First Act of HamletAfter you have read Act I and the article, lis.docx
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First Act of Hamlet After you have read Act I and the article, list one example from Act I for each of the language patterns noted below. Also, provide answers for the questions included below. Syntax and Language unusual word arrangement omissions unusual words stichomythia: A line-for-line, verbal fencing match, used by the principal characters who retort sharply to each other, echoing their opponent's words and figures of speech. It is a play on words. What do you make of the fact that Hamlet's mother uses "thou", a familiar form of usage which she would use with her son and Hamlet's formal use of "you" when he would usually address her with the familiar form, "thou"? Does this tell the reader anything about the relationship between them at the moment? What other images and language devices has Shakespeare used here to show the conflict between Hamlet and Gertrude? (Act 1 Scene 2) Part B: Giving Advice In Act 1 Scene 3, much advice is given. Laertes provides brotherly advice to Ophelia regarding Hamlet’s affections, while Polonius gives fatherly advice to Laertes upon his return to school in France. Polonius then echoes Laertes’s advice to Ophelia regarding Hamlet. Analyze each piece of advice as follows: In one well-focused paragraph, explain the advice Laertes gives Ophelia regarding Hamlet’s affections. What does he counsel her against Hamlet? In one well-developed paragraph, contrast the advice given to Ophelia by Polonius and Laertes. Each counsels Ophelia against a relationship with Hamlet, but utilizes a different approach, citing different examples of why the relationship should not go forward. Explain. In one well-focused paragraph, compare the advice of your parent or guardian to that of Polonius’s advice to Laertes. .
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1Hamlet and His Problems (graded)In his essay Hamlet and His Pr.docx
1
Hamlet and His Problems (graded)
In his essay “Hamlet and His Problems,” T. S. Eliot declared the play an artistic failure, radically dismissing one of Shakespeare’s greatest plays. Eliot coins the term
objective correlative
in this essay and asserts that Hamlet lacks a strong objective correlative to cohere the play’s actions.
Sigmund Freud, interestingly, views Hamlet’s fixation on Gertrude, his mother, as the axis on which the play turns. It doesn’t take years of Freudian analysis to determine that Hamlet has a fixation on his mother, nor that his uncle’s fratricide and subsequent marriage to his dead brother’s wife is incestuous even by modern terms. Yet, the Old Testament gives the injunction for a man to take up with his dead brother’s wife.
Let's begin this discussion with an evaluation of Hamlet’s relationship to his mother. Does he have an untoward interest in her affairs?
Make it three comments in your own words.
1.
Comments:
four to five lines
2.
Comments:
four to five lines
3.
Comments:
four to five lines
2)
The Elizabethan Context (graded)
Hamlet
is, ultimately, a revenge tragedy. In a revenge tragedy, the convention is to have all the major characters (and many of the minor ones) dead on stage by the end. The Elizabethans even used animal organs, guts, and blood to make the action realistic. Does the ambition of revenge motifs have any relevance for modern society and the art that reflects our own culture?
Let's also consider Ophelia and Gertrude as the only female characters in this play. What is Shakespeare telling his audience about women through these characters? How might Queen Elizabeth have reacted to Shakespeare’s view of women? Did Queen Elizabeth perceive herself to be a woman, or was she, as a monarch, "without gender"?
Make it three comments in your own words.
1.
Comments:
four to five lines
2.
Comments:
four to five lines
3.
Comments:
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here i attached a file only for your example.
These comments only for your example. Because you understand how to make it and, also you can give answer, any one comment in this example? Other two you have to make it in your own words.
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1Hamlet and His Problems (graded)In his essay Hamlet and His Pr.docx
1
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In his essay “Hamlet and His Problems,” T. S. Eliot declared the play an artistic failure, radically dismissing one of Shakespeare’s greatest plays. Eliot coins the term
objective correlative
in this essay and asserts that Hamlet lacks a strong objective correlative to cohere the play’s actions.
