Look at the opening of Nicolas Hytner Essay Example for Free

Look at the opening of Nicolas Hytner Essay The music gets faster as he finds his way through the trees and bushes, Then he comes close to the area where the girls are though he does not it is them the music changes to a drum beat with Parris footsteps being able to be heard. The camera changes back to the girls with Abigail walking up to Tituba and then Abigail whispers in Abigails ear and Tituba looks scared and shocked as she say no. Abigail then turns around to the pot runs to it and picks up the chicken by its feet and hits its head of a rock breaking its neck the Abigail drinks the blood of the chicken. Then Abigail takes her clothes off, all the girls are screaming then one of the girls sees Parris coming towards them so they all run away except Betty who says that she cannot move. The camera angles through all of this were very fast and furious. Then everything starts to slow down with a picture of Parris on his own looking at the cauldron he lifts up the large spoon inside the pot and drops as if he was scared of it, when he see the chicken as well he gets annoyed though he is a bit scared. The next scene shows Betty in her bed, with a suspicion of witchcraft floating about the place. Only Tituba and Abigail are in the room with Betty there have about eight minutes of filming yet we hear no words spoken. There is obvious tension between Tituba and Abigail over what has happened. More tension is shown when Parris questions Abigail about the incident in the forest. Now music is played again with Abigail saying that they danced but Parris suspects witch craft though Abigail is saying that no spirits have been conjured. The next scene is of Elizabeth and John Proctor who are showing a lot of tension. This tension is raised because John Proctor had an affair with there former servant, and guess who that servant was Abigail Williams. The scene starts of quite pleasant really with John Proctor and his sons working, the music is quite cheerful, the camera angles are quite far of. John Proctor and his go inside with his sons going to bed and him going to have his dinner. Elizabeth gives it to him without speaking but when they do speak it is about how there marriage is falling apart. Then the final scene of tension is in Church with the whole village there when a song is sung the girls go over to Bettys room then Abigail speaks to Betty saying she has told her father everything that happened in the woods. Then like lightning Betty wakes up with her saying I bet you never told him that you drank a charm Abby, a charm to kill Goody Proctor. Then the music gets very loud this is emphasising how important this scene really is. The others girls get quite scared and start to walk away so Abigail threatens them that she would kill anyone who tells on her doings. The camera is only on Abigail, but then Betty jumps up shouting she wants her mom and tries to fly to her out of the window but the girls hold her back and everyone in the church rubs out to them. This causes a lot of tension between all the girls and makes witch craft a better conclusion to what has been happening. In conclusion to Nicolas Hytners film of the play The Crucible was directed extremely well making them beginning of the film already better to the book the film sets the scene better and I believe that it also creates more tension. Also with the plot being so old it was sometimes easier to understand the words better with them being said correctly and with also being able to see what is going on. Nicolas Hytner has used cinematic features to the best they could be in this film there fore making the filming better for all viewers. Matthew Brooke English Coursework 20th Century Drama Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our  GCSE Arthur Miller  section.

Towards Speaking English Through Creative Drama English Language Essay

Towards Speaking English Through Creative Drama English Language Essay This study aimed to investigate the effectiveness of creative drama on the enhancement of learners positive attitude towards speaking English in state high schools. A one-group pre-test/post-test study was carried out with 12 intermediate level students who were voluntarily selected. As a treatment students attended a 4-week creative drama program run by the researcher who received 320 hours of training for being a creative drama instructor. Four different instruments were employed to collect data in the study: Attitude questionnaire, student interviews, teacher observation notes and reflective journals. The attitude test was administered to the participants before and after the 4-week creative drama program, and the findings were compared to see the impact of the treatment. The data obtained by reflective journals, observation notes and interviews was grouped and analyzed. The results of the obtained data indicate that there were significant differences before and after the treatmen t in terms of enhancement of positive attitude towards speaking English. I.INTRODUCTION Statement of the purpose The present study was designed to determine the empirical validity of the assumption that providing learners of English as a foreign language with creative drama activities during English classes can enhance their positive attitude towards speaking English. It is suggested that learners will be more eager to learn and practice English if they adopt a positive attitude towards it. Justification It is clear that in the age of communication the role attached to speaking skill is far greater than it used to be. Due to the increasing mobility of nations, it is not surprising to see people who witness others speaking a number of languages in their daily life. The change in social structure has been reflected in linguistics through shifts in thoughts and notions, methods and techniques. What was once linguistic-oriented has now become a communicative one. With the increasing importance of learning English as a foreign language, many studies have been conducted to investigate better ways to teach English so far. Creative drama is shown as one of those ways by contemporary trends in language teaching. It is suggested