King Nebuchadnezzar II :: History

big businessman Nebuchadnezzar IINebuchadnezzar II was a Babylonian mogul most 605 B.C. and was the second king in the Chaldean dynasty. He was born in 635 B.C. and died in the October of 562 B.C. He became King in 605 B.C. 3 weeks after his fathers death. He was 30 years old when he became king and reigned for 44 years. When he died his son, Amel-Marduk took over the throne. He wasnt only a great king but a great warlord. He is known for conquering Jerusalem, deporting the king of Judah, Jehoiakim, and many of Jehoiakims people to Babylon. He and his father Nabopolassar commanded an army together northernmost of Assyria. When he lead a campaign against the Egyptians and came back victorious, Babylon became the most powerful armed forces force in the Middle East. When he was 25 he started playing as a military administrator. One year after his crowning he gets the oath of submission from the rulers of the local states in Syria and Palestine. When Nebuchadnezzar gets his first s erious military defeat which was when he was fighting an Egyptian army, it weakened him politically and many of the states withdrew their oaths of submission. His other main achievements were revitalizing Babylon, rebuilding the temple of Marduk and a nearby ziggurat. The median value Wall was built under the reign of Nebuchadnezzar. The Ishtar Gate, one of the eight gates of the inner city of Babylon, was also built during the reign of Nebuchadnezzar II. King Nebuchadnezzar II of Babylon sacred the great Ishtar Gate to the goddess Ishtar. It was the main entrance into Babylon. His most famous achievement was creating the Hanging Gardens of Babylon, one of the seven wonders of the ancient world. Some people think that King Nebuchadnezzar built that gardens for his homesick wife from Medes. A historian in 450 B.C. named Herodotus wrote that the Hanging Garden outer walls had a 56 mile length, a 80 base thickness, and a 320 foot height, but archaeologists claim that its outer walls had about a length of 10 miles and not nearly as high-pitched but still high enough to be very impressive. It was made with huge slabs of stone (stone was only used one other time in Babylon and that was on the north wall of the Northern Citadel). Within the walls there were fortresses and temples with huge statues of solid gold.

The Changing Roles of the Reader and Writer in the Literature Essay

The Changing Roles of the Reader and Writer in the Literature The continuing emergence of groundbreaking committal to writing technologies allows people to express themselves and communicate in countless different ways from years past. With these new technologies comes a change in many of our culture and social traditions. The most important change is the metamorphosis taking place in the online literary world. The line between author and reader has become blurry as more and more technology-driven literature, like hypertext fiction, has become interactive. The whole idea of authorship has changed, which in turn affects the role of the reader. In Writing Space, Jay Bolter further explores the changing roles of the author and reader in hypertextual literature. He believes the author and reader have become equal contributors to the writing process. The flexibility and interactive nature of electronic writing enables the reader to participate and choo se what direction they want the writing to go (Bolter 168). Therefore, the source and reader both participate in the writing process. The new importr/reader partnership in the writing process brings many changes. One aspect that changes along with the new writer/reader roles is the idea of having control all over what is interpreted from the work. In some ways, hypertextual literature offers more control to the writer. Bolter points out that the author, through the use of hyperlinks and hypertexts, can force the reader to visit and read a specific reference or yarn, thus have greater control over cross-referencing (Bolter 175). However, he also states that the computer can make the act of development a competition between the author and reader f... ...writing and the transformations in our literary world create brand new roles for the reader and writer. Perhaps in the afterlife the computer alone will be capable of taking on a role as an author as the idea of artificial light becomes more and more developed. And even though the new roles may be hard to adapt to at first, as I found while reading Disappearing Rain, there is no denying that people are going to have to adjust to the new writing spaces available by changing the way they write and read. Works Cited Bolter, Jay. Writing Space Computers, Hypertext, and the Remediation of Print. 2nd ed. London Erlbaum Associates, 2001.Carter, Deena. Disappearing Rain. 16 March 2004 http//www.deenalarsen.net/rain Murray, Janet H. Hamlet on the Holodeck The Future of the Narrative in Cyberspace. Cambridge The MIT Press, 2001.

Incat Wave-Piercing Catamaran Essay -- Innovation Research Paper

Describe your selected innovation/invention and discuss the design practice used in its development. character appropriate images to illustrate this section of your report. Relate your discussion to the industry standards that were being applied at the time. Did this innovation challenge existing standards? Incats wave edged catamarans are an innovation of the catamaran through design and materials. The original catamaran where made to be a fast and stable two hulled boat, although on choppy seas they where unable to plead this stability. Incats catamaran uses wave-piercing technology to increase the catamarans speed and stability, through the innovation of a wave-piercing center bow, Incat has never patented its center bow design, relying instead on retention ahead of the technology in this field. The wave piercing catamarans centre bow, is designed so that the buoyancy in the forward portions are reduced, due to this when it is approached by a wave due to the lack of buoyancy in the forward proportions of the bow it results in the bow piercing through the water instead of move over the top. Due to this it provides a smoother ride and reduce the boats wave making resistance that slows down the boat, The two outer hulls of the catamaran known as a SWARTH is designed to minimize the area of the hull cross-section at the oceans surface, this minimizes the surface area that wave are able to hit. This results in higher speeds and greater stability especially in rough seas.The Incat wave piercing catamaran idea began in 1983, Phil Hercus in 1984 began development of a wave-piercing catamaran. This design combined the hull design called a SWARTH (Small Waterplane Area Twin Hull) with a center bow designed by Phil Hercus... .../teamaustralia/vessels_wave_piercing_catamaran.htm Accessed 24 Feb 2014.Hhpinsight.com. 2014. Incats LNG Ferry Worlds Fastest Ship HHPInsight.com. online on tap(predicate) at http//hhpinsight.com/marine/2013/06/incats-lng-ferry-worlds- fastest-ship/ Accessed 24 Feb 2014.Incat.com.au. 2014. Incat Home. online Available at http//www.incat.com.au Accessed 24 Feb 2014.Powerhousemuseum.com. 2014. Wave Piercing Catamaran - Australia Innovates - Powerhouse Museum. online Available at http//www.powerhousemuseum.com/australia_innovates/?behaviour=view_article&Section_id=1080&article_id=10089 Accessed 24 Feb 2014.Wikipedia. 2014. HSC INCAT 046. online Available at http//en.wikipedia.org/wiki/HSC_INCAT_046 Accessed 24 Feb 2014.Wikipedia. 2014. Swarth. online Available at http//en.wikipedia.org/wiki/Swarth Accessed 24 Feb 2014.

