She Stoops to Conquer Essay Example

She Stoops to Conquer Essay Along the way, there is an abundance of merry mix-ups, bawdy dialogue, much sly satire of the times and one of the great characters of the stage, Tony Lumpkin. She Stoops to Conquer is an hilarious comedy of errors; the marvellous humour and humanity of Goldsmiths play have made it one of the most read, performed and studied of all English comedies. Leading the cast is one of the countrys most accomplished comedy actresses. Lisa Goddard came to public attention in the hugely successful series, Take Three Girls. Since then she has worked on many of our best-known series including Pig In The Middle, The Brothers andBergerac. This pack contains information relating to the play and ideas for further exploration of the themes. It also contains an interview with Jonathan Munby (Director), Liza Goddard (Mrs. Hardcastle) Matthew Douglas (Marlow). We hope you find it useful. Helen Blackmore Education Associate Birmingham Repertory Theatre REP Insight produced by The Birmingham Repertory Thea tre Learning Participation Department, September 2007 The Birmingham Repertory Theatre Centenary Square Broad Street Birmingham B1 2EP (0121) 245 2000 www. birmingham-rep. co. k Learning Participation Department: (0121) 245 2092 [emailprotected] co. uk 3 SYNOPSIS OF THE PLAY Act One opens with Squire Hardcastle and his second wife Mrs. Hardcastle bickering. Mr. Hardcastle teases his wife about her age and her son, Tony Lumpkin, whom she had with her first husband. Tony is a mischievous man, with a love for drink and trickery, but not much else. Mrs. Hardcastle is quite determined that her spoiled and rather stupid son shall marry her niece, Constance Neville. If they marry she will be able to keep in the family Miss Nevilles fortune a casket of valuable jewels.Miss Neville and Tony Lumpkin, however, can only agree on one thing; their hatred of each other. Miss Neville is secretly pledged to another young man, Mr. Hastings, who is friends with Mr. Marlow, the son of Mr. Hardcastle ’s good friend Sir Charles. Hardcastle wants Marlow to marry his charming daughter Kate, but Marlow suffers from extreme anxiety when in the presence of young ladies of equal social standing and is barely able to speak. He suffers no such fear when in the presence of women of lower status, however, and successfully flirts with bar maids, servants and the like.The Hardcastle family are expecting the arrival of Marlow and his friend, Hastings. However, Hastings ; Marlow have lost their way and stop at the village inn to get their bearings. Tony Lumpkin is drinking within and hears of the men’s plight. Being the mischievous fellow that he is he seizes the opportunity, along with his friends, of misguiding Hastings ; Marlow and causing much merriment. He tells the men that they are so lost that they must spend the night at a local inn and directs them to the Hardcastle house which he highly recommends if they will excuse the eccentricities of the owner and his family.Neith er young Marlow nor Squire Hardcastle senses that both are victims of a hoax and duly make their way to the Hardcastle house, believing it to be an inn. When they arrive, they treat Hardcastle as the innkeeper while the squire (knowing who they are) is much incensed at the bold and impudent behaviour of his friends son. Young Hastings, as soon as he sees Constance, puts two and two together. Constance and Hastings agree to keep Marlow in ignorance and pretend that Constance and Kate, completely by coincidence, happen to be stopping the night at the inn.When introduced to Kate, Marlow can find little to say and stumbles through a half conversation. In his embarrassment he never once looks at her face. It is not surprising, therefore, that later in the evening when he sees her going about the house in the plain house dress her father insists on, he takes her for the bar maid. She encourages the deception in order to find out if he is really as witless as he seems. In her bar maids gui se she is pleasantly surprised to find him not dumb but, indeed, possessed of a graceful and ready wit.When she reveals herself as a well born but poor relation of the Hardcastle family he acknowledges his love for her. It is not until Marlow’s father Sir Charles arrives that the truth is revealed. Marlow, unaware of the bar maid’s true identity, claims he feels no love for Kate Hardcastle and dismisses any possibility of a union between them. Kate, however, claims that he has declared his love for her. She then sets about 4 revealing the truth by instructing her father and Sir Charles to hide in the room where she is about to meet with Marlow.Dressed in her plain clothes, Marlow (thinking her the bar maid) makes no secret of his feelings for her and all is revealed. Whilst all this is going on, Miss Neville and Hastings are plotting to elope. However, they cannot leave without Constance’s rightful fortune of jewels and they enlist the help of Tony Lumpkin to ac hieve this. Tony is only to happy to help, since the disappearance of Constance will put an end to his mothers meddling in his love life. All does not go according to plan though. Having successfully retrieved the jewels from his mother, Tony Lumpkin gives the jewels to Hastings, who sends them to Marlow for safe keeping.Marlow (not understanding the significance of the casket) then gives the jewels to a servant to stow away securely. The jewels end up back with their keeper, Mrs. Hardcastle. In the end, Hastings and Miss Neville are forced to come clean and declare their love. It isn’t until Tony Lumpkin refuses her hand that she is free to marry however, he doesn’t believe he can do this until he is come of age. Mr. Hardcastle then reveals that he is already of age, a fact that Mrs. Hardcastle has been keeping from him, and the play ends with two sets of lovers rightfully betrothed to one another.Illustration for She Stoops to Conquer Edwin Austin Abbey, 1885 5 CAST ; CHARACTERS MR. HARDCASTLE (Colin Baker) Hardcastle is an old fashioned man, who thinks his wife rather foolish for her love of the fashions and fancies of London. He is very fond of his daughter Kate and is keen for her to marry Marlow. MRS. HARDCASTLE (Liza Goddard) Mrs. Hardcastle is a somewhat ridiculous character who enjoys meddling in the affairs of others. Desperate to marry off her son to her niece, in order to keep the family jewels, she is selfish and foolish. KATE HARDCASTLE (Dorothea Myer-Bennett)Kate is a smart, charming woman, who uses her intelligence and cunning to win the heart of Marlow. 6 TONY LUMPKIN (Jonathan Broadbent) Tony Lumpkin is the rather spoilt son of Mrs. Hardcastle from her previous marriage. Fond of drinking and making mischief, Lumpkin amuses himself by causing havoc for others. CONSTANCE HARDCASTLE (Annie Hemingway) Constance is in love with Mr Hastings but her aunt, Mrs. Hardcastle wants her to marry her cousin Tony Lumpkin. In the end, Constance wins. SIR CHARLES MARLOW (GLYNN SWEET) An old friend of Mr. Hardcastle, Sir Charles is as keen as his friend for his son and Kate to be married. 7MARLOW (Matthew Douglas) Mr. Marlow is struck dumb when in the company of ladies of social standing. Kate’s clever tactics unite them as a couple in the end. HASTINGS (Matthew Burgess) Hastings is in love with Constance Neville and tries to elope with her so that they may escape the marriage plans of Constance’s aunt Mrs. Hardcastle who wants Constance to marry her son Tony. 8 OLIVER GOLDSMITH 1728/30-1774 †¢ †¢ †¢ †¢ †¢ †¢ †¢ Nov 10 1728 0r 1730 – Born in Ireland (exact year and location unknown) 1747 – His father (Rector of Kilkenny West) dies. 1749 – He gains a Bachelor of Arts in Theology ; Law from Trinity College, Dublin.He later studies Medicine at University of Edinburgh and University of Leiden, before travelling around Europe living on his wits. 1755 ; 1757 â €“ He studies at University of Padua, then later moves to London and works as an apothecary’s assistant. Addicted to gambling, Goldsmith makes some money from being a ‘hack writer’ – paid to write low quality, quickly put together articles or books. Meets Samuel Johnson (Essayist) and becomes a member of ‘The Club’ (dining and conversation club founded in 1764) of which Joshua Reynolds (Artist) is also a member. 