The Contrast of Character Between Cleopatra and Octavia Essay -- Compa

Abstract Between the characters of Octavia and Cleopatra there exists a "moral contrast" (Bree 110) -a conflict of Roman ideals and Cleopatra's foreignness. Throughout the tradition of Cleopatra, authors, including Plutarch, Shakespeare, Dryden, and Fielding, as well as filmmakers such as Mankiewicz, have separated Cleopatra from Rome and Octavia because of her combination of political power and sexuality: "The notion of Cleopatra that we have inherited identifies her primarily as being the adversary, the Other. Her otherness is twofold. She is an Oriental, and she is a woman†¦" (Hughes-Hallett 4). If Cleopatra represents the 'Other', then Octavia exemplifies Rome itself. She embodies all of the characteristics of a proper Roman wife: beauty, grace, wisdom, and above all obedience to her husband. Octavia is Antony's celebrated wife throughout the literature although their relationship is dispassionate, while Cleopatra's "otherness" prevents her from attaining the respectable title of Ant ony's wife despite their love. Octavia acts as a character foil for Cleopatra, highlighting Cleopatra's foreign nature and her sexuality, which the Romans find unattractive and unacceptable in the character of a woman. Plutarch: The Life of Marcus Antonius I begin my study of the comparison of Cleopatra and Octavia with Plutarch's The Life of Marcus Antonius, a so-called "historical text." Although Plutarch's writing is perhaps our most trusted source on Cleopatra, his "factual" manuscript is by no means unbiased. Plutarch, as we will see with Shakespeare, Mankiewicz, Dryden, and Fielding in the ensuing pages, presents Cleopatra as the opposite of Octavia. While Octavia represents the Roman ideal of a woman, Cleopatra is a self-seeking Egyp... ...2013. Web. 26 June 2015. http://www.gutenberg.org/ebooks/2062 Fielding, Sarah. The Lives of Cleopatra and Octavia. Kessinger Publishing, LLC, 2010. Web. 19 June 2015. https://muse.jhu.edu/login?auth=0&type=summary&url=/journals/studies_in_english_literature/v039/39.3gadeken.html Hughes-Hallett, Lucy. Cleopatra: histories, dreams, and distortions. New York: Harpercollins, 1991. Loomba, Ania. Gender, race, Renaissance drama. Oxford University Press, 1992. Web. 9 June 2015. http://www.jstor.org/stable/438273?seq=1#page_scan_tab_contents Plutarch. The Lives of the Noble Grecians and Romans. Excerpts from "The Life of Marcus Antonius." Oxford: Oxford University Press, 1994. Gutenberg.org Web. 14 June 2015. http://www.gutenberg.org/ebooks/674 Shakespeare, William. Antony and Cleopatra. Ed. Barbara A. Mowat, and Ed. Paul Werstine. Simon & Schuster, 2005 The Contrast of Character Between Cleopatra and Octavia Essay -- Compa Abstract Between the characters of Octavia and Cleopatra there exists a "moral contrast" (Bree 110) -a conflict of Roman ideals and Cleopatra's foreignness. Throughout the tradition of Cleopatra, authors, including Plutarch, Shakespeare, Dryden, and Fielding, as well as filmmakers such as Mankiewicz, have separated Cleopatra from Rome and Octavia because of her combination of political power and sexuality: "The notion of Cleopatra that we have inherited identifies her primarily as being the adversary, the Other. Her otherness is twofold. She is an Oriental, and she is a woman†¦" (Hughes-Hallett 4). If Cleopatra represents the 'Other', then Octavia exemplifies Rome itself. She embodies all of the characteristics of a proper Roman wife: beauty, grace, wisdom, and above all obedience to her husband. Octavia is Antony's celebrated wife throughout the literature although their relationship is dispassionate, while Cleopatra's "otherness" prevents her from attaining the respectable title of Ant ony's wife despite their love. Octavia acts as a character foil for Cleopatra, highlighting Cleopatra's foreign nature and her sexuality, which the Romans find unattractive and unacceptable in the character of a woman. Plutarch: The Life of Marcus Antonius I begin my study of the comparison of Cleopatra and Octavia with Plutarch's The Life of Marcus Antonius, a so-called "historical text." Although Plutarch's writing is perhaps our most trusted source on Cleopatra, his "factual" manuscript is by no means unbiased. Plutarch, as we will see with Shakespeare, Mankiewicz, Dryden, and Fielding in the ensuing pages, presents Cleopatra as the opposite of Octavia. While Octavia represents the Roman ideal of a woman, Cleopatra is a self-seeking Egyp... ...2013. Web. 26 June 2015. http://www.gutenberg.org/ebooks/2062 Fielding, Sarah. The Lives of Cleopatra and Octavia. Kessinger Publishing, LLC, 2010. Web. 19 June 2015. https://muse.jhu.edu/login?auth=0&type=summary&url=/journals/studies_in_english_literature/v039/39.3gadeken.html Hughes-Hallett, Lucy. Cleopatra: histories, dreams, and distortions. New York: Harpercollins, 1991. Loomba, Ania. Gender, race, Renaissance drama. Oxford University Press, 1992. Web. 9 June 2015. http://www.jstor.org/stable/438273?seq=1#page_scan_tab_contents Plutarch. The Lives of the Noble Grecians and Romans. Excerpts from "The Life of Marcus Antonius." Oxford: Oxford University Press, 1994. Gutenberg.org Web. 14 June 2015. http://www.gutenberg.org/ebooks/674 Shakespeare, William. Antony and Cleopatra. Ed. Barbara A. Mowat, and Ed. Paul Werstine. Simon & Schuster, 2005

