An Adventure on the Charles

An Adventure on the Charles Tonight I was in an MIT admissions webcast, which was targeted towards the Midwest region but was really open to anyone. Basically, I sat around and answered questions about student life while Tiffany (who’s pretty awesome!) answered the hard questions about applications and statistics and stuff. If you were watching, you may remember that I went off on a tangent about my sailing PE class at some point. (If you were watching, you also may remember that I got asked to prom. What??) If you remember the sailing, you might have been thinking, “Hmm, it sounds like Kate really wants to talk more about this, but also knows that it would be pretty off topic, so she’s restraining herself from going off on a tangent, awkwardly.” Okay, maybe it’s a little plausible that you’d be thinking exactly that. But if you were, as a matter of fact, you’re right! I have a story about sailing. I’m a “story” kind of a person. I structure a lot of my conversations with other people around telling them stories, and listening to their stories, almost to the point of using it as a conversational crutch. So usually, when I get a good story, or more precisely when something happens to me which makes a good story, I end up telling it to just about everyone I talk to, until it’s good and worn out. And this is exactly what I was doing during the sound check for the webcast: telling my sailing story! Which gave me the idea to write it here: now I don’t have to tell everyone my sailing story over and over because I can tell it to everyone, all at once! Hamsika just blogged about sailing, but my story is so different that I’m going to tell it anyways. As part of the MIT PE requirement (which might seem weird to some of you, but for me it’s actually really chill because I was required to have PE every day in high school) I’m taking a sailing class! So this morning at 11am I reported to the sailing pavilion for our lesson, and rigged up a boat with my partner Webb H. ’14. The idea for today was to push off the dock, sail about halfway across the river, turn around, come back, and practice landing at the dock. That was the point: practice landing at the dock. When you sail you can either be the skipper, the one who holds the rudder, or you can be the crew, the one who pulls the rope that the sail is attached to. (Now, in sailing, the crew can let go of the rope holding the sail anytime she wants to, but the skipper can never let go of the rudder. Ever. Ever ever ever. Remember this, it will be important later.) Webb and I went out and practiced landing twice, once in each role. Then, it was time to go out solo. Webb went first, did a fantastic job, and then, there was no avoiding it… it was my turn. Honestly, I was mostly worried about getting away from the dock. In order to get away from the dock, you have to get the boat going, so you basically run along the dock, pulling it along, and then push away and jump onto it. And I was about 99.8%* certain I was going to land in the Charles River. I carefully planned my route along the dock so I’d be jumping from somewhere relatively dry, bit my lip, and went for it. Imagine my surprise when I found both feet squarely in the bottom of the boat! So the hard part was over. I sat down on the side of the boat, near the back, right where I was supposed to, and grabbed the rudder and the sail rope, and set sail towards Boston. And it was awesome! And liberating! I felt so self-sufficient and outdoorsy and alive! And then… it was time to turn around. In sailing, there are two kinds of turns. I like to call them the Easy Turn and the Hard Turn. Obviously, on my first solo sail, I was going for an Easy Turn. Easy Turns, also known as tack turns, involve turning into the wind by pushing the rudder away and pulling the sail in to bring it over to the other side, and then switching sides of the boat. Easy enough, right. “Okay, Kate,” I thought, “here goes. Tack turn. No big deal.” I pushed the rudder away and pulled the sail in andâ€"ran into problems. See, before, whenever I’d done tack turns, I’d done them with Webb, so I’d been either crew or skipper, but not both. So it took a solo sail to realize that really, it takes two hands to pull in the rope. But you can NEVER LET GO of the rudder! So I pushed the rudder away and pulled the sail rope in…and then needed to pull the sail rope in more, so I used my rudder hand to grab the slack in the rope, which meant my rudder hand was back in the middle of the boat, which meant I was no longer turning! This continued for 3 or 4 tries. Imagine the scene: slightly blustery, cloudy, chilly. At rise: slightly inept novice sailor, Kate, alone in a boat, center stage (where stage=Charles River), desperately trying to do a tack turn. The boat turns about 90 degrees clockwise to face the Harvard bridge, before Kate’s lack of three arms catches up to her and the wind takes over, blowing the boat back 90 degrees counterclockwise to face Boston. And repeat. After a while of this, I decided there was nothing for it: I was going to have to try a Hard Turn. Otherwise known as a jibe, Hard Turns involve turning the other way. The advantage here is that you don’t have to do anything with the rope: it just hangs free. You pull the rudder towards you, and then (this is the part that makes it a Hard Turn) once the boat has turned around enough, the sail THWACKS across to the other side, completely unrestrained, really