Palestine Dispute Essay -- essays research papers fc

After the defeat of the Ottoman Empire in World war I, the control of Palestine shifted from Muslim to Western powers. Britain promised Jews and Zionists the visit in Palestine in the form of the Balfour Declaration. However, at the same time, there were already Palestinians living in that land. Even today, there is no correct answer as to who should fall in rightfully acquired the land however, the Palestinian Arabs should live cooperated when the Jews immigrated to the Palestine. in that location are plenty of facts which meet both sides. The solution can only be determined through ones opinion.According to Biblical sources, Arabs and Israelites first met in Palestine most 1500 to 500 B.C. This time period recognized the beginning of the tradition of the two peoples common patriarchs and the cousinly ties amongst the offspring of Isaac and the children of Ishmael, the sons of Abraham.(Cohen 1)Before Islam surfaced, the Jews and the Arabs met in the Arabian peninsula. There was actually a very large Jewish population in the Arabian peninsula before the Prophet Muhammed was known. After the Jews were kicked out of Jerusalem by the Romans interest the Second Revolt, a large number of Jews went to the northern area of the Arabian peninsula. The settlements of Jews in the Valley of the Villages were important areas for the wandering and nomadic Arabic tribes. The Arabs actually colonised near them under their protection, understanding their traditions, customs, and views of religious and social matters. Before Muhammed, some Arabs even accepted the Jewish doctrine of the chosen people and otherwise prefatory elements of Judaism. (Cohen 2)However after some time, things started to change. The prophet Muhammed began presenting Islam as a new religion. He even tried converting some Jews into Islam. But when his hopes of winning them over failed, he turned against the Jews. In 626, he attacked the Jewish tribes of Medina and completely destroyed them. Thi s marked the beginning of conflict between the Jews and the Arabs. (Cohen 3)The relationship between the Jews and the Arabs always remained tense. The connection between the two peoples is tense even today. Even with the same enmity, there has been a great deal of change from the beginning of time.An impor... ...o solution to the Arab-Israeli problem. The wars are merely eruptions in the historical encounter that is nothing less than a prolonged war which is doomed to continue until it is resolved in a catastrophic holocaust. However, others actually have a standpoint. Some believe that the Jews really deserved the land in Palestine because it was theirs to begin with. They were forced out of Jerusalem by the Romans. On the other hand, others say that the land is rightfully the Arabs land. There were Palestinian Arabs who were living there before the Jews were rewarded the land by the British. Why should they give up their land? There is no solution. However, the two peoples could have lived peacefully. The two groups could have lived together if the Arabs had cooperated. If the Arabs already living in the land had not initiated the attacks on the Jews, the two peoples could have eventually learned to live together in one nation. Works CitedBarker, A. J. Arab-Israeli Wars. New York Hippocrene Books, 1980.Cohen, Aharon. Israel and the Arab World. New York Funk & Wagnalls, 1970.Levin, Meyer. The Story of Israel. New York G.P. Putnams Sons, 1966.

Art: Interaction vs Participation :: Graduate Admissions Essays

Art  Interaction vs P cheaticipation   I am a Burning Man participant since 1998. experience year when I went to SIGgraph -- my first since I began participating in Burning Man -- the artwork there left me utterly uninspired. Nothing there brought to animateness a deeper desire to create like the artwork at Burning Man did, though both events deliver similar kinds of artwork.   Dont get me wrong. The art at SIGgraph was good but it didnt change me like the art at Burning Man does. I begin been trying to define what that difference is. And more importantly, how to attach whatever aspect of Burning Man art gains it so much more deeply inspiring. I believe I am finally fit to draw that line, and that line is what seperates interaction from participation.   What is the definition of interaction? The on-line Mirriam Webster dictionary defines interation thus mutual or reciprocal action or influence. In art, interaction can be a button or control that has influence over the art in virtually way. Interaction in art brings the viewer into the art by allowing the viewer to have control over aspects of the art itself. This adds a dimention of action vs. passiveness, inclusion vs. exclusion, direction vs. submission. Interactivity allows a viewer to have defined control over the art in some form.   So what makes participation different from interaction? The second M-W definition of participation is this the state of be related to a larger whole. A very powerful statement in the area of art, but what does it mean? How can the viewer become a part of the greater whole in a piece of artwork? I have an answer for this question, but first let me describe some examples of participation and interaction and see if that line becomes easier to draw   At SIGgraph 1999, there was a marble-maze game. The viewers step on the virtual maze to tip it to make the virtual marble roll through part of the maze.   The first act of participation at Burn ing Man was at the first Burn. Larry Harvey built a large wooden man and took him to Bakers Beach to burn him. People began gathering around. While he burned, a woman went over and held the Mans hand.   I read a story about a group that brought materials for building sock puppets.

