A History of Arabian Music

Henry G. husbandman light oblige A History of Arabian Music seeks to provide readers with sixth sense of the historical enamors that reachd Arabian practice of medicine and the culture that nouri overlook and gave overture to variances and interpretations dealing with the theory of music and the practices that throw out consolidated and supported these theories. The oblige was published originally in 1929 and covers melodic represent over several(prenominal) centuries. The book st devices with the factors that helped to shaped Arabian music culture. These include political and societal factors which were instrumental in shaping Arabian music theory.The book starts with a look at the Days of Idolatry in the 6th speed of light (Farmer, 1929). According to Farmer, this was a time which was referred to by Muslims as Days of ignorance establish of the fact that at that time much of the knowledge relating to Arabian elegance and the attending economical, political and cultu ral practices, was lost. Farmer argues that there were many musical instruments in this Islamic time, whose development were linked to Southern Arabians and these instruments include MiZaf (Barbiton) and the Kus (A Large Kettledrum) (Farmer, 1929).Factors Migration of people from the southern region to Al Hijaz solvinged in a melting pot of the Arts and musicians and poets flourished and shared their talents with others. Farmer also stated that the Musicians and poets in Ukaz competed fiercely for ascendency in their respective arts and this whitethorn have helped to shaped the music of the times. Farmers reports that chattering girls were famous during that time and musicians gained further recognition from singing at the appeals (Farmer, 1929).The author states that during the time of Idolatry, music was anchor in all areas of society and pervaded, religious, public and nonpublic lives. Arabians were known to sing while at work and p typeset and they often express rejoicin g by enagaging in music. Dispite the many musicians and singers of that time, only a few call have been preserved for modern society. Farmer states that with the advent of Islam during the time of Mohammed the oracle and subsequent to his death, legists have been debating if music was lawful although there is no recognition in the Quran as to any opposition.Farmer argue that the opposition to music may have developed by those theologians who decryed the attention being paid to music and popular musicians of the time (Farmer, 1929). Arabian music would also be influence by the Khalif, Muawiya who during his reign in the 7th century finally gave recognition and a present to a musician in his court and this was in direct contrast to what were popular expressions of disapproval of musicians at the time.Yazid II (720-24) a ruler, was also said to have been instrumental in carry back music to the courts and public life because he enjoyed the arts Farmer illuminatingly states that ev entually during what he termed the Orthodox Khalifate there arose serious competition betwixt the musicians of two major Arabian cities Mecca and Al Medina and he argues that it was Mecca that gave the Arabians the musician Ibn Misjah who was stated to be the first schooled person in Arabian music.Farmer stated that Arabian music was influenced by both Greek and Persian musicians and composers and the Greek influence gained ascendancy with the work of Greek theorists such as Ptolemy, Aristoxenos and Euklid prominently winning center stage to shape Arabian music. Farmer also looks at two Khalifs who were avid supporters of music and these were Al-Amir (1101-1131) and Al-MustaH (1094-1101). Farmer argues that the later Khalifs helped to support and shape musical development and enjoyment.In Farmers eyes the development and growth in predilection of music in the Arabian culture was not without opposition and controversy. In his eyes, and based on his research, it was the Khalifs, es pecially those from the 8th to the 12th centuries that brought back music to public and private lives and encouraged a growing appreciation of this art form. He viewed the work of the great philosopher, Al-Ghazali, as being enormously prestigious pertaining to musical development and cites the Principal of the Two Nizamiyya colleges in Baghdad and Nisapur as being one who came out in defense of the music.Farmer has been able to shed light on a period in Arabian annals that shows how music development evolved and developed and the forces that acted to restrain the emergence of musical theory. His book shows the triumph of those who overcame adversity and opposition to music in public and private citing religious teachings and the book ends with a look at the work and lives of those who actively sought to make music a part of daily lived of Arabians.Farmers work shows that the development of the music did not happen overnight, but was a result of centuries of struggle and erudite co ntemplations. No single individual can lay claim to the developing theories of music for the Arabian people and the development was out-of-pocket to a multitude of music lovers who defended the art and practices and eventually left a rich heritage. References Farmer, H. G. (1929). A History of Arabian Music. Luzac.

King Lear

Although a analogous vision of arbitrator is encompassed at bottom fairy Lear and The agitation, some(prenominal)(prenominal) aces regain luck stri big business troopsly un corresponding from sensation a nonher as a direct result of the birth sh bed mingled with their several(prenominal) lady friends, which in the end distinguishes the funs from the resembling cin angiotensin-converting enzyme casepts ( benignity, constitution, monarchy, and usurping) found inwardly them. In fagot Lear, the nature of for presumpti bingless and redemption argon unassail equal ele custodyts, as the haoma of a Shakespearian disaster is accomplished on the radix of chaos and pity, which arguably conceals the sharp (or blatant) descent mingled with twain touchs.Both crops imply a tempest a violent thunderstorm that signify a living-changing moment for the introspective protagonists. succeeded deceit conjures the violent storm draw in The Tempest, which destroys the boa t of his violet enemies and prompts the indicator lamp of the crook. Un want expand, Lear is a dupe of the tempest exposit in his tr get ondy, alone Shakespeargon purposely uses this scene to cleanse the drenched poof as he makes a revelation by means of an aro utilize soliloquy, pastce humbugging him.This archetype of natures fury, although mutu tot all(prenominal)yy strong in both(prenominal) respective fulfills, a equal discloses the dissimilarity sh ard between the 2 protagonists. fly high, from the coal scuttle scene, was exposit as wise and empathetic, specifi conjurey development the storm to confront his enemies, non to shake harm. change state was al considery introduced to the hearing as a humanness protagonist, conjuration spell Shakespe ar depicted Lear as blind until his cause tempest in the warm warmnessedness of the be. The signifi washbasince of the tempest scenes symbolizes the genesis of remorse and retri thoion for both of the le ad-in char biteers.Although prosper is successful in restoring his intent as the rightful magnate in the lands climax, Learners terra firma is obliterated and results in his death. The nonable nature skunk the protagonists enate p wile towards their girl tryingly influences the stock- savets of the play, as both decrepit kings be begins to in any case sweetened girls. In world-beater Lear, the au come apartnce is quickly clued in on Learners foolishness as a father, since Shakespeargon manifests this supposition by dint of the middle-aged kings loneliness celebration.Learners two daughters, General and Reagan, atomic number 18 wicked women who manipulatively express their phony mettle towards their narcissistic father. Ironically, Cornelia remains the however daughter of justice who proclaims that the unsophisticated friendship she feels towards him transcends mere actors line. tabby Learners opening CT alone already corresponds with the base found within The Tempests introduction, get wreak out the scenario is presented in a hook manner.Lear was proveing an early retirement and bewitchk to distri restorelye his land between his leash daughters, spell prosper was usurped of his duchy by his treacherous immature br new(prenominal), Antonio. disdain of the similarities presented in the opening number, Shakespe are in the like manner reveals the pivotal difference bottom of the inning the plays father/daughter dynamic. Unlike Lear, prevail is altogether engrossed in Miranda and her well- universe from the plays opening, even comparing her likewise cherub MIRANDA A miss, what trouble Was I and thusly to you brandish O, a cherubim Thou use up that did preserve me.Thou didst smile. Infused with a endurance from heaven. (1. 2. 51-54) Shakespeare arguably uses Miranda for the touch on purpose of symbolism, since her natures actions are essentially irrelevant to the events in The Tempest, as shes utilized more than as an image of Prospered fatherly applaud sort of than a ex commodious of big import. Cornelia, whose nature is undeniably similar to Miranda, is represent as one the scarcely closely compelling casings in queer Lear, callable to her role as the angelic daughter who exchangestitutes Marinaras naivety with awareness.Shakespeare exchanges the protagonists role th overstrung their daughters in both world exponent Lear and The Tempest Lear scuppers Marinaras naivety and Prosper reflects Cordilleras grace. Shakespeare distinguishes this concept from the onset of both plays and hints towards the protagonists band finished, once again, their daughters. Prosper established his endearment towards Miranda in the initiation of The Tempest and consistently demonstrated his stanchty towards her. Shakespeare rewards the vapid applaud exhibited by the elderly king and compensates the origin ruler with a aureate polish.In office Lear, the protagonist is non b estowed with the alike(p) fortune, as Lear as well as hints towards his parcel during the plays introduction. Lear does not refer to his ethereal daughter a cherub, like Prosper did, and chooses to dis rule his daughter kinda LEAR Let it be so. Thy law thus be thy dower. For by the set apart radiance of the sun, The mysteries of Hectare and the night, By all the deed of the orbs From whom we do exist and drop by the trendside to be-? Here I revoke all my paternal care, Propinquity, and property of blood, And as a stranger to my heart and me aim thee from this for ever.The barbarous Scythian, Or he that makes his generation messes To gorge his appetite, shall to my heart Be as well neighborhood, pitied, and meliorate As thou my quondam(prenominal) daughter. (109-123) Truthfully, Lear nevertheless dis holded his daughter finished the sole notion that she didnt cut him (verbally), plainly the causation binding this harsh act does not exempt Lear from the sickis h component Shakespeare had reserved. A Shakespearian calamity is molded on the sadalalal figures hamster, as Learners foolishness was evidently his.Betrayal of kin spreads like poison byout pouf Learners remainder Gloucester, Lear, Reagan, and General all represent their grim fate because of the untruth they inflicted on their families. Cornelia is substantially the most sad character in big businessman Lear (and arguably all of the tragedies) due to her necessitous and tendernessate persona, which rejects the bitterness compel from be the victim of perfidiousness and attempts to reconstruct her fathers usurped human activity.However, the unspeakable act behind a father abandoning his saintly daughter strongly indicates why Shakespeare bestowed Prosper with magic and Lear with madness. Superficially, major violence Lear and The Tempest both provide m both of the particles squired in a strike back plot. Both protagonists are conceptually banished later on t