Business Law Pharmaceutical Society

Computer Application free essay sample

The three inns we decided to use for our task are the Shangri La, Concorde and Tune Hotels and we picked these three as we suspected they would give us a wide scope of data and they would each have very various styles of sites as the star rating that they have broadly vary. Portrayal of Chosen Websites Including Their Features, Available Information and Comparisons of the Websites The Shangri La site has an incredibly welcoming look to it. The hues utilized are simple and warm which gives it an inviting vibe which makes you need to book a room and remain there straight away. The image utilized for the landing page shows the unwinding and incredible neighborliness that happens when you step into the inn and with the entirety of the green nature out of sight it gives the lodging a characteristic and ecological vibe. Thisgave all of us the feeling that booking a room will be extremely straightforward and agreeable, much the same as being at the inn. The Concorde site doesn’t have a similar early introduction. We felt that when you initially go on to the site, it doesn’t cause you to feel like you need to remain there. It appears to be very ‘showy’ and highly contrasting and it doesn’t give us any fascination whatsoever to book there. It appears to be excessively focussed on the business way of life and doesn’t make us pulled in to remain at the lodging by any stretch of the imagination. TuneHotels sites initial introductions aren’t extraordinary. There isn’t anything that makes you need to remain there and it’s all essential and exhausting. There is only data and it wouldn’t get an opportunity of making us book a room there. In view of on early introductions out of these three lodging sites, we concluded that the Shangri La won by a mile. The instrument bar menu at the highest point of the page for the Shangri La is straightforward and doesn’t have such a large number of things which we feel is something worth being thankful for, in light of the fact that it has the principle themes; the things that you would at first go onto the site for. Not at all like on the Concorde’s site, there are such a large number of choices on the top apparatus bar and it causes the client to feel like they are being besieged with data and you just don’t realize where to begin. The entirety of the alternatives on the instrument bar of the Concorde site would all be able to be found on the Shangri La’s too, however the Shangri La’s is substantially more succinct and better oversaw as they have a top and base apparatus bar with various data on each. The Concorde site has a ton of alternatives and they are similar choices for the top and base device bar, which we felt wasn’t exceptionally favorable for the sites design. The Tune Hotel’s instrument bar menu is an or more for their site in light of the fact that it’s straightforward and simple to explore around. Despite the fact that the format of the Shangri La’s device bar menus are greatly improved, on the device bar of Concorde and Tune Hotel when you drift your mouse more than one of the points, there is a drop-down menu which is great since it makes it helpful for the client as should be obvious the entirety of the submenu’s that are under every class. As opposed to with the Shangri La’s where you need to click and be coordinated to the following page to discover what other data is on that page. Having this capacity on the Tune Hotel and Concorde site makes the sites significantly more easy to use than the Shangri La’s as far as searching for data, on the grounds that it’s such a great amount of simpler to explore around as you probably are aware precisely what data is on which page. For the Concorde and the Tune Hotel site, on the landing page the two of them have booking structures, yet on the Shangri La’s site they don’t have this capacity on the landing page, you can just access and peruse this once you go to it under the apparatus bar work for ‘Rates Reservations’. This has the two positives and negatives for every one of the inns. For Concorde and Tune Hotel its awesome in light of the fact that when you enter the site it acquaints the client with the booking structure which may upgrade the clients choice to book that lodging as it will be simpler as they don’t need to go looking for a booking structure, which could bring about these two inns getting more web based booking than the Shangri La as the booking structure for that inn isn’t as advantageously accessible. Be that as it may, the Concorde and Tune Hotel’s booking structure framework isn’t as tastefully satisfying as its little and packaged along with a heap of other data and the two of them aren’t pleasant to fill in your standards to remain, however on the Shangri La’s you don’t mind filling it in light of the fact that the feel are there to make it agreeable to fill in as it has its own different page. One element that the Concorde inns site has that the other two don’t have is that whichever page you’re on the site, you have a slideshow of a couple ictures identifying with the specific theme you’ve tapped on. This gives the client a further knowledge to a greater amount of the lodging itself as opposed to just having one picture for each page there are three or four. Having a slideshow on each page additionally gives the site to a greater degree a superior UI as it makes the site all the more fascinating as there are moving thin gs to intrigue the client, instead of like the other two sites where everything is fixed and can lose client center which may bring about them halting taking a gander at the site after a short measure of time. With the various photos on each page, through them it appears as though the Concorde lodging is attempting to pass on the vibe and state of mind of all the various things, for example, the entirety of the bistros and eateries and show the entirety of the specialities which each spot in the inn brings to the table and for each spot it appears as though they need to demonstrate the uniqueness to every one of them. Despite the fact that there is this generally excellent element on the site, it still in some way or another doesn’t make it look comparable to the Shangri La’s. With the entirety of the charm from the entirety of the photos that are utilized in the Concorde’s site, this adds to it being ‘showy’ and brilliant and it gets over the point that it’s exceptionally fantastic, however sooner or later, it getsquite monotonous and exhausting, yet with the Shangri La, having just one picture for every page by one way or another appears to work much better. We imagine that for this situation; toning it down would be best. In any case, for the Tune Hotel site very little is going on by any stretch of the imagination, in certainty too little is going on, so it’s amazingly exhausting to be on this site inevitably as there aren’t any easily overlooked details remembered, for example, pictures for the pages or any moving client intuitive highlights. There is an exhibition on the Tune Hotel site, however the display is of a significant awful standard as there are just a couple of pictures which appears as though a half-work has been done on it and it doesn’t improve the site by having these couple of pictures on. It shows you how the rooms are really similar to and what augmentations they have in the lodging like Subway, so it’s not totally futile. The web specialist simply needs to invest more energy into it. For the data on the Tune Hotel site, it appears they don’t need their clients and potential clients to know such a great amount about the real inn that they will remain in on the grounds that they have data, for example, things like the investors and the supervisory crew, which isn’t very what the vast majority search for when investigating booking an inn, so we think there is some superfluous data that the Tune Hotel site offers for most of the eople that search these sites. There isn’t anyplace close as much accommodating data that the Concorde and Shangri La offer which may simply be an explanation from Tune Hotels not having a similar exclusive requirement as the other two lodgings and perhaps there only isn’t as much for the inn to offer as the other two high appraised inns. The real data remembered for every one of the sites contrasts a considerable amount as far as the decisions of what is incorporated and not. At the point when we looked further into the subtleties of the data in the sites, we found that on pages about the cafés and bistros on the Concorde and Shangri La’s site they had extremely nitty gritty data that is exceptionally advantageous for the client on the off chance that they are searching for data on the eateries and bistros, for example, the clothing standard. With having this data it gives the potential clients extra information that they need and if this data wasn’t put on the site some potential clients may show up in the inaccurate clothing and they would be compelled to either change their dress and return to the eatery or eat elsewhere. This data is actually a support of the clients as the data isn’t a need to be remembered for the site, however the administration contemplated how to make the lives of their future clients simpler. The formats of these two sites for the data pages like the eating pages have a serious diverse standard to one another. The Shangri La’s design and hues utilized are loose, warming and inviting; then again the Concorde’s format is high contrast, excessively straightforward and looks an excess of like data. The textual style doesn’t make it welcoming to peruse, anyway the Shangri La’s textual style makes it a delight to peruse. Some data that is remembered for the Concorde’s site is somewhat exceptional to an inns site. There is data on professions, for example, how to go after a position for Hard Rock Hotels, Concorde Hotels and Resorts and different retreats in Malaysia. This is something that no one in my gathering has seen or known about previously. The Tune Hotels likewise remember this element for its site, anyway it isn’t anyplace close to the expert standard that the Concorde’s is at, as there isn’t any design of what explicit occupations are accessible or where, yet on the Concorde’s

Sample TOEFL Integrated Essay Monarch Butterflies

Sample TOEFL Integrated Essay Monarch Butterflies Sample TOEFL Integrated EssayThe QuestionThis integrated (Type 1) writing question is taken from a Chinese textbook which you probably will not be able to find. I am not permitted to print the lecture and reading here, but if you need some practice tests I highly recommend buying the Official TOEFL iBT Tests CollectionfromETS. Its an excellent source of actual TOEFL tests from past sittings.Special Offer: TOEFL Essay Evaluation and ScoringYou can now sign up to have your practice essays evaluated and scored by the author of this page. This service is a great way to learn how you will do before test day and how you can best prepare for the big day. Sign up today.The Sample EssayThe reading and the lecture are both about whether monarch butterfly populations are declining, and whether herbicides should be banned in order to save them. The author of the reading believes that herbicides should not be banned. The lecturer casts doubt on the claims made in the article. She thinks that herb icides pose a serious threat to the butterflies and should be outlawed.First of all, the author claims that no overall decline in monarch butterfly populations has been observed in North America. He notes that populations in certain areas have dropped, but that these have been offset by gains in other locations. This point is challenged by the lecturer. She says because the butterflies are extremely territorial, it is very easy for biologists to count them. Furthermore, she points out that a very clear drop in monarch butterfly populations has, in fact, been measured.Secondly, the author states that herbicides kill the milkweed that butterflies consume, but that plenty of it still remains in the wild for them to feed on. He argues that herbicides have not caused a general decline in milkweed availability, but just a decline on commercial farmland. This argument is rebutted by the lecturer. She suggests that it is a well-known fact that America is rapidly losing rural land because of urban sprawl. She notes that this effect has led to a very real decline of milkweed availability in rural areas.Finally, the author mentions that the attempt to ban herbicides is based on emotion rather than evidence and research. He is of the opinion that people only want to ban the herbicides because they affect the food of their beloved butterflies. The lecturer, on the other hand, feels that the move to ban herbicides is based on a rational examination of the evidence available. She puts forth the idea that we know the herbicides affect milkweed and we know that butterflies consume milkweed, so we can logically assume that the herbicides are detrimental to the insects.NoteThis is a sample TOEFL integrated essay written by a native speaker. It follows our TOEFL writing templates for integrated essays. If you find it useful, please remember that we have many more sample essaysfor you to read!

The Later Years and Last Words of John Adams

Thomas Jefferson still survives. These were the famous last words of Americas second president of the United States, John Adams. He died on July 4, 1826 at the age of 92, on the same day as President Thomas Jefferson. Little did he realize that he actually outlived his former rival who turned into great friend by a few hours.   The relationship between Thomas Jefferson and John Adams started cordially with both working on the draft of the Declaration of Independence. Jefferson often visited with Adams and his wife Abigail after the death of Jeffersons wife Martha in 1782. When both were sent to Europe, Jefferson to France and Adams to England, Jefferson continued to write to Abigail. However, their budding friendship would soon come to an end as they became fierce political rivals during the early days of the republic. When new president George Washington was to choose a Vice President, both Jefferson and Adams were considered. However, their personal political views were quite different.  While Adams supported a stronger federal government with the new Constitution, Jefferson was a staunch advocate of states rights. Washington went with Adams and the relationship between the two men began to wane.   President and Vice President Ironically, due to the fact that Constitution did not originally differentiate between president and vice president candidates during presidential elections, whoever received the most votes became president, while the second most voter became the vice president. Jefferson became Adams Vice President in 1796.  Jefferson then went on to  defeat Adams for reelection in the  significant election of 1800. Part of the reason why Adams lost this election was due to the passage of the Alien and Sedition Acts. These four acts were passed as a response to the criticisms that Adams and the federalists were receiving by their political opponents. The Sedition Act made it so that any conspiracy against the government including interference with officers or riots would result in a high misdemeanor. Thomas Jefferson and James Madison were fiercely opposed to these acts and in response passed the Kentucky and Virginia Resolutions. In Jeffersons Kentucky Resolutions, he argued that the states a ctually had the power of nullification against national laws which they found unconstitutional. Right before leaving office, Adams appointed a number of Jeffersons rivals to high positions in the government. This was when their relationship was truly at its lowest point.   In 1812,  Jefferson and John Adams  began to rekindle their friendship through correspondence. They covered many topics in their letters to each other including politics, life, and love. They ended up writing over 300 letters to each other.  Later in life, Adams vowed to survive until the fiftieth anniversary of the Declaration of Independence. Both he and Jefferson were able to accomplish this feat, dying on the anniversary of its signing. With their death only one signer of the Declaration of Independence, Charles Carroll, was still alive. He lived until 1832.