really fast. And it is scary. And I’d never been skipper for a jibe before, only crew. But it was the only way I could turn around, so I went for it. I pulled the rudder towards myself, and the boat turned around, and THWACK!!! and even though that’s exactly what’s supposed to happen, I screamed. And panicked, a little, I think. And then the boat was tipping wildly so I was trying to move around to balance it out so I let go of the rudder to try to balance the boat which of course made it more tippy and… wait… yes, you read right, I LET GO OF THE RUDDER!! OH NO! So at this point I was totally panicking and I was like, must get rudder and I lunged for it and I got it! And the boat calmed down, and straightened out, and I got my bearings and looked up to the front of the boat… and I was looking at Boston. I’d done a complete 360! Eventually, I managed a tack turn by wedging the slack of the rope between my knees, and made it back to the dock. It didn’t help that right after my jibe-360 fiasco, the instructors started using the loudspeakers to tell us all to come home. I was clearly the furthest one out in the river, and I did not look like I was planning on coming home anytime soon, and I just wanted to say “No! I’m trying, I promise!” But I did make it back, and the funny thing is, my landing was perfect. Yeah, the skill we were supposed to be learning? I rocked that. But turning around… heh. Heh. So, sailing aside, I started this blog post talking about the admissions webcast. Which happens to have gotten me into a question-answer-y mood. (There’s got to be a better word for that kind of mood…) The gist is, if you have questions about MIT/Admissions, I’m happy to answer them! (hah. As if I’m not ALWAYS happy to answer questions about MIT!) *Did you know that 72.3% of all statistics are made up on the spot?

Communication Verbal And Non Verbal Communication

Communication is a complex activity which involve verbal and non-verbal communication, the topic under discussion, the prejudgments that people bring to the topic, and the â€Å"communication history† between participants in the discussion. A Speaker who transmits message must ensure that the message is delivered clearly. A listener who takes the messages must be an active listener. As effective communication can only take place when the recipient of the message understands it’s meaning and able to express that meaning back to the speaker or sender of the message. (Flexstudycom.2015). 2.1 Types of Communication People communicate with each other in a number of ways that depend upon the message and its context in which it is being sent. There are basically 2 categories of communication channel: †¢ Verbal Communication †¢ Non-verbal Communication 2.1.1 Verbal communication refer to the form of communication in which message is transmitted verbally. The main idea of verbal communication is to keep everything â€Å"KISS† (keep it short and simple). And it can further divide into Oral Communication and Written Communication. 2.1.2 Non-verbal communication is the sending or receiving of wordless messages. With the body people communicate a wide variety of message through gestures, facial expressions, eye movements and touching behavior. Sometimes non-verbal communication response contradicts verbal communication and hence the affect the effectiveness of message.These non-verbal meansShow MoreRelatedCommunication And Verbal And Non Verbal Communication Essay1500 Words   |  6 PagesCommunication, as described in ‘businessdictinary.com,’ is a two-way process in reaching mutual understanding, in which participants not only exchange information, news, ideas and feelings but also create and share meaning. It is a means of connection between people or places. 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Our everyday life isRead MoreVerbal And Non Verbal Communication1632 Words   |  7 Pages Within the laboratory, there are a range of communication methods that are used to convey information between biomedical scientists and the service users (consultants and patients). Verbal and non-verbal communication shapes our interactions with others and the interpersonal relationships with those around us, including our co-workers and service users. Verbal communication comprises of any form involving the use of words, whether they may be spoken by voice, or written and signed. We use it toRead MoreVerbal And Non Verbal Communication1018 Words   |  5 PagesIs it possible to truly stop ourselves from physically reacting to someone else’s invitation of verbal or non-verbal communication? Is it possible to â€Å"not react† at all? Do we have this kind of control over our emotional and physical body language? 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Amy Lucas highlights in her article the fact that, Our ancestors huntedRead MoreVerbal And Non Verbal Communication1753 Words   |  8 PagesThe difference between verbal and non-verbal communication Verbal communication is communicating with another person using speech or written words. We communicate verbally using tone, pitch and the speed of our spoken words. These usually indicate different emotions. For example a high pitch and fast paste speech can indicate excitement. Verbal communication is used in a health and social care environment to make sure that we understand clearly what the client or patient wants or might need. These

Portrayal Of Gender Stereotypes Of Children s Television...

