Shakespeare - Authorship Essay Example for Free

Shakespeare Authorship Essay In 1564, a man was born by the name of William Shakespeare. He was born to a poor family, was given little education, and had no interaction with sophisticated society. Thirty-eight plays and over 150 sonnets are not attributed to this ignorant man. Those who believe that Shakespeare was the author have no definitive proof but instead point to Hamlets declaration: The plays the thing(Satchell 71). The true author, however, lies hidden behind he name of Shakespeare. Edward de Vere the premier Earl of Oxford is not only considered a great poet in history, but he may also be the great playwright who concocted the sonnets and plays which are now attributed to William Shakespeare of Stratford, England. Edward de Vere was the Lord Great Chamberlain and the seventeenth Earl of Oxford. He was raised as a Royal Ward and from a very young age was educated in the sports and arts of nobility. Although disgraceful for a nobleman to waste time writing frivolous plays, Oxford as a young man wrote and staged the entertainment for the court. As an adult, he became engrossed in theatrical performances and frittered away his fortunes in support of several writers and actors (Friedman 13). During this time, De Vere also began writing several poems and plays. Much like Samuel Clemens, who wrote under the name of Mark Twain, Oxford adopted the pseudonym Shakespeare. Soon after plays appeared under the name of Shakespeare, poems by de Vere ceased (Russell 5). Coincidently, the coat of arms of Lord Bulbeck, a third title of Edward de Vere, is a lion shaking a spear (Ogburn 10). De Vere was also known by the people as the spear-shaker because of excellence at the tilts and at jousting (Russell 5). Many believe this pen name was for protection. Many of the plays said to have been written by Shakespeare explicitly describe the corruption in court politics and contain thinly veiled satires and parodies of politicians and courtiers. In addition, public theatres such as the Globe were laced with prostitutes, drunkards and criminals and because of the scoundrel audiences, playwrights were held in low esteem. Moreover, many scholars believe de Veres reasons for his pseudonym may be linked to the homoerotic threads in many of the Shakespearean sonnets and de Veres possible homosexual affair with his son-in-law. Using his identity would have been a dangerous game when such affairs were a high crime (Satchell 71). There are many allusions in Shakespeares plays which de Vere would have been particularly familiar with. As a child, de Vere was tutored by Arthur Golding, the translator of Metamorphoses. This literary work was alluded to several times in Shakespearean plays. De Vere also studied law and traveled across the continent, spending a great deal of time in Italy (Tweedale 12). Many references to Italian art and architecture are also alluded to in Shakespeares plays. William Shakespeare of Stratford, however, never left England (Friedman 10). The author of the Shakespearean plays had to possess a rare knowledge in several disciplines including physical sciences, medicine, he law, astronomy, and the Bible. Shakes of Stratford received no formal education with the exception of grammar school through the equivalent of third grade. De Vere, however, was taught by only the best tutors (Satchell 71). The Shakespearean plays were also written by one who has had interaction with the aristocracy and understood the workings of royalty from the inside out (Friedman 10). Although there is no evidence that Shakespeare moved freely about this society, de Vere was regarded as a brilliant ornament of Elizabeths court (Sachmartino 13) and as such would have understood what it as like to live in the aristocracy. De Veres very life is in many ways represented in the plays attributed to Shakespeare of Stratford. For example, in the play Hamlet, de Vere describes many of the details of his life. Like the main character Hamlet, de Vere is virtually a prince and also of Danish decent. De Veres cousins, Horance and Francis are strikingly similar in name and action to Hamlets two friends, Horatio and Francisco. The anguish Hamlet felt due to his mothers hasty remarriage after the murder of her husband was also similar to the distress De Vere felt over his mothers swift remarriage after the murder of his father. One of the greatest scenes in Hamlet is when Hamlet stabbed Polonius through the arras and killed him. This is again remarkably comparable to de Vere, who in a fit of rage stabbed an undercook through a curtain for spying on the young nobleman (Ogburn 173) Hamlet is not the only literary work in which de Vere describes his life. De Veres love affair with Anne de Vavasour is portrayed in Measure for Measure, and his own childhood is directly correspondent with Macbeth and Orthelo (Ogburn 11). Oxford died in 1604. This year is also the same year that William Shakespeare retired from writing his alleged plays. It has been said, The mouthpiece had to withdraw when the voice was gone (Friedman 11). In other word, after de Vere died, his writing stopped, and therefore William Shakespeares career was complete and he thereupon retired. There are also many verbal parallels in the works accredited to Shakespeare and the poetry of Edward de