Readers Interest in The Crucible Essay Example for Free

Readers Interest in The Crucible Essay The Crucible takes place in Salem, a small town in seventeenth century Massachusetts, where religion, fear and hysteria ultimately lead to the famous witchcraft trials in 1692. At the time The Crucible was produced, Senator Joseph McCarthy was in power as the chairman of the House Un-American Activities Committee. Due to relative events and the paranoid hunting of pro-communists, The Crucible is seen to be a metaphor for the McCarthy era. Throughout The Crucible, Miller employs several techniques and writing styles to create tension and suspense and to stimulate the audiences interest. The most important reason why The Crucible retains the interest of the audience is because the plot maintains a slow burning, yet consistent pace. Act one is a prime example of how information is released gradually and atmospherically. The very start of the play leaves us oblivious to what has happened, with Parris praying over his inert daughter. This is a great method to grab the audiences attention immediately as we are in the dark right from the start, and naturally are curious about what has happened. As the act progresses, patches of information are revealed, but the uncertainty and contradiction present engages the audience as they are forced to decipher for themselves the truth; at one point Abigail is denying all charges profusely: We did dance, uncle, and when you leaped out of the bush so suddenly, Betty was frightened and then she fainted. And theres the whole of it. However, later, as other charges are brought about, she concedes to them. This way the story keeps momentum as well as suspense. Act 2 employs the same technique to maintain tension when Mary Warren comes home and the information in reference to the court is informed to us. Acts 3 and 4 stay true to this structure and a good example is in act 4 when John Proctor is undecided over his confession, whether or not to sign it- No, it is not the same! What others say and what I sign to is not the same! The audience is on tenterhooks, hoping he will sign (or perhaps not, in some cases). Another main element to The Crucible, which engrosses the audience, is the technique of dramatic irony. In The Crucibles case, dramatic irony is where the audience is aware of something in the play that not all of the characters are. In The Crucible the dramatic irony is that we know that there is no witchcraft, and that Abigail and her friends are pretending, but most of the other characters believe it, or at least take advantage of it. Some of the characters must be left ignorant in order to form a basis to the theme of hysteria and madness, but the idea of dramatic irony is so that it creates the ironic and incredulous situations, and involves the audience more proactively as they know what is going on. In act 1 we think that the girls lies will be dismissed as they seem to us so ridiculous, but in Act 2 the true impact of the situation starts to take shape as information of arrests and trials is revealed. By Act 3 the original accusations have manifested into sheer madness which we, as the audience, can see, but the characters cannot. Act 4 does not utilize the tool quite as much as by then Abigail and her peers have unofficially been exposed. The dramatic irony concerning the presence of witchcraft helps to emphasise the theme of hysterical behaviour which, in that respect, has a larger impact on the audience and produces more interesting scenarios from the audiences 0point of view. Another example of dramatic irony is during Act 3 when Elizabeth Proctor is asked to explain to the court her reasons for dismissing Abigail as her servant, unaware that John had just admitted his affair with her. This scene is perhaps the tensest in the entire play as the fate of Salem rested on Elizabeth confirming that Proctor was an adulterer. However, she lies and tells the court Proctor was not a lecher, not wanting to get him into trouble. Excellency, it is a natural lie to tell This is said by Reverend Hale as he too is trying to stop this insanity, and the audience is also frustrated with the situation. Which is one of the key emotions that dramatic irony provokes to sustain the audiences attention- frustration. Our hopes that the situation will be resolved and our almost angry views to some of the characters ignorance involves us in the plot and helps to share what John Proctor and some of the other characters must be feeling. In order to maintain the suspense and atmosphere in-between acts, Miller makes sure to end the first 3 acts with suspense and cliff-hangers and Act 4 with a big finale. In the ultimate scenes of Act 1, the tension created throughout the start of the play reaches its climax with Abigail and the other Girls accusing various Salem citizens of witchcraft to relieve themselves of attention. Miller has chosen a fantastic way to draw the Act to an unmistakeable close but still retaining the interest of the reader; it draws the events of the night together, satisfying the reader in one element, but has at the same time unleashed a larger and more complex crisis upon Salem, rousing the inquisitive eagerness experienced right from the very start of the play. Act 2 also ends dramatically with Elizabeths arrest after Abigail utilizes Marys poppet to frame Elizabeth. As in Act 1, it draws the nights events to a satisfying climax with Elizabeths arrest, but also leaves the reader expectant of Act 3s events with Proctor and Mary planning to expose Abigail. My wife will never die for me! I will bring your guts into your mouth but that goodness will not die for me! This powerful sentence from Proctor gives the audience hope for Elizabeth and, at the same time, makes sure the audience knows that dramatic events are yet to come. Additional to suspense-filled endings, Miller employs the use of time lapses in-between acts in order to maintain the pace. Between both Acts 1 and 2, and Acts 3 and 4, there is a significant time jump. This way it stops the plot from appearing too dragged out and makes sure that the suspense doesnt die down so the audiences interest is still at its peak.