that with creative drama activities learners cooperate with each other effectively during the application of the knowledge and the skills that they have acquired, learn better and discover new things about themselves. Creative drama is a kind of education technique that was developed by Peter Slade, Brian Way, Dorothy Heathcote and Gavin Bolton in England and is applied for almost all kinds of learning activities especially in improving verbal and written expression in language learning lessons. According to Davis (1996), in national education programmes in England, it is obligatory to use drama in English lessons. It is a known fact that in England, drama is being used as a method in speaking and writing fields of language teaching for a long time. In Turkey creative drama started to be applied especially in preschool education and elementary schools, in order to develop their creativity, self-confidence, independent thinking, self-control, and problem solving skills. In our world where individual, national and international competition is getting hard and there is a constant change, existing is based on having these qualities not on rote learning. In order to bring the children and adults in these qualities, instead of traditional education methods, methods of learning by living in social and natural environment should be used. One of these methods is creative drama. AdÄ ±gà ¼zel (2006) defines creative drama as follows: Creative drama is to represent or animate a subject, an experience, an event, a concept or behaviour with a group utilizing improvisation and role play techniques and using the experiences of group members. These improvising activities are carried out with an experienced leader and creative drama directly utilizes the general facilities of children games. In the light of this definition creative drama may be considered as a method of learning, a tool for self-expression, as well as art. In order to add more to this definition, UlaÃ…Å ¸ (2008) briefly explains the scope of creative drama through six learning principles: A student learns meaningful content better than other contents. Learning occurs as a result of a students interaction with his environment. The more sensory organs a student uses while learning, the greater the retention of the lessons. A student learns best by doing and experiencing. Effective participation is important in learning emotional conduct. Learning becomes easier and more permanent in educational environments where there is more than one stimulus. (p.876) Creative drama emerged from the work of John Dewey which emphasized the importance of the instinctive and impulsive attitudes and activities of children to education (Siks, 1981; cited in Freeman, 2000, p.7). It is believed that if the childrens natural activities and the games they played with their friends in daily life are transferred to the field of education, children will be more motivated towards learning. Learning by doing is the core of the idea that creative drama is an effective method of learning. As Mally (1983) said, Drama is more concerned with what is happening within and between members of a group placed in a dramatic situation. It is never intended for performance and rarely if ever rehearsed, since it depends on the spontaneous inventions and reactions of people involved in it. Drama involves the participants themselves (cited in AldaÄÅ ¸, 2009). As it is stated participants are completely active in drama activities. They have to receive the message quickly, find out practical solutions to the problems, and convey their responses to the other players. Like other fields drama is an effective technique in language teaching. By integrating drama activities in English classes, the monotony of a conventional language class can be broken and the syllabus can be transformed into a more meaningful one which prepares learners to face their immediate world better. If it is remembered that one of the significant problems for English language learners in Turkey is having a negative attitude towards speaking English, it will be more meaningful to claim that creative drama activities should be used in language classes. Learners negative attitudes are mainly caused by anxiety, lack of confidence and motivation Thus, it is important for teachers to find ways to motivate learners and reduce their anxiety while enhancing their confidence. Recent studies show that the use of creative drama activities could be regarded as one of the effective methods to help learners improve a positive attitude towards speaking English and also support them to acquire necessary communication skills. As Wagner (as cited in AldaÄÅ ¸, 2010) states that drama is powerful because its unique balance of thought and feeling makes learning exciting, challenging, relevant to real life concerns, and enjoyable. The integration of drama brings both real life and imaginary situations and characters into the language classroom. Through their imagination the students have to produce various actions that fit in with the situation they encounter. Teaching language skills through drama gives students a context for listening and meaningful language production provides opportunities for reading and writing development and involves children in reading and writing as a holistic and meaningful communication process. As Slade and Way (1967) state, Drama is a good way of teaching second language because students are learning and practicing the language with communicative activities in a real context. Another important benefit of integrating drama with second language teaching is that it improves relationships among learners and consequently, the class atmosphere. When the classroom context is relaxing and friendly, anxiety levels of learners are expected to be low. This principle is supported by Krashens affective filter hypothesis. According to the affective filter hypothesis, there is a kind of filter which determines how input is turned into intake. It is this filter through which learners motivation, anxiety level and self-confidence are shaped. Thus, who have a low anxiety have a low filter while the opposite is true for the opposite case. In the light of this hypothesis, it