Praise

Professional practice-rewards and sanctions essay The use of praise within the primary classroom will use this essay to analyses the effective and destructive often harmful use of praise as a reward system within the primary classroom. Firstly it is important to explain what a reward system actually is In terms of a primary classroom, According to the universal Dictionary, (19981†² a reward is â€Å"something given or received in recompense for worthy behavior†.A reward system therefore, is a system adopted by either a class teacher, adult or as a whole school ethos for the delivery of rewards or positive academic or social behavior during the school day. From experience, the reward scheme does not have to finish at the end of the school day and can extend into what children achieve during their own time, whether this is through commendations or simply through public use of praise, perhaps in an assembly, as a form of verbal reward.All reward systems are based around the principal of two forms of praise; these are either extrinsic motivators; these tend to be based around variations of the token economy, or intrinsic motivators. Praise as a system in its own eight falls into the intrinsic motivators category as there is no extrinsic or token reward' physically given to the children. â€Å"Intrinsic motivation occurs when we act without any obvious external rewards. We simply enjoy an activity or see It as an opportunity to explore, learn and actualities our potentials. † Con et al (2010).Praise is a crucial part of all reward systems whether intrinsic or extrinsic, but praise can be a reward system on its own. When praise is used as a reward system within a primary school classroom, according to Sutherland, et al (2002) â€Å"praise is positively related to Intrinsic motivation among students† which Is linked directly to the SHE strands of the National Primary Curriculum and the idea of fostering a culture of intrinsic motivation to ac hieve both academically and within normal social parameters is a cornerstone of primary education.Sutherland argument can be applied to the theory of praise as an Intrinsic reward system, suggesting praise may be a practical method by which to nurture a self-perpetuating cycle of growth, reinforcement and self-worth amongst primary school aged children. Sutherland argument is given rather vigor by Trustees, (2008) who suggested â€Å"a ratio of 4:1 positive to negative feedback has an optimal effect on students learning and behavior†, however according to Episcopate, J, et al (201 1), â€Å"little research has examined the effects of training teachers to provide specific ratio of praise to behavior correction within the classroom setting. Trellis's reasoning does seem to make logical sense and other research does reach similar generic conclusions. Usual (2008) recommended a ratio of six or eight positive to one negative within adult-student interactions, which is an embellis hment of Trellis's theory. Before the government draw up new plans to train all adults within the classroom to work towards these ratios, it should be considered that more research Into the effectiveness and also practicality of these ratios needs to take place.Within the primary classroom setting the practical application of ratios for positive to negative comments is potentially unfeasible and targets which would in effect render the praise worthless as a becomes more of a token gesture rather than an intrinsic reward for a Job well done. Sutherland argument for praise being used to develop intrinsic motivation within children of the remarry age bracket, relies upon positive reinforcement which has to be implemented by the class teacher using a best practice model, with a high ratio of praise-to-behavior correction technique.Clinics-Ross et al, (2008) states that â€Å"classrooms in which teachers use higher rates of reprimand and other reactive strategies tend to have higher rat es of student miss-behavior. † This demonstrates how praise is far more effective a tool that reprimand within behavior management of a primary classroom. Furthermore, as the earlier ratios imply, reprimands can be far more damaging to a child's self-esteem and academic confidence then even over SE of praise.If reprimands are used too often this could possibly lead to children becoming disengaged with learning and also foster lack of self-belief within children. Teachers need to be consistent with their approach to praise. According to Cooley, S (2001) there are basic rules to behavior management which includes consistency as well as others†¦ â€Å"Be definite ‘l know what I want. ‘ Be aware ‘l know what will happen if I don't get what I want. ‘ Be calm and consistent ‘l am always fair and consistent with you. ‘ Give them structure ‘I know where we're going. ‘ Be positive you're doing great!These rules, when applied to the classroom environment along with goal setting to increase the chance for praise and performance, will give teachers the opportunity to use praise effectively to manage behavioral expectations and academic achievement within their classroom. In order to use praise effectively however, there are other considerations that the teacher must apply to each individual class, and undeniably each individual child. Conceivably the most important consideration is that children need to Want' to receive praise. Without this ‘need', praise is an ineffective reward.Potentially there are various reasons why children might not want to receive praise from a class teacher or indeed any other adult in the classroom. According to Docking, J (2002) â€Å"the age of the child, whether the recipient is a boy or a girl, whether the praise is for work or conduct, and with the teacher is in charge of a whole class or Just a small group or an individual† are all variables that could hypothetically lead to praise not working as a reward for an individual child's behavior, or actually being totally or partially ineffective as a behavioral management technique.According to Brakeman, E et al (2013)†¦ Many adults use praise as 'emotional nourishment' for children, in an attempt to help children feel better about themselves. Adults might therefore be especially likely to praise those children who seem to need it the most – children with low self-esteem. † This strategy could have unexpected side-effects for any child with low self-esteem, whether that be directly or indirectly related to his or her academic achievement.Brakeman goes on to discuss in his study how children with low self-esteem are, when exposed to a specific type of praise, potentially predisposed to feeling ashamed following allure. Evidently any child feeling any feelings of inferiority, shame or vulnerability as a direct result of praise being used, would be highly counter-productive within the mind adults need to exercise caution when selecting the correct type of praise for the individual child.A teacher will have the choice to differentiate between two distinct types of praise that could impact each child in very differing ways, both positively and negatively. Of the two types of praise the first is person praise, (praise for personal qualities or directed towards children's abilities) and the second type of praise is recess praise, (praise directed towards a child's effort). Brakeman states that â€Å"person praise contributes to a self-perpetuating downward spiral of self- derogation. This demonstrates that, in children with low self-esteem, the link between praise and conditional regard could be a self-replicating issue in that the more praise the receive the more they will avoid it. This is linked with Gamins & Deck, (1999) â€Å"Person praise may trigger these children's feelings of conditional regard and consequently makes them feel unworthy following failure. à ¢â‚¬  With this in mind, praise when used as a general reward system could potentially lead to a detrimental undermining of some children self-esteem, thus undermining the very nature of a reward system.This point is not to say that teachers should not praise children. In actual fact the research of Hindering & Leper (2002) suggests that process praise is actually beneficial for children's academic motivation. This point is also made by Mueller & Deck (1998) â€Å"praise for effort may help children persist in the face of academic failure. † The general agreement between the different research papers is that any adults issuing praise needs to carefully consider the individual before making any public or indeed private praise.This theory seems to be related directly to the idea of process praise as discussed by Brakeman et al. There is a large proportion of academic research and Journal articles that points towards using process praise in a responsible manner to great effect within the primary classroom. Process praise is described within the literature as to being highly beneficial not only in promoting good academic results, but also in promoting academic resilience amongst children. Academic resilience is of vital importance so that children learn from their mistakes as opposed to being deterred by them.This appears to be in contrast to the general consensus centered around person praise, as it is widely regarded as damaging for children, especially those with low self-esteem to be the recipients of too much person praise, as it can lead to a self-perpetuating downward spiral in both their attitude towards learning and their academic progress. This general statement can only be described as true within children who already are predisposed to low self-esteem. The research of Burlingame implies that children with high self-esteem will benefit from both kinds of praise.From experience forever children with high self-esteem are often praised perhaps too frequently, this can lead to an almost extrinsic motivation effect whereby the children see the praise being given as an extrinsic reward thus fostering a completely unintentional ethos within the classroom or indeed the whole school, whereby children expect to be praised and could potentially end up conditioned to only continue working or behaving to a consistently high standard when praise is being handed out periodically by the class teacher.This adverse effect needs to be avoided; teachers should note â€Å"praise, like penicillin, must not be administered haphazardly. Ignition (1965) Another consideration the teachers when attempting to decide how to give indeed an even more desirable effect could be achieved through non-verbal praise. Non-verbal praise could take on the form of a simple smile, a thumbs-up from across the classroom or even a note quietly written on a student piece of work. Non-verbal forms of praise can be highly useful when dealing with children of low self-e steem countering the issues created from person praise.Non-verbal cues also play a crucial role in communication; according to Spark (2013) furthermore they are especially important when interpreting ambiguous verbal messages. As such non-verbal forms of praise and communication are an important tool when differentiating praise as a reward system for individual members of a whole class. Having reviewed the current academic theories surrounding praise as a reward system, looking at both the positives and negatives associated with praise as a system I can draw several conclusions.The first of which is that praise as an intrinsic reward system is key in fostering a culture of motivation to achieve both academically and socially within primary school children. This is drawn from Sutherland research stating that praise is positively related to intrinsic motivation among students†. The counterarguments raised predominantly by Brakeman are also highly compelling, as they appear to co ndemn the use of some aspects of praise.The issues that can arise when praise is used inappropriately within the primary classroom, as well as the unexpected side-effects for children with low self-esteem mean that praise can sometimes have a seemingly paradoxical effect. This is summarized by Spark, et al (2013) who states†¦ â€Å"Blame after failure sometimes leads to the impression that the recipient has a high ability. In contrast praise after success can lead to an inference of lower ability. † Kappa's research links in with the theories of Brakeman because person praise is the style of praise that would be linked to the inference of lower ability.Process praise however, which can be generically given across the different ability groups, has no such inferences. Pomeranian, M et al (2013) also raise an interesting point that seems to condemn praise when used inappropriately†¦ â€Å"The more personal praise mothers used, the more children subsequently held an en tity theory of intelligence and avoided challenge over and above their earlier functioning n these dimensions† far from praise encouraging children in their attempts to challenge and better themselves, person praise appears to detrimentally affect children's academic drive.If Pomeranian, M is to be believed then all teaching and support staff should adopt a system whereby praise is used sparingly and also in a manner that avoids person praise. Furthermore, process praise should be used throughout the class without highlighting different ability groups. In this manner the paradoxical effect discussed by Spark could be avoided. In practice the literature seems to suggest that simply using praise on its own as a reward system is not efficient to develop children's own intrinsic reward systems and develop and ethos of intrinsic motivation both academically and socially.