The Human Rights Act - 3299 Words

â€Å"What are we to make then of the promise of the Human Rights Act that it would provide for better protection of civil liberties?† KD Ewing The Futility of the Human Rights Act (2004) Public Law Background to the Human Rights Act (HRA) The Human Rights Act 1998 (HRA) was granted royal assent on the 9th November 1998, however, it was not fully implemented until the 2nd of October 2000. Previous to the implementation of the HRA , anyone who wanted to challenge the decision of the UK Government for non-compliance with the European Convention of Human Rights had to take their case to the European Court of Human Rights (ECtHR), which is situated in Strasbourg, France. An individual could only go to ECtHR once they had established that†¦show more content†¦An example of this prior to the HRA , can be seen in the telephone-tapping case of Malone v UK taken to the ECtHR, which led to the enactment of the Interception of Communications Act with provision now contained in the Regulation of Investigatory Powers Act . The labour government bill stated, ‘the time has come to enable people to enforce their Convention rights against the state in the British courts ... In other words to bring the rights home. ’ The Labour Party emphasised that their aim was for the incorporation of the HRA to be boarder and deeper than just saving time and money . Within the second reading of the Bill the Lord Chancellor said that the incorporation of the Convention rights through the proposed HRA will: ‘Deliver a modern reconciliation, of the inevitable tension between the democratic right of the majority to exercise political power and the democratic need of individuals and minorities to have their human rights secured.’ When drafting the HRA it was decided that some articles of the ECHR would not be included, such as Article 1 (Respecting Rights) and Article 13 (Right to an Effective Remedy). Parliament believed that it was not essential to include these articles within the HRA , as the ECHR are protected by the domestic courts by the enactment of the HRA,

Surprising Information About Rebuttal Essay Topics High School Uncovered

Surprising Information About Rebuttal Essay Topics High School Uncovered The 5-Minute Rule for Rebuttal Essay Topics High School In the end, it provides some supporting ideas. In choosing your topic, it's frequently a good notion to start with a subject which you already have some familiarity with. All you need to do is provide your topic in addition to the instructions and the expert writers will do the task for you. Choose from popular topics that folks are passionate about. Some schools in america are requiring that students volunteer for many hours each semester to assist on a community issue. Think of one school rule which you really dislike. On our site you'll find a whole lot more useful distinctive information that is certain to be beneficial for junior and higher school kids from, like common home task essay about Hamlet, and, for instance, application essays for college for future students. Very often it becomes tough to choose one particular topic either on acco unt of the many ideas in the student's head, or due to their complete absence. Nobody really wishes to compose an essay. Argumentative essay topics are so important since they are debatableand it's essential to at all times be critically contemplating the world around us. Moral argumentative essay topics are a few of the simplest to get carried away with. Choosing topics for argumentative essays is very important for your general success. Once you have decided on a topic, you'll have to prepare a strong debate by researching every component of the topic. If you get to select your own topic, that's good. Researching the topic will permit you to find out more about what fascinates you, and should you pick something you really like, writing the essay will be more enjoyable. Deciding on an intriguing topic for a debate can be a bit tricky. In this kind of situation, it's more convenient to locate ready-made essays and use them as an example. If your essay isn't an imaginative narrative, don't forget to do a little research on the topic before you begin prodding your pen on the paper. Persuasive essays share a good deal of resemblance with argumentative essays. Writing an argumentative essay can at times be confusing as you don't necessarily understand how to compose a convincing argument. Write an essay to convince your principal your idea is one that needs to be adopted. If you're not interested in this issue, there is not any manner your debate will be convincing enough to persuade your audience. Don't neglect to bring a strong hook at the beginning (introduction paragraph) and wind up with an impressive conclusion to earn the reader want to go over the interesting persuasive essay topics of your pick. Your reader ought to be convinced your argument is valid. How to Get Started with Rebuttal Essay Topics High School? Select the period of life which you think is best and compose an essay arguing why it's the ideal time of life. Getting in a position to compose a strong argument can help you succeed in society. Preferably, it needs to be something which you're an expert in. The issue is that everybody's interpretation of what makes a great society differs. The Basics of Rebuttal Essay Topics High School Social networking is a cause of raising depression among t he youth. Racial profiling is a new type of discrimination. Schools should eliminate class projects as they're useless. They should have nothing to do with ads. Rebuttal Essay Topics High School Features Colleges can tell whenever your essay is only a form essay. Argumentative essays are a few of the best that you can write as a student. Writing a persuasive, argumentative essay can be challenging, and at times it can find a little confusing. When it has to do with the middle school, the argumentative essay incorporates moderate topics. An argumentative essay is a certain sort of academic writing. If as you are preparing a report you merely analyze specific literature, the essay demands a superb penetration into the issue. You must have skills to compose a great essay. The 50 titles we've listed are only the tip of the iceberg all you need to do is be creative and think beyond the box. With the assistance of our tips for writing and our interesting collection of topics, you're guaranteed to obtain a high grade! To write a fantastic argumentative essay, there are four big components of the essay you're likely to have to know about. There are many steps that you should take so as to write an outstanding essay. The True Meaning of Rebuttal Essay Topics High School Each type is used for a particular sort of debate and all them are conducted differently and may take place for unique purposes. Make certain there is a smooth switch from 1 idea to another. Yes, selecting a topic itself is a wonderful struggle.

Robert Walton Essay Example

Robert Walton Paper This essay aims to compare two exceedingly diverse novels, Daz 4 Zoe A contemporary novel focusing on the future and Frankenstein by Mary Shelley a piece of nineteenth century literature. Both discuss outsiders in society. While, both books are very different there are similarities. Both authors cope with the concern of what it is like to live with being an outcast in society. Mary Wollstonecraft Godwin Shelley wrote her blood curdling novel in 1816 while on holiday in Geneva, Switzerland. In 1831, Shelley declares her desire to quicken the beatings of the heart. This is the first of numerous signals that this book should be found in the Gothic Fiction genre. Frankenstein is commonly acknowledged as a Gothic novel with significant links to the Romantic Movement; yet, it has connections with other genres. The novel may be seen as the opening of science fiction, representing the scientific and technological advances suggesting potential consequences of future developments. Mary Shelley illustrates an intimidating yet realistic forecast of what the future may hold where man interferes with the creation of life. Frankenstein is written in three, first person narrators, framed or embedded narratives. The narrator changes many times, starting of with Robert Walton and later becoming Victor and the monster. Daz 4 Zoe, a futuristic adventure, also falls into various genres. It can also be associated with science fiction and modern mystery. Swindells begins the book with a true story that has a similar moral to Mary Shelleys interpretation. His true story essentially explains how if we did not get our priorities right, we will face a similar circumstance in the future as did the characters in this novel. We will write a custom essay sample on Robert Walton specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Robert Walton specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Robert Walton specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Daz 4 Zoe is written in journal style retelling events using alternate voices, written in first person narrative, (two narrators Daz and Zoe. ) Daz 4 Zoe is a teenage novel with several modern social dilemmas: love, loyalty and the main theme of a divided society. Briefly, Daz 4 Zoe is about the citizens of the wealthy suburb, Silverdale, in contrast to the poor people in the run down neighbouring city. Due to the feeling of entrapment in the suburbs, the teenagers go into the city in search of excitement. After a night of chippying Zoe a subby falls in love with a chippy. This romance is a forbidden love which leads to excitement while the teenagers keep contact cross the divide and provides a tense ending, which leads to their escape Frankenstein, explores of the mysterious fears of human nature and of how a man destroys his family and friends through the careless creation of a superhuman. A project, which initially would be very successful and break the boundaries of science. However, it eventually ended as a disaster, which leads to his and many other brutal deaths. The first half of the novel deals with the creation of the monster and the story of Robert Walton, an explorer. The second half is concerned with the consequences of the monsters creation and how Victor tries to regain his power and capture the superhuman In extremely different ways, both authors Robert Swindells and Mary Shelley explore the theme of perfecting human society. Daz 4 Zoe is concerned with social corruption; this is due to the subby and chippy segregation. Zoe has very little faith that there is possibility of change in this divide unless something drastic happens. This illustrates perfection of the human race for the reason that by having a partition between two societies, the government hope to get rid of the bad elements in civilization. Frankenstein also deals with the corruption of social institution, this means science was developing before its time and that law and order was affected. In this case, because of the scientific phenomena many people were killed, science overruled law and order. This novel also shows Mary Shelleys perspective of how she has little faith in creating the perfect human being. She does this by having hideous consequences by creating the superhuman In their own way, the two novels show different perspectives. One of a perfect society, Silverdale. Also an attempt to create the perfect human, the monster. In the novel Frankenstein, Victor is probably the most apparent self-imposed outsider. We first notice this isolated behaviour when he grows up and leaves home in Geneva for Ingolstadt. Victor leaves his family to attend the university where he becomes obsessed with the old theories of science. Thus ended a day memorable to me, it decided my future destiny. This quote shows how Victor decides to spend all his time studying the old theories of Science. From this day natural philosophy, and particularly chemistry, became nearly my sole occupation This quote describes how he would put all his energy into his studies, however we realise this is an unhealthy obsession when his behaviour changes: Two years passes in this manner, during which I paid no visit in Geneva. Victor isolates himself from his friends and family, spending all his time in residence at Ingolstadt never visiting home. Victor spends his months in pursuit of his scientific discovery and wonder, where he studies routes which make it possible to pursue his peculiar attraction to the structure of the human frame. When Victor realises that he has the power to bestow animation upon lifeless matter, he causes himself to develop into more of an outcast. Victor suddenly has astonishing new power and is excited that he can break the boundaries of science with his newfound supremacy. This knowledge makes him very determined and after two years of research, planning, experiments and creation, Victor constructs what was to be the perfect superhuman. No one can conceive the variety of feelings which bore me onwards a new species would bless me as its creator and source.

Free Essays on Single-Sex Education

Learning Structure Throughout history and even today, single-sex education is a prestigious mark of social status reserved for the elite class. Despite the obvious mark of high social status, there is a controversy among educators and parents. Many educators support the claim that coeducation is the best method and should be carefully improved to offer higher quality education. However, those that favor single-sex education claim it is an effective method to eliminate sexual distractions and intimidation influenced by gender differences. These two perspectives scratch at the true issue at hand: how to provide an appropriate education for girls and boys as they move through adolescence toward adulthood. High quality education is offered when proper resources, experienced educators, and a healthy academic environment are forged together. Therefore, single-sex education will not necessarily improve the learning environment. At coeducational schools, students are able to share their diverse perspectives and talents with those of the opposite sex. The various perspectives help to introduce and educate students of different methods. In Sean McCollum's article, a male student states, "guys and girls bring diverse viewpoints to different subjects. Girls might have a very different take than the boys, say, on [author] Virginia Woolf, and it might challenge my way of thinking. Gender diversity is just as important as racial diversity. If you remove the different perspectives [of gender], you're losing a section of diversity - a big one" (18). Throughout elementary school, I observed that the two sexes have different academic trends. Boys are generally more athletic, and better at mathematics and science. Females, on the other hand, are more composed and stronger in reading, spelling and other literary disciplines. Allowing the two generally different groups to work together in a coeducational setting will improve the overall grades... Free Essays on Single-Sex Education Free Essays on Single-Sex Education Learning Structure Throughout history and even today, single-sex education is a prestigious mark of social status reserved for the elite class. Despite the obvious mark of high social status, there is a controversy among educators and parents. Many educators support the claim that coeducation is the best method and should be carefully improved to offer higher quality education. However, those that favor single-sex education claim it is an effective method to eliminate sexual distractions and intimidation influenced by gender differences. These two perspectives scratch at the true issue at hand: how to provide an appropriate education for girls and boys as they move through adolescence toward adulthood. High quality education is offered when proper resources, experienced educators, and a healthy academic environment are forged together. Therefore, single-sex education will not necessarily improve the learning environment. At coeducational schools, students are able to share their diverse perspectives and talents with those of the opposite sex. The various perspectives help to introduce and educate students of different methods. In Sean McCollum's article, a male student states, "guys and girls bring diverse viewpoints to different subjects. Girls might have a very different take than the boys, say, on [author] Virginia Woolf, and it might challenge my way of thinking. Gender diversity is just as important as racial diversity. If you remove the different perspectives [of gender], you're losing a section of diversity - a big one" (18). Throughout elementary school, I observed that the two sexes have different academic trends. Boys are generally more athletic, and better at mathematics and science. Females, on the other hand, are more composed and stronger in reading, spelling and other literary disciplines. Allowing the two generally different groups to work together in a coeducational setting will improve the overall grades...