Portrayal of Gender Stereotypes in Children’s Television Commercials. Liuyi Bian University of Florida Abstract The purpose of this study was to examine the differences in gender portrayal in children’s television commercials. The hypothesis that stated, if an observed television program is determined to be intended for girls, then the colors used in the commercials would be predominantly intended for girls, is strongly supported. To do content analysis, we first gathered a sample of 50 television commercials aired on children’s television channels between 8 to 10 PMï ¼Å' then we coded each of the predictor and criterion variables and conducted a chi-square test. Our results indicate that most girl oriented television programs presented commercials that incorporated girl stereotypical colors. Furthermore, girls are often associated with bright and pastel colors while boys are associated more with neutral colors. Portrayal of Gender Stereotypes in Children’s Commercials Introduction Upon birth, everyone is acknowledged as either male or female. Excluding physical characteristics, men and women are often separated into two ends of a spectrum. Yet instead of a clearly divided line, what separates the two is in fact common societal standards and beliefs; these include cultural and gender norms and stereotypes. Who established these supposed â€Å"universal standards†, and in what other ways were they introduced to the general public? One of the mostShow MoreRelatedBrainwashing Youth : How Advertising Influences Children On Gender Images1496 Words   |  6 Pages Brainwashing Youth: How Advertising Influences Children on Gender Images For advertising companies, the topic of advertising to children is one that is very controversial and could lead to a lot of debate on whether it is even ethical to do so. 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British invasion to the UAE Free Essays

The British invasion on the United Arab Emirates began consequently after the period of the intervention of Europe in the budding years of the 16th century with Portugal. A century and a half later, Dutch and British conquests began to outdo one another in terms of dominating the UAE. In the closing years of the 18th century, Britain eventually became the major dominating force in the Arab territory. We will write a custom essay sample on British invasion to the UAE or any similar topic only for you Order Now Both the contemporary ruling clans of Ra’s al Khaymah as well as Ash Shariqah, known as the Qawasim back in the days, grew to a significant level of marine power in the lower gulf eventually raiding maritime vessels from the British colony of India. After routing the naval force of the Qawasim, the British forces mandated in 1820 a number of treaties that brought forth and maintained a maritime truce. This later paved the way for the creation of the United Arab of Emirates after being labeled with the name as Trucial States. Two years after, the external security issues as well as the foreign relationship of the state with other countries became absorbed by British responsibility. The British continued its protective control over the area of the UAE until 1971. Over the course of these years, the inner affairs of the UAE were devoid of British intervention as the latter was more after the protection of the maritime commerce in the area of the Persian Gulf. Moreover, it has been observed that part of the British control of the UAE established overall peace as well as the Western notion of territorial states was also introduced. Far more importantly, the cooperative characteristic among the seven emirates was further amplified after the formulation of the Trucial States Council in 1952. The foundation of the UAE’s Supreme Federal Council is traceable in such council. Reference United Arab Emirates. (1997). Retrieved May 9, 2007, from http://encarta. msn. com/encyclopedia_761560366_7/United_Arab_Emirates. html How to cite British invasion to the UAE, Papers

William Shakespeares Romeo and Juliet Essay Example

William Shakespeares Romeo and Juliet Essay William Shakespeares Romeo and Juliet is one of the worlds greatest love stories. There have been many different interpretations of the play; one of the most famous interpretations of the play is the modern version produced by Baz Luhrmann (1996). The Baz Luhrmanns production captures the intensity and emotional hardship of the characters. Its surprising how much pain and sorrow this interpretation can inflict on the audience. Every aspect of the film adds something extra, such as; the sweeping orchestral music, action, violence and above all the atmospheric weather, which changes like a symbolic mood that passes through you. Although traditional and somewhat clichà ¯Ã‚ ¿Ã‚ ½, Zeffirellis version made in 1968, sticks very much to the original text compared to Luhrmanns. Zeffirellis interpretation has less violence and does not use music to set an emotion or atmosphere as much as Baz Luhrmanns. I am focusing on Act 3 Scene 1 from the Luhrmanns version of the play. This scene is the deaths of Mercutio, Romeos best friend and Tybalt, Juliets cousin. This is a pivotal scene in the play as it leads directly to Romeos exile and ultimately to the deaths of Romeo and Juliet. Romeos anger towards Tybalt for murdering Mercutio, leads him to kill Tybalt. From this point in the scene Romeo realises that he has ruined his life forever. O, I am fortunes fool. We will write a custom essay sample on William Shakespeares Romeo and