Analysis of Literary Elements in Pride and Prejudice

This quote tells the reader that Mr.. Bennett is a multi-characteristic person and than goes on to describe how so. He is a mixture of qualities that all differ from each other such as; humor and reserve. Austin creates this passage to emphasize how versatile Mr.. Bennett can be. This Inclusion of description of Mr.. Bennett also helps the reader understand more about his character and even provide a form of foreshadowing of how he might behave or react in certain situations later in the book. The main purpose of a loose sentence is to create a informal and relaxed tone in a passage.This use of a loose sentence makes the reader feel more unforgettable as they get to know the characters and establishes the book as being a conversational piece. It also presents the tone of this book as being more like a Journal or diary than a formal novel. This example of loose sentence fits Into the books overall style and tone. L Honors English 9- Period 1! 25 August 2014! Literary Analysis #2! â₠¬Å"l would not be so fastidious as you are,† cried Binge, â€Å"for a kingdom! Upon my honor, I never met so many pleasant girls in my life, as I have this evening; are there are several of them you see uncommonly pretty. † (Austin 1 1)!In this passage from Pride and Prejudice, Austin shows contrast between Mr.. Occurs while the characters being foiled, Mr.. Binge and Mr.. Diary, are at a ball and looking for pretty woman to dance with. As Binge finds many of them beautiful, it shows how he is fond of everyone and wants to see the good in them. On the other hand, Diary is more conceited and proud. He is not approving of many people and is quick Judge, resulting in him not dancing. This foiling characterizes the two men so the readers get to know more about who they are. This quote enhances the story by emphasizing the opposition of their character in a elegant language.They both are close friends but view the world differently. As an effect of this foil, the reader gets to understand the characters, their reason for behavior, and understand events that could possibly result because of their personalities later on in the book. Also, the characters get to shine because of how opposite they behave and interact with others. In this context, Mr.. Binge seems a very kind and social person. If Mr.. Diary weren't present to be conceited, Mr.. Binge would come off as an average person. ! Sydney Simpson ! Literary Analysis #3!Elizabeth continued her walk alone, crossing field after field at a quick pace, Jumping over stiles and springing over puddles with impatient activity, and finding herself at last within view of the house, with weary ankles, dirty stockings, and a face glowing with the warmth of exercise. † (Austin 32)! This select quote from Pride and Prejudice exemplifies the literary term imagery very well. Austin uses very detailed words to describe Elizabethan actions and appearances as she attempts to reach the Binge house where Jane reside s. Imagery is a use of vivid language to describe something and create an â€Å"image† in the readers dead.Imagery also awakens the reader's senses to feel, taste, hear, smell, or see what is being described. It is present all throughout Pride and Prejudice. The author uses this to connect the readers to the book. Imagery also helps the reader understand the emotions and thoughts of character by really describing what is happening and how they react in that situation. This quote clearly fits the term because of the texts descriptive voice of how Elizabethan actions convey her emotions. For example, we can see how determined and excited Elizabeth is because it is described so well how she s running to the house despite the rain.When she appears to the door, the Bentleys are appalled to see her in such manner. We as readers understand that because we can picture in our heads exactly what she appears as. ! 26 August 2014! Literary Analysis #4! â€Å"Her performance was pleasing , though by no means capital. † (Austin 25)! ! This quote from Pride and Prejudice uses the literary technique of rhetorical shift. The characteristics of a rhetorical shift include changing the attitude from one to another in a sentence with a conjunction such as but, or, or though.This passage fits refectory because it starts off with a positive attitude towards Charlotte instrumental performance and than shifts the tone to a more negative attitude. We know this because Austin uses the term says â€Å"by no means capital† meaning subpart and not accepted. Using a rhetorical in the text shifts the mood and/or ideas in the passage. In this case, the main idea of the passage before talked about was Mr.. Diary and Charlotte associations with Colonel Forester. Using the rhetorical shift as a transition phrase, the idea's shift to Charlotte performance and her family. Honors English 9- Period 2! 28 August 2014! Literary Analysis #5! â€Å"Other books were produced and afte r some deliberation, he chose Force's Sermons. † (Austin 68)! The literary term allusion is used in this quote from Pride and Prejudice by Jane Austin. An allusion is addressed to as a statement that refers to something without mentioning it directly. In this case, the book Force's Sermon's was referred as a book being read to the Bennett girls by Mr.. Collins, their father's cousin and heir to the Bennett estate. The book teaches of sermons or morals to women written by clergyman James Forced in 1766. Mr..Collins is also a clergyman, or member of the leery in church. This hints at Mr.. Collins want for the Bennett girls to follow the sermons of being proper and lady-like. It makes sense because in this time period, family. Mr.. Collins book choice also reveals more about his character and support of women staying at home. It becomes obvious that the Bennett daughters want more for themselves other than a housewife because Lydia is astonished of his book choice and interrupts him because of disinterest. Mr.. Collins than becomes offended and confesses he is surprised how many women don't follow the sermon when it is there for their benefit. !

