A Streetcar Named Desire by Tennessee Williams Essay Example for Free

A Streetcar Named Desire by Tennessee Williams Essay Over the last few lessons in drama we have been working on a number of tasks to do with Tennessee Williams A Streetcar Named Desire. These tasks involved using movement as well as words; some were naturalistic and others were much more abstract. Our first task was to walk like different characters from the play, focusing on the way they used certain parts of their body to show their personalities. First we had to walk like Stanley. Most of us walked with a confident swagger, sticking our chests or pelvises out to indicate his masculine pride. When we were asked to sit down in character, we sat back in a relaxed manner, opening our legs and perhaps loosely crossing our arms or draping them over the back of our chair, indicating total self-assuredness. Next we were asked to play Blanche. I decided to portray her as a fidgety person, constantly smoothing her clothes, fixing her hair or touching her face, to show her insecurities and lack of confidence. I also walked with short, dainty steps, to show how fragile and slight she is. When we sat down, I leaned forward slightly, with my shoulders slightly hunched, to show her vulnerability. Finally we were asked to portray Stella standing upright, slightly tense as if waiting to heed to Stanleys latest demands and Mitch big, awkward, slightly more hunched and less confident-looking than Stanley. After this task, we were asked to depict Stanley and Blanche as animals. For Stanley, nearly everyone acted like a wolf or a fox strong, territorial, sly, always hunting and watching. For Blanche, I chose to act like a small bird, which would preen and look pretty but would be fidgety and nervous and would fly away when frightened. Our next task was to get into groups and act out scenes taking place before the play begins, which would reveal something interesting about our characters. I was in a group with Emily, and we were told to act out a scene from when Blanche and Stella still lived at Belle Reve. Emily played Stella and I played Blanche. Our scene began with Blanche climbing through the window of the room she shares with Stella, late at night. Stella, who has been studying, admonishes her for being so late and tells her how worried she has been. Blanche, who has been drinking but claims she limits herself to one, has just met a young man who reads poetry, who, as we know, will later commit suicide. It is revealed that Stella is the clever sister, who has the potential to make something of herself, and Blanche is the wilder, worldlier sister who relies on her beauty to have fun. This explains why Stella left Belle Reve and had the ability to get a husband and a home of her own, and why Blanche was left be hind, unwilling to grow up and surrender her beauty. Millie and Genna also played Blanche and Stella at Belle Reve. Their scene involved Blanche taking Stella out on the town for the first time. Blanche is very domineering and worldly, and Stella is naà ¯Ã‚ ¿Ã‚ ½ve and nervous about the shortness of her dress. Stella wears white, showing her innocence, and Blanche wears red, showing her corrupted virtue. Jack and Owen played Mitch and Stanley. They gave Mitch a deep personality, having him hint about wanting to settle down with a wife and worrying about his mother. They also showed Stanleys love for Stella, as he talks about her in a very loving and tender way to Mitch. Next Felix and Flick, playing Stanley and Stella, showed how Stella was very like Blanche when she first met Stanley, unused to this more working class environment, yet being excited by Stanleys attentions. Finally, Angelika and Hugo, playing Stella and Stanley, show Stella as being naà ¯Ã‚ ¿Ã‚ ½ve and Stanley being mysterious and inquisitive, trying to figure her out . In our next task we did Hot Seating. One by one, we were asked questions in character about our views on different events in the play. I chose to be Eunice, because although she is not a main character in the play, she is good friends with Stella and her husband is friends with Stanley, and she lives in the flat above them, so she would have a very clear idea of what life would be like for them. I chose to give her the opinion that Stanleys hitting Stella isnt good, but is acceptable, and is just a part of marriage that cannot be avoided. I was particularly impressed by Emilys portrayal of Stella after having her sister taken away. She made it clear that Stella was heartbroken, and although she claimed to believe Stanley, she let on that she had no choice but to believe him. I also liked Alex as Blanche, gushing and acting pleasant and sweet to try and cover up her past, but when difficult questions were brought up her act fell and she would refuse to talk about it. Our final task was to act out the scene where Blanche has been stood up by Mitch on her birthday and use freeze-frames to mark the most important moments in that the scene. I was in a group with Felix and Alex. Felix played Stanley, Alex played Blanche and I played Stella. The moments we marked were: Stanley throwing plates off the table; Stella and Stanley on the porch with Blanche on the phone, trying to reach Mitch; Stanley giving Blanche a ticket back to Laurel; and Stella going into labour. For each of our important moments, we froze in position for four seconds, before doing an action and moving onto the next moment. There were subtle differences between each groups piece; instead of using an action, as we did in ours, Millie, Flick and Jack used an important line of text in each of their moments, which I found very effective. Although I found these tasks challenging (especially as I knew we were on camera), I enjoyed interpreting different characters in new ways. I also worked with different people to whom I normally would, which was a good experience and made me enthusiastic and eager to work with them again in future lessons.