Sigmund Freud, interestingly, views Hamlet’s fixation on Gertrude, his mother, as the axis on which the play turns. It doesn’t take years of Freudian analysis to determine that Hamlet has a fixation on his mother, nor that his uncle’s fratricide and subsequent marriage to his dead brother’s wife is incestuous even by modern terms. Yet, the Old Testament gives the injunction for a man to take up with his dead brother’s wife.
Let's begin this discussion with an evaluation of Hamlet’s relationship to his mother. Does he have an untoward interest in her affairs?
Make it three comments in your own words.
1.
Comments:
four to five lines
2.
Comments:
four to five lines
3.
Comments:
four to five lines
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Let's also consider Ophelia and Gertrude as the only female characters in this play. What is Shakespeare telling his audience about women through these characters? How might Queen Elizabeth have reacted to Shakespeare’s view of women? Did Queen Elizabeth perceive herself to be a woman, or was she, as a monarch, "without gender"?
Make it three comments in your own words.
1.
Comments:
four to five lines
2.
Comments:
four to five lines
3.
Comments:
four to five lines
here i attached a file only for your example.
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1After reading about the soliloquy in the module notes and discu
1
After reading about the soliloquy in the module notes and discussing whether Hamlet’s actions can be considered as heroic, you are ready to analyze the “to be or not to be” soliloquy. For this assignment, you will be focusing on several performances of the soliloquy and how they bring out different aspects of Hamlet’s character. One of the beauties of
Hamlet
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This short essay should be between 500-700 words and submitted in the Blackboard Dropbox. You should draw examples from both the play and at least two of the soliloquy performances listed below. You can use the performances to illustrate how the text, when spoken by an actor, still conveys a certain meaning. Your decisions about the meaning of the text should be drawn from both your reading of it and viewing of the performances.
What is Hamlet asking himself?
What relationship does this question hold to his ongoing decision as to whether or not he should act on the ghost’s information?
Does Hamlet explicitly answer his question by the conclusion of the soliloquy? If so, what is this answer? Is there any answer given at all?
2
Hamlet has often been defined as an “anti-hero” because his words and actions harm those around him. He denounces Ophelia while he claims both to have loved her and never loved her at all (Act III, scene i and again in Act III, scene ii). He uses similar language in his angry confrontation with Queen Gertrude, causing her to call out to Polonius in fear for her life.
These painful confrontations seem separate from Hamlet's indecision over whether to believe the ghost’s account of King Hamlet’s death at the hands of King Claudius. Hamlet’s conversation with his mother occurs after he seemingly has evidence of King Claudius’ guilt through his reaction to the play. Hamlet apparently has all the evidence that he needs to act at this point, yet he does not.
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Watch the short ten-minute video,
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(Links to an external site.)Links to an external site.
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ENG125: Introduction to Literature
List of Literary Techniques
Technique Description
Allusion
A reference to a recognized literary work, person, historic
event, artistic achievement, etc. that enhances the
meaning of a detail in a literary work.
Climax
The crisis or high point of tension that becomes the story’s
turning point—the point at which the outcome of the
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Conflict The struggle that shapes the plot in a story.
Dramatic irony
When the reader or audience knows more about the
action than the character involved.
Epiphany
A profound and sudden personal discovery.
Exposition
Setting and essential background information presented at
the beginning of a story or play.
Falling action
A reduction in intensity following the climax in a story or
play, allowing the various complications to be worked out.
Fate
An outside source that determines human events.
Figurative language
Language used in a non-literal way to convey images and
ideas.
Figures of speech
The main tools of figurative language; include similes and
metaphors..
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Occurs when the narrator is a character in the story and
tells the story from his or her perspective.
Flashback
The description of an event that occurred prior to the
action in the story.
Foreshadowing
A technique a writer uses to hint or suggest what the
outcome of an important conflict or situation in a narrative
ENG125: Introduction to Literature
will be.
Imagery
A distinct representation of something that can be
experienced and understood through the senses (sight,
hearing, touch, smell, and taste), or the representation of
an idea.
Irony
A contradiction in words or actions. There are three types
of irony: verbal, situational, and dramatic.
Limited omniscient point of
view
Occurs when a narrator has access to the thoughts and
feelings of only one character in a story.