774 – Goldsmith dies from a kidney infection Most famous works – The Deserted Village (1770 Poem), The Hermit (1765 Ballad), She Stoops to Conquer (1771 Play – first performed 1773). †¢ †¢ Oliver Goldsmith 9 18TH CENTURY ENGLAND SOCIAL CLASS During the eighteenth century, the people of England were largely divided by social class. The class that a person belonged to was decided by their wealth, the upper classes were the richest whilst the lower classes were the poorest. The middle and upper classes e njoyed the finest food, liquor and fashion available while the lower classes struggled to survive.DISEASE Disease in the cities was rife due to overcrowding, poor sanitation and living conditions. Smallpox was one of the most common illnesses. During the eighteenth century it killed an estimated 60 million Europeans. A contagious disease, it was easily passed from person to person in cramped houses and streets. When a sick person from the lower class went to hospital to seek medical help, they were often met with prejudice and ignored in favour or patients with higher social standing. Prisoners in Newgate Prison William Hogarth POVERTY The lower classes (the poor people) struggled to survive.They would often go hungry and in very low times bread was all they could get their hands on to eat. In the cities the poor people lived on the streets or in small, dirty houses with many children sharing a bed. In the countryside, farmers and their families were forced to share shelters with th eir livestock. Their homes were often made of soil, dirt or pieces of wood lashed together. 10 Gin Lane William Hogarth, 1751 EMPLOYMENT The men were largely responsible for going out to work and bringing an income into the home. Amongst the poor however, women too sought employment.Generally though, women were kept busy with the housework and other jobs cooking, brewing ale, knitting, washing, teaching their young, gardening and making butter. Some women chose to set up shops in the market and sell different products. This helped the income a lot in the lower class families. In the countryside, men were employed in physical work on farms – ploughing, planting and harvesting. During the harvest, women would assist if they didn’t have any children to mind. A Georgian market 11 EDUCATION During the eighteenth century, schools were constantly opening and closing.Fees were charged to students, to cover the teacher’s wage and books etc. The likelihood of a school sta ying open was greatly increased if the school was attended by children from wealthy families. If the majority of children were from poorer families then the school’s life was likely to be in constant jeopardy. In this way, education was only readily available to those who could afford it and the poor, unable to become educated and increase their chances of a better working life, were kept at the bottom of the social classes. University was only open to men. CLOTHINGThe clothing of the time was very decorative. The women of the upper class wore nothing but the best material and the finest crafted outfits. First they put on their linen shirts. These shirts hung down below their knees. They then tied a string around their waist fastening the shirt. The corset was next. A corset was a tightly fastened body suit made of cloth and either metal or whalebone strips. This device was used to shape the body into any figure desired. The figure of the time was comparable to an hourglass. Big on the top and bottom, but skinny in the middle.Most women are not naturally shaped like this so much strain was put on the body when a corset was worn. Women did a lot of damage to their bodies like tearing skin, and even bruising internal organs. It has also been noted that one woman actually died because her corset was tied too tight. Men usually shaved their heads and then wore wigs, as wigs were much easier to manage than a real head of hair. Men were rarely seen without their wigs on if they owned one. Also many wore three point cocked hats. Three piece suits were definitely the most common attire for men. The pants were cut really high and didn’t go past the knees.Some even carried canes. 12 Interview with Jonathan Munby (Director), Liza Goddard (playing the character of Mrs Hardcastle) and Matthew Douglas (playing the character of Marlow) Q: What are the challenges that you face in directing this play? JM: One of the first things is making sure the play reaches ou t to a contemporary audience and feels fresh and alive. The play was written in 1771 with the first performance in 1773 and it’s important to make sure that we deliver a production of this play that honours where the play has come from, that acknowledges what the play is, and that reaches out to a contemporary audience.The language is a couple of hundred years old; it’s closer to that of the Restoration period than modern English. It’s a more heightened prose than contemporary writing, so there’s the challenge of getting our mouths and our minds round the text to release it for a modern audience. We also need to make sure that we understand the period and where the play has come from well enough to do it justice – the manners, the etiquette and the protocol of the time. We’re doing the production in period, so it’s about understanding the period well enough in order to release the play.Q: In your opinion, what is this play really abou t? JM: The thing that feels most potent to me and that I know that Goldsmith was interested in is the tension between town and country and class difference. Also the snobbery that is born out of that tension – the difference between country living and town living and also the aspiration of wanting to transcend a barrier and become something other. For example a country dweller who wants to be a townie, or the tension of a town dweller arriving in the country and feeling that they’re like a fish out of water.Or, someone wishing to transcend class and discovering the tension as a result of that desire is brought brilliantly to light by the play and feels very resonant now. We still live in a London-centric country where the provinces feel second best to the capital and I think that there is a snobbery that’s born out of that. I know that this play goes to the heart of that current feeling. The other thing, which comes absolutely from Goldsmith – he was an i ndividual who found it difficult to operate in public – is shyness and fear.The expectation that we put on young people to find matches, and the expectation that we put on a young man specifically in this instance to woo and court and find a perfect match (to woo his Kate) and what happens as a result of those expectations. There’s a high stake situation and that’s a fascinating thing in the play and something that we all have an emotional connection with. Q: What do you think is the central question at the heart of the play? JM: There isn’t one global question at the heart of the play, although what is clear are the individual needs and desires of the characters.For example, Mrs. Hardcastle wants refined pleasures; she wants to transcend the rambling mansion that she lives in and to refine it, and she wants her husband to be more refined. She wants the world she lives in to be more fashionable. Marlow wants to find a peace in his life, and to find a matc h and the pressure that he’s put under is one of the obstacles to his achieving this. They’re all after something – Mr. Hardcastle wants peace as well. He wants people to stop making demands on him. 13LG: The title of course is that it’s all about Kate having to dissemble to get the man that she wants. Q: So is it a question of compromise? JM: Or a question of â€Å"what do I need to do to achieve the thing I want? † The title of the play changed – it was originally called ‘The Mistakes of a Night’ (and we intend to use that as a subtitle because the play is a series of mistakes and misunderstandings) but it was changed a day before the first performance because Goldsmith felt that it was this girl’s [Kate’s] choice to do this thing in order