Rodchenko and Popova and Architecture of the Constructivist Period Essay

Rodchenko and Popova and Architecture of the Constructivist Period - Essay Example Aleksander Michailovich Rodchenko was seen as originator whose work was mocked as construction art by another artist Kazimir Malevich in 1917. The word evolved to become an honourable term by 1920 in the Realistic Manifesto of Naum Gabo while Alexei Gan used it as title of his book Constructivism printed in 1922 (Cooke, 1995, 106). As an art, it combines the particular properties of an object as well as its spatial presence, thus, presentation in three-dimension although it would soon encompass two-dimensional works of books, posters, montage and factography (Cooke, 1995). In this essay, it will be demonstrated how the works of arts and expressions of Russian avant- garde artists Lyubov Popova and Aleksandr Rodchenko have significantly influenced constructivism and how their principles were applied in constructive architecture. Constructivism is described as the objective analysis of a systematic practice which consists of set of principles (scientific) to be applied in the productio n of useful goods (Fer, 1989, 16). In this context, the pioneer constructivist artists have incorporated and explored the different elements of arts i.e. line, color, plane, volume, space, material etc. beyond their traditional uses so that they (artists) could freely express their feelings and to produce utilitarian/practical works. Constructivism has opposed the traditional art which is figurative and decorative. The constructivists have exhibited a new territory of imagination to convey futuristic design (Brandy, 2009). In addition, constructivism also literally utilized industrial materials such as wood or marble dust [Figure 5] to exhibit artifice and illusion (Fer 1989, & Aspden, 2009). Discussion Constructivism was seen to be a reaction of Russian artists on the pomposity of the previous eras about high art. In addition, there was already an on-going Russian Futurism exexmplified by industrial, angular styles, soon, works of the likes of Malevich’s Suprematism showed g eometric abstraction (Cooke, 1995). It has not been easily accepted during the earlier period. In 1920 during the formative years of constructivism, Rodchenko was commissioned by the Bolshevik government as director of the Museum Bureau and Purchasing Fund. He was not only a teacher but responsible in the reorganisation of art schools as well as museums. Much propaganda at that time both governmental and otherwise used Rodchenko’s art, design and concepts that saw the debut of â€Å"the end of painting† (Akbar, 2009, P 1). Together with his comrade Liubov Popova, they bid their farewell to the bourgeois practice of painting which they described as frivolous and pretentious (Cooke, 1995). Aside from industry shaping the Russian Futurism, the constructivist also were engaged in festivals, street designs, and post-revolution of the Bolshevik government where the UNOVIS group of Malevich propaganda plaques and buildings such as the 1919 work of El Lissitzky’s Beat t he Whites with the Red Wedge. In their works as exemplified by Rodchenko, POpova and their fellow artists, a new explosion of creativity and innovative styles was integrated in the paintings which he both applied rushing diagonal lines and bold colours [Figure 1& 2]. Rodchenko

Technology in America Research Paper Example | Topics and Well Written Essays - 2000 words

Technology in America - Research Paper Example According to Beer (52) â€Å"the use of social media on the internet has been shown to reduce with increasing age†. Thus, technology has changed the social norms in the American society. Technology like the internet has revolutionized how individuals relate to each other. Family members, colleagues at work and even students in school can now communicate easily and faster among each other. The internet is fast and sometimes more private and this has increased social interactions especially on social platforms like Facebook, twitter, MySpace and Google plus. People no longer have to meet physically or send letters in order to communicate. They can even form groups and have meetings online without having to meet physically. With technology making interaction between individuals easy and efficient, an increase in the feeling of sense of belonging has been the observed in many of these individuals. According to the 2010 Consumer reports, Technology has fostered creation of new relationships and even sustained the ones that existed before. However, despite the many positive changes that technology has brought, many negative effects have been observed in the subsequent stu dies carried out. Dangers of online networking especially on the teenagers have been clear demonstrated. Social networking reduces face-to-face interactions among the teenagers and the consequence has been an increased level of loneliness and stress. Cross (40) states that â€Å"some teenagers even end up committing suicide as a result of feeling left out or inferior† A substantial number of the avid internet users have become addicted to it. They can hardly spend ten minutes without looking at their phones; staying away from their computers is a hard ordeal to them. Missing out in important activities has been the consequence if this addiction. Those who are

Presentation Techniques for News Program

