word (for example, synonyms, anton yms, hypernyms, meronyms etc). Salkie (1995) explains that the repetition of the content words brings cohesion; what he says of repetition is true for all the lexical devices.Making a decision regarding the usage of various lexical items is only a matter of understanding the importance of different lexical relations. McCarthy (1991) observes that the speaker/writer has to decide whether to repeat, or use a synonym or a super ordinate etc, because discourse analysts have not yet given any satisfactory rules for that. 3. 2 Relation between Coherence and Cohesion Halliday and Hassan (1976) refer to cohesion as being a source of coherence. But Carrell (1982) strongly disagrees with them on that view. She finds cohesion to be nothing more than a result of coherence.Carrell quotes Morgan and Sellner (1980) who also find Halliday and Hassan to be mistaking. Morgan and Sellner explain that when Halliday and Hassan are mentioning that a referent refers back or forth to something in the text, it is not something in the text actually but something in the context, from which the reader and the hearer understands what the speaker/writer is talking about. Carrell herself is also supporting the idea by Morgan and Sellner and believes it to be the content and not the cohesion between the expressions which bring coherence to the text.In the commonly quoted example by Halliday and Hassan: Wash and core six cooking apples. Put them into a fireproof dish. Carrell finds that them in the second sentence does not refer to the apples in the first sentence but some real world apples. Brown and Yule (1983) present a more convincing argument against Halliday and Hassan that the apples, in the first sentence, are as they were brought from the market while those in the second sentence are washed and cored apples and therefore not the same as in the first sentence.They argued similarly for the other cohesive devices like substitution and ellipsis. Brown and Yule (1983) observe that some pi eces of discourse, can be said to be unconnected due to lack of cohesive devices, but they still form coherent text (for example; advertisements, brochures etc) because different genres of discourse have different criteria of coherence. Where Carrell fully ignores the importance of cohesion in coherence, Brown and Yule at least agree that different genres of text demand different criteria of coherence.Hatch (1992) sounds more acceptable, when he says that the knowledge of script, speech events and rhetorical organisation usually results in a coherent text but sometimes, we need to make use of cohesive ties and deictic markers to guide the listener/reader through the text. The formal links (cohesive devices), according to Cook (1989) also, are not enough or necessary for a text. He means to say that there can be a text without them and there can even be an incoherent piece with them. He as well as Salkie (1995) holds the understanding of the context as more important.Davies (2005) cl arifies all the misconceptions, â€Å"coherence does not have to depend on logical internal links and familiar patterns of organisation- it also has a lot to do with how we interpret the language we read or hear†. To conclude, the argument let us quote McCarthy (1991) who says, all discourse markers including cohesive markers are concerned with the text on the surface level. He, like Davies, marks that the interpretation is the key that the listener/reader uses to understand what the speaker/writer has tried to say by utilising both above and below the surface available devices.Therefore, cohesion is not a criterion for coherence yet it is an important element in some genres of discourse. 4. TEXT ANALYSIS After reviewing the scholars on coherence, cohesion, cohesive devices and relation between coherence and cohesion, we are, now, turning to analyse two written texts; the poem ‘Daffodils’ by William Wordsworth (see Appendix-A for the original text) and a job adve rtisement that we found on www. gumtree. co. uk (see Appendix-B for the original text).After this, we will present the report on whether cohesion is required or just the context, schema, sub-text and exophoric reference are enough for coherence in these two genres of discourse. 4. 1 Analysis of the Poem ‘Daffodils’ Firstly, we are going to analyse the poem, from the different perspectives of coherence. We will start with the context. 4. 1. 1 Context The very first word ‘I’ tells us that the speaker or the poet is sharing a personal experience. ‘Wandered’, being the second form of the verb, clears that the incident that is quoted in the poem has ended.It is one of the experiences of the poet when he saw a beautiful scene and now he is describing the scene and is discussing the pleasure it has been giving him since the time he has first seen it. The text belongs to the place where there is a lake, there are trees and most importantly, there are d affodils. Thus the poet is recollecting his memory of a beautiful outdoor scene when he was caught by the sight of golden daffodils. The poet mentions that he was alone at that time. The beauty of the scene has been deep-rooted in the memory of the poet.The memory of the flowers works as an effective tranquiliser at the time when the poet is worried or sad. Coherence, here, operates the relationship of a poet to the natural world of beauty. It exemplifies how a poet, who is alone (no other human being around), is enjoying the company of the flowers and can enjoy that of other objects of nature. He is enjoying the beauty even when he is away from it and even when he feels sad, may be due to the problems of the material world. 4. 1. 2 SchemaIt is sure since the beginning that the poet is somewhere outside his home because it is very unlikely that somebody moves around in his house and say â€Å"I wandered lonely as a cloud. † It is also unlikely that the poet is in the market o r some other busy area and claim to be wandering like a cloud because the schemata, in both the mentioned situations, would have suggested some different social norms. Therefore, from the beginning the reader starts to interpret that the poet is alone in some lonely place. 4. 1. 3 SubtextOne can judge that it is the day time that is why the poet can see so many daffodils, which are spread along the bank of the river. Besides, he mentions â€Å"the waves besides them danced†, which can be noticed only during the day time. In dark one can see waves only if they are harsh and roaring, which can of course never attract the calm and peaceful nature of a poet. And since it is breezy, it can be the morning time, not the noon, afternoon or evening. The pleasantness of the weather can easily be found from the mood of the poet. It seems as if it is some breezy summer morning. Oft† notifies that the poet also feels sad and empty at times, he also has worries of life like other hum an beings. But then unlike an ordinary man, these flowers come to the rescue of the poet from the worries of the world. 