Biography of Victoriano Huerta, President of Mexico

Biography of Victoriano Huerta, President of Mexico Victoriano Huerta (December 22, 1850–January 13, 1916) was a Mexican general who served as president and dictator of Mexico from February 1913 to July 1914. An important figure in the Mexican Revolution, he fought against Emiliano Zapata, Pancho Villa, Fà ©lix Dà ­az and other rebels before and during his time in office. Fast Facts: Victoriano Huerta Known For: President and dictator of Mexico, February 1913–July 1914Born: December 22, 1850 in barrio of Agua Gorda within the municipality of Colotln, JaliscoParents: Jesà ºs Huerta Cà ³rdoba and Marà ­a Lzara del Refugio MrquezDied: January 13, 1916 in El Paso, TexasEducation: Military College of ChapultepecSpouse: Emilia guila Moya (m. November 21, 1880)Children: Nine A brutal, ruthless fighter, during his reign the alcoholic Huerta was widely feared and despised by his foes and supporters alike. Eventually driven from Mexico by a loose coalition of revolutionaries, he spent a year and a half in exile before dying of cirrhosis in a Texas prison. Early Life Victoriano Huerta was born Josà © Victoriano Huerta Mrquez on December 22, 1850, the only son and eldest of five children of peasant farmer Jesà ºs Huerta Cà ³rdoba and and his wife Marà ­a Lzara del Refugio Mrquez. They lived in the barrio of Agua Gorda within the municipality of Colotln, Jalisco. His parents were of Huichol (Wixritari) ethnicity, and although Jesà ºs Huerta was said to be partly of European descent (mestizo), Victoriano considered himself indigenous. Victoriano Huerta was taught to read and write by the village priest, and he was said to have been a good student. By the time he was a teenager, Huerta earned money as a bookkeeper in Colotln. He wanted to join the military, and sought admission to the Military College of Chapultepec. In 1871, General Donato Guerra, leader of the Mexican army at the time, led a garrison of troops into Colotln. Needing secretarial help, Guerra was introduced to Huerta who impressed him greatly. When Guerra left the city, he took Huerta with him, and at the age of 17, Huerta entered the military academy in January of 1872. There he took classes to become an artillery officer, specializing in mathematics, mountain gunnery, topography, and astronomy. He was an outstanding student, and made second lieutenant by December 1875. Early Military Career Huerra first saw military action while at the academy, when he participated in the Battle of Tecoac fought on November 16, 1876 between then-president Sebastin Lerdo de Tejada and Porfirio Diaz. As a member of the army, he fought for the president and was thus on the losing side, but the battle brought Porforio Diaz to power, the man who would he would serve for the next 35 years. When he graduated from the academy in 1877, Huerta was one of three men chosen to continuing his education in Germany, but his father died and he elected to stay in Mexico. He joined the engineering branch of the army and was given assignments for repairing military institutions in Veracruz and Puebla. By 1879 he was promoted to Captain, and acted as engineer and quartermaster. At the end of 1880, he was promoted to Major. While in Veracruz, Huerta had met Emilia guila Moya, and they married on November 21, 1880: they would eventually have nine children. In January 1881,Porfirio Dà ­az assigned Huerta special duty on the Geographic Survey Commission, headquartered in Jalapa, Veracruz. Huerta spent the next decade working with that commission, traveling all over the country on engineering assignments. In particular he was assigned to astronomical work, and one of the projects under his direct supervision was the observation of the Transit of Venus in December 1882. Huerta also supervised surveying work for the Mexican National Railway. A Military Force Huertas technological and intellectual uses in the army took on a more aggressive stance in the mid-1890s. In 1895, he was sent to Guerrero, where the military had risen against the governor. Diaz sent troops in, and among them was Victoriano Huerta, who there gained a reputation as an able field officer: but also as a man who gave no quarter, who continued to slaughter rebels after they had surrendered. Proving to be an effective leader of men and a ruthless fighter, he became a favorite of Porfirio Dà ­az. By the turn of the century, he rose to the rank of general. Dà ­az tasked him with the suppression of Indian uprisings, including a bloody campaign against the Maya in the Yucatan in which Huerta razed villages and destroyed crops. In 1901, he also fought the Yaquis in Sonora. Huerta was a heavy drinker who preferred brandy: according to Pancho Villa, Huerta would start drinking when he woke up and go all day. The Revolution Begins General Huerta was one of Dà ­az most trusted military leaders when hostilities broke out after the 1910 election. The opposition candidate, Francisco I. Madero, had been arrested and later fled into exile, proclaiming revolution from safety in the United States. Rebel leaders such as Pascual Orozco, Emiliano Zapata, and Pancho Villa heeded the call, capturing towns, destroying trains and attacking federal forces whenever and wherever they found them. Huerta was sent to reinforce the city of Cuernavaca, under attack by Zapata, but the old regime was under assault from all sides, and Dà ­az accepted Maderos offer to go into exile in May of 1911. Huerta escorted the old dictator to Veracruz, where a steamer was waiting to take Dà ­az into exile in Europe. Huerta and Madero Although Huerta was bitterly disappointed by the fall of Dà ­az, he signed up to serve under Madero. For a while in 1911–1912 things were relatively quiet as those around him took the measure of the new president. Things soon deteriorated, however, as Zapata and Orozco figured out that Madero was unlikely to keep certain promises he had made. Huerta was first sent south to deal with Zapata and then north to fight Orozco. Forced to work together against Orozco, Huerta and Pancho Villa found that they despised one another. To Villa, Huerta was a drunk and martinet with delusions of grandeur, and to Huerta, Villa was an illiterate, violent peasant who had no business leading an army. The Decena Trgica In late 1912 another player entered the scene: Fà ©lix Dà ­az, nephew of the deposed dictator, declared himself in Veracruz. He was quickly defeated and captured, but in secret, he entered into a conspiracy with Huerta and American ambassador Henry Lane Wilson to get rid of Madero. In February 1913 fighting broke out in Mexico City and Dà ­az was released from prison. This kicked off the Decena Trgica, or â€Å"tragic fortnight,† which saw horrible fighting in the streets of Mexico City as forces loyal to Dà ­az fought the federals. Madero holed up inside the national palace and foolishly accepted Huertas â€Å"protection† even when presented with evidence that Huerta would betray him. Huerta Rises to Power Huerta, who had been fighting with Madero, abruptly changed sides and arrested Madero on February 17. He made Madero and his vice president resign: the Mexican Constitution listed the Secretary of Foreign Relations as the next in succession. That man, Pedro Lasurain, took the reins, named Huerta as Minister of the Interior and then resigned, making Huerta Secretary of Foreign Relations. Madero and Vice-President Pino Suarez were killed on February 21, supposedly while â€Å"attempting to escape.† No one believed it: Huerta had obviously given the order and hadnt even gone to much trouble with his excuse. Once in power, Huerta disowned his fellow conspirators and attempted to make himself dictator in the mold of his old mentor, Porfirio Dà ­az. Carranza, Villa, Obregà ³n and Zapata Although Pascual Orozco quickly signed on, adding his forces to the federalists, the other revolutionary leaders were united in their hatred of Huerta. Two more revolutionaries appeared: Venustiano Carranza, governor of the State of Coahuila, and Alvaro Obregà ³n, an engineer who would become one of the revolutions best field generals. Carranza, Obregà ³n, Villa and Zapata could not agree on much, but they all despised Huerta. All of them opened fronts on the federalists: Zapata in Morelos, Carranza in Coahuila, Obregà ³n in Sonora and Villa in Chihuahua. Although they did not work together in the sense of coordinated attacks, they were still loosely united in their heartfelt desire that anyone but Huerta should rule Mexico. Even the United States got in on the action: sensing that Huerta was unstable, President Woodrow Wilson sent forces to occupy the important port of Veracruz. The Battle of Zacatecas In June 1914, Pancho Villa moved his massive force of 20,000 soldiers to attack the strategic city of Zacatecas. The Federals dug in on two hills overlooking the city. In a day of intense fighting, Villa captured both hills and the federal forces were forced to flee. What they didnt know was that Villa had stationed part of his army along the escape route. The fleeing federals were massacred. When the smoke had cleared, Pancho Villa had scored the most impressive military victory of his career and 6,000 federal soldiers were dead. Exile and Death Huerta knew his days were numbered after the crushing defeat at Zacatecas. When word of the battle spread, federal troops defected in droves to the rebels. On July 15, Huerta resigned and left for exile, leaving Francisco Carbajal in charge until Carranza and Villa could decide how to proceed with the government of Mexico. Huerta moved around while in exile, living in Spain, England, and the United States. He never gave up hope for a return to rule in Mexico, and when Carranza, Villa, Obregà ³n and Zapata turned their attention to one another, he thought he saw his chance. Reunited with Orozco in New Mexico in mid-1915, he began to plan his triumphant return to power. They were caught by US federal agents, however, and never even crossed the border. Orozco escaped only to be hunted down and shot by Texas rangers. Huerta was imprisoned for inciting rebellion. He died in prison at El Paso, Texas, on January 13, 1916, of cirrhosis, although there were rumors that the Americans had poisoned him.​ Legacy of Victoriano Huerta There is little to be said that is positive about Huerta. Even before the revolution, he was a widely despised figure for his ruthless repression of native populations all over Mexico. He consistently took the wrong side, defending the corrupt Porfirio Dà ­az regime before conspiring to bring down Madero, one of the few true visionaries of the revolution. He was an able commander, as his military victories prove, but his men did not like him and his enemies absolutely despised him. He did manage one thing that no one else ever did: he made Zapata, Villa, Obregà ³n and Carranza work together. These rebel commanders only ever agreed on one thing: Huerta should not be president. Once he was gone, they began fighting one another, leading to the worst years of the brutal revolution. Even today, Huerta is hated by Mexicans. The bloodshed of the revolution has been largely forgotten and the different commanders have taken on legendary status, much of it undeserved: Zapata is the ideological purist, Villa is the Robin Hood bandit, Carranza a quixotic chance for peace. Huerta, however, is still considered (accurately) to be a violent, drunk sociopath who needlessly lengthened the period of the revolution for his own ambition and is responsible for the death of thousands. Sources Coerver, Don M. Huerto, Victoriano (1845–1916). Mexico: An Encyclopedia of Contemporary Culture and History. Eds. Coerver, Don M., Suzanne B. Pasztor and Robert Buffington. Santa Barbara, California: ABC Clio, 2004. 220–22. Print.Henderson, Peter V.N. Woodrow Wilson, Victoriano Huerta, and the Recognition Issue in Mexico. The Americas 41.2 (1984): 151–76. Print.Marley, David F. Huerta Marquez, Jose Victoriano (1850–1916). Mexico at War: From the Struggle for Independence to the 21st-Century Drug Wars. Santa Barbara: ABC-Clio, 2014. 174–176.McLynn, Frank. Villa and Zapata: A History of the Mexican Revolution. New York: Basic Books, 2002.  Meyer, Michael C. Huerta: A Political Portrait. Lincoln: University of Nebraska Press 1972.Rausch, George J. The Early Career of Victoriano Huerta. The Americas 21.2 (1964): 136-45. Print..Richmond, Douglas W. Victoriano Huerta in Encyclopedia of Mexico. Chicago: Fitzroy Dearborn, 1997. 655–658.

Does the Law of Torts consist of a fundamental general principle that Assignment

Does the Law of Torts consist of a fundamental general principle that it is wrongful to cause harm to other persons in the abse - Assignment Example Developments in common law support the latter perspective. Earlier cases on negligence supported the first view but latter trends in jurisprudence reinforced the second perspective. A core principle in tort law is the non-materiality of intent or motive. The rationale for this principle is the prevention of the danger posed in leaving the jury with the responsibility of determining the liability of the defendant based on their views towards the propriety or wrongfulness of the defendant’s motives, especially since it is difficult to determine the motives of the defendant. (Cohen and Cohen 211) This principle developed from several cases. In The Mayor of Bradford v. Pickles, the court held that an improper or even malicious motive that causes damage but is not against the law is not actionable. The court rejected the claim of the plaintiffs because diverting underground water, regardless of intent, is within the property rights of the defendant and therefore legal. The same pri nciple has been reiterated in Allen v. Flood and Abbott v. Sullivan. Non-materiality of intent coincides with the second perspective. The first perspective expresses the general rule on tort liability subject only to negation by a justification or excuse. ... The claimant has to focus on showing that the action of the defendant falls under the actionable acts. The act itself is material and the intent is not, so that the second perspective aligns with the principle of non-materiality of intent. The law of torts comprise of a set of rules that establish particular types of harm or injury. As such, liability for tort only ensues when the action of the defendant is proven to fall within this set of rules. (Cohen and Cohen 211) Chapter 32 of the Torts Act 1977 defines the actions considered as wrongful interference with goods, which are â€Å"(1) conversion of goods, (2) trespass to foods, (3) negligence that results in damage to goods or to an interest in goods, and (4) subject to section 2, any other torts so far as it results in damages or to an interest†. The Occupier’s Liability Acts of 1956 and 1984 describes the minimum duty of care towards people’s safety of an occupier (e.g. shop owner, land tenant), who invites other people into the premises or has trespassers. Tort law provisions set the coverage of actionable wrongs to the exemption of all uncovered actions. Liability does not accrue for actions not falling under the forms of wrongful interference with goods and duty of care towards people’s safety is not enforceable in other circumstances apart from what was described by law. As such, tort law expresses the second perspective since it involves a set of specific rules citing harmful activity to the exclusion of other acts. The specific rules in tort law require that the primary question asked is whether the injury claimed by the plaintiff falls within the specific forms of harmful activity (Cohen and Cohen 211). Again, this expresses the second perspective. If tort