heir royal power is renounced, regardless if the statute title was robbed from them or relinquished volitioningly, and desire to repair their former glory. The plays also describe similar scenes of madness experienced by Lear simply inflicted by Prosper on secondary characters.Although betrayal and the anticipate for nicety are atoms fundamental to the plays plot, incomplete story qualifies in winning the title of a vindicate tragedy. In pouf Lear, the hardly character that arguably has a motive for revenge is Edmund for world mocked as an outlawed child. Lear, the asterisk character, is responsible for triggering the events of the play by allowing the wicked sisters to rule his kingdom and dis proclaim Cornelia. In The Tempest, the magical tube-nosed fruit bat generated by Prospered magic doesnt peg down as the Vengeful ghost most revenge tragedies would describe.Prosper succeeds in his revenge by restoring his stolen title from Antonio, but expresses mercy and be nevolence towards his enemies, therefore voiding the play from every sad genre. Predominantly, the nationals illustrated in The Tempest and powerfulness Lear project the once for Justice, but the concept behind familial betrayal stem from the protagonists daughters and lastly receive Judgment from Shakespeare. The component of abuse is not entirely preoccupied from The Tempest, as Clinical (the son of the irritate who attempted to rape young Miranda) is undeniably a wicked character.Clinical echoes similarities to Lagos character in Othello, evoking the idea that the the Tempter mightier had more children scattered through and throughout the Shakespearean universe. While the Journey for regaining expound in King Lear arguably parallels the plot thin The Tempest, the gain rattling made by protagonists reveals that the judgement of both men are truly years apart. Prosper is already enjoying the kind he shares with his daughter at the beginning of his play while Lear doesn t make his revelation until one-half of the plays events elapse.In fact, Lear is ironically more sane as a madman then he ever was as king. Shakespeare gives the notion that the power behind father-daughter relationship transcends any obstacle hurled towards the protagonist, as set forth by the victory Prosper achieved after Ewing exiled to a distant island, but the tragedy depicted in King Lear reminds the interview of the grim consequences one must face when bit their back on innocent family. The purpose of both plays, Just like their introductions, are described in a reverse fashion.Shakespeare temporarily forgave Lear through humane Cornelia, while Prosper exhibited his compassion by forgiving the other characters. Prosper learns compassion through Miranda, a concept that Shakespeare deliberately instilled in Lear when it was too late . If Shakespeare had altered the conclusion in King Lear to an expiry where Lear survived the chaos, then t would be slick to assume his cha racter would exhibit the same characteristics of Prosper two elderly rulers who where once usurped by vixenish family and versed the value of compassion through their righteous daughters.Of course, this theoretical concept of King Lear concluding in peacefulness would null the play from its tragic form, and sort the play as a comedy Just like its fellow traveler play, The Tempest. Moreover, The elements of a tragedy illustrated in The Tempest are not as blatant as those described in King Lear, if anything, the hamster Lear suffers from is substituted by Prospered wisdom. The element of hope, however, is a strong tragic component that pulsates throughout the veins of both plays. The audience evidently sympathizes with both protagonists, as both elderly men hire been more sinned against than sinning. (3. 2. 1372), but Shakespeare at last scrutinizes the elderly men through their fashion as fathers-of-celestial women and Judges their fate by either excoriate the protagonist t o an agonizing death or rewarding him with the honor of restored monarchy and freedom. * accessory If given(p) the fortunate opportunity to preserve my 65th birthday, Judging by how I fleet on life the past 24 years, I preempt certainly see myself computer memory Shakespearean work as the tell to understanding hamster and the real-real danger it cigaret demonstrate.Aristotle coined the term hamster, but it wasnt until I read Shakespearean Hamlet that I realized the consequences of your internal-flaws. Similar to Hamlet, I used to hire an hesitant temperament, (which hasnt completely faded from my subconscious), and I ofttimes would think-before playing and find faux justifications in delaying my goals applying for scholarships, working harder in tick school, mundane exercise, healthy dieting, and managing finances.Although I didnt act with the ghost of my father nor seek revenge against my treacherous uncle, I doomed dozens of life-enriching opportunities due to being indecisive and it haunts me frequently. I can hardly assume, and hope, that the age of 65 exit be a milestone for decades of utilizing a revamped proactive persona, as the tragedies will unendingly remind me of the catastrophes that stem from personality flaws. later all, what better way can we pity a tragic figure than to express our own compassion towards their suffering?King LearPPISMP TESL (R) universe rails Cohort 4 (June 2011 Intake) English Studies common chord PI 1353K (R) (Revision) great power LEAR By William Shakespeare 1. The intricate relationship between characters adds to the interest of readers to study the play. ground on the play you gull canvas, handle this statement with convincing attest to rid your answer. 2. Write a searing analysis of one of the pedestals presented in the play you ingest studied. 3. name the composing of the play you have studied. figure how the al-Qaida is positive by the characters. . Identify the theme of the play you have studied. lucubrate how the plot and the scenery develop the theme. 5. Identify one of the issues brocaded in the play you have studied. characters reflect this issue. Elaborate how the 6. Identify the theme of the play you have studied. Elaborate how the theme is developed by the setting and the characters. 7. Identify the issues raised in the play you have studied. evidence from the text. deal the issues with 8. prove the significance of the title and how it reflects the theme of the play. .Discuss the significance of the title and how it is developed by the characters and plot of the novel. NHA/ES III King Lear Revision/2012 Themes avariciousness for power & wealth Betrayal Familial relationship Love & betrayal Issues avariciousness for power & wealth destroys Blind sock Actions and consequences 10. Based on the drama you have studied, analyze the play establish on the future tense(a) i. The characters ii. The theme iii. The issues raised Support your answer with c onvincing evidence and elaboration. 1. You have studied a play during this course. Based on this play, write a critical analysis of about 350 words. In your analysis, discuss the themes and issues raised and how these are pictured by the characters. 12. Write a reader response of about 350 words on the play you have studied. In your reader response, discuss the future(a) i. ii. iii. The theme The characters and their relationships The influence of the setting on the characters NHA/ES III King Lear Revision/2012King LearAlthough a similar vision of justice is encompassed within King Lear and The Tempest, both protagonists receive fate strikingly dissimilar from one another as a direct result of the relationship share between their respective daughters, which ultimately distinguishes the plays from the similar concepts (compassion, nature, monarchy, and usurping) found within them. In King Lear, the nature of mercy and redemption are unobtainable elements, as the form of a Shakespe arean tragedy is established on the foundation of chaos and pity, which arguably conceals the subtle (or blatant) relationship between both plays.Both plays include a tempest a violent thunderstorm that symbolize a life-changing moment for the introspective protagonists. Prospered magic conjures the violent storm described in The Tempest, which destroys the boat of his royal enemies and prompts the pilot of the play. Unlike Prosper, Lear is a victim of the tempest described in his tragedy, but Shakespeare purposely uses this scene to cleanse the drenched king as he makes a revelation through an activated soliloquy, thus humbugging him.This concept of natures fury, although mutually significant in both respective plays, also discloses the dissimilarity shared between the two protagonists. Prosper, from the opening scene, was described as wise and empathetic, specifically using the storm to confront his enemies, not to cause harm. Prosper was already introduced to the audience as a humankind protagonist, while Shakespeare depicted Lear as blind until his own tempest in the middle of the play. The significance of the tempest scenes symbolizes the genesis of repentance and retribution for both of the principal characters.Although Prosper is successful in restoring his role as the rightful king in the plays climax, Learners kingdom is obliterated and results in his death. The notable nature behind the protagonists paternal role towards their daughter tryingly influences the events of the play, as both elderly kings are fathers to similarly angelic daughters. In King Lear, the audience is quickly clued in on Learners foolishness as a father, since Shakespeare manifests this notion through the old kings retirement celebration.Learners two daughters, General and Reagan, are wicked women who manipulatively express their faux affection towards their narcissistic father. Ironically, Cornelia remains the only daughter of virtue who proclaims that the sincere affection s he feels towards him transcends mere words. King Learners opening CT alone already corresponds with the introduction found within The Tempests introduction, except the scenario is presented in a reverse manner.Lear was desire an early retirement and attempted to distribute his kingdom between his three daughters, while Prosper was usurped of his dukedom by his treacherous younger brother, Antonio. Despite of the similarities presented in the opening act, Shakespeare also reveals the pivotal difference behind the plays father/daughter dynamic. Unlike Lear, Prosper is completely engrossed in Miranda and her well- being from the plays opening, even comparing her too cherub MIRANDA Alack, what trouble Was I then to you PROSPER O, a cherubim Thou waste that did preserve me.Thou didst smile. Infused with a fortitude from heaven. (1. 2. 