Prejudice In the Sacco-Vanzetti Case free essay sample

This paper talks about the (mis)trial of Nicola Sacco and Bartolomeo Vanzetti. This paper talks about the renowned Sacco-Venzetti case, and the extremism inborn in the court framework at that point. The creator presents a decent record of the realities of the case. He/she incorporates comments made by the decision judge so as to put forth the defense that the preliminary was a premature delivery of equity. The United States was praising its triumph in World War I, and a wild enemy of Communist estimation was working inside the nation, coming full circle in the Red Scare of 1919 and 1920. The American government started a crusade of restraint against all components it esteemed rebellious to vote based system agitators, Communists, and some other radical gatherings (Ehrmann 34). J. Edgar Hoovers profession as chief of General Intelligence in the Justice Department was started during this time; his first test and obligation was the situation of Sacco and Vanzetti (44). Nicola Sacco, a shoe assembly line laborer, and Bartolomeo Vanzetti, a fish merchant, were captured, indicted, and executed in an unnatural birth cycle of equity; the activities of the state government were persuaded by inborn biases of their legacy and political affiliations. We will compose a custom paper test on Preference In the Sacco-Vanzetti Case or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page

Morally chaotic world In King Lear Free Essays

Shakespeare presents an assortment of manners by which moral tumult is achieved, including the disturbance of the common request and the characters ownership of regularly ruined ethics, in any event, going similar to scrutinizing the ethics of his own general public. In any case, having various standards in a cutting edge crowd, we will in general have various understandings of ‘moral chaos’ to that of a contemporary crowd. In ruler Lear, Shakespeare seemingly creates a ‘morally clamorous world’, especially trough the idea of the ‘natural order’ being upset. We will compose a custom paper test on Ethically disorderly world In King Lear or on the other hand any comparable subject just for you Request Now The treachery of the youngsters against their dads delineates a critical interruption of nature, as it was viewed as characteristic and fundamental for kids to have unwavering acquiescence for their folks, especially their dads. When Cordelia freely won't comply with her father’s wishes, she conflicts with the genuine characteristics of a seventeenth century little girl in the normal request and it is ostensibly this underlying insubordination that causes the affliction and catastrophe all through the remainder of the play. As indicated by women's activist pundits, Cordelia’s refusal to compliment Lear can be deciphered as a restriction to Lear’s authority and along these lines an immediate test to the regular male centric request of the seventeenth century, the short insistent sentence ‘Nothing’ focusing on this decisiveness. We likewise observe this disloyalty of the dad in the character of Edmund. By guaranteeing ‘’I discover it not fit for your o’er looking’’, in addition to the fact that Edmund feigns honesty, however he likewise depicts himself with unmistakable worry for his dad, strengthening his bogus prudence. Edmund’s starting quiet makes his discourse in the following scene where he shouts ‘’Legitimate, Edgar. I should have your land’’ energizing and astounding to the crowd. The crowd is aware of the Edmund’s conspiring which makes a feeling of emotional incongruity, anyway in many creations; the Machiavellian Edmund is played as a ‘suavely astute, rather running figure’, making a Catch 22 as he is plainly underhanded yet appealing to the crowd simultaneously. Illegitimates were risky for the inflexible early present day social structure and were seen as ‘extras’ that society attempted to oblige. Along these lines to a contemporary crowd, the poor treatment of Edmund would shock no one; anyway an advanced crowd would decipher such extraordinary perspectives on wrongness as improper. As present day pundit Foakes remarks, â€Å"Edmund is the most risky and misleading of the characters. However, he starts from a reason that we can't distinguish as unjust†, representing how to a cutting edge crowd, Shakespeare creates an ethically disorderly world through the poor treatment of Edmund, as the seventeenth century cultural standards are so outside from that of our own. Lear’s renouncement can likewise be seen as ethically disorderly, as it was emphatically had confidence in Jacobean culture that Kings were picked by divine right. In Lear’s promise to ‘’express our darker purpose’’ the utilization of the modifier ‘darker’ to depict his activities delineates the unnatural idea of such a choice. In Jacobean culture, a lord was a specialist of God, thus it was viewed as God’s duty to choose when his rule should end. A king’s giving shut down the seat was against the heavenly request, and it was accepted that Satan, through different shrewdness spirits, was answerable for all assaults on the celestial request. In Macbeth, a comparable play, when King Duncan is killed, the normal request is penetrated and tumult results: the day becomes as dull as night, Duncan’s ponies turn wild and eat one another and a common war breaks out. From a New Historicist position, pundits, for example, Tennenhouse contend that Shakespeare delineates what happens when there is a ‘catastrophic redistribution of power’, consequently advancing the severe structures of the male centric pecking order. Nonetheless, different pundits recommend that the disasters happen as a result of society’s as of now ‘faulty ideological structure’, especially accentuated in the David Farr creation through the slanted braces, broken windows, sizzling strip-lighting and the inevitable breakdown of the wobbly realm dividers. In addition, Shakespeare has all the earmarks of being introducing an ethically disorderly world through the manner by which the characters can be viewed as having seen ruined ethics, inspired simply by realism instead of moralistic qualities. We see this in the rich and shallow talks of Gonerill and Regan who guarantee to cherish Lear ‘Dearer than eyesight’, the exaggeration in these announcements featuring their manipulative nature and insatiability for common products. Their activities all through the remainder of the play demonstrate the manufacture of these underlying guarantees. Johnson remarks that King Lear is a play where the ‘Wicked succeed and righteous miscarry’. I discover this view precise as the crowd can observer how the Machiavellian characters, for example, Gonerill and Regan are remunerated for their realism, and given all out rights over the realm, while the temperate characters, for example, Cordelia and Kent are rebuffed for their trustworthiness and moralistic qualities, subsequently showing a universe of disorganized ethics. Lear himself is introduced as ethically conflicted, like Claudius in Hamlet, at first esteeming wealth and notoriety, which were the very things that fuelled his dissatisfaction and good visual deficiency. The adoration test he uses to pay off his little girls with ‘the biggest bounty’ can be viewed as an undeniable endeavor to purchase their affection and subsequently help his mental self view. His rash response to Cordelia’s refusal to perform, vowing to ‘disclaim all fatherly care’ delineates how his hubris prevents him from having the option to separate between his genuine little girl and his beguiling girls. It likewise shows the manner by which the enemies misuse the hamartia of the hero, increasing the awful idea of the play. Be that as it may, towards the finish of the play, Lear’s character experiences anagnorisis thus he comes to have increasingly upright standards. In Act 3, just because he perceives the predicament of the ‘Poor bare wretches’ that are compelled to ‘bide the pelting of [the]pitiless storm’, the similar sounding word usage in ‘pitiless’ and ‘pelting’ showing the outrageous enduring suffered by those in neediness. Through Shakespeare’s emotive lexis, Lear is introduced as remorseful, sympathetic, and humane, which straightforwardly appears differently in relation to his underlying narrow-mindedness and obsession with common things, and it is this difference that presents a feeling of good disarray. Then again, through utilizing moral characters that stay prudent all through the play, Shakespeare doesn’t present a totally ethically riotous world. Cordelia’s character is the embodiment of righteousness and ethical quality, making an immediate juxtaposition with the corrupt, Machiavellian characters, for example, Gonerill and Regan. At the point when required to deal her adoration for rights over the realm, she remarks â€Å"I can't hurl my heart into my mouth†, depicting her legitimate nature. The expression â€Å"heart in your mouth†, which recommends apprehension or dread, shows that Cordelia doesn't perceive any motivation to fear losing the land, stressing her absence of realism and solid good compass. Developing this, Lear later depicts her tears as â€Å"The blessed water from her brilliant eyes†, the similar sounding word usage of ‘holy’ and ‘heavenly’ focusing on her prudence and connecting her to the Gods. Foakes remarks â€Å"The hopeful push of Edgar’s lecturing alludes to the chance of a cheerful consummation. ’’ The play closes with the moralistic character Edgar ruling over England, and albeit great characters, for example, Cordelia kick the bucket, (which wasn’t got well by Shakespeare’s unique crowd), insidious is eventually killed while great triumphs. Before the finish of the play, Evil can even be believed to be annihilated by malicious itself. Gonerill harms Regan, and notices in an aside after Regan feels the impacts â€Å"If not I’ll ne’er trust medicine†, the mysterious idea of this aside introducing her dangerous and figuring nature. Soon after, she ends it all, which would have been viewed as an incredible demonstration of transgression by a Jacobean crowd, in any case underhanded annihilations itself, bringing out a rebalancing of ethics and a move back towards the characteristic request. The play unmistakably plummets from the exemplified estimations of medieval ethical quality plays, which was a mainstream type of dramatization in the sixteenth and seventeenth hundreds of years. These plays present an immediate clash among great and insidious, and at last the underhandedness and disarray must be annihilated, and an ethical exercise is found out. Generally speaking, there are numerous parts of King Lear that inspire an appearing to be good bedlam, anyway before the finish of the play, as in all ethical quality plays, the disorder is expelled and moral request is reestablished, bringing about purge for the crowd. Step by step instructions to refer to Morally disorganized world In King Lear, Papers

