Comparison of an Evil mastermind in Shakespeare’s Othello and MacDonald

Iago is one of the most renowned villains of pre-modern literature, as first introduced in Shakespeare’s Othello. His deceiving personality and complex nature is painted such that readers are amazed by his ingenious schemes. At the beginning of Shakespeare’s Othello, Iago is represented as trustworthy and honest, but readers soon realize that he is the opposite of what he seems. Even though Iago’s personality and thoughts are revealed less in MacDonald’s Goodnight Desdemona (Good Morning Juliet), he carries on the same immoral legacy as in Othello. Throughout the plays, he turns his friends against one another who look to him for guidance and support. Iago thirsts to upgrade this status in society which causes him to take advantage of peoples’ good-nature and even comes to an extreme of killing anyone who stands between him and his schemes. In Shakespeare’s Othello and McDonald’s Goodnight Desdemona (Good Morning Juliet), Iago manipula tes and deceives both Othello and Desdemona by his language and personality, which leads to different results. The personalities of Othello and Desdemona have been portrayed differently throughout the two plays and are susceptible to the mind games of Iago. In Shakespeare’s Othello, Othello is a character with depth that has a genuine personality. He is seen as being too trustworthy and continuously tries to look for the good in people. Despite his honoured reputation in the state and status as a general, he is ridiculed by his society because of his dark completion. Othello recognizes himself as an outsider and at times is extremely self-conscientious. His quality to be judgmental towards himself and his reputation in the eyes of others makes him a target for Iago. Were I the Moor, I would not b... ...espeare’s Othello. The actions of Othello and Desdemona within the two plays are directed by Iago. He uses his reputation and finds flaws within the personality of others for his own benefit. Within Shakespeare’s Othello and MacDonald’s Goodnight Desdemona (Good Morning Juliet), Iago misleads Othello and Desdemona which leads to two different outcomes. Works Cited MacDonald, Ann-Marie. Goodnight Desdemona (good Morning Juliet). New York: Grove, 1998. PrintShakespeare, William, and David M. Bevington. Othello. Toronto: Bantam, 1988. Print. Philip, McGuire C. "Othello as an "Assay of Reason"" Shakespeare Quarterly 24.2 (1973): 198-209. Print. Laura, Snyder. "Constance Ledbelly's Birthday: Construction of the Feminist Archetype of the Self in Ann-Marie MacDonald's Goodnight Desdemona (Good Morning Juliet)." Text & Presentation 2005 (2005): 43-55. Print.