Juliet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on William Shakespeares Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on William Shakespeares Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Act 3 Scene 1; based on the Luhrmanns interpretation. The scene opens with Mercutio and Benvolio on a hot summers day on Verona Beach and the Capulet boys have just arrived. If we shall meet, we shall not scape a brawl. Tybalt appears asking for Romeo, demanding a fight. Mercutio responds with outrage and draws to fight him. Tybalt does not back away. Benvolio tries to move them to secluded place where no mans eyes can glaze. Withdraw unto some private place. Here eyes graze on us. Mercutio and Tybalt ignore Benvolios remark and continue to fight. Luckily for Mercutio, Romeo arrives and Tybalt backs off. Peace be with you sir, here comes my man. He tries to start to fight with Romeo but Romeo withdraws and tries to declare his love for Tybalts cousin, Juliet and explain why he cannot fight him. So good Capulet which name I tender as dearly as mine own. Mercutio steps in and takes Romeos place. Tybalt and Mercutio battle it out. From this point in the film it shows how modern Baz Luhrmann has made it, because originally in the play it was a sword fight between Tybalt and Mercutio but Baz Luhrmann used guns and their fists to emphasize the violence and angry emotions. Romeo jumps between Mercutio and Tybalt, stopping them from hurting one another. Blocking Mercutio from Tybalt, causing Tybalt to stab Mercutio in the chest. Tybalt and the others did not realise how fatal the wound was. As Mercutio was even being witty to the point of his death, he was pretending that he was not hurt ay, a scratch, a scratch and cursing their households under his breathes plague of both your houses. At this moment Romeo realises that Mercutio is actually fatally wounded and its his entire fault if you ask for me tomorrow and you should find me a grave man. As Mercutio is blaming him for his wound I was hurt under your arm. But Romeo thought he was only doing it all for the best. Mercutio falls to the ground and slowly stops breathing in Romeos arms. In the Luhrmann production of the play, the weather and the light changes to show Romeos emotions. Baz Luhrmann uses weather and light to set emotions of a characters feelings and build up the violence. The weather changes in this scene from a hot summers day, to a storm. The heat of the afternoon represents the emotions and violence, which are building up from the characters and the storm represents the burst of violence and angry emoti ons from Romeo. The light, from clear sunny sky quickly changes to a stormy atmosphere; Baz Luhrmann also uses music to set the mood and emotions of the characters. Romeo, with such outrage and anger chases Tybalt. Baz Luhrmann uses a car chase and dark lighting with flashes of bright lights and close ups of Romeos anger and Tybalts scared facial expressions. He also uses loud dramatic orchestral music to add to the atmosphere. Romeos and Tybalts cars collide into each other. Baz Luhrmann adds an extra scene of Juliet happily waiting for Romeo on their wedding night, while Romeo is out fighting with her cousin. Tybalts gun slides across the tarmac and Romeo reaches for it and points it directly towards Tybalt, while shouting, threatening to kill either one of them. For Mercutios soul is but a little way above our heads. Staying for thine to keep him company. Either tho or I, or both must go with him. With outrage Romeo shoots Tybalt in the chest. Tybalts body falls into the river, at the feet of a religious statue. Baz Luhramm adds the statue to show how religious the play is. There is silence as the gun that murdered Tybalt falls from Romeos hands, to the ground, with a loud echo. Romeo realises, that he has ruined his life. O, I am fortunes fool! It starts to rain and Romeo falls to the ground and breaks down into tears. Luhrmann adds the rain for effect on Romeos emotions and feelings in this scene. Benvolio arrives to warn Romeo that the Prince and Lady Capulet are on their way. Tybalt slain, stand not amazed. The Prince will doom these deaths, hence, be gone away. In the Luhrmann interpretation, Benvolio arrives in a car, this makes the scene more modern as in the original text. The Prince and Lady Capulet arrive to find the body of Tybalt floating in the river. Benvolio explains the situation. Tybalt, here slain, whom Romeos hand did slay. Lady Capulet is furious with anger and demands that Romeo should die Romeo slew Tybalt, Romeo must not live. The Prince is outraged as Mercutio was one of his Kinsman and the conflict between the two families leads to innocent peoples deaths. The Prince decides that Romeo should be exile to out side the fair Verona walls. When they find him, that hour is his last. Baz Luhrmanns version of the play is extremely modern interpretation. I think this is one of the reasons why the film was so successful because the audience of today could relate to it and also using well-known teen actors/ actresses to appeal to the younger age group. Luhrmann used several different methods to make the play modern. Some of the ways he used to achieve the film modernism Clothing to modernise the film: the Capulet boys wore dark religious tight fitted, clothing. Where as the Montague boys wore lose Hawaiian shirts and dark lose trousers, these outfits represents their characters personalities. Using guns instead of swords. Car chases. Using music, lighting and weather to set the moods and emotions of the