An Analysis of Freytag’s Five Steps in Shakespeare’s “The Tempest” Essay

In this essay I will analyze William Shakespeare’s â€Å"The Tempest† using Gustav Freytag’s five phases which are: exposition, point of conflict, rising action, climax, and denouement.   I will first begin with the exposition phase.   The exposition phase includes a description of the chief protagonist and antagonist as well as a description of their conflict and setting.   I will also pinpoint the inciting moment, which is an incident that must occur for the story to happen. (www.reference.com)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The chief protagonist of the play is Prospero, the rightful duke of Milan.   The main antagonist is his brother, Antonio, the usurping duke of Milan.   Antonio overthrew Prospero and sent him and his young daughter Miranda out to sea.   They land on an island, which will be the central setting of the play, where Prospero learns magic and frees a spirit named Ariel who is indebted in servitude to him.   Prospero uses his magic to stir up a storm and moor a ship that his brother Antonio is on.   Ariel makes sure that the occupants of the boat arrive on the island unscathed.   The inciting incident is the arrival of Antonio and the rest of his party on the island.   The main conflict is between Prospero, who wants his dukedom reinstated, and Antonio, who wants the dukedom for himself.   Next, I will describe the rising action in the play.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The rising action includes related secondary conflicts. (www.reference.com)The first of these secondary conflicts occurs between Antonio and Sebastian, the king of Naples brother, and Gonzalo, a counselor, and Alonso, the king of Naples.   These gentlemen had been traveling together on the boat, but when they come to the island Antonio and Sebastian plan to murder Alonso and Gonzalo so that they can seize the power of the crown for themselves.   Alonso believes his son, who had been traveling with them as well to be dead and Antonio and Sebastian see this as a chance to eliminate Alonso and usurp the crown.    Alonso’s son Ferdinand really isn’t dead and is busy falling in love with Prospero’s daughter while this is happening.   The last secondary conflict begins with Caliban, Prospero’s unwilling slave, and Stephano and Trinuculo, a jester and a drunken butler who were traveling with the party on the boat, meeting each other on the island and deciding to kill Prospero.   Ariel hears this and informs Prospero thus avoiding catastrophe.   Now, I will discuss the falling action, climax, and denouement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The climax takes place in â€Å"The Tempest† when Prospero charms the party from the boat and Caliban, Stephano, and Trinuculo into immobility.   Prospero, who is joyous at the thought of his daughter’s upcoming marriage to Ferdinand, has a change of heart and releases everyone from the spell.   They are all repentant and the falling action occurs at this point with a monologue from Prospero chastising the king of Naples and Antonio for the part the played in the usurping of his dukedom. He also chastises his slave and the butler and jester for trying to kill him.   The denouement encompasses the happy marriage of Miranda and Ferdinand and the reinstatement of Prospero’s dukedom.   The play ends happily with the protagonist better of at the end than at the outset because it is a comedy rather than a tragedy.   Thus, I have analyzed â€Å"The Tempest† and have discerned Freytag’s five phases within the play. Bibliography www.reference.com