Gileadean regime Essay Example for Free

Gileadean regime Essay Explore the way in which Margaret Atwood presents Moira The Handmaids Tale. Refer closely to any literary and linguistic approaches where necessary. Within The Handmaids Tale Atwood presents us with many characters that are emotionally weak; Janine, Offred and even the Commander residing in the higher echelons of society all possess a deprivation of spirit brought about by the oppressive and restrictive nature of the Gileadean regime. In contrast to this we are presented with Moira and through her Atwood is able to create tension, conflict and a rebelliousness that is otherwise only seen in the recollections of Offreds mother. Moira acts as a representative for independence and liberty in the novel, she defies her oppressors and is seen by Offred as a role model that she finds impossible to aspire to. Moira constantly battles the status quo; she parades her lesbianism and manages on two occasions to defeat the system at the disgrace of the much-hated Aunts. She is confidant in both manner and speech. Dont move said Moira or Ill stick it all the way in The boldness of this imperative paired with the violent connotations attached to the  verb stick gives Moira the sinister tone she needs to intimidate Aunt Elizabeth. Moira is portrayed as an activist, she does not merely contemplate the possibilities of freedom as Offred does and Offred recognizes this with dissatisfaction as she muses the prospect of what she can do with the fan that she has been given. If I were Moira I would know how tot take it apart, reduce it to its cutting edges. I have no screwdriver but if I were Moira I could do it without a screwdriver. Im not Moira. This quote clearly outlines the practical nature of Moira juxtapositioned with the more theoretical approach that we would associate with Offred who loathes herself for it. The syntactic parallelism If I were Moira but if I were Moira points to the irony that Moira, in the same situation as Offred could use the fan to aid her escape. When we first learn of Moiras disappearance in chapter 22 we are not fully informed as to the details of her flight; the thought of Moiras freedom made the other Handmaids feel dizzy. Atwood purposely withholds this information to let the reader share in this feeling of suspense; the mystery surrounding Moira at this point  enhances her charisma. Offred recalls the Handmaids feeling a sense of victory over the aunts; Moira had shown that they could be defeated and so easily too, through Moiras actions the Aunts power was diminished. Having belittled the enemy she is seen to have great power, Offred refers to her as a loose woman a clichi connoting sexual freedom but cleverly a second implication of the characters unbridled power now that she is free. When Moira escapes, the future seems to hold promise for the Handmaids. The thought of what Moira could do now that she is free gives them a sense of presence, a  pressure reaching its climatic point. Moira was like an elevator with open sides. She made us dizzy This simile poses threat and the sense of freedom that Moiras escape gives the other women. Much of Moiras character is revealed to us through direct speech; This is a loony bin, Moira said. Im so glad to see you, I said Where can we talk? said Moira. The used of direct address here brings the reader closer to the story and builds tension and suspense through the feeling that they are present at the time of conversation. The colloquialism loony-bin reveals that Moira is a non-conformist; Atwood  creatively uses her as a reminiscence of the time before. Moiras interrogative response Where can we talk? conveys that Moira does not linger over sentimentalities as Offred would; it shows that she is active rather than passive. The clipped syntax reflects the rushed exchange of spoken discourse giving a nervous quality to both characters and reminding the reader of the volatile situation that the Handmaids are in. Moira is incredibly blas throughout the novel; her nonchalance shows even in her response to working at Jezebels which will lead to an impending death in the Colonies. Youd have three or four good years before your snatch wears out and they send you to the bone-yard. The vulgarity of the expletive snatch corresponding with the verb wears describes the female body in a manufactured way, dispensable for male pleasure and just as easily disposed of. It is this taboo language that Atwood uses to familiarize us with Moira. Her reference to the Colonies as the bone-yard is further evidence of Moiras ability to perceive things in a brutally realistic way. The fact that she is graphically aware of the