51-54) Shakespeare arguably uses Miranda for the sole purpose of symbolism, since her characters actions are essentially irrelevant to the events in The T empest, as shes utilized more as an image of Prospered fatherly honor rather than a character of great significance. Cornelia, whose nature is undeniably similar to Miranda, is portrayed as one the most compelling characters in King Lear, due to her role as the angelic daughter who substitutes Marinaras naivety with awareness.Shakespeare exchanges the protagonists role through their daughters in both King Lear and The Tempest Lear exhibits Marinaras naivety and Prosper reflects Cordilleras compassion. Shakespeare distinguishes this concept from the onset of both plays and hints towards the protagonists fate through, once again, their daughters. Prosper established his endearment towards Miranda in the beginning of The Tempest and consistently demonstrated his allegiantty towards her. Shakespeare rewards the unconditional love exhibited by the elderly king and compensates the former ruler with a favorable conclusion.In King Lear, the protagonist is not bestowed with the same fortun e, as Lear also hints towards his fate during the plays introduction. Lear does not refer to his celestial daughter a cherub, like Prosper did, and chooses to deprive his daughter instead LEAR Let it be so. Thy truth then be thy dower. For by the sacred radiance of the sun, The mysteries of Hectare and the night, By all the operation of the orbs From whom we do exist and cease to be-? Here I disclaim all my paternal care, Propinquity, and property of blood, And as a stranger to my heart and me Hold thee from this for ever.The barbarous Scythian, Or he that makes his generation messes To gorge his appetite, shall to my bosom Be as well neighborhood, pitied, and relieved As thou my sometime daughter. (109-123) Truthfully, Lear only disowned his daughter through the sole notion that she didnt love him (verbally), but the motive behind this harsh act does not exempt Lear from the grim fate Shakespeare had reserved. A Shakespearean tragedy is molded on the tragic figures hamster, as Lea rners foolishness was evidently his.Betrayal of kin spreads like poison throughout King Learners conclusion Gloucester, Lear, Reagan, and General all meet their grim fate because of the deception they inflicted on their families. Cornelia is substantially the most tragic character in King Lear (and arguably all of the tragedies) due to her innocent and compassionate persona, which rejects the bitterness imposed from being the victim of betrayal and attempts to restore her fathers usurped title.However, the unspeakable act behind a father abandoning his saintly daughter strongly indicates why Shakespeare bestowed Prosper with magic and Lear with madness. Superficially, King Lear and The Tempest both provide many of the elements squired in a revenge plot. Both protagonists are conceptually banished after their royal power is renounced, regardless if the title was robbed from them or relinquished willingly, and desire to restore their former glory. The plays also describe similar scene s of madness experienced by Lear but inflicted by Prosper on secondary characters.Although betrayal and the search for Justice are elements fundamental to the plays plot, neither story qualifies in taking the title of a revenge tragedy. In King Lear, the only character that arguably has a motive for revenge is Edmund for being mocked as an illegitimate child. Lear, the principal character, is responsible for triggering the events of the play by allowing the wicked sisters to rule his kingdom and disown Cornelia. In The Tempest, the magical harpy generated by Prospered magic doesnt qualify as the Vengeful ghost most revenge tragedies would describe.Prosper succeeds in his revenge by restoring his stolen title from Antonio, but expresses mercy and compassion towards his enemies, therefore voiding the play from any tragic genre. Predominantly, the themes illustrated in The Tempest and King Lear project the once for Justice, but the concept behind familial betrayal stem from the protago nists daughters and ultimately receive Judgment from Shakespeare. The component of iniquity is not entirely absent from The Tempest, as Clinical (the son of the Devil who attempted to rape young Miranda) is undeniably a wicked character.Clinical echoes similarities to Lagos character in Othello, evoking the idea that the Devil mightier had more children scattered throughout the Shakespearean universe. While the Journey for restoration described in King Lear arguably parallels the plot thin The Tempest, the progress actually made by protagonists reveals that the psyche of both men are actually years apart. Prosper is already enjoying the relationship he shares with his daughter at the beginning of his play while Lear doesnt make his revelation until half of the plays events elapse.In fact, Lear is ironically more sane as a madman then he ever was as king. Shakespeare gives the notion that the power behind father-daughter relationship transcends any obstacle hurled towards the protag onist, as described by the victory Prosper achieved after Ewing exiled to a distant island, but the tragedy depicted in King Lear reminds the audience of the grim consequences one must face when turning their back on innocent family. The conclusion of both plays, Just like their introductions, are described in a reverse fashion.Shakespeare temporarily forgave Lear through compassionate Cornelia, while Prosper exhibited his compassion by forgiving the other characters. Prosper learns compassion through Miranda, a concept that Shakespeare deliberately instilled in Lear when it was too late . If Shakespeare had altered the conclusion in King Lear to an ending where Lear survived the chaos, then t would be plausible to assume his character would exhibit the same characteristics of Prosper two elderly rulers who where once usurped by malicious family and learned the value of compassion through their righteous daughters.Of course, this theoretical concept of King Lear concluding in peace would null the play from its tragic form, and reclassify the drama as a comedy Just like its companion play, The Tempest. Moreover, The elements of a tragedy illustrated in The Tempest are not as blatant as those described in King Lear, if anything, the hamster Lear suffers from is substituted by Prospered wisdom. The element of hope, however, is a strong tragic component that pulsates throughout the veins of both plays. The audience evidently sympathizes with both protagonists, as both elderly men have been more sinned against than sinning. (3. 2. 1372), but Shakespeare ultimately scrutinizes the elderly men through their behavior as fathers-of-celestial women and Judges their fate by either condemning the protagonist to an agonizing death or rewarding him with the honor of restored monarchy and freedom. *Addendum If given the fortunate opportunity to celebrate my 65th birthday, Judging by how I fleet on life the past 24 years, I can certainly see myself remembering Shakespearean w ork as the key to understanding hamster and the very-real danger it can demonstrate.Aristotle coined the term hamster, but it wasnt until I read Shakespearean Hamlet that I realized the consequences of your internal-flaws. Similar to Hamlet, I used to have an indecisive personality, (which hasnt completely faded from my subconscious), and I frequently would think-before acting and find faux justifications in delaying my goals applying for scholarships, working harder in grade school, daily exercise, healthy dieting, and managing finances.Although I didnt interact with the ghost of my father nor seek revenge against my treacherous uncle, I lost dozens of life-enriching opportunities due to being indecisive and it haunts me frequently. I can only assume, and hope, that the age of 65 will be a milestone for decades of utilizing a revamped proactive persona, as the tragedies will always remind me of the catastrophes that stem from personality flaws. After all, what better way can we pit y a tragic figure than to express our own compassion towards their suffering?King LearThe selected passage is from Act IV, Scene VII, from one of the most historical and critically acclaimed plays of William Shakespeare. It is mainly agreed today to be Shakespeares greatest play by the learned as well as the public (Hunter, p. 1). It has the extremes of cruelty and suffering face extremes of loyalty and sacrifice and its staple motifs have the classic themes of love, betrayal, rejection and conquest. Shakespeares audience of the time truly still these themes, identifying well with the king as a tragic hero and the nihilistic delusion that was fast growing its seed in the time of Jacobean theater.In the given passage, the scene is presented between Cordelia and her father. A physician is present as well. Cordelia has just rescued her father who is now battling a profound befuddlement of senses. He is already shifting in and out of reality, wearing flowers in his hair. After these few dialogues of Cordelia (above passage), he comes to consciousness and once recognizes Cordelia, begins to believe that they are both dead..King Lear, writes Marvin Rosenberg, was written for the stage, to stimulate sense, feeling, and mind in a massive histrionics experience. Any evaluation must consider the artists use of all his stimulant materials (Rosenberg, p. 1). The emotional turmoil and conflicts of relationships in Lears life make lots for the massive theatrical experience that Shakespeare promised.In this given passage, Cordelia beseeches to her sisters, Regan and Goneril, in dramatic agony. They have betrayed their father and brought him to a condition which brings tears to Cordelia. For the sake of greed and land, the two sisters have brought their father down the very piths of humanity and the one daughter who was actually sincere to Lear is now at his side. Lear, tragically and unfortunately, mistrusted and mistreated this very daughter who was praying unto heaven s and doing her utmost to bring her father back to a state of life and revival.Seeing her fathers terrible condition, Cordelia wonders out loud, with ample pathos, to Regan and Goneril that if they had not considered the fact that Lear was their father they could have at least considered his age and senility. barely they did not consider it at all and left him to be swallowed by the ill-winds that blew his way with the courtesy of their betrayal itself.Cordelia creates a regent(postnominal) similarity for the condition of her father and his daughters with the dog of an enemy. She says that even an enemys dog, which has the sole purpose of establishing harm to you would have stood against her or supported her in a terrible fate such as this. however what was this inhumanity of her sisters that they had so deliberately thrown their father into this highly adverse situations where there was no one left to take care of him but the wilderness and the rough fate that brought him to Cordelia in such conditions.The character of Cordelia is a paragon of virtue and optimism. Her simple-minded nature is signaled by her label-name, which focuses on her situation. She is a woman of heart, compassion and courage (Hamilton, p. 151). When her father asks her to speak of her love and loyalty and devotion to him, she opens Pandora s Box by replying in her sweet, simple, precise words, Unhappy that I am, I cannot have my heart into my mouth. I love your majesty according to my bond, no more nor less (Shakespeare, p. 12). Her father does not understand the depth of these simple and truthful words and mistakes her simplicity for insincerity. He falls in the sand trap of slick and suave words that ultimately bring his downfall.As she leaves the home, she speaks on her parting salutation note with the heartfelt emotion, which again goes unnoticed and dishonored, The jewels of our father, with washd eyes Cordelia leaves you. I go to sleep you what you are, and like a sister am most loath to call your faults as they are namd. Love well our father to your professed bosoms I rank him. But til now, alas, stood I wihin his grace, I would prefer him to a better place. So farewell to you both (Shakespeare, p. 19).The foolish king does not understand Cordelia and her love and in this passage, where she sits beside him, nursing him, praying for his health, lamenting the selfishness and cruelty of her sisters, we see the same loyal daughter who refused to bear a grudge for a nave, imperious and narcissistic father who would destroy everything due to his these very follies.There are powerful themes of the play that are duly depicted in this passage. Cordelias love for her father, despite the way that he treated her, shows her unrelenting and faithfulness to her father. She feels stormily for her fathers plight and vouches all that she possibly can to the sphere of influence so that he is well soon. This theme and behavior of Cordelia shows that despite Lears pessimism and nihilism for the world and life in general, no matter how reassert his circumstances may be, there is still hope in the world. With raft like Cordelia, one could not say the human race is generally bad by nature (Friedlander, n.p.).Some critics also venerate King Lear as a Christian drama with elements of regeneration, redemption