The Portable Thoreau Personal Statement Example | Topics and Well Written Essays - 250 words

The Portable Thoreau - Personal Statement Example Drifting purposelessly seems an utter waste of the wonderful faculties that man is endowed with, and the stick itself may be symbolic of a man’s life that has to be shaped with the loving care and devotion that an artist gives to his creation. To me the story seems to be a parable espousing the virtues of single minded purpose in going about what one has set out to achieve. It tells of how everything else takes second place to the one goal one has set out for one’s self. It is a tale of devotion to the task in hand, completely disregarding everything else, without which perfection is not possible. If the intentions are right and the devotion to achieving them exists then the result must be great success. As Thoreau himself points out what he learned as the result of his experiment at Walden â€Å"if one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours.† (Thoreau, Walden) I agree with this theory. I think if one can identify one’s goal and pursue it without being distracted by other issues, the only outcome will be success. This has been proven by many great people in different fields whether they were scientists or sportsmen, freedom fighters or people born with physical disabilities, such people have overcome mighty odds by the strength of their determination.

The Purpose Of Study English Language Essay

The Purpose Of Study English Language Essay Functional Grammar was introduced by Halliday (1994) based on the assumption that language is a set of meanings. Language which is a means of communication is used to negotiate and exchange meanmgs. He states that a language is interpreted as a system of meanings accompanied by forms through which the meanings can be realized. Halliday (1994) adds Functional Grammar lean towards text, which is a semantic unit, rather that sentence. So, Functional Grammar which was developed based on meanings uses text as the unit of analysis. Functional Grammar has been adopted to become one of the subj ects in the English Department of UNJ since 2002. Statements related to Functional Grammar as subjects can be quoted as follows: Mata kuliah mi bertujuan mengembangkan wawasan eksplisit tentang teori bahasa dan segi fungsinya (tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggnis secara benar dan baik. (Pedoman Akadeniik 2004/2005:100) Functional Grammar 1 aims at developing the explicit knowledge of the theory of language based on the thnction (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own translation). Mata kuliah mi bertujuan mengembangkan kemampuan dan ketrampilan menganalisa teks dalam bahasa Inggris dilihat dan segi fungsinya (tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara baik dan benar. (Pedoman Akademik 2004/2005:100) 1 Functional Grammar 2 aims at developing ability and skills to analyze text in English based the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both ritten and spoken well and correctly. (Own translation) In keeping with the description, both Functional Grammar 1 and 2 have the basic purpose that is to support the development of ability and skills to communicate, both written and spoken, well and correctly. As a matter of fact, a number of students complain about the subjects. They have difficulties about the subjects. No study was conducted relevant to the condition. Realizing the need of improvement, the researcher is interested to conduct a study about English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. B. Focus of Study The research is initiated by the fact that some students have problems in understanding Functional Grammar concepts. Learning the condition, the researcher is interested to conduct a study related to English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. C. Research Questions Based on the background above, the research questions that are identified in this study are: What is English Department students perception towards their knowledge of Functional Grammar concepts. 1 2 What is English Department students perception towards their comprehension of Functional Grammar concepts. What is English Department students perception towards their ability to apply Functional Grammar concepts in analyzing text. What is English Department students perception towards their ability to apply Functional Grammar concepts in writing. I). Purpose of Study The purpose of the study is to identifi English Department students perception towards their ability to apply Functional Grammar in analyzing text and writing. Using Blooms Taxonomy of Educational goals, students knowledge and comprehension of Functional Grammar are included in this research. E. Benefit of Study The result of this study is expected to give input related to English Department students perception towards their knowledge, comprehension and ability to apply Functional Grammar in analyzing text and writing. 3 CHAPTER II LiTERATURE REVIEW To provide the basic theory of the research related to English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, this chapter discusses Traditional Grammar, Functional Grammar, Functional Grammar as a subject in the English Department, Ability to apply, Writing, and Perception. 1. Traditional Granmiar A number of experts such as Harmer (2001), Thombury (1999), and Gerot and Wignell (1994) have defined traditional grammar as a set of rules of a language. Harmer (2001) describes the grammar of a language as the description of the ways in which words can change their forms and can be combined into sentences in that language. Thombury (1999) explains grammar as a description of the rules for forming sentences. While Gerot and Wignell (1994) point out Traditional Grammar is focused on the rules for producing coffect sentences. They add sentence becomes the unit of analysis. So, based on the discussion, Traditional Grammar is focused on rules and sentence becomes the unit of analysis. Further, Gerot and Wignell (1994) explain that Traditional Grammar labels elements of the clause in terms of the word class that are nouns, verbs, prepositions, adverbs, and adjectives. Criticizing towards the weaknesses of Traditional Grammar, Thombury (2002) argues that there is 4 no one-to-one correspondence between grammatical form and communication function such as making a request, offering something, etc. 2. Functional Grammar Functional Grammar was introduced by Halliday (1994) based on the assumption that language is a set of meanings. Language which is a means of communication is used to negotiate and exchange meanings. Halliday (1994) believes that when one communicates, he exchanges the meanings with other people. He further states that a language is interpreted as a system of meanings accompanied by forms through which the meanings can be realized. To be different from Traditional Grammar that is focused on rules and sentence as the unit of analysis, Functional Grammar is focused on meanings and text as a whole becomes the object of analysis. Further, Halliday (1994) explains that Functional Grammar discusses the notion of a clause as a unit in which meanings of three different kinds are combined. The three aspects of meaning of the clause are clause as representation, clause as exchange, and clause as message. 1). Clause as Representation The first aspect of the meaning of the clause is Clause as Representation. Based on Hallidays assumption, Gerot and Wignell (1994) note it concerns with human beings experiences. Clause as representation is related to human beings experiences. As human 5 beings experiences vary, it is possible to identify the types of those experiences. Halliday (1994) describes the most powerful impression of experience is that it consists of goings-onhappening, doing, sensing, meaning, being, and becoming. Halliday (1994) then proposes there are three semantic categories that are processes, participants, and circumstances. à ¢Ã¢â€š ¬Ã‚ ¢ Processes Based on Hallidays assumption, Gerot and Wignell (1994) notice processes are realized by verbs. à ¢Ã¢â€š ¬Ã‚ ¢ Participants Halliday (1994) writes participants are realized by nouns. à ¢Ã¢â€š ¬Ã‚ ¢ Circumstances Halliday (1994) describes circumstance is realized by adverbial group or prepositional phrase. Based on Hallidays assumption, Gerot and Wignell (1994) note circumstances answer such questions as when, where, why, how, many, and as what. Halliday (1994) further explains the different types of processes that are built into the granmiar of English are material process, mental process, relational process, behavioral process, verbal process, and existential process. A. Material Process: processes of doing Based on Halliday, Gerot and Wignell (1994) state material processes are processes of material doing. Halliday (1994) notes they express the notion that entity does something which may be 6 done to other entity. This process consists of these particular participants-an obligatory actor, and optionally also a goal. Based on Halliday, Gerot and Wignell (1994) explain the entity who or which does something is the Actor. The entity which may be done to is the Goal. B. Mental Process: processes of sensing Halliday (1994) explains mental processes are processes of feeling, thinking, and seeing. The two participants in mental process are senser and phenomenon. The senser is conscious being that is feeling, thinking, or seeing. The phenomenon is that which is sensed, felt, thought, or seen. C. Relational Process: processes of being There are two different modes that are attributive and identifying. a. Intensive processes: attributive Based on Halliday, Gerot and Wignell (1994) refer attributive processes as processes which assign a quality. Halliday (1994) notes the quality is labeled the attribute, an entity to which it is ascribed is the carrier. b.Intensive processes: identifying Based on Halliday, Gerot and Wignell (1994) refer identifying processes as processes which establish an identity. Halliday (1994) adds the process has an identity assigned to it. The terms are given the x-element and the a-element, that which is to be 7 identified, as identified, and the a-element, to which serves as identity, as identifier. D. Behavioral processes Halliday (1994) explains these are processes of physiological and psychological behavior like breathing, coughing, smiling, dreaming, and staring. The participant who is behaving is labeled behaver. E. Verbal processes Halliday (1994) refers to these are processes of saying. The term sayercan be interpreted as a subject (it may be someone or something) that says something. There are three participant functions that are the receiver, verbiage, and target. a. The receiver is the one to whom the saying is directed at. b. The verbiage is the function that corresponds to what is said. c. The target is the entity that is targeted by the process of saying. F. Existential processes Halliday (1994) notes these represent that something exists or happens. That object or event which is being said to exist is labeled, simply, existent. 2). Clause as exchange The second aspect of the meaning of the clause is clause as exchange. Halliday (1994) explains clause as exchange has two components that are Mood and Residue. 8 a. Mood Element Halliday (1994) proposes it consist of two parts: (1) the subject, which is a nominal group, and (2) the finite operator, which is a part of verbal group. Based on Halliday, Gerot and Wignell (1994) add the finite element is one of the small numbers of verbal operators expressing primary tense, modality and polarity. Halliday (1994) explains primary tense means past, present, or future at the moment of speaking. Finite verbal operators Temporal Past present future Did, was does, is will, shall Had, used to has would, should Modal: Low median high Can, may will, would must, ought to Could, might is to, was to need (dare) has to, had to (Halliday 1994:74) Halliday (1994) refers to modality as the speakers judgement of the probabilities, or the obligations, involved in what he is saying such as may, will, can etc. He adds polarity is the choice between positive and negative, as in is/isnt, do/dont. 9 b. Residue Halliday (1994) explains the Residue consists of functional elements of three kinds, that are, predicator, complement, and adjunct. a Predicator. It is realized by a verbal group minus the temporal or modal operator. b. Complement. A complement is an element within the Residue that has the potential of being subject but is not. It is typically realized by a nominal group. c. Adjunct. An adjunct is an element that has not got the potential of being subject. It is typically realized by an adverbial group or prepositional phrase. 3). Clause as message The third aspect of the meaning of the clause is clause as message. Halliday (1994) states a message consists of a Theme combined with a Rheme. As general guide, the theme can be identified as that element which comes in first position in the structure. The analysis of the Theme of the clause is rather complex. Halliday (1994) explains in this case, complex clause is called a multiple Theme. In a multiple theme, there are certain complements which have their orders. Halliday (1994) points out the typical ordering is textuaYinterpersonaVexperiential. The textual theme is any combination of continuative, a structural theme, and a conjunctive theme. 10 (i) Continuative is one of small set of discourse signalers, yes, no, well, oh, now. (ii) A structural Theme is any of the obligatory thematic elements such as conjunctions and W-H relative. (iii)A conjunctive Theme is one of the conjunctive adjuncts. He refers conjunctive adjuncts are those which relate the clause to the preceding text such as also, meanwhile, soon, finally, etc. Halliday (1994) further describes the interpersonal theme that is any combination of (i) A vocative is any item, typically (but not necessarily) a personal name, used to address; it may come more or less anywhere in the clause and is thematic if preceding the topical Theme. (ii) A modal theme is any of the modal adjuncts. He describes that modal adjuncts are those which express the speakers judgment regarding the relevance of the message such as maybe, usually, occasionally, surely, honestly, etc. (iii) A mood marking theme is a Finite verbal operator, if preceding the topical Theme; or a WHinterrogative (or imperative lets) when not preceded by another experiential element (i.e. when functioning simultaneously as topical Theme). The last order is experiential. Halliday (1994) explains the experiential element is referred as topical theme. This means that the Theme of a clause ends with the first constituent that is either participant, circumstance, or process. 