Essay on Narcissism and Metadrama in Richard II -- Richard II Richard

Narcissism and Metadrama in Richard II  Ã‚  Ã‚      Over the last thirty years, Shakespeare criticism has demonstrated a growing awareness of the self-reflexive or metadramatic elements in his works. Lionel Abel’s 1963 study, Metatheatre: A New View of Dramatic Form, provided perhaps the first significant analysis of the ways in which Shakespeare thematizes theatricality, in the broadest sense of the term, in his tragedies, comedies, and histories. In his discussion of Hamlet, he makes the observation—perhaps a bit commonplace and obvious to us thirty years later—that the famous â€Å"play within a play† is only the most blatant example of self-conscious technique found throughout the tragedy: once we begin to look closely, we notice that nearly â€Å"every important character acts at some moment like a playwright, employing a playwright’s consciousness of drama to impose a certain posture or attitude on another† (46). Elsewhere in his book, Abel argues implicitly that Shakespeare, though he often used metadramatic techniques more in the interest of developing character than creating â€Å"an event,† the way later playwrights do, nevertheless composed plays which â€Å"are theatre pieces about life seen as already theatricalized† (60). In making such statements, Abel laid the groundwork for a number of subsequent studies, from Thomas F. Van Laan’s Role-Playing in Shakespeare, which appeared in 1978, to Judd D. Hubert’s more recent Metatheatre: The Example of Shakespeare.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Critics following Abel’s lead have been especially interested in Shakespeare’s second tetralogy. James L. Calderwood, for instance, reads the Henriad as Shakespeare’s reflection not only on a period of British history during which political authority, political â€Å"truth,... ...l. Metatheatre. New York: Hill and Wang, 1963. Calderwood, James L. Metadrama in Shakespeare’s Henriad. Berkeley: U of California P, 1979. Dean, Leonard F. â€Å"Richard II: The State and the Image of the Theatre.† PMLA 67 (1952): 211-18. Eagleton, Terry. Literary Theory. Minneapolis: U of Minnesota P, 1983. Glasser, Marvin. â€Å"The Poet and the Royal Persona: Lyrical Structures in Shakespeare’s Second Tetralogy.† Modern Language Quarterly 50 (1989): 125-44. Hubert, Judd D. Metatheatre: The Example of Shakespeare. Lincoln: U of Nebraska P, 1991. Lacan, Jacques. Ecrits: A Selection. Trans. Alan Sheridan. New York: Norton, 1977. Shakespeare, William. Richard II. Shakespeare: The Complete Works. Ed. G. B. Harrison. San Diego: Harcourt Brace Jovanovich, 1948. 430-67. Van Laan, Thomas F. Role-Playing in Shakespeare. Buffalo: U of Toronto P, 1978.

Career Building Competencies Essay

After completing my career interests’ profiler and competencies assessments, it helped me gain a better understanding of my competencies and how I apply them to a business setting. With the career interests’ profiler, it pretty much already told me what I already knew but more of a deeper understanding. What I do appreciate after taking completing the career interests’ profiler is providing me with a list of the different careers that would be best suited for me. By completing the competencies assessment, it has helped me analyze my results such as, adapting to change, delivering results or innovating and how I can apply them to critical thinking. By understanding my personal competencies, what I can do to improve my skills can be using my results to help look outside the box. One result I found very intriguing was innovating. â€Å"To innovate† means to show something as if it was the first time or to alter something and I found that intriguing as one of my results. Applying innovation to critical thinking would mean to think outside the box, change my perception on how I see the problem so that the solution may present itself. Another way in applying my results can be in how I evaluate arguments. For example, adapting to change or coping with pressure are great competencies in which can help me evaluating arguments. With adapting to change, it can help me view the argument from a different point of view. It can open my eyes in seeing other possible solutions and coming to an agreement. Also with coping with pressure, it can help me by keeping me calm when in an argumentative position. Not only can it keep me calm but by staying calm, it can help me stay confident in what is argued. After taking this assessment, it has helped me understand my competencies when being applied to critical thinking and evaluating argument.