Reflective Log: Post Modernity

Through the lecture of week 2, I understood the definition of post modernity. It is defined that ‘Post modernity is a reaction to the advanced alienation of late capitalism tempt to restore some meaning to the existential despair over the growing irrationality of modernity’ (Lee, 1992). In addition, I also learned that post modernity has many characteristics which consists of hyper reality, chronology, fragmentation, dedifferentiation, pastiche, anti-foundationalism, reversals of production and consumption, decentering of subject and paradoxical juxtapositions. However, I did not understand what they are and it is really complex to learn initially. After the lecture, I knew them better than before. For example, Disney land theme parks all over the world could be strongly reflected the hyper reality. Personally, Hyperrealism is a symptom of postmodern culture. Hyper reality does not â€Å"exist† or â€Å"not exist. It is simply a way of describing the information to which the consciousness is subject. I good understand about this feature. Furthermore, take ‘Hui Li’ Sneakers in China as a good example. This brand sneaker is popular in 1990s, and goes out of the market for nearly 20 years, but it is popular on the market up again as the symbol of the main trend. Moreover, pastiche as a feature in post modernity was reflected interestingly. For example, in the post modern society, those creative people are not rigidly adhere to old things and want to use modern elements on the basis of the original classics. A famous oil painting of ‘The Last Supper’ by Leonardo da Vinci was recreated in a new interesting style. I have understood three features of hyper reality, chronology and pastiche very well. Nevertheless, the rest features are not so well understanding about them, and I will continually learn them step by step.