11 3. Functional Grammar as a subject in the English Department, State University of Jakarta Functional Grammar has been adopted as a subject in the English Department since 2002. The subject must be taken by the students when they are in the fourth semester for Functional Grammar 1 and in the fifth semester for Functional Grammar 2. Both Functional Grammar 1 and 2 consist of three semester credit units. Referring to Academic Guidelines 2004/2005 of Faculty of Languages and Arts, it is stated that the three semester credits unit have 24 meetings. Each meeting takes 100 minutes. It has two kinds of tests that are mid semester test and final semester test. As stated in the Academic Guidelines 2004/2005 of Faculty of Languages and Arts, Functional Grammar as a subject is described as follows: Mata kuliah mi bertujuan mengembangkan wawasan eksplisit tentang teori bahasa dan segi fungsinya (tekstual, interpersonal, experiential) imtuk menunj ang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara benar dan baik. Functional Grammar I aims at developing the explicit knowledge of the theory of language based on the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own translation) Mata kuliah mi bertujuan mengembangkan kemampuan dan ketrampilan menganalisa teks dalam bahasa Inggris dilihat dan segi fiingsinya ( tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara baik dan benar. Functional Grammar 2 aims at developing ability and skills to analyze text in English based the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own Translation) 12 In keeping with the description, both Functional Grammar 1 and 2 have the basic purpose that is to support the development of ability and skills to communicate, both written and spoken, well and correctly. 4. Ability to Apply In discussion about ability to Apply, Longman Dictionary of Contemporary English (2001) describes ability is something that one is able to do, because one has particular mental or physical skill. Longman Dictionary of English Language and Culture (1998) notes ability is the fact of having the skill, power, or other quality that are needed in order to do something. Websters New World Dictionary of American English (1998) adds ability is skills, expertness, or talent.. Bloom (1956), cited in Elliot et a!. (2000) proposes classification of educational goals. There are six major classes in the cognitive taxonomy of educational objectives: 1. Knowledge is the recalling specific facts. 2. Comprehension is understanding what is communicated. 3. Application is generalizing and using abstract information in concrete situation. 4. Analysis is breaking a problem into subparts and detecting relationship among the parts. 5. Synthesis is putting together parts to form a whole. 6. Evaluation is using criteria to make judgments. 13 In accordance with the development, the three classes of educational goals that were analysis, synthesis, and evaluation were then revised to become analyze, evaluate, and create. Arend (2004) describes six classification of the cognitive process dimension: 1. Remember is retrieving relevant knowledge from long-term memory. 2. Understand is constructing meaning from instructional messages, including oral, written, and graphic communication. 3. Apply is carrying out or using a procedure in a given situation. 4. Analyze is breaking material into constituent parts and determining how parts relate to one another and to overall structure or purpose. 5. Evaluate is making judgments based on criteria and standards. 6. Create is reorganizing elements into a new pattern or structure. In keeping with Blooms theory and the purpose of this study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, ability to apply should be developed after the steps of knowing and understanding. Referring to the explanation above, ability to apply Functional Grammar is to be developed through the steps of knowing and understanding. The questionnaire will also include identifying not only the knowledge and understanding but also ability to apply Functional Grammar in analyzing text and writing. 14 5. Writing Writing as described by Leki (1998) is communicating. Meyers (2003) notes writing is a process of discovering and assembling ideas, putting them on paper, reshaping, and revising them. To be acceptable, Windshuttle and Windshuttle (1998) state good writing should have correct grammar and precise and clear content. Diyanni (2001) adds good writing is coherent. Readers can follow and understand it easily. Hughes (2001) describes underlying writing ability is a number of sub abilities such as control of punctuation. Considering the important points above, it can be concluded that good writing covers the aspects of grammar and coherence. 6. Perception Perception is defined by Elliot, et all (2000) as the giving of meaning to the discrete, meaningless stimuli that initially arouse awareness. Barkhuizen (1998) notes perception refers to feelings and views of the students. Students perception is important in language learning as Barkhuizen (1998) claims that it is important for teachers to discover their learners feelings and beliefs about their language learning process. He believes it can give input and consequently review and possibly change their teaching process. 15 Referring to the purpose of this study that is to identify students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, questionnaire will be used to identify students views and feelings of their levels of cognitive domaim lb CHAPTER ifi METHODOLOGY This chapter discusses the methods used to conduct the study which is related to identifying English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The first part discusses the issue of the study which is then followed by Study Design and continued by the Implementation of the study. A. Issue of Study This study is related to identifying English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The researcher is interested to conduct this study because of the fact that some students express their difficulties while attending Functional Grammar classes. It is expected that findings of this study can be used as input concerning with students perception towards their knowledge, comprehension, and ability to apply Functional Grammar. B. Study Design This study was designed to employ survey The instruments employed were questionnaire and interview. The questionnaire was used to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, whereas the interview was used to gather more detail data. This was to anticipate the possible weaknesses of questionnaire. This study employed stratified sampling as the 17 selection of respondents planned was based on their academic entrance. The data then were analyzed by clustering educational goals from Bloom (1956) and the aspects of Functional Grammar from Halliday (1994). It was designed that the respondents of questionnaire were 100 students and the respondents of the interview were 10 students. 1. Method of Study It was planned that survey was chosen to conduct this study. Brown and Rodgers (2002) state surveys are any procedures used to gather and describe the characteristics, attitudes, views, and opinion. The purpose of a survey as described by Nunan (1992) is generally to obtain snapshot of conditions, attitudes, and / or events at a single point in time. Based on the discussion above and the purpose of this study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, survey can be seen as the appropriate method. 2. Respondents it was planned that the respondents of this study were 100 students. They were English Department students of State University of Jakarta. The students were both from Educational and Non- Educational Programs who had completed Functional Grammar 1 and 2. The sampling procedure that was planned to be used in this study was stratified sampling. Bums (2000) describes stratified sampling is sampling in which groups or strata within the population are each sampled randomly. He adds that a population can be divided on the basis of social class membership, sex, level of intelligence or level of anxiety. The researcher planned to conduct this technique of sampling as Burns (2000) notes that sampling error is reduced by stratification for the sample can not differ from the population with respect to the stratifying factors. The respondents of this study were planned to be divided based on the Academic Entrance that is 2002,2003, and 2004. 3. Site and time This study was planned to be conducted in the English Department of State University of Jakarta in the second semester of Academic Year of 2005/2006. It was between 6 March 2006 and 13 March 2006. Referring to the purpose of study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, the researcher chose English Department of UNJ as the site of the study. It was designed that this study was conducted in between 6 March 2006 and 13 March 2006. This choice was made by considering the availability of time that the researcher had. It was also the time in which students were effective in the process of attending teaching-learning activities. 19 4. Instruments As mentioned in the previous section, this study was designed to employ survey. Questionnaire and interview were chosen to become the instruments of collecting data. In keeping with Blooms Taxonomy, both instruments were designed to include knowledge, comprehension, and ability to apply Functional Grammar. Detail description about the instruments is given in the following section. a. Questionnaire Questionnaire was chosen as one of the means to collect data used in this study. Questionnaire as discussed by Nunan (1992), is relatively popular means of collecting data. The questionnaire used for this study was designed to gather information and to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The total number of questionnaires is 36 items which represent students perception towards their knowledge, comprehension, and ability to apply. Each number of questionnaires consists of five different choices of answers that represent the scale of excellent, good, average, poor, and very poor. The questionnaire was designed to use Bahasa Indonesia in order to avoid misunderstanding of the respondents to answer each statement. To answer the questionnaire, the respondents were asked to choose only one answer of each number that represents knowledge, comprehension, and ability to apply Functional Grammar. 20 There were 7 questions prepared before conducting the interview. The questions covered the identifying students perception towards their knowledge, comprehension, and ability to apply Functional Grammar. The interview is to anticipate the possible weaknesses of questionnaire as described by Burns (2000) who proposes there is no opportunity to acquire supplementary observational data. Also, the respondents motivation for answering the questionnaire is unknown. C. Implementation of Study The research was uutiated by the fact that some students express their difficulties while attending Functional Grammar classes. Following such problems, the researcher was interested to conduct the study. It covered questionnaire and interview. This study was implemented by following the steps of the research procedures. 1. Data Collection Process Questionnaire and interview were used as means to collect the data. The data collection process lasted for 1 week that was between 4 May and 12 May 2006. The implementation of data collection was not as it was planned. This was because the process of making the questionnaire took longer time. At the same time, the researcher had to follow PPL program In addition, as the result of data of interview did not clearly present the specific area of writing that can be developed by applying Functional Grammar, the additional interview was again conducted that was between 14 July 2006 and 16 July 2006. 22 a. Collecting Data by Means of Questionnaire The set of questionnaire was given to 54 students who had completed Functional Grammar 1 and Functional Grammar 2. Before conducting the study, the researcher introduced herself to the respondents. The researcher also gave information about the purpose of the study to respondents. The distribution of questionnaire was done after classes that were on 4 May and 12 May 2006. The completion of the questionnaire took between 3 and 4 minutes. The questionnaire consists of 36 items which represent students perception towards their knowledge, comprehension, ability to apply Functional Grammar in analyzing text and writing ability. Items number I until 6 represent knowledge of clause as representation. Items number 7 until 12 represent comprehension of clause as representation. Items number 13 until 24 represent applicability of clause as representation. Items number 25 until 26 represent knowledge of clause as exchange. Items number 27 until 28 represent comprehension of clause as exchange. Items number 29 until 32 represent applicability of clause as exchange. Item number 33 represents knowledge of clause as message. Item number 34 represents comprehension of clause as message. Items number 34 until 36 represent applicability of Functional Grammar. To rank their abil ity, this study employed Likert scale. There were 5 scales used in this questionnaire namely excellent, good, average, poor, and very poor. The respondents were asked to choose one scale of each item. 23 I b. Collecting Data by Means of Interview The interview was held between 11 May and 12 May 2006. Since some students felt reluctant to express ideas of such problems and due to considering the limitation of time, the researcher decided to interview 6 students. The additional interview was conducted between 14 July 2006 and 16 July 2006. The researcher conducted the additional interview because the result of the previous interview did not cover the specific aspects of writing such as language and/or content aspects that can be improved by applying the concepts of Functional Grammar. There were three additional respondents interviewed. The previous and additional interview was conducted face-to-face discussion individually. The respondents for this interview were selected based on their various scores of Functional Grammar I and Functional Grammar 2. Respondent 4 and 7 who had completed Functional Grammar 1 and respondent 5 and 8 who had completed Functional 2 got A. Respondent 1, 2, 3, 5, and 8 who had completed Functional Grammar I and respondent 2, 3, 4, 7, and 8 who had completed Functional Grammar 2 got B. Respondent 6 and 9 who had completed Functional Grammar 1 and respondent 1 and 9 who had completed Functional Grammar 2 got C. The interview used Bahasa Indonesia. The reason was to avoid the possibility of different perception in understanding the questions. The use of Bahasa Indonesia for the interview was also to make the respondents understand and answer the questions easily. The questions of interview were related to identifying English Department students perception towards their knowledge, comprehensi on, and ability to apply Functional Grammar in analyzing text and writing. The specific areas of writing ability that could be improved by 24