characters. Capulet and Montagues are both involved in the building industry in this version. Loud dramatic music orchestral. Fast moving shoots. Police and ambulances. Set in a modern city- busy, multi-cultural. Using well-known young actors/ actresses. Extra add scene for effects. Comparing Baz Luhrmanns modern version to Zeffirellis version of the play. The Zeffirellis version is extremely traditional. As Zeffirelli sticks to the original text, Zeffirelli uses traditional costumes, does not use music much, to set the atmosphere, in act 3 scene 1,it is more humours compared to Baz Luhrmanns version, Zeffirelli also does not use cars, weather or lighting changes to set a mood/ atmosphere but Zeffirelli uses sword fights unlike Baz Luhrmanns, Zeffirelli set it in the period when it was set in the play originally. In the Baz Luhrmann version, we, the audience, know more of what is happening before the characters do. Example; when Romeo and Juliet first meet, the audience know that their families are enemies before they find out. Also we, as the audience, know about Romeo murdering Tybalt before Juliet finds out. The Baz Luhrmann interpretation is very different to all the other interpretations of Romeo and Juliet that have been made since the original because he has made the film modern. The audience of today in my opinion, would react positively to this version because the film covers, most genres of films, as it has action, drama, romance, comedy and I also think that the audience of today would react positively to it because they could all relate to the story line in one way or another. I think if the audience of 1968 saw the Baz Luhrmann version then they would act differently compared to the audience of today because todays culture are more prepared for tragedy and deserters as todays culture has suffered more than the culture of 1968. William Shakespeares Romeo and Juliet Essay Example William Shakespeares Romeo and Juliet Essay William Shakespeares Romeo and Juliet is a story set in Elizabethan times. It is about two lovers in an unfortunate situation which, from the start, is certain to end in tragedy. In Elizabethan times, the ideas on family life, parenthood and ranking in society were very different to what they are now. This is where Shakespeare took ideas from. For example, children were thought of as small adults and were property of their parents and women were property of their husbands. In act 3, scene 5 the tension, which is already quite high, builds quickly as a number of unfortunate events plague Juliet. The scene in general, is the beginning of the certain tragedy, which comes upon them. It shows how Juliet becomes completely alone and discarded. This creates a growing amount of sympathy, which grows throughout the scene. Shakespeare uses a number of clever techniques in the language of the characters, the link to society at that time and carrying on a general theme throughout the whole play. The first point in which the tension begins to build in the scene is when Romeo and Juliet first wake up. Romeo and Juliet try to postpone their separation as much as they can. Juliet says Wilt thou be gone? It is not yet near day. It was the nightingale and not the lark that pierced the fearful hollow of thine ear. The metaphor fearful hollow of thine ear, could add tension. This is because Juliet is remarking on how terrible the morning birds call is to them because it means that its time for them to be separated. Tension is built in the audience because of the sympathy towards the fact they will be inevitably separated. We will write a custom essay sample on William Shakespeares Romeo and Juliet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on William Shakespeares Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on William Shakespeares Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer There is then a sudden rise in tension when Nurse bursts into the room and tells them, Your lady mother is coming to your chamber. The day is broke, be wary, look about. Upon hearing this there is a desperate struggle by Romeo to get dressed. This builds more tension because Lady Capulet could walk in at any moment and catch them. The audience would feel nervous at this point because they wouldnt want the two of them to get caught. The theme of love vs. hate runs strongly through this part of the scene because although they both love each other, it is Romeos fault that they are to be separated because he killed Tybalt. It must be hard for Juliet to make up her mind because Tybalt was one of her favourite cousins and she wont see her husband again. At the next point, the theme of love vs. hate once again runs strong through this part of the scene. There isnt much of a rise in tension. It rises a little at the thought of Lady Capulet walking in the room at any moment and catching the two of them but it is otherwise calm. The sympathy within the audience is what rises more than anything else. It rises most dramatically when Romeo says to Juliet, Farewell, farewell, one kiss and Ill descend, because they are being separated and becoming sadder and sadder. When Romeo has descended, Juliet has a discomforting moment. She has a premonition of Romeo dieing. She says to herself O god, I have an ill divining soul. Methinks I see thee now thou art so low, as one dead in the bottom of a tomb. Either my eyesight fails, or thou lookest pale. This adds to the tragedy because it involves the death of one of the protagonists. The audience would feel the add in tension because they