can be postulated that when the learner is unmotivated or lacks confidence, the filter will be up. (Gas and Selinker, as cited in SaÄÅ ¸lamel, 2009). Therefore, the classroom environment needs to be as stress-free as possible in order to lower the affective filter of the learner and consequently let the acquisition take place. (Krashen and Terrell, as cited in Shand, 2008). According to AldaÄÅ ¸ (2009), the most important benefit of using drama in second language teaching is that it increases self-esteem, self-confidence and spontaneity by reducing inhibitions, alienation feeling and sensitivity to rejection. In addition, drama develops problem-solving skills, working in groups, taking more risks and communicational skills such as turn taking, topic changing, and leave taking. To sum up the advantages of drama Ã…Å ¾amlÄ ±oÄÅ ¸lu and KarakuÃ…Å ¸ (2008) list what effective use of creative drama can achieve in learners: Creative drama; 1. Promotes long-lasting learning 2. Nurtures empathy 3. Empowers imagination, 4. Offers new dimensions, 5. Triggers curiosity and investigation, 6. Improves problem-solving and analysis-synthesis skills, 7. Concretizes the abstract, 8. Provokes creativity, 9. Assures self-confidence and personal development, 10. Enhances studentsà ¢Ã¢â€š ¬Ã… ¸ repertoire, 11. Helps students develop effective addressing strategies and improve their rhetoric. 1.3 Significance Although there are a number of studies on attitude towards speaking English and those studies, to a great extent, give a rough idea about the importance of the problem. However, there is still need to elaborate on the issue with respect to creative drama applications. When we reduce the scale to Turkey, it is possible to see the scanty literature welcoming further studies. The literature on creative drama is pretty abundant, as well. However, the literature about the use of creative drama in EFL contexts is rather scarce. Thus, documenting any probable advantage of creative drama techniques for EFL contexts would be of great help for those who want to experiment without losing the enjoyable and pedagogical nature of the courses. 1.4 Literature Review There are several studies (AldaÄÅ ¸, 2010; Fuentes, 2010; KÄ ±lÄ ±Ãƒ §, 2009; SaÄÅ ¸lamel, 2009; Saraà §, 2007, Shand, 2008; ) which have demonstrated that the use of creative drama activities not only creates a motivating environment for speaking English but also contribute positively to learners speaking skills in the field of EFL both abroad and Turkey. 1.4.1 Studies Conducted Abroad Shand (2008) conducted a study on the effects of a creative drama curriculum for a group of third, sixth and seventh graders. As a mixed study participants response to the drama curriculum was measured by pre-test and post-test, observations and interviews. Results of the study showed that drama activities were successful in lowering the third grade participants anxiety and increasing their confidence and motivation towards speaking English. Drama clearly helped motivate these students, reduce their anxiety, and increase their confidence. Shand (2008) stated that the students were much more relaxed when speaking English. They spoke more, and when they spoke, they were louder and uninhibited. In another study, Fuentes (2010) conducted a qualitative study to examine the effect of drama on second language learning. A total of 40 pupils of the first year of Primary Education participated in the study. The participants were separated into two groups. With group A, a didactic unit based on a simple play adapted to their level was developed and with group B several drama activities and techniques to support the existing planning were used. The implementation of the unit in group A took seven sessions of 50 minutes each; whereas in group B six sessions were dedicated to drama techniques. For evaluation a diary was used by the researcher in which she has taken notes of the learners difficulties and progress. Children also evaluate their own performance in the L2 (self-assessment), they received feedback from both their partners and the teacher (co-assessment). Fuentes study demonstrated that the activities presented during the study had some very positive and interesting results regarding learner autonomy, motivation and pronunciation. 1.4.2 Studies Conducted in Turkey Several studies on creative drama and teaching English as a foreign language have also been conducted in Turkey. One of those studies is SaÄÅ ¸lamels study (2009), which aimed to find the effects of creative drama as an alternative way to reduce language anxiety of university students in English speaking classes. At the beginning of the study the Foreign Language Classroom Anxiety Scale was administered to 565 randomly selected students from different levels. Next, semi-structured interviews were carried out with 30 students and 20 speaking teachers to get their perceptions of language anxiety in speaking courses. In the light of the findings from the interviews carried out with students, it was observed that almost half of the students found learning and speaking English as an anxiety-provoking experience. The possible reasons for language anxiety were investigated from the students perspective through interviews. It was found that linguistic difficulties (vocabulary, grammar a nd pronunciation), cognitive challenges (fear of failure in front of others, fear of exams, fear of failure in communication, lack of self-esteem, fear of making mistakes), the role of the teachers, competitiveness and lack of information were considered to be correlates of language anxiety. After covering the role and possible sources of language anxiety and possible ways to alleviate language anxiety from a variety of perspectives, the study focused on a single way to lower language anxiety in speaking classes: applying creative drama activities. 