ATM network Essay Example | Topics and Well Written Essays - 250 words

ATM network - Essay Example Another problem is that whenever there is a communication error during transmission, a package of data being transmitted can easily be corrupted (William 36). This would force a retransmission of the whole package. These incidences can be reduced through data fragmentation Taking ‘n’ to be the number of cells required to transmit a single IP datagram, we can form an expression of the cell loss rate in the ATM network (PC) as the ratio of nc (number of cells corrupted) to n (the number of cells required to transmit a single IP datagram). The IP-packet loss rate (PP), would therefore be the ratio of corrupted packets to all received packets. The IP-packet loss rate depends heavily on the success of the transmitted packets, and this in-turn depends on the number of cells that are successfully transmitted. In order to receive the best perfomance of data transmission, it is good to tune the Maximum Transmission Unit. This service is made possible by some Information Technology providers through using ATM on their internal backbone network. This ensures that the right amount of sustainable data is transmitted and reduces fragmentation of

Natural Language Processing :: Computer Technology

Natural Language Processing To digest natural language implies understanding, a function that is uniquely human. To understand something implies to have senses that interpret the world such as emotions and awareness of our own physical experiences. When someone tells a story, we rely upon previous experience for interpretation. We form a reaction, our heart rate may change, we may start sweating, we may relax or tense, and feel certain emotions such as fear. Upon getting new information, a persons attitude may change or the way they think may change. A computer made of metal simply does not have the faculties to experience the world as we do. It can be programmed to respond in such a way that mimics a human response, but can not be considered to be really understanding what it is doing. Recall the story of Helen Keller, how she finally began to learn a language when she was given immediate experiential feedback. The teacher would pour water on her and then do the sign language for the word in her hand. The foun der of Toastmaster's organization started it on the premise that people learn in moments of pleasure, and structured the organization so it would provide just that. A computer would not have the senses to make such understanding of these words and experiences possible. In addition to its lack of cognitive ability, a computer can not form expectations based upon a situation. A political speech can be very serious, but when seen on Saturday Night Live, it will be interpreted as funny. A similar problem is the extra meaning conveyed by the tone of voice or body language. We could always program an exhaustive data bank with all the different possibilities of input, but the system as we know it could not search all of these within a reasonable period of time, nor could it adapt to future changes. One of the problems with natural language processing systems is that humans themselves are often not very good natural language generators or processors. We often apply our own bias and expectations to what we hear. Two people can make eye contact and set up a whole series of background such that they now what each other are talking about. That very fact may be a bonus for computer natural language processing because we can predict with certainty how the system will interpret the information and therefore have greater clarity than people.

A Description of the Graduate Record Examination

GREG subject test is used by very few universities for granting admissions. Universities usually use [email  protected] Subject Test for granting admission to the PhD program (sometimes for MS programs also) in Mathematics, Physics, Biological Sciences, English Literature, Psychology, Chemistry, etc. On the other hand, large number of universities do NOT use [email  protected] Subject Test for granting admission to the PhD program in the above mentioned fields of studies. Formats of [email  protected] : Two formats of [email  protected] revised General test are available : The computer based & The Paper based.Paper based format is available n only a very few countries. In India, only Computer Based [email  protected] is available. Who takes [email  protected] & When ? : Engineers, Architects, Doctors, Dentists, Biotechnologist, Science graduates, Physiotherapist, Pharmacists, Management graduates & postgraduates (MBA), computer professionals (MAC), Mathematicians, Psychol ogists, etc. Planning to pursue Masters or PhD programs, etc. The list is long. Almost 90% of the people who take [email  protected] are in their II or Ill or IV year of their college pursuing their degree in any stream such as Engineering or Science or Medicine, etc.Who accepts [email  protected] & how is it used ? Thousands of universities across the globe, more specifically almost all the universities in the USA & several in Canada use [email  protected] scores along with student's academic record in college, recommendation letters from Professors and/or employers, non-academic credentials such as projects, research papers, etc. To grant admission to their Masters or PhD programs. Several universities now also accept [email  protected] scores in lieu of GMTA scores to offer admission in their MBA programs. When & Where can one take [email  protected] ? : Unlike Indian college entrance tests such as GATE, CAT, etc. Imputer based [email  protected] is administered throu ghout the year at arioso Promoters (wholly-owned subsidiary of TEST) centers in India as well as at additional test centers in various cities such as Iambi, Delhi, Opal, Metadata, Allahabad, Achaean, Hydrated, Surgeon, Bangor, Kilowatt, Pine, Fedora, etc. At Promoters centers [email  protected] is conducted 3 times in a day, all weekdays & at additional centers on some selected days of the month. How many times can a student appear for [email  protected] ? You can take the [email  protected] once every 21 days, up to five times within any continuous rolling 12-month period.This applies even if you canceled your scores on a test taken previously. If you take the paper-based GREG revised General Test, you can take it as often as it is offered. Are there any US universities, which do not use [email  protected] scores ? There are several US universities, which do not require you to submit your [email  protected] scores. The admissions committee of these universities primarily base their admission decision on college grades, recommendation letters, etc. But some of these universities use [email  protected] scores to award financial aid in form of fellowships, Graduate assistantships, Teaching or Research assistantships, etc.Score validity [email  protected] scores are valid Upton 5 years from the test date. How can I appear for [email  protected] ? If you wish to take [email  protected] you have to first make your account at HTTPS://emigre. Test. Org/ grew/login/login. ]SP. Then you can proceed to fix your examination date by following the instructions. Please also remember to carry your valid passport on the test date as you will not be allowed to enter the test center without it. All other forms of identification such as school id. Or driving license or Dear card, etc. Are unacceptable. Test centers are available in all major cities of India.[email  protected] Test Fee The test Fee for computer based revised general [email  protected] in Ind ia is IIS$195 at present. Remember that in this test fee you can also send [email  protected] scores to four institutions (colleges/universities, etc. ) free of cost. If you decide later to apply to one or more of these 4 institutions, then you will not be required to pay IIS$27 per university to TEST to forward your [email  protected] score to these institutions. How are the [email  protected] scores reported to the universities ? Whenever you give your [email  protected], you can view your scores after about 12-15 days from your test date in your online emigre account.You can also print your score-sheet from your emigre account. The universities do not use the photocopies of the [email  protected] marks- whet and require the official scores to take admission decisions. To send official scores to a university, you have to go to your emigre account, where you will find your [email  protected] scores displayed as per the dates on which you appeared for [email  protected ] You can send all the scores to the universities or can use Corselets facility to send scores (by test date) of your choice by paying IIS$27 per university.Remember that in the test fee (about IIS$195 in India) of [email  protected] you can send [email  protected] scores to four institutions (colleges/universities, etc. ) free of cost. If you decide later to apply to one r more of these 4 institutions, then you will not be required to pay IIS$27 per university to TEST to forward your GREG score to these institutions. You have to choose the name of these institutions to which TEST will forward your [email  protected] scores at the test center on your test date, immediately after finishing your [email  protected] test.The complete list of the name of the countries, universities, departments will be displayed on your computer screen after you have viewed your score. If you do not use this free facility, you are losing IIS$108. Ask CHICHI for the name of these four institutions . When will oh get your [email  protected] scores ? After completing the computer-based [email  protected], you will be given the opportunity to Report or Cancel your scores. If you choose Report Scores, you will see your unofficial scores for the Verbal Reasoning and Quantitative Reasoning sections displayed on your computer screen.Because of the Analytical Writing essay scoring process, you will not be able to view your Analytical Writing score at the testing center. If you cancel your scores, neither you nor any universities will ever see them and they will not be part of your reportable history. Your official scores will become available in our emigre account and sent to your score recipients approximately 10-15 days after your test date. Test Structure of GREG [email  protected] consists of three major sections: Verbal Reasoning, Quantitative Reasoning and Analytical Writing.In the first two sections, the test taker receives scores on scale of 130-170 in 1 point increment s (such as 150, 151 & so on) and receives scores on a scale of 0-6 in half point increments (such as 3. 0, 3. 5, 4. 0 & so on) on the Analytical Writing (AWE) section. Total score is on a scale of 260-340 (such as 300, 301 , 302 & so on) with AWE score stated on a scale of 6. 0. In addition, an unidentified unsecured subsection may be included and may appear in any order after the Analytical Writing section. It is not counted as part of the test taker's score.An identified research subsection that is not scored may be included in place of the unidentified, unsecured subsection. This research subsection will always appear at the end of the test. The overall testing time for the computer-based [email  protected] revised General Test is about 3 hours and 45 minutes. There are in all 6 subsections with a 10-minute break after the completion of the third subsection. The Analytical Writing section will always appear iris. The Verbal Reasoning, Quantitative Reasoning and unidentified or the unsecured subsections may appear in any order.The test-taker must treat each section as if it counts towards his score. Adaptive nature of the test : As per the official site of [email  protected] (mm. ‘. Greg. Org) the Verbal Reasoning and Quantitative Reasoning sections are section- level adaptive, meaning that the first section of the Verbal Reasoning and Quantitative Reasoning measures spans a range of difficulty levels, from easy to difficult. The first section is assembled such that, overall, the first section is of average difficulty. The difficulty level of the second section of each of the measures depends on your performance on the first section.For example, if for the Quantitative Reasoning measure you do very well on the first section, the second section of the Quantitative Reasoning measure will be at a higher level of difficulty. The scoring for the Quantitative Reasoning measure takes into consideration the total number of questions answered correctly acro ss the two sections, as well as the difficulty level of the section (similar process for the Verbal Reasoning measure). How the computer based [email  protected] is scored ? : The Verbal Reasoning and Quantitative Reasoning assures are section-level adaptive.This means the computer selects the second section of a measure based on the performance on the first section. Within each section, all questions contribute equally to the final score. For each of the two measures, a raw score is computed. The raw score is the number of questions answered correctly. The raw score is converted to a scaled score through a process known as equating. The equating process accounts for minor variations in difficulty among the different test editions as well as differences in difficulty among individuals' tests introduced by the section-level adaptation.Thus a given scaled score of a particular measure reflects the same level of performance regardless of which section was selected and when the test w as taken. For the Analytical Writing section of computer-based [email  protected], each essay receives a score from at least one trained reader, using a six-point holistic scale. In holistic scoring, readers are trained to assign scores on the basis of the overall quality of an essay in response to the assigned task. The essay score is then reviewed by [email  protected], a computerized program developed by TEST, which is used to monitor the human reader.If the e-rater valuation and the human score agree, the human score is used as the final score. If they disagree by a certain amount, a second human score is obtained, and the final score is the average of the two human scores. The final scores on the two essays are then averaged and rounded to the nearest half-point interval on the 0-6 score scale. A single score is reported for the Analytical Writing measure. The primary emphasis in scoring the Analytical Writing section is on your critical thinking and analytical writing skil ls rather than on grammar and mechanics. Structure of the Computer-based [email  protected] revised General TestSection Number of Questions Allotted Time Analytical Writing (0-6 marks) (One section with two separately timed tasks) One â€Å"Analyze an Issue† task and one â€Å"Analyze an Argument† task 30 minutes per task Verbal Reasoning (130-170 marks) (Two subsections) 20 questions per subsection 30 minutes per subsection Quantitative Reasoning (130-marks) 35 minutes per subsection Unsecured Varies Research Verbal Reasoning (Score – 130-170 points (marks) The Verbal Reasoning section measures the ability of the test-taker to understand what one reads and how one applies his/her reasoning skills.The Verbal Reasoning section of the [email  protected] consists of 3 types of questions : 1. Reading Comprehension. 2. Text Completion 3. Sentence Equivalence Reading Comprehension : The test-taker has to read the passage and then answer questions following the pas sage. Reading comprehension passages are drawn from physical sciences, biological sciences, social sciences, arts & humanities and everyday topics. They are based on articles found in books and periodicals, both academic and nonacademic. The lengths of these passages range from 1-5 paragraphs.The test contains approximately 10 passages; majority of which are one paragraph in length and only en or two of which are several paragraphs long. Typically, about half of the questions on the test will be based on passages, and the number of questions based on a given passage can range from one to six. There are three types of Reading Comprehension questions: Multiple-choice Questions -? Select One Answer Choice : These are the multiple- choice questions with 5 answer choices, out of which test-taker must select one.Multiple-choice Questions -? Select One or More Answer Choices : In these type of questions, there are 3 answer choices and one has to select all that are correct. The erect answe r to these types of questions could be that either one, two or all three of the answer choices may be correct. Suppose two choices are correct and the test- taker has selected only one. He/she will not get any marks for this selection. There are no marks given for partially correct answers.Select-in-passage : The question asks the test-taker to click on the sentence in the passage that meets a certain description. To answer this type of question, one has to choose one of the sentences in the passage and click on it to highlight it. Text Completion : Questions in this subsection are based on vocabulary. Text Completion questions include a passage composed of 1 to 5 sentences with 1 to 3 blanks. There are 3 answer choices per blank, or 5 answer choices if there is a single blank.There is a single correct answer, consisting of one choice for each blank. The test-taker receives no marks for partially correct answers. Sentence Equivalence : Questions in this subsection are based on vocab ulary. Sentence Equivalence questions consist of a single sentence with one blank and six answer choices. These questions require the test-taker to select two of the answer choices. One does not get any marks for partially correct answers. For more details about this section of [email  protected] contact CHICHI or go to http://www. TTS. Org/Greg/revised_general/about/content/ quantitative_reasoning Quantitative Reasoning (Score – 130-170 points (marks) The Quantitative Reasoning section of the [email  protected] consists of four types of questions: Quantitative Comparison Questions Multiple-choice Questions -? Select one answer choice Multiple-choice Questions -? Select one or more answer choices Numeric Entry Questions Each question appears either independently as a separate single question or as part of a set of questions called a Data Interpretation set.All of the questions in a Data Interpretation set are based on the same data presented in tables, graphs or other dis plays of data. On-screen calculator is available. The Quantitative Reasoning section of [email  protected] assesses the test-taker for basic mathematical skills, understanding of elementary mathematical concepts & ability to reason quantitatively and to model and solve problems with quantitative methods.The syllabus (though not limited to) includes : Arithmetic topics include properties and types of integers, such as divisibility, factorization, prime numbers, remainders and odd and even integers; arithmetic operations, exponents and roots; and concepts such as estimation, percent, ratio, rate, absolute value, the number line, decimal representation and sequences of numbers.Algebra topics include operations with exponents; factoring and simplifying algebraic expressions; relations, functions, equations and inequalities; solving linear and quadratic equations and inequalities; solving simultaneous equations and inequalities; setting up equations to solve word problems; and coordina te geometry, including graphs of functions, equations and inequalities, intercepts and slopes of lines.Geometry topics include parallel and perpendicular lines, circles, triangles -? including isosceles, equilateral and 300-600-900 triangles -? quadrilaterals, other polygons, congruent and similar figures, three-dimensional figures, area, perimeter, volume, the Pythagorean theorem and angle measurement in degrees. The ability to construct proofs is not tested.Data analysis topics include basic descriptive statistics, such as mean, median, mode, range, standard deviation, intrauterine range, quartiles and percentiles; interpretation of data in tables and graphs, such as line graphs, bar graphs, circle rapes, foxtrots, shatterproof and frequency distributions; elementary probability, such as probabilities of compound events and independent events; random variables and probability distributions, including normal distributions; and counting methods, such as combinations, permutations an d Venn diagrams.Inferential statistics is not included. The syllabus does not include trigonometry, calculus or other higher-level mathematics. For more details about this section of [email  protected] contact CHICHI or go to http://www. Test. Org/Greg/revised_general/about/content/quantitative_reasoning Analytical Writing (Score – 0-6 points (marks) The Analytical Writing measure consists of two separately timed writing tasks, which the test-taker has to type using a basic word processor software available on the screen while giving the test.The tasks are : One â€Å"Analyze an Issue† task to be completed in 30 minutes One â€Å"Analyze an Argument† task to be completed in 30 minutes The Issue task presents an opinion on an â€Å"issue† of general interest followed by specific instructions on how to respond to that issue. The test-taker is required to evaluate this â€Å"issue† and write an essay by taking a position and give examples to support his/her views. The Argument task requires the test-taker to evaluate a given argument according to specific instructions.The test-taker will need to consider the logical soundness of the argument by assessing its claims and evaluating the evidence it provides rather than agree or disagree with the position it presents. Individuals taking the computer-based test will use a basic word processor developed by TEST. The basic word processor contains the following functionalities: insert text, delete text, cut-and-paste and undo the previous action. Tools such as a spell checker and grammar checker are not available in the TEST software.Complete sit of â€Å"Issue† & â€Å"Argument† topics, out of which one â€Å"Issue† & one â€Å"Argument† will appear in the actual test as the two writing tasks are given at http://www. Test. Org/Greg/ revised_general/prepare/analytical_writing/issue/pool and http://www. Test. Org/Greg/ revised_general/prepare/analytical_writ ing/argument/pool Prepare for [email  protected] It is not very difficult to score high on computer based [email  protected] revised General test. The first step to score high on [email  protected] or even on similar tests such as the SAT or GMTA is to plan the whole preparation for the test.Planning includes answers to various questions such as (1) When to start the preparation for [email  protected] ? 2) How to prepare ? (3) Time duration the student will spend on preparing the individual sections, on learning & understanding the vocabulary, on giving practice tests, (4) How many times should the student give [email  protected] (actual test) ? , etc. It is important to make a Time Table so that one's preparation is structured and focused. When to Start preparation for [email  protected] ? Usually majority of the students Join CHICHI [email  protected] coaching classes in their II or I year of their Bachelor degree.Some Join in Ill or IV year with a few Joining after the completion of their Bachelor/Masters degree or when they are working full-time. Starting early is the key to success. If you concentrate on GREG in your Ill or IV year, then you will be left with no time to do all the things (such as projects, working on papers, etc. ) required to obtain admission and financial support in a top ranked universities. So, try to give [email  protected] by the end of your first year or latest by the end of second year, when the academic load is less, so that later, you can concentrate on your studies.Getting [email  protected] score early also allows you to consider other options too, such as campus placement, MBA entrance or even appearing for Subject [email  protected] or GATE. Several companies use Aptitude Test similar to GREG for campus recruitment. If you have prepared well for [email  protected], you can perform very well in these tests as the syllabus of these examinations matches a lot with the syllabus of [email  protected] Ideal ly you should start preparation, on your own, by contacting CHICHI in first year of your degree.CHICHI will guide you, what you should do at home besides the regular college work so that when you Join the coaching class for [email  protected] at CHICHI after I or II year examinations, you will be well prepared to more actively participate in class discussions. To understand when to start preparation of [email  protected] & when to write the est. first time, one must understand how the universities admission process works. The academic year in the universities in the USA (as well as in other countries such as Canada, Australia, UK) starts between Gag. 15 to Septet. 15 (unlike India, where it starts from July).Different universities have different start date of their academic session. Usually the admission process starts about 10 months before the actual start date. So, a student who wants admission in August 201 5 (also called as Fall semester/ quarter) will start application pro cess to apply for admission in from November 2014. For applying to any university, the student has to complete and then submit an online application for admission to the university. The application deadline dates of universities vary a lot. Some universities will have admission deadline dates as early as Novo. And some will have as late as July 1. But usually most of the universities have DCE. 1 to Jan. 15 as their admission and financial aid (scholarship) deadline dates. So, a student wishing to obtain admission in a university starting from Fall 201 5 session should try to get best [email  protected] scores (assuming that the student gives the test twice) before Cot. 014 & latest by DCE. 2014. How much time does it take for the student to prepare for [email  protected] ? The time duration to prepare for [email  protected] varies from student to student but usually it takes about 3-4 months to prepare for [email  protected] along with college studies.Some students take long er and some are able to prepare for [email  protected] in duration of 4-6 weeks also. How to prepare for [email  protected] ? CHICHI has been conducting [email  protected] coaching classes for more than 19 years. Several students in past years have secured scores of 2320+ out of 2400 (previous pattern), 1 550 (old pattern) out of 1600, to 334 (the new computer based revised general [email  protected]) out of a total score of 340 leading them to obtain admissions & scholarships in top-ranked US/Canadian universities. CHICHI Small Batch Size : 10-20 students. Smaller batch size allows CHICHI teachers to give lot of individual attention and personalized training.All kind of students coming from various local colleges to coming from various parts of the country, from a newly opened college to various Its, NITS, BITS, NINJA, Anna university, Jodhpurs university, University of Iambi, Pine university, LIMIT, TACT, etc. With grades ranging from a low of 45% (4. 5/10) to a high of 90 % (9. /10) Join our [email  protected] classes. Some are weak at English, while few have a fear for Math. We make every effort to give individualized help to each student in the class and make sure that everyone participates equally in class-room discussions.Highly experienced Instructors : Our teachers have a combined experience of more than 20 years of teaching [email  protected] They not only have extraordinary teaching skills but are very sensitive to the individual needs of each student. You will often find teachers at CHICHI spending hours with our students solving their difficulties and boosting their confidence. Inspire of the dedication & passion of our teaching faculty, regular written feedback is taken from the students to see, if we are missing on anything and if any changes are required.These feedbacks are invaluable for us to grow and better our services. What is included in our Fee ? : The fee for [email  protected] coaching includes [email  protected] coachin g notes, complete coaching, all tests, usage of library, mock tests, etc. TOEFL [email  protected] training, notes, tests, etc. Are offered FREE of cost to GREY GMTA/SAT students. Course material : CHICHI through years has developed, updated and researched into thousands of pages of course material. This is added further by our excellent library, which has almost every book related to [email  protected] available in the entire world.We have amazing books. For e. G. 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The fee paid at CHICHI for [email  protected] coaching is thus valid for next 5 years from the day a student enrolls at CHICHI so that the students can continue to obtain help & guidance at CHICHI without any hesitation. Batch Timings : CHICHI [email  protected] coaching classes are held in the evening (2 hours every day) & morning at timings convenient to the students.

