The concluding scene of Blood Brothers Essay Example For Students

The concluding scene of Blood Brothers Essay Another disadvantage would be that the actors would only be able to enter from the left and right hand sides of the stage. There are, however some advantages of a proscenium stage such as, the actors not having to turn their backs on the audience this would contrast to the event of blocking in the round. Another advantage of this type of stage, is that the set can easily be changed which, contrasts to an in the round stage, where the characters would have to change the set during the production. In the concluding scene of Blood Brothers, I am going to have stage props such as a podium and a few chairs facing it, I have chosen to do this because the stage directions state we see Edward, standing behind a table, on a platform. The fact that Edward is raised, gives the impression that he has more status in society and is more important than the others who will be positioned on the stage. The podium will be lowered from the roof of the stage, allowing it to be easily removed from the set. We will write a custom essay on The concluding scene of Blood Brothers specifically for you for only $16.38 $13.9/page Order now Two other councillors will accompany Edward, however they will not be on any kind of raised platform, as this will still allow Edward to look superior. When Edward has been shot I will remove the podium and chairs. Instantly after Mickey is blown away he will fall next to Edward, this will depict they now both have the same status in society: neither is better that the other, death really is the leveller. Minor stage props will be brought on stage by the actors and actresses; however the characters will not stop or pause during the process of this, all props shall be brought on stage during the enactment to keep flow of the play by casually and simply moving around them. The simplicity of the scenery and props will be capitalised on, in a way that it will serve to emphasise the quality of the acting, as there will be nothing fancy to distract the audiences attention. The audience will be entirely focused on the central issue of the relationship of the two brothers and the tragic irony of their contrasting lives. There is the additional dramatic irony that only the audience knows the full story. (The main characters die not knowing that story. I will also use stage props so it is not hard to distinguish where the characters are. For example, in the final scene, Edward is delivering a speech at work the props shall be set up to look like his place of work. At the beginning of the final scene, I will use normal lighting as Edward is delivering his speech. At this time, Mickey bursts in unsteadily and is unsure of himself; in the process of this the lights will be dimmed. This is to create a form of tension in the audience; I have also chosen this because I want to create an effect, which will encourage the audience to focus on the two main characters, Mickey and Edward. At this point Mickey shouts aggressively, just get out of here, mister, now! (Directed, at a councillor) which shows the seriousness of the situation. The remaining councillors hurry off stage from all exits, to create havoc and panic, to contrast with the coming silence. The lights are now turned off completely. Two white spotlights will then appear, one over Mickey and the other over Edward. When the guns are fired and both fall to the ground the lights will fade from a white glow to a blood red to emphasise their death. At this point Linda and Miss Johnstone huddle around the Blood Brothers, mourning. The characters all freeze as a soft glow of light falls over the narrator, which captures the audiences attention. The narrator slowly walks around the edge of the stage inspecting the freeze frame whilst reading, and do we blame suspicion In the late 1970s and early 1980s, Britain was experiencing an economic