Research and experimental development Essay

â€Å"Research and experimental development (R&D) comprise creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this stock of knowledge to devise new applications.† (OECD (2002) Frascati Manual: proposed standard practice for surveys on research and experimental development, 6th edition.)[1] It is used to establish or confirm facts, reaffirm the results of previous work, solve new or existing problems, support theorems, or develop new theories. A research project may also be an expansion on past work in the field. To test the validity of instruments, procedures, or experiments, research may replicate elements of prior projects, or the project as a whole. The primary purposes of basic research (as opposed to applied research) are documentation, discovery, interpretation, or the research and development of methods and systems for the advancement of human knowledge. Approaches t o research depend on epistemologies, which vary considerably both within and between humanities and sciences. There are several forms of research: scientific, humanities, artistic, economic, social, business, marketing, practitioner research, etc. Contents [hide] 1 Forms of research 2 Etymology 3 Definitions 4 Steps in conducting research 5 Scientific research 6 Historical method 7 Research methods 8 Publishing 9 Research funding 10 Original research 10.1 Different forms 11 Artistic research 12 See also 13 References 14 Further reading 15 External links Forms of research[edit source | editbeta] Scientific research relies on the application of the scientific method, a harnessing of curiosity. This research provides scientific information and theories for the explanation of the nature and the properties of the world. It makes practical applications possible. Scientific research is funded by public authorities, by charitable organizations and by private groups, including many companies. Scientific research can be subdivided into different classifications according to their academic and application disciplines. Scientific research is a widely used criterion for judging the standing of an academic institution, such as business schools, but some argue that such is an inaccurate assessment of the institution, because the quality of research does not tell about the quality of teaching (these do not necessarily correlate totally).[2] Research in the humanities involves different methods such as for example hermeneutics and semiotics, and a different, more relativist epistemology. Humanities scholars usually do not search for the ultimate correct answer to a question, but instead explore the issues and details that surround it. Context is always important, and context can be social, historical, political, cultural or ethnic. An example of research in the humanities is historical research, which is embodied in historical method. Historians use primary sources and other evidence to systematically investigate a topic, and then to write histories in the form of accounts of the past. Artistic research, also seen as ‘practice-based research’, can take form when creative works are considered both the research and the object of research itself. It is the debatable body of thought which offers an alternative to purely scientific methods in research in its search for knowledge and truth. Etymology[edit source | editbeta] Aristotle, 384 BC – 322 BC, – one of the early figures in the development of the scientific method.[3] The word research is derived from the Middle French â€Å"recherche†, which means â€Å"to go about seeking†, the term itself being derived from the Old French term â€Å"recerchier† a compound word from â€Å"re-† + â€Å"cerchier†, or â€Å"sercher†, meaning ‘search’.[4] The earliest recorded use of the term was in 1577.[4] Definitions[edit source | editbeta] Research has been defined in a number of different ways. A broad definition of research is given by Martyn Shuttleworth – â€Å"In the broadest sense of the word, the definition of research includes any gathering of data, information and facts for the advancement of knowledge.†[5] Another definition of research is given by Creswell who states – â€Å"Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue†. It consists of three steps: Pose a question, collect data to answer the question, and present an answer to the question.[6] The Merriam-Webster Online Dictionary defines research in more detail as â€Å"a studious inquiry or examination; especially : investigation or experimentation aimed at the discovery and interpretation of facts, revision of accepted theories or laws in the light of new facts, or practical application of such new or revised theories or laws†.[4] Steps in conducting research[edit source | editbeta] Research is often conducted using the hourglass model structure of research.[7] The hourglass model starts with a broad spectrum for research, focusing in on the required information through the method of the project (like the neck of the hourglass), then expands the research in the form of discussion and results. The major steps in conducting research are:[8] Identification of research problem Literature review Specifying the purpose of research Determine specific research questions or hypotheses Data collection Analyzing and interpreting the data Reporting and evaluating research Communicating the research findings and, possibly, recommendations The steps generally represent the overall process, however they should be viewed as an ever-changing process rather than a fixed set of steps.