will not want one of the main characters to die. The next part of the scene is when Lady Capulet walks into the room. She thinks that Juliet is crying because of Tybalts death but really she is crying because she has just said goodbye to Romeo. Lady Capulet tries to cheer up Juliet by telling her Marry my child, next Thursday morn, to the gallant young noble gentleman, the county Paris. Juliet is faced with a dilemma because in those days parents were the owners of their children and she is not really allowed to refuse them. The audience know that she is married but her parents do not so there is a bit of dramatic irony involved as well as the fact they feel more sympathy towards her ever-growing problems. This all adds to the tension because the audience dont know how Juliet will react and how this will affect her mother. Despite the fact she is not allowed to refuse her parents, she does it anyway. She tells her mother Now by Saint Peters church and Peter too, He shall not make me a joyful bride. This is because she doesnt like Paris but most importantly because she is still married to Romeo, and bigamy and divorce were both against religion in Elizabethan times. The tension rises because Juliet suddenly bursts with anger and she might strike out at her mother. The audience would feel surprised because she has disobeyed her parents, which is unusual for the time the play is set. And also the audience would worry about her parents reaction to her defiance and her well being because of that. The tension takes a sudden rise when Lady Capulet says Here comes your father, tell him so yourself, and see how he will take it at your hands. Juliets mother says that because she doesnt want to tell Capulet herself. This is because men were considered the owners of their wives and they were able to do almost what they wanted to them for example, hit them. The tension could also rise because we know from earlier scenes in the play that Capulet has a short fuse and there is a chance that he will be fuming with anger, or even react with violence. The audience at this point will feel scared for Juliet for that same reason. When Capulet first walks into Juliets room, he is in a relatively good mood. He asks Juliet why she is crying How now a conduit girl? What still in tears? Evermore showering? The tension drops because Capulet isnt yet in a rage and doesnt look as if he will react badly to Juliet. The three questions is a clever technique used to create sympathy. This does create sympathy in the audience towards Juliet because it makes her sound even sadder than she really is. When Lady Capulet breaks the news to her husband, the tension takes a huge rise. This is because when she says Ay sir but she will none, she gives you thanks. I would the fool were married to her grave, you dont know how Capulet will react. The audience and characters would become scared and anxious as to whether Capulet will react angrily or calmly. The mystery adds to the tension. The theme of parent child conflicts is here more than anywhere else because, Juliet, by refusing her fathers offer, has initiated a certain argument that she definitely will not win. She recognises her limited power but she is determined to use it despite the fact she lives in a male dominated society. The tension takes a rise when Capulet reacts to the news that he has been disobeyed. He gives many commands like Thank me no thankings nor proud me no prouds but fettle your fine joints gainst Thursday next, to go to Saint Peters church, or I will drag thee on a hurdle thither. These commands signal his immense anger and the fact that he is or should be in control. The audience will feel scared for Juliet because Capulet seems out of control and could use violence and this adds to the tension. Juliet, after this, tries to reason with her father. She knows that she has limited power but she is determined to try and use it. This adds to the tension because she lives in a male dominated world and defying her father will add to dyer consequences. She kneels down and says Good father I beseech you on my knees, hear me with patience, but to speak a word. Her father cuts her off and gives her even shorter and harsher commands which show his anger building. He tells her Speak not, reply not, do not answer me. The audience will become even more scared for Juliets well being. This will add to the ever growing tension. Capulets anger excels so much that he threatens to throw out Juliet if she does not comply. He tells her Thursday is near, lay hand on heart, advise. And you be mine, Ill give you to my friend; and you be not, hang, beg, starve, in the streets, for my soul, Ill never acknowledge thee. The audience will feel sympathy and feel scared for Juliet because she is used to living being served hand and foot and if she were to be in the streets she would certainly die in the streets. This would be a tragedy as she is the main character and nobody wants her to die. Capulet leaves Juliets room and leaves Juliet feeling rejected. She then turns to her mother and she once again gets rejected. Her final resort is to get help from Nurse. The tension then takes a rise when she stuns everybody by saying that she would commit suicide. She tells nurse O, god! O, Nurse, how shall this be prevented? My husband on earth, my faith on heaven, how shalt that fait return again to earth? The audience would be surprised to hear this because it is not something that an innocent young girl would be expected to do in this situation. This links to the theme of