One of the
most profoundin all of literature, the evolution of ' character is probably one of the most
significant aspects of the drama. His evolution in character from who he is at the start of the
play to who he is at the end of it reflects much of the essence of dramatic depictions of
character development and evolution. His intelligence and faith in his own sense of self as
well as his immense sense of pride give way to a different understanding of self. The sight he
gains about his condition in the world is only heightened by his blinding at the end of it.
Through Oedipus, we learn the truth behind the idea of knowledge being a form of suffering and
the blissful condition of ignorance. Oedipus demonstrates how the quest for truth is a
necessary part of the human condition, and in the process how its suffering causes inevitable
hardship and emotional turmoil. Another significant element in the drama is the idea of human
freedom vs. fated destiny. When Oedipus seeks to overcome the fate that has been destined for
him, we see a fundamental theme that underscores so much of literature. How does human freedom
fit within a cosmic design? Are our actions in accordance to our own will or some larger scheme
of which we are a small part? If there is a destiny, can we overcome it? If this is true, is
there such a thing as freedom within the human condition or is everything predestined? What
becomes the purpose of possessing freedom if destiny will triumph over it in the end? These
questions all strike at the heart of ' work, making it extremely
significant.
Wednesday, June 8, 2011
What is the significance in Oedipus the King? What are the significant themes or ideas in the play?
Monday, June 6, 2011
What is the relationship between a mother and a daughter in the short story "Girl"?
Although
this short story is written in the form of a , spoken by the mother and addressed to the
daughter, there are moments too when we hear the daughter's voice. For example, it is the
daughter's voice protesting, "but I don't sing benna on Sundays at all and never in Sunday
school." The daughter has one more line in the story: "but what if the baker won't let
me feel the bread?"
These two lines tell us quite a lot about how the
relationship between the mother and daughter is perceived by the daughter. Firstly, the fact
that she only speaks these two lines implies that the relationship is very one-sided and that
she, the daughter, isn't allowed to speak very much. The implication is that her voice and what
she might have to say does not much matter to her mother. The daughter is expected to follow
instructions and think in the way she is told to think. She is not expected to think for
herself. The first of the daughter's lines does suggest, however, that the daughter
might...
Sunday, June 5, 2011
In act 1, scene 1, who encourages the fighting between the servants from the Montague and Capulet families in Romeo and Juliet?
Though several characters could be charged with encouraging the fight that takes place
in act 1, scene 1, of , by , there are three who stand out as contributing
to the fighting with specific verbal threats or actions: , , and the crowd of spectators.
The scene opens with Sampson and , two servants from the Capulet household,
discussing their hatred for the Montagues. As they talk, they cross paths withand an unnamed
servant, both of the Capulet household. Sampson is the first to encourage a fight, by telling
Gregory, "My naked weapon is out. Quarrel, I will back thee" (1:1:34€“35).
Moments later, though, he suggests that the law will look more kindly on the side who
does not instigate the fight. "Let us take the law of our sides; let them begin"
(1:1:39€“40). When Gregory suggests that he will...
Saturday, June 4, 2011
Provide character sketches of the prominent characters in Q & A by Vikas Swarup.
Q & A is a novel by
Vikas Swarup, an Indian diplomat, originally published in 2005 and later made into a film. The
story is set in India, and many of the characters are influenced by their origins in dire
poverty and a need to escape it.
Ram Mohammad
Thomas: Theof the novel is a young man who wins a TV quiz show, but rather than
being given his money, he is accused of cheating and jailed. Readers learn in flashbacks that he
was an orphan abandoned in a clothes donation box in a church who has had a colorful and
entrepreneurial life as he struggles to climb out of poverty in a socially unequal and unjust
India.
Salim Ilyasi: The best friend of Ram,
Salim dreams of parlaying his good looks into Bollywood stardom, but he lacks Ram's cleverness
and energy and is more of a dreamer.
Prem Kumar:
The host of the quiz show Who Will Win a Billion?, Prem is a morally
corrupt character who abuses contestants and eventually commits suicide.
Smita Shah: She is a childhood friend to Ram who
eventually becomes his lawyer and is the interlocutor for his flashbacks.
