Looking for Alaska Essay Example for Free

Looking for Alaska EssayJohn Greens 2006 novel Looking for Alaska personally affected me as I could relate to unrivaled of the master(prenominal) characters Miles (Pudge). The theme of belonging was also very relevant as this novel touches on the concern of Miles fitting into his sweet school and finding out how everything full treatment at Culver Creek Preparatory. I directly crumb relate to Miles in this sense as I am still new and am exhausting to descriptor out how my new school works and also finding a friendship group that I am comfortable in. This novel is slap-up because it raises questions about individuals disposition of true friendship, love, loyalty and having a sense of belonging. It shows the importance of truly living life to the fullest rather that just watching it fly by. The conflicts indoors the characters themselves lead readers inward to examine how much everyone needs a sense knowing where we belong. Pudge buys the cigarettes to show that he can be a part of his new friendship groups crowd.A certain amount of peer pressure was probably involved, with Pudge worried about fitting in and making friends. The Colonel talked me into paying(a) five dollars for a pack of Marlboro Lights I had no intention of ever smoking. I think that by Miles giving into this peer pressure he would forecast that it would make him feel more normal and apart of that what his friends were partaking in. The use of first person narrative point of view allowed me to experience things as Miles does.It gave me a deeper understanding of how he is affected by people, events and his own reactions and feelings as the novel progresses. This is no more clearly seen than in the event of Alaska dying, I was limited to Miles own feelings and emotions meet her death. The idea of guilt and loss becomes apparent as we see him struggle to deal with her death and the role he played in it, with him trying to figure out where he belongs. He experiences a loss of innocenc e as he is forced to re-evaluate his philosophy on life and find his own fix in the world.Alaskas death aids in Miles coming-of-age journey. I felt the total loss of her, still reeling from the idea that she was not only gone from this world, tho from them all This can be very relatable for other audiences who might have suffered a great loss like Miles. Looking for Alaska depicts many messages about ones vital need to belong, some of which I can personally relate to. As well as other aspects of the novel that other audiences can personally relate to.

The poem English Book by Jane Weir Essay Example for Free

The poem English Book by Jane Weir EssayWhat do you think the poet is saying around some teachers of English and the way they sea gull a students book in the poem English Book by Jane Weir? How does the poet present her opinions? (18 tag) Jane Weir counts very unimpressed by the way her sons English teacher marks his book. She is describing her visit to a P bents Evening and starts by plunging straight in with the pronoun they to begin the poem in the middle of the consultation. The first two lines express her surprise that they seem unaffected by their years in a classroom, all sitting upright and correctly to meet the mother.She lists the procedures that teachers have to go through and the dustup or so they say suggest she has little respect for the latest thinking or belief in the criminal checks that are made to protect children. unity particular teacher, probably the boys English teacher, shows the mother his English book, her eyes showing a length of pity that the boys spelling, punctuation and general presentation are so weak. The mother is appalled that his writing has been butchered by the teachers red pen.The teacher has very little understanding that (according to the mother) she is killing the childs creativity by concentrating so much on his technical mistakes. The poet, probably writing from real experience, cannot get the teachers to understand that her son has ability with words and that they are not appreciating or encouraging his ideas. The whole poem is full of imagery. The teachers are compared to books they bear no tide mark and have perfect spines probably unlike the condition of the exercise book that the mother is about to be shown.Later parables (lines 13 to 15) seem to describe textiles, in the same way that Jane Weir weaves fabric imagery into her poem Poppies selvedge, rolls out flecked with heartfelt perhaps to express the situation from a womans orient of view. The mother is obviously very angry at the way her sons wr itten work has been treated and an extended metaphor compares the teachers marking to the violent acts of a butcher reducing a carcass to lumps of bloody meat.Red punctuation marks have chopped up his words circles around his misspelt words are nooses to hang his confidence her pen is an axe to destroy his sentence structures. The resulting page is piled with offal. After the butchering, only the inedible (unreadable) parts are left, nevertheless the mother believes her son is very intelligent. She sees the oracle in his entrails and the jazz /of his sequencing would seem to describe a lively imagination at work.From the mothers point of view the excessive emphasis on the importance of technical accuracy is harming the boy and the teacher makes little effort to listen to the mothers concerns or to see anything value praising in the boys writing. Described metaphorically as a starved lion-cub waiting for a word kill, this final image presents a child, waiting ravenously to experien ce and enjoy language, but being starved by a teacher who cannot see what beats at (the) centre of his writing.