Presentation Techniques for News Program This lesson we shall deal with the presentation techniques for an effective news program. And also deal with the principles required to learn in order to become a good presenter or anchor. ____________________________________________________________________________ Objectives After going through this lesson, you should be able to: Describe the skills for TV news anchor. Describe the principles and concept of anchoring Live show. ____________________________________________________________________________ Introduction An anchor is a person who hosts a show or a program. We can also say that anchor is the compare of a program. An anchor plays a very important role in broadcasting a program. Anchors can attract the viewers and keep them tuned to the program that he or she is anchoring. Anchors can attract viewers by their charming personality and speaking skills. The anchor should sound very confident while speaking to their audience. At the networks the TV news anchors present the news. You know the people the ones sitting there behind a desk (or in the field) telling you what’s happening in the world that day. Whether broadcasting from a small local station or manning one of the network’s primetime broadcasts TV news anchors compile news stories and deliver them. ____________________________________________________________________________ News Anchoring A news anchor is a television personality who presents material prepared for a news program and at times must improvise commentary for live presentation. The term is primarily used in the United States and Canada. Many news anchors are also involved in writing and/or editing the news for their programs. Sometimes news anchors interview guests and moderate panels or discussions. And some provide commentary for the audience during parades and other events. Anchoring is the art of finding and delivering the best possible expression to any given content. It includes factors such as use of language, shot composition, choice and selection of relevant details, and an interesting and engaging way of presenting one’s subject matter. In other words, it is the skill of capturing and holding the interest of the audience. Skills for TV News Anchor Being a news anchor requires a number of skills, the first of which is a comfort in front of the camera. There’s an element of show business in the job of a news anchor not only do you need to be comfortable in front of the camera but you need to make people want to watch you. Few more skills are given below: Knowledge base: An understanding of issues, names, geography, history and the ability to put all of these in perspective for viewers. Ability to process new information: Sorting, organizing, prioritizing and retaining massive amounts of incoming data. Ethical compass: Sensitivity to ethical land mines that often litter the field of live breaking news — unconfirmed information, graphic video, words that potentially panic, endanger public safety or security. Command of the language: Dead-on grammar, syntax, pronunciation, tone and storytelling — no matter how stressed or tired the anchor or reporter may be. Interviewing finesse: An instinct for what people need and want to know, for what elements are missing from the story, and the ability to draw information by skillful, informed questioning and by listening. Mastery of multitasking: Take in a producer’s instructions via an earpiece while scanning new information from computer and other sources. Appreciation of all roles: An understanding of the tasks and technology that go into the execution of a broadcast, the ability to roll with changes and glitches, and anticipate all other professionals involved. Acute sense of timing: The ability to condense or expand one’s speech on demand, to sense when a story needs refreshing or recapping. Writing Your Script Most importantly: write your script to be spoken, not read. Keep in mind that your audience will hear your words rather than see them, so it’s important to write in a way that when spoken it sounds natural. Smile: Smiling is perhaps the simplest way to connect with your audience. The warmth of a smile is a must at the very least at the beginning and very end of your performance Maintain Eye Contact: The magic of the teleprompter is that it enables you to look directly into the camera lens, creating the illusion of eye contact with your audience. Take full advantage of this by not looking away. Your continuous gaze really does engage your audience. Eye movements away from the camera can make you look a little bit ‘shifty’. Roles of News Anchor An anchor performs a wide variety of roles in a news organization. Apart from the skills that he or she is expected to have and inculcate, an anchor constantly learns on the job. The News Gathering Part of the Job How much reporting is involved in an anchor’s job is dependent on where the anchor works and what type of broadcast they work on. Some anchors, especially at local news stations, will report their own stories (perhaps with help from a producer or other staffer), and write the scripts they then transmit on the air. In that sense, an anchor works very much like a reporter with the main difference being that they need to craft the story in a way that works for television. Handling Breaking Newswithout a Teleprompter Handling breaking news is an essential part of 247 news. When you are rushing to the studio to anchor breaking news, grab all the available information you can. Dont be afraid to ask for help. You will probably be busy throwing on your make up and tying your tie. Have someone print you out the latest wire copy or jot down the latest facts. Do not wait for someone else