Roles of the Medieval Queen Assignment Example | Topics and Well Written Essays - 1500 words - 2

Roles of the Medieval Queen - Assignment Example Regent Queens participated in the feudal assemblies of the kings together with some of the vassals (Shahar 146). In addition, they also made judgments in their area of governance and discussed both economic and political issues. Various conditions certified a medieval queen role during the period the fall of the Roman Empire end (476 AD) and approximately (1500 AD). The specific conditions included being a king’s wife, the position of a retired queen and as an heiress with specific birthrights. Additionally, the one would ascend to the position of medieval ruler given the relationship with the king and his advisers. A queen or empress consort was a wife to a reigning emperor or king. A queen consort shared the king’s social status and rank, which allowed her to exercise feminine powers over servants in the palace. She supervised the servants to ensure that they performed their chores (Shahar 151). The consort queen also had a role in a dowry to the king and, acting as his helpmate. A consort queen would also play a part in the church by raising money to build them. A consort queen also motivated church reforms and gave moral support to people in the kingdom. However, the roles of a queen consort in the kingdom were limited because she did not usually share king’s full Regent military and political powers (Lecture notes). A Queen Regent was a monarch who ruled a kingdom in her rights. She was not a wife to the king. The Queen Regent acquired and exercised sovereign powers over the Kingdoms she inherited from the previous king (lecture notes). She ordered the military, got into negot iations and partook agreements with other kingdoms as she deemed fit. The Queen also took charge of the throne through primogeniture. As the firstborn daughter without brothers in the royal family, she had rights to inherit the kingdom from her parents. For instance, Queen Melisende born in 1105 acquired the kingdom of Jerusalem from her father, King Baldwin II, during her early 20s.   The queen died in the year 1161 at the age of sixty years after serving on behalf of her father.

