Mercutio of William Shakespeares Romeo and Juliet Essay -- Shakespear

Mercutio of Shakespeare’s Romeo and Juliet Although the story of Romeo and Juliet does not focus on Mercutio, to many, he is one of the most interesting characters in literature. His name puns on the word mercurial which meansunpredictably changeable. His unsteady behavior makes him wise beyond his intentions. Arecurring trend in Shakespeare’s plays is the existence of a witty fool and many foolish wits. People such as Romeo, Friar Laurence, and Capulet are people who are made out to be wise, but,in the end, they make all the wrong decisions. Mercutio serves as a foil to all these characters. He is considered by every character in the play to be a fool, but, in the long run, he is the one whois the wisest. He brings a sense of comic relief as well as a reality check to many of the character’s inthe play. Although he can be seen as a laughable youth, his character serves to show how manyof the so-called wiser characters are actually fools. The audience is first introduced to Mercutio in Act one, Scene two . Romeo speaks of having a dream and believing it to be true. This leads Mercutio to his famous Queen Mab speech. When he breaks down after his speech, Romeo states, â€Å"Thou Talk’st of nothing (I.iv. 96).† Mercutio responds with his first wise quote, â€Å"True, I talk of dreams, Which are the children of anidle brain (I.iv. 97-98).† This comment does not refer to Romeo’s dream of love alone. Friar Laurence’s dream of peace in Verona proves false. In Act two, Scene four ,when the nurseappears in her gaudy attire acting as if she is the owner of the Capulet’s servant Peter, it isMercutio that churlishly reminds her that she is of the servant class as well. Mercutio’s commentprovides an alternative view of real... ... again, according to Mercutio, there is no such thing as fortune. There is the outcome of one’s actions. Romeo is unknowingly calling himself a fool for his own careless judgment. Shakespeare is loved for his story lines, but he is respected for the characters he has created. It is ironic how in Romeo and Juliet characters such as Capulet, Romeo, and Friar Laurence are made out to be wise but in actuality make bad judgment. It is also ironic that Mercutio is depicted as a childish youth when really he is the character with the most insight. Shakespeare uses Mercutio’s insight as a contrast to every other character to show how ridiculous the other characters actually are. If you pay attention to the plots and story lines, this play is a love story. If you understand Mercutio’s purpose, then this play is one of the greatest satires on human emotions ever made.