Chinese Medicine

Chinese Medicine Introduction For over 2000 years, traditional Chinese medicine was the only medical therapy consisting of various forms of  herbal medicine,acupuncture,massage,exercise, and dietary therapy for treatment illnesses. With the arrival of the missionaries from the west, a new form of medical therapy which based on treatment using chemicals and surgery was introduced to China in the 19th century. This not only provided an alternative medical treatment for Chinese, it also brought in scientific, social and political upheavals to China in the 19th and 20th century. Medical Services in 19th Century China The first western medical service was introduced to Macau, a Portuguese’s colony at the time, by Rev Robert Morrison1 (1782-1834) in 1820. Interestingly, one of his objectives of his effort was to find out whether Chinese traditional herbal medicine would offer no additional healing for the Westerners. In 1828, a Christian surgeon, Dr Thomas Colledge2 (1796 – 1879) opened a hospital in Guangzhou with his belief of Christians had a duty to treat the sick people of China. By 1835, Dr Colledge cooperated with Dr Peter Parker (1804 1888), a Protestant medical missionary and foreign Christian residents in Guangzhou formed the Medical Missionary Society of China. The new hospital appealed to the locals despite their suspicious altitude towards foreigners’ intention. By 1840, the hospital had provided over 9,000 treatments to the local patients. By 1892, over 60 hospitals and 40 dispensaries were established by the missionaries. There were over 120 male and female western medical personnel plus a corps of trained native assistants to provide services for these facilities. The hospital annual report of 1895 stated that over half a million patients were treated and over 70,000 operations were performed. Before the Opium War, the hospital provided access of the missionary opportunity to contact locals who otherwise were not permitted to preach in public and are restricted to reside at the â€Å"Thirteen Hong† at Guangzhou. Some patients considered allowing foreign doctors to treatment gave a favour them, some did not accept the religion of their doctors, however, many patients converted to Christianity. The introduction of western medicine also raised the Chinese women social status. It was Chinese social custom to restrict men and women contact at the time. Hence, female patients were reluctant to be treated by male doctors. The missionaries therefore had to bring in female doctors from the west to provide treatment to female patients. Dr Mary H. Fulton (1854 – 1927), a female missionary doctor was sent by the Foreign Missions Board of the Presbyterian Church to found the first medical college foe woman, Hackett Medical College for Women in Guangzhou in 1902. By 1915, the college had 60 students; all became Christians at the influence of Dr Fulton. The college achieved its aim to spread Christianity and western medicine, as well as women social status in the Chinese society. Medical Services in Hong Kong In Hong Kong, a British colony at the time, Tung Wah Hospital3 was established in 1870 which was the first hospital in China providing Chinese medicine services in western hospital mode. By 1887, the first teaching institution, the Hong Kong College of Medicine for Chinese (the predecessor of the Faculty of medicine of theUniversity of Hong Kong)was established by the London Missionary Society. The new institution not only introduced breakthrough in the research and development of western medicine in China, it also brought the first graduate, Dr SUN Yat-sen4 (1866 1925), a Christian himself who led the Chinese Revolution and toppled the Qing Dynasty, to establish the Republic of China in 1911, profoundly changes the history of China. The Opium War The introduction of western medicine in China also changed the history of China. Opium5 which was found to be a good remedy for nervous disorders and its sedative and tranquilizing properties was also introduced into China by western surgeons. However, opium was also used by the British Government to balance their trade deficit with China. They grew opium in British India and sold it to China for exchange of silver. When the Emperor Daoguang of Qing Dynasty banned the smoking and trading of opium in 1838, the British began the First Opium War with the beginning of annexation of Hong Kong, opened up of ports and a series of unfair treaties with the subsequent turmoil in China for over 100 years. Recognising the additive and social destructive nature of the opium smoking, the missionaries raised against the trading of opium both in their home countries and in China6. They also set up clinic to provide medical service to opium smokers to kick off their addiction, hence providing more op portunity for them to preach Christianity. Conclusion Western medicine went hands in hand with missionaries from the west to preach and convert local into Christians. By doing so, it also changed the history of China, opened up the horizons of Chinese people, turned imperial China into a republic and profoundly affect the world, with its effect still felt today. References Starr J Barton â€Å"The Legacy of Robert Morrison†, International Bulletin of Missionary Research, April 1998 Fu L, â€Å"The protestant medical missions to China: Dr Thomas Richardson Colledge (1796-1879) and the founding of the Macao Ophthalmic Hospital†, Journal of Medical Biography 3Tung Wah Hospital website http://www.tungwah.org.hk/?content=314 4Britannica http://global.britannica.com/EBchecked/topic/573697/Sun-Yat-sen 5Allingham V. Philip, â€Å"England and China: The Opium Wars, 1839-60†, Victorian Web, Lakehead University 6Kathleen L. Lodwick, â€Å"Crusaders against Opium: Protestant Missionaries in China, 1874-1917†,Lexington: University Press of Kentucky, 1996 SECTION B Question1 Introduction There were several outbreaks of plague in the history which include the 1984 plague outbreak in Hong Kong and the pneumonic plague outbreak in Manchuria in 1910 – 1911. The 1984 plague was also known as the â€Å"black death† due to the black coloring of whole body before or after death, which is later being identified as the bubonic plague. The pneumonic plague is unique in which it was exclusively pneumonic (infection of the lungs). Patients who are infected with the pneumonic plague will present with coughing, often with hemoptysis (coughing up blood), headache, weakness etc. Although both diseases caused outbreak, different control and measures were done by the local government at that period. Control and measures in Hong Kong in 1894 The plague outbreak in