Henry V Shakespeare Essay Example for Free

Henry V Shakespeare Essay In Henry V Shakespeare has used language to communicate the setting and the mood. I will also be contrasting between the scenes and characters. I will be doing this by looking at Act 3, Act 4 and using Act 2 Scene 1 and Act 1 Scene 2 to compare scenes and characters. Shakespeare used language in Henry V to communicate the setting. In Act 3, the chorus tells the reader that the English army are sailing to France. The main role of the chorus was to explain things to the audience that could not be acted out on stage, to tell the audience that time has passed and to summarise parts of the play. The chorus also tells the reader or audience that once they reach France they begin to besiege the town of Harfleur. The reason why the chorus tells the reader or audience this is because this scene cannot be acted out on stage but Shakespeare uses language to get the audience to picture the ships crossing and the siege. In Shakespearian time it was necessary to have a chorus in this play because the chorus gets the audience to picture the ships crossing and the siege by telling the audience to use their imaginations. This is due to the fact that this scene cannot be acted out on stage and limited resources because in Shakespearian times there werent any effects they just had a stage and a few props. Thus with imagind wing our swift scene flies, this sentence is telling the reader to use his or her imagination to imagine the setting and locality of this act. The chorus appeals to two senses. These two senses help the reader to build a picture in our imaginations of what it was like to be at the siege. The two senses are the sense of sight and the sense of hearing. An example of the sense of sight is, hempen tackle ship-boys climbing, this creates an image in our heads of boys climbing. An example of the sense of hearing is, hear the shrill whistle, this creates a sound in our heads of a sharp, high-pitched whistle. Shakespeare cleverly uses both senses in the same phrase. This is a more effective way of using language to communicate the setting because it creates a picture in our heads as well as creates sounds to the picture, To sounds confusd, this tells the reader that there are confusing sounds and where there are confusing sounds there are people which gives the emphasis that there are a lot of things going on and that there is a lot of mayhem. This gives the reader the picture in our heads that there are people running around. Another example is, Behold the threaden sails Borne with the invisible and creeping wind; in this phrase you can hear the creeping wind against the sails and you can visualize the sails moving. The effect of these senses is to help our imaginations paint a picture and it also helps the reader to understand what it was like to be in certain peoples shoes at the time of the crossing and the siege. If the reader were a hempen tackle ship-boy then he or she would be climbing, and if the reader was on the ship he or she will be hearing confused sounds. Now I am going to explain how language in Henry V is used to communicate the mood. In Act 4 the chorus describes to the reader the scene of the English camp the night before the battle of Agincourt. Shakespeare uses language to get the audience to feel the mood of the battlefield. Sound, words that emphasise ugliness, supernatural images and words that tell the reader that time is passing slowly are all ways to get the audience to feel the mood of the battlefield. Creeping murmur, hum of either army stilly sounds and secret whispers, tells the reader about the sound of the camp and makes the reader feel slightly threatened and uneasy because it gives the feeling of impending danger. Cripple tardy-gaited, foul and ugly witch and horrid ghosts, are words that emphasise ugliness. Those words make the reader not want to go there and they tell him or her that the place is disgusting, revolting and that it is an unpleasant place to be. Ghosts and witches are supernatural images. These images may make the reader feel scared and make him or her feel the same as the people in the camp. There are words and phrases that tell the reader time is passing slowly. These words and phrases are, creeping, cocks do crow, the clocks do toll, third hour of drowsy morning name, and piercing. The effect that these words have on this scene is that it seems that this scene is time dragging. The reason why I say this is because the armies want the battle to be over but they also dont want the battle to come. It is a bit like exams, because everyone doesnt want the exam to come but when the exam comes they want to finish the exam and get it over and done with. Words which tells the reader about the sounds about the camp, words which emphasise ugliness, supernatural images and words they tell the reader time is passing slowly creates a weird and spooky mood in this scene. It is important that this kind of mood is created so that the reader can feel what it is like to be in the camp.