Cultural Diversity Presentation Essay Example for Free

Cultural Diversity Presentation Essay This presentation that I will be displaying is to demonstrate the schools, parents and teachers the importance of English language learners and to encourage all parents to get involved and be part of the school culture activities. The involvement is important in assisting students in the schools. Also these courses and affiliations to include families, parents are to value the support and raise the level of their participation, whereas students progress their accomplishment, way of thinking, and manners. Seeing as parent taking part is so significant, the presentation symbolizes a way to aid parents and to become more effective member in their children’s schooling, as well as maintaining their educational accomplishment, and support them to take the most thorough educational programs offered by their schools they go to. The three activities in which I will be displaying is based on the belief that actual parental participation schooling must present families useful guidance to brace their kid’s learning. Throughout these presentations, families will discover the choices and openings obtainable to students from all social factors and cultural groups and realistic approaches to persuade and encourage their kids as they take on the challenging school classes in elementary, middle or public high school. Goals: The major aims of the parent’s participation and training are to: 1. Improve teachers’ understanding of ideas to better intersect cultural interaction with families; 2. Improve family’s understanding on the advantages of parental participation in their kid’s education. 3. Present family with data about cultural diversity and the vital importance of their kid’s involvement in such program as this; 4. Make available to families certain ideas to assist their kids to sign up in cultural programs. Diversity and Cultural Contact Communication: Discovering and understanding more about each other and our students as associates of an exclusive cultural and verbal population is an essential idea of raising the value of interaction among educators, classmates, parents, and schools. Families who are not customary with the United States instructive academic procedure are confronted with extra disputes in their specific school participation. For example, families who were raised in different nations might act in a way steady with the means they were proposed to conduct in the lands where they were raised. In various nations/ethnicity, families are not likely to participate in the school learning activities other than assist with research and go to irregular celebrations. The American school method believes that families will take some accountability for their kid’s achievement in proper learning by fitting energetically drawn in with the school and assisting their kids. The probability is that families will be occupied not only with the obligation of homework but also with particular assignments and other linked interest. In several nations the task of the families and the task of the school are harshly outline and separated. Close relative have an important obligation to implant manner and correct conduct in their kids. It is the school’s task to implant educational understanding. Teachers may be alleged as possessing not only the accountability but also including the right to make all instructive choices about their learners. In adding together, numerous linguistically and settler families are not alert of their human rights and the dissimilar function that they can have in their own school structures. Once the parents of migrant youths have no comprehension of the learning procedure, they might sense that they are leaving behind their kids to the big, unfamiliar planet that their kids now fit in to, other than families do not. They might turn out to be puzzled, alarmed, and irritated. These arguments can generate a meaning of anguish and stress. Schools can assist parents in the course of shifting into the United States typical ethnicity by making them sense that they are wanted and worthy. While parents comprehend how they can maintain their kid’s schooling and once schools discover the means to lecture to and integrate these parents’ cultural offerings, every person gains. Activity 1 The participations of families Aim Activity one: Recommend families with information about the encouraging influence of parental participation. Estimated time involves: One hour and a half Supplies: Indicator Marker and White board Topic Number one: When families get concerned in their kid’s schooling. Your best course of action: Warm-up Activity number one (15 minutes): Previous to opening the activity make clear the specific grounds of this gathering. Then have every single close relative present him or herself and speak for a moment about his or her point of views of the value of teaching in their kids’ lives. Carry a Full Group Activity: Give a (15 minute). For a little time explaining the vital stages of family participation and the way in which they can encouragingly influence their kid’s schooling. Group Activity number one (30 minutes): Include close relatives to play a role in the next task. Split the close relatives into little groups of four. Request the families to consider the way in which they can help their children to perform better in school. Persuade them to give examples of ideas they presently use to help their kids. Include the group to take a public official and a host. Include every single group to list their own individual ideas on the white board. Make certain that the families believe and feel happy with these functions. But if required, you or a school spokesperson may need to assist them to proofread and offer their strategies. Group Activity number two (30 minutes): To track the action, asking families to go in return to their previous role and place their ideas in conditions of their usefulness. â€Å"Which of these ideas has been generally most victorious? † Include the group to rephrase the ideas in class society. When this activity is finished, include dissimilar groups to split their ideas. It is essential to allow the families to present their own individual grades. There are no right or incorrect answers. If families talk in dissimilar languages, attempt to have families who converse the identical language in the matching group to permit them to talk in their natural language if they desire. Also adding on, it is vital to have translators to assist affiliates of the group converse with one another if various affiliates of the group are not English skilled. Activity 2 Make a Change in your Kid’s Life! Aim Activity two: To give emphasis on the strength that parental might have in their kid’s educational lives when they get included. Estimated time involves: One hour and a half Supplies: Indicator Marker and White board Your best course of action: Carry a Full Group Activity: Give a (15 minute). To recite it out loud or you might have one of the close relatives read it to the group. Group Activity number one (30 minutes): Make it possible to facilitate a conversation between families. Offer and help to facilitate conversation on the inquiry: â€Å"like having you encountered similar related circumstances? What would you do or say? What was the response of your act? † Write down family’s answers on the white board. Group Activity number two (30 minutes): Split the group into little bunches. Request every single group to talk about the following inquiry: (A) what type of input or means of the school should you require to turn into a good supporter for your kid? Have the group write down their strategies on a single sheet of paper. Then share those thoughts with the whole group. Evaluating the answers to the inquiries – (15 minutes) Closing the comments – (15 minutes) The instructor will momentarily outline the ideas and the data presented to him or her from the groups and persuade the families to use the offerings and ideas to make certain that their assistance to their kids will be successful. Activity 3 Encouraging Your Kid’s School Accomplishment Aim Activity three: The aim of Activity three is to offer families truthful aims and actions that will allow them to support their kids to start setting up for university at a young age. Estimated time involves: One hour Supplies: Indicator Marker and White board Your best course of action: Carry a Full Group Activity: Give a (30 minute). To explain the importance and demands of a university and the difficult activities they may encounter. How to gain college credits in the period time there are in high school. What type of classes will assist them to be successful at a university and finish a degree? What guidance counselor they should speak to about workshops, financial aid document for students. Educators need to also explain to the parents about the amount time and work that their kids have to do and how they are being graded. Introductory Activity: Give a (30 minute). Welcoming an ex-former successful student to a meeting classroom to share his or her progress experiences in the university with present students which are also helpful. Expending families’ supportive and assistance is also very vital to students’ accomplishment. Together the parents and students ought to study about the significance of get ready for a university while in high school and the necessity of a college learning to accomplish a profitable career. Conclusion: Educators need to present families with necessary educational material on hand to support functioning school meetings and high educational prospects. We need to increase parent participation and expectations that way they can really and openly influence the progress of a stressed student. These classes are offered to parents as an important offering tool which is at their access. Educators need to supply the information, instruction guidelines and at home tactics. Families also need to work with their kids at home at a suitable time. If mutually families and educators play their task in this affiliation, they can develop a beneficial relationship where the child obtains the gains. This activity, which provides a cultural diverse program which can be utilized as a method of interaction between families and educator. The presentation provided as well the information and methods to families to allow them to become more concerned in their kid’s schooling. The presentation will determine the changes in families handling and insight of the activity establish on study and discussion. Reference: Syrja,R. C. (2011). How to reach and teach English Language Learners: Practical Strategies to ensure success. San Francisco,CA: Jossey-Bass. Increasing Student Achievement by Increasing parent Involvement By Dr. Cynthia fusilier Director of Curriculum New Brighton area School District http://www. slideshare. net/NBASD/parent-involvement-presentation Graves, S. L. (2007). Influences on preservice teachers beliefs about family involvement and cultural diversity: An exploration of mentoring relationships. (Order No. 3393768, The Pennsylvania State University). ProQuest Dissertations and Theses, , 233-n/a. Retrieved from http://search. proquest. com/docview/304840371? accountid=32521. (304840371). Sturz, D. L. , Kleiner, B. H. (2005). Effective management of cultural diversity in a classroom setting. Equal Opportunities International, 24(5), 57-64. Retrieved from http://search. proquest. com/docview/199537956? accountid=32521