Subalterns

Concept of Subaltern and Subaltern Studies Dr. Abhishek Gopal* ‘Subaltern' originally is a term for subordinates in military hierarchies which is elaborated in the work of Antonio Gramsci to refer to groups who are outside the established structure of political representation. Subaltern was first used in a nonmilitary sense by Marxist Antonio Gramsci. Some believe that he used the term as a synonyms for proletariat, possibly as a codeword in order to get his writings past prison censors, while others believe his usage to be more nuanced and less clear cut (Morton, Stephen).It has also been emphasised that the term â€Å"subaltern† is an allusion to the work of Italian Marxist Antonio Gramsci (1881-1937) which literally, refers to any person or group of inferior rank and station, whether because of race, class, gender, sexual orientation, ethnicity or religion. The term ‘subaltern' is used in post-colonial theory. The exact meaning of the term in current philosophic al and critical usage is disputed. Some thinkers use it in a general sense to refer to marginalized groups and the lower classes – a person rendered without agency by his or her social status (Young, Robert J.C. , 2003). Others such as Gayatri Chakravorty Spivak use it in a more specific sense. She argues that ‘subaltern' is not just a classy word for oppressed, for others, for somebody who's not getting a piece of the pie†¦ In post-colonial terms, everything that has limited or no access to the cultural imperialism is Subaltern – a space of difference. Now who would say that's just the oppressed? The working class is oppressed. It's not subaltern†¦ Many people want to claim subalternity. They are the least interesting and the most dangerous.I mean, just by being a discriminated – against a minority on the university campus, they don't need the word ‘Subaltern†¦ ‘. They should see what the mechanics of discrimination are. They ar e within the hegemonic discourse wanting a piece of the pie and not being allowed, so let them speak, use the hegemonic discourse. They should not call themselves subaltern (de Kock, Leon; 1992 : 29-47). Gayatri Spivak suggests that the subaltern is denied access to both mimetic and political forms of representation. *Ex-Lecturer, Sociology, Govt. Degree College, Jhakhini, Varanasi 2 It may also be pointed that in several essays, Homi Bhabha, a key-thinker within post-colonial thought, emphasizes the importance of social power relations in his working definition of ‘Subaltern' groups as oppressed minority groups whose presence was crucial to the self-definition of the majority group : Subaltern social groups were also in a position to subvert the authority of those who had hegemonic power (Laura Garcia et. al. , 1996, pp. 191-207).It is noteworthy that Bonaventura de Sousa Santos (2002) uses the term ‘Subaltern Cosmopolitanism' extensively in his book. He refers to this in the context of counter-hegemonic practices, movements, resistances and struggles against neoliberal globalization, particularly the struggle against social exclusion. He also uses the term interchangeably with cosmopolitan legality as the diverse normative framework for an ‘equality of differences'. Infact, here, the term subaltern is used to denote marginalized and oppressed people(s) specifically struggling against hegemonic globalization.It may be emphasized that subaltern is a term that commonly refers to the perspective of persons from regions and groups outside the hegemonic power structure. Infact, in the 1970s' the term began to be used as a reference to colonized people in the South-Asian sub-continent. It provided a new perspective on the history of colonized place from the perspective of colonized rather than from the perspective of hegemonic power. In this context, Marxist historians had already begun to view colonial history from the perspective of the proletar iat but this was unsatisfying as it was still a Euro-centric way of viewing the globe.However, Subaltern is now regularly used as a term in history, anthropology, sociology and literature. (Gyan, Prakash, 1994). â€Å"Subaltern studies began in the early 1980s' as an intervention in South-Asian historiography. † While it began as a model for the sub-continent, it quickly developed into a vigorous post-colonial critique. The term subaltern studies group (SSG) or subaltern studies collective (SSC) are a group of South Asian scholars interested in the post-colonial and post-imperial societies of South Asia in particular and the developing world in general.It may be pointed out that the term subaltern studies is sometimes also applied more broadly to others who share many of their views. Infact, their approach is one of history from below, focused more on what happens among 3 the masses at the base levels of society than among the elite. It may be observed that the group associat ed with the subaltern studies arose in the 1980, influenced by the scholarship of Eric Stokes, to attempt to formulate a new narrative of the history of India and South Asia.Undoubtedly, as stated before this narrative strategy most clearly inspired by the writings of Gramsci was explicated in the writings of the ‘mentor' Ranjit Guha, most clearly in his ‘manifesto' in ‘Subaltern studies I' and also in his classic monograph ‘The Elementary Aspects of Peasant Insurgency' although they are, in a sense, on the left, they are very critical of the traditional Marxist narrative of Indian history, in which semi-feudal India was colonized by the British, became politicized, and earned its independence.In particular, they are critical of the focus of this narrative on the political consciousness of elites, who in turn inspire the masses to resistance and rebellion against the British. Instead, they focus on non-elitessubalterns as agents of political and social change . They, infact, have had a particular interest in the discourses and rhetoric of emerging political movements, as against only highly visible actions like demonstrations and uprisings.Thus, from the above discourse it can be observed that the Subaltern studies started in the early 1980 as an intervention in South Asian Historiography and emerged as a model for the subcontinent which quickly developed into a vigorous post-colonial critique. So far as the formation of subaltern studies group is concerned it was founded by Ranjit Guha. It may be pointed out that in more recent times, some former members have become disillusioned with the post-modern turn that the group has taken (notably Sumit Sarkar who left the group).A galaxy of eminent scholars such as Ranjit Guha, David Hardiman, Partha Chatterjee, Dipesh Chakrabarty, Gyan Pandey, Gayatri Chakravorty Spivak, Susie Tharu, Gyan Prakash, Sudipta Kaviraj, Edward Said, David Arnold, Gautam Bhadra, Ajay Skaria, Qadri Ismail, Kamran Asda r Ali, Shail Mayaram, Sumit Sarkar (later dissented), Lata Mani, Aamir Mufti, M. S. S. Pandian, Shahid Amin are associated with Subaltern studies. The subaltern concept has become so prominent now a days that it is being regularly used in various disciplines such as literature, history, anthropology and sociology etc. REFERENCES 1. Morton, Stephen, â€Å"The subaltern : Genealogy of a concept†, in Gayatri Spivak : Ethics. 2. Young, Robert J. C. Postcolonialism : A very short Introduction. New York : Oxford University Press, 2003. 3. de Kock, Leon, â€Å"Interview with Gayatri Chakravorty Spivak : New Nation Writers Conference in South Africa. † A Review of International English Literature. 23 (3) 1992 : 29-47. 4. Bhabha, Homi K. â€Å"Unsatisfied : notes on Vernacular Cosmopolitanism†. Text and Nation : Cross-Disciplinary Essays on Cultural and National Identities. Ed. Laura Garcia – Moreno and Peter C.Pfeiffer. Columbia, SC : Camden House, 1996 : 191-207 . 5. Santos, Boaventura de Sousa (2002). Towards a New Legal Common Sense, 2nd ed. (London : Lexis Nexis Butterworths), particularly, pp. 458-493. 6. Gyan Prakash, â€Å"Subaltern Studies as Postcolonial Criticism†, The American Historical Review, December 1994, Vol. 99, No. 5, 1475-1490, 1476. 7. Chaturvedi, Vinayak, ed. , Mapping Subaltern Studies and the Postcolonial. London and New York, 2000. 8. Ludden, David, ed. , Reading Subaltern Studies. Critical History, Contested Meaning and the Globalization of South Asia, London, 2001.