fate and destiny because in the prologue it says that they will die. The tension takes a final rise as nurse surprises everybody. She tells Juliet I think it best you marry with the county Paris. The audience would be very surprised at this and the tension also takes another rise because this is not what you would think nurse would say because on previous impressions of nurse this is not in her personality. The most probable reason she would have said this is so she doesnt get thrown into the streets for disobeying her superior, Capulet. Shakespeare uses a wide range of techniques to build tension throughout Act 3, Scene 5 of Romeo and Juliet. He tries to create an intimidating atmosphere to try and signal that there is tension in the scene. This tension at first gradually then rapidly increases as Juliet, a protagonist, becomes involved in more and more threatening and challenging situations which lead to a complete rejection from her family and end with her being in a potentially life threatening situation. In my opinion the tension doesnt really drop at all at the end of the scene as it is left in sort of a cliff-hanger. This leaves an air of mystery as to what Juliet will do next and generally keeps up the tension. Generally, the tension in the scene is created by the thought of death and violence which rises and rises as the scene progresses and never drops as the scene ends in a sort of cliff-hanger.

Free Essays on Explication-“Shall I Compare Thee To A Summers Day“

Poems can touch a person’s heart like nothing else can even come close to. They can make you cry, make you laugh, love, make you forgive, they can bring an abundance of emotions in just a few lines. The most captivating of all poems are love poems, especially when they are telling you of how beautiful you are. In William Shakespeare’s â€Å"Shall I Compare Thee To A Summer’s Day† he does that very thing. Shakespeare is comparing the love of his life, this beautiful being, to a perfect and timeless season, and he does so in just fourteen lines. So hopefully in the next few paragraphs I can further explain his descriptions. Poetry does not have to be about grand subjects but can be about anything genuine, from the baseball fan to the hanging bat. Poetry is as universal as language and almost as ancient. The most primitive peoples have used it and the most civilized have cultivated it. It can be defined as a kind of language that says more and says it more intensely. Poems have been around since the beginning of time, just as language, just as life. In the bible, the disciples wrote poems of love, thankfulness, joy, sorrow, and every emotion to God through scripture. Not only did they write poems to God but also to one another. Song of Solomon is one of many books of the bible, but it deals solely with a woman and man proclaiming their love for each other through poetry. Poems also come in many forms, the obvious love poem, poems of despair, envy, thankfulness, paranoia, and any emotion known to man. When all of these emotions are wrapped up in sentence be it together or apart it is defiantly a beautifu l thing. Shakespeare begins the poem with a question that proposes a comparison between his beloved and a summer season. Summer is chosen because it is the loveliest and the most pleasant season. In the second line the comparison starts to favor his beloved: his beloved is more beautiful and less extreme than summer. The reason fo... Free Essays on Explication-â€Å"Shall I Compare Thee To A Summer's Dayâ€Å" Free Essays on Explication-â€Å"Shall I Compare Thee To A Summer's Dayâ€Å" Poems can touch a person’s heart like nothing else can even come close to. They can make you cry, make you laugh, love, make you forgive, they can bring an abundance of emotions in just a few lines. The most captivating of all poems are love poems, especially when they are telling you of how beautiful you are. In William Shakespeare’s â€Å"Shall I Compare Thee To A Summer’s Day† he does that very thing. Shakespeare is comparing the love of his life, this beautiful being, to a perfect and timeless season, and he does so in just fourteen lines. So hopefully in the next few paragraphs I can further explain his descriptions. Poetry does not have to be about grand subjects but can be about anything genuine, from the baseball fan to the hanging bat. Poetry is as universal as language and almost as ancient. The most primitive peoples have used it and the most civilized have cultivated it. It can be defined as a kind of language that says more and says it more intensely. Poems have been around since the beginning of time, just as language, just as life. In the bible, the disciples wrote poems of love, thankfulness, joy, sorrow, and every emotion to God through scripture. Not only did they write poems to God but also to one another. Song of Solomon is one of many books of the bible, but it deals solely with a woman and man proclaiming their love for each other through poetry. Poems also come in many forms, the obvious love poem, poems of despair, envy, thankfulness, paranoia, and any emotion known to man. When all of these emotions are wrapped up in sentence be it together or apart it is defiantly a beautifu l thing. Shakespeare begins the poem with a question that proposes a comparison between his beloved and a summer season. Summer is chosen because it is the loveliest and the most pleasant season. In the second line the comparison starts to favor his beloved: his beloved is more beautiful and less extreme than summer. The reason fo...