4. 1. 4 Exophoric Reference There is some exophoric knowledge of the concept of â€Å"inward eye† required. The poet assumes the reader, who will be decoding the text of the poem, must already be aware with this schema. After context, schema, sub-text and exophoric reference, now, I will analyse the role of various cohesive ties in bringing the coherence to the poem.First of all, we are going to for the referential cohesion. 4. 1. 5 Referential Cohesion The pronominal references, running through the text, have anaphoric links and they were all endophoric except the exophoric reference â€Å"that inward eye† (discussed earlier). Pronominal cohesion depends largely on the anaphoric link to the first word of the text I (I, I, me, my, I). Amongst the other anaphoric personal references there is a cohesive chain of â€Å"they† and â€Å"them† (used for Daffodils) throughout the poem.The pronoun â€Å"that† is used for the word cloud in the first stanza and for the word stars in the second. Also, â€Å"which† in the last stanza is pronominal and is used for inward eye. There is an example of demonstrative cohesion also i. e. â€Å"my† in the phrase my heart. Comparative reference plays a part in introducing the situation in the first line of the poem, I wandered lonely as a cloud in which there is a comparison drawn between the poet and the cloud. Comparative reference is also present in the following line where daffodils are compared with stars, Continuous as the stars that shineThere is a single example of nominal substitution through the words the show, which refers to the dancing daffodils and their company (the waves etc). Clausal ellipsis is found in following three examples: ______ fluttering and dancing _____tossing their heads, a poet could not______ but ______be gay ______continuous as star s that shine While nominal ellipsis is clear in these three: And _______twinkle on the milky way Ten thousand ______ saw I at a glance And ______dances with the daffodils 4. 1. 6 Conjunction The poem contains some variety of conjunction also.Additive Conjunctions â€Å"and†, â€Å"or†, adversative conjunction â€Å"but† and temporal conjunctions â€Å"oft†, â€Å"then† are found in the text. 4. 1. 7 Lexical Cohesion Throughout the poem, I can see words like â€Å"twinkle†, â€Å"sprightly†, â€Å"sparkle† spread which form a sense group, such reiteration shows that the situation in the poem is lively, excited and pleasure-giving. Synonymy is present among the words â€Å"crowd† and â€Å"host† (both in the first stanza) as the terms are contextual synonyms. So is the case with â€Å"shine† and â€Å"twinkle† (both in the second stanza), and â€Å"lake† (in the first stanza) and â€Å"bay† (in the second stanza).Other sense group is formed by â€Å"fluttering†, â€Å"dancing† and â€Å"tossing their heads†. A small chain of words related to the notion of happiness is spread around the third stanza â€Å"glee†, â€Å"gay†, â€Å"jocund†. Repetition is found through the forms of the word â€Å"dance† (dancing, dance, danced, dances). The words â€Å"gazed† is repeated twice. A number of lexical collocations (contextually appropriate) can be found, for example: â€Å"over valleys and hills†, â€Å"never-ending line†, â€Å"beside the lake†, â€Å"beneath the trees†, â€Å"at a glance†.Whereas â€Å"out did† and â€Å"flash upon† are grammatical collocations present within the text. The analysis of this text shows that besides other devices of coherence, cohesion also plays an important role in bringing the coherence to the text. We cannot think of the above poem wi thout the cohesive ties. 4. 2 Analysis of the Advertisement Now we are going to analyse the second text which is a job advertisement (see Appendix-B). Here too we start with the analysis with the context. 4. 2. 1 ContextThe first line suggests that it is something related to the business but it is only in the fourth line that one realises that it is an advertisement for the post of â€Å"Business development support†. And even in the next line, the reader comes to know that it is a job advertised by â€Å"Metro Safety†. â€Å"We† in the new paragraph shows the management of Metro Safety or the company has advertised this job. The second line mentions the date on which the advertisement is posted so it clarifies whether it is old or new. And the name of the company and the location of the office present the place of work.The objectives for the job and the mentioned requirements clear who can apply for the advertisement. Therefore the context is clear after readin g the whole of it that it is a job opportunity for all those who have the required experience etc. The ‘how to do the follow up? ’ part is made clear by the last sentence which guides how to apply. 4. 2. 2 Schema By the opening of the text we start to recognise the schema. It is without doubt an advertisement which is written to attract professionals. Just in the beginning schema provide the strong suggestion for the post, the salary and location of the work.The text is schematically clear and therefore it does not bring any possible alternative schemata into question. 4. 2. 3 Subtext We realise that it is not a regular text but an advertisement. Since the advertisement is posted on the mentioned date therefore the job seeker can apply within few days of it. Though it is not mentioned yet the job is provided on the first come basis, because there is no specific date for interviews, etc, mentioned, therefore whoever will be the first to fulfil the criteria will be given the job.The job seeker must be a resident of London, and in case of a city like London, he must be living somewhere around Waterloo. 4. 2. 4 Exophoric Reference â€Å"Friday, 6th June† is mentioned in the advertisement; the reader should have the exophoric knowledge of which year’s 6th June is the advertisement about. Besides the reader must know that Waterloo (mentioned in the advertisement as the location of work) is an area in London and not the place of the Battle of Waterloo. Following is the analysis of the second text for cohesive devices. 4. 2. 