decline and hardship, which mainly affected working class people. .u1f0ea12fc6a80cfdf30b9d4558488930 , .u1f0ea12fc6a80cfdf30b9d4558488930 .postImageUrl , .u1f0ea12fc6a80cfdf30b9d4558488930 .centered-text-area { min-height: 80px; position: relative; } .u1f0ea12fc6a80cfdf30b9d4558488930 , .u1f0ea12fc6a80cfdf30b9d4558488930:hover , .u1f0ea12fc6a80cfdf30b9d4558488930:visited , .u1f0ea12fc6a80cfdf30b9d4558488930:active { border:0!important; } .u1f0ea12fc6a80cfdf30b9d4558488930 .clearfix:after { content: ""; display: table; clear: both; } .u1f0ea12fc6a80cfdf30b9d4558488930 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1f0ea12fc6a80cfdf30b9d4558488930:active , .u1f0ea12fc6a80cfdf30b9d4558488930:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1f0ea12fc6a80cfdf30b9d4558488930 .centered-text-area { width: 100%; position: relative ; } .u1f0ea12fc6a80cfdf30b9d4558488930 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1f0ea12fc6a80cfdf30b9d4558488930 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1f0ea12fc6a80cfdf30b9d4558488930 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1f0ea12fc6a80cfdf30b9d4558488930:hover .ctaButton { background-color: #34495E!important; } .u1f0ea12fc6a80cfdf30b9d4558488930 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1f0ea12fc6a80cfdf30b9d4558488930 .u1f0ea12fc6a80cfdf30b9d4558488930-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1f0ea12fc6a80cfdf30b9d4558488930:after { content: ""; display: block; clear: both; } READ: How does Shakespeare make the audience feel about Juliet and her parent in Act 3 Scene 5 EssayThe main reasons for this were: the governments reaction to the coal miners demands, (they tried to turn the nation against the miners by imposing the three day week). Power cuts resulted from a lack of coal to fuel power stations and this lack of electricity caused a domino effect in industry. Many other workers were on short time or laid off. The price of oil worldwide was raised which affected the price of all commodities, making life difficult for people not able to earn much money. At the same time, more working people especially adults, such as Willy Russell benefited from the extension of educational opportunities. Having learned to think, they found they had plenty to think about in Britain. During the 1970s, many of them formed strong political views, often very sympathetic to workers. There are many organisations such as the Socialist Workers Party, which were popular amongst many young people. The mass recession of the 70s caused many problems regarding social class. Most people of working class were forced to have their houses repossessed due to the three-day week regulation. At the time of the recession, people rebelled against most of the governments decisions. A clear example of this would be they way people portrayed their views via fashion. The working class people had a propensity to dress as punks they dressed like this as a way of expressing their opinions and anger. In the enactment, Russell successfully portrays this via the character Miss Johnstone. She is from a working class background and struggles economically during this era. Her son Mickey is also at a disadvantage because of this. His endures a poor education and is suspended from school due to behavioural problems. Mickey was unaffected by this because he assumed he was not going to get a job if he continued learning, due to the circumstances. He was later imprisoned, and became economically depressed. The Lyons, depicted in the play, are a very prosperous family and live a contented life during the three day week. Mr Lyons has a well-paid job, which enables the family to weather the economic crisis. Their son Edward is highly educated which provided him with the opportunity to follow in his fathers footsteps. In comparison the two families lead very contrasting lives, which clearly depicts the economic circumstances in the mass recession.