Roman Sports Essay - 1882 Words

Roman Sports I chose Roman sport because there are many Roman sports all of which are very interesting. For example chariot racing a violent but exciting sport. From the name you would imagine a horse and chariot going round and round a course but it was more than that : they rammed each other hoping to smash the other racers chariot. In each lap you never knew what might happen. I also chose roman sport because I think gladiatorial fights would have been amazing to see and I know quite a lot of information on them. Due to my interests in the fights I have watched many documentaries and read many books on them. The sports I will write about are gladiatorial fights and chariot racing. In both†¦show more content†¦Modern stadiums are not as good-looking as Roman circuses and feel as if the person who built them didn’t care about looks, just how much it would have cost to build it. The teams There were four different teams and each team had its own stables, trainers and backers, who made great profits out of their investments. The four different groups were the reds, the whites, the blues and the greens. Each would have its own different set of supporters including emperors sometimes, who often became fanatic. Often fans would announce their loyalty to a group e.g. â€Å"partisans of the blue† in the same way some people today would call themselves the fans of the blues (Rangers) in football. Chariots and Crew Romans chariots were constructed carefully specially to be fast. They made sure the chariots were as slim and weightless as possible. Unlike roman army chariots which were larger in size and reinforced with metal racing chariots offered little or no protection at all and were reinforced with wood alone. Drivers had to balance themselves on the axle because there were no handles or bars to hold onto. The chariots themselves were usually pulled by four horses but it was not unheard for them to be pulled by six or seven horses. The horses pulling the chariots were of course very highly trained and if they were very fast would be worth a lot ofShow MoreRelatedSports And Sports Of The Roman Empire1362 Words   |  6 Pageshotspot for Roman entertainment. The Roman citizens considered the games to be thrilling and anticipated them highly. The book The Colosseum states, â€Å"Sports played an essential part in the Roman Empire. With their ability to assimilate, the Romans transformed the ritual nature of Greek sports into a spectator entertainment†. The Romans, by turning Greek sports into spectator sports, influenced these sports by including their ideal values and virtues. The athletes and sports of the Roman Colosseum wereRead More Sports them and Now: Roman times Essay939 Wo rds   |  4 Pages SPORTS THEN AND NOW ROMAN GAMES AND MODERN TIMES nbsp;nbsp;nbsp;nbsp;nbsp;Throughout history, sports have evolved into todays organized professional elite sports. Through certain periods in history sports were very different then they are today and meant very different things to the cultures in society of those times. During Roman periods people did not take part in organized team sports as they do today. In modern times most of the popular sports of the day have professional counterpartsRead MoreCorrelation Between Motivational Factors For Athletes And Athletes1328 Words   |  6 Pagesand or facets are quite similar if not identical to the factors and or facets associated with those athletes. Going forward, there will be an in depth examination of the correlation between motivational factors for athletes and those of sport ministries. Sport ministries can be defined as, activity put on by an organization that occurs during a person’s leisure time, that has a specific purpose and or deliberate intention of assisting individuals become conscious of their need to have a â€Å"working†Read MoreThe Use of Illegal Drugs in Sports Essay examples1565 Words   |  7 PagesThe Use of Illegal Drugs in Sports â€Å"He’s at the 40, the 30, the 20, the 10, the 5, TOUCHDOWN!!† Can you imagine the joy of having 100,000 people chanting your name and cheering as loud as they could just for you? Now try imagine having all of that, then having it taken away because you tested positive for illegal drugs. This is the harsh reality for several professional athletes. They get a small taste of greatness but instead of working harder they take a drug and immediately notice improvementRead MoreDescriptive Essay About Sports And Football1054 Words   |  5 PagesSport comes from the Old French desport meaning leisure, with the oldest definition in English from around 1300 being anything humans find amusing or entertaining.[9] Other meanings include gambling and events staged for the purpose of gambling; hunting; and games and diversions, including ones that require exercise.[10] Roget s defines the noun sport as an activity engaged in for relaxation and amusement with synonyms including diversion and recreation.[11] Nomenclature The singular termRead MoreThe Transcendence of Cultural Barriers Through The History of Sports1738 Words   |  7 PagesEven though not every person likes sports, sports transcend all cultural boundaries because the history of sport dates back to the dawn of humanity. The ideology of sports transcending cultural barriers exists in the world today. As evident in the Olympics and several other sporting games across the world which unite a diverse culture range we can look at the empirical evidence as proof of such ideas. The impact of sports reaches much further than serving as entertainment or recreation. Some peopleRead More Parental Violence and Youth Sports Essay2176 Words   |  9 Pages Participating in a sport at an early age can be essential to the overall growth process during a child’s upbringing. Whether the participation is through some sort of organized league or just getting together amongst friends and playing, the lessons learned from this can help teach these kids and provide a positive message to them as they develop. There is a certain point, however, when organized sports can hinder progress, which is when adults get too involved and forget about the underlyingRead MoreWho Had More Influence On Shaping The Athletics / Sports853 Words   |  4 Pagesathletics / sports past and present in the western world: the ANCIENT GREEKS or the ROMAN EMPIRE? Explain your choice in detail. In the Western World, the people who had more of an influence on the shaping of athletics and sports in the past and the present happened to be the Roman Empire. Although most to all of the sporting activities and views on athletics did originate from the Ancient Greeks, the Roman Empire had a monumental impact on not only the advancement of sport andRead MoreCombat Sports in the Ancient World: General Aspects of Ancient Combat Sports2625 Words   |  11 Pagesto the ancient combat sports, he proceeds to provide a basic outline to the world of ancient combat sports in a series of sections within the chapter, including: The definition of a ‘combat sport’ and its relation to recreation and training; similarities amongst combat sports, training methods and common practise; the premise of athletic festivals, and the organization of said competition. The first area that Poliakoff studies is ‘General aspects of the ancient combat sports’ is the definition ofRead MoreGymnastics Research Paper896 Words   |  4 Pagesâ€Å"to be naked†. The Greeks used gymnastics for entertainment, performing naked. When the Romans conquered Greece, they took over the sport. They used it for its functional uses. The used the wooden horses to practice the quick mounting and dismounting of their actual horses during battle. Which later became the men’s event that we know today as pommel horse. Awhile later, Roman Emperor Theodosius banned the sport. It was not seen or used again until the late eighteenth century. Friedrich Ludwig Jahn