The Civil War Essay -- American History

The Civil War When the Land Commission turned down Naglee and Pico’s application in 1852, Henry Naglee looked to another Mexican-American War veteran for help. Henry Wager Halleck (1815–1872) had graduated from West Point in 1839. During the conflict, the Army assigned Lieutenant Halleck to duty in California. Halleck spent several months building fortifications in Alta California before he saw action at Mazatlà ¡n. After the war, he returned to California to serve as aide-de-camp to General Bennett C. Riley (1787–1853), the last military governor-general of occupied California. Riley, needing a military secretary of state, appointed Halleck. The station allowed Halleck to be the governor’s representative to the 1849 constitutional convention at Monterey. Halleck became the document’s principal author. Because of his political accomplishments, Halleck was soon practicing law in addition to fulfilling his military duties. His law firm at San Francisco, HALLECK, PEACHY & BILLINGS, would eventually successfully represent most of California’s land grant holders, including Pico and Naglee, in their cases before the Federal Court. Captain Halleck success as a lawyer prompted him to resign his Army commission in 1854. Halleck had a profound interest in early California history. While still at Monterey, he began to gather Spanish-era documents, both originals and transcripts, which eventually numbered several thousand pages. His representation of the land grant holders brought many Mexican-era documents into his possession. While his â€Å"looting† of the provincial archives was possibly illegal, his collecting was fortunate for modern historians. In 1858, the Federal Archives Commission deposited the provincial archives’ remaining contents i... ...yt—lists Miss Ringgold as George’s daughter. Miss Ringgold’s birth date is also uncertain. Several sources say she was born in 1840. The index to the Naglee family papers at Bancroft Library place her birth about 1846. The 1860 Census shows Miss Ringgold—listed as living in George Ringgold’s San Francisco household—as eighteen, placing her birth in 1842. The identity of Miss Ringgold’s mother is also uncertain. George Ringgold’s wife, as shown by the 1860 Census, was Mary Condy Ringgold (1829–1892). Too young to be Miss Ringgold’s mother, she met and married George Ringgold while he was stationed in Charleston after 1850. Miss Ringgold was, most likely, the product of an earlier marriage. George Ringgold left the Army in 1837 to try his hand at other endeavors. Possibly bereaved, he returned to Washington City from Illinois in 1842 and rejoined the Army in 1846.

Root Causes of the Holocaust and Wwii

WWII and the Holocaust were two key events of the 20th century. Each had their own causes and historical factors leading up to their development. While the two events occurred close to each other each developed independently and neither was cause for the other. Anti-Jewish prejudice has a long history and was present in Germany long before WWII. The German people elected the Nazi party and it was its rise to power that lead to WWII. The Nazi party had many other strange policies that, while not as extreme as the Jewish policies, were odd and extreme in different way.The roots of WWII are based on the Nazi party’s economic policies and not as a mask for genocide. Therefore WWII was not a cause of the Holocaust and it was not used as a mask for the Holocaust. Prejudice against Jews has existed from pre B. C. times through the Holocaust to the present day. There are countless examples throughout history of Jewish persecution. One of the earliest references to other nationalities persecuting Jews is told in the Bible’s Book of Exodus. The Exodus of the Israelites (Jews) from Egypt is the theme described in the above-mentioned book after the Egyptians treated them as slaves.In the First Crusade, 1096, communities on the Rhine and the Danube were utterly destroyed. In the Second Crusade, 1147, the Jews in France were subject to frequent massacres. The Jews were also subjected to attacks by the Shepherds’ Crusades of 1251 and 1320. The Crusades were followed by expulsions, including in, 1290, the banishing of all English Jews; in 1396, 100,000 Jews were expelled from France; and, in 1421 thousands were expelled from Austria. These examples show how throughout history Jews have been persecuted and discriminated against by various nations.Several European writers twisted Darwin’s Theory of Evolution to suggest there was a hierarchy of races with Jews at the bottom. â€Å"In addition, misuse of the theory of evolution was an important factor in the extreme forms of racism, especially that against blacks and Jews, that flourished at the turn of the century and for many years beyond. † This quotation helps support the idea that The Theory of Evolution has been used in only extreme cases of racism and the Nazi