and being saved (Elton, p. 3). Although the play itself is a tragedy and the cruelty of the bottomless evil of the spirit and nature of mankind is capably described in the play on various occasions and through various points, but despite all that, through Cordelias character and realistic love for her father, we see that mankind is capable of some good, at least.The passage bears in it a strong message for this very shake up between good and evil. The world is, although, not as grandly and starkly divided between dark and white forces, this particular passage in King Lear shows that Cordelia has the passion to hate. It is not as if she is a picture of worship or does not understand evil for the reason of being nave or un-understanding. She is fully aware of what her sisters had in mind and what they meant to happen to their father. But Cordelias true and pure nature helps her ask this question that even if they had forgotten the fact that Lear was their father did they not realize that they were doing this to a man who was at the end of his age? A long and war-filled life that required to be spent in harmony and peace? Yet his own flesh and blood had forsaken him.Due to his senility, he may not have been able to realize the depth of his mistakes and actions but Cordelia expects from her sisters to understand the senility and care for him and not swindle him into bringing him into this state of despair and dreadfulness. This passage not only depicts the disappointment and despair of a sister, a daughter and a abandoned character, but the symbol of truth and goodness when it faces the turmoil of the chaos that e vil and greed have committed in the world, which only produces pain, disaster and tragedy. BibliographyElton, William R. King Lear and the Gods. San Marino, Calif Huntington Library, 1966. Friedlander, Ed. Enjoying King Lear, by William Shakespeare. Pathguy.com. Jan 30, 2005. http//www.pathguy.com/kinglear.htm October 27, 2007. Hamilton, Sharon. Shakespeares Daughters. Jefferson, N.C. McFarland, 2003. Hunter, G., and Shakespeare, William. King Lear. London Penguin Books. 1996. Rosenberg, Marvin. The Masks of King Lear. Berkeley University of atomic number 20 Press, 1972. Shakespeare, William, Barbara A. Mowat, and Paul Werstine. The Tragedy of King Lear. New Folger Library Shakespeare. New York capital letter Square Press, 2005.King LearIn Shakespeares King Lear there is a definite element of the howling(a) as seen in Lears own personality, and the other main characters in how they treat Lear. Thus the terrific in Shakespeares play is manifested through power. The grotesque them e of Shakespeares play will be examined in this essay as it pertains to King Lears hate of his daughters, and the way in which he treats them before his death.Blindness is a comprehension in the play of Lears grotesque nature or his sine qua non for power over others and how he cannot stand to see the world, or kingdom he created at the end of the play (Friedlander paragraph two). In King Lears distrust of his daughters he one by one makes himself disowned by them as can be deciphered in this speech,I prithee, daughter, do not make me mad. I will not trouble thee, my child farewell. Well no more meet, no more see one another. But yet thou art my flesh, my blood, my daughter Or rather a sickness thats in my flesh, Which I must necessarily call mine. Thou art a boil, A plague sore, an embossed carbuncle In my corrupted blood. But Ill not chide thee. Let shame come when it will, I do not call it. I do not bid the Thunder-bearer dissipate no(prenominal) tell tales of thee to high-j udging Jove. Mend when thou canst be better at thy vacant I can be patient, I can stay with Regan, I and my hundred knights. ( Shakespeare II.iv.1514).The parallels of father-child relationships are shown in how Lears daughter, Cordelia, parallels to Gloucesters son Edgar both Cordelia and Edgar are loyal to their fathers to the end, and Cordelia is banished while Edgar is forced into hiding both actions are pertaining to the manifestation of the grotesque in King Lear (Friedlander paragraph two). King Lears other two daughters, Goneril and Regan, parallel with Gloucesters son Edmund. Goneril and Regan flatter Lear, Sir, I love you more than words can wield the matter (Shakespeare I. 1. 53-54).The parallels in the deaths of Lear and Gloucester are seen in how both die in the presence of their loyal children Lear dies with Cordelia in his arms, and Gloucester dies after Edgar has revealed himself as the Dukes son thus, although Shakespeare has written the grotesque in the play, he a lso allows his protagonists a chance of redemption.Moreover, Lear and Gloucester both die in extremes of passion. Lear dies of a broken heart. Break heart, I prithee break, and Gloucesters flawd heart bursts of joy and grief after his reunification with Edgar (Shakespeare). As well both die with renewed insight Gloucester needs to be blinded before he can see Edmunds deceit and Edgars loyalty. Lear needs to suffer the rejection of his older daughters before he can see Cordelias loyalty, and men of power find that the outlet of title and position humbles them therefore the grotesque found in King Lear is eventually overcome through love (Doran 141).Shakespeares play is based on Britons own King Leir, a tragic story of a king and his relationship with his family. The tragic element of the play harkens to the reality of the time of the writing as well as its tarradiddle involved in Britain (Friedlander paragraph one). In the quote previously states (I prithee daughter- Shakespeare) t here is a strong element of pride, lack of hope, and malady is mentioned.The disease mentioned could be a remark on the overpowering plagues occurring in Britain as well as famine. Thus, the stress in a family relationship would be counted more stressful because of the environmental factors involved in the plays setting. In fact, the theme of hunger, either of love, hope, pride, or greed, runs strong through the entire play, and this is the reason the first quote is so important, it highlights these human elements in the play (West 57).Although the theme of marriage is not as strong in this play there are other themes which comprise the progression of the plot. The theme in King Lear subsists with the child-parent relationship which further develops with Lears three daughters, their submissiveness or lack of submissiveness with their father. In this play the focus of the married daughters who are turn up to be evil and usurpers of their fathers power while the younger daughter, th e innocent unwed one proves to be the only supporter King Lear has although he blindingly distrusts her from act one. The theme of King Lear is suitably that of loyalty from the female caste whether in faithfulness or disloyalty.The parallels of greed in political power (another form of the grotesque in Shakespeares play) are presented in how Goneril and Regan seek political power by their ability to strip the King of all his chequer of followers, by rejecting the Kings title, and turning him out into the storm, entreat him by no means to stay (Shakespeare III. 1. 297). Also, Edmund has high political aspirations by allowing Gloucester to be blinded for his own political gain, Hang him instantly ReganPluck out his eyes Goneril (Shakespeare III. 7. 4-5), and he usurps Edgars legitimate title as the future Earl of Gloucester. Furthermore, Kent and Edgar both lose their nobility, the Earl of Kent is banished for his honest defense of Cordelia, and Edgar loses his claim to nobility th rough the deceit and trickery of Edmund.The combination between the sub-plot and the main-plot in King Lear comprises of thematically similar plots. Shakespeare has used the characters and themes of the subplot to amplify the drama and calamity of the main plot. With two plots, perfectly intertwined and yet offering parallel lessons, Shakespeare is able to heighten the emotional effect of the tragedy. In conclusion, the subplot intensifies the emotional impact of the main plot in the areas of child-parent relationships, the corruption of political power, and the death of the protagonist (West 58).In the perception of identity and love in that identity King Lear is redemptive but full of blame, and still hanging onto pride which presents the issue of love for a woman, albeit a daughter, has not persuasion over self-loathing (Doran 152). Here Shakespeares design in the play portends of how innocence as with Cordelia when followed is prophetic but when love is denied in Shakespeares pl ays the consequences are dire. In King Lears age he sees himself as beyond the measure of blame because his life is already lived, his deeds are already accomplished. It is with the hope of redemption through love that the play ends King Lear states,Hear me, recreant On thine allegiance, hear me Since thou hast sought to make us break our vow- Which we durst never yet- and with straind pride To come between our sentence and our power,- Which nor our nature nor our place can bear,- Our potency made good, take thy reward. Five geezerhood we do allot thee for provision To shield thee from diseases of the world, And on the sixth to turn thy hated back Upon our kingdom. If, on the tenth day following, Thy banishd trunk be found in our dominions, The moment is thy death. Away By Jupiter, This shall not be revokd (ShakespeareI.i.178ff).It is only with the hope of love, that these characters can be redeemed, and the nature of the grotesque in the play may be wiped out.This essay has delved into the plays inner workings of plot, and sub plot and how each character seems to represent a certain element of the grotesque in human nature through greed, political power, and lack of faith (West 57). It is only through King Lears blindness that this grotesque nature is truly seen since the reason for his blindness is because he cannot bear to see the world he created through his own grotesque nature beginning with doubt of his daughters love.Work CitedDoran, M. The Quarto of King Lear and Brights Shorthand. Modern Philology, Vol. 33, No. 2 (Nov., 1935), pp. 139-157Friedlander, E. Enjoying King Lear. 2005. Online. Retrieved 22 November 2007.http//www.pathguy.com/kinglear.htmShakespeare. King Lear. Penguin Classic. 1998.Theatre History. King Lear. 2002. Online. Retrieved 22 November 2007.http//www.theatrehistory.com/British/kinglear001.htmlWest, R. Sex and Pessimism in King Lear. Shakespeare Quarterly, Vol. 11, No. 1. (Winter, 1960), pp. 55-60.King LearPPISMP TESL (R) Foundatio n Course Cohort 4 (June 2011 Intake) English Studies III PI 1353K (R) (Revision) KING LEAR By William Shakespeare 1. The intricate relationship between characters adds to the interest of readers to study the play. Based on the play you have studied, discuss this statement with convincing evidence to justify your answer. 2. Write a critical analysis of one of the themes presented in the play you have studied. 3. Identify the theme of the play you have studied. Elaborate how the theme is developed by the characters. . Identify the theme of the play you have studied. Elaborate how the plot and the setting develop the theme. 5. Identify one of the issues raised in the play you have studied. characters reflect this issue. Elaborate how the 6. Identify the theme of the play you have studied. Elaborate how the theme is developed by the setting and the characters. 7. Identify the issues raised in the play you have studied. evidence from the text. Discuss the issues with 8. Discuss the signi ficance of the title and how it reflects the theme of the play. .Discuss the significance of the title and how it is developed by the characters and plot of the novel. NHA/ES III King Lear Revision/2012 Themes Greed for power & wealth Betrayal Familial relationship Love & betrayal Issues Greed for power & wealth destroys Blind love Actions and consequences 10. Based on the drama you have studied, analyze the play based on the following i. The characters ii. The theme iii. The issues raised Support your answer with convincing evidence and elaboration. 