to get what she wants (i. . the man) and also it helps him [Marlow]. To release him. LG: So had he [Goldsmith] taken that from A Midsummer Night’s Dream? Was that his or iginal thought do you suppose – star crossed lovers and people pretending to be other than they are? JM: When it was ‘Mistakes of a Night? ’ Yes, and it was very much part of the vogue of sentimental comedy; the middle classes getting terribly worked up about their dilemmas. The original title suggests that it was just that – this middle class pursuit and it was just these little mistakes that they would get over.He wanted to defeat that idea and align us with Kate and to understand that she feels it’s a choice, a choice she is conscious of making to tame her man. Kate is no accident or arbitrary choice in terms of character name. Goldsmith wants us to see the echo of Kate in The Taming of the Shrew, and possible to view this play as a counterpoint – the tamer being tamed. Q: What does Mrs. Hardcastle represent in the world of the play? LG: Mrs. Hardcastle represents the country, and in fact it’s exactly the same today.I don’t t hink there’s ever been such a void between town and country probably since the 18th Century. People who live in towns have no idea what it’s like to live in the country – I live in the country and it’s so much alike. There’s people in the village I live in who’ve never been to London – â€Å"I’ve been to Norwich, but I’ve never been to London, I don’t know how you manage it! † And so there’s this extraordinary thing about London to someone like Mrs. Hardcastle who longs to be in London.She longs to wear the latest fashions she has to get hold of the fashions from people writing to her and getting magazines so she’s always behind – she reads last year’s Vogue and tries to make her dresses and her hair look like that. She longs to go to London and have this fine life but she’s married to this man who lives in a rambling old house in the country and never sees anybody. And s he wants for her beloved son to marry her niece who has a good fortune (although her son eventually comes into a fortune himself), so she can then live vicariously through them.Q: What would you like a young audience to identify with in the character of Mrs. Hardcastle? LG: I think a young audience will identify with this interfering old busybody of a mother, wanting her son and daughter to do one thing, while they are fully set on doing something completely different, (which I have great experience of, having children! ). I think that mothers are still the same today as they ever were, wanting their children to make a good match, wanting them to live a particular sort of life when of course they want to live their own life, which is as it should be. 4 Q: What comparisons can you draw between Mrs. Hardcastle’s view of the younger characters in the play and society’s view of the younger generation today? LG: Well I don’t think much has changed quite frankly! All the older generation still think the young are up to no good, going off with the wrong people and living a life of high licentiousness. For example Tony Lumpkin is always in the pub, always out larking around with the lads, going too fast on his horse, (driving fast cars! ), getting drunk, not attending to his lessons. I don’t think there’s any difference at all.Q: Do you find it hard to make Marlow a likeable character? The way that he behaves towards Kate when he thinks that she’s a barmaid is quite different to his behaviour in other scenes. MD: Yes, he’s quite naughty in a cheeky way but I think you’ve got to start with perspective that you really do like your character, irrespective of who they are or how bad or evil they can be. I think as an actor I have to find a way of understanding why he behaves as he does. His behaviour with Kate in the bar is perhaps not how you and I would behave, but that’s how they did and could behave at tha t time. Men still do, and so do women!I think by that point in the play we are sympathetic enough to not be alienated by that behaviour. It’s very clear by that point what drives him and what his problems are. I think that moment of release that he’s going to feel by seducing that barmaid will be key to how audiences feel. Also what’s important about that scene (and what’s my responsibility I suppose) is that he sees Kate at that point and falls in love with her, he physically falls in love with her. JM: It’s not so much an act of lust as an act of love. LG: He also behaves very morally; he doesn’t seduce the barmaid in the way that we would think.Because he’s usually so shy he feels free to enjoy female company which he can’t normally. MD: He’s not predatory I don’t think, he’s seductive. LG: He’s relaxed and able to talk; I don’t think he behaves badly. Q: If they were alive today, what do y ou think the characters of the play would find most difficult to cope with in modern day society? LG: Well Mrs. Hardcastle would love it! She’d just get fashion straight off the plate! JM: All the characters are so different. They want such different things and they ask such different things. I think they would each find a different part of society difficult.I think society is as false and hypocritical as it was in the 18th Century, and the characters would find it as problematic as it was in the 1800’s. Mr. Hardcastle would be as grumpy as he was then, he’d be exactly the same now. LG: He’d be shouting at the television now! Nowadays the upper classes have become much like the upper middle classes of the play, they’ve become completely cut off from society, and in fact some people who live in Islington and so forth and most of the people who run the country have no idea what real life is like at all so I don’t think there’s any chang e. 15FOLLOW UP IDEAS Working with the Story ‘I think that†¦Ã¢â‚¬â„¢ Use the following as starting points for discussion and debate †¢ †¢ She Stoops to Conquer is also known as The Mistakes of a Night. Which is the better title and why? The casket of jewels belonging to Constance Neville were kept by her aunt Mrs. Hardcastle. Should Constance have just taken them when she wanted them? Why didn’t she? Mr. Hardcastle is strict about the way in which Kate dresses. Why is he so? What do you think about his opinion? Marlow is unable to converse with women of equal social standing, yet he has no problem with women of a lower class.What does this suggest about him and his view/respect of women? Does Kate lower her standards in order to get her man? What do you think? Mrs Hardcastle is adamant that Constance and Tony will marry according to her arrangements. What do you think of arranged marriages? What are the pros and cons? Is Kate and Marlow’s marriage a rranged? Mrs Hardcastle has no control over her son Tony. Why is this? Hastings and Constance collude in deceiving Marlow. Why do they do this? †¢ †¢ †¢ †¢ †¢ †¢ 16 FOLLOW UP IDEAS Working with the Story ‘Media Exposure’ Choose one of the events in the story to focus on and then choose a media format to work with.Create something that could be released to the media for public viewing in 2007. Use the suggestions below, or pick your own starting point. TV – The Hotel Inspector Write the script and storyboard a TV show based on The Hotel Inspector in which the characters Marlow and Hastings give their opinion on Mr. Hardcastle’s home which they believe to be an inn. TV – Blind Date Write the script and if possible film a version of Blind Date in which Hastings and Marlow pose questions to potential lovers. What questions do they ask? Include Kate and Constance in the line up of potential lovers – How do Constance a nd Kate get their men?What do they say? Swap over the roles and create a version where Kate ; Constance get to choose – How do Hastings ; Marlow ensure they are picked? TV – Panorama Write and storyboard a documentary about one of the events of the story – from what perspective will you write it? What aspect of the story will you concentrate on? Where will you set it? Which character will you focus on? It may help you to choose a question to base your programme around – What lengths would you go to to get your man? Are women cleverer than men? Does money buy you happiness? What are upper class men really like? Magazine – OK!Create a magazine article in the style of OK! Magazine which follows the wedding of Kate Hardcastle ; Marlow. Write interviews with the bride and groom and their parents. What questions would you ask them? What would their responses be? What photographs would you include? Where would they be taken? Think about the slant you migh t like to put on the article – what would the headline be? Newspaper – The Daily Mail Write an article about Mrs. Hardcastle, her marriage and her life in the country. What would she say about these things? Would the newspaper put a slant on her comments? What would the headline be?Choose a focus for the article to help you. ‘Town versus Country’ what do the wives of two respected society gentlemen think? Would Mrs. Hardcastle speak of her former husband? 