Hong Kong was mainly associated with the poor sanitation and dense population of Hong Kong at that period. In order to cope with the outbreak of plague the British government did several measures in order to prevent the spread of the disease and to prevent new cases from emerging. This included forced disinfection of affected houses, rapid disposal of corpses, building of the Blake Garden to reduce population density and house to house searches for infected people. The infected will then be isolated on the hospital ship – Hygeia. But due to the non-reluctant response of the Chinese population, patients were later transferred to Kennedy Town glassworks which was converted for use as a temporary hospital. The government later built a Bacteriology institute with the recruitment of a bacteriologist, Dr. William Hunter to Hong Kong for the investigation of the cause of outbreak. Control and measures in Manchuria in 1910 – 1911 During the pneumonic plague outbreak, the cause of the disease could not be identified. So it was agreed that no cure for the pneumonic plague was available by that time1: the mortality was proved to be one hundred percent. Without antibiotic at that period, the only way to prevent the spread of the disease was quarantine and isolation. The Chinese were isolated into train cars for several days. They were not let out until no one displaying any sign or symptoms of pneumonic plague. If one plague case was identified, others in the car would be considered to have a poor prognosis. Because the location of outbreak was close to Japan and Russia, there was collaboration between countries for the control of disease2. In need of medical help from Russia and Japan, the Chinese government at that period sought help by calling for an international plague conference. While the etiology of the pneumonic plague was still being investigated, isolation was used as an effective method to prevent the spread of the disease. Autopsy was also done to investigate the cause of the disease3. In later stage, new bacteriological techniques such as culturing helped identifying the cause of the epidemic. Similarities and differences There are several similarities between the battle against pneumonic plague and the measures to control the plague in Hong Kong in 1894. Firstly, in both cases public health was introduced to the affected areas. In western medicine public health focuses on the surveillance and the prevention of disease. Isolation was used in both cases in order to prevent the spread and the deterioration of the disease. Different measures such as sanitation and rapid disposal of corpses in the 1894 plague in Hong Kong all refers to public health measures for the disease. This is important because by that time there was no way of treating both diseases, so public health became the only way to prevent the spread of the diseases and to control the epidemic. The treatment for plague(antibiotics) was not discovered in 1940s, about 30 years after the pneumonic plague. In addition, modern western medicine played a large role in coping with the outbreaks in both cases. In both cases a lot of modern western advanced sciences were used to investigate the diseases. For example, bacteriology culture and autopsy were used to investigate the cause of pneumonic plague whereas dissection of rats and bacteriology study were used in the 1894 plague. In comparison traditional Chinese medicine did not play a large role in either the prevention of the disease or the treatment of the disease. Moreover, investigations of the diseases were both done simultaneously with the measures and controls of the outbreaks. In other words, controls and measures like isolation were done before the identification of the cause of the disease in order to prevent the spread of the disease. One major difference of the control and measures between the two cases is the involvement of other countries in pneumonic plague. The coping of the pneumonic plague involved collaborations on the international level whereas the 1984 plague only involved isolated research without collaborations. This can be explained by the location of outbreak. As the outbreak of pneumonic plague may endanger the resident population in Russia and Japan, the two countries took part in the plague control. Whereas the 1894 plague happened in Hong Kong which will not affect other countries based on its location. Conclusion In conclusion the measures and control of the pneumonic plague and the 1894 plague outbreak in Hong Kong are similar in many ways. Both cases are very important as they show us the introduction of science and theory of western medicine such as public health into China at that period when the population knew little about western medicine. The idea of public health also helped saving a lot of people’s life at that period by preventing the spread of the disease. References: Richard Pearson Strong and the .urnal es:hat period by preventing the spread of the disease. of western medicine into China Hong Kong are similar in many wayManchurian Epidemic of Pneumonic Plague 1910 1911, Eli Chernin Oxford Journal, Mark Gamsa, The epidemic of pneumonic plague in Manchuria 1910-1911 3 Contagions The Great Pneumonic Plague of1910-1911: https://contagions.wordpress.com/2013/03/21/the-great-pneumonic-plague-of-1910-1911/

Research Analysis: Acceptance of Non-Abstinence Goals

Research Analysis: Acceptance of Non-Abstinence Goals Aaron Glogowski Dr. Michael E. Dunn Davis, A. K., Rosenberg H. (2013). Acceptance of Non-Abstinence Goals by Addiction Professionals in the United States. Psychology of Addictive Behaviors, 27(4), 1102-1109. doi: 10.1037/a0030563 Alan K. Davis and Harold Rosenberg have observed some formerly unexpected results from the use of drugs and alcohol recreationally. While the effects of excessive drug and alcohol use have been monitored and proven to be unsafe and unhealthy, recent studies have shown that a controlled use of them, otherwise referred to as non-abstinence, may bring several health benefits. Addiction professionals specializing in substance use disorders (SUD) are beginning to open their eyes to new alternatives of drug therapy for their patients. While many of these views are controversial among the professional world, many clinicians and doctors are starting to turn to the idea of non-abstinence in an attempt to help their patients more in the long term, by giving them short term goals that are easier for them to achieve. In this article, Davis and Rosenberg have catalogued their findings from a study that they conducted on the changing attitudes and ideals of professionals in many different clinical