Flight of the Kittyhawk Essay

The case showed that HP valued technical innovation as a key to the business’ success. From the beginning, HP had employed a management by objective (MBO) process that motivated its people to focus on the potential paths of innovation and strategy to achieve its goals. Hence, when the idea for the Kittyhawk project came up, Spenner received the support of Hackborn , and Rey Smelek , the same people who promoted Spenner to General Manager of the Disk Memory Division (DMD) and supported Spenner’s â€Å"concept-driven thinking. The project also received executive support from the top ranks of HP despite the hesitation of some of the R&D section managers in view of the unclear market of the proposed new product. HP seems to have done everything right. They had set up an autonomous project team, and gave the project heavy senior management support. It was then easy for Spenner to create the team for the development of the project. The Kittyhawk team was not governed by the division’s traditional development processes and was given autonomy to develop the drive, find new markets and cultivate its customer base. Seymour and White, both with reputations for â€Å"quick-thinking and action,† led the R;D and marketing divisions, respectively. The Kittyhawk managers carefully selected their staff of exceptional employees from within HP, composed of risk-takers that would be more excited by the market potential of a 1. 3-inch drive than by its technological capabilities. HP has never been a pioneer in the disk-drive business, and Kittyhawk was considered a pioneering effort by the company. HP concentrated its efforts on the most productive stages of the NPD process. The core team for the development of the 1. -inch drive came from within the company. The whole process of development was done within the company but the project team outsourced the manufacture of the drive to an external supplier with proven expertise in miniaturized manufacturing — Japan’s Citizen Watch Corporation — which designed and built an automated production line for Kittyhawk. Initial market rese arch was undertaken by Seymour and White but to give Spenner reassurance, the team contracted a highly reputable research firm that specialized in high tech markets to independently gauge the magnitude of Kittyhawk’s opportunity. However, as no clear market was evident yet, the research firm ended up deriving their conclusions from the Kittyhawk team. As a result, the results of the independent study only mirrored the thoughts of the team. This may have contributed to the error in the target market of the Kittyhawk. HP provided adequate resources and focused R;D funding to the project team which were critical to the success of its NPD process. Eventually, the Kittyhawk project failed to meet its goals but HP still acknowledged its value.

Free Essays on Research Paper

INTRODUCTION Self-control programs, in which one is taught to control one’s own behavior by devising antecedent and consequent events, have been gaining in popularity for quite some time now. A central aspect of these programs is self-reinforcement, in which a subject self-administers reinforcers dependent upon requisite performance. Self-reinforcement techniques have been shown to alter therapeutically a wide variety of behaviors, including studying, eating, depression and smoking, in both educational and clinical settings (Nelson, Hayes, Spong, Jarrett if the consequences are postponed, intermediate cues may be mislabeled as self-reinforcement. In a study conducted by Nelson, Hayes, Spong, Jarrett and McKnight (19... Free Essays on Research Paper Free Essays on Research Paper Omar Khayyam Born: 18 May 1048 in Nishapur, Persia (now Iran) Died: 4 Dec 1131 in Nishapur, Persia (now Iran) Click the picture above to see four larger pictures Previous (Chronologically) Next Biographies Index Previous (Alphabetically) Next Main index Omar Khayyam's full name was Ghiyath al-Din Abu'l-Fath Umar ibn Ibrahim Al-Nisaburi al-Khayyami. A literal translation of the name al-Khayyami (or al-Khayyam) means 'tent maker' and this may have been the trade of Ibrahim his father. Khayyam played on the meaning of his own name when he wrote:- Khayyam, who stitched the tents of science, Has fallen in grief's furnace and been suddenly burned, The shears of Fate have cut the tent ropes of his life, And the broker of Hope has sold him for nothing! The political events of the 11th century played a major role in the course of Khayyam's life. The Seljuq Turks were tribes that invaded southwestern Asia in the 11th century and eventually founded an empire that included Mesopotamia, Syria, Palestine, and most of Iran. The Seljuq occupied the grazing grounds of Khorasan and then, between 1038 and 1040, they conquered all of north-eastern Iran. The Seljuq ruler Toghrà ¯l Beg proclaimed himself sultan at Nishapur in 1038 and entered Baghdad in 1055. It was in this difficult unstable military empire, which also had religious problems as it attempted to establish an orthodox Muslim state, that Khayyam grew up. Khayyam studied philosophy at Naishapur and one of his fellow students wrote that he was:- ... endowed with sharpness of wit and the highest natural powers ... However, this was not an empire in which those of learning, even those as learned as Khayyam, found life easy unless they had the support of a ruler at one of the many courts. ... Free Essays on Research Paper INTRODUCTION Self-control programs, in which one is taught to control one’s own behavior by devising antecedent and consequent events, have been gaining in popularity for quite some time now. A central aspect of these programs is self-reinforcement, in which a subject self-administers reinforcers dependent upon requisite performance. Self-reinforcement techniques have been shown to alter therapeutically a wide variety of behaviors, including studying, eating, depression and smoking, in both educational and clinical settings (Nelson, Hayes, Spong, Jarrett if the consequences are postponed, intermediate cues may be mislabeled as self-reinforcement. In a study conducted by Nelson, Hayes, Spong, Jarrett and McKnight (19...