History of Sculpture

Assyrian Black Obelisk of Salamander Ill a large and solid late one. The conquest of the whole of Mesopotamia and much surrounding territory by the Assyrian created a larger and wealthier state than the region had known before, and very grandiose art in palaces and public places, no doubt partly intended to match the splendor of the art of the neighboring Egyptian empire. The Assyrian developed a style of extremely large schemes of very finely detailed narrative low relief in stone for palaces, with scenes of war or hunting; the British Museum has an outstanding collection.They produced very little sculpture in the round, except for colossal guardian figures, often the human-headed lamas, which are sculpted in high relief on two sides of a rectangular block, with the heads effectively in the round (and also five legs, so that both views seem complete). Even before dominating the region they had continued the cylinder seal tradition with designs which are often exceptionally energetic and refined. The Guenons Lioness, 3rd Millennium BCC, 3. 5 inches high One of 18 Statues of Guide, a ruler around 2090 BCC The Burner Relief, Old Babylonian, around 1800 BCCAssyrian relief from Nimrod, from c 728 BCC Ancient Egypt The monumental sculpture of Ancient Egypt is world-famous, but refined and delicate small works exist in much greater numbers. The Egyptians used the distinctive technique of sunk relief, which is well suited to very bright sunlight. The main figures in relief adhere to the same figure convention as in painting, with parted legs (where not seated) and head shown from the side, but the torso from the front, and a standard set of proportions making up the figure, using 18 â€Å"fists† to go from the ground to the hair-line on the forehead.This appears as early as the Meaner Palette from Dynasty l, but there as elsewhere the convention is not used for minor figures shown engaged in some activity, such as the captives and corpses. Other conventions mak e statues of males darker than females ones. Very conventionalism portrait statues appear from as early as Dynasty II, before 2,780 BCC, and with the exception of the art of the Marin period of Keenan, and some other periods such as Dynasty XII, the idealized features of rulers, like other Egyptian artistic conventions, changed little until after the Greek conquest.Egyptian pharaohs were always regarded as gods, but other deities are much less common in large statues, except when they represent the pharaoh as another deity; however the other deities are frequently shown in paintings and relief. The famous row of four colossal statues outside the main temple at ABA Simmer each show Renames II, a typical scheme, though here exceptionally large. Small figures of deities, or their animal personifications, are very common, and found in popular materials such as pottery.Most larger sculpture survives from Egyptian temples or tombs; by Dynasty IV (2680-2565 BCC) at the latest the idea of t he Aka statue was army established. These were put in tombs as a resting place for the aka portion of the soul, and so we have a good number of less conventionalism statues of well-off administrators and their wives, many in wood as Egypt is one of the few places in the world where the climate allows wood to survive over millennia. The so-called reserve heads, plain hairless heads, are especially naturalistic.Early tombs also contained small models of the slaves, animals, buildings and objects such as boats necessary for the deceased to continue his lifestyle in the afterworld, and later Shabby figures. Facsimile of the Meaner Palette, c. 3100 BC, which already shows the canonical Egyptian profile view and proportions of the figure. Manure (Mysterious) and queen, Old Kingdom, Dynasty 4, 2490 – 2472 BC. The formality of the pose is reduced by the queen's arm round her husband.Wooden tomb models, Dynasty X'; a high administrator counts his cattle. The Gold Mask of Tutankhamen, c. Leatherette dynasty, Egyptian Museum The Younger Anemone c. 1250 BC, British Museum Souris on a lapis lazuli pillar in the middle, flanked by Hours on the left, Andalusia on the right, 22nd dynasty, Louvre The aka statue provided a physical place for the aka to manifest. Egyptian Museum, Cairo Block statue of Pa-Ankh-Ra, ship master, bearing a statue of Path. Late Period, ca. 650-633 SC, cabinet des M ©dailies.Ancient Greece The first distinctive style of Ancient Greek sculpture developed in the Early Bronze Age Cycladic period (3rd millennium BCC), where marble figures, usually female and small, are represented in an elegantly simplified geometrical style. Most typical is a standing pose with arms crossed in front, but other figures are shown in different poses, including a complicated figure of a harpist seated on a chair. The subsequent Minoan and Mycenaean cultures developed sculpture further, under influence from Syria and elsewhere, but it is in the later Archaic period f rom around 650 BCC that the sours developed.These are large standing statues of naked youths, found in temples and tombs, with the Koreans the clothed female equivalent, with elaborately dressed hair; both have the â€Å"archaic smile†. They seem to have served a number of functions, perhaps sometimes representing deities and sometimes the person buried in a grave, as with the Scissors Sours. They are clearly influenced by Egyptian and Syrian styles, but the Greek artists were much more ready to experiment within the style.During the 6th century Greek sculpture developed rapidly, becoming more naturalistic, and with much more active and varied figure poses in narrative scenes, though still within idealized conventions. Sculptured pediments were added to temples, including the Parthenon in Athens, where the remains of the pediment of around 520 using figures in the round were fortunately used as infill for new buildings after the Persian sack in 480 BCC, and recovered from the sass on in fresh unwatched condition.Other significant remains of architectural sculpture come from Pesetas in Italy, Corp.,Delphi and the Temple of Papaya in Ageing (much now in Munich). Cycladic statue 2800-2300 BC. Parlay marble; 1,5 m high (largest known example of Cycladic sculpture. From Amorous Cycladic statue 2700-2300 BC. Head from the figure of a woman, H. 27 CM (10 h in. ) Cycladic Female Figurine, c. 2500-2400 BCC, 41. 5 CM (16. 3 it-I) high Mycenae, Female portrait, perhaps a sphinx or a goddess. Painted plaster, ca. 1300-1250 BC Mycenae, 1600-1500 BC.Silver rhythm with gold horns and rosette on the forehead Bull's head, Mycenaean rhythm Terra cotta, 1300-1200 BC. Found in a tomb marathons, British Museum Monsoon vase, 670 BC, Decorated photodiodes at Monsoon, Greece, depicting one of the earliest known renditions of Trojan Horse, Archaeological Museum of Monsoon Lifeless sours, c. 590-580 BCC,Metropolitan Museum of Art The â€Å"Angina Sphinx† from Delphi, 570- 560 BC, the figure 222 CM (87. 4 in) high Peoples Core, c. 530 BC, Athens, Acropolis Museum Late Archaic warrior from the east pediment of the Temple of Papaya, c. 00 The Mathis sarcophagus, formulators, Cyprus, 2nd quarter of the 5th century BC Archaic period, Metropolitan Museum of Art Classical We have fewer original remains from the first phase of the Classical period, often called the Severe style; free-standing statues were now mostly made in bronze, which always had value as scrap. The Severe style lasted from around 500 in relief, and soon after 480 in statues, to about 450. The relatively rigid poses of figures relaxed, and asymmetrical turning positions and oblique views became common, and deliberately sought.This was combined with a better understanding of anatomy and the harmonious structure of sculpted figures, and the pursuit of naturalistic presentation as an aim, which had not been present before. Excavations at the Temple of Zeus, Olympia since 1829 have revealed th e largest group of remains, from about 460, of which many are in the Louvre. The â€Å"High Classical† period lasted only a few decades from about 450 to 400, but has had a momentous influence on art, and retains a special prestige, despite a very restricted number of original survivals.The best known works are the Parthenon Marbles, traditionally (since Plutarch) executed by a team led by the most famous Ancient Greek sculptor Aphid's, active from about 465-425, who was in his own day ore famous for his colossal Christianizes Statue of Zeus at Olympia (c 432), one of the Seven Wonders of the Ancient World, his Athena Parthenon (438), the cult image of the Parthenon, and Athena Approaches, a colossal bronze figure that stood next to the Parthenon; all of these are lost but are known from many representations.He is also credited as the creator of some life-size bronze statues known only from later copies whose identification is controversial, including the Lidos Hermes. The Hi gh Classical style continued to develop realism and sophistication in the unman figure, and improved the depiction of drapery (clothes), using it to add to the impact of active poses. Facial expressions were usually very restrained, even in combat scenes. The composition of groups of figures in relief and on pediments combined complexity and harmony in a way that had a permanent influence on Western art.Relief could be very high indeed, as in the Parthenon illustration below, where most of the leg of the warrior is completely detached from the background, as were the missing parts; relief this high made sculptures more subject to damage. The Late Classical style developed the free-standing female nude statue, supposedly an innovation of Parallaxes, and developed increasingly complex and subtle poses that were interesting when viewed from an number of angles, as well as more expressive faces; both trends were to be taken much further in the Hellenic period. High Classical high relief from the Elgin Marbles, which originally decorated the Parthenon, c. 447-433 BCC) Hellenic The Hellenic period is conventionally dated from the death of Alexander the Great in 323 BC, and ending either with the final conquest of the Greek heartlands y Rome in 146 BC or with the final defeat of the last remaining successor-state to Alexander empire after the Battle of Actinium in 31 BC, which also marks the end of Republican Rome. 42] It is thus much longer than the previous periods, and includes at least two major phases: a â€Å"Programmer† style of experimentation, exuberance and some sentimentality and vulgarity, and in the 2nd century BC a classifying return to a more austere simplicity and elegance; beyond such generalizations dating is typically very uncertain, especially when only later copies are known, as is usually the case.The initial Programmer style was not especially associated with Bergamot, from which it takes its name, but the very wealthy kings of that stat e were among the first to collect and also copy Classical sculpture, and also commissioned much new work, including the pomegranate Altar whose sculpture is now mostly in Berlin and which exemplifies the new style, as do the Mausoleum at Hallucinations (another of the Seven Wonders), the famous Loco ¶n and his Sons in the Vatican Museums, a late example, and the bronze original of The Dying Gaul (illustrated at top), which we know was part of a group actually commissioned or Bergamot in about 228 BC, from which the Lidos Gaul was also a copy. The group called the Fairness Bull, possibly a 2nd-century marble original, is still larger and more complex,[43] Hellenic sculpture greatly expanded the range of subjects represented, partly as a result of greater general prosperity, and the emergence of a very wealthy class who had large houses decorated with sculpture, although we know that some examples of subjects that seem best suited to the home, such as children with animals, were in fact placed in temples or other public places.For a much more popular home execration market there were Tanager figurines, and those from other centers where small pottery figures were produced on an industrial scale, some religious but others showing animals and elegantly dressed ladies. Sculptors became more technically skilled in representing facial expressions conveying a wide variety of emotions and the portraiture of individuals, as well representing different ages and races. The relief from the Mausoleum are rather atypical in that respect; most work was free- standing, and group compositions with several figures to be seen in the round, like he Lagoon and the Bergamot group celebrating victory over the Galls became popular, having been rare before.Debarring Faun, showing a satyr sprawled asleep, presumably after drink, is an example of the moral relaxation of the period, and the readiness to create large and expensive sculptures of subjects that fall short of the heroic. [44 ] After the conquests of Alexander Hellenic culture was dominant in the courts of most of the Near East, and some of Central Asia, and increasingly being adopted by European elites, especially in Italy, where Greek colonies initially controlled most of he South. Hellenic art, and artists, spread very widely, and was especially influential in the expanding Roman Republic and when it encountered Buddhism in the easternmost extensions of the Hellenic area.The massive so-called Alexander Sarcophagus found in Sided in modern Lebanon, was probably made there at the start of the period by expatriate Greek artists for a Hellenized Persian governor. [45] The wealth of the period led to a greatly increased production of luxury forms of small sculpture, including engraved gems and cameos, Jewelry, and gold and silverware. The Programmer style of the Hellenic period, from topographer Altar, early 2nd century. ) The Rice Bronzes, very rare bronze figures recovered from the sea, c. 460-430 Hermes and the Infant Dionysus, possibly an original by Parallaxes, 4th century Two elegant ladies, pottery figurines, 350-300 Bronze Statuette of a Horse, late 2nd – 1st century B. C. Metropolitan Museum of Art The Winged Victory of Commemorates, c. 90 BC, Louvre Venus De Mill, c. 130 – 100 BC, Greek, the Louvre Loco ¶n and his Sons, Greek, (Literalistic), circa 160 BC and 20 BC,White marble, Vatican Museum Loaches, Apollo Belvedere, c. 30 – 140 AD. Roman copy after a Greek bronze original of 330-320 BC. Vatican Museums Europe after the Greeks Roman Sculpture Early Roman art was influenced by the art of Greece and that of the neighboring Etruscan, themselves greatly influenced by their Greek trading partners. An Etruscan specialist was near life size tomb effigies in terracotta, usually lying on top of a sarcophagus lid propped up on one elbow in the pose of a diner in that period.As the expanding Roman Republic began to conquer Greek territory, at first in Souther n Italy and then the entire Hellenic world except for the Parthian far sat, official and patrician sculpture became largely an extension of the Hellenic style, from which specifically Roman elements are hard to disentangle, especially as so much Greek sculpture survives only in copies of the Roman period. By the 2nd century BCC, â€Å"most of the sculptors working at Rome† were Greek, often enslaved in conquests such as that of Corinth (146 BCC), and sculptors continued to be mostly Greeks, often slaves, whose names are very rarely recorded. Vast numbers of Greek statues were imported to Rome, whether as booty or the result of extortion or amerce, and temples were often decorated with re-used Greek works. A native Italian style can be seen in the tomb monuments, which very often featured portrait busts, of prosperous middle-class Romans, and portraiture is arguably the main strength of Roman sculpture.There are no survivals from the tradition of masks of ancestors that were w orn in processions at the funerals of the great families and otherwise displayed in the home, but many of the busts that survive must represent ancestral figures, perhaps from the large family tombs like the Tomb of the Copies or he later mausoleum outside the city. The famous bronze head supposedly of Luscious Genius Brutes is very variously dated, but taken as a very rare survival of Italic style under the Republic, in the preferred medium of bronze. Similarly stern and forceful heads are seen on coins of the Late Republic, and in the Imperial period coins as well as busts sent around the Empire to be placed in the basilicas of provincial cities were the main visual form of imperial propaganda; even Luminous had a near-colossal statue of Nero, though far smaller than the 30 meter high Colossus of Nero in Rome, owe lost.The Romans did not generally attempt to compete with free-standing Greek works of heroic exploits from history or mythology, but from early on produced historical w orks in relief, culminating in the great Roman triumphal columns with continuous narrative relief winding around them, of which those commemorating Trojan (CE 113) and Marcus Aurelia's (by 193) survive in Rome, where the Era Pace's (â€Å"Altar of Peace†, 13 BCC) represents the official Greece-Roman style at its most classical and refined. Among other major examples are the earlier re-used relief on the Arch of Constantine and the base of the Column of Notations Pious (161), Company relief were cheaper pottery versions of marble relief and the taste for relief was from the imperial period expanded to the sarcophagus.All forms of luxury small sculpture continued to be patronized, and quality could be extremely high, as in the silver Warren Cup, glass Ulcerous Cup, and large cameos like the Gamma August, Kananga Cameo and the â€Å"France†. For a much wider section of the population, McCollum relief decoration of pottery vessels and small figurines were produced in great quantity and often considerable quality. Section of Tartan's Column, CE 1 13, with scenes from the Disdain Wars) (Augustan state Greece-Roman style on the Era Pace's, 13 BCC) After moving through a late 2nd-century â€Å"baroque† phase, in the 3rd century, Roman art largely abandoned, or simply became unable to produce, sculpture in the classical tradition, a change whose causes remain much discussed.Even the most important imperial monuments now showed stumpy, large-eyed figures in a harsh frontal style, in simple compositions emphasizing power at the expense of grace. The contrast is famously illustrated in the Arch of Constantine of 31 5 in Rome, which imbibes sections in the new style with roundels in the earlier full Greece-Roman style taken from elsewhere, and the Four Tetrarch (c. 305) from the new capital of Constantinople, now in Venice. Ernst Kittening found in both monuments the same â€Å"stubby proportions, angular movements, an ordering of parts through symmet ry and repetition and a rendering of features and drapery folds through incisions rather than modeling†¦The hallmark of the style wherever it appears consists of an emphatic hardness, heaviness and angularity ? in short, an almost complete rejection of the classical tradition†. This revolution in style shortly preceded the period in which Christianity was adopted by the Roman state and the great majority of the people, leading to the end of large religious sculpture, with large statues now only used for emperors. However rich Christians continued to commission relief for sarcophagi, as in the Sarcophagus of Genius Abacus, and very small sculpture, especially in ivory, was continued by Christians, building on the style of the consular diptych. Etruscan sarcophagus, 3rd century BCC The â€Å"Capitalize Brutes†, dated to the 3rd or 1st century BCC Augustus of Prima Portal, statue of the emperor Augustus, 1st century CE.Vatican Museums Tomb relief of the Deck†, 9 8-117 CE Bust of Emperor Claudia, c. 50 CE, (reworked from a bust of mineralogical), It was found in the so-called Tripoli basilica in Aluminum, Italy, Vatican Museums Commodes dressed as Hercules, c. 191 CE, in the late imperial â€Å"baroque† style The Four Tetrarch, c. 305, showing the new anti-classical style, in porphyry, owns Marco, Venice The cameo gem known as the â€Å"Great Cameo of France†, c. 23 CE, with analogy of Augustus and his family Early Medieval and Byzantine The Early Christians were opposed to monumental religious sculpture, though continuing Roman traditions in portrait busts and sarcophagus relief, as well as smaller objects such as the consular diptych.