Metaphor
A figure of speech in which an implied comparison is made
between one object and another that is different from it.
Objective point of view
A detached point of view, evident when an external
narrator does not enter into the mind of any character in a
story but takes an objective stance, often to create a
dramatic effect.
Omniscient point of view
An all-knowing point of view, evident when an external
narrator has access to the thoughts and feelings of all the
characters in a story.
Persona
Literally, in Latin, “a mask.”
Plot
A connecting element in fiction; a sequence of interrelated,
conflicting actions and events that typically build to a
climax and bring about a resolution
Point of view
The perspective of the narrator who will present the action
to the reader.
Resolution The outcome of the action in a story or play.
Rising action
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First assignment 4-1
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Elit 17 class 3 comedy of errors
This document provides an agenda and materials for an ELIT 17 class on Shakespeare's play The Comedy of Errors. The class will include a lecture on Shakespeare's language and the play, discussion of rhyme and phrases in the play, exercises reading and analyzing passages, and questions for discussion. Key elements covered include Shakespeare's inventive use of language through new words and contractions; syntactic variations like object-subject-verb word order; and rhetorical devices like anadiplosis used in the play's wordplay. The class aims to give students tools to closely analyze and appreciate Shakespeare's creative use of language.
Question One of the themes that can be.pdf
This document contains summaries of three different passages or works:
1) Rita Joe's poem "I Lost My Talk" explores the themes of cultural and language identity. The speaker had their native language and culture taken from them when forced to attend an assimilation school.
2) In Shakespeare's Othello, the speaker addressing Desdemona is Othello, who expresses cynicism and suspicion planted in his mind by Iago, leading to jealousy and betrayal.
3) In the play, Mr. Homer initially seems to represent colonizing powers but is revealed to be compassionate and works to help improve Rita Joe's life, running a shelter for the Indigenous community, challenging preconceptions.
SUBJECT VERB -AGREEMENT.pptx
This document provides rules for subject-verb agreement in English sentences. It explains that a singular subject takes a singular verb and a plural subject takes a plural verb. It details several rules including that the subject comes before phrases beginning with "of"; two singular subjects joined by "or" take a singular verb; verbs agree with the closest subject if subjects are joined by "or"; and subjects joined by "and" usually take a plural verb. It also covers subjects separated from verbs and the use of plural verbs with collective nouns. The document ends with exercises applying the rules.
1After reading about the soliloquy in the module notes and discu
1
After reading about the soliloquy in the module notes and discussing whether Hamlet’s actions can be considered as heroic, you are ready to analyze the “to be or not to be” soliloquy. For this assignment, you will be focusing on several performances of the soliloquy and how they bring out different aspects of Hamlet’s character. One of the beauties of
Hamlet
and one of the reasons why we’re reading it today is that it’s possible for the words to project slightly different meanings depending on how they are embodied by various actors.
There are several key questions to address when performing a close analysis of Hamlet’s soliloquy. These questions, listed below, should be used to structure your essay.
This short essay should be between 500-700 words and submitted in the Blackboard Dropbox. You should draw examples from both the play and at least two of the soliloquy performances listed below. You can use the performances to illustrate how the text, when spoken by an actor, still conveys a certain meaning. Your decisions about the meaning of the text should be drawn from both your reading of it and viewing of the performances.
What is Hamlet asking himself?
What relationship does this question hold to his ongoing decision as to whether or not he should act on the ghost’s information?
Does Hamlet explicitly answer his question by the conclusion of the soliloquy? If so, what is this answer? Is there any answer given at all?
2
Hamlet has often been defined as an “anti-hero” because his words and actions harm those around him. He denounces Ophelia while he claims both to have loved her and never loved her at all (Act III, scene i and again in Act III, scene ii). He uses similar language in his angry confrontation with Queen Gertrude, causing her to call out to Polonius in fear for her life.
