Doubt Of Shakespeares Authorship Of His Plays Essay -- essays research

Doubt of Shakespeare's Authorship of His Plays Over the years, various persons have expressed doubt as to the authorship of William Shakespeare. These doubts are as old as his plays. American author, Henry James once said, "I am haunted by the conviction that the divine William is the biggest and the most successful fraud ever practiced on a patient world. (Hoffman 27) On the other hand, author Calvin Hoffman was convinced that Shakespeare was "the author of the most magnificent English dramatic prose and poetry ever written. (Hoffman 27) But, he reiterated this belief nineteen years later, stating, "They are magnificent! Only, William Shakespeare of Stratford-on- Avon never wrote the plays and poems." (Hoffman 27) Crime, guilt, fraud, exile, hate, deceit, and murder are all woven into this shroud of authorship that hides the identity of the world's most renowned writer. Cranks have proposed over fifty candidates for authorship, from Queen Elizabeth to the Jesiuts. Although many doubt that William Shakespeare ever wrote the works attributed to him, some still resort to pro-Shakespearean arguments. John Drinkwater, author and believer, felt that the flowers, banks, brooks, pastures, and woodlands of Shakespeare's boyhood home, Stratford, were all transfigured in his plays by his wonderful verse, but yet they still remained the scenes to which he was bred. Drinkwater believed too, that not only in Shakespeare's humble folk, shepherds, gardeners, and serving men, but also in his princes and kings, he reflected the humanity with which he was familiar in Stratford. The knowledge and wisdom he acquired directly from his own enviroment was quite true to life. Drinkwater also said that mere book- knowledge in Shakespeare's works was usually incorrect because he used knowledge outside the range of his own experiences, with a "grand audacity." It is true that William Shakespeare attended grammar school in Stratford, and tha he acquired some competence in Latin and gained a limited knowledge of English history. There was a period of time in his life referred to as his "dark years," and this period of time may have been subjected to influences making for high culture. Records say too, that Shakespeare left Stratford in 1585 and went on the stage in 1590. During this time he could have attended Cambridge or worked in a lawyer's ... ...Shakespeare's did. Bacon and Shakespeare viewed the world differently. Finally, some disbelievers support another candidate, William Stanley, the 6th Earl of Derby, who was interested in drama, and became a patron of a company of actors. Several poems showed signs of early and immature Shakespeare, but he was a boy at that time. One was signed in Derby's handwriting, and three signed "William Shakespeare." His motive- like de Vere'swould have been to avoid association of his family name with the lower social order of the stage. Was Shakespeare hinting at his name through word play? His verses, such as "... every word doth almost tell my name..." seem to be an attempt to reveal his name. Another line says, "Whats in a name?" Sonnet III says, "Hence comes it that my name receives a brand," and " my name be buried where my body is...." In conclusion, curiosity has indeed been aroused for many , many years. Hundreds of theories and shreds of proof have been gathered, but the world will always wonder and waver between doubt and belief in William Shakespeare. So, the question still remains, "Was Shakespeare really Shakespeare?"