1. You have studied a play during this course. Based on this play, write a critical analysis of about 350 words. In your analysis, discuss the themes and issues raised and how these are portrayed by the characters. 12. Write a reader response of about 350 words on the play you have studied. In your reader response, discuss the following i. ii. iii. The theme The characters and their relationships The influence of the setting on the cha racters NHA/ES III King Lear Revision/2012King LearAlthough a similar vision of justice is encompassed within King Lear and The Tempest, both protagonists receive fate strikingly dissimilar from one another as a direct result of the relationship shared between their respective daughters, which ultimately distinguishes the plays from the similar concepts (compassion, nature, monarchy, and usurping) found within them. In King Lear, the nature of mercy and redemption are unobtainable elements, as the form of a Shakespearean tragedy is established on the foundation of chaos and pity, which arguably conceals the subtle (or blatant) relationship between both plays.Both plays include a tempest a violent thunderstorm that symbolize a life-changing moment for the introspective protagonists. Prospered magic conjures the violent storm described in The Tempest, which destroys the boat of his royal enemies and prompts the pilot of the play. Unlike Prosper, Lear is a victim of the tempest descri bed in his tragedy, but Shakespeare purposely uses this scene to cleanse the drenched king as he makes a revelation through an emotional soliloquy, thus humbugging him.This concept of natures fury, although mutually significant in both respective plays, also discloses the dissimilarity shared between the two protagonists. Prosper, from the opening scene, was described as wise and empathetic, specifically using the storm to confront his enemies, not to cause harm. Prosper was already introduced to the audience as a humankind protagonist, while Shakespeare depicted Lear as blind until his own tempest in the middle of the play. The significance of the tempest scenes symbolizes the genesis of repentance and retribution for both of the principal characters.Although Prosper is successful in restoring his role as the rightful king in the plays climax, Learners kingdom is obliterated and results in his death. The notable nature behind the protagonists paternal role towards their daughter t ryingly influences the events of the play, as both elderly kings are fathers to similarly angelic daughters. In King Lear, the audience is quickly clued in on Learners foolishness as a father, since Shakespeare manifests this notion through the old kings retirement celebration.Learners two daughters, General and Reagan, are wicked women who manipulatively express their faux affection towards their narcissistic father. Ironically, Cornelia remains the only daughter of virtue who proclaims that the sincere affection she feels towards him transcends mere words. King Learners opening CT alone already corresponds with the introduction found within The Tempests introduction, except the scenario is presented in a reverse manner.Lear was seeking an early retirement and attempted to distribute his kingdom between his three daughters, while Prosper was usurped of his dukedom by his treacherous younger brother, Antonio. Despite of the similarities presented in the opening act, Shakespeare also reveals the pivotal difference behind the plays father/daughter dynamic. Unlike Lear, Prosper is completely engrossed in Miranda and her well- being from the plays opening, even comparing her too cherub MIRANDA Alack, what trouble Was I then to you PROSPER O, a cherubim Thou waste that did preserve me.Thou didst smile. Infused with a fortitude from heaven. (1. 2. 51-54) Shakespeare arguably uses Miranda for the sole purpose of symbolism, since her characters actions are essentially irrelevant to the events in The Tempest, as shes utilized more as an image of Prospered fatherly love rather than a character of great significance. Cornelia, whose nature is undeniably similar to Miranda, is portrayed as one the most compelling characters in King Lear, due to her role as the angelic daughter who substitutes Marinaras naivety with awareness.Shakespeare exchanges the protagonists role through their daughters in both King Lear and The Tempest Lear exhibits Marinaras naivety and Prosper ref lects Cordilleras compassion. Shakespeare distinguishes this concept from the onset of both plays and hints towards the protagonists fate through, once again, their daughters. Prosper established his endearment towards Miranda in the beginning of The Tempest and consistently demonstrated his loyalty towards her. Shakespeare rewards the unconditional love exhibited by the elderly king and compensates the former ruler with a favorable conclusion.In King Lear, the protagonist is not bestowed with the same fortune, as Lear also hints towards his fate during the plays introduction. Lear does not refer to his celestial daughter a cherub, like Prosper did, and chooses to disown his daughter instead LEAR Let it be so. Thy truth then be thy dower. For by the sacred radiance of the sun, The mysteries of Hectare and the night, By all the operation of the orbs From whom we do exist and cease to be-? Here I disclaim all my paternal care, Propinquity, and property of blood, And as a stranger to m y heart and me Hold thee from this for ever.The barbarous Scythian, Or he that makes his generation messes To gorge his appetite, shall to my bosom Be as well neighborhood, pitied, and relieved As thou my sometime daughter. (109-123) Truthfully, Lear only disowned his daughter through the sole notion that she didnt love him (verbally), but the motive behind this harsh act does not exempt Lear from the grim fate Shakespeare had reserved. A Shakespearean tragedy is molded on the tragic figures hamster, as Learners foolishness was evidently his.Betrayal of kin spreads like poison throughout King Learners conclusion Gloucester, Lear, Reagan, and General all meet their grim fate because of the deception they inflicted on their families. Cornelia is substantially the most tragic character in King Lear (and arguably all of the tragedies) due to her innocent and compassionate persona, which rejects the bitterness imposed from being the victim of betrayal and attempts to restore her fathers usurped title.However, the unspeakable act behind a father abandoning his saintly daughter strongly indicates why Shakespeare bestowed Prosper with magic and Lear with madness. Superficially, King Lear and The Tempest both provide many of the elements squired in a revenge plot. Both protagonists are conceptually banished after their royal power is renounced, regardless if the title was robbed from them or relinquished willingly, and desire to restore their former glory. The plays also describe similar scenes of madness experienced by Lear but inflicted by Prosper on secondary characters.Although betrayal and the search for Justice are elements fundamental to the plays plot, neither story qualifies in taking the title of a revenge tragedy. In King Lear, the only character that arguably has a motive for revenge is Edmund for being mocked as an illegitimate child. Lear, the principal character, is responsible for triggering the events of the play by allowing the wicked sisters to rule his kingdom and disown Cornelia. In The Tempest, the magical harpy generated by Prospered magic doesnt qualify as the Vengeful ghost most revenge tragedies would describe.Prosper succeeds in his revenge by restoring his stolen title from Antonio, but expresses mercy and compassion towards his enemies, therefore voiding the play from any tragic genre. Predominantly, the themes illustrated in The Tempest and King Lear project the once for Justice, but the concept behind familial betrayal stem from the protagonists daughters and ultimately receive Judgment from Shakespeare. The component of evil is not entirely absent from The Tempest, as Clinical (the son of the Devil who attempted to rape young Miranda) is undeniably a wicked character.Clinical echoes similarities to Lagos character in Othello, evoking the idea that the Devil mightier had more children scattered throughout the Shakespearean universe. While the Journey for restoration described in King Lear arguably parallels the plot thin The Tempest, the progress actually made by protagonists reveals that the psyche of both men are actually years apart. Prosper is already enjoying the relationship he shares with his daughter at the beginning of his play while Lear doesnt make his revelation until half of the plays events elapse.In fact, Lear is ironically more sane as a madman then he ever was as king. Shakespeare gives the notion that the power behind father-daughter relationship transcends any obstacle hurled towards the protagonist, as described by the victory Prosper achieved after Ewing exiled to a distant island, but the tragedy depicted in King Lear reminds the audience of the grim consequences one must face when turning their back on innocent family. The conclusion of both plays, Just like their introductions, are described in a reverse fashion.Shakespeare temporarily forgave Lear through compassionate Cornelia, while Prosper exhibited his compassion by forgiving the other characters. Prosper learns co mpassion through Miranda, a concept that Shakespeare deliberately instilled in Lear when it was too late . If Shakespeare had altered the conclusion in King Lear to an ending where Lear survived the chaos, then t would be plausible to assume his character would exhibit the same characteristics of Prosper two elderly rulers who where once usurped by malicious family and learned the value of compassion through their righteous daughters.Of course, this theoretical concept of King Lear concluding in peace would null the play from its tragic form, and reclassify the drama as a comedy Just like its companion play, The Tempest. Moreover, The elements of a tragedy illustrated in The Tempest are not as blatant as those described in King Lear, if anything, the hamster Lear suffers from is substituted by Prospered wisdom. The element of hope, however, is a strong tragic component that pulsates throughout the veins of both plays. The audience evidently sympathizes with both protagonists, as bot h elderly men have been more sinned against than sinning. (3. 2. 1372), but Shakespeare ultimately scrutinizes the elderly men through their behavior as fathers-of-celestial women and Judges their fate by either condemning the protagonist to an agonizing death or rewarding him with the honor of restored monarchy and freedom. *Addendum If given the fortunate opportunity to celebrate my 65th birthday, Judging by how I fleet on life the past 24 years, I can certainly see myself remembering Shakespearean work as the key to understanding hamster and the very-real danger it can demonstrate.Aristotle coined the term hamster, but it wasnt until I read Shakespearean Hamlet that I realized the consequences of your internal-flaws. Similar to Hamlet, I used to have an indecisive personality, (which hasnt completely faded from my subconscious), and I frequently would think-before acting and find faux justifications in delaying my goals applying for scholarships, working harder in grade school, d aily exercise, healthy dieting, and managing finances.Although I didnt interact with the ghost of my father nor seek revenge against my treacherous uncle, I lost dozens of life-enriching opportunities due to being indecisive and it haunts me frequently. I can only assume, and hope, that the age of 65 will be a milestone for decades of utilizing a revamped proactive persona, as the tragedies will always remind me of the catastrophes that stem from personality flaws. After all, what better way can we pity a tragic figure than to express our own compassion towards their suffering?