22 participants chosen on a voluntary basis attended a 6-week creative drama program. The Foreign Language Classroom Anxiety Scale was administered both at the beginning and at the end of the study, and then the findings were compared. The difference between the pre-test and the pos-test was found to be statistically significant and the findings indicated that creative drama activities could be useful to lower language anxiety. In another study Aldag (2010) aimed to investigate the effectiveness of creative drama on the enhancement of motivation of the students who learn English in public elementary schools. Fifty randomly sampled 4th grade students of a state school participated in the study. The Control Group continued their conventional lessons while the Experimental Group was exposed to drama-based curriculum, but the content of the course was the same. Five different instruments were employed to collect data in the study: Motivation Questionnaire, Personal Information Form, Student and Teacher Interviews, Individual Diaries, and Observational Field Notes. Motivation test was applied twice: Firstly at the beginning of the study as pre-test; and secondly at the end of the study as post-test. The results of the obtained data indicate that there were significant differences between Experimental Group and the Control Group in terms of enhancement of motivation and speaking skills. At the end of the study, m otivation of the students of Experimental Group who were exposed to creative drama activities increased in a considerable extent, whereas motivation of the students of Control Group who continued their traditional curriculum remained the same. AldaÄÅ ¸ (2010) states that when learners overcame the fear of making mistakes in foreign language and relied on themselves, they were very eager to speak in English during activities. They were more enthusiastic about speaking in later stages of training. In another study Saraà § (2007) aimed to investigate whether creative drama has a positive impact on developing the speaking skills of young learners. For this purpose, the researcher conducted eight English lessons in which creative drama activities were applied. The lessons were recorded and checked by an observer. In addition, with the purpose of determining the expectations, feelings and thoughts of the students in terms of the influence of creative drama on the learners, the students were asked to keep journals. The observed lessons showed that speaking skills gradually increased towards the end of the research implementation. In addition, the students journals indicated that creative drama made a positive influence on the learners, such as providing a stress free environment, developing self confidence and providing high learner participation. Saraà § (2007) highlights that after the creative drama activities the students experienced only the positive feelings, most were happ y and found the activity to be fun. Not a single student felt anything negative about the activity afterwards. According to the data obtained, almost all the students show some of information routine, negotiation skills, simplification skills and rephrasing, use of fillers and hesitation devices in their journals. The results also showed that class participation and learner motivation was at the highest level in creative drama classroom enabling even the most shy and passive learner gain self confidence and thus become more active in the classroom. Another study which aimed to investigate the effect of creative drama on speaking English and students attitudes towards speaking English was submitted by KÄ ±lÄ ±Ãƒ § (2009). She included a research sample composed of high school students, who are between 15-16 years old. Research was designed according to experimental model with pre and post test control group. The advised methods and techniques in the course book were applied by the teacher to the students of control group. Unlike the control group, in addition to the methods and techniques recommended, drama activities were also applied to the experimental group. Speaking test and attitude test were applied before and after the treatment to determine the effect. The results of the study suggested that there had been a significant change on the attitudes of the students in the experimental group towards speaking English. Learners answers to the questionnaire after treatment showed that they felt more relaxed and were n ot afraid of making mistakes while speaking English. KÄ ±lÄ ±Ãƒ § (2009) stated that this may be because of the power of creative drama to help learners gain self-confidence during creative drama activities. In the light of this literature review the current study aims to find out whether creative drama has a positive effect on the attitudes of intermediate level high-school students towards speaking English in Turkey. 1.5 Research Question Does the use of creative drama in English classes help learners developing a positive attitude towards speaking English? 1.6 Research Hypothesis Creative drama activities can help developing positive attitude towards speaking English among intermediate level learners of English in state high schools in Turkey. 1.7 Limitations and Delimitations In this study the number of participants was one of the limitations. Since high school students have a very tough program during the week it was not possible for so many students to stay at school for the study. Therefore, only 12 students were available. This may limit the generalization of the study results to other populations. Another limitation is the time factor. The treatment was only applied for four weeks despite the fact that this kind of treatment must take a great deal of time. If the treatment had been applied for a longer period, it is anticipated that the results would have been more significant. II. METHODOLOGY OF THE STUDY 2.1 Sampling and Setting The study took place at a state high-school in Sultanbeyli. The school is located in a socio-economically disadvantaged district of Istanbul. There are approximately 600 students and 50 teachers in the school. 9th grade students have 6 hours of English every week, while 10th, 11th and 12th grade students have 4 hours. As it is an Anatolian high-school, great importance is attached to the teaching of English. The administration provides support to ensure that there are enough foreign language teaching materials and resources. However, there is a shared opinion among English teachers that students are not eager to communicate in English. Instead they prefer studying grammar as memorizing grammar rules is easier for them than producing real language. The participants of the study are 12 students who were chosen on a voluntary basis. There are 8 females and 4 males. They are 15-16 years old and this is their third year at the school. 