Shakespeares Hamlet - Hamlet’s Villain, King Claudius Essay -- GCSE E

Hamlet’s Villain, King Claudius      Ã‚  Ã‚   In the drama Hamlet Shakespeare has concocted a multi-dimensional character in the person of King Claudius. It is the intent of this essay to analyze and probe all the various aspects of this curious personality.    Ward and Trent in The Cambridge History of English and American Literature consider Shakespeare’s options in designing the character of Claudius:    There were at least two ways in which an ordinary, or rather more than ordinary, dramatist might have dealt with this other â€Å"majesty of Denmark.† He could have been made a crude dramatic villain—a crowned â€Å"Shakebag† or â€Å"Black Will,† to use the phraseology of his creator’s own day. He could have been made pure straw—a mere common usurper. And it would appear that he has actually seemed to some to be one or other of these two. Neither of them is the Claudius which Shakespeare has presented; and those who take him as either seem to miss the note which, putting sheer poetic faculty once more aside, is the note of Shakespeare. It is not to be supposed that Shakespeare liked Claudius; if he did, and if he has produced on respectable readers the effect above hinted at, he certainly was as ineffectual a writer as the merest crà ©tin, or the merest crank, among his critics could imagine. But neither did he dislike Claudius; he knew tha t, in the great Greek phrase, it was the duty of creators to â€Å"see fair†Ã¢â‚¬â€[char]—in the handling of their creations. It would appear that the successor of Hamlet I might have been a very respectable person, if his brother had not possessed a kingdom and a queen that he wanted for himself. (vol.5, pt.1, ch.8, sec.16, no.53)    Literary criticism varies in its evaluation of Claudius. The â€Å"very... .... San Diego: Greenhaven Press, 1996. Rpt. from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000 http://www.bartleby.com/215/0816.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.               

Freefall and Projectile Motion

Freefall and Projectile Motion Introduction and Objectives This lab experiment was done to determine the characteristics of free fall and projectile motion in Physics. The motion in which a body is thrown or projected is called Projectile motion while free fall is any motion of a body where gravity is the only force acting upon it, at least initially. In this experiment, a photogate, a chopper, and a Universal Lab Interface were used to determine the free fall motion of the chopper as it was released. A ball, carbon paper, and an L-shape projector were also used to determine the range of projectile motion of a ball being released from a horizontal yet slightly vertical slope. At the end of the experiment, one will know how velocity and time affect the acceleration of a free falling object and its projectile motion. Thoery Aristotle stated in his theory of motion that the fall of a heavy object toward the center of the earth is a natural motion because the object is just returning to its natural place. He also stated that heavy objects fall faster than lighter ones because increase in the rate of motion is proportional to the weight of the object. Galileo’s theory states that the when a ball was rolled down an inclined plane at fixed angle? ; the ratio of the distance covered to the square of the corresponding time was always the same, but that when the angle of inclination is changed, the constant also changes but remains the same for the same angle. The constant d/t2 is also the constant for falling object (refers to the acceleration due to gravity). The experimental range used in the experiment is 45 cm, and the expression of the range of the projectile was found in terms of Vg and h. The horizontal distance traveled by the projectile for the total time of flight is given simply by R=vxt where t is the total time of flight and vx is the constant horizontal velocity. The time of flight was found using the equation for vertical motion, which is y=yi + viyt-1/2gt^2. After each experiment, the Logger Pro software determined the curve of the time vs velocity graph to determine which had a better Linear fit, either the Quadratic or the Linear curve. http://physicse-book8. blogspot. com/) Results and Discussion A. Free fall Motion Trial NumberAcceleration Value (m/s^2) 119. 32 219. 46 319. 57 419. 61 520. 58 Ave acceleration (m/s^2)19. 71 The quadratic curve proved to give a better fit because the points formed a curved line and are constantly increasing. The percentage error calculated . 56. This is because the heights from where the picket fence was dropper was different in every trial. B. Projectile Motion Highest Point TrialDistance (m)Velocity (m/s) 1. 455. 98 2. 461. 04 3. 435. 97 4. 435. 96 . 441. 01 Mid-Point TrialDistance (m)Velocity (m/s) 1. 365. 79 2. 36. 793 3. 365. 78 4. 368. 78 5. 358. 79 Conclusion This lab experiment proved helpful in understanding free fall. It was shown that under the influence of gravity, an object falls on its own with its velocity accelerating at a constant pace. It is said that when the only force acting on an object is the Earth’s gravitational force,it is in free fall. There cannot be any other force acting upon it, especially air resistance, which should either be absent or ignored by its minute size. The force of gravity on an object is nearly constant when the object in free fall is near the earth’s surface. Because of this, the object accelerates downward at a constant rate. This acceleration is usually represented with the symbol g. In this experiment, a precise timer was connected to the computer and a Photogate was used to measure the acceleration due to gravity. â€Å"The Photogate has a beam of infrared light that travels from one side to the other. It can detect whenever this beam is blocked. † A Picket Fence or a chopper, a piece of clear plastic with equally spread out black sections on it, was dropped. As the Picket Fence passes through the Photogate, the computer will measure the time from the leading edge of one bar blocking the beam until the leading edge of the next bar blocks the beam. † This timing continues as all eight bars pass through the Photogate. From these measured times, the program will calculate the velocities and accelerations for this motion and graphs will be plotted. http://www. waukeshasouth. com/physics1/photo. html http://www. oppapers. com/essays/Picket-Fence-Free-Fall/567967