Some Monarch Butterflies Dont Migrate

Freedom And Freedom Of Freedom - 1260 Words

Freedom is one of the major aspects that we as Americans look at in perspective, in the United States today, freedom meaning â€Å"the ability to achieve one’s preferences.† In other words, the more you get to do what you want, the freer you are. Obviously, all societies have to limit the freedom of their citizens; being free to steal and kill is not a virtue, of a person or a nation. When freedom is justly abolished it is a complex issue. One suggestion has been that governments may limit the behavior of their citizens on the grounds that prohibiting some forms of free behavior will maximize the overall freedom of the citizenry. One initial stab at measuring freedom would be to examine how much of its population a country imprisons. The more citizens behind bars for exercising their preferences, the less the citizens are able to do what they want, and so the less free they are. â€Å"Under this measurement the United States fares rather badly, as the U.S. imprisons a higher percentage of its citizens than any country in the world, and while the U.S. has 5 percent of the world’s population, it has about 25 percent of the world’s prisoners.† (Davidson, 63) Political rights enable people to participate freely in the political process. This includes the right to vote and compete for public office and to elect representatives who have a decisive vote on public policies. Civil liberties include the freedom to develop opinions, institutions, and personal autonomy without interference fromShow MoreRelatedFreedom And Freedom Of Freedom885 Words   |  4 PagesDid you know that freedom helped our forefathers shape America throughout the centuries? Freedom is a way to describe independence and a way to self-govern oneself. Freedom is what united the thirteen colonies and gave them the courage to fight for their freedom. Ever since the day settlers set foot on American soil to the day the Declaration of Independence was signed to declar e America as an independent nation. Colonist knew that freedom would be the key to create a diverse nation in which it allowedRead MoreFreedom And Freedom Of Freedom1864 Words   |  8 Pages Freedom, a loosely used word to describe something that us Americans, enjoy on a daily basis. Freedom, as defined in the Oxford Online Dictionary as being in â€Å"the state or fact of being free from servitude, constraint, inhibition, etc.; liberty.† America, prior to gaining independence in 1776 from Great Britain, was not referred to as a free country. The colonists, were under constant control of the British, even half-way around the world. Freedom during this time period prior to 1776 did not experienceRead MoreFreedom And Freedom Of Freedom872 Words   |  4 PagesWhat is freedom? 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The very definition of freedom according to Defnition.com states â€Å"the state of being free or at liberty rather than in confinement or under physical restraint.† To me the first amendment means that we have the right to privacy of ourRead MoreFreedom Of Speech : The Freedoms Of Freedom Of Speech937 Words   |  4 PagesFreedom of speech now a d ay’s means being able to have the right to express one’s own opinions without restraint. The United States of America is an open country for any U.S. citizen to be free to say what one would like. By citizens having freedom of speech, it gives the people the right to use hate speech. Freedom of speech belongs to every person in the United States. Here lately citizens are witnessing the rising concerns with hate speech. Unfortunately, hate speech is protected by freedomRead MoreFreedom : Freedom Of Speech And Freedom Of Speech1167 Words   |  5 Pagesdetermining how much freedom the citizens in a society has. Throughout history we have seen many different type of governments that include North Koreas’ dictatorship to the United States that has a government based on principles of democracy. In societies that have democratic governments such as the United States, England, France, and many other western European countries, the citizens have a high degree of freedom of speech. In addition, these people are allowed to have a high degree of freedom of thoughtRead MoreFreedom Of Exercise And Freedom975 Words   |  4 PagesFreedom of Exercise One of the key principles the United States of America was founded upon was the idea that religious freedom was an inalienable right. Many who sailed to new world were pilgrims who believed the land was a promised land, sacred. They also believed the new world would allow them to escape religious persecution. When the Constitution was developed in 1787, the First Amendment addressed the relationship between the government and religion stating, â€Å"Congress shall make no law respectingRead MoreFreedom Of Freedom Essay753 Words   |  4 PagesFreedom of speech, press, and religion is like a traffic light. The by-laws are always changing and everyone must obey them. What is freedom? Freedom is the act of doing what one pleases without the fear of government intervening or restraining the action. So, if our freedoms are restricted, are we really free? Personally, I do consider the freedoms of the Bill of Rights counts as freedom. It is however, an opinionated topic and just like th e by-laws of the amendments, everyone’s backing case willRead MoreThe Importance Of Freedom On Freedom816 Words   |  4 Pagespreservation; and reason bids me look on him, as an enemy to my preservation, who would take away that freedom which is the fence to it.† Locke explains that others become involved with preserving life in another in order to secure one’s own liberty. Thus, it is also important to preserve liberty within mankind to keep oneself free. This idea of helping another keep one’s freedom and fight for freedom as a majority in order that all may inquire individual liberty, is depicted within the modern groupRead MoreFreedom And Freedom Of Speech Essay2518 Words   |  11 Pages Many people come to the United States looking for freedom and liberty and where their essential rights are protected under the Constitution. However, freedom should not be taken for granted as for every rule there may be limits. 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Drama and Theatre Studies structured records Free Essays