Regular-ing

Regular-ing I had a breakthrough the other day. I was sitting in my favorite Kendall Square restaurant, Clover. When I say favorite, I mean F.A.V.O.R.I.T.E. In a busy week, I’m there at least once a day: The prices are reasonable, I can order on my phone, all the food is vegetarian, and it’s one of the only nearby places open until 11:00 PM. This place is freakin’ perfect (which is why I don’t mind shamelessly plugging it on the blog). BUT ANYWAYS I was just eating my breakfast bowl, minding my own business, when one of the guys working there comes up to me and says. “Caroline, right?” I look up and he’s holding this cup. So I’m like “Yeah, that’s me.” And then he’s like “Yeah, you’re in here all the time. Well, we accidentally made this extra cup of coffee, and you order coffee a lot so I thought you might want it.” So I got a free cup of coffee. But the coffee isn’t the point, it’s what the coffee represents. They know my name. They know that I order coffee a lot… I think I might finally be a regular at a restaurant here in Cambridge! This might not be a big deal for some people, but it means a lot to me. Back home, I was a regular at a few establishments: a coffee shop by my house, another one right on Lake Michigan, a diner/grocery store with an amazing tofu scrambler. I knew the people who worked in these places. My ex-girlfriend and I would always hope to get this one waitress when we went out for breakfast, and I sometimes ran late to work in the morning just because I wanted to talk to my favorite baristo about the date he went on last night. When I moved out to Boston, I knew not to expect midwest-levels of friendliness. I frequented a few places because, y’know, I’m a lazy bean who doesn’t always cook and would probably sell her soul for coffee. But I didn’t become a regular, a true regular, until that guy handed me that paper cup. I’m a part of the Cambridge ecosystem now. People outside of MIT know my name. Lately, I’ve been feeling emotionally homeless. I returned to the place I grew up over winter break, and I just… don’t belong there anymore. That kind of hurt. For my entire life I’ve had this vision of myself: Graduate high school, attend my state school’s honors program, become an electrical engineer, move back to Milwaukee, send my kids to the same high school. Never leave the Midwest. Never leave Wisconsin? Maybe move to Chicago (only two hours away) if I’m feeling adventurous. This was the way my life was always going to be… until I found MIT. Only a year and a half after discovering what MIT even was, this institution has dramatically and irreversibly changed the trajectory of my life. I wrote an email to one of my acting mentors in high school after Wisconsins admitted students meet-and-greet in April, and I compared that tiny get-together to “seeing color for the first time”. Imagine how black-and-white things felt at home after living on East Campus for a s emester. But then I came back to MIT, and as much as I absolutely love it here, I realized I still have a lot of adjusting to do; it’s going to take a long time to re-imagine 19 years of expectations. For now, I’m kinda just existing wherever the world plops me. At least I’ve been plopped in nice places, right? But anyways, revisiting my old haunts in Milwaukee was the first thing in awhile that reminded me of what “home” can feel like. Home is feeling a sense of belonging even in a nameless crowd. Home is where your absence would be noticed. Home is having an internalized map of a place: a favorite table or spot on the couch, that one menu item or home-made meal you treat yourself to every once in awhile, that place you always walk to when nothing makes sense and you just need to be somewhere else. I chose the road I didn’t have a map to. Even on my worst days I don’t regret that choice, but sometimes I can’t help but think about how much simpler life would’ve been if I’d never decided to leave. So when that dude addressed me by name and asked me if I wanted a free coffee, I stayed for four more hours to do my homework. I felt comfortable, the kind of comfortable I once felt studying at Colectivo Coffee Roasters on Hampton Ave. Afterwards, I took a walk along the Charles river and ended up in this little park I’ve been to a few times. It’s right on the water, the way *my* park was back in Wisconsin. The more of these little habits I build, the more places I start “regular-ing”, the more I feel like my existence in Cambridge is actually my life, not just some hazy dream. So thanks for the coffee, Clover. You’ve won a repeat customer. Post Tagged #blessedbythecoffeegods #takemymoneyclover

Regular-ing

Regular-ing I had a breakthrough the other day. I was sitting in my favorite Kendall Square restaurant, Clover. When I say favorite, I mean F.A.V.O.R.I.T.E. In a busy week, I’m there at least once a day: The prices are reasonable, I can order on my phone, all the food is vegetarian, and it’s one of the only nearby places open until 11:00 PM. This place is freakin’ perfect (which is why I don’t mind shamelessly plugging it on the blog). BUT ANYWAYS I was just eating my breakfast bowl, minding my own business, when one of the guys working there comes up to me and says. “Caroline, right?” I look up and he’s holding this cup. So I’m like “Yeah, that’s me.” And then he’s like “Yeah, you’re in here all the time. Well, we accidentally made this extra cup of coffee, and you order coffee a lot so I thought you might want it.” So I got a free cup of coffee. But the coffee isn’t the point, it’s what the coffee represents. They know my name. They know that I order coffee a lot… I think I might finally be a regular at a restaurant here in Cambridge! This might not be a big deal for some people, but it means a lot to me. Back home, I was a regular at a few establishments: a coffee shop by my house, another one right on Lake Michigan, a diner/grocery store with an amazing tofu scrambler. I knew the people who worked in these places. My ex-girlfriend and I would always hope to get this one waitress when we went out for breakfast, and I sometimes ran late to work in the morning just because I wanted to talk to my favorite baristo about the date he went on last night. When I moved out to Boston, I knew not to expect midwest-levels of friendliness. I frequented a few places because, y’know, I’m a lazy bean who doesn’t always cook and would probably sell her soul for coffee. But I didn’t become a regular, a true regular, until that guy handed me that paper cup. I’m a part of the Cambridge ecosystem now. People outside of MIT know my name. Lately, I’ve been feeling emotionally homeless. I returned to the place I grew up over winter break, and I just… don’t belong there anymore. That kind of hurt. For my entire life I’ve had this vision of myself: Graduate high school, attend my state school’s honors program, become an electrical engineer, move back to Milwaukee, send my kids to the same high school. Never leave the Midwest. Never leave Wisconsin? Maybe move to Chicago (only two hours away) if I’m feeling adventurous. This was the way my life was always going to be… until I found MIT. Only a year and a half after discovering what MIT even was, this institution has dramatically and irreversibly changed the trajectory of my life. I wrote an email to one of my acting mentors in high school after Wisconsins admitted students meet-and-greet in April, and I compared that tiny get-together to “seeing color for the first time”. Imagine how black-and-white things felt at home after living on East Campus for a s emester. But then I came back to MIT, and as much as I absolutely love it here, I realized I still have a lot of adjusting to do; it’s going to take a long time to re-imagine 19 years of expectations. For now, I’m kinda just existing wherever the world plops me. At least I’ve been plopped in nice places, right? But anyways, revisiting my old haunts in Milwaukee was the first thing in awhile that reminded me of what “home” can feel like. Home is feeling a sense of belonging even in a nameless crowd. Home is where your absence would be noticed. Home is having an internalized map of a place: a favorite table or spot on the couch, that one menu item or home-made meal you treat yourself to every once in awhile, that place you always walk to when nothing makes sense and you just need to be somewhere else. I chose the road I didn’t have a map to. Even on my worst days I don’t regret that choice, but sometimes I can’t help but think about how much simpler life would’ve been if I’d never decided to leave. So when that dude addressed me by name and asked me if I wanted a free coffee, I stayed for four more hours to do my homework. I felt comfortable, the kind of comfortable I once felt studying at Colectivo Coffee Roasters on Hampton Ave. Afterwards, I took a walk along the Charles river and ended up in this little park I’ve been to a few times. It’s right on the water, the way *my* park was back in Wisconsin. The more of these little habits I build, the more places I start “regular-ing”, the more I feel like my existence in Cambridge is actually my life, not just some hazy dream. So thanks for the coffee, Clover. You’ve won a repeat customer. Post Tagged #blessedbythecoffeegods #takemymoneyclover

Slavery And Abolition Of Slavery - 1158 Words

In order to talk about the abolition of slavery it is necessary to know the meaning of slavery and abolition. According to Dictionary.com the word â€Å"Slave means: a person entirely under the domination of some influence or person and abolition means: â€Å"the legal prohibition and ending of slavery, especially of slavery of blacks in the U.S.† Now that both words were defined we can begin. â€Å"It is said that the first African slaves were brought to the United States near the English Colony back in 1619 to Jamestown, Virginia by some Dutch traders. If we were to discuss the origins of slavery we would have to start not in the United States, but we would have to shift gears to Brazil were they were the biggest slaves traders of all times† according to History.net During many years there were groups that fought the cause to end slavery in the United States one of the group was called the Abolitionist movement in the United States of America they fought for a nation that valued personal freedom and believed all men were created equal. Some of the people behind the fight against slavery were the following: Frederick Douglass, Harriet Tubman, Nee Harriet Ross, Harriet Beecher Stowe, President Abraham Lincoln and many others. The abolition movement became an important element of political parties. Although the Native American Party (derisively called the Know-Nothing Party because when member were asked about the secretive group they claimed to know nothing). The law that was createdShow MoreRelatedSlavery And The Abolition Of Slavery1166 Words   |  5 Pagesmain issue of controversy that contributed to the split of the Union: slavery. Lincoln explicitly expressed that slavery should be abolished for several reasons, recognizing the practice as an extreme violation of human rights and American republicanism. Despite his advocacy for abolishment, Lincoln’s politics on racial justice were still problematic. While Abraham Lincoln recognizes basic human rights, and advocates that slavery is an obvious violation of these basic principles, I argue and characterizeRead MoreThe Abolition of Slavery in Brazil1102 Words   |  5 PagesThe Abolition of Slavery in Brazil, 13 May 1888 Next year sees the 120th anniversary of the abolition of slavery in Brazil. Some contemporary writers saw the period as an horrific maltreatment of our fellow human beings while others saw through this and viewed the patriarchal and familial advantages that society, especially slaves received. Whichever way one sees it, the period before its abolition saw a huge boost in Brazil’s economy, mainly down to its vast manpower – 37% of all African slavesRead MoreSlavery and Abolition Essay1589 Words   |  7 Pagesknown cases of slavery occurred during the settling of the United States of America. From 1619 until July 1st 1928 slavery was allowed within our country. Slavery abolitionists attempted to end slavery, which at some point; they were successful at doing so. This paper will take the reader a lot of different directions, it will look at slavery in a legal aspect along the lines of the constitution and the thirteenth amendment, and it will also discuss how abolitioni sts tried to end slavery. This paperRead MoreSlavery, Abolition and the South2526 Words   |  10 PagesESSAY QUESTION #3 – How did slavery impact the economic and political development of the southern colonies and later the southern states? What were conditions like for slaves in the southern U.S.? Prior to the use of slavery in the southern colonies they were experiencing a shrinking workforce, because their laborers were mainly indentured servants. Indentured servitude was a form of debt bondage for white and black contract laborers who were obligated to serve a master for a number of years, andRead MoreThe Rights Of The Abolition Of Slavery Essay1285 Words   |  6 Pagesthe right to vote regardless of race, color or previous condition of servitude, many people living in the country were still denied the right to vote. Of course, the motivation behind the passing of this amendment came in conjunction with the abolition of slavery. It was meant to another major step towards equality across the board (which is ironic because it still excludes women from behind able to cast their vote). Beyond this, the amendment still didn’t protect many of the minorities that it wasRead MoreAmerica s Abolition Of Slavery976 Words   |  4 PagesEsteban Gonzalez Professor Dermody U.S. History November 16, 2014 America’s Abolition of Slavery â€Å"Every man has a property in his own person. This nobody has a right to but himself,†- John Locke. Those who are born into America today are farther and farther removed from a dark chapter in U.S. History. In America, the second you are born you have the unalienable rights to life, liberty, and the pursuit of happiness. This wasn’t always the case. The enslaving of African American’s was a way of lifeRead MoreThe Abolition Of American Slavery Essay1497 Words   |  6 PagesThe abolishment of American slavery may have freed slaves from physical chains, but the black community has suffered from various ailments for all of American history. Following the Civil War, economic inequality and systemic racism presented overwhelming disadvantages to colored communities. Many people of multiracial ancestry were presented with the unique opportunity of racial passing, or the â€Å"deception that enables a person to adopt certain roles or identities from which he wo uld be barred byRead MoreAbolition Of Slavery DBQ Essay1226 Words   |  5 Pagesï » ¿Abolition of Slavery DBQ Essay Slavery in the United States first started in 1619, when African slaves were transported to Jamestown, a settlement in the colony in Virginia. These slaves were brought to the United States primarily to help with the making of crops, especially tobacco. The practice of slavery remained present throughout the seventeenth and eighteenth centuries in other colonies of the United States, which helped build and strengthen the American economy as a whole. In 1793, theRead MoreAmerica s Abolition Of Slavery863 Words   |  4 Pagesand tobacco to Europe and American. It is difficult for Cuban slave owners to give up the use of slaves, since slavery was the economic foundation for the farming and mining industry. Therefore, until 1880’s, Cuba achieved the total abolition of slavery. Although there was a strong link between slavery and profitability, as the economic and social conditions change overtime, the slavery, began to create a set of insoluble contradictions that made it irra tional and dangerous for the exploiting classRead MoreFrederick Douglass And The Abolition Of Slavery1713 Words   |  7 Pagesor resistance, against the institution of slavery. They rebelled against their positions in a variety of ways--sometimes small, subtle acts; other times very obvious and direct implications. Frederick Douglass resisted slavery by understanding the fundamentals of it, standing up for himself, and formulating an escape. James Oakes argues the direct resistance displayed by slaves, like running away, was significant and necessary to the abolition of slavery as a whole. Oakes understood slave resistance

