Analysis Of Veiwpoints On Tragedy Essays - Ancient Greek Theatre

Analysis Of Veiwpoints On Tragedy The question of what defines tragedy has been an issue addressed by several different literary minds since the day of Aristotle, the first person to define tragedy. When Aristotle first defined tragedy he believed tragedy was something reserved for a person of noble stature. He said this person was eventually brought down by a tragic flaw, hence the term tragedy. Robert Silverberg agrees with Aristotles views on tragedy, but other authors dont accept Aristotles view so easily. Arthur Miller for example Believes any common man can be tragic, not just the nobility. And Richard Sewall, takes a view thats a bit different all together. Aristotle was, as far as we know, the first person to define tragedy, and his definition has been forced down school kids throats year after year ever since. Aristotle said a hero was a person of noble stature that was good, but far from perfect. A tragic flaw in the persons character then led to misfortune that they didnt completely deserve, and eventually the characters complete downfall. Aristotle said that the character accepted his fate, and that it wasnt all bad. Aristotles view that the characters misfortune was not fully deserved, but that the character was responsible for their downfall seems slightly hypocritical, but who am I to criticize Aristotles opinions. Robert Silverberg describes a tragic character as, a man (or sometimes a woman) of great capability and attainment and ambition, who attempts great things and ultimately fails in his attempt, overreaching himself and loosing all because of some inherent fundamental flaw in his character (Silverberg, 6). Robert Silverbergs opinion of tragedy completely coincides with Aristotle. He doesnt form any new opinions, and his lack of creativity and originality really makes his article Roger and John undeserving of mention in this paper. Of the four opinions reviewed here I like Arthur Millers the most. In Millers Tragedy and the Common Man Miller states, I believe that common people are as apt subjects for tragedy in its highest sense as monarchs are (Miller, 16). While the others who have written their own definition have reserved tragedy for the noble, I like the fact that Miller doesnt feel that tragedy is something too good for the ordinary man. He defines tragic characters as people, who are ready to lay down their lives, if need be, to secure one thing their sense of personal dignity (Miller, 16). Miller also believes that the character is not brought down by a tragic flaw of their own, but rather by a tragic flaw in the environment. Richard Sewall has a defined three-part definition of tragedy. In his essay The Tragic Form he states, [t]ragedy makes certain distinguishable and characteristic affirmations, as well as denials about the cosmos and mans relation to it; the nature of the individual and his relation to himself; the individual in society (Sewall, 166). Sewall says that in a tragedy good and evil are both seen as definite forces in the cosmos. Sewall says that the tragic character is a paradox. Sewall states that the tragic character, is no child of God, but yet feels himself more than a child of earth (Sewall, 169). According to Sewall the tragic man is very defiant to authority. This defiance is a direct result of the tragic characters pride, and is not necessarily a bad thing, according to Sewall. Sewall belives the main thing that sets the tragic man apart from the other characters of a tragedy is suffering. Sewal says that the tragic man would define himself by the statement, I suffer, I will to suffer, I learn by suffering; therefore I am (Sewall 170). And although tragic man is defined by suffering he does not seek out suffering or find it glorious. Lastly Sewall defines tragedy by the tragic character, and his interaction with society. Tragic man has the obvious options that most people pick when faced with a cituation but a tragic man picks a different coarse. Sewall says that tragic man, protests: he pits himself in some way against whatever, in the heavens above and in the earth beneath, seems to him to be wrong, oppressive, or personally thwarting (Sewall, 172). Tragic man accepts that what he

The Cask Of Amontillado essays

The Cask Of Amontillado essays Revenge is the key factor in the story The Cask of Amontillado. The main character, Montresor, sought vengeance on his friend, Fortunato, because he had insulted him. Montresor and his family's pride was hurt, as the foundation of their family would not stand to be insulted and could not let an insult go unpunished. Montresor then begins to carry out a plan to ensure the ultimate revenge, one that would leave him and his pride unthreatened. "The thousand injuries of Fortunato I had borne as best as I could, but when he went upon insult I vowed revenge." This statement from Montresor shows us the relation between his friend Fortunato and himself. It leads us to believe that Fortunato hasn't been the best of friends to Montresor. With all that Montresor had put up with, when Fortunato insulted him it went over the top. This statement also says what Montresor would do about it, which is to carry out with revenge. He then goes on to say "I must not only punish but punish with impunity." This means he wants to punish Fortunato, but in a way that he can't be punished in return. So he planned to kill Fortunato, which would make it impossible for Fortunato to punish him in return. He then talks about his thoughts on revenge. "A wrong is unredressed when retribution overtakes its redresser. It is equally unredressed when the avenger fails to make himself as such to him who has done the wrong." This is basically sayi ng that revenge is not successful, unless the avenger can make himself felt to the victim as much as the victim has made himself feel to the avenger. This also means that the person who gets punished has to know who punishes him, and why. Montresor had not let Fortunato know that he was planing anything against him. "..neither by word nor deed had I given Fortunato cause to doubt my good will... He did not perceive that my smile now was at the thought of his immolation." He meets Fortunato one night while he is...

