The Crucible dramatic and emotional Essay Example for Free

The Crucible dramatic and emotional Essay I wanted to make my version of Arthur Millers yellow bird scene in The Crucible dramatic and emotional. I wanted to create dramatic tension in the scene by emphasizing how angry, frustrated, and emotional the characters are. At the start of this scene Abigail crated a vision of yellow bird. I made Abigail look frightened but angry at the same time. This made the scene more dramatic as Danforth was extremely angry and confused. I did this to make audience want to know more and make them feel anxious. During the next part of the scene there is a lot of disagree between John Proctor and Danforth. I emphasized the frustration of the characters by making them shout angrily and sound violent. This was to build up the tension in the scene to influence the audience to feel shocked. In the next part of the scene Abigail accuses Mary Warren of sending the yellow bird upon them to hurt them. This shocks Mary, as she is innocent so she cries out in a horrified and confused manner. Mary Warren starts to get impatient because no one will listen to her point of view. The girls start to wind her up by repeating what she is saying. I directed the girls to speak in a soft-echoed tone of voice. This is because this would frustrate Mary even more and make her more angry and upset. I also positioned the girls to face Mary and stare at her, this was to build up even more frustration within not only Mary but the audience as well, as they know that she is innocent. I wanted Mary to appear more upset and emphasize the emotion building up inside her. The girls pursue in acting in this way until Mary breaks down in tears and is weeping and pleading. This brings more emotion to the scene, and I wanted Mary to come across weak and scared. Danforth is asking questions but isnt getting the answers he wants, so I made him lose control at points and show much impatience to make the scene more dramatic. Proctor becomes even angrier and sounds violent because no one will listen to him either. He knows he has real difficulties with controlling rage because he is so frustrated, while the girls are still repeating Mary Warren. This makes a scene full of mixed emotions; anger, frustration, depression and a bit spooky. Eventually the girls voices become louder this makes Mary not weaker but angrier and Mary cries out loudly. I thought because Mary is now appearing stronger the girls would be furious, so I made them repeat their teasing of her in a cold bitter tone of voice. I wanted to demonstrate group power as shown by the girls and how it effects one single person. As every one is shouting and screaming at each other, they become more and more furious. This emphasizes the frustration within the scene. For example Danforth starts speaking louder and far more sternly because he wants to be heard and he is trying to maintain his authority. Eventually the girls dominate Mary so much she gives in and confesses. This is a real shock, so the tones of voices are lowered because the girls have got their own way. When Mary accuses Proctor, the confusion and the shouting return because he is angry and knows that now no one will believe him. During this part of the scene Danforth calms down and speaks in a more patient tone of vice this is because he is relived because things are starting to make sense, although it is a lie. The next part of the scene is when Mary Warren cries out that she loves God. I thought this part of the scene was practically highly charged and I emphasized this by directing Mary to break down in tears once again. Hale and Proctor become more distressed and more aggressive through out the end of the scene because they know the girls are lying and this is particularly damning for them. Hale gets for frustrated he quits the court leaving Danforth even more confused and impatient as he is scared that he may lose his authority. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Hope for Rehabilitation for Institutionalized Youth Offenders Essay

â€Å"You do the crime, you pay the time,† is a common phrase uttered throughout our society in regard to juvenile delinquency. It has been suggested that a punitive response to the problem of youth violence in America is an effective means of solving the issue of youth crime, and would also deter future offenders. As a result, the existence of rehabilitation strategies within the system available to offenders is under threat. A harsh and punitive response to youth violence was, in part, brought about by a moral panic across America. Exaggerations by the media and political figures act as instigators of panic. Both the media and politicians promoted the concept of the super-predator youth. The media played its part by publishing or airing many individual stories of violent youth. Those in question represented only a small amount of the adolescent population. However, many Americans took these media-conveyed stories at face value, and it seemed to the public that there could be a juvenile delinquent around every corner just slavering to steal their wallet or sell them narcotics (Howell, 27). As a political ploy, many of those running for office and looking to gain support drew on this fear and called for more punitive measures toward youth violence. Politicians pushed to confine youth within adult prisons (Howell, 27). In some states, those under the age of 16 can now be sentenced to life imprisonment without the possibility of parole, and the ratification of the International Covenant on Civil and Political Rights in the United States reserved the right to execution of those under the age of 18. Eighteen youths have been put to death in the United States (Howell, 39). There were high hopes of deterring violence in thi... ... considers these young people a lost cause, we are doing ourselves a serious injustice. They may not be able to physically give back what they have taken, be it life, possessions, or the integrity of others or themselves. Giving comes in many shapes and sizes. A rehabilitated young man may become a mentor for at-risk kids. A young woman out of treatment may start midnight basketball in her crime-ridden neighborhood. Another may move on to further his education. The possibilities are endless for so many of these youths. However, they need help in accomplishing their potential. This being said, who are we to deprive someone so young with so many years ahead of them, of life and liberty? These young people deserve a chance. They can change for the better. This can be accomplished by further investigating effective treatment. Now is the time to make it happen.