Art: Interaction vs Participation :: Graduate Admissions Essays

Art  Interaction vs P stratagemicipation   I am a Burning Man role player since 1998. Last year when I went to SIGgraph -- my first since I began participating in Burning Man -- the artwork at that place left me utterly uninspired. Nothing there brought to life a deeper desire to create like the artwork at Burning Man did, though both events deliver similar kinds of artwork.   Dont get me wrong. The art at SIGgraph was good but it didnt change me like the art at Burning Man does. I have been trying to define what that difference is. And much importantly, how to harness whatever aspect of Burning Man art makes it so much more deeply inspiring. I believe I am in the long run able to draw that line, and that line is what seperates interaction from participation.   What is the definition of interaction? The on-line Mirriam Webster dictionary defines interation thus mutual or reciprocal action or curve. In art, interaction can be a button or control that has influe nce over the art in some way. Interaction in art brings the spectator into the art by allowing the viewer to have control over aspects of the art itself. This adds a dimention of action vs. passiveness, inclusion vs. exclusion, direction vs. submission. Interactivity allows a viewer to have defined control over the art in some form.   So what makes participation different from interaction? The second M-W definition of participation is this the press out of being related to a larger whole. A very powerful statement in the area of art, but what does it mean? How can the viewer get a part of the greater whole in a piece of artwork? I have an answer for this question, but first let me draw in some examples of participation and interaction and see if that line becomes easier to draw   At SIGgraph 1999, there was a marble-maze game. The viewers step on the virtual maze to cotton on it to make the virtual marble roll through part of the maze.   The first act of particip ation at Burning Man was at the first Burn. Larry Harvey built a large wooden man and took him to Bakers Beach to burn him. People began gathering around. While he burned, a woman went over and held the Mans hand.   I get a story about a group that brought materials for building sock puppets.

Censoring Student Publications Persuasive Essay Essay

Imagine that you are a last domesticate assimilator and have retributive received the newest edition of your schools newspaper. As you are flipping through the pages, you discover a terrible article written about you. How would you feel? Recently, on that point has been much debate on whether high schools should be able to regulate the content of educatee publications, such as newspapers and magazines. Censoring student publications would be in force(p) because they may contain contrasted things. Also, it would be favorable because the material in student publications may be offensive to its readers and the text may bepoorly written. Because of this, high school officials should have the right to control the content of student publications.First of all, student publications should be criminalizeed because they may be filled with inappropriate content. Some high school students are non mature enough to determine whether certain subjects and language are usable. Without censo ring student publications, students may publish something with an inappropriate subject. Since it is use throughout todays entertainment, they may also use vulgar language. It is not appropriate for school, so high school officials should be able to censor student publications in case it is used.As a result of inappropriate subjects and vulgar language, the content of student publications may be offensive to its readers. If a student publisher does not like a fellow student, he or she may publish an article about that student. Of course, it will be something terribly offensive. Since student newspapers are given to the entire student body, practically everyone will see it. This will lead to a higher chance of bullying. Bullying is already widespread, so it does not need to be increased by angry, careless teenagers.Lastly, most high school students are not good enough writers to publish a newspaper or magazine. Students articles will not always be grammatically correct and presentabl e. Their research will be insufficient because they do not do enough research about most topics and write mostly off the top of his or her head. The articles will also be bursting with bias. Most students are not able to write an article without including bias because they are not mature writers at his or her age. Because of this, student publicationsshould be censored.In conclusion, high school officials crosswise the nation should have the right to control what goes into his or her schools newspaper or magazines. Because of immaturity and carelessness, students may publish an article about an inappropriate subject and include crude language. Content of student publications may be offensive and increase the risk of bullying. Also, the newspapers and magazines may be poorly written callable to the lack of writing maturity. It is essential to students wellbeing that a law be passed that allows high schools to control their student publications for every school in the United States n ot just Hazelwood School.