Verbal And Nonverbal Communication

Verbal And Non literal CommunicationWhen we pursue to convey our thoughts to an separate person, we use three different modes, methods, or channels to transmit our intentions. These modes argon important to let tidy sum know who we are, how we view and experience the world, and how we describe our experiences. This communication is d matchless communicatoryly and non-verbally, and sometimes with vary signals or noise.When two mountain, A and B, are trying to communicate with each other, their communication somehow be go downs distorted or altered. This could be due to an assortment of things such(prenominal) personalities, attitudes, values, belief systems, biases, assumptions, experience, background, and so on. We put in our own thoughts to what we hear, we disregard or over brass what we hear, and we alter messages according to the modes that are used to convey messages.As a society, we think a lot to each other about who we are and how we portray each other and the rest of th e world through emblematical bureaus. The symbolic communication mode is basically unreceptive, and messages transmitted in this panache are very effortlessly misunderstood. at that place are a variety of symbols that we use as a form of communication (Hybels Weaver, 2007).First, our selection of clothes can enlighten an gigantic amount about who we are, what our values are, what our status is, how traditional or open-minded we are. We link differences in occupational categories with different uniforms. An example would be the banker brooking a suit or the farmer wearing overalls, and so on (Blatner, 1985).The second set of symbols is hair, which for some large number can have a lot of nitty-gritty. This type of communication is shown through the type of hairdo, length and color of hair, and the existence or n unitaryxistence of facial hair. They can say a great do by about who we are. Nonetheless, these signals are often extremely vague (Blatner, 1985).A third symbolic t ype of communication is jewelry. Married people regularly wear wedding rings, some people do non wear a watch, and some people wear exceedingly expensive jewelry, and so on. These are inert messages that are sustainn out constantly to other people. Such things as wearing a flag pin on the collar, a red ribbon, an earring in one ear or in the nose say loads of things to other people (Blatner, 1985).A fourth type of symbolic statement to other people is cosmetics a.k.a dressup. We connect meanings with the different ways women apply nockup to their bodies. Prostitutes have been known to wear heavier makeup than other women. Even a man who uses cosmetics is giving out a lot of symbolic message about the meaning that his world has for him (Blatner, 1985).What a person drives or their choice of vehicles is the fifth symbolic mode. on that point are different sets of messages between a business executive who drives a sports car to his confrere who drives a luxury sedan or an ordina ry family car. The sixth symbolic mode is the selection and locality of our houses. Social status is openly associated with the kind of crime syndicate one lives in and its location (Blatner, 1985).The seventh and final form of symbolic communication is the layout of our living or working spaces. An example of this would be how an interview would be laid out. In one instance, the interviewer and interviewee have a desk in between them. The next instance would place the two sitting face to face with nil in between them. Both of these give out a primarily different set of messages (Blatner, 1985).During communication, people are continuously giving out signals. These signals inculpate the meaning that we want others to catch using the symbols that we opt to enclose ourselves and devote ourselves with. These symbols are basically passive, but are a genuine part of our communication. In all aspects of life, talking, not talking, even sleeping, we send out passive symbolic signals (B latner, 1985).The technical term for nonverbal communication is called kinesis. This type of communication or luggage compartment language is typically involuntary, and the nonverbal signals are expressed through air as well as verbally and also have symbolic meaning. There are many diverse forms of soundbox language. The first one is ambulation. We relate different meanings to different ways people carry their bodies from one place to another.The way a person carries their body, whether they glide, stride, stomp, etc. says a lot about who they are and how they experience their surroundings (Fast, 1971). One of the most dominant forms of nonverbal communication is miserable (Jones, 1994). Due to it being the largest organ in the body, the skin can receive a variety of stimuli. From a simple touch, we can communicate such feelings as anger, interest, trust, tenderness, warmth, and many other emotions.People are different in their keenness to touch and be touched. Several people g ive away nonverbal body signals that state that they do not want to be touched, and there are other people who describe themselves and are described by others as touchy feely. There are many taboos related to this form of communication. A person can realize a lot about their own personalities and self concepts examine their reactions to touching and being touched.A next type of nonverbal communication is eye contact. As humans, we are inclined to size each other up and determine their trustworthiness through reactions to each others eye contact. Consider the expiry time you were driving down the road and passed a hitch-hiker.The chances are that you did not look him in the eye if you passed him up. Con artists and salespeople identify with the power of eye contact and use it to their advantage. Counselors understand that eye contact is a very influential way of communicating understanding and recognition. Speakers understand that eye contact is essential in making sure that an au dience stays interested in ones subject (Hickson lead Stacks, 1985).Posturing is another form of nonverbal communication. The way a person sits, stands, and postures themselves relays a number of possible signals that may communicate how one is experiencing their environment. An example would be a person folding their arms and legs, which is a defensive signal.It has at times been observed that a person who is a severe psychological threat will lay in a fetal position. A person who is seductive in nature postures themselves so that their body is exposed to other people (Fast, 1971).The fifth types of nonverbal communication are known as tics. The unconscious nervous spasms of the body can be a key to ones being threatened. There are a lot of people that stammer or jerk when they feel like they are being threatened. When it comes to communication, these mannerisms can be easily misinterpreted.Sub-vocals make up