2.2 Design of the study The study is a combination of pre-experimental and qualitative research design. It is pre-experimental because there is no control group. Due to curricular issues, participants were not assigned as the Experimental Group and the Control Group during the study. Therefore, only the impact on the experimental group was measured. The study contains elements of both qualitative and quantitative research techniques. Qualitative data was obtained from students reflective journals, semi-structured interviews with students, and a colleagues observation notes on the study. Quantitative data was obtained from the attitude questionnaire which was applied before and after the treatment. 2.3 Instrumentation In this study four types of instruments were used for data collection. These instruments are attitude questionnaire towards speaking English, students reflective journals, semi-structured interviews with participants and a colleagues observation notes. The attitude questionnaire was developed by KÄ ±lÄ ±Ãƒ § (2009). It was designed to explore what an individuals attitude towards speaking English. The questionnaire has 30 phrases and designed as a five likert scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree). This scale was applied before the treatment as a pre-test and after the treatment as a post-test. At the end of each creative drama session the students were asked to write in their reflective journals about that session. They were provided with some guideline questions and asked to write in their journals in a way to answer those questions. The questions are: What did you learn in this session? What did you feel in this session? Was it different from your other English classes? Which three words would you choose to describe this session? Do you think you could express yourself in English? In which activity? Would you like to attend more creative drama sessions? Why? The main purpose for keeping journals was to collect data about students feelings and opinions about the session in order to find out how the session affected their attitude towards speaking English. Participants were allowed to write in Turkish as the priority is to reach their ideas and feelings rather than evaluating their language competence. At the end of the creative drama program two randomly selected students were interviewed with the aim of getting more information about how creative drama activities affected their attitude towards speaking English. They were asked open-ended questions related to the activities and their responses were recorded, transcribed and evaluated by the researcher. The questions asked in the interview are: What do you think about creative drama? Do you think creative drama sessions are beneficial for you? Can you compare the English lessons in the classroom and the creative drama lessons? Would you like this program continue? What would happen if this program continued? In order to decrease the level of researcher subjectivity, a colleague was invited to observe one of the creative drama sessions. She was kindly asked to take notes during the session and share those notes with the researcher. Procedures Necessary permission was taken from the school management in order to conduct the study at school. It was announced to the intermediate level students that there would be a 4-week study about English teaching. Twelve students were chosen on a voluntary basis. Since the study was going to be carried out after the school, their parents were asked to sign a form which showed that they were willing to let their children participate in the study. The room for the sessions was determined and prepared for creative drama activities by placing comfortable seats, cushions and costumes. Before the first session the pre-test (the attitude questionnaire towards speaking English) was administered to the participants to identify their attitudes towards speaking English. They were also provided with guideline questions for their reflective journals. The participants were exposed to the creative drama program for 4 weeks. The program was planned as 3 hours each week. Therefore, it consisted of 12 hou rs in total. The participants were requested to write about their opinions and feelings in their reflective journals by following the guidelines after each session. A colleague was invited to observe the third weeks session. The post-test (attitude questionnaire towards speaking English) was administered to the participants reporting their attitude towards speaking English at the end of the creative drama program. Interviews were conducted with four randomly selected participants at the end of the treatment. The findings gathered from the instruments were analyzed and compared to see the impact of the treatment. III. DATA ANALYSIS 3.1 Results In this section, the analysis of the data obtained from the pre-test and post-test of attitude questionnaire of the participants will be presented. 3.1.1 Results of attitude questionnaires The attitude questionnaire was applied twice during the research study. It was firstly applied before the treatment as pre-test and then secondly at the end of the treatment as post-test. It was applied before and after the treatment in order to reveal whether there is any effect of creative drama on enhancing positive attitude or not. This questionnaire was formed by using Likert Scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree). The results of these tests were analyzed through Statistical Package for Social Sciences (SPSS) for Windows 20.0, in this programme Paired Samples T-test was used in order to reveal whether drama activities affect the learners attitude towards learning English in a positive way or not. Pre-test Results of the Participants Pre-test Results Table 1 ITEM Strongly agree Agree Neutral Disagree Strongly disagree 1.I have difficulty speaking English. 0 0 5 5 2 2.I am afraid of making mistakes. 