A=p

A=p The story A+P by John Updike, takes pace in a store in the 1960's. Sammy, the narrator, is working as a checkout clerk in the third aisle.As the story begins, three girls walk into the store wearing only bathing suits. When the girls reach the bread, Sammy takes notice of the three. His eye first catches the one in the green plaid two-piece. After analyzing her appearance he realizes that he is a the register with a box of Hiho crackers. Sammy not remembering if he rung the item up, rings it through. This set of the lady, and she yelled at Sammy, for slipping up.After settling the conflict, Sammy sent the woman on her way. When she leaves, Sammy sees that the girls are in the aisle between the registers and the special bins. Sammy then he becomes aware of the fact that they are not wearing shoes.QueenieHe then describes for us the appearance of the one in a green two-piece. He calls this girl "the chunky one." The chunky one has a chubby face and her lips are bunched under he nose. T he second girl, later called big tall Gonnie goonie, has black hair that did not frizz right. She also has a chin that is too long and she has a sunburn under her eyes. He sums up her appearance a the girl everybody finds attractive but that does not make it. Then he evaluates the appearance of the third girl. From the time he started looking at her he could tell that she was the queen of the three. He could tell this because she walk with confidence and she knew how do it. it was like she talked them into coming with her s she could show them how to do...

The Dresden Triptych and Marcel Duchamp Coursework

The Dresden Triptych and Marcel Duchamp - Coursework Example The paper "The Dresden Triptych and Marcel Duchamp" focuses on The Dresden Triptych and Marcel Duchamp clip for the "Shock of the new". Dix massively applied the principles of realism, a movement that greatly influenced art at the time of his existence. The images of wounded and dead soldiers indicate how the war caused a lot of sufferings to the people. These were meant to sensitize people on the dangers and brutalities of war. Indeed, the experiences of soldiers during the World War I are a clear proof that this artist was concerned about catastrophes that made life quite challenging for the society. The second clip is about an interview in which Marcel Duchamp, a France artist, was giving an insight on his painting styles. True to his arguments, Duchamp produced quite controversial artworks that elicited mixed reactions from his supporters and critics. Having keenly listened to his arguments, I would like to point out that this artist really revolutionized the painting industry. H e did not join the bandwagon of European painters who merely concentrated on the physical outlook. Instead, Duchamp went ahead to produce 3 dimensional artworks that appealed to the eye and elicited mental thinking to the viewers. This was seen in paintings like the Nude Descending a Staircase and Portrait of Chess Players. These were not ordinary paintings, but were artworks which were produced to create a sense humor and express the ideas of the futurists and cubists that the artist in which the artist strongly believed.

Discussion Board Emergency Nursing - 1 Essay Example | Topics and Well Written Essays - 500 words

Discussion Board Emergency Nursing - 1 - Essay Example The most effective thing to do would have been to tell the colleague immediately and firmly that the cannula fastener of their device would not be appropriate, brought the patient at greater risk of harm, and needed to be re-done in a sterile environment. However, the case does not allow for this sort of communication: as often in real world, the action is complete before I can even think to react. The question, ethically, at this point becomes: what should be done about this colleague’s behavior? Obviously, if they are using this â€Å"special method† and are proud of it, they are going to do it again. The question of ethics here, then, becomes one of whistle-blowing on a colleague. The Mrs. D case shows that it is perhaps most important in whistle-blowing to know the difference between a mountain and a molehill. Generally, everyone is much happier without whistle-blowing. There is no internal division or political nastiness as more people find out about the note of dissent, or even take it up and start crusades of their own. The workplace continues to operate smoothly and efficiently, and cohesion is even heightened by the successful handling of the situations in which it is decided that the problem was actually a molehill. No one has been reprimanded, fired, or has formed any sort of vendetta or grudge. Professional communication within the workplace continues on in a friendly and expedient manner, and ethical commitment returns to normal: â€Å"a public commitment to ethics serves at least two functions: it addresses the concerns of the public and it reinforces a bottom-line-justified interest in ethical behavior on the part of the officers† (Newton and Ford, 2002, p. 31). In the case of Mrs. D, the problem is not a molehill. What my colleague has done here is risked the life of a client. And it is my personal and professional responsibility to keep the workplace a safe and functional environment in which harm is