George Orwell Character Analysis - 1422 Words

Everyone has at least one person who has changed there life, either for better or for worse. There is that one person who made a difference. For George Orwell, it is easy to assume, that person was his first wife, Eileen O’shaughnessy. She not only impacted his life, but also his writing, for example, 1984, and some of his female characters. Orwell first met Miss O’shaughnessy in 1935 at a party that he and his landlord was hosting. He described her as â€Å"talkative and lively† and she had lifted her first impression him him. After the party had ended he knew that she was the â€Å"kind of girl he would like to marry,† and he did not waist time; a couple of days after the gathering he took her out to dinner, immediately starting a courtship,†¦show more content†¦She ignored them, knowing what she had agreed to, and even knowing that nothing is as important to Orwell then his writing, and she understands that as his wife she will come second in h is life. She also new that he could not giver her an easy life with lots of money, but despite that she still married the man(Taylor). While seeming like two puzzle pieces that fit perfectly there relationship had some ups and downs, one of them being that Orwell was unfaithful to Eileen. Orwell was open about the admission and stated that he was unable to have children, but it is unknown about how Eileen felt about the situation. Either way she still stayed with Orwell, and because they both felt a deep need to have children they adopted their son, Richard Horatio Blair, in 1944(Taylor). Eileen had stayed by Orwells side through richer and poorer, in sickness and in health until death did her part. She died March 29th, 1945, 9 years and 9 months after their marriage during a hysterectomy, while Orwell was away in Europe. On March 22nd she wrote him an eight page letter explaining the operation and her hopes of their future. 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During the course of the literary piece by George Orwell makes it clear how the animals are mistreated by â€Å"Mr. Jones â€Å", because of this treatment they are receiving; OldRead MoreAnalysis Of 1984 By George Orwell954 Words   |  4 PagesSophie Moore Mrs. N. Finley E209R3 – 1984 literary analysis 27 January 2015 Symbolism throughout 1984 The novel 1984 is a futuristic totalitarian society where everyone is kept under close surveillance and is forced to follow all rules and laws of the state. The novel 1984 was written by George Orwell and published in 1950. The main characters were Big Brother, Winston Smith, Julia, O’Brien, Syme and Emmanuel Goldstein. Winston Smith is a low man on the totem pole when it came to the ruling PartyRead MoreA Literary Analysis Of 1984 By George Orwell721 Words   |  3 Pages The essay your about to read is a literary analysis of the book â€Å"1984 by George Orwell† it was written in 1948 as a thriller. 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Public Speaking Skills And 36 Essay - 1476 Words