2 3 4 2 1 3.I dont want to speak English. 0 1 0 0 11 4.Lack of grammar knowledge inhibits my speaking. 0 1 2 4 5 5.Lack of vocabulary inhibits my speaking. 1 3 2 4 2 6.I can speak English fluently. 0 4 6 2 0 7.I feel nervous while speaking English. 3 2 2 2 3 8.I forget what to say when I am nervous. 2 2 4 1 3 9.Lack of correct pronunciation inhibits my speaking. 1 1 4 2 4 10.Lack of knowledge inhibits my speaking. 0 1 1 9 1 11.I cant express my ideas. 1 1 3 7 0 12.I cant understand what others say. 1 1 0 3 7 13.I dont know how to study to speak English. 0 0 2 3 7 14.Because of my teachers negative attitude. 0 0 1 0 11 15.I think nobody will understand me while speaking. 0 1 1 3 7 16.I think in Turkish. 1 1 2 4 3 17.Because my friends are teasing me for my mistakes. 0 0 0 1 11 18.Other students are better at speaking English. 2 1 1 0 8 19.I am afraid of not being understood by others. 1 1 2 4 4 20.I think I have no ability in learning a foreign language. 0 0 1 1 10 21.I cant remember the English meaning of words while speaking. 0 2 6 3 1 22.I think my teacher isnt interested in what I am saying. 0 0 0 0 12 23.I dont have to speak English in class. 1 0 4 1 5 24.My friends tell what I think before me. 0 3 2 4 3 25.I cant realize the mistakes I have done while speaking English. 1 0 1 5 5 26.I prefer learning grammar structures rather than speaking English. 0 0 1 6 5 27.I cant use computer because I dont know English. 0 0 0 1 11 28.I cant surf the Internet. 0 1 0 0 11 29.I cant watch movies in English. 1 1 0 2 8 30.I cant read newspapers or magazines in English. 5 5 2 0 0 Table 1 summarizes the participants responses to the items in the questionnaire which demonstrate their attitude towards learning English before the treatment. Post-test Results of the participants Post-test Results Table 2 ITEM Strongly agree Agree Neutral Disagree Strongly disagree 1. I have difficulty speaking English. 1 1 2 5 3 2.I am afraid of making mistakes. 1 3 0 3 5 3.I dont want to speak English. 1 1

Sylvias Use of Senses in Ariel :: English Literature Essays

Sylvia's Use of Senses in Ariel "Ariel" possesses power and importance, a certain element of orgasmic stress to the degree to which the horseback ride Plath once took becomes something more—a ride into the abyss of the unknown, a stare back into the eye of the sun, an odyssey to death, a stripping of personality and selfhood, a sort of blatant exposition. To treat "Ariel" as a confessional poem is to suggest that its actual importance lies in the horse- ride taken by its author, in the author's psychological problems, or in its position within the biographical development of the author. None of these issues is as significant as the imagistic and thematic developments rendered by the poem itself. Probably the finest single construction of Plath, "Ariel" has articulate precision and depth of its images. In its account of the ritual journey toward the center of life and death, Plath perfects her method of leaping from image to image in order to represent mental process. The sensuousness and concreteness of the poem—the "Black sweet blood mouthfuls" of the berries; the "glitter of seas"—is unmatched in contemporary American poetry. We see, hear, touch, and taste the process of disintegration: the horse emerging from the darkness of the morning, the sun beginning to rise as Ariel rushes uncontrollably across the countryside, the rider trying to catch the brown neck but instead "tasting" the blackberries on the side of the road. Then all the rider's perceptions are thrown together: the horse's body and the rider's merge. She hears her own cry as if it were that of a child and flies toward the burning sun that has now risen. To a reader who is unaware of Plath’s biography â€Å"ARIEL† would probably most immediately call to mind the "airy spirit" who in Shakespeare’s The Tempest is a servant to Prospero and symbolizes Prospero’s control of the upper elements of the universe, fire and air. And seen from a more intimate level, â€Å"ARIEL† was the name of her favorite horse, on whom she weekly went riding. The two reflections about the name â€Å"ARIEL† have often been noticed and pointed out, with the emphasis, from a critical perspective, being placed on the biographical referent. But there is another possible referent in the title of the poem, which no one has yet noted, although the poet, apparently, went out of her way to make reference, even obvious reference, to it.

Essays --

An electromagnet is a magnet that is powered by electricity. Electromagnetism can be found in our daily lives. Driving to school or work? An electromagnet can be found in the cars’ engine. Hungry and want a snack? Electromagnets can be found in blenders, microwaves, ovens, toasters, toaster ovens, dishwashers, and electric can openers. Need to do your hair? Hair dryers, straighteners, and curling irons all have electromagnets in them. Electromagnets can also be found in junk yards on the cranes that pick up cars, electric bells, loudspeakers, tape recorders, VCRs, hard disks, particle accelerators, magnetic locks, drills, speakers, radios, microphones, doorbells, trains, generators, relays, and sorting out metal in junk yards. The electromagnet is a very useful item and can range too many different power levels. Electromagnetism is the magnetic force produced by an electric current. Electromagnetism is very useful, but also harmful. Everything is made of matter, and matter is made of atoms. Inside and atoms nucleus, there are protons. Protons have a positive charge in them. Electrons can be found right outside of the nucleus and they hold a negative charge. As atoms’ electrons break free of the original atom, they jump to another atom to another. This jumping causes a flow of electricity. There approximately 121 protons per inch and 121 electrons per inch. When measuring the different kinds of electromagnetic units, you should use ampere (electric current), coulomb (electric charge), farad (capacitance), henry (inductance), ohm (resistance), volt (electric potential), and watt (power). An electromagnet is made from a magnet, a battery, an iron core such as nail or bolt, coated copper wire, and wire strippers. You can make a si... ...’ route, then it could put many lives in danger, but the train does have onboard batteries that will bring the train down to a slow stop. The cost of these giants is approximately $8.5 billion dollars. This is because new guideways would have to be built since the new technology cannot run on the old rails. Also, many people have concerns over snowstorms. Even if there was a layer of snow on the track, the train would be able to levitate right over it or the snow would be blown away due to the wind underneath the train. If there is enough snow that the Maglev trains cannot operate, then snow removers will come out and plow the snow off the tracks. Finally, since the Maglev trains are extremely heavy (the Transrapid TRO7 weighs in at 45 tons) they need an exceptionally strong electromagnetic field to match. This uses a lot of energy and that can get awfully expensive. Essays -- An electromagnet is a magnet that is powered by electricity. Electromagnetism can be found in our daily lives. Driving to school or work? An electromagnet can be found in the cars’ engine. Hungry and want a snack? Electromagnets can be found in blenders, microwaves, ovens, toasters, toaster ovens, dishwashers, and electric can openers. Need to do your hair? Hair dryers, straighteners, and curling irons all have electromagnets in them. Electromagnets can also be found in junk yards on the cranes that pick up cars, electric bells, loudspeakers, tape recorders, VCRs, hard disks, particle accelerators, magnetic locks, drills, speakers, radios, microphones, doorbells, trains, generators, relays, and sorting out metal in junk yards. The electromagnet is a very useful item and can range too many different power levels. Electromagnetism is the magnetic force produced by an electric current. Electromagnetism is very useful, but also harmful. Everything is made of matter, and matter is made of atoms. Inside and atoms nucleus, there are protons. Protons have a positive charge in them. Electrons can be found right outside of the nucleus and they hold a negative charge. As atoms’ electrons break free of the original atom, they jump to another atom to another. This jumping causes a flow of electricity. There approximately 121 protons per inch and 121 electrons per inch. When measuring the different kinds of electromagnetic units, you should use ampere (electric current), coulomb (electric charge), farad (capacitance), henry (inductance), ohm (resistance), volt (electric potential), and watt (power). An electromagnet is made from a magnet, a battery, an iron core such as nail or bolt, coated copper wire, and wire strippers. You can make a si... ...’ route, then it could put many lives in danger, but the train does have onboard batteries that will bring the train down to a slow stop. The cost of these giants is approximately $8.5 billion dollars. This is because new guideways would have to be built since the new technology cannot run on the old rails. Also, many people have concerns over snowstorms. Even if there was a layer of snow on the track, the train would be able to levitate right over it or the snow would be blown away due to the wind underneath the train. If there is enough snow that the Maglev trains cannot operate, then snow removers will come out and plow the snow off the tracks. Finally, since the Maglev trains are extremely heavy (the Transrapid TRO7 weighs in at 45 tons) they need an exceptionally strong electromagnetic field to match. This uses a lot of energy and that can get awfully expensive.

Building And Keeping A Continental Empire :: essays research papers

There are five key ingredients in building a continental empire. A strong continental empire must be able to up-hold these five key things to survive. These five all important things are a strong central government; foreign policy, to deal with other countries; manifest destiny, to deal with matters of land; infrastructure, which deals with state business, transportation, and financial matters; and the ability to solve internal problems such as social, economic, and political problems. America is a continental empire and runs itself using these five things. The most important of these is probably the strong central government. A strong central government insures that the government will be able to run smoothly in a time of crisis and have the capability to make sound decisions that will benefit the American populace. Foreign policy was developed so that America would know where it stood when it came to dealing with other countries. It was important that America dealt with international problems in a uniform manner. Manifest destiny deals with the issue of how America and Americans will acquire land. Infrastructure is America working together. America depends on many things to keep it running, when these things cross paths we develop an infrastructure. America must solve internal problems all of the time. What these problems are and how we solve them is what shapes America. America slowly began to build a continental empire.   Ã‚  Ã‚  Ã‚  Ã‚  In order to achieve the five things needed to create a continental empire America had to start slow. They first had to gain the trust of their people and settle the differences between them. This trust was partly gained by heroes of the Revolutionary War becoming politicians. An example of this was George Washington. He led troops into battle during the war and then became president. American people found it very difficult to start a rebellion or disagree with someone that had led them to victory against Britain. With George at the helm of America we were well on our way to developing a continental empire. This trust in America was secured by actions. Our government kept making the people happy by writing a bill of rights and a constitution that gave Americans the freedom that they had wanted when they went to war with Britain. The people wanted rights that they felt were fair and necessary to their existence. The government outlined these rights in the Bill of Rights. The people agreed with them. The constitution outlined rules to form a more perfect Union. Americans excepted the contents of the Constitution and began to build their lives around it.