inevitable doom she faces and does not react over-  sentimentally show Moiras unwavering courage. When Offred reflect on her student life in the time before we see that Moiras attitude to sex was then just as relaxed and liberal as it is under the Gileadean rule Im giving an under-whore party Tarts stuff, lace crotches, snap garters. Bras that push your tits up Here the three-part list indicates the casual attitude that Moira has towards sex, she is comfortable with her sexuality and her taboo language reflects this. The portmanteau under-whore adds humour to Moiras character and so contrasts with the present  where humour is essentially forbidden. Moira is irreverent and shows contempt to every aspect of injustice; Camaraderie shit How much do you want to bet shes got Janine down on her knees I bet she got her working away on that dried up, hairy old withered This quote is evidence of Moiras iconoclastic beliefs; there is a linguistic shock between the positive noun Camaraderie and the negative expletive noun shit. This shows the complete disrespect that Moira has for those who blindly follow the theocratic regime. Offred sees her irreverence as a source of power. There is something in the whispering of obscenities about those in power it deflates them, reduces them to the common denominator where they can be dealt with. Here Atwood uses visual language comparing those in power to something that can be deflated. This gives connotations of a balloon filled with air and its course is therefore precarious and fickle as to where it could blow. This is allegorical to the regime; Atwood makes the point that wherever there is oppression there is unavoidable rebellion. Moira sees through all aspects of the regime with explicit cynicism, in Jezebels she  analyses the actions of all the men in power with insulting accuracy. Its like screwing on the altar, your gang are supposed to be such chaste vessels they like to see you all painted up. Just another crummy power trip The pre-modifier crummy reduces the Commanders who perceive themselves as omnipotent to mere perverts. The use of the expletive screwing is further evidence of Moiras iconoclastic views. The use of the collective noun all painted up reduces the Commanders desires to petit and perverse, there is a linguistic shock to aid Moiras criticism in the antithesis of screwing and chaste vessels. Through Moira Atwood reminds us that Jezebels is a prescribed reality for those in power. The architects of this new society who claim their actions were to protect women from the world by eradicating pornography and prostitution are now seen as absolute hypocrites. Jezebels exposes the hypocrisy of the men who prate about sexual morality and then spend their evenings sleeping with prostitutes in a club, purpose built. The most poignant aspect of the novel is realised through the change in Moira. In their last encounter Offred learns that the spirit of both Moira and her mother, both  figures of transgression and resistance in the Handmaids life, have been broken. Throughout the novel, Atwood has set up a heroine in the eyes of both the Handmaid and the reader who believe that if there is to be a fortunate end to this grim tale then it will be accomplished through Moira. In their last meeting at Jezebels we disappointingly realise that this is not so; She is frightening me now because what I hear in her voice is indifference and a lack of volition. It is the abstract nouns indifference and volition that indicate the chance in Moira, the woman who, in times of need, Offred looked to as a source of hope has now become just like her, instead of embodying defiance Moira now embodies Gileads ability to crush even the strongest of spirits. I dont want to be like her as far as something I lack. Give in, go along, save her skin I want swash-buckling heroism from her, single handed combat. Something I lack. This three-part syndetic list describes Offred who has romanticised and projected on to Moira the qualities she wished she possessed and is here, along with the reader, sorely mistaken. I dont know how she ended Because I never saw her again What has happened to Moira is an anticlimax; we do not expect to be left unknowing, the novel now seems closer to real life than fiction and this brings the starkness of Offreds reality to the readers attention. Moiras spiritual demise and erasure is an elaboration of the full force of oppression Margaret Atwood presents us with, once a courageous, outspoken woman has become a despondent pessimist with no hope of escaping Gilead. It is this change in Moira that makes us realise the true awfulness of the situation so many women in the novel are in.