17 Magazine – Heat – ‘Man of the Month’ Write an article about Tony Lumpkin which focuses on trying to get him a wife. How would you describe him as a potential suitor? What sort of woman might suit him best? What aspects of his life would you include and are there any you might think it best to leave out?! Radio – Desert Island Discs Write a radio programme which has one of the characters from the play as a special guest.What questions would the interviewer ask them and what would they talk about? What songs (from modern day) would the character choose to take with them to a deserted island and why? Radio – Jeremy Vine Write a slot for Jeremy Vine’s radio show on BBC Radio 2, which focuses on parent and child relationships. Mrs. Hardcastle could be a caller, who calls in to the show to discuss her difficulties with her son Tony. What advice might she be given? What other guests might be in the show to advise her – child psychologist? Counsellor? Doctor? Police Officer? Should Tony receive an ASBO for his behaviour at the local inn?!Radio – Quick Quiz Write a quiz for radio about the events and characters of She Stoops to Conquer. Record a slot for radio in which the quiz features and get your peers to compete to win. Think about varying the type of quiz questions, you might like to include – Who said this..? Questions about quotes, Which character did this†¦? Questions about events, What are the two names by which the play is known†¦? Questions about the play. 18 FOLLOW UP IDEAS Working with the Text ‘In my own words†¦Ã¢â‚¬â„¢ Look at the following scripts extracts, discuss the meaning and put the words into modern day language.Act I Scene I Hardcastle: (Talking about Mrs. H ; Tony) Ay, there goes a pair that only spoil each other. But is not the whole age in a combination to drive sense and discretion out of doors? There’s my pretty darling Kate! The fashions of the times have almost infected her too. By living a year or two in town, she’s as fond of gauze and French frippery as the best of them. Act I – Scene I Miss. Hardcastle: (Talking after her father has told her about Mr. Marlow) Lud, this news of papa’s puts me all in a flutter. Young, handsome; these he put last; but I put them foremost. Sensible, good-natured; I like all that.But then reserved, and sheepish, that’s much against him. Yet can’t he be cured of his timidit y, by being taught to be proud of his wife? Yes, and can’t I – but I vow I’m disposing of the husband before I have secured the lover. Act I – Scene II Miss. Hardcastle: (After her first meeting with Marlow) Ha! Ha! Ha! Was there ever such a sober sentimental interview? I’m certain he scarce looked in my face the whole time. Yet the fellow, but for his unaccountable bashfulness, is pretty well, too. He has good sense, but then so buried in his fears, that it fatigues one more than ignorance.If I could teach him a little confidence, it would be doing somebody that I know of a piece of service. But who is that somebody? – that, faith, is a question I can scarce answer. Act I – Scene II Mrs. Hardcastle: (Talking about her husband to Mr. Hastings) Yet, what signifies my dressing when I have such a piece of antiquity y my side as Mr Hardcastle: all I can say will never argue down a single button from his clothes. I 19 have often wanted him to throw off his great flaxen wig, and where he was bald to plaster it over like my Lord Pately, with powder.Hastings: You are right, madam; for, as among the ladies there are none ugly, so among the men there are none old. Mrs. Hardcastle: But what do you think his answer was? Why, with his usual Gothic vivacity, he said I only wanted him to throw off his wig to convert it into a tete for my own wearing! Act III – Scene I Mrs. Hardcastle: (Talking to Constance Neville) Indeed, Constance, you amaze me. Such a girl as you want jewels? It will be time enough for jewels, my dear, twenty years hence, when your beauty begins to want repairs. Miss Neville: But what will repair beauty at forty, will certainly improve it at twenty, madam.Act III – Scene I Maid: (Speaking to Miss Hardcastle about Miss Hardcastle’s plan to disguise herself) But what do you hope from keeping him in his mistake? Miss Hardcastle: In the first place, I shall be seen, and that is no small adv antage to a girl who brings her face to market. Then I shall perhaps make an acquaintance, and that’s no small victory gained over one who never addresses any but the idlest of her sex. But my chief aim is to take my gentleman off his guard, and like an invisible champion of romance, examine the qiant’s force before I offer to combat.There are many more sections of the text that would be interesting to use for translation into modern day language, choose the ones you think would work well. 20 FOLLOW UP IDEAS Working with the Text ‘Soap Opera’ Using the original text or a modern re-written version of your own, to create a soap opera for either radio or television. Things to consider†¦. †¢ How long will each episode be? †¢ What budget do you have for each episode, the actors, the camera †¢ What part of the country do you want the story be set in? Why? Which famous actors could you use to play the various different †¢ Would you want t he actors to use a particular accent? Why that one? †¢ What filming style would you use? Consider the various styles used by soap operas – Hollyoaks uses a very different style to Coronation Street. Things to do†¦. †¢ †¢ Create a storyboard for each episode – are there any difficulties you need to overcome in order to film/record the scenes? Write a list of all the sound effects you will need for each scene for the radio version. How will you make the sounds? characters? crew/radio studio technicians, costumes etc? 1 FOLLOW UP IDEAS Working away from the Text ; the Story ‘Before, During ; After ’ Using the text and the events of the story as stimulus, consider what else could have been written or included in the play, or write a sequel. Use the suggestions below or pick your own. Letters †¢ Write a love letter from Hastings to Constance before his arrival at the Hardcastle house. †¢ †¢ Write a letter from Hardcastle to Ma rlow, inviting his son to meet his daughter Kate. Write a letter from Mrs Hardcastle to Constance explaining the disappearance of the family jewels.Diary Entries †¢ Write a diary extract for Kate on the day that she and Marlow become betrothed. †¢ †¢ Write a diary extract for Tony Lumpkin on the day he discovers he is ‘of age’. Write a diary extract for Mr Hardcastle on the day he sees his daughter marry Marlow. Play Scripts †¢ Write a script for a scene between Mr. And Mrs. Hardcastle before the weddings of Constance ; Kate. Mr. ; Mrs. Hardcastle are shopping for clothes in London! †¢ Write a script for a scene in the local inn where Tony Lumpkin tells the story of all that has happened and tells all his friends of his future plans now that he is ‘of age’!Write a scene for the servants in which they give their opinion of what is going on in the house when Marlow and Hastings arrive. †¢ 22 USEFUL WEBSITES http://www. noelcollec tion. org Photo of Oliver Goldsmith http://en. wikipedia. org Encyclopaedia entry for She Stoops to Conquer http://www. enotes. com/she-stoops/ Notes on the play, characters, themes etc http://www. nwe. ufl. edu/~pcradd