5 Referential CohesionThe pronominal endophoric references â€Å"we† and â€Å"our† refer to the Metro Safety, the company which has given the advertisement. And â€Å"you† refers to the reader or anyone who is interested in the job. But â€Å"someone† in â€Å"we are looking for someone† is an exophoric reference because it is not the reader or any aspirant for the job who is reading t he advertisement and is going to apply, rather it is someone they are looking for, he can be anyone of the readers or even no one of them. â€Å"This† in â€Å"this role† and â€Å"this position† is a demonstrative reference. Nominal ellipsis is present in the following: lease _____ apply; While clausal ellipsis can be found in the following: and _____ assists Accounts Managers, _____ increase, _____ smooth, _____ to provide, _____ provide Language in India www. languageinindia. com 12 : 5 May 2012 Ambreen Shahriar and Habibullah Pathan Coherence and the Role of Cohesion in Coherent Texts 384 Besides, ellipsis is done through points given in bullets (. ). 4. 2. 6 Conjunction The conjunction â€Å"and† has been used repeatedly in the text. Temporal conjunction â€Å"between† is present in the phrase â€Å"between ? 16,800 and ? 20,160 per annum†.The additive conjunction â€Å"in addition† is also used, and â€Å"+†, in â€Å"+ company bonus† also acts as an additive conjunction. 4. 2. 7 Lexical Cohesion In the text, there is a chain of office related words, â€Å"business†, â€Å"company†, â€Å"bonus†, â€Å"commercial†, â€Å"client†, â€Å"head office†, â€Å"account managers†, â€Å"project managing†, â€Å"service departments†, â€Å"site†, â€Å"administrative supports†, â€Å"management team†, â€Å"customer†. The terms like; â€Å"increase†, â€Å"necessary†, â€Å"high quality†, â€Å"skills†, â€Å"experience†, â€Å"excellent† form a sense group which explains the demands of the employer from the employee.The word â€Å"client† presents an example of repetition and seems to be the key term in the text, it is used four times. The examples of meronymy are spread throughout the text. â€Å"Client†, â€Å"services team†, â€Å"account manag ers†, â€Å"project managing†, â€Å"internal departments†, â€Å"service departments†, â€Å"management team†, â€Å"customer focus†, â€Å"company bonus†; with â€Å"business† as the super ordinate. Besides, â€Å"communication skills (verbal and written)†, â€Å"information gathering and organisational skills†, â€Å"problem solving skills† and â€Å"IT literacy† can be considered as the hypernyms for skills/knowledge.Lexical cohesion can also be witnessed through phrases like, â€Å"health and safety†, â€Å"busy and friendly†, â€Å"new and existing†. There is grammatical collocation of the phrasal verbs like, â€Å"based at†, â€Å"set up† and â€Å"looking for†. Lexical collocations can also be identified within the text, for example: â€Å"head office†, â€Å"account managers†, â€Å"high quality†, â€Å"communicational skillsâ₠¬ , â€Å"organizational skills†, â€Å"problem solving skills†, â€Å"sales team†, â€Å"company bonus†, â€Å"per annum†. After the analyses of the texts, we are going to present the report on them in the next section. . REPORT In the report, firstly, we are going to compare the two texts in accordance with the findings. Though the poet, in the first text, clears the context from the first line, but it can be cleared only after reading the last lines and then pondering over all that is written. Whereas in the advertisement, the context starts to get clearer from the fourth line, when it comes to the offer of salary and one realises that it is a job advertisement, but immediately after that the context is clear and reader does not have to read between the lines.Both the texts are schematically clear yet they are completely different from each other. The writers of the two texts have made greatest efforts to keep the schema clear but in variant st yles and this is what proves a difference in the different genres of writing. There are some elements of the sub-text in both the texts. The readers of both the texts have to read between the lines and understand a few hidden ideas on their own, but the nature of such ideas in both these texts is very different. Some exophoric knowledge is required for complete understanding of each text.Here, also, the exophoric knowledge in case of the poem is of emotional and spiritual nature while in case of the advertisement it is of material and worldly nature. As in the poem, so is in the advertisement, most of the pronominal references were endophoric in nature with anaphoric cohesion. The examples of demonstrative cohesion are rare in both the texts. There seems no example of comparative reference in the advertisement. Unlike this, the comparative cohesive devices are widely used in the analysed poem. As comparative references are usually common in the poetry, so are they here.But they are not welcome in advertisements. The analysis showed that substitution is a rare phenomenon in these types of texts. It does not appear to be common in poetry or advertises. Both of these are the examples of smaller texts but in spite of that substitution is not common in these two. Nominal as well as clausal ellipsis seems to be among the favourites of the two writers (of poem and advertisement). Ellipsis can be considered as a common practice of the writers of such texts. Conjunctions are found evenly spread in both the texts with a greater emphasis on â€Å"and† in both the texts.Few small sense groups are present in the poetry, while two long sense chains are present in the advertisement. Formation of sense groups is an essential quality of an advertisement but not a poem. Repetitions are also found in both the texts which, of course, emphasize the most important word in the text. Synonymy can be found in the poem only. It is a special quality of something literary and it i s used to give music to the meaning of the text. But antonymy is missing in both the texts. Hyponymy and meronymy are absent in the poem by Wordsworth but both are present in the advertisement.This explains the difference between the two types of the text. The poem is a short text which has to say a lot whereas an advertisement is a short text which has to say a little but has to make it completely clear. Lexical and grammatical collocations are present in both the texts but idiomatic collocation is missing. Idiomatic collocation is found in longer pieces of writing, and are uncommon in poetry and advertisements, even otherwise. After comparing the two texts, it can be noticed that since the two belong to different genres, their dependence on the various elements, which are responsible for coherence, is also different.Yet cohesive ties, especially lexical cohesion, form important links which in turn provide coherence to both the texts. 