The definition of stress and its history

The definition of stress and its history Stress is defined as an organisms complete reaction to environmental demands or pressures. When stress was initially studied in the middle of the twentieth century, the term was used to refer to both the reason and the experienced effects of these pressures. More recently, however, the term stressor has been used for the inspiration that aggravates a stress response. One continuing discrepancy between researchers concerns the definition of stress in humans. Is it principally an external response that can be measured by changes in glandular secretions, skin reactions, and other physical functions, or is it an internal interpretation of, or reaction to, a stressor; or is it both? The meaning of stress depends on the approach that psychologists follow. Straightforwardly, stress just means effort, demand upon energy. Almost everything can create this stress position; a loud noise, a deadline, revision, late transport, or even simply getting up in the morning. However, there are three ways of approaching a definition of stress; Stress can be classified in terms of all individuals reacting in the same biological way, to the same stimulus. This is the stimulus based model, i.e. the stimulus causes the stress but our reaction is identical physiologically. Any awareness of a stress stimulus activates the hosts physiological response. This is general both across time (every time we encounter a stressor) and society. Stress can be defined as reliant upon the persons answer to the stressor. This is a more downbeat way of looking at stress. The individual is portrayed as suffering from stresses, feeling stressed. The individual is seen as having an immature coping mechanism. This internal response may also be down to diverse personality types or cultural influences, but the management of stress is seen as coming from internal change. The most accepted way of viewing and studying stress nowadays, is to use an interactions approach. This means we may all be faced with the same external stressor (stimulus) but the stress response that we display will fall heavily on our individual differences, gender or culture. In simple terms, the phrase exam is the same stimulus, but some characters will be feeling tense and worked regarding this near event, while other will appear more calm and less stress fluctuation. Psychologists try to find out the factor affecting this interaction and stress management depends on the perceived interaction and response. The term stress is conceptualised in many different ways by psychologists. Here are just a few: A state of psychological and physical tension produced, according to the transactional model, when there is a mismatch between the perceived demands of a situation (the stressor[s]) and the individuals perceived ability to cope. The consequent state of tension can be adaptive (eustress) or maladaptive (distress). Brody, R and D Dwyer (2002) Revise Psychology for AS Level, Hove, Psychology Press, p210 In my perception, this explains that stress is regarded as any given situation and an individual own views on this, whether they have set the bar too high or if it is achievable. For example, the situation is running the London Marathon. One person may have been training for many months or even years for this annual run and they feel they can achieve their goal, but another person who has not been training at all may feel confident when signing up, but as the day becomes closer, they begin to realise that the task is almost in-achievable, therefore becoming stressed. The non-specific response of the body to any demand Seyle (1950), in Eysench, M and C Flanagan (2000) Psychology for AS Level, Hove, Psychology Press, p137. This view explains that stress to them means that the body reacts in many ways to every situation given to that individual, no set response is guaranteed for the notable challenge. A pattern of negative physiological states and psychological responses occurring in situations where people perceive threats to their well-being which they may be unable to meet Lazarus Folkman (1984) in Gross, R; R McIlveen and H Coolican (2000) Psychology: A New Introduction for AS Level, London, Hodder Stoughton, p60 This explanation claims that stress is a response from the body which is triggered by a situation which the brain interprets and becomes threatened and overwhelmed. E.g. your first day at a new job. You arrive at your desk, given a long list of jobs needed completing, as its your first day, you dont know what to do so your brain reads this, resulting in the body reacting (shaking, sweating etc). The physical response of stress is all about the rapid mobilisation of energy. Hans Selye is credited with popularising the word stress as it is used today. Selye noticed that animals which were put in sustained stressful conditions all developed the same physical problems such as stomach ulcers, weight loss, abnormal changes in the size of glands (some shrunk, some enlarged), and impaired immune system functioning. Selye (1976) proposed that when exposed to sustained pressure there would be a standard response. He called this the General Adaptation Syndrome and divided it into three phases; Phase one Alarm Reaction. Immediate reactions of the organism to the stressful conditions, similar to Walter Canons (1939) theory of the fight or flight response. Phase two Resistance stage. The animal adapts to the demands of the stressor. However, this adaptation requires adaptation energy and this is gradually used up until the animal can no longer resist the stressor. Phase three Exhaustion. At this stage, the animals resistance to the stressor is so weakened that diseases become apparent. Most of the