These painful confrontations seem separate from Hamlet's indecision over whether to believe the ghost’s account of King Hamlet’s death at the hands of King Claudius. Hamlet’s conversation with his mother occurs after he seemingly has evidence of King Claudius’ guilt through his reaction to the play. Hamlet apparently has all the evidence that he needs to act at this point, yet he does not.
The question of whether Hamlet is a hero or anti-hero is up to you in this discussion forum.
Watch the short ten-minute video,
Hamlet’s Journey
(Links to an external site.)Links to an external site.
, [Video, 06 min 47 sec] produced by the Folger Shakespeare Library. It opens with the scene where Hamlet encounters the ghost of old King Hamlet and continues with a discussion of the play, particularly, Hamlet himself.
As you are viewing the production, please pay particular attention to the section where Michele Osherow briefly summarizes the debate over whether Hamlet can be characterized as a heroic figure. Interestingly, she defines Hamlet as a hero because of his reluctance to kill.
In your initial discussion post of using 250+ words, identify at least ...
Figurative Language_Romeo and Julie https://www.slideshare.net/upload?downloa...
This document discusses figurative language used in Shakespeare's Romeo and Juliet. It defines several types of figurative language including metaphor, personification, hyperbole, understatement, and apostrophe. Examples of each are provided from Romeo and Juliet, and readers are tasked with identifying which literary device each example represents. The document also discusses the use of apostrophes for contractions and showing possession.
Subject verb agreement
This document provides 10 rules for subject-verb agreement in English. The rules address topics such as singular and plural subjects, subjects separated from verbs, collective nouns, and the subjunctive mood. Key points covered include that a singular subject takes a singular verb and plural subject takes a plural verb; the subject of a sentence can come before a phrase starting with "of"; and with collective nouns like "group" or "family", the verb can be either singular or plural depending on whether the group is seen as a unit or individuals.
ENG125 Introduction to Literature List of Literary T.docx
ENG125: Introduction to Literature
List of Literary Techniques
Technique Description
Allusion
A reference to a recognized literary work, person, historic
event, artistic achievement, etc. that enhances the
meaning of a detail in a literary work.
Climax
The crisis or high point of tension that becomes the story’s
turning point—the point at which the outcome of the
conflict is determined.
Conflict The struggle that shapes the plot in a story.
Dramatic irony
When the reader or audience knows more about the
action than the character involved.
Epiphany
A profound and sudden personal discovery.
Exposition
Setting and essential background information presented at
the beginning of a story or play.
Falling action
A reduction in intensity following the climax in a story or
play, allowing the various complications to be worked out.
Fate
An outside source that determines human events.
Figurative language
Language used in a non-literal way to convey images and
ideas.
Figures of speech
The main tools of figurative language; include similes and
metaphors..
First-person point of view
Occurs when the narrator is a character in the story and
tells the story from his or her perspective.
Flashback
The description of an event that occurred prior to the
action in the story.
Foreshadowing
A technique a writer uses to hint or suggest what the
outcome of an important conflict or situation in a narrative
ENG125: Introduction to Literature
will be.
Imagery
A distinct representation of something that can be
experienced and understood through the senses (sight,
hearing, touch, smell, and taste), or the representation of
an idea.
Irony
A contradiction in words or actions. There are three types
of irony: verbal, situational, and dramatic.
Limited omniscient point of
view
Occurs when a narrator has access to the thoughts and
feelings of only one character in a story.
Metaphor
A figure of speech in which an implied comparison is made
between one object and another that is different from it.
Objective point of view
A detached point of view, evident when an external
narrator does not enter into the mind of any character in a
story but takes an objective stance, often to create a
dramatic effect.
Omniscient point of view
An all-knowing point of view, evident when an external
narrator has access to the thoughts and feelings of all the
characters in a story.
Persona
Literally, in Latin, “a mask.”
Plot
A connecting element in fiction; a sequence of interrelated,
conflicting actions and events that typically build to a
climax and bring about a resolution
Point of view
The perspective of the narrator who will present the action
to the reader.
Resolution The outcome of the action in a story or play.
Rising action
Conflicts and circumstances that build to a high point of
tension in a story or pl ...