Renaissance Dbq

Renaissance was a time of rebirth of the studies of the Greeks and Romans, as well as the start of new ideas. Some ideas that were created in the Renaissance include: individualism, secularism and humanism. Individualism was the concept of the individual and the belief to be able to reach the best of its abilities. Secularism is enjoying worldly affairs, which took after the Roman’s epicureanism. Lastly, the concept of humanism which is the study of human nature. All three of these ideas were ideal to the purposes and values of education throughout the Renaissance.These ideas were useful to the people as well as caused them damage. Thus, education and its purposes and values were argued hotly throughout the Renaissance. Some of the main arguments were education for upper class, education for all, and criticizing education over all. Some Renaissance men argued that education should be for the upper class or people who wish to attempt to be part of the upper class. They believed the upper class was the only people that needed an education since they were at the top.Some men who believed this were Castiglione, Aeneas Sylvius Piccolomini, and John Amos Comenius. Castiglione wrote a book to the courtiers describing how a courtier should behave. This book, The Courtier, was used by upper class for three hundred years to teach their kids about manners and behaviors. Castiglione suggests that a courtier should be well-rounded in his studies and be â€Å"passably learned in the humanities, in the Latin poets, orators and historians† (Doc. 3). Compared to a lower class male, Castiglione believes the upper class needs more education.Aeneas Sylvius Piccolomini was an Italian humanist who later became pope. He describes that education is needed on high class, especially a prince or any ruler (Doc. 1). John Amos Comenius stressed the importance of education and university; which, back then, university was more for the upper class since they can afford it. He be lieved the only useful education was university (Doc. 13). As more time passed by, the percentages of justices of the peace who attended university increased. More men started getting an education and becoming part of the upper class.Francesco Guicciardini was an Italian statesman and historian. When he was young he never took education seriously, but as he grew older he regret it and wished he paid more attention. He talks about that if he had a great education he could have â€Å"opened the way to the favor of princes and sometimes to great profit and honor†. He believed that if he had a great education he could have been in the upper class (Doc. 6). This shows that many people argued strongly about the purpose and value of education was for the upper class or to attempt to be part of the upper class.Other Renaissance men believed that education should be for all. This idea was practiced more in the Northern Renaissance than the Italian Renaissance but it was still used in both. An example of Northern Renaissance men that hold this idea would be Desiderius Erasmus and a man from the School Ordinances. He wrote the Praise of Folly which was a satire against the church. Erasmus was also known for his strong belief in education and institution (Doc. 4). A man from the School Ordinances believed everyone should go to school so they can learn discipline and to be afraid of god.I think this view point is strange since this man is telling this to a pastor and a pastor wouldn’t like the idea of teaching kids to be afraid of god (Doc. 7). Examples of Italian Renaissance men who hold this idea would be Battista Guarino. Battista Guarino believed learning and training in virtue is the true meaning of humanist and that this property pursuits all of mankind (Doc. 2). The values and purposes of education was to reach a wider variety and attempt to give education to all. Lastly, another group of Renaissance men argued intensively that the values and purposes of Renaissance education was useless and pointless.John Brinsley was an English schoolmaster and he believed that when adolescents went to school, they â€Å"have little sense of the meaning and true use of learning†. He claims that all they know is how to write in Latin which â€Å"no one will want to read† (Doc. 10). In a letter from an unknown man to the Parlement of Dijon, he says, â€Å"the study of literature is appropriate only to a small minority of men† (Doc. 11). He goes on to say that more hard-working bodies are needed than dreamy and contemplative spirits. Michel de Montaigne was a French essayist and politician.He called the educational system absurd and accused the cause of the selection of books was due to which one sounds the best not which one has the best facts (Doc. 8). John Amos Comenius believed education was pointless until university. He stressed the importance of education in university, which was usually the upper class who went to univ ersity. He criticized and emphasized the unimportance of education before university greatly (Doc. 13). The values and purposes of education were discussed and argued greatly throughout the Renaissance.The main arguments were education for upper class, education for all, and criticizing education over all. Castiglione, Aeneas Sylvius Piccolomini, and John Amos Comenius believed strongly in education for upper class. Desiderius Erasmus, a man from the School Ordinances, Battista Guarino believed in education for all. Lastly, John Brinsley, Michel de Montaigne, and, once again, John Amos Comenius criticized the education system strongly. All three topics are only a few of the many values and purposes of the education during the Renaissance.