party used this theory to prove that Jews are inferior.Jews have been portrayed as moneylenders and manipulators of financial systems. In Shakespeare's The Merchant of Venice, the character Shylock is a Jew and seen as the villain of the story. To begin with the Merchant of Venice, for most of the history of the reception of the play, Shylock has been seen as fundamentally an unsympathetic character if not a villain. He is also often seen as a caricature of a grasping, vicious and resentful Jew. The debate is not about whether or not Shylock is bad, but really is about whether Shylock is bad because he is a bad Jew or bad because he is simply a Jew.This quotation, as said by Hussein Ibish, proves that even Shak espeare was racist towards Jews. This is another historical example that the Nazis used to suggest that the Jews were the cause of the poor German economy. The Nazi party tapped into shared German feelings of the above points to rise in popularity with the voters. The Nazi party utilized the German people’s prejudices and worries to get democratically elected. Due to the Treaty of Versailles that ended WWI, Germany was sentenced to make payments to the victors.This crushed the German economy and made the people unhappy and in search of someone who could bring them out of this mess. The Nazi party rose in popularity due to poor economic conditions and the people’s fear of the rise of the communist party given the mess that Russia was in due to communism. In December of 1928, Joseph Goebbels posted an essay to persuade the Germans not to buy goods from the Jews. The essay was called â€Å"Deutsche, kauft nur bei Juden! † When translated, it means â€Å"Germans: D on’t buy from the Jew! He believed the Jews produced bad quality goods and would cheat you out of a good price. Because the Jew sells cheap, but shoddy merchandise, whereas the German sets a proper price for good merchandise. Because the Jew cheats you, whereas the German treats you fairly and honestly. Because you can buy all sorts of trash from the Jew, but the German sells mostly only quality goods. The Nazi party promised a solution to the economic problem that was affecting all of Germany. In 1928 the Nazi party came in 2nd and by the 1932 election they won the majority of seats. The economy was still in crisis.In the election of July 1932, the Nazi Party won 37% of the Reichstag seats, thanks to a massive propaganda campaign. For the next six months, the most powerful German leaders were embroiled in a series of desperate political maneuverings. Ultimately, these major players severely underestimated Hitler's political abilities. It was the people of Germany that put Na zi party in power which caused them to takeover and become greedy with power. In January 1933 Hitler was appointed German Chancellor. In the March 1933 final election the parliament votes to give Chancellor total power putting an end to the Catholic party.Later that year, President Hindenburg died and Hitler blended the two roles of President and Chancellor under the title of Der Fuhrer. The people had so much faith in the Nazi party that they allowed them to take complete control by democratic elections. The people voted in the Nazi party which allowed them to enact numerous extreme policies. The Nazi party also had many other oppressive policies at this time besides the anti-Jewish ones. The party promoted removing women from the workforce to help male employment rates and offered money to women to have kids; more kids more money.The money came from taxing single men and childless families heavily. On November 14, 1935 a law was passed banning German marriage to gypsies, negroes a nd people of mixed race (this would include jews). NOVEMBER 14, 1935? NUREMBERG LAW EXTENDED TO OTHER GROUPS? The first supplemental decree of the Nuremberg Laws extends the prohibition on marriage or sexual relations between people who could produce â€Å"racially suspect† offspring. A week later, the minister of the interior interprets this to mean relations between â€Å"those of German or related blood† and Roma (Gypsies), blacks, or their offspring.This policy displays how the Nazi party was not just racist towards Jews, but they viewed themselves as the dominant race above all others. Women were expected to have at least 4 children and if they did they received a medal every year on the birthday of Hitler’s grandmother. The Nazi party also forced teachers to follow revised textbooks. School lessons were based on Nazi ideas. Math problems involved calculations about bombing targeted countries such as Poland and killing invalids. Schools were single sex and girls were educated much differently.They studied no foreign languages and the only subjects they were taught related to cooking and childcare. By changing the textbooks for children in school is made Germans look good in history; history has to show they are the superior race and make up for the fact that