Pride and Prejudice Analysis on the Theme of Love Essay

* Ultimately, Pride and Prejudice is a love story in that the way Darcy/Elizabeth and Bingley/Jane finally come together forms the basis of the plot. * True love, as it is represented in the novel, can overcome the odds such as the interference of well-meaning friends as well as pride and prejudice. It lasts over time and is not based on a few weeks’ acquaintance. Austen seems to believe in love based on mutual gratitude, esteem and respect. Being intellectually and characteristically equal also seems to be important. This is demonstrated in the characters and relationships mentioned above. The power of love to change people is also explored with Elizabeth and Darcy becoming better people as a result of their relationship. * Some other marriages such as Wickham/Lydia, Mr. and Mrs. Bennet and Mr. Collins/Charlotte are looked upon disapprovingly because they are not marriages of true love, but marriages based on desire or financial convenience. Marriage * Marriage is seen as necessary for social respectability and material comfort. The sole aim of Mrs. Bennet’s life is get her daughters married, hence showing its importance. * There are different aims and kinds of marriages. Marriages for convenience, financial security, desire and of course, love are the most common ones. * There is the question of where to draw the line between the prudent and mercenary motive in marriage. * The novel reflects the real societal problem of the lack of availability of suitable partners, reflected in Charlotte’s desire to grasp at anything. * Austen shows that marriage can be motivated by love and not money through the main characters. Darcy and Bingley both marry socially and financially inferior women. * â€Å"She began now to comprehend that he was exactly the man, who, in disposition and talents, would most suit her. His understanding and temper, though unlike her own, would have answered all her wishes. It was a union that must have been to the advantage of both; by her ease and liveliness, his mind might have been softened, his manners improved, and from his judgement, information, and knowledge of the world, she must have received benefit of greater importance. But no such happy marriage could now teach the admiring multitude what connubial felicity really was.† (P.295-6) Wealth * In the novel, wealth is seen as beneficial commodity but not necessarily guaranteeing happiness, morality and good sense. Bingley and Darcy choose their wives for their character and beauty probably because they have a better chance of happiness. Miss Bingley is rich but lacking in good morals and kindness. Lady Catherine is also rich but lacking in good sense. * Solely marrying for money is frowned upon, i.e. Mr. Wickham, Mrs. Bennet’s vulgar desire to have her daughters marry rich men * Austen places character above material wealth in terms of choosing a marriage partner, as Elizabeth initially refuses Darcy despite his great fortune. * Austen shows that worth is not based on wealth or social, that personal qualities are important too, such as morality and intelligence. First impressions * Linked to prejudice, Austen shows that first impressions are not always a true reflection of the way things really are. This is shown best through the characters of Wickham and Darcy. * Darcy also has to overcome his first impression of Elizabeth, especially her less than friendly attitude towards him. * Austen endorses the value of not judging a person immediately but taking time to see their true character. Pride * Austen disapproves of excessive pride through the depictions of Lady Catherine, Darcy and Mr. Collins. Lady Catherine thinks she has a right to interfere in all aspects people’s lives, Mr. Collins is arrogant because of his association with Lady Catherine and his moral rightness and Darcy’s pride provokes the dislike of people, in particular, Elizabeth. Elizabeth is also proud in that she stubbornly believes she is right about Darcy and persists in disliking him. * â€Å"Pride is a very common failing, I believe. By all that I have ever read, I am convinced that it is very common indeed, that human nature is particularly prone to it, and that there are very few of us who do not cherish a feeling of self-complacency on the score of some quality, real or imaginary.† * Mary also says, â€Å"Vanity and pride are different things, though the words are often used synonymously.† (P.21) Pride is about what we think of ourselves, while vanity is about the opinions of others. Ignorance * Austen disapproves of ignorance, demonstrated in the way that certain characters are mocked for their stupidity, in particular, Mrs. Bennet, Lydia, Mr. Collins and Lady Catherine. Their ignorance is often a source of humour. * Austen endorses intelligence – both Darcy and Elizabeth are intelligent, and seems to promote reading for the getting of knowledge and understanding. * To some extent, Elizabeth is ignorant too because of her prejudice towards Wickham and Darcy. â€Å"Pleased with the preference of one, and offended by the neglect of the other, on the very beginning of our acquaintance, I have courted prepossession and ignorance, and driven reason away.† (P.202) Therefore, prejudice is linked with ignorance. Similarly, people dislike Darcy because of ignorance; they don’t who he really is. Courtship * The novel explores different methods of courtship. Mr. Collins and Mr. Darcy both have interesting methods. Mr. Darcy apologises for being in love and insults Elizabeth. Mr. Collins lists all the practical benefits of marriage for himself and is totally unconvincing in his expressions of love. They sound like the complements he likes to create and prepare. * Jane conceals her affection too much. â€Å"If a woman conceals her affection with the same skill from the object of it, she may lose the opportunity of fixing him; and it will then be but poor consolation to believe the world equally in the dark.† (P.22) Characters Elizabeth Bennet * Lively, attractive, spirited, articulate, well-mannered, affectionate, genteel * intelligent, perceptive, well-read, independent, rational * Easily prejudiced positively and negatively; determined to dislike Darcy and like Wickham * High moral standards; high ideals about marriage and love * Cheerful disposition; able to laugh at her misfortunes * Realises her mistakes and follies when she sees Darcy’s nature * Ashamed of the oddities of her family, yet devoted to their wellbeing * Displays strength and intelligence when confronted by Lady Catherine; sees through her wealth and status Fitzwilliam Darcy * Handsome, refined, discreet, intelligent, articulate * Morally upright, devoted to his sister, honest, honourable, loving, highly praised by housekeeper, accepts blame * conscious of his pedigree, arrogant, shy, uncomfortable around strangers, reserved * Becomes more modest, humble and well-mannered after Elizabeth reprimands him Jane Bennet * Attractive, genteel, kind, inclined to think the best of people, sensitive, modest, patient, a little bit too perfect to be true Charles Bingley * Sociable, lively, unreserved, keen on pleasing others, relies on Darcy for guidance, kind, loved by everyone, gentleman-like, lacks resolution and his own opinion Mr. Bennet * Quick, reserved, sarcastic, humorous, capricious, has philosophic composure * Is content to laugh at the oddities of his family without endeavouring to fix them * Irresponsible towards his family; realises this after the Lydia/Wickham affair * Favours Elizabeth because they are similar in intellectualism and character * Well-read, likes the country, shuts himself in his library away from his family * Regrets marrying a woman he can’t respect, enjoys teasing his wife Mrs. Bennet * Comic figure, foolish, talkative, snobbish, ignorant, uncertain temper, small-minded, naive * Business of life was to get her daughters married; nothing matters more to her, hypocritical Caroline Bingley * Shallow, materialistic, snobbish, unkind, lacks integrity, wants Darcy, hypocritical Mr. Collins * Comic figure, absurd, complements everything, thinks he is serious, apologises excessively * Feels proud because of his association with Lady Catherine and because of his moral uprightness * Marries solely for practical reasons, not for love * Other people generally can’t stand him except for Charlotte who seems to be willing to tolerate him Lady Catherine de Bourgh * Comic figure; associated with author’s satire of appearances and good breeding * Arrogant, authoritative, thinks she has a right to dictate every aspect of people’s lives * Patronising, condescending; perhaps this is suits her role as a patroness * Lacks wisdom and gentility, forthright, conscious of her rank and pedigree Mr. Wickham * Uses his good looks and charm to attract wealthy women for their money, seems to have no morals, has all the appearance of goodness, lives wildly, squanders all his money, takes advantage of other people’s kindness, initially loved by everyone, stands in contrast to Darcy Charlotte Lucas * Pragmatic in terms of marriage, seems to eager to grasp at any offer of marriage Mr. & Mrs. Gardiner * Like-minded to Jane and Elizabeth, one of the few relatives Elizabeth isn’t ashamed of. Lydia Bennet * High-spirited, similar to her mother, obsessed with officers, wild and unrestrained, uncivil, boisterous, talkative, unashamed, fearless, noisy Mary Bennet * Studious, well-read, intellectual, prides herself on morality and sense, works hard for accomplishments, has a conceited and pedantic air Style * Use of exaggeration * Formal, refined language; elegant dialogue * Subtle, light touch, not vicious or forceful * Irony – â€Å"In a fortnight they (the officers) were to go, and once gone, she (Elizabeth) hoped there could be nothing more to plague her on his (Wickham) account.† (P.215). This is irony in setting up for Lydia’s elopement with Wickham. * Caricature – Mrs. Bennet, Mr. Collins and Lady Catherine are all examples of what Jane Austen thinks people should not be. Setting * Small country town – gossip, ignorance, small-mindedness. â€Å"Mr. Darcy†¦drew†¦attention†¦by his fine, tall person†¦and the report which was in general circulation within five minutes after his entrance, of his having ten thousand a year.† (P.12) In a small town, all they do visit each other and gossip, especially people like Mrs. Bennet. Also reflected in Mrs. Bennet is the small-mindedness and ignorance. * 18th century England – reflected in social conventions, social rank, class system, marriage. > Social conventions – The Bennet girls couldn’t visit Bingley until Mr. Bennet went first. Husbands and wives rarely referred to each other by first names in front of servants. > Social rank and class system – Darcy, Bingley and Lady Catherine are higher in rank than the Bennets, the Lucases and the Collins’. Therefore the Bennet girls were advancing in their status by marrying Darcy and Bingley. There is hardly any mention of the lower classes > Marriage – the general opinion was that marriage equalled happiness, social security and financial convenience especially for women. Context * Much social upheaval in other parts of Europe; however, this is not evident in this novel. England was still very much a class-ridden society. Austen only focuses on the comfortable lives of the middle and upper classes. It was fashionable for young ladies of the middle class to do as little domestic work as possible. This is why the Bennet girls seem to have nothing to do except visit officers, shop, go to balls, socialise, play music and read.

Arthur Miller links to play The Crucible Essay Example

Arthur Miller links to play The Crucible Essay Example Arthur Miller links to play The Crucible Essay Arthur Miller links to play The Crucible Essay ob was to hunt down Communists and root them out. Many public figures?including actors and film directors?were brought before the committee and asked if they were Communists and to name anyone they thought was a Communist. If they refused to do so, they were presumed guilty. There is also a parallel to what was going on in the play, with the Salem Witch Trials?people who were presumed to be guilty of witchcraft were forced to confess. Mccarthy ensured that any actors/directors that were found guilty would never work in Hollywood again. There are still difficulties found when interpreting The Crucible as a strict allegorical representation of the sasss McCarthy. There were definitely Communists in sasss America, especially in the Massachusetts bay Area of New England where Salem would have been found, but there was no proof of any real witches or devil-worshipers?The Salem Witch Trials was Millers area of Study as an undergraduate when at the University of Michigan. The general outline of the play corresponds to the events of the Witch Trails of Salem in 1692. Parallels between Arthur Millers history and the novel: In 1956, Miller divorced his first wife Mary Clattery who he had two children with, and married Marilyn Monroe. Monroe was one of the most famous actresses in America and her love life was thrust onto every tabloid. Shortly after their marriage, Miller was called before the HUGH (House of Un-American Committee), which could have potentially ruined both his and Monomers career. There are links between the characters. John Proctor as Miller, and Elizabeth as his first wife Mary Clattery. Monroe is represented by Abigail, the woman he and also John Proctor, has an affair with.

Major Idea of Teaching Mathematics

Major Idea of Teaching Mathematics Upon reading the framework, it is evident that the major idea of teaching mathematics in California public schools revolves around the development of a balanced instructional program that not only provides students with an enabling environment to become proficient in basic computational and procedural skills, but also to continuously develop conceptual understanding of the mathematical concepts and become proficient in problem solving.Advertising We will write a custom critical writing sample on Major Idea of Teaching Mathematics specifically for you for only $16.05 $11/page Learn More As indicated in the framework, teachers should aim to achieve a balance between these three concepts (proficiency in computational and procedural skills, attainment of conceptual understanding, and proficiency in solving new or perplexing problems) if they expect their students to be competitive in mathematics (California Department of Education, 2006). The concepts are interr elated; hence teachers must strive to come up with methodologies and strategies to deliver them to mathematics students according to the standards of a particular grade level. As indicated in the framework, â€Å"when students apply basic computational and procedural skills and understandings to solve new or perplexing problems, their basic skills are strengthened, the challenging problems they encounter can become routine, and their conceptual understanding deepens† (California Department of Education, 2006 p.5). Consequently, it is suggested that the major idea of teaching mathematics to students in California public schools entails connecting their skills, conceptual understanding, and problem solving capability to develop a network of mutually reinforcing components in the curriculum that are intrinsically aligned with the standards depending on grade level. Examples of Teaching Strategies From the framework, it is clear that no single strategy of instruction is the best or most appropriate in all contexts, and that teachers have a wide choice of instructional strategies including â€Å"direct instruction, investigation, classroom discussion and drill, small groups, individualized formats, and hands-on materials (California Department of Education, 2006 p.5). As one of the approaches to teaching, direct instruction is not only skills-oriented but the teaching practices it adopts are essentially teacher-directed.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In teaching algebra and functions to grade six students, for example, a teacher can use small-group, face-to-face instruction to demonstrate to students how to solve linear equations and develop algebraic reasoning at each step of the process by breaking down the instructions into small units, sequencing them deliberately, and teaching them in an explicit manner. Although teachers can use t his strategy to ensure that Grade six students are able to use their computational skills and conceptual understanding to solve problems in algebra through explicit, guided instructions, the strategy nevertheless limits student’s creativity and active exploration. The other teaching strategy is investigation, whereby teachers play an active role in guiding students to identify a topic of interest, explore the current knowledge on the topic, frame the topic into manageable questions, gather appropriate information, analyze and synthesis the information, take action on the findings, and reflect on the outcomes found. This strategy could be used to teach geometry to grade six students as it does not only facilitate an explicit understanding of geometric concepts, including raising students’ levels of geometric thinking, but also motivates students by presenting mathematical topics in an enjoyable and interesting manner that challenges their intellectual development. Refle ction Overall, upon reflection, I have learnt that no single method of instruction is the best or most appropriate in all situations, it is important to balance the concepts of computational and procedural skills, conceptual understanding and problem solving capability when teaching mathematics, in mathematics instruction, new skills are developed almost exclusively on previously learned skills, methods of assessing students for mathematics comprehension should be context-specific. These learning outcomes can be implemented in real-life classroom situations by coming up with a well formulated framework that does not necessarily follow a linear order to ensure students benefit from the mathematics lessons taught in class, and also by proactively aligning instruction with assessment. Reference California Department of Education. (2009). Mathematics framework for California public schools: Kindergarten through grade twelve. Retrieved from https://www.cde.ca.gov/Advertising We will write a custom critical writing sample on Major Idea of Teaching Mathematics specifically for you for only $16.05 $11/page Learn More