Informative Speech on Early Childhood Education Essay

â€Å"Whatever the mind can conceived, it can be achieved† – such is the immortal axiom of Dale Carnegie, which has become a universal motivational tool to enhance performance and uncover untapped potentials. But the validity of this maxim does not hold true only for adults, but for the young ones as well – even for the unborn, pulsating fetus in a mother’s womb. Would you believe that infants are like little computers? At the University of British Columbia, Canada, an experiment was conducted with the objective to gauge how the brain of an eight-month-old girl would react to words using small electrode capped to her head. And you know what have they found out? : study has deduced that infants, like little computers, learn by statistically analyzing the impressions they receive! It was further found out that even young babies could tell when there is a gap of only 16 milliseconds between the sounds! Can you imagine that brainpower of a baby! That is why advocates stressed that the impact of enhancing brain development right in the first five years, or even in the prenatal stage, is so great that you want to do it right from the very start. Timing is important but promptness is more relevant. And why is this so? – Simply because at age 0 to 5 years, development of human brain is greater than any other stages of his entire life. Earl Morrison shows how different body features changes over time. The most factual revelation of it is that Head Size and Brain weight develop almost completely at age 5 years compared to other body features, while all features attain full changes upon the age of 18. (Morrison) In short, 90% of brain’s physical development is happening at 0-5 years of human life, the early childhood stage, the critical stage when brain assimilations of information is great and prompt nurturing is timely right. Similar demand for physical nurturing holds true for fetus in the womb. Books, on human physiology reveals that infant nutrition really begins during fetal life. Most evidence indicates that the human fetus is entirely parasitic and will take nearly everything it requires for nutrition from the mother, even if this depletes her tissues! The food intake is proportionally higher in infancy and childhood than in adult life because basal metabolism is higher at this stage. (Arnow) Prenatal enrichment has been practiced for thousands of years, dating back to the ancient Chinese. A research of Dr. Brent Logan at the Educational Development Foundation, in cooperation with Gahanna Children’s College yields a unique prenatal stimulation using heartbeat-like sounds of increasing complexity as the most effective means of communicating with developing child. Other prenatal enrichment approaches that use music, reading or singing have been tried, however: the fluid surrounding the baby muffles all but the simplest of sounds, music is too random and complex, the spoken word is too hard to understand. Its use normally during the second trimester of mother’s pregnancy gives a wonderful bonding experience for baby and the rest of the family. Babies are born more relaxed with their eyes and hands open and crying little, nurse better, sleep better; reach developmental milestones more quickly, have advanced language, musical, and creative abilities; have enhanced curiosity and the ability to gather and process information very quickly. Prenatal enriched children demonstrate expanded cognitive abilities and higher than average IQs. Throughout life, this advantages would mean child’s ability to absorb and appreciate far more of his/her environment than one who did not receive prenatal enrichment It has been believe that, someday, its use will be as much a part of being pregnant as is taking prenatal vitamins. (Logan) Over the past 25 years, industrialized countries have experienced major changes in rearing arrangements for young children. This transformation stems, in part, from changes in the roles women now play in society – especially changes in maternal employment at an early stage in children’s lives. Increased reliance on paid childcare has fostered intense research on their positive and negative effects on children’s health, cognitive capacity, adjustment, and social relationships. One of the two studies conducted for ages 0-2 years revealed that children reared on child care exhibits the following behaviors: insecure attachments to their mothers, patterns of less harmonious mother-child interaction, higher levels of problem behavior, and teacher-reported social competence and poorer academic work habits. (Belsky) In the other study conducted for ages 2-5 inversely reveals more of advantages of good-quality care and its potential benefits for children. In particular, childcare offers more extensive social contacts opportunities opening extended social world for them. Positive childcare experiences also enhance later educational opportunities, such that those experiencing early non-parental care are better able to benefit from education, adjust to routines, and resist conflicts. (Ahnert L) Nevertheless, home remains the emotional center of children’s lives and it is important that supportive parent-child relationships need not be harmed by childcare experiences even when children spend considerable amounts of time in care. It is undeniably during these first five years of life, that we can most effectively impact and influence a child’s brain, stage when the brain is storing information and memories that will be the foundation for a lifetime of skills and potential. If this foundation is flawed, it can affect the entire life span of the individual. Advocates of early brain development and school readiness give the following 10 guidelines: Be warm, loving, and responsive; Respond to the child’s cues and clues; Enjoy talking, reading and singing to your child; Establish positive routines and rituals; Encourage child to play and explore safely; Make TV watching selective; Use discipline as an opportunity to teach; Accept the fact that each child is unique; Take care of yourself; and lastly Reach out and get some help. In finality, it is truly a wonderful opportunity to enrich the lives of our children and help them realize their full potential. â€Å"The first years truly last forever† but it will only be render possible and achievable, if and only if, as a parent, your mind has conceived it. References: Ahnert L, Lamb ME. . â€Å"Child Care and Its Impact on Young Children, 2-5†. Montreal, Quebec, 2004. Encyclopedia on Early Childhood Development [online]. Ed. Barr RG Tremblay RE, Peters RDeV, eds. : Centre of Excellence for Early Childhood Development. February 27 2007. < http://www. excellence-earlychildhood. ca/documents/Ahnert-LambANGxp. pdf. >. Arnow, Eagle Introduction to Physiology and Pathological Chemistry. 9th ed. Minnesota: The C. V. Mosley Co. , 1976. Belsky, J. . â€Å"Child Care and Its Impact on Young Children (0-2)†. Montreal, Quebec, 2005. Encyclopedia on Early Childhood Development [online]. Ed. Barr RG Tremblay RE, Peters RDeV. Centre of Excellence for Early Childhood Development. February 27 2007. . Logan, Brent â€Å"Learning before Birth: Every Child Deserves Giftedness†. 2006. February 28 2007.