Justification of Humanities Essay Example for Free

Justification of Humanities Essay The humanities have been studied since ancient Grecian times as an academic discipline, examining human condition and including the arts, literature, philosophy, history and some social sciences. In 2008, nationally recognized and respected literary theorist Stanley Fish wrote a New York Times article in response to a New York State Commission on Higher Education report in which people posted complaints that the humanities are always the last to be financially funded. Fish sums up his argument with an insulting conclusive statement: â€Å"To the question ‘of what use are humanities? ’, the only honest answer is none whatsoever†. He backs up this claim by pointing out the lack of tangible evidence that is produced by humanities compared to science and other fields. I assert that Fish underestimates the power of the intangible benefits that the humanities have to offer. His overall argument against the value of humanities presents a point-of-view that is extreme, reductive, and insulting to anyone associated with the humanities and the study of them. An education involving the study of humanities enables readers with skills that are applicable in understanding and comprehending contemporary media and literature. Literature, for that matter, effects people morally and possibly behaviorally and that effect, positive or negative, is ‘of use’. Narrative literature and historical texts also allow readers to build a bridge and connect with the past and its people. The media has become an inevitable part of our society today and, unfortunately, media manipulation has as well. Public relations companies and the government have hidden agendas that the journalists blindly incorporate into their stories and columns. People are paid to make the American public perceive pictures and articles in a deceitful, false way in order to sell a war or downplay a disaster. In 1996 John Rendon, the founder of The Rendon Group, a public relations firm, admitted to U. S. Air Force cadets that the Gulf War in Iraq had been a big project for his company. He even talked about generating deceiving photographs! Looking back in history through other conflicts (i. e. , Vietnam, Iraq), or political issues or even stories of famous individuals, we can observe many situations similar to what Rendon explained that supports a recurring complaint in our culture, whether provable or not, that the press will print stories without evidence if they make more money in the process. Specifically, the media coverage after the 911 attacks were constant and focused on Osama bin Laden as the mastermind behind the attacks and on Iraq having ‘weapons of mass destruction’ as they were told by authorities. Pro-war sources were disproportionately focused on over anti-war sources which helped build misguided public support for our war on terrorism and on Iraq. But we now know WMDs were not in existence there, but this shows the power of media stories, no matter whether based on fact, and its ability to influence society and the power it can take away from us by eliminating fully-informed decision-making. By being exposed to manipulating and deceiving narrators such as Lolita’s Humbert Humbert and Holden Caulfield in The Catcher In the Rye, students gain experience in detecting this fraudulence or bias. Also, through involvement with this type of reading and writing, the ability to sense when they are being propagandized or manipulated. An education that includes humanities provides tools for people to consciously keep from falling for the bias and hidden slander that is involved, especially with politics. This awareness can cause better decision-making (voting especially) and affect a person’s opinion very greatly. Exposure to humanities can cause people to be less egocentric and can arm them with a point-of-view that will help them see through narrow-minded opinions and statements, like Fish’s, and develop their own sound, fact-based and well-rounded opinions. Fish also comments in his article, â€Å"What do they [humanities] do? They don’t do anything, if by ‘do’ is meant bring about effects in the world†. This claim is resting upon the questionable understanding that the ‘do’ is supposed to yield a tangible product, a constant misconception Fish seems to have. I am arguing that an effect on a person, positive or negative, implies that something was ‘done’ to have caused that effect. Fish himself names many examples of literature affecting its readers; he just chooses to discard them and remain skeptical. Countless examples have affected millions of people. Rachel Carson’s Silent Spring is commonly credited for the launch of the environmental awareness movement. The Bible itself is a form of literature, and I am sure that Stanley Fish cannot argue that The Bible has not affected the world! Dr. Seuss books affect children and adults all over the world with their simple yet effective messages through the creative rhyming. The Food and Drug Administration was founded as a latter result to Sinclair’s The Jungle, and I believe that this would be considered an example of ‘doing’ something, even according to Fish. Books, and all forms of art, can cause people to reflect on the plot, the characters, or the ethical questions being pondered in the story. We can contemplate character attributes we appreciate or reject and watch scenarios unfold in books that can be comparable to situations in our own lives. Fish believes â€Å"it is not the business of the humanities to save us†, but I do believe an education in humanities can help us save us from the â€Å"worst of ourselves† by helping us become more well-rounded citizens with an understanding of the past so we can head effectively and productively into the future. I agree with Kronman who Fish quotes as saying â€Å"a college was above all a place for the training of character†¦Ã¢â‚¬ . This completely supports an intelligent quote by Martin Luther King Jr. King said, â€Å"Intelligence plus character—that is the true goal of education. † Without any humanities incorporated in a person’s education, can this goal be fully achieved? The renowned Spanish-American essayist George Santayana said, â€Å"Those who cannot remember the past are condemned to repeat it†, and I cannot agree more with this claim. It highlights the importance of an education in history, another branch of the humanities discipline. Having a connection and understanding with the past allows us to gain appreciation for the world today and learn from the mistakes made through history, so those mistakes are not repeated. For example, the very foundation of America’s government was created through utilizing documentations of various governments implemented through history! The founding fathers sifted through accounts of different governments and how successful they were and used them to form the Constitution. For example, they applied the system of checks and balances in order balance power among the braches and stray from the way that Britain’s monarchy was established. Books and the arts used to be man’s sole form of entertainment and it is amazing to read the thoughts and see the creations of a person from so long ago! Narrative literature, especially from the past, allows us to delve into the mindset of someone from a different time, and that is something that no history book can teach. The readings assigned in humanities classes expand students’ knowledge of life and ethics from a different time period and examines why this ethical mindset existed in the historical context. We reflect and compare the morals of those in the past to our own, making connections with the past yet also seeing the development of ethics and moral behavior through time. Teachings in humanities can be directly applied to the commercial culture that is present in our society today, especially with the deceitful and biased influences in the media. Literature has direct effects on us on an emotional, ethical and logical level and the connection that is made through books with the past is undoubtedly one of the most helpful insights of the past. Fish’s argument was immature and was based merely on tangible products, a close-minded viewpoint that overlooks the power of thought and the mind! My contrasting opinion defends the impalpable and in that sense, suggests humanities can contribute to improving a reader personally and potentially benefit the future of society greatly.