fields, in regards to the practice and implementation of non-abstinence. Davis and Rosenberg conducted their study based on previous surveys that they found that had been created to determine people’s opinions on the idea of non-abstinence. They asked the participants about how acceptable they thought it would be to administer a suggestion of non-abstinence to patients in eight different categories. They divided these categories based on the type of substance use disorder, as well as the severity of the problem and the intended final result from the practice. All of the survey respondents were then asked (using the eight categories from the previous question) to give a proportion of patients whom they had prescribed a non-abstinence procedure to. They gave proportions in increments of 25%, from none to 100%. After this, the participants were asked to rate its acceptability in different clinical settings. The survey was concluded with questions about the personal history of the respondents, such as their work environment, and whether or not they had any past history with substance abuse. The survey respondents were mostly Caucasian members of the National Association of Alcoholism and Drug Addiction Counselors, and over half of them had previous experience with a substance use disorder. The results appeared to be in favor of non-abstinence being used as a mid-term goal on the way to giving up drug abuse, however, only 32% of respondents said it was acceptable to use non-abstinence as an end-goal. When the issue came to alcohol abuse however, 51% agreed that non-abstinence was an acceptable end-goal. On the other hand, when it came to drug or alcohol dependence, far fewer participants agreed with non-abstinence as a procedure. The participants ranked non-abstinence acceptability for drug dependence as 27% for an intermediate procedure, and 15% for an end-goal. They found very similar results with alcohol dependence, at 28% and 16% respectively. No matter what type of drug or severity of the problem, Davis and Rosenberg’s participants seemed to disagree with non-abstinence more often than agree with it. At least half said that they would not consider non-abstinence as a procedure in any case, regardless of the situation. Most of the respondents who were against non-abstinence thought it was ineffective, or it did not agree with the treatment philosophy that they had laid out for themselves. Some other reasons why participants disagreed with non-abstinence included things such as a fear for a medical condition that a patient could have, or worries over the legality of the substance that was being used, or the context in which the patient would be using it (such as underage drinking, or drug use in a stressful work environment). Another key player in the determination of the acceptability of non-abstinence procedures was the environment in which professionals would be recommending the procedure. In both rehab and detoxification programs, the majority of survey participants found it to be a completely unacceptable treatment, with unacceptability ratings at 74% and 68% respectively. However, outpatient programs, DUI/DWI education programs, and independent practices saw significantly better results in terms of acceptability, with unacceptability ratings at 57%, 45%, and 28% respectively. Davis and Rosenberg also observed various characteristics of their respondents to determine whether there was any correlation between those factors and their acceptance of non-abstinence programs. They found that participants who had history with alcohol or drug related issues tended to disagree with non-abstinence programs more than those who had no history with drugs and alcohol, however, the variation was so small that it was deemed insignificant. In observing the results of their study, Davis and Rosenberg noticed some outside circumstances in relation to their topic of discussion. They realized in conducting the surveys that there was a possibility of bias, especially in regards to whether or not the addiction professional was willing to work with the client. They found that some professionals were simply unwilling to work with clients who were attempting to continue taking drugs or alcohol in moderation. These professionals were less likely to accept the possibility of non-abstinence treatments. These same professionals also accepted the fact that some of their clients may resort to non-abstinence procedures anyway, even if they didn’t prescribe or condone the procedure. Davis and Rosenberg’s study, when compared with previous studies on the subject, found that American addiction professionals had become more accepting of non-abstinence in terms of drinking than they had been 20 years prior. The amount of participants who rated non-abstinence as an acceptable mid-goal for alcohol abusers is twice as many as 20 years before their survey. Davis and Rosenberg claim that the increase in acceptance could be due to several factors, including an understanding of non-abstinence as a potential method for reducing long-term harm, and a reduction of total abstinence, or the 12-step program. Other regions still appear to be more accepting of non-abstinence in general, whether it is for a mid-goal or an end-goal. From previous studies, Rosenberg found that the United Kingdom had over an 80% acceptance rate of non-abstinence for alcohol abusers, and a 68% mid-goal as well as a 50% end-goal for alcohol dependence. Overall, even though America is slowly becoming more accepting of non-abstinence, they still have a long way to go before they reach the United Kingdom’s acceptance level. Davis and Rosenberg realize that their study may be skewed by outside factors, such as the study being a web-based study, or an inherent bias with the way that questions were asked. With regard to the outliers, Davis and Rosenberg conclude their study with notice for those practicing non-abstinence as it is becoming more common, especially in outpatient or independent practices. Everyday Use, Alice Walker | Symbolism And Characters: Everyday Use, Alice Walker | Symbolism And Characters: In the story Everyday Use, Alice Walker uses a detailed description to help describe the symbolism of the unique and highly valued quilts, as well as, contrasting the characters throughout the story. The quilts stand as a specific symbol and as more than just a creative piece of artwork throughout the story. According to an article written by Sam Whitsitt, the quilt, itself, represents the history and tradition that binds the African culture to the past and the past to the present (Whitsitt, 445). The quilts helps portray the theme