Ancient Greek Architecture Essay Example | Topics and Well Written Essays - 500 words

Ancient Greek Architecture - Essay Example The Greek architects also adopted designs and patterns from foreign architectural styles that include illustrations of women figures and animals including birds, winged lions and other beasts (Raaflaub and Wees). The archaic period mainly based on the artists` practices of adopting foreign styles for introducing an innovative style of the Greek art. Furthermore, a dominating influence of this innovative style has been observed in various city states of the Greece such as, in Sparta architects and other creative artists started learning ivory carving and bronze styling in order, to utilize these motifs and designs in the stylish buildings of the new period (Raaflaub and Wees). Additionally, artists of the Laconia and the Corinthians discovered a pattern of using small animals and floral prints and called it as silhouetted style. As this period`s main theme was associated with the natural scenes, thus Athens started demonstrating nature and methodological characters in the abstract paintings (Couprie, Hahn and Naddaf). However, during the whole period main focus of the artists remained with the innovative and natural representation of human figures specifically, children and women (Couprie, Hahn and Naddaf). The metropolitan Museum is a self-speaking evidence of Egyptian influence on the Archaic Greek period. Other examples of the archaic period influence include two main orders of Greek art such as, Doric order of western colonies and mainland Greece and the Ionic order of the Ionic Islands (Raaflaub and Wees).

Ohio Senate Race 2012 Sherrod Brown vs. Josh Mandel Case Study

Ohio Senate Race 2012 Sherrod Brown vs. Josh Mandel - Case Study Example The key issue that the candidates are asking voters to consider is the recently passed health care law, popularly known as â€Å"Obamacare.† On one hand, Brown, just as a majority of Democrats, likes the law and supported its passage. On the other hand, Mandel wants this law repealed (Torry, â€Å"Healthcare†). Indeed, the healthcare issue has been divisive not only amongst Ohioans, but also across the entire nation. This issue is important because Ohioans will identify the candidate who will support their preferred choice for healthcare. The two candidates are asking voters to consider the issue of abortion, which is another issue that draws emotions in the American society with people being either pro-choice or against abortion. This issue is crucial, especially amongst women voters, since they need to make a decision regarding the candidate who will support their needs. In addition, the recent global financial crisis is another issue that the candidates are asking vo ters to consider. In line with this, voters will want to know the candidate who will bring measures that reduced the States federal debt while improving the economy of the state (Torry, â€Å"Federal Debt†). On one hand, Brown portrays himself as a defender of the middle class and  a supporter of the rights of women. ... Conversely, Mandel projects Brown’s pro-choice image as views of an extremist (Sewell). Through campaign ads, debates, and public rallies, the candidates are able to get their messages out to the voters. In fact, the Ohio Senate race is the most expensive race this election year (Davidson). Hence, various people and groups have spent money on ads in this campaign since the stakes are high. The candidates have tried hard to avoid any gaffes and controversies that might cost them the race due to the thin margin in the opinion polls. However, Mandel’s gaffe of calling Mourdock a â€Å"gentleman† and his remarks about abortion a â€Å"class act† might influence the voting patterns amongst women (Sewell). Nonetheless, Mandel indicated that he did not agree with Mourdock’s statement and the media failed to highlight this issue. The media’s coverage of the race is faultless. In this case, the local media and the national media have been instrumental in highlighting the issues that these two candidates propose to the voters. In addition, the analysis and the reporting have been fair since each candidate appears to have equal airplay by the media covering the race. Brown’s message to the voters regards the improvement of the State’s economy, and he provides specifics on the issue of taxes. On the other hand, Josh’s main message to the voters on tax opposes Brown’s message on tax extensions. However, the two candidates do not provide the specifics that lay a plan on reducing the deficit that the State is currently facing (Torry, â€Å"Federal Debt†). Thus, the media  are  not distorting the messages from these two candidates as the two candidates failed to provide a clear approach of dealing with the

Women Smoking Essay Example | Topics and Well Written Essays - 500 words

Women Smoking - Essay Example Due to the increased levels of smoking among women, the figure for deaths among women world-wide is set to double by 2020 (WHO, 1992). It is estimated that approximately 41,000 women die prematurely each year as a result of smoking in the U.K (Callum, 1995). Across the EU countries, the figure is estimated at 106,000. A total of 500,000 deaths per year is the estimated world total (WHO, 1992). A broad range of styles is offered to meet the expressed wants established as preferences by the different segments of the smoking population, for example women and these include taste, packaging and cigarette length, and these marketing strategies are targeted at women who are more concerned and worried about smoking but are less likely to quit. They look for more situational cues to smoke (Brown and Williamson, 1979). Smoking rates follow underprivilege, and these include the racial underprivilege. Statistics reflect that black women living in a society dominated by whites tend to have a higher smoking rate than their white counterparts. In America for example, the rates of lung cancer have increased faster among the black women than among white women.