Racism and the American Dream in Hansberry’s A Raisin in...

A Raisin in the Sun is written by a famous African- American play write, Lorraine Hansberry, in 1959. It was a first play written by a black woman and directed by a black man, Lloyd Richards, on Broadway in New York. The story of A Raisin in the Sun is based on Lorraine Hansberry’s own early life experiences, from which she and her whole family had to suffer, in Chicago. Hansberry’s father, Carol Hansberry, also fought a legal battle against a racial restrictive covenant that attempted to stop African- American families from moving in to white neighborhoods. He also made the history by moving his family to the white section of Chicago’s Hyde Park neighborhood in 1938. The struggle of Lorraine Hansberry’s family inspired her to write the†¦show more content†¦The story in the play revolves around a $10,000 check from an insurance company, which Mama receives after the death of her husband, and every member of the family wants to use the money in her / his own ways to benefit the entire family. Having a dream plays an important role in one’s life and varies from person to person. It makes a person’s life purposeful. Some dreams are achievable and some aren’t, but hard work is essential for both of them. More, there are also some dreams that demand long time along with full dedication and devotion, such as dreams of getting freedom, dignity, status etc. In A Raisin in the Sun, Lorraine Hansberry describes throughout the story that how the dreams of the Younger family become â€Å"dreams deferred†. The younger family actually represents to all African- Americans families, who after a very long time, hard struggle, and sacrifices are able to achieve equal rights in the society along with whites. Lena, Walter, Ruth, and Benaetha all live under one roof, but they all have different dreams. As Lena dreams that the dreams of her children should come true by using the money of their father’s life insurance and her family must be united in whatever economic and social circumstances they have to face. Walter Lee dreams of a liquor store. He thinks that having a liquor store; he can make his family’s economic condition good. Ruth dreams to have a wealthy and fine family, so that they don’t have to be worry for minor things. BeneathaShow MoreRelatedWhat Does You Dream Deferred? Lorraine Hansberry s Play, A Raisin And The Sun ``942 Words   |  4 PagesHappens to Dreams Deferred? Lorraine Hansberry’s play, A Raisin in the Sun, addresses the hardships of an African-American family living in the projects of post-segregation Chicago. The family aspires to fulfill their dreams of owning a home despite the odds they face. W.E.B Du Bois critical race theory explains the issue of racism and white dominance that not only the family in the play faces, but the African American community as a whole. American society only allows for African Americans to seeRead MoreWhite Dominance During The Post Segregation Era945 Words   |  4 PagesPost-Segregation Era Lorraine Hansberry’s play, A Raisin in the Sun, addresses the hardships of an African-American family living in the projects of post-segregation Chicago. The family aspires to fulfill their dreams of owning a home despite the odds they face. W.E.B Du Bois critical race theory explains the issue of racism and white dominance that not only the family in the play faces, but the African-American community as a whole. American society only allows for African-Americans to see themselves onlyRead MoreRacial Feelings Of Chicago, Illinois1643 Words   |  7 Pagesto how they were in the 1950s. The Younger family from Lorraine Hansberry’s A Raisin in the Sun was the epitome of a lower class, black family during that time. They dealt with the hardships of never having enough money and losing family happiness due to their lack of wealth. Modern-day Chicago can easily be compared to Chicago from the mid 1900s because of the ever-growing amount of poor blacks and the poverty riven African-American neighborhoods throughout the city. Black poverty is still as depressingRead MoreRacial Injustice in A Raisin in the Sun, by Lorraine Hansberry and Sonny’s Blues, by James Baldwin1494 Words   |  6 Pageshave a dream that one day little black boys and girls will be holding hands with little white boys and girls. by Martin Luther King Jr, the dream that is still unfulfilled. White supremacy, black inferiority, Jim Crow law, segregation, racial terror, and racial inequality are the most common topics of American history. The quote of Martin Luther King Jr asserts the truth that racial injustice was in the vein of the American dream. He hopes someday that injustice, the view that African Americans areRead MoreInitial Expectation And Purposes Of Theatre845 Words   |  4 PagesPurposes of Theatre â€Å"Lorraine Hansberry’s A Raisin in the Sun (1959) probes the racially charged politics of home ownership in post–World War II Southside Chicago† (Matthews). Before going to see this performance, I made a quick research about this play and that research formed an initial view about this performance. I have read about the play in general, a short synopsis a historical and influences upon American society and theatre. Lorraine Hansberry’s â€Å"A raisin in the Sun† is a play that tells theRead More Fighting Charges of Assimilation in Hansberrys A Raisin in the Sun and The Cosby Show1410 Words   |  6 PagesFighting Charges of Assimilation in Hansberrys A Raisin in the Sun and The Cosby Show The critical reception of The Cosby Show, an enormously popular television sitcom in the 1980s, roughly paralleled that of A Raisin in the Sun, Lorraine Hansberrys highly acclaimed play of the 1950s. Both the television series and the play helped change the way Blacks are portrayed in the entertainment media. But despite being initially greeted with critical praise, both subsequently fell under heavyRead MoreRacism And Double Discrimination By Lorraine Hansberry1969 Words   |  8 PagesM. Jones July 7, 2016 Racism and Double discrimination One of the many sad things about being an African American woman is that she suffers not just one but double racism as a black and as a woman. Lorraine Hansberry in 1959 wrote a play, Raisin in the Sun, focusing on an African American Family living in the mid 20th century, emphasizing how terrible it is to live as a woman and as black in the United states. It is a play that symbolizes the American society in the 20th centuryRead MoreEssay on Follow Your Dreams1914 Words   |  8 PagesDreams are aspirations that reflect a human’s wants and desires in life. They are a fundamental element that drives human beings to achieve the impossible. Dreams have the ability to motivate oneself to set goals and ideals for the future. Each person in some part of their life has had desires that they would like to accomplish. Without these desires, there is nothing to motivate one’s actions and attitude. However, most people believe that satisfaction only exists on ce a dream is achieved. LouisaRead MoreThe Last Critic That Will Be Evaluated844 Words   |  4 Pagesanalysis is titled A Raisin in the Sun: Anniversary of an American Classic. Wilkerson’s critical analysis discusses the â€Å"various social, historical, and artistic factors that have contributed to the play’s contemporary relevance and popularity, with particular focus on script revisions.† (Wilkerson 442) Wilkerson states that critics claimed that plays about the Black experience were seen as unattractive and of temporary or limited appeal to the theatre audiences. A Raisin in the Sun was different becauseRead MoreA Raisin Of The Sun By Lorraine Hansberry1581 Words   |  7 Pagesplaywright and black activist, spent almost all of her life dealing with American racism, poverty, and lack of social mobility. As a person who witnessed the daily struggles of African Americans, Hansberry wanted to expose the hypocrisy in the idea that America was the land of e qual opportunity. As a result, in 1959, Hansberry wrote the play, A Raisin in the Sun, which details the Youngers, an African American family, who experienced racism, poverty, and the lack of social mobility during the 1950s in Chicago’s