long-term adverse changes that Selye observed were due to the effects of another hormone involved in the stress response, cortisol. Cortisol has useful short-term effects; including mobilising energy stores and making us feel more alert. However, for various complex reasons, the long-term effects of cortisol are to down-regulate the immune system, disrupt the reproductive system, suppress the inflammatory response and even to damage areas of the brain which affect memory and mood. Joseph V. Brady (1958) trialled on monkeys the consequence of stress within different job roles and personalities. Brady positioned the monkeys in restraining chairs and conditioned each one to initiate a lever. Electric shocks were given every 20 seconds unless the level was actioned in the time span. This study came to an unexpected stop when many of the monkeys passed away from perforated ulcers. To analysis this Brady used a control monkey. He positioned an Executive Monkey in the restraining chair, which could press the lever to put a stop to the electric shock. The other monkeys had no power over the lever, leaving only the Executive monkey with the psychological stress of pushing the required button. The schedule to the electric shocks was six hours on followed by six hours off and after twenty-three days of this, the executive monkey died. Brady then attempted a variety of schedules, but no monkeys died from this. He then returned to the original work schedule of six on, six off and tested the stomachs of the Executives and discovered that their stomach acidity was at its peak during the rest period. The maximum risk materialised when the sympathetic arousal closed and the stomach was filled with digestive hormones. This was a parasympathetic rebound related with the Hypothalamic-pituitary-adrenal axis, which began development of ulcers in the Executive monkeys. Throughout all the variations of the experiment, not a single yoked control monkey ever developed an ulcer. This proposes that the ulcers were a symptom of the excessive stress encouraged by having the control over the other monkeys fate. Hans Selyes General Adaptation Syndrome proposes a similar effect in the Exhaustion phase. There were two Whitehall studies, the first investigates the social factors of health, mainly cardio respiratory disease longevity and mortality rates within United Kingdom civil servants aged between twenty-four and sixty-five. The early study, Whitehall I Study, was carried out in 1967 and carried on for over ten years. A second chapter, the Whitehall II Study, inspected the health of 10,308 civil servants aged thirty-five and fifty-five. Only one third of these experimentees were women while the remaining two thirds were men. Whitehall II studied people within the working age. It looked into the links between work, stress and health. Whitehall II discovered organisation at work, climatisation at work, social influences, early life experiences as well as health behaviours all play a factor in determining the health social gradient. As partakers in this investigation resumes through adulthood, the research is concentrating on health inequalities and the aging populations ability to function adequately. With an ever increasing population of senior citizens in the United Kingdom, there is a vital need to establish what causes social inequalities and to study long-term repercussions on an individuals ability to function and have a healthy retirement. The social gradient in health is not so much a spectacle confined solely to the British Civil Service. All the way through the developed world wherever researchers have gained information to investigate, they have witnessed the social gradient in health. Health in equalities are a worldwide matter affecting people across the social gradient in rich, middle income, and poor nations. To have the ability to address inequalities in health it is essential to understand how social organisation affects health also to find ways to develop the state and circumstances in which people work and live. The Whitehall II fields of study in the lowest employments grades did demonstrated a higher chance of having many of the established hazardous factors of coronary heart disease (CHD): an inclination to smoke, lower height-to-weight ratio (higher chance of obesity and diabetes), less leisure time, and higher blood pressure. However, even after amending these factors to a more normal level, the lower employment grades were unfortunately, still at greater chance of a heart attack; another factor was at work. Some have directed the reason of CHD to cortisol, a hormone created by the body as a response to stress. A consequence of cortisol release is a reduction in the immune systems efficacy through lymphocyte manipulation. One theory illuminating the connection between immune-efficiency and CHD is that infectious pathogens such as herpes or Chlamydia are partially to blame for coronary diseases, thus a body with a chronically suppressed immune system will be less able to avert CHD. A substituted option to the cortisol explanation is that self-esteem is a key contributing factor and that the relationship between a professional accolade and self-esteem gives an explanation for the health gradient. The study favouring this observation related low self-esteem in test subjects with a greater decline in heart rate variability and higher heart rates in general-both established CHD risk factors-while acting out stressful tasks. At this current time there is no universally-accepted mode of causality for the occurrence exposed by the Whitehall studies. Clearly stress is associated to a greater risk of CHD, but so are many other unconventional factors. In addition to this, stress seems to be too non-specific. There are