Shakespeare s Othello As A Tragic Hero - 1517 Words

Some may wonder, who is Aristotle and why does he label Shakespeare’s play, Othello, as a tragedy? Aristotle is a famous Greek philosopher who defines Shakespeare’s character, Othello, as a tragic hero. Many parts in Othello tell the readers that the play is a tragedy, such as jealousy, arguing, and death, which makes the play famous and delightful to read. Aristotle has identified many common traits or characteristics that a tragic hero requires. In Shakespeare s play, Aristotle defines many features that cause the characters to make unwise decisions. Full of great tragedy, the play is about a man named Othello who marries a young woman, Desdemona. However, Iago gets jealous that Desdemona and Othello are married, and the couple†¦show more content†¦A tragedy is a disagreement that ends up being resolved and brings out the sense of pity and fear. This play touches the audience s emotions, making the readers feel a sense of pity, fear, and sadness through out the whole play. The play communicates a sense of pity for Cassio, who is treated so hatefully by Iago, as well as pity for Othello. This generates a feeling of pity and fear in the audience by the way the characters are treated by Iago. Shakespeare uses a great amount of tragedy throughout the play. A tragic story needs â€Å"performers and audiences to put themselves in the places of persons quite unlike themselves† (â€Å"Greek Drama†). In Othello, Aristotle defines many areas throughout the play as a tragedy. He describes many qualities that are displayed throughout the play like disloyalty, uncertainty, and making unwise decisions. In the tragedy, people speak, think, and conduct themselves differently than people today (â€Å"Thinking about Greek Tragedy†). Shakespeare wrote the tragedy in English, but differently than how people speak English today. Now, people do not think, speak, and behave the same as they did when Shakespeare wrote the play. However, Aristotle also recognizes that â€Å"the protagonist, the hero or chief character of a tragedy, is a person ofShow MoreRelatedWilliam Shakespeare s Othello As A Tragic Hero1323 Words   |  6 PagesIn literature tragic heroes can be defined as a character that makes a flawed judgment that inevitably leads to their own demise. William Shakespeare’s Othello the Moore of Venice is a play about a heroic individual that goes through a tragic event based on his decisions throughout the play. Many of the characters that Shakespeare presents in his plays reveal attitudes and value that is reflective of both the Elizabethan society in sixteenth century England and William Shakespeare; these values areRead MoreWilliam Shakespeare s Othello As A Tragic Hero1322 Words   |  6 PagesA hero usually a man, who is admired or idealized for courage, outstanding achievements, or noble qualities (Dictionary.com). In life, heroes will arise whenever they are needed. It may be a tall man that wears a cape and has super powers. As a matter of fact it may be the everyday heroes that are seen giving a homeless man a coffee or helping an old lady cross the street. It may be the heroes that are see in movies and graphic novels, rescuing the princess from her tower or leading their countryRead MoreThe Tragic Hero Of Shakespeare s Othello1613 Words   |  7 Pagesfocus on a tragic hero who possesses a flaw which ultimately leads to their downfall. In fact, Aristotle prescribes the three most important points to any tragedy to be hamartia, a tragic flaw in the tragic hero’s character that brings about his downfall, catharsis, a purgation of the audience’s emotions and anagnorisis, the character’s revelation of some fact not previously realized. In William Shakespeare’s play, Othello, Othello is an excellent example of an Aristotelian tragic hero. He was a characterRead MoreEssay on The Tragic Hero in William Shakespeare ´s Othello617 Word s   |  3 PagesTragic heroes tend to have very pre-determined paths; usually making the most virtuous of characters destined to suffer. The hamartia or ‘tragic flaw’ is the typical reason the hero falls. Shakespeare was noted to be one of the best writers of tragedies, one of his most prominent to be Othello. In Othello, we find a number of tragic flaws two including pride and ambition. In William Shakespeare’s play, Othello, pride and ambition are used to identify the outcomes for the main characters in the playRead MoreOthello As A Tragic Hero872 Words   |  4 PagesVenice, Othello is transformed into a crazy, senseless man. William Shakespeare uses the idea of a tragic hero in almost all of his dramas. A tragic hero can be described as a person of high status who is neither completely good nor completely evil, possesses a tragic flaw, and leaves this flaw to be the reason for his/her downfall. Othello believes he can trust one of his soldiers, Iago, who i s determined to seek revenge on Othello for not promoting him to be a lieutenant. Othellorsquo;s temperRead MoreOthello is Not a Tragic Hero Essay1481 Words   |  6 PagesOthello has been described as one of William Shakespeare’s most popular plays because the play focuses on its themes of good and evil, military, politics, love and marriage, religion, racial prejudice, gender conflict, and sexuality; but the controversy and debate surrounding Othello is â€Å"Why is Othello a qualification for a tragedy?