Comparing The Lottery and Hills Like White Elephants

â€Å"The Lottery† written by Shirley Jackson is a story based off of its point of view, the story would not be told or understood in the same way if it was written in a different point of view. This story keeps the interest of it's readers because it has a point of view where only the people in the story know whats going to happen and know more information than the readers do. If this story was written in first person the readers would know what the lottery was from the beginning of the story and that would make the story not have the surprise ending that confuses the audience. â€Å"Hills Like White Elephants† written by Ernest Hemingway is also written in third person point of view. This story is written in a different way then â€Å"The Lottery† is written because in â€Å"The Lottery† everyone knows whats going on besides the audience, and in â€Å"Hills Like White Elephants† only the two main characters know what is going on and what the main conversation contains. Another main difference in these two stories is that Jackson tricks her audience and Hemingway never even demonstrated the reason for the conflict in the story. Although both stories are related by using the same point of view they are completely different with the plot and the amount of information they with hold from their audience. Both authors use third person in their own ways and it makes different but related effects to the ending of the stories. One of the effects that are different in each story are the amount of people who know whats going on and what the conflict is. Also, the ending of each story, there is a main effect on the point of view factor. Hemingway does not resolve the conflict that the characters in the story know but the audience does not know. Jackson on the other hand reveals to his audience the conflict and the information he has been with holding from the beginning of the story. The point of view in the stories has a dramatic effect on how they are interpreted from the audience, and what information is known by the audience in any point of the story. If either of these stories were written in first person point of view the entire plot and conflict of the story would change and the audience would have a different outlook on the overall story. In â€Å"The Lottery†, if the audience would have known it was a negative lottery it would have changed the effect the ending had on the audience. However, â€Å"Hills Like White Elephants†, would have more of an effect on the audience if it was written in first person point of view. This way the audience would be able to know the main conflict the couple is arguing about throughout the entire story, but the conclusion of the story would change the effect on the readers. Although both stories are wrote in the same point of view, each author interrupts their own personal effects to the stories in which they wrote. Jackson gives her audience clues and hints about the ending, such as the boys piling rocks in the corner of the room, that could be the first signs that the lottery was not what the audience expected it to be. Hemingway however does not take the same approach that Jackson did and did not give his readers clues in the actual text about the information that is being with held from them. The titles of these two stories differ as well, â€Å"The Lottery† is a basic title for the overall story plot, but â€Å"Hills Like White Elephants† is a more complicated title that does not give a general over view of the story. The title is supposed to indicate important information about the story, and Hemingway took the third person point of view in the actual text and keep the conflict from his audience but he gave his audience some information in the title. When he used this phrase as his title, he opened his reader's mind to interpret many different ideas and conclusions about this conflict in which they are with held from knowing. â€Å"The Lottery† and â€Å"Hills Like White Elephants† are both written in third person but Jackson and Hemingway took this point of view and put their own personal effects into it. Jackson includes clues through out the text that about the actual lottery. Hemingway interprets his clues to the audience through the title of the story. These two stories are similar in the point of view but they differ in how the authors applied what the audience should and should not know through clues in the text and title.