Comparison of Aims, Objectives and Purpose of Marks & Spencers And Essay

Comparison of Aims, Objectives and Purpose of Marks & Spencers And Lidl Ltd - Essay Example This paper illustrates that business news and subjects have always formed a considerable hype among people and the race among the business firms are of particular interest to readers. However, this article is not about competition but reflects the internal aspects of business management and compares two top-ranking firms and their business practices. One of the companies is a front line retailer and supermarket chain operating globally, Marks & Spencer’s while the other one is the discount supermarket chain, Lidl. In reference to the selection of the companies, it is important to justify that these companies have been selected in order to understand the differences in their management and operational practices in relation to their particular industry traits. The company started its operations in the year 1940 and expanded their operations in 20 countries in Europe during the period of 1973. The privately held company with headquarter in Germany, over time, evolved as the fifth largest retailer in the globe in terms of sales, as per the statistics of 2011. The sales of the company rose to higher levels with the increase in their service processes and also helped them gain a reputation in the national retail and supermarket industry. The business operation of Lidl highly reflects the mission incorporated by the company. Lidl is well-aware about their existing size and customer base and aims to integrate customers across customers with different values and traditions. Lidl infuses systematic approach to achieving their primary goal i.e. customer satisfaction. The company understands the importance of the value of money for the customers and accordingly formulates the corporate strategies. The excellence of such strategies is reflected from the pricing decision and promotional strategies used by Lidl.

Iraq Power Company Business Plan Assignment Example | Topics and Well Written Essays - 2250 words

Iraq Power Company Business Plan - Assignment Example We will provide electricity to all the localities including industries, hospitals, parks, houses etc. Our distribution would be as follows Our mission is to provide customers highest quality electrical services; our focus is on personalized services by offering convenient and rapid services. We have strong vendor relationship with most service conscious vendors, capable of shipping major parts rapidly (overnight too) minimizing the system downtime for the premiere electric customers. Iraq is an oil producing country situated in the Middle East, with the population of 28,945,657 (July 2009.est).the population growth rate is 2.507%. Its economy is mainly dominated by the oil sector, which provides 90% of foreign exchange earnings. Total government revenues have benefited from high oil prices in recent years; however, revenues have declined significantly since the oil price drop in fall 2008. Iraq is making some progress in building the institutions needed to implement economic policy. In March 2009 Iraq concluded a Stand-By Arrangement (SBA) with the IMF that details economic reforms. Its GDP per capita is $4000. Its composition by sector is Nowadays the electric shortage in Iraq has become a problem and there are frequent blackouts. Due to the war there is much loss done and many of the power generation cables have been cut down posing a problem for the people. It needs new industries to be set up in various areas to solve the problem. At present electricity is provided only 8 hours a day at free of charge. The energy needs of Kurdish region have been ignored; it is working independently to electrical energy output through foreign assistance and private investment projects. The minister expects that by 2009 the region will produce enough energy to keep the lights on 24 hours a day. Vision Statement In 5 years it will become the major company generating electrical power to the country and establish its name in the whole of Middle East Mission Statement Earn people trust, be honest and lighten up Iraq. Engineering plan We will deal with generation, transmission and distribution of electric power as well as electrical devices connected to the system including generator, motors and transformers. Different forms of energies are converted to electrical energy. The transmission subsystem transmits the electricity to the load centers. The distribution subsystem continues to transmit the power

WZH-MIT-Essay1-3-0920-ec Essay Example | Topics and Well Written Essays - 1500 words

WZH-MIT-Essay1-3-0920-ec - Essay Example I didn’t care to listen and accredit the much valued experience of my subordinates. A daily non-interactive reporting system was scheduled with scarce chance of consultation and negotiation. I didn’t recognize that in the trial to be an effective ‘authoritative’ leader, I turned my self to be a mere ‘authoritarian’ leader. As the interaction factor was lacking, there was no space for a healthy debate and no disagreement was expressed on the decisions made. I was also hesitant in taking help from subordinates even though I lacked the expertise in many of the technical and practical issues. Rather than looking for some wise capacity building ideas, I tried to masquerade my lack of knowledge with the authority I had, resulting in doubtful decisions. Things started to back fire as these decisions proved wrong and even led to the rejection of goods by clients. On this development, my supervisor intervened privately and we had a detailed discussion on my setbacks .He pointed out my drawbacks, and gently advised me on the qualities a good leader should have. In this process, I observed an ideal leader in him, as he heard and understood me, was inspiring and had respect for my thoughts and observations. Well blended with his experience, the discussion pointed out the lacking factors in the team and the leader. I realized the need of being more mature in leadership and collaborative team work. From there on, I ensured to accredit the experience of my team members and devised an effective communication with them. The morning meeting continued, but in a collective way discussing the issues and scopes, resulting in final plans to be put into practice. I made it a routine that each staff was heard to .The team was inspired to be bold in innovations, taking care of the quality standards. Subsequently, I developed integrity by improvising my technical understanding. All the required resources were ensured to the

Family Issues Essay Example | Topics and Well Written Essays - 500 words

Family Issues - Essay Example Marriage is one of the most fundamental and indispensable social institutions present in human society. This main purpose of an institution of marriage is to satisfy the sex needs of the individuals in a socio-cultural and legal manner. When I think of getting married, my mind cares about my parents, because I want my wife to deal with my parents as I deal with them or better. My parents are very important to me for many reasons. For instance, my mother carried me for nine months in her womb. Secondly, my father cared about me and paid for everything I needed. As such, when I think of getting married, the first thing I will worry about is my parents. I will live in my parents’ house. Therefore, I will do my best to find the wife who is going to respect and deal with them in an ideal way. The sexual intercourse is one of the most important factors in family’s life. Undeniably, no family can live without it. In absence of sexual satisfaction, the couples will turn immoral. In some cases, it leads the wife or the husband to find another sexual partner. There are many positions some of which are pleasant, painful, and others tedious. I will also try other suitable positions as advised by a private medical doctor when my wife is pregnant. Some are however specific to pregnant women and during menstruation. Others are specific for diseases, and stress positions for heart patients and back pain. I believe having a new sexual experience and techniques will make the sexual intercourse more interesting, spiritual, and fun for both of us.

National Museum of the Philippines Essay Example for Free

National Museum of the Philippines Essay Located at Padre Burgos Street, Manila City, sat the two branches of The National Museum of the Philippinesthe National Gallery of Art and the Museum of the Filipino People, where we went first. As we enter the hallway that leads to the first floor exhibits, we were greeted by a native Nipa hut complete with things that our ancestors used in the past. That same floor also houses the San Diego wreck site though it is a restricted area. We then went up to the next floor where it features the coming of the Spaniard merchant vessels in our country, our contacts with the other countries in terms of trade and commerce, as well as the Linnaeus and the Linnaeans. At the third floor, there were three galleries: The Origin (Pinagmulan), where it presents information on the origin of the Philippines and its people. It retold the story of how the Filipinos lived during the four pre-historic periodPaleolithic; Neolithic; Metal; and Ceramic Age. The second gallery is the Filipinos Today (Kinahinatnan), which features the diversion of our culture because of the influences of different countries and how colorful and beautiful it is. The last gallery is the Archaeological Treasures (Kaban ng Lahi), that showcases the burial jar collection and the importance of burial practice. The last floor was divided into two galleries. First one is the Kisame: Visions of Earth on Heaven that exhibits tons of photographs of ceiling paintings from Bohol colonial churches. It obviously displayed the religiosity of the Filipinos. The last gallery is all about the Biodiversity Exhibit, which shows the various flora and fauna in the country. After a couple of hours in the Museum of the Filipino People, we headed to National Gallery of Art. Although it is under renovation, it still welcomed visitors for free! The first gallery is called â€Å"The Hall of Masters† as it features the works of 19th century Filipino painters, Juan Luna and Felix Hidalgo. The main attraction is the very famous Spolarium by Luna and opposite to it is Hidalgo’s â€Å"The Assasination of Governor Bustamante and his son†. As we move to the second floor, there is the fantastic Bones Exhibit. It displayed the skeletal remains of different animals—from mammals (including that of a human) to reptiles, to crustaceans and birds—that can be seen in the Philippines. At the center of the gallery is the humongous bone of a juvenile sperm whale. The last gallery on the third floor features the clothing of native Filipinos, and how it was made. REACTION: It was actually my first time to visit these museums and I was really glad that I already had the chance to. Although we spent almost five hours around the museum, I personally regret nothing. Every bit is worth the time. Seeing all those exhibits renewed my nationalistic heart and I’m more proud now to be a Filipino, realizing that we have tons of artistic countrymen and that there works are worthy of admirations. I’m also more aware now of our culture and how colorful it really is. I was really happy to see how our ancestors lived and how it evolved to our current lifestyle. I realized that why patronize foreign culture if you have your own that is way fun, right?