[9] Most researches begin with a general statement of the problem, or rather, the purpose for engaging in the study.[10] The literature review identifies flaws or holes in previous research which provides justification for the study. Often, a literature review is conducted in a given subject area before a research question is identified. A gap in the current literature, as identified by a researcher, then engenders a research question. The research question may be parallel to the hypothesis. The hypothesis is the supposition to be tested. The researcher(s) collects data to test the hypothesis. The researcher(s) then analyzes and interprets the data via a variety of statistical methods, engaging in what is known as Empirical research. The results of the data analysis in confirming or failing to reject the Null hypothesis are then reported and evaluated. At the end the researcher may discuss avenues for further research. Rudolph Rummel says, â€Å"†¦ no researcher should accept any one or two tests as definitive. It is only when a range of tests are consistent over many kinds of data, researchers, and methods can one have confidence in the results.†[11] Scientific research[edit source | editbeta] Main article: Scientific method Primary scientific research being carried out at the Microscopy Laboratory of the Idaho National Laboratory. Scientific research equipment at MIT. Generally, research is understood to follow a certain structural process. Though step order may vary depending on the subject matter and researcher, the following steps are usually part of most formal research, both basic and applied: Observations and Formation of the topic: Consists of the subject area of ones interest and following that subject area to conduct subject related research. The subject area should not be randomly chosen since it requires reading a vast amount of literature on the topic to determine the gap in the literature the researcher intends to narrow. A keen interest in the chosen subject area is advisable. The research will have to be justified by linking its importance to already existing knowledge about the topic. Hypothesis: A testable prediction which designates the relationship between two or more variables. Conceptual definition: Description of a concept by relating it to other concepts. Operational definition: Details in regards to defining the variables and how they will be measured/assessed in the study. Gathering of data: Consists of identifying a population and selecting samples, gathering information from and/or about these samples by using specific research instruments. The instruments used for data collection must be valid and reliable. Analysis of data: Involves breaking down the individual pieces of data in order to draw conclusions about it. Data Interpretation: This can be represented through tables, figures and pictures, and then described in words. Test, revising of hypothesis Conclusion, reiteration if necessary A common misconception is that a hypothesis will be proven (see, rather, Null hypothesis). Generally a hypothesis is used to make predictions that can be tested by observing the outcome of an experiment. If the outcome is inconsistent with the hypothesis, then the hypothesis is rejected (see falsifiability). However, if the outcome is consistent with the hypothesis, the experiment is said to support the hypothesis. This careful language is used because researchers recognize that alternative hypotheses may also be consistent with the observations. In this sense, a hypothesis can never be proven, but rather only supported by surviving rounds of scientific testing and, eventually, becoming widely thought of as true. A useful hypothesis allows prediction and within the accuracy of observation of the time, the prediction will be verified. As the accuracy of observation improves with time, the hypothesis may no longer provide an accurate prediction. In this case a new hypothesis will arise to challenge the old, and to the extent that the new hypothesis makes more accurate predictions than the old, the new will supplant it. Researchers can also use a null hypothesis, which state no relationship or difference between the independent or dependent variables. A null hypothesis uses a sample of all possible people to make a conclusion about the population.