the sixth type of nonverbal communication. We say uh, uh, uh, when we ar e trying to find the near word to say in a conversation. We say a lot of words or sounds such as these in order to get the meaning to another person. In conversations, some of us may stammer, hum, grunt, moan and so on. Some of these sub-vocal sounds or noises are not actual words, but they do carry meaning.The next, seventh, type of nonverbal communication is called distancing. It has been said that each individualistic person has their own psychological space. When and if another person intrudes on that space, a person may become somewhat tense, alert, or jammed up.We have a tendency to place distance between ourselves and others based on the kinds of relationships that we have and what our motives are toward each other. These reasons for creating distances are often not visible to others, but the behavior is, nonetheless, interpreted.The eighth way to communicate non-verbally is with gesturing. There is a joke that says that if we bind a Frenchmans hands, he is voiceless. As w e communicate with each other, there is a enormous amount of definition in our use of gestures. However, some of these gestures have different meanings to different people. At times people place different meanings to the hand signals that we give out.An example would be the A-OK sign, in which the thumb and first forefinger is placed together forming a circle. This sign is considered very obscene in some other countries. Another potentially obscene gestures in some cultures is the were number one signal. We put a lot of importance in our words and we try to make clear our meaning through the use of gestures (Maginnis, 1958).Vocalism or inflection makes up the ninth way to communicate non-verbally. An example of this would be the sentence I make love my children. This is a sentence that could be insincere unless it is pronounced. The way that sentence is spoken vocally determines the idea that another person gets from it. For example, if the emphasis is on the first word, I love my children, it says that somebody else doesnt. If the emphasis is on the second word, I love my children, it has a different meaning.With this inflection, it is possibly saying that some of their behavior gets on my nerves. If more inflection is placed on the third word, I love my children, it says that someone elses children do not get the same affection. Finally, if more stress is in the last word, I love my children, it could be implied that there are other people whom I do not love. So the way we speak our words vocally often decides the meaning that another person is likely to gather from our message (Fast, 1971).The communication style that we use most frequently to send meaning from one person to another is the verbal style. However, anyone who has ever thought about it has come to the conclusion that there are huge difficulties in sole reliance on this style of communication.History is full of examples of misunderstandings between people who were relying on just the spoken wo rds to carry meaning. Possibly the most important knowledge that has come out of this experience has been that words themselves do not have meaning. People have meaning, and words are merely tools that we use for trying to express meaning that is characteristic to one person into the individual meaning system of the other person (Bonvillain, 2007).One of the problems with words is that we attach to them different practical and emotional implications. speech communication are not always connected with related experiences or related feelings on the part of the listener and speaker. Other problems involved in using the verbal mode include the use of jargon, the use of clichs, and the use of particular vocabularies.It is time and again said that words have meaning only in circumstance. It is easier to say that words only have meaning when they are associated with people in context (Hybels Weaver, 2007).It is not unusual to watch people trying to find the right words to say what they m ean. There is a myth that there is a certain approach to say it right. If we conclude from that observable fact, it is easy to assume that there are some people who, instead of experiencing feelings and sensations, more frequently experience language. Specifically, their experience parameters are made clear by their vocabularies and their ability to be communicatory (Bonvillain, 2007).The trouble with adults, evidently, is that frequently we are not aware of the corporeal feelings which we experience. We habitually doubt our fantasy lives and are likely to be afraid to allow ourselves to dream. We deal with the world in an intangible way rather than in a physical way.The definitions and ideas that we allow ourselves to be conscious of are verbal and intangible. What we get from the physical stimuli which we experience is reliant on our vocabularies and our reckoning abilities. However those three layers of experience concrete, image, and abstract are going on endlessly. People und erstand concretely, understand image, and understand the abstracting development which they carry out when they are awake and applying meaning to what they see, hear, feel, taste, and touch and of course, many of these meanings cannot be passed from one person to another through just the verbal mode only (Bonvillain, 2007).The assumptions are obvious. For communication to take place there needs to be a two-way exchange of feelings, standards and values. One-way communication is immensely unproductive in that there is no way to decide whether what is heard is what is projected. The office memo is a type of one-way communication which is possibly the least helpful standard for transmitting meaning.A second suggestion is that for proper communication to be practiced, it is essential that there be a response deal built in to the communication effort. There needs to be a nonstop flow back and forth between the people trying to communicate, sacramental manduction what they heard from ea ch other.The third suggestion is that the individual person wishes to become intensely conscious of the series of signals which they are giving at any granted moment. They can become skilled at that by requesting opinion from the people that they are attempting to share ideas.Nonverbal and verbal communication work as one to express and make clear messages sent between people. Jointly they sustain the feelings and ideas of the speaker. We employ nonverbal communication to demonstrate the verbal communication. If it wasnt for both types of communication we would not be able to completely comprehend each other. In conclusion, there is one question left to answer With all these habits and methods of communication (verbal and non-verbal, internal and external) that we are able to utilize, why is it that the majority of the time we misunderstand each other?