Death Of A Salesman (happy) Essay - 591 Words

Happy Loman has grown up to be a well-adjusted man of society. He has developed from a follower to a potentially successful businessman. Throughout his childhood, Happy always had to settle for second fiddle. Willy, his father, always seems to focus all his attention on Happys older brother Biff. The household conversation would constantly be about how Biff is going to be a phenomenal football star, how Biff will be attending the University of Virginia and be the big man on campus, how Biff is so adulated among his friends and peers, and so on. Young Happy was always in Biffs shadow, always competing for his fathers attention but failing each time. Happy would resort to such antics as laying on his back and pedaling his feet backwards†¦show more content†¦You ought to be on a magazine cover.quot; (1840), Happy smoothly said to the woman. To be able to approach a beautiful woman, especially a model, a person has to be oozing with self esteem and confidence. Unfortunately the woman was expecting a friend but that did not stop Happy. He continued to smooth talk the woman with lies and eventually wore her down to the point where not only was she going to call her boyfriend and cancel their dinner date but she was going to bring a friend so Biff could also have a date. Happy is also a proud man. It didnt matter what his father had done in the past he was always willing to defend Willys honor. So proud that he was ready to fight his own brother when Biff began to bad mouth Willys dreams at his own funeral. With all these traits Happy has the makings of a successful businessman. He appears hard-working, he is good with people, he sets his goals high, and he has the determination and soul to make it in the business world. quot;All right, boy. Im gonna show you and everybody else that Willy Loman did not die in vain. He had a good dream. Its the only dream you can have - to come out number-one man. He fought it out here, and this is where Im gonna win it for him.quot; (1859). With this one statement Happy reveals most of his character traits. The quote reveals his determination to succeed in his future business venture, it reveals his compassionate side and pride he had for his father and for life, and it alsoShow MoreRelatedEssay on Death of a Salesm an - Happy Lowman593 Words   |  3 Pages79), or Happy as one may know him, never truly saw the epiphany of the ‘American Dream.’ He was just â€Å"blown full of hot air,† he never knew what was reality and what wasn’t (105). From the day that Happy was born, to the day his father died, and most likely till the day he would die, he never once saw the truth behind his ‘phony’ of a father. Happy, not only being portrayed as a static character, but also somewhat of a stock character, would end up just like his father, dying the â€Å"Death of a Salesman†Read MoreAuthor Miller’s Death Of A Salesman: A Family’s Misguided Attempt At The American Dream 707 Words   |  3 Pages Death of a salesman is a two-act play set in the late 1940s. The death of a salesman is a tragic story of one family’s failed attempt to live the American dream. Majority of the action in the play takes place in the Loman’s home and yard. The Loman family consists of Wily, Linda and their two sons Biff and Happy. Overall I consider Death of A Salesman a fascinating Play. To begin with I found my self-having difficulty reading the play. I immediately began writing off the play as another story ofRead MoreAnalysis Of Arthur Millers Death Of Salesman 1611 Words   |  7 PagesResearch paper on death of salesman Arthur Miller created stories that express the deepest meanings of struggle. 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Their dialogueRead MoreWilly And The American Dream1273 Words   |  6 PagesWilly and the â€Å"American Dream† Willy Loman is a traditional man who exemplifies the traditional American values. Willy Loman has reached the old in which he cannot continue fighting for success as a traveling salesman. Confronted with termination of his job as a salesman, Willy began to have flash backs of his past life. At this important part Willy’s presence of his older son Biff has returned home for a visit, and Willy’s old desire for his son to be a traditional success in life is renewed.Read MoreAnalysis Of Arthur Millers Death Of Salesman 1548 Words   |  7 Pages Research paper on death of salesman Arthur Miller created stories that express the deepest meanings of struggle. Miller is the most prominent twentieth-century American playwrights. He based his works on his own life, and his observations of the American scene. Arthur Asher Miller was born 17 October 1915 in Manhattan, New York city. 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Arthur Miller critiques the system of capitalism and he also tells of the reality of the American Dream. Not only does he do these things, but he brings to light the idea of the dysfunctional family. Death of a Salesman is one of America’s saddest tragedies. In Arthur Miller’s, Death of a Salesman, three major events happen that contributeRead MoreLiterary Analysis: Arthur Miller’s â€Å"Death of a Salesman† – A Tragedy?1416 Words   |  6 PagesWhat is man’s focus in life? What is man’s purpose in life? Is it materialism and/or the prospect of how others may view him? Should man put their trust in God’s Word the Bible or leave it up to himself? In â€Å"Death of a Salesman† by Arthur Miller, but is it correct to define this theatric drama as a tragedy. According to Klaas Tindemans, â€Å"Aristotle’s concept of tragedy has been perceived as both a descriptive and a normative concept: a description of a practice as it should be continued† thereforeRead MoreThe American Dream in Death of a Salesman by Arthur Miller1127 Words   |  5 PagesMany people dream of the American dream. To have a big house, two kids and a picket fence. In Arthur Miller’s play Death of a Salesman every character uses lies and deceit as a way to escape reality. With this said, it is only Biff’s character that is dynamic, realizing the error of his ways. Constantly, each character escapes their problems with deceit. Even Biff remains in this state of falsehood, until he reaches his epiphany. The main character Willy Loman, is constantly fooling himself into

Head in the Clouds Essay Example For Students

Head in the Clouds Essay You travel to distant worlds with the snap of your fingers. Worlds lush, rich, full of perfect love and unforgotten harmonyYour imagination is a beautiful thing, yet it serves as your best friend. It delivers you to dreams come true;fantasies so rich, luminous, and sparkling, yet so untrue. Your mind is an endless depth, filled with lost souls, wandering heartspassionate romance, and sparkling falsities. You get lost in your thoughts, in that perfectly preserved paradisethat you have come to call homeThere is a pot of gold at the end of every rainbowA shimmering silver lining around every cloudA genie to make all of your dreams come trueEvery ugly duckling is turned into a beautiful swan. There you are, your head in the cloudsIn a rich, colorful, passionate worldthat exists solely in your dreamsBut you have no intention of coming downOf leaving the throne of your crystal castle.

Darkness Be My Friend Essays - Tomorrow Series, War Novels

Darkness Be My friend Title: Darkness Be My Friend Author: John Marsden Publisher: Pan Macmillan Publishers Publishing Date: 1996 Setting: This book is set in fairly modern times about 1990. I know this because the teenagers speak the same way my friends and I do and dress just like people do now. I also know this because of the way they describe the country town they live in. It sounds just like the average country town in our time. I think it is set is in a country town in Australia away from the cities. I think this because of the way the place "Hell" is described and the way the teenagers talk like Aussies. It also says that it is Australia. When they are in New Zealand Iain asks if they will go back to Australia to help them. I think it is very important where it is set because if it were set in America or another place it would be a lot harder to be invaded. For one reason America and other places have massive armies compared to Australia and could defend their country. Another reason is that there is a much bigger population in America and other places and they would need hundreds more soldiers to patrol areas. Another reason I think it is very important where it is set is that if it was set in another country the place "Hell" would be described differently because Australia is the only place I know that has such amazing land features and such amazing landscapes. If it was described differently the whole book wouldn't make you feel the way you do when you read it and you wouldn't get the eerie feeling you get when they are in "Hell". Plot: Darkness, Be My Friend is the fourth book in John Marsden's series consisting of Tomorrow, When the War Began, The Dead of the Night and The Third Day, The Frost, in which seven teenagers are in the middle of a violent war. Ellie, Fi, Kevin, Lee, Homer, Robyn and Corrie go camping to a remote part of their district. They find their way into a remote valley surrounded by dangerous cliffs and difficult terrain, where they are completely safe and cut off from the rest of the world. When the teenagers return to their homes, they find that all the families in the district have been abducted and locked into the show grounds by armed soldiers who are taking over Australia. After finding this, they perform many dangerous activities around the district to hold back the enemy's progress. These including blowing up a bridge on a major convoy route and attacking an important bay used for shipping supplies. In this book the teenagers set out from New Zealand to help a small group of New Zealand soldiers attack the new airbase that has been built in the teenagers home town. The New Zealand soldiers disappear without a trace and the teenagers have to attack the airbase themselves... The teenagers decide to look for the soldiers but end up getting trapped on an open paddock with a few trees. The only thing they could do is climb up the trees and wait till night. Once it was dark they got the horses in the paddock and rode them in pitch dark and at full gallop away from where they were. They ended up at the school and stayed there for a few days. When they left the school the tried to attack the air base by putting sugar in the petrol supply which was planned to make the planes crash while the were flying. Unfortunately It was a huge disaster because they couldn't get the lids of the petrol trucks to put the sugar in. Main Characters: Fi: Fi is beautiful, intelligent, kind to her friends and she is perfect in every way. She is light and graceful, has beautiful skin and looks like she hasn't done any hard physical work in her whole life. Fi is the kindest person but she is quick to tell Ellie when she is being annoying or stupid. Fi has been in this story from the first novel "Tomorrow when the war began". She is now Ellie's best friend since Robyn died. Kevin: The impression I got about Kevin is that he can be a real pain because he is a chicken and he is always scared but generally he is out of peoples way because he likes to be alone. Kevin has a really wide mouth,

