equss vs amadeus by peter shaffer Essay -- essays research papers

In both Equus and Amadeus Shaffer shows insanity in his characters. He does this not only to stress the characters feelings and state of mind of which they are in. Also, he attempts to cast a blanket over the reader; it gives the reader the feeling that Shaffer designed the characters to express and reflect the beauty in insanity and to convey the ugliness on normality. â€Å"Madness, if not out rightly divine, is at best preferable to the 20th century’s ruthless and uninspired sanity, is in this play, as it is so much fashionable philosophizing, totally dependent on a pleasant, aesthetically rational form of derangement for the credibility of its argument† (Richardson 389). Shaffer brings us into these feelings with the story of Alan Strang, a seventeen-year-old British boy. He has been sent to Rokeby Psychiatric Hospital in southern England to get â€Å"help† for the crime of blinding six horses that he worked with. â€Å"Equus†¦. surgically probes man’s continuing fascination with violent forms of belief† (Gill 387). Shaffer makes this all so obvious to us. Alan is an insane young man with no justification and quandary that must be dealt with. His therapist Dysart sees that this boy is troubled and can be helped, but fears that there might be something deeper. â€Å"Dysart recognizes also that the boy he is treating has experienced ‘a passion more ferocious that I have felt in any second of my life† (Real389). Clearly he envies this. In turn Dysart fears that the passion of the boy, not because he can’t understand it, but because he does. â€Å"The inference is that, once cured, that is, rid or his ‘divine’ suffering, Alan will become a dullard like most normal people† (Clurman 388). Shaffer is trying to illustrate that â€Å"normality† is not good, but bad and that the only way to be divine is this state of mind is to go by Shaffer’s idea of â€Å"insane.† Shaffer wants us to think in the mindset of the boy and see what he sees. He wants us to feel the insane thoughts of Equus and experience the urge to follow to voice, but we must ask our selves; what divine spirit is this we see? There is nothing to it but the pure crazed madness of a boy. After reading the play you are left feeling sorry for the poor soul because he was never able to fit into society and the normality, but hear he is being forced into it. Shaffer uses the word insane is strong context because as the author he has cont... ...ely worthless,’ Salieri survives only to see himself become extinct as Mozart’s posthumous reputation increases. For thirty-two years Salieri nurses his hate, refusing to be God’s joke and demanding to be remembered, ‘if not in fame, then infamy.’ Thus, he composes ‘a false confession’ in which he explains ‘how I really murdered Mozart—with arsenic—out of envy!’ Then, as the sun rises and the play draws to its conclusion, he cuts his throat with a razor. Again, however, Salieri fails. He does not die; his confession is found but not believed. It is dismissed as the raving of a madman† (Morace 39). Shaffer ends off leaving us with our mouths wide open, craving more of the story like bees after honey, more of the tale told by the insane old man. This story of the insane from the eyes of the insane also makes it seem as if the norm is insanity and we are all but puppets with our strings being dangled for us by normality. â€Å"But positioning such an alternative is false. One need not be ‘crazed’ to live untrammeled by conventional proscriptions. Most of the insane are in every way for more wretched and pitiful than the average man in his quiet despair of humdrum gloom† (Clurman 388).