Professional values and ethics

Professional surveys and ethicsProfessional Values and EthicsValues and ethics argon the cornerst wiz for both personal and headmaster success. The way an individual or group interacts with differents exposes their genuine character beca physical exercise actions speak louder than words. Those with a strong value brass and ethical standards of the highest degree atomic number 18 easily recognizable by their deeds and are intrinsic tout ensemble in ally motivated to do the right thing, even when no one is watching. Values and ethics generally originate and grow from the same sources, family, spiritual beliefs, and school maestro values and ethics are mere extensions of what one learns preliminary to joining the pretend force. Therefore, the things one learns early in life follow into the professional world and have a positive, or negative, impact on life history success. Values and Ethics DefinedValuesBefore delving into the world of professional, or personal for that matter , values, one must first know exactly what a value is or values are. A value is, according to Ozmete(2007),an enduring belief that a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence (p. 1). Furthermore, a value system is all these beliefs placed and utilised in order of precedence, serving as a guide for everything from decision making to conflict resolution. What one values provides answers to questions like, if one was stranded on a deserted island, what three things would he or she want to have?Professional values are basically the same as described above simply in the context of a corporation, organization, or group and what they would like their desired end-state to be. The professional value system of group entities is revealed in their business practices from their interaction with other companies to how well taken care of the employees are. Whether or not a business p lays by the rules, win or lose, speaks volumes about the company and, more importantly, the people who work on that point.EthicsEthics are usually described in relation to values, as they are the moral philosophy and implementation of ones values. Personal or professional ethical codes give the ability to recognize what is right, fair, honorable and righteous. Corporations and businesses have published codes of ethics by which they conduct business. The code of ethics sets forth the standards to which employees are pass judgment to abide and will be held accountable. Far too umpteen companies have failed not because they did not have ethical standards, but because they did not enforce them. It is officeholder upon every employee to ensure they familiarize themselves with their employers ethical code of conduct for the benefit of the employee and employer alike.Sources of Values and EthicsFamilyOne source of professional values and ethics are parents or guardians. Ever since one send word remember, one of the first places where values are taught is at home. Parents teach their children right from wrong, not to lie or steal, and whitethorn introduce them to a particular religion where values are reinforced. These are the values that stay with someone forever not entirely does the individual use these values as guidelines in their lives, but they also teach their children the same values. Besides moral values, families teach their children work ethic. They give children small chores to do, such as cleaning their room, taking out the trash, and general helping around the house. If they complete the tasks in a timely fashion, they receive money for helping. These small jobs not only show children the value of earning money, but also show them that hard work is rewarded.SchoolAnother source of values and ethics is school. Children learn they must be on time, complete their homework, and study hard to earn good grades. Just as with chores and allowances at hom e, schoolwork teaches that by studying and working hard, one can achieve good grades and get into good high schools and universities. Being on time for school each day is the beginning of ones time management skills. non only do they learn the importance of punctuality, but budgeting their after school activities, family time, and homework time teaches one to prioritize what he or she values. Conversely, one learns that there are consequences for not implementing his or her values, like detention or bad grades. The repercussions could be detrimental, with