various kinds of stress in ones day-to-day life and each kind could contribute in a different way. The theory of Type A and Type B personality is a type of theory that describes a pattern of behaviours that were once regarded to be a risk factor for coronary heart disease. Since its commencement in the 1950s, the theory has been widely disapproved of for its scientific shortcomings. It nonetheless continues in the form of pop psychology within the general population. Type A individuals can be portrayed as impatient, controlling, concerned about their status, highly competitive, ambitious, aggressive, having difficulty relaxing; and are occasionally detested by individuals with Type B personalities for the way that theyre constantly rushing. They are often impressively achieving workaholics who multitask, drive ones self with deadlines to meet, and are uneasy about delays. Because of these attributes, Type A individuals are often portrayed as stress junkies. Type B individuals, in comparison to type As, are described as patient, relaxed, and easy-going, basically lacking any sense sense of urgency. This can also be illustrated as lazy and lacking ambition. Individuals who live with their parents well into their adulthood are an example. Because of these traits, Type B individuals are often depicted by Type As as apathetic and disengaged. There is also a Type AB mixed profile for people who are not easily categorised or not fit into A or B purely. Meyer Friedman portrayed a suggestion in his 1996 book, Type A Behaviour: Its Diagnosis and Treatment, that Type A behaviour is expressed in three major indicators. One of these symptoms is thought to be concealed and therefore less observable, whereas the other two are more visible; Symptoms of Type A Behaviour Time urgency and impatience, resulting in irritation and exasperation. Free floating resentment, which can be started by even minor events. Ready for action, this made them familiar towards achievement which caused them to be stressed due to them wanting to be the greatest at whatever they may be doing i.e. sports or in work. Type A behaviour was first explained as a likely risk factor in coronary heart disease (CHD) in the 1950s by cardiologists Meyer Friedman and R. H. Rosenman. After a nine-year investigation of healthy men, aged thirty-five to fifty-nine, Friedman Rosenman approximated that the risk of coronary heart disease in Type A individuals is double than that of otherwise healthy individuals. This research had a huge effect in inspiring the development of the field of health psychology, in which psychologists view how a persons mental state affects his or her health in a physical state. Type A/B theory has been put under scrutiny on a number of grounds e.g. statisticians have disputed that the original study by Friedman and Rosenman had serious limitations, comprising of large and unequal sample sizes, and less than one percent of the variance in links explained by Type A personality. Psychometrically, the actions that define the syndrome are not highly associated, indicating that this is a collection of separate tendencies, not a logical pattern or type. Type theories universally have been slated as overly simplistic and incapable of assessing the degrees of variety in human personality. Researchers also found that Type A behaviour is a poor predictor of coronary heart disease. Research by Redford Williams of Duke University, states the unfriendliness component of Type A personality is the pure and simple risk factor thus, it is a high level of conveyed anger and hostility, not the other components of Type A behaviour that constitute the problem. On the basis of these condemnations, Type A theory has been termed outdated by many researchers in contemporary health psychology and personality psychology. To conclude, all three of these theories demonstrate positive relations between situations, theories and stress, however, as stress is an un-defined phrase, not one nor is the other able to give us further insight into how to control the stress illness relationship. The comparison between all three however, is that a combination of cognitive approach along with behavioural approach creates a physiological reaction.

Future of Islam Essay -- essays research papers

The Future of Islam When first approached with the question â€Å"what the future of Islam is?† my mind raced around many places and had lots of different thoughts. I had no clue what the future of this religion would be I thought there are people for the American Gov. who are being payed a lot of money to figure this out and I don’t think they even know. So I decided to do research to figure out what my opinion on this matter was. I found that there could be different futures for different places, like Islam in the United States and Islam in the Middle East. I found that in the pre 9/11 days Muslims were a proud people and one of America’s largest populations. Post 9/11 there was a lot of ignorance and hatred towards Muslim people. Most Americans did not know the difference between a law abiding Muslim and one of the terrorists who attacked our country. Soon most Americans were educated in this matter and learned about the religion, and how a Muslims interpretation of the Koran affected what kind of Muslim they were and how they viewed the western civilization. They found that most Muslims are in fact great people and are no threat to our society. They also learned about the radical Muslims that interpret the Koran as saying that they should defend by all means anyone who is a threat to there religion (The United States and the Western World ). I think in America Islam has a bright future where one can practice there religion in peace and where the population understands and ...