6. CONCLUSION Through this paper, we have discu ssed the terms coherence and cohesion. We mentioned that other elements of discourse, besides cohesion, can also help in the development of a coherent text in English. We also mentioned the varying views of the scholars regarding the importance and role of cohesion in the development of a coherent discourse.We made our point clear by quoting Davies and McCarthy, who note that it mainly depends on the interpretation besides accepting that the importance of cohesion in some genres of discourse is undeniable. Through the analysis of the two texts belonging to two different genres, we tried to explain what brings coherence in each of the selected genres. Then, we presented the report on the analyses. Therefore, cohesion, of course, is not the only source of bringing coherence to a text yet it is one of the important aspects of coherence. ============================================================= ReferencesBrown, G. and G. Yule. 1983. Discourse Analysis. Cambridge: CUP. Carrell, P. L. 1982. ‘Cohesion is not coherence,’ TESOL Quarterly 16(4): 479-88. Cook, G. 1989. Discourse. Oxford: OUP. Davies, D. 2005. Varieties of Modern English: An Introduction. Harlow: Pearson Education Limited. Language in India www. languageinindia. com 12 : 5 May 2012 Ambreen Shahriar and Habibullah Pathan Coherence and the Role of Cohesion in Coherent Texts 387 Dubin, F. and E. Olshtain. 1980. ‘The interface of writing and reading,’ TESOL Quarterly 14(3): 353-63. Halliday, M. A. K. and R. Hassan. 976. Cohesion in English. London: Longman Group Ltd. Hassan, R. 1989. ‘The texture of a text’: in M. A. K. Halliday and R. Hassan (eds. ) Language, Context and Text: Aspects of Language in a Social-Semiotic Perspective. Oxford: OUP. pp. 70-96. Hatch, E. 1992. Discourse and Language Education. Cambridge: CUP. Levinson, S. 1983. Pragmatics. New York: CUP. Martin, J. R. and D. Rose. 2003. Working with Discourse: Meaning beyond the Clause. London: Continuum. M cCarthy, M. 1991. Discourse Analysis for Language Teachers. Cambridge: CUP. Morgan, J. L. and M. B. Sellner. 980. ‘Discourse and linguistic theory’: in R. J. Spiro, B. C. Bertram and W. F. Brewer (eds. ) Theoretical Issues in Reading Comprehension. Hills dale, NJ: Lawrence Erlbaum Associates. Paltridge, B. 2006. Discourse Analysis. London: Continuum. Salkie, R. 1995. Text and Discourse Analysis. London: Routledge. Steffensen, M. 1986. ‘Register, cohesion, and cross-cultural reading comprehension,’ in Applied Linguistics 7(1): 71-85. Wordsworth, W. (2008). Selected Poems. Oxford:OUP. Zamel, V. 1983. ‘Teaching those missing links in writing,’ in ELT Journal 7(1): 22-29.

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Free education Essay When Thomas Edison set out to create the light bulb, his intention was to reduce the amount of time that people spent sleeping. His idea was that if people had light to work by they could and would work longer hours. In his mind, sleep was something that was not needed and stood opposed to progress (Coren, 1996). â€Å"Anything which tends to slow work down is a waste. We are always hearing people talk about ‘loss of sleep’ as a calamity. They better call it loss of time, vitality, and opportunity. † -Thomas Edison Even great minds, like Edison’s, can be wrong at times. Some researchers argue that had Edison spent more time sleeping it would not have taken him more than 1000 attempts to create his light bulb. Research has shown that lack of sleep can have adverse effects on an individual’s physical health, mental health, and productivity. The information presented in this paper will address the importance of sleep in human health, safety, and productivity. First, some physical issues attributed to sleep deprivation will be discussed. Next, mental problems linked to lack of sleep with be outlined with documented cases. Lastly, examples of errors and disasters that have been tied to sleep deprivation will be presented. There are many physical issues that are linked to sleep deprivation. Cardiovascular problems and greater risk of death have been tied to lack of sleep. The human body requires sleep to restore and repair itself. When the body does not get the rest it requires the consequences can be quite unfortunate. Poor sleep has been shown to increase the risk of high blood pressure, heart failure, stroke, and heart attack. The human liver produces a protein called â€Å"C-reactive protein† that is used by the body to aid in response to inflammation, injury, or infection and is removed by the body when the inflammation, injury, or infection is gone or heals. This protein binds to damaged cells, as well as some bacteria, to aid in removing them from the body. This allows the body to heal. One study showed that over a period of five days during which a subject was denied sleep, the C-reactive protein builds up in blood at a steady and significant rate. Sleeping allows the body time to process and remove these proteins. An increase of these proteins can at times lead to heart attack, stroke, or high blood pressure (Meier-Ewert , Ridker , Rifai, Regan, Price, Dinges Mullington, 2004). The body is able to restore itself and heal when given between six and eight hours of sleep in a 24-hour period. While a person sleeps the immune system is working to restore and revive the body. When the human body is not granted enough sleep, the immune system is not able to fully complete the task of taking care of and healing the body. Lack of sleep can also cause the number of T-cells to decline in the human body. T-cells aid in immunity and assist other cells in their functions. Lower T-cell levels mean that the body is less able to fight off infection, subdue inflammation, or heal an injury (Mann, 2010). When the body is unable to heal itself, there is greater risk of death. Sleep deprivation can also lead to an increase of stress, which has been linked to heart disease, obesity, depression, gastrointestinal issues, as well as mental heath issues. Allowing the body to rest and rejuvenate during sleep helps ensure that many physical issues associated with the lack of sleep can be avoided. Another way that lack of sleep increases the chance of early death is in traffic accidents. The National Highway Traffic Safety Administration gives a conservative estimate that 100,000 reported crashes per year are a result of a fatigued driver (Facts and stats 2012). Mental illness has also been linked to lack of sleep. Issues ranging from poor concentration, inability to focus, memory loss, the appearance of psychosis, and diagnosed mental disorders have been attributed to sleep deprivation. In the past, researchers believed that poor sleep was caused by psychiatric problems. However, recent research is showing that a lack of sleep is usually the catalyst of mental disorders. When the human body needs to concentrate or focus when it has not had enough sleep, it produces hormones adrenaline and cortisol in an attempt to engage and wake itself up. These hormones give the body a short-term boost in energy and they affect the body in much the same way that caffeine