school violence essays

school violence essays Violence in schools is a very prevalent issue in todays society. School violence is on the rise. To solve this growing problem we need to fist address what is the root cause of this violent behavior. Many people blame this increase on movies, video games, and music. While this might have an affect the situation the real problem here is stress from teachers parents and to a lesser degree friends. Kids today cope with much more stress than they did fifty years ago and this stress can stem many times from pressure to get into a good college, do well in extracurricular activities, and to be popular. Parents stress their kids into getting ridiculously high grades under the premise of getting into a good college however grade school and middle school grades have nothing to do with college. Parents and teachers sometimes make people feel like if you do not get a 3.5 or better he will be a failure for the rest of his life. In fact Albert Einstein was failing most of his grade school career. As if that pressure was not enough parents want there kids to do nonstop activities from the minute they get out of school. This prevents youngsters from getting time to relive the heavy stress he got from school. Adolescents get an enormous amount of pressure from their peers to be popular. It is that stress that often pushes young adults who commit school violence over the edge. It was that stress that caused the teens at columbine high school to finally lash out. When Eric Harris and Dylan Klebold went on there horrible murder spree at columbine high many blamed it on Marilyn Manson or violent video games the real reason is stress from their peers. There school mates continually made fun of them everyday and after so much they just snapped. When a kid acts violently toward another kid it is assumed that the media or drugs had something to do with it but usually it stems from the overwhelming burden of peer pressure ...

The 1932 March of the Veterans Bonus Army

The 1932 March of the Veterans Bonus Army The Bonus Army was the name applied a group over 17,000 U.S. World War I veterans who marched on Washington, D.C. during the summer of 1932 demanding immediate cash payment of the service bonuses promised to them by Congress eight years earlier. Dubbed the â€Å"Bonus Army† and â€Å"Bonus Marchers† by the press, the group officially called itself the â€Å"Bonus Expeditionary Force† to mimic the name of World War Is American Expeditionary Forces. Fast Facts: March of the Veterans Bonus Army Short Description: 17,000 World War I veterans occupy Washington, D.C., and march on the U.S. Capitol to demand payment of promised military service bonuses.Key Participants:- President of the United States Herbert Hoover- U.S. Army General Douglas MacArthur- U.S. Army Major George S. Patton- U.S. Secretary of War Patrick J. Hurley- District of Columbia Police Department- At least 17,000 U.S, WWI veterans and 45,000 supporting protestersLocation: In and around Washington, D.C., and the United States Capitol groundsStart Date: May 1932End Date: July 29, 1932Other Significant Dates:- June 17, 1932: U.S. Senate defeated a bill that would have advanced the date of payment of bonuses to the veterans. Two veterans and two D.C. police officers die in the ensuing protest.- July 29, 1932:   On the order of President Hoover, through Sec. of War Hurley, U.S. Army troops commanded by Maj. George S. Patton attack the veterans forcing them from their encampments and effectively ending the crisis . A total of 55 veterans were injured and another 135 were arrested.Fallout:- President Hoover was defeated by Franklin D. Roosevelt in the 1932 presidential election.- Roosevelt immediately reserved jobs for 25,000 WWI veterans in his New Deal program.- In January 1936, WWI veterans were paid over $2 billion in promised combat bonuses. Why the Bonus Army Marched Most of the veterans who marched on the Capitol in 1932 had been out of work since the Great Depression began in 1929. They needed money, and the World War Adjusted Compensation Act of 1924 had promised to give them some, but not until 1945 a full 27 years after the end of the war they had fought in. The World War Adjusted Compensation Act, passed by Congress as sort of a 20-year insurance policy, awarded all qualified veterans a redeemable â€Å"Adjusted Service Certificate† worth an amount equal to 125% of his wartime service credit. Each veteran was to be paid $1.25 for each day they had served overseas and $1.00 for each day they served in the United States during the war. The catch was that the veterans were not allowed to redeem the certificates until their individual birthdays in 1945. On May 15, 1924, President Calvin Coolidge had, in fact, vetoed the bill providing for the bonuses stating, â€Å"Patriotism, bought and paid for, is not patriotism.† Congress, however, overrode his veto a few days later. While the veterans might have been happy to wait for their bonuses when the Adjusted Compensation Act passed in 1924, the Great Depression came along five years later and by 1932 they had immediate needs for the money, like feeding themselves and their families. The Bonus Army Veterans Occupy D.C. The Bonus March actually began in May 1932 as some 15,000 veterans assembled in makeshift camps scattered around Washington, D.C. where they planned to demand and wait for the immediate payment of their bonuses.   The first and largest of the veterans’ camps, dubbed â€Å"Hooverville,† in as a backhanded tribute to President Herbert Hoover, was located on Anacostia Flats, a swampy bog directly across the Anacostia River from the Capitol Building and the White House. Hooverville housed about 10,000 veterans and their families in ramshackle shelters built from old lumber, packing boxes, and scrapped tin  from a nearby junk pile. Including the veterans, their families, and other supporters, the crowd of protesters eventually grew to nearly 45,000 people. Veterans, along with the assistance of the D.C. Police, maintained order in the camps, built military-style sanitation facilities, and held orderly daily protest parades. The D.C. Police Attack the Veterans On June 15, 1932, the US House of Representatives passed the Wright Patman Bonus Bill to move up the payment date of the veterans’ bonuses. However, the Senate defeated the bill on June 17. In protest to the Senate’s action, the Bonus Army veterans marched down Pennsylvania Avenue to the Capitol Building. The D.C. police reacted violently, resulting in the deaths of two veterans and two police officers. The U.S. Army Attacks the Veterans On the morning of July 28, 1932, President Hoover, in his capacity as Commander in Chief of the military, ordered his Secretary of War Patrick J. Hurley to clear the Bonus Army camps and disperse the protesters. At 4:45 p.m., U.S. Army infantry and cavalry regiments under the command of General Douglas MacArthur, supported by six M1917 light tanks commanded by Maj. George S. Patton, assembled on Pennsylvania Avenue to carry out President Hoover’s orders.   With sabers, fixed bayonets, tear gas, and a mounted machine gun, the infantry and the cavalry charged the veterans, forcibly evicting them and their families from the smaller camps on the Capitol Building side of the Anacostia River. When the veterans retreated back across the river to the Hooverville camp, President Hoover ordered the troops to stand down until the next day. MacArthur, however, claiming the Bonus Marchers were attempting to overthrow the U.S. government, ignored Hoover’s order and immediately launched a second charge. By the end of the day, 55 veterans had been injured and 135 arrested. The Aftermath of the Bonus Army Protest In the 1932 presidential election, Franklin D. Roosevelt defeated Hoover by a landslide vote. While Hoover’s militaristic treatment of the Bonus Army veterans may have contributed to his defeat, Roosevelt had also opposed the veterans’ demands during the 1932 campaign. However, when the veterans held a similar protest in May 1933, he provided them with meals and a secure campsite. To address the veterans’ need for jobs, Roosevelt issued an executive order allowing 25,000 veterans to work in the New Deal program’s Civilian Conservation Corps (CCC) without meeting the CCC’s age and marital status requirements. On January 22, 1936, both houses of Congress passed the Adjusted Compensation Payment Act in 1936, appropriating $2 billion for the immediate payment of all World War I veterans’ bonuses. On January 27, President Roosevelt vetoed the bill, but Congress immediately voted to override the veto. Almost four years after they had been driven from Washington by Gen. MacArthur, the Bonus Army veterans finally prevailed. Ultimately, the events of the Bonus Army veterans’ march on Washington contributed to the enactment in 1944 of the GI Bill, which has since assisted thousands of veterans make the often difficult transition to civilian life and in some small way pay back the debt owed to those who risk their lives for their country.