An Inspector Calls - Priestleys Presentation of the Inspector Essay

An Inspector Calls - How does Priestley's presentation of the Inspector create dramatic tension in the play? 'An Inspector Calls' Question Title: How does Priestley's presentation of the Inspector create dramatic tension in the play? During the play 'An Inspector Calls' the Inspector is used as a dramatic device. He raises and decreases the tension due to his attitude, actions, speeches and his symbolic role to the family, and audience at the time when the play was first performed. Throughout my essay I will be examining how Priestley's presentation of the Inspector generates tension throughout the play. Before the Inspector is introduced into the play, the atmosphere in the Birling's house is quite relaxed. They are celebrating Sheila and Gerald's engagement, so there is a party atmosphere and dull lighting. The stage directions describe the situation as: "At the moment they have all had a good dinner, are celebrating a special occasion, and are pleased with themselves." The Inspector's arrival disrupts the family's celebration; this automatically raises the tension, because the family would be annoyed by the abrupt interruption of their celebration. When the Inspector first rings the doorbell, Birling is just finishing one of his arrogant speeches. He has just said: "a man has to mind his own business and look after himself and his own." This is significant in relationship to the play because Birling's original views are exactly what Priestley, through the Inspector, is trying to teach the audience not to think like. Birling is the kind of person who Priestley is trying to get through to. The atmosphere is also made uneasy because no one knows definitely why the Inspector has called bu... ...r classes and the way that the Inspector brought these ideas crashing down. In the 1954 film version of the play the man who plays the Inspector is a pale faced man with dark dramatic eyes. This makes the Inspector look ghostly enforcing some peoples theories of him being a ghost. Because the Inspector's true identity is not revealed the tension in the play is increased. This is because the audience don't know anything about the Inspector, so do not trust the inspector and there-fore would be put on edge by him. Priestley has presented the Inspector in a very mysterious way, we do not know where he comes from or anything about him, but it is soon made clear why he is in the play; to teach an important lesson. The audience is left thinking about the play and all the issues raised in it. This play definitely left me thinking about my role among society.

GRENDEL & FRANKENSTEIN Essay -- essays research papers

GRENDEL & FRANKENSTEIN AN ANALYSIS OF THE TWO "MONSTERS" AND THEIR SUPERIORITY TO MANKIND GRENDEL & FRANKENSTEIN AN ANALYSIS OF THE TWO "MONSTERS" AND THEIR SUPERIORITY TO MANKIND In the desert I saw a creature, naked, bestial, Who, squatting upon the ground, Held his heart in his hands, And ate of it. I said, "Is it good friend?" "It is bitter-bitter," he answered; "But I like it Because it is bitter And because it is my heart." -Stephen Crane This reflects how both Grendel and Frankenstein must have felt during their lonely lives. "Seeking friends, the fiends found enemies; seeking hope, they found hate"(Neilson back page). The monsters simply want to live as the rest of us live. But, in our prejudice of their kind, we banish them from our elite society. Who gave society the right to judge who is acceptable and who is not? A better question might be, who is going to stop them? The answer, no one. Therefore, society continues to alienate the undesirables of our community. Some of the greatest minds of all time have been socially unacceptable. Albert Einstein lived alone and rarely wore the same color socks. Van Gogh found comfort only in his art, and the woman who consistently denied his passion. Edgar Allen Poe was "different" to say the least. Just like these great men, Grendel and Frankenstein do not conform to the societal model. Also like these men, Grendel and Frankenstein are uniquely superior to the rest of mankind. Their superiority is seen through their guile to live in a society that ostracizes their kind, their true heroism in place of society's romantic view, and the ignorance on which society's opinion of them is formed. Grendel, though he needs to kill to do so, functions very well in his own sphere. Grendel survives in a hostile climate where he is hated and feared by all. He lives in a cave protected by firesnakes so as to physically, as well as spiritually, separate himself from the society that detests, yet admires, him. Grendel is "the brute existent by which [humankind] learns to define itself"(Gardner 73). Hrothgar's thanes continually try to extinguish Grendel's infernal rage, while he simply wishes to live in harmony with them. Like Grendel, Frankenstein also learns to live in a society that despises his kind. Frankenstein also must kill... ...evil, he was forced into his way of life by the society that rejected him. After this rejection, Frankenstein "like the arch-fiend, bore a hell within him"(Shelley 136). To each man his own god, and to each man his own devil as well. Frankenstein, "like Coleridge's wedding guest, leaves 'a sadder and wiser man'"(Scott 201). He now better understands his existence and how society wrongfully rejects it. Frankenstein simply wants society to have the "knowledge that might enable [him] to make them overlook the deformity of [his] figure"(Shelley 114). "Man†¦ how ignorant art thou in thy pride of wisdom!"(Shelley 201). Grendel's and Frankenstein's superiority to humankind is made obvious by their ability to live in a society that has ostracized them, the monsters' true heroism in place of humankind's romantic view, and the ignorance on which society's opinion of the monsters is based. "The monsters not only embody our fears of the way certain entities can artificially pervert nature in ourselves and our society, they also speak to us knowledgeably of nature and in a human voice, to tell us we need not be afraid [of them]"(Scott 201).