Similar to First Act of HamletAfter you have read Act I and the article, lis.docx (7)
1After reading about the soliloquy in the module notes and discu
1After reading about the soliloquy in the module notes and discu
Figurative Language_Romeo and Julie https://www.slideshare.net/upload?downloa...
Figurative Language_Romeo and Julie https://www.slideshare.net/upload?downloa...
ENG125 Introduction to Literature List of Literary T.docx
ENG125 Introduction to Literature List of Literary T.docx
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Find out how to register to vote in your community and answer the following. a) Identify all the necessary forms and document the steps one needs to take in order to register for the next election. b) Is it a simple process? c) Identify barriers you think might make it difficult for some people to register? d) How might the process be improved?
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that use a Desktop/Laptop Computer and Mobile Platform and
identify at least 3-5 differences
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Kenneth Burke says communication always reflects, selects, and deflects; that is, we choose words and images that present a version of events that lines up with our beliefs, goals or purposes. That is, the "whole truth" of a human situation is always more complicated than any particular description of it.
How exactly does the ad "select"; that is, use words and images to persuade us?
What ideas or perspectives does the ad "deflect"; that is, what's left out? How are ideas presented in incomplete or possibly misleading ways? What do you think of ads that do this? Obviously, it's fair to promote a point of view you believe in; how do we know when the line has been crossed and persuasion goes too far?
Finally, what image of the United States do you think this reflects/presents to the rest of the world?
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Find a successful public service project that exemplifies effect.docx
Find a successful public service project that exemplifies effective collaboration with different stakeholders, and summarize the results of the project in a PowerPoint presentation. (Please see the Suggested Reading in Unit V for examples.)
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2) Also, provide a brief critique of the project:
3) Is there anything that you would have done differently?
4) What elements of the project stood out to you?
5) Your presentation must be a minimum of 15 slides, not including title and reference slides.
Suggested Reading
Click the link below to view a video that highlights a New York City project that turned a rail line into a highly visible and popular walking trail—it is now used by hundreds daily.
Amoeba films. (2012, March 19). NYC highline park: Ten minute tour [Video file]. Retrieved from
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Is there anything that you would have done differently?
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Recommend strategies to build the relationship between the parties in preparation for negotiation (at least one of the parties needs to be elected officials or a governing board)
Recommend different techniques of negotiation the parties can utilize to get their interest or requirements met.
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Instructions
Initial Post
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A.
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B.
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First assignment 4-1
Discussion: Open Forum for Criminal Investigation
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Photos
Reports
Interviews
Forensic Reports
Do you have all information relevant to the medical examination?
Autopsy Reports
Autopsy Photos
Forensic Reports
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What are your initial thoughts on the crime scene?
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CASE STUDY I have addition file that need to be sent
Second Assignment 2
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Steps
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5
Experience in Solving a Problem
Summary overview of my experience in creative problem solving
Creative problem solving is an important tool in any organization for keeping good working relations in the workplace. It involves all the parties concerned with the problem hence encouraging different forms of creating thinking like group solutions, and brainstorming among others[footnoteRef:1]. In the past, I have been involved in numerous situations that required creative problem-solving. I realized that creative problem solving plays a crucial role in the process of making sure employees are able to address the issues they face as they discharge their work obligations. In such situations, I could engage all the employees and ensure they all participate in the process of coming up with the best solution. This could entail employees having representatives because all employees could not be engaged. The representatives would give their opinions concerning the best way to address the problem. I remember one day we had issues with increased costs of operating and the organization had to come up with strategies that could help in enhancing efficiency. All the staff members in my department were engaged to suggest their solutions to the problem. This is the time I realized the power of working in groups when addressing a problem affecting all the employees. In the decision-making process, giving the parties involved the chance to give their opinions concerning the problem makes others gain some more insights concerning the issue at hand. Engagement in problem-solving provides the opportunity for the members affected by the problem to share on the best strategies that can be embraced to address the issue. The different solutions can be analyzed and evaluated with the aim of settling on the best solution that is innovative and creative. [1: Proctor, Tony. Creative problem solving for managers: developing skills for decision making and innovation. Routledge, 2014.]