Expert Guide to the ACT Format What You Need to Know

Expert Guide to the ACT Format What You Need to Know SAT / ACT Prep Online Guides and Tips If you want to do well on the ACT, it’s not enough to just study test content. You have to know the test inside and out, including what questions to expect, what reading passages to anticipate, and what topic areas you’ll encounter the most. Being this familiar with the test will help you improve your score in a significant way - it’s much more effective than just focusing on test content. In this post, I’ll go over everything you need to know about how the ACT is written, including format, content, and question types. At the end, I’ll tell you exactly what you can do to successfully incorporate this knowledge into your ACT study plan. Why Is Familiarity With the ACT Format Helpful? The ACT is an incredibly predictable test. Although there have been a few recent changes, the test format has (in general) stayed pretty consistent over the past few decades. This works to your advantage for a few very important reasons: Familiarity with the test helps you focus on, and improve on, your weaknesses. The ACT is super predictable when it comes to test content and format, down to the number of questions that test a certain concept. If you’re familiar with the test format and structure as you study, you can narrow your focus to very specific question types and content areas that may be bringing down your score. It helps you improve your ACT strategy, which is just as important as preparing for test content. The ACT writes the test sections, questions, and answer choices in a very particular and consistent style. Familiarizing yourself with the basic structure and format of the ACT is like getting to know the test inside-out - if you can get inside the mind of a test writer, you’ll have a huge advantage on the test. The more experience you have with this style, the better you’ll be able to anticipate which answers are correct and incorrect on test day It helps you work on time management, an important part of succeeding on any standardized test. Knowing the general layout of the test, in addition to knowing what your own strengths and weaknesses are, is an integral part of ACT time management. If you can’t finish the questions on time, you won’t do well, no matter how well you know the material. Finally, the fewer surprises you encounter on test day, the better. When you know exactly what to expect when you take the ACT, you can focus on the most important part of the test: demonstrating what you know in order to get a great score. Knowing the test format and structure inside and out may help alleviate test-taking anxiety, a verycommon problem that impacts many students’ scores. The Basics: The Structure of the ACT The ACT has four mandatory multiple-choice sections which are always presented in the same order: (1) English, (2) Math, (3) Reading, and (4) Science. There’s also an optional (5) Writing section for a total of five test sections. The total test time without the Writing section is 2 hours and 55 minutes. The total test time with the Writing section is 3 hours and 35 minutes. Here’s what you can expect in terms of number of questions, time limit, time per question, and question type for each of the ACT sections: English Number of questions 75 Time limit 45 minutes Approximate time per question 36 seconds Question type Multiple choice with four answer choices Math Number of questions 60 Time limit 60 minutes Approximate time per question 1 minute Question type Multiple choice with five answer choices Reading Number of questions 40 Time limit 35 minutes Approximate time per question 52 seconds Question type Multiple choice with four answer choices Science Number of questions 40 Time limit 35 minutes Approximate time per question 52 seconds Question type Multiple choice with four answer choices Writing Number of questions 1 Time limit 40 minutes Approximate time per question 40 minutes Question type Essay prompt Content and Skills: What Does the ACT Test? The next step in familiarizing yourself with the ACT is knowing exactly what concepts, skills, and content will be tested on the exam. If you know what content will appear, and you know exactly how it will be tested, all of your bases will be covered (remember, the fewer the surprises on test day, the more you can focus on what’s important). The ACT is pretty transparent about test content. Here, I’ll go over what you’ll need to prepare for each section and what these sections will actually look like. English On this section you’ll be presented with passages. You’ll either have to choose the correct version of a sentence within the passage or will have to answer more broad questions about the construction of the passage itself (you’ll see a couple examples shortly). The ACT English section tends to heavily favor a few main grammar and style rules, and just lightly touches on the other minor ones. This means (unless you’re aiming for a very high score), you can focus primarily on these main rules as you prepare for the test. There are two main types of English questions: ones that test usage and/or mechanics, and ones that test rhetorical skills. Below you’ll find approximate breakdowns for the number of each question type you’ll see on the test. When it comes to Usage and Mechanics (about 40 out of a total of 75 questions), the main grammar rules tested on the ACT are: Correctly forming and joining sentences (20.5% of grammar questions) Correct use of commas, dashes, and colons (17.7% of grammar questions) Correctly using nonessential clauses and relative pronouns (9.6% of grammar questions) Correct verb tense and form (9.6% of grammar questions) When it comes to Rhetorical Skills (about 30 out of a total of 75 questions), the main rhetorical rules tested on the ACT are: Logical transitions (18% of rhetorical questions) Adding information (16.7% of rhetorical questions) Conciseness (15.5% of rhetorical questions) Replacing and re-wording information (15.5% of rhetorical questions) Most of the questions on ACT English test this content by asking you to choose the most correct version of a sentence within a passage - you’ll have to choose among four answer choices in this section. For example: A question where you choose the correct version of a sentence. Some questions are formatted a bit differently, and instead ask you about a passage as a whole. For example: For more information on this section, check out our ultimate ACT English prep guide. Math The math section is a little different from other ACT sections. Some math questions are stand-alone - they won’t be linked to any other questions in the section - whereas others are linked â€Å"sets.† You’ll have to choose from five multiple-choice responses instead of four (which obviously makes things more difficult). Math questions are also roughly arranged in order of difficulty. You can generally split the section into three zones: Questions 1-20: Easy Questions 21-40: Medium Questions 41-60: Hard Difficulty is determined by the amount of time you’ll need to solve a problem, the number of steps required, the number of math concepts you must employ, and the likelihood that you’ll be familiar with the material. Learn about how to take advantage of this organization of question by difficulty. Because they’re arranged by difficulty, these questions are also roughly arranged by content, with â€Å"easier† math concepts (i.e. ones you’ve spent more years studying) at the beginning of the section and â€Å"hard† concepts (i.e. ones you’re less familiar with) at the end. Generally, you’ll see more algebra questions toward the beginning and more geometry and trig toward the end of any ACT math section. Here’s a breakdown of the topics you’ll see on ACT math for a general overview: Pre-algebra: about 20-25% of questions Elementary algebra: about 15-20% of questions Intermediate algebra: about 15-20% of questions Coordinate geometry: about 15-20% of questions Plane geometry: about 20-25% of questions Trigonometry: about 5-10% of questions Read our more detailed guide to ACT math content for more information. Now, on to some examples. Most questions on this section are stand-alone questions, meaning they’re in no way related to any other question on the section. A stand-alone question may look like this: You might see some sets of math questions on the ACT where two or more questions are related to each other, or refer to the same figure. Here’s an example of what a prompt like that would look like: For more information on this section, check out our ultimate ACT math prep guide. Reading The ACT Reading test is made up of four different subsections. Each of these subsections has either one long passage or two shorter, paired passages. In this section, every question will ask you to respond to or interpret the passages. The Reading section will present you with one reading passage for each subsection, and the types of passages you’ll see will always be in the same order: Prose Fiction/Literary Narrative Social Science Humanities Natural Science The ACT tests this content with a variety of question types. Fortunately, we have a general idea of how often each question type shows up on the average Reading section - with this information, you can think more critically about question types that you may need to spend more time preparing. Here’s a typical section breakdown by question type: Question Type Average Number of Questions Percentage of Questions Big Picture 4 10% Little Detail 18 45% Vocabulary in Context 3 8% Development and Function 9 22% Inference 6 15% All Questions 40 100% The info above isn’t helpful if you can’t identify the sorts of questions you’ll see on the Reading section, right? Here are the main question types you’ll see on the English section, followed by examples: Big Picture - Deal with the main point of the passage or the narrator’s overall point of view. These types of questions require you to look at the passage holistically rather than focusing on one specific section. Little Picture/Detail - Ask about a small piece of factual information in a passage. They are the most straightforward questions because they’re so literal - you just have to find the correct information. Vocabulary in Context - Ask about the meaning of a word in the context of the passage. They may also reference something in the passage and ask you to choose a vocabulary word that best describes it. Development and Function - Ask about how a certain paragraph, sentence, or phrase functions in the context of the passage, how the argument in the passage was developed, or how the author structured the passage. Inference - Ask you to make inferences based on a logical extension of information found in a passage. Check out our guide to ACT Reading questions for more detailed information and examples. Science The ACT Science section consists of several â€Å"passages† where you’ll have to respond to short paragraphs, charts, graphs, tables, or some combination thereof - they’re not like the passages in the Reading section where you just respond to a wall of text. All of these passages are just different ways of presenting data for you to interpret. Because of the way the section is formatted, you’ll see sets of questions, like you sometimes see on Math, rather than stand-alone questions. The passages themselves may be on a variety of topics, including: Biology Chemistry Earth/space sciences Physics Just like with the Reading section, it’s not necessary for you to have specific background knowledge in these topic areas - you just need the skills to interpret the passages correctly. There are three main passage formats. Each format will present data in a different way - a set of multiple-choice questions after each passage will ask you to interpret and/or analyze this information. Here’s what to expect for each format: Format #1: Data Representation This format presents one or more sets of data in some sort of graphical representation. What you’re asked to do: understand, evaluate, and interpret information presented in graphs, tables, or charts Number of questions: About 15 (38% of total ACT Science questions) Here’s what a â€Å"passage† may look like in a Data Representation format: And here’s what a multiple-choice question may look like in response to the Data Representation format: Passage Format #2: Research Summaries This format presents the results of two or more experiments, usually with text in addition to graphs or charts. What you’re asked to do: understand, evaluate, and analyze one or more experiments Number of questions: About 18 (45% of total ACT Science questions) Here’s what a â€Å"passage† may look like in a Research Summaries format: Here’s what a multiple-choice question may look like in response to the Research Summaries format: Passage Format #3: Conflicting Viewpoints This format presents several different conflicting scientific hypotheses, usually in a text passage. What you’re asked to do: understand and evaluate conflicting viewpoints, theories, or hypotheses on a specific topic Number of questions: About 7 (17% of total ACT Science questions) Here’s what a â€Å"passage† may look like in a Conflicting Viewpoints format: Here’s what a multiple-choice question may look like in response to the Conflicting Viewpoints format: For more information and example questions on the ACT Science section, check out our ultimate prep guide. Writing The ACT Writing section is completely optional - that being said, I’d encourage you to do some research before deciding not to take it (as tempting as that may be)! Students have 40 minutes to plan, write, and edit an essay in response to one writing prompt. Prompts tend to address contemporary issues (e.g. the pros and cons of living in an increasingly automated society). So what exactly do these prompts look like? Well, students are provided with three diverse perspectives on a particular issue. After reading these perspectives, students are asked to develop their own take on the topic and explain the relationships between the original perspectives. Put simply, your jobs are to: Take a position on a topic (and defend it) Address all the diverse perspectives presented to you Explain the relationships between those three perspectives Here’s an example of what an ACT writing prompt looks like: Check out our complete guide to ACT writing and scoring for more information. Using ACT Formatting: How to Prep for the ACT Earlier in this post, I mentioned that familiarizing yourself with the ACT format can help you in a few important areas: Identifying your weaknesses Coming up with a strategic game plan Improving time management Alleviating stress that comes with surprises on test day Here, I’ll address exactly what you can do (in all four of these areas) to use knowledge of ACT format and structure to your advantage. Identify Your Weaknesses When you know exactly what will be tested on the ACT, and exactly how it will be tested, you can use your practice materials to hone in on sections, content areas, question types, and passage types that give you more trouble than others. This strategy only works if you invest a significant amount of time in working through and then analyzing ACT practice materials. Official ACT practice tests are the best for this - ideally, you’ll down under realistic testing conditions with an official practice test to get a baseline score. As you work through your practice material, keep careful track of where you’re losing points - doing a post-mortem on your work is the most important thing you can do to improve your score. I’d encourage you to set up a spreadsheet for easy mistake tracking. For each ACT practice section, for example, you’ll want to ask yourself: Which questions am I getting wrong? Which types of questions am I getting wrong? Do I lose more points on a particular type of passage? (E.g. perhaps Research Summary passages in ACT Science give you a hard time) Do I lose points at the end of a section because I run out of time? Do I lose points in a particular content/knowledge set area? (E.g. maybe you have trouble with absolute value in ACT math) Come Up With a Strategic Game Plan Once you have a better idea of where you need to improve, you can come up with an ACT study plan that’s catered to your weaknesses. If you have a baseline score, you’ll have a sense of how many points you’d like to bring your score up. Here’s a general guideline for how long you need to study based on your improvement goals: 0-1 ACT Composite Point Improvement: 10 hours 1-2 ACT Point Improvement: 20 hours 2-4 ACT Point Improvement: 40 hours 4-6 ACT Point Improvement: 80 hours 6-9 ACT Point Improvement: 150 hours+ Read more about putting together a study plan that works for you. Improve Time Management If you know what to expect on the ACT, you’ll be better able to work through the test on the fly. If you know what slows you down (e.g. a particular question type or content area) you can plan on doing speed drills during practice or skipping (and then returning) to those questions on the test. For example, reading passages - like the ones you’ll find in ACT Science and ACT Reading - tend to slow down a lot of students. If you know that this is a personal sore spot, you should read our guides to time management on ACT Science and ACT Reading. If you have an idea of what to expect, you’ll be that much better at navigating the stressful time limits of the test. Alleviate Stress Coming up against unexpected obstacles - especially when you’re in a time crunch - is pretty stressful for most people. By engaging in regular practice with official ACT prep materials, you’re doing yourself a huge favor by taking the stress of unexpected content and formatting out of the equation. For more info on alleviating stress, read our guide on what to expect and how to prepare for the ACT test day. What’s Next? Now that you have all this great information about the ACT and how it’s structured, you might be interested in learning more about some other logistical issues - like how it’s scored. Read first about the scoring system with our complete guide to ACT scores. Then, figure out what target score you should be aiming for. For expert tips, read our famous guide on how to get a perfect score on the ACT. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Women's rights in Iraq Essay Example | Topics and Well Written Essays - 1750 words