7 Up Lifespan Development

Professor Massey 10-22-2009 Lifespan development Seven up paper In the documentary Seven Up, I had to watch Suzy grow up. Suzy seemed to have been raised with good morals and with both parents influencing her decisions in video. When she goes home her mom makes her tea, she watches TV with her mom, does homework and then sees her father. She is usually in bed by 7 p. m. She seems to be from the upper class because of the type of school she is at and how she portrays herself. She is receiving a very good education in the first video and she wanted to go to college or the university in the area. Suzy reports that she has a boy friend that is 13 and also partakes in ballet. She wants to have two kids and wants a nanny to help raise them. Her parents are the most influential people in her life and have been helping her make better decisions. Suzy also acts a little raciest when she states that she doesn’t want to know any colored people. I think the fact that she doesn’t want to meet any colored people will hurt her in the future because everyone in the world will meet someone they don’t want to meet. People see all races and all different kinds of people without trying. She will have to accept the fact that she will meet colored people. Suzy’s attitude at her age makes me feel like she will be in many relationships. She is only seven and has a boy friend that is thirteen. I believe that the way she was raised has an impact on that. If she was raised to find a boy and marry him and have children that’s what she will try to do. Suzy has a very outgoing personality. At the age of seven she has a boyfriend and already knows what she wants in life. She wants to raise her kids with help and at the age of 23 I still don’t know about what I want. She seems like she is older then she really is. I feel that she is this way because it is how her mother and father raised her to be. I believe her parents told her that she has to work for what she wants and that nothing is going to be given to her. Her self esteem seems to be really high and she was always smiling. I feel like because the way she was raised, she will be able to handle different circumstances in her life. Her sense of diversity is not very good. She does not want to meet any colored people, which is not a good thing to have in the real world because if she is to work in any business she will have to work with all different races. Suzy’s young adult hood will be a challenging one. She will have to learn to work with new and different people that she may not want to work with. She also would have to deal with meeting a colored person which she made clear that she didn’t want to meet. I believe once she allows herself to be able to work with all these different people she will have a successful life and career. In her middle adult hood years she will be having a good career starting to settle down and being home more with her children. She will be able to retire while her husband works and take care of the house. I believe overall her life will be a good one and she will be happy through most of it. I feel like Suzy will work in a business and end up in a high position in the business world. As I said earlier, Suzy would like to have two children after she gets married. She would like to be married around the age of 27 or 28. She would hire a nanny to help her take care of the children while her husband and she are at work. I also believe that Suzy will accomplish almost all the goals she set for herself. She had a good head on her shoulders when she was younger and I think that helped her out throughout her lifetime.

Nature and Nature in Cognitive Development Essay

Why are both nature and nurture important in perceptual development? How do both help a baby’s brain and sensory organs to develop?   The question of whether nature or nurture is more important in terms of perceptual development has bee long debated. In general, there are two theories that explain how humans develop these perceptions. The Nativists claim that our brains are built or hardwired to recognize certain stimuli by both design and construction. In contrast, an Empiricist would say that we learn through experience how to perceive things. There was an experiment done by Nativist researchers that sought to determine how very young mammals are able to perceive. The data concluded that early infants were able to perceive quite a lot before they really had a chance to learn anything. Gibson and Walk’s the â€Å"visual cliff† experiment was one such experiment, in this test both young animals and 6 month old human infants were taken to a side of a visual cliff, the test subjects would avoid the clearly deep drop. This indicated that children can perceive visual depth and that visual depth dominates even touch information. Additionally, studies have been done that show babies can recognize faces and that they often prefer the visual stimulation of carton faces as opposed to the same features arranged at random. In other tests it was shown that babies can also recognize whether or not and object is coming directly at their face or not. These experiments show that even the undeveloped infant brain has considerable capacity for perceptual capabilities. In contrast, several Empiricists experiments have been done as well. In one such study, scientists sought to determine the effects of depriving developing animals from perceptual stimulations. These tests have consistently shown that the longer the subject is deprived, the more severe the consequences. For example, humans are sometimes born without sight, due to a clouded cornea. Later in life some elect to have surgery to repair this clouded cornea. The result is sight, these people can see but they cannot perceive what it is that they see. As time goes on they slowly learn to distinguish one object from another, but this is however quite easily interrupted. Often changing an objects position or context is quite enough to slow down or prevent recognition. To conclude, although some argue that perception is due to nature, while others argue for nurture, it may in fact be that the two factors are interdependent and rely on each other. Support for this idea comes from an experiment that studied rats and found that those raised in a perceptually restricted environment had smaller brain development than those raised in an enriched environment, suggesting that while we are born with innate capabilities we need the environment to ensure we develop our abilities to perceive well. The perceptual capabilities we have at birth must be strengthened continuously through perceptual stimulation, furthermore, it would seem that perception in general follows the use it or lose it principle. Just as unused muscles become week, so to do our senses if left unused. Nature and nurture are both essential to health y perceptual development; stimulation begins in the womb and quickly follows all the way through adulthood. Sources . â€Å"Nature and Nurture in Perceptual Development.† . www.indiana.edu. Web. 11 Feb 2013. . . â€Å"Experiencing Sensation and Perception.† . physch.hanover.edu. Web. 11 Feb 2013. . Arterberry, M. â€Å"Perceptual Development.† . Colby College. Web. 11 Feb 2013. .