Military customs

Military courtesy Is simply the display of good manners and politeness In dealing with other people. Military courtesy conveys respect from both subordinate and senior to each other. Men of arms have used some form of the military salute as an exchange of greeting since the earliest times. It has been preserved and its use continued in all modern armies which Inherit their military traditions from the age of chivalry.The method of rendering the salute has varied through the ages, as It still varies In form between he armless of the world today. In the age of chivalry the knights were all mounted and wore steel armor which covered the body completely, including the head and face. When two friendly knights met, it was the custom for each to raise the visor and expose his face to view of the other. This was always done with the right hand, the left being used to hold the reins.It was significant gesture of friendship and confidence, since It exposed the features and also removed the rig ht hand – the sword hand – from the bluntly of the weapon. Also, In ancient times the freemen (soldiers) of Europe were allowed to carry arms; hen two freemen met, each would raise his right hand to show that he held no weapons and that the meeting was a friendly one. Slaves were not allowed to carry arms, and they passed freemen without the exchange of a greeting. In the Middle Ages, gentlemen often went about clothed in heavy capes under which swords were carried.Upon meeting a friend, the cloak was thrown back by raising the right arm, thus disclosing that the right hand was not on the sword hilt. The Cleveland counterpart of the salutes manifested In various ways such as raising the hand when greeting a reined, tipping the hat when meeting a lady, and using a sign of recognition between lodge members. This sign is always exchanged as a greeting between friends and is given willingly. The military salute is given in the same manner – that of pride in giving r ecognition to a comrade In the honorable profession of arms.The knightly gesture, of raising the hand to the visor came to be recognized as the proper greeting between soldiers, and was continued even after modern firearms had made steel body armor a thing of the past. The military salute is today, as it seems always to have been. Unique form of greeting between military professionals. RENDERING THE HAND SALUTE When on campus and in uniform, cadets will salute all cadet officers and cadre officers of all services. It Is appropriate to accompany the salute with a word of greeting, for example, â€Å"Good morning, sir. Below are examples of situations where you would salute: When walking outdoors in uniform and you approach a cadet officer or cadre officer. When outdoors in uniform and when the American Flag is being raised or lowered. When in uniform, a cadet reporting to an officer in his office, will make his presence t the door known, enter when permission Is given, come to atten tion, salute and 18 Example: â€Å"Sir, Cadet Jones reports. † He/she will remain at the position of attention until given â€Å"At ease. † Upon completion of his business, the cadet will come to attention, salute, do an about face and leave.When an officer (to include cadet officer in uniform) approaches a uniformed group outside, the first cadet to recognize the officer will call â€Å"Attention† and all cadets will salute and remain at attention until given â€Å"At ease†, â€Å"Rest†, â€Å"Carry on†, another command, or until the officer passes. If cadets are performing a work detail, only the person in charge will come to attention and salute. The detail will continue to work. When in formation and an officer (to include cadet officer in uniform) approaches, the person in charge calls the formation to attention and salute.Salutes are not rendered in the following areas or cases: Indoors, salutes are not exchanged except when reporting to a senior officer. When actively engaged in sports or in the middle of training. When operating a vehicle. USE OF â€Å"SIR† and â€Å"SERGEANT† All cadre and cadet officers are addressed as â€Å"SIR†VAMPS†. As a general rule, â€Å"Sir†Vamps† is used in speaking either officially or socially to any senior. The word is repeated with each complete statement. Mimes† and â€Å"No† should always be accompanied with â€Å"Sir†Vamps†. All NCO will be addressed as â€Å"Sergeant† with the exception of the First Sergeant and Sergeant Major.They will be addressed by their title. Another ancient military custom dictates that you should always walk or sit to the left of your seniors. For centuries men fought with swords, and because most men are right handed, the heaviest fighting occurred on the right. The shield was on the left arm, and the left side became defensive. Men and units who preferred to carry the battle t o the enemy, and who were proud of their fighting ability, considered the right of a battle line to a post of honor.Therefore, when an officer walks or sits on your right, he is symbolically filling the post of honor. ATTENTION When an officer enters a room occupied by enlisted personnel or cadets, the room is called to attention. It is not proper, however, for officers to follow this custom at the approach of a senior officer. The question then is how to get officers to attention thou the command. Generally, this is accomplished by the individual officers assuming the position of attention when appropriate or one officer announcing the presence of the senior and the other officers then assuming the position of attention.For example, if the classroom were filled only with cadet officers and the MS entered the room, one of the cadet 19 officers would announce, â€Å"Gentlemen, the Professor of Military Science. † likewise, instructed otherwise by the officer. PARADE REST Like â€Å"Attention†, Parade Rest is a form of respect given to NCO by those Junior in rank. When a Senior NCO enters an area of Junior enlisted soldiers or cadets, the room is called to â€Å"at ease†. All personnel should immediately go to the position of â€Å"stand at-ease† until told to â€Å"carry-on†.