Telephone Vocabulary in Mandarin Chinese

Telephone Vocabulary in Mandarin Chinese The conventions for making and answering phone calls in Mandarin Chinese are similar to English. The main difference is that calls are usually answered with ââ€" ºwà ¨i, which is a way of saying â€Å"hello† used only on the phone. Knowledge of Mandarin numbers from zero to 9 is needed to give and understand phone numbers, so we will begin with a Mandarin number review. Mandarin Number Review Audio files are marked with ââ€" º 0 ââ€" ºlà ­ng1 ââ€" ºyÄ «2 ââ€" ºÃƒ ¨r3 ââ€" ºsÄ n4 ââ€" ºsà ¬5 ââ€" ºwÇ”6 ââ€" ºlià ¹7 ââ€" ºqÄ «8 ââ€" ºbÄ 9 ââ€" ºjiÇ” Telephone Vocabulary é› »Ã¨ © ±mobile phoneââ€" ºxà ­ng dà ²ng din hu / ââ€" ºshÇ’u jÄ «Ã¨ ¡Å'å‹•é› »Ã¨ © ± / 手æ ©Å¸faxââ€" ºchun zhÄ“nå‚ ³Ã§Å"Ÿhello (for telephone only)ââ€" ºwà ¨iÃ¥â€"‚what telephone number?ââ€" ºjÇ  hoÃ¥ ¹ ¾Ã¨â„¢Å¸call the wrong numberââ€" ºdÄÆ' cuà ² le打éÅ' ¯Ã¤ ºâ€ busy lineââ€" ºjiÇŽng hu zhÃ… ngè ¬â€ºÃ¨ © ±Ã¤ ¸ ­answer the phoneââ€" ºjiÄ“ din huæŽ ¥Ã©â€º »Ã¨ © ±please wait a momentââ€" ºqÇ ng dÄ›ng yÄ « xiè «â€¹Ã§ ­â€°Ã¤ ¸â‚¬Ã¤ ¸â€¹please leave a message (verbal)ââ€" ºqÇ ng lià º ynè «â€¹Ã§â€¢â„¢Ã¨ ¨â‚¬leave a message (written)ââ€" ºlià º zà ¬ tioç•™å ­â€"æ ¢ area codeââ€" ºqÃ… « yà ¹ mÇŽå â‚¬Ã¥Å¸Å¸Ã§ ¢ ¼internationalââ€" ºguà ³ jà ¬Ã¥Å"‹éš›long distanceââ€" ºchng tà ºÃ©â€¢ ·Ã©â‚¬â€direct dialââ€" ºzhà ­ bÃ… Ã§â€º ´Ã¦â€™ ¥telephone companyââ€" ºdin xà ¬n jà ºÃ¢â‚¬â€¹Ã©â€º »Ã¤ ¿ ¡Ã¥ ±â‚¬ Telephone Dialogue One A: Hello.B: Hello. Is Mr. Wang there?A: I’m sorry, you have the wrong numberB: Is this 234-5677?A: No, this is 234-9877.B: Sorry!A: No problem.A: ââ€" ºWà ¨i.B: ââ€" ºWà ¨i. QÇ ng wà ¨n Wng xiÄ n sheng zi ma?A: ââ€" ºDuà ¬ bu qÇ , nÇ  dÇŽ cuà ² le.B: ââ€" ºZhà ¨ lÇ  shà ¬ 234-5677 ma?A: ââ€" ºBà º shà ¬, zhà ¨ lÇ  shà ¬ 234-9877.B: ââ€" ºDuà ¬ bu qÇ .A: ââ€" ºMà ©i guÄ n xi.A: Ã¥â€"‚B: Ã¥â€"‚. è «â€¹Ã¥â€¢ Ã§Å½â€¹Ã¥â€¦Ë†Ã§â€Å¸Ã¥Å" ¨Ã¥â€"Ž?A: Ã¥ ° Ã¤ ¸ Ã¨ µ · ä ½  Ã¦â€°â€œÃ©Å' ¯Ã¤ ºâ€ B: 這è £ ¡Ã¦Ëœ ¯234-5677Ã¥â€"Ž?A: ä ¸ Ã¦Ëœ ¯ 這è £ ¡Ã¦Ëœ ¯234-9877B: Ã¥ ° Ã¤ ¸ Ã¨ µ ·A: æ ²â€™Ã©â€"Å"ä ¿â€š Telephone Dialogue Two A: Hello.B: Hello, is Mr. Wang there?A: Please wait a moment.A: Hello.B: Hello Mr. Wang, this is Li from Da Xing Company. Did you receive our company information that I sent you?A: Hello Mr. Li. Yes, I received it, and I will call you back later to talk about it.B: OK – very good.A: Goodbye.B: Goodbye.A: ââ€" ºWà ¨i.B: ââ€" ºWà ¨i. QÇ ng wà ¨n Wng xiÄ n sheng zi ma?A: ââ€" ºQÇ ng dÄ›ng yÄ « xi.A: ââ€" ºWà ¨i.B: ââ€" ºWng xiÄ n sheng nÇ  hÇŽo. WÇ’ shà ¬ D XÄ «ng gÃ… ng sÄ « de Là ­n d mà ­ng. NÇ  shÃ… u do wÇ’ jà ¬ gÄ›i nÇ  de zÄ « lio le ma?A: ââ€" ºLà ­n xiÄ n sheng nÇ  hÇŽo. YÇ’u wÇ’ shÃ… u do le. WÇŽn yÄ « diÇŽn wÇ’ zi dÇŽ din hu gÄ“n nÇ  tÇŽo là ¹n.​B: ââ€" ºHÇŽo de.A: ââ€" ºZi jin.B: ââ€" ºZi jin.A: Ã¥â€"‚B: Ã¥â€"‚ è «â€¹Ã¥â€¢ Ã§Å½â€¹Ã¥â€¦Ë†Ã§â€Å¸Ã¥Å" ¨Ã¥â€"Ž?A: è «â€¹Ã§ ­â€°Ã¤ ¸â‚¬Ã¤ ¸â€¹A: Ã¥â€"‚B: 王先生ä ½  Ã¥ ¥ ½ 我æ˜ ¯Ã¥ ¤ §Ã¨Ë†Ë†Ã¥â€¦ ¬Ã¥  ¸Ã§Å¡â€žÃ¦Å¾â€"Ã¥ ¤ §Ã¦ËœÅ½ ä ½  Ã¦â€ ¶Ã¥Ë† °Ã¦Ë†â€˜Ã¥ ¯â€žÃ§ µ ¦Ã¤ ½  Ã§Å¡â€žÃ¨ ³â€¡Ã¦â€"™ä ºâ€ Ã¥â€"ŽA: æžâ€"先生ä ½  Ã¥ ¥ ½ æÅ"‰ 我æ” ¶Ã¥Ë† °Ã¤ ºâ€  晚ä ¸â‚¬Ã© »Å¾Ã¦Ë†â€˜Ã¥â€  Ã¦â€°â€œÃ©â€º »Ã¨ © ±Ã¨ ·Å¸Ã¤ ½  Ã¨ ¨Å½Ã¨ «â€"B: Ã¥ ¥ ½Ã§Å¡â€žA: å† Ã¨ ¦â€¹B: å† Ã¨ ¦â€¹