My first day of College Essay

a) This course is a study of elementary algebra, which will include the set of real numbers, linear sentences, linear functions and their graphs, and operations and factoring with polynomials. b) MATH 0989 is a first semester developmental course which will prepare the student for MATH 1111 and its co-requisite course MATH 0999. c) To do well in the course, one must practice many problems outside of class, ask questions in class until there is a complete understanding of each concept, and prepare for tests by reviewing problems worked in class. d) A notebook needs to maintained and brought to class each day. All of the MyMathLab assignments need to labeled with the section and work placed in your notebook. 2. COURSE OBJECTIVES a) General education objective: Students will demonstrate a basic knowledge of the fundamentals of college level mathematics. b) Learning Support Math Program Goal: Mathematics students will be provided the knowledge and skills needed for successful college level work. c) Outcomes: Successful MATH0 099 students will demonstrate an understanding of solving linear equations and inequalities, operating and factoring with polynomials, and graphing linear equations. 3. ADDITIONAL RESOURCES a) Free tutoring available in the Student Success Center b) Study groups with fellow classmates c) Individual help during instructor’s office hours 4. OFFICE PROCEDURES FOR EXTRA HELP a) Bring lesson notes. b) Make sure the lesson has been read and the examples studied. c) Be prepared to show at least two problems that have been attempted. d) Bring incomplete or incorrect work for each problem. e) Ask for help as early as possible. Do not wait until the day of the test. 5. ATTENDANCE a) Attendance is very important. All students are expected and urged to attend all classes. Each absence makes it more difficult to acquire knowledge and increase learning. You will be contacted, if lack of attendance is becoming a problem. b) Students are responsible for every assignment and all material covered in class, whether present or absent. c) Obtain the name and phone number of a reliable classmate to contact, if there is an unavoidable absence. d) Tardiness to class is not allowed after the first week of classes. When the door is closed, no one is to enter. If you know you are going to be late due to a doctor’s appointment or such, please email me ahead of time. 6. CLASSROOM ETIQUETTE a) Treat the instructor and other students with respect. b) Talk to other students only during group activities. c) Leave the classroom during class time only after having spoken to the instructor. d) Cell phones must be silenced and out of sight during class time. 7. CALCULATOR a) Only scientific calculators may be used. b) Scientific calculators which will allow simplification of radical expressions may not be used. c) Phone calculators may not be used. d) Texas Instruments â€Å"TI-30XIIS† is recommended. 8. METHOD OF EVALUATION a) Unit Tests and Quizzes – 70%. There will be four unit tests. b) MyMathLab – 15%. c) Final Exam (Comprehensive) – 15%. 9. GRADES Average below 70, good attendance, effort, and some progress, and first semester in Learning Support Math F% Average below 70, poor attendance, lack of effort, or no progress WF% Withdrawn after midterm or stopped attending after midterm without officially withdrawing from the class W% Withdrawn before midterm 10. Learning Support Standards of Progress In addition to the Academic Standards of Progress (See the on-line Gordon State College Academic Catalog.) and in accordance with policies of the University System of Georgia, students enrolled in one or more Learning Support courses (See Learning Support Program in the on-line catalog for more information.) must comply with progression requirements of the Learning Support program.Learning Support students who need intensive remediation will begin with one of the 3- credit Foundations Learning Support courses (ENGL 0099, MATH 0097, or MATH 0099). Upon completion of Foundations courses(s) students will be required to register for the co-requisite academic support lab and gateway course to complete Learning Support requirements. A maximum of three attempts is allowed to complete both the Foundations course and the co-requisite pair. Students who fail two attempts at any of the 3-credit Foundations Learning Support courses will be placed on Learning Support Suspension. Students who only require support in their degree-credit gateway course will begin in one of the co-requisite pairs (ENGL 0098 / ENGL 1101, MATH 0097 / MATH 1001, or MATH 0099 / MATH  1111). Students who begin in a co-requisite pair are allowed a maximum of two attempts to complete the Learning Support Requirement. Failing to exit from Learning Support after a second attempt will result in Learning Support Suspension. The student may be considered for readmission before the end of one year of the suspension, if the student can provide evidence that he/she has taken measures to improve his or her skills. Time spent in Learning Support Course work in a disciplinary area shall be cumulative within the University System of Georgia. A transfer Learning Support student may be granted an additional semester if that student was making appropriate progress at the sending institution and is ready for the exit level course at the receiving institution and has not exceeded the allowed number of attempts. Students who have accumulated 30 semester hours or more of college level credit will be allowed to take only the required Learning Support classes. No other classes may be taken. 11 . ADDITIONAL INFORMATION a) Should students find it necessary at any time to see their instructor or the Coordinator of the Learning Support Program for clarification of any course related or departmental policy, to discuss their progress, or to request additional help, they should feel free to ask for an appointment. b) Any student who is certified as disabled or who qualifies for special accommodations must provide appropriate evidence of such certification immediately. Any student who intends to request special accommodations for this course because of a learning disability of any kind must immediately declare his or her intention to the college ADA officer – Student Center Room 212 – 678-359-5585. Foundations for College Algebra – MATH 0989