[12] Historical method[edit source | editbeta] Main article: Historical method German historian Leopold von Ranke (1795-1886), considered to be one of the founders of modern source-based history. The historical method comprises the techniques and guidelines by which historians use historical sources and other evidence to research and then to write history. There are various history guidelines commonly used by historians in their work, under the headings of external criticism, internal criticism, and synthesis. This includes lower criticism and sensual criticism. Though items may vary depending on the subject matter and researcher, the following concepts are part of most formal historical research:[13] Identification of origin date Evidence of localization Recognition of authorship Analysis of data Identification of integrity Attribution of credibility Research methods[edit source | editbeta] The goal of the research process is to produce new knowledge or deepen understanding of a topic or issue. This process takes three main forms (although, as previously discussed, the boundaries between them may be obscure): Exploratory research, which helps to identify and define a problem or question. Constructive research, which tests theories and proposes solutions to a problem or question. Empirical research, which tests the feasibility of a solution using empirical evidence. The research room at the New York Public Library, an example of secondary research in progress. There are two major types of research design: qualitative research and quantitative research. Researchers choose qualitative or quantitative methods according to the nature of the research topic they want to investigate and the research questions they aim to answer: Maurice Hilleman is credited with saving more lives than any other scientist of the 20th century.[14] Qualitative research Understanding of human behavior and the reasons that govern such behavior. Asking a broad question and collecting data in the form of words, images, video etc that is analyzed searching for themes. This type of research aims to investigate a question without attempting to quantifiably measure variables or look to potential relationships between variables. It is viewed as more restrictive in testing hypotheses because it can be expensive and time consuming, and typically limited to a single set of research subjects[citation needed]. Qualitative research is often used as a method of exploratory research as a basis for later quantitative research hypotheses[citation needed]. Qualitative research is linked with the philosophical and theoretical stance of social constructionism. Quantitative research Systematic empirical investigation of quantitative properties and phenomena and their relationships. Asking a narrow question and collecting numerical data to analyze utilizing statistical methods. The quantitative research designs are experimental, correlational, and survey (or descriptive).[15] Statistics derived from quantitative research can be used to establish the existence of associative or causal relationships between variables. Quantitative research is linked with the philosophical and theoretical stance of positivism. The Quantitative data collection methods rely on random sampling and structured data collection instruments that fit diverse experiences into predetermined response categories[citation needed]. These methods produce results that are easy to summarize, compare, and generalize[citation needed]. Quantitative research is concerned with testing hypotheses derived from theory and/or being able to estimate the size of a phenomenon of interest. Depending on the research question, participants may be randomly assigned to different treatments (this is the only way that a quantitative study can be considered a true experiment)[citation needed]. If this is not feasible, the researcher may collect data on participant and situational characteristics in order to statistically control for their influence on the dependent, or outcome, variable. If the intent is to generalize from the research participants to a larger population, the researcher will employ probability sampling to select participants.[16] In either qualitative or quantitative research, the researcher(s) may collect primary or secondary data. Primary data is data collected specifically for the research, such as through interviews or questionnaires. Secondary data is data that already exists, such as census data, which can be re-used for the research. It is good ethical research practice to use secondary data wherever possible.[17] Mixed-method research, i.e. research that includes qualitative and quantitative elements, using both primary and secondary data, is becoming more common.[18] Publishing[edit source | editbeta] Cover of the first issue of Nature, 4 November 1869. Academic publishing describes a system that is necessary in order for academic scholars to peer review the work and make it available for a wider audience. The system varies widely by field, and is also always changing, if often slowly. Most academic work is published in journal article or book form. There is also a large body of research that exists in either a thesis or dissertation form. These forms of research can be found in databases explicitly for theses and dissertations. In publishing, STM publishing is an abbreviation for academic publications in science, technology, and medicine. Most established academic fields have their own journals and other outlets for publication, though many academic journals are somewhat interdisciplinary, and publish work from several distinct fields or subfields. The kinds of publications that are accepted as contributions of knowledge or research vary greatly between fields; from the print to the electronic format. A study suggests that research ers should not give great consideration to findings that are not replicated frequently.[19] It has also been suggested that all published studies should be