Native American Story Telling Essay

Story telling was the heart of Native Ameri sack up culture. The room natives executed everyday tasks and their path of thinking came from what they heard as children from stories that were passed through and through multiple generations. When White Settlers started tearing tribe by tribe apart(predicate) and claiming Native American land as their own, a dwindling instal on the rich Natives culture became noniceable. The sense of genius they once knew so well was becoming an unknown aspect which fin eachy left each individual shattered because they were so used to cosmos and acting like one whole.Storytelling became a sort of glue that joined and healed the damage done by the White Settlers. Already existence the basal guidelines that each Native survived on, stories became even up more than valued because they were the things that unplowed the culture from becoming extinct. Storytelling re-taught the natives the way their ancestors taught and spoke, how their surrounding s came to be and how to live a good, pious life. It was how they so eagerly grasped for sanity when they were basically stripped from all rights they had from the Colonials.Native American inventiontelling incorporates many themes and structures, approximately more evident that others, much(prenominal) as poetic writing styles that include morals, and an explanation of how the world came to be. moral philosophy were a crucial factor why ancestors passed stories down to their offspring, other than incisively for enjoyment. They incorporated what they fancy were major principals of financial backing or not living a good life into stories by writing them in in the midst of the lines.A little child that was listening to an elder recalling a story might be listening for the mere amusement but likewise leaving with a lesson learned. In The Sky Tree from the Huron- Eastern lumber tradition, the extremes the wife of the old man goes through to save her husband is emphatically ad mirable, regardless if the story is true or not. The moral of trying to do all you can to save a loved one can be taken from this tale. This concept of Native American stories having morals is in like manner found in Coyote Finishes His Work from the Nez Perce tradition.After reading the overly confident coyote correcting the wrongs on earth and then getting punish for his mischief, one can take away the lesson of being humble and not abuse power no matter how capable you are. These texts that heavily include morals helped remind the Natives how to repair and establish a meaningful life, even after being influenced by the White Men. As the Natives became unsure of how the world even worked anymore when seeing the odd modus vivendi of the Whites, storytelling reminded the way their ancestors explained their surroundings.The simplest aspects of life, like how a turtle got its call on the carpet, was explained in Native American stories. As said in The Sky Tree, the turtle got its sh ell when telling all the animals to dive down into a deep cavum in order to save the wife of the old man and accept up the soil and place it on his back. This simple explanation showed the thought process of the oldest Natives and helped bring a sense of whiz among the broken ones. Broader ideas, such as how the world came to be, were also included in these tales. According to Coyote Finishes His Work, the coyote gave battalion names, taught them languages and how to hunt.Some way or another, humans learned how to these perform basic tasks. Native Americans explained how their the great unwashed achieved these tasks by claiming The Coyote taught them. This concept was easier to take in rather than the surmisal of Evolution, especially in an era where science was less developed. Creating stories of how the world worked when unkept was what the Native Americans did best. Imagining how utterly lost the Natives were when the colonials came, one can assume that more stories were cr eated. Stories of how strange men with snow skin must have calmed the nerves of scared Indians and settled the uproar.It is human nature to become less stir up of an unknown idea if an explanation was given. In this case, Native Americans produced hundreds of stories so that their people could live in peace without having to consistently question everything in existence. Incorporating basic ideas of how the world functions and principals of being a generally good person in Native American storytelling influenced how Natives lived and perceived the world around them. Without these stories the Indians would have no sense of culture to latch on to as settlers tried to substitute their ways.Each significant society of people throughout the years had some sort of guidelines on which their people believed. Egyptians having their stories written in hieroglyphics which were carved into walls to Christians having their rudiments in the Bible. Aside from being the rules people acted upon, maybe each shade came up with their perspective on life to authenticate their establishments. Whatever the argument was behind storytelling, Native Americans definitely did not exclude that factor in their culture. Storytelling was their culture.

English As A Second Language Program Essay

An ESL or English as a shoot wrangle course of instruction, as the name suggests is for students or people in general who do not speak English as their first language and suck in an interest in acquisition this language for trusted reasons which may clasp from applying to a college or university in United states or elsewhere or they would want to get accustomed to this language for the purpose of conducting business overseas, for discourse with peers at work or it stack be for the simple reason of communicating with people at different situations.In this article we are going to focus on ESL programs for students at a prepare district, canvass and personal credit lineing on the ways they are executed and the ways they should be executed. English as a Second Language programs for students are offered to students by either scheduling classes in between their regular course classes or they can be undertaken as a separate programs by certain individuals who are accommodate d in the vicinity of the university.Today, since the ratio of international students is increasing at an alarming rate in United States or Canada, offering an ESL program is to a greater extent of a legal requirement for most districts so that both students are taken forward together at university or when they go in into genius in future. It is also due to this real fact that a troop of emphasis is given to ESL programs at simple-minded and middle school directs to prepare students to use English as a channel of colloquy in future. The execution and the effectiveness of these programs however, vary with different school districts depending upon apt teacher, the program and the dedication of the students themselves.The duration and intensity of an ESL program varies with the individual or university requirement and can be full time or fragmentise time, ranging from a couple of weeks to even a year. These details as mentioned do differ, so for example the ESL program offered at the Greenwich public school which aims at providing students academic and communication skills In order for them to succeed in U.S universities as effectively as possible. The elementary school offers this program for an average 2- 4 historic period with one to eight hours of instruction e precise week depending upon the print and language individual needs of students. The school also focuses on very(prenominal) small groups and emphasizes individual attention to students to better understand their weaknesses and fill I the gaps.The Greenwich Public School district has been offering ESL programs for the past 28 years and has seen an influx in the number of ESL students over the years. In the year 2004-05 near 731 students enrolled in the program altogether from 54 countries. The elementary school program includes a variety of materials according to student needs such as work books, songs, CDs, learning of poems, class presentations etc. this program is more content based a nd strong emphasis is give on the culture aspect in this program. The program is organized around themes and aims at direction critical thinking along with language skills to enable success in mainstream class rooms.In more specific terms this ESL program for elementary students includesTheme based English series which includes work books, posters etc. classify activities (theme based) which tend to explore literature along with songs, activities, TPR games etc.Miami Linguistics, which are intentional for ESL beginners in a sequential interpreting manner.In Greenwich Public School, afterward completing the elementary school program after reaching step 2 or grade 3, ESL students are expected to formulate questions, read outside of class, compare materials in a text and also contrast them. They are also able to express a story in their own wrangling with proper understanding and expressions, write small paragraphs and beginner conversations.After completing the basic ESL progr am for elementary school, students can specify to move out of the program or advance to higher level middle school ESL program, which has its own curriculum and particular hours to be cover aimed at developing proficiency in English language. Placement in this program is based on entry tests and educational history.After feeling at the details of different ESL programs offered by various institutes, if one rattling compares them with reality, one can submit that ESL programs put students under a lot of stress as they try to achive excellence in a second language, therefore recreational facilities should be made affordable, also the students should be encourage to mingle with American students in order to culturally adjust with them and pur into implement all the theories they have learnt in class. Also one of the most primary(prenominal) things which teachers for this program need to understand is that students enrolled in an ESL program come from very different backgrounds a nd cultures, therefore the same orderoligies cannot be applied across the mount up for teachin purposes. Students must be carefully monitered and encouraged to use their strengths to achive succcess in the course. (Currie, 2003)If one compares the ESL program offered by greemwich Public School with other ESL programs offered, we can regulate that most ESL programs are similar in conducting theme based activities, which can be selected by asking students what they want to say, moulding the curiculum in childrens interest.Also at this stage most ESL programs are content based, songs are also one of the important keys to success in most ESL progrms. ace of the methods which can contribute towards the improvement of an ESL program at Greenwich is that revision of matrial is very important before every new-fashioned leson taught, this can be beat out achived with the help of songs before proceeding forward. Each lesson should be broken dispirited into three to four parts, starting with warm up and revision of precedent material, then teaching new lesson, for example new vocabulary words etc, the third part should incorporate games or activities t practice the new lesson and the ending of a esson sholud be on a happy glad note, referably a song. This approach has been teted at ther ESL program and has proved to be very succesful.Different approaches to learning can be adressed thorough ESL games, making learning lessions fun and more effective. Depending on the students theses ESl games can vary from auditorylearnig style in which games involve more listening through peoms or repitation etc. ocular ESL styles ca be utilize for students who are more comfortable with videos of games involving flash cards etc and finally tactile learnig styles can be used in which touch are used. (Vernon)In conclusion, if the current ESL program in a School district is evaluated in terms of the comparisons and details mentioned above, I would say that diverse approach toward s the students is missing and teachers are adopting a homogenous method towards all students. In my opinion more effort needs to be diverted in this angle where different games and teaching styles are used after analysing the capabilities of students and more emphasis should be place on virtual(a) learning.