Women's rights in Iraq - Essay Example Girl’s school initiated a series of modifications and deep-seated progress in the lifestyle of literate urban Jewish women throughout the earlier part of the twentieth century. These encouraging changes integrated Jewish women, primarily in the central urban cities; nevertheless, they did not revolutionize the social status of Jewish women as a self-aware, united, and completely formed group (Sehayek, 2004). Moreover, these women fell short to interpret their personal accomplishments into a well worked out and important social occurrence, nor could they change the standpoint of male society surrounding them, or gain acknowledgment as an independent and equal social entity (ibid). The modifications in the life of Babylonian Jewish women should be investigated against the perspective of the subordinate and restricted status of their Muslim, or non-Jewish counterparts. One must take into account the factors that affected their lives and formed their self-identity, namely the domestic tradition and customs and social conditions of the Jewish and non-Jewish context (Reinhart, 2004). There is a dearth in literature discussing about the lives of Iraqi Jewish women. This was because of their imprisonment to domestic responsibilities or household chores, and to insufficient familiarization to the outside world. Travel brochures and journals relate extremely insignificant information about the rights and status of women in the Middle East, and even less about Jewish women. By bringing together information that rests scattered in books, several newspapers and key documents, one must attempt to structure the social and cultural development undertaken by the Jewish female groups in Iraq (ibid). Since the beginning of the history of the people of Israel, the representation of Jewish women was formed in harmony with holy laws, and a

Property law - Land Essay Example | Topics and Well Written Essays - 3000 words

Property law - Land - Essay Example The next year, Mr. Kernott and Ms. Jones acquired a loan to extend their house, with Mr. Kernott undertaking most of the construction work. The couple separated in 1993 and Mr. Kernott left their home in Badger Hall Avenue. Mr. Kernott stopped contributing to the household bills and the mortgage. Further, he made little contribution towards maintaining the two children that the couple had. Three years later, Mr. Kernott and Ms. Jones decided to redeem their life insurance policy, dividing the proceeds between themselves. Mr. Kernott bought a house on 114 Stanley Road in Essex with his share of the proceeds. However, in 2006, he sought payment for the value of his share of the house on Badger Hall Avenue. Ms. Jones declined, requesting that the Appointment of Trustees and Trusts of Land Act 1996 grant her total ownership of the property2. The court decided, after considering precedence in the cases of Dowden v Stack and Hiscock v Oxley that both parties share the total value of the property in different proportions, awarding 10% of the property to Mr. Kernott and 90% awarded to Ms. Jones. According to this judgment, Mr. Kernott would recieive  £24355 and Ms. Jones would receive  £219,190 in the event that they sold the property then Mr. Kernott appealed this decision at the High Court4. Mr. Kernott argued at the High Court that the judge wrongly imputed or inferred an intention that after the separation of the couple, both parties’ beneficial interests were supposed to change. Further, he claimed that the court was unfair in its quantification of the beneficial interests owned by both parties. By a simple majority, Mr. Kernott’s appeal went through. The court declared that both parties were joint owners of the property, and were tenants with equal shares5. Judges Wall P., Rimer L.J. and Jacob L.J. presided over the appeal6. Wall and Rimer argued that there was no way to indicate a change in the intentions of both parties