Death Penalty Essay -- essays research papers

Death Penalty   Ã‚  Ã‚  Ã‚  Ã‚  When turning on the television, radio, or simply opening the local newspaper, people are bombarded with news of arrests, murders, homicides, and other such tragedies. I believe murder, including the death penalty, is the worst thing that anyone could do. Since Hammurabi first introduced the notion of â€Å"An eye for an eye, a tooth for a tooth†, people have been arguing over whether this is just punishment. Those in favor of the death penalty argue that people should pay for the crimes they do. For them, death is the only fit punishment in some cases. This is not the case. The death penalty is, rather, unethical and wrong. A death for another death does nothing but satisfy one's need for revenge. How often do these concepts creep into the public’s mind when it hears of our ‘fair, trusty’ government taking away someone’s breathing rights? I am strongly against the death penalty because it violates God’s rules, costs the tax payers too much money, and the possible â€Å"wrongly accused.†   Ã‚  Ã‚  Ã‚  Ã‚  I do not support having the death penalty because it violates religious beliefs. Many religions, such as my own, Catholicism, follow the rules that God sent to us through the Ten Commandments. One of the most important of those ten state, â€Å"Thou shall not kill.† If someone is executing an individual, that clearly violates this commandment. Most of the people today are supposed to live Christian lives, but they don’t mind people getting killed. I am pretty sure if it were som...