string(88) " for humorous effect a few were interpreted by the audience as humorous without intent\." ‘Use of space’ explored the broad topic of social and professional satisfaction and happiness. In order to highlight the universal implications of our piece, we decided that it was necessary to use diverse characters allowing the audience to identify with aspects of each persona’s issues. Initially, we brainstormed several different problems that could affect an individual’s happiness in the work place, and came up with the fundamentals for five characters. We will write a custom essay sample on Drama and Theatre Studies structured records or any similar topic only for you Order Now The original basis of my character came from my own anxieties towards life. During devising we were contemplating university choices and starting to arrange our lives after college. As a group we all felt anxious and many felt a lack of direction. This insecurity we felt towards leaving the secondary education system, led to the creation of Pamela (the character I played. ) After discussing Pamela’s initial characteristics, focusing on her feelings of anxiety and confusion we had to decide her plot. Her lack of control and direction led us to create her objective to gain a secure role in the work place to solve her anxieties. After creating the fundamentals of each character we discussed as a group their characterisation. The role of Pamela primarily emerged through a series of role-plays. Firstly, I performed as her character in different situations allowing me to develop her personality. The remaining members contributed as supporting characters in the role play and often suggested ways to present her. I feel that my understanding of Pamela’s persona emerged during the staging of her box monologue. Through this monologue we hoped to communicate to the audience Pamela’s feelings of anxiety and confusion towards her professional future. As a group we felt the most effective way to portray this was through the use of physical theatre, therefore, the remaining members of the group adopted the role of a maze in which Pamela was metaphorically trapped. During the staging of this sequence I had to deliver my monologue whilst struggling through a figurative maze. As a performer I was sensitive to my characters claustrophobic feelings allowing me to successfully communicate her anxieties to the audience. Throughout the staging of this monologue the remaining group members concentrated on the performing space I was given. Although it was frustrating for me to be contained to a very small performing area, it allowed me to sympathise with my characters feelings of confinement and eventually resulted in a very successful portrayal of Pamela. During devising our characters, we were aware that each individual had to adopt a dream persona in the ‘fantasy’ scenes. We hoped to communicate to the audience contrasting characteristics in these persona’s, to highlight their desire to escape the frustration they feel towards reality. Whilst creating the character Angela’s ‘fantasy’ persona we analysed the reality Angela. Angela shows boredom towards her monotonous life. Through her character we hoped to communicate to the audience the necessity of having hobbies and dreams. The fantasy Angela emerged through the improvisation of a Latin American soap opera. We created the vivacious and dramatic character Maria who starkly contrasted Angela. As a group we agreed that the performance of Maria should be melodramatic and exaggerated to further contrast Angela’s tedious reality. It was important to introduce a character for Maria to interact with to inject more energy into the scene. Through discussion we settled with a clichi love story and decided to introduce a male character who Maria is having an affair with. It was essential for this scene to maintain intense energy levels to contrast with the previous office scene. Firstly, we researched typical novella characters to influences our roles. I suggested that the group members in this scene (Helia and Payam) should highlight the sexual attraction between the characters. Initially this provoked awkwardness between Payam and Helia; therefore, we felt it was necessary to introduce an activity to make the two more comfortable with each other. We used several team building exercises to make Helia and Payam more physically comfortable with one another; the most successful was the leading the blind exercise. Through this exercise the participants were forced to be more sensitive towards each other, in partners one partner was chosen to lead the other blindly by the tip of the nose. Through constant contact and reliance this was very successful in making Payam and Helia more at ease. Similarly, it helped to distance the novella character to the actor. Through exaggerated physicality and melodramatic acting techniques the actor was dissociated with the character. Costumes successfully contributed to the portrayal of my character in the murder mystery fantasy. I played a stereotypical, stock detective character originally based on the Agatha Christie character Hercule Poirot. Initially I struggled to effectively portray this character because it was such a contrasting role to my reality. Physicality was a very important aspect of this character because of the desired effect we hoped to achieve. We had chosen to use melodrama and clichid anecdotes, therefore, it was important that the audience drew parallels between my character and Poirot for comedic effect. Through further independent research I discovered Poirot’s defining feature was a French trench coat, and I decided to rehearse wearing this item. Surprisingly, the trench coat allowed me to connect with Poirot’s physicality and personality, through wearing the coat my characterisation improved and allowed me to successfully perform as a response to Poirot. How the group planned for a range of responses from the audience. Initially we intended to present a serious production highlighting the importance of life satisfaction parodied through working life, based in an office. However, during the initial devising stages we decided to introduce fantasy scenes to contrast the monotonous office scenes and highlight the significance of dreams and ambition. As a group we showed interest towards comedic genres and felt that these would juxtapose the natural and static nature of the office scenes. However, although many of our fantasy scenes were intended for humorous effect a few were interpreted by the audience as humorous without intent. You read "Drama and Theatre Studies structured records" in category "Papers" Fortunately, we decided to perform a dress rehearsal to a mock audience to gain an understanding of the successful aspects of humour the results were unexpected. Through devising the silent movie fantasy scene, we were expecting humorous results due to the slapstick nature of the comedy, however, we had to take into account the clichi and overexposed format of the silent movie. As a group we discussed the possibility that the audience would not react well to this scene due to the lack of originality. Throughout popular culture for the past fifty years in some opinions this genre has been exhausted, therefore we had to be prepared for an underwhelming reaction towards this particular scene. In order for the humorous response to be successful we decided that the content of our silent movie had to be obviously inspired by original content. As a group we decided that we were not going to aim to be original in this scene but aimed to create a polished and skilful tribute to silent films. It was important for us to consider different attitudes towards comedic genres. In particular silent films and slapstick comedy often generate various opinions. Through discussion we discovered that in our group of five alone there were several different opinions regarding slapstick comedy. Personally, I contributed an annoyance towards the genre explaining that I found it tedious, patronising and often crude. However, contrastingly, Payam presented his enthusiasm towards slapstick comedy and defended his fondness towards slapstick comedians such as Lee Evans and Charlie Chaplin. Therefore we were initially prepared for an audience varied responses to the slapstick moments throughout our piece. This discussion led us to consider our target audience. Due to the content of our play we discussed that it transcended a fixed target audience, any age group could respond to the implications and the messages we were hoping to portray. However, because of the universality of our play we discussed different attitudes towards aspects of the play. Firstly, we evaluated that a younger audience would react better towards the humorous aspects especially ages between 12 and 19, therefore we decided to target the humour to this age group. We initially decided to do this by exaggerating our humorous stereotypes and characters physicality to the extreme. However, during a viewed rehearsal run it became apparent that our characterisations needed to be exaggerated, especially in our silent movie scene. Through discussion we came to the conclusion that older audience members would react well to the stereotypes used in out murder mystery fantasy. In particular the detective stereotype took inspiration from the fictional character Poirot. Generationally, we were aware that a younger audience member would be alienated by the introduction of this stock character because they would not be able to identify with the original. The characterisation of the detective also played a large reliance on the audience members, creating a pantomime like effect. Whilst playing the detective character I often made eye contact with the audience and projected jokes to them, therefore their reactions were very important at these stages. We used lighting to gain more audience reaction during this scene by up lighting the audience subtly allowing the performers to see their reactions and in turn play off their reactions to the humour. During the novella fantasy scene, melodrama was employed. An argument between Carlos and Maria the Latin American characters led to Maria slapping Carlos around the face. This prompted a shocked reaction amongst the audience because they were not expecting it. Difficult reactions from the audience- racist generalising Latin American, stereotyping French maids, stereotyping in general we had to be sensitive towards the audience whilst approaching these scenes. Explore the impact of social, cultural and/or historical conditions on your devised piece. – Vicki Marks. Our devised piece ‘Use of Space’ is socially and culturally influenced by traditional conventions of popular culture. Foremost, we decided to exploit the familiarity of these conventions to highlight social perils. Most poignantly we decided to highlight the implications of a female in the workplace and comment on the fact that women still earn substantially less from their employment than men. We chose to emphasize this by going against traditional clichis. Primarily, the character of Nicky symbolised an ambitious business women hoping to succeed in the workplace. To highlight her characters struggle to be successful we altered the traditional female clichi. We felt that typical stereotypes of women came from medieval genres; furthermore the clichid format was a damsel in distress being rescued by her knight in shining armour. For this social comment to be accessible to the audience we simply chose to invert the roles of the typical damsel in distress and knight in shining armour. This resulted in highlighting the fact that women are capable of metaphorically ‘rescuing’ themselves, in turn reaching success without help, showing the capability of women and hopefully promoting sexual equality in the workplace. Additionally, through our research into the presentation of women in conventional medieval drama, we learnt the historical relevance of female roles. In a traditional damsel in distress story women are patronised and demeaned. To emphasise the inequality between the sexes we chose to use contrasting levels. For example we chose to place the damsel on higher levels than the knight; this allowed the damsel to take a more commanding role. However, throughout we made constant references to the traditional format through humour, by showing the characters awareness of the reversed roles. I feel that this was very effective because we were culturally aware that a modern day audience would be aware of the clichi allowing it to become humorous in itself. Whilst devising another characters fantasies we settled on the concept of a traditional Latin American soap opera. We chose to use this format to contrast the tedious nature of the characters work life. This idea initially was influenced by the popular television series ‘Ugly Betty’ showing clips of traditional Latin American soap opera’s or novellas. This genre was particularly useful because of the melodramatic acting techniques used, to give this scene authenticity we chose to have the characters speak a few words or phrases in Spanish and maintained a Spanish accent throughout. Surprisingly, the use of accents and clichid Spanish phrases created a comedic effect, the audience reacted well to this humour. To further the humorous effect we exaggerated the Spanish personalities getting inspiration from the Mexican cartoon character ‘Speedy Gonzales’ which allegedly depicts a stereotypical Mexican. Through popular culture we were aware of many of the love clichis also apparent through this scene, in particular the over poetic declaration of love using the analogy of the ‘fake red rose. ‘ Initially, we wanted to explore the format of a silent film in order to highlight the importance of communication, but were anxious to use such a challenging convention on stage and were worried that the audience would become confused. However through research we were able to adopt this style very successfully. Silent movies were made before technical advances allowed an audience to view a film with both images and sound. We wanted to make our silent scene as authentic as possible therefore through our research into silent movies we noticed the projection speed and decided to significantly slow the scene down; some scenes were intentionally slowed down further in order to accelerate the action, particularly in the case of the slapstick moments. One of the main messages of our production was the importance of job satisfaction. There have been many recent surveys and articles surrounding job prospects and the amount of people dissatisfied in their current job placements. We therefore decided to show a group of characters that want to break free from the confinements of an unsatisfying job to highlight the importance of passion and dreams. We feel as young adults embarking on our working lives and starting to make important decisions that will shape our futures, it is very relevant that we have shown our anxieties towards working life. Work related stress is also socially rife especially in western culture therefore; through one of our characters we showed the importance of maintaining hobbies outside of a job to hopefully indicate that money is not the most important thing. Use of Space is an escapist piece; the fantasies represent each character hoping to escape the constraints of their tedious, impassionate lives. Dream worlds are a commonly used plot device in fictional works, most notably in science fiction and fantasy fiction. The use of a dream world creates a situation whereby a character (or group of characters) is placed in a marvelous and unpredictable environment and must overcome several personal problems to leave it. The dream world also commonly serves to teach some moral or religious lessons to the character experiencing it a lesson that the other characters will be unaware of, but one that will influence decisions made regarding them. When the character is reintroduced into the real world (usually when they wake up), the question arises as to what exactly constitutes reality due to the vivid recollection and experiences of the dream world. How acting techniques or design elements and the use of dramatic form were consciously employed to achieve intended effect. The dramatic form of ‘use of space’ was inspired by abstract theatre. Our devised piece does not follow a typical chronological time sequence; it has a warped sense of time due to our introduction of ‘fantasy’ scenes. Dreams allow the repressed parts of the mind to be satisfied through fantasy and let the mind express things that would normally be suppressed in the waking world. Dreams may also offer a view at how future events might proceed; this is similar to running future events through the mind, for instance a work presentation or a job interview. As a group we identified dreams as an interaction between the unconscious and the conscious. Therefore we wanted to highlight the contrast between reality and fantasy. To begin with we discussed using contrasting lighting effects to show an obvious transaction between reality and fantasy. To express the abstract, fantasy scenes we felt the audience would react well to pink colour fill lighting. This was successful because, the unnatural pink lighting allowed the audience to be aware of the abstract format of the scene. We also relied on the audience’s familiarity with clichi dream scenes shown in popular culture. Dream worlds are a commonly used plot device in fictional works, most notably in science fiction and fantasy fiction. Lighting is often used similarly when representing a dream, often flashing lighting is used and mists to show the audience the unreality. As a group we took this into account and decided to use soft lighting throughout the ‘fantasy’ scenes by using a flood effect to fill the whole stage. Flash lighting was also used subtly during the transaction from a reality scene to a fantasy scene. We decided as a group to only use subtle flash lighting during the transition because we did not want to reproduce the clichi formats of a dream sequence, we felt that this would undermine the intended serious messages we were trying to relay to the audience. Firstly each fantasy scene is triggered by an action and a simple freeze frame to link the office reality to the dreams. This use of gestus was an acting technique developed by Bertolt Brecht which reflects the characters emotional conflict through a brief frozen action. Gestus was employed during the transaction from my characters monologue to her fantasy scene. As a group we discussed our desired effect of the gestus and decided to show an obvious link between the character’s emotional conflict and the freeze frame, for the audience’s accessibility. We therefore decided to each come up with a simple freeze frame highlighting the principal emotions of my character, due to the lack of direction my character was feeling we chose to physically interpret the emotion confusion. Coincidentally, each member of the group similarly replicated a curled up freeze frame with their hands clasping their heads. As a group we decided that this composition showed the audience the characters basic feelings of confusion. Sound plays a big part in our production. Our opening scene begins with a metronome to highlight the artificial nature of the office scene and the rhythm of a monotonous life. We decided to open with a metronome to cause a feeling of anticipation through the audience; the ticking rhythm exaggerates and builds tension therefore immediately engaging with the audience before the action begins. The metronome rhythm also acted as a beat to keep our opening routine in time. The beat and the routine showed the audience the typical rhythm of an unsatisfying job. Due to the intimacy of our staged environment we decided not to use microphones because we wanted the sound to be raw and natural even in the fantasy scenes to accentuate the fine line between dreams and reality. This also made the audience feel close to the actors and therefore able to relate to the performers more easily. However to contrast this effect we chose to show all costume changed on stage employing the popular Brechtian technique Verfremdungseffekt through using this we hoped to communicate that the audience’s reality was, in fact a construction. During the silent movie scene we used clichi silent movie music. We wanted to stay authentic to a conventional silent film therefore we had a pianist. This music contributed to the atmosphere and gave the audience vital emotional cues. Silence is also an important tool in our production because it is in contrast to the loud interludes of music for example in the silent movie fantasy. Silence was often used after intense sections of dialogue or monologue. For example during my characters monologue the volume levels of my voice were used to create intensity building up to a climax. The silence during my characters gestus freeze frame is poignant because when the sound is taken away the audience begins to focus more on the movement and the emotion of the character, the silence intrigued them. There are many different characters and settings in our play; therefore we decided that our set should remain very neutral. We designed our set in a deliberately ambiguous way, so we could move easily between fantasy and office scenes. We decided that altering the layout of the stage and the set between each scene would prove noisy and would distract the audience’s attention. We were however very aware that a permanent set would become boring and the audience would lose interest, nevertheless we decided through rehearsals and a practice production that the intensity of