5 of the Best Plays by Tennessee Williams

5 of the Best Plays by Tennessee Williams From the 1930s until his death in 1982, Tennessee Williams crafted some of America’s most beloved dramas. His lyrical dialogue drips with his special brand of Southern Gothic a style found in fiction writers such as Flannery O’Connor and William Faulkner (but not seen too often upon the stage). During his lifetime, he created over thirty full-length plays, in addition to short stories, memoirs, and poetry. His golden age, however, took place between 1945 and 1961. During this time, he created his most powerful plays. Among those are five that will forever remain among the best dramas for the  stage. These classics were instrumental in making Tennesee Williams one of the best playwrights of modern times and they continue to be audience favorites. #5 – The Rose Tattoo Many consider this Williams’ most comedic play. Originally on Broadway in 1951, The Rose Tattoo tells the story of Serafina Delle Rose, a passionate Sicilian widow who lives with her daughter in Louisiana. The play explores the theme of newfound romance after a long period of loneliness. The author described The Rose Tattoo as â€Å"the Dionysian element in human life.† For those of you who don’t wish to run to your Greek mythology book, Dionysus, the God of Wine, represented pleasure, sexuality, and rebirth. Tennessee Williams’ comedy/drama exemplifies all of the above. Interesting Tidbits: The Rose Tattoo was dedicated to his lover, Frank Merlo.In 1951, The Rose Tattoo won Tony Awards for Best Actor, Actress, and Play.Italian actress Anna Magnani won an Oscar for her portrayal of Serafina in the 1955 film adaptation of The Rose Tattoo . #4 – Night of the Iguana When I was 12 years old, I stayed up late to watch what I thought was going to be a midnight monster movie about a Radioactive Iguana who destroys Japanese cities. Instead, I ended up watching an adaptation of Tennessee Williams play Night of the Iguana . There are no oversized lizard creatures, but there is the compelling main character, ex-Reverend T. Lawrence Shannon. Expelled from his church community, he has turned from a respected minister into an alcoholic tour guide who leads his disgruntled group to a small Mexican resort town. Shannon is tempted by the lustful widow, Maxine, who owns a seedy hotel. However, it seems his true calling is to emotionally connect with an impoverished, gentle-hearted painter, Miss Hannah Jelkes. They form a bond more complex and fulfilling than Maxine could ever offer. Interesting Tidbits: The original 1961 Broadway production featured Betty Davis in the role of the seductive and lonely Maxine.The 1964 film adaptation was directed by the prolific and versatile John Huston.Like the main character, Tennessee Williams struggled with depression and alcoholism. #3 – The Glass Menagerie Many argue that Williams’ first major success is his strongest play. To be sure, The Glass Menagerie exhibits the playwright at his most personal. The play is ripe with autobiographical revelations: The absent father in The Glass Menagerie is a traveling salesman – like Williams’ father.The fictional Wingfield family lived in St. Louis, as did Williams and his real-life family.Tom Wingfield and Tennessee Williams share the same first name. The playwrights real name is Thomas Lanier Williams III. The fragile Laura Wingfield was modeled after Tennessee Williams’ sister, Rose. In real life, she suffered from schizophrenia and was eventually given a partial lobotomy, a destructive operation from which she never recovered. It was a constant source of heartache for Williams. Considering the biographical connections, the regretful monologue at the play’s end feels like a personal confession. Tom: Then all at once my sister touches my shoulder. I turn around and look into her eyes... Oh, Laura, Laura, I tried to leave you behind me, but I am more faithful than I intended to be! I reach for a cigarette, I cross the street, I run into the movies or a bar, I buy a drink, I speak to the nearest stranger anything to blow your candles out! For nowadays the world is lit by lightning! Blow your candles out, Laura and so good-bye... Interesting Tidbits: Paul Newman directed the 1980s film adaptation which starred his wife Joanne Woodward.The film contains an interesting moment not found in the original play: Amanda Wingfield actually succeeds in selling a magazine subscription over the phone. It sounds trivial, but it’s actually presented as a heartwarming triumph for the character – a rare beam of light in an otherwise gray and weary world. #2 – A Streetcar Named Desire   Of the major plays by Tennessee Williams, A Streetcar Named Desire contains the most explosive moments. This is perhaps his most popular play. Thanks to director Elia Kazan, Marlon Brando, and Vivian Leigh, it became a motion picture classic. Even if you haven’t seen the movie, you have probably seen the iconic clip in which Brando screams for his wife, â€Å"Stella!!!!† Blanche Du Bois serves as the delusional, often vexing but ultimately sympathetic protagonist. Leaving behind her sordid past, she moves into the dilapidated New Orleans apartment of her co-dependent sister and brother-in-law, Stanley – the dangerously virile and brutish antagonist. Many academic and armchair debates have involved Stanley Kowalski. Some have argued that the character is nothing more than an apelike villain/rapist. Others believe that he represents the harsh reality in contrast to Du Bois’ impractical romanticism. Still, some scholars have interpreted the two characters as being violently and erotically drawn to one another.   From an actor’s viewpoint,  Streetcar  might be Williams best work. After all, the character of Blanche Du Bois delivers some of the most rewarding  monologues  in modern theater. Case in point, in this provocative scene, Blanche recounts the tragic death of her late husband: Blanche: He was a boy, just a boy, when I was a very young girl. When I was sixteen, I made the discovery love. All at once and much, much too completely. It was like you suddenly turned a blinding light on something that had always been half in shadow, thats how it struck the world for me. But I was unlucky. Deluded. There was something different about the boy, a nervousness, a softness and tenderness which wasnt like a mans, although he wasnt the least bit effeminate looking still that thing was there ... He came to me for help. I didnt know that. I didnt find out anything till after our marriage when wed run away and come back and all I knew was Id failed him in some mysterious way and wasnt able to give the help he needed but couldnt speak of! He was in the quicksands and clutching at me but I wasnt holding him out, I was slipping in with him! I didnt know that. I didnt know anything except I loved him unendurably but without being able to help him or help myself. Then I foun d out. In the worst of all possible ways. By coming suddenly into a room that I thought was empty which wasnt empty, but had two people in it ... the boy I had married and an older man who had been his friend for years ...Afterward we pretended that nothing had been discovered. Yes, the three of us drove out to Moon Lake Casino, very drunk and laughing all the way.We danced the Varsouviana! Suddenly, in the middle of the dance the boy I had married broke away from me and ran out of the casino. A few moments later a shot!I ran out all did! all ran and gathered about the terrible thing at the edge of the lake! I couldnt get near for the crowding. Then somebody caught my arm. Dont go any closer! Come back! You dont want to see! See? See what! Then I heard voices say Allan! Allan! The Grey boy! Hed stuck the revolver into his mouth, and fired so that the back of his head had been blown away!It was because on the dance floor unable to stop myself Id suddenly said I saw! I know ! You disgust me ... And then the searchlight which had been turned on the world was turned off again and never for one moment since has there been any light thats stronger than this kitchen candle ... Interesting Tidbits: After debuting the role of Blanche on Broadway, Jessica Tandy was originally supposed to play the role in the film. It seems that she didnt have the star power to attract movie goers. Olivia de Havilland turned down the role and it was given to Vivien Leigh.Vivien Leigh won an Oscar for Best Actress in the film, as did supporting actors Karl Malden and Kim Hunter. Marlon Brando, however, did not win Best Actor though he was nominated. That title went to Humphrey Bogart for The African Queen in 1952. #1 - Cat on a Hot Tin Roof This play blends elements of tragedy and hope, earning its place as the most powerful work of Tennessee Williams’ collection. The taciturn protagonist Brick Pollitt struggles with alcoholism, the loss of his youth, the death of a loved one, and several other inner demons, not the least of which might be his repressed  sexual identity.   Brick is devastated over the suicide of his friend Skipper who killed himself after he tried to discuss his feelings. When Brick and his father finally determine the source of his angst, the protagonist learns about self-forgiveness and acceptance. Cat represents the most headstrong of the playwright’s female characters. Like other women in Williams’ plays, she experiences adversity. But instead of verging on insanity or wallowing in nostalgia, she â€Å"claws and scratches† her way out of obscurity and poverty. She conveys unbridled sexuality, yet we learn that she is ultimately a faithful wife who lures her husband back to the marriage bed by the play’s end. The third major character in  Cat on a Hot Tin Roof is Big Daddy, the wealthy and powerful patriarch of the Pollitt family. He exhibits many negative traits. He is gruff, callous, and verbally abusive. Yet, when Brick and the audience learn that Big Daddy is on the brink of death, he gains out sympathy. More than this, when he overcomes despair and bravely embraces the little remainder of his life, he earns our solemn respect. The inevitable death of the father awakens a long-overdue sense of purpose with the son. Brick decides to return to the bedroom with the ambition of starting a family. Hence Tennessee Williams shows us that despite the unavoidable losses throughout our lives, loving relationships can endure and a meaningful life can be attained. Interesting Tidbits: Cat on a Hot Tin Roof won the Pulitzer Prize in 1955.The play was adapted into a 1958 film which starred Paul Newman, Elizabeth Taylor, and Burl Ives, who originated the role of Big Daddy on Broadway.

Research Design And Analysis Week 5 Assignment 2

Research Design And Analysis Week 5 2 - Assignment Example Qualitative studies also focus on development of meaning on a subject matter as opposed to the scope of quantitative research that focuses on identifying and testing existence of causal relationships. The scope of the article however identifies focus on understanding the role of critical praxis in teamwork. Qualitative research is also subjective, depends on people’s opinion and this identifies with the authors’ approach that express their informed opinion on the subject. Use of words, subjectivity, and focus on development of meaning therefore identifies the article as a qualitative article (Seibold & Kang 2008; Gerrish & Lacey, 2013). The author does not offer a theoretical framework for the study that is exploratory. No discussion therefore exists on a theory or previous application of a theory. The authors also failed to develop research questions for their study. In addition, the authors do not state their study’s dependent and independent variables. The exploratory scope of the study also fails to offer a basis for assuming variables and their relationship (Seibold,

Child Labor in Egypt Essay Example | Topics and Well Written Essays - 1000 words

Child Labor in Egypt - Essay Example One example of the central reasons behind the development includes; highly challenging living conditions. This reflects on the cost of living across Egypt. Apparently, the cost of living is hiking while the wages remain constant. Additionally, the necessities of life are never constant. Basic necessities such as food, clothing and shelter are listed among the common expenses incurred by any population across the world. The increased cost of living has implicated increase expenses, with regards to basic survival. Families in Egypt have resulted into the adoption extreme adaptation measures in order to make extra coins for survival. Such measures include the embrace of eventualities such as child labour. A poor family with children in their middle age is forced to engage them into income earning activities in the quest of increasing the tally it accrues by the end of the day (Wahba 145). Other factors that are contributing to the development of these cases include the increased cost of basic education in Egypt. Unlike in several countries in the continent which have endorsed full or partial subsidise of basic or elementary education, Egypt is yet to adopt such measures on its education system. Parents living under challenged income eventuate into being unable to cater for basic education. This implies that their children can no longer engage into education since they are unable to sponsor them through the system. This development leads to the emergence of populations of increased school dropouts, or young children who are not attached to any schooling system. Presence of uncommitted children in a family is rather frustrating in accordance to their increased demands and necessities. This leads to a build-up of frustrations in the system, prompting the parents to seek for alternatives. Another fuelling factor over the topic of child labour is the benefits associated to their deployment. Their services are extremely cheap since they have reduced negotiation edges. T his is due to the fact that their presence is fuelled by the demands of their families, other than their personal needs. They, therefore, beg for opportunities since a day without will imply difficulties in survival back at home. The employers of child workers are fully conscious of this aspect. They instead readily embrace it towards their own gains. This includes exploitation of the young children since they have undermined defences. On average, an Egyptian child labourer earns an average 150 pounds (almost two US dollars) in a day. The girls are rather discriminated since they earn an average of 100 pounds in a day. This is irrespective of the equity in some of the tasks which they are anticipated to perform (El-Gabalawi 87). In some situations, the parents organize for their absorption, leading to reduced inconsideration or victimization in terms of wages. However, they are still subjected to several other risks. This includes the lack of employees cover to the rest of the labou rers. Such cover caters for various topics, amongst them medical and pension schemes. This implies that the children subjected to remunerative labour are not covered over the risks that may eventuate during their span of operation. This is inconsiderate, especially towards the children especially when considering the fact that children are the propellers of the future generation. Subjecting them to conditions that jeopardize their health