Meditation on Yellow by Olive Senior Essay

Olive Senior is a Jamaican poet who explores Caribbean history. Her poetry often conveys her displeasure of colonization and the suffering Caribbean people endured. Meditation on Yellow explores the colonization and exploitation process carried out by the Europeans. This poem strong conveys Senior discontentment as it relates to the exploitation of the land and the Amerindian tribe. It through the use of symbolism, language and repetition the brutality of colonization is conveyed. Symbolism is used to portray the harsh reality of colonization. In Meditation on Yellow â€Å"yellow† is symbolic of the innocence of the Amerindians and the purity in their mind and soul upon encountering the Whites. This is noted in the phrase † but we were peaceful then child-like in the yellow dawn of our innocence.† The fact that these Amerindians had no idea of what was to come their way and that they offered the best of what they had to the Europeans makes this encounter even more sad and advantageous. Furthermore, yellow is symbolic of sickness and infection. This is reflect in the minds of the Europeans as it was infected with the yearning for wealth and power. Due to this â€Å"infection† the Amerindian we turned into slaves, the land was exploited and the Europeans began colonization. The use of symbolism conveys the extremes which these two set of people existed, the Amerindian being kind and pure and the Europeans being cold-hearted and greedy. Senior’s use of language is certainly a powerful tool in expressing her displeasure as it relates to the enslavement of the Amerindians. Throughout the poem she uses sarcasm and humor which highlights her mocking and belittling of the Europeans. The phrase † had I known I would have brewed up some yellow fever grass and arsenic† is an example of sarcasm. In this phrase there is a contrast between the gesture of hospitality of ethnic which is the â€Å"fever grass† and the bitter sinister intentions of k illing the Europeans with the † arsenic poison.† The sarcasm continues in the phrase † despite the differences in our skins, our piss was exactly the same shade of yellow.† This highlights that regardless of ethnic and racial differences we are all the same. The striking, crude comparison stresses the need for equality and for readers to take note. Furthermore Olive Senior educates us that these Amerindian displayed passive resistance as they deliberately burnt the bread of the Europeans since they we treated badly. The phrase † for which management apologizes† certainly indicates they there was no remorse or sorry for these actions. The use of sarcasm highlight Senior’s hatred towards the colonization process and her view on the Europeans. Repetition is also used to place emphasis on the greedy and materialistic nature of the Europeans. This type of repetition is known as anaphora. The line † but it was gold in your mind gold in your eyes gold in the crown .. gold the prize † highlights the obsession these Europeans had with gold and their gluttonous nature. Moreover, their unreasonable wants and desires are also highlighted through repetition. This is noted in the line † want it strong wan it long want it black want it black want it green want it dread.† Additionally there was repetition in the in line † silver was you armor silver the cross of your Lord †¦ silver the bullet I bite†¦Ã¢â‚¬  This repetition emphasizes the many different forms of silver and the destruction that the silver symbolizes . The silver was representative of Iron Age Technology and represents the European’s military superiority over the stone age Amerindians. Collectively the repetition of these lines alerts readers of the suffering these Amerindians endured to please the cold hearted Europeans. The use of these techniques clearly depicts Senior’s displeasure and the unfortunate struggles of colonization.