History Questions and Answers on France Essay

1.How removed did short sleep Bonaparte avow the ideals of the French Revolution during the geological term period 17991815?The primal cater is the relationship amid forty throw outks Bonaparte and the French Revolution. How far invites give nonicedidates to pass on the extent and limits of the statute title that he maintained revolutionary ideals. These ideals can be summarised quickly as improperness, equality and fraternity. The Revolution had sought greater equalisation among classes, the rule of law and the give up of secular and spiritual privilege. The focus should be on the period from 1799 to 1915 and there is no occupy for long storeys of the period from 1789 as long as answers can put catnap into context. cat sleep maintained that he was the son of the Revolution and his Code incorporated or so measures that ensured the rule of law.He encouraged promotion by merit preferably than by birth. He confirmed the changes to property ownership that had tak en place. On the opposite hand, the Code benefited the middle classes more than the peasantry and the emphasis on p takege in the family returned to pre-1789 values. His rule was authoritarian and the establishment of the Empire was a contradiction of res publicaan principles. Opp mavennts were prosecuted by an active police system, headed by Fouch. G all overnment institutions were non freelance and Napoleon was fitting to nominate those to high offices. Lesser officials, although elected, could be removed. there is no need for long narratives of exotic policy moreover it tot followerow for be relevant to explain how far it was driven by personal, rather than revolutionary, motives. Answers worth 22-25 testament consider some(prenominal)(prenominal)(prenominal) sides of his rule and develop to clear conclusions. 19-21 answers pull up stakes be or soly secure except(prenominal) when entrust miss both(prenominal) possible lines of intervention. 11-13 answers impart set up a base fellowship of his rule hardly ordain be very narrative or descriptive, just sometimes incomplete. 14-15 can be pillageed to fuller descriptions. 16-18 answers give accommodate some salient points of comment in separatewise nighly descriptive accounts.2 How far did Napoleon Bonaparte achieve his aims in domestic help policy?The key issue is Napoleons conquest in achieving his aims in domestic policy. The doubtfulness is deliberately worded to exclude treatment of foreign policy and this go forth be irrelevant un little referred to briefly in an cornerstone or conclusion. For object lesson, a good point would be that Napoleon achieved function largely by conquest and was then was brought down by failure abroad, non by internal face-off. But this does not squiffy that victory and defeat abroad must be described in detail. Answers can be a area of warded 11-13 muggins outs when they chase a centering relevant merely canonical descripti ons of domestic policy. These answers will give little consideration to Napoleons aims and will probably be very uncritical.Fuller descriptions however with a similar attack can be awarded 14-15 mark. The 16-18 bent will overlook some specific study of aims although these efficiency be treated generally the description will be quite full. The discriminating factor for the 19-21 plenty will be the concentration on aims and their achievement although the essays will contain some gaps. For font, they major agency be very one-sided. More complete judicial decisions that consider alternatives can be awarded 22-25 marks.Napoleon aimed at personal power and he secured this from 1799, with the Consulate, and then 1804, with the Empire, until 1814. But candidates should note his abdication ahead his out(prenominal) return. creed will be minded(p) when candidates consider how far he wished to remain the reforms of the Revolution. He sought to maximise his take over and offer ed promotion by merit. However, semipolitical opponents were treated acidly by the police system under Fouch. His attempts to calm the economy can be projectd as can his relations with the romish Catholic Church, which he stabilised. Candidates should consider the importance of the Code Napoleon.3.The aims and methods of Cavour were exclusively different from those of Mazzini. How far do you comply with this judgement?The key issue is the comparison of Cavour and Mazzini. Answers should be reasonably commensuratenessd in their treatment of the two men. 6040 either way can deserve any mark band 7030 will normally accept to the award of one band lower than would otherwise be given. The 11-13 band will require a basic knowledge and mind of one man. Answers in the 22-25 band will be fully comparative. They will differentiate amongst aims and methods and support the argument by sound knowledge. Most candidates, til now in this band, can be expected to agree with the act a s in the enquiry exactly credit should be given to candidates who are aware of some common ground, e.g. both wished to make Italy an independent produce and truism Austria as the major stumbling block. 19-21 answers will say good qualities and will be less impressive, perhaps by lacking a distinction in the midst of aims and methods or by pursuing a more uneven comparison. on that point will be some comparison in the 16-18 answers precisely the draw near will be mostly descriptive or narrative. The emphasis on narrative will probably be characteristic of answers in the 11-13 and 14-15 mark bands. In their aims, Mazzini always sought the merger of all of the Italian peninsula. Cavour began by seeking to make Piedmont a more main(prenominal) and extended state in northern Italy and was initially reluctant to embrace the southern states. Mazzini was a democratic republican. Cavour was a monarchist whose ideas of democracy were more limited. Mazzini wished Italians to gain l icense by themselves Cavour aimed to win European support for his designs.In methods, Mazzini embraced revolutionary methods, for ideal in the 1830s and in 1848. He attempt to build an alliance of all classes although he failed to do so. Cavour began by strengthening Piedmont. He opposed revolutions but manipulated plebiscites to give the appearance of popular support for his policies. Diplomacy, in particular with Napoleon ternion of France, was a vital means of isolating Austria and supplementing the weak Piedmontese military. To the dismay of Mazzini and Garibaldi, Cavour was willing to surrender some Italian territories to gain his wider ends (Nice and Savoy to France). Although not an ally of the Roman Catholic Church, Cavour saw the importance of not alienating the papacy, hostile Mazzini.4.How far was Napoleon Bonaparte an oppressive ruler in his domestic policies from 1799 to 1815? The key issue is the assessment of Napoleons domestic policies. extraneous policy will be irrelevant unless mentioned briefly in an introduction or conclusion. For the highest marks, 21 25, Examiners will expect answers to consider the case for and against the learn that he was oppressive, coming to a clear conclusion. For 11-13 marks, answers should be expected to express a basic knowledge and understanding of the main elements of domestic policies. nearly policies energy be seen by some as oppressive and by others as liberating. 1799 marks the appointment of Napoleon as First Consul afterwards the fall of the Directory. Especially during the Consulate, he implemented many reforms such as the Code Napoleon and the Concordat (1801).The former helped to restore administrative narrate to France and guaranteed certain rights but it as well strengthened Napoleons authority. The latter(prenominal) was a reconciliation in the midst of France and the papacy/Roman Catholic Church. This lucky many French people who retained their religious views but it afforded Nap oleon a considerable measure of control over the Church. The Empire (1804) saw Napoleon achieve even more power and he was sovereign over every aspect of French life. Candidates can explain administrative measures that cemented the authority or oppression of the emperor moth. Officials were nominated rather than freely elected. The most favored candidates should be able to note and assess the reasons for the continuing opposition to Napoleon at midriff France which was controlled to some extent by a harsh police system.Answers worth 11-13 marks should display basically acceptable knowledge but there will be little considered assessment. 14-15 marks can be awarded to answers that are relevant and more detailed but calm more dependent on narrative and description than assessment and comparison. 16-17 marks business leader be awarded to answers that contain more outline and assessment but where the assessment king be largely implicit. 18- 20 marks will be appropriate for answe rs that focus on the key issue but in which there is evident imbalance and unevenness. The discriminating factor in the 21-25 mark answers major power well be their success in providing convincing assessments.5.From 1789 to 1799, who posed the more riskous threats to the French Revolution its internal or its external enemies? The key issue is the threats or dangers to the French Revolution. Candidates should note that the indecision ends in 1799 with the coup dtat of Brumaire, the end of the Directory, and Napoleons accession to the Consulate. No particular ceilings are suggested for incomplete answers but answers that end in 1794-95 with the fall of the Jacobins might be worth at to the lowest degree one band lower than would otherwise be awarded. Candidates should consider both internal and external threats. Answers that discuss only one aspect and completely ignore the other cannot expect more than a mark in a middle band.However, examiners will not look for an even balance in even the best essays a reasonable balance but one that is weighted to one side can score very highly. The quality of the argument will be of prior importance. Internal enemies acknowledge the world power and court to Louis execution in 1793. His recognition of the Revolution, and the concessions that he agreed, were half-hearted. Royalists inside France and those who left the country (migrs) continued to agitate. The influential Church was hostile. Conservative regions of France, curiously the more rural areas, were hostile to the changes, such as the Vende. From 1795, the Directory tried to draw back from the alleged excesses of previous years but was un sure-fire in controlling dis recite until the advent of Napoleon.France had to face foreign enemies from the line of the Revolution and open war broke out in 1792 against Austria and Prussia. The danger of overwhelming defeat and the fall of the Revolution seemed very real. Foreign enemies later(prenominal) included Britai n, Holland and Spain. Although unsuccessful at home, the Directory had more success abroad, especially through and through the victories of Napoleon in Italy. Weak answers will probably be light-headed about the threats and might be confined to very general accounts of the Revolution. Answers in the middle bands might focus on threats but deal with them in a highly descriptive manner, lacking assessment and comparison. The most successful answers can be expected to be analytical, focused on assessment and supported by appropriate factual knowledgeWhy did Louis sixteens policies from 1789 fail to prevent his execution in 1793? The key issue is the assessment of Louis 16s policies as a reason for his execution. The interrogatory asks Why? and examiners will award the highest marks to answers that are analytical, providing a series of reasons for the execution of Louis XVI. However, excellent answers can be organised chronologically be draw the period from 1789 to 1793 saw many cha nges that can be examined sequentially. Candidates might examine his reluctance to accept the comparatively moderate changes that were demanded by the Third Estate in 1789. He sided with the First and Second Estates until he was forced to concede.He was forced to accept the Declaration of Rights and the Civil Constitution of the clergy. Suspicions that he wanted to employee turnover the concessions, probably with foreign assistance, were reinforced when he fled to Varennes. Answers in roundabout I should as well consider the impact of other factors that led to the fags execution. These included a worsening economic situation and the rise of political radicalism, leading eventually to the (brief) triumph of Robespierre and the Jacobins, who were directly responsible for Louis XVIs execution. War and counter-revolution in the provinces threaten the gains of the Revolution and had an impact on the Kings situation. The Grand Peur, the Terror and the influence of Paris and the san s-culottes might be seen as evidence of the burgeoning influence of the urban lower classes. Some candidates might consider the reputation of the Queen, Marie Antoinette, and the royalist supporters.7. The divisions among the revolutionaries were the most important reason why Austria was able to suppress the revolutions in Italy and Germany in 184849. How far do you agree with this claim? The key issue is the reason for the failure of the revolutions of 184849 in Italy and Germany. Examiners will expect a reasonable balance in the discussion of the two regions for marks in ropes 1 and 2 (1820 2125). 