† Most readers are aware of the many famous deaths or acts of death within the Shakespearean plays. And when the main characters die in Shakespeare’s plays, indeedRead MoreTragedy In Shakespeares Othello1519 Words   |  7 Pagesclassic tragedy. This can be observed through action as seen in Shakespeare’s Othello. Shakespeare’s play Othello, most closely resembles the Greek philosopher’s theory of tragedy that achieves Aristotle s four unities (simplify this sentence): Hamartia, Peripetia, Anagnorisis and Catharsism. With Shakespeare adapting Aristotle’s theory of tragedy and its unities, it enables the playwright to present Othello as the tragic hero of the play that drives the narrative rather than Machiavellian Iago. AudiencesRead MoreThe Tragic Flaw Of Shakespeare s Othello1108 Words   |  5 Pages â€Å"Othello† tragedy, written by Williame Shakespeare, is an excellent example of Renaissance humanism. Tragedy is a drama or literary work in which the main character is brought to ruin or suffers extreme sorrow, especially as a consequence of a tragic flaw. Othello was brought down by a fatal fault jealousy in his character. Shakespeare s other great tragedies -- Hamlet, Macbeth and King Lear -- deal with issues that affect the well-being of entire nations, whereas Othello is a tragedy withRead MoreOthello, By William Shakespeare Essay1203 Words   |  5 PagesDramatic play entitled Othello is an unusual story full of jealousy, dark misunderstandings, lies, and regrets. Following Aristotle s definition of a true tragedy, where does the tale of Othello fall? Is Othello too dramatic too be considered a tragedy or does it barely fall along the lines of tragic? Shakespeare s innovation with poetry and dramatic plays have been recognized by critics and playgoers throughout the centuries (Lee,1899). The Bard s play entitled Othello, is among some of the mostRead MoreThe Tragic Tragedy Of William Shakespeare s Othello1523 Words   |  7 PagesAristotle’s definition fits perfectly with William Shakespeare epic play, Othello. The famous Shakespeare play is about the downfall of a Moorish general who expresses jealousy and murder. Othello was an amazing general for the Venice army, but his downfall cost him everything he loved so dearly. He killed his own wife because he believes Iago’s lies about her cheating on him. His beliefs in Iago cost him everything that is precious to him. Othello can be seen as a great tragedy, and the play filled

Literature Review Language Attitudes - 2398 Words

Literature Review Draft 1. Introduction to language attitudes Language attitudes, which include people’s perception about the language variety in their own community and language varieties in other communities, has been one of the crucial topics in sociolinguistics since 1960s. When people speak of affective qualities of a language variety, it is not the language that is being evaluated, but an underlying stereotype of the speakers themselves. For this reason, attitudes toward divergent language varieties â€Å"are better understood as attitudes towards the members of language communities† rather than the variety itself (Edwards, 1994, p. 89). In this way, then, by judging the speakers of in-group language varieties, respondents are also indirectly evaluating members of these in-groups as well , essentially making qualitative judgments regarding language and their own group identity (Edwards, 1985). Fundamentally, as Edwards (1985) writes, language attitudes â€Å"allow some insights into the perception and presentation of identity† (p. 151). Therefore, by looking at attitudes of learners of Mandarin toward regional accented-Mandarin, we can probably understand whether this language variety is more likely to be used, emulated, and accepted thr oughout learners of Mandarin. The way to figure out what are people’s attitudes towards a language variety is to conduct attitude surveys. Several investigative techniques have been adopted during the long history of language attitude studies,Show MoreRelatedThe Benefits Of Bilingual Education873 Words   |  4 Pagesthe circumstances of the use of JC. In this chapter the focus is to attempt to answer the research question through a combination of the information from the literature review with that from the findings gathered. The plan, to gather qualitative information from secondary school teachers which would highlight their opinions and attitudes on the use of creole in the Jamaican classroom, had achieved the purpose for which it was intended. Teachers were able to identify areas where creole could beRead MoreEarly Generation Vietnamese Americans : An Investigation On Attitudes1749 Words   |  7 PagesHeritage Language Maintenance in Second-Generation Vietnamese Americans: an Investigation on Attitudes Chi Phan ERE220 Spring 2017 California State University, Fresno Lit ¬erature review This study investigates the attitudes of second-generation Vietnamese Americans towards Vietnamese language maintenance. The purpose of this literature review is (1) to describe the theoretical framework of the study and (2) to analyze and summarize current research on the problem of practice. In terms of the theoreticalRead MoreThe Identity Of Saudi Arabia900 Words   |  4 Pages2013). Seeing the language as social practice, we consider its