Sociology and Modernity

Modernity is one phrase that is complex to define. This is because no precise definition of modernity that is globally accepted has been decided upon. This is inclusive of the sociology field that has seen so many theories brought about to define modernity. However, we can have a general definition defining modernity as a post-middle age era that is discernible with a drastic change from the pre-modern concept of agrarianism to a world of industrialization, capitalism, urbanization, rationalization and general social change that was tremendously adopted by the entire world, though having its root origins in Europe in the times around 1700. Renaissance was the immediate time that preceded modernity; renaissance in this case referring to the last moments of the middle-aged era. This era was all about scientific and industrial revolution that saw the rise of many inventions that have come to define the modernity of modernization. The social change can be attributed to the enlightenment of human kind as Immanuel Kant stated in one of his famous books. Many definitions have been thus brought up in the field of sociology and by different philosophers. Karl Marx defines modernity as a capitalist revolution. Capitalism is a state of economic status that is based on individualism in that an individual invests in different ownerships or businesses for the sole purpose of personal benefits or for profit motive. He therefore sees modernity as an evil phenomenon and seriously criticizes it. On the other hand, Max Weber defines modernity on the basis of personal beliefs that eventually lead to the social changes that occur in modernization. He sees modernity as a trend that leads to the reduction in traditional values and beefs up rationalization that he so much fears would eventually corrode off humanity. He is so pessimistic on the effects of modernity given the mean definition that he gives to the phenomenon. The last of the philosophers to provide a definition in our essay will be Emile Durkheim. Durkheim at least had an optimistic definition of modernity, though not entirely optimistic. He defined modernity on the basis of labor division. He believed that modernity would bring in the world the concept of diversification of economic activities in the human society. He saw modernization as a shift of change in the way the community operated; the solidarity change from mechanical to organic. On the pessimistic side, he however dreads anomie, a state that describes minimal moral guidance provided to individuals in the society (Calhoun, Gerteis, and Moody 46). As defined in the introductory part, modernity carries along different social changes and cultural values that define a clear-cut difference from the same elements that were experienced in the pre-modern age. Modernity has greatly affected the basis of the family in the world today. The family as an institution, coupled with many other things like marriage, morality and religion have all been compromised. In the pre-modern age, the morality of the society stemmed from the family institution. Thus, the cautiousness that was always involved in the upbringing of a moral family was the number one priority by the family heads at that time (Macionis 4). Politics has undergone dynamic transformation due to the effect modernity. In the pre-modern days, politics was not as dominative as it is in the modern world. Modernity has caused governments to have a very dominative hand by heavily regulating its citizens by very intricate and uncongenial bureaucratic formation. The economy is another entity that has defined modernity. In the pre-modern era, economy was defined by agrarian productivity. This can even be demonstrated by the Feudalist system of government that existed in Europe. This system of a political system involved land being exchanged in turn for services. It was a system where the lords, who were the land owners, gave out land to vassals, who were the tenants. The land in this kind of political system was referred to as fief. However, the economy in the modern society has completely taken a twist, with capitalism being the system. Capitalism centered on the personal interests and profits motive of either an individual or a country. This means no rational prioritization will be taken if at all a country or an individual has the aim of making profit. This is a system that was widely condemned by philosophers such as Karl Marx (Calhoun, Gerteis, Moody, Pfaff, and Virk 122). The different philosophers who came up with the various definitions of modernity had varied expectations and predictions that would come along modernity. Karl Marx had a very pessimistic view of modernity. He highly criticized capitalism, an economy system that he claimed set in with modernity. He sees capitalism as a profit motivated system and therefore a selfish system. He also feared the rise of classes in the society, something that he describes as the baby of capitalism. He abhorrently condemns capitalism as greed and self interest and had very pessimistic expectations of the modern world. He foresees challenges such as extreme poverty while other countries swam in a lot of wealth, all with the advent of a capitalist economy. Max Weber, with his definition of modernity being based on human rationality, had his fears on the degradation of humanity. Weber was also pessimistic on the way modernity would transform the world. He foresaw the alienation of social justice that would set in as a result of the change in individuals beliefs brought about by modernity (Calhoun et al 122). Among these three philosophers, Emile Durkheim at least had an optimistic view of the setting in of modernity. With his definition of modernity being based on the division of labor, he saw modernity bringing in drastic growth of the economy. This would occur due to labor diversification and specialization that would equally distribute human resource to every economic activity. His expectations for the advent of modernity were therefore high. Despite him having these positive expectations, he had a fear of anomie. This is a state where there is slow degradation of morals in the society due to disregard of moral guidance by human who would have all their minds set towards the development of the economy. The subject of modernity has always raised a lot of arguments. Many philosophers have brought up theories trying to define modernity but no articular theory has been globally accepted to define modernity. With this essay though, we have had an overview of the various definitions of modernity by the three philosophers: Karl Marx, Emile Durkheim and Max Weber. We have also seen their premonitions, feelings and expectations of modernity. Different aspects of modernity and the change of these aspects that affect modernity have been discussed and compared to with the pre-modern age. However, even with all these, it should still be clear that there still exists no precise definition of modernity and the term is open to any belief that any person could come up with.