does. Once the boost in energy is finished, the body often â€Å"crashes† and a person returns to feeling tired; unable to concentrate or focus again. These hormones, again like caffeine, often make a person feel jittery of jumpy, which may impede concentration and focus. These hormones have also been directly linked to increase stress in the human body (Hart, 1985). Memory loss can also be a result of sleep deprivation. Memories are captured and recalled in the brain by a three-step process. The first step in creating memories is acquisition; where a person has their first experience with what will become the memory. The next is consolidation; which occurs while a person sleeps. In this step a memory becomes stable in a persons brain. Recall, the final step, is the ability to access the memory in the future. When the brain is denied the opportunity to stabilize a memory during sleep, a person is much less likely to retain the memory (Chang, 2011). Studies have also shown that students who study regularly and get a good night sleep before exams generally do better than students who â€Å"cram† the night before. The information that the student needs is better solidified in the brain and is ready for recall when the student needs to access the information (Sifferlin, Augu). Symptoms of psychosis have also been directly tied to sleep deprivation. In at least two documented cases, persons who went without sleep for extended periods of time showed symptoms similar to psychosis. In 1964 Randy Gardner attempted to gain entry into the Guiness Book of Work Records by staying awake for eleven days (264 hours). Gardner suffered a gamut of symptoms. Days two through five found Gardner unable to concentrate, irritable, unwilling to cooperate with others, and hallucinating. During days six through nine Gardner’s speech slowed, his irritability increased, and he began to have lapses in his memory. He often would begin sentences without finishing them and he had difficulty recalling the names of common objects. Paranoia began to set in on day ten. On day eleven, Gardner’s speech was slurred and without intonation. He seemed expressionless and had to be encouraged to talk or respond to someone talking to him (Ross, 1965). A similar story is told of Peter Tripp, a disk jockey from New York. In an effort to raise money for the March of Dimes, Tripp stayed awake for 200 hours. He showed many of the same symptoms that Gardner did. Tripp’s experience with sleep deprivation ended with him mistaking a doctor for an undertaker. He charged out of the room with doctors following close behind. Tripp’s mind could no longer determine what was real and what was not (Ross, 1965). With the aid of doctors, Randy Gardner was able to recover completely from his psychotic episode. He was monitored while he slept and eventually returned to normal sleep patterns and a normal state of mind. Peter Tripp, however, suffered from his self-inflicted psychotic break. For some time after his sleepless stunt he thought that he was an impostor of himself and complained of headaches and emotional instability. Lack of sleep can also affect how people perform at their jobs. Routine and remedial tasks are often affected by a lack of sleep. Simple errors, such as spelling, grammatical, mathematical, or clerical errors are most often made due to a lack of sleep. These errors can either go unnoticed or can be corrected without significant consequence. More significant errors are also attributed to fatigue. Between 50,000 and 100,000 deaths each year are caused by preventable medical errors. Long shifts for doctors, interns, and nurses deny medical professionals sleep required for them to function a high  levels. The nuclear accident at Three Mile Island, the meltdown at Chernobyl, the grounding of the Exxon Valdez, and the explosion of space shuttle Challenger have all been linked to fatigue (Harris, Horne, 2000). â€Å"Sleep deprivation is bad for your brain when you are trying to do high-level [thinking] tasks. It may have serious consequences both on performance and on the way your brain functions. † -J. Christian Gillin, M. D. (DeNoon, 2000) In research and in experience it has been proven that lack of sleep can have adverse effects on an individual’s physical health, mental health, and productivity. An individuals physical health is affected by sleep deprivation by an increased risk of death, cardiovascular problems, and issues with their immune system. A person’s mental health suffers as well from a lack of sleep. Memory loss, inability to concentrate or focus, and even psychotic episodes have been traced to sleep deprivation. Randy Gardner and Peter Tripp are prime examples of what happens to the brain when it goes without sleep. Poor job performance and errors ranging from insignificant to catastrophic have been linked to a lack of sleep. The amount of sleep needed for each individual is different. Where some people are able to function on very little sleep, others need many hours to fully restore and rejuvenate. References Coren, S. (1996). Sleep thieves : an eye-opening exploration into the mystery and science of sleep. New Yok, NY: Free Press Paperbacks. Hart, A. (1985). Adrenaline and stress. United States: W Publishing Group. Meier-Ewert , H. , Ridker , P. , Rifai, N. , Regan, M. , Price, N. , Dinges, D. , Mullington, M. (2004, February 18). Effect of sleep loss on c-reactive protein, an inflammatory marker of cardiovascular risk.. Retrieved from http://www. ncbi. nlm. nih. gov/pubmed/14975482. Mann, D. (2010, January 19). Can better sleep mean catching fewer colds?. Retrieved from http://www. webmd. com/sleep-disorders/excessive-sleepiness-10/immune-system-lack-of-sleep Harrison Y, Horne J. 2000. The impact of sleep deprivation on decision making: A review. Retrieved from http://healthysleep. med. harvard. edu/healthy/matters/consequences/sleep-performance-and-public-safety Facts and stats. (2012). Retrieved from http://drowsydriving. org/about/facts-and-stats/ Ross, J. (1965). Neurological findings after prolonged sleep deprivation. Arch Neurol, 12, 399-403. Retrieved from http://www. psychiatrictimes. com/print/article/10168/54471? pageNumber=1printable=true Chang, L. (2011, March 18). Sleep deprivation and memory loss. Retrieved from http://www. webmd. com/sleep-disorders/guide/sleep-deprivation-effects-on-memory? page=2 DeNoon, D. (2000, February 09). Lack of sleep takes toll on brain power. Retrieved from http://www. webmd. com/sleep-disorders/news/20000209/lack-of-sleep-takes-toll-on-brain-power Sifferlin, A. (Augu). Time healthland. Retrieved from http://healthland. time. com/2012/08/21/study-or-sleep-for-better-grades-students-should-go-to-bed-early/ EFFECTS OF SLEEP DEPRIVATION1.