Interview with the Lieutenant Detective Ricky Rivera Assignment

Interview with the Lieutenant Detective Ricky Rivera - Assignment Example The interview that has been conducted focuses on his professional as well as personal life so as to draw a conclusion in terms of the factors that have affected the career and goal of Rivera. The assignment even reveals his bravery in handling juveniles and his various other success stories that have made him what he is in the present scenario. On the other hand, the assignment would even comprise of certain other interview questions in terms of preferred role and responsibilities of Rivera in the future. The interview would even outline the current role of the individual and the ways in which this role would help him in the long run. The assignment is a thorough analysis of the interview conducted with Ricky Rivera and details of which would be mentioned in the below-given sections. The interview has been conducted with Ricky Rivera who is presently part of the Passaic police department. He is working in this department for many years and is currently posted as a lieutenant detective. He has handled many complex cases and even has been rewarded with appraisals or promotion. The address of the police department in which Rivera is working is 330 Passaic Street New Jersey 07055. When interviewed Ricky Rivera stated that he still does not possess any college degree and he said that this degree did not matter much for him in the career path. He said that he was only focused towards entering into a profession that would help him to utilize his skills and would also enable him to serve the country in some way or another. Rivera was always dedicated towards his job with more of attention towards reducing crime from the region which was under his control. Rivera in the interview said that individuals who want to set their career as a detective need to only hold a high sc hool diploma or GED. He even stated that all that is required in this career path is to be dedicated towards the job role and to be passionate towards the work.  Ã‚  

Marketing & Entrepreneurship What makes entrepreneurs successful Is it Essay

Marketing & Entrepreneurship What makes entrepreneurs successful Is it skill or luck - Essay Example In this paper, the researcher will use example of Sir Alan Sugar who is not only the founder of consumer electronics giant Amstrad but also the example for entrepreneurs across the world. Sir Alan Sugar established the company at the age of 21 when majority of his classmates were learning in the colleges in order to get job. Before retiring from the organization, Sir Alan Sugar transformed Amstrad from start up venture into electronics giant which is synonymous with innovation, value for money offering and customer loyalty. Was Sir Alan Sugar a magician who is blessed with sheer amount of luck or Sir Alan Sugar was a hardworking individual who used skill and intuition to build the Amstrad Empire? At this point, the essay is not mature enough to answer the question but it is expected that at the end of this essay, the answer will be revealed. One has to understand theoretical underpinning of entrepreneurship before answering the above question whether luck is important or not in makin g an entrepreneur successful. Hence, in the next section, the researcher will try to figure out pertinent variables that affect the success of an entrepreneur. Modern research scholars such as Coulter (2001) and Kirby (2004) defined entrepreneurship as the process with which a particular individual or set of individuals try to fulfil their objectives by creating value for people in the society. Nixon (2004) and Van Praag and Cramer (2001) argued that it is not necessary for entrepreneurs to create value for society rather it is more important for an individual to fulfil existing needs through innovation and unique offer in order to classify as entrepreneur. It is understandable, why management scholars tried to identify the role of luck for an entrepreneur, because giving importance on luck factor will probably disregard the importance of management skill in developing a successful enterprise. Research scholars such as Kaplan and Schoar (2005) and Hochberg, Ljungqvist, and Lu (2006) nullified the importance of luck in helping an entrepreneur to become successful. These research scholars have given examples of successful enterprises that are funded by more experienced venture capitalists in comparison to enterprises that failed due to inexperience of venture capitalists. Hochberg, Ljungqvist, and Lu (2006) strongly argued that a more experienced and skilled entrepreneur has more probability to succeed in comparison to a novice entrepreneur. Eesley and Roberts (2006) raised question over role of luck in helping an entrepreneur to succeed in a competitive environment. According to them, people often mistakenly identify the skill, experience and strategic intelligence of the entrepreneurs as the sheer amount of luck. Eesley and Roberts (2006a and 2006b) amusingly pointed out that there is no such thing as luck for an entrepreneur because an entrepreneur can move ahead in business by understanding the market need and fulfilling the need of customers by offering them value. Research scholars such as Eesley and Roberts (2006a) and Kaplan and Stromberg (2003) found that successful entrepreneurs are those who do not stop estab lishing new enterprises after failure in the previous start-ups. It is evident from the research works of previous research scholars that luck plays very little role in helping an entrepreneur to establish successful enterprises. In such context, Chatterji (2005) showed that experience in working in a particular

Mondrian's Mathematical principles art Speech or Presentation

Mondrian's Mathematical principles art - Speech or Presentation Example Mondrian employed the very simple geometrical shapes and primary colors for expressing reality, nature and logic. His perspective of viewing things was different. He considered that it is possible to construct any kind of shape as long as there is a basic geometric one. Same is the case with colors; any color can be made by a combination of two or more of the primary colors, red, blue and yellow. A very common element of Mondrian’s art is the Golden Rectangle. This comes under the basic shapes and it has been used repeatedly by Mondrian in his artwork. The following compositions were created using the primary colors and both contain several golden rectangles. The first one was painted in 1942 and the second, right one in 1926 (Mondrian 1937–42). Basically, through his work Mondrian wanted â€Å"to achieve harmony through the balance of the relationships between lines, colors and planes. But only in the clearest and strongest way† (Ruhrberg, et al. 2000,

Different modes of interpreting treaties between North American Essay

Different modes of interpreting treaties between North American Aboriginal Peoples and the Crown - Essay Example Hence treaties between the aboriginal people and the crown establish a moral basis and a moral and constitutional basis of alliance between the people of the first nation and the sovereign institutions of Canada. The treaties which they have made are right important to the Canadian natives because they perceive them to be sacred. The binding character and the sacredness of their treaties with the crown is not to be primarily found on the legalistic language or the signature marks which adorned the treaty documents. The sacredness of the aborigines treaties were rooted in what they referred to as the aboriginal languages (Canadian natives), at the time when they were negotiating the treaties with the crown, deliberations were usually accompanied with an exchange of some presents which were symbolically significant or by smoking a sacred pipe. On the side of the crown the basic principles of treating making was initiated by King George III. Most recently these treaties have been interpreted differently by different institutions such as the courts. The discussion in this paper will include the literal approach, focusing on the written version of treaty presented by the Government of Canada; "spirit and intent" approach, focusing on the Indian understanding of the treaty terms and the oral account of the treaty; and the legal interpretation of treaties by Canadian and International courts. The writer will also suggest the mode of interpretation which it’s perceives to be more accurate or correct. The binding character and the sacredness of treaties on the Aboriginal side is not to be found in the legalistic language or in the signature marks which adorns the documents of the treaty, (Bear 1991 p. 8) Instead these treaties forces are rooted in what is shown by the aboriginal languages during negotiations when treaty signing were

Mondrian's Mathematical principles art Speech or Presentation

Mondrian's Mathematical principles art - Speech or Presentation Example Mondrian employed the very simple geometrical shapes and primary colors for expressing reality, nature and logic. His perspective of viewing things was different. He considered that it is possible to construct any kind of shape as long as there is a basic geometric one. Same is the case with colors; any color can be made by a combination of two or more of the primary colors, red, blue and yellow. A very common element of Mondrian’s art is the Golden Rectangle. This comes under the basic shapes and it has been used repeatedly by Mondrian in his artwork. The following compositions were created using the primary colors and both contain several golden rectangles. The first one was painted in 1942 and the second, right one in 1926 (Mondrian 1937–42). Basically, through his work Mondrian wanted â€Å"to achieve harmony through the balance of the relationships between lines, colors and planes. But only in the clearest and strongest way† (Ruhrberg, et al. 2000,

Bristol 2015 Green Capital of Europe, impact report Assignment

Bristol 2015 Green Capital of Europe, impact report - Assignment Example These three classifications are also popular as the three Ps i.e. people, profit and planet (Slaper & Hall, 2011). The term ‘TBL’ was first initiated by John Elkington in the year 1995 but it was not so popular since the publication of his book on the topic of TBL. In 1997, he published his book namely â€Å"Cannibals with Forks: The Triple Bottom Line of 21st Century Business† in order to focus on the significances of TBL within an organisation. According to John Elkington, TBL not only focuses on the economic value of the organisation but it reveals the social and environmental value. Nevertheless, in the initial stages of its invention, most of the organisations refused its adoption as they were acquainted with the traditional reporting structure. The report presented by Vandenberg (2002) said that a survey was conducted within 32 organisations and the result found was that most of them were puzzled regarding the philosophies laid down by the term TBL. However, in the later period of 2002, Frank Vanclay stated that almost 160 international organisations along with numerous government organisations have strongly adopted the philosophy of TBL. These companies that adopted the philosophy of TBL stated that the TBL should be implemented within the organisation as a particular business ethic but not as an accounting framework. It was recommended by them as a part of the best accounting structure for the company. Joanna Dickson Holmes agrees with John Elkington regarding the utility of the TBL as she also believes that the TBL of an organisation is measured not only on the basis of economic value but also the social and environmental value. He states that it is not always necessary that the environmental and social factors may be the value that it adds but it might be those factors which can cause damage to the organisation (Holmes, n.d). One of the renowned organizations, Cascade Engineering also states the utility of the TBL on the basis of e nvironmental capital, social capital and financial capital. They affirm that in their organisation, TBL serves as an instrument for accounting all the efforts of sustainability (Cascade Engineering, 2013). From the above definitions stated by the different authors, it has been observed that the TBL serves as an accounting structure and a sustainability effort in terms of social, economical and environmental factors. William McDonough and Michael Braungart state that the TBL is considered as a vital tool for maintaining a balance in the economic objectives of the organisation along with a desire to improve the environmental factors affecting the organisation. The TBL minimises the social and environmental liabilities owed by an organisation such as waste management and the efficiency of resources. It facilitates the managers of the organisation to identify the problems and to set up the strategies for mitigating the negative effects of those problems occurring within the organisation (McDonough & Braungart, 2002). The overall definition of TBL lies as the structure which measures the activities within the organisation on the basis of social, economical and environmental norms. It is generally used by the top management of the organisation in mitigating the negative effects of the organisation and setting up strategy for the growth and development of the organisation. The philosophy of TBL is related with the sustainability of the organisation. According to the business perspective of the organisatio