long-lasting effects such as express college choices and in turn, limited professional choices.Professional EnvironmentNo matter the career one chooses, the values and ethical standards instilled as a youth will guide ones professional decisions, good or bad. Most corporations, companies or associations have a written set of values or ethical guidelines by which all are held accountable. The American Psychological Association foc uses on five rules of ethical behavior. The first principle is Beneficence and Nonmaleficence, which states, In their professional actions, psychologists seek to safeguard the welfare and rights of those with whom they interact professionally and other affected persons, and the welfare of animal subjects of research (American Psychological Association, 2002, p. 3). The next principle is Fidelity and Responsibility, which reads, Psychologists uphold professional standards of conduct, clarify their professional roles and obligations, accept allot responsibility for their behavior, and seek to manage conflicts of interest that could lead to exploitation or harm (American Psychological Association, 2002, p. 3). Integrity is the third principle stating, Psychologists seek to promote accuracy, honesty, and honesty in the science, teaching, and practice of psychology. In these activities psychologists do not steal, cheat, or engage in fraud, subterfuge, or intentional misrepresentation of fact (American Psychological Association, 2002, p. 3). The fourth principle deals with Justice and reads, Psychologists recognize that fairness and justice entitle all persons to access to and benefit from the contributions of psychology and to equal quality in the processes, procedures, and services being conducted by psychologists (American Psychological Association, 2002, p. 3). The final principle is based on Respect for Peoples Rights and Dignity, and states, Psychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and self-determination (American Psychological Association, 2002, p. 4). The preceding guidelines are what many were taught as children do not harm others, take responsibility for your actions, be honest and trustworthy, impart fairness, equality, and respect to all. Each is applicable, and most useful, throughout life and all are qualities of a civil society. Applying Professional Values and EthicsNot e veryone, however, was raised with the same values and ethical standards. While some were taught to value the princely Rule, others learned to value money, possessions and status oer all else. Bernie Madoff is an excellent example. He swindled investors out of an estimated fifty billion dollars in a Ponzi scheme that lasted for years. Unscrupulously, he promised clients massive returns on their investments, which for some was their entire life savings. A judge recently sentenced him to over 100 years in prison and deservedly so but the money, and consequently, many retirement funds and livelihoods are gone (Henriques, 2009).The Ponzi scheme mentioned above is named after its originator, Charles Ponzi. He was an Italian immigrant who, in the 1920s, deceived people to invest in mail coupons and promised returns eight times what banks were offering and in far less time. Even then, Ponzi received millions from investors looking to make quick, and large, sums of money. To establish legiti macy, Ponzi paid some of the soonest investors what he promised. Millions of dollars later, it turned out he was a conman and had only purchased less than fifty dollars worth of the investment he sold. He also went to prison (U.S. Securities and tack Commission,2001).Clearly, what these men valued was personal gain and money. Neither had any ethical standards and both preyed on other peoples value of getting rich quickly. Although these are great examples, the relative impact on ones career success from not applying good moral values and ethics could be just as damaging.Professional values and ethics are mere extensions of the values and ethics learned from family, spiritual leaders and teachers. What one is taught to value growing up will carry over in the professional world. Professionals with upstanding values and ethical standards are easy to identify, as is the company that employs them. Values based business decisions and ethical guidelines adhered to by all are the benchma rk for success. Those who accept less can have a detrimental impact on their company and maybe, the rest of society.