Romeo and Juliet Essay Example for Free

Romeo and Juliet Essay The Globe Theatre is a big circular theatre based on the South bank of the Thames in London. Shakespeare held his newest plays there before he publicly showed them anywhere else. The positions of where people sat varied from, the richer people sitting high up in the stands, and the poorer people who had to stand in the middle. The Globe Theatre was very basic, costumes and properties were kept backstage in the tiring house. The actors were well dressed and there were 3 roofed galleries. All performances took place in the afternoon. The stage itself had a trap door to get on and off, it was also a very high stage. In this essay I will be exploring how Shakespeare uses devices for dramatic affect. In Romeo and Juliet, Shakespeare refers to where people and other objects are positioned on the stage. An example of this is; Romeo: but soft what light from yonder window breaks? It is the east and Juliet is the sun. This phrase implies that Shakespeare is asking the audience to imagine its dark and its night time and all they can see is a bright light appearing from above. This bright light suggests that she is life giving and beautiful, all eyes are drawn up to her in the theatre. Shakespeare uses positional language, such as, Romeo: Thou art as glorious to this night being over his head. This suggests that Juliet is on a balcony high above the stage and Romeo is below her. Also reinforces dark night-time reference with Juliet as shining sun. Shakespeare uses many metaphors in the play as it lets the characters show how they feel about each other. For example, Romeo: Juliet is the sun. He says this as the sun brings happiness and joy to everyone. He is also acknowledging that Juliet and her family are wealthier and have higher social standing than Romeos. He continues to use them later in Act 2 Scene 2. An example of this is, Romeo: O, speak again bright angel. This is because Romeo loves listening to the sound of her voice, he does not want her to stop speaking as he is totally focused on her. In Act 2 Scene 2 of Romeo and Juliet Shakespeare uses words with powerful connotations, as Romeo says, Deny thy father and refuse thy name, or if thou will not, be but sworn my love, and Ill no longer be a Capulet. This suggests that their families may not agree that theyre in love and that even if their families may not get on with each other, they are truly in love. Romeo realises the consequences of his love for Juliet as he chooses forceful words such as deny and refuse. Shakespeare also uses visual imagery, such as, Romeo: two of the fairest stars in all of heaven do entreat her eyes to twinkle in their spheres till they return. This quotation shows that Romeo is comparing Juliets eyes to the stars and is saying how her eyes are beautiful. Having the Globe theatre as the stage would draw the attention of the audience towards the twinkling sky. He continues to use visual imagery, for example, Romeo: As that vast shore washed with the farthest sea. This creates the impression that their love is huge, further than the eye can see. Shakespeare uses personification to show the love that Romeo and Juliet have, an example of this is, By love that first led me to enquire lent him eyes. This shows that love is personified, as Cupid the Roman God of Love. Romeo admits his love to Juliet from the first moment their eyes met. Also, Romeo says With loves light wings did I oerpearch these walls, for stony limits cannot hold love out, and what love can do, that dares love attempt. He uses soft words and alliteration loves light. This phrase implies love gave him strength and that he is willing to do anything for her. In addition he says love enabled him to get to her not only by physical strength but with emotional strength. Finally, Shakespeare uses tragic irony, for instance, Romeo says, Hence forth I never will be Romeo. The audience know he is going to die but he doesnt. He is giving out clues to the audience that he will soon die. He is saying he will not be the ladies man anymore and feels Juliet is the only one for him. He continues to use this as Romeo says, Arise, fair sun, and kill the envious moon who is already sick and pale with grief. He is saying that the sun is Juliet and the envious moon is her family. This shows a positive with a negative, and shows love then shows what will happen later, death. To conclude, Shakespeare used many different ways to show how Romeo and Juliet felt about each other; he not only used the written word but also used the Globe Theatre as a dimension, especially with the balcony scene. I believe that it would have been very entertaining to have watched one of Shakespeares plays in The Globe Theatre as the actors would have performed right in front of you and around you, you would have felt totally included.

Aristotle Quotes

Aristotle Quotes A constitution is the arrangement of magistracies in a state. A friend to all is a friend to none. A great city is not to be confounded with a populous one. A sense is what has the power of receiving into itself the sensible forms of things without the matter, in the way in which a piece of wax takes on the impress of a signet-ring without the iron or gold. A tragedy is a representation of an action that is whole and complete and of a certain magnitude. A whole is what has a beginning and middle and end. A true friend is one soul in two bodies. A tyrant must put on the appearance of uncommon devotion to religion. Subjects are less apprehensive of illegal treatment from a ruler whom they consider god-fearing and pious. On the other hand, they do less easily move against him, believing that he has the gods on his side. All human actions have one or more of these seven causes: chance, nature, compulsions, habit, reason, passion, desire. All men by nature desire knowledge. All paid jobs absorb and degrade the mind. All virtue is summed up in dealing justly. Anybody can become angry that is easy, but to be angry with the right person and to the right degree and at the right time and for the right purpose, and in the right way that is not within everybodys power and is not easy. At his best, man is the noblest of all animals; separated from law and justice he is the worst. Bad men are full of repentance. Bashfulness is an ornament to youth, but a reproach to old age. Both oligarch and tyrant mistrust the people, and therefore deprive them of their arms. Bring your desires down to your present means. Increase them only when your increased means permit. Change in all things is sweet. Character may almost be called the most effective means of persuasion. Courage is a mean with regard to fear and confidence. Courage is the first of human qualities because it is the quality which guarantees the others. Democracy arises out of the notion that those who are equal in any respect are equal in all respects; because men are equally free, they claim to be absolutely equal. Democracy is when the indigent, and not the men of property, are the rulers. Different men seek after happiness in different ways and by different means, and so make for themselves different modes of life and forms of government. Dignity does not consist in possessing honors, but in deserving them. Education is an ornament in prosperity and a refuge in adversity. Education is the best provision for old age. Even when laws have been written down, they ought not always to remain unaltered. Every art and every inquiry, and similarly every action and choice, is thought to aim at some good; and for this reason the good has rightly been declared to be that at which all things aim. Excellence is an art won by training and habituation. We do not act rightly because we have virtue or excellence, but we rather have those because we have acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a habit. Excellence, then, is a state concerned with choice, lying in a mean, relative to us, this being determined by reason and in the way in which the man of practical wisdom would determine it. Fear is pain arising from the anticipation of evil. For as the eyes of bats are to the blaze of day, so is the reason in our soul to the things which are by nature most evident of all. For one swallow does not make a summer, nor does one day; and so too one day, or a short time, does not make a man blessed and happy. For though we love both the truth and our friends, piety requires us to honor the truth first. Friendship is a single soul dwelling in two bodies. Friendship is essentially a partnership. Good habits formed at youth make all the difference. Happiness depends upon ourselves. He who can be, and therefore is, anothers, and he who participates in reason enough to apprehend, but not to have, is a slave by nature. He who hath many friends hath none. He who is to be a good ruler must have first been ruled. He who is unable to live in society, or who has no need because he is sufficient for himself, must be either a beast or a god. Hence poetry is something more philosophic and of graver import than history, since its statements are rather of the nature of