America missouri

The Missouri agree was a certain kind of agreement that was signed back in 1820, between the anti thralldom and pro- hard workerry factions in the United States congress . This agreement basically involved the primary regulations of slavery in the western territories. The agreement prohibited slavery in the reason northern lah territory exempting the upper boundaries of the proposed Missouri state. Prior before the agreement was met, the House of Representatives had refused to accept this kind of compromise and a conference military commission was to be appointed to tackle the issues arising from this compromise.Justices would not have been achieved in lieu of such a case where struggle had erupted between the whites and the blacks, owing to the discrepancy that had existed between these to sets of human beings and Africans being considered minorities. The United States Senate rejected this affect and it refused to concur with the amendment and the entire measure was all lost. Was there are any possible and fair move that would have resolved this conflict? Equity/ fairness were not the tools to play in this context for they would have achieved minimal if not insignificant difference.During the following climb-down that is between 1819- 1820, a similar measure was passed with an amendment, which was introduced on 26 January 1820, by sir John W. Taylor of New York, which permitted Missouri into a union as a slave state. This quest was completed with the admission of Alabama as a slave state in December rendering the number of slave and Free states comprise. Consequently, a institutionalise was passed in the house on January 3rd 1820, admitting Maine as a Free State .However, the Senate thought and decided to merge the two measures together, whereby a bill for admission of Maine accompanied by an amendment enabling the people of Missouri to establish a state composing was amended (http//www. infoplease. com/ce6/history/A0833427. html). Just before the bill was send back to the house, a second amendment was adopted stirred by Jesse B. Thomas of Illinois which excluded slavery from the Missouri territory to the north and southern boundaries of Missouri, further exempting the proposed regions deep down the limits of the proposed state of Missouri.Disputes emerged between the two ends that is the southern and the northern states struggling for authority in congress and control over the future territories. This discourse emerged as the several(predicate) factions and the democratic Republican Party began losing its coherence. In April 21st Thomas Jefferson wrote a letter stating that such kind of a division created by the comprehensive compromise line would however, lead to the destruction of the union.Congress considerations over the admission of Missouri raised issues of sectional balance, for the country had be count equally divided between slave and redundant slave states each having a composition of eleven regions (http//ww w. pbs. org/wgbh/aia/part3/3h511. html). The admission of Missouri as a slave state was to tip up the balance in the senate which was composed of two senators from each state in due favor of the slave states. As a result of this discourse states along the northern hemisphere wanted Maine to be admitted as a stark state.By the beginning of the year 1818, Missouri had expanded in terms of population and it gained sufficient population overflowing to warrant its admission into a union state. Its occupants largely originated from the south and it was expected that this would be a slave state. A state house bill was passed in the house of representatives by James Tallmadge of New York the same year proposing an amendment that would ban the importation of slave trade and bring an ultimate emancipation of the slaves born in Missouri .A close analysis following this proceedings ranging from the two ends showed that justice was sort through court-ordered procedures and fairness was not t he tool to attack the entire issue. In reference to this effect another amendment was passed to the house in February 1819 where the senate was not involved . Bitterness among candidates from two ends during the debate sharply placed emphasis towards the sectional division of Unite States (http//www. americaslibrary. gov/cgibin/page. cgi/aa/presidents/monroe/compromise_1). In 1820, a bill admitting Maine as a state was also passed through the house.This was precisely a legal proceeding that was meant to tick justice was observed to settle the conflict. The successful admission of Alabama as a slave state by the year 1819 converged the Free states and slave states to equal representations in the senate. This was achieved through pairing Maine and Missouri to be Free states. This equality was to be kept up(p). The two bills were later merged together as one senate, both having a clause forbidding slavery in Missouri and further prohibiting slavery in the remaining parts of Louisia na the Upper north 36 30N lat and the southern boundary latitude of Missouri.This compromise bill was rejected by the house. The rejection called for another conference meeting made up of members from both houses to ponder the issue not based on legal procedure but this time to consider equity and fairness was done on both sides. These bills were however, treated as separate entities and by March, 1820, Maine achieved its goals and it was made a state of its own while Missouri was authorized to establish a constitution of its own having no restrictions on slavery.Stern legal procedures were to be observed in order to ensure the senate proceedings were not driven by personal or individual opinions, but whatever move taken was to be a consolidation of thoughts through various forums and consultations. The provisions to the Missouri constitution permiting the immigration of the free blacks to the states was highly objected by the many northern congressmen, a situation which called for another congressional compromise. This discourse would have stirred more conflicts once more. Stern legal procedures were to be observed this time round to settle this dispute (http//www. pbs. org/wgbh/aia/part3/3h511.html). The Missouri legislature stood up vividly this time round to defend his constitution and held its power high that nothing in his constitution would be interpreted to abridge the rights of the citizens of United States a move that saw the charter ratified and Missouri was admitted to the pairing In August 1821. Henry Clay, the speaker of the senate did not either match to secure passage of the entire compromise. The application of Missouri to be offered consideration for statehood sparked a bitter debate in the congress concerning the issue of territories which had been created as a result of the purchase of Louisiana of 1803.With the concern that the southern end would have figural advantage, Ney York Congressman James Tallmadge introduced another amendment th at was to prohibit any further expansion of slavery within the area. This action was however, to set the children of Missouri free. Despites the many dangers and challenges for having free blacks intermingling with slaves, Tallmadge come out rightly to defend his people, and he declared that he was aware of the will of his constituents and as their representatives he avowed to proclaim their hatred to slavery occurring in any shape.Once more, legal procedures had to take toes to resolve this conflict and a consensus was reached when the two parts compromised the situation. At last the northern part of Massachusetts finally conk Maine and it was later admitted to the union as a free state the same time when Missouri was being admitted as a slave state. The two ends thereby, maintained an equal balance of regions where Missouri had 12, and Maine got 12 respectively. By and large, an imaginary line, 36 digress 30 minutes north latitude was drawn while the portions of Louisiana territo ry lying along the north of the compromise line were to be set as Free states(http//civilwar. bluegrass. net/secessioncrisis/200303. html). Work Cited Secession Crisis The Missouri agree A Balance of Power March 3, 1820. Retrieved on twenty-fourth July 2009 from, http//civilwar. bluegrass. net/secessioncrisis/200303. html Missouri Compromise. Retrieved on 24th July 2009 from, http//www. pbs. org/wgbh/aia/part3/3h511. html The Missouri Compromise. Retrieved on 24th July 2009 from, http//www. americaslibrary. gov/cgibin/page. cgi/aa/presidents/monroe/compromise_1 Missouri Compromise. Retrieved on 24th July 3009 from, http//www. infoplease. com/ce6/history/A0833427. html

