The poem is made up of five stanzas, highly embellished with imagery and rhetorical questions. The mood of the poet is that of Worry or Anxiety and the tone is that of Concern. The poem is written in free verse poem as it does not have a consistent meter pattern. Plausibly, the poem in general is a poem of lamentation.
The heroines of the play, Helena, also seems to chart the times with regard to the changing attitudes about proper female behavior and the nature of women in general. Like her rake counterpart, each heroine is to a certain extent frank about her sexual needs and desires. Helena declares to her sister that she has a healthy sexual appetite and curiosity. This acknowledgment of normal female sexual desire on the part of the playwrights indicates a shift from ideas found in earlier dramas of the century, that female expressions of sexual appetite automatically made a woman a whore. It is also a way for the heroines themselves to challenge the social limitations imposed by husbands, fathers, and brothers that parallels and competes with the rake-heroes' desire for freedom of sexual expression.
Abstract. This paper examines the Nigerian education system vis-à-vis the quality of Nigerian graduates in the labour market. It argues that Nigeria’s education curriculum places undue emphasis on the possession of certificates, and that this undue emphasis on certification has made every other value about education secondary to the acquisition of certificates. While noting that it is through education that knowledge or skill is acquired for the development of the individual and the society, the paper contends that the placement of undue value on certificates without the requisite knowledge to defend them has cheapened the pursuit of knowledge, learning and acquisition of relevant skills. It appears that every Nigerian aspiring to go into education has, as his immediate concern, the acquisition of certificate. In a related development, the paper notes that it was the quest to possess certificates at all cost that led to the entrance of “expo” (examination leakage) into our education system. It further argues that besides making nonsense of the noble aims and objectives of examination, examination malpractice has resulted in bad consequences for both the Nigerian education system and the labour sector. Firstly, it has bastardized the image of Nigeria’s education system and that of the graduates it produces before the international communities. Secondly, the high level of intellectual emptiness displayed by most Nigerian workers that are products of this bastardized system has resulted in work inefficiency and low productivity. Seen thus, the paper concludes that education which is supposed to be an instrument for poverty reduction and national development has now been turned into a veritable instrument for human and national underdevelopment. As a solution to the quagmire, the paper suggests that in terms of employment, our government and human resource managers should shift emphasis from paper qualification to the possession of requisite knowledge or skill. Again, there should be massive campaign aimed at value re-orientation of the Nigerian masses.
Abstract The style of the man is the man and a skillful merger of, theme and style makes for the excellence of a literary style. Nwabueze appreciates the truth in this fact and, therefore, weaves a story that violates every known conversational principle but projects a pragmatic force that speaks more powerfully than ordinary words of the play, A Parliament of Vultures. This paper, therefore, explores the provisions of implicature in pragmatics to show how it is that Nwabueze uses ordinary words and sentences of English to send messages that have no direct relationship with the formal additive value of the linguistic medium of transmission. By this, the paper shows that language is an adaptable instrument for a fictional representation of events in real life.
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INTRODUCTION The Restoration period (1660-1700) had a great influence on the life and literature of contemporary age. This period is called the Restoration period because in this period, with the restoration of monarchy, the English literary tradition was restored. In the Commonwealth period Charles-II, the son of Charles-I escaped from England to France. After the fall of Commonwealth, the people of England brought him back and made him king of England (on May 29, 1660). He remained in power till his demise in 1685 when James-II, another son of Charles-I, ascended the throne. He was a catholic and most of the people who were protestants wanted to dethrone him. In 1688 there was the Glorious Revolution (Bloodless Revolution) against him. He fled to France. William-III of France and his wife Mary, the son-in-law and daughter of James-II, came to the power