Battle of Salamanca - Peninsular War Battle of Salamanca

Battle of Salamanca - Conflict Date: The Battle of Salamanca was fought July 22, 1812, during the Peninsular War, which was part of the larger Napoleonic Wars (1803-1815). Armies Commanders: British, Spanish, Portuguese Viscount Wellington51,949 men French Marshal Auguste Marmont49,647 men Battle of Salamanca - Background: Pushing into Spain in 1812, British, Portuguese, and Spanish troops under Viscount Wellington were confronted by French forces led by Marshal Auguste Marmont. Though his army was advancing, Wellington grew increasingly concerned as the size of Marmonts command steadily increased. When the French army matched and then became slightly larger than his, Wellington elected to halt the advance and began falling back towards Salamanca. Under pressure from King Joseph Bonaparte to take the offensive, Marmont began moving against Wellingtons right. Crossing the River Tormes, southeast of Salamanca, on July 21, Wellington was resolved not to fight unless under favorable circumstances. Placing some of his troops on a ridge facing east towards the river, the British commander concealed the bulk of his army in the hills to the rear. Moving across the river the same day, Marmont wished to avoid a major battle, but felt compelled to engage the enemy in some way. Early the next morning, Marmont spotted dust clouds behind the British position in the direction of Salamanca. Battle of Salamanca - The French Plan: Misinterpreting this as a sign that Wellington was retreating, Marmont devised a plan calling for the bulk of his army to move south and west to get behind the British on the ridge with the goal of cutting them off. In actuality, the dust cloud was caused by the departure of the British baggage train which had been sent towards Ciudad Rodrigo. Wellingtons army remained in place with its 3rd and 5th Divisions en route from Salamanca. As the day progressed, Wellington shifted his troops into positions facing south, but still concealed from sight by a ridge. Battle of Salamanca - An Unseen Enemy: Pushing forward, some of Marmonts men engaged the British on the ridge near the Chapel of Nostra Seà ±ora de la Peà ±a, while the bulk began the flanking movement. Moving onto a L-shaped ridge, with its angle at a height known as the Greater Arapile, Marmont positioned the divisions of Generals Maximilien Foy and Claude Ferey on the short arm of the ridge, opposite the known British position, and ordered the divisions of Generals Jean Thomià ¨res, Antoine Maucune, Antoine Brenier, and Bertrand Clausel to move along the long arm to get in the enemys rear. Three additional divisions were placed near the Greater Arapile. Marching along the ridge, the French troops were moving parallel to Wellingtons hidden men. Around 2:00 PM, Wellington observed the French movement and saw that they were becoming strung out and had their flanks exposed. Rushing to the right of his line, Wellington met General Edward Pakenhams arriving 3rd Division. Instructing him and Brigadier General Benjamin dUrbans Portuguese cavalry to strike at the head of the French column, Wellington rushed to his center and issued orders for his 4th and 5th Divisions to attack over the ridge with support from the 6th and 7th as well as two Portuguese brigades. Battle of Salamanca - Wellington Strikes: Intercepting Thomià ¨res division, the British attacked and drove back the French, killing the French commander. Down the line, Mancune, seeing British cavalry on the field, formed his division into squares to repel the horsemen. Instead, his men were assaulted by Major General James Leiths 5th Division which shattered the French lines. As Mancunes men fell back, they were attacked by Major General John Le Marchants cavalry brigade. Cutting down the French, they moved on to attack Breniers division. While their initial assault was successful, Le Marchant was killed as they pressed their attack. The French situation continued to worsen as Marmont was wounded during these early attacks and was taken from the field. This was compounded by the loss of Marmonts second-in-command, General Jean Bonnet, a short time later. While the French command was reorganized, Major General Lowry Coles 4th Division along with Portuguese troops attacked the French around the Greater Arapile. Only by massing their artillery were the French able to repel these assaults. Taking command, Clausel attempted to retrieve the situation by ordering one division to reinforce the left, while his division and Bonnets division, along with cavalry support, attacked Coles exposed left flank. Slamming into the British, they drove Coles men back and reached Wellingtons 6th Division. Seeing the danger, Marshal William Beresford shifted the 5th Division and some Portuguese troops to aid in dealing with this threat. Arriving on the scene, they were joined by the 1st and 7th Divisions which Wellington had moved to the 6ths aid. Combined, this force repelled the French assault, forcing the enemy to begin a general retreat. Fereys division attempted to cover the withdrawal but was driven off by the 6th Division. As the French retreated east towards Alba de Tormes, Wellington believed the enemy was trapped as the crossing was supposed to be guarded by Spanish troops. Unknown to the British leader, this garrison had been withdrawn and the French were able to escape. Battle of Salamanca - Aftermath: Wellingtons losses at Salamanca numbered around 4,800 killed and wounded, while the French suffered around 7,000 killed and wounded, as well as 7,000 captured. Having destroyed his principal opposition in Spain, Wellington advanced and captured Madrid on August 6. Though forced to abandon the Spanish capital later in the year as new French forces moved against him, the victory convinced the British government to continue the war in Spain. Additionally, Salamanca dispelled Wellingtons reputation that he only fought defensive battles from positions of strength and showed that he was a gifted offensive commander. Selected Sources British Battles: Battle of SalamancaPeninsular War: Battle of SalamancaNapoleon Guide: Salamanca