Scrooge’s Change in ‘a Christmas Carol’

In the novel A Christmas Carol, Ebenezer Scrooge is a man who is portrayed as very cold hearted, â€Å"the cold within him froze his features†. He always kept attention to himself and never cared about anyone else. The whole town knew him as a bad man, even â€Å"the blindmen’s dogs knew him†¦ and would tug their owners into corners away from him†. Jacob Marley was his partner in life, and even though their relationship was for business only, he was Scrooge’s only friend. In regret from his own life, Marley and the Three Ghosts of Christmas change Scrooge’s attitude towards life.Jacob Marley was much like Scrooge in his life. He also was cold hearted and only cared about money. In his death, he learnt that it was too late for him to change, but he wanted to give Scrooge the opportunity to become a better person. Marley came to Scrooge to warn him about how he regretted not helping people or being kind. Marley now wanted to help people in life, but he wore â€Å"the chain (he) forged in life†. Marley’s visit startled Scrooge, but he still brushed off the warning and thought that Marley was a dream.Jacob Marley regrets not doing all the things he could have in life, but Scrooge is yet to realise why he needs to change. The first ghost that is sent by Marley is the ghost of Christmas past. The ghost takes Scrooge back in time to where Scrooge was born and raised. At the sight of the village, Scrooge softens and is excited for a moment before returning to his old personality. A change is shown at this point because Scrooge reflects on the good past life he had. Scrooge is shown a scene from when he was a boy, left alone at Christmas whilst everyone else was celebrating.It shows how Scrooge is imagining friends because he is so lonely. After seeing himself Scrooge he regrets not paying attention to the people he’s seen celebrating Christmas. â€Å"There was a boy singing a Christmas carol at my door last night, I would have liked to have given him something, that’s all†. This shows that even though Scrooge hasn’t realized that he is changing, he is starting to become more aware of the things he’s done wrong, and of the community. Scrooge is then shown the time when he was an apprentice, under the employment of Mr. Fezziwig.Fezziwig was a jolly old man, who always respected his workers and cared for them, unlike Scrooge. This scene gives Scrooge the lesson to be kinder to his apprentice Bob Cratchit. The ghost shows Scrooge the annual Christmas parties that Fezziwig held, where rooms were filled with laughter and joy, reminding Scrooge that he had a fun and joyous life in the past. â€Å"The happiness (he) gives, is quite as great as if it cost a fortune. † The ghost of Christmas Past changes Scrooge by making him aware of his past life, and the kindness he once showed.Scrooge is visited by a second spirit, the ghost of Christmas present. The spirit transports Scrooge around the city, showing him scenes of festivity and also deprivation that were happening as they watched. He shows Scrooge the Cratchit household and how happy they are despite being poor, for the second time Scrooge realises how he has abused his power as an employer. Tiny Tim is introduced, he is one of Bob Cratchit’s younger children. Tiny Tim walks with a crutch as he has an incurable illness. The spirit shares a vision of Tiny Tim's crutch, carefully preserved by the fireplace.Scrooge asks if Tim will die. The Ghost first states that â€Å"If these shadows remain unaltered by the Future, the child will die†. Scrooge reflects back to his past unkind comments towards two charitable solicitors against him. Scrooge suggests â€Å"had better do it, and decrease the surplus population† (about the poor children of London), Scrooge is disgusted at his own words and is concerned for Tiny Tim and his family. Bob Cratchit and his family all gather round and make a toast to scrooge, even though they know he is disrespectful and â€Å"the ogre of the family†, they still thank Scrooge.The guests of Scrooge’s nephew, Fred, also toast to Scrooge despite his cruelty. The ghost of Christmas Present, changes Scrooge by making him feel obliged to help the poor of London, and the ghost makes him aware of what people think of him. The last and the most fearsome of the phantoms visit Scrooge, the ghost of Christmas yet to come. He takes Scrooge to the future to show Scrooge what happens after Scrooge’s death. People question what happened to the deceased Scrooge, but most of the people yawn and don’t have any interest in what happened. They are interested in his money and possessions.He was â€Å"alone by himself. † This shows that when Scrooge dies he will not be missed and people will not have a care or interest. Three wealthy men remark that his funeral will be cheap,† if anyone comes at allâ⠂¬ . He is taken to his house where a poor family is stealing belongings, and an unmasked figure lies on the bed. The ghost starts unmasking the figure but Scrooge tells him to stop, as he fears the figure is him. The ghost takes him to the graveyard where his â€Å"neglected grave† lay. With a connection to death, Scrooge is taken to the Cratchit’s home where the atmosphere is sad and depressing.The family is all upset over the passing of Tiny Tim. Scrooge wishes he was able to help Bob Cratchit more by raising his money to provide the right treatment for Tiny Tim. Scrooge vows to change and help people for the better. The three ghosts and Jacob Marley, change Scrooge for the better. Their visits made Scrooge aware of his wrong-doing. They showed him what others were like in good spirits, and what would happen in the future if he didn’t change. Scrooge realized how he could change and â€Å"he was better than his word†. The ghosts made Scrooge a better person.