The management approach of the Compstat model

The management approach of the Compstat model The police department of New York has integrated the Compstat model, which is a management approach that uses computer technology to follow up crime occurrences and help police officers identify the areas that are most vulnerable to criminal activities. At the same time, the model is useful in examining current crime patterns, and aims at maximizing resources available to the police officers in their fight against crime. According to Vito, Walsh, Kunselman (2004), Compstat (Computerized Statistics) is a goal orientated strategic management process that uses information technology, operational strategy, and managerial accountability to control crime and police neighborhoods, (p.1). There are four main principles of the Compstat model. The first one outlines the need for the police to obtain in good time, correct information on crime occurrences. In this case, police personnel perform crime analysis, that is, they identify the nature of the crime, the offender, the time of offense, and how the offender intends to carry it out. To achieve this, police personnel write reports on a weekly basis, giving statistical information on the arrests and summons they have made during the week, complaints they have received from the public concerning crime, crucial cases and the crime trends they have observed. The head of the Compstat Unit is in charge of receiving the weekly reports and saving them in a database. With the help of these reports, police officers can make comparisons between trends in crime and identify similarities as well as differences, and the most appropriate strategies to address these. The second element requires that the police employ workable strategies based on the intelligence they have, to prevent and solve crimes. In this instance, they identify which crimes and crime zones need quick intervention and make these their priority. At the same time, the police assess the available strategies in terms of their short and long-term effectiveness, as well as involve other groups, which are not necessarily police agencies. For instance, they involve religious, educational institutions, entrepreneurs, local government authorities and the community. The third element prescribes fast mobilization of material, financial and personnel resources to counter the crime patterns. This is because; the model can identify potential crime situations in an area, even before the residents alert the police on their suspicions. The fourth element demands progressive appraisal of police personnel, departments, and material resources in order to ensure that crime trends reduce. Performan ce appraisals are possible through reports that capture the profiles of each commander of police and these enable the other police officers to compare their own performance with that of their heads. With correct implementation, the Compstat approach can aid government authorities to assess police departments and check for the improper use of material and financial resources, as well as poor performance. The other two principles of the Compstat model require that the police operate on clear objectives in their fight against crime and each officer is responsible for the overall success of the police force in reducing crime rates. The members of the police force should be aware of the goals they intend to achieve and these must at the same time, be attainable within the stipulated period. Goals dictate the rating of the performance of police personnel, depending on whether they have achieved them. The chief as well as the commanders of various police agencies therefore have the responsibility of communicating clear and precise instructions to their subjects, in order to ensure that the latter achieve the desired performance. This explains why there is need for regular briefs among the police force in order to equip them with the necessary information on what their leaders expect of them. On a short-term basis, the Compstat model aims at reducing crime rates, while its long-term objective is to create a permanent change in the community and improve peoples lives by ensuring a safe environment. The measures to assess the effectiveness of the model on short-term basis would include examining weekly reports on the crimes occurring, in order to establish whether there are fewer or more offenses each day. Long-term effectiveness measures would involve the analysis of crime trends over a period such as a number of years, in order to establish whether the crime rates have gone down. At the same time, the weekly meetings to review crime reports provide forums to assess whether the police departments are making progress in reducing crime rates. These meetings on performance appraisal of police personnel serve both the immediate and long-term goals of the Compstat model. This is because if appraisals indicate that, some of the members of the force are not successful in reducing crime over a given period, the chief may take action such as re-training, retrenchment, or shifting to another department. The model is advantageous in that it promotes a consultative process in decision-making. It enhances intelligence sharing among the police officers and departments, accountability as well as coordination and a team spirit. This is possible through the meetings involving all levels of management. In addition, seeks to enable the police maximize the available resources in their fight against crime. Moreover, holding every member of the force accountable for its success in fighting crime ensures that each plays his or her role, and that there is no blame game when results are not forthcoming. In addition, ensuring timely and correct information on potential crime zones enables the police to act swiftly to prevent criminal activities. This is because; they are aware of what is happening on the ground. At the same time, they are able to develop the right strategies and response to the crime trends they have already identified. This increases their chances of success rather than in cases where they act after crisis. The Compstat approach to management promotes the belief that the police force is able to lower crime rates through employing the right strategies. Promoting continuous performance appraisal based on weekly reports enables the police force to establish its strengths and weaknesses. Moreover, it allows police to involve the community and other stakeholders in the fight against crime. This shows that the police are not working alone and are committed to ensuring a safe environment for all. On the other hand, the Compstat model has some disadvantages. One limitation of this model is that it is difficult to assess its success. When crime rates reduce, it is hard for police officers to attribute this phenomenon only to the model. On the other hand, when the crime rates stagnate or increase, it is difficult to tell whether failure lies only in the implementation of the models principles. Moreover, the Compstat model is susceptible to manipulation by police officers. For instance, due to pressure to reduce crime rates, they may fail to keep reports of crimes in order to give a false impression of less crime occurrences in a given area. At the same time, police officers may use their subjective judgments to declare some crimes as minor, and therefore of less significance, in order to reduce the statistics on the major crimes. This sort of manipulation of statistics will therefore give a false impression of progress in reduction of significant crimes. Similarly, communities whose crime rate reports show that the police have made progress in averting crimes, will receive less financial, material and personnel resources than those where the crime rates are still high. In case these reports are false, this implies that such communities will suffer more from crime because the police will attend to them less. In addition, since evaluation of the performance of police personnel depends largely on the crime rate reports, members of the force are likely to manipulate these, in order to give a false impression of their success in fighting crime. Consequently, the performance appraisals will be faulty, given that their bases are not accurate. At the same time, there is a possibility of awarding ineffective police personnel, rather than those who deserve merit. This is because the ineffective members can manipulate c rime reports to favor them, and they will get acknowledgment. As part of the implementation of the Compstat model, the chief of police will have to take other measures. These include having the current police force undergo refresher courses on crime prevention and at the same time, recruit, and train new officers in order to have sufficient and qualified personnel to serve the community. Police officers will also require training on the Compstat model in order to understand its functioning and crime analysis so that they are able to filter intelligence in an accurate manner. In this case, the chief will need to seek budgetary support from the government and non-governmental organizations. Apart from monetary aid, the chief will require the government to see to it that unemployment rates reduce through the creation of jobs. This is because crime rates tend to increase with high unemployment rates, as people have to find ways to feed themselves and their families. If they do not have jobs, they are likely to engage in criminal behavior such as th eft and murder in order to earn a living. Another intervention required will be the integration of other police departments, such as traffic police, crime detectives, and forensic experts into the crime prevention department. This will assist in spreading crime prevention to other areas and increase the scope of operation of the model. At the same time, the chief will need to appoint commanders at different levels in order to ensure that there is decentralization of the decision-making process. He will also create meeting rooms to allow for roundtable discussion sessions, as these are more likely to enhance the participation of all the police personnel in decisions concerning strategies to fight crime. Moreover, the chief will have to lay down the protocols that his officers will follow in the convening of briefings and other meetings as well as reporting procedures. This will ensure that there is no conflict in the lines of command because the police officers will be aware of to whom they should report. Since the Compstat model requires the use of technology, the chief will need to see to it that the police department has sufficient computer equipment as well as the necessary software programs such as systems to aid in identifying crime-prone areas, and databases to record crime occurrences. At the same time, a police website may be necessary to enhance community policing. This will enable the flow of information on crime rates from the public to the police, as well as reports from the latter to the community. In addition, the chief will need to ensure that the police officers clear any pending warrants of arrest and make the community aware that the force will not tolerate even the minor crimes. In this case, the chief will need to organize the force to carry out awareness initiatives among themselves and in the community. In conclusion, the chief can still adopt the Compstat model and modify it to suit the needs of his police department. He does not have to copy the model of the New York police department, because the situational needs of his department and that of the former are likely to be different. This is because the approach outlines only the basic principles of management that the police force and other organizations need to follow to achieve the intended objectives. Its intent is to serve as a guide to managerial principles and not to provide a dogmatic approach to the running of organizations. The model is therefore flexible, and police personnel can adopt different strategies to fight crime, based on the needs of the community they are serving. According to the models principles, they will only need to ensure that they choose strategies that are efficient for the crimes they target. Consequently, the model is suitable and can work even in small law enforcement agencies.

Comparing and Contrasting the Novel and Movie Version of The Grapes of

Comparing and Contrasting the Novel and Movie Version of The Grapes of Wrath John Steinbeck wrote the The Grapes of Wrath in 1939 to rouse its readers against those who were responsible for keeping the American people in poverty. The Grapes of Wrath tells the story of the Joad family, migrant farmers from Oklahoma traveling to California in search of an illusion of prosperity. The novel's strong stance stirred up much controversy, as it was often called Communist propaganda, and banned from schools due to its vulgar language. However, Steinbeck's novel is considered to be his greatest work. It won the Pulitzer Prize, and later became an Academy Award winning movie in 1940. The novel and the movie are both considered to be wonderful masterpieces, epitomizing the art of filmmaking and novel-writing. Although both the novel and movie form of Steinbeck's The Grapes of Wrath are considered to be American classics, the novel provides a deeper understanding of the story's time and meaning. Absent from the film, the novel's interchapters provide a greater understanding of the time in which The Grapes of Wrath takes place. First, in the movie it is unclear why the Joads are forced to abandon their farm. It is described very briefly by Muley Graves, leaving the audience in a state of confusion. However, in the novel, Chapter 5 explains exactly why the farmers are forced to leave. In this interchapter, Steinbeck uses a dialogue between a farmer and a representative from a bank; the farmer is forced to leave because the bank, or the"Monster" as Steinbeck says, needs to make a profit, and if the farmer cannot produce any goods to pay off debts, then the bank forecloses the land. This happened to many farmers in the 1930's due to a dr... ...h provides a more sensational experience than the movie. The novel gives the reader a complete feeling of the time period. It describes in every detail the situation of the Joads, as well as other farming families forced to be refugees from their homeland. On the contrary, the film leaves the reader questioning as to what exactly is happening in America in the 1930's. The novel enthralls the reader with its beautiful descriptions of the setting, and its deep symbolism. On the other hand, the film is barren, dry of symbolism and color. The movie is focused solely on the plot, depriving the audience of Steinbeck's unbelievable writing skills. Despite the fact that both the movie and novel form of Steinbeck's Grapes of Wrath are viewed as American classics, the movie is almost insufferable when compared to the wonderful masterpiece in the novel form of Grapes of Wrath.

Euthanasia in Oregon Essay -- Argumentative Persuasive Argument Essays

Euthanasia in Oregon Oregon is currently the only state that gives the terminally ill the right to decide how and when they want to die. This is known as â€Å"Oregon’s Death with Dignity Act† which lets ill, competent patients, who have less than six months to live, choose their preferred lethal dose of medication after they confer with two doctors. Since this right is present in only one state, it causes controversy. David Sarasohn in â€Å"No Last Rights† discusses Attorney General John Ashcroft’s challenge to the 1997 Supreme Court decision, which gave doctors in Oregon the right to prescribe federally controlled substances intended to euthanize. Ken MacQueen in â€Å"Choosing Suicide† reflects on various cases of euthanasia, differences in lawmaking on euthanasia between Canada and Oregon, and illegal acts of euthanasia. Sarasohn begins his article by acknowledging how Ashcroft valiantly takes the task of confronting the voters of Oregon to contemplate euthasasia during a week when anthrax and 9/11 were pressing issues for Ashcroft. In the article, Ashcroft states how using federally controlled substances, for the purposes of assisting suicide, violates the Controlled Substances Act (Sarasohn 8). The author states broadly how Ashcroft throws out the Oregon euthanasia law, not specifying the effect his challenge had on the law. It is important to note that Ashcroft’s reversal of the 1997 Supreme Court ruling does not prohibit medically assisted suicide in Oregon. However, it does forbid the usage of federally controlled drugs to kill a patient. The conclusion of the article talks about the Bush administration commending the decision and how Ashcroft sent out a DEA administrator to implement the new ... ... of his explanations are unclear and vague, making the reader want to do additional research on the subject. Sarasohn’s article is extremely concise and it relies on many, elaborate quotes without much evidence provided by him. This drastically affects his credibility. On the other hand, Ken MacQueen’s â€Å"Choosing Suicide† presents the reader with a much more upbeat and detailed outlook on Oregon’s law. He sums up Ashcroft’s effect on the law in a few sentences while focusing on other important aspects of the concern. In the end, these articles entice the reader into wondering if Oregon state law on euthanasia serves as a model to the rest of the nation or as a poison to medicine. Works Cited MacQueen, Ken. â€Å"Choosing Suicide† Maclean’s v. 115 no31 (August 5 2002) p. 40-1    Sarasohn, David. â€Å"No Last Rights† The Nation v.273 no19 (December 10 2001) p. 8