Art and Nature in Shakespeare’s The Winter’s Tale Essay -- Shakespeare

Art and Nature in Shakespeare’s The Winter’s Tale In Shakespeare’s â€Å"The Winter’s Tale†, we see a jealous king convinced he is search of the truth. He will expose his wife and her alleged philandering, but his determination to prove this actually changes this search from one for truth to one for myths—creations, false truths. In essence. Leontes runs into the conflict of defining art versus nature, where art is the view of the world he constructs to prove his paranoia true. Nature itself can exist without art, but the art here is the mangled perception through which Leontes will seek to define Nature. In summation, â€Å"The Winter’s Tale† investigates the conflict between art and nature—creation versus enhancement—and seeks to find out if art can exist without any consideration to nature. The idea of altering perception is a fundamental one in â€Å"The Winter’s Tale†, and art is seen as the way to make this alteration occur. While it is clear to the reader from the very beginning that Hermione is in fact innocent, Shakespeare introduces the reader to Leontes’s persistence to clearly show the beginnings of the conflict brewing. Despite Hermione’s clear innocence, Leontes has been written as a character so belligerent to ever see what is universally accepted as true in nature. The result is a conflict clear to the reader—a conflict of nature on its own merit, a question of truth, versus art, where perception is inherently flawed. Shakespeare creates a truly paranoid, conflicted character in Leontes, which works to make his objectivity, his desire to make truths out of falsities, even more apparent. Leontes speaks to the audience passionately upon his discovery, but his passion sounds so melodramatic, especially when we as readers a.. . ...years later, it becomes clear that for all the emphasis put on art, on creation, and on mass production—nature is central to our human experience. We can symbolize this natural connection with art—but the art itself always harkens back to something that elicits an emotional response from the viewer. For Leontes, a statue of his presumably deceased wife, Hermione triggers a sorrowful reaction. Art indeed embellishes life as it does with flowers, but we are always working from some perspective, some emotion, before we are merely creating art. â€Å"The Winter’s Tale† takes on the challenge of investigating whether or not art can in fact breathe outside the womb of nature, and as we witness art break down, and nature hold the characters together, it becomes resoundingly clear that art seeks to react to nature, but that it cannot work without maintaining nature at its core. Art and Nature in Shakespeare’s The Winter’s Tale Essay -- Shakespeare Art and Nature in Shakespeare’s The Winter’s Tale In Shakespeare’s â€Å"The Winter’s Tale†, we see a jealous king convinced he is search of the truth. He will expose his wife and her alleged philandering, but his determination to prove this actually changes this search from one for truth to one for myths—creations, false truths. In essence. Leontes runs into the conflict of defining art versus nature, where art is the view of the world he constructs to prove his paranoia true. Nature itself can exist without art, but the art here is the mangled perception through which Leontes will seek to define Nature. In summation, â€Å"The Winter’s Tale† investigates the conflict between art and nature—creation versus enhancement—and seeks to find out if art can exist without any consideration to nature. The idea of altering perception is a fundamental one in â€Å"The Winter’s Tale†, and art is seen as the way to make this alteration occur. While it is clear to the reader from the very beginning that Hermione is in fact innocent, Shakespeare introduces the reader to Leontes’s persistence to clearly show the beginnings of the conflict brewing. Despite Hermione’s clear innocence, Leontes has been written as a character so belligerent to ever see what is universally accepted as true in nature. The result is a conflict clear to the reader—a conflict of nature on its own merit, a question of truth, versus art, where perception is inherently flawed. Shakespeare creates a truly paranoid, conflicted character in Leontes, which works to make his objectivity, his desire to make truths out of falsities, even more apparent. Leontes speaks to the audience passionately upon his discovery, but his passion sounds so melodramatic, especially when we as readers a.. . ...years later, it becomes clear that for all the emphasis put on art, on creation, and on mass production—nature is central to our human experience. We can symbolize this natural connection with art—but the art itself always harkens back to something that elicits an emotional response from the viewer. For Leontes, a statue of his presumably deceased wife, Hermione triggers a sorrowful reaction. Art indeed embellishes life as it does with flowers, but we are always working from some perspective, some emotion, before we are merely creating art. â€Å"The Winter’s Tale† takes on the challenge of investigating whether or not art can in fact breathe outside the womb of nature, and as we witness art break down, and nature hold the characters together, it becomes resoundingly clear that art seeks to react to nature, but that it cannot work without maintaining nature at its core.