The Arab-Israeli Conflict and Black-Jewish Relations

Arab/Israeli Conflict and Black-Jewish Relations: In the 1960s, Blacks and Jews had good relations and a good alliance as they both fought for civil rights together with Martin Luther King. However, the good relations and alliance soon unraveled after the sixth day of the joint war resulting in many Blacks accepting and radicalizing the Islamic religion. These people considered the Palestinians as their brothers because they shared the same skin color and religion. The good relations between Blacks and Jews was also affected by the thought that Jews were Zionist or pro-Israel by many Blacks. Notably, the main event that had a huge impact and effect on the Black-Jewish relations was the Arab-Israeli conflict. Black Jewish Relations: Blacks and Jews were natural allies who were able to automatically empathize with each others predicament since both groups were once slaves and were constant victims of discrimination and prejudice. As a result of their good relations, the Jewish people assumed that any attempt that was less than their good relations with Blacks was a betrayal of the communities who were sacredly working together to eradicate bias (Shapiro par, 6). In many cases, the Jewish people tended to disregard the significant sociological and historical differences between them and Blacks. The good relations between these two communities were also fueled by the belief by Black people that the Jewish American experience was not similar to theirs. According toShow MoreRelatedâ€Å"To what extent do you consider foreign intervention the most significant barrier to peace between Arabs and Israelis across the period 1900-2000?†1735 Words   |  7 Pages â€Å"To what extent do you consider foreign intervention the most significant barrier to peace between Arabs and Israelis across the period 1900-2000?† Throughout the 20th Century relations between Arabs and Israelis in Palestine have undergone immense tension, change and deterioration, with both parties facing many barriers to peace. Foreign intervention is often listed as one such barrier to this peace. While the importance of foreign intervention cannot be omitted, other factors can be argued toRead MoreThe Massacre Of Israeli Delegates At The Summer Munich Olympics910 Words   |  4 Pagesgreater context of the period. The same concept applies to a specific event a mere 45 years ago, namely the massacre of Israeli delegates at the summer Munich Olympics of 1972. 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Adolf Hitler And The Nazi Party - 1988 Words

Adolf Hitler officially took political action to advance with his plans of world domination with his creation of the Enabling Act. He took all the governmental powers away from the Reichstag and distributed them to himself and his cabinet. By creating the Enabling Act, he had given himself the ability to create doctrines, control the budget and approve treaties. Hitler removed the legal power that the German government possessed and gave it to himself which have him the upper hand in the situation. Adding onto his ignorance, he initially arrested anyone who attempted to defy the bill, proving that he would let no man get in his way. After the bill was passed, Hitler suppressed all other political alliances other than the Nazi Party, to ultimately show that the Nazi’s were the only worthy faction in Germany. As Hitler progressed in status and power, so did the discriminatory laws protecting his beloved Germans against the dangerous opposition. The Nuremberg Laws of 1935 separated the Germans and Jews, majorly affecting the citizens lives as this was the first legality put in place to control the Jews daily lives. Within the Nuremberg Laws, the Reich Citizenship law was created which legally differentiated the two races, as if it was a sign to prove that the Germans should know that they were superior to the Jews. The law stated, â€Å"A citizen of the Reich is that subject only who is of German or kindred blood and who, through his conduct, shows that he is both desirous and fitShow MoreRelatedAdolf Hitler And The Nazi Party889 Words   |  4 PagesIn 1933, Adolf Hitler was legally named chancellor of Germany by President Paul von Hindenburg. In the following years, Hitler would take power as Fà ¼hrer and the Nazi party would create laws that pretty much allowed them to kill eleven mi llion people. While the anti-semitic laws and the laws against â€Å"undesirables† were horrible, they were still laws. The truth of the matter was that Hitler belonged to the Nazi party and it was a legitimate political party with a substantial following; and their lawsRead MoreAdolf Hitler And The Nazi Party2566 Words   |  11 PagesAs the Nazi Party took power in the early 1930’s, the whole world was entering a depression. By the early 1930’s, fascist policy seeped into German government and brought Germany out of a deep recession. In the early 1930’s, Keynesian thought was emerging and Germany was amidst recovery from reparations for World War I and required a strong government to get them out of it. The Nazi party believed that in order to get themselves out of recession, they needed to first bring the unemployment rateRead MoreAdolf Hitler And The Nazi Party2747 Words   |  11 PagesAdolf Hitler and his Nazi Party saw their acquisition of power in 1933 as more than simply a change of government. 