influenced and influencing on our identity. Moreover, in language learning and/or acquisition, identity is subject to change and struggle. For a first look, Saudi Arabia lacks the diversity in concern of languages that other countries have, such as the United States and Canada. However, this monolingual situation is deceivable. Hence, there is a language diversity that need to be addressed and discussed. Mehri language is one of the familyRead MoreUnderstanding Americans Perspective Toward Immigration Essay1362 Words   |  6 Pagesimpacted the U.S. politically, socially and culturally. The population of America sharply divides over the issues of immigration, especially their concerns regarding the rise in illegal immigration and how to resolve issues of their legal status. The attitudes of Americans differ considerably toward documented immigration, but overall they favor keeping documented immigration levels either below the current level or the same. There seems to be a general consensus that illegal immigration should be reducedRead MoreAnalysis Of Article Writing Style1068 Words   |  5 Pagesorganization was not clearly delineated. There was an ineffective use of headings. The research question and population sampling were embedded within the text which required the reader to search for these items. There was no Literature Review heading. The review of the literature was discussed within the Introduction section. References were listed throughout the research article. Terms or â€Å"jargon† used was defined and related to public internet social netwo rk programs. Definitions were also includedRead MoreVariation Between Females And Males Anxiety Level Of English As Foreign Language Learning1025 Words   |  5 Pagesfemales and males anxiety level in English as foreign language learning. Importantly, students from both of the two genders can perceive considerable level of language anxiety inside and outside the classroom environment. This phenomenon seems natural in foreign language classroom with relevance to the stress level of accompanied learning. Consequently, this led the researchers to study the role of anxiety among foreign language learners and review the current psychological factors which are involvedRead MoreAn Based Palliative Care Educational Program Essay1529 Words   |  7 PagesLiterature Review The purpose of this project is to implement an evidenced-based palliative care educational program in the intensive care unit. The protocol aims at educating registered nurses who work in the intensive care unit to identify those patients that can benefit from early implementation of palliative care. Nurses who have adequate skills and knowledge and are at ease communicating with patients, families, and health care providers about palliative care can significantly help improve theRead MoreCultural And Social Capital Theory999 Words   |  4 PagesChinese international students’ academic success. Yuan (2011) examined the experiences of ten Chinese students at one American university. This study examined the challenges faced by Chinese international students, their social interaction, and their attitudes to adapting into the American culture and society. The result indicated that Chinese participants identified spoken English and class discussion as their major challenges while studying at American higher education institutions. Besides, they statedRead MoreQuantitative Data Analysis And Results902 Words   |  4 Pagesconclude the analysis by comparing mean scores and standard deviations of strategies to investigate whether or not there are any significant differences between male and female students. The following research questions are delineated from the literature review, and are the central focus of the study and analysis: 1. What vocabulary learning strategies do students use to learn new English words? 1.1 What discovery strategies do students use to find the meaning of new words? 1.2 What consolidation strategiesRead MoreThe Effects Of Violence Against Women On North American Society1663 Words   |  7 Pagesaddress all the areas affecting the attitudes of the population. We are a society that does not overtly condone violence against women and yet the problem persists. There is no one discipline that could cover the many facets of our social conscience that contributes to the underlying beliefs of society. To truly understand how a persons’ attitudes are developed and sustained we must consider the sources of information they are exposed to. The link between language and thought is often underestimated

Anxiety Speaking English Second Language -Myassignmenthelp.Com