Nursing careplan

Care plan: Spiritual Distress Nursing Diagnosis: Â  Spiritual Distress (potential for) relating to separation from religious and spiritual ties. Goal #1 Client will feel the need for a minister or priest. Nursing Rx 1a.Arrange for ministers or priests to visit the client. 1b. Encourage the client to express his/her feelings to the clergy in privacy. 1c.Request the clergy to give a spiritually encouraging talk to the client. 1d. Provide the client with religious books or objects that would make them feel more oriented towards religion or spirituality Goal #2 In a multi-cultural or multi-religion society, a client may feel that his/her religion is dying. In other words, the client may feel that a lot of people are embracing other religions. Nursing Rx 2a. Listen patiently to the client. 2b.Encourage the client to express his feelings. 2c.Help the client to make a list of the important aspects and the favorite practices of his/her religion. 2d.Assist the client in making a plan to make people embrace his/her religion so that they feel better. Goal #3 Client may feel the inability to perform the daily rites. Nursing Rx 3a. Provide the client with religious books and objects that will be comforting. 3b. Offer to read the religious books. 3c. Encourage the client to talk about his/her religion and the practices followed. Goal #4 Client may feel that he/she is worthlessness (due to hospitalization) and this may lead to spiritual disorientation. Nursing Rx 4a. Encourage the client to do small tasks that are possible. 4b. Prepare a plan with short-term goals. 4c. Comfort the client by reiterating the sense of worth and the accomplishments they have made during their life-time. 4d. Discuss with the clients the feelings of his hopelessness. 4e. Provide client with physical outlets to vent out their tensions. 4f. Encourage the client to have a positive outlook towards life. Goal #5 Clients may feel lonely and this may lead to spiritual disorientation. Nursing Rx 5a. Request family members and friends to visit the client regularly. 5b. Hold client’s hand if he/she is comfortable with touch. 5c.Interact verbally with the client a lot. 5d. Encourage client to talk to other clients if it is possible. Goal #6 Some clients may have been directly affected by Vietnamese war and this could lead to spiritual distress. Nursing Rx 6a. Assure the client that it is peace time and talk about the positive aspects of life. 6b. Help the client to overcome the feelings of being affected in the war. 6c. Encourage the clients to talk about their accomplishments and their goals in life. Goal #7 Client may point out the disturbances in the religion or the rituals or practices that he/she is opposed to in the religion. Nursing Rx 7a. Assist the client to make a list of important and unimportant aspects of his/her religion. 7b. Acknowledge the opposition of client to certain religious practices and rituals. 7c.Encourage the client to focus on the positive aspects of his/her religion.

Hamlet and Relationships Essay

Relationships are a driving force in society and there is no place where this is seen better than in Hamlet by William Shakespeare. Hamlet is the Prince of Denmark and he has recently lost his father. He is the next in line to the crown, but for some reason he has not obtained it. Hamlet is a tragic figure from the start, but it is his attempt to relate to others that makes him even more tragic. Hamlet has a detestable relationship with King Claudius, his father’s successor. Claudius is Hamlet’s uncle and he has married Hamlet’s mother. Hamlet’s rapport with Claudius is openly hostile, yet he refuses to stand up to him. Even though Claudius is Hamlet’s major antagonist, he acts as if he cares about Hamlet in public while Hamlet does not hide his repulsion of the new king. He does not challenge him with his charges murder, information he obtained from his father’s ghost, and adultery, but instead he plots to allow Claudius tell on himself. Hamlet has the opposite relationship with his father’s ghost. While he shows nothing by disdain for Claudius, he shows his father respect and admiration. He heeds his father advice about revenging his death while not seeking revenge upon his mother, Queen Gertrude. There is an obvious love and affection in the relationship between Prince Hamlet and the ghost of King Hamlet because they obviously miss each other from the tenderness in which they speak to each other. The ghost also trust Prince Hamlet with the information and the instructions of what he wants done to King Claudius. It is also obvious that Prince Hamlet completely trust his father because he does not even question the validity of the facts surrounding his death. Hamlet displays his complex personality in the relationships that he has with the different characters in the play. He can be openly cruel and disrespectful to those who he finds contemptible and yet completely loyal and loving to those whom he cares about.

How to Read like a Professor

Blake Allen How to Read Literature like a Professor Foster Allen Introduction memory symbol pattern These basic examples of literary analysis can be found in most literature from Lice's Adventures in Wonderland to Paper town. Every Trip is a Quest â€Å"a sequester, a place to go, a stated reason, challenges and trials en route, and a real reason† real reason is always self-knowledge In Romeo and Juliet, Romeo goes to the Caplet party because his friends dragged him along but the real reason was so that he could meet Juliet. Nice to eat with you â€Å"whenever people eat or drink together, it's communion† nominally of everyone is food †¦ ND death/life In The Great Gatsby when Tom Buchanan takes Nick Caraway out to drink with his friends, we learn just how pubic Tom's life really is. Nice to eat You Vampires: selfishness, exploitation, a refusal to respect the autonomy of other people Ghosts and vampires are never only about ghosts and vampires older figure represen ting corrupt values; virginal female; strapping her youth, energy, virtue; continuance of life for the old male; death/destruction of female In The Scarlet Letter, Roger Chlorinating can be considered a vampire haunting Hester.He wants revenge for his wife's betrayal. He is a scholar and uses his knowledge to disguise himself as a doctor, intent on discovering and tormenting Hester anonymous lover instead of revealing himself for years. Where have I seen Her Before â€Å"there's no such thing as a wholly original work of literature† â€Å"there's only one story† Character's must be great in their own right before being compared to more famous characters I connect Jane Ere to Hester from The Scarlet Letter because while both Characters can stand tall on their own they desire a man to stand with them and for them.It's from Shakespeare Even in just everyday speech we use Shakespeare- â€Å"To thin own self be true† sounds smarter, gives authority In the film  "Band of Brothers† the Saint Crisping Day Speech from Henry V becomes the inspiration for the squad to carry on. â€Å"We few, we happy few, we band of brothers† Or The Bible Innocence, The Fall, serpents, apples, gardens,†¦ Timelessness, archetypal In Everlasting Tuck there are several times when a character is led only by a mysterious fire in the distance much like the Israelites were led in the exodus of Egypt.Handled and Graduated Kid stories build the basis of our themes Their usually about morals Sleeping Beauty can be interpreted to mean a girl avoiding growing up by sleeping until a prince comes to â€Å"rescue† her from childhood. It's Greek to Me myth is a body of story that matters-patterns common to usual life Johnny Terrain, a character set after Paul Revere, had an â€Å"Achilles heal† that has crippled so many characters and people alike; Fear. Even when a trust- worthy doctor offers to fix his injured hand, he is too afraid to admit th e truth of how he injured himself.More than Just Rain It's never just rain-cleansing, death, rebirth, desolation, replenishment†¦ Jane Ere is always the personification of the weather, whether its a cloudy foreshadowing or a red dawn behind a burning castle. Never Stand Next to the Hero action always leads to change-grow, learn, mature Characters are not people†¦ They are products of writers and readers imagination Charge of the Light Brigade depicts a loyal brigade that, even when it is clear that they are going to die, give their lives when their leader is given a mistaken order to charge on. .. More than It's Ghana Hurt You Character caused-shooting, stabbing, bombing†¦ (moves plot) Author caused-meaning behind shooting stabbing†¦ Meaning behind) When Jeanie has to shoot Tea Cake in Their eyes were Watching God she waited until he tried to shoot her four times, as the first three were blanks it didn't entirely set in too her that it was her life or Tea Cakes a nd the fact that she waited for the fourth shot may have meant she wanted to die with tea cake then live without him.It's All Political Political writing-writing that engages the realities of its world A Christmas Carol and Oliver Twist are strong examples of the depiction of the need for public services in 1 sass England She's a Christ figure, too mounded hands, feet, side, self-sacrifice, good with children, carpenter, forgiving, redeemer†¦ Gangland in Lord of the Rings can be a Christ figure because he scarifies himself with his arms out stretched to save the world from the wrath of Sorry and is resurrected to continue to help Bilbo Basins destroy the ring.Flights of Fancy Flight is Freedom irony trumps everything In the The myth of Deals and Cirrus, Deals made wings for himself and his son but his sun flew to high and was burnt up by the sun, Apollo, then he fell into the ocean. It's All about Sex.. Nothing isn't a sex implication In Jane Ere she is often depicted in relati on to wide rolling landscapes while inside the tall towering castle of Edward Rochester. †¦Except Sex Sex is about pleasure, love, sacrifice, and/or submission When Jeanie first discovers sex under the pear tree feels sets a standard of love for the rest of her life and compares all men to her first time Geography matters†¦ Where? -location in relation to hills, valleys, chasms, mountains, seas, islands, people, north, south, east, west space taken up or empty when writers send characters south, it's So they can run amok The location OfGenie's home throughout the book gives a relation of how society saw her status; the average life at nanny's and Logan Clicks were ground level homes, at Judo's, her room was on the second story of her home so that even when she slept she was above the townspeople, and with Tea Cake she was below sea-level as she and tea cake didn't own anything. †¦So Does Season New life, adulthood, harvest, death spring, summer, fall, winter In Jane E re, the â€Å"death-white realms† of the arctic that Beck describes is death to a girl aching for freedom Marked for Greatness When a character is flawed, physically or otherwise, it is often a mark that will lead to fame even if it's in infamy. Cackles heal, perhaps the most well known flaw of Greek tragedy, caused the sudden, dramatic downfall of one of the greatest heroes of literature.He's blind for a reason mammalian Jones principle': if you want your audience to know something important about your character, introduce it early/' A character may chose to ignore or may be ignorant of clearly known facts to the reader: this is blindness Jeanie forces herself to not see the sickness Tea Cake has until he rises to shot her the fourth time and she knows that she cannot ignore that life is really threatened. It's Never Just a Heart Disease Illness is usually a physical manifestation of inner struggle or pain. 1. Not all diseases are equal 2. It should be picturesque 3. Hysteri cs origin 4. Strong symbolical potential On his death bed, Joe Starks says he did everything he did for Jeanie so that when he was gone she would inherit all he obtain so that she could sit the â€Å"high-throne† he built for her even after his death. Don't Read With Your Eyes Analyze with your brain, read through their eyes; see what they see and know hat you know Can this person be saved In Shakespearean Romeo and Juliet, when both Romeo and Juliet see that their respective lover is dead they both personally decide that life sin ‘t worth the living.This is a particular contrast in Romeo, as at the beginning, Romeo was in deep grief over another girl but not to the point of suicide. It's my Symbol and I'll cry if I Want too use what you know, every work teaches us how to read it as we go along, you know more than you think you do Everything is a symbol In Animal Farm there is symbolism in the windmill. The windmill represents the exploitation of the dim-witted animals by the pigs.As the pigs feast, learn, and keep warm most of the animals are starving, have given up on learning and are freezing but never do they question the pigs because when they complete the mill they will have all of that. Is He Serious? And Other Ironies irony gives a second, third†¦. Layer to text irony may not work for everyone: some miss it The irony of Animal Farm is that, though the animals had revolted due to unfair treatment by humans, in the end the majority were worse off than ever before.

