Who does Shakespeare present as more civilised Ari Essays - Fiction

Who does Shakespeare present as more civilised Ariel or Caliban? By Tommaso Faulkner 7RN In this essay, I will show and describe who I think Shakespeare presents as more civilised in his play The Tempest. The tempest is a play describing how a magician called Prospero is banished from Milan by the king of the Naples and his cousins he escapes to this small island and starts a life there with his daughter and then finds two slaves one of them Caliban and the other one Ariel and they live happily till the king of the Naples and his son Ferdinand come in a galleon Prospero sets Ariel on to them and Ariel summons a massive storm to kill them, the king gets washed ashore with his advisor and Prospero's cousins, and Ferdinand the kings son gets washed ashore on the another part of the island. Both Ferdinand and the king of the Naples believing the other to be dead mourn and Ariel makes Ferdinand's life a misery by singing to him about his father at the bottom of the sea, and Caliban tries to assault Miranda (Prospero's daughter) luckily Prospero stops him. I think that Shakespeare presents Ariel as more civilised because all the times that she does something bad or good it is because of orders from Prosepero for example in act 1 scene 2 Ariel torments Ferdinand about his father's death saying that his eyes will turn to pearls, his bones to coral and he would be sung to hourly by sea nymphs. She uses beautiful language while she sings about his father's body at the bottom of the ocean for example when she says those are pearls that were his eyes' which is talking about his eyes turning into pearls. But actually the subject is about what Ferdinand's fathers body would look like at the bottom of the sea and although it was Ariel that tormented him with her beautiful voice and dreadful song it was Prospero that made her do it ;Ariel didn't want to do it she just wants to be free. I also think that Shakespeare presents Caliban as very uncivilised, for example in act 2 scene2 where he curses Prospero for the way he is treated saying that he abuses him hurting him, letting him get bitten by snakes but this is a lie. He also hopes that Prospero will get hurt. But I do not think that Prospero abuses him and I think that Prospero is treating him fairly because he is not nice to Prospero so why should Prospero be nice to him, Caliban tried to assault Miranda and has no respect. once, he took a sip from a bottle of wine and he was suddenly starting a rebellion to kill Prospero, alcohol doesn't create ideas, Caliban also thinks that the island is his and will do anything to get it back and Caliban is also a rude selfish and mad, he also has anger problems once somebody even annoys him a little bit he will attack them, then he is also dirty and desperate. He is in other words uncivilised. In the extract: act 3 scene 3 Ariel goes to the king of the Naples and Prospero's cousins to punish them for their sins against Prospero, by laying out a delicious banquet while they were starving and even though obviously it is a trap the king his advisor and Prospero's cousins move forward to take some food from the banquet once the king touches a piece the whole banquet disappears and Ariel in the form of a harpy appears cursing them, and telling them that they will die a horrible death, then she torments them with visions of crows attacking them. And the only reason that Ariel does this is because she in a way cares for her master (in a friend way) and feels bad for him being banished from his own homeland so she goes to punish them and personally I think that they deserve it. In act 3 scene 2 Caliban explains to stephano and trinculo how the island is full of beautiful music on their way to kill Prospero and take over the island. And says that when he dreams his