Question: Discuss About The Anxiety Speaking English Second Language? Answer: Introducation In the functions of management, communication is the very basic function and helps the individuals in making good decisions, in conceiving the plans, in creating sound business structure and also allows the person to be well linked to their associates. Communication is crucial in order for the person to attain managerial and even organizational effectiveness (Mikkelson, York Arritola, 2015). Through adoption of good communication, employees are able to be more involved in the work they do and also enables in developing a better understanding of the jobs which they have. Owing to clarity, timeliness and precision in communication information, problems can be avoided from being raised in the organization. In absence of proper communication, neither would the employees know on what is being done by their co-worker, what their goals are and even the manner of assessing their performance, nor will the managers be able to give out instructions to the ones below them in hierarchy level. Th is would also lead to the management not getting the information which is crucial for drawing out plans and taking the relevant decisions. This makes the communications, the nervous system for any business/ organization (National Institute of Agricultural Extension Management, 2018). Reflective essays are helpful in gaining an insight about an individual, in terms of who they are, how they change, their strengths, their shortfalls, and the various other aspects of their personality. It is basically the reflection of a person. When it comes to analysing the communications of any person, the reflective essay prove to be quite helpful. Through this reflective essay, my shortfalls would be identified and evaluated and would be worked upon so that it could help me in my future business life. In order to identify the flaws which I have, I would be making use of five distinctive diagnostic tools, taught to us in this coursework under the modules. Once I identify the tools with the help of these tools, my weaknesses would be evaluated by me and a discussion of the same in context of the varied literature present for identification of the two key shortfalls would be done. When this is done, the literature would be taken as guidance for creation of an action plan for the n ext six months. The timeline of this action plan would be presented through Gantt chart. Lastly, the discussion would end with drawing out a conclusion of the entire leanings of this reflective essay. In order to embark upon my reflective journey, I had to initially identify my flaws and for this purpose, I began with the use of Communication Skills Self-Assessment diagnostic tool. As covered in the introductory part of this reflective essay, communication skills are the backbone and a crucial skill which is required in order for a person to succeed in their place of work. If an individual wants to be an expert communicator, they need to be effective in all the points covered under the communication process. This includes the effectiveness from sender to receiver. The individual needs to be able to be comfortable in all the modes of communication, be it face to face or telephonic (Mind Tools, 2018a). The next tool which I used was the Nonverbal Immediacy Scale-Self Report, also referred shortly as NIS-S. This tool depicts the non-verbal communication which an individual makes use of, which predominantly includes their body language and the hand gestures while communicating. This t ool helps in depicting that an individual is closed to communication or that the person is over-indulged in the communication they use for putting across their viewpoints (Richmond, McCroskey Johnson, 2003). The third diagnostic tool which I used for the purpose of this reflective essay was Self-Perceived Communication Competence Scale or SPCC. This tool helps in depicting the communication apprehensions held by an individual where they are required to speak in public places, where there are strangers, and these are high in number. Through this tool, one can gain an insight on the level of comfort which a person holds in addressing the crowds (Neuliep McCroskey, 1997). The fourth diagnostic tool I used was to gain an understanding on how good are your people skills. These are often referred to as the soft skills, which impact the chances of success of the technical skills. These become crucial when a person gets the leadership or management role (Mind Tools, 2018b). The last diagnostic tool which was used for this discussion was How good are your presentation skills? which helps in understanding the feelings which an individual gets when they have to make a presentation (Mind Tools, 201 8c). Upon finishing the markings on the five diagnostic tools, the scores were calculated and these were analysed on the basis of the given guides with these tools. In the first diagnostic tool which was Communication Skills Self-Assessment, I got a score of 116, which was over the marking of 110. This shows that when it comes to the mediation skills, I have mastery in it. The next tool I used was NIS-S, where I got a score of 91. This shows that I have average non verbal skills. On the third diagnostic tool which I used, i.e., on SPCC, I got average scoring in public at 66.67, low in marketing at 33.33, high in group at 100, low in dyad at 66.67, low in stranger at 25, average in acquaintance at 75, high in friend at 100, and a total score of 66.67 which puts me on an overall average rating. The fourth diagnostic tool I used was to gain an understanding on how good are your people skills and on this I got a score of 48. This put me in average range, which shows that I understand that wor king with others is crucial but there is room for improvement, owing to the stress and pressure which I could feel in such situations. The last tool which I made used of, for this reflective essay, was How good are your presentation skills? This also puts me in the average rating which shows that