to write a script for you. That will just delay your appearance on the air. Being first is paramount with breaking news. Good anchors get on the air first and look like they prepared all day. Besides, reading another writers script cold on the air wont be convincing. Digest the facts yourself and convey them like a pro. Reading a Teleprompter Reading a Teleprompter effectively is a lot more difficult than many people think. First of all, most people dont read aloud as well as they think they do. Add to that the difficulties of the sentences being cut up to two or three words per line and those lines moving at a distance while you have lights in your face. Meanwhile there are thousands, maybe millions, of people watching you closely. Deal with all this while appearing to not to be reading at all. Use the teleprompter as a guide. Do not try to read every word exactly as it is written on the teleprompter. Every anchor makes mistakes. Sometimes words are misspelled. Occasionally a long word will be cut in half because it is too long for a line. Whatever the problem, if you get lost in your script you will fall apart on camera. Television Anchor Makeup Women are better equipped to deal with anchor makeup for the simple reason that they are used to applying makeup. Women will only need to make a few adjustments to their makeup routine while men must start from scratch. Any men who have a problem wearing makeup while anchoring need to get over it fast. Television cameras and bright lights will change your appearance drastically. They will wash you out, flatten your features, and bring out all the imperfections in your skin. The most manly men you see on television are wearing makeup. You should too. Anchor Wardrobe Anchor wardrobe should always start with solid colors. The goal is to minimize too many conflicting visual images in your clothing when you anchor a television newscast. Begin with a solid suit or dress shirt. Women can wear solid suits, sweaters or blouses. Pay attention to the collar. Collars are very important on TV. When you appear in a head and shoulders shot, your collar frames your face. If your collar spreads apart wide, it will make your face appear wider. If your collar is long, pointed and close together it will make your face appear slimmer. Since TV makes most people look heavier than they are, most people should wear longer point collars. The same thing applies to lapels. Wide lapels widen. Thin lapels make you appear slimmer. Punch up your outfit with a splash of color. A bright tie or scarf will brighten your face without distracting. Go ahead and be bold with red, orange or purple. Even if it seems over the top in person, it wont appear so bright on the TV news. Breaking News Live Shows No skill is more vital to the worth of a television news reporter than their ability to do a breaking news live shot. They must be able to roll up to a scene, gather as much information as they can in a matter of minutes, then deliver a live report as if he had all day to prepare. They key to a great breaking news live shot is preparation in the face of limited time and resources. Don’t try to do it all on your own. Utilize all newsroom resources to gather information. The assignment editor who sent you to the breaking news live shot should have some details. This may only be what and where the breaking news happened. Press the assignment desk to get you more information as you head to and prepare for your live shot. Ask them to pull background information and file video. Biographies and historical accounts are useful. The details can help you fill time when you dont have anything new to say. Points keep in mind during anchoring live show When you arrive on the scene, finding witnesses is your first priority. They are sound bite gold. After that, seek police and other officials. They are less desirable interviews but will do if you have nothing else. If no one seems to know what is going on, look for neighbours who can put things into context. They can tell you that the incident happens all the time or is unusual for the neighbourhood. If you have time, use one of these people as an interview in your breaking news live shot. If you have a producer or intern with you, send them out to canvas the area. While you are preparing to be on the air they can gather more information and find potential interview subjects. Write down your bullet points. You dont have time to write a script so just outline the points you want to make in your live shot. Keep everything simple, straightforward and logical. Start with the latest breaking news. It may sound obvious but many reporters fail to start with what is new. Only then should you give background and establish context. The chronologic approach is not always the best way to tell the story. Tell viewers what you dont know. Reporters often do breaking news live shots without knowing any facts. In local TV news it is more important to get on the air first than to have all the details. If you are missing important facts that are essential to the story, explain that you dont know but are working to find out. It is a great way to tease that you are advancing the story for a future newscast. Viewers appreciate this. If you are missing an obvious fact but don’t mention it they will wonder why. Once you are done telling your story stops. Dont talk too much. Reporters often lose track of what they are saying in breaking news live shots and start to yammer. Often a reporter will do a great breaking news live shot only to ruin it by dragging it on too long.