Articles of the confederation dbq essays

Articles of the confederation dbq essays The American colonies were in desperate need of an effective form of government after the revolutionary war. The Articles of Confederation unfortunately were not the answer, because of their inability to establish a strong centralized government, enforce decisions made by Congress, and create a centralized military to protect the people. The Articles were adopted by the first continental congress in 1781, and created a loose form of government with independent states that mostly governed themselves. Many thought this was a good form of government for the newly formed states; however it failed to unify them into one and create a centralized government. The path they chose was to allow each state to govern and defend itself. This only managed to create confusion in the states, because each had its own laws and currency. The articles also failed to create a way for congress to enforce decisions they made as seen in document A. It required nine out of thirteen states to support a law before it was passed and even after it was passed it was up to the states to decide whether or not they chose to obey the law. The laws were simply considered recommendations that could be ignored if leaders felt like they were not important as seen in document A. Congress also could not tax the states without their approval. Many of the man in the army did not receive there compensation, because Congress could not tax states and so could not fund an army. They relied solely on donations for funds to raise an army and many states did not choose to donate as seen in document C. The newly formed country was left almost defenseless and vulnerable to attacks. The articles left the country without a government, defenseless and unable enforce decisions. Some may argue that the Articles were just what this young country needed. They feared a centralized government, because they had recently gotten free of a very traumatizing relationship with Br ...

Comparative Words Lesson Plan

Comparative Words Lesson Plan Use these guidelines to prepare a lesson plan to teach students of any age how to use comparative words and comparative clauses to express the concepts of more or less and greater or lesser. Objectives and Goals Instruct/review adjectives as a part of speechIntroduce students to words that end in -er and/or -estOffer students the chance to practice finding similar items and comparing them through the proper use of language Anticipatory Set​ Ask students what they know about -er and -est words, as well as the word than. Explain that -er adjectives are for comparing two things, while -est words are used to compare three or more things. For older students, introduce and use the terms comparative and superlative repeatedly and hold students accountable for knowing these terms. Direct Instruction Model turning common root adjectives into comparative and superlative adjectives (examples: funny, hot, happy, big, good, etc.)Brainstorm additional adjectives and practice (as a group) putting them into sentences (example: The sun is hotter than the moon. A baby is smaller than a teenager.) Guided Practice Depending on the age and abilities of your students, you can ask the students to write their own comparative and superlative sentences from scratch. Or, for younger students, you can design and copy a worksheet with cloze sentences and they can fill in the blanks or circle the correct suffix. For example: Fill in the Blanks: The ___________ is bigger than the ___________.Circle one: The big (er or est) animal in the zoo is an elephant. Another option is to have students look through the pages of their independent reading books and search for comparative and superlative adjectives. ​ Closure Offer sharing time for the students to read aloud the sentences they completed or composed. Reinforce the core concepts with discussion and question/answer time. ​ Independent Practice For homework, have students write a given number of comparative and/or superlative sentences based on things they find in their homes, books, neighborhood, or imaginations. ​ Required Materials and Equipment Worksheets if needed, paper, pencils, student reading books if needed. ​ Assessment and Follow-Up Check completed homework assignments for correct sentence structure and grammar. Re-teach as needed. Point our comparative and superlative words as they come up in class discussion and whole group reading.