they lost WWI. The Nazi party also banned Mickey Mouse and Disney movies. The fate of Mickey Mouse under the Third Reich offers a bizarre insight into the impact of Nazi policies relating to the media and the control of ideas. †¦ Hitler ordered the Disney films featuring him and other cartoon characters to be banned.The Nazis accused Walt Disney himself of having Jewish ancestry and feared that his innocent-seeming cartoons threatened Germans with being ‘infected by undesirable cultural influences’. Even more striking is the interpretation that Mickey Mouse †¦ could be seen as positively symbolizing the Jewish ‘outsider† overcoming adversity and that, Hitler loathed the portrayal of the mouse as clean and harmless since his propaganda machine was focused on representing Jews as dirty vermin. Walt Disney was thought to be a Jew and mice are vermin, like Jews.This goes to show how twisted the minds of the Nazi party really were to ban an innocent cartoon character because of what it could be morphed to stand for. It wasn’t until 1941, well after the start of the war, that the Nazis decided to kill the Jews and began sending them to extermination camps in eastern European countries such as Poland. This was the Holocaust. This policy was created by Hitler’s senior officers in the party (Himmler, Heydrich and Eichmann) and Hitler allowed it. This policy was not made public and only after the war ended was the full extent of it discovered.The Nazi party also had extreme solutions for their economic issues. The attention of the Belgian, Czechoslovak, G reek, Jugoslav, Luxembourg, Netherlands, Norwegian, Polish, Sovie t, United Kingdom and United States Governments and also of the French National Committee has been drawn to numerous reports from Europe that the German authorities, not content with denying to persons of Jewish race in all the territories over which their barbarous rule has been extended, the most elementary human rights, are now carrying into effect Hitler’s oft-repeated intention to exterminate the Jewish people in Europe.This was the most extreme of the policies, but it was just another policy, not the idea intended from the start. The above policies show that the Nazis could provide extreme solutions and this will be shown in their economic solutions as well. The true cause of WWII flows from the Nazi party solution to Germanys economic problems. The Nazi solution to shortages was to create a plan to acquire more land and raw materials. I today present the following as the new Four-Year Plan.In four years Germany must be wholly independent of foreign areas in those mater ials which can be produced in any way through German ability, through our chemical and machine industry, as well as through our mining industry. The re-building of this great German raw material industry will serve to give employment to the masse. This quotation was a proclamation from Hitler proving that the Nazis was not just simply to take over. They were mainly focused on acquiring more raw materials. Germany deployed the strategy by taking over Austria, parts of France and Czechoslovakia. He attached Austria to Germany in just few days, without the help of his army. In fact his generals were against an Austrian invasion. Italy was supposed to defend Austria; they had a pact. Italy did not respond; not against Hitler. † Britain and France continued to let Hitler expand more in hopes he would soon be satisfied, but their assumptions were wrong and he continued to expand. In an effort to avoid war, the leaders of several European countries met in Munich to discuss how to avo id war and establish a peaceful Europe.Hitler demanded parts of Czechoslovakia be absorbed into Germany, and British Prime Minister Neville Chamberlain agreed, giving Hitler a chunk of Czechoslovakia that was home to three million ethnic Germans. With these deal in place, Chamberlain believed he had satisfied the German war machine. Germany expanded into other countries while Britain and France foolishly allowed it. Germany invading Poland was finally too much for Britain and France to handle so on September 3, 1939 they declared war. At 4:45 a. . , some 1. 5 million German troops invade Poland all along its 1,750-mile border with German-controlled territory. †¦ Nazi leader Adolf Hitler claimed the massive invasion was a defensive action, but Britain and France were not convinced. On September 3, they declared war on Germany, initiating World War II. Germanys invasion per their economic policy pushed France and Britain too far and finally triggered the war. It was Germanys econ omic policy of expansions that triggered the war, nothing else.The above paragraphs of historical fact show that the war started before the Holocaust and its causes were independent of the causes of the Holocaust. We have seen how prejudice against Jews has built up over time and how the Nazi party took it to the extreme by starting a mass genocide