Analysis and Recommendation for the Mod Iv Product...

Background/ Introduction The Heating, ventilating, and air-conditioning controls (HVAC) is one of the Honeywell Building Controls (BCD)’s four product areas. In 1989 HVAC controls was pitching a multimillion project on the Mod IV--- an advanced motor used in HVAC applications. It was envisioned as â€Å"Golden Egg† by a senior manager because it was a main pitch of the company, and once it was ready to produce and successfully introduced into the market, it would account for 30% of the division’s profits. The central issue revolved around the division’s product development team and their commitment to meet the schedule. This led to multiple lower-level issues, such as communication disparity among various groups, mistiming in changing the†¦show more content†¦Fortunately, the General Manage, John Bailey was well aware of the essence and benefit of the Contingency Theory. He soon realized the necessity to reform his structure in response to the unp recedented challenge. They started to embrace what they called the â€Å"Parallel Development† structure. Basically it was a more organic structure with cross-functional team. The core team consisted of people from three critical functional areas--- manufacturing, marketing/sales, and engineering. It was basically a Project Organization assembled specifically for the Mod IV. While this change absorbed some benefits, such as better communication and teamwork, some substantial problems such as perspective disparity among functional areas remained unsolved. In addition, it created new issues for BCD as friction arose when workers were reluctant to adopt change. They grumbled that the team was over-loaded and management involvement and support was lacking. Therefore, the change was only partially successful. There are several reasons why the change could not achieve its full strength. One of them is mistiming. Even John Bailey admitted it was his mistake to implement a new organizational structure and new product simultaneously. This did not mean BCD did not have the right people for the job nor their people were not enough to implement the change. It was just that they were too overwhelmed by the complexity of the sudden change and Mod IV’s design and pressing schedule.Show MoreRelatedHoneywell Building Controls Division2157 Words   |  9 Pagesstarted to build Mod IV; the great promised product with better quality of its motor and cost reduction. The BCD built the cross-functional Mod IV team combined from manufacturing, marketing/sales, and engineering. In addition, to be more competitive, the BCD dropped sequential development in favor of the parallel development with a desire for faster and better products. The skate was high but the BCD had an inferior Product Development that slowed them down. 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