Compare and contrast Act One and Act Two Essay

Throughout act one and act two, there is a huge amount of drama, comedy and sarcasm. Combining to form a carefully formed section of this immensely funny play. In these two acts there are examples of; love, arguments, deceit, ‘death’ and engagement; all this within the space of two days in the lives of young aristocrats. In act one; the scene is set in the â€Å"morning-room in Algernon’s flat in Half-moon Street. The room is luxuriously and artistically furnished†, immediately displaying Algernon’s extravagant nature. In Act two, the scene is set in the â€Å"garden at the Manor House. A flight of grey stone steps leads up to the house. The garden, an old-fashioned one, is full of roses. Basket chairs, and a table covered with books, are set under a large yew-tree†. The obvious differences in the scene settings is due to the fact hat act one is set in the town and act two is set in the country. Compared to Algernon’s â€Å"artistically furnished† flat, the country house appears to be much more contemporary, with a much calmer atmosphere. In act one, there are many introductions of the characters. Algernon, Jack, Lady Bracknell, Gwendolen and Lane are all revealed to the audience. The events throughout the scene result in, for almost everyone a smile, or even a giggle due to the blunt and sarcastic nature of the characters. The first conversation in act one is between Algernon and Lane; his butler. The relationship between these two characters goes against the audience’s expectations; they appear to be of equal status, not as a relationship should be between an upper class aristocrat and his butler in that time. In this conversation, Algernon is immediately portrayed as arrogant and cynical; and Lane is seen as sly and subversive. Lane then exits and Jack comes into the room. Jack is portrayed as much more withdrawn then Algernon; he is also not as arrogant and cynical. The conversations between Jack and Algernon are always humorous, because they are always so childish and they talk about such pointless things, never about everyday conversational topics such as money and work. Their conversations are always decorated with epigrams and repartees, making them enjoyable to read and watch. This argumentative relationship between Jack and Algernon is maintained throughout act one and act two. It will be humorous to the audience that Jack and Algernon argue so much, but yet they are still friends (or brothers as revealed in act three). There is a certain amount if irony and humour in this dialogue. The irony is that in act one, especially in this conversation, Algernon is very cynical about love and marriage, but by the end if act two, he is in love with Cicily and engaged to be married, therefore contradicting all his previous beliefs. The humour in this conversation is, for example [JACK puts out his hand to take a sandwich. ALGERNON at once interferes] then Algernon says, â€Å"please don’t touch the cucumber sandwiches. They are ordered specially for Aunt Augusta†, he then [takes one and eats it]. This is comical because Algernon has just gone against what he has just said, but he doesn’t seem embarrassed by it at all. Lady Bracknell and Gwendolen interrupt in the middle to Algernon’s argument over Jack’s cigarette case and his imaginary brother ‘Ernest’. Throughout acpt one and act two, Lady Bracknell is portrayed as a very superficial woman whose only joy in life is to have dinner parties and a high social status; she is very cynical about her society. Gwendolen, her daughter and Algernon’s cousin is very much her mother’s daughter, although she refuses to believe it and Jack is blind to it. Gwendolen is a very manipulative woman and always seems to want to find new things to annoy her mother, [to Jack] â€Å"And I often wish that in public, at any rate, you had been more demonstrative† she said this because she knew that it would annoy her mother immensely. She also hates to be wrong and tries hard to prevent this from happening, making her seem sometimes overbearingly arrogant. Lady Bracknell and Algernon go into the music room, leaving Jack and Gwendolen alone together. Jack breaks the silence by commenting on the weather; which is quickly dismissed by Gwendolen as an obvious excuse to talk about something else. There is an immediate example of humour at the beginning of this conversation because Jack addresses Gwendolen as Miss Fairfax, and she calls him Mr Worthing when Jack is planning to propose to her. Gwendolen is immediately a completely different person around Jack then she was around Lady Bracknell. She becomes very dominant, and also arrogant, † I thought so, in fact I am never wrong†. Jack seems very nervous around Gwendolen and uses more naturalistic language then the other characters, for example pauses and hesitation. Jack’s speech is mostly not as fluent as the other characters; his nervous behaviour is very similar to Algernon’s attitude around Cecily in Act Two. After much hesitation, Jack confesses his true feelings to Gwendolen; she then says unexpectedly, † Yes, I am quite aware of the fact†, creating a comic effect. Jack then stares at her in amazement while Gwendolen informs him â€Å"even before I met you I was far from indifferent to you†; this in itself will completely go against the audience’s expectations and produces a comic effect because, obviously, you cannot actually love someone before you have met them. She then produces a sense of dramatic irony by telling Jack that really the only reason that she loves him is because of his name-Ernest (which, at the time wasn’t really his name at all). The mode of address changes at this point, Jack and Gwendolen start to call each other by their first names. Jack also asks Gwendolen if she would still love him if his name was Jack; in response to this, she states, very confidently â€Å"I have known several Jacks, and they all, without exception, were more than usually plain. Besides, Jack is a notorious domesticity for John! And I pity any women who is married to a man called John†. This again is dramatic irony, because the audience know that Jack is actually his real name at this point in the play. Jack then proposes to Gwendolen†¦although Gwendolen actually accepts before he has even asked. Almost immediately after Gwendolen had accepted Jack’s proposal, Lady Bracknell interrupts them, presenting a comic effect because Gwendolen had said before that her mother always comes into the room at the most awkward of moments. Gwendolen informs her mother that she is engaged to Jack. In response to this, Lady Bracknell decides that it is her duty to interview Jack to discover whether or not he is suitable for her â€Å"simple, unspoiled† daughter. The interrogation between Lady Bracknell and Jack produces a huge comic effect on the audience; especially at the beginning when she has a [pencil and notebook in hand ]. Throughout the interview, Lady Bracknell questions Jack about aspects of his personal life, for example; his income, his properties (one of which she was not happy about, but was willing to change), his hobbies, and amusingly whether he knows everything or nothing, she seemed content with Jack’s answer that he knew nothing; stating that, â€Å"Ignorance is like a delicate exotic fruit, touch it and the bloom is gone† – an epigram. Lady Bracknell is very dominating over Jack, much like Gwendolen was in the previous scene. Jack appears very nervous and unsure around her, as if he doesn’t want to say the wrong thing to jeopardise his chances of marrying Gwendolen, this nervousness is shown by his constant hesitation and continuing to tell Lady Bracknell pointless facts in order to prevent an awkward silence. Jacks attitude changes around Lady Bracknell towards the end of Act Three, when he has control over the situation of Cecily’s engagement to Algernon. Jack is more relaxed around Lady Bracknell then because he has something that she wants; therefore he has the upper hand. The interview appeared to be going quite well until Lady Bracknell enquires after Jack’s parents. Jack then confesses to Lady Bracknell that he isn’t actually sure where his parents are because â€Å"the late Mr Thomas Cardew† had found him as a baby in the cloakroom at Victoria Station. Lady Bracknell’s response to Jack’s past is very amusing for the audience, she looks straight at Jack and says, † You can hardly imagine that I and Lord Bracknell would dream of allowing our only daughter – a girl brought up with the utmost care – to marry into a cloakroom, and form an alliance with a parcel. Good morning, Mr Worthing!† She then [sweeps out in majestic indignation ]. Lady Bracknell’s attitude also produces dramatic irony because she finds out later in the play that in fact Jack is her nephew. Algernon comes into the room and immediately comments on Jack’s attempted proposal to Gwendolen, Jack rejects this obvious sarcasm and begins to insult Lady Bracknell by calling her a Gorgon, regardless of the fact that he does not even know what a gorgon is, but he is sure that Lady Bracknell is one. This is humorous because the audience know that there is no such thing as a gorgon, and the fact that Algernon is happy about Jack insulting his aunt also goes against the audience’s expectations. This scene is also comical because Jack cannot see that Gwendolen is a lot like her mother. This dialogue shows Jack’s naive personality in that Algernon is calling Jack a fool, only Algernon and the audience can see it, Jack is completely unaware that Algernon is insulting him. Gwendolen enters and she talks to Jack alone; she asks him the address of his country house where he is going to stay until Monday, and Algernon who is standing in the corner notes down the address on his shirt cuff. There is one particular event that occurs in this scene that is not fully addressed in the play; Algernon’s debts. When Jack and Gwendolen have gone outside, [LANE presents several letters on a salver to ALGERNON. It is to be surmised that they are bills, as ALGERNON, after looking at the envelopes, tears them up. ] Algernon then calls in Lane and informs him that he is going Bunburying. At the end of Act One there is a slight cliff hanger and an example of dramatic irony, [ALGERNON lights a cigarette, reads his shirt cuff and smiles ] the audience knows that Algernon is planning to visit Jack’s country house and see Cecily posing as ‘Ernest’, Jack’s ‘brother’. But Jack does not know this. The Second Act takes place in Jack’s country house. The first scene opens with Miss Prism and Cecily in the garden. Miss Prism is Cecily’s teacher, she believes herself to be very knowledgeable, but she is not very good with her words, and often speaks nonsense, producing a comic effect for the audience. Cecily is shown to be very much like Gwendolen, she appears to be very innocent but she can also be quite arrogant â€Å"but I felt instinctively that you had a headache†. Cecily is obviously educated because she uses more advanced language. Miss Prism is trying to get Cecily to do her German, but Cecily argues that German â€Å"isn’t at all a becoming language. I know perfectly well that I look quite plain after my German lesson†. This shows Cecily to be very influenced by the trends of the time. Dr Chasuble interrupts Cecily’s lesson, and Cecily informs him that Miss Prism has a headache so it will do her good to go for a walk, that way she will be able to get out of her lesson. The relationship between Chasuble and Miss Prism is often used for comedy throughout Act Two and Act Three because it is obvious to the audience that Miss Prism and Chasuble have feelings for each other, but because of the social expectations of the time, they could not display their affection for each other (apart from the fact that neither know that the other has feelings for them). The three of them talk about Jack, and immediately he is seen as a completely different person in the country then he is in the town. In Act one, Jack is seen to be living entirely for pleasure, although he is more serious then Algernon, he does not appear to have any real responsibilities. However, in the country he is shown to be much more serious, and Miss Prism and Cecily do not believe that he has any pleasure or fun in his life. Miss Prism and Chasuble go for a walk together to the schools, leaving Cecily alone to do her work, which she doesn’t even start. At this point, Algernon is introduced to Cecily as Mr Ernest Worthing by the merriman. Cecily was nervous to meet ‘Ernest’ because she had â€Å"never met any really wicked person before. I feel rather frightened. I am ever so afraid he will look just like every one else.† This assumption produces a comic effect because ‘wicked’ people rarely look any different to normal people. When Cecily first meets ‘Ernest’ she is unusually confident and surprises Algernon by her forward manner, and Cecily tells him that Jack is planning to send him off the Australia, Algernon responds to this by saying, † The accounts I have received of Australia and the next world are not particularly encouraging. This world is good enough for me, Cousin Cecily.