of African American heritage throughout the story and binds Mamas ancestors and her heritage altogether. The quilts signify the bond between each generation and the impact they have on each main character in the story, which include Mama, Dee and Maggie. Walkers usage of the quilts throughout the story also helps demonstrate the differences between each of the characters. The quilts are the main focus in the story that brings out the characters true person alities and shows the differences in those personalities. Throughout the story Everyday Use by Alice Walker, the quilts help portray the unique cultural symbolism of the African culture and the way they view quilting, as well as, illustrating the differences of the main characters in the story. In the story, quilting is used as a symbol to signify the African American past. The quilts are a primary symbol that stands for the ties of heritage and the distinctive culture of Mamas family. According to an article written by Claudia Tate, Barbara T. Christian, the person who showcases the corpus of Walkers works and the traditions of African-American literature, explains that Walker articulates the metaphor of quilting to represent the creative legacy that African Americans have inherited from their maternal ancestors (Tate, 308). Quilting is part of the African American past and travels from generation to generation. According to an article written by David Cowart, the quilt that Dee, or Wangero Leewanika Kemanjo, fights over links her generation to previous generations and, therefore, the quilt is shown to represent the African American past (Cowart, 171). There are many types of unique patterns in the quilts that Mama and Dee are disputing over. According to Whitsitts article , many African American quilters employ large, often abstract designs, the use of these different designs shows the uniqueness of the quilt (Whitsitt, 454). The patterns in the quilts represent the African American past and Mamas heritage. In both of them were scraps of dresses Grandma Dee had worn fifty and more years ago. Bits and pieces of Grandpa Jattells Paisley shirts. And one teeny faded blue piece, about the size of a penny matchbox, that was from Great Grandpa Ezras uniform that he wore in the Civil War (Walker, 113). The use of these different types of patterns in the quilts symbolizes the history of Mamas family and the creativeness they had. The precious materials used in making the quilts represent the culture and the high value they each contain. The fabric that is used in the making of the quilts shows Mamas unique culture and the love her family has for their culture. The work Mama, Grandma Dee, and Big Dee put into the quilts show their strong African American herit age and background. In the African American culture many quilts travel from generation to generation to show ones familys culture and where they came from (Cowart, 171). The quilts Dee and Mama are fighting over are to be traveled from generation to generation, also, to help keep the culture alive. The quilts play a major role in the family because of the prestigious heritage they each contain. They help show the distinctive African heritage and special cultural symbolism. The quilt ties everything, heritage included, together. As the quilts are passed down the familys history and culture is past down, also, which makes the quilts play a special role in the African American culture. The quilts made by Mama, Grandma Dee and Big Dee are not only used as a symbol throughout the story but are shown as objects that the African American culture keeps in reserve because of the value the they contain (Whitsitt, 455). The quilts contain a historic value because of the creativeness that was put into making them. As Patricia Mainardi notes in Whitsitts article, many inhabitants of the African culture who make the quilts sign them and date them to show the high value they contain and also put a list in their will of who should inherit the quilts they make once they pass away (Whitsitt, 455). The quilts have a specific value and are treated with much care because of the strong culture they uphold. Throughout the story Mama and Maggie distinguish the quilts as more than just a piece of artwork, instead they see them as something to treasure in remembrance of loved ones. According to Whitsitts article, the quilt represents those values of things which do not circulate, do not wander, do not gel traded or sold but, rather, stay at home (Whitsitt, 454). They value them because the quilts remind them of their beloved relatives, such as Grandma Dee and Big Dee. The quilts portray a high value throughout the story and because of this high value Mama promises the quilt to Maggie for when she marries (Whitsitt, 455). Mama wants to give Maggie the quilts because of the history they each contain and because Mama wants the quilts to be utilized in everyday use. If the quilts were to be hung on the wall, like Dee wanted to do to preserve the African American heritage, then the true culture wouldnt be shown. On the other hand, if the quilt was put to everyday use, like Maggie would do with the quilt, then the African heritage would be shown and kept alive because it was being put to use. Mama wants to give Maggie the quilts for that reason. Mama knows Maggie will preserve the quilts and put them to everyday use to remember her ancestors and their families history and culture. Throughout the story the quilt not only shows symbolism and value but also helps in contrasting each character. According to the article by Susan Farrell, Dee is seen throughout the story as shallow, condescending, and manipulative, as well as, overly concerned with style, fashion, and aesthetics, and thus as lacking a true understanding of her heritage (Farrell, 179). Mama remembers Dee as a fearless girl who, unlike herself, would always look anyone in the eyes. Hesitation was not part of her nature (Farrell, 181). Dee is seen throughout the story as very different then Mama and Maggie because she is very selfish and demanding (Farrell, 181). Maggie, on the other hand, was the complete opposite of her sister. Maggie, throughout the story, was seen as the quiet and timid child with no characteristics that related to her sister. In Farrells article, she states that most readers see Mama and Maggie as having a true sense of heritage as opposed to Dees false or shallow understanding of the past (Farrell, 183). Mama and Maggie are seen throughout the story as wanting to cherish their heritage by keeping the quilts to use, as well as, to remember loved ones. Dee, on the other hand, sees the quilts as something that should