universals, whereas those of history are singulars. Homer has taught all other poets the art of telling lies skillfully. Hope is a waking dream. Hope is the dream of a waking man. I count him braver who overcomes his desires than him who conquers his enemies; for the hardest victory is over self. I have gained this from philosophy: that I do without being commanded what others do only from fear of the law. If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be best attained when all persons alike share in government to the utmost. If one way be better than another, that you may be sure is natures way. In a democracy the poor will have more power than the rich, because there are more of them, and the will of the majority is supreme. In all things of nature there is something of the marvelous. In making a speech one must study three points: first, the means of producing persuasion; second, the language; third the proper arrangement of the various parts of the speech. In nine cases out of ten, a woman had better show more affection than she feels. In poverty and other misfortunes of life, true friends are a sure refuge. The young they keep out of mischief; to the old they are a comfort and aid in their weakness, and those in the prime of life they incite to noble deeds. Inferiors revolt in order that they may be equal, and equals that they may be superior. Such is the state of mind which creates revolutions. It is best to rise from life as from a banquet, neither thirsty nor drunken. It is clearly better that property should be private, but the use of it common; and the special business of the legislator is to create in men this benevolent disposition. It is Homer who has chiefly taught other poets the art of telling lies skillfully. It is just that we should be grateful, not only to those with whose views we may agree, but also to those who have expressed more superficial views; for these also contributed something, by developing before us the powers of thought. It is not once nor twice but times without number that the same ideas make their appearance in the world. It is the mark of an educated mind to be able to entertain a thought without accepting it. It is unbecoming for young men to utter maxims. Jealousy is both reasonable and belongs to reasonable men, while envy is base and belongs to the base, for the one makes himself get good things by jealousy, while the other does not allow his neighbour to have them through envy. Love is composed of a single soul inhabiting two bodies. Man is by nature a political animal. Man is naturally a political animal. Men acquire a particular quality by constantly acting in a particular way. Men are swayed more by fear than by reverence. Men create gods after their own image, not only with regard to their form but with regard to their mode of life. Misfortune shows those who are not really friends. Moral excellence comes about as a result of habit. We become just by doing just acts, temperate by doing temperate acts, brave by doing brave acts. Most people would rather give than get affection. Mothers are fonder than fathers of their children because they are more certain they are their own. My best friend is the man who in wishing me well wishes it for my sake. Nature does nothing in vain. No excellent soul is exempt from a mixture of madness. No great genius has ever existed without some touch of madness. No notice is taken of a little evil, but when it increases it strikes the eye. No one loves the man whom he fears. No one would choose a friendless existence on condition of having all the other things in the world. Of all the varieties of virtues, liberalism is the most beloved. Perfect friendship is the friendship of men who are good, and alike in excellence; for these wish well alike to each other qua good, and they are good in themselves. Personal beauty is a greater recommendation than any letter of reference. Piety requires us to honor truth above our friends. Plato is dear to me, but dearer still is truth. Pleasure in the job puts perfection in the work. Poetry is finer and more philosophical than history; for poetry expresses the universal, and history only the particular. Politicians also have no leisure, because they are always aiming at something beyond political life itself, power and glory, or happiness. Probable impossibilities are to be preferred to improbable possibilities. Quality is not an act, it is a habit. Republics decline into democracies and democracies degenerate into despotisms. Suffering becomes beautiful when anyone bears great calamities with cheerfulness, not through insensibility but through greatness of mind. Temperance is a mean with regard to pleasures. The aim of art is to represent not the outward appearance of things, but their inward significance. The aim of the wise is not to secure pleasure, but to avoid pain. The beginning of reform is not so much to equalize property as to train the noble sort of natures not to desire more, and to prevent the lower from getting more. The best friend is the man who in wishing me well wishes it for my sake. The educated differ from the uneducated as much as the living from the dead. The end of labor is to gain leisure. The energy of the mind is the essence of life. The generality of men are naturally apt to be swayed by fear rather than reverence, and to refrain from evil rather because of the punishment that it brings than because of its own foulness. The gods too are fond of a joke. The greatest virtues are those which are most useful to other persons. The ideal man bears the accidents of life with dignity and grace, making the best of circumstances. The law is reason, free from passion. The least initial deviation from the truth is multiplied later a thousandfold. The moral virtues, then, are produced in us neither by nature nor against nature. Nature, indeed, prepares in us the ground for their reception, but their complete formation is the product of habit. The most perfect political community is one in which the middle class is in control, and outnumbers both of the other classes. The one exclusive sign of thorough knowledge is the power of teaching. The roots of education are bitter, but the fruit is sweet. The secret to humor is surprise. The soul never thinks without a picture. The state is a creation of nature and man is by nature a political animal. The ultimate value of life depends upon awareness and the power of contemplation rather than upon mere survival. The virtue of justice consists in moderation, as regulated by wisdom. The whole is more than the sum of its parts. The wise man does not expose himself needlessly to danger, since there are few things for which he cares sufficiently; but he is willing, in great crises, to give even his life knowing that under certain conditions it is not worthwhile to live. The worst form of inequality is to try to make unequal things equal. The young are permanently in a state resembling intoxication. There is no great genius without a mixture of madness. There was never a genius without a tincture of madness. Therefore, the good of man must be the end of the science of politics. This is the reason why mothers are more devoted to their children than fathers: it is that they suffer more in giving them birth and are more certain that they are their own. Those that know, do. Those that understand, teach. Those who educate children well are more to be honored than they who produce them; for these only gave them life, those the art of living well. Those who excel in virtue have the best right of all to rebel, but then they are of all men the least inclined to do so. Thou wilt find rest from vain fancies if thou doest every act in life as though it were thy last. To run away from trouble is a form of cowardice and, while it is true that the suicide braves death, he does it not for some noble object but to escape some ill. We are what we repeatedly do. Excellence, then, is not an act, but a habit. We become just by performing just action, temperate by performing temperate actions, brave by performing brave action. We make war that we may live in peace. We must no more ask whether the soul and body are one than ask whether the wax and the figure impressed on it are one. We praise a man who feels angry on the right grounds and against the right persons and also in the right manner at the right moment and for the right length of time. Well begun is half done. What is a friend? A single soul dwelling in two bodies. What it lies in our power to do, it lies in our power not to do. What the statesman is most anxious to produce is a certain moral character in his fellow citizens, namely a disposition to virtue and the performance of virtuous actions. Whosoever is delighted in solitude is either a wild beast or a god. Wishing to be friends is quick work, but friendship is a slow ripening fruit. Wit is educated insolence. Without friends no one would choose to live, though he had all other goods. You will never do anything in this world without courage. It is the greatest quality of the mind next to honor. Youth is easily deceived because it is quick to hope.

