Scene by Scene - Hamlet.
Scene by Scene "Revenge should know no bounds." -- Claudius Hamlet, our hero, is the son of the previous king of Denmark, also named Hamlet ("Old Hamlet", "Hamlet Senior" as we'd say), who has died less than two months ago. Hamlet remembers his father as an all-around good guy, and as a tender husband who would even make a special effort to shield his wife's face from the cold Danish wind. The day Hamlet was born, Old Hamlet settled a land dispute by killing the King of Norway in personal combat. How old is Hamlet? We have contradictory information. The gravedigger mentions that Hamlet is thirty years old, and that the jester with whom Hamlet played as a child, has been dead for twenty-three years. An thirty-year-old man might still be a college student. However, Ophelia is unmarried in an era when girls usually married in their teens, and several characters refer to Hamlet's "youth". So we might prefer to think that Hamlet is in his late teens or early twenties. And many people have seen Hamlet's bitter, sullen outlook at the beginning of the play as typical of youth. You'll need to decide that one for yourself. (I think "thirty" might be a mistake for "twenty". Richard Burbage, who played Hamlet first, was older than twenty, and perhaps the editor thought "twenty" must be wrong. You decide.) Hamlet was a college student at Wittenberg when his father died. (Of course
Investigating the grammatical features of a child(TM)s language and influences in a three year longitudinal study
Introduction Investigating the grammatical features of a child's language and influences in a three year longitudinal study The topic under investigation is child language acquisition. I plan to use home videos of myself at the ages of three through to five, studying the linguistic features of my spoken language. I am interested in seeing how my language developed throughout this time; beginning at playschool and ending in having started school. Carrying out a longitudinal study will be beneficial when researching language development, as it will give the opportunity to demonstrate how a child's language improves and develops over time; any mistakes that become inevitably rectified, and how the language develops from simple sentences, to complex structures. I am also interested in looking at child directed speech; that is, how others direct their speech at a child. According to Frank Myszor in his book 'Language Acquisition,' there are three purposes of child directed speech and thirteen methods that can be used to demonstrate these purposes. Part of my study will involve looking at how a caregiver (i.e. parent) and sibling affect and/or influence the way a young child uses language themselves. Will I copy my brother/mother/father? Will I react to what they say to me? Will my language become dependent on their languages choices? The source of the idea for this piece of work
Unit 4-Human lifespan development
Human lifespan development Unit 4- P1 There are 5 different life stages in life span development these are: -Infancy -Childhood -Adolescence -Adulthood -Later Adulthood I am now going to explain the physical, intellectual, emotional and social needs for the different lifespan developments. Conception Human life starts with conception. A fertile woman normally generates one egg cell each month, roughly 2 weeks after her menstrual period. Conception is a process of becoming pregnant. Most woman ovulate each month, this is when an egg is released by the ovaries. During the procedure of sexual intercourse the male will ejaculate and sperm will be lead from the testicles through the penis and will enter through the woman's vagina. If a sperm connects to the egg, fertilization may often occur. Whilst a male ejaculation, there is between 60 million and 500 million that swift there way through like a race. They come across the collar of the uterus within 10 minutes or so. Only around 100 to 200 of the chosen ones will meet the most fertile place. If the sperm achieves becoming successful and penetrates the egg it will mislay its tail and the head will become larger. The entrances will cause the egg to activate which will result it to enlarge. -The woman. The woman's role in conception is vitally important during conception. All of woman's eggs are already present
Should the United States Get Involved with Problems in the Middle East?
Q. Should the United States Get Involved with Problems in the Middle East? The United States sends Israel about $3 billion in financial and military aid every year. Most Americans--60 to 70 percent--approve of U.S. support of Israel. Others argue that this foreign aid intensifies the tension between the United States and Arab countries, who believe that Israel should withdraw from territories that rightfully belong to Palestinians. Indeed, terrorist Osama bin Laden, who masterminded the September 11, 2001, terrorist attacks on America, cites U.S. support of Israel as a major reason why many Arabs resent the United States. In light of this hostility, many Americans wonder why the United States continues its support of Israel. Stephen Zunes, the Middle East editor of Foreign Policy in Focus, contends that the United States supports Israel to further its own interests in the Middle East. According to Zunes, since its inception in 1948, Israel has proven a useful ally to the United States, especially during the Cold War. For instance, Israel's powerful military, the strongest in the region, keeps potential enemies of the United States--such as Syria, a Soviet ally during the Cold War--under control. In addition, Israel's numerous wars provided battlefield testing of American arms, often against Soviet weapons. Furthermore, Israel's intelligence department has helped U.S.