Where Should I Take the SAT

Where Should I Take the SAT SAT / ACT Prep Online Guides and Tips While you're doing a lot to prepare for the SAT, you probably haven't given that much thought to the physical location of your test. However, that location could definitely affect your performance. Think about it – have you ever had to take a test in a cramped classroom or in room without air conditioning? It probably didn’t exactly help your performance. So why would you take the SAT in sub-optimal conditions? Read our guide to choosing the best possible test location so you can do as well as possible. Two Search Methods Before we worry about choosing locations, you have to find out what those locations are. We will go over two methods to finding SAT locations – one that’s easy to use but less informative, and one that’s harder to use but contains more info. Method One: College Board’s Test Center Search College Board’s Test Center Search lets you look up test centers by state or by city. Depending on where you live, this may give you all you need to know. The Test Center Search page allows you to search for SAT locations by state and city. Image via College Board. For example, I’m from Utah. In the entire state, there are just nine testing locations for the next SAT, mostly at area colleges. So just seeing these nine locations will give me all I need to know. Likely any student in Utah will have just one or possibly two options based on location. Some of Utah's nine SAT locations. Image via College Board. However, if you live in a state like Massachusetts with dozens of potential test sites, you may want to do a more fine-grained search. You can search by city, but remember to look up towns and suburbs near to you to see the most options. If you’re in a state with tons of choices, the second search method, which allows you to look by zip code, will likely be easiest†¦ Method Two: Begin to Register for the SAT For whatever reason, College Board’s test location search within its registration process is more informative than its basic test search option. So to get access to the most efficient SAT location search, you have to go through the SAT registration system. Move through College Board's SAT registration process until you get to step 3, "Select Test Center." Image via College Board. You can enter your zip code (rather than search by only city or state) and see the options closest to you, including neighboring cities. This is much more efficient if you there are a lot of potential test sites near you. Image via College Board. You can also see who still has seats available for the test, which is important info if you know you need to register soon. You don't have to complete the registration to use the search tool. Also, live close to a state line? Consider options over the border, especially if rules/laws are different (some states require scores be reported to talent searches). Choosing a Test Site Now that you know how to search for a test center, you probably fall into one of two camps. In the first camp, let’s call it the Utah camp, your test location is entirely determined by proximity. This means that you have only one or two options based on where you live, so unfortunately you can’t optimize your test center beyond location. But if you’re in the second camp, let's call it the Massachusetts camp, you have many choices. So how do you make sure you pick the best possible test center? Your choice of test location depends on a few important factors, which we will cover in order of importance. How Far Do You Have to Travel? Basically, the closer you live to a test center, the better. You don’t want to risk having a morning-of traffic or weather crisis. Many students test at their high school if they can, but if you live far away from your high school, it might actually be better to see if there is a location closer to your home. Also consider that parking and drop-off around the center is likely going to be congested on the morning of the test, and plan accordingly. Add at least 10 minutes onto predicted travel time to account for this. Are You Familiar With the Test Site? Once you’re inside the center, you’ll be less stressed if you know how to get around. For example, if you’re testing in your own high school, even if you’re headed to a room you’ve never had a class in, you’ll likely be able to find it easily. However, if you’re in a university building and have to go looking for the room, or take a wrong turn, that could add unnecessary stress the morning of the SAT. If you’re heading to a new building on test day, either scope it out before test day or arrive early to give you ample time to get to your test room. Getting lost and ending up in a lonely hallway that looks like something out of The Shining probably won't help your test day jitters. Who's Going to Be There? Don't just think about where you're taking the SAT. Think about who is going to be there, too. If you’re taking the SAT at your high school or at a location with students from your high school, that could be good or bad, depending on your personality. Will seeing friends or classmates relax you, or stress you out? For some students, seeing their friends could help calm them down. Seeing familiar faces and having a moment to joke around before the test could alleviate stress. But for others, seeing their classmates could remind them of their competition for college and make them more stressed. Or seeing friends could be more distracting than helpful. There’s no right answer here. Just take your personal preferences into account. If you know that having your friends around will help, don’t worry about heading to your local high school. If you think it will be stressful for you, consider going to a test center more out of the way so you can focus better on the test. Any Test Center Problems? You should also consider some of the more nitty-gritty details of the testing center before making your choice. There are many factors that could make the test center itself good or bad. Are there windows in the test rooms? For some students, sitting by a window is distracting. For others, being in a windowless room feels suffocating. Are there heating/cooling issues? Taking a test in the sweltering June heat without A.C. would be miserable, but so would taking it in a freezing room in November. If you’re signed up for a winter or summer test date, in particular, make sure you’re in a room with decent temperature control. Any there issues like nearby construction? For example, if there is a noisy construction project going on by your high school, you might elect to go to farther location to make sure your test center will be quiet. Finally, think about desk size. Generally, the more space, the better, because you’ll be balancing the test book and the answer sheet. This can be tricky on those tiny desks some college rooms have. If you’re sensitive about your work space, try and sneak a peak at the test room before you sign up. Should I Just Test at My High School? After reading through all these possible factors, you might be thinking you should just test at your high school, since you know the most about it. For many students, this is a great option. Make sure to consider the following factors, though. Will familiar faces distract you? Like we discussed above, for some students, seeing friends and classmates on test day can be stressful. If you would prefer to be with a crowd of strangers, look into different locations. Is there a closer location you could go? Keep in mind the Saturday morning SAT commute is typically earlier than your high school commute. There might be unexpected traffic and parking issues at the school. If your high school is a ways away, see if there are closer testing locations. Are there known issues with your high school, like small desks or a nearby construction project? If anything about your high school is distracting for you, think about other locations. Finally, do you tend to lose focus in environments you’re used to? Some people prefer the â€Å"blank slate† environment of a new testing center. Others like being in familiar environments for stressful, high-stakes testing. If none of the above are true, your high school could be the best option since you’re familiar with the location. You’ll be less likely to run into morning-of problems simply because you know the building well. Other Tips Be aware of test center closings. Sometimes College Board has to close test centers due to weather or other reasons. Check your email carefully in the weeks and days leading up to the test in case something happens to your location. Drive to the testing location before the morning of the test if you’ve never been there. Make sure the route you’re using (or the route Google Maps is telling you to use) is accurate and gets you there. You don’t want to risk getting lost the morning before the test. If you have a long drive the morning of, pack breakfast with you to save time. You can also listen to music in the car (relaxing music if you need to calm down, pump-up music if you want to get amped) or review some notes to get your brain in gear. (But don't review notes if you're the one driving!) Finally, recognize you can change your location after registering, but there’s a $28 fee and locations fill up the closer you get to the test. What’s Next? Not feeling 100% ready for the SAT yet? Consider reading our guide to a 1600 by our full scorer. Even if you’re not going for a perfect score, the skills described in this post will help you in your last studying push. We also recommend doing full SAT practice tests, with strict timing, to get used to SAT pacing and help build your stamina. Get access to free, official online practice tests here. Curious about what else you should do the morning of the test? Get our advice on the best routine. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Role of Formal Devices in the Poetry of Marianne Moore Essay

The Role of Formal Devices in the Poetry of Marianne Moore - Essay Example She was not merely satisfied with examination issues that other artists were. She collected inspiration from sketches, drawings, sculpture and photographs. She found a wealth of creative energy in normal American life, industry, and the natural varied landscape found in United States. Moore also explore gender and equality issues, which were both risky and subjected her to criticism. Her passion for creating and relating striking visual images is demonstrated in all of her poetry. Moore approach also utilized classical rigid structure. She would create a poem that visually looked like free verse. However, the internal rhyme scheme revealed rigid structure and attention to detail. "Poetry" by Moore references her dislike for critics because of their treatment for her as a young poet. She makes fun of them in the poem. She comments that critics are unnatural creates like the swan intentional stops itself from holding back what comes down the stream. The critic becomes irritated when he reads her words, like a horse that feels a flea"; like him-like "all of us"-the swan does "not admire what / [it] cannot understand," and wants nothing to do with what the poet has to offer. This poem is obviously personal and regardless of Moore choice of formal devices, the poetry is not contrived and related unresolved emotions over rejection and insult (Slatin 15). "The Steeple-Jack" by

Analogies Q1 Essay Example | Topics and Well Written Essays - 250 words

Analogies Q1 - Essay Example Inductive arguments operate in a similar approach when it comes to analogies. For example an analogy created between trains moving in the same direction can be assumed that they have a similar destination through inductive argument (Carlson & Heth, 2009). As much as this assumption is not proven, inductive argument may justify the argument by assuming if the trains were going to different destinations they would use different routes. According to Carlson & Heth (2009) the relationship between analogies and inductive arguments is based on probability and similar relationships. Another clear example of an analogy is the inheritance of genes in a family. An analogy may argue that a child may acquire diabetes if their father has diabetes. An inductive argument may further argue that a child born in a family that a father has diabetes must have acquired the disease. In an argument by Carlson & Heth (2009) an inductive argument only tires to justify an assumption created by an

Compare and contrast 1920s Essay Example for Free

Compare and contrast 1920s Essay 1. One of the main reasons why the 21st century is better than the 1920s is the 19th amendment Women’s Suffrage. This act was passed by Congress June 4, 1919, and ratified on August 18, 1920. Woman finally gained the right to vote and do the same things men did. Still, most women were not treated as equal as men, yes they had their rights, but they still weren’t treated as fairly as men in a respectable manner. Now in the 21st century woman and men are completely equal they are treated respectfully, if not more respectfully than men are treated. Woman can do everything a man can do without receive a consequence, which compared to the 1920s would be considered a miracle. 2. Back in the 1920s there was a lot of tension in relations between the whites and colored americans. There was many race riots during this period of time which began to create a division between the white and the colored. Which then caused immigration, causing people to become unemployed, because of this the american government started to become worried and confused on what to do. Now, in the 21st century everyone is treated equal no matter what their skin color is , what gender they are, or what their race may be. Which is much different from the 1920s since then America has made an amazing improvement and joined the people together, as one. 3. In the 21st century people complain about how they hate their jobs and don’t get paid enough but if you think about it you should be grateful with whatever job you have. In the 1920s, people had to work all day and not just to feed their family for the day, slaving over working machines so their kids wouldnt be hungry. Not only did they have to work all day but the working conditions they had to work in, make it even worse. Everyday people would be injured come home with a broken hand or broken finger, and they still would continue to work because if not they would be replaced and would die from starvation . Now in the 21st century people complain for working a seven hour shift and only make 50 dollars in the 1920s they would work 20 hours and still not even make half of that. Before you complain about your problems think about how much harder other people had it, and think how the 21st century is like a dream compared to the 1920s.