the action made up for the lack of set changes. We used two black oblong boxes as the fundamentals of each scene, occasionally changing the positioning of them to create a different atmosphere. We chose not to have a specific setting contributing to the representation of free-flowing images within the characters mind. However, we decided to introduce an element of decaying society preoccupied by work ambitions and promotions through the use of broken computer monitors, keyboards, mice, and disks positioned around the stage. This gave the stage an overall look of disarray and immediately introduced the audience to the conflict within the characters in the production. How research material was gathered and used within the process. – Vicki Marks To begin the devising process our group was presented with five quotes that took inspiration from different aspects of life, this supplied us with an excellent starting point for developing a challenging piece of theatre, however our initial responses to the stimuli shaped our early work and many aspects were later changed as the piece matured. Firstly each member of the group decided separately which quote inspired them and worked towards abstractly analyse the meaning of these quotes. As a group we were drawn towards the quote â€Å"fear is a dark room where negatives are developed. † We felt that this quote gave us enough scope to produce a brainstorm surrounding the analysis of it. After analysing the quote through a brainstorm we decided to focus on the idea of fear. These fear aspects of the quote lead our group to research and gain an interest surrounding common phobias. As an initial response to phobias we decided to explore phobias that restrain and dominate everyday life. As a group we were interested in the psychological effects of irrational fears, through discussion, we realised one of our member’s arachnophobia and decided to research real life stories showing the influences of phobias. We began to gain an understanding of the psychological effects of living with an irrational fear, this allowed us to contemplate the way a person living with a phobia views the world. This topic particularly appealed to our group because three of the members were studying a course in psychology and took a specific interest in phobias. Through research we were drawn to highlighting different perceptions of the world, this is initially why we decided to show a dream or fantasy of each character. I was currently studying Margret Atwood’s dystopian novel â€Å"A Handmaid’s Tale. † And inferred parallels between dystopian societies and living with a life altering phobia. As a group this led us to discuss the concepts of normality and initially directed us to create a dystopian society to base our phobic characters in. However, we felt that through creating a dystopian society we were overcomplicating the piece and decided in order to create an accessible message we would have to simplify the plot. Many of our responses to the quote were detached and impersonal; therefore we decided to take a more personal approach to the analysing the quote. We wanted to create a more abstract approach to analysing, consequently, rather than brainstorming we played a word association game. Our earlier research indicated to us the potential of exploring fear; for that reason we opened by associating responses to the word ‘fear’. This resulted in a discussion of our apprehension and anxiety towards our futures, each member of the group was in the process of applying to university and planning the next step of their lives. It was important for us to follow our dreams and mistakes in choices at this stage worried us and we were sensitive to the idea of being stuck doing something we were not passionate about. This discussion allowed us to infer parallels between our fears towards losing our passion and job satisfaction in the work place. This led us to create a work place scenario, highlighting different characters problems with the way their lives have transpired. Although we had created an initial scenario we had to decide how to highlight the importance of job satisfaction and dreams. This is where our ideas surrounding an exploration of dreams and fantasies linked in with our running idea. How group skills contributed to the development of the drama. – Vicki Marks As an ensemble, we had many different approaches to the production of our devised piece. Firstly, after the initial discussions of the basic structure of ‘use of space’ we decided that each member should separately prepare an initial suggestion for a fantasy scene. Subsequently as an ensemble we modified each member’s idea to fit the characters objectives incorporating each group member’s requirements. Two of the four fantasy scenes required only two characters, therefore allowing the two remaining members to direct. This particularly put pressure on the team and initially certain members of the group did not respond well to being directed, however, we had to be flexible whilst blocking a scene and be open to criticism and changes. Considering the ensemble approach to devising we wanted each member to experience directing each scene, this also allowed us to incorporate more than one member’s objective for a particular scene. Therefore, we often resorted to switching roles mid scene to appreciate the way each member would perform certain characters and situations. I feel that this successfully allowed us to create two dimensional characters and by including aspects of everyone’s ideas created an overall satisfaction towards each scene. Each member of the group had a monologue allowing the audience to understand each individual characters state of mind. The preparation of a monologue is often very personal, initially, Helia and I scripted each monologue, but we worked as a group throughout the blocking and performing, however, this proved difficult. Due to the individual approaches of a monologue, taking control of scripting them was ineffective. This approach resulted in confusion and the monologues were less emotionally effective, because members struggled to connect with them on a personal level. Therefore, firstly, we each took our monologues separately and worked on the content through closely analysing our characters objectives and intentions. After we were happy with the essential content of our monologues we worked as a group to develop them. Group timing was essential during the silent movie fantasy, due to a lack of dialogue the scene required carefully choreographed action, which required the group to work carefully in relation to one another. At one stage of this scene, Helia was required to jump on Payam’s back and knocked to the ground. In order to prevent any injuries we applied a partnering system, involving a free member of the group shadowing Helia, providing support during the initial stages of rehearsals. During the later stages of devising the murder mystery scene we became uninspired with the outcome An evaluation of the ways in which ideas were communicated to the audience. – Vicki Marks Throughout the devising process we focused predominantly on comedic genres, to allow the audience to access the central messages through humour. Although we were aware of the comedic value of each scene it was difficult to predict the audience’s reactions, therefore we decided to perform it to a small audience during our rehearsal to evaluate which areas of humour were successful and which were less effective. Consequently, we realised that many of the melodramatic fantasies such as the silent movie were physically being underplayed resulting in a misrepresentation of our desired style. This resulted in a member of our group to employ a technique that we had used on a physical theatre work shop. Performing our characters physicality on levels from one to ten, ten being the most physically expressive allowed us to evaluate which level of physicality was successful. As a group we decided that the audience reacted best towards the silent movie scene when we employed a physicality level of ten. Due to lack of dialogue, physicality and expression allowed the audience to follow the storyline whilst also creating humour. As a result of working with a limited number of actors it was necessary to multi-role; however, through multi-rolling it is often easy to confuse an audience. We therefore decided to employ the Brechtian technique of changing our signifying costumes on stage. This allowed the audience to understand the style of our piece, and the abstract nature of the fantasy scenes. We also decided to place each change of costume on stage from the opening scene to intrigue the audience and allow them to become more involved in the action. We also had to take into account the wide range of characters we used. For example in one fantasy scene Payam took on the role of a Spanish soap character and during the next fantasy scene his character changed to a medieval knight. As a group we realised that a change of costume would not be sufficient to demonstrate to the audience a change in character, therefore we had to ensure that each actor varied their physicality according the role they were playing. As a group we consciously casted many of the characters as stock characters and stereotypes, allowing us to successfully communicate to the audience a significant change in role. Naturalistically it was difficult to vary each member’s character therefore by using melodramatic genres we were able to separate each members character. Originally, we intended to highlight the importance of job satisfaction through juxtaposing the office scenes with the fantasy scenes. We hoped to communicate to the audience the monotonous routine of being unsatisfied in a job. In order to convey this to an audience we decided to use opposing theatrical styles for the fantasy and office scenes. We decided on a naturalistic approach for the office scenes to highlight the dissatisfaction of the characters, similarly we decided to use abstract and melodramatic genres for the fantasy scenes to show the positivity. The accessibility of the humour in our piece relied on the audience’s knowledge of the common clichis we drew inspiration from. I feel we did not fully take into account the age range of our audience and miscalculated the universality of the clichis. After discussing with our audience their reactions towards our piece many of the younger members did not understand the humorous aspects on every level. For example in our murder mystery fantasy we took inspiration from the popular detective character Poirot, however many of the younger To open our piece we decided to have each character on stage the composition involved my character facing the audience frozen in a spotlight and a visible shadow of the four other characters in the background, to show individual stories and the universal message that applied to each character. t. How rehearsal and the production process contributed to the final performance. – Vicki Marks During the rehearsal process, we encountered many difficulties with the staging of certain idea’s and aspects. Initially we had decided to each perform a separate monologue as our office characters to highlight the objectives of each individual, we felt that it was important to portray to the audience an interesting insight into the characters feelings and wanted each monologue to project different forms. After the initial scripting of the monologues, we brainstormed the different approaches to staging them. Fortunately, each monologue adapted distinctive structures which allowed us to manipulate and create visually appealing scenes. During the staging of Payam’s monologue initially aimed to block the physical placement, this required him to be free to travel across the stage, and therefore, a remaining member of the group read his monologue whilst he attempted to block it. Surprisingly, this created an interesting effect of daydreaming; therefore we decided to continue having his monologue projected from off stage. At one stage during our rehearsals we were challenged to find an original and inspiring way to present our idea. We had already decided that we wanted to contrast reality and fantasy. We had devised the fundamentals of ‘office scenes’ created to depict our original character Dylan’s disconnection with a dystopian society. Because we had created a leading character we struggled to introduce equal roles. Therefore, we decided to create a structured brainstorm addressing our themes and the ideas we hoped to communicate. Through this we discovered a situation where Dylan’s disconnection with society linked to a modern day scenario. Dylan’s alienation towards an unfamiliar society was transformed into a group of office workers unsatisfied with their situations. Luckily, through former improvised scenes we had created characters which fitted this scenario. Throughout the devising process we were interested in developing an interpretation of parallel universes. We were initially drawn to this idea through different interpretations of phobia’s and the way an individual interprets fears. This idea led one member of the group to compare parallel universes to dreams, and fantasies. As a group we decided that we were interested in highlighting the importance of following your dreams, therefore began to research different fantasies and dream scenarios. We began to discuss different genres and settled initially on medieval clichis drawing on the typical female fantasy of being rescued by a knight in shining armour. As a group we decided that our acting techniques should mirror this genre therefore we settled on melodrama. Previously, we had only attempted naturalistic acting techniques, and as a group we were aware of the contrast between naturalism and melodrama. In order to familiarise ourselves with this acting technique we attended a physical theatre workshop, it was apparent to us that in order to effectively portray a melodramatic genre we would have to introduce exaggerated physicality. Initially this felt unnatural to most of the group members due to our back ground in naturalism, therefore, the support we received from the workshops group leader was very helpful. We benefited from the group leader knowledge surrounding physical theatre and he introduced us to a technique which allowed us to exaggerate the physicality during rehearsals. How the influence of ideas of other playwrights and/ or directors, designers and performers have been used. Originally, we hoped to achieve a depressing and desolate office scene highlighting the impassionate emotions of the characters. We initially decided that the characters would remain deadpan to express their negative attitudes towards their work environment; however, we wanted to employ a more exciting abstract format to express this further. We therefore turned to ‘Machinal’ by Sophie Treadwell which one of our group members had previously studied. The opening scene to Machinal is a powerful expression of a monotonous office scene. Treadwell uses an expressionist form employing repetitive dialogue and action and harsh audio effects to create a tedious and mechanical impression. Inspired by Treadwell’s use of repeated dialogue and action we began to improvise scenes using similar techniques. Firstly, we chose words and phrases linked to an office environment and repeated them, overlapping each other and increasing in volume throughout to create an intense atmosphere. Unfortunately, due to the small group, this did not achieve our desired effect. This then lead us towards a more physical representation, as an alternative to repeated dialogue we chose to highlight the routine of the office through repeating typical office actions. The use of stylised actions reminded a member of the group of a performance of ‘absolute beginners’ through which the director had expressed the rigidity of the office through women typing in unison creating a routine effect. Considering the size of the group we were not enthusiastic to have each character simultaneously performing one action, we therefore, took inspiration from the over exaggerated nature of each movement. Instead of using a routine we highlighted a sense of artificiality by introducing a metronome to emphasise the mechanical and artificial nature of the scene. Characterization was very important to the success of our performance. Because we had chosen to show many stark and stereotyped characters throughout it was important to exaggerate the physicality of the characters in certain places. Physicality was expressed most poignantly through the silent film fantasy. Because this was such a challenging format to express due to the lack of dialogue it relied fully on each actor’s physical representation of the character. Inspiration was originally taken from Charlie Chaplin. Through research we learnt that as a Silent film actor he emphasized his body language and facial expression so that the audience could better understand what his character was feeling and portraying on screen. However, simply watching and attempting to replicate Chaplin’s style was not enough. As a group we decided to participate in a ‘Jet’ physical theatre company workshop. This not only allowed us to work on our physicality as performers in general but gave us excellent scope to improve our silent film scene. Costumes were not hugely significant in our performance. We did not want to over complicate things and circumstantially our performance consisted of many short scenes and an array of different characters, similar to the conventions of epic theatre employed notably by Bertolt Brecht we decided to do all of the costume changes on stage. These changes only consisted of small variations to costumes such a hats a jackets that symbolised each character Brecht employed the use of techniques that remind the spectator that the play is a representation of reality and not reality itself, which he called the Verfremdungseffekt. Such techniques included changing costumes on stage. Through this Brecht hoped to communicate that the audience’s reality was, in fact a construction and, as such, was changeable. Another Brechtian technique used in our performance was the use of song. We decided that this allowed the audience to distance themselves from the action hopefully making the social comments throughout more accessible and setting the abstract theme from the beginning notably the entire performance was strictly episodic and many scenes were in isolation from each other. Each fantasy scene is triggered by an action and a simple freeze frame to link the office reality to the dreams. This use of gestus was also an acting technique developed by Bertolt Brecht which reflects the characters emotional conflict through a brief frozen action. Gestus was employed during the transaction from my characters monologue to her fantasy scene. As a group we discussed our desired effect of the gestus and decided to show an obvious link between the character’s emotional conflict and the freeze frame, for the audience’s accessibility. We therefore decided to each come up with a simple freeze frame highlighting the principal emotions the character. The initial idea to dress each character in their own variation of full black was inspired by a performance of ‘attempts on her life’ at the national. The director Martin Crimp chose to dress each character in their own interpretation of completely black. We adapted this idea to our performance because it allowed each character to show their own individuality whilst still highlighting the monotony and dull nature of the office and their negative emotions towards their situations. We took a large amount of inspiration from the melodramatic acting techniques employed by soup opera’s. We particularly focused on the style of acting used in traditional Novella’s or Latin American soups. Whilst approaching this style we researched the soup opera ‘Days of our lives. ‘ To help us adopt similar persona’s. How the stimulus material was developed through the drama process. To begin the devising process our group was presented with five quotes that took inspiration from different aspects of life, this supplied us with an excellent starting point for developing a challenging piece of theatre, however our initial responses to the stimuli shaped our early work and many aspects were later changed as the piece matured. Firstly each member of the group decided separately which quote inspired them and worked towards abstractly analyse the meaning of these quotes. As a group we were drawn towards the quote â€Å"fear is a dark room where negatives are developed. † We felt that this quote gave us enough scope to produce a brainstorm surrounding the analysis of it. After analysing the quote through a brainstorm we decided to focus on the idea of fear. These fear aspects of the quote lead our group to research and gain an interest surrounding common phobias. As an initial response to phobia we decided to explore phobias that restrain and dominate everyday life. As a group we were interested in the psychological effects of irrational fears, through discussion, we realised one of our member’s arachnophobia and decided to research real life stories showing the influences of phobias. We began to gain an understanding of the psychological effects of living with an irrational fear, this allowed us to contemplate the way a person living with a phobia views the world. This inspired us to contemplate feelings and emotions surrounding living in a different mindset to the norm. We therefore decided to create five different freeze frames, abstractly exploring the physicality of emotions. How to cite Drama and Theatre Studies structured records, Papers