† This is amusing for the audience because Algernon does not seem very worried that Jack wants to send him to Australia. Algernon then asks Cecily if she will help reform him at the same time as flirting with her; she responds by saying, â€Å"I’m afraid I’ve no time this afternoon†. This has a comic effect because to completely change someone is obviously going to take more than one afternoon. The final comical aspect of this dialogue is when Cecily says; † Oh, I don’t think I would care to catch a sensible man. I shouldn’t know what to talk to him about†. Dr Chasuble and Miss Prism return from their walk just as ‘Ernest’ and Cecily pass into the house. They are talking about Dr Chasuble’s love life, Miss Prism believes that â€Å"men should be more careful; this very celibacy leads weaker vessels astray†, she thinks that Chasuble should get married because that way he would not be a temptation for women. Just as they were wondering where Cecily is, Jack comes into the garden, [dressed in the deepest mourning, with crà ¯Ã‚ ¿Ã‚ ½pe hatband and black gloves ]. He tells Miss Prism and Chasuble of the death of his brother Ernest; this produces dramatic irony because Jack does not know that Algernon has come to the house posing as his brother. The comedy effect for the first part of the scene is Jack’s exaggerated mourning for his ‘dead’ brother. The conversation then leads on to christenings, and Jack displays his wish to be christened, his attitude to christenings is very casual; † Oh, I thought I might trot round at about 5 if that would suit you†. This has a comic effect on the audience because christenings are not supposed to be casual affairs, and do not usually take place for a grown man. Cecily then enters, very excited announcing to Jack, Chasuble, and Miss Prism that Jack’s brother was here; Jack immediately says â€Å"what nonsense! I haven’t got a brother† because according to him ‘Ernest’ had died in Paris of a severe chill. Cecily then returns hand in hand with Algernon; this entrance has a very comical effect on the audience because of the look of sheer horror on Jack’s face when he sees that Algernon is pretending to be Ernest, and he had just made a fool out of himself by saying that his brother had died. But he cannot say anything to Algernon when they were around Cecily, Miss Prism and Chasuble because they would all find out that he had been lying the whole time about his brother and they would not have as much respect for him as they had before. Miss Prism and Chasuble decide then that it would be best that the two ‘brothers’ (a sense of irony there because in act three the audience find out that Algernon and Jack are in fact brothers) were left alone together, and Cecily follows them back into the house. Jack, who cannot believe that Algernon has done such a thing is astounded when the merriman informs him that Algernon’s luggage has been unpacked in the room next to his. Jack immediately orders a dogcart for Algernon, who seems completely oblivious to the fact that Jack has just insulted him. As usual, Jack and Algernon begin to argue, Jack tells Algernon that he does not want him to call Cecily a darling, and Algernon comes up with a childish reply and tells Jack that he does not like his clothes and, that being in mourning for a man who is actually staying at his house is â€Å"grotesque†. Jack tells Algernon that he does not want him staying in his house for a whole week and to this, Algernon replies; â€Å"I certainly won’t leave you so long as you are in mourning. It would be most unfriendly†, completely contradicting what he had said before and producing a comic effect on the audience. Algernon sees Cecily and tells her that he has to leave, she replies, â€Å"It is always painful to part from people who one has known for a very brief space of time. The absence of old friends one can endure with equanimity. But even a momentary separation from anyone to whom one has just been introduced to is almost unbearable†. This goes against the audience’s expectations and produces a comic effect, because usually it would be more difficult to part with someone that you had known for a long time then to part with someone that you had just met. In this scene, Algernon proposes to Cecily, but she informs him that they had actually been engaged for the last three months (only in her head though, producing a comic effect). This is a parallel of events because Cecily claims, like Gwendolen, to have loved Algernon before she had even met him; which is obviously impossible. Another similarity in this scene is when Algernon says to Cecily; â€Å"I have dared to love you wildly, passionately, devotedly, hopelessly†. This utterance does not make any sense because you cannot love someone devotedly and hopelessly at the same time, he is talking nonsense because he is so nervous around Cecily; much the same way that Jack was around Gwendolen in Act One. The final parallel of speech is when Cecily tells ‘Ernest’ that she loves him for his name, like Gwendolen did in Act One, ‘Ernest’ asks Cecily whether she would love him if he was called Algernon, she immediately tells him, like Gwendolen, that she does not like that name, only the name ‘Ernest’ â€Å"inspires absolute confidence†. Algernon almost immediately tells her that he has to â€Å"see him [chasuble] at once on a most important christening – I mean on most important business† Algernon was thinking out loud, like Jack did in Act One. There is a great deal of comedy in this scene, especially from Cecily. The main example is when Cecily tells Algernon of their ‘engagement’. Throughout the three months that Cecily had decided that she was engaged to Jack’s ‘brother’; he had bought her gifts and written her letters. Also, according to Cecily, she had even broken off their engagement once saying that â€Å"It would hardly have been a really serious engagement if it hadn’t been broken off at least once.†. She had even written it in her diary; â€Å"Today I broke off my engagement with Ernest. I feel it is better to do so. The weather still continues charming† this is comical within itself because if someone had broken off their engagement, the last thing they would be thinking about was the weather. Algernon leaves the room to go and see Chasuble, and the merriman announces to Cecily that Miss Fairfax has come to visit, and wishes to see Jack, but because he is busy Cecily invites her in for tea. Almost immediately, Gwendolen tells Cecily; â€Å"I like you already more than I can say. My first impressions of people are never wrong.† This produces a comic effect because you cannot like someone so much when you have just heard his or her name. There is also a slight parallel of speech because in Act One, Gwendolen says â€Å"I am never wrong†, this is similar to what she said to Cecily, this again displays her arrogant nature. Cecily and Gwendolen immediately start to call each other by their first names, however, the atmosphere seems a bit tense. Gwendolen and Cecily talk about Lord Bracknell, and Gwendolen enquires after Cecily’s parents, Cecily tells her that she has â€Å"no mother, nor, in fact, any relations†. Gwendolen seems surprised at this; producing echoes of her mother’s reaction to Jack’s past in Act One. Gwendolen tells Cecily; â€Å"I have liked you ever since I met you†, this produces a comic effect because she hasn’t known Cecily long at all, it also shows how superficial she can be. She also tells Cecily that she â€Å"can’t help expressing a wish you were – well, just a little older than you seem to be – and not quite so alluring in appearance† when informed that she was Mr Worthing’s ward. She then asks Cecily if she may speak truthfully, Cecily knows that Gwendolen is just about to insult her, but she doesn’t seem to care, and she tells her that she wishes that Cecily was 42 and more than usually plain for her age. There is an example of dramatic irony when Gwendolen says; â€Å"disloyalty would be as impossible to him as deception†, this also has a comical effect because the audience know that this is not true, but Gwendolen believes it so much. At this point, the plot begins to unwind; Gwendolen reveals that she was talking about Ernest (Jack) and Cecily tells her that she is not Ernest’s ward, but his older brother’s. Gwendolen asks why Ernest (Jack) had never told her that he had a brother, and Cecily explained that it was because they had not really been on speaking terms. Cecily then tells Gwendolen that she is engaged to be married to Ernest (Algernon). To this Gwendolen [quite politely rising ] says; â€Å"My darling Cecily, I think there must be some slight error. Mr Ernest Worthing (Jack) is engaged to me.† Cecily responds to this by; [very politely rising ] and saying; â€Å"I am afraid you must be under some misconception. Ernest (Algernon) proposed to me exactly ten minutes ago†. She then shows Gwendolen the entry in her diary to prove it, and Gwendolen shows the entry in her diary to prove that Ernest (Jack) had proposed to her the previous day. Gwendolen then states that because Ernest had proposed to her first, she had the prior claim, and Cecily said that this as not true because he had clearly changed his mind. This argument produces a comic effect and a sense of dramatic irony; it is comical because although the two women are very angry with each other, they cannot show their true feelings because it was not seen as lady-like behaviour. The dramatic irony in this dialogue is that the Audience knows that there are actually two people pretending to be Ernest, but Gwendolen and Cecily do not know this. The conversation continues between Cecily and Gwendolen, but they are being sarcastic and spiteful to each other whilst pretending to be polite. An example of this is when Cecily asks Gwendolen if she wants sugar in her tea; Gwendolen says no because â€Å"sugar is not fashionable any more† then [CECILY looks angrily at her, takes the tongs and puts four lumps of sugar into the cup ]. Cecily then asks Gwendolen if she wants cake, or bread and butter, Gwendolen says that she wants bread and butter because â€Å"cake is rarely seen at the best houses nowadays† then Cecily [cuts a very large slice of cake and puts it on the tray ]. Gwendolen becomes very angry at this deliberate attempt to annoy her and tells Cecily; â€Å"From the moment I saw you I distrusted you. I felt that you were false and deceitful. I am never deceived in such matters. My first impressions of people are invariably right†. This produces a comical effect because Gwendolen has just contradicted herself from what she said to Cecily when she first met her, but she still tries to make out that she has been right about her all along. The climax of the play occurs when Jack comes into the room and interrupts Gwendolen and Cecily. Gwendolen embraces him and asks Jack whether he is engaged to Cecily; Jack obviously denies this and Cecily reveals that the â€Å"gentleman whose arm is at present round your waist is my guardian, Mr John Worthing†. Gwendolen says â€Å"Jack! Oh!† and pulls away from him. Algernon then walks into the room, and Cecily asks him if he is engaged to be married to Gwendolen, and he says no. Gwendolen then reveals to Cecily that â€Å"the gentleman who is now embracing you is my cousin, Mr Algernon Moncrieff† Cecily says â€Å"Algernon Moncrieff! Oh!† and pulls away from him. There are two examples of symmetric speech in this section of the scene; the first is when both Jack and Algernon say to Gwendolen and Cecily â€Å"What could have put such an idea into your pretty little head†. The second example is the identical way in which Gwendolen and Cecily reacted to the news that both their fiancà ¯Ã‚ ¿Ã‚ ½s had different names then they had thought. This produces a comic effect because this is the climax of the play, and all of the deceit is being revealed to Gwendolen and Cecily. The relationship between Gwendolen and Cecily drastically changes as [the two girls move towards each other and out their arms round each other’s waists as if for protection. ]. They ask Jack and Algernon if what they have heard is true, they both say that it is, even though â€Å"it is very painful for me [Jack] to be forced to speak the truth†. This confession goes against the audience’s expectations producing a comic effect because normally people may find it painful to tell a lie then to tell the truth. Gwendolen and Cecily decide that they are going to resign to the house because they have just found out that they are both not engaged to anyone, and â€Å"it is not a very pleasant position for a young girl suddenly to find herself in.† Jack and Algernon are left alone in the garden and the girls retire to the house. The last section of Act Two is the conversation between Algernon and Jack. They talk about Gwendolen and Cecily and how they feel about them. However, Jack makes it very clear that he is not sure that Algernon and Cecily will actually marry, and Algernon states that he thinks it very unlikely that Jack and Gwendolen will marry. The conversation soon sways onto the christenings and Algernon advises Jack that; â€Å"If you are not quite sure about your ever being Christened, I must say I think it rather dangerous your venturing on it now. It might make you very unwell†. This produces a comic effect because it is completely impossible that being christened will make you unwell. The Act closes on Jack and Algernon arguing over the muffins that are being served on the table, showing their almost childish relationship. In conclusion, there are many similarities between Act One and Act Two, this could be part of what makes it so comical. The characters have developed the plot up to the climax, there is only the end to be revealed. In Act Three all of the deceit and the mysteries will be solved.