be kept in reserve and to hang on the wall as a unique piece of artwork. Maggies moderation in the story contrasts with Dees courage (Farrell, 183). When Dee says that Maggie would ruin the quilts by putting them to everyday use, and that hanging the quilts would be the only way to preserve them, Maggie, like somebody used to never winning anything, or having anything reserved for her, meekly replies: She can have them, Mama, I can member Grandma Dee without the quilts(Farrell, 183-184). Once this occurs, Mama acts in a different manner than she has before. She sees Maggie standing with her hands hidden in her skirt and says: When I looked at her like that something hit me in the top of my head and ran down to the soles of my feet. Just like when Im in church and the spirit of God touches me and I get happy and shout (Farrell, 184). This powerful feeling causes Mama to do something she never had done before; she snatched the quilts out of Dees hands and dumped them into Maggies lap(Farrell, 184). This scene in the story is the only part where Mama acts differently than before. Instead of acting like the patient Maggie, Mama begins to act more like Dee, with her refusal to back down and her motivation to stand up for herself (Farrell, 184). The quilt in the story acts as a way to contrast the characters and show their different personalities. Throughout the story, the quilts symbolize and show the value of the African American culture, as well as, acting in a way to show the differences between the main characters in Everyday Use. The quilts play a major role in Everyday Use and are mentioned throughout the entire story. The quilts have an impact on each character throughout the story, and they help in contrasting each character and showing symbolism of the African American culture. The mentioning of the quilts display the importance of the African American heritage and the true value it has on Mama, Maggie, and Dee. Dee is shown wanting the quilts to just hang on the wall and show their unique culture from afar. In actuality, the quilt is shown as a symbol of the African American heritage and importance of remembering loved ones. The remembrance of Mamas ancestors will also be preserved forever with the use of the quilt in everyday life. The values of the quilts are shown as a way to remember the loved ones who helped in the making of them and also of Mamas ancestors. The quilts portray the unique cultural bond between Mamas ancestors and her heritage. The quilt binds Mamas ancestors and the value of her heritage together and shows the impact the quilt has on her, Maggie and Dee. The quilt brings out the diverse personalities of Mama, Maggie and Dee throughout the story and the different views they have on their heritage, as well as, the actions they each take. With the usage of the quilts, the distinction between each character is shown, as well as, the unique cultural symbolism throughout the entire story.

Social Sciences In Theatre :: essays research papers

Social Sciences in Theatre How are the social sciences associated with theatre?   Ã‚  Ã‚  Ã‚  Ã‚  In his article â€Å"Performance Studies†, Helbo identifies many social sciences associated with theatre including psychology, sociology, and semiotics. Psychology, he states, has greatly increased the work of the actor by giving him a tool to examine his character or role in greater depth. Psychology has also affected the spectator by creating a release and even a form of therapy. Sociology is used in theatre to determine the cultural politics involved, the link between demand patterns and economic patterns, and the role of theatre in everyday life. Semiotics plays a vital role in theatre by determining how signs, whether they are speech pattern or facial expression, affect the audience.   Ã‚  Ã‚  Ã‚  Ã‚  Schechner focuses solely on anthropology and its use in theatre. Schechner even goes so far as to define theatre anthropology. It is defined as â€Å"the study of the biological and cultural behavior of man in a theatrical situation.† He writes that anthropology and theatre have no definite boundary and uses anthropology to show theatrical aspects in everyday life, which brings one to ask the second question. How do the social sciences show theatre used in everyday life?   Ã‚  Ã‚  Ã‚  Ã‚   Helbo uses sociology and biology to site instances through which theatre is used in everyday life. Sociologists see theatre in the social structures we face on a daily basis. A handshake, tipping a doorman and even the forbidden middle finger is what Erving Goffman terms â€Å"rituals of interaction.† Every culture is immersed in some aspect of performance, even biologists can see theatre in everyday occurrences. The biologist Laborit sees behavioral functions associated with theatre as liberating. Social Sciences In Theatre :: essays research papers Social Sciences in Theatre How are the social sciences associated with theatre?   Ã‚  Ã‚  Ã‚  Ã‚  In his article â€Å"Performance Studies†, Helbo identifies many social sciences associated with theatre including psychology, sociology, and semiotics. Psychology, he states, has greatly increased the work of the actor by giving him a tool to examine his character or role in greater depth. Psychology has also affected the spectator by creating a release and even a form of therapy. Sociology is used in theatre to determine the cultural politics involved, the link between demand patterns and economic patterns, and the role of theatre in everyday life. Semiotics plays a vital role in theatre by determining how signs, whether they are speech pattern or facial expression, affect the audience.   Ã‚  Ã‚  Ã‚  Ã‚  Schechner focuses solely on anthropology and its use in theatre. Schechner even goes so far as to define theatre anthropology. It is defined as â€Å"the study of the biological and cultural behavior of man in a theatrical situation.† He writes that anthropology and theatre have no definite boundary and uses anthropology to show theatrical aspects in everyday life, which brings one to ask the second question. How do the social sciences show theatre used in everyday life?   Ã‚  Ã‚  Ã‚  Ã‚   Helbo uses sociology and biology to site instances through which theatre is used in everyday life. Sociologists see theatre in the social structures we face on a daily basis. A handshake, tipping a doorman and even the forbidden middle finger is what Erving Goffman terms â€Å"rituals of interaction.† Every culture is immersed in some aspect of performance, even biologists can see theatre in everyday occurrences. The biologist Laborit sees behavioral functions associated with theatre as liberating.