Promote child and young person Development Essay

Children and young people need an environment which is most likely to promote effective and confident child development where they can experience and environment of mutual respect and trust and open communication. We as practitioners need to reflect on our own practice where we can evaluate the contribution we have made to the support of child development and find ways that we can improve our practice. When reflecting on our practice we need to look at the ways in which we communicate with the children and young people such as varying with different methods of communications through a range of activities referring the stages of their development. We do this in our setting by looking at the plans and linking the activity to the EYFS and looking closely to new vocabulary and proposed learning outcomes that we will focus on whilst doing the activity. Good practice would be to evaluate the activity after the week and then look back at what you did or didn’t do such as explain new shapes and positional language in a physical activity. In our setting we will always ask each other, as colleagues, to see if they would like to input anything and just for a little reassurance that you are doing something the correct way and beneficial for the children. Bad practice would be to not allow the children to be experimental with the activity and for the activity to be purely adult led, this would not allow the children’s development to grow and progress. We will try to avoid situations in which children receive adult attention only in return for undesirable behaviour. Children crave attention whether it is positive or negative. If we give them this they may not feel the need to behave badly. We make sure that bad behaviour is not taken away from the rest of the group and that no one is singled out for their attention. We set these clear behaviour boundaries and rules so that the setting is able to run effectively with all the team members working towards the same aim. The children will also feel more secure and confident if they know what is expected of them, what is or isn’t acceptable. Being positive role models will help the children look up to us for guidance and to also copy the behaviour they witness therefore it is of great importance that we promote good behaviour by being polite, friendly, kind etc. How we treat unacceptable behaviour Physical punishment such as smacking or shaking will be neither used nor threatened within our setting. This is highly inappropriate and of course illegal and it could also be extremely frightening for children. Children will never be sent out of the room on their own as this would be very upsetting for the child and potentially very dangerous as anything could happen to them. They must be accompanied with an adult at all times. Techniques intended to single out and humiliate individuals will not be used. This will also be very upsetting for the child and very humiliating for them, so we at Priory Pre-school have a ‘’thinking chair’’ in place. This is for the children to think about their bad behaviour. Once they have had time to think, we will talk to them and make them understand what they have done was not nice and could have potentially hurt another child. We will always let them express themselves and the teacher will always listen to the child to allow them to explain why they did the bad behaviour. This will allow the teacher to find out more information about the incident. If a serious behavioural incident would occur such as racial or abuse, the behaviour will be made clear immediately by explanations from the children and not by blaming anyone. It is very important to make sure that the behaviour they are doing is not welcome at the pre-school and not the child themselves. It is important to quickly move on from the bad behaviour once dealt with and then concentrate on the child’s good behaviour. Adults will not raise their voices in a threatening manner as this would be frightening to the child. Talking and explaining to a child will be much more beneficial. We make sure that cultural expectations are regarded in the pre-school and to make sure that their wishes are met as it would be inappropriate for us to go against th em. We remember that all of the children at our pre-school are different and will react differently to being told off for their misbehaviour. Re-occurring behaviour problems will be tackled by the whole pre-school and the child’s parents using objective observation records to try to understand the cause of the situation. It is important to record observations to gain a larger picture of why the behaviour is occurring and the records could show numerous reasons and could possibly show a pattern of behaviour. We will  always keep the child’s parents informed about how we are managing it and the progress of the child. It helps to let the parent know as the parent can continue the same practices as what we at the pre-school will use. A multi-agency approach is the best way of ensuring that all of the child or young person’s developmental needs are met. Using multi agencies, such as community centres, institutions and services is very important when working with childre n and young people as it is an effective way of supporting the children, young people and their families and parents and carers with additional needs and helps to secure an improved outcome. For example, in our setting we have an educational psychiatrist who comes in and visits every term to help go through the Individual Education Plan (IEP) for two children to review the current plan and set new targets to improve their learning, these are specifically for children with special educational needs (SENCO). By visiting these agencies and working closely with professionals like this, it can support the early intervention process for children and young people to prevent problems occurring in the first place, or resolve present problems which in term will reduce the amount of referrals being made. By working with agencies, it will allow practitioners to work in an inclusive way by looking closely at the need of every child and young person and making sure they are valued and supported to ensure active participation in all areas of the curriculum. In our local community we use a few local agencies such as Houghton Regis Community Centre and Downside Community Centre who allow parents to visit them for meetings for extra help on how to promote good child development and general care taking for their children.