Pauls Relationship with Clara in Sons and Lovers :: Lawrence Sons and Lovers Essays

Paul's Relationship with Clara in Sons and Lovers       Paul's relationship with Clara is based on passion. Her womanliness impresses him from the first time that they meet and throughout their relationship. Since Paul has never had any sexual experiences Clara amazes him thoroughly because she is so sensual, unlike Miriam who is afraid of any physical contact and his mother who is not in a position to offer him such things. During their relationship, Paul matures from a boy into a man not only physically but also mentally. Sadly, due to their age difference and their different perceptions of life, their relationship falls apart. Another great reason for the failure of their relationship is the fact that Clara is married.    When Paul had to go to Willey farm to meet Clara he was very excited even though at that stage of his life he was seeing Miriam; "Evidently his eagerness to be early today had been the new-comer" (p.269). Not only was he eager to meet her but "There was something he hankered after", whenever he heard Miriam speak about Clara he "rouse" and would get "slightly angry" (p.268). When he entered the parlour the first thing he noticed was "the nape of her white neck, and the fine hair lifted from it" (p.269). Unlike him, Clara was quite indifferent towards Paul in the beginning: "She rose, looking at him indifferently" (p.269). It is rather curious how in the beginning Paul is obsessed with Clara's body: "He noticed how her breasts swelled inside her blouse, and how her shoulder curved handsomely under the thin muslin at the top of her arm", while she in a way was annoyed by him: "She did not mind if he observed her hands. She intended to scorn him" (p.270). He was self-conscio us in her presence while she most of the time acted as if he was not there: "Paul was rather self-conscious because he knew Clara could see if she looked out the window. She didn't look" (p.272). Paul is not only attracted by Clara, but he is also curious to find out about her since he has never met a woman like her before: "A hot wave went over Paul. He was curious about her" (p.

Hamlet has been read by various critics as dramatically Essay

Revenge tragedy was a popular theme when Shakespeare began his play writing career. The central feature of each revenge play was a hero who sought to avenge a wrong in a society where the law was unreliable. â€Å"Hamlet† is usually described as a revenge tragedy. The revenge in Renaissance drama emerged as a dominant genre. By modifying material sources Shakespeare was able to take an unremarkable revenge story and make it into one with fundamental themes and problems of the Renaissance. The Renaissance is a vast cultural phenomenon that began in 15th century Italy with the recovery of the classical Greek and Latin texts that had been lost in the middle-ages. â€Å"Hamlet†, by Shakespeare, uses the traditional conventions which an Elizabethan audience would have expressed interest in because of their moral and social implications. Kyd’s best known play † The Spanish Tragedy† was the most influential tragedy of the Elizabethan period inspired by the tragedies of Seneca, both of which served up a rich diet of madness, melancholy and revenge. However â€Å"Hamlet† has outlived most revenge plays and is still immensely popular. Vengeance was forbidden in the Elizabethan era as it was thought unethical and sinful because it could consume a person, erasing within them any sense of moral justice. This thought preoccupies Hamlet for much of the play. An Elizabethan audience would have sympathised with Hamlet’s attitude towards revenge and the tension of having fundamental Christian beliefs about mercy contrasted with the human impulse for revenge. To kill a king or queen who was protected by the divine aura of kingship was seen as an act of treason. However vengeance was also seen as an honour which had to be satisfied. Although an Elizabethan audience would have had prevailing Christian beliefs about mercy juxtaposed with secular view points in tune with human impulse for revenge, a modern audience would empathise with â€Å"Hamlet† as a revenge hero due to the 20th century concept of the â€Å"just war† theory, which states that war can only take place under certain conditions e.g. when all forms of peaceful negotiations have failed. In â€Å"Hamlet† soliloquies are used to reveal Hamlet’s innermost thoughts reflecting his contemplative character, a convention that an Elizabethan audience would have understood. Hamlet’s melancholy is a leading factor throughout the play; his soliloquies give us a more in-depth perception as to what he is thinking. We can not read minds and in theatre, it is important for us to have this insight into the characters mind as away of understanding motivations. In Hamlet’s case, we