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As stated by Adolf on his autobiography Mein Kampf, he believed that he was doing God’s work by exterminating the Jews. â€Å"...By defending myself against the Jew, I am fighting for the work of the Lord.† (Mein Kampf). His early life, education, and military training all have a crucial role in his rise to power during WWII. Hitler was born onRead MoreAdolf Hitler and The Nazi Party Essay594 Words   |  3 Pagesin history. It was in 1933 that Adolf Hitler was given power; as he was a part of the Nazi grouping in the Reichstag, the largest of the groups in the government by 1932. This meant the Nazis had both the majority and the power. In an attempt to regain power and trust, President Hindenburg and the former temporary chancellor, Papen, decided to confront the Nazi party and allow Hitler to become vice chancellor if the group would become allies with the two. 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Taking a Look at Eating Disorders - 1708 Words

EATING DISORDERS Introduction: Eating disorders are conditions characterized by abnormal eating habits that include excessive or insufficient food eating habits that hampers a person’s mental as well as physical health. Anorexia nervosa and bulimia nervosa are the most common types. Others are binge eating disorder and eating disorder not otherwise specified. Classification: †¢ Anorexia nervosa (AN), †¢ Bulimia nervosa (BN), †¢ Eating disorders not otherwise specified †¢ Binge eating disorder (BED) or compulsive overeating, †¢ Pica The two most common types, Anorexia nervosa and Bulimia nervosa are described below: Anorexia Nervosa: Anorexia nervosa (AN) is a psychiatric disorder with severe physiological consequences, characterized by the inability or refusal to maintain a minimally normal weight. Patients have a profoundly disturbed body image as well as an intense fear of weight gain despite being moderately to severely underweight. Diagnostic criteria for anorexia nervosa include the following: †¢ Restriction of energy intake relative to requirements, leading to a significantly low bodyweight in the context of age, sex, developmental trajectory, and physical health. †¢ Significantly low weight is defined as a weight that is less than minimally normal or, for children and adolescents, less than that minimally expected. †¢ Intense fear of gaining weight or of becoming fat, or persistent behavior that interferes with weight gain, even though at a significantly lowShow MoreRelatedTaking a Look at Eating Disorders567 Words   |  2 PagesEating Disorders Physical exercise is inarguably healthy for the normal body functions as well as the overall good physical health. Consequently, many people take exercises to achieve the ultimate benefit of good health. However, a compulsive or compensatory need to take exercise could be an indicator of underlying problem of disordered eating habits. It pragmatic to monitor one’s exercising habits in order to increase chances of early detection of any underlying disordered eating habits. TraditionallyRead MoreTaking a Look at Eating Disorders Essay1107 Words   |  5 Pagesstarts to rule your life, eating proportions or habits, and thoughts- you might be in the beginning stages of an eating disorder. Eating Disorders are circumstances where there are strange or peculiar eating routine where there is too much or too little food intake for the lack of benefit to the person’s mental and physical health. Linked from Anorexia are some of the most common types of eating disorders such as Bulimia, anorexia, and binging. All of these eating disorders fall back onto excessiveRead MoreEating Disorders Are A Worldwide Problem1676 Words   |  7 Pages Are Eating Disorders are a worldwide problem? 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MATERIAL SAFETY DATA SHEET WOMEN A Chemical Analysis ELEMENT Woman S Essay Example For Students

MATERIAL SAFETY DATA SHEET WOMEN: A Chemical Analysis ELEMENT: Woman S Essay MATERIAL SAFETY DATA SHEETWOMEN: A Chemical Analysis ELEMENT:Woman SYMBOL:WO DISCOVERERAdam ATOMIC MASS: Accepted as 118 lbs, known to vary from 110 to 550 lbs. OCCURRENCE: Copious quantities throughout the world. PHYSICAL PROPERTIES: 1. Surface usually covered with a painted film. 2. Boils at nothing, freezes without reason. 3. Melts if given special treatment. 4. Bitter if incorrectly used. 5. Found in various states ranging from virgin metal to common ore. 6. Yields to pressure applied to correct points. CHEMICAL PROPERTIES: 1. Has great affinity for gold, silver, platinum and precious stones. 2. Absorbs great quantities of expensive substances. 3. May explode without prior warning and for no known reason. 4. Insoluble in liquids, but activity greatly increased by alcohol. 5. Most powerful money-reducing agent known to man. COMMON USES: 1. Highly ornamental, especially in sports cars. 2. Can be a great aid to relaxation. TESTS: 1. Pure specimen turns rosy pink when discovered in natural state. 2. Turns green when placed beside a better specimen. HAZARDS: 1. Highly dangerous except in experienced hands. 2. Illegal to possess more than one at a time.