Teaching Pragmatics

Teaching Pragmatics explores the article of faith of pragmatics through lessons and activities created by teachers of English as a second and irrelevant diction. This contain is written for teachers by teachers. Our teacher-contributors teach in seven different countries and ar both aboriginal-speakers and nonnative speakers of English. Activities reflect ESL and EFL schoolroom settings. The chapters included here allow teachers to retard how new(prenominal) teachers approach the teaching of pragmatics and to appreciate the diversity and creativity of their wipeouteavors. Taken together, the activities constitute a spectrum of possibilities for teaching pragmatics.Each submission plys novel insight into the ESL/EFL classroom and demonstrates that there is no single approach to the teaching of pragmatics. The variety of approaches means that pragmatics flock be integrated easily into any classroom, whether traditional or communicative. What is pragmatics? The guide of pra gmatics explores the ability of row expendrs to match utterances with contexts in which they are appropriate in Stalnakers words, pragmatics is the study of linguistic acts and the contexts in which they are performed (1972, p. 383).The teaching of pragmatics aims to facilitate the learners ability to come about socially appropriate talking to for the situations they encounter. Within second language studies and teaching, pragmatics encompasses reference acts, conversational structure, conversational implicature, conversational management, discourse organization, and sociolinguistic aspects of language use, such as choice of address forms. These areas of language and language use read not traditionally been addressed in language teaching curricula, leading one of our students to take up if we could teach him the secret rules of English.Pragmatic rules for language use are often subconscious, and even native speakers are often unaware of pragmatic rules until they are garble d (and recoverings are hurt, offense is taken, or things just seem a bit odd). Neither does pragmatics receive the attention in language teacher education programs that other areas of language do. Nevertheless, rules of language use do not have to be secret rules for learners or teachers. A growing number of studies describe language use in a variety of English-speaking communities, and these studies have yielded important information for teaching.From the teachers perspective, the observation of how speakers do things with words has demystified the pragmatic process at least to the maneuver where we can provide responsible, concrete lessons and activities to language learners. We are in the position to give assurance that they can learn pragmatics in their second or foreign language and be in the club of English speakers. Teachers can successfully decode the apparently secret rules for classroom learners. Why teach pragmatics in language classes?We advocate teaching pragmatics be cause, quite simply, observation of language learners shows there is a demonstrated need for it, and instruction in pragmatics can be successful. Learners show world-shaking differences from native speakers in language use the execution and comprehension of certain run-in acts conversational functions, such as greetings and leave takings and conversational management, such as back channeling and short responses. (See, for example, Bardovi-Harlig, 1996, 1999, 2001 Kasper & Schmidt, 1996 Kasper & Rose, 1999.Without instruction, differences in pragmatics show up in the English of learners regardless of their first language background or language proficiency. That is to suppose, a learner of high grammatic proficiency will not necessarily show equivalent pragmatic development. As a result, learners at the higher levels of grammatical proficiency often show a wide range of pragmatic competence. Thus, we amaze that even advanced nonnative speakers are neither uniformly successful, nor uniformly unsuccessful, but the range is quite wide.The consequences of pragmatic differences, un similar the case of grammatical errors, are often interpreted on a social or personal level rather than as a result of the language learning process. Being outside the range of language use allowed in a language or making a pragmatic mistake may have various consequences. As the teachers contributing to this volume point out, a pragmatic error may hinder good communication amidst speakers (Takenoya), may make the speaker appear abrupt or brusque in social interactions (Lee), or may make the speaker appear rude or uncaring (Yates).Gallow points out that maintaining a conversation in English requires underlying knowledge of responses that act a speaker to continue, show understanding, give support, indicate agreement, show strong emotional response, add or correct a speakers information, or ask for to a greater extent information. Berry discusses the importance of learning how to take turns and demonstrates that listening behaviors that are polite in one language may not be polite or recognizable in another. Unintentional insult to interlocutors (Mach & Ridder) and denial of requests (Weasenforth) have been identified as other potential pragmatic hazards.Left to their own devices with respect to receive with the target language in and out of the classroom, the studyity of learners apparently do not acquire the pragmatics of the target language on their own (Bouton, 1988, 1990, 1992, 1994, Bardovi-Harlig, 2001 Kasper, 2001). What makes pragmatics secret seems to be in some cases insufficient specific input and in others insufficient interpretation of language use. Language classrooms are especially well suited to provide input and interpretation. Instruction addresses the input problem by making language available to learners for observation.Some lecturing acts, such as invitations, refusals, and apologies often take entrust among individuals, so learners mi ght not have the opportunity to observe such language without being directly involved in the conversation. Some speech events, such as office hours and advising sessions, are generally not observed by a third party, but closed events need not be as private as going to the doctor, as one of our graduate students pointed out A person might want to know the conventions for talking to a hair stylist in a second language, something equally difficult to observeThe second problem of input that instruction addresses is salience. Some necessary features of language and language use are quite subtle and not immediately noticeable by learners, such as the turns that occur before speakers actually say goodbye and the noises they make when encouraging other speakers to continue their turns. Differences in making requests, such as by saying terminate I? (speaker-oriented) instead of Can you? (hearer-oriented) might not be immediately salient to learners. By highlighting features of language an d language use, instruction can inform the learner.Finally, the classroom is the ideal perplex in which to help learners interpret language use. Instruction can help learners understand when and why certain linguistic practices take place. It can help learners to punter comprehend what they hear (What does this formula mean? ) and to better interpret it (How is this used? What does a speaker who says this hope to accomplish? ). A classroom discussion of pragmatics is also a good place to explore prior impressions of speakers. For example, Americans are often thought of as being very direct.As Howard reports, her learners often tell her that you dont have to be polite in English. Instruction provides the opportunity to discuss the absence of some types of politeness markers in English and the presence and function of others that may not be immediately recognizable to learners. As