are aware of this from the beginning. Hamlet is extremely distraught by the death of his father and the incestuous union of his mother and Claudius: â€Å"How weary, stale, flat and unprofitable Seems to me all the uses of the world! Fie on’t, ah fie, ’tis an unweeded garden† This statement is dramatic in that he is using the unweeded garden as a way of metaphorically speaking about our world that is full of ailment and repulsiveness as opposed to a weeded garden which would represent order and contentment. Although an Elizabethan audience would have accepted Hamlets hesitation, a modern audience would accept and understand the feelings expressed in Hamlet’s soliloquies. Hamlets passionate first soliloquy provides a striking contrast to the controlled dialogue he must exchange with Claudius and his court. The primary function of the soliloquy is to reveal to the audience Hamlet’s melancholy and despair at the time he is presenting the soliloquy. A modern audience would realise that Hamlet is â€Å"a mere Prince of Philosophical Speculators who would not feel at home in an incestuous tomb of politics†ithus delaying this actions to avenge his father’s death. William Hazlitt also states that Hamlet â€Å"is not a character marked by strength of will or even passion, but by refinement of thought and sentiment†i. This marks him out as â€Å"a misfit in a treacherous world†. The world in which Hamlet is living in is claustrophobic full of deception, spying and greed. Brannagh’s interpretation of â€Å"Hamlet† presents this idea effectively through the use of mirrors in the Great Hall, behind which people spy on one another. Hamlet himself notices that Elsinore is a prison rather than a sanction: â€Å"Denmark’s a prison world†¦ in which there are many confines Wards and dungeons†¦ † In a disjointed outpouring of disgust, anger, sorrow and grief, Hamlet explains that, without expectation, everything in the world is either futile or contemptible. His speech is saturated with suggestions of rot and corruption, as seen in the basic usage of words such as â€Å"rank† and â€Å"gross†, and the metaphor associating the world with â€Å"an unweeded garden†. The nature of the his grief is soon exposed, as we learn that his mother, Gertrude, has married her brother-in-law only two months after the death of Hamlet’s father, believing that her display of love was a pretense to satisfy her own lust and greed. Shakespeare employs the use of juxtaposition and contrast to enhance Hamlet’s feelings of contempt, disgust and inadequacy. Another juxtaposition in the soliloquy is Hamlet’s use of Hyperion and a satyr to denote his father and uncle, respectively. Hyperion, the Titan God of light, represents honor and virtue, all traits belonging to Hamlet’s father. Satyrs, the half-human and half-beast companions of the Wine-God Dionysus, represents lasciviousness and overindulgence, much like Hamlet’s uncle. It is therefore no wonder Hamlet develops disgust for Claudius. An important contrast in this soliloquy is seen in Hamlet’s self-depreciating comment; â€Å"But no more like my father Than I to Hercules† Hamlet’s comparison of himself to the courageous Greek hero indicates his developing lack of self worth, a theme focused upon in the second soliloquy. In addition to revealing Hamlet’s plot to catch the king in his guilt, Hamlet’s second soliloquy uncovers the essence of Hamlet’s true conflict. Hamlet is committed to seeking revenge for his father, yet he cannot act due to his revulsion towards extracting the cold and calculating revenge. Determined to convince himself to carry out the premeditated murder of his uncle, Hamlet works himself into a frenzy. He hopes that his passions will halt his better judgment and he will then be able to kill Claudius without hesitation. But Hamlet fails to quell his apprehensions and can not act immediately. The traditional revenge hero would be seen, by an Elizabethan audience, as one who sought to avenge a wrong in an unjust society. Hamlet reflects the Elizabethan views of revenge with his determined heart during the second soliloquy. The soliloquy leaves the reader feeling that Hamlet will keep his word and that revenge will certainly follow in the flowing act. However, Hamlet’s determination begins to deteriorate as the play progresses suggesting Hamlet’s ambivalence of avenging his father’s death, through phrases such as â€Å"o cursed spite that even I was born to set things right†. From this point onwards Hamlet fails to carry out the avenger’s role, which would have defied an Elizabethan audience’s tradition. Shakespeare intentionally defies the traditional conventions because he wants to show that Hamlet is different. However, Hamlet gains sympathy from the modern audience rather than loses sympathy because a modern audience might be more interested to consider how many uncertainties our lives are