The Fool In King Lear Essays - British Films, English-language Films

The Fool In King Lear The Fool in King Lear There has always been a perpetual jester in a kingly court. Often he has provided entertainment via his superficial jokes and has won the good graces of his master by creating an atmosphere of ebullience and joviality. Rarely has there existed a fool of such vivacious and rudiment cruelty, practicality and unprecedented common sense as the fool of William Shakespeare's King Lear. This fool is blessed with a mellifluous voice of nonsensical reason, which he uses throughout the play as a function of perpetuating Lear's madness to the point of a complete metamorphosis and the conception of clarity of mind. The fool's original and supposed role is that of entertainer; although Lear's Fool is a more convoluted version, as he is an ironical paradox of love, cruelty and is filled with didactic perspicacity. One is able to see his practicality, as well as his affection for Lear when he urges the King to come out of the storm: ?Good nuncle, in, and ask thy daughters blessing.? (III, ii, 11) The Fool primarily recognizes the severity of the storm, and advises Lear to forget his pride, so that he may enjoy a comfortable surrounding. ?Here's a night pities neither wise men nor fools? (III, ii, 12) is the subsequent line, which contains a subjective insult; whereby the distinction of who is the wise man and who is the fool is dubitable. A direct affront to the King, one that is immersed in truth and sagacity, occurs in Act I, Scene IV when the Fool proclaims to Lear: ?I had rather be any kind o'thing than a fool, and yet I would not be thee, nuncle.? (I, iv, 176) This comment is contrived due to Lear's folly in partitioning the kingdom, his relinquishment of his land, and the sanction for his daughters to take power. The Fool attempts to make Lear ascertain his folly, but it is too early for such cognizance. When he realizes this, the Fool tells Lear: ?I am better than thou art now. I am a fool, thou art nothing.? (I, iv, 184) By pointing out his superiority to the King, he cruelly underscores Lear's senility, while returning to the continuous theme of ?nothing,? constructed wholly by Lear. The gratuitous quality of his comments, as well as Lear's seeming disregard for them and his continuous insistence of treating the Fool as though he were his child accentuate the Fool's cruelty. The Fool acts as a way to quantify the king's sanity. Lear's madness (increases) overtly throughout the play, and the fool's presence emphasizes the moments where an alteration in Lear's state of mind in revealed. At the end of Act 1, Lear almost strikes the fool after he tells the king: ?Thou shouldst not have been old till thou hadst been wise.? (I, v, 41) The Fool, however, is under the aegis of the gods as discussed earlier, so Lear would in fact be mad if he were to abuse him. Lear suddenly backs off, revealing a semblance of some sanity, and then professes: ?Let me not be mad, not mad, sweet heaven!? (I, v, 43) In a similar declaration, Lear says: ?O Fool, I shall go mad.? (II, ii, 475) after he speaks of committing revenge upon his daughters. The Fool has been silent for some time, as it seems that Lear owns the necessary insight to perceive the future - a role which the Fool has previously made his own. Lear's fool is untouchable as the insightful, wise and holy fool who is under the protection of the gods or some prophetic powers, and is the ?all licensed jester.? Child-like in his character, loved, pampered and indulged he enjoys the King's good graces despite his continuous devastating remarks. He often tells Lear ?I'll teach you? or ?you were foolish and still are.? This omnipresent exhibition of superiority of a jester over his king could be punished; instead it is embraced. The fool talks to the king as though Lear was his fool: Fool: Dost thou know the difference, my boy, between a bitter fool and a sweet one? Lear: No, Lad, teach me. Lear joins in the game by allowing it