Idustrialize America Essay Example | Topics and Well Written Essays - 2500 words - 1

Idustrialize America - Essay Example Unfortunately his efforts did not prevail, the power was once again given to the Army and there was even a period that followed in which the Democrats regained the impetus, re-enacting laws that revived the era of slavery for these newly freed men and women. Lynching and race riots were rampant in some States, and the Redeemer Government and Klu Klux Klan were determined to re-establish white supremacy. It seemed that all the efforts of the Reconstruction had been for nothing. Notwithstanding that they had just been through a harsh and debilitating war, President’s Abraham Lincoln wanted to be magnanimous towards the South. In December 1863, he placed the idea that a State could be integrated into the Union if 10 percent of the population count under 1860’s census supported emancipation. Tennessee, Louisiana and Arkansas were won over by the Union through Lincoln’s Ten Percent Plan. However this compromise did not sit well with the diehard Republicans, nor some in Lincoln’s own party who feared that it would once again undermine the cause of emancipation by bringing economic slavery to blacks on white owned cotton ginning farms. The mood of the South was rebellious and unrepentant. They sought to regain control of the situation, and could not bear to see blacks getting education, voting rights and freedom. On his part, President Andrew Jackson who took up the reins of Government following Lincoln’s death tried his best to follow the former’s lenient policies for the collective benefit of all. He appointed new Governors in 1865. Unfortunately his efforts did not meet with success and were spurned by the diehard Republicans. They challenged and undermined his efforts, rejected his nominations from the South and eventually managed to oust his Government in 1865-66 after success in the 1866 Congressional elections. They managed to regain control of Congress in

Is the private sector creating sustainable housing developments within Dissertation

Is the private sector creating sustainable housing developments within the UK - Dissertation Example Various methods are also employed to determine the needed approach for sustainability including Wackernagel and Rees’ (1996) ecological footprint which measures the given area’s sustainability with the total goods, services, energy and land which it consumes as appropriated against its carrying capacity. Two models have been proposed by Whitehead (2011) based on the priority: balanced and hierarchical. The balanced sustainability model proposes for an equal treatment and role of the ecological, social and economic forces whereas the hierarchical proposes a strong priority on ecological forces as followed by social and lastly economic (Appendix A & B). The issue on sustainability stemmed from the realisation that the natural environment is easily exploited for consumption benefits but great economic output does not always relate to possible restoration of the degraded ecosystem back to its original condition (Ayres, van den Bergh and Gowdy, 1998). When notable changes to the natural environment as well as the devastating effects of production and consumption from climate change to loss of biodiversity, and failure to meet basic human needs were realised, the debate on sustainability began. ... The good news was that UK was not alone in this lack of solid action with sustainability as other major post-industrial countries also exhibit failed initiatives (Hobson, 2004). Importance of the UK private housing industry: private/public accounts for ...percentage The UK Housing Social housing in the United Kingdom is characterised by private funding of housing associations mediated and guided by appropriate government agencies. It is further described by Oxley (1998) as facing many challenges including the low income of tenants relying mainly on state benefits; macroeconomic reasons led to reduced government support; continued pressure to reduce public spending on housing; substantial backlog of housing repair and maintenance work by council; and a high demand for more social housing (673). The most apparent view was that there were affordability and investment problems as the government encouraged private finance and not-for-profit organisations to become Registered Social Landlo rds. Local authority housing was transferred into owner-occupation and to housing associations or organisations wherein companies are formed from a local authority to newly created organisation which owns and manages housing at â€Å"arms length† from the local authority (674). In 1981, 28% of English housing stock was managed by local authorities but this has since decreased since 1988 when the government shifted role from housing providers to strategic enablers. By 1994, only 18% of the housing stock remained under local authority and council house building reduced to only one per cent by 1994. This was a result of the housing investment programmes or HIPs of the government. It reviews bids for the use of resources as well as permits borrowing