If A Tree Falls in the Philosophical Forest, Someone Managed to Undermi

To truly think about knowledge brings about some interesting thought. When asked to think about knowledge, most individuals concern themselves solely with what they know such as certain subjects, theories or facts. In the grand scheme of things, this way of thought is seemingly only minute or even superficial. As human beings, we do not always considered how we come to know what we know. We often place are acquisition of knowledge lower in a taxonomy of importance. All too often, individuals take knowledge and its power for granted. However, individuals like Renà © Descartes and his work, The Meditations, provide a deep exploration of knowledge and all its facets. For every individual or scholar this work is very important in that it causes the reader to consider what we assume as truth and to envision a foundation for knowledge that is indubitable. The aim of this paper is to consider the role of knowledge in epistemology, to expose the concept of an indubitable foundation for all knowledge and the overall influence of Descartes on the imminent enquiries. First of all, I demonstrate that epistemology is the study of all that encompasses knowledge. Furthermore, I support the traditional epistemological concept of justified true belief by arguing that this model is largely relied on in the expectations of current empirical data. Second, I examine Descartes intentions, method and product, The Meditations. Following this review, I assert that it is impossible to find a true foundation for knowledge due to the unknown origin of human creation, the element of subjectivity and solipsism and the limitations of knowledge being indubitable. Furthermore, I critically assess that the Cartesian circle and Descartes presumption of God in h... ...rably thoughtful but is not without flaw and criticism. As stated, his goal and ambition is admirable in that he sought to support what his previous achievements, and those of many others, where fatefully resting upon. Whether scholars, students or just the individual interested in philosophy may agree or disagree with Descartes meditations, one thing I argue is truly beneficial about Descartes work is that doubt can be very valuable to our every day lives. All to often individuals take such facets of news, gossip, literature and theory all too seriously and fail to see the implications of implying indubitable confidence in what we accept as individuals. References Descartes, R. (2003). Meditations and Other Metaphysical Writings. Toronto, ON: Penguin Classics. (Original work published 1641). Lightbody, B. (2011). Philosophy 1F91 Lectures. Brock University.

Kite Runner Essay

In Khaled Hossenis tale of the vindictive pressures borne by those with antagonistic motives, ? The Kite Runner’ illustrates that for one to be relieved from their negative actions, they must undertake the support of heroic qualities. The novel suggests that for one to become closer to self realization they must adopt the use of altruism. Such trait can help lead the characters away from past horrors and grievances. In addition to such quality alone may not be enough, one must also utilize being brave and loyal towards the surrounding world, evoking these personalities allows one to be alleviated from and obtain a conscience free from guilt. However, the novel also displays the possibilities that if one does not enlist the support of such heroic qualities, they will be forced with vehement ramifications which will be burdened upon them, taking them away from a state of tranquillity. To grow closer to self realization, altruism must be evoked. A perfect example of such suggestion is Baba. Trying to be alleviated of his sins, Baba took in Ali and Hassan in order to hide from the pain and disloyalty caused by his earlier mistakes. Utilizing altruism as a positive trait Baba created an orphanage in order to help others in a quest to atone for his sins. Amir going older, had reached a certain stage of realization, he took in the fact that he had to be unselfish and had to sacrifice himself when saving Sohrab from the terrible Afghanistan. Sanaubar had also sought altruism, after coming back to Afghanistan to see her son who she had neglected after birth. â€Å"I have walked long and far t Even more† By obtaining such trait, it becomes easier for one to become closer to godliness. However altruism alone may not suffice. Evoking a since of strength and loyalty, Baba had been brave despite what others thought and their negative reactions, he still undertook the creation of the orphanage on his own. â€Å"Sceptics had urged him to stop . Of course, Baba refused. † Being brave Baba was also willing to sacrifice his life in order to save an innocent woman from being shot and rapped. â€Å"Tell him ill take a thousand of his bullets?.. Indecency take place† Bravery in Amir was unsought for until he was older. He flew back to the troublesome Afghanistan, and fought a once lost battle with the Neo Nazi Assef. Realising that Hassan was a true friend; Amir committed himself to being a loyal friend, and took in Sohrab, Hassans Son. Sanaubar had faced her inner demons and her acts of disgrace by showing up returning to the discrimination of Afghanistan to be with her son and spend her last dying days with him and his family. However, not reaching realization and being away from positive traits may lead to horrific consequences. Such acts include, Amir betraying his loyalty to Hassan, abusing such friendship, each betraying motif had lead to a new lie which soon enough being entrapped under the tangle of lies, being in that sort of state forever haunts him, disallowing him to even hear the words Hassan. Sanaubar could not achieve redemption by fleeing the new born Hassan to save her Reputation, leaving behind her life and her own flesh and blood. Baba had faced a difficult ? bear’ when being forced to commit extraordinary acts in order to admit to his actions and to receive true realization. ?The Kite Runner† has conveyed many possibilities that one may explore for them to redeem for their sins. The Novel illustrates and highlights the relative importance of facing burdensome obstacles and achieving a state of godliness. Without pursuing these demons one may be faced with many ramifications which may sooner or later change their life forever.

