Morality Play Essay Example for Free

Morality Play Essay Cudgels- short thick stick used as weapon (n. ) mea maxima culpa -my mistake, my fault humani nil a me alienum- I am a human being, I consider nothing that is human alien to me. tonsure- the act of cutting the hair or shaving the head. artem illam ignominiosam- the art of her disgrace malodorous- an unpleasant odor; foul-smelling retinue- a group of advisers, assistants, or others accompanying an important person leman- a lover, sweetheart or paramour pretium- price ignorantia Juris non excusit- ignorance of the law does not excuse ubi stabilitas ibireligio-where ever stability is, there will be religion. Jongleurs- medieval wandering entertainers who played instruments, sang and danced, juggled, and performed plays. brawlers- a noisy quarrel, squabble, or fight. passe- old fashioned; out-of-style esse- being; existence. sorties- attacks redolent- (adj. ) fragrant, smelling strongly; tending to arouse memories or create an aura timorous- (adj) fearful; timid; demonstrating fear prating- to talk excessively and pointlessly; babble japer- to joke, gib petulance- (n. ) rudeness, irritability vagabond- A person who wanders from place to place preening- devoting effort to make one attractive lewdness- indecent. abscene. Offensive in a sexual way conjuring- the performance of magical tricks cavil- (v. ) to find fault in a petty way, carp; a trivial objection or criticism cupidity- (n. ) an eager desire for something; greed scruple- a feeling of doubt or hesitation with regard to the morality or propriety of a course of action folly- lack of good sense; foolish action or undertaking patron- (politics) granting favors or giving contracts or making appointments to office in return for political support animosity- (n. ) strong dislike; bitter hostility emulate- to copy; to try to equal or excel lulling- cause to get calm, sleep or rest.

English Language Learning Essay example -- Education, Gujarati Familie

The overall aim of this research is to explore historical and contemporary discourses of social policies of identity, assimilation, multiculturalism and sense of belonging in relationship to the ‘practices of the everyday’ (Lewis 2004) and to explore how the individuals make sense of their world through and by their experiences and practices of it. I will particularly focus on the area of language learning as a part of identity formation to find out how participants are involved in the act of making their language learning possible in spite of all the challenges. By this I mean not to reveal what 'really' happens, but rather to analyse participant's accounts in relation to the political discourses surrounding language, assimilation and community cohesion. Duke (2002: 42) argues taking a qualitative route in relation to researching social policy is essential when trying to 'delve into parts of the policy process which quantitative methods cannot reach. They have the pot ential to explore innovation, originality, complexity, interactions, conflicts and contradictions'. This research is, therefore, an attempt to find answers to the problems and predicaments related to English language learning under different political agenda and to demonstrate how these varying determinants had an effect on the process of language learning and identity formation of Gujarati women in the diaspora. THE CONTEXT OF RESEARCH: It is important to contextualise the process of identity formation of Gujarati women with what was happening in Britain in regard to race relation at both the time of their arrival and the various stages of settlement since. The 1970s was a period when many Gujarati families arrived in the UK as refugees or economic migrants... ...r levels of ability In English for refugees and other migrants to the U. K. by linking language ability with employment potential (DFES Publications,2010). Thus on one hand, the government is stressing the importance of English language learning, on the other hand, the funding for the programmes that provide language training is being cut. There is no doubt that how the migrant women learnt/learn English is shaped by these policies which had/have direct impact on their learning. This research aims to highlight the discrepancies in the policy doctrines and their implementation by comparing the impact of the policies on the process of English language learning of Gujarati women under different political regimes. It focuses on how identities are shaped as an outcome of the political agenda by the qualitative study of the learning journeys of Gujarati women in London.

Substantive vs. Not Substantive

Class discussion is an important aspect of the learning process. In academic institutions, this activity is the common practice among education practitioners in order to stimulate the minds of their students. Through class discussion, an exchange of ideas, opinions and perspectives transpire. With this, participants are encouraged to vocalize their understanding on a particular subject matter which helps in honing their different skills and developing different types of intelligence.However, if a teacher is not properly conducting a discussion, there is a tendency for the students to respond with mediocre or below average answers or thoughts. To produce thorough analyses and an in-depth discussion, teachers should initiate an open-ended discussion which usually starts with a question that does not require a a right or wrong answer. Through this, students will not be apprehensive about sharing their ideas because the notion of being humiliated will be eliminated.Also, teachers should not hesitate to make follow up questions in order to test whether students were able to fully comprehend the lecture or lesson. Another strategy to create a great discussion is avoiding monopoly. Every participant should be given equal opportunities to express their ideas. This can prevent certain individuals from controlling the flow and content of the discussion. As a result, every aspect of the subject can be explored or analyzed. Furthermore, encouraging students to relate or apply the topic to their daily experiences can produce a meaningful discussion (Saskatoon Public Schools, 2008).Moreover, to differentiate substantive from non-substantive responses in a discussion, teachers must look at relevance, logic, substance and objectivity. The relevance of the response to the topic should be the primary quality to be reviewed to determine if it is substantial or not. Then, the significance of the answer to the topic. Find out whether the response is essential to the advancement of the topic. The more unusual the answer the better but it must be logical. Also, it is important to provide answers that are objective in order to minimize limiting one's knowledge about a particular subject matter.

Literary Devices In Waiting For Godot - 770 Words

It seems that the daily life of Vladimir and Estragon in Waiting for Godot simply consists of trying to pass time while waiting for a stranger named Godot to arrive. There seems to be a lack of major meaning and purpose to their lives, and unfortunately it does contain endless suffering. Samuel Beckett portrays the solution for their problem as making their own choices and taking action in life. However, neither Vladimir nor Estragon are able to comprehend this solution. These characters rarely manage to make a conscious decision; finally when one is made they cannot join a physical action to their choice. For instance, at the end of both acts the two men agree they will leave, but rather take action they do not move. Under these†¦show more content†¦Pozzo and Lucky also have repeated days, even though they do not remember the past events. For them, they end up running into Vladimir and Estragon on both days. Lucky also suffers similarly to how the two main characters suffer in life. The choice of staying with Pozzo makes Lucky’s life unpleasant. Pozzo treats Lucky like a slave, overworks him, and uses vulgar language towards him. One may wonder why Lucky puts up with this treatment and why he does not just quit. According to Pozzo, Lucky’s existence is based upon pleasing Pozzo, which is Lucky’s meaning in life. He also says that if Lucky were to ever be freed it would make Lucky’s life insignificant. Pozzo would go as far as to say, â€Å"old dogs have more dignity† (31.) Most people would not find Lucky’s situation lucky at all. The fact that his name is Lucky and his state of existence is so unlucky is ironic. Beckett uses this irony in a dark, humorous way while also conveying his message that one should let the actions taken in life stem from a conscious choice of one’s own rather than blindly following others. In the play Waiting for Godot, Samuel Beckett uses the literary techniques of repetition and irony to paint a portrait of how the choices made and the actions taken can significantly affect one’s lives. Most of the characters in the play have lives that consist of an endless cycle of anguishShow MoreRelatedThe Significance of Language in Dramatic Productions Essay examples1307 Words   |  6 Pagesstructure, so that it becomes less of an explanatory accompaniment to the action portrayed, and more of a secondary aspect, to be scrutinized and considered in its own right. The term â€Å"Absurd†, when used to describe such works as Waiting for Godot, refers to the originally musical term, ‘discordant’, or ‘out of harmony’. 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