Political And Social Changes And Russian Revolution History Essay

Political And Social Changes And Russian Revolution History Essay Russia is a country with a great history. Back to the past, Russia existed under the Tsars since the 1533 when the country was dominated by the figure of Ivan the Terrible till the subversion of the Nicolas II on the time of Revolution in 1917. By the 1917 the bond between the Tsar and majority of Russian people had been broken. It was the second largest contiguous empire the world has ever seen. The underlying causes of the Russian Revolution 1917 are rooted deep in Russians history. During the 19th century and early 20th century various movements aimed at overthrowing the oppressive government that were staged at different times by students, workers, the members of the nobility and peasants. Two of these unsuccessful movements were the 1825 revolt against Nicolas I and the Revolution on 1905, both of which were attempts to establish a constitutional monarchy. Nicolas II (1894-1917) marked the final struggle of the Romanov autocracy to keep itself in power, despite the mounting pressure for reform from the liberal intelligentsia, the urban middle classes, blue-collar workers, and peasants. The basic dilemma of the regime stemmed from the fact that two main goals were incompatible: the creation of a modern, industrial society while retaining the autocracy. Also, Russians badly organized and unsuccessful involvement in World War I (1914-1918) added popular discontent with the governments corruption and inefficiency. In 1917 these events resulted in the fall of the czarist government and the establishment of the Bolshevik Party, a radical offshoot of the Russian Social Democratic Labour Party as the ruling power. It is interesting to look at this particular case study as Revolution broke up the basis of the Russian history of the governing the state and brought mass of changes to the society and politics. It has toppled the Tsar and led to a Bolshevik regime played a decisive role in shaping world history in the twentieth century. The Russian Revolution of 1917, at once compact and comprehensive, puts the events of that fateful year into historical perspective. Revolution gave rise to the Soviet States, the era of the Stalin and the dawning of glasnost. This is a history without compromise, sometimes agonising in its cruelty and hardship, sometimes heroic and courageous in its battle against fate, but above all it is the story of a nation in the making; a nation we live with today. Questions which are particular interesting in this case are political and cultural context in which Revolution occurred. Also, questions how this kind of revolution was organised and did they had leaders of the movement and who they were, are central in this case study. In addition, it is specifically important to look at the outcomes of the Revolution. According to the Theda Skocpol States and Social Revolutions: A Comparative Analysis of France, Russia, and China (1979) the preconditions of all three revolutions were similar but their outcomes were different. An overview of the historical, political and cultural context in which the movement/revolution occurred/is occurring, with a reflection on how this context shaped the movement/revolution you are looking at. Revolutions are the locomotive of history. Karl Marx. During the centuries theory of revolution had been developed especially since the new type of revolution, communist revolution. The theory of Russian Revolution was Marxs materialist conception of history. Marx was interested in the way why revolutions occur and describe it as the economic and state collapse brought by the incapacity of the productive system to develop further and to meet demands of the working class.  [1]  In relation to Marx theory, Hobsbawm (1986) expressed revolution in the context of the historical transformation of the states. Also, Skocpol (Rentier State, 1982: 265) defines the social revolutions as rapid, basic transformation of a countrys state and class structures, and of its dominant ideology. Entire waves of the social movements arise from broad historical development. The relationship between autocracy and backwardness stood at the heart of Russian historical development in the 19th century. For the centuries, autocratic ruled the country and majority of Russian population lived under severe economic and social conditions. The reign of Nicolas I (1825- 1855) was based firmly on the principles of autocracy. First revolt against Tsar derives from a group of military officials in 14th December 1825.  [2]  Decembrist aimed to replace autocracy with a democratic political and social order by means of the coup detat. Another unsuccessful revolt of social and political disagreement was in 1905. Fist Revolution in 1905-1907 was cause by the aggravated of internal conditions of the state as a result of the unsuccessful war against Japan which also, activated left wing in the state. Complex disagreements arose between the population as a result of the capitalism development, a nd its immaturity. 9th January, Bloody Sunday- massive demonstration of the working class gathered to present a petition for reform to the Winter Palace. The guards opened fire and hundreds man and women were killed. Such an event become known and in every lands end become strikes. In 17th of October in 1905 came Manifesto with new rights for the Russian people, which invoke constitutional illusion and brought cleavage to the Revolution. Also, Revolution wave become less after the suppression of the Decembrists revolt. Trotsky once called Revolution 1905 as a dress rehearsal for 1917.  [3]   The direct cause of the February Revolution of 1917 was the collapse of the czarist regime under the gigantic tension of World War I (1914-1918). In comparison with France and China revolution, which occurred during the formal peach, Russian Revolution developed under direct result of defeat war. After the Japanese war Russian army thoroughly reorganised, had more artillery and excellent spirit. However, in the end of the 1916 Russian fatal statistics of the death people ruined the morale of the army, more than four million people were killed and around one a huff soldiers were in presentment  [4]  . The army was ripe for revolution. In addition, the countrys economy began to display alarming signs of weakness, which made it unable for the Russia to maintain the war effort against powerful, industrialized Germany. Inflation, slow at first, soon gained momentum, and ricers soared. Russian industry was not able to supply to arm, equip, and supply the some 15 million men who were sent into the war as well as the civilians. The misery of the working people was intensified by a growing shortage of food and the railroad network was inadequate. Moreover, mobilizations disrupted industrial and agricultural production. Quite often in the trenches the soldiers went hungry and lacke d equipments or munitions, sometimes even weapons. In comparing with any army in the previous war Russian casualties were greater. Behind the front, goods became scarce, prices skyrocketed, and by 1917 famine threatened even in the larger cities. Discontent became rife; also, it was attributed by many of the supposed treachery of Empress Alexandra and her circle, in which Grigory Yefimovich Rasputin- peasant monk had the dominant influence.  [5]  At the time when the Duma, protested against the inefficient conduct of the war and the arbitrary policies of the imperial government, the Czar-Emperor Nicholas II-and his ministers simply ignored it. The Collapse of the Romanov autocracy in March 1917 was one of the most spontaneous, leaderless, anonymous revolution of all timeà ¢Ã¢â€š ¬Ã‚ ¦Ã‚  [6]   Back to the Sckocpol theory and main argument that the revolutions are not made, they come are emphasized in communist revolution. It includes all classical conditions of the social revolution such as: first of all is that the military competition is defeat, secondly inability to compete economically within an unevenly developing capitalist world economy also, inability to carry out reforms against the interests of strong landed upper class and in addition widespread peasant revolt without any control of it. All of these conditions of the state lead to the revolution. An examination of how the movement is/was organised, and of any practical and/or ethical implications of this. Mobilization is a process of increasing the readiness to act collectively. (William A. Gamson, The Strategy of Social protest) The absence of a constitution or clear conventions created conditions in which supporters and critics of absolutism claimed to offer the correct interpretation of the powers of the monarchy.  [7]  Peter first laid the foundation of the Imperial Russia with great response for the figures of the tsar. During the eighteenth century politics was on low level, it was poorly defined judicial, executive and administrative functions, and it resulted to the weak level of coordination and large reliance on the role of personality. Russian people believed that an inherently selfish power was typical of absolute monarchies with protected only the interests of the elite. During the nineteenth century overall efficiency of the government were improved by the vertically organised ministers as it become more modern and specialized. After the first revolution the tsars prerogatives were wide- ranging and remained powerful, that no bill could become a law without his signature. After the establishment of the Duma and couple reforms created political problems to the tsarist regime and many people start to believe that it was first step of the path travelled by the countries of the West. However, they do not have any opportunity to initiate the legislation. Even half of the Duma members were chosen by the tsar personally and State Council itself remained very sensitive to the tsar. By the mid to late nineteenth century increased the professionalism of bureaucratic seams to represent threat to the tsars regime through systematisation of the business and control of the flow of the information, let alone its specialized knowledge of areas. Such social changes began to have an increasingly powerful impact of the government. Also, the dynasty of Romanov become directly tied because Peter I established Russia as a great European Power. Educated elite began to show signs of dissatisfaction with the autocratic system of government. Even in the early eighteenth Decemb rists were claiming that Russian should adapt European economical models. In comparing with Bourbon France revolution similarities is clear visible with Romanov dynasty, as there was no turning back that aristocracy, took pride in the belongings to the great state. The problems of Domestic Challenges, itself was that society itself was not rich or modern enough. So, people were needed social-economical reforms such as the abolition of reform, inculcation of legal principles and industrialisation. According to the Machiavellis warning rule: if the necessity for reform comes in trouble times, you are too late for harsh measure; and mild ones will not help you, for they will considered as forces from you, and not one will be under any obligation to you from them.  [8]   After the February revolution in 1917 the government was quickly dispersed and autocracy collapsed. Two new bodies exercised political power, New Provisional Government and the Petrograd Soviet of Workers and Soldiers Deputies. Immediately deputies appointed a commission to cope with the problems of food supply for the people. However, railroad system, could not handle the simultaneous demands of the food supply for the cities and in the same time supply the fronts and addition to prove raw materials of the industries. On the first of March was accepted Order No 1 which stated that those soldiers and sailors who did not conflict with Soviet were to be elected for committees that would exercise exclusive control over all weapons.  [9]  Addition problem arise that the Russian financial situation by 1917 was bankrupt and Western Allies were willing to provide financial support for the Russia with condition to remain at war. In the same time revolt occurred in the cities and at the f ront, Provisional Government could not respond to the basic needs of the ordinary people. The question was not who should govern, it was rather whether national order could be re-established at all because Provisional Government could not make any fundamental changes. Population become more and more disgruntled with the Provisional Government. Peasants wanted mostly to be left alone to govern their own affairs, breakdown the discipline in the army and the spread of workers. People start to calling for peace, bread, land, and all power to the soviet. As a result on March 6 the Petrograd Soviet split with the Provisional Government of the question of war or peace. But also question was that only soviet could solve the problems of the workers and peasant and it were decisively molded by the Bolshevik propaganda following the April third the arrival in the Petrograd of Lenin. Lenin quickly becomes successful in his leadership and propaganda of the Bolshevik party and requirement of people itself. In addition, another famous revolutionary Leon Trotsky- a Commissar for War agreed with the Lenins policy and joined the Bolshevik Party. Also, credibility to the Bolshevik propaganda added by the Kerensky on June 16 when he orders an offensive that ended in a complete defeat and the virtual disorganization of the army. Discipline of the army broke down and millions of soldiers escape further fighting and try to take part in the division of the land. In the July was adopted a resolution for the abolition of the Duma forced by the Petrograd of Soviets. Also, congress of Soviets organized a demonstration of about 400,000. The resignation of the Kadet ministers lead to the 500,000 workers and sailors demonstration to denounced the government. The Bolshevik party put itself a head of the movement for the peace keeping. However, July demonstration shaped a wave of political reaction of the people. In addition Lenin was denounced as a paid agent of the Germany; Trotsky and others were arrested. Kerensky government did not prevail any economical condition of the country and as a result Bolshevik party start to grow up. At tha t time Kornilov decided to