built upon and Hamlet’s psychological motivation. Unlike Hamlet’s first two major soliloquies, the third and most famous speech seems to be governed by reason and not frenzied emotion. Unable to do little but wait for completion of his plan to â€Å"catch the conscience of the king†, Hamlet sparks an internal philosophical debate on the advantages and disadvantages of existence, and whether it is one’s right to end his or her own life. Hamlet must find the appropriate analysis in his situation, however finds himself shifting back and forth between consideration of whether action or inaction is better. In terms of Hamlet’s analysis, the two issues are closely related. Yet, his words in Act 2 Scene 2 highlight his understanding that man’s nobility transcends the notion of revenge: â€Å"What a piece of work is man! How noble In reason, how infinite in faculties, in form and moving how express And admirable, in action†¦Ã¢â‚¬ ¦ † He has a public obligation to do right by Denmark, but this should not be done morally unless it is done in good will. It can therefore be said that Hamlet’s deepening grief is blinding his sound judgment and fogging his path for acceptance of his misgiving. As a result Hamlet begins berating himself with words such as â€Å"ass† and â€Å"scullion†, for failing to carry out his duty as an avenger, even though he has real reasons for revenge. Hamlet is hypersensitive. Everything that has happened to him has made him intensely self-aware and ready to be self-critical. Although an Elizabethan audience would not have accepted Hamlet’s hesitation, a modern audience would accept and understand the feelings expressed in Hamlet’s soliloquies because hesitation is natural in humanity. The soliloquy ends with Hamlet planning to â€Å"Catch the conscience of the king† through a play. Thrilled that his scheme will help prove that Claudius killed his father, Hamlet experiences a sudden surge of confidence. The word â€Å"conscience† has more significance than it may seem. It can be read as a conflation of Hellenistic and Roman with Christian influences extending the apostle Paul into Shakespeare’s time. Going well beyond a guilty feeling, it points forwards and backwards providing guidance to action. Hamlet’s last soliloquy is crucial to our understanding of his character development. By the end of the soliloquy, Hamlet brings to a halt his solemn contemplation on the immoral act of murderous revenge, and finally accepts it as a necessary duty. It is not that Hamlet has presented a solid and reasonable argument to convince himself of his terrible responsibility: rather he has driven himself to the conclusion with intense and distorted thoughts. Hamlet accuses himself of forgetting his father in the â€Å"bestial oblivion†, yet he thinks his problem could be â€Å"thinking to precisely on the event†. More ever, although Hamlet has seen Fortinbras only a moment earlier in the play, and knows nothing of his true motives for going to war, Hamlet convinces himself that he is fighting to protect his honor. Part of Hamlet realizes the idea of such a conviction, however illogical and futile, he focuses on the image of Fortinbras courageously leading his troops. Hamlet’s reason, the part of him that has been dominant throughout the play; the part of him that questions the â€Å"honour† in murder and revenge, this time cannot provide a rebuttal. Hamlet is overcome by his obligations to enact revenge. Hamlet was once greatly distressed over having to exact payment for this father’s murder, even though the reason for such revenge was weighty. Now, Hamlet commends the idea of the â€Å"imminent death of twenty thousand men†. Laertes, Fortinbras and Hamlet are all sons seeking to avenge a wrong in an unjust society. Laertes displays an impulsive reaction when angered. Laertes’ imprudent actions are motivated by fury and frustration, giving little thought to action â€Å"I’ll be revenged most thoroughly for my father† This provides an insight into Laertes’ mind displaying his desire for revenge at any cost. In contrast, Hamlet looks for certainty, through contemplation, before taking action, seeking a right without tainting his mind. Likewise, Fortinbras is an obvious contrast to Hamlet, though his situation similar, as a man of action. Hamlet himself notices the contrast: â€Å"†¦ tender prince, whose spirit with divine ambition puffed Makes mouths at the invisible event†¦ † Laertes is fast to act. He wants to revenge and he wants it immediately. His actions are rushed, allowing the possibility of manipulation by Claudius. He cannot let his natural feelings rule his will. He only thinks about his consequences after he has performed. This is evident at the end of the play when he asks for Hamlet’s forgiveness when he says â€Å"I am justly killed with mine own treachery†. He is too willing to believe the king’s version of events, thus