Extinction Of Dinosaurs :: essays research papers

Could an exploding star have been responsible for the death of the dinosaurs? This idea has become popular again as an explanation for the disappearance of the dinosaurs. An exploding star can blast material enormous distances into space. If this material reached Earth’s atmosphere, changes may have occurred that were harmful to life.   Ã‚  Ã‚  Ã‚  Ã‚  We call an exploding star a supernova. Nova is the Latin word for new, and in ancient times, when an exploding star was observed, people often thought a new star was being born. The plural form of nova is novae. So when we talk of more than one supernova, we say supernovae.   Ã‚  Ã‚  Ã‚  Ã‚  When a star has used all it’s nuclear fuel, the gravitational force that pulls the star’s material towards it’s center no longer has an opposing force to act against it. As a result the star collapses. A star that once had eight times as much matter as our sun and was 1,000,000 miles across, becomes a sphere only ten to fifteen miles across. As the star collapses, very small particles (called neutrinos) escape into space. After the star becomes a very small sphere, it explodes like a giant nuclear bomb and becomes a billion times as bright as our own sun. All kinds of matter and radiation are blasted into space. This matter and radiation travels through space at nearly the speed of light (186,000 miles per second)   Ã‚  Ã‚  Ã‚  Ã‚  Now, if one of these supernovae were to occur within about 130 light years of Earth, some scientists feel that life on earth would be drastically affected. Since a light year is the distance light travels in one year, 130 light years is about 760,000,000,000,000 (760 quadrillion miles!).   Ã‚  Ã‚  Ã‚  Ã‚  So, suppose a supernova had occurred sixty-five million years ago within 130 light years of Earth, how exactly would it cause the death of the dinosaurs? Some scientists think neutrinos and galactic cosmic rays would cause extremely high