Emergency Managment Response Planning to a Portable Nuclear Device in Research Paper - 1

Emergency Managment Response Planning to a Portable Nuclear Device in a Major Hospital - Research Paper Example 230; The Manhattan Engineer District, 2004); recent studies and researches have identified patterns of tumor or development, and other health conditions, among atomic bomb survivors and their offsprings (Mabuchi, et al., 1994; Preston, et al., 2004; Pierce & Preston, 2000). With this knowledge, the threat of nuclear incidences has increased with the rise of technology, and in the advent of terrorism with the purpose of causing mass destruction. This paper will discuss the impact of nuclear-related incidences to the healthcare sector to identify what factors are needed to be considered in the management planning of health care institutions as they respond to these emergent situations, especially immediately (e.g., first 6 to 24 hours) after the blast. The effects of nuclear incidences to health, and the relative roles of the authorities (e.g., government, and private sectors) to control these and provide efficient health interventions will be tackled. Likewise, a discussion about suitcase nukes, what it is, how it came to be, and the truth behind its existence, will also be given particular attention. All kinds of bombs have the same negative effect, only in different intensities. They cause damage to the environment, structures, and the health of those who are exposed to the blast, its debris, and everything that was designed to come with it (e.g., chemicals, viruses, radiation, etc.). However, nuclear bombs have destructive effects a hundred or thousand times dangerous than the other bombs or explosive materials that cause concerns to authorities. Nevertheless, nuclear-related incidences are not only brought about by bombing; nuclear accidents such as the Three-Mile Island and Chernobyl Disasters, two of the worst nuclear-related accidents in history, as well as the exposure of some to nuclear radiation due to work, or living conditions, are also identified causes of nuclear radiation and blast exposure