Many peoples have contributed to the development of the United States of America, a vast nation that arose from a scattering of British colonial outposts
United States, history of the Many peoples have contributed to the development of the United States of America, a vast nation that arose from a scattering of British colonial outposts in the New World. The first humans to inhabit the North American continent were migrants from northeast Asia who established settlements in North America as early as 8000 BC and possibly much earlier (see NORTH AMERICAN ARCHAEOLOGY). By about AD 1500 the native peoples of the areas north of the Rio Grande had developed a variety of different cultures (see INDIANS, AMERICAN). The vast region stretching eastward from the Rocky Mountains to the Atlantic Ocean was relatively sparsely populated by tribes whose economies were generally based on hunting and gathering, fishing, and farming. VIKINGS explored the North American mainland in the 10th and 11th centuries and settled there briefly (see VINLAND). Of more lasting importance, however, was the first voyage (1492-93) of Christopher COLUMBUS, which inaugurated an age of great European EXPLORATION of the Western Hemisphere. Various European states (including Spain, France, England, the Netherlands, and Portugal) and their trading companies sent out expeditions to explore the New World during the century and a half that followed. The Spanish claimed vast areas, including Florida, Mexico, and the region west of the Mississippi River, although they
History of the United States
United States, history of the Many peoples have contributed to the development of the United States of America, a vast nation that arose from a scattering of British colonial outposts in the New World. The first humans to inhabit the North American continent were migrants from northeast Asia who established settlements in North America as early as 8000 BC and possibly much earlier (see NORTH AMERICAN ARCHAEOLOGY). By about AD 1500 the native peoples of the areas north of the Rio Grande had developed a variety of different cultures (see INDIANS, AMERICAN). The vast region stretching eastward from the Rocky Mountains to the Atlantic Ocean was relatively sparsely populated by tribes whose economies were generally based on hunting and gathering, fishing, and farming. VIKINGS explored the North American mainland in the 10th and 11th centuries and settled there briefly (see VINLAND). Of more lasting importance, however, was the first voyage (1492-93) of Christopher COLUMBUS, which inaugurated an age of great European EXPLORATION of the Western Hemisphere. Various European states (including Spain, France, England, the Netherlands, and Portugal) and their trading companies sent out expeditions to explore the New World during the century and a half that followed. The Spanish claimed vast areas, including Florida, Mexico, and the region west of the Mississippi River, although they
How Do Virtual Communities Create a Value Exchange Proposition for e-businesses? An Exploratory Study.
How Do Virtual Communities Create a Value Exchange Proposition for e-businesses? An Exploratory Study. Abstract As the world continues to change and customers continuously become more sophisticated and demanding, marketing strategies have had to adapt. In the 1990's, processes and customer needs became more recognised, which brought about modern marketing and the concept of relationship marketing (RM). With the emergence of the Internet, many e-businesses have failed to survive the increasingly global competitive environment. This report aims to create understanding of the current marketing schools of thought in order to decipher a means of creating a value exchange proposition for survival in this 'New Economy.' Qualitative secondary research has been gathered from written documents to explore how e-businesses are missing an opportunity to create a value exchange proposition through virtual (on-line) communities. In order to answer the research question, How Do Virtual Communities Create a Value Exchange Proposition, three propositions were developed from the focal theory within the literature review: * (P1) Virtual communities create customer value * (P2) Virtual communities increase loyalty * (P3) Virtual communities enhance business value Case studies within a theoretical framework have supported the propositions and enabled new insights and contributions to be
English society of Chaucer's time
Most people in the English society of Chaucer's time, about 600 years ago, viewed the world in a similar way and accepted the same beliefs. People then believed that behind the chaos and frustration of the day-to-day world there was a divine providence that gave a reason to everything, even though that reason wasn't always obvious. When you've got faith in an overall system like that, it's easier to accept and understand the world around you. People in Chaucer's society could feel, at least much of the time, a sense of security about the world, knowing that it was following a divine plan. They trusted the system they believed in; it was true, and they felt no need to question it. So behind all of Chaucer's satire and social put-downs in the Canterbury Tales is an unshaken belief in a divine order. It's easier to make fun of something when, underneath, you know you take it seriously. Also, as Chaucer knew, it's easier to write for a group of people who at least roughly share the same set of values, whether they be a cook, a parson, or an upper-class prioress. Those values were represented in the medieval world by two structures: the class system and the church. People believed both setups were established by God, and each went unchallenged. A peasant, like Chaucer's Plowman, wasn't "upwardly mobile" as in our society, and didn't aspire to become a knight. He may want to buy
This evaluation study will thoroughly study factors that influence teen pregnancy and parenting on the educational advancement of a girl child in Buea-Cameroon.
Problem statement The numerous technological advancements in the field of healthcare and social sciences are providing new and improved procedures to treat pregnant adolescents and teenage mothers; but still many of these patients are left wanting and disappointed from the educational and healthcare system. Both depression and low self-esteem have been linked to lower levels of educational advancements amongst these adolescents. This evaluation study will thoroughly study factors that influence teen pregnancy and parenting on the educational advancement of a girl child in Buea-Cameroon. Background of the study In the past 3 decades, there has been an ever increasing interest in the link between lower educational advancements and teenage mothers and adolescents who get pregnant. Numerous studies have confirmed that the higher the levels of teenage pregnancy is directly linked to higher levels of educational abandonment (Aneshensel and Huba, 1983; Braucht et al., 1973; Kaminer, 1991; Kaplan et al., 1980; Kaplan et al., 1984; Kennedy et al., 1987; Paton et al., 1977; Reinherz et al., 1991; Robins and Przybeck, 1985; Shiffman and Wills, 1985; Simons et al., 1991). This level of consistency has led many researchers to believe that there is a definite and interdependent relation