discussed above, the need for pragmatics instruction is fairly easy to document. Recent studies sugge st instruction benefits pragmatic development, both in fruit and comprehension. (For overviews see Kasper, 1997a, and 2001. For a collection of studies see Rose & Kasper, 2001.For individual studies see Bouton, 1988, 1990, 1992, 1994). What are the goals of teaching pragmatics? What are the ultimate benefits to learners? The chief goal of instruction in pragmatics is to raise learners pragmatic awareness and give them choices about their interactions in the target language. The goal of instruction in pragmatics is not to insist on conformity to a particular target-language norm, but rather to help learners become familiar with the range of pragmatic devices and practices in the target language.With such instruction, learners can maintain their own ethnical identities (Kondo), participate more fully in target language communication, and gain control of the force and outcome of their contributions. Kondo notes that successful communication is a result of best rather than total conve rgence (Giles, Coupland, & Coupland, 1991). Expanding upon this view, the authors included in this volume point out that exposing learners to pragmatics in their second or foreign language helps the learners to elaborate their learning of the target language and those who speak it..The classroom provides a safe place within which learners can try out new forms and patterns of communication in an pass judgment environment. They can experiment with unfamiliar forms of address, attempt shorter conversational subjectings or closings than they are used to, or try longer openings or closings that initially might feel too drawn out-just to get the feel of it. The instructor and other student participants can provide feedback. Instruction should allow students to choose how much of the pragmatic norms of the market-gardening they would like to include in their own repertoire.As a result of the activities suggested in this book they will be better able to interpret the speech of others a nd, therefore, to decide what they feel comfortable adopting. They will also enjoy greater insights into the target culture. Equally important, we believe that students genuinely enjoy learning about pragmatics because it is like being let into a secret How can pragmatics be taught? We emphasize that there is not a single best way to teach pragmatics. The teaching activities we have included here represent a wide range of teaching styles and approaches.Regardless of method, however, the activities share some important pedagogical practices. Readers will find that 1) awareness activities generally begin the units described in the chapters, 2) authentic language samples are used as examples or models, and 3) input precedes interpretation by learners or production activities. Instruction in pragmatics may utilize the learners first language as well as the target language. Awareness raising activities can productively involve demonstrations in the L1 or L1 language samples.Demonstratio ns may include the use of space, such as where people stand in a line, or nonverbal gestures that accompany certain types of talk, such as shaking hands during greetings or introductions. In Berrys lesson on listening behaviors, students demonstrate active listening behavior in their own language(s) before observing native speakers. L1 language samples can serve to introduce learners to ideas in pragmatics in a context in which they have native control of the language.The samples can also serve as the basis of L1-L2 comparisons, as in Howards lesson on politeness in which L1 and L2 business letters are compared. all in all languages have pragmatic systems, and with a little encouragement all learners will recognize that their L1s also have secret rules. Pragmatics is an area of language instruction in which teachers and students can learn together. The use of authentic language samples in this volume is important because, as Wolfson (1988) points out, in contrast to intuitions abo ut language form or grammar, the intuitions of native speakers regarding language use are notoriously poor.Moreover, the use of authentic language included herein makes possible the teaching of pragmatics by nonnative speakers of English. throughout this volume, the teacher-authors demonstrate many ways to collect authentic language samples on which to base lessons, including -to name just a few- tape recording messages on answering machines, using internationally broadcast English language talk shows, showing educational films, exploring appropriate world wide web sites and saving letters and correspondence.The creation of authentic language samples generally precedes interpretation or production activities, thus giving learners something to build on. It is important to take into account the fact that, just as teachers cannot rely on their intuition in teaching pragmatics, neither can learners do so in their second/foreign language prior to instruction. Pragmatics can be integrate d into the English-language curriculum at the earliest levels There is no reason to wait to introduce learners to the pragmatics of a second language.In fact, the imbalance between grammatical and pragmatic development may be ameliorated by early attention to pragmatics in instruction. Kontras lesson shows how pragmatics can be introduced to learners even at beginning levels. circumscribe and organization Each chapter has five main sections description of the activity, procedure, rationale, alternatives or caveats, and additional pedagogical resources. The chapters specify the level of the learners for whom the lesson was designed, the time required to conduct the lesson, resources needed, and the goal of the activity.The chapters open with a description of the activity, followed by the step-by-step procedure for implementing it with language learners. In the rationale sections, teacher-authors review the reasons behind the development of the activities. Applications of the activit ies to other learners, settings, modes, or areas of pragmatics ways to expand or elaborate the activities and caveats associated with the activities are all included. Examples appear throughout the chapters, with worksheets and overheads following the chapters.This book is organized into five main sections. The chapters in each section are ordered according to the level of the learners for whom the lesson was designed, beginning with activities for the lowest level learners and progressing to advanced learners. The first section, Awareness, presents teaching activities that focus on raising learners awareness of pragmatic differences between languages. The sections following Awareness offer production activities.The activities that focus on production are organized by the area of pragmatics they address conversational management, conversational openings and closings, requests, and day-to-day life. Conversational Management includes activities that address the mechanics of conversat ion, such as turn taking, active listening, relevant short responses, and using hesitation markers. Conversational Openings and Closings deals with the boundaries of conversations how to begin and end conversations both in person and on the telephone.Requests deals with the specific speech act of asking someone to do something. Finally, Assorted Speech Acts presents a variety of speech acts, including complaining during service encounters, turning down invitations, complimenting, and responding to compliments. Finally, the book has an index designed to help teachers find activities appropriate for their students. To make this easier, the index is organized around major features, such as level of learners, type and content of activity, computer use, and nonverbal communication.