Vere. Contemporary authors will obviously have some phrases and images in common. When hundreds of these similarities are present, however, it tends to show that the authors either corroborated with each other, or that the authors are one in the same. This is precisely the case with Edward de Vere and William Shakespeare. Because we have only a small number of Oxfords acknowledged poetry, it is impossible to trace each metaphor or image of Shakespeares works to de Veres poetry. According to Joseph Sobran, an author for the Oxford Society, forty or so comparisons would be considered a coincidence. Much more, which is present in the comparisons of Shakespeare and Oxfords works, is far beyond the possibility of coincidence (Sobran 1). In both Shakespeare and de Veres poetry, there are similar images and phrases. For example, fertility, harvest, and the lazy drones robbing honey were used by both authors. To capture pity, images such as weeping lovers or floods of tears were also used (Sobran 2). Similar phrases can also be found in the poetry of Oxford and the sonnets of Shakespeare. In Love They Choice, Oxford writes, Who taught thee first to sigh alas my heart, Who filled your eyes with tears of bitter smart, and Colours pale they face. These three phrases were also used in Shakespeares plays and sonnets. For example, Who taught thee how to make me love thee more? is found in sonnet 150 written under the alias of Shakespeare. Also written under the alias of Shakespeare is Titus Andronicus and The Rape of Lucrece which states, And for these bitter tears, which no you see? and The colours of thy face, that even for anger, makes the lily pale respectively (Sobran 3). Common allusions used by both authors include Caesar, Hannibal and Pompey, Venus beauty, blind Cupid with his bow, and countless more from Greek mythology, wish cupid often being referred to as blind boy or wanton (Sobran 1). Certain factors for comparison are also used often in the writings of both Shakespeare and de Vere. For instance, the use of sweet versus sour, joy versus woe, ebb versus flow, flowers versus weeds, and heaven versus hell are all commonly found in the works of both authors. As Oxford writes He pulls a flower, he plucks but weeds, in Labour and its Rewards, Shakespeare echoes this metaphor and similarly writes, They bid thee crop a week, thou pluckst a flower (Sobran 3). What is more revealing is that both authors have similar rhythm and sentence structure (Sobran 2). In a couplet, Oxford writes: Evn as the wax both melt, or dew consume away Before the sun, I behold, careful thoughts decay. Shakespeare also uses the same image with comparable sentence structure and rhythm. The mornings silver melding do as soon as done And decayed, against the golden splendor of the sun (Sobran 3). The similar syntax, images, and comparisons of the writings of these two authors show that de Vere not only was a great writer in history, but he was also the author of the works attributed to William Shakespeare. Perhaps the greatest evidence for the true authorship of the Shakespearean sonnets and plays is the ciphered messages which can be found in the text of the sonnets and plays. Ciphers are codes of uniform length which bear a uniform relationship to the units of the plain text (Friedman, 15). In several of Shakespeares sonnets, de Veres signature can be found. For instance: The order of the dumme shewes E D And Musickes before every Acte E V E R E These signatures can be found various places in the sonnets and plays attributed to William Shakespeare of Stratford. There are also several signatures of the object of his love affair, Mary Pembroke, and also one I love you Mary Pembroke (Huston 132) There are also several examples of acoustic patterns found in Shakespeares sonnets. For example, in the sonnets 37 through 42, there are twenty-one signatures spelling out de Vere. These signatures are arranged to form six letters: O X F O R D, in consecutive order (Huston 161). Considering each sonnet is fourteen lines long, and there are six sonnets, and assuming there are 43 characters per line, the probability that these signatures would spell Oxford is nearly 55,000,000,000,000,000,000,000,000,000 to one (Huston 162). In Sonnets 25 through 46, de Vere also spelled out in 22 letter patterns W SHAKESPEARE-OXFORD-VERE (Huston 170). The odds of this happening are even greater than that of the aforementioned probability. Using poetic license, de Vere of Oxford utilized codes and ciphers to spell out his name and other such messages. Edward de Vere of Oxford lived from 1550 to 1604. In the duration of that time, he was a young nobleman, a poet, and a lover of the theatre, but was also probably a great playwright who has yet to receive full credit for the plays he composed. De Vere witnessed first hand the inner workings of nobility. He traveled throughout Europe, completed his education at Cambridge University, studied the law at Grays Inn, and had abundant knowledge of historical occurrences and literary works (Russell 4). These are not only elements in the works attributed to William Shakespeare, but also are things which William Shakespeare of Stratford England knew nothing of. Who wrote the Shakespearean sonnets and plays? There is only one answer to this pivotal question ? Edward de Vere of Oxford England.