Claudius uses Laertes anger for his own benefit. Laertes only wants revenge and is not concerned with punishment. Shakespeare makes these contrasts to highlight Hamlet as a stereotypical â€Å"weak avenger†, but an infinitely more interesting and complex character consumed by the moral complications of revenge, which reveal him as a hero blesses or cursed by the power of individual thought as opposed to a hero who follows unthinkingly the revenge tradition. An Elizabethan audience would see â€Å"Hamlet† as a weak avenger with a â€Å"fatal flaw† and a propensity to think too much, therefore not keeping within the dramatic conventions, which would have been greatly appreciated by an Elizabethan audience. However, a modern audience may sympathise greatly with Hamlet’s inability to abandon or fulfill his role because making an epic decision is rarely straightforward. It seems that Shakespeare wants to present Hamlet as a tortured soul, influenced by Christian beliefs. The dilemma â€Å"Hamlet† faces is in some ways the dilemma faced by civilized man at large, William Hazlitt supports this view by stating that â€Å"Hamlet is one of those plays that we think the most about because it reflects on human life†i. Bibliography – Hamlet: Cambridge School – Shakespeare & criticism : F. E. Haliday – Characters in Shakespeare’s play- Hamlet: William Hazlitt

Evaluation of the Role of the Internet in Higher Education.

An Evaluation of the role of the Internet In higher education. Today ‘s learner exist In a digital age. A wide range of web tools and software Is available and the Internet offers access to apparently endless sources of Information. Pupils as well as students at university have to deal with the technologies if they want to succeed.Pupils in school mostly use the computer for typing essays and looking up information for presentations, whereas students at university need access o the internet to manage their daily university routine, their whole study depends on the internet. Data bases for course and exam registration for instance, to mention just one important fact . Mark Seersucker had good reasons to explore the value of the internet and establish the social network faceable, originally established for students to get in contact with each other.Even tutors use the features of faceable to Interact with their students. The Internet offers completely new possibilities of procedu res to the schools and university systems. Easy registration for Individual chosen courses, blending learning lasses, online shared Information on specific data bases, online tutorials for help and even online exams are current methods which are well known by any student. Learning materials are being digitized and put up on data bases.And the best thing about it is that the internet applications and software you need are for free, once you have got the general equipment. Offerings of online study courses given by so called â€Å"Open Universities† enable students of any age to take study courses and graduate with diplomas. The US increase the choice of different study courses available to students regardless of their location. Another aspect to mention is the better situation for those who has to earn money beside university, to afford high study fees for Instance, since time management Is easier and free.Yet, despite all the positive things and possibilities that are opened up by the Internet, there are always some critical aspects. Using Internet meaner at flirts having all the equipment and extras you need and second having the skills to use it at all. Very often it is taken for granted that all students possess equal competence with technology but that's not the case. Some students are even forced to Join social networks against their good will.Since internet based education will be the future it is necessary to teach pupils how to use the internet, let them know about the dangers and convey the competence of evaluating internet sources. M. Len. University 2. 0 – An Evaluation of the role of the internet in higher education. Today's learner exist in a digital age. A wide range of web tools and software is available and the internet offers access to apparently endless sources of information. Each other. Even tutors use the features of faceable to interact with their students.The internet offers completely new possibilities of procedures to the schools and university systems. Easy registration for individual chosen courses, blending learning classes, online shared information on specific data bases, online tutorials for help study fees for instance, since time management is easier and free. Yet, despite all the positive things and possibilities that are opened up by the internet, there are always some critical aspects. Using internet meaner at first having technology but that ‘s not the case. Some students are even forced to Join social