in public speaking skills and 36% claimed they needed to bone up on their data analysis talents—that includes knowledge of programs like Excel, Tableau, Python, R, etc.† Summarily, this survey reveals that manager--individuals that play an influential role in the hiring process-- see recent college grads as significantly lacking in writing, public speaking, and data analysis skill. Recent college graduates are being seen as undesirable by employees because they are leaving university without a strong command of these essential skills. The undesirability of recently college graduates is further supported by the fact that while millennials (aged 18-29) will make up will be an estimated 46 percent of all U.S. workers by 2020, as of 2015 these individuals make up about 40 percent of the unemployed in the U.S.† While this figure includes millennial without a college degree, Leah Goodman, investigative journalist for Newsweek make sure to note that young college graduate s also occupy these ranks. Specifically Goodman presents her the testimony of 26 year old Camille Perry who, despite having a master’s degree, bartends in Portland Oregon. On Perry Goodman writes, â€Å"[She] is living with a friend...[and] tells Newsweek she is waitressing while looking for a job better suited to her qualifications.† Here, Perry’s pursuit of a job more fitting of her qualification reveals a mismatch in skills of college graduates and the available jobs. 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Sexual Education Should Be Taught At Public Schools

There are many debates that occur in our society today. Some of the debates are viewed as being unnecessary. While others are looked at as more serious topics, one of the newest debates is whether or not sexual education should be taught to our youth of today in public schools. Sexual education should be taught to our youth in public schools. Many children aren’t being educated at home to, there is a lack of parent education, adolescents are becoming more sexually active at a younger age, and the number of teen pregnancy is at a lower level than in the past, but still at an alarming rate. An additional point would be parent education. Most don’t think about having the parents of our youth attend a sex education class as well. In this course, the parents would be taught how to educate their children and when. This may be an issue for some parents. If they were not properly educated themselves, how can they realistically educate their children? In today’s society, many children don’t get taught the good, the bad, and the ins and outs of sexual education. Sexual education is not limited to sexual intercourse as many may think. There is age appropriate education that is needed for children. Sexual education includes the anatomy of each sex, sexual intercourse, STD/STI’s, hormonal changes, and pregnancy. Sadly many children do not know the true anatomy of their bodies. Many children only know the slang terms used for their bodies and not the technical/medical terms. 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These words, which are related to the sexual practice of BDSM, happened to be presented in Your Health Today, a health textbook that was proposed to be used in Fremont, California just this past summer. The words and those like it, unlike in this paper, were defined and discussedRead MoreThe Effects Of Sexual Education On Public Schools908 Words   |  4 PagesHow Sexual Education In Public Schools Benefit By: Michelle Schlichting English Composition I November 2015 Sexual education in public schools has many benefits. This is of course if every public school would be willing to provide their students with the opportunity to be able to take this class. Therefore I believe that some sort of sexual education class should be provided to all high school students in public schools. Sexual Education should be taught in high schools for quite a numberRead MoreThe Effects Of Sexual Education On Public Schools1702 Words   |  7 PagesI. 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Many believe that the education of sex encourages students to engage in sexual activities which lead to a higher number of pregnancies and sexual transmitted diseases (STD’s).The U.S. is the leading country in teen pregnancies and STD’s As the number of unplanned pregnancies and sexuallyRead MoreSexual Education And Sex Ed1697 Words   |  7 PagesSexual education (sex ed) in public schools has long been a controversial and debated topic in society. There are several questions when it comes to approaching sex ed in schools. These questions include: appropriate age for introducing sex ed; should sex ed be mandatory or optional; and whether sex ed programs should be comprehensive or abstinence-based. Sex ed is a necessary subject to teach in schools. 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Many states have d ifferent laws and regulations as to what method they canRead MoreSex Education : A High Amount Of Controversy1580 Words   |  7 PagesWhen sex education was first introduced into the school system there was a high amount of controversy. Many parents disagreed with the idea of the school teaching their children about sex, but some parents were in agreement with the benefits that sex education would offer their children. The idea of teaching sex education offered many probable benefits, such as introducing children to contraception and the risks of sexually transmitted diseases (STDs) at a young age could help to prevent teen pregnancy

