Loves Labours Lost Essay -- Plays Shakespeare Papers

Love's Labour's Lost The Elizabethans thought of it merely as "a wittie and pleasant comedie" ; Samuel Johnson remarked that "all the editors have concurred to censure [it]" ; and William Hazlitt opined, "If we were to part with any of the author's comedies, it should be this." It was not until well into the twentieth century that Love's Labour's Lost really came into its own, and this fact alone may be enough to make a case for it as Shakespeare's most forward-looking play. It is its ending in particular, an unexpectedly grim conclusion in which nothing is actually concluded, that has appealed to modern sensibilities and made Love's Labour's Lost the Shakespeare play for the twentieth century. Trevor Nunn makes this point emphatically in a recent National Theatre production that presents Love's Labour's Lost as a tale of society's passage out of the nineteenth century in the devastation of World War I. Though neither this idea nor any other aspect of his production is entirely novel, it emerges as possi bly the darkest interpretation of the play yet presented, taking the disturbing qualities that have so delighted modern audiences and pressing them to their limits and beyond. Reading the play now, it seems hard to believe that the unusualness of the ending could have gone apparently unnoticed for so long. With the stage set for the usual comedic ending of multiple marriages, the news of the Princess's father's death comes as a complete shock: Marcadà © enters at a moment of such carefree mirth that the Princess playfully chides him, "thou interruptest our merriment" (5.2.712). A moment later, his news is told and the atmosphere of the play has noticeably changed, as Berowne himself acknowledges when he says, "The scene begin... ...ns. Ultimately, Nunn succeeds in making his dark vision of Love's Labour's Lost convincing, and in using the play to make the usual points (the fleeting nature of happiness and happy endings, the necessity of confronting difficult realities, the inevitability of death) with exceptional force. But these triumphs come at the price of two priceless aspects of Shakespeare's ending: its unanticipated overthrow of audience expectations and its startlingly modern open-endedness. Bibliography Gilbert, Miriam. Love's Labour's Lost. Shakespeare in Performance Series. Manchester and New York: Manchester University Press, 1993. Holland, Peter. English Shakespeares. Cambridge: Cambridge University Press, 1997. Peter, John. "Growing Pains," Sunday Times, Feb. 2003, p. 19. Woudhuysen, H. R., ed. Love's Labour's Lost. 3rd series. London: The Arden Shakespeare, 1998.

Best teacher Essay

My best teacher that I have had thus far in my academic teacher would have to be Elias Semaan. Professor Semaan taught the upper level Finance courses here at JMU and his intelligence as well as his passion captured my attention and made me want to absorb the knowledge that he was preaching. I had Professor Semaan my sophomore and junior year and he was great. He taught a difficult course, FIN 360 Analytical Methods in Finance but he made difficult concepts and equations seem easy by going through the logic behind them and why and how we use them. He added in humor to lighten the heavy load of the courses content and keep the class happy. He was also very creative and used his own little real world examples while explaining bigger critical concepts. Professor Semaan did an excellent job of keeping the class active and participating. He was open to the student’s opinion and always asked at the beginning of class if anyone was having trouble with anything in the course or had any questions, if they did we would discuss it as a class until everyone was caught up. At first I had difficultly grasping some of the concepts as I had switched my major from Management to Finance, but he sat down with me one on one in his office and walked me through any questions I had with clear cut explanations until I had them down. He used tests as assessments for the class and they were tough but fair. If you paid attention and did all your work, the problems would seem familiar and if you slacked off in class or did not attend it would show through the grade of his tests. He was not an easy teacher by any means and you had to work hard for a good grade but he made you want to succeed and motivated me to reach my full potential more than any other of my teachers had. I liked him so much in FIN 360 that the next year I took his other class, FIN 450 Financial Risk Management. I grew a close relationship with Professor Semaan as we shared stories, went over new and challenging concepts, and he served as a role model for me through my College career. Professor Semaan said I remind him of a younger version of himself and I take that as a great compliment. He is very intelligent, he received his PhD in Finance at George Washington University and has been teaching at a University level for over 10 years now. He is in his early 50s and has had a hard life with many ups and downs but continues to push forward and motivate his students to succeed and reach their highest potential. He is dedicated, ambitious, intelligent, funny, charismatic and strong-minded and I admire him and respect him tremendously as a person and mentor. He has made me want to put in all of my effort and work as hard as I have to until I understand what I am learning. He pushed me in the right direction and offers me priceless career information as to what paths to go into and how to make myself look good to employers. He even gave me his cell number to call him if I have any questions or problems at any time. He has my back and I respect him for all that he has done for me and all that he has accomplished throughout his life. I believe Professor Semaan’s teaching philosophy is to have his students maximize their learning potential and focus on their strengths to pick a career path where they will ultimately be happy as well as successful. He has done a great job abiding by his philosophy and has helped me through College and the job searching process. He held office hours by schedule and by appointment and was very flexible and would work with you and do whatever he had to ensuring that his students learned. He also pushed his students to succeed through his charisma and charm and worked one on one with students who went out of their way to learn. He was my best teacher and I feel very lucky that him and I were able to cross paths and establish such a great relationship as teacher/student, mentor/role model, and friends.

Education And Study At Universities - 1414 Words

There are many reasons why people decide to continue their education and study at Universities. It may be for enjoyment, for learning a new skill, for networking, or for career advancement, etc. However, for most people, education is an investment for the future, and is considered as a gateway to obtaining higher earnings in the future either via the job market or self-employment. It’s commonly believed that the higher the qualification you get, the higher the chance you would get a well-paid job. However, what about for entrepreneurs? People who don’t want to work in a steady paid job, but who wants to be their own boss. Do entrepreneurs need to study for a University degree? Would, in the course of studying a degree, increase the chance of becoming a successful entrepreneur? Does higher education teach the necessary skills to help people be successful in running a business? Thus, lead to my research topic. I would like to investigate whether successful entre preneurs obtained their necessary skills whilst studying at University. To begin with, how do we define â€Å"a successful entrepreneur†? The Cambridge Dictionary defines successful as â€Å"achieving the results wanted or hope for/ having achieved a lot, become popular, and/ or made a lot of money† [Cambridge Dictionaries Online, 2014], and the definition of an entrepreneur is â€Å"someone who starts their own business, especially when this involves seeing a new opportunity† [Cambridge Dictionaries Online, 2014].Show MoreRelatedHigher Education Case Study: Weston University1497 Words   |  6 PagesWeston University Case Summary The new president of Weston University, Dr. Diana Ball, took over in late 1995, succeeding Dr. Harold Powers. Dr. Powers led the prestigious private university for fifteen years from a human resource frame to tailor the organization to individuals (Bolman Deal, 2013, p. 16). 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