my presentations are okay and also shows that I am an average presenter. This means that the impressions which I leave are neither good nor bad, and are essentially nonexistent. These diagnostic tools show that I have two key shortfalls or weaknesses, i.e., public speaking apprehensions and presentation skills. I deduced these predominantly due to the ratings which I got in SPCC. These ratings showed me that I was very comfortable in my communications with the individuals I knew, and with whom I was comfortable, but when it came to the ones who were new to me, I got very nervous with them and lacked even the average ratings on it. Presentation skills are a very important part of business communications and in the diagnostic tool which tested this skill of mine, I got an average rating, which have to be improved by me, if I have to excel in my professional interactions. These two shortfalls can be further elucidated by two recent professional interactions. In order to gain experience for my future, I got internship in a local firm, which was preparing for a city based marathon. For this, I was asked to prepare a budget presentation, which I had to present before the manager and the budget committee. I prepared a good presentation in my view but was unable to deliver it with confidence and even stammered a bit. I felt a bit numb and my heart raced, and even began sweating. I was eve asked to take a short break by my supervisor but I refused to do so, as I found it very embarrassing. This even affected by feedback and I was told that my presentation could have been way better, had I presented what I actually planned to do, originally. I was even given a chance to present this at a meeting which followed but I could not answer to the questions which were put before me due to the apprehensions I felt at that moment. There was another professional interaction where my weaknesses were highlighted before me. I was working as a server at a fast food joint in our locality and while working there, I was asked to communicate with new customers on daily basis. However, this job proved out to be very tough for me. On the very first day of my job, I was asked to cater to the walk in customers but I could not engage in conversation with them. Irrespective of the questions put by them, be it a question I knew the answer to or otherwise, I could not respond to the customers properly. A middle-aged woman tried to make me feel at ease and told me to not get nervous about it, and yet I could not control the manner in which I reacted. Ultimately, I was asked by the manager to either improve my communication skills or to leave the job. Unfortunately I gave up and left the job on the third day only. One of the most common issues which is faced by people from different walks of life is public speaking, and this problem is common in not only the pupils but also in the individuals from general public. In the view of North and Rives (2001), where the people have a common feeling of anxiety when they have to indulge in public speaking and when that happens, they face a number of symptoms when such people have to speak in public. The symptoms include the feeling of discomfort, sweating, palpitations, feeling confused, and muscles getting tensed and even in some cases would be coupled with gastrointestinal discomfort. In the views presented by Burnley, Cross and Spanos (1993), it was shown that nearly 85% of the public had faced some level of anxiety when they were faced with public speaking. Rossi and Seiler (1986) have also presented their views on public speaking and stage fright where they presented that the public speaking is an issue which has been largely studied and investigate d upon and the history of it could be traced back to the mid part of the 1930s. Anxiety is often liked to public speaking and almost runs parallel to it. This shows that the individuals feel quite apprehensive and uneasy about public speaking and have a fear of speaking in public due to their anticipations on things which are taken to be threatening, even when these are not threatening in reality. Scovel (1991) also presented his views on public speaking and its related anxiety. He stated that when the anxiety felt during the public speaking is facilitated, the results are positive over the performance of the learning party, and in such cases where the anxiety takes a negative toll it results in the individual performing poorly. Speaking is not an easy task, when it comes to the one taking place in public, due to the anxiety which comes with it. In view of Horwitz, Horwitz and Cope (1991), this is exactly true for the students, when they are faced with speaking in class, particularly when the student is an anxious one. For the anxious students, it becomes difficult to make clear difference between the sounds and the structures, and at times, even in apprehending the simple word meanings. Other authors like Beatty and Friedland (1990), Beatty, Balfantz ad Kuwabara (1989) have also contributed to the emotional predisposition faced by individuals when it comes to public speaking and the sole reason for such predispositions have been attributed to the anxiety felt by them. Communication skills, in view of Dunbar, Brooks and Miller (2006) are an essential tool for students as it is not only important in their studies