establish a military dictatorship in Petrograd but his army was dissolved before he reached the capital and he was arrested. And the Bolshevik party become to secure a majority in the Petrograd Soviet. Second important revolution occurred in October 10 after the Lenins policy for the opening for the second Congress of the Soviets. Later on October 24 to 25 under the direction of Trotsky soldiers, sailors, and armed workers stormed the Winter Palace, headquarters of the Provisional Government. Also in armed insurrection were involved tens of thousands of men and women. On the afternoon of 25 Trotsky announced the end of the Provisional Government. The second Congress of Soviets began its deliberation and as a result majority of the Menshevik and Socialist Revolutionaries delegates withdrew from the congress. Was made a lot of ratification of the land principles, national property become under the protection of local land committees and soviets. Second Congress of the Soviets also affirmed the rights of all citizens to cultivate land by their own. However, right from the start the Bolsheviks faced political opposition from the other socialist parties to their attempt to rule alone. O n March 3 in 1918 the New Government under the Bolshevik control signed the Treaty of Brest-Litovsk what ended Russians involvement in World War 1. But under the treaty that Russian should give up the territory of Ukraine, Finland, Poland and Baltic States. The Opposition to the Bolshevik Party erupted into civil war that lasted from 1918 until the late 1920. The strict control of the country was taken by the Lenin and the Russian Communist Party. Sailors revolt and workers strikes were quickly crushed. Lenin Established New Economic Policy to strengthen the country which actually has been drained by seven years of turmoil and economic decline. As a result of Revolutions in December on 30, 1992 was established the Union of Soviet Socialist Republics and ethnic territories of the former Russian Empire. A critical analysis of the ways in which the revolutionary/social movement framed/is framing the issues of contention. The transformation of social issues into collective action frames does not occur by itself. It is a process in which social actors, media and members of a society jointly interpret, define and redefine states of affairs. Sidney Tarrow. Successful revolt strategy is based on values and goals of the collective action. Values motivate people and shape the components of action. From another hand, collective action can be interpreted as the emergence of trends; of the formation and consolidation of new values systems. That can be presented as social justice, human right and environmental preservation. According to the Ingleharts suggestion it is based on two assumptions and he defined it as the scarcity hypothesis hierarchy of the needs. In relation to the Russia revolution movement people needs were very basic. On the February 24 people were claiming for peace: Down with the war and Down with autocracy. In relation to the French revolution, it produced the first systematic attempts to reshape political culture around new forms of dress, holidays, public works, salutations and monuments.  [10]  As the revolution spread, so did its symbols. Central symbol of the February revolution become Square of the Uprising, demonstrated huge open space an ideal arena for a political meeting, and for the theatre of the Revolution.  [11]  Perhaps more important was a symbolic challenge: statue of Alexander III as a symbol of autocracy. On 26 of February number of workers was killed when the workers and soldiers came face to face. On the February 27 the revolution triumphed and regime of the Petrograd garrison went over to the people. More than 150,000 united workers and soldiers joined the revolution and took control of the city: as a result of revolt were nearly 1500 victims.  [12]  As Kniss (1996) notes, the interpretive elasticity varies among different type of symbols. The red flag become an emblem of the peoples struggle, embodying their anger and ideals, people were even ready to die for that symbol.  [13]  From the theoretical work of Erving Goffman (1974) has proved that symbolic aspects of collective action are v ery influential. Symbolic production enables us to attribute to events and behaviours of collective action. Gamson (1992) defined three central components to motivate collective actions: injustice, agency and identity frames. In October Revolution Vladimir Lenin used slogans as Peace, Land, Bread and famous one All power to the Soviets. The Great October revolution was more about the destroying rather than renew. Comparing with the French revolutionary festivals, the iconoclasm of the February Revolution obeyed the law of the purge. Russia revolutionary felt itself to be in one camp against the enemy. People wore red arm bands or tied red ribbons in their buttonholes to show their support for the revolutionaries. Even some of the cafà © displayed the following advertisement: Fellow-Citizens! In honour of the great days of freedom, I bid you all welcome. Come inside, and eat and drink to your hearts content.  [14]   The empirical evidence of actions demonstrates that people with post- material values are supporting new form of collective actions.  [15]  The Petrograd workers had long traditions of activism and memories of 1905 Revolution. Accept all theoretical implications of the culture and Action as cognitive proxies social movement activity largely consists of practices more directly linked to the symbolic production.  [16]  Also, in the self-organisation of the revolutionary crowd were very important flags and songs. The Menshevik A.E. Diubua recalled that a crowd of several hundred workers moved down Nevsky singing songs and carrying red flag.  [17]   To the parasites, to the dogs, to the rich! Yes and to the evil vampire- Tsar! Kill and destroy them the villainous swine! Light up the dawn of a new and better life! Another important aspect of Revolution symbolic is the changing of public and personal names. The new names reflected general symbols of emancipation. For examples old names of the Empress Catherine become called Free Russia. Cultural Environment are usually conceptualized as norms and values of the population. Rochon (1998) he suggested that cultural change and movements role in that change.  [18]  He ties social groupings as communities for new value perspectives. He tries to understand a balance of values, as a deep feature of culture that serves to integrate social life. Rochon argued that value are widely and deeply held and because of that culture changes is a contentious struggle. In addition, Marxist ideology to suggest that environmental urban crisis could be read as an outcome of the spread of mechanism of capitalist exploitation from the factory and the labour market to its surrounding community. The Leninist party can also be considered proof of Marxisms cultural domination model. According to the Lumley (1990) theory models of counter culture and political proposals such as that of the environmental lists, which has little in common with representation of a class nature, were accorded lit tle space in the development of the movements although they were also present. A critical analysis of the action forms used by the actors involved. We will either find a way or make one. Hannibal Social movement are best understood as clusters of contentious interactive performances of protest events.  [19]  Central to this is movement tactics such as strikes, riots, and violent incidents. According to the Tarrow (1998) he categorised form of protest as: violence, disruption and convention. Violence is the easiest kind of collective action that function of the interaction between movement tactics and policing. It can be used as a transforms the relations between challengers and authorities. Moreover, it is the major power in movement. However, in February revolution for the first point was not any violence. It can impress people and it also could limit the formation of movement because of restrains and frightens off sympathizers. Disruption is the archtypical expression of challenging groups.  [20]  People become scared of disruption no more than a threat of violence. They performance demonstrate their identity and reinforce their solidarity. Revolutionaries were trying to keep authority off balance and keep the public interest with possible opportunities of better life. The demonstration became the major means of the though which workers build and express solidarity. The spread of demonstration rapidly become known with it symbols. However, in repressive state as Russia demonstration regards as potential riots which actually mean it will lead to the savage repression as it was in 1905- Bloody Sunday. Back to the February revolution it was more likely to gain public approval. People start to act. In St Petersburg nearly every industrial enterprise had been shut down, people start to join the strikes. Moreover, Tarrow (1993) suggested that the increases in the rate and variety of form of collective action bring about increases in the number of organizations and other mobilization structures engaged in collective action. As an example the range of tactics used use in the US 1982 was reasonably for winning broad public support.  [21]  Back to the Russia Revolution it increased the capacity to disrupt routines. In addition, strength of revolution was the size of the movement. The civil right movement is always ability to mobilize large number of participant. According to the culture reasons majority of the people shared same believes and values. The revolution was made spontaneously without any leadership. But such king of movement could not be acted by own, it should be organised by strong leader. Even Provisional Government could not demand the society need and was withdrawn by the Bolshevik party leaded by Lenin. According to the Protest Tactics of Goodwin and Jasper (2007) tactics means doing what you can with what you have. Trotskys in the Revolution 1917 played important role in building up the Red Army, and without him the revolution would have been crushed. He was one of who agreed the Lenins ideology and entered party. Lenin himself, used the moment and launched his antiwar attack on the Government. He gets support from the masses and quickly revived their influence. A reflection on means and ends in relation to your case study, and on any ethical issues arising from its practices and/or its aims. We cannot think first and act afterwards. From the moment of birth we are immersed in action and can only fitfully guide it by taking thought. ALFRED NORTH WHITEHEAD Interesting question arising in relation to the ends and means, does the particular ends of the revolution justify the particular means of it? The man of action views the issues of means and ends in pragmatic and strategic terms. The fist points at the beginning arising about the possibility of various forms of actions. But the means and ends must coherence; immoral means cannot bring about moral ends. However, no one can predict any reliability how any collective action would interfere and response to injustice, oppression and violence. For the Russian population it was already impossible to find way of surviving. Rather than find method of struggle people choose to fight. But the means represent the ideal in the making; in the long run of history destructive means cannot bring about constructive ends.  [22]  Second point which Gandhi suggested is nonviolence: it contends that ones aim must never be to inflict injury upon the opponent. However, he also says that he did not mentioned truth in relation to the nonviolence as a World-force because simply truth cannot be expressed excepting by nonviolence. For a long time period people become tired of struggling and poverty. Gandhi mentioned that it is a goal and it is beautiful to have a method of struggle and it can be powerful social force. According to the Russia famous poetry Fyodor Ivanovich Tyutchev: Russia cannot be understood with the mind alone, No ordinary yardstick can span her greatness: She stands alone, unique In Russia, one can only believe. But people start to feel hate and anger, they become tired to believe. After the Bloody Sunday people were more than ready for the changes. Gandhi puts love of the first place of non violence and avoids external physical violence. But love stuff is next stepped to the anger and vice versa. At the point when person is exhausted he could have different range of emotions from crying to laughing. Even so, people would be willing to use nonviolence strategy, if there were possible circumstance. But violence strategy is more successful in the current conflict.  [23]  Moreover, against nonviolence strategy of love stuff difficult to understand if the person acting as not as human being, which king of acts should taken? I would say that at the moment when person using violence against person who acting as not human being, he losing his soul as well. According to the Martin Luther King If you are hit you must not hit back; you must rise to the heights of being able to accept blows without retaliating. That what he called suffering as a powerful social forceà ¢Ã¢â€š ¬Ã‚ ¦ man does not know how to handle it. A consideration of the actual or potential outcomes of the movement/revolution you have looked at. There are many debates about the exact time of the end of Revolution. The end of the Revolution came at the moment when the Communist party start to control most of the future USSR territory. The biggest outcome of the movement was the dramatic social changes in the in the Russian. Russian empire of capitalism, monarchy and church was replaced by the theoretically classes society equal comrades. The initial statement was that no one went hungry, and everyone could enjoy life through hard work. Also, significant outcome of the social revolution was development of large-scale modern enterprises and national economical development.  [24]  In addition, Russia Revolution led to the eventual emergency of Joseph Stalin and Cold War with the United States.  [25]   Nothing would happen without the initial support of the mass of Russian population. In relation to the social studies it is not the easy to identify particular movement actions as the cause of a specific outcome.  [26]  According to the Paul Burstein argue in the re