A Dining Experience

Yesterday I had the privilege of eating at a great Melbourne restaurant – Maha. The food was exceptional but what I came away from the meal with was†¦. well it was an ‘experience’ and not just a ‘meal’. A number of things went into the 3 hours that we dined at Maha that stood out and left me pondering what I could learn from the success of this restaurant and apply to my own business. Walking into Maha there was an immediate transformation that occurred that drew us into the experience. Situated on a small and fairly ugly street filled with the back ends of buildings and car parks (I have to say I wasn’t expecting much of a place in this part of the city) – Maha’s fit out immediately created an impression that lasted for the rest of the afternoon (and beyond). It was anything but like the street outside and was a luxurious yet tasteful version of a middle eastern dining room. Dark, cosy and inviting – in stark contrast to the bright, stark, surrounds of concrete outside. Lessons: first impressions matter a lot and can create a lasting impression that sets up the experience someone has of what you’re doing. Unexpected contrast is also something that will grab people’s attention and make them take notice of what you’re doing. Lesson #2: Simplified Dining Sometimes dining in places like Maha can be an overwhelming experience for a guy like me. I’m no gourmet and being confronted with a menu filled with dishes that need translation and being overwhelmed with a wine list with so many options that I have no idea where to start isn’t my idea of a great way to start a meal. Instead at Maha we were warmly greeted, seated and giving a very simple drinks menu (with an invitation for a more extensive one if we required it). The menu for the day was a banquet (chefs choice – although we could have some input if we had special needs) which I also appreciated. Conversation was not interrupted with choices of food and drinks and the overwhelming nature of those menus and wine lists were eliminated. Lessons: choice is great but sometimes it can be overwhelming and simplicity can be appreciated. Lesson #3: Engaging the Senses Throughout the meal it was not just our taste buds that were stimulated. In the corner a three piece band played middle eastern music, outside was a court yard where people smoked shi sha pipes (creating sweet smell that drifted into the room) and at the end of the meal we were offered to have our hands rinsed in a little lemon cologne which engaged both our senses of smell but also touch. The cologne also made a lasting impression – even as I fell asleep last night it lingered on and I was once again reminded of the experience of Maha. Lesson: engage the senses and you transform something that can be quite one dimensional into something experiential. Lesson #4: Unexpected Gifts When it came time for the bill to be brought to the table the waitress also delivered three small white boxes (one for each couple) with some small pastries in them. They were a little take home gift to extend our visit. These gifts served a several purposes including: something we didn’t ‘pay for’ – it is amazing what impression getting something for free makes (or course we DID pay for the gift as the pastries would not have cost much and our bill more than covered it). This perceived extra value and a gift will of course create a lasting impression, increase the chances of us returning and telling our friends about the experience. extending the experience – today as I ate a pastry (24 hours after dining at Maha) I’m still thinking about the meal. Lesson: gifts (big and small) and extra value create an impression! Lesson 5: Focus Upon the Positive As we were about to leave our waitress stopped by the table. Instead of asking if everything was ok (often the way wait staff word this question) our waitress asked us what our favourite part of the meal was. Couching the question by asking us for the best part of the meal was a pretty smart move as it shifted our minds away from parts we might not have enjoyed (not that there were any for me) and onto the best parts of the meal just as we were about to leave. We left pondering the good rather than what could have been better. This also served as a great way for the staff to gather feedback on what was working – something that no doubt helps them to continue to improve what they do. I also wonder whether asking this question set up some cues in our minds that might be repeated later as we discussed the meal with others. We’d already each said something good about the meal within seconds of completing it – perhaps that’d be what we’d say next time we spoke about the meal. Lesson 6: Choreography/Process As we drove home from Maha V and I both commented on how those behind the restaurant must have put some real thought into the experience that they offered those who dined with them. Having eaten in another of the restaurants owned by one of the owners we saw some patterns in some of what we’ve mentioned above. Our experience didn’t just happen. Everything from the ways in which we were greeted, through to the small touches like the lemon cologne and complimentary pastries were intentional and planned steps in a choreography of a typical visit to Maha. I’m certain that the process evolved over time but the experience was not left to chance – there was a clearly thought through process in place which ensured the best chances of a great experience for diners and a profitable business. Best of all, the ‘choreography’ wasn’t obvious or intrusive in any way, it just naturally unfolded. Lesson: great experiences don’t always just happen. A little thought can go a long way to helping people move through an experience in a positive way. Which of these principles could you take and apply in your blog or online business?

Achieving Success With The Arts - 3446 Words

Achieving Success with the Arts Sabrina M. Gemmer Professor Bernard Jefferson Community Technical College The Arts and Us Different forms of art have been around since the beginning of time. Art, comes from a cultures specific way of life that has been passed down from generations. Art helps mold people into creative individuals. It helps people stand out, be their own person, and increase their imagination. Art surrounds us from the time we are young children to adults. As a young child, the song your parent may use to sing you to sleep is a form of an art. The building blocks you played with in kindergarten are a form of art. The dance you preformed for your cheerleading squad in high school is an art. Art helps us learn†¦show more content†¦The art programs contribute towards helping a student learn more successfully in the classroom and prepare them for adulthood. Without these programs children will not receive the full artistic and creative experience that will help them succeed as adults. Art education should be kept in schools because they benefit students in an academic setting, teachi ng then study patterns, helping promote creativity and growing into successful adults. Not Making the Cut Art Education Programs may not bring in enough money to help provide the programs with new supplies and equipment. Even though there may be a shortage of money, the students should be able to vote which program goes. The shortage of money made by art programs may have caused schools to become annoyed with having to pay for new equipment yearly. Many schools believe that by cutting arts programs money could be used for something else more important. An art show may cost $3 to attend and only 10 people may show up. A sports event may cost $3 to attend, but more than half the school attends, including parents, sports fans and coaches. In an online article, Arsenault (2009) concludes that It s fair to generalize that athletics last longer. They are universally recognized as representative of the school and generate revenue. We have had schools that have totally cut athletic programs, although those tend to be the last things on the chopping block because of sports