Julius Caesar: Comparison of the Eulogies of Mark Antony and Brutus Ess

Eulogy, noun. – A well versed, powerful speech which praises someone after their death. In The Tragedy of Julius Caesar, there are two of the most famous, and repeated eulogies ever spoken. These eulogies are very powerful and speak to everyone. They are both written very eloquently, but very different at the same time. One is written as a sadness for Caesar, while the other is written as a man who wants to make others feel guilty for his doing. Both speeches seem to tug on the heart strings of Rome’s public. They both use different techniques of drawing the crowd into their thinking. In the speeches we can see notes of verbal irony, speech structure, and repetition of words that help to persuade the crowds of plebeians. The first way that the speeches differed is the use of verbal irony. Antony’s use of irony comes close to bordering on sarcasm. â€Å"Friends, Romans, countryman, lend me your ears, I come to bury Caesar, not to praise him.† (III.II.80-84) says Antony when making his opening statement to the crowd. He addresses the crowd as â€Å"friends†, so as to put them on a...

Glycemic and Insulinemic Responses to the Moderate-Carbohydrate Energy Bar :: Health Nutrition Diet Exercise Essays

Glycemic and Insulinemic Responses to the Moderate-Carbohydrate Energy Bar      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  With Americans facing an ever-growing obesity epidemic, diets of all sorts have arisen to try and reduce the problem. One of which is the Atkins Diet, which reduces the carb intake in one's diet or substitutes other macronutrients to reduce high levels of insulin that slow down one's metabolism. With all the hype of low-carb diets, low-carb snacks and other foods have swept the grocery store shelves. In an attempt to measure the affect some of these foods have on blood glucose and insulin levels, a moderate-carb energy bar was tested and compared to two controls; white bread, having a high carb content and chicken breast, consisting of mostly protein with zero percent carbs. The results of the test showed a decrease in glucose in the blood after consuming the bar, but had no direct correlation to the insulin levels of the subjects in the study. Steven R. Hertzler and Yeonsoo Kim note in their article, "Glycemic and insulinemic responses to energy bars of macronutrient composition in healthy adults" that "there is currently little evidence to support that these plans, or the snack foods associated with them, can actually reduce insulinemia" and "carbohydrate is not the only macronutrient that influences the insulin response." (CR 85) This is shown in the experiment that was conducted. A number of steps were taken in controlling and carrying out the experiment. Twenty healthy individuals were recruited and volunteers were excluded if they had any history of diabetes or glucose intolerance. Each subject kept diet records three days prior to each test meal and were to include a minimum of 150g of carbohydrate in there diets per day. Blood samples were collected before the test began and after a fasting period to get readings of each subject's blood insulin levels and blood glucose levels without any interfering data.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The results showed a significant increase in blood glucose levels for the bar compared to the chicken breast. In comparison with the white bread, the bar's glucose levels peaked and quickly dropped much faster than the bread's glucose levels.

No Exit - Hell Essays -- essays research papers

Hell. The four lettered word that trembles in the throats of men and children alike; The images of suffering, flame pits and blood, the smell of burning flesh, the shrieking of those who have fallen from grace. For centuries man has sought out ways to cleanse his soul, to repent for his sins and possibly secure his passage into paradise, all evoked by the fear of eternal damnation and pain. The early 20th century philosopher and existentialist writer Jean-Paul Sartre saw life as an endless realm of suffering and a complete void of nothingness. His pessimistic ideals of life followed through to his beliefs on death, as death for him was a final nothingness. If death was a final nothingness, Sartre's view of hell was really a final statement on life. Jean-Paul Sartre's depiction of hell in the play No Exit reflects his belief on humanity and society.No Exit's hell is embodied in a single room, decorated in Second Empire style furnishings. The surroundings seem more comforting than the traditional conception of hell, as the ones illustrated in Dante's inferno or even the bible. However, from an existentialist's point of view, the setting in itself is rather hellish, as its lavishness is overwhelmingly superficial and superficiality is rejected in existentialist belief. As existentialists believe that human life is lived in suffering, sin, guilt and anxiety, anything superficial is a foolish and naive way of denying despair. In a sense, Sartre's hell exists for him not in the ...