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First among Equals: The Effect of Team Leader Characteristics
on the Internal Dynamics of Cross-Functional Product
Development Teams
�
Shikhar Sarin and Gina Colarelli O’Connor
Drawing on the path-goal theory of leadership, the present study examines the effect
of team leader characteristics on an array of conflict resolution behavior, collab-
oration, and communication patterns of cross-functional new product development
(NPD) teams. A hierarchical linear model analysis based on a survey of 246 mem-
bers from 64 NPD teams suggests that participative management style and initi-
ation of goal structure by the team leader exert the strongest influence on internal
team dynamics. Both these leadership characteristics had a positive effect on func-
tional conflict resolution, collaboration, and communication quality within the NPD
team while discouraging dysfunctional conflict resolution and formal communica-
tions. Comparatively, team leader’s consideration, initiation of process structure,
and position had a surprisingly weak effect on internal team dynamics. Further, the
findings underscore the differential effects on various dimensions of team dynamics,
the importance of controlling for project and team characteristics, and the use of
multilevel modeling for studying nested phenomena related to NPD teams. Impli-
cations of these findings are discussed.
Introduction
R
ecognizing the long-term competitive advan-
tage offered by successful new product
development (NPD), organizations are rely-
ing heavily on cross-functional teams to improve their
NPD processes (Barczak and Wilemon, 1992; Griffin,
1997; McDonough, 2000; Sarin and Mahajan, 2001;
Sarin and McDermott, 2003; Ulrich and Eppinger,
1995; Wind and Mahajan, 1997). Typically these
teams, composed of individuals drawn from a variety
of functional specialties within the organization, are
responsible for taking a product from conceptualiza-
tion to commercialization.
Growing popularity and anecdotal evidence notwith-
standing, the results achieved from the use of cross-
functional teams in NPD efforts have been decidedly
mixed (Barczak and Wilemon, 1989; Katzenbach and
Smith, 1993; Sarin and Mahajan, 2001). Among other
reasons, this lack of consistent success has been at-
tributed to poor project leadership, which often fails
to appreciate the diversity of cross-functional teams
and mismanages team dynamics—essential compo-
nents to the performance of any NPD team (Henke,
Krachenberg, and Lyons, 1993; Parker, 1994; Robbins
and Finley, 1995).
Effective project leadership has been identified as
one of the most important mechanisms not only for
managing team dynamics but also for steering the
teams successfully and efficiently through the new prod-
uct development process (McDonough and Griffin,
�
The authors are grateful to Tony Di Benedetto for processing this
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First: A Work in Progress: submitting a 1,000 word position statement in which you declare an epistemological stance, and draw connections between your position and ideas presented in course readings and class discussions.
these are the ideas from the whole class, + add some more about the important of validity and inquiry in research.
Also, declare an epistemological stance as a pragmatism and subjective researcher, or reflect that I believe I will be a pragmatist and subjective researcher
Reflection 1:
Education research is defined as the scientific study field that evaluates education and the process of learning as well as the human attributes, interactions, institutions and organizations that determine educational results. Researchers in this field of study aims at describing, understanding and explaining the manner in which learning happens throughout the life of an individual as well as how the formal and informal circumstances affect every form of learning.
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The human science and the educational field is related to the human part and what the situation around the study topic or what the society may reflect on about the topic. In Saudi Arabia, if we talked about special education, most of the time we couldn’t find a clear answer for our researchers because of the society or the families and what they needed or understood, which lead us to the most important thing. For me what I needed the most is for the society to understand why we are researching and why we are looking for an answer or new innovation in the educational field.
The time is changing and the traditional way of learning is no longer effective, we need to create new ways to make the new generation learn and think. As a mission for the educational researcher, we should be open to other ideas, to look behind the facts, to read and learn more, this is the way to open up on the theory of learning and how to encourage ourselves to look more and discover new things for the future.
Reflection2:
The last couple of classes include to my knowledge a lot, and how to be an outstanding educator. From my point of view, the last classes were talking about the history of race and feminism. Thi.
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