in college or high school life, but is very crucial when they make transition from education to w orkplace. Two types of anxiety reactions have been identified by Woodrow (2006), where psychological reasons are the first one, and the cognitive reasons are the second one. When the person is faced with the first type, i.e., the psychological reactions, their body shows their anxiety. This is in terms of stammering, fidgeting, and raced heart rate. The second type is cognitive reaction, where the brain reacts and the person starts getting irrelevant thoughts, and/ or self-depreciating thoughts. An anxious person holds negative thoughts, which ultimately contributes to the anxiety levels of the person. By facilitation of this anxiety, in view of Jones (2004), there is a need to provide assistance to the anxious individual by learning the way through which the hurdle being faced by the individual could be surmounted. In his view, upon the job which made the individual anxious in the first place, ends, the anxiety also ends. When an individual is able to push himself for doing the task which makes them anxious, the individual can surmount the very cause of their anxiety. It has been identified by Ohata (2005) that by indulging in such facilitating effects, the learners could be motivated and this is dependent on the attitude and perception of the individual learner. He further stated that apprehensions in communication are just a form of anxiety and this result from the negative self perceptions of individual resulting in such anxiety-filled behaviour. The study conducted by Woodrow (2006) was based on inferring the anxiety particularly in the verbal communications. It was identified by her that before speaking in public, the individuals would get butterflies in their stomach. The same would also happen when a person was asked to give a formal presentation as this was also coupled with anxiety. She suggested that there was a need of psychology the way in which the person could address the public without having to fear on such a subject with could possibly never take place. And even in such cases, where the feared upon thing takes place, it does not result in a devastating or detrimental effect as the individual feared upon from the very start. In the research undertaken by Marinho, Medeiros, Gama and Teixeira (2017), it was depicted that competence in public speaking was a crucial element of business life and in order for an individual to be successful in their professional life, there was a need for the individual to be fluent in their communication skills, as these helped the individuals in establishing their credibility. Russ (2012) had also presented similar results through his research in which he provided that with the help of good communication skills, the staff could easily enhance the interpersonal workplace relationships and included in the staff were the key managerial personnel. Majorly, the literature which is associated with the public speaking highlights the requirement of harnessing the skill of communicating with efficiency and indulging in public speaking without being apprehensive or anxious, in order for the individual to get the success they aim for. This is true for not only the education life of the individual but holds particular significance in the business or professional life of the person. Even though the educators have chosen the path of exploring the technological advanced forms of communication through the use of internet in terms of blogging or pod casting, in view of Sheets and Tillson (2007), this is coupled with age-old problems. As per Sheets (2004) and McCannon and Crews (1999), this is due to the improper mechanics, grammar and its usage. Scott (2001) has attributed it to poor written forms of business correspondence which is characterized by the inadequacy in organization and planning. And Hoff and Tian (2005) have attributed it to the deficient oral presentation skills. As a result of these fundamental issues, the mastery of students can be thwarted and this is true for both business communication and academic disciplines. As per Sheets and Tillson (2007), the inability of an individual in delivering oral presentations in an effective manner stems from the communication related anxiety which is known as oral communication apprehension. The level of anxiety and fear anticipated by the individual is deemed as the reason for the poor oral presentation performance as per McCroskey (1977). This is due to the learned negative expectations and the learned helplessness felt by an individual as per Seligman (1975). Both these contribute towards increased anxiety and lost self confidence, resulting in the negative impact on the actions of an individual in engaging in oral communications. This is true for very kind of communication, be it face to face, or in presentation or speeches. Even in the 21st century, the apprehensions of speaking before new groups continue to be a problem. As per Krannich (2004), the fear of delivering a presentation/ speech continues to be the number one fear in majority of individuals, which includes adults and students, and even in adults from different backgrounds. In view of Gallo (2006), there are a number of options available to the universities and colleges to improve upon the performance of the students