Just Lather That’s All

Just Lather, That’s All: principles vs. actions In Hernando Tellez’s Just Lather, That’s All; despite given the opportunity to greatly help the revolutionists, the Barber cannot murder Captain Torres because the act goes against his moral beliefs. Even killing an evil man is beyond his personal principles. On the other hand, Captain Torres is more than capable of killing the Barber, but his arrogance prevents him. His intentional provocation of the Barber tests the revolutionist; he knows the potential danger, but refuses to accept the possibility as he believes he cannot be killed by such a simple man.Morality and arrogance prevent both characters from killing each other; their principles mean more to them than their duties. The Barber cannot kill Captain Torres, because he finds murder ethically ugly. After the horrible hanging of the revolutionists by Captain Torres, he becomes horrified and contemplates killing the man: â€Å"And how easy it would be to kill him. And he deserves it. Does he? No! † (par. 12) The Barber is certain that murdering Captain Torres is â€Å"easy† for him, but his morality puts him in hesitation, which is clearly shown as he contradicts himself: â€Å"[Torres] deserves [to die].Does he? No! † The Barber thinks that â€Å"no one deserves to have someone else make the sacrifice of becoming a murderer† (par. 12), even if that â€Å"one† is a ruthless executor like Captain Torres. The word â€Å"sacrifice† emphasizes the Barber’s hate for murderers, as it shows that someone must give up his moral principles and turn into a monster in order to become a murderer. The Barber has to sacrifice the joy of perfecting his job by committing the most shameful mistake a Barber can make – opening a customer’s pores and emitting blood. Blood† is the word that the Barber doesn’t like: â€Å"out of his neck a gush of blood would spout onto the sheet†¦ the blood would keep inching along the floor†¦ineradicable†¦like a scarlet stream. † (par. 12) The Barber’s disgust for blood, which symbolizes guilt, is manifested as he describes how once â€Å"blood† spouts, it will spread and never stop: â€Å"ineradicable†. In other words, the feel of guilt will be in him forever. The Barber thinks that killing Captain Torres while he is shaving for him and his eyes are closed is cowardly of him: â€Å"Captain Torres’ murderer.He slit his throat while he was shaving him a coward. † (par. 12) The Barber clearly hates blood and murder; he does not even kill the most brutal man. He realizes he will be called a â€Å"murderer†; an awful word that will always haunt him. He will be perceived as a â€Å"coward† for killing a brutal but defenseless man. However he claims that he is â€Å"a revolutionary and not a murderer† (par. 12) which is ironic since revolutionists are known to do anything even if it threaten their lives, in order to stand up for their beliefs.But the Barber is not willing to become a villain like Captain Torres: â€Å"I don’t want to be a murderer, no sir†¦I don’t want blood on my hands. Just Lather, that’s all. † (par. 13) The repetition of the word â€Å"blood† emphasizes how â€Å"blood† (guilt) is the first image that comes to the Barber’s mind when he thinks about murder. His morality makes him take the decision and that is to let the captain go. The Barber doesn’t want guilt or blood. He only wants to do his job: â€Å"just lather that’s all. † Simultaneously, Captain Torres can easily kill the Barber but his conceit tempts him to test the Barber.He can’t stand the idea of a normal man being able to kill him. He taunts the Barber by talking about the people he has captured and how they will all be executed soon. He wants to provoke him to find out if the revolutionist can kill him or not. â€Å"Not one of them comes out them comes out of this alive, not one,† (par. 5) says Captain Torres, knowing that the Barber is sympathetic toward the rebels. Captain Torres repeats â€Å"not one† to indirectly threaten the Barber; he tries to scare the Barber to find out if the man is brave enough to commit the murder or not after this threat.At the end, Captain Torres telling the Barber that he knows his secret shows how arrogant he is; instead of killing or capturing the man after exposing him, he walks away Captain Torres and the Barber fail in killing each other because of the Barber’s ethicalness and Captain Torres’ vanity. The Barber killing someone is out of question even if it is someone ruthless like Captain Torres. Captain Torres’ pride controls his actions to make him not help but test the Barber instead of killing him.