Essay on The Holy Bible - Dionysus and Genisis God :: Holy Bible Genesis Essays

Dionysus and Genisis God  Ã‚  Ã‚      Every individual has his/her own view of a divine power. It appears that each different culture looks at its’ higher being in a different way.   Texts and myths are used by each culture to explain its god or gods or even goddesses.   Genesis, from the Bible, shows the many characteristics of the Christian God, as does Euripides' The Bacchae of Dionysus.   The two separate Gods are shown to illustrate very similar human characteristics; however, they differ by their godly attributes and their effect on how women are viewed in today's society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Christian God, as described in Genesis, possesses some common human characteristics. The Greek God of all that is emotional, Dionysus, is depicted in The Bacchae to have those same human emotions. Both Gods portray a very common human emotion: need. The Genesis God wants to be the only God that the people belief in; he is needy in receiving recognition for being the only God. Dionysus has a very similar conflict. The entire play deals with Dionysus testing the Theban women of their sincere devotion and belief for him. While Dionysus struggles to be recognized as a true God, the Christian God is struggling to be recognized as the only God. Both Gods possess this very human emotion that we call need; both are in desperate search for recognition and acceptance.   Another human emotion that can be found in both Gods is authority and wrath. The Biblical God punishes Adam and Eve severely when they eat from the Tree of Forbidden Fruit. He uses his godly authority and sends them out of Paradise. Dionysus portrays that same angry emotion; he gets angered so easily when someone refuses to belief in him. Need and wrath are very human emotions that the Christian God and Dionysus experience.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The attributes and power that each God has is a major difference between the depiction of the God in Genesis and the Dionysus from The Bacchae. Genesis tells of the story of how God created the earth, and how he made the animals, man and woman. This God is shown to have the power to do anything in his will. He is the one and only true God.   Dionysus does not possess that kind of power. Essay on The Holy Bible - Dionysus and Genisis God :: Holy Bible Genesis Essays Dionysus and Genisis God  Ã‚  Ã‚      Every individual has his/her own view of a divine power. It appears that each different culture looks at its’ higher being in a different way.   Texts and myths are used by each culture to explain its god or gods or even goddesses.   Genesis, from the Bible, shows the many characteristics of the Christian God, as does Euripides' The Bacchae of Dionysus.   The two separate Gods are shown to illustrate very similar human characteristics; however, they differ by their godly attributes and their effect on how women are viewed in today's society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Christian God, as described in Genesis, possesses some common human characteristics. The Greek God of all that is emotional, Dionysus, is depicted in The Bacchae to have those same human emotions. Both Gods portray a very common human emotion: need. The Genesis God wants to be the only God that the people belief in; he is needy in receiving recognition for being the only God. Dionysus has a very similar conflict. The entire play deals with Dionysus testing the Theban women of their sincere devotion and belief for him. While Dionysus struggles to be recognized as a true God, the Christian God is struggling to be recognized as the only God. Both Gods possess this very human emotion that we call need; both are in desperate search for recognition and acceptance.   Another human emotion that can be found in both Gods is authority and wrath. The Biblical God punishes Adam and Eve severely when they eat from the Tree of Forbidden Fruit. He uses his godly authority and sends them out of Paradise. Dionysus portrays that same angry emotion; he gets angered so easily when someone refuses to belief in him. Need and wrath are very human emotions that the Christian God and Dionysus experience.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The attributes and power that each God has is a major difference between the depiction of the God in Genesis and the Dionysus from The Bacchae. Genesis tells of the story of how God created the earth, and how he made the animals, man and woman. This God is shown to have the power to do anything in his will. He is the one and only true God.   Dionysus does not possess that kind of power.

Nasty and unsightly Essay

This segregation can be deeply felt by the reader and is very emotive. During the last extract there are a number of reasons why the audience would feel sorry for the monster. The eloquent and expressive nature of the language he uses show the reader that inside he is a beautiful being. â€Å"I shall no longer see the sun or stars, or feel the winds play on my cheeks. † The things that he will most miss are the sun and stars. These natural things are what he finds most enjoyable. The metaphor of the wind playing on his cheeks gives the reader a sense of his intelligent language but also his gentleness. Unlike Frankenstein the monster also blames himself for what has happened. â€Å"But it is true that I am a wretch† This sentence shows that the monster has acknowledged what he has done but also creates empathy with the audience, the word shows that he doesn’t think much of himself. A wretch is often something very nasty and unsightly. How do you think Shelley feels about him? scientists were unconcerned by the potential consequences of their work Shelley’s opinions on different matters are clear throughout the novel. The way that scientists were trying to push boundaries is explored. Shelley’s view is obvious. She believes that scientists were unconcerned by the potential consequences of their work. Nothing must be able to go ahead without the full knowledge that it is safe. I believe that she uses the monster as a metaphor for this. Frankenstein had not taken enough time to way up the consequences of what might happen and the monster was â€Å"born†. Prejudice is a strong theme right through the novel. Shelley uses the monster to portray her thoughts about prejudice. She uses two extremes. She creates the monster’s appearance to be revolting whilst his personality is smart, imaginative and elegant. During the story the only people who get to talk and interact with the monster are the blind people and Walton. These are also the only people he gets speak to in depth. This shows that once people can interact with him and get passed the way he looks it doesn’t matter. The blind people speak to him because they cannot see what he looks like. Walton, even though he originally sets out to kill the monster begins to feel sympathy for the monster. Shelley obviously believes that people are too narrow-minded to look further into someone before judging them. Another major theme of the story is that of parent/child relationships. Shelley uses Frankenstein as the parent figure to the monster to explore the act of neglect upon a child. Mary’s mother