in delivering presentations in class. This requires the full support of the administrators and the curriculum to be revised in order to include oral communication requirements. In this regard, there is a need to take help of instructors who can teach the students about presenting in class and this can be done by linking it to actual work life cases. Parvis (2001) had noted that for speaking effectively before a group, there is a need to teach the students and this skill has to be honed throughout their college life and also in th e job-market. Thus, there is a need for the educators to bring in their full support in order for the student to be successful in their efforts and this would not benefit a handful of students; but would be beneficial for the majority of the students in education field, which includes both the present and the future ones. The literature review conducted in the previous segment highlighted that fear of public speaking and communicating with new people is a key shortfall in the majority of individuals. And stemmed from this shortfall is the problem of giving presentations, which due to the apprehensions and fear of public speaking. In order to improve upon the shortfalls faced by me, I would work on the suggestions presented in the different literature in order to work on bettering myself and to remove the apprehensions I have. In order to do so, I have chalked out an action plan for the next six months. The very first step which I will be working upon is taking the help of my tutor. This is because the literature suggested that the university personnel can help the students best in improving upon their presentation skills. I would be requesting them to increase presentation related activities to be scheduled in class to help all the students in improving their presentation skills. I would also be sched uling an interactive activity between the different classes of our university, where the individuals would get a chance of harnessing their communication skills. This activity would be a kind of treasure hunt, which would predominantly involve communication skills and presentation skills of the individuals. I would also be taking up university communications to improve on my apprehensions on speaking to the strangers and this would help me in getting a personal growth. I would be maintaining a daily journal for keeping track of my progress and would also help me in deciding at the end of six months, and in tracking, the progress which I have made. I would be taking up presentations before our class, which the tutor would hopefully have included in our curriculum, which would further help me out. Also, I would make attempts to carry out weekly interactions with strangers I come across at work or at places where I go, to see if I have gained the confidence of speaking easily. The success of my action plan depends on delivering the presentation without feeling nervous, getting sweaty or my heart pounding in my chest. This would be coupled with the same feelings being controlled efficiently when faced with stranger interactions which I would be carrying out. A detailed action plan is presented below: Gantt Chart depicting Action Plan Feb-18 Mar-18 Apr-17 May-18 Jun-17 Jul-17 Tutor help Scheduling activity University Communication Daily Journal Presenting before Class Weekly interaction with strangers To come to the conclusion of this reflective essay, a journey has been undertaken in the previous segments of this discussion. This journey started by making use of five diagnostic tools to identify my communication related weaknesses. Upon identifying these as fear of public speaking and shortfalls in good presentation skills, I undertook a literature review which presented the problem of public speaking as a common issue. The literature also highlighted that from this very issue, was my second shortfall of poor communication skills born. Thus, based on the suggestions found in the literature, I created an action plan to be followed by me during the next six months, which would hopefully help me in overcoming my weaknesses. References Beatty, M. J., Balfantz, G. L., Kuwabara, A. Y. (1989). Trait-like qualities of selected variables assumed to be transient causes of performance state anxiety. Communication Education, 38, 277-289. Beatty, M.J., Friedland, M. H. (1990). Public speaking state anxiety as a function of selected situational and predispositional variables. Communication Education, 39, 142-147. Burnley, M., Cross, P., Spanos, N. (1993). The effects of stress inoculation training and skills training on the management of speech anxiety. Imagination, Cognition and Personality, 12, 355-366. Dunbar, N., Brooks, C. Kubica-Miller, T. (2006). Oral Communication Skills in Higher Eduation: Using a Performance-Based Evaluation Rubric to Assess Communication Skills. Inovative Higher Education, 31(2). Gallo, C (2006). The 10 worst presentation habits. BusinessWeek.com. Retrieved from: https://images.businessweek.com/ss/06/02/mistakes/index_01.htm Hoff, E. Tian, C. (2005). Socioeconomic status and cultural influences on language. Journal of communication Disorders, 38, 271-278. Horwitz, E. K., M. B. Horwitz and J. A. Cope (1991). "Foreign Language Classroom Anxiety" in E. K. Horwitz and D. J. Young, Language Anxiety, 27-39. Englewood Cliffs, NJ: Prentice Hall. Jones J.F. (2004). A Cultural Context for Language Anxiety. EA (English Australia), 21(2), 30-39 Krannich, C. R. (2004). 