Ethical issues Essay Example for Free

Ethical issues Essay Code of ethics for education defines the professional behavior of educator and serves as a guide to ensure there is ethical conduct. Professional standards commission came up with standards that give guidance as far as conducts that are general accepted in education profession. For this case, there is assurance of protection of safety, health and general welfare of teachers and students to ensure some degree of accountability within the education profession and defines unethical conduct justifying disciplinary action. Educators ought to uphold ethics such as moral sensitivity, moral judgment, moral motivation and moral character among others wile working. Ethical standards are set such as criminal acts, abuse of students, alcohol or drugs, misinterpretation, public fund and property mismanagement and improper remunerative conduct among others (Code of ethics for Educators, 1999) How is it then possible for a teacher, who has been trusted with the welfare of children, dare think, for a moment to have a sexual relationship with a student? Well, here is a case study in Leewicks High School in America. English teacher charged with having affair with student, February 1998 English teacher, Mary (not real name), 35 years old was charged with criminal sexual exploitation and having a sexual and romantic affair with a minor 16 year old boy. She admitted having sex with the boy. Suspicions were raised about the affaire when people saw them together cuddling and holding hands away from the school. Another teacher, Mrs.  Shael (not real name) also found a hand written note with the student’s initials on Mary’s desk. There was also a piece of paper with a list of things she wanted to do which included dinner out and â€Å"great sex! † Police said they seized letters in which Mary wrote. She was upset that the boy wanted to breakup the relationship. The boy told the police that the relationship started when he was 15 years old while baby sitting Mary’s son and taking care of her dogs and cats. They also exchanged gifts and letters, including wedding rings, police said. Mary was arrested at school and initially denied the allegations, saying the boy was fantasizing. Police said that she later confessed. Prosecutors noted that Mary initially made up a cancer story to save her marriage from breaking, and later on continued to use the same lie in order to be absent in her place of work and in an effort to keep the lover boy from terminating the relationship Mary was ordered on bail and could be sentenced to more than eight years. She was suspended with pay. She has separated with the husband; they had a 9 year old son. Mark (not real name), the principal of the school said the whole school felt betrayed. This became the topic of discussion among students and teachers in the school. Some students found it hard to believe the story as they described her as a very nice teacher who is always positive. † She was a very dear teacher to us† student commented. Some felt the act was disguising. The disciplinary action taken might lead Mary to be fired by the education managers. She is likely not to serve the eight years in jail because she can easily be released on bonds. Mary could alternatively have been asked to compensate the teen for sexually using him. The ministry of education could monitor the educator’s conduct and performance after an investigation is held. This action is to ensure that the prosecuted educator is abiding by laws and regulations of the sector. Professional certificate or license could be suspend or revocation. The action is usually taken the way it is outlined in educator’s code of ethics. Another alternative way of dealing with the case is not to allow the educator to be engaged in to play the role of volunteers. Or substitute teachers or any position during the time of her revocation, suspension or denial for the violation of the code of ethics. These solutions though acceptable, may complicate the situation because the students will loose the teacher and the education performance be affected. The sector will also have lost a human resource.

Historical Insights in Devil in the White City Essays -- Devil in the

Historical Insights in Devil in the White City Write an essay discussing the historical insights presented in Erik Larson’s Devil in the White City, being sure to answer the following questions: In what ways does the Chicago World’s Fair of 1893 represent the contrasts and conflicts of the Gilded Age? What is the Fair’s lasting imprint on American society & culture, & what new trends does it signal for the twentieth century?   Ã‚  Ã‚  Ã‚  Ã‚  Although the Chicago World’s fair of 1893 only lasted 6 months, it had an enormous impact on the city of Chicago, its people, and indeed the entire country. Up until that point in its history, the US had done nothing on the scale of the world’s fair, and was regarded as a country of barbarians and cowboys by much of the world, especially Old Europe. The fair was a perfect way for the US to disprove this. In building the fair, they would be placed in direct competition with France, who had built a magnificent fair only a few years before. If Chicago could at least build a fair on par with the Paris fair, it would prove to the world that the US was a cultural, military and political force to be reckoned with. Because of the fair’s gigantic scale, it became a microcosm of the conflicts and the tenor of the times. In effect, the fair was the turning point between the old Victorian days and the modern era, technologically, culturally, politically, and in the hearts of the people of the US and the world.   Ã‚  Ã‚  Ã‚  Ã‚  The United States of the Gilded Age was not the superpower is it today. At best, it was considered a powerful manufacturing and industrial country, but little more. Culturally and politically, it was an upstart to the relatively old and established European powers of the day. At this point in history, much of the American West was still frontier country, relatively undeveloped. The North east, especially New York, was the only part of the US considered by the world to be somewhat civilized and cultured. Even what we think of as east today, most notably Chicago, was thought of as uncivilized. Getting the World’s Fair in Chicago was their chance to prove otherwise. It was also a chance for the whole country to prove its cultural power. With the Fair’s success came new respect from the world, particularly Europe. The US was no longer viewed as much as a second rate power with no culture of its own and no global influence. The fa... ...the people of the US a glimpse of alien cultures that many of them had never heard of, much less seen and learned about. In a way, the fair was a cultural awakening for most of the people of the United States. Suddenly, people from Missouri could tell their friends and families that they had seen Camels, or men from Japan. 27 million people went to see the fair, the vast majority of them Americans. That was a little less than half of the population of the country at this time. That many people seeing cultures and people that many had never heard of would have caused a dramatic effect, transforming the people of this country into a more cultured, worldly people.   Ã‚  Ã‚  Ã‚  Ã‚  The Chicago World’s Fair of 1893 was the turning point between old Victorian, provential, and backwater ways in the US, and the modern outlook and culture we enjoy today. It was built on a scale that had never been seen before. It provided technological wonders, new cultures, and a look into a brighter future. It helped to take the US from being a backwater, second rate power to a world super power. It was progressive in the labor and safety movements. In short, it was a major turning point in American history.   Ã‚  Ã‚  Ã‚  Ã‚  