Life processes – Biodiversity

Often referred to as â€Å"Ecosystems†, Biomes are environments that differ depending on certain factors such as plant life, human presence (which will increase or decrease the pollution levels depending on the advancement of the civilization) and weather/climate. Biomes are easier to define in the worlds of biology, ecology, and biogeography than areas of the planet that have been sectioned and defined by the presence of humans. There are 6 basic terrestrial and aquatic biomes, these can be categorised into Freshwater, Marine, Desert, Forest, Grassland and Tundra. Every different type of ecosystem is unique unto itself, with forms of plant life and animal species that are found only within them. The animals collect in these environment and they rely on the plants for food or shelter or both. Other major factors within a biome are the existence of clean water and suitable weather conditions that these animals can live comfortably in, without these factors, the ecosystem would fail. Biodiversity exists within a biome, this is used to categorise the different types of life within them. Sub definitions are food-chains, placing predatory animals that feed on lesser able animals higher up. Below is an example of a food chain in the rainforest. (1) A food web is a more detailed way of connecting food chains. A food chain diagram, like the one located to the left can only depict a simple staged diagram, whereas a food chain can show how many different types of wildlife can survive on different. Many animals eat more than one thing, a way of showing this is to illustrate it in a food web. An example of one can be seen below. (3) Animals multiply and thrive in some places better than others, for example, varieties of insects that rely on certain types of abiotic climates such as the warm and humid types found in rainforests, would not be able to survive in a desert environment as the conditions there would not provide them with the adequate plant life they need in order to survive both for food and shelter. Using the diagram located to the left it is possible to view some of the more widely known wildlife in this particular ecosystem, however if one were to compare this particular environment to one on the opposite end of the scale, for example, the desert, the wildlife, plant life and factors of human interference would be dramatically different. Rainforests have long been affected by the presence of man and as a result have diminished in size dramatically; this has a direct result on the ecosystems found within them. Our continuing harvesting of wood from trees and the use of land for grazing purposes for farms and such has reached a deadly climax for many species and has forced the wildlife and animal life to adapt to the changes and although they continue to live within these ever changing environments, some species have not. According to sources between 30-100 species of animals, including birds, mammals, fish and insects are being wiped out every single day due to human interference in their habitats (2) The question of which biome has the highest and lowest biodiversity is one that is in constant competition within scientists. Some believe it to be the marine biome as some say there are more variations of plant and marine life and it is the largest, covering two thirds of the earth's surface. Another point directly relating to this particular decision is the affect of humans on the biome. Humans pollute the seas daily, this is not in contention, however the sheer volume of area within which these species survive is not as affected as the land as humans cannot affect as much of it as they cannot access it all. Another argument is that the neotropical climate of climate of Costa Rica puts it at the top, it has over 500,000 different types of species, approximately 300,000 of these are insects. An example of adapting within biomes is that of squirrels. Traditionally found in Britain are the Red and Grey squirrel, the latter of which was introduced to Britain around 130 years ago. The community of the red squirrel is under threat due to the grey squirrel, they raid the food hordes of the red's and as a result their numbers are dwindling. The red squirrel is unable to digest acorns unlike their foreign cousins form across the seas, as a result, the red squirrel is unable to survive in many of the oak laden wooded areas around Britain, over time the red squirrel has found its niche and now, although greatly outnumbered, approx 2. 5 million greys to 160,000 red, the population have survived in man made habitats such as the one on the Isle of Wight and in North East England, Scotland & Wales. Being born and raised in Blean, Canterbury, a regular family outing would be to take regular treks through Blean woods. This is a perfect example of a local ecosystem and evidence of biodiversity. Blean woods spans over 3,000 hectares and within its boundaries thrive many different types of wildlife. Nature reserves have been set up including an RSPB base and guided walks are available on most days, taking nature lovers deep into its terrain to understand, view and record the process of nature that dwells within. The woods themselves are a popular attraction with tourists that travel from far and wide, many of which are people who have come to discover Canterbury and wish to find out more about the surrounding areas. The area itself is maintained by charitable organisations and funded by donations and it is important to understand the financial benefit that these woods have on the area and how much people depend on them. The Conifer tree is the breed of tree that is found the least in these particular woods but there are sanctuaries within it that breed these trees.

The new england workingmen's association Essay Example | Topics and Well Written Essays - 500 words

The new england workingmen's association - Essay Example However, the mechanics kept their dream of better working conditions alive and hence they called for a region-wide convention to address the question of a 10-hour workday in Fall River. Indeed, the region-wide convention held on October 1844 addressed this issue in great length and resolved to form the New England Workingmen’s Association (NEWA) to address the workers’ plight (Massachusetts AFL-CIO 1). As such, most of the meetings held by New England Workingmen’s Association focused on the dominant concern of a 10-hour workday (Massachusetts AFL-CIO 1). In the meetings that followed the formation of the New England Workingmen’s Association, members ended such meetings with a resolution calling for an abridgement of the hours of labor, which was evidently fundamental in rendering every citizen of the commonwealth worthy and capable to perform the sacred duties of a freeman (Massachusetts AFL-CIO 1). As such, the New England Workingmen’s Association followed the footsteps of other labor leaders of the 1840s, who focused on the relationship between connection between 10-hour workday and citizenship. However, the New England Workingmen’s Association was seemingly different from other labor associations in that it included middle-class reformers who stressed issues such as land reform, and women, who frequently found themselves excluded from other groups unlike other labor associations that disregarded middle-class reformers (Massachusetts AFL-CIO 1). In the 1840s, many labor organizations disregarded the membership and contribution of women. Nevertheless, the New England Workingmen’s Association offered a reprieve to the women by extending all the rights, privileges, and obligations of membership to women’s labor groups through its constitution (Massachusetts AFL-CIO 1). As such, the association addressed both men and women issues that relate to their working conditions. Notably, women