Movie Icons Essay -- Female Body, Monroe, Clifford

In the early 20th century, women idolized movie icons such as Marilyn Monroe and Camille Clifford. Around 1900s, Camille Clifford started the trend where the standards of beauty were set around 140 pounds, at 5’4† feet tall. Back then, the ideal female body is by having a smaller mid-section (e.g. hourglass ideal/corsets). Marilyn Monroe’s tiny waist and seemingly large bust line triggered female fans to start to engage more on physical activities. The outburst on slender-looking portrayal of body-image began in early 1960s (e.g. Fashion icon, Twiggy). Most western societies experience enormous pressures on individuals to conform and achieve the thin-ideal. This influence by mass-media affects just about anyone including males and females, adults, adolescents, and children. The exposure to mass media’s depiction of the thin-ideal body may be linked to body image disturbance in women. Researchers Grabe, Hyde, and Ward (2008) conducted a meta-analysis which examined experimental and correlational studies focusing on media exposure’s relationship with women’s body dissatisfaction, eating behavior, and internalization of the thin ideal. Their findings from these analyses suggest that media exposure is strongly correlated with women’s body dissatisfaction. They assert that exposure to media impacts women’s body image negatively regardless of other variables (e.g. assessment technique, individual variability, age, etc.) Many scholars find it indeterminate when the assumption is made that body image has worsened (and continues to worsen) for both genders over time. The essence of investigating whether the trend in body image has changed over recent decades is to get a better grasp regarding the correlation between body satisfaction a... ... Researchers have consistently found a strong correlation between exposure to the media’s portrayal of the thin-ideal body and increased body dissatisfaction. Results of several studies indicate that women’s body satisfaction has increased over time, on average. It has been hypothesized that this trend may be due to a larger public awareness of exaggerated portrayal of the thin-ideal by the media. Because the average female’s body-mass index has also increased over time, it has additionally been suggested that there may g acceptance of larger weight, less exaggerated body ideals, termed â€Å"real bodies.† While female body satisfaction has increased on average over time, male body satisfaction has remained largely the same. Researchers have suggested that body-satisfaction differences between males and females may be originate from differences in body comparison.