Securitization of Transnational Crime

Securitization of multinational CrimeThe securitisation of multinational nuisance refers to contemporary efforts to curtail crime flows that take place across international borders via dissolution of the existing distinctions amongst external and internal security systems, placing a greater emphasis in the process upon international cooperation with regards to global policing, border controls, travel and financial flows. In this right smart the economic, political and strategic obstacles standing in the way of a coherent fight against transnational crime can begin to be effectively removed.It should be noted that the securitisation of transnational crime has greatly accelerated in the aftermath of the September 11th terrorist attacks where lax international security was perceived to have facilitated not only the hijacking of the American planes that flew into the World Trade Centre and the Pentagon but also the transference of money which made the suicide missions possible in th e scratch line place. Viewed from this perspective, it is consequently clear that the securitisation of transnational crime attempts in the first place to instil law, order and international cooperation in what Chris Dishman refers to the leaderless nexus where crime and terrorism converge. Thus, season the move towards a securitisation of transnational crime ought to be applauded we must take note of the essential paradox that exists with regards to attempts to legally solve a problem that operates wholly within the domain of the lawless. We should also take note of the way in which securitisation has become increasingly popular since 9/11 suggesting that it is in many ways a knee-jerk reaction to an unforeseen problem namely the convergence of trans-national crime and terrorism. Yet, due to the recent nature of international and regional security reforms, we should ultimately be wary of offering any definitive conclusions to policies that remain very much at an embryonic st age of development.However, although it is true that 9/11 has served to accelerate the securitisation of transnational crime (certainly as far as the collective West is concerned), it is also true that attempts to increase international cooperation in the face of rising global crime have been in existence before the spectre of trans-national terrorism became such a prominent international issue. For instance, Ralph Enmmers has charted the attempts of the Association of South East Asian Nations (ASEAN) and its machinate to effectively securitize crime within that geopolitical locale between 1996 and 1997 with the author noting that while member states have openly declared the link between regional security and transnational crime they have hitherto fallen short of implementing bilateral actions due to ongoing resistance to institutional reforms. Thus, as is the case with the UNs Transnational Organised Crime Convention, there remains a sizeable chasm to bridge between theory and pra ctice concerning the securitisation of transnational crime in the contemporary era.