Physics, Roller Coasters Free Essays

Part 1 Roller coasters Additional notes: GPE = m x g x h KE = m x v? The main energy transfers that happen as a car travels along the track from the start of the ride to the end: [1]The rollercoaster car gains gravitational potential energy (GPE) as it travels to the top. Once over the top, the car gains speed as GPE is transferred to kinetic energy (KE). As it travels to the top of another loop, KE is transferred to GPE. We will write a custom essay sample on Physics, Roller Coasters or any similar topic only for you Order Now Not all the energy is transferred to or from GPE – some is transferred to the surroundings as heat and sound. All moving objects have kinetic energy, KE. The kinetic energy an object has depends on the mass and speed. If the mass doubles, the KE doubles and if the speed doubles, the KE quadruples. Normally energy is lost through sound and heat (friction, air resistance). How the heights of the hills are designed to allow an empty car to reach the end of the ride: [2]The hills are designed so that it is low enough that the momentum of the car from the previous drop carries it up and over the hill. This is why the hills are usually lower towards the end of the ride, because the car has lost momentum due to friction and air resistance. Mainly the consecutive hill must be lower as it will not have enough energy because some of it is lost and sound and heat. Therefore, if the car was to reach the end of the ride, the height of the hills must be lower each consecutive time. How the energy transfers determine the heights of the hills: [4] After the roller coaster is drops from the first hill it does two things with its energy. First, it begins to transform that energy from one form to another–from gravitational potential energy to kinetic energy and from kinetic energy to gravitational potential energy, back and forth. Second, it begins to transfer some of its energy to its environment, mostly in the form of heat and sound. Each time the roller coaster goes downhill, its gravitational potential energy decreases and its kinetic energy increases. Each time the roller coaster goes uphill, its kinetic energy decreases and its gravitational potential energy increases. But each transfer of energy isn’t complete because some of the energy is lost to heat and sound. Because of this lost energy, the roller coaster can’t return to its original height after coasting downhill. That’s why each successive hill must be lower than the previous hill. Eventually the roller coaster has lost so much of its original total energy that the ride must end. With so little total energy left, the roller coaster can’t have much gravitational potential energy and must be much lower than the top of the first hill. This is why the hills must be a certain height, in order to transfer enough GPE into KE. Bibliography: [1] http://www. bbc. co. uk/schools/gcsebitesize/science/add_ocr_gateway/forces/themeridesrev2. shtml [2] http://science. howstuffworks. com/engineering/structural/roller-coaster3. htm [3] http://www. coasterforce. com/coasters/technical-info/physics-of-a-coaster [4] http://library. thinkquest. org/26455/amuse/roller/roller01. shtml [5] – Collins Additional Sciences B ISBN-13 978-0-00-741531-1 Colin Bell, 2011 How to cite Physics, Roller Coasters, Essay examples

Ethics and Corporate Social Responsibility Of Coles Supermarket

Question: Discuss about the Business Ethics, Corporate Governance And Corporate Social Responsibility Of Coles Supermarket. Answer: Ethical considerations are a crucial aspect within the business issues. These considerations help in determining the approach of the personnel towards the workplace operations. Conscious approach of the personnel towards valuing the opinion of the stakeholders and shareholders results in the achievement of sustainable growth (Moscardo, 2013). All these aspects seem true even for Coles Supermarket. The role of management is crucial in terms of maintaining the workplace ethics. The managers take the initiative of developing code of conduct, which enhances the awareness of the staffs regarding the ethical behavior, which they have to expose. Adherence and compliance to the code of conduct enables the Coles personnel to gain lucrative deals, trades and transactions from the shareholders (Crane Matten, 2016). This is a gradual progression towards escalating the sales revenue and profit margin. Theory of planned behavior and reasoned action can be taken into consideration for assessing the approach of the personnel towards workplace ethics. Utilitarianism can also be referred for determining the workplace culture of Coles Supermarket. Workplace culture is an essential issue in terms of enhancing the social parameter. Presence of transparency, sustainability, accountability, responsibility and fairness justifies the position of the Coles managers. This is in terms of the governance exposed for enhancing the efficiency in the business operations (Mason Simmons, 2014). The exercise of risk management reflects the responsibility of the staffs towards ensuring the wellbeing of the staffs. Involving the stakeholders and shareholders in the risk assessment exercise indicates the exposure of ethical approach towards the fact that the employees are an asset. References Coles.com.au (2018), About us, Retrieved 26th March 2018 from www.coles.com.au Moscardo, G. (2013). Business ethics, corporate governance and corporate social responsibility. Wiley-Blackwell.