Julius Ceasar: Brutus Is the Tragic Hero

In the play Julius Ceasar by William Shakespeare, Marcus Brutus is the tragic hero. Brutus is a tragic hero because he has Tragic Flaws. Brutus’s first tragic flaw is that he is naive; he is not a shrewd judge of people. As Caius Cassuis states, â€Å"Well, Brutus, thou art noble. Yet I see/thy honorable mental may be wrought /†¦There for it is meet / That noble minds keep ever with their likes / For who so firm that cannot be seduced? † (1. 2. 319-323). This shows how naive Brutus is because he does not see that Cassuis is trying to manipulate him. Brutus’s second tragic flaw is that he has rigid ethics; he thinks he is unmovable. Brutus states himself that â€Å"[he is] armed so strong in honesty, / that they pass by [him] as the idle wind† (4. 3. 75-76). Brutus thinks he is unmovable because he is so honest that nothing can break him down, and because he has these tragic flaws he is a tragic hero. Many tragic heroes are characterized by good and evil, and Brutus has good and evil characteristics. Brutus’s good character is that he is caring. After Brutus allows his servant Lucius to sleep he calls, â€Å"Boy! Lucius! Fast asleep? It is no matter. / Enjoy the honey-heavy dew of slumber /†¦/ Therefore thou sleep’st so sound† (2. 1. 240-244). Brutus is letting Lucius sleep and this show his good characteristic, that he is caring. Brutus is also characterized by evil. He is characterized by evil because he betrayed his good friend, Julius Ceasar. When Brutus stabs Ceasar, Ceasar’s wo rds to Brutus were â€Å"Et tu, Brute? Then fall, Ceasar† (3. 1. 84). In this scene Ceasar is surprised that Brutus is with the conspirators who murder him, because Brutus was a great friend to Ceasar. Brutus betrays their friendship by stabbing Ceasar. Brutus’ bad and evil characteristics make him a tragic hero. Brutus faced a downfall, which is an event that tragic hero’s face. The hubis, or the person or thing that cause Brutus’s downfall was Mark Antony and the speech he made at Caesar’s funeral. Caius Cassius knew or had a feeling to not let Antony speech, â€Å"You know not what you do, do not consent / That Antony speak in [Ceasar’s] funeral. / know you how much the people may be moved/ By that which he will utter? /†¦ / I know not what may fall. I like it not† (3. 1. 250 – 254, 262). Cassius stated that he does not have a good feeling about letting Mark Antony speak because he had a feeling that something bad will occur because of what Antony will say. What Cassuis said was true, because shortly after Antony’s speech Brutus and Cassius ran away and the Plebeians went into a rage due to Antony’s speech. This led to the downfall of Brutus. The downfall or the death of Brutus makes him a tragic hero because before he commits suicide, he sees justification/glory in his fall. Brutus says himself â€Å"my heart doth joy, that yet all my life/ I found no man, but he was true to me. / I shall have glory by this losing day/ More that Octavius and Mark Antony† (5. 5. 38 – 41). He sees glory in his death because he realizes that his life wasn’t bad, because he had true friends, and that he sees more glory in his suicide than Octavius Ceasar and Mark Antony will see glory in their victory. An because Seo 3 Brutus had many characteristics and events – in the play Julius Ceasar by William Shakespeare – that tragic heroes face, Marcus Brutus is ta tragic hero.