Special educational needs provision Essay Example | Topics and Well Written Essays - 1750 words

Special educational needs provision - Essay Example The Education reform Act of 1988 marks an historic and radical revision of education in England and Wales based on an ideology starkly at odds with that which guided the system’s development in the previous four decades (Cor, 1996). The reliance on market forces as a mechanism of quality control and the unprecedented degree of centralized control of the curriculum, for instance, are principles calling for revolutionary changes in the way teachers operate. Their impact has been made more difficult to assimilate by the speed with which these policies are introduces and there political sponsors refusals to acknowledge what may educationists have argued are potentially dangerous implications. And also in this, special education is not only reflected as a broader educational concept but also as a broader social and political concept. (Len, 1988). Special educational needs are defined in the 1993 Education Act as learning difficulties that call for special provision besides that rou tinely provided in mainstream schools (1993 Act, para 156). If what is provided routinely does not meet the child’s learning needs then a statement of SEN, specifying additional resources will be required. The inexorable rise in the number of children with statements, combined with increasingly high levels of parental expectations concerning special educational needs provision, has led to demands on the founders, the Local Education Authorities (LEAs) which can no longer be met (Ann, 1997). met (Ann, 1997). Recognizing this, the 1993 Education Act proposed a Code of Practice to clarify what special educational needs provision should be made generally available in mainstream schools. Children with special educational needs form a substantial minority of the primary school population. The Warnock Report (DES, 1978) suggested that 20 percent of children will have special educational needs at some time during their school careers. This figure, derived from standardized test and survey data, has been criticized as arbitrary and self-fulfilling but is supported by a wide range of research evidence (e.g. Croll and Moses, 1985; Mortimore et al. 1988; Shorrocks et al, 1992). Thus children with a variety of special educational need form a significant group and one that may draw disproportionately on scarce educational resources. To be precise, in 2005 around 18% of all pupils in school in England were categorized as having some sort of special educational need (SEN) (1.5 million children) (Ann, 1997). Around 3% of all children (250,000) had a statement of SEN and around 1% of all children were in special schools (90,000) - which represents approximately one third of children with statements. With such a large number of children involved, it is important to recognize that many children are receiving the education they need in an appropriate setting. It is equally important, however, to highlight the difficulties faced by a large number of parents for whom the system is failing to meet the needs of their children. The influence of the Warnock Report was not restricted to a new conceptualization of special educational needs; it also made wide - ranging recommendations about the way in which special educational provision should be developed. The Committee argued that the provision should be seen as 'additional or supplementary" rather than 'separate or alternative' to regular education, and described a continuum of settings in which it might take place. For most children, their needs would be met in ordinary classrooms, with additional support as required. The Warnock Committee (DES, 1978) heralded a

Marketing plan Assignment Example | Topics and Well Written Essays - 3250 words

Marketing plan - Assignment Example It is flourishing more than ever before. Consequently, fragrance has become a necessity rather than a luxury for women. The future of fragrance industry seems to be rosier than ever, but the possibility of downturn in luxury item market can not be ruled out due to widespread recession wave. Fragrance market is highly competitive with the presence of giant business corporations. Pink is a small but international company with a range of 6 brands which is divided into two main lines; Pink Divine and Pink Dew. Market in USA and Europe is saturated for Pink with chances of growth by extensive competitive strategy; on the other hand, opportunities are diverse in Middle East, Japan and China. Pink can have an edge through partnerships and research ventures with the established corporations. Pink’s marketing strategy is to innovate and play with the strengths. We have to focus on competitors in order to achieve our target of US$0.5 billion. Economic environment is volatile, due to recession period there is a downturn in world economy. In this situation demand for luxury goods, especially fragrances decrease. Consequently, women are spending lesser on expensive products especially fragrances are used occasionally rather than regularly. There is very little room for growth in over saturated markets like USA and Europe. In 21st century the marketing world has changed completely. With globalization markets are easier to approach as advanced communication means has shrunk the world to a village. To meet the needs of business in this fast-paced world there are much technological advancement. Internet has not only changed marketing techniques but also replaced inventory with information. To meet the requirements of modern customer we have to concentrate on technological advancements like nanotechnology in sunscreen products in future. Suppliers will be provided by the superior technical support. For Pink, to support customer needs and value creation through the products