Mollie Bentley â€Rowe Essay

To what extent did Russia undergo economic and political reform in the years 1906 – 1914? Russia underwent economic and political reform to a limited extent. Although Peter Stolypin was pushing for reform, he was undermined by the mindsets of peasants and the fundamental law. From the years 1906 – 1914, Peter Stolypin was pushing to de – revolutionise the peasantry and put into place economic reform, and there is evidence of this working. During these years large amounts of agricultural reform were set in motion. In 1906 45.9 million tonnes of agricultural production was produced, by 1913 this had grown significantly to 61.7 million tonnes. The massive change in the amount of product shows that agricultural and therefore economic reform had taken place. Farmers, at this time, had also started paying higher taxes, which is sign of higher income, again strengthening this idea of economic reform occurring. Stolypin, however successful he was in his endeavours, was pushing fiercely for a more independent and de-revolutionised peasantry. During November 1906, huge action was taken to change the way the peasants lived. They were freed from the constraints of commune control and land banks were set up to give money to those peasants who chose to leave. Many were also encouraged to move to Siberia, all of these reforms were starting to lay a foundation for a more independent peasantry. Economic reform was being pursued desperately by members of the government such as Stolypin, this can been seen by the copious amount of law, for example peasants leaving commune control, being put into place. The fact these laws were coming about shows that Russia was undergoing economic reform to some extent during this period, whether it was successful or not. Much like economic reform, during this time frame, the government also showed signs that they were undergoing change. The fundamental law of 1906 shows that political reform was definitely taking place, as it established Russia’s first form of democracy and created the national parliament. The  decisions of the Dumas reveal that there was an extent of change occurring within politics; they made reforms against capital punishment and a reform for famine relief. The third Duma also replaced land captains, created health and accident insurance as well as installing reform to the army and the navy. These polices mean that change was taking place as before 1906 it was barbaric to even suggest the idea of democracy in Russia. These changes show that the political side of Russia was undergoing reform to some extent. As previously stated, there was a clear sign that economic reform was trying to be put into action, but because of peasant attitudes towards these ideas, Russia could only undergo reform to a limited extent. An attempt was made to modernise Russia farming technique from the almost archaic method of strip farming, however only 10% of Russian peasants actually took on board this reform and changed to a new method. The peasants were too stuck in their ways to change which hindered the amount of agricultural and therefore economic reform Russia could go through. Because of the peasants even the ministry of agriculture had started to lose faith in the reforms by 1913. There was also a distinct lack in reform towards the natural side of Russia, with it more going backwards than forwards. For example, strikes from the ministry of trade and industry rose from 24 in 1911 to 2401 in 1914. This coupled with the mass slaughter of gold mine workers in 1912 (Lena Goldfields), highlights that the exact opposite of reform was happening and Russia was receding to events more like bloody Sunday than heading towards a new modernised country. This huge leap backwards means that there was little economic reform taking place and Russia was only undergoing it to a limited extent. Although the Dumas showed signs of reform in political Russia, there was still a heavy autocratic rule on the new democracy, which limited the extent that Russia was allowed to undergo changes. The fundamental law, while being a step forward for political reform, also limited the extent to which it could be taken. It created a parliament compromised of an upper and lower house. The upper house was mainly chosen by the Tsar and consisted of aristocratic tsarist followers; it also had the ability to overrule the democratically elected lower house. This meant that the only laws to be  passed would be in the Tsar’s best interests, severely restricting any reform that might take place. The fundamental law also stated that the Tsar had supreme autocratic power; the law hadn’t changed the positioned of dictator he had held previously. The fundamental law only served as a trick so the middle classes thought they were getting reform. The first Duma lasted 73 days, made 391 requested of which 2 were passed. The difference in the request passed and the requests made shows that very little political reform actually took place. By the 3rd Duma, the voting franchise had been restricted so only the wealthy could vote, this Duma consisted of member the Tsar felt were right, they also had little reform and were know as the ‘Duma lords and lackeys’. A restricted voting franchise erases all the concepts of democracy, which makes it very hard for political reform to take place. It was the fundamental law which gave the Tsar the same autocratic power that he’d had previously that restricted the amount of change that could happen, and meant Russia only underwent political reform to an extremely limited extent. In conclusion, in the years 1906-1914 Russia underwent political and economic reform to a limited extent. This is because peasants refused to change ideas, but there was still some evidence of agricultural produce improving, and while industry went on more frequent strikes, the farmers paying higher taxes shows that there were small changes in Russia’s economy. The fundamental law also became a hindrance to any reform that could take place politically and definitely limited the extent that Russia could undergo reform, however there were still some laws passed and the creation of a national parliament in the first place is a massive change, which meant although it was limited, some reform still happened.

Swearing Essays - Blasphemy, Censorship, Connotation, Profanity

Swearing Essays - Blasphemy, Censorship, Connotation, Profanity Swearing Cussing, using profane language, making obscene gestures, whatever its called it is swearing. Swearing has become a common expressions this day in age and used most commonly by male teenagers. It makes them feel more sophisticated and feel respectable about themselves. Everyone swears so it doesnt make a difference to them because they sound just as intelligent as the others they choose to be around. Not only does it please their mother so much, everyone seems to show respect towards anyone that has the ability to think of no better word than a swear word. Swearing has become a fine mark of manliness for a teen. Being able to swear just like an adult proves to them how grown up they are. Swearing shows how one has self control over themselves by being able to pop in a swear word once in a while without overusing them. Swearing is all right just as long as its not overused. Those that tend to misuse a cuss make fools out of themselves because they seem to sound foolish as if they are unable to control themselves. Such vulgar people tend to make a swear sound tasteless and inappropriate in such circumstances. Any conversation can be made more delightful and entertaining when the swear is used. It doesnt matter how any of the words is used because a swear word can be easily implemented for a either a verb or an adjective. Nothing is better able to describe and portray actions and events as a cuss does. Anyone listening to a story told by someone that swears every other word is intrigued by the story and makes it a point to pay careful attention to every detail. The ability to swear is impressive in that they can tell if one has had more than an ordinary education. The vocabulary learned throughout ones life can never substitute for a curse. Swearing can give anyone a desirable personality among both women and children, or anyone that lives in a respectable society. Since swearing is a common activity among todays society, no one minds the occasional swear word and that is why infrequently when a little swear word slips it is never mentioned that that is a bad word to say. Besides it is only a simple, inoffensive word which really never harms anyone. Swearing should rarely be used to hurt someone, rather its basic intentions are to flatter and make a story better. A person that swears has a definite charming personality due to their casual speech and delectable behavior. The use of the swear word is an art, any overuse can tend to make anyone annoyed. However, with subtle use it has been adopted by others as being an unmistakable sign of culture and refinement. Some may think of swearing as an unfavorable choice of words used only by the unintelligent. However it is commonly thought of as a way of honoring God who said, Thou shalt not take the name of the Lord Thy God in vain.

Taller Than He

Taller Than He Taller Than He Taller Than He By Maeve Maddox A reader questions the use of than him in the following statement: From 1970 on, his secretary Marie-Josà © Gros-Dubois, twenty years younger than him, was faithfully near his side. Asks the reader, Is this correct?or should it say â€Å"twenty years younger than he†? Whether than him is correct or not depends upon whether than is seen as a preposition or a conjunction. Since I cannot think of than as anything but a conjunction, the use of than him in this sentence strikes me as non-standard. The OED has listings for than as a demonstrative pronoun and as a conjunction, but not as a preposition. However, it does include a note about the use of than as a preposition and states that this use is now considered incorrect. Merriam-Webster, however, defends the use of than as a preposition. [than as a preposition is] used by speakers on all educational levels and by many reputable writers with the objective case form of the following pronoun when the first term in the comparison is the subject of a verb or the predicative complement after a copulative verb though disapproved by some grammarians except in the phrase than whom Bottom line: If youre writing for a British audience, dont ever write than him. If youre writing for an American audience, think twice about it. Written English is more conservative than spoken English. Speakers who think nothing of saying Shes taller than me in conversation may still cringe to see it in print. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the Future40 Fish IdiomsIf I Was vs. If I Were

Deities of Sexuality and Fertility Essay Example | Topics and Well Written Essays - 500 words

Deities of Sexuality and Fertility - Essay Example She was meant to titillate and goad men to fight each other over her beauty. A certain element of carnal and sexual lust is associated with her and her sculpture shows her bare-chested, playing and fondling her breasts. Among her stories and practices was the prostitution ritual practiced in her temples. In the Roman temple on Acrocorinth, intercourse with the high priestess, after paying the required offerings, was the accepted method of worshipping Aphrodite (Walter, 1985). Demeter on the other hand nourished earth and called the earth mother or the Goddess of life, fertility and grain. She is portrayed as demure, mother like figure, fully clothed and with a staff in hand. Demeter has given corn and barley to mankind and the skill to till the land and make ti fertile. There is no symbolism of carnality or sexuality but only that of fertility and give rise to life. She has been portrayed with images of harvest, flowers and of life. She was the enemy of Aethon the famine god and put him in the stomach of Erysichthon. Demeter however was not demure but had a number of husbands such as Zeus from whom she obtained Persephone; Poseidon from whom she got Despoina and Arion and many others (Walter, 1985). Persephone was the daughter of Demeter and Zeus and was the consort of Hades.