The eNotes Blog Downloadable Shakespeare Map for YourClassroom

Downloadable Shakespeare Map for YourClassroom The settings of Shakespeare’s thirty-seven plays cast a wide net across Europe. The majority are set outside of England, providing his audiences with intriguing, foreign lands and allowing for flexibility in expressing social and political commentary. Our free, downloadable map of Shakespeares plays  features the locations and dates of his comedies, tragedies, and histories across Europe, which can serve as a helpful resource in your classroom to show how each location lends itself to different types of plays. Download the Shakespeare map of works  » Let’s take a look at five ways in which you can reference  our Shakespeare map during your lessons or classroom activities. 1. Explaining Historical Context When teaching Shakespeare’s plays, it’s important to note that Shakespeare wrote to entertain. While many of Shakespeare’s plays feature historical elements, their historical accuracy is often dramatized for the sake of performance. Because Shakespeare’s plays were being performed in public theater, the audience was composed of a wide range of economic, educational, and social levels. Therefore, the characters Shakespeare included in his plays hail from a variety of different backgrounds and social classes to make them relatable to the audience. Additionally, many of the characters are created with stereotypes and prejudices that would fit the audiences understanding of a place and its people. Why exaggerate history? Shakespeare produces a historical bias in his plays that favor the Queen and the Tudor dynasty. Examples of the historical events exaggerated for the stage: Shakespeare’s three Henry VI plays and Richard III were part of â€Å"The War of the Roses,† that portrayed the conflict between the House of Lancaster and The House of York. While the War of the Roses was a real event, historians claim that there were no actual roses involved as symbols for the houses. In fact, The War of Roses was not coined until the 19th century, and the struggle between the two houses had been known as the â€Å"Cousins’ War.† One of Shakespeare’s most monstrous characters is Richard III, who is depicted as a relentless murderer in the interests of his own ambitions. While Richard III was responsible for the execution and murder of several people during his rule, Shakespeare exaggerated the long list of ghosts who haunt him in the play. For example, there is no proof that King Richard III murdered his wife, Anne, or King Henry IV. 2. Analyzing Shakespeare’s Commentary Although Shakespeare’s plays reflect the cultural, social, and political conditions of the Elizabethan Age, Shakespeare could not explicitly critique the monarchy without being accused of treason or slander. Therefore, Shakespeare used foreign settings to mask his criticism of Christian orthodoxies and political ideologies of England. For example, by setting plays in Rome, Shakespeare could discuss sensitive issues like the political assassination of Julius Caesar. Examples of Shakespeare’s commentary: In both Hamlet and Macbeth, Shakespeare depicts murder and regicide as means of obtaining positions of power. Setting these types of violent scenes in foreign countries allowed Shakespeare to criticize powerful leaders without being prosecuted for treason or having his plays censored. In King John, Shakespeare explored the issue of what establishes a â€Å"right† to the throne of England, which alludes to the doubts of legitimacy regarding both King John and Queen Elizabeths reign. 3. Exploring the Setting of Comedies A majority of Shakespeare’s comedies are set throughout contemporary Italy and the Mediterranean. During the 17th century, English writers were fascinated by their Italian neighbors and regarded them as passionate, devious, and often violent people. The Italian stereotype leant itself to the comedic elements in his plays that feature tangled plots of love and mistaken identity. In Shakespeare’s characterization of different Italian cities, Verona became associated with love (Romeo and Juliet and The Two Gentlemen of Verona), while Padua was a place of learning as described in The Taming of The Shrew. Reoccurring themes in Shakespeare’s comedies: Appearance vs. reality Elements of mistaken identity or disguise to advance the plot and characters Fate and fortune The influence of fate, fortune, or some obscure force that changes characters’ course of action Love and romance Characters that fall in love and must overcome various obstacles in order to be together- or die trying 4. Exploring the Setting of Tragedies Shakespeare’s tragedies include a protagonist, or tragic hero, battling internal or external obstacles. A majority of Shakespeares tragedies are based on historical figures, but because the sources of the stories were foreign and ancient, they are almost always classified as tragedies rather than histories. Shakespeare’s best-known tragedies are set in Great Britain and Scandinavia (Hamlet, King Lear, Macbeth) or around contemporary Italy (Julius Caesar, Titus Andronicus, Antony and Cleopatra, and Coriolanus). There were many social and political similarities in classical Rome and 17th century England, in which Shakespeare could reflect familiar stories to his audience that resonated with their experience living in Elizabethan England. The Roman tragedies raise questions about the consequences of political overthrow and the duty of citizens and their government. Reoccurring themes in Shakespeare’s tragedies: Death Conclusions often end in death to comment on human morality or to resolve conflicts in the plot Tragic flaw (hamartia) A character trait that leads to a fall from power or eventual demise Revenge Often motivated by uncontrolled jealousy that leads to tragic consequences 5. Exploring the Setting of Histories Shakespeare wrote ten historical plays that explore political themes of power and divine right with blended elements of tragedy and comedy. All ten history plays are named for and about English monarchs who ruled between the 12th and 16th centuries: Kings John, Edward, Richard II, Richard III, and Henry IV, Henry V, Henry VI, and Henry VIII. The history play explore the nature of kingship and what grounds are justifiable to oppose or overthrow it. While the majority of history plays are set in medieval England, they reflect the contemporary context of Shakespeare’s time and may be perceived as warnings to not repeat mistakes of the past. Reoccurring themes in Shakespeare’s histories: Ambition A motivator for characters to pursue positions of power or to overthrow those who currently possess it Corruption Characters who are corrupted by nature or circumstance that leads them to abandon their moral constraints Succession Who or what dictates kingship and how is one able to obtain that power Want more Shakespeare? Check out our other Shakespeare resources to use in your classroom: How to Understand Shakespeare’s Language †¨ William Shakespeare Lesson Plans and Activities†¨ Shakespeare Annotated Texts