Film Versions of Shakespeare Comedies Essay example -- Twelfth Night M

Film Versions of Shakespeare Comedies Shakespearean ferments are complex, intricate pieces of work in which a diverse tend of interpretations and readings can be made. This is particularly true of his comedies, where the light-hearted humour is often offset by darker, more serious undertones. In adapting these comedies it is for the director in the cinematic linguistic context to decide how to interpret the play and which elements are privileged and which are suppressed. This variance in interpretation is exemplified in comparing two of the more recent cinematic adaptations of Shakespeares comedies, Trevor Nunns duodecimal Night and Kenneth Branaghs A Much splash About Nothing Much Ado. Although both films can to an end be seen as comedies with serious, almost tragic aspects inherent throughout, Nunns film deals with these serious facets as central to the depiction, whereas Branagh, although not entirely ignoring the deeper issues, prefers a more light-hearted and visually attr active adaptation.Twelfth Night has been described as like Hamlet in a comic vein . In terms of Shakespearean chronology, the waxwork edge to the play and the fact that it is essentially a comedy with the dark, sometimes disturbing elements, has been linked with the playwrights movement toward the genre of tragedy. The range of filmic adaptations of the play illustrates the variation in the interpretation of Shakespeares work, with the dark edge often failing to make the transition to screen. However this is not the case with Nunns Twelfth Night, which achieves this exploration of the serious essentially through his interpretation of some of the plays principal characters including Malvolio, Feste and Maria. Malvolios character is significant to Nunns adaptation in some respects with it initially appearing that Malvolio brings an air of respectability and chastity to the film. However his essential flaws and his inability to recognise the reality of peoples feelings, including Oli vias, remove him from the position of moral super to a simple player in the game of love. Malvolios error is related to his self-perceptions and his consideration of his own self-importance, rather than his caring and compassion for his mistress Olivia. Malvolios figure out in this film is to serve as a comedic contrast to the merry-makers, as well as a vital reminder to Feste t... ... provides glimpses of these issues, yet valorises a light-hearted, esthetical approach to the text as a whole. Works CitedBrode Douglas. Shakespeare in the Movies From the Silent Era to Shakespeare in Love. Oxford University Press, 2000, pp. 97-99.Cartmell, B. Interpreting Shakespeare on Screen. (2000).Cuppit, C. Double Trouble A banter of Trevor Nunns film adaptation of Twelfth Night. Fine Line Features. Twelfth Night. Home Page. 2003http//www.finelinefeatures.com/ twelfth part/ Accessed 28/5/03Fine Line Features. Trevor Nunn Director. About the Filmmakers. 2003http//www.finelinefeatures.com/twe lfth/filmbios.htmGreif, K Plays ad Playing in Twelfth Night, in Modern Critical Interpretations William Shakespeares Twelfth Night, ed. Harold Bloom. New York Chelsea House Publishers, (1987).Marshall, K. How do you elaborate a problem like Maria? A Problematic (re)interpretation of Maria in Trevor Nunns Twelfth Night. Literature-Film Quarterly 30, no. 3 (2002) p. 219.Richard, R. Much Ado About Branagh. Commentary 96(4) (1993)Sheppard, P. Intercutting in Trevor Nunns Twelfth Night. Literature Film Quarterly 30, No. 3 (2002)

Oedipus The King :: Oedipus Rex, Sophocles

Oedipus the King Appetite for DestructionOf all the tragedies that Greek playwright Sophocles created in his illustrious career, the one that stands come forward as his masterpiece, and quite possibly one of the greatest of all the Greek tragedies is Oedipus the King. The tragedy focuses on the life and downfall of the unfortunate King Oedipus, who was condemned by the prophet at an early age to murder his father and marry his mother. Despite the oracle&8217s grim prediction, Oedipus was responsible for his own downfall due to his excessively proud and impetuous attitude, and his own intellect and diligence.In the polis of Thebes, Oedipus was the not moreover the king but he was also the hero of the alliance. The security and health of the community depended on him and he was expected to meet every urgent crisis with a plausible solution. He was celebrated for playing decisively and making decisions and then acting on them. With all his past accomplishments and achievements, Oe dipus developed a strong sense of confidence, which fueled his over inflated ego. Unfortunately, when circumstances did not turn out in his favor, such as in his conflict with Tiresias the blind prophet, Oedipus became rigid and refused to see the problem on any one else&8217s terms except his own. Oedipus only wanted things to go the way he thought they should go. Whatever stood in his way he tried to overcome publicly and without any compromise from the fence party, which was illustrated in his argument in front of the palace with Creon over the murder of the former King Laius. Ultimately his attitude of confidence with no compromises contributed to his disastrous and drear end. In most cases, intelligence and diligence are valuable traits to possess, but for Oedipus they contributed to his eventual downfall. Oedipus was known for being extremely intelligent and was very talented at solving riddles. To earn the right to be King of Thebes, Oedipus solved a riddle, which as a resu lt removed a plague from the land. In the play, Oedipus is once more faced with another plague in his kingdom and this time the riddle was to discover who murdered King Laius. Using his intelligence, he again solves the riddle, but tragically for Oedipus he discovers that he is the murderer and he ultimately has to punish himself for the crime. Throughout his search all the people around him were urging him to use caution in his search, and even his wife Jocasta ordered him to abandon his quest, citing that the oracle was mistaken and was a hoax.