David Cronenbergs A History Of Violence Film Studies Essay

David Cronenbergs A History Of Violence Film Studies Essay In my presentation about Cronenbergs A History of Violence I discussed the human relationships, the importance of recurring scenes and the question of genetics, parental example and conscious choice. Cronenbergs movie is extremely complex and there are still plenty of topics which can be further analysed, so this time I would like to examine topics like the question of identity or the nature of violence. Furthermore, as A History of Violence is said to be no typical Cronenbergian movie, I would like to compare it with one of his earlier, more characteristic movies, eXistenZ, and demonstrate with it the above statement. When we first meet the Stall family, we have no idea that violence will have something to do with one of the members. Cronenberg uses very professionally a kind of diverting action by introducing first the two mob guys whose appearance will have such vital consequences. The Stall family seems to be a model family with a happy life in a small town. Tom Stall is running a successful, little diner, has two model children and a beautiful, clever wife, with whom their relationship is just as content and intimate as it was 20 years ago in the beginning of their marriage. His wife is certainly satisfied with their life together and thinks that her husband is the best man in the world. Their life changes significantly as the plot develops. One evening the two mob figures, which can be seen in the first scene arrive in Millbrook and go into Toms diner. When they attack the staff, Tom Stall transforms in no time into a local hero and killing the two assaulters saves the lives of those present. Of course, these events put Tom immediately into the limelight; his picture appears in the newspaper and reporters arrive in Millbrook to make an interview with him. The family hopes that this curiosity will soon wane, however it rather leads to the turning point in their life. In a few days time some more mob guys appear in the diner under the leadership of a certain Carl Fogarty, claiming that they know Tom, who is indeed not Tom but Joey and is from Philadelphia. Although Tom denies everything they are not willing to take notice of it and get off the family even after the warning of the local sheriff. There is a turning point in Toms attitude when Fogarty and his man catch Jack after a quarrel between him and his father. They offer to let Jack go if Tom is willing to go with them to Philadelphia for a trip down Memory Lane. Although with Jacks help Tom manages to kill all the three mob guys, this is the point in the movie when it becomes clear both for Toms family and for the viewers that he must have been Joey once. Later we learn that most probably he was born into a gangster family and naturally he also became a violent figure, however when he grew older he decided to give up the way he lived before and spent three years becoming Tom. He decided to take on the name Stall, simply because it was available. It was his meeting with his future wife Edie that helped him to take leave from Joey and adopt a normal lifestyle. Tom seems to be able to draw a distinct line between the two periods of his life when he says that it was Joey who did those violent actions and never Tom. When we watch the events Tom has already spent almost as many years being Tom as being Joey. But is it possible to leave behind everything and become a completely new person from one day to another? Watching the film, it is, however i n Toms case it had an influence not only on his life but also on his familys. It is especially interesting to examine this question from Edies and the childrens point of view: What do you do when you discover that your husband or father has concealed everything about his early life? Was he lying to you, or protecting you? Did you love someone who didnt really exist? (Roger Ebert, 2005). Looking at these question the confusion and shock of the family is easily understandable, but on the other hand, we have to mention that on the evening when the two criminals showed up in the diner it was Joey who saved Tom. If Tom hadnt been Joey earlier, most probably he would have been killed in that incident. It is also interesting to observe how Tom transforms back to Joey when he returns to Philadelphia. The two characters are absolutely different: Tom is a classical, stoic American patriarch while Joey is an active, strong, effective anti-hero (Beaty, 2008.). Going back to Philadelphia and transform once again into Joey is necessary und unavoidable for Tom as he wants to protect his family from the fatal consequences of his brothers visit into Millbrook. This way, he has no other choice than to go but it is also important to mention that his only motif is to get back safely and repair his life with his broken family. It is well-known that A History of violence is not a typical Cronenbergian film, it is difficult to establish even its genre. It can easily be a thriller, action-movie, or a family drama containing horror elements. According to Beaty (2008), the movie is about disguises and a network of lies. Its core story is about a man masking his true identity. Tom Stall isnt what he first appears to be and the film isnt what it first appears to be.(p.12). This leads us to ask two main question during and after the film: 1. Who is Tom Stall? 2. What really is this film? For the second question David Cronenberg gave the following answer: A History of Violence is a kind of inside-out version of what I normally do (Beaty, 2008, p.15). Last but not least, it is also important to mention that playing such a double character is no easy task. Viggo Mortensen made a very good job and it was not by accident that Cronenberg fixed his choice on him: I need a kind of eccentricity that is more typical of a character actor than a leading man and yet still has a leading man presence and charisma. (Beaty, 2008, p.21). David Cronenberg had to find an actor who could play with equal skill both a small-town man and a violent criminal and as Beaty mentions it was Mortensen who combined both traits of the leading man and the character actor (p.21). Violence Already the title of Cronenbergs movie contains the keywords of its story. The title A History of Violence lets the viewers to suspect a number of things about the film. This title can mean at least three things. It can refer to the historical custom of settling disputes by using violence (e.g. war, duals), but it can also refer to a person having a history of violence, that is, a past full of violent actions. In addition, it can refer to the fact that throughout the evolution violence was carried on from father to son, from generation to generation (Ebert, 2005). I think at least two of these topics can be found in the movie. Throughout the history of humanity, violence was always present. We are all naturally partial to violence even if in our day committing violence is no more acceptable except for some good reasons. Such reasons are, for example, when we want to defend ourselves, someone else or our property. In the US, for example, you are allowed to defend your property with a gun. Another acceptable however still controversial reason for committing violence is war and wartime situations and a third one is when we use violence as a punishment, although this is not everywhere an acceptable form of punishment (for example, death penalty is in practice only in some countries of the world). Even if acting violently is not acceptable in a number of situations, we cannot break away from it and more or less we all have a propensity for it. We watch it in the cinema, in television, there is a whole movie industry built on it with innumerable action, thriller and horror films (at this point I have to mention that A History of Violence is also one of them). Throughout the history before the emergence of the movie industry such events as bloody executions and torturing of convicts served as public entertainment. Warfare and duals were another examples. As Desson Thomson (2005) writes, A History of Violence forces us to confront this Pavlovian conditioning to violence. According to scientist, this attachment of ours to violence comes from our animal past, our need to find food and defend ourselves by killing the enemy if we want to survive. Genetically this propensity for violence is still in us and it is carried over from generation to generation (Baumgarten, 2005). However, even if violence is in connection with our animal past and animal instincts we have something else that makes us different from animals and this is the ability to make conscious choices and say no to our instincts. This ability together with a good family example can lead to the right path. As David Cronenberg put it: Genetically, I have to say yes, it is obvious that people have a propensity for violence. It comes from our animal past, our need to survive. But we also have that other thing, that imagination to abstract and say: well we can imagine a world in which we dont do these things that we find abhorrent by negotiation, by diplomacy, by compassion, by empathy. (OHehir, 2005) Toms/Joeys and Jacks example illustrates very well the above idea. From the movie it becomes clear that most probably Joey was born into a gangster family where violence was an everyday thing. On the one hand, this served as an example for him; while on the other hand, violence was also in his genes. This way, it was almost unavoidable for him to become just the same as his family. However, as he grew older he became able to make a conscious choice and decided to leave behind his previous lifestyle. As opposed to this, Jack, his son was born into a normal family and had a normal parental example. As a consequence, he could avoid becoming violent even if it was also in his genes via his father. But the importance of example is very well demonstrated by the events in the film if take a closer look on them. Jack is still very young and therefore easy to influence. So when he sees what a hero his father becomes after he kills those two criminals his attitude towards violence changes radically, although until then he tried to avoid confrontation and violent situations. This is what Cronenberg said about him and about the question of our propensity for violence in an interview: You have the story of the son who avenges himself against a bully () When we first meet him, the boy seems to be a pretty good politician. he can talk his way out of a violent confrontation. He uses his wits, he uses his humour and () therefore he avoids violence. () Then he sees the celebrity his father attains after his acts of violence and hes intrigued by that. () Are we talking about a genetic propensity to violence or is it a cultural one? He feels that he wouldnt mind some of that celebrity on his own level. Therefore, the next opportunity he has, he ends up committing violence. Hes unrepentant afterwards and does connect it to his father (OHehir, 2005). According to Beaty, Cronenberg used the violent scenes in a conscious way. It is not by accident that we see mutilated bodies and faces but rather because the director wanted the viewers to see the brutal consequences of violence. This is not characteristic of every action film. Cronenberg wanted us to realize what we see in those films is only half the truth, that action films build on our desire to see violence in an attractive way. As opposed to those films, Cronenberg wanted to show us what real violence looks like and what the real consequences of it are. As Renà ©e Rodrigues put it: he forces you to consider what it means exactly, to shoot someone in the face and how once that line is crossed, it becomes much easier to do it again (Beaty, 2008, p.7). As violence is a crucial point in the movie, mob figures have a very important role in it. The two such figures are Carl Fogarty, played by Ed Harris and Richi Cusack, played by William Hurt, both of them famous and highly acclaimed actors. Although they spend only very short time on screen, both of them have a critical role. According to Beaty, for the role of Richi Cusack Cronenberg did not need a typical gangster or a clichà © mob figure but a character that can be taken seriously. He had to be compelling, convincing, charismatic, scary, profound and ironic at the same time (2008, p.24). William Hurt was a perfect choice. A History of Violence versus eXistenZ, a typical Cronenberg movie If we take a closer look on the list of Cronenbergs previous films, it is clear that A History of Violence is not a typical one. Before 2005 Cronenberg made mainly abstract, weird films, the topics of which dealt with scientific, psychological, medical or virtual issues. Although a slight minority of the viewers praised loudly these films, most of them were no box-offices. In a way, this is understandable as these films were not the typical Hollywood movies. They were difficult to apprehend, had multiple layers and needed the viewer to think hard if he wanted to understand the message. Of course, this is also characteristic of A History of Violence, in which we can find a number of topics relevant for discussion, for example the nature and the consequences of violence, genetic heritage, the changing nature of personal relationships, the question of identity or the importance of parental example, just to mention a few. Cronenbergs 1999 movie eXistenZ is a very good example for his earlier and more characteristic style. There are huge differences between eXistenZ and A History of Violence. eXistenZ is taking place in a dark future where people are no more contented with their real life, instead they are obsessed with playing virtual games. These virtual games are not the nowadays fashionable mechanical computer games, but instead organic virtual reality games. According to Howe (1999), In this society, people get bioported, so they can plug in to the largest game system of ecstatic hyper-reality. They tap directly into their nervous systems, by connecting their bioports to flesh-textured pods (containing the game software, as it were) by means of an umbilical-like Umby-Cord'. In this near future there are two big video game companies competing with each other and Allegra Geller (Jennifer Jason Leigh) became a kind of superstar by inventing the latest world famous game, called eXistenZ. The opening s cene of the movie takes place in a church where a small group of people is testing her game, when Allegra is attacked and has to flee with the help of security guard Ted Pikul (Jude Law). The movie becomes weirder and weirder when they find out that Allegra was shot with an organic pistol made of bones and teeth and this is why it wasnt detected by Ted. A bit later Allegra discovers that most probably her pod containing the only copy of her game was damaged. She wants to test it by playing the game with Ted when he admits that he has no bioport saying: I have this phobia about having my body penetrated surgically. After Allegra convinces him that getting bioported will change his life they head to a gas station where a service station operator performs the bizarre procedure (Howe, 1999). After overcoming some more difficulties there is nothing to prevent them from playing. From this point it becomes more and more difficult to decide what is reality and what is game and in the virtua l world Ted and Allegra discover new characteristics of their personality. At the end of the film it becomes clear that the viewer was intentionally mislead when we find out that we have seen the world of the virtual game right from the beginning. The world of eXistenZ is altogether different from the world of A History of Violence. Not knowing it as a fact, the unsuspecting viewer would never presume that both of these films were directed by one person. While A History of violence mainly concentrates on issues like violence, identity and the family in a moment of crisis, eXistenZ examines the individual in transformation and the question What is reality?. (Beaty, 2008) As opposed to eXistenZ, A History of Violence is taking place in these days, the events follow each other in strict chronological order, it shows the real world and we do not have to suspect what is reality and what is not. Compared to eXistenZ, the plot is easy to follow and understand. There are major differences in visual and sound effects, too. On the one hand, while in A History of Violence music plays an important role in many decisive scenes (like the closing one), it is not characteristic of eXistenZ. On the other hand, while the first is characterised by colourful, clear images, the second one has mainly dark and dim pictures as a lot of events happen at night. But why is A History of Violence so different from the characteristic movies of Cronenberg? As I have already written above, even if some people praised his earlier works, these became almost never box-offices. By 2005 already two decades passed since his last big success and according to Beaty (2008, p. 19), Although critics and film festival audiences were more and more fond of his work the commercial cinema audience turned away from him. By this time Cronenberg was very short of money and he knew that he was desperately in need of a hit to raise funds. Basically, that is why he decided to direct A History of Violence. I needed the money- he said. (Beaty, 2008, p. 19). A History of Violence is a radical break from the past (Beaty, 2008, p. 11). Compared to eXistenZ, it was made in Cronenbergs most realist style and according to Beaty, it is not only Tom Stall/Joey Cusack in the film who is playing a role but also David Cronenberg who is playing the role of a Hollywood filmmaker: In the end we are left with a film in which a maker of some of the most grotesque films in history suppresses the grotesqueries of the plot in order to tell the story of a man who is suppressing his true (and rather grotesque) nature. It is striking that, in playing to Middle America, Cronenberg hided his true self in a film about a man hiding his true self in the middle of America. (Beaty, 2008, p. 12). Conclusion In my essay I wanted to demonstrate that Cronenbergs A History of Violence is a very complex film, having many topics fit for discussion and debate, of which I wrote now extensively only about three: the nature of violence, identity and the differences between A History of Violence and other films of Cronenberg. I hope that with my presentation and my essay together I could illustrate that although David Cronenberg is not a common film director, he deserves to be called one of the most important Canadian film directors, whose aim is not only to entertain but also to raise significant topics and make his audience think about them.