Anti-Terrorism as a Self-Fulfilling Prophecy Essay Example

Anti Anti-Terrorism as a Self-Fulfilling Prophecy Essay Anti-Terrorism as a Self-Fulfilling Prophecy Essay Anti Terrorism as a Self fulfilling Prophecy The issue of war against terrorism has been a dominant theme in our media today. Terrorists have been stereotyped as Middle Eastern, Muslim, cold blooded and hard headed suicide bombers who are out to destroy all that standing in the western world. The gargantuan international effort on the War on Terrorism has created a psychological construct where Islamic fundamentalism and the Middle Eastern race are now considered as potential terrorists. There have been numerous circumstances where Muslims and Arabic costume and color precipitated discrimination and hate campaigns. Movies and films of Rambo and Schwarzenegger portray terrorists as Islam fundamentalists triggering a host of discriminatory actions among the populace. Given the billions of dollars spent on the war against terrorism and the widespread and extensive media propaganda campaign, it should be logical to conclude that terrorism has been greatly diminished ten years after the September 11, 2001 tragedy. On the contrary, the War on Terrorism has become a self fulfilling prophecy where terrorist activity exponentially increased. To wit: The Rand Corporation for the National Memorial Institute for the Prevention of Terrorism (MIPT) reveals that there has been a 250 percent increase in terrorist activity from September 11, 2001 to September 2006 alone. If we divide post 9/11 into two phases until 2006, the first phase has 4772 fatalities from terrorist attacks and the second phase has 5177 fatalities (Conetta, 2006). Thus, all efforts to counter terrorism has only effected in their increase. The US war against Iraq, Iran, Afghanistan, Libya, North Korea and others in fact encourages ordinary citizens from these countries to launch attacks against the US comparable or even similar to terrorist’s acts. Instead of solving the roots of the problem such as creating an international atmosphere of peace and justice, anti terrorism campaigns have in fact sowed the seeds of war, injustice, and fan the fires of terrorism worldwide. Thus it has become a self fulfilling prophecy. The real proof that the anti terrorism campaign has become a self fulfilling prophecy is when we find ordinary citizens who are not in any way connected to terrorist groups performing terrorist acts. The recent bombing and massacre in an island in Norway killing 92 people did acts similar to the modus operandi of terrorists (bombing and shooting like in Mumbai) but acted alone. The Oklahoma bombing was done by a US soldier but imitated the acts of those who he fought during the Gulf War. The psychological construct created by suicide bombing and rampant shooting has in fact created an image where deluded and frustrated ordinary citizens can really act out their violent fantasies. There have been many cases in school campuses where some student would attack and massacre many students using bombs and high powered weapons. Terrorism according to Zulaika is now the dominant tropic space† in media, government, and all walks of life (Zulaika, 2009). This is further fueled by the imagination of nuclear war initiated by terrorists creating an apocalyptic nightmare that in turn fan the fires of Christian fundamentalists. Note that the â€Å"terrorist† who killed 92 people in Norway was a Christian fundamentalist. In fact the use of torture against suspected terrorists in Guantanamo bay was largely unprotected because of this powerful image against suspected terrorists. The problem with the Anti terrorism campaign is that it was blown too much in proportion so that the US who is supposed to be the champion of democracy and human rights is now seen as a torturer and a blanket bomber of civilians, an illegal eavesdropper of its own citizens, and an espouser of war. Indeed the War against Terrorism has not only been a self fulfilling prophecy but actually created the US as a number one terrorist as some critical groups contend. Bibliography Conetta, C. (2006, September 25). War Consequences: Global terrorism has increased since 9/11 attacks . Retrieved July 24, 2011, from www. comw. org: comw. org/pda/0609bm38. html Zulaika, J. (2009). Terrorism: The Self fulfilling Prophecy. Chicago: University of Chicago Press.