Fool Chapter 20

ACT IVAs flies to compulsionon boys, are we to the gods. They kill us for their sport. world power Lear, Act IV, Scene 1, GloucesterTWENTYA PRETTY LITTLE THING slaver and I slogged through the cold rain for a day, across hill and dale, over unpaved heath and roadstead that were little more than muddy wheel ruts. Drool affected a jaunty aspect, remarkable considering the dark doings he had just escaped, nevertheless a light spirit is the blessing of the idiot. He took to singing and splashing gaily through puddles as we traveled. I was deeply burdened by wit and a state of wareness, so I found sulking and grumbling better suited my mood. I regretted that I hadnt stolen horses, acquired oilskin cloaks, found a open fire-making kit, and murdered Edmund before we left. The latter, among many reasons, because I could not ride upon Drools shoulders, as his back was still raw from Edmunds beatings. Bastard.I should say here, that after well-nigh days in the elements, the first Id spen t there since my epoch with Belette and the traveling mummer troupe many years ago, I determined that I am an indoor fool. My lean form does not fend rack up cold well, and it seems no better at shedding water. I fear I am too absor change form to be an out(p)door fool. My singing theatrical role turns raspy in the cold, my japes and jokes lose their subtlety when cast against the wind, and when my muscles are slowed by an unkind chill, even my juggling is shit. I am untempered for the tempest, unsuited for a f either upon better fit for fireplace and square upbed. Oh, warm wine, warm heart, warm tart, where art thou? Poor, cold Pocket, a drowned and wretched rat is he.We traveled in the dark for miles before we smelled meat-smoke on the wind and spotted the orange light of an oil-skinned window in the distance.Look, Pocket, a house, state Drool. We can sit by the fire and maybe bring forth a warm supper.Weve no m atomic number 53y, lad, and nothing to trade them.We trade em a jest for our supper, like we done before.I can commemorate of nothing amusing to do, Drool. Tumbling is out of the question, my fingers are too stiff to work Joness talk string, and Im too weary even for the simple telling of a tale.We could just ask them. They might be kind.Thats a blustery bag of tempest toss, innit?They might, insisted the oaf. Bubble once give me a pie without I ever jested a thing. Just give it to me, out of the kindness of her heart.Fine. Fine. We shall prevail upon their kindness, but should that fail, prepare yourself to bash in their brains and take their supper by force.What if theres a lot of em? Aint you passing to answer?I shrugged and gestured to my fair form Small and weary, lad. Small and weary. If Im too weak to perform a puppet show, I think the brain-bashing duties leave behind, by necessity, fall upon you. divulge a sturdy stick of firewood. There, theres a woodpile over there.I dont want to bash no brains, state the stubborn nitwit.Fine, here, take one of my daggers. I give him a knife. Give a good dirking to anyone who requires it.At that point the door opened and a wizened form stepped into the door mood and raised a storm lantern. Who goes there?Beggin pardon, sirrah, verbalise Drool. We was wondering if you required a good dirking this evening?Give that to me. I snatched the dagger away from the git and fitted it into the sheath at my back.Sorry, sir, the vivid jests out of turn. We are looking for some shelter from the storm and perhaps a hot meal. Weve only bread and a little cheese, but we will share it for the shelter.We are fools, say Drool.Shut up, Drool, he can see that by my kit and your empty gaze.Come in, Pocket of Dog Snogging, verbalize the bent figure. Mind your head on the doorjamb, Drool.Were buggered, said I, pushing Drool through the door ahead of me.Witches three. Parsley, Sage, and Rosemary. Oh no, not in the Great Birnam Wood where they are more often than not kept, where one might fai rly expect to encounter them, but here in a warm cabin off the road between the Gloucestershire villages of Tossing bugger and Bongwater Crash? A flying house, perhaps? Its rumored that witches are afraid of such structures.I thought you was an old man but you is an old woman, said Drool to the hag who had let us in. Sorry.No proof, please, said I, afraid that one of the hags might confirm her gender by lifting her skirts. The lads suffered enough of late.Some sweat, said the enchantress Sage, the warty one. A small pot hung over the fire.Ive seen what you put in your stew.Stew, stew, true and blue, said the tall witch, Parsley.Yes, please, said Drool.Its not stew, said I. They call it stew because it rhymes with bloody blue, but its not stew.No, its stew, said Rosemary. Beef and carrots and the lot.Afraid it is, said Sage.Not bits of bat wing, eye of lecher, sweetbreads of newt, and the lot, then?A few onions, said Parsley.Thats it? No magical powers? No apparitions? No curse? Yo u appear out here in the middle of nowhere nay, on the very fringe of the ticks breeches that sucks the ass of nowhere and youve no agenda except to feed the indispensable and me and give us a chance to chase the chill?Aye, thats about it, said Rosemary.Why?Couldnt think of nothin that rhymes with onions, said Sage.Aye, we were right fucked for spell casting once the onions went in, said Parsley.Truth be told, beef put us against the wall, didnt it? said Rosemary.Yeah, fief, I suppose, mused Sage, rolling her good eye toward the ceiling. And teef, although strictly speaking, that aint a proper rhyme.Right, said Parsley. No telling what kind of dodgy apparition youll conjure you cock up the rhyme like that. Fief. Teeth. Pathetic, really.Stew, please, said Drool.I let the crones feed us. The stew was hot and rich and mercifully devoid of amphibian and corpse bits. We broke out the last of the bread Curan had given us and shared it with the witches, who produced a jug of fortified wine and poured it for all. I warmed both within and out, and for the first term in what seemed days, my clothes and shoes were dry.So, its going well, then? asked Sage, after wed each had a couple of cups of wine.I counted out calamities on my digits Lear stripped of his knights, civil war between his daughters, France has invaded, Duke of Cornwall murdered, Earl of Gloucester blinded, but reunited with his son, who is a raving loony, the sisters enchanted and in love with the bastard Edmund I shagged em proper, added Drool.Yes, Drool boffed them until both walked unsteady, and, lets see, Lear wanders across the moors to find sanctuary with the French at Dover. Handfuls of happenings.Lear suffers, then? asked Parsley.Greatly, said I. Hes nothing left. A great height from which to fall, being king of the realm reduced to a wandering beggar, gnawed from the inside by regret for deeds he did long ago.You feel for him, then, Pocket? asked Rosemary, the greenish, cat-toed witch.He r escued me from a cruel master and brought me to live in his castle. Its unstated to hold hatred with a full stomach and a warm hearth.Just so, said Rosemary. Have some more wine.She poured some dark fluidity into my cup. I sipped it. It admirationd stronger, warmer than before.Weve a gift for you, Pocket. Rosemary brought out a small leather box from behind her back and opened it. Inside were quartette tiny stone vials, two red and two black. Youll be needing these.What are they? My day-dream began to blur then. I could hear the witches voices, and Drool snoring, but they seemed distant, as if deck a tunnel.Poison, said the witch.That was the last I heard from her. The room was gone, and I found myself sitting in a tree near a serenity river and a stone bridge. It was autumn, I could tell, as the leaves were turning. Below me a girl of perhaps sixteen was washing clothes in a bucket on the riverbank. She was a tiny thing, and I would have thought her a child by her size, but h er figure was quite womanly perfectly proportioned, just a size smaller in scale than most.The girl looked up, as if she heard something. I followed her gaze down the road to a column of soldiers on horseback. cardinal knights rode at the head of the train, followed by perhaps a dozen others. They rode under my oak tree and paused their horses on the bridge.Look at that, said the heavier of the two knights, gesture toward the girl. I heard his voice as if it were in my own head. Pretty little thing.Have her, said the other. I knew the voice immediately, and with it I saw the aspect