Tri-Cities Community Bank Case Study

Tri-Cities Bank MEMORANDUM TO: Tri-Cities Bank; Board of Directors FROM: Chris Billings; SD President DATE: April 11, 2013 SUBJECT: BSC Performance Measurement I have proposed a plan to get what’s best out of our wonderful employees and make Tri-Cities Bank the most desirable bank to host customer’s deposits. It will increase financial performance from the bottom, up. The program is called the Balanced Scorecard (BSC). It works by using four business perspectives and lead/lag indicators and has several performance measures that fall into one of the four business perspectives.Below is a table that labels which measures I believe would fall into which perspectives for Tri-Cities Bank. FINANCIAL PERSPECTIVE| CUTOMER PERSPECTIVE| INTERNAL BUSINESS PERSPECTIVE| LEARNING & GROWTH PERSPECTIVE| Outstanding loan balances| Customer satisfaction| Customer retention| Employee training hours| Deposit balances| Thank-you calls/cards| New Products introduced| Employee retention| Non-I nterest Income| | Referrals| New loans created| | | Cross-sales| Employee turnover| | | Number of products per customer| | | Sales calls to potential customers| | | | Number of new customers| | | | New accounts| | Why each measure placed in its particular perspective? Here is some criteria: Financial Perspective includes the financial objectives of the company Customer Perspective includes ways customers view the company Internal Business Perspective includes actions that must be improved or implemented to improve bothe financial and customer perspective. Learning and Growth Perspective includes ways to craft employees and internal structure to create a better business environment.CAUSE & EFFECT CHAINS LEARNING & GROWTH INTERNAL BUSINESS CUSTOMER FINANCIAL Employee Training Hours Sales to customers Customer Satisfaction Decreased outstanding loans Employee Happiness Number of new customers LEARNING & GROWTH INTERNAL BUSINESS CUSTOMER FINANCIAL Employee Retention Referrals, Cross-sal es Customer retention rate Increase deposit balances New accountsThe cause and effect chains show that begging with â€Å"learning and growth† and â€Å"internal business† comes customer satisfaction and retention and leads to better financial standing for the Bank. Better trained employees make more sales to customers which leads to satisfaction in those customers. Also, the same employees for long periods makes a home feel and will create referrals from existing customers and will create new accounts. The customers will stay and deposit balances will increase. Analysis of BSC in branches Branch A: moderately effective B: effective C: effectiveD: moderately effective E: ineffective Report to the Board of Directors In each branch A-D, the BSC program was implemented as a trail run. Branch A shows to have moderately improve performance as the system was effective. Customer service rep Mary Richards says, â€Å"The BSC helps clarify our strategy. † Branch B also s hows to have had a positive effect using the new system. They use it there as a motivational tool to get better at each task. â€Å"I think the BSC is being used to encourage us to do better. We are rewarded when we improve† says Glenda Smalley –Teller.Branch C’s implementation of the BSC showed to be effective. They saw it as a way to clarify the goals of the branch and how to get the most out of the entire branch. â€Å"The scorecard taught us how everyone has a part in achieving branch goals by selling, cross-selling, serving as a communication port, and making customers feel welcome† says Mortgage Loan Organizer Debbie Henson. Branch D had a moderately effective result from the trail of the BSC. They saw it as a way of charting growth within the branch. Individual incentives were awarded for better performance.Customer Service rep Al Taylor stated, â€Å"For example, we can earn $50 each month if we meet our individual BSC goals. Our branch president is always looking for better ways to reward us for good BSC performance† Branch E was the only branch that didn’t seem to get a good grasp on what the BSC has to offer. Participation in developing the scorecards wasn’t offered. They didn’t see it as â€Å"a big deal† and that tangible rewards aren’t associated with doing well on the BSC. Loan representative Tim Vines exclaims, â€Å"It’s difficult to get an idea of our strategy from management.Maybe what I do helps (or does not help) us achieve our strategic goals. † Recommendations Branch E may not have implemented the BSC properly which could have made the program ineffective for them. To avoid this problem again, each branch needs to clearly state the objective of the program. Each employee must be able to participate in developing the scorecard. Each goal must be reasonable but also challenging. All of this is up to the branch manager and their job of adding the BSC to his/ her branch.

Valedictory Speech - 1578 Words

Valedictory Speech Few will have the greatness to bend history itself; but each of us can work to change a small portion of events, and in the total of all those acts will be written the history of this generation. Yes, ours would be a generation to remember, also to cherish. A very happy morning to one and all present here. The ability to grow from childishness to maturity, from perplexity to lucidity has been unwearingly nurtured and prudently inculcated by a significant number of people – people that we need to pay econium to and express acknowledgement. And I, Sanjana Khanter am here to express this heartfelt gratitude on behalf of my fellow batchmates who’re sitting down there, each looking gorgeous in their chosen hues.†¦show more content†¦Hanging out at whenever possible, stealing chocolates from each others pockets, the pepsi and water fights, betting over silly things and bugging friends for birthday treats – can we relive those moments ? The three best periods, we call them. Drill, art and needle work during which all we would’ve done is the tik tik 1 to 10 during name-place-animal-thing, yelling bingo, or playing â€Å"oh pillar catterpillar† also â€Å"fire in the mountain, run, run, run.† And now coming to the most vital part of school. US ! ... How can school life be replete without that one close confidante, that group to hang out with, that â€Å"healthy† rivalry or even the â€Å"occasional† gossip! Every chat, every excursion, every mid-night call during exams takes its place in memory. Those freindship days, bands, cards, nothing can beat the excitement. Those punishments we received, those unwritten tests, those ribbons and polished shoe checking sessions in the assembly will forever be in our hearts. Maya Angelou said, â€Å"But nobody, no nobody can make it out here alone† and I think my fellow mates will agree with me when I say that this moment would not have been possible for each of us without strong support systems. 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