6040 either way will be acceptable. An understanding of the revolutions in one region will be required for Band 5 (1113). Candidates can argue that other factors were more important than divisions among the revolutionaries, for example Austrian military power, but the stated factor should normally be given some attention for Band 5. In Italy, the revolutionaries had different aims.For some, topical anesthetic grievances were most important. For example, Sicily resented rule by Naples. Mazzini and Garibaldi aimed at wider issues when they established the Roman Republic. Piedmonts leaders had a different agenda. In Germany, Liberals demanded constitutional reform but disagreements appeared, for example over the role of Prussia. There was no coordination between the movements. ghostly divisions between Catholics and Protestants were important. Candidates might explain the failure of the Frankfurt Parliament. On the other hand, Austrias army was stronger than any force that the revolutionaries could muster. Their generals were more clear answers might mention Radetsky in Italy.8. How far did Napoleon Bonaparte ensure liberty and equality in his domestic government of France? The key issue is the character of Napoleons government of France. The question clearly refers to domestic issues discussions of foreign policy or the impact of Napoleons rule on other countrie s will not be relevant unless they are a brief part of introductions or conclusions. One would expect answers in Bands 1 (2125) and 2 (1820) to consider arguments for and against Napoleons support for liberty and equality. However, examiners should not require an equal balance. The balance will reflect the argument. For example, it might forswear liberal measures as of minor importance.Answers in other Bands might make out for an argument that accepts or rejects liberty and equality without considering the alternative at all. It will be relevant to discuss the Code Napoleon (1804), an attempt to commingle the versatile laws of France. Its confirmation of equality before the law and the end of privilege, and religious toleration would point towards Napoleons liberalism. Careers were open to talent. However, associations of hightail iters were banned and women were given hardly a(prenominal)er rights than men. Napoleon kept a tight hold on power through his autocratic rule. Offi cials were nominated and the Empire ensured Napoleons personal rule. Opposition was suppressed and reference might be make to the work of Fouch as Minister of Police. Equality was limited by the labour of promotion to Napoleons supporters.9. Why was Napoleon Bonaparte able to become Emperor of France? The key issue is the creation of the Empire by Napoleon Bonaparte. The Question asks Why and examiners will be looking for analysis when awarding the two highest Bands. It will be relevant to explain the oscilloscope to Napoleons rise to show his appeal after the dissymmetry of the previous decade. However, surveys need to be linked to the Empire to get a high reward. Napoleon offered military success in the revolutionary wars especially against Austria the failure of the Egyptian campaign was offset by propaganda. He besides gained support because of his ability to put down insurrection and disorder within France.He managed to out manoeuvre colleagues in the Consulate and caught t he imagination of France by establishing the Empire, declare to safeguard the ideals of the Revolution and maintain order. He had pursued populist policies, for example in the Codes and through the Concordat. War was not a heavy cost for the French people but made Napoleons reputation. all the same the Egyptian expedition did not reflect badly on him. It will not be necessary, and probably irrelevant, to narrate the developments of foreign relations and campaigns but candidates can point out the resulting popularity within France. Although the Empire contradicted the republicanism that was at the heart of the French Revolution from 1792, it promised to maintain the ideals of the Revolution whilst, at the same time, ensuring order and efficiency. Some, such as extreme royalists and Jacobins, were not reconciled but Napoleons autocracy and the establishment of the Empire were not seriously threatened by other people or alternative ideas.10 How far was France a police state under Na poleon Bonaparte from 1799 to 1814? The key issue is in the phrase police state. The question asks How far..? and candidates should examine both the extent and limits of the claim. However, examiners will not expect balanced answers. The French were completely free under Napoleon but many candidates might judge that France was indeed a police state and therefore present most of their time to this argument. An uncritical acceptance of this view might be worth up to Band 2 (and Band 1 might be achieved by excellent discussions) but normally answers in the highest band might be expected to consider both sides. Napoleon seized power in 1799, reduced the other Consuls to impotence and then declared himself Emperor in 1804.Although these changes were approved by plebiscites, and were genuinely supported by most French people, they represented authoritarian rule and the results of the plebiscites were rigged to produce even large majorities in favour. Fouch headed the Ministry of Police. Letters of arrest very similar to the Bourbons lettres de cachet were used. Opponents were detained. The press was heavily censored and the state itself engaged in widespread propaganda.Napoleons governments under the Consulate and Empire gave him considerable power over central and local administration. The Codes might have guaranteed some freedoms but they were also a device to bring order and obedience to France. The Concordat with the Papacy (1801) recognised the need to conciliate the Roman Catholic Church and it also allowed some toleration to Protestants but its justification to Napoleon was political rather than moral. On the other hand, it can be argued that police action was not indiscriminate. Many French people found conditions improving. There is no need to compare Napoleons rule with other revolutionary regimes (or other police states) but brief comparisons can be given credit.11Why was Louis XVI executed in 1793? The key issue is the reasons for Louis XVIs executio n. The question asks Why? and candidates should provide a series of reasons. Most candidates can be expected to begin in 1789. It will be difficult to make material before 1789 relevant. Some might take a narrower approach with the rise of the Jacobins. As always, the main criterion in assessment will be the quality of the argument. The question can be tackled chronologically. It is easy to devalue the support for Louis XVI in 1789. The decision to convene the Estates commonplace was popular. The bend of republicans was negligible.Nevertheless, his popularity continued to decline until his execution at a time when few monarchists in France dared to protest. Louis personality can be examined. He was well-meaning but lacked political skills. He had a strong sense of duty and monarchic obligation. He believed in divine right. Together, these made him reluctant to accept the (comparatively moderate) reforms that were demanded, such as the issue of voting in the Estates General, the August Decrees and Declaration of Rights, until he was forced into concessions, which consequently made him less, not more, popular. His defence of privileged classes was an important factor. He held out against the Civil Constitution.There were suspicions, not wholly unfounded, that he was angling for foreign intervention to regain power. The King was seen as harmonised to the migrs. Whatever the truth about Marie Antoinettes attitudes and actions, she was widely hated. The ill-fated flight of stairs to Varennes can be examined. It will be very relevant to show how extremists hijacked the Revolution. The dangers from war, internal unrest as in the Vende, and economic pressures led to the victory of extremists such as Robespierre and the defeat of moderate revolutionary forces. Louis execution was important in its own right but it was also a reflection of rivalries between different groups of radicals.12 Who of Cavour, Garibaldi and Mazzini contributed most to the legal jointure of Italy by 1871? The key issue is the comparative contributions of three leaders of Italian unification. Band 5 (1113) will need a basic understanding of the work of one man. However, even the best answers do not need to show an even balance between the three. Candidates can spend most time on their preferred choice but answers in the two highest bands will need a sound knowledge and understanding of all three. There is a comparative element in the question (contributedmost) and answers in Band 1 (2125) will be clear when offering their reasons. Answers in lower bands might be relevant, well informed and clearly argued but they will probably not justify their choice.A problem might be when candidates interpret the question as an invitation to write about only one leader the most important. These answers might show the candidates to be capable of writing well but they will be incomplete. Such answers might be limited to a ceiling in Band 3 (1617) although, as always, the overriding factor will be the quality of the argument. Cavour position a firm foundation for unification by re-organising Piedmont. He was a successful politician who managed Piedmont with a combination of skill and bribery. He was a realist and ensured that he obtained foreign assistance, especially from Napoleon IIIs France, before face uping Austria.He preferred to extend Piedmonts influence by plebiscites, ostensibly democratic but actually carefully managed. It might be argued that unification went further than he intended but his acceptance of Garibaldis gains in the south confirmed his pragmatism and he was careful not to confront the Papacy. By the time of his death (1861), Italy was unified with the exceptions of Venetia and capital of Italy. Garibaldi made his name in Italy and outside by his contribution to the failed revolutions of 184849. He did as much as anybody to popularise the cause of Italian unification.The 1860 invasion of the south was successful militarily and had kn ock-on effects by forcing Cavour to recognise the momentum of pressure for a larger Italy. Although his later career was less successful, his particular claims were to push for the unification of the peninsula as a whole and to win the support of the lower orders. Mazzini led the cause in the 1830s and 1840s, for example through the Carbonari and the 184849 revolutions. It might be claimed that his ideas were fantastic a secular democracy achieved by Italians alone. However, although he was to be less successful in practical terms than either Cavour or Garibaldi, his claim to have been the most important contributor depends largely on the way in which he began the struggle. Except for the monarchy, the final shape of Italy closely resembled his programme.2 Was Robespierre more a success or a failure than a revolutionary leader?Robespierre soon gained a reputation in the Estates General of 1789 as a lawyer who defended the interests of the poor. He became a leader of the Jacobins an d was one of the first to demand the establishment of a republic and the execution of King Louis XVI after the Flight to Varennes (1791). He opposed the war in 1792 because he feared that it would result in the rise of a dictator. Robespierre and the Jacobins (or Montagnards/Mountain Men) thwarted the Girondins and dominated the youthful Committee of Public Safety (1793-95). While in a dominant position, he did not merely seek power for himself and was believed not to be corrupted by power or wealth. He was the Incorruptible. He believed the problems facing the republic (including external war, internal counter-revolutionary groups and inflation) could only be moldd through the use of terror.The terror acted against real and hazard enemies of the revolution and extended into every corner of France. Victims were mostly the aristocracy, bourgeoisie and members of the clergy but also included members of other classes. In all, perhaps 40,000 people were executed. Robespierre advocat ed a Republic of Virtue. He took the anti-clerical policies of the revolution further by inaugurating the cult of the exacting Being, based on Reason. He also took severe steps to solve the dual problems of inflation and food shortages.Assignats and price fixing were introduced but both were unsuccessful. Robespierre took on board Carnots proposals for mass conscription to fight the war against counter-revolutionary kingdoms. By 1794, the opposition was able to gather sufficient support to bring him down and he was executed. Answers in the higher bands will consider both successes and failures although answers need not be evenly balanced because arguments can strive either. Was he more a success than a failure? Successes might be seen in the defeat of counter-revolution from within and outside France. The establishment of the republic was a short-term success. Robespierres leadership of war was decisive. Failures might include the brief period of his rule. Enemies were paralysed b riefly. His socio-religious and economic policies did not work.14 Italian unification was more a victory for Piedmonts power than for nationalism. How far do you agree with this claim? afterward 1815, Piedmont emerged as the major Italian state to oppose Austrias power in Italy. However, its leadership was not received universally and was unpopular in some quarters. Other places with their leaders had claims, e.g. Rome and Venice. Charles Albert of Piedmont played a controversial role in 1848, seeming to lead the resistance to Austria but in the narrower interests of Piedmont and being willing to exploit the problems of risings elsewhere. After 1848 and under Victor Emmanuel, Piedmont became the more obvious candidate for leadership of Italy.It was independent of Austrian influence, with a constitution including the Statuto, was the wealthiest state in Italy and possessed an army which, although not equal to that of Austria, was stronger than that of other Italian states. Response s might build on this to examine the particular role of Cavour. He aimed to modernise Piedmont and then win allies to help to weaken Austria. By his death in 1861 his policies were successful in expanding Piedmonts role in the north and in the Duchies. Garibaldis success in the south led him to go further than he probably wanted. But by 1861 Venetia and Rome were still outside the new kingdom of Italy in which Piedmont was the most powerful state.Italian nationalism was diverse in its aims. Mazzini aimed at the unification of the entire peninsula but he was thwarted in the 1830s and in 1848-49. Other leaders such as Manin in Venice and, briefly, the Pope in 1848-49 had very limited success. None of these gained universal support from inside or outside Italy and crucially lacked military power. However, the role of nationalists, especially Garibaldi, should not be underestimated. Garibaldi played a crucial role in Cavours later years and he continued to aim at the incorporation of Ro me. Candidates might point out that the final stages of unification (Venetia in 1866 and Rome in 1870) owed little to either Piedmont or to other Italian nationalists. To achieve the highest bands answers need not be evenly balanced between Piedmont and nationalism but should be sound on each.