Summary of the Battle of Stamford Bridge

Summary of the Battle of Stamford Bridge The Battle of Stamford Bridge was part of the invasions of Britain following the death of Edward the Confessor in 1066 and was fought September 25, 1066. English Army Harold Godwinson7,000 men Norwegian Army Harald HardradaTostig Godwinson7,500 men Battle of Stamford Bridge Following the death of King Edward the Confessor in 1066, succession to the English throne fell into dispute. Accepting the crown from the English nobles, Harold Godwinson became king on January 5, 1066. This was immediately challenged by William of Normandy and Harald Hardrada of Norway. As both claimants began building invasion fleets, Harold assembled his army on the south coast with the hope that his northern nobles could repel Hardrada. In Normandy, Williams fleet gathered, but was unable to depart St. Valà ©ry sur Somme due to adverse winds. In early September, with supplies low and his troops obligations expiring, Harold was forced to disband his army. Shortly thereafter, Hardradas forces began landing at Tyne. Aided by Harolds brother, Tostig, Hardrada sacked Scarborough and sailed up the Ouse and Humber Rivers. Leaving his ships and part of his army at Riccall, Hardrada marched on York and met the Earls Edwin of Mercia and Morcar of Northumbria in battle at Gate Fulford on September 20. Defeating the English, Hardrada accepted the citys surrender and demanded hostages. The date for the surrender and hostage transfer was set for September 25 at Stamford Bridge, just east of York. To the south, Harold received news of the Viking landing and attacks. Racing north, he gathered a new army and arrived at Tadcaster on the 24th, after marching nearly 200 miles in four days. The next day, he advanced through York to Stamford Bridge. The English arrival caught the Vikings by surprise as Hardrada had expected Harold to stay in the south to confront William. As a result, his forces were not prepared for battle and much of their armor had been sent back to their ships. Approaching Stamford Bridge, Harolds army moved into position. Before the battle commenced, Harold offered his brother the title of earl of Northumbria if he would desert. Tostig then asked what Hardrada would receive if he withdrew. Harolds reply was that since Hardrada was a tall man he could have seven feet of English earth. With neither side willing to yield, the English advanced and began the battle. The Viking outposts on the west bank of the River Derwent fought a rearguard action to allow the rest of the army to prepare. During this fight, legend refers to a single Viking berserker who single-handedly defended Stamford Bridge against all odds until stabbed from below the span by a long spear. Though overwhelmed, the rearguard provided Hardrada time to assemble his forces into a line. In addition, he dispatched a runner to summon the rest of his army, led by Eyestein Orre, from Riccall. Pushing across the bridge, Harolds army reformed and charged the Viking line. A prolonged melee ensued with Hardrada falling after being struck by an arrow. With Hardrada slain, Tostig continued the fight and was aided by Orres reinforcements. As sunset approached, both Tostig and Orre were killed. Lacking a leader the Viking ranks began to waver, and they fled back to their ships.   Aftermath and Impact of the  Battle of Stamford Bridge While exact casualties for the Battle of Stamford Bridge are not known, reports suggest that Harolds army suffered a large number of killed and wounded and that Hardradas was nearly destroyed. Of the approximately 200 ships the Vikings arrived with, only around 25 were needed to return the survivors to Norway. While Harold had won a stunning victory in the north, the situation in the south was deteriorating as William began landing his forces in Sussex on September 28. Marching his men south, Harolds depleted army met William at the Battle of Hastings on October 14. In the battle, Harold was killed and his army defeated, opening the way for the Norman conquest of England. Resources and Further Reading UK Battlefield Resource Centre: Battle of Stamford BridgeBritain Express: Battle of Stamford BridgeBattle of Stamford Bridge