in 1941 – the Holocaust. We have also seen that the Nazi solution to Germany’s economic problems relied on taking over countries to get resources and cheap labour, which eventually lead to the declaration of war in 1939. These were two independent paths.War was declared before the Holocaust and for reasons that had nothing to do with the Holocaust. The world didn’t even know in 1939 about the atrocity that was to come. This it is clear from historical fact that WWII was neither a cause of the Holocaust or a mask for it. ————————————â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ]. Bible Gate Way, Exodus 1:8-14 http://www. biblegateway. com/passage/? search=Exodus+1&version=GNT [ 2 ]. Wikipedia, â€Å"History of the Jews and the Crusades. † http://en. wikipedia. org/wiki/History_of_the_Jews_and_the_Crusades [ 3 ]. Dr.Jerry Bergman, â€Å"Darwinism, Evolution, and Racism. † Bible Believers, http://www. biblebelievers. net/creationscience/kjcevol1. htm [ 4 ]. Hussein Ibish, â€Å"Anti-Semitism in The Merchant of Venice and The Jew of Malta,† The Weblog of Hussein Ibish, http://ibishblog. com/blog/hibish/2009/12/05/anti_semitism_merchant_venice_and_jew_malta [ 5 ]. Joseph Goebbels, â€Å"Germans, Buy only from the Jews!. † Calvin College – Minds In The Making. (Munich: Zentralverlag der NSDAP. , 1935), pp. 331-333 http://www. calvin. edu/academic/cas/gpa/angrif10. htm [ 6 ]. The Florida

Inclusive Education And Its Impact On Education - 1074 Words

Background In the last few decades the education system has changed drastically. As a result of The Salamanca Statement which highlights right of education for all children (UNESCO, 1995) implementation of inclusive education has been the goal in many countries (Leyser Kirk, 2004). Although the movement of inclusive education has gained momentum in recent years, there are number of factor that plays important role for inclusive education to be successful, such as training, resources, legislation and teachers (Kavale Forness, 2000).Therefore regular school teachers is one of the key element in successful implementation of inclusive education (Hegarty, 1994; Meijer, 2003; Norwich, 1994). Inclusive education Inclusive education involves†¦show more content†¦Search criteria Participants – Primary school teachers Year of publication- 2000-2017 Published in an international scientific journal. Factors effecting teachers’ attitude Researchers in the past have suggested that there are number of interrelated factors that might influence teachers’ attitude towards inclusive education. These factors can be child related variables, teacher related variables and environment related variables (Avramidis Norwich, 2002). Child related variables are the nature of disability children have that might affect teachers’ attitude towards including them in regular classroom. Education environment related variables are support system in the classroom like physical environment, finance and proper equipment materials to teach. School administration support, support from specialist resource, student teacher ratio and timetable are some of the other environmental factors that has been studied in the past that can effect teachers attitude. Teachers’ related variables are gender, age / teaching experience, previous training, and experience of contact. This review will discuss briefly about first two variables an d focus more on teachers’ related variable .Engelbrecht et al., 2015, Forlin Chambers, 2011, Oswald Swart, 2010 also acknowledged these factors in their recent research on inclusion. Children related factors Past studies have related teachers’ attitude with the type of disability studentsShow MoreRelatedEducational Policies For Inclusive Education1701 Words   |  7 Pagesâ€Å"There is a direct correlation between the strength of inclusive education in schools and the values held by its leaders† (Porter AuCoin, 2012, p.146). The issue of inclusion is education is one that is surrounded by different ideological perspectives. 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Dieker explains that students’ needs are better understood in the inclusive setting because the teacher-student ratio is reduced and teachers have more time to pay attention to individual needs. One of the benefits of co-teaching is the unique perspectives and strengths of general educators and special educators teachingRead MoreInclusion Of Students With Disabilities1075 Words   |  5 Pagesthe past decade Inclusion in special education has been a controversial topic among administration, teachers, and parents. Inclusion represents the belief that students with disabilities should be integrated into the gener al education classroom whether or not they cannot meet traditional curriculum standards. The purpose of the study is to examine the potential advantages and disadvantages of inclusion of students with disabilities into the general education classroom. The hypothesis is that students