Indo-European Family of Languages

Indo-European Family of Languages Definition Indo-European is a  family of languages (including most of the languages spoken in Europe, India, and Iran) descended from a common tongue spoken in the third millennium B.C. by an agricultural people originating in southeastern Europe. Branches of Indo-European (IE) include Indo-Iranian (Sanskrit and the Iranian languages), Greek, Italic (Latin and related languages), Celtic, Germanic (which includes English), Armenian, Balto-Slavic, Albanian, Anatolian, and Tocharian. The theory that languages as diverse as Sanskrit, Greek, Celtic, Gothic, and Persian had a common ancestor was proposed by Sir William Jones in an address to the Asiatick Society on Feb. 2, 1786. (See below.) The reconstructed common ancestor of the Indo-European languages is known as the Proto-Indo-European language (PIE). Examples and Observations The ancestor of all the IE languages is called Proto-Indo-European, or PIE for short. . . . Since no documents in reconstructed PIE are preserved or can reasonably hope to be found, the structure of this hypothesized language will always be somewhat controversial. (Benjamin W. Fortson, IV, Indo-European Language and Culture. Wiley, 2009) Englishalong with a whole host of languages spoken in Europe, India, and the Middle Eastcan be traced back to an ancient language that scholars call Proto Indo-European. Now, for all intents and purposes, Proto Indo-European is an imaginary language. Sort of. Its not like Klingon or anything. It is reasonable to believe it once existed. But nobody every wrote it down so we dont know exactly what it really was. Instead, what we know is that there are hundreds of languages that share similarities in syntax and vocabulary, suggesting that they all evolved from a common ancestor. (Maggie Koerth-Baker, Listen to a Story Told in a 6000-Year-Old Extinct Language. Boing Boing, September 30, 2013) Address to the Asiatick Society by Sir William Jones (1786) The Sanscrit language, whatever be its antiquity, is of a wonderful structure, more perfect than the Greek, more copious than the Latin, and more exquisitely refined than either, yet bearing to both of them a stronger affinity, both in the roots of verbs and the forms of grammar, than could possibly have been produced by accident; so strong indeed, that no philologer could examine them all three, without believing them to have sprung from some common source, which, perhaps, no longer exists. There is a similar reason, though not quite so forcible, for supposing that both the Gothick and the Celtick, though blended with a very different idiom, had the same origin with the Sanscrit, and the old Persian might be added to this family, if this were the place for discussing any question concerning the antiquities of Persia. (Sir William Jones, The Third Anniversary Discourse, on the Hindus, Feb. 2, 1786) A Shared Vocabulary The languages of Europe and those of Northern India, Iran, and part of Western Asia belong to a group known as the Indo-European Languages. They probably originated from a common language-speaking group about 4000 BC and then split up as various subgroups migrated. English shares many words with these Indo-European languages, though some of the similarities may be masked by sound changes. The word moon, for example, appears in recognizable forms in languages as different as German (Mond), Latin (mensis, meaning month), Lithuanian (menuo), and Greek (meis, meaning month). The word yoke is recognizable in German (Joch), Latin (iugum), Russian (igo), and Sanskrit (yugam). (Seth Lerer, Inventing English: A Portable History of the Language. Columbia Univ. Press, 2007) Also See Grimms LawHistorical Linguistics

Bus Essay Example | Topics and Well Written Essays - 250 words - 1

Bus - Essay Example These behaviors serve as resistance to group influence and task requirements† (Smith, 2005). The third stage, norming, the group members have overcome conflicts and have begun to establish group norms, where roles, standards and responsibilities are defined and carried out. Finally, performing stage, as the term implies, focus on performance of tasks where roles become functional and flexible as deemed appropriate. The five soft skills employers look for in today’s workplace are: proactive attitude, problem-solving, the ability to manifest a vocation of service, teamwork, and exemplary communication skills (Tarnogol, 2010). In the academe, one has experienced working with going through the phases of team development through group work where course modules would require a project to be accomplished as a group. The most eminent phase of team development that the group centered on was the performing stage, where all members have recognized the need to comply with the defined roles and responsibilities to enable the accomplishment of group goals. For example, in English class where the group was expected to create a presentation about literary elements of a novel, all the members prepared to work on the tasks assigned. Apparently, one could attest that the three prior stages were briefly experienced (forming, storming and norming), particularly the need to define goals, roles and responsibilities under the forming stage and the experience of conflicts under the storming stage. The performing stage, however, was most memorable in terms of defining the ability of members to collaborate and actively participa te to ensure that the defined objectives and tasks are effectively carried out. Tarnogol, F. (2010, September 16). Top 5 Soft Skills Employers Seek and How To Use them in a Job Interview. Retrieved January 23, 2012, from