died shortly after she was born. Once the monster is â€Å"born† Frankenstein’s vision of an amazing super-being vanishes and he sees the ugliness of what he has created. This may be a belief of Shelley. How mothers have a great vision of their baby and nurturing it and bringing it up but when the baby is actually born the mother is hit by the realisation of bringing up a child. The mother then chooses to neglect the child. Shelley then looks at what affect neglect can have on the child. The evil which engulfs the monster is directed at Frankenstein as a result of his neglect. I believe that Shelley sympathises with Frankenstein but more with the monster. I believe that Shelley relates to the monster as she felt neglected by her mother, although she died. I believe that she structures the book in a way that portrays this. She gives the reader the most of the book to sympathise with Frankenstein and only allows a smaller part in which the reader can gain sympathy for the monster. However she believes that the monster’s grief is far worse than Frankenstein’s so that even less amount of time novel the reader still feels a greater amount of sympathy for the monster. I too feel compassion toward monster. I believe that someone’s abuse on the grounds of their appearance is wrong. Everybody should be allowed to express themselves to others and be given the chance to be understood. I also believe that most sympathy falls to Frankenstein because it was not his fault, Frankenstein created him and also neglected him. In my opinion although the monster carried out the murders the reason he did was Frankenstein. Not only did he create him without thinking of the possible consequences he also abandoned him and this caused the monster to become evil as a result of his torment. This can be linked back to the philosophy that people were born good. The monsters experience of society has moulded him into something which causes great havoc but truly, inside, he is good. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Economic development Essay

Today, education is the most important tool for the development of society. There is a direct correlation between education and development of society. The countries that realize this fact, giving the required importance for their education system, have become highly developed. Education should be promoted since it is the most important factor for the development of a country. The promotion of the education is depended on the factors like literacy rate in a country, schooling rate in the primary, secondary and higher education, proliferation of training technologies, and the quality of the education. This promotion process should be considered as a necessary condition for economic, technological and social development for a nation. In other words, the process of a successful development depends on the fact of gibing the society a conscious of change which is highly connected to education. Fist of all, education enlightens people. The educated person is the person who improves oneself. A person increases her/his level of knowledge through education, so he/she has a better understanding and analyzing of daily matters and an agenda. That person can make logical deductions based on the knowledge he gains and refuses the traditional corrupted understanding. Individual’s ability of the interpretation of knowledge through one’s intelligence and skills is supported by education; accordingly, increasing the creativity and intellectual thinking. An individual can learn about different cultures, lifestyles and history from past to present; hence education provides universal perspective to an individual. The most important differential of uneducated person is having a narrow point of view. A person should be educated in order to learn taking objective decisions and being liberated from the social pressure. Besides, educated people respect the rights of others and they have a fair understanding of the concept of equality, right to life, and right to property. The reason why developed countries show highly respect to the individual rights is that the education level of the country is being fairly high. On the other hand, the reason why there are deep inequalities between women and men or rich and poor in under-developed countries is that the education level in there is being fairly low. Besides, there is also a lack of respect to the human rights in these under-developed countries due to low education level. Secondly, education affects the development of science and technology of a country. Technological developments increase by knowledge and research which is provided by education. It is the advancement and proliferation of technology that makes countries developing by the production of knowledge, schooling of creative minds leads countries develop economically, technologically and politically. Education, advancement of technology and development are in a circle movement which produces itself. Cakmak also says that as a result of the creation of science and technology, mobility of scientific knowledge, and nurturing of individuals with creative minds, countries have experienced important economic and political changes which lead to infinitive competition among them in the fields of education, development and innovation (Cakmak O. 2008). In addition, developed countries use technology as a part of their education system. Thus, every student can follow technology and learn about the newest advancements which lead them learn better and improve their intelligence. Finally, education leads knowledge turn into money that improves the economy of a country. Educated people knowing to learn how to invest, produce, expand the business adjusts and improves the economy causing the increase of gross domestic product per capita. Education also gives more job opportunities to people in the business sector. According to OECD, the effect of education to the economic development is proved in the researches of economic growth in 1960s. The researches show that contribution of education to the economic growths is really important and this percentage differs as %7 in England, %15 in USA, %14 in Belgium, %16 in Argentina, and %25 in Canada (OECD, 2005). Some may argue that education does not affect the economic development of a country. There are lots of uneducated but successful business men. People can learn how to run a business without an education. To illustrate, â€Å"Sak? p Sabanc? , who is the founder and chairman of the Sabanc? Holding due to the reason suffering from pneumonia three successive years, had to leave the high school and start to work in BOSSA Flour Factory in 1950 with a wage of 50 TL† (NTV Haber). Considering his life, it is obvious that one can learn how to run a business without education. Hence, it is not only education but also experience that makes one successful in business. All in all, economic, social and technologic development of a country is highly related to the education level of that country. Without education, a country can not develop. The only way of individual’s enlighten and learning to use knowledge, and increase of technology is education. Thus, education should be promoted since it is the most important factor for the development of a country. Oznur Sakar.