101 Secrets of highly effective speakers: controlling fear, commanding attention [Recorded by B. McDonald]. [CD]. New York: Listen Live Audio, Inc. Marinho, A. C. F, Mesquita de Medeiros, A., Gama A. C. C, Teixeira, L. C. (2017). Fear of public speaking: perception of college students and correlates. Journal of Voice, 31(1), 127.e7127.e11. doi: 10.1016/j.jvoice.2015.12.012 McCannon, M. Crews, T. B. 1999. Most common grammatical and punctuation errors made by undergraduates as perceived by business communication professors. The Delta Pi Epsilon Journal, 41, 179-186. McCroskey, J. C. (1977). Oral communication apprehension: A summary of recent theory and research. Human Communication Research, 4, 78-96. Mikkelson, A. C., York, J. A., Arritola, J. (2015). Communication competence, leadership behaviors, and employee outcomes in supervisor-employee relationships.Business and Professional Communication Quarterly,78(3), 336-354. Mind Tools. (2018a). 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King Henri Iv Essays (1377 words) - Dauphins Of France,

King Henri Iv King Henri IV was born at Pau in Bearn on December 13, 1553. Raised by his mother, Jeane d'Albret (Queen of Navarre), Henri was brought up in a remote castle in the Pyrenees. He grew up amongst the peasant children of that area and raised on a diet of bread, cheese, and garlic. As a youngster Henri was brought up in the Protestant faith, which was the opposite of his father's wishes. As result, Henri was taken to Paris on his father's orders and given a Catholic tutor. However, he stubbornly refused to attend Mass. Consequently, after the death of his father, Henri was once again instructed by a Protestant tutor. By the age of ten, Henri had already changed religions twice. Remaining in Paris, Henri attended classes at the College de Navarre. Gradually he learned to speak and write fluent Latin and Greek, and he had managed to attain some Spanish and Italian. In 1567 Henri reestablished himself in Pau, reuniting with his mother and sister Catherine. His education was continued, this time including fencing and military arts. Five years later, after an outbreak of several religious wars, the marriage between Henri and the reining king's sister, Marguerite de Valois (a Catholic), was arranged so as to bring temporary peace to France. After Henri's mother's death, the wedding took place. The two were wed on August 18, 1572 at Notre-Dame. Little did the new king know, that day would mark the prelude of a great tragedy. During the wedding, Catherine de Medici consented to the assassination of Admiral de Coligny. On August 22 he was shot at from a window but was merely injured. The Huguenots (French Protestants) were enraged. Queen Medici finally agreed that a general massacre was the only solution to terminate Admiral de Coligny. Before dawn on Sunday, August 24, 1572, the Duc de Guise's swordsmen broke into the Admirals bedroom. He was brutally skewered with a pike, then his corpse was thrown out of a window and hanged by the ankles from the public gibbet. The signal was given and the Paris mob was unleashed. The mob was totally merciless, savagely slitting the throats of all possible Protestants without the willing pity unto children and pregnant women. The Louvre was transformed into a slaughterhouse; the bodies of dead and tortured Huguenot bodies gathered along staircases and piled up against walls. Henri and his cousin Conde were spared only for the sake that they beheld royal blood within the ir vanes. After that, Henri was forced to change his religion for a third time. In addition, he remained prisoner at court for four years. After the death of King Charles IX, Henry of Navarre's cousin, Henri III became king. King Henry made peace with the Huguenots. After being defeated multiple times by superior Catholic armies, King Henri III turned to Henri of Navarre for help. The help of Henri of Navarre made it once again possible for Henri III to recover his lost powers. Together the pair soon controlled the entire area between the Loire and the Seine. On July 30 he besieged Paris with an army of 40,000. On the peak of this achievement, the king was stabbed by Dominican friar, Jacques Clement. Henry III died that night after ordering his followers to take an oath of allegiance to Henri of Navarre. As result, Henri by name became king of France. However, Henri was refused loyalty by most of his subjects on account that he had been excommunicated and that he was Catholic. Only a mere sixth of France supported Henri. His only source of the reconciliation of loyalty, he soon found, would to be to appeal to those who preferred peace rather than religious war. After victoring numerous accounts of battle with Catholics, Henry IV eventually managed to besiege Paris with 15000 men in May. Unfortunately, Paris remained totally Catholic. Henri then decided to starve the city into submission rather than cause war. By July Paris was pathetically hungry. Cannibalism was a common case?children could be seen chased through the streets by starving elders. People resorted to eating dead dogs (including the skin), rats, garbage, and flour made from bones (those who ate the flour died). Thirteen thousand