for who it was. Lear, younger, stronger, not nearly so grey, but Lear as sure as Id ever seen him. The hawk nose, the crystal-blue eyes. It was him.No, said the younger man. We need to make York by nightfall. Weve no time to find an inn.Come here, girl, called Lear.The girl came up the bank to the road, keeping her eyes to the ground.Here barked Lear. The girl hurried across the bridge until she stood only a few feet from him.Do you know who I am, girl?A gentleman, sir.A gentleman? I am your king, girl. I am Lear.The girl fell to her knees and stop breathing.This is Canus, Duke of York, Prince of Wales, son of King Bladud, brother to King Lear, and he would have you.No, Lear, said the brother. This is madness.The girl was trembling now.You are brother to the king and you may have whom you want, when you want, said Lear. He climbed off his horse. Stand up, girl.The girl did, but stiffly, as if she were bracing for a blow. Lear took her chin in his hand and lifted it. You are a delightful thing. Shes a pretty thing, Canus, and she is mine. I give her to you.The kings brothers eyes were wide and there was hunger there, but he said, No, we havent time Now boomed Lear. Youll have her nowWith that Lear grabbed the breast of the girls frock and ripped it, exposing her breasts. When she tried to cover up he pulled her arms away. Then he held her and barked commands while his brother raped her on the wide stone rail off of the bridge. When Canus had finished and fell breathless between her legs, Lear shouldered him aside then lifted the girl by the waist and threw her over the rail into the river.Clean yourself he shouted. Then he patted his brothers shoulder. There, shell not haunt your dreams tonight. All subjects are property of the king, and mine to give, Canus. You may have any woman you want except one.They mount their horses and rode away. Lear hadnt even looked to see if she could swim.I couldnt move, I couldnt cry out. All during the attack on the girl I felt as if Id been lashed to the tree. Now I watched her go naked from the river, her clothes in tatters behind her, and she curled into a ball on the riverbank and sobbed. absolutely I was whisked out of the tree, like a feather on an errant wind, and I settled on the roof of a two-story house in a village. It was market day, and everyone was out, going from cart to cart, table to table, talk terms for meat and vegetables, pottery and tools.A girl stumbled down the street, a pretty little thing, perhaps sixteen or seventeen, with a tiny babe in arms. She stopped at every booth and showed them the babe, then the villagers would reward her with rude laughter and send her to the next booth.Hes a prince, she said. His father was a prince.Go away, girl. Youre mad. No wonder no one will have you, tart.But hes a prince.He looks to be a drowned puppy, lass. Youll be lucky if he lives the week out.From one end of the village to the other she was laughed at and scorned. One woman, who must have been the girls mother, simply turned away and hid her face in shame.I floated overhead as the girl ran to the edge of town, across the bridge where shed been raped, and up to a compound of stone buildings, one with a great soaring steeple. A church. She made her way to the wide double door, and there, she lay her baby on the steps. I recognized those doors, Id seen them a thousand times. This was the entrance to the abbey at Dog Snogging. The girl ran away and I watched, as a few minutes later, the doors opened and a broad-shouldered nun bent and picked up the tiny, squalling baby. Mother Basil had found him.Suddenly I was at the river again, and the girl, that pretty little thing, stood on the wide stone rail of the bridge, crossed herself, and leapt in. She did not swim. The green water settled over her.My mother.When I awoke the witches were gathered or so me like I was a sumptuous pie just out of the oven and they were ravenous pie whores.So, youre a bastard then, said Parsley.And an orphan, said Sage.Both at once, said Rosemary.Surprised, then? said Parsley.Lear not quite the kind old codger you thought him, eh?A royal bastard, you are.I gagged a bit, in reception to the crones collective breath, and sat up. Would you back off you disgusting old cadaversWell, strictly speakin, only Rosemarys a cadaver, said the tall witch, Parsley.You drugged me, put that nightmare v ision in my head.Aye, we did drug you. But you was just looking through a window to the past. There was no vision except what happened.Got to see your dear mum, didnt you? said Rosemary. How lovely for you.I had to watch her raped and driven to suicide, you mad hag.You needed to know, little Pocket, before you went on to Dover.Dover? Im not going to Dover. I have no desire to see Lear. Even as I said it I felt fear run down my spine like the bill of a spike. Without Lear, I was no longer a fool. I had no purpose. I had no home. Still, after what he had done, I would have to find some other means to make my way. I can rent out Drool for plowing fields and hoisting bales of wool and such. Well make our way.Maybe he wants to go on to Dover.I looked over to Drool, who I thought to still be asleep by the fire, but he was sitting there, staring at me wide-eyed, as if someone had frightened him and hed forgotten how to talk.You didnt give him the same potion you gave me, did you?It was in the wine, said Sage.I went to the Natural and put my arm around his shoulder, or, as far around as I could reach, anyway. Drool, lad, youre fine, lad. I knew how horrified I had been, with my superior mind and understanding of the world. Poor Drool must have been terrified. What did you wicked hags show him?He had a window on the past just like you.The great oaf looked up at me then. I was raised by wolfs, said he. slide fastener can be done now, lad. Dont be sad. Weve all things in our past we were better not remembering. I glared at the witches.I aint sad, Drool said, standing up. He had to stoop to avoid hitting his head on the roof beams. My brother nipped at me cause I didnt have no fur, but he didnt have no hands, so I throwed him against a tree and he didnt get up.Youre but a pathetic dimwit, said I. You cant be blamed.My mum only had eight teats, but after that there was only seven of us, so I got two. It were lovely.He didnt really seem that bothered by the whole experienc e. Tell me, Drool, have you ceaselessly known you were raised by wolves?Aye. I want to go outside and have a wee on a tree, now, Pocket. You want to come?No, you go, love, Im going to stay here and shout at the old ladies. Once the Natural was gone I turned on them again. Im finished doing your bidding. Whatever politics you want to engineer Ill have no more part of it.The crones laughed at me in chorus, then coughed until finally Rosemary, the greenish witch, calmed her breath with a sip of wine. No, lad, nothing so sordid as politics, were about vengeance pure and simple. We dont give a weasels twat about politics and succession.But youre evil incarnate and in triplicate, arent you? said I, respectfully. One must give due.Aye, evil is our trade, but not so deep a darkness as politics. Better business to dash a suckling babes brains upon the bricks than to boil in that tawdry cauldron.Aye, said Sage. Breakfast, anyone? She was stirring something in the cauldron, I assumed it was t he leftover hallucination wine from the night before.Well, penalise, then. Ive no taste left for it.Not even for revenge on the bastard Edmund?Edmund? What a storm of suffering that blackguard had loosed upon the world, but still, if I never had to see him again, couldnt I forget about his damage?Edmund will find his just reward, said I, not believing it for a second.And Lear?I was angry with the old man, but what revenge would I have on him now? He had lost all. And I had always known him to be cruel, but so long as his rigorousness didnt extend to me, I was blind to it. No, not even Lear.Fine, then, where will you go? asked Sage. She pulled a ladle of steaming liquid from the pot and blew on it.Ill take the Natural into Wales. We can call at castles until someone takes us in.Then youll miss the Queen of France at Dover?Cordelia? I thought bloody fucking froggy King Jeff was at Dover. Cordelia is with him?The hags cackled. Oh no, King Jeff is in Burgundy. Queen Cordelia commands the French forces at Dover.Oh bugger, said I.Youll want to take them poisons we fixed for you, said Rosemary. Keep them on you at all times. A need for them will present itself.