marriage and funeral in ancient greece :: essays research papers fc

Marriage and Funeral in Classical Athens Marriage in Classical Athens was inevitable. It was a part of life. Everyone had to get married, just as everyone had to someday face death. Although most people would not see a connection between marriage and death, the Greeks did. Both define an irreversible physical change—the loss of virginity and the loss of life. This idea of loss, rebirth, and renewal are present in both wedding and funeral. This is evident in the way wedding and funeral ceremonies complement each other in character and content. Both ceremonies are interwoven with ritual meaning and overlapping rites.   Ã‚  Ã‚  Ã‚  Ã‚  There are three distinctive parts to a Greek marriage: the engue, ekdosis, and gamos (Powers). The engue refers to the betrothal arranged by the kurioi, which are the fathers of the bride and groom (Duby 273). In this ceremony a verbal contract is made called engye. This is basically an agreement upon marriage between the groom and father of the bride. The dowry is also paid to the groom during this time. The agreement is sealed by the phrase ‘I hand over this woman to you for the ploughing of legitimate children’ (Blundell 101). Witnesses were present as proof of engue in case the legitimacy of children was ever questioned.   Ã‚  Ã‚  Ã‚  Ã‚  As the engue marked a pledge the ekdosis marked a transformation of the bride as she shifted from a child to an adult, a virgin to a wife. Actions that symbolized this transfer included cutting of the bride’s hair, removing the girdle she wore since puberty, and taking a ritual bath in water from a sacred spring.   Ã‚  Ã‚  Ã‚  Ã‚  During the ekdosis the daughter is given away by the father to her husband. The bride and groom prepare for the wedding with offerings, dedications, and sacrifices. All of these rites are for purification and conciliation.   Ã‚  Ã‚  Ã‚  Ã‚  The bride offers locks of her hair to the virgin deity Artemis in hopes that the god would ease her passage from virginity. The bride’s girdle is also taken off and consecrated to Artemis or Athena (Blundell 105). This pre-wedding ritual is one of the few events women are allowed to participate in.   Ã‚  Ã‚  Ã‚  Ã‚  The bride and groom both take a ritual bath which is believed to induce fertility (Avagianou 6). Sacred spring water for the bath is carried in a loutrophorus which means â€Å"someone who carries the bath water† (Rehm 15).   Ã‚  Ã‚  Ã‚  Ã‚  The bride is then assisted in adorning herself for the public ceremony which begins with a feast at the family’s home.

Brechtian Performance †Message Delivery Essay

Our group explored and used a variety of different Brechtian techniques. Our chosen form of â€Å"social improvement† was â€Å"safe sex†, and we chose to use a parody of the well-known Bible tale of Genesis to deliver our message, hence juxtaposing contemporary society. We presented it with quite a lot of satire, with physical comedy (the banana and the throwing of clothes whilst Adam [Ryan] and Eve [Steph] were behind the curtains) as well as verbal comedy (â€Å"But God said we could do anything but touch the bananas!†). This example of verbal comedy was to parody God’s command to not touch the apples in the book of the Bible. We also had a narrator (Rebekka) who proved to be effective and acted in the style of a â€Å"Brechtian† narrator. We had individuals step out of the group to address the audience too – God (Jasmin) talked directly to the audience. This is a very popular Brechtian technique as it breaks the â€Å"fourth wall† and jars the audience. God and the narrator also gave stage directions, an example of self-reference which is again jarring for the audience. Since we used a Biblical story, there is already the presence of God, who made the judgment on characters in the end and resolved piece of epic theatre – another Brechtian technique. Also, when God entered, the music We Will Rock You was played in the background, juxtaposing God’s holiness and seriousness and creating opportunities for comedy at the same time. I think certain Brechtian techniques were utilized quite well in our piece of epic theatre. By choosing the tale of Adam and Even, we do not need introductions or monologues in order for the audience to understand the characterizations of the roles – even if not everyone is religious, I think it can be assumed that the whole of the audience are quite familiar with the basics of the tale. This allows the audience to be easily engaged in our performance. Our physical and verbal uses of comedy was successful – the audience understood the innuendos and showed this by laughing at the appropriate times. We also presented the Bible view of contraception satirically, and in the end used the narrator to tell the audience what the message really was – to have safe sex. Thus our issue of social improvement was clearly understood by the audience. When God said â€Å"to go forth and multiply†, the narrator also held up a placard that said â€Å"= MAKE BABIES†, a nother attempt at humor and also translating the Biblical language to make sure the audience could comprehend and follow the story. Critically, I believe we employed the Brechtian techniques well, but there is still a lot of room for improvement. We used self-referencing – both the narrator and God gave stage directions. The narrator also, whilst speaking to the audience, did not speak as herself – instead, she used â€Å"The narrator enters stage right and proceeds to tell the audience that this story is going to be about the issue of safe sex.† This use of third person is jarring and effective. God also gave directions to turn the lights on and off, which made the â€Å"theatre† of our piece evident. However, there were a lot of opportunities to use more Brechtian techniques, but we didn’t. I feel our use of juxtaposition wasn’t particularly strong – we could have used a contradicting type of music when Adam and Even were behind the curtains and throwing the clothes out instead of using the music we chose, which fit with the scene instead of contrasting it. Also, we only used â€Å"frozen images†, and not gestus – Adam and Eve froze whenever God and Satan entered, but it couldn’t be called a representation or summary of all the feelings and emotions depicted in the scene. Personally,I do not think my portrayal of Satan was up to its full potential. I didn’t really use any Brechtian techniques in my role, and my wearing the Devil horns seemed to fail as a humorous stereotypical presentation of Satan. I also think the narrator might’ve given herself more stage directions at times to create an even more jarring and comical effect. For example, â€Å"The narrator says the end to conclude the story. /pause/ The end.† We did not really have time to try this out though, so it might not be a good idea and is merely what I would’ve wanted to try. I also feel we should’ve tried juxtaposing the â€Å"sex† scene to be more sarcastic and humorous – perhaps with a classic, slow, romantic song, paired with the frantic throwing of the clothes. Again, our lack of organization meant we could not try that out, so it is only another personal goal that I wanted to attempt. I wish to have explored more Brechtian techniques, especially in my own role. For example I could’ve used a mask – perhaps a typical Halloween type of mask for a comical, stereotypical presentation. I think we synthesized our content with our form quite successfully. Choosing the Biblical tale of Genesis as the base of our form was a good choice as we favourably parodied God’s commands and the audience could follow the story with ease. This form we chose was effective because it allowed us to employ a variety of Brechtian techniques. The use of physical comedy was also very effective – the audience liked it and it was a sarcastic and humorous symbolism when Adam and Eve went behind the curtains. The use of the banana as a symbol was also very popular and the audience liked it. These uses of physical comedy were effective because we allowed the audience to piece things together and realize the joke, thus making it more amusing for them. The use of the narrator’s third person was also very well executed as it jarred the audience – they were not used to this and it made â€Å"theatre† more evident. Adam and Eve also spoke in colloquial language, p arodying the sophisticated Biblical text and making it more modernized, relating to the targeted audience. Overall the audience understood and appreciated the message we were trying to bring through, as well as our social improvement, thus I would consider this as well synthesized. Our group did not use any cross cutting, which I think is a very effective Brechtian technique. For example, for Tanisha’s group, whose social issue was the modern attitude to obesity, the use of cross cutting was executed very well. When Chloe was giving statistics about obesity and discussing facts about â€Å"Tanya†, Tanisha was at the background eating her Doritos. With this, we understand more easily what Chloe was saying – it was like she was describing the Tanisha at the back. This also provided a lot of comedy and the audience laughed a lot. It could still be an example of juxtaposition and contrast, where Chloe was talking about how Tanya’s condition was very fatal and she must be helped immediately, whilst Tanya was at the back just eating and eating. I also really like the use of the â€Å"original song† in the Gay Marriage group, and feel like we could have employed that technique too. YMCA is a song we, the audience, all know, and changing the lyrics to fit their own message was very successful. It was effective because we understood right away that they were gay and supported gay rights, and it was also very amusing as the lyrics to our well-known song are not changed in such a way. More comedy was created by their stylized acting – Georgia, Amalissa and Charlotte were so serious when singing the song, like it was an anthem and such – which made it more humorous for us. The use of making up your own lyrics to a well-known tune is, I feel, a very effective Brechtian technique, as the audience would easily understand and would also find it very funny. The â€Å"power relationships† demonstrated in Cora’s group was also something I would’ve wanted to use. Their social issue was bullying, and the bullies stood on chairs and towered over â€Å"Cinderella†, who was backed up against the wall. This is a very famous and popular Brechtian technique in demonstrating power – and I find this very effective. This explicit exaggeration of statuses makes the audience question the otherwise â€Å"normal† relationship. We’ve become so used to bullying that we know it’s wrong, yet we never really question the immorality of it or how to stop it anymore. Having the bullies stand on chairs and Cinderella cowering in fear was like a â€Å"wake-up call† – we see the power relationship and we see how wrong it is. Hence this was an effective way to get the social improvement across to the audience. Lastly, I really liked how Tanisha’s group â€Å"broke the fourth wall†. When the two contestants introduced themselves, we were given instructions to clap and give a round of applause. This made the â€Å"theatre† of the piece very evident – the audience is actually joining in and somehow â€Å"taking part† in the performance – we provided the applause. This technique is very effective because it jars the audience and makes them realize they are watching a piece of theatre. I would like to perhaps take this even further and try to ask questions and demand answers from the audience. This penetrates the fourth wall strongly and having the audience participate in such a way is very effective in making â€Å"theatre† obvious. This will make the audience think about the social issue more – the piece of theatre was not merely something you went to watch and got absorbed in, but rather, a representation of reality. I believe this is a n extremely effective Brechtian technique.