Nita: She is Ram's love interest and has been forced into
prostitution. Ram and Nita marry at the end of the book.
Thursday, June 2, 2011
What is the tone in "A Very Old Man with Enormous Wings," and who is the villain, the protagonist, antagonist?
The tone
is one of instruction and caution, like a fairy tale.In fact, if you look at the title, you will
see that its complete title is ":A Tale for Children."Upon first reading, you may
think this is the *last* thing you'd want to read to your child!But think of the stories of the
Brothers' Grimm.Those tales also were gruesome but contained some moral lesson, created not only
to excite but to instruct.
The villain and thecan be considered in two
ways.First, Pelayo and Elisenda treat the angel miserably.They do not appreciate in the least
this miraculous being.They cage him like a farm animal and exploit him for money.The people of
the town are no better.They eagerly come to view the angel and pay for a glimpse at the poor
creature.Even the priest, Father Gonzaga, is more interested in seeing if the angel meets his
prescribed tests, such as speaking Latin, instead of appreciating the miracle.
There is no humanin this story.The angel himself may be considered so, as he does
nothing wrong and finally escapes his mistreatment.
Wednesday, June 1, 2011
How did Jonass relationship with his parents and friends change after he received his Life Assignment?
Beforeis
selected to be the community's next Receiver of Memory, he has a close relationship with his
parents. Jonas respects and trusts his mother and father and feels comfortable telling them
about his most intimate feelings. He shares his thoughts regarding the ceremony and adheres to
the advice they offer. In Jonas's community, strong emotions are discouraged, which is why he
enjoys a friendly relationship with his parents, who raise him to be obedient and conform to
society's strict standards.
After the December Ceremony, Jonas is selected to
be the community's next Receiver of Memory and immediately feels distant from his family and
peers. When Jonas begins his training sessions, he discovers what life was like before Sameness
and begins to question his society's rules and policies. Since Jonas is unable to speak to
others about his training, he cannot share his most intimate feelings, which drives a wedge
between him and his parents. As Jonas becomes more knowledgeable about the past, he discovers
that he can no longer relate to his mother and father. When Jonas asks his parents if they love
him, they laugh at his question and say that they simply enjoy him, which is devastating to
Jonas.
Jonas finally realizes that he has nothing in common with his
ignorant, emotionally shallow parents and begins to lie to them. Jonas also refrains from taking
pills for his Stirrings and is appalled to discover that his father kills defenseless infants
during release ceremonies. After discovering the truth behind the term release, Jonas completely
rejects his parents and decides to flee the community. Overall, Jonas's relationship with his
parents gradually diminishes after he is selected to be the community's Receiver of
Memory.
How can I adapt my classroom (physical environment) to accommodate and support learners with emotional problems?
The book
The Inclusive Classroom: strategies for Effective Instruction cites that
the emotionally/behaviorally disabled (EBD) student needs a classroom environment where safety
and security have to go hand in hand with acceptance and flexibility.
The
first thing to consider is proximity. For this reason, the teacher must develop specific seating
charts and make specific arrangements so that the EBD student is placed as close to the teacher
as possible unless the Individualized Education Plan (IEP) states otherwise. Being in close
proximity often aids some students feel safer and less threatened than if left far from the
immediate periphery of the educator.
The second thing to consider is the
removal of sharp, blunt, or small objects that may be used as weapons. The placement of items
such as scissors, glue, sharpeners, even sharpened pencils and pens must be safeguarded.
Depending on the magnitude of the behavior of the student, these objects should have limited
access. Watch out for markers (fumes) or any other substances for Art, Life Skills and other
courses that are not student-friendly.
Identify distractors as well as
motivators. Avoid the first and make full use of the latter. Ensure that the classroom
environment is conducive to tolerance and acceptance, and always opt for small group instruction
based on level of competence and interest. Open rooms where students do not feel compromised to
merely sitting down are always welcome. Make special emphasis on collective and individual
feedback, and in having the student fully communicated with the rest of the class, with the
teacher, his shadow teacher (if applicable) and every available part of the
classroom.