Discuss the history and evolution, justifications for, and ultimate Essay

Discuss the history and evolution, justifications for, and ultimate impact(s) of Canadian content regulations in Canadian radio and television broadcasting from the industrys inception to the present - Essay Example the region’s largest media producer, Canadian broadcasting systems have found it cheaper and more convenient to buy popular American music and programs packages as opposed to creating original Canadian content. In response to this, the Canadian Broadcasting Act created regulations and specifications that Canadian programming broadcasters had to meet and fulfill. The aim with this was to raise viewership of Canadian content with the intent to promote national identity and increase support for Canadian talent. The final essay will have a dipper analysis of the Broadcasting Act, Section 3(1) that sets out the general requirements for the broadcast of Canadian content. The Canadian Radio-television and Telecommunication Commission is a key player in terms of broadcasting policy, ensuring that private and public broadcasting systems follow the requirements of the Broadcasting Act for Canadian programming. The essay will also explain the way in which the MAPL system is used to categorize which music is Canadian as well as the detailed airtime requirement for radio and television and what a program must do to get classified as a Canadian program. The Canadian Broadcasting Corporation will be presented as an example of Canada’s national public broadcaster, which follows the requirements set for ‘Canadian content’ on radio and television. According to Armstrong (2010), in 2007-2008 the CBC aired 81 per cent Canadian programming during its primetime (p.116). The Broadcasting Policy in Canada and other readings in the course kit will provide a general idea about creation of radio and television broadcasting as well as serving as a guide to the changes that Canadian broadcasting went through. They will also help in taking a look at the different commissions that were established in order to make recommendations on Canadian broadcasting system. The use of outside sources such as journal articles by Johansen, Boardman and Vipond will allow an in-depth look into the

Compare and contrast Essay Example | Topics and Well Written Essays - 500 words - 20

Compare and contrast - Essay Example ies Work, when discussing the language of film said that when he was a kid, â€Å"I thought that movies were made in an hour and a half and that they were shot in sequence.† I can relate to that statement prior to actually learning more about how to appreciate how films are made. I never realized that so many factors took place when creating the perfect scene. The plot, content, character, music, lighting and camera angles have to be just right in order to convey the message that the filmmakers want their audiences to see so that it is engaging. Now that I know a lot more about what goes in to making a film and that I realize that sometimes there are more methods of looking at a movie from a cinematographic perspective, it means something completely different. There are themes in movies that are underlying the whole plot and sometimes they can be difficult to identify. However, when looking at film, I realize I am able to do it with a more critical eye. It makes it harder to watch movies just for entertainment. I now find myself noticing simple jump cuts or if a portion of the plot is missing continuity. I had also never thought about the different places that I have watched films. If it were in the theater, on television, on a computer or a phone, some of the elements can get lost. Sure, a person is able to view a movie but not with the same impact. In a theater, it is easier to just get lost in the movie. The effects are so much more intense. I think of movies that I have seen on DVD or online and wish that they were something I had seen in the theater because it would have been a completely different experience. On a computer there are sometimes elements lost because of the aspect ratio on the screen. Parts of the film can get cut off. The same is true with watching it on a mobile phone. The movie picture is simply too small to be able to capture all of the elements so part of the message can get lost because it is harder to see little details