Miracles Do Exist essays

Miracles Do Exist essays Do you ever feel lonely? Have you ever lost all hope and then out of nowhere all your troubles are gone? Boyz II Mens song, The Color of Love, speaks of these painful feelings and how to overcome them. I decided to write about this song because loneliness is a universal feeling that we can all relate to. When you feel alone you can experience confusion and mixed emotions. These mixed emotions can lead you to do things you might not want to do or you do not realize at the moment what it is that you are doing. Loneliness is something that everyone has gone through and there is no denying it. When you feel lonely all you want is some sort of comfort and advice. Someone to help you through the good times and the bad times. If you are lucky that special person will be by your side to help you and show you the way to happiness. After overcoming hard times everything seems to fall back into place and you do not feel out of place anymore. And I was at the end of my rope, I needed someone to cut me loose. To me this quote means going through hard times and yearning for someones attention. This verse explains how the artist was lonely and needed someone to help him through his hard times. He needed someone to give him advice and ease his pain. Being at the end of your rope means to have nowhere else to go and either your life ends there or you find a way to go on with life. It is like that is all you can take and you need to let all of that pain out by talking about it to someone so that you do not have to carry your burden anymore. When the artist is singing this verse the music is really soft and this song might put you into a soothing mood. It is a slow song that can relax you. The second verse talks about how to overcome your pain. An angel out of the blue gave me the sense that I might make it through, describes how a special person out of nowhere put the artist back on ...

Avro Lancaster Bomber in World War II

Avro Lancaster Bomber in World War II The Avro Lancaster was a heavy bomber flown by the Royal Air Force during World War II. An evolution of the earlier and smaller Avro Manchester, the Lancaster became one of the backbones the RAFs nighttime bombing offensive against Germany. Possessing a large bomb bay, the aircraft proved capable of carrying a variety of exceptionally heavy weapons including Grand Slam and Tallboy bombs. The Lancaster was also adapted for special missions such as the Dambuster Raid (Operation Chastise) in 1943. During the course of the war, over 7,000 Lancaster were built with approximately 44%lost to enemy action. Design and Development The Lancaster originated with the design of the earlier Avro Manchester. Responding to Air Ministry Specification P.13/36 which called for a medium bomber capable of being used in all environments, Avro created the twin-engine Manchester in the late 1930s. Similar in appearance to its later cousin, the Manchester utilized the new Roll-Royce Vulture engine. First flying in July 1939, the type showed promise, but the Vulture engines proved highly unreliable. As a result only 200 Manchesters were built and these were withdrawn from service by 1942. As the Manchester program was struggling, Avros chief designer, Roy Chadwick, began work on an improved, four-engine version of the aircraft. Dubbed the Avro Type 683 Manchester III, Chadwicks new design utilized the more reliable Rolls-Royce Merlin engine and a larger wing. Renamed Lancaster, development progressed quickly as the Royal Air Force was engaged in World War II. The Lancaster was similar to its predecessor in that it was a mid-wing cantilever monoplane, featured a greenhouse-style canopy, turret nose, and a twin tail configuration. Built of all-metal construction, the Lancaster required a crew of seven: pilot, flight engineer, bombardier, radio operator, navigator, and two gunners. For protection, the Lancaster carried eight.30 cal. machine guns mounted in three turrets (nose, dorsal, and tail). Early models also featured a ventral turret but these were removed as they were difficult to site. Featuring a massive 33 ft.-long bomb bay, the Lancaster was capable carrying a load of up to 14,000 lbs. As work progressed, the prototype was assembled at Manchesters Ringway Airport. Production On January 9, 1941, it first took to the air with test pilot H.A. Bill Thorn at the controls. From the start it proved to be a well-designed aircraft and few changes were needed before moving into production. Accepted by the RAF, remaining Manchester orders were switched to the new Lancaster. A total of 7,377 Lancasters of all types were built during its production run. While the majority was built at Avros Chadderton plant, Lancasters were also built under contract by Metropolitan-Vickers, Armstrong-Whitworth, Austin Motor Company, and Vickers-Armstrong. The type was also built in Canada by Victory Aircraft. Avro Lancaster GeneralLength: 69 ft. 5 in. Wingspan: 102 ft. Height: 19 ft. 7 in. Wing Area: 1,300 sq. ft. Empty Weight: 36,828 lbs. Loaded Weight: 63,000 lbs. Crew: 7PerformanceEngines: 4 Ãâ€" Rolls-Royce Merlin XX V12 engines, 1,280 hp each Range: 3,000 miles Max Speed: 280 mph Ceiling: 23,500 ft. ArmamentGuns: 8 Ãâ€" .30 in (7.7 mm) machine guns Bombs: 14,000 lbs. depending on range, 1 x 22,000-lb. Grand Slam bomb Operational History First seeing service with No. 44 Squadron RAF in early 1942, the Lancaster quickly became one of Bomber Commands principal heavy bombers. Along with the Handley Page Halifax, the Lancaster carried the load of the British nighttime bomber offensive against Germany. Through the course of the war, Lancasters flew 156,000 sorties and dropped 681,638 tons of bombs. These missions were a hazardous duty and 3,249 Lancasters were lost in action (44% of all built). As the conflict progressed, the Lancaster was modified several times to accommodate new types of bombs. Avro Lancaster B.Is of 44 Squadron. Public Domain Initially capable of carrying 4,000-lb. blockbuster or cookie bombs, the addition of bulged doors to the bomb bay allowed the Lancaster to drop 8,000- and later 12,000-lb. blockbusters. Additional modifications to the aircraft allowed them to carry the 12,000-lb. Tallboy and 22,000-lb. Grand Slam earthquake bombs which were used against hardened targets. Directed by Air Chief Marshal Sir Arthur Bomber Harris, Lancasters played a key role in Operation Gomorrah which destroyed large parts of Hamburg in 1943. The aircraft was also widely used in Harris area bombing campaign which flattened many German cities. Special Missions During the course of its career, the Lancaster also achieved fame for conducting special, daring missions over hostile territory. One such mission, Operation Chastise a.k.a. the Dambuster Raids, saw specially modified Lancasters use Barnes Wallis bouncing Upkeep bombs to destroy key dams in the Ruhr Valley. Flown in May 1943, the mission was a success and provided a boost to British morale. In the fall of 1944, Lancasters conducted multiple strikes against the German battleship Tirpitz, first damaging and then sinking it. The destruction of the ship removed a key threat to Allied shipping. Upkeep bomb mounted on a Avro Lancaster. Public Domain Later Service In the final days of the war, the Lancaster conducted humanitarian missions over the Netherlands as part of Operation Manna. These flights saw the aircraft drop food and supplies to that nations starving population. With the end of the war in Europe in May 1945, many Lancasters were slated for transfer to the Pacific for operations against Japan. Intended to operate from bases in Okinawa, the Lancasters proved unnecessary following Japans surrender in September. Retained by the RAF after the war, Lancasters were also transferred to France and Argentina. Other Lancasters were converted into civilian aircraft. Lancasters remained in use by the French, largely in maritime search/rescue roles, until the mid-1960s. The Lancaster also spawned several derivatives including the Avro Lincoln. An enlarged Lancaster, the Lincoln arrived too late to see service during World War II. Other types to come from the Lancaster included the Avro York transport and the Avro Shackleton maritime patrol/airborne early warning aircraft.

School Bulling Intervention Program by Olweus Essay

School Bulling Intervention Program by Olweus - Essay Example This makes the quasi experimental and experimental designs more difficult where randomization is not carried out, as more irrelevant interpretations are well ruled out in case the study is carried out through randomized sampling procedures. The problem of maturation in this study is taken care of by ensuring that all the participants in the study are of the same age gap. Important is that there occurs a relation between bullying and agenda these developmental changes needed to be controlled effectively if appropriate results were to be obtained. In the First Bergan Project that Olweus basis the argument on, there is however shortcomings in that some collected data in the extended selection cohorts might not be applied in evaluation of the program effects. The longitudinal design of the experiment makes it impractical to take this into account during the statistical analysis. This would make this design to have less precision in the final results and having less power as compared to u sing designs where repeated measures are incorporated. The repeataiton of data and the presence of irrelevant factors in the intervention program make this approach a sensitive one and as Olweus argues, care has to be taken in making decisions regarding the relevant and irrelevant factors in such designs. Olweus despite these challenges finds the use of extended cohorts design to be of much importance and would effectively lead to concluding on the effectiveness or ineffectiveness of a particular intervention program, besides this approach being easier to use and a natural step in evaluating the happenings in schools concerning activities related to bullying. Research design Olweus used the extended cohorts design to review and evaluate the effects of... This essay approves that to measure the effectiveness of the intervention programs, results of one of the cohorts could be analyzed critically to register the observed changes in areas that could indicate that the changes happened as a result of the intervention program. The new national initiative against bullying in Norway in 2000 that was implemented by the Olweus Group against Bullying and antisocial behavior was more enlightening concerning Olweus research design, and involved training instructors candidates that were supposed to lead in recurring staff discussion groups. The use of staff discussion groups in the Norwegian initiative was also instrumental in portraying the ideology and design of Olweus program that aimed tackling the bullying issues form all perspectives and stakeholders. That more information regarding bullying, how it could be contained and the necessary prevention mechanism implemented, makes the Olweus research design to be comprehensive, broad, more elabora te and involving the necessary parties. This repoort makes a conclusion that the effectiveness of Olweus bullying intervention program has its effectiveness from the design of the study that involved a broad integration of cohort studies and other relevant studies over the use to come up with certain hypothesis statements and findings that aided in formulation of a more effective approach. Though there are lower rates of validity threats, the study portrays how a system such as the schools could be integrated with an aim of solving a problem successfully.

Free movement of people, discrimination on the grounds of nationality, Essay

Free movement of people, discrimination on the grounds of nationality, the legitimacy of an EU regulation - Essay Example The researcher states that article 45 of the Consolidated version of the Treaty on the Functioning of the European Union (TFEU) covers the free movement of workers within the European Union. Essentially, the right to freedom of workers of EU nationals within member states shall be â€Å"secured within the European Union†. The freedom of movement of workers contained in Article 45 is thus exemplified and regulated by virtue of Regulation ECC 1612/68 which confers upon EU workers the right to have family members reside with him/her when working in another member stae. Together this regulatory framework as applied the European Courts means that Freedom of movement of EU nationals intrinsically means that all obstacles to the freedom of movement must be eliminated. Thus, the EU law regulating the free movement of workers confers upon Rodger, an EU national to work freely within the EU and he should be secure in that right in that all obstacles to this right should be removed. It a ppears that the main obstacle to Rodger’s right to work freely within the EU is the immigration status of his wife Jaunita, who is a non-Member national (Columbian). Rodger who has had difficulties obtaining residential status for Jaunita in England has obtained an entry visa for her in the Netherlands where he has taken up work at a university there. Under the family reunification principle, Rodgers has the right to now return to England with his non-member state wife. It was held in C-370/90 Singh [1992] that a member state could not apply its national immigration laws to a case where an individual national of one member state exercised his or her right to the free movement of workers. If this were the case, EU nationals would not exercise the right to free movement of workers for fear that they could not return to the home state with their families.5 It therefore follows that while England could have rejected Rodger’s application for a residence permit for his forei gn spouse initially, England cannot stop Rodger going to another member state to work, obtaining a residence permit for Jaunita and returning to England with the right to continue to have Jaunita residing with him in England.6 By exercising the right to the free movement of workers within the EU, Rodger is entitled to the protection conferred upon him under EU law and with that comes the right to the protection of his private and family life.7 At the end of the day, once a EU citizen exercises the right to the free movement of workers under Article 3(1) of Directive 2004/38, they will have the rights of residence and employment in the host member state continue in the home state upon return.8 It has also been held that once an EU national exercises the right to the free movement of workers within the EU, his/her spouse, including non-member state spouses have the right to work in the host state.9 Based on the authorities discussed, it is concluded that Rodger has the right to have J aunita reside with him in the Netherlands. Jaunita also has the right to work in the Netherlands as a dependent on Rodger. Moreover, based on the family reunification principle, Jaunita and Rodger may return to England with Jaunita continuing to exercise the right to reside with Rodger and work, rights transferred from the host state to the home state under Community law relative to the free movement of workers. 2. Discrimination on